UNIVERSITY OF REGINA
FACULTY OF EDUCATION
EDUCATIONAL CORE STUDIES (ECS) 301, Fall 2016
Pedagogy, Theory and Practices of Elementary Teaching
Classes will be held Tuesday & Thursday at 10:00 a.m. to 11:15 a.m.
Field Experiences (EFLD310) begin Wed., Oct. 12th, 2016 to Wed. Nov. 30th, 2016 inclusive
Treaties in the Classroom Workshops, Tues. Sept. 27th, 2016 & Wed. Sept. 28th, 2016
Section 10 in ED 310
Julie Machnaik
http://ecs301.ca/10
[email protected]
Office Phone: 306-585-4602
ED361
Section 10: Please use URCourses as main email and to submit assignments. Thanks, Julie
Section 20 in ED 318
Pamela Kendel-Goodale
[email protected]
ED 234
[email protected]
ED 234
http://ecs301.ca/20
Section 30 in ED 223.1
Donna Nikiforuk
http://ecs301.ca/30
REQUIRED TEXTS:
1. Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies: One size
doesn't fit all. Thousand Oaks: Corwin Press.
2. Indian Horse (novel) written by Richard Wagamese
RECOMMENDED RESOURCES:
Saskatchewan Ministry of Education, Play and Exploration: Early Learning Guide, April 2008,
Saskatchewan Ministry of Education.
http://www.education.gov.sk.ca/Default.aspx?DN=c711842e-23aa-4e82-b33d-4a530f8d4b2f
Our Words, Our Ways: Teaching First Nations, Metis and Inuit Learners, Alberta Education,
Aboriginal Services Branch and Learning and Teaching Resources.
https://education.alberta.ca/media/563982/our-words-our-ways.pdf
Digital Citizenship Instruction in Saskatchewan Schools. Saskatchewan Ministry of Education.
Available online at: http://publications.gov.sk.ca/documents/11/83322-DC%20Guide%20%20ENGLISH%202.pdf
Learning to teach should be thought of as an intellectual activity. But instead it’s
taught as magical methods and tried and true techniques. New teachers arrive in
schools thinking teaching is a matter of having a best bag of tricks. It’s more than
that . . . so very much more. (Carter, 1990, p. 214)
Carter, K. (1990. Teachers’ knowledge and learning to teach in R. Houston (Ed). Handbook of
Research on Teacher Education, New York: Macmillan.
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COURSE DESCRIPTION
Teaching is a deeply intellectual complex undertaking. The University of Regina course states,
“This course allows pre-service teachers to discuss, plan and implement a variety of learning
experiences for students. They investigate the complexities of teaching, learning and
assessment from different perspectives; deconstruct normalcy and diversity; and use
instructional technologies. “ But it is so much more . . .
Across all course aspects, you will inquire into learning and teaching in a complex world.
Ongoing emphasis will focus upon planning, assessment and understanding connections
between instructional approaches, teaching roles and working in educative and respectful ways
alongside children and families of diverse backgrounds and experiences.
LEARNING EXPERIENCES THROUGHOUT FALL 2016 SEMESTER:
ECS 301 embraces the understandings of teaching by shaping a tapestry of learning woven
through experiences in the ECS course, seminars, and an elementary field experience.
1. Education Core Studies (ECS301) Class (TR 10:00-11:15)
2. Seminars/ Professional Development:
 Office of the Treaty Commissioner, Treaties in the Classroom, no cost. You will
receive a professional certificate for portfolio. Date: Sept. 27th & 28th (all day)
3. EFLD 310 (Field Experience placed in pairs in elementary classroom)
 8 Wednesdays (full days) Oct. 12th to Nov. 30th, 2016.
COURSE OBJECTIVES
1. To explore and understand the four commonplaces of schooling
2. To plan, teach, reflect and relate upon teaching practices, and apply to field
experience
3. To articulate the complexity of teaching and learning in elementary classrooms
4. To understand principles and practices associated with social justice, equity,
diversity, and Aboriginal education
5. To develop competence in creating classrooms that value the dignity of all learners,
classroom community, and learner self-management.
6. To understand the integration of technology to expand, enrich and enhance student
learning
7. To monitor and plan professional growth and development, including reflecting,
setting questions, learning goals and soliciting feedback on the teaching and learning
process
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FIVE KEY STRANDS
1. The Complexities of Teaching: Understanding the complex nature of learning and
teaching within the Saskatchewan context. Focus will be on the social, emotional,
physical, economic, historical, political and legal factors that affect learners, teachers
and educational institutions.
2. Planning and Preparation: Lesson planning; designing learning activities
appropriate for children in elementary contexts; designing coherent instruction;
planning for the authentic assessment of children’s learning; applying equitable and
inclusive teaching practices and planning for culturally responsive teaching.
3. Professional Development Process: Planning for professional growth goals;
soliciting and analyzing feedback on teaching; setting professional goals; creating a
developmental portfolio.
4. Instruction and Assessment of learning: Developing skills in a variety of strategies
for different kinds of learning (conceptual, skills, processes and affective); using a
variety of methods to assess learning; engaging children in learning; creating safe
and orderly classrooms.
5. Teaching for Diversity and Social Justice: Understanding how inequities are
produced and reproduced in schools; examining individual beliefs and practices to
better understand ourselves; critiquing unjust educational practices and the role
that educators play; working to build caring, respectful communities; incorporating
First Nations, Métis and Inuit content and perspectives in meaningful ways.
COURSE EXPECTATIONS
This class is a pass/fail class. As such, there is a high standard for the quality of work you must
produce to pass this class. It is not acceptable to turn in minimal work with minimal effort. If
any assignment is unacceptable, you will be asked to revise it to complete the expectations.
You must meet the required expectations for class and the field experience in order that will
determine your pass. Please note the following expectations:
1. Participation is essential to the success of this class. Therefore regular attendance
is expected. Irregular attendance will be reported to Faculty of Education Student
Program Centre. You must inform the instructor prior to missing a class.
2. You must pass the field experience portion of this class in order to pass this class.
3. Deadlines are the same for all students. In a pass/fail class, you will jeopardize
passing this class if deadlines are not met. In the event that exceptions need to be
made, the student must discuss and have the approval from the instructor prior to
the deadline for each assignment. Assignments are due in class on the due date.
4. This is a professional course. Honour the STF Professional Code of Ethics and
conduct yourself in this class as a professional.
5. Any student with a disability, injury or illness who feels they may need academic
accommodation should discuss this with the course instructor after contacting the
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Centre for Student Accessibility, located in Riddell Centre 251, phone 306-585-4631,
or email [email protected].
6. Please refer to the current University of Regina General Calendar or the attached
summary for information regarding grading descriptions, important dates, program
requirements and plagiarism.
7. Students must display a high degree of professionalism in all interactions within class
and in-field experiences in accordance with the STF Code of Ethics. As our classroom
is to be an inclusive, equitable and professional place there is a high expectation that
ALL students will feel they belong and are valued in this space. Unprofessional
conduct or any breach of the STF Code of Ethics will be referred to the Associate
Dean for further action. As “teachers in training” all students enrolled in a teacher
education program in Saskatchewan are automatically members of the
Saskatchewan Teachers Federation (Website: http:// www.stf.sk.ca )
8. The use of technology during class must be conducted in a respectful and
professional manner and be for academic purposes directly relating to class content.
FIVE MAJOR ASSIGNMENTS FOR ECS301: (Pass/Fail)
Assignment 1: Introductory letter to co-operating teacher
In the first week of class, you will write an introductory letter to your cooperating teacher. This
letter is important as it shapes first impressions, an important first step in creating a strong
professional relationship with your cooperating teacher. You will write a first draft, proofread,
edit/revise and hand in a clean (no errors) final copy to your instructor. Your instructor will
review your letter and provide feedback for your consideration so you have the opportunity to
do further revisions. You will print out a copy of the final version of the introductory letter and
present it to your cooperating teacher the first day of your field experience.
Assignment 2: Learning/Lesson Plans, Professional Goals, Reflection
As a part of your field experience, you will be planning lessons in which you will include a set,
development, closure, assessment and a PDP (Professional Development Plan) goal. We want
to see the creation of lessons that capture student’s attention and therefore, the SET will be a
critical focus during this semester. The first 6 PDP goals will be assigned and the last two goals
will be your choice. During your 8 week journey, you will be guided for expectations within four
areas:
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2.
3.
4.
Planning and creating engaging lessons
Professional development goals
Receiving feedback
Reflecting on the experience and your professional journey
Each week, you will follow this process. We will take class time analyzing this process. You will
receive feedback on your lessons as directed by your instructor. Your ECS301 instructor will
clarify expectations for weekly and final overall reflections. Check your class outline to see the
due dates for lessons and reflections (as each instructor may have different deadlines).
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Assignment 3: Developing a Digital Identity and Integrating Technology
Our students are living in a technologically changing world. It is our responsibility to help them
become critical thinkers and problem solvers. It is critical that students learn ways that they can
use technology to advance their learning. As such, we will be exploring ways we can assist
students in using technology in the classroom. Throughout your weekly lessons you will be
asked to observe and begin to explore & plan ways to integrate technology into your lessons.
We will also be expecting you to grow and develop your own digital identity. In today’s
increasingly digital and networked world, making your learning/voice visible and contributing to
others’ learning has become an important part of being an educator. Creating a thoughtful,
professional online identity is a key element of this. As digital literacies become part of the
curriculum, learning to use technology in the classroom also becomes important so that you
can model responsible online practices for your students.
Throughout the course, you will be expected to reflect and record your journey. This may be in
the form of blogging or journaling. You will keep a journal OR create a blog that will serve as
your reflective writing space. IF you choose to create a blog and an ePortfolio you will use the
same platform for both allowing you to create a single online, professional space. Your
instructor will give you more information and reflective prompts for writing.
Assignment 4: Developmental Professional Portfolio
The development of a Professional Portfolio may have started in ECS100, ECS210 or other
classes. In your pre-internship year you will either begin to create or continue to build an
already existing development portfolio. Samples of ePortfolios will be shared in class but you
have the option of whether or not you want to create an online portfolio.
Two suggested formats are included to give you some ideas but feel free to be creative and
make this portfolio your own – find a meaningful way to TELL YOUR STORY of YOUR JOURNEY.
Developmental Portfolio Format A: Four Key Areas
A. Learning to Plan
a. Educational quotes, your philosophy
b. Samples of lesson plans
c. Unit plans
B. Learning to Teach
a. Educational quotes, cartoons, student quotes
b. Samples of instructional strategies
c. Samples of assessment tools (rubrics, anecdotal records, checklists, etc.)
d. Reference lists
e. Photos of you and your students engaged in learning tasks – tell the stories
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C. Learning to Review, Reflect, and Self-Evaluate
a. Field reflections
b. Professional Development Plans
c. Record of Professional Development plans, data sheets, feedback, plans, growth
d. Proud moments (collage, photos, writing) – tell the stories
D. Learning to Relate Professionally
a. A professional teaching resume
b. Formal and informal evaluations from others
c. Letters from children, parents, colleagues; community involvement
Developmental Portfolio Format A: Variety of Dividers or Pages (ePortfolio)
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About Me
o Who am I?
o Education
o Awards & Achievements
o Community Service
o Resume
Educational Philosophy
o I Believe statement
Professional Knowledge
o Reflective Writing Pieces
o Teaching Practices (Ideas, skills, strategies observed and/or experienced)
o Professional Quotes
Professional Field Experiences
o Synthesis of Field Experiences
o Bulletin boards
o Student sample work
Professional Development
o Workshops attended
o Professional Development Plans
Resources
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Assignment 5: Treaty Education, Truth and Reconciliation Joint Assignment
(For both ECS 301 and EAES 310)
As a teacher in Saskatchewan, we incorporate aboriginal content and perspectives within our
curriculum. It is one thing to teach about historical events and it is another to help students
understand how these events have impacted not only our Aboriginal families today but all of
us. By reading “Indian Horse”, we gain some insight into traditional First Nation ways of being
and the impact that Residential Schools had and continue to have on families that lived through
this time.
As a teacher of the Arts we have an opportunity to help students express themselves in creative
ways. We all have a responsibility to the youth today to help them understand history and be a
part of the reconciliation process. This assignment follows the discussions about Indian Horse,
Treaty Education Training and Education Equity/Differentiated Learning.
This is how the joint assignment works:
FOR ECS 301 and EAES 310: Reading Responses Required (By Nov. 1st)
Respond to the questions assigned by your ECS 301 instructor in essay form. You will
hand in your written response to your instructor who will provide feedback and a
pass/fail grade. If you do not meet a quality standard, you will be asked to reflect,
rethink and redo your response. Your ECS301 instructor will then pass your final written
response along with the feedback to your EAES 310 instructor. This will become one of
the pieces that your EAES310 instructor will be assessing.
For EAES 310:
For your 2nd part of your assignment you will design a lesson plan that incorporates one
or more of the elements of the Arts with another subject area in order to teach students
a meaningful lesson that will impact students’ understanding of aboriginal history. You
can use a treaty outcome or any outcome to accomplish this.
Include: Outcome/Indicator, Set, Development, Closure and Assessment. *If you wish to
do this in the form of a field trip, make it real. List the details of what would be covered
in the field trip that is actually in Regina (or your home town). This lesson plan is the 2nd
part of your assignment that your EAES310 instructor will be assessing.
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University of Regina & Faculty of Education
Summary of Academic Regulations & Reminders (Undergraduate)
As a student at the University of Regina it is your responsibility to be aware of and to follow all academic regulations in
the Undergraduate Calendar available at http://www.uregina.ca/student/registrar/calendars-schedule.html. Please pay
particular attention to “Responsibilities of Students” (§5.1), “Student Behaviour” (§5.14) and note the policies,
expectations and information as outlined below:
1.
Professional Conduct - Teaching is a helping profession. In order for the profession to achieve its goals and
values, to enhance the quality of public education in the Province, and protect its members and those whom it
serves the Faculty of Education has established sound and reliable criteria and procedures for evaluating the
suitability of aspiring teachers. The criteria specify appropriate conduct for students in teacher education. The
procedures specify processes for screening, regulating and monitoring their professional conduct. The Faculty of
Education has the right and responsibility to assess students' professional conduct in terms of the criteria outlined
above and in terms of criteria outlined in the following documents. It will take appropriate actions in accordance
with the following legislation, policies and guidelines:
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The University of Regina Academic Regulations
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The Canadian Teachers' Federation Code of Ethics
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The Saskatchewan Teachers' Federation Code of Ethics

The Education Act, 1995, Saskatchewan
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The Board of Teacher Education and Certification, Guiding Principles and Beliefs

Student Review Policy, Faculty of Education.
2.
Progress in the Program (§11.5.2) - Under current faculty regulations, progress in the program is based on
academic standing and professional development. Faculty selection and review committees determine students'
eligibility to progress into all professional semesters, including internship. It is the responsibility of each student to
become familiar with the selection criteria and procedures.
Faculty Action: At the end of each semester, students with poor academic records and/or unsatisfactory
professional development will be subject to faculty action. Students will be required to discontinue or will be placed
on faculty probation.
3.
Students with Special Needs - Any student with a disability, injury or illness who feels they may need academic
accommodation should discuss this with the course instructor after contacting the Centre for Student Accessibility,
located in Riddell Centre 251, phone 306-585-4631, or email [email protected].
4.
Attendance & Punctuality (§5.3) - Regular and punctual attendance at classes provides a foundation for
academic success, and is expected of all students. When the persistent lateness or absence of a student
jeopardizes the learning or the evaluation of the work of other students in the course, the student may be subject
to penalty, including being dropped from the course or being barred from writing the final examination. One written
warning will be provided to the student before such action is taken.
5.
Late Assignments - Action regarding late assignments may vary from instructor to instructor. Expectations or due
dates for assignments, as well as the marks that may be deducted for late assignments are noted in the course
syllabus. (For example, some instructors deduct one mark for each day late.) Normally, all required elements of
the program must be successfully completed by each student.
6.
Language Competence - Students are expected to meet recommended standards of language competence as
part of graduation requirements in the Faculty of Education.
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7.
Student Behaviour (§5.14) - Students of the University of Regina are expected to conduct themselves responsibly
and with propriety both in their studies and in their general behaviour, and are expected to abide by all policies and
regulations of the University. Misconduct, which may be academic (that is, in academic studies) or non-academic
(in general behaviour), is subject to disciplinary action.
8.
Academic Misconduct (§5.14.2.2) - Acts of academic dishonesty or misconduct include acts which contravene
the general principles described in §5.14.1. In this section, some of these acts are described. Others which are not
explicitly described here may also be considered academic misconduct. All forms of academic misconduct are
considered serious offences within the University community. For the penalties, see §5.14.4.
Cheating - Cheating constitutes academic misconduct. Cheating is dishonest
behaviour (or the attempt to behave dishonestly), usually in tests or examinations. It
includes:
 unless explicitly authorized by the course instructor or examiner, using books, notes, diagrams, electronic
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devices, or any other aids during an examination, either in the examination room itself or when permitted
to leave temporarily;
copying from the work of other students;
communicating with others during an examination to give or receive information, either in the examination
room or outside it;
consulting others on a take-home examination (unless authorized by the course instructor);
commissioning or allowing another person to write an examination on one’s behalf;
not following the rules of an examination;
using for personal advantage, or communicating to other students, advance knowledge of the content of
an examination (for example, if permitted to write an examination early);
altering answers on an assignment or examination that has been returned;
taking an examination out of the examination room if this has been forbidden.
Plagiarism - Plagiarism is a form of academic dishonesty in which one person submits
or presents the work of another person as his or her own, whether from intent to
deceive, lack of understanding, or carelessness. Unless the course instructor states
otherwise, it is allowable and expected that students will examine and refer to the
ideas of others, but these ideas must be incorporated into the student’s own analysis
and must be clearly acknowledged through footnotes, endnotes, or other practices
accepted by the academic community. Students’ use of others’ expression of ideas,
whether quoted verbatim or paraphrased, must also be clearly acknowledged
according to acceptable academic practice. It is the responsibility of each student to
learn what constitutes acceptable academic practice.
Plagiarism includes the following practices:
 not acknowledging an author or other source for one or more phrases, sentences, thoughts, code,
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formulae, or arguments incorporated in written work, software, or other assignments (substantial
plagiarism);
presenting the whole or substantial portions of another person’s paper, report, piece of software, etc. as
an assignment for credit, even if that paper or other work is cited as a source in the accompanying
bibliography or list of references (complete plagiarism). This includes essays found on the Internet.
Students who are uncertain what plagiarism is should discuss their
methodology with their instructors.
Note: The Department of English Style Guide is available inexpensively from the
University Bookstore. Students may also consult online resources.
9.
Invigilators’ Rights - An invigilator who suspects a student of cheating has the authority to ask the student to do
such things as empty pockets, pencil cases, etc., and roll up their sleeves. The invigilator should ensure they have
a witness when asking the student to perform the request. The invigilator should not badger the student or unduly
disrupt that student’s (or other students’) ability to complete the examination. If the student refuses to cooperate,
the invigilator can not do more except to make written note of the students’ refusal when reporting on the matter
under the disciplinary regulations.
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10. Withdrawal from a Course - Students who are not attending but haven’t formally withdrawn are still registered,
are liable for fees, and will be assigned a grade of “NP” for failing to complete the course. Students may drop
classes in UR Self-Service up to the deadline for withdrawing from a course without a failing grade. Changes after
the deadline, must be made in their faculty or college office, or students may mail, fax or email registration requests
(students should check with their faculty or college office). Please consult §1 of the Undergraduate Calendar for
refund deadlines and §3.3.5 for making changes to course registration.
11. Deferrals - If you become unable to complete your term work or final exams (i.e. due to illness, accident, or a
death in the family), you may be eligible to apply for a deferral of final examinations and/or term work. Please
consult section §5.8 of the Undergraduate Calendar and contact the Faculty of Education’s Student Program
Centre (ED 354, phone 306-585-4537 or email [email protected]) or your faculty student services office as
soon as possible for advice regarding deferrals.
12. Harassment, Discrimination Prevention & Conflict Resolution Services (§8.4.5) – All members of the
University community are entitled to a professional working and learning environment free of discrimination,
harassment and bullying. This entitlement, however, carries with it the expectation that all members of the
University community will conduct themselves in an appropriate and responsible manner, with due respect and
regard for the rights of others. No member of the university community shall cause or participate in discrimination
against or harassment of another person. Anyone with inquiries, seeking advice or information, looking to resolve
conflict arising from harassment and discrimination or wishing to discuss alternate resolution options or file a
complaint can visit RC 251.14 or call 306-585-5400 or email at [email protected].
13. U of R Email (https://webmail.uregina.ca/) - The University of Regina’s official means of communication is through
email to your University of Regina email account. For many purposes, the University will make no other form of
contact. Please ensure that you regularly monitor your university email account, and it is your responsibility to
keep all contact information current and accurate in UR Self Service. Students have a 2GB quota for email and
can obtain information about their email address and password at www.uregina.ca/is/student/. If you are not
receiving email, check to see if you are over quota or if you have enabled email forwarding. Email delivery cannot
be guaranteed if it is being forwarded.
14. UR Self-Service and Contact Information - Please update your contact information at the beginning of each
semester (address, email, phone numbers, etc.) at UR Self-Service:
https://banner.uregina.ca/prod/sct/twbkwbis.P_WWWLogin. Using UR Self-Service, you can also change your
PIN (strongly recommended); register for or drop classes; check class schedules; check grades and transfer
credits; search up-to-date credit and non-credit course timetables; consult course descriptions; order & pay for
textbooks; settle accounts by credit card; view and print T2202A Education Deduction Certificate; and view and
print a confirmation of enrolment or unofficial transcript.
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Health, Safety & Emergency Preparedness
Information for Students & Staff
As a student or staff member, you are encouraged to integrate good health and safety practices into all
aspects of your life here on campus. Be doing so, you become a contributing member of our campus safety
culture and help achieve our strategic plan.
911 Procedures
For fire, crime in progress, or medical emergency: First call 911 (if you are calling from a U of R land line phone
just dial 911), then call Campus Security at 306-585-4999.
When You Hear a Fire Alarm:
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Follow the directions of Emergency Wardens (orange vests), and Campus Security.
Immediately proceed to the nearest available fire exit and leave the building.
Close the doors if you are the last person out.
DO NOT USE THE ELEVATORS DURING AN EVACUATION. All inside fire exit stairwells are places of refuge
which will provide at least one hour fire protection when all doors are closed.
If you or someone else is unable to evacuate down the stairs:
o Ensure that they take shelter on the landing of a fire exit stairwell
o Immediately notify Campus Security or the Fire Department of the situation.
Upon exiting, move a safe distance away from the building.
Do not re-enter the building until the Fire Department or Campus Security gives clearance.
Other Emergencies:
Emergency Notification System (ENS)
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 In the event of emergencies other than a fire (for example: tornado, chemical
spill, or armed intruder), the Emergency Notificatoin System (ENS) will be
activated.
 A message will be broadcast on TV’s, beacons, computers, and via some
building speaker systems across campus.
 The message will also be posted to the Official U of R Facebook and Twitter
accounts, as well as push notifications.
Follow the directions as communicated via the ENS.
 Check for situation updates as they become available on the UofR Emergency Webpage at
http://www.uregina.ca/emergency/
 Download the ENS software to receive alerts to your computer http://bit.ly/ENS-UofR
 Download the UofR mobile app (available for iOS and Android) to receive alerts on your
smartphone
Sample Emergency Message:
TORNADO WARNING issued for Regina.
Remain indoors.
Take shelter in interior rooms or stairwells without windows.
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Preparing for Emergencies
The U of R, like any other large organization, is potentially subject to natural, technological, and
man-made emergencies.
Refer to the Emergency Preparedness Guide (http://bit.ly/EP-guide) posted throughout the
University for detailed information on specific emergencies.
Incident Reporting
Notice something on campus that seems unsafe? LET US KNOW. It can help ensure your safety and the safety of
our campus community. Reporting is easy: http://bit.ly/safety-concern or contact Health, Safety & Environment
at 306-585-4999.
Working/Studying Alone
Are you studying or working alone day or night and would like somebody to check up on you? The Lone
Worker/Student Service is provided by Campus Security to enhance personal safety. For more information,
please contact Campus Security at 306-585-4999 or see http://bit.ly/HSE-work-alone
Safe Walk/Walk Along Service
Campus Security can be contacted to walk you to your vehicle or bus stop to ensure you get to your
transportation safely. Call them at 306-585-4999
Scent Awareness
Scented products (such as perfume or cologne) can aggravate existing health problems for individuals who have
asthma, allergies and other medical conditions.
Designated Smoking Areas
Smoking (which includes using electronic cigarettes) is only allowed in designated areas. Please respect the health
of our campus community and only smoke in the designated areas. See maps of these areas at:
http://bit.ly/smoking-areas.
Violence and Harassment
Harassment, Discrimination Prevention and Conflict Resolution Services provides confidential consultations to
anyone who feels that they have experienced inappropriate and disrespectful behaviour. There are many possible
solutions, including personal coaching, mediation, and a formal complaint process. Please contact the Respectful
Workplace Coordinator at 306-585-5400 for assistance.
Sexual Assault: UR Safe, UR Supported, UR Strong
This program responds to, and helps educate our campus community on incidents of sexual assault and sexual
violence. Further information can be found at http://www.uregina.ca/ursafe/
Safety Training
HSE provides numerous safety related resources for students, faculty, and staff. To view courses offered see:
http://bit.ly/UR-safety-training
Health, Safety and Environment Contact Information
Phone: 306-337-2370
Office: AdHum 435
Hours: Monday to Friday, 8:15 - 4:30
E-mail: [email protected]
Web: http://www.uregina.ca/hr/hse
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University of Regina Counselling Services
Feeling Stressed? Always worried?
Some stress is normal when you’re going to university but 1 in 5 students will suffer from
enough distress that they would benefit from counseling.
What can I do?
The U of R offers several counselling services free of charge for students at the U of R. These sessions
are confidential and easy to access for students – simply go to the second floor of Riddell, Room 251
to make an appointment.
When should you go?
Knowing when to schedule an appointment can be tough. Some common issues you might need help
with include if you are text anxious, if you’ve experienced a trauma like losing a family member or a
close friend, or if you’ve recently ended a relationship.
If the feelings you’re experiencing are more intense and severe, counselling services can also
provide urgent service within 3 days and referrals as needed.
What options are available for me?
Personal Counselling – This is a great option if you’d like one on one attention for things like anxiety
and panic, relationship conflict, depression, grief and loss, academic issues, body image and
substance abuse. The U of R offers all students several free sessions per semester.
Try it – talking about your problems can be more helpful than you might think!
Group Counselling – Simply put, you’re not alone. Many students are experiencing the same things
as you. The U of R offers a wide variety of group counselling opportunities that can help teach many
skills for managing your mental health, including: Meditation and relaxation, Building Healthy
relationships, Stress Management and Self-Care.
But I can’t afford counselling…
Seeking counselling doesn’t have to be cost prohibitive. Many students can benefit from the free
sessions offered by the U of R’s counseling services. If you need more coverage make sure you
contact URSU and visit http://www.iHaveAPlan.ca
Expenses related to mental health, including seeing a psychologist, and some medications are
partially covered by your student health and dental plan!
What else can I do?
Self-care - taking better care of yourself, can help! Eating better, working out, smoking and drinking
less, and balancing school with fun can all help with mental health!
Stressed out but don’t know how to fix it? URSU’s Student Advocate can help you free of
charge!
 Academic Appeals
 Disciplinary Appeals
 Student Loan Appeals
 Emergency Bursaries
 Rentalsman Appeals
 E-mail [email protected] to schedule an appointment today!
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