The University of Windsor sits on the traditional territory of the Three Fire Confederacy of First

Nations, which includes the Ojibwa, the Odawa, and the Potawatomi.

PSYC 1160-02 | Intro to Psychology as a Social Science| Winter 2023

Department of Psychology

Classroom
Meeting Mondays & Wednesdays (2:30pm-3:50pm)
Time(s):
Classroom
Erie Hall 1120
Location:

Instructor and GA/TA

Instructor Information GA/TA Information

Name Email Office

Name Dr. John Freer
Hours
Fridays
Email jfreer@uwindsor.ca Roya Amini amini4@uwindsor.ca
3pm-4pm
Tuesdays
Carly bidermac@uwindsor.ca
Telephone N/A 11am-
Biderman
12pm
Mondays 1-2 mou2@uwindsor.ca Wednesday
Office Hours Lenox Mou
(or by appointment) 1pm-2pm
2221 Education Building
Office Saba Ghadiri ghadiris@uwindsor.ca Thursday
(virtual meetings can also be
Location Ghahderijani 1:30-2:30
requested)

Email and Communication Guidance

GA Office Hours: Virtual
To streamline communications, each student will(see
haveBrightspace Announcement
their own GA. If you for Teams Invite)
can, please attend the virtual office hours of your assigned GA.

Revised November 2022 1

 If your last name is between:

Your GA/TA GA/TA Email

Last assigned
name to you
Aa-Fo Roya Amini amini4@uwindsor.ca
Fr-Ma Carly bidermac@uwindsor.ca
Biderman
Mc- mou2@uwindsor.ca
Lenox Mou
Ri
Ro-Z Saba
Ghadiri ghadiris@uwindsor.ca
Ghahderijani

* Subject to change based on enrollment

With that in mind:

This Course Outline should be your go-to document for when you have
questions. Before emailing anyone with a question, please carefully and
thoroughly review this Course Outline. Most of the process questions you
have are already answered here.
 For the up-to-date announcements, check the Brightspace Announcements page often.
This is where I will post additional information about assignments, exams, reminders,
mentorship, etc. in an effort to keep everyone on the same page. Be sure to look there if you
have not received an individual response email.
 If you would like a more immediate response, I highly recommend attending one of our
Office Hours. These are dedicated times that we have reserved for you, so you
do not feel alone or cast adrift. If you feel even a little anxious while
waiting for an email response, please visit me and/or your GAs during our
Office Hours. Talking is faster than typing, and we look forward to seeing
you!
 In your emails, please indicate full name, student ID#, and the course and section in
which you are enrolled (1160-02).
 For sensitive matters, please use my faculty email jfreer@uwindsor.ca. Unless you
explicitly request that I not share an email with the GAs (e.g., due to a conflict of interest), I
may redirect your inquiry to the appropriate GA.
 Please be patient. It is impossible for us to check and respond to student emails during
every hour of every day. Your GAs and I will respond to your emails as quickly as we can. If
you do not hear back within 48 hours (between Monday and Friday), and your inquiry has
not been addressed on the Brightspace Announcements or in this Course Outline, please
resend your email. A problem may have occurred. Even better, attend our live Office Hours.
 Your GAs handle all grading and accounting. For immediate help with these issues,
attend their listed Office Hours. Second best is to contact them using email.

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  Do not wait until the last minute to email a question about exams, an assignment, or
class. If you do, due to high email volume around these times, your question could go
unanswered until it is too late!
 Please always be courteous, undemanding, and respectful in all your email
correspondence.
 Practice good writing. In your emails, try to avoid text messaging ‘shorts’ and slang, bad
grammar, and avoidable spelling mistakes. No need to be too obsessive about this with me,
but it’s a good general guideline.
 Only use your UWindsor address. Only emails sent from your UWindsor address will be
responded to, per official university policy.
IMPORTANT: Please do not instant message us on Brightspace. We will not be using that tool
for this course and you will not get a response. Unfortunately, I cannot turn it off. Please
email us if you have a question. You may use the instant message tool to communicate with
your classmates, if necessary.
Adapted from Drs. Scott Mattson & Kendall Soucie, University of Windsor

Course Description

PSYC-1160.Introduction to Psychology as a Social Science: Introduction to selected areas in

psychology including developmental, social, personality, and clinical.

* PSYC-1150 and PSYC-1160 are prerequisites for all other courses in

Psychology. Some courses may require additional prerequisites.

Course Learning Outcomes

1. Trace the development of language acquisition in children.

2. Compare and contrast theories of language acquisition.
3. Clarify how nature and nurture can contribute to development.
4. Understand major theories of how children’s thinking develops.
5. Identify different models and types of intelligence.
6. Identify different approaches to measuring stress.
7. Identify the ways in which social situations influence the behaviour of individuals.
8. Identify the core assumptions of behavioural and social learning theories of
personality.
9. Identify criteria for defining mental disorders.
10. Describe the core beliefs and criticisms of the main therapies in psychological
treatment and practice

Course Materials

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List of Required Reading(s):

Psychology: From Inquiry to Understanding, Fifth Canadian Edition (Lilienfeld et al.) with
REVEL.

*See our Brightspace Webpage>Content>Revel Information for more information about this
digital textbook. Assessments for this course are based on the reading assigned from this book.
You will uncover half the chapters in this book for PSYC 1160 (Chapters, 8-10, 12-16). If you
took Psych 1150 with me in the Fall, you DO NOT need to buy access twice, as long as you
have a full year’s access to the textbook. If you choose to use an edition other than the one listed
above, you will be responsible for identifying any differences. A copy of the course text is
available at Leddy Library on reserve.

You can purchase your Revel e-text using these two options:

1) University of Windsor Bookstore:

https://www.bkstr.com/uwindsorstore/course-materials-
results?shopBy=course&divisionDisplayName=&departmentDisplayName=PSYC&course
DisplayName=1160&sectionDisplayName=002-R&programId=5155&termId=100077657

CEI Instructions:

2) Through the Pearson REVEL Platform:

Your student invite link is:

https://console.pearson.com/enrollment/hd5dk1

Recommended, but optional text

American Psychological Association (2020). Publication manual of the American Psychological

Association (7th ed.). Washington, D.C. American Psychological Association.

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Curriculum and Weekly Schedule
Topics Weekly
Readings
Class 1
Introductions & Course Info
(01.09.2023) Syllabus

Class 2
(01.11.2023) Thinking, Reasoning, & Language Development Chapter 8

Class 3
Chapter 8
(01.16.2023) Thinking, Reasoning, & Language Development
ET#1 due January 20th
Class 4
APA Guest Lecture- Jason Horn Review APA Resources
(01.18.2023)
Class 5
(01.23.2023) Intelligence Chapter 9

Class 6
(01.25.2023) Intelligence Chapter 9

Class 7
(01.30.2023) Human Development Chapter 10

Class 8 Chapter 10
(02.01.2023 Human Development
Class 9
Chapter 10
(02.06.2023) Human Development

Class 10
Chapter 12
(02.08.2023) Stress, Coping, & Health Psychology
ET# 2 due February 10th
Class 11
Stress, Coping, & Health Psychology Chapter 12
(02.13.2023)
Class 12 Research Paper Due
No Class: Work Period for Research Paper
(02.15.2023) February 17th
Reading Study
No classes: February 18th-26th
Week
Class 13 Midterm Exam Study

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 (02.27.2023)
Class 14 Chapter 13
Social Psychology
(03.01.2023) ET #3 due March 3rd
Class 15 Chapter 13
Social Psychology
(03.06.2023)
Class 16 Chapter 14
(03.08.2023) Personality Alternative Assignment Due
March 10th
Class 17 Chapter 14
Personality
(03.13.2023)
Class 18 Last Day to Voluntarily
(03.15.2023) No Class: Work on ET #3 Withdraw

Class 19
Personality Chapter 14
(03.20.2023)
Class 20
Psychological Disorders Chapter 15
03.22.2023)
Week 21
Psychological Disorders Chapter 15
(03.27.2023)
Class 22 Chapter 15
(03.29.2023) ET# 4, 5, 6 due by March
Psychological Disorders 31st
(earlier submissions are
encouraged)
Class 23
Chapter 16
(04.03.2023) Asynchronous Lecture:
Psychological and Biological Treatments
(link to be provided via Brightspace)
Class 24
Catch Up & Review Study
(04.05.2023)
DATE: TBD
(04.10.2023- Final Examination Study
04.20.2023)
ET- Engagement Task
*Research Paper, ETs, and alternative assignment are due via Brightspace
** All assessments are due by 4pm unless otherwise noted below
***Late submissions without documentation will receive a zero

Student Evaluations of Teaching (SET) forms will be administered in

the last two weeks of classes, in accordance with Senate policy. Last day
for Voluntary Withdraw is March 15th, 2023

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Assessments
Due Date
(All assessments are due by
Assessment Worth Value 4pm via Brightspace on their
posted dates unless otherwise
specified below)

Research Paper 25% February 17th

Midterm Exam 30% February 27th (in class)

Final Exam
30% Time and Location TBD
1. January 20th
2. February 10th
ETs
3. March 3rd
(You only have to 3% each = 15%
4. March 31st
complete 5 of the 6) (Best 5 out of 6)
5. March 31st
6. March 31st

Optional bonus
assignment:
Alternative Assignment:
You can choose one of
March 10th
the following to earn up
to 3%:
For the Bystander Initiative
Up to 3% bonus
and PsycPool see
1. Alternative
information below in
Assignment
assessment descriptions
2. Bystander Initiative
section
Workshop
3. PsycPool Participation

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ASSESSMENT DESCRIPTIONS

Research Paper (25%): You will individually write a short (i.e., 3 to 4-page APA format—double
spaced) research paper. Note: The title page and references do not count in this page limit. This
paper will be on a topic of your choice from the course content. This is an introductory
psychology class, as such there will be many topics that we will explore this semester that have
a rich and interesting literature that cannot be fully (un)covered. This paper provides you with
an opportunity to dig a little deeper into a topic that left you wanting more. You should pick a
specific topic (e.g., implicit attitudes, conformity, identity crisis, etc.) that interests you rather
than a broad topic that is covered in class and/or in the textbook sufficiently (e.g., social
psychology, personality, thinking, etc.). You should select a topic that is only touched upon in
the course materials, so you can do additional research and ideally discover something new
about the chosen topic. Within the page limit, you should provide the reader with an overview
of the psychological concept selected using a variety of sources. Since peer-review articles are
the gold standard of sources, please include reference to a minimum of 5 peer-review journal
articles. You should first describe what the psychological concept is and how it is related to
larger themes from the course (approx. ½ of a page). Next, you should describe why you were
interested in this topic (approx. ½ of a page). Third, and most importantly you should describe
the literature on the topic (approx. 2 pages). In doing so, consider seminal works, existing
literature reviews, and what the most recent research can tell us about the topic. Finally, please
describe what you have learned from the literature and how it might apply to the “real world”
(approx. ½ of a page). Each of these four sections should have an APA heading (and
subheadings if applicable).

Engagement Tasks (ETs) (15%): You will have the opportunity to complete six engagement
tasks. You will be able to complete these tasks throughout the semester. Some tasks have
specific due dates and others can be submitted any time before the final date listed in the
weekly schedule. Some of the tasks can be completed collaboratively and some must be
completed individually. You may either choose 5 of the 6 engagement tasks to complete OR
complete all 6 and drop your lowest mark (so your five highest marks will be counted). See
Brightspace for details. Missed engagement tasks cannot be made up.

The 6 ET options are:

1. Discussion Board Post: Introductions and Expectations

2. Ecological Model
3. Personality Quiz Reflection
4. YouTube Video*
5. Discussion Board Post: Chapter Forum (be sure to not replicate posts)
6. Mind/Concept Map*
 You may collaborate on tasks marked with an * (4 & 6)

8
Midterm Exam (30%): The midterm exam will be worth 30% of your final grade. This
examination is will include chapter and lecture content. More information will be provided
closer to the test date.

Final Exam (30%): The final exam will be worth 30% of your final grade. This examination is will
include chapter and lecture content. More information will be provided closer to the test date.
Missed examinations cannot be made up without proper documentation
Bonus Points (+3%)

There is an opportunity in this course to earn up to 3 bonus points. You can do this by
participating in the Psychology Participant Pool, participating in the Bystander Initiative
workshop, or by doing the Alternative Assignment. Please find details on each option below:

Psychology Department Research Participant Pool:

The Psychology Department Research Participant Pool provides an

opportunity for students to learn about research in psychology by participating
in studies conducted by faculty, graduate students, and honours students. The
pool works as follows: students register in the participants pool system and
indicate the courses that they are taking. Researchers post studies to the
system or sometimes contact participants directly to recruit student
participants. After completing the study, the researcher posts points in the
system. At the end of the term, instructors are sent a list of students who
earned points in their course. Courses vary in the number of bonus marks they
offer (from 0 to 3). Instructors also offer an alternative assignment, which you
can complete, in case you do not wish to take part in studies or if you are
unable to earn enough credits from studies. Each point earned is worth 1%
towards your final course grade. For a course which allows you to earn 3 bonus
points (such as this one), you can have up to 3% added to your final course
grade. This is potentially enough for an entire grade change (e.g., from 67%, C+
to 70%, B-). You are encouraged to register in the system during the
registration period at the beginning of the term. Registration does not mean
you must take part in studies but leaves you the option of doing so later. You
must SELF-REGISTER for the Participant Pool by accessing the pool website and
following the instructions there: https://uwindsor.sona-
systems.com/Default.aspx?ReturnUrl=/
You MUST self-register before the date listed on this website
If you have registered in the system in a prior term, you MUST log into
your account again during this semester and complete the demographic
screening and course selection to re-activate your account. The sooner you
register, the sooner you may be invited to participate and earn bonus points.
Experiments that you can participate in will be posted on the pool website and
you can sign up for studies directly on the website as well. Check the system
often as new experiments get added throughout the semester. You must

9
 finalize assignment of points earned to courses in the system by the deadline
as well. The deadline – and other important dates – are listed on the website.
Students taking part in studies are expected to be familiar with the participant
pool policy manual, available on the Psychology website
(www.uwindsor.ca/psychology). If you have any questions or concerns about
your involvement in the participant pool during the semester, please email
psycpool@uwindsor.ca.

Bystander Initiative Workshop

Students in this course can earn three (3) bonus points by attending a ‘Bringing
in the Bystander’ virtual workshop. The Bystander Initiative is a campus-wide
program focused on fostering a safe, respectful, and thriving campus
community for all. This interactive virtual workshop focuses on community
responsibility to address and prevent sexual violence. The Bystander Initiative
(BI) aims to engage ALL campus community members as important
stakeholders in the prevention of sexual violence and equip them with the skills
to be activated bystanders in harmful situations.

Program highlights include:

 Workshops co-facilitated by students for students
 Students of all genders working together
 Highly interactive, evidence-based programing

Participants learn:
 To identify harmful situations
 The importance of speaking out against social norms that support sexual violence
 The practical skills for safe and effective intervention; and
 How to effectively support survivors of sexual violence

To register for a BI workshop,

1) Log into my Success: https://success.uwindsor.ca/home.htm
2) Choose a workshop in the Bystander Initiative calendar.

To earn these 3 bonus marks, students must use their official UWindsor name,
so attendancecan be recorded by the BI team and stay for the entirety of the
2.5-3hr workshop.
Three Points TOTAL may be applied as bonus marks for this course.

IMPORTANT: Please note students are ONLY eligible to receive bonus

grades in ONE of their participating classes per semester. Students who
have gained marks in another course are eligible for the other options (i.e.,
Participant Pool or Alternative Assignment).

10
 For more information, visit http://www.uwindsor.ca/bystander-firstyear

Questions? Email us bystander@uwindsor.ca

Bringing in the Bystander® is copyrighted by University of New Hampshire, all
rights reserved.Bringing in the Bystander® is exclusively distributed by Soteria
Solution

Alternative Bonus Assignment

 If you do not wish to participate in the Bystander Initiative Workshop or the

Psychology Participant Pool (or cannot find a study for which you are
eligible), you may do an alternate assignment.
 Find and read a popular, mainstream media article (magazine, newspaper,
article on the Internet) that is relevant to one of the topics we are studying
this semester. (e.g., https://www.healthline.com/health/mental-health/plants-
self-care#Theyre-practically-like- my-kids)
 Find and read one article from a scholarly journal that deals with the same
topic (e.g.,
https://www.sciencedirect.com/science/article/pii/S0272494409000413?cas
a_token=7Ra
WcY16SCMAAAAA:bFA1GYw2UNTMS312Y4U1DGwE-
EU4uUEVK6a06aWeyqVEpSZQJRW7bFxeyEsExv19AQpdvBdp)
 Write a three-page, typed, double-spaced analysis and comparison of the
journal article and the popular article. 
 Provide links or attach the articles you use to do your assignment.
 Use APA Guidelines to cite the sources you use for your paper (There are
APA Resources onBlackboard and there may be presentation on APA). 
 DO NOT PLAGIARIZE! (we will run your submission through a
plagiarism detection software) 
 If you do not know what a scholarly article is, contact a GA for this
course and get help so that you can learn how to locate a scholarly article 
 Your analysis and comparison must include the following components: 
1. Summarize the information contained in the articles
2. Evaluate the information in both articles by doing the following:
a. Compare and contrast the information from both articles.
b. How were the facts supporting the authors’ claims derived? Were the sources of information
cited?
c. Did the authors’ conclusions follow logically from these facts? Were there alternative
explanations?
d. What future research can be suggested by these articles?

This assignment due date is listed above. No late bonus assignments will be accepted. Please
submit your alternative bonus assignment via Brightspace if you select this option.

11
High Impact Practices
This course involves the following High Impact Practices (HIPS).
 ☐ Service Learning
 ☐ Student Learning Communities
 ☐ Research with Faculty
 ☐ Internship or Field Experience
 ☐ Study Abroad
 ☐ Culminating Senior Experience (i.e. thesis or capstone)

FAHSS LEAD Scholars

The LEAD Scholars Program recognizes students in good academic standing who have excelled beyond
the classroom by participating in High Impact Practices (HIPs) throughout their undergraduate learning as
a student in the Faculty of Arts, Humanities and Social Sciences.
FAHSS students can earn distinction as a LEAD Scholar by participating in activities under the areas of
Leadership, Engagement, Application and Discovery.

 Leadership through peer mentoring and campus involvement.

 Engagement through service learning and study abroad.
 Application through internships and practicums.
 Discovery through undergraduate research and creative pursuits.
LEAD Scholars will receive a Bronze, Silver or Gold medal based on the number of LEAD areas
completed. For more information, please visit: FAHSS LEAD Scholars.

UWin FAHSS App

The UWin FAHSS app is available for iOS and Android devices.

Click to download for Apple devices.

Click to download for Android devices.

It is recommended that all first-year students download the UWin FAHSS app.

All other students are encouraged to download, register and join their department’s community for
information, updates, and services.

Bystander Initiative

12
The University of Windsor is committed to campus safety for all students. We proudly offer sexual
violence prevention education in two ways:

1) Offering Bringing in the Bystander® sexual violence prevention workshops to all students.
Students who complete a highly interactive 3-hour workshop will receive a certificate of
completion and may be eligible to receive bonus marks (integration will be noted in
participating course syllabi).

To register for a workshop visit: UWindsor’s mySuccess

2) Two undergraduate bystander courses for senior-level undergraduate students (semester four or
five standing), 3500: Practical Strategies for Social Change offered for course credit as a general
social science credit, criminology, psychology, sociology, social work, and women’s and gender
studies. Eligible students may apply for 4500-Practicum in Social Change, which prepares student
to lead Bringing in the Bystander® workshops for UWindsor students. In combination 3500 &
4500 qualify for the leadership distinction of the LEAD medallion program.

To find out more visit: UWindsor’s Bystander Initiative

Student Accessibility Services

Student Accessibility Services offer a wide range of programs and services to assist with the transition
from high school to university for those with learning disabilities. This office will help make the
transition as seamless as possible. They also offer aids to help you succeed in University for those with
specific learning disabilities. To fully understand all services offered to both Faculty and Students please
go to go to the Student Accessibility Services website at http://www.uwindsor.ca/studentaccessibility/.
To schedule a visit with their office please call PH: 519-253-3000 ext: 3288 or stop in their office located
in the Lower Level of Dillon Hall in the center of campus or email sas@uwindsor.ca.
Also review Senate Policy on Academic Accommodation for Students with Disabilities.
Note: Students seeking academic accommodation for an ongoing, diagnosed disability (whether
permanent or temporary) must begin the process by completing the Student Accessibility Services Online
Intake Form. Once this is done, you will be contacted to arrange a meeting with an Advisor.

Indigenous Services
The Aboriginal Education Centre (AEC)– Turtle Island provides support to Indigenous students to reach
their highest potential in a culturally supportive atmosphere. Services that the AEC provides are:

13
  Friendly and knowledgeable staff who can refer you to various student support services on
campus.
 Cultural programming and events.
 A lounge and study area where you can socialize, study, or relax.
 Volunteer and work opportunities.

For more information, visit www.uwindsor.ca/aec.

Student Mental Health Strategy

The University of Windsor is committed to fostering a thriving University community that actively
promotes mental well-being and supports students to flourish in both their personal and academic lives.

Guiding Principles:
Accessibility and Diversity: We provide mental health services and supports that are visible, barrier-free,
non-judgmental, inclusive and equitable.
Empathy and Compassion: We enhance every student’s sense of belonging by infusing empathy,
compassion and respect into everything we do.
Empowerment: We build capacity, develop resiliency and empower all members of the campus
community to take an active role in building awareness, eliminating stigma and managing mental health
issues.
Engagement: We actively engage students, faculty and staff to establish meaningful collaborations,
proactively address needs, build capacity and share ideas.
Responsive: We provide relevant and responsive services that are grounded in best practice and are fluid
and dynamic in meeting the mental health needs of students.
Shared Responsibility: We share the responsibility for creating the campus conditions that support
student success and promote mental wellbeing.
Source: Student Mental Health Strategy, October 3, 2018
Mental Health and Wellness Resources

Therapy Assistance Online (TAO)

Volunteer and become part of the Living Well Lancer Team!

Student Wellness Resources

From time to time, students face obstacles that can affect academic performance. If you experience
difficulties and need help, it is important to reach out to someone.

For help addressing mental or physical health concerns on campus, contact (519) 253-3000:
 Student Health Services at ext. 7002 (www.uwindsor.ca/studenthealthservices)

14
  Student Counselling Centre at ext. 4616 (www.uwindsor.ca/studentcounselling)
 Peer Support Centre at ext. 4551

24 Hour Support is Available

My Student Support Program (MySSP) is an immediate and fully confidential 24/7 mental health support
that can be accessed for free through chat, online, and telephone. This service is available to all
University of Windsor students and offered in over 30 languages. Call: 1-844-451-9700,
visit https://keepmesafe.myissp.com/ or download the My SSP app: Apple App Store/Google Play.

A full list of on- and off-campus resources is available at http://www.uwindsor.ca/wellness.

Should you need to request alternative accommodation contact your instructor, head or Associate Dean.

Lancers Recover – University of Windsor Student Recovery

Group

The Lancers Recover program provides peer support in an intentional and affirming environment for
students interested in or seeking recovery from problematic alcohol and substance use. Lancers Recover
provides weekly recovery meetings, community-building social events, outreach, leadership
opportunities, referrals to external services, and more, all of which are aimed at providing individual,
academic, social, and recovery supports to students. For more information,
contact lancersrecover@uwindsor.ca or visit www.lancersrecover.com.

Academic Support Services

Writing Support Desk

The Writing Support Desk is located on the main floor of Leddy Library and is a service that provides
students with help regarding various aspects of their academic writing, including
 Interpreting assignment prompts
 Constructing strong theses and arguments
 Grammar, punctuation, and syntax problems
 Analyzing and integrating sources
 Citing and referencing

Students should note that the WSD is not a proofreading service. Though we will examine as much of a
sample of writing as we can in the space of a one-on-one consultation, our goal is to teach students how to
improve their writing, not to edit the work. For more information, visit www.uwindsor.ca/writingsupport.

Skills to Enhance Personal Success (STEPS)

The Student Success and Leadership Centre offers free workshops through the Skills to Enhance Personal
Success (STEPS) program that are geared towards helping to develop study skills to achieve academic
success in a university setting. For more information, visit www.uwindsor.ca/steps.

15
Leddy Library

The Leddy Library provides a wide range of services to help students with their academic needs,
including
 Library Materials
 Study Spaces
 Course Readings
 Research Help

For more information, visit https://leddy.uwindsor.ca.

Achieving Your Career Goals and Getting Experience

It’s never too early to start thinking about where you’re headed next – take the opportunity to engage in
your own career development and participate in experiential learning activities throughout your time at
university.

Career development is a lifelong process. It is more than just deciding on a major or a job. A degree in the
Faculty of Arts, Humanities, and Social Sciences opens so many doors. Spend some time thinking about
what kind of doors you want to explore.

Career Development & Experiential Learning (CDEL) is here to support you throughout your journey
from degree to career. Whether you have a clear career goal in mind, are going on to further schooling, or
simply want to explore possibilities, we are here for you. We offer expertise in topics related to career
exploration, job search strategies, resume and cover letter development, interview preparation, and much
more. We also host our own job posting board and various employer networking events.
Participating in experiential learning activities during your studies can have a direct impact on your
ability to find a meaningful career. Getting experience helps you develop and recognize your skills,
expand your network, and have fun!

See below for a list of experiential learning and career development activities you can get involved in:
 Check out the FAHSS Experiential Learning Hub or talk with your departmental advisor for
information about courses with experiential learning.
 CDEL offers three experiential learning programs. Find Ignite-Work Study positions, take part in
the Job Shadow Experience, and participate in VIP-Community Service Learning.
 Connect with the CDEL team to participate in workshops, book career advising appointments,
conduct mock interviews, and attend employer events. FAHSS students also have a designated
Career Advisor they can meet with to explore answers to questions like “What can I do with my
degree?” or “What am I going to do after graduation?”
 Be international! Participate in a student exchange program or take a course that travels to an
international location.

Student Self-Identification Survey

The University of Windsor has launched its annual the Student Self-Identification Survey (SSIS). The
goal of the SSIS is to collect student information relating to racialized data.

16
The purpose of collecting this data is to help inform campus policies relating in the areas of equity,
diversity, and inclusion, while supporting a more safe, inclusive, and supporting learning and teaching
environment for all University of Windsor students.

We encourage all University of Windsor students to fill out the survey.

To access the survey, please sign into the UWinsite Student.

For more information, please visit the Student Self Identification Survey website.

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