The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

The purpose is to call attention to a student's performance in research to the same extent that course work is reported on a transcript. The grade will have significant impact and supervisors are recommended to discuss the grade assigned with the student. The grade does not replace the required annual meeting and report of the advisory committee for PhD students. The grade should reflect the degree of progress and quality of performance with regard to the stage of the program of the student. Students in the program are graded twice a year. Students in the first year are generally evaluated at the end of their 8th month of registration and semi-annually after that.

This course is a modular course composed of several 2-hour workshops. The course is intended to be taken by all incoming graduate students in the Department of Chemistry and will be a requirement for both the MSc and PhD programs. These workshops will include topics indicated below but not limited to: oral and written communication skills; ethics in teaching, research, and scholarship; interpersonal interactions and approaches to conflict resolution; mental health and well-being; time and project management; development of an Individual Development Plan (IDP).

This course serves as the basic core course for the Institute's graduate studies concentration in comparative, international, and development education. It focuses upon the various theoretical conceptions of the socioeconomic development process and the role of formal and non-formal educational programs within that process. The basic purposes of the course are to introduce students to the comparative literature regarding education in advanced and developing nations, to evaluate the various ways in which comparative data may be used, and to examine the relative utility of various theoretical perspectives for understanding formal and non-formal educational policy problems common to many societies. CIDE students only or by permission of instructor.

Supervised experience in an organizational setting related to comparative, international, and development education, under the direction of a CIDE faculty and a professional mentor. The practicum will include not fewer than 40 hours of field placement over a period of one semester. There will be three assignments: 1) Development of a proposal that includes main learning goals, identification of a field site, and selection of a field based mentor; 2) Completion of the practicum itself (40 hours of on-sight work); 3) A final ''portfolio'' assignment that should include some combination of a short reflection paper on knowledge gained during the practicum, and evidence of any work completed during the practicum itself. The practicum is intended to provide students with practical experience and an opportunity to apply skills and knowledge gained from participation in the Comparative, International and Development Education Collaborative program. Arrangements for the practicum placement and selection of a CIDE supervisor are the responsibility of the individual student. The course will be open to students who have completed the core CIDE course, CIE1001H, and at least one other CIDE course.

The course aims to: (i) explore national and Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization drawing on experience and scholarship; (ii) provide opportunities for in depth engagement both with leading scholars acting as faculty and with students from other universities; and (iii) build global professional networks among students and faculty.

Students are expected to: (i) engage with key concepts relevant to democratic education such as: democracy, citizenship, human rights, antiracism, discrimination, equalities; (ii) interrogate transnational research and scholarship on Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization, using a variety of perspectives including sociology, political science and pedagogy; (iii) critically evaluate and compare different national and international approaches to democratic citizenship education; (iv) apply understandings of democracy and human rights to educational contexts; and (v) develop and implement policies and programs for democratic education.

Based on a seminar mode, each school of education will suggest a number of faculty/professor as guest speakers in the area broadly defined as Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization. From the pool of the professors, the U of T course director and collaborating faculty from of the other two institutions will select 3 to 4 guest speakers for the course on each offering. This course will be offered on-line to ensure synchronous delivery and participation of students across three different time zones: Toronto, London and Melbourne, each of the 12 sessions will take 2 hours only without break. Each guest speaker will be offering a brief lecture up to 15 minutes highlighting key issues around the topic of their scholarship. The rest of the class will be based on various forms of critical dialog and discussion (individual, group and whole class active learning activities). The speakers will also provide 2 to 3 readings (one from their publications and two from other scholars' works), which will be distributed prior to the session and will be available on the online forum. Based on the primacy of dialogue, each topic/session is expected to ensure that the participants' personal knowledge, the readings, and the instructors' knowledge are brought into synthesized and integrated learning outcomes. Instructional variety (seminars, pair/group discussions, lectures, guest speakers, Video-recordings) and intellectual challenge are the key elements in the course's pedagogy. In addition, reflection, cooperative learning, inclusive classroom ethos, critical thinking, social skills development, a culture of encouragement, and reciprocal sharing and learning are a must for each session.

Seminar format. Drawing on the scholarly interests of faculty, courses may include intermediality, film genres, corporeality, and transnationality.

This course provides each student with the opportunity to write a major research paper on a topic to be devised in consultation with an individual member of the Cinema Studies core faculty. Students will be encouraged to make use of the special collections housed with the Media Commons as the basis for their research projects.

A variety of placement settings connected to film culture. Each placement will entail some form of film-related research and/or examination of/participation in how organizations use and study film and disseminate it within a broader cultural field. Students will produce a report at the end of their internship outlining the learning experience and the implications for research and film scholarship.

Offers students the opportunity to design a reading list, research project and/or writing assignments in the student's designated area of interest.

This course will introduce students to a variety of methods — theoretical and historical — for the study of colour in film. We will be considering the development of various forms of colour technology and the pressures that such developments placed on cinematic style and later on the histories of style. We will also be concerned to develop strategies of colour interpretation that make use of the perceptual slipperiness of colour itself. Likewise, colour presents us with new questions about the nature of cinematic perception and naming. Thus we will move, as well, into larger philosophical questions about colour and vision, which should reorient the kinds of questions we ask about not only a work of art, but also about the knowledge and being.

This course combines an overview of the analytical methods that have proven particularly pertinent within cinema studies with the application of these methods to a select number of key film texts. Students will learn the role that analysis has played within the discipline while also honing their own skills as film analysts. Examination of the critical literature featuring film analysis will help students to learn how film theory and history have supported and influenced the development of analytical methodology.

Organized around a series of issues that have incited ongoing discussion and debate among scholars, cultural critics, and filmmakers, this course takes a topical approach to the study of film theory. In the process it both revisits some of the most canonical texts in the field and attends to more recent attempts to think through our contemporary moment, when digitality and transnationalism are radically changing the nature of film as well as the manner in which it is produced, distributed, exhibited, and viewed. Among those issues to be discussed are medium specificity, spectatorship, narrativity, affect, and the relationship between aesthetics, economics, and politics.

This course will examine a limited number of important developments within film history while providing students with extended and in-depth study of how such developments entail a consideration of sociocultural forces, economics, technology, and aesthetics. Developments to be selected will cover a wide range of distinct time periods, geographical areas, and stylistic tendencies. Selection will also be influenced by the range of scholarly approaches that have been devised to investigate the developments chosen. The aim is to ensure that students' knowledge of film history is enhanced while also encouraging them to engage more critically with the issues surrounding the study of film history.

In 1824, the influential German historian Leopold von Ranke described the aim of history as "to show what actually happened," assuming the possibility of an unambiguous access to the past. Today few theorists of history would be as confident. And yet, if an unmediated past is inaccessible — if history is instead inevitably a personal construct, shaped by the historian's perspective as a narrator — how is one to assess the historical enterprise? What can it mean to think historically, and what are the unique characteristics of historical inquiry? And what clues can cinema, as a supposedly "referential" visual form, provide about history, as a similarly (and also supposedly) "referential" discourse? Broadly stated, the class can be defined in terms of three major goals: to investigate the range of hermeneutic perspectives from which film history has been written; to assess and to theorize the kind of archival sources that film historians have conventionally drawn upon; and to confront cinema's status as a technology and the pressures that technological change (in particular, digitization) has placed on history and cultural memory. Rather than deny or avoid these pressures, this course seeks ultimately to suggest ways of running positively with them; ways of "doing history in the postmodern world" — arguably the world we live in.

This course examines a range of factors that shape and contest the field of cinema studies. It maintains a focus on pressures exerted on our conception of what constitutes "cinema" as they are inflected in current scholarly debates, including institutional pressures on steady and gainful employment in the field. Rapid changes in technology; shifts in modes of delivery; individual, embodied, and communal spectatorial practices, experiences and uses of cinema; globalization and industrial consolidation — all of these forces work to alter both the forms of cinematic media and their place in social, cultural, and political life. This course will study how cinema's mutable nature remains a central issue in debates about medium specificity, the role and toll of digitalization, and the shapes and purposes of different viewing communities, among other topics.

This course is required of all second-year PhD students in the Cinema Studies Institute. Structured as a workshop, it aims to develop students' skills for surviving and thriving in the doctoral program, as researchers and teachers in the fields of cinema and media studies, and as professionals in the academy and beyond.

An in-depth examination of the intersection of cinema and nationhood, such as British Social Realism or German New Wave. Content in any given year depends on the instructor.

An in-depth examination of aspects of documentary and non-fiction media, such as first-person filmmaking, interactive documentary, or reality television. Content in any given year depends on the instructor.

An in-depth examination of aspects of media and philosophy. Content in any given year depends on the instructor.

An in-depth examination of a specific topic in film and media history not covered by the core curriculum, such as Women's Film Festivals, or Animals and Film. Content in any given year depends on the instructor.

An in-depth examination of a specific topic in film and media theory not covered by the core curriculum, such as theories of the viewing subject, film and phenomenology, or reviewing spectator studies. Content in any given year depends on the instructor.