laurier education viewbook 2015

FACULTY OF EDUCATION

ADMISSIONS VIEWBOOK

CONSECUTIVE BACHELOR OF EDUCATION 2015

There are few professions as important and rewarding as teaching. It’s no exaggeration to say that a well-trained, motivated teacher can have a profound influence on the lives of generations of young people.

If you desire a highly progressive and future-oriented program of study, the Bachelor of Education program at Laurier is an excellent choice. You will experience creative new courses that

blend 21st century skills, a global perspective and updated content with the technology tools that help ignite today’s learners. Aboriginal content and ways of knowing are infused within all courses to highlight their importance and exemplify teaching to and about diverse populations of students. Finally, all of this comes to life in 40 weeks of practical experiences you will have in classrooms.

As a graduate of Laurier’s Teacher Education program you will be knowledgeable, highly skilled and confident as you begin your teaching career. We welcome you to join us as a colleague in the most challenging, rewarding and fulfilling profession of all…the hardest job you will ever love.

Sincerely,

Dr. Colleen Willard-Holt Dean of the Faculty of Education

Become a confident teacher

Be inspired 2

2015–2017 schedule 4

Choose Laurier 6

Course descriptions 8

Admission requirements 12

Financing your education 18

Explore Kitchener-Waterloo 20

wlu.ca/education | 1

Our Education faculty members love their jobs. It’s evident in the dynamic way they conduct their programs and learning seminars. Our classes are engaging, interactive and have a favourable pupil-to-teacher ratio. During your time here, our instructors will teach you how to encourage literacy in children barely big enough to hold a book themselves, how to make connections with children who are not yet old enough to think abstractly, and how to flourish in a multicultural classroom where English language skills may not be strong. By nurturing these skills in you and by modeling excellent teaching in Laurier’s classrooms, we know the next generation of teachers will be outstanding.

Be inspired

Dynamic classroom experience

As one of Canada’s top multi-campus universities, Laurier has more than 88,000 alumni and a reputation for combining academic excellence with a vibrant sense of community and social engagement. Today, Laurier is home to nine outstanding faculties—Arts, Science, Music, Education, the School of Business & Economics, Social Work, Human and Social Sciences, Liberal Arts and Graduate Studies. Our success continues to attract students who want excellent academic programs and a smaller campus environment. Come join us and be part of a tradition that continues to inspire lives of leadership and purpose.

“Each day is amazing — I am always learning. Learning never stops for teachers or students. ”

PETER QUINNEY, ’10, LAURIER TEACHER EDUCATION GRADUATE

2 | wlu.ca/education

YEAR ONE: 2015–2016

FALL TERM

AUGUST 31 – SEPTEMBER 4 Professional Teaching Orientation Week

SEPTEMBER 8 – OCTOBER 9 Classes; 2 Field Days per week in a Professional Development School (PDS) site

OCTOBER 13 – OCTOBER 23 PDS Field Days Block

OCTOBER 26 – NOVEMBER 27 Classes; 2 Field Days per week in a PDS site

NOVEMBER 30 – DECEMBER 18 Practicum 1

WINTER TERM

JANUARY 4 – FEBRUARY 5 Classes; 2 Field Days per week in a PDS site

FEBRUARY 8 – FEBRUARY 26 Practicum 2

FEBRUARY 29 – APRIL 8 Classes; 2 Field Days per week in a PDS site

APRIL 11 – APRIL 29 Alternative Placement, except March Break, March 14–18

MAY 2 Professional Teaching Transition Day

YEAR TWO: 2016–2017

FALL TERM

AUGUST 29 – SEPTEMBER 2 Professional Teaching Orientation Week

SEPTEMBER 6 – OCTOBER 17 Classes; 2 Field Days per week at Professional Development School (PDS) site

OCTOBER 11 – OCTOBER 21 Practicum 3

OCTOBER 24 – NOVEMBER 25 Classes; 2 Field Days per week at PDS site

NOVEMBER 28 – DECEMBER 16 Practicum 4

WINTER TERM

JANUARY 2 – FEBRUARY 3 Classes; 2 Field Days per week at PDS site

FEBRUARY 6 – APRIL 21 Laurier Professional Placement

APRIL 24 – APRIL 28 Professional Teaching Transition Week

2015–2017 schedule


Laurier’s Faculty of Education offers a two-year consecutive teacher education program. Graduates of the program will earn a Bachelor of Education degree and will be qualified to teach the Ontario curriculum within the Primary/Junior division (kindergarten to Grade 6) or the Junior/Intermediate division (Grade 4–Grade 10).

What makes Laurier’s program unique is the amount of time you spend in the classroom practicing your skills. Only Laurier’s Teacher Education Candidates (TECs) have the opportunity to spend two days per week in schools throughout the program, in addition to five block placements. This Professional Development School (PDS) model will afford you with 40 weeks of practical experience over two years. You will experience two host schools over the course of the program to help you learn more about the diversity of Ontario classroooms. Laurier has partnered with the Waterloo Region, Waterloo Catholic, Upper Grand and Wellington District school boards to provide TECs with extensive, in-depth and sustained field experiences.

ALTERNATIVE PLACEMENT A three-week alternative placement at the end of your first year allows the opportunity for community service-learning in educational settings outside the regular K-12 school system, (e.g. Section 23 programs, KidsAbility, museums, outdoor education centre) or to take advantage of international teaching opportunities. The Alternative Placement provides you with valuable practical experience that may not be available at your host school. Because this placement occurs at the end of first year, there may be opportunities to continue the placement during the summer months.

LAURIER PROFESSIONAL PLACEMENT (LPP)To support the transition from teacher education candidate to practicing professional, TECs complete an extended, 10-week Laurier Professional Placement (LPP) at the end of second year.

A GLOBAL PERSPECTIVE — Laurier offers

more practical teaching experience in the classroom

than any other education program. But did you realize

you could be in classrooms around the world to gain

this experience? Laurier graduate Sarah Fischer travelled

with Dr. Steve Sider on a service-learning trip to Haiti.

“It would be fitting to say that this trip has changed my

life in an abundance of ways — mostly the way I see

the education system and the way I see developing

nations,” says Sarah. “Taking the time to see all aspects

of the culture in Haiti, including the different school

systems and the malnourishment center, gave me the

chance to reflect on the bigger picture.”

Choose Laurier


In the LPP you will work hand-in-hand with a mentor teacher, assigned to you at your PDS site for the second year of the program. During the LPP, you will meet with a small seminar group on a regular basis to reflect on your practice and construct professional knowledge as a community of learners. The LPP provides extensive opportunities for varied classroom and school experiences that will deepen your knowledge of current Ontario curriculum and policy and allow you to demonstrate and build your professional teaching skills.

LEARN FROM THE BESTLaurier’s intimate learning environment helps each of our TECs to succeed. With small class sizes, you will enjoy a favourable student-to-teacher ratio in dynamic classes and professional learning seminars. You will receive constant support and instruction from our talented and committed faculty members and associate teachers, setting you up for success.

TEACHING AND LEARNING FOR ALL LEARNERS ACROSS THE CURRICULUM The four semesters of the program build from an introduction to teaching to critical and creative professional knowledge and skills:

1. First semester: Building Foundations in Teaching2. Second semester: Building Content Knowledge3. Third semester: Reaching Every Learner4. Fourth semester: Connecting Foundations & Content to Reach Every Learner

You will not only build a deep understanding of teaching and assessment in each curriculum area, but will also learn how to integrate instruction and assessment across curriculum areas to meet the needs and increase the engagement of 21st century learners. Courses that form a Diversity Series will provide specialized focus on Equity and Diversity, Mental Health, FNMI Issues in Education, Special Education and English Language Learners. A course in Self-Regulated Learning enables you to support students to succeed as self-aware, goal-directed and strategic learners.

KNOWLEDGE CREATIONWith the assistance of faculty, principals and associate teachers, you will integrate your personal interests with the needs of your Professional Development School to complete an action research (inquiry) project. You will apply what you learn in your classroom observations and university courses to investigate stimulating topics of interest and need; for example, the impact of SMARTboard technology on instructional methods in mathematics.

21ST CENTURY LEARNING AND TECHNOLOGYTechnology is an integral part of teaching and learning in our program. Teacher Education Candidates are required to bring a device to support their learning and will have access to current and emerging technologies for their own learning and for instruction at their PDS sites. Detailed information about the minimum hardware requirements will be sent to successful applicants when they receive their Offer of Admission.

PROFESSIONAL TEACHING ORIENTATION WEEKBefore classes begin, you will start your education career at Laurier with a dynamic professional learning experience. Here, you meet other students and instructors, participate in interactive team-building activities, tour the campus, train on available technologies, become acquainted with your PDS and learn about other resources available to you at Laurier.

POST-GRADUATION MENTORINGLaurier’s Career Services department provides support for all our graduates through mentoring, resume building, mock interviews and other services to help you prepare for future employment. You will also have the opportunity to network with your peers and to attend professional development seminars on topics of interest to you.


“Our integrated courses merge 21st century skills with Ontario curriculum content to create a dynamic learning environment.”

DEAN WILLARD-HOLT

Core curriculumFOUNDATIONS COURSES

EU456A AND EU456B: PROFESSIONAL LEARNING SEMINAR I AND II TECs meet to share questions and reflections emerging from their professional practice, to engage in collaborative inquiry and problem solving, and to construct professional knowledge as a community of learners. Professional Learning Seminar (PLS) II, which occurs in second year of the BEd program, places a greater focus on “transition to practice” (e.g. resume-writing, interview skills, supply teaching, etc.).

EU480: SCHOOL AND SOCIETY This course provides an examination of historical and contemporary contexts of education including various philosophical perspectives, as well as political, social and legal aspects of the Ontario education system. Central to the course is developing an understanding of the ethical and professional standards that govern teachers’ professional work.

EU481: LEARNING, CHILD DEVELOPMENT AND CLASSROOM MANAGEMENT In this course, current theoretical approaches and key concepts in learning, child development and classroom management are considered in the context of relevant classroom applications. Depending on the division of TEC enrolment, the course will emphasize issues and examples related to the very young, middle-childhood and/or adolescent students.

EU482: CURRICULUM FOUNDATIONS TECs will examine curriculum, pedagogy, assessment and evaluation supported by relevant Ministry curriculum and policy documents. TECs will have opportunities to consider and apply methods for the design, planning, implementation and continuous improvement of instruction, assessment and evaluation across the curriculum.

CURRICULUM METHODS COURSES

EU410: LANGUAGE AND LITERACY EDUCATION IThis course investigates current theory and practice related to effective planning, instruction and assessment of Primary/Junior or Junior/Intermediate division students’ English language and literacy development, depending on TECs’ divisional enrollment.

EU411: LANGUAGE AND LITERACY EDUCATION II This advanced course considers a broad definition of literacy within our changing world, including a focus on multimodal texts and the role of 21st Century literacy skills in learning across the curriculum. Course content for Junior/Intermediate TECs with subject teaching specialization in English language and literacy will include an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10.

EU412: MATHEMATICS EDUCATION I This course examines current theory and practice related to mathematics education and highlights strategies for using observation, inquiry, problem-solving and “hands-on”


“ Laurier faculty link current research to classroom experiences and teaching and learning strategies.”

ELAINE WETHERUP, FIELD EXPERIENCE OFFICER

Course descriptions

exploration to support effective teaching and learning. Both mathematical content and pedagogical knowledge are emphasized. Course content for Junior/Intermediate TECs with subject teaching specialization in mathematics will include an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10.

EU413: MATHEMATICS EDUCATION II A major focus of this advanced course is an inquiry project related to the teaching, learning and assessment of mathematics. Course content for Junior/Intermediate TECs with subject teaching specialization in mathematics will include an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10. The course is delivered in a blended-format.

EU414: SOCIAL STUDIES, HISTORY AND GEOGRAPHY EDUCATION This course examines current theory and practice related to social studies education, including planning and implementing curriculum and effective teaching and assessment strategies at the Primary/Junior or Junior/Intermediate level, depending on TECs’ divisional enrollment. Course content for TECs with subject teaching specialization in history/geography will include an emphasis on leadership and higher levels of curriculum interpretation and implementation and an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10.

EU415: SCIENCE AND TECHNOLOGY EDUCATION Emphasis in this course is placed upon strategies for interpreting the curriculum and engaging students in meaningful activities that employ the skills of science and technology, explore the nature and relevance of science and technology and build students’ understanding of their environment. TECs will gain confidence in their ability to teach science and technology regardless of their background in these subjects. Course content for TECs with subject

teaching specialization in science and technology education will include an emphasis on leadership and higher levels of curriculum interpretation and implementation and an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10.

EU422: TEACHING FOR THE ARTS This course examines current theory and practice for planning, instruction and assessment in the arts at the Primary/Junior or Junior/Intermediate level, depending on TECs’ divisional enrolment. It emphasizes the uniqueness of each art and natural intersections among the arts disciplines as well as the essential contribution that the arts make to students’ overall development. Course content for TECs with subject teaching specialization in Music will include an enhanced emphasis on intermediate curriculum and instruction up to and including grade 10.

EU423: TEACHING HEALTH AND PHYSICAL EDUCATION This course examines current theory related to health and physical education and explores a range of strategies for effective planning, instruction and assessment at the Primary/Junior or Junior/Intermediate level, depending on TECs’ divisional enrolment. Student safety and the development of associated classroom management techniques are highlighted. Course content for TECs with subject teaching specialization in Health and Physical Education will include an emphasis on leadership and organization of healthy active living in the class, school and community levels and on intermediate curriculum and instruction up to and including grade 10.

INSTRUCTION AND ASSESSMENT ACROSS THE CURRICULUM

EU485: INTEGRATED CURRICULUM IThis course provides an introduction to curriculum integration as an approach to designing relevant and meaningful instruction to support student learning and engagement at the Primary/Junior or Junior/Intermediate level, depending on their divisional specializations. Considering a variety of design models, TECs will investigate an integrated learning cycle from its planning stages through to the final assessments.

EU486: INTEGRATED CURRICULUM II This second-level course provides an opportunity for TECs to engage in in-depth exploration of curriculum integration as an approach to designing instruction at the Primary/Junior or Junior/Intermediate level, depending on their divisional specializations. TECs will apply knowledge of planning, instruction and assessment to develop an integrated unit of study.

EU487: ASSESSMENTTECs will learn about current understandings of “best practice” in classroom assessment and evaluation based on recent research and theory, relevant Ministry curriculum, as well as policy and support documents. Here TECs will have the opportunity to build an initial repertoire of assessment methods, tools, practices and procedures.

KNOWING YOUR LEARNER— DIVERSITY SERIES

EU489: DIVERSITY SERIES: SPECIAL EDUCATION I (0.25)This course considers the learner with exceptionalities in the educational context, including relevant programs and placements. Legislation, policies and procedures related to special education are examined, including the Individual Education Plan and the identification and placement process. The course content will vary in its focus on curriculum expectations, learning and teaching at the different grade levels, depending on divisional enrolment of TECs.

EU490: DIVERSITY SERIES: SPECIAL EDUCATION II (0.25)This second-level course considers how we view ability and disability in educational contexts, challenging TECs to consider how children are “differently-abled.” A strengths-based perspective is foundational to this course, helping TECs develop teaching practices that support all students. An overview of historical and social movements which have led to current inclusive practice is provided. The course content will vary in its focus on curriculum expectations, learning and teaching at the different grade levels, depending on divisional enrolment of TECs.


EU491: DIVERSITY SERIES: ENGLISH LANGUAGE LEARNERS IN THE CLASSROOM (0.25)This course provides TECs with an understanding of the linguistic and socio-emotional needs of English language learners (ELLs). TECs will develop foundational knowledge of the language continuum to support effective instruction and assessment. This course uses Ontario curriculum documents and the Ontario College of Teachers’ Standards of Practice to prepare TECs to create learning environments and use instruction and assessment practices that reflect linguistic and academic needs of their students.

EU492: DIVERSITY SERIES: EQUITY AND DIVERSITY IN SCHOOLS (0.25)This course addresses selected theories and their related educational practices that contribute to the creation and maintenance of an equitable and inclusive school climate, one that respects and affirms the diversity and interdependence of the world’s people and cultures as well as the history, cultural heritage and pluralism of Canadian society.

EU493: DIVERSITY SERIES: FIRST NATIONS, MÉTIS, AND INUIT (FNMI) ISSUES IN EDUCATIONAL CONTEXTS (0.25)This course will help TECs to effectively meet the needs of FNMI learners and to connect non-FNMI learners to Canada’s aboriginal heritage through relevant and meaningful academic programming and co-curricular activities. Included are topics related to sovereignty, identity, land treaty, language and environmental sustainability. Historical and contemporary issues impacting FNMI vitality on the socio-cultural, socio-economic and political Canadian landscape are addressed.

EU494: DIVERSITY SERIES: MENTAL HEALTH IN THE CLASSROOM CONTEXT (0.25)This course provides TECs with a general understanding of mental health issues affecting children and youth in the classroom. Issues include an overview of the most common mental health issues in today’s classroom, especially as these issues interfere with learning opportunities, as well as the roles of different professionals within a multi-disciplinary model, resources available to teachers and ways in which teachers can promote good mental health in the classroom as part of their everyday practice.

EU495: SELF-REGULATED LEARNING (0.25)This course examines classroom practices that help all students develop cognitive, metacognitive, and motivational skills and behaviours that will enable them to succeed as self-aware 21st century learners who are “engaged, thinking, proactive, responsive and reflective” (SRL Canada, www.srlcanada.ca). TECs will learn practices that promote personalization of the curriculum by increasing student choice and voice, differentiating instruction and enhancing learners’ capacity for self-determination.

Sample elective coursesEU430 – Literacy InterventionEU432 – Introduction to Mathematical Cognition and Exceptionalities EU433 – Environmental Education EU434 – Global EducationEU436 – French as a Second Language EU438 – Gifted Education EU439 – Teaching in Kindergarten EU440 – Teaching in Ontario Catholic Schools

In addition to the EU493 course, Laurier has made a commitment to infuse Aboriginal issues in education into each course within the Bachelor of Education program.


The Faculty of Education at Laurier fosters excellence in teacher education and scholarship through inquiry, reflection and collaborative sustained partnerships in learning.

Admission into the Faculty of Education is based 50% on academic achievement and 50% on information submitted in the Experience Profile.

Enrolment is limited and fulfilment of the minimum admission requirements does not guarantee admission into the program. Mature students must meet the same requirements as all other candidates. Incomplete or late applications will not be considered. Following the submission of an application, applicants will receive a confirmation email with information about Laurier’s online viewing feature. We strongly recommend that applicants check their account frequently, as online viewing is the university’s official means of communicating both receipt of and request for documents used to complete applicant files.

Applicants who have listed more than one program choice on their application must list their choices in the order in which they would like them to be considered. Applicants who have applied for more than one program only need to send one copy of their required documents.

PROGRAM CODESU10 Primary/JuniorU20 Junior/Intermediate

1 ADMISSION AVERAGEA minimum academic average of 70% (B–) on the most recently completed 10 full- or 20 half-credit undergraduate university level courses is required. Only undergraduate university courses completed by September 1, 2014 will be counted in the admission average. If credits are still in progress at the time of application, they will solely be considered to fulfill Junior/Intermediate subject requirements. Preference will be given to students who have completed, or who are completing, a four-year degree with a minimum of 20 full-credits. Applicants presenting a three-year degree will still be considered for admission into their program of choice. Applicants who have completed, or who will complete, a master’s degree by June 30, 2015, will receive additional admission points. Applicants who present a college/applied degree will be assessed on a case-by-case basis. Official university or college transcripts ordered through the OUAC or issued from an accredited university must be received by Laurier no later than December 10, 2014.

Applicants who have attended university on a letter of permission or international exchange must provide an official transcript from the institution(s) attended by the deadline.

Applicants who have received transfer credits from prior colleges or universities must provide an official letter outlining the number of transfer credits received towards their undergraduate degree no later than December 10, 2014.

Please do not send secondary school or CEGEP transcripts; they will not be evaluated. Community college transcripts will not be evaluated, with the exception of college/applied degrees, which will be assessed on a case-by-case basis.

Admission requirements


PROGRAM SPECIFIC ADMISSION REQUIREMENTS

PRIMARY/JUNIORIn order to ensure adequate preparation in subjects taught at the Primary/Junior level, preference will be given to applicants who have successfully completed a half-credit undergraduate university course in one or more of the following subject areas: English, French, math and/or science. Applicants who do not have credits in the designated subject areas will still be considered for admission into the program.

JUNIOR/INTERMEDIATEApplicants require one teachable subject to be eligible for the Junior/Intermediate program. They may, however, apply to a maximum of two teachable subjects if they are qualified and so inclined. Students who select two teachable subjects are asked to rank their teachable subjects in order of preference, as Laurier will send only one Offer of Admission to a qualified applicant. If an applicant is admissible to both teachables, they will receive an Offer of Admission to their highest ranked choice.

TEACHABLE SUBJECTS:

• English• FrenchasaSecondLanguage• Geography• HealthandPhysicalEducation• History• Mathematics• Music–Instrumental• Music–Vocal

• Science–General

Applicants must have at least three full-credit or six half-credit undergraduate university courses, with an average of 70% (B–) in their chosen teaching subject. At least one full-credit or two half-credit courses must be at the second year level or above. If an applicant presents more than the required number of courses for the subject area, the subject specific average will be calculated using the highest grades.

In order to ensure adequate preparation in subjects taught at the Junior/Intermediate level, preference will be given to applicants who have successfully completed one or more half-credit undergraduate university courses in three of the following five subjects: math, science, English, geography/history (Canadian geography/history recommended), or fine arts (including music, visual arts, dance or drama). Applicants who do not have credits in these subject areas will still be considered for admission into the program.

Junior/Intermediate applicants will be scheduled to practice teach in Grades 4–8.

ADDITIONAL REQUIREMENTS FOR SPECIFIC SUBJECT AREAS:

ENGLISH At least three full undergraduate credits in English are required. Within the three full-credits, at least two half-credit courses must be in English literature or poetry. The following courses may not be used to satisfy requirements for the English teachable: university essay courses, courses in English culture, or writing for business and science.

“ We help to make learning matter for students. We desire to inspire and excite students through the growth and development inherent in the learning process.”

DR. KRISTIINA MONTERO, ASSISTANT PROFESSOR, FACULTY OF EDUCATION


FRENCH AS A SECOND LANGUAGE The equivalent of five full undergraduate credits are required, including one -credit course in each of the following: French written language/grammar, French literature and French culture. Note that this is an additional two full-credits or four half-credits more than the general teachable requirement. Applicants will be required to demonstrate oral and written fluency. Upon graduation TECs have the equivalent of the AQ Part 1 course.

GEOGRAPHY Within the three full undergraduate credits, at least one half- credit course in Canadian geography and one half-credit course in research methods or geographic information and analysis must be included.

HEALTH AND PHYSICAL EDUCATION Within the three full undergraduate credits, at least one half-credit course in kinesiology or health sciences and two half-credit activity courses must be included.

HISTORY Within the three full undergraduate credits, at least one full- credit course in Canadian history (early and modern preferred) must be included.

MATHEMATICS At least three full undergraduate credits in mathematics are required. At least one full senior math credit, second year level or above, must be included. Mathematics courses equivalent to a secondary school math credit will not be counted.

MUSIC – INSTRUMENTAL The equivalent of three full undergraduate credits are required in music. Must include both applied and academic music credits. Preference will be given to applicants with a minimum of one full-year credit in each of the following four areas of music study: music theory, music history (includes musicology and popular music), applied music and music education. Grade 10 Royal Conservatory of Music certification will satisfy the requirement for applied music. Courses in second instruments, conducting, music education methods and/or music technology can be used for the music education requirement. Consideration will be given to equivalent field experience and/or related postsecondary education.

MUSIC – VOCAL The equivalent of three full undergraduate credits are required in music, including both applied and academic. Preference will be given to applicants with a minimum of one full-year credit in any of the following areas of music study: music theory, music history (includes musicology and popular music), applied music and music education. Grade 10 Royal Conservatory of Music certification in voice will satisfy the requirement for applied music. Courses in choral or vocal techniques, choral conducting, music education methods and/or music technology can be used towards the music requirement. Consideration will be given to equivalent field experience and/or related postsecondary education.

SCIENCE – GENERAL At least three full undergraduate credits in science and one half-credit undergraduate mathematics course are required. Must include one half-credit undergraduate course in at least three of the following: biology, biochemistry, chemistry, earth and space science, environmental science, zoology and physics.

2 EXPERIENCE PROFILEApplicants must submit a completed Experience Profile, to be received by Laurier no later than December 10, 2014. The Experience Profile form can be downloaded from either the OUAC or Laurier websites. Experience Profiles will be reviewed only if a student meets minimum academic requirements. The Experience Profile form is an integral part of admission to the Laurier BEd program and will count for 50% of the admission evaluation. Letters of reference are not required and will not be evaluated.


INTERVIEW Select applicants MAY be contacted to attend an interview which will determine final admission status. Applicants selected for an interview will be contacted by telephone or email in January to set up an appointment.

3 EQUITY ADMISSIONSLaurier values diversity and encourages applications from qualified candidates who self-identify as members of Aboriginal/First Nation groups, racial minorities and/or differently-abled groups. A select number of places will be reserved in our education program for qualified individuals from these groups. Laurier incorporates Aboriginal content and perspectives throughout its BEd program. Further information and equity admission forms are available on our website. Equity admission forms are packaged with the Experience Profile and must be received by Laurier no later than December 10, 2014.

4 ENGLISH LANGUAGE PROFICIENCYAll applicants whose first language is not English (learned and spoken in the home) are required to submit official English language test results obtained within the last two years from either IELTS, TOEFL or PTE. Studying in an English language school system for a portion of secondary school or university does not exempt applicants from this requirement. Photocopies will not be accepted. Official English language proficiency test scores must be received by Laurier no later than December 10, 2014.

IELTS International English Language Testing SystemMinimum score of 7 overall with at least 6.5 in reading and listening and scores of at least 7 in both writing and speaking.

TOEFL Test of English as a Foreign Language

1. Paper-based test: minimum overall score of 600 with scores of at least 5.5 on the TWE, 58 in listening and 58 in reading.

2. Internet-based test: minimum overall score of 103, with scores of at least 28 in writing, 23 in listening, 24 in reading and 28 in speaking.

3. PTE (Pearson Test of English): minimum overall score of 70.Laurier reserves the right to request an English language proficiency test result from any applicant. Students who, after admission, show an inadequate command of spoken or written English may be required to withdraw from the program.

ENGLISH LANGUAGE PROFICIENCY WAIVERApplicants whose first language was not English, but who studied solely in an English language educational system beginning in primary school, may request a waiver of English language proficiency if:

a. They have passed the Grade 10 Ontario literacy test,

or

b. They have completed 3U and 4U English, or Grade 12A and OAC English, achieving at least 75% in each of the two courses.

Applicants who request this waiver must submit an official copy of the relevant supporting documentation to Laurier no later than December 10, 2014.

5 APPLICANTS WITH INTERNATIONAL TRANSCRIPTS/DEGREESApplicants educated outside of Canada and the United States who have obtained a degree from a foreign country must have all official transcripts translated (as applicable) and evaluated by World Education Services (WES). Applicants are responsible for the costs associated with the course-by-course evaluation and any translation required. Notarized transcripts will not be accepted, nor will transcripts submitted directly to Laurier. It is the applicant’s responsibility to send an official paper copy of their WES evaluation to Laurier no later than December 10, 2014. Please note that it can take upwards of six weeks for WES to receive official transcripts from a foreign academic institution, after which point the WES evaluation can take a week or longer to complete. Applicants should begin the evaluation process as early as possible to ensure that Laurier receives a WES evaluation no later than December 10, 2014. Late documents will not be accepted.

Applicants who have concerns about international documentation should contact [email protected].


2014/2015 Expenses (subject to change)

DOMESTIC STUDENTS INTERNATIONAL STUDENTS

TUITION $7,565 $21,697

ANCILLARY FEES $1,121 (approximate cost) $1,121 (approximate cost)

TECHNOLOGY FEE $150 $150

TEXTBOOKS $900 (approximate cost) $900 (approximate cost)

ON-CAMPUS PARKING $250 $250

UHIP N/A $680

TOTAL $9,986 $24,798


ENTRANCE SCHOLARSHIPSLaurier offers 15 entrance scholarships valued at $500 each to top-ranking students in each division. No application required.

ABORIGINAL SCHOLARSHIPSAboriginal scholarships will be available to qualified applicants who self-identify as having an Aboriginal background, heritage or ancestry during the admission process to the BEd program at Laurier. Please visit wlu.ca/education for more information.

AWARDS AND BURSARIESMonetary gifts are available based on demonstrated financial and academic success. To find out more, visit wlu.ca/studentawards.

LAURIER WORK-STUDY PROGRAMThe work-study program is designed to provide on-campus part-time work experience for full-time students who need help paying for their education. The maximum you may earn is $2,000 per year. To apply, visit the Student Awards website in late August at wlu.ca/studentawards.

JOBS ON CAMPUSLaurier hires hundreds of our students each year to work as teaching and research assistants, computer analysts, markers and telefundraisers. In fact, you will find students working in virtually every department across campus. The WLU Students’ Union also hires more than 350 students annually to work in its restaurants and on-campus store. You can apply for WLUSU jobs online at wlusuhr.com.

Financing your education

K-W is in the heart of south-western Ontario, about halfway between London and Toronto.

Laurier’s Waterloo campus is located in the thriving, culturally diverse community of Kitchener-Waterloo (K-W), just 100 kilometres west of Toronto. With a population of about 350,000, K-W is small enough to be safe and easy to get around, yet big enough to provide services typical of larger cities – great restaurants, a symphony, theatres, shopping, art galleries, parks and efficient public transit.

In addition to the athletic and recreational opportunities on our Waterloo campus, K-W offers an extensive variety of facilities and activities. Walking and hiking trails, rivers, golf courses, skating rinks, soccer fields and even a ski hill are all within driving distance of campus.

K-W’s central location makes it easy to get away for some down time between classes and studying. Toronto (with all it has to offer) is only an hour away, the United States is two hours south,

and the beaches of Lake Huron and Lake Erie are close enough for day trips. K-W is also home to an international airport offering flights to Ottawa, Western Canada, Chicago and winter sun destinations.

UNIVERSAL BUS PASSStudents can take a Grand River Transit (GRT) bus, any route, any time, in Kitchener, Waterloo and Cambridge. All you have to do is show the driver your student card. GRT buses also feature bike racks on every bus. Visit services.yourstudentsunion.ca for more information.

Explore Kitchener-Waterloo


Submit the following items to the Ontario Universities Application Centre (OUAC) no later than December 1, 2014:

Complete online TEAS application at: www.ouac.on.ca/teas

TEAS application fee

Transcript request for each Ontario university and college attended

Submit the following items to Education Recruitment & Admissions Office, Wilfrid Laurier University, on or before 4:30pm December 10, 2014:

Completed Experience Profile form

Original transcripts for ALL postsecondary institutions attended (translations and WES course-by-course evaluations are required as applicable)

Official course descriptions for all courses studied outside of Canada (translations are also required if the originals are not in English)

Equity Admissions forms (if applicable)

Official English language test, within the past two years (if applicable)

Due to the high volume of applications we receive, we are unable to verify the receipt of documents. In order to ensure delivery by the deadline date, we recommend using a courier service.

Applications are not considered complete until all of the above fees and documents have been received by the deadline date. Incomplete or late applications will not be considered.

Successful applicants will be sent Offers of Admission on March 2, 2015. Offers can be viewed online through TEAS or by logging into your Laurier online viewing portal on March 2, 2015.

Applicant Checklist and Deadlines

THE BEST SPOTS

K-W is a student-friendly community offering great value restaurants and entertainment. Here are a few popular spots, all within walking distance:

COFFEE: Starbucks (right on campus!)

DINNER ON A BUDGET: Raintree Café

WINGS: Morty’s Pub

PATIO: Huether Hotel

SHOPPING: Uptown Waterloo

PUB: Fox & Fiddle

LIVE MUSIC: Wilf’s

PIZZA: Twice the Deal

SUSHI: Ye’s

BURGERS: Frat Burger

SANDWICHES: Princess Café

PICNIC SPOT: Waterloo Park

FOOD FOR A PICNIC: Vincenzo’s

MOVIE THEATRE: Princess Cinemas

KARAOKE: Chainsaw

While every effort has been made to ensure this publication is accurate at time of printing, the information contained herein is subject to change without notice.

WATERLOO | Brantford | Toronto | Kitchener

WATERLOO, ONTARIO, CANADA

Recruitment & Admissions75 University Ave West, Waterloo, Ontario, Canada N2L 3C5T 519.884.0710 x3385 [email protected]

WILFRID LAURIER UNIVERSITY

These books are printed on a paper stock that contains 100% post-consumer fibre, is manufactured in Canada using renewable biogas energy, is certified Ecologo, processed chlorine-free, is FSC certified and has the lowest environmental footprint of any North American paper stock.

wlu.ca/education

Inspiring educational leadersPrimary/Junior Junior/Intermediate

ENGLISH | FRENCH AS A SECOND LANGUAGE | GEOGRAPHY | HEALTH AND PHYSICAL EDUCATION

HISTORY | MATHEMATICS | MUSIC-INSTRUMENTAL | MUSIC-VOCAL | SCIENCE-GENERAL

ED

U-1

96-A

UG

14

laurier education viewbook 2015

Documents

bachelor of education

education faculty members

modeling excellent teaching

teaching career

motivated teacher

teacher ratio

excellent academic programs

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