Faculté des sciences sociales | Faculty of Social Sciences
École d’études politiques | School of Political Studies
Canadian Foreign Policy and
North American Relations
POL3178
Dr. Tamara Kotar
Winter 2023
Course Information
1.Live in-Person Classes Will Meet on the Following Tuesdays from 7:10-9:50pm:
January 10th and 17th, February 14th and 28th, March 7th and 14th, and April 11th
2. Class Exclusive Guest Speaker Series During Live Zoom Online Dates, Tuesdays
from 7:10-8:45pm: January 24th and 31st, February 7th, February 28th, March 21st and 28th
The live discussion sessions are an important and exciting part of the class where we will
have the opportunity to host guest speakers from around the world, discuss topics and
engage with questions on their scholarship. Live Zoom sessions will not be recorded.
Class Exclusive Guest Speaker Series During Live Zoom Online Dates
January 24th Dr. Paul J. Quirk – Author of “The United States and Canada: How Two
Democracies Differ and Why It Matters.”
January 31st Dr. Kahente Horn-Miller – Author of “What does Indigenous Participatory
Democracy Look Like? Kahnawa:ke’s Decision Making Process.”
February 7th Dr. Ann M. Carlos – Co-author of “Indigenous Nations and the Development of
the U.S. Economy: Land, Resources, and Dispossession.”
March 21st Dr. Geoffrey Hale – Author of “Regulatory Cooperation in North America:
Diplomacy Navigating Asymmetries,” and co-author of “Navigating a Changing World:
Canada’s International Policies in an Age of Uncertainties.”
March 28th - TBA
th
March 28 Dr. Cassandra Steer – Co-Author of “Women, Peace, and Security: Feminist
Perspectives on International Security.”
* It is quite an opportunity to have these guest speakers join our class. Attendance is mandatory for
the Guest Speaker Series discussion sessions, bring the questions you prepared for the Guest
Speaker Series Questions assignment.
* It is important to remember that the views, perspectives, experiences, and statements by guest
speakers are not vetted nor endorsed. Rather, the opportunities presented by guest speakers are to
consider, debate and in discuss multiple perspectives.
*Online sessions are not recorded, please do not record, to ensure the privacy of fellow students.
1
Instructor Information
Dr. Tamara Kotar
E-mail: tkotar@uottawa.ca
Phone Number: Available upon request
Communication Preference: Email to book an appointment
Office Hours: Tuesdays 8:50-10:50pm – email to book an appointment
Communication Preferences:
Call Me: Dr. Kotar, Professor Kotar or Tamara
Other instructor(s)/TAs:
Name
Email
Responsibilities
TBA
Before emailing a question, please fully read this syllabus, watch the intro. videos, and explore the associated
resources. The answers to many questions can be found in this document and students may be referred back to
the syllabus if the answer is already available. Please allow at least two (2) business days for responses to
inquiries before pursuing another route of communication.
Indigenous Affirmation
ANISHINÀBE
Ni manàdjiyànànig Màmìwininì Anishinàbeg, ogog kà nàgadawàbandadjig iyo akì eko weshkad. Ako nongom
ega wìkàd kì mìgiwewàdj.
Ni manàdjiyànànig kakina Anishinàbeg ondaje kaye ogog kakina eniyagizidjig enigokamigàg Kanadàng eji
ondàpinangig endàwàdjin Odàwàng.
Ninisidawinawànànig kenawendamòdjig kije kikenindamàwin; weshkinìgidjig kaye kejeyàdizidjig.
Nigijeweninmànànig ogog kà nìgànì sòngideyedjig; weshkad, nongom; kaye àyànikàdj.
Listen to the audio file
ENGLISH
We pay respect to the Algonquin people, who are the traditional guardians of this land. We
acknowledge their longstanding relationship with this territory, which remains unceded.
We pay respect to all Indigenous people in this region, from all nations across Canada, who call
Ottawa home.
We acknowledge the traditional knowledge keepers, both young and old.
And we honour their courageous leaders: past, present, and future.
Official Course Description
Study of main constitutional and institutional frameworks, forces and factors influencing
Canadian foreign policy. Canada's role in international organizations such as NATO, the UN,
and the Francophonie. Canadian relations with North American governments and
social/economic actors (Mexico and USA). Major issues in North American politics, including
trade agreements, continental security, democracy, and the possibility of a North American
political community. (INT/CAN)
2
Additional Course Description
Welcome to POL3178!
This course is dedicated to introducing students to Canada-US relations. To achieve this, we
will we focus on comparative political institutions and center on considerations of democracy
in Canada-US relations. We will consider how contact, conflict and cooperation have shaped
Canada-US relations on topics such as trade and defense. We will consider comparative
approaches to political, economic and defence policies with an eye to their national, regional,
and global implications.
Course Learning Outcomes
General Course Learning Outcomes
Course Goals and Expectations
Students are:
 Challenged to understand the foundations of Canada-US relations in theory and
practice.
 Called upon to critically assess Canada – US relations
 Compelled to consider how executive, legislative, electoral, federal, and bureaucratic
institutions in both countries influence Canada-US relations
 The state of democracy and how it affects Canada-US relations.
 Encouraged to consider strategies to apply their understandings of Canada-US
relations to research, policymaking or more broadly change.
Specific Course Learning Outcomes
Due Date Matrix
Assignment
Date
Syllabus
Scavenger Hunt
January 15th
Share
of Term
Mark
3%
Class Speaker
Series Questions
January 22nd
5%
Academic Briefs
February 5th
March 5th
March 26th
49%
Notes
The aim of this assignment is to
familiarize students with course
expectations. See the detailed list
of questions in the assignment
descriptions section of this
syllabus.
Create questions for our Guest
Lecturers to ask during the Class
Speaker Series sessions
2 assignments worth 24.5% each.
**There are 3 assignments listed
because only your best 2 results
will count toward your final mark.
Your worst mark will be eliminated.
3
Feedback
March 12th
3%
Take Home Exam
– Final Project
April 16th
40%
** You do not need to hand in all 3
assignments. You can choose not
to hand in one assignment and that
will be the assignment mark that is
eliminated.
Use the Academic Brief Format
(listed in the syllabus) to easily
create your briefs.
Answer the feedback questions on
Brightspace.
See Take Home Exam/ Final
Project options and details in the
assignment section of this syllabus
*All written assignments are due in the appropriate Brightspace drop boxes. Late
assignments will be marked 0. Exceptions will be considered for medical reasons or
a family emergency (with appropriate documentation).
Teaching Methods
Teaching Approach and Course Format
Students should pay special attention to the Assignment Due Date Matrix, which clearly delineates
assignment due dates and mark weight. The course is arranged by week on Brightspace. When you
click on a week, you will find the assignments for the week as well as a detailed description of assignment
requirements.
Recordings
 In order to respect the privacy of all participants online live sessions will not be recorded.
I ask that students do the same and refrain from recording the class.
 Please do not copy, record or distribute online lecture Video Series and Episodes. They
are only intended for use in this course and are not for redistribution.
Intellectual Property Protection and Online Security:
All information and materials in this course are intended for use by course students only. We
emphasize that the protection of intellectual property, the confidentiality of information, the privacy of
each individual and the security of the virtual classroom are essential to the smooth running of the
course. Therefore, out of respect for intellectual property, course sessions should not be recorded
without the explicit consent of the professor. Also, out of respect for intellectual property, privacy, and
safety of others in the course, please do not distribute links to the course, do not record all or parts of
the course sessions, and do not distribute or post course materials via the Internet. The consequences
of distributing this information outside the course could be very serious. It should be noted that those
whose participation in the course would be disclosed to repressive governments could be exposed to
danger. If you have any concerns about the course, we invite you to communicate them directly to the
instructor.
Brightspace
All of your written assignments are due via Brightspace drop boxes. The syllabus and other
relevant documents are also posted on Brightspace.
4
Online Discussion Sessions - How We Will Meet Online
Below is a brief guide on how we will meet for Tutorials:
1. In order to respect the privacy of all participants, online sessions will not be recorded on Zoom. I ask
that students do the same and refrain from recording the sessions. Please do not record or
distribute any course materials.
2. To join the discussion session click on the Zoom link in the course homepage.
3. Be sure to engage in collegial discussion and respect each other in any tutorial discussions.
4. Below is the link for Zoom Support for Students
https://uottawa.saea-tlss.ca/en/support/zoom-en
Discussion Board
For the discussion board components of assignments, particularly Part III of Academic Brief posts,
students will post items to the class Discussion Board on brightspace. The idea of the Discussion
Board component is to ensure a space for collegial exchange of ideas and discussion.
Note on Course Materials
The course materials, readings, videos and what is discussed are meant to introduce students
to different viewpoints and concepts. Inclusion in this course is not an endorsement of any
one viewpoint. Rather the goal is to introduce different viewpoints from a diversity of thinkers,
lived experiences and mediums that students and the professor may agree or disagree with.
This is all done with the intention of sparking discussion and critical thinking.
Students will not be marked based on their political stance or viewpoint. An education in
political science is not one rooted in hyper-partisanship or mutual recriminations, but rather in
thoughtful, reflective discussion on how to live together better.
Marking in this course is based on demonstration of critical thinking skills, consideration of
various contributions to scholarship, ability to engage in scholarly research and demonstration
of scholarly writing and communications skills. As outlined in the assignment considerations
section of this syllabus, special focus is on practicing and crafting a strong thesis as a way for
students to realize their contribution to the study and practice of political science.
Our classroom provides a space for collegial and critical exchange of ideas. Some readings,
course materials or topics raised by the instructor, teaching assistants, students or guest
speakers may present different and contrary viewpoints to your own. Some may be triggering,
traumatizing or offensive, especially when dealing with examples of war and atrocities. It's
important we discuss these topics and ideas and learn in a respectful and open environment.
We must also be aware and sensitive to the impact this material could have. Please know that
I focus on providing a safe, encouraging and understanding learning environment. I ask you to
reach out if you have any concerns or require any accommodations related to these types of
materials, ideas, and topics.
Student Success and Course Format
You will make the class a success! It is your responsibility to learn core concepts by doing the
readings, taking notes, and taking time to consider and apply what you have learned.
5
4 Easy Steps for Success:
1. Read required readings before watching lectures
2. Take notes when watching lectures,
3. Participation in discussion sessions
4. Review notes.
To really comprehend the complex issues to be discussed it takes your full attention and
investigation. To excel in this class be sure to review lectures, attend discussion sessions,
read the readings, and review your notes, you will excel in this class if you do.
Electronics Policy
Students should refrain from using cell phones streaming, surfing the web, using social media
or using other applications when the class meets online.
Why?
1. Challenging Course Materials. We examine very complex phenomena in the class,
particularly the challenges everyday people have faced in difficult circumstances. It is
disrespectful to ignore their suffering, especially when we instead direct our attention to
comparatively trivial matters.
2. Studies on multitasking, all resoundingly demonstrate that you learn far less when
distracted by your devices.
3. You are here for a short time, make the best use of your time to really engage with these
ideas and with your colleagues.
Required Materials
Required Texts: Required texts and all journal articles are available through the uOttawa
library’s electronic search engine.
Optional Materials

Good databases for scholarly articles include JSTOR & Project MUSE which are both
accessible through the library.
Assessment Strategy
Assessment Type
Syllabus Scavenger Hunt
Class Speaker Series
Questions
Academic Briefs
Weight
Expected Date
3%
5%
January 15th
January 22nd
49%
Feb. 5th, March 5th & March 26th
(only your best 2 count, you
can choose to only hand in 2)
6
Feedback
Take Home Exam/Final Project
3%
40%
March 12th
April 16th
University of Ottawa Grading Scheme
https://international.uottawa.ca/en/grading-system
Letter grade
A+
A
AB+
B
C+
C
D+
D
E
F
ABS
EIN
Numerical value
10
9
8
7
6
5
4
3
2
1
0
0
0
Percentage value
90-100
85-89
80-84
75-79
70-74
65-69
60-64
55-59
50-54
40-49
0-39
Absent
Failure/Incomplete
Policy on the ‘EIN’ grade for the School of Political Studies
Course failure – EIN (F): according to regulation 10.6 (https://www.uottawa.ca/administration-andgovernance/academic-regulation-10-grading-system), a student receives the equivalent to a failure mark
whenever he or she has failed to complete one or more evaluations identified as mandatory in the course
syllabus approved by the academic unit.
According to the policy established by the School of Political Studies, ‘‘one or more evaluations
identified as mandatory’’ is defined as follows: one or more examinations (mid-term, final) or any work
(quizzes, tests, presentations, research paper, etc.) worth a total of 15% or more of the final grade.
Please note that a denied request for a deferral may therefore result in the student receiving a failing mark for
the course.
Assessment Policies and Expectations
Syllabus Scavenger Hunt
The Syllabus Scavenger Hunt is to ensure that as the course begins you are comfortable and
familiar with course components and expectations.
Find the correct answers to these questions and win the treasure hunt!
1. Under what subheading and on what page of the syllabus would I find a
comprehensive list of assignments and due dates?
2. What are the 3 parts of the Academic Brief assignment and what kind of knowledge
does the assignment try to combine?
3. Do I have to submit all 3 parts for each academic brief?
4. Under what subheading do I find the reading materials for each week?
7
5. Why is there a Guest Lecturer Questions assignment?
6. What options do I have for the Final Term Project?
Guest Speaker Series Questions Assignment
Read and make notes on the following readings, required reading for the course.
After reviewing your notes create two questions for each one of the scholars and the
associated class readings below.
All questions are due on the same due date.
Be prepared to ask our guest speakers your questions.
1. Two Questions for Dr. Paul J. Quirk – Author of “The United States and Canada:
How Two Democracies Differ and Why It Matters.” Read Chapter 4 to create questions
2. Two Questions for Dr. Kahente Horn-Miller – Author of “What does Indigenous
Participatory Democracy Look Like? Kahnawa:ke’s Decision Making Process.”
3. Two Questions for Dr. Ann M Carlos – Co-Author of “Indigenous Nations and the
Development of the U.S. Economy: Land, Resources and Dispossession,”
4. Two Questions for Dr. Geoffrey Hale – Author of “Regulatory Cooperation in North
America: Diplomacy Navigating Asymmetries,” and co-author of “Navigating a
Changing World: Canada’s International Policies in an Age of Uncertainties.”
5. Two Questions for Dr. Cassandra Steer – Co-Author of “Women, Peace, and
Security: Feminist Perspectives on International Security.”
Be sure to craft questions that reflect a careful and considerate reading of the texts. Create
questions that could elicit a thoughtful response.
No need to include any response to these questions in the assignment. Rather, the focus is
on creating questions that could contribute to scholarly discussions. Be prepared to discuss
your questions during class and ask them of our guest speaker.
*This assignment, including all questions, are due on the due date indicated in the Due Date
Table.
Academic Briefs
Why This Assignment?
 This brief is “a short and concise written statement” The academic part of the brief
means that there is a clear thesis statement and scholarly work that supports that
statement.
 Academic Briefs will serve as tools to ensue students achieve the highest possible
benefit from the readings, lectures, and discussions.
 These assignments help students focus on how to write a succinct thesis; a key skill
required for future success.
8



More questions = more learning. Thoughtful and reflective questions about what we
discuss and what we read is a goal of this course.
The breifs combine our exploration of theoretical phenomena and ideas from scholarly
works, in-class discussion/activities, and current events.
Students have concise and condensed notes on the readings and discussions that
provides them with excellent study materials for assignments and quizzes.
How to do this Assignment?
1. Use the Academic Brief Format provided below and the Assignment Evaluation
Considerations in this syllabus to ensure the quality of the brief. Academic Briefs
require clear thesis statements and scholarly support for thesis statements.
2. To organize your Academic Brief cut and paste the Academic Brief Format
provided below into your own word document and fill in the material required.
3. Intro Videos 3-5 provide further detailed descriptions of the expectations and
parameters for each part of the assignment. For example, Intro. Video 3 discusses Part
1 of the Academic Brief, Intro. Video 4 discusses Part 2 of the Academic Brief and
Intro. Video 5 discusses in-depth Part 3 of the Academic Brief.
4. The assignments are due via Brightspace at 11:55pm on the due date. The
submission spaces will be entitled #1 Academic Brief, #2 Academic Brief.
5. Your worst mark of the 3 Academic Briefs will be eliminated. This is an opportunity
to get your best work recognized.
6. Use any style of citation that you are comfortable with and ensure that it is consistent
(For example, APA, MLA, or Chicago Style). Include footnotes or endnotes and a
bibliography.
Academic Brief Format
Copy and paste, follow the instructions and fill it in the format below with your written work.
Each Academic Brief assignment requires that all the 3 parts described below
submitted in one file on Brightspace. In other words, Part I, II and III of the assignment are
all due at the same time in the same file with all the requirements listed in the format included
below.
Part I- Discuss Insights from Lecture, Video Lecture or Discussion
Session
1. For this component, identify and discuss an issue discussed in video
lectures or discussion sessions prior to the due date. For this section
you can use any video lecture or discussion session that precedes the
due date. For example, if the due date is on the 5th week of the class
you can use material from the 4th, 3rd, 2nd, or 1st week of the class.
2. Once you have decided what lecture or discussion session you are
going to use, identify and critically engage with one idea/concept/issue
noted in that lecture or discussion session that attracted interest. In a
9
scholarly manner explain why it is important. Anything we discuss that
piques your interest can be used for this part of the assignment it all
depends on the topics we discuss.
3. Ensure you have a clear thesis and supporting arguments. Refer to the
Assignment Evaluation Considerations section of this syllabus. It is
important to critically engage with the ideas in a scholarly manner. You
should have a thesis, prove your thesis, and include reference to one or
two other scholarly works.
400 words for Part I
Part II Discuss Readings
1. For the discuss the readings component of the Academic Brief write
about an issue that you found interesting in the readings that precede
the assignment due date or that on the same week of the assignment
due date. For example, if the due date is on the 5th week of the class
you can use material from the 5th, 4th, 3rd, 2nd, or 1st week of the class.
2. Choose one of the readings, required or recommended. Using your own
words, and in a critical and scholarly manner, identify and critically
engage with one idea/concept/issue you found of interest in the reading.
3. Ensure you have a clear thesis and supporting arguments. Refer to the
Assignment Evaluations section of this syllabus. It is important to
critically engage with the ideas in a scholarly manner. You should have
a thesis, prove your thesis, and include reference to one or two other
scholarly works.
4. Create 2 questions that relate to the article and larger issues discussed
in the class. These questions may be used for in-class discussion and
debate. Do not answer the question, rather craft a compelling question
that can be further discussed in class.
400 Words for Part II
Part III Connect Analysis of Current Events
Students will include all the part III requirements in their single Brightspace
submission for the academic brief. Part I, II and III of the assignment are all
10
due at the same time in the same file with all the requirements listed in
the assignment. Students need only copy and paste urls for the discussion
board component.
1. Cite the url and title of one media item (article, podcast, or video clip)
that relates to issues discussed during this class or in the readings. Only
post the url on the Brightspace Discussion Board, do not post any
commentary.
2. Cite the url and title of a media time (article, podcast, or video clip) that
you found interesting, posted by anyone else (from any class or even
the prof.) on the class Discussion Board. Do not post any commentary
on the class Discussion Board.
3. In the Brightspace submission only, for this part of the academic
brief assignment students will write:
a. A 200-word commentary on the url/ media item they posted.
b. A 200-word commentary on a the url/ media item a classmate
posted.
400 Words in Total for Part III
Feedback
This is an opportunity for you to let me know what concepts intrigue you and what you want to learn
more about.
Students will answer the following questions with 1-3 sentences for each question:
1. What is the most significant thing you learned in the most recent lectures, video lectures or
discussion sessions?
2. What question is at the top of your mind at the end the most recent video lectures or discussion
sessions?
3. What have you enjoyed learning about most in the class (including the video lectures) so far this
term?
4. What would you like to discuss more in-depth as we continue the course?
5. What aspects of the syllabus, assignments, or assignment structure work well for you and what
would you recommend changing?
11
Take Home Exam - End of Term Project
You have a choice of 1 out of 5 End of Term Projects.
1. Public Policy Profile
2. Paper Option #1 – Academic Paper
3. Paper Option #2 – Critical Film/Book Review
4. Art Project
5. Letter to Public Official, Corporation or News Organization
No matter which End of Term Project you choose, each option will require:
1. A well-developed thesis that is well supported. Take the opportunities through the term
to engage in discussion of potential topics for your final paper during our in-class thesis
workshop sessions and/or during office hours with me on an individual basis.
2. 2000 words in total – except for the Art Project with 1500 words.
3. Minimum of 6 scholarly sources. While there is a minimum of 6 scholarly sources,
students can use other sources, i.e., statistical sources etc. in addition the 6 scholarly
sources.
4. Completion on Brightspace on 11:59 pm on the due date.
1. Public Policy Case Study
Students select a policy, discuss that policy and its implications. Perhaps policy solutions can
be proposed. Examples will be shared in class.
2. Academic Paper
Students can write on a topic of their choice. This will be an original research paper due on
Brightspace. Students will develop the ideas expressed in the essay outline in essay form.
The essay should have a clear thesis statement with well-researched arguments that support
the thesis.
3. Art Reflection
Students may choose a fictional book, film, song, painting, NFT or any work of art that
addresses theoretical themes regarding topics discussed in class. You will use the work of art
as a platform for discussing theoretical and important issues that have been discussed in
class. This is not a review of the piece of art in a sense of discussing your opinions on the
piece of art. Students should use metaphors, images and ideas found in the piece of art and
discuss how they relate to topics for this class. If a student chooses this assignment, the
student is responsible for choosing an appropriate piece of art. The essay should have a clear
thesis statement with well-researched arguments that support the thesis.
For guidance on how to write a film review: http://www2.athabascau.ca/services/writesite/film-review.php
For guidance on how to write a book review:
http://www.writing.utoronto.ca/advice/specific-types-of-writing/book-review
4. Art Project
12
Students will create a work of art as a platform for discussing theoretical and important issues
that have been discussed in class. This project can be in any medium. To accompany the
work students will create a 1500-word discussion of the work, including elaboration on the
main thesis and arguments supported by a minimum of 5 academic works.
5. Letter to Public Official, Corporation or News Organization
Students will draft a letter that addresses issues that students are engaged with and/or were
discussed in class. Potential solutions could be proposed. While the student will not cite
scholarly sources within the letter and the letter will be shorter than 2000 words. The student
will create an accompanying academic paper that will further elaborate on themes in the letter
and include the sources and the remaining words to achieve the full word count of the
assignment. For example, if the letter is 500 words, the accompanying essay should be 1500
words.
Attendance
Attendance is mandatory for the Guest Speaker Series discussion sessions, bring the questions you prepared
for the Guest Speaker Series Questions assignment.
Video Lectures and Time Commitments
It is mandatory to watch and make notes on the video lectures. In order to succeed in a 3-credit course,
alongside the video lectures, students should expect to spend a minimum of 6 hours per week outside of the
classroom engaged in activities related to the course, e.g. homework, reading, studying, etc., and should
expect a minimum time commitment of 9 hours per week per course (on average).
Mobile Devices
Unless explicitly requested, please refrain from using mobile devices during our class. As our in-class
time is quite limited, I would ask that you prioritize using this time to engage with class discussions and
other content-related activities. Active participation and engagement with the content and your peers
helps ensure you get the most out of this semester.
Late Assignments
All assignments are to be submitted by their due date and time.
All written assignments are due in the appropriate brightspace drop boxes. Late assignments will be
marked 0. Exceptions will be considered for medical reasons or a family emergency (with appropriate
documentation).
Exceptions are made only for illness or other serious situations deemed as such by the instructor. DFR
forms must be completed and students must take note of the Policy on justification of late submission of
assignments and take-home examinations for the School of Political Studies.
The form can be obtained online by accessing the Faculty of Social Sciences’ undergraduate forms.
Once completed, the form with supporting documentation (ex. medical certificate) will automatically be sent
to the academic unit which offers the course.
The request must be completed within five working days of the exam and must respect all the conditions
of Academic Regulation I-9.5.
13
The Faculty reserves the right to accept or refuse the reason; reasons such as travel, jobs, or any
misreading of the examination timetable are not acceptable.
Policy on justification of late submission of assignments and take-home examinations for the
School of Political Studies
The new deadline granted by the School will be equal to the number of working days included in the period
of disability specified on the medical certificate.
The medical certificate (sent online by the student with the DFR form) MUST specify in accordance with
academic regulation 9.5:
 the name of the student;
 the date of both the absence and the return to studies;
 the medical consultation date and the physician’s signature
Determination of the new deadline:
• If the date of both absence and return to studies are before the due date for the assignment: the new
deadline will be calculated from the day following the original due date for the assignment or take-home
exam.
• If the date of return to studies is during or after the due date for the assignment or take-home exam: the
new deadline will be calculated from the day of the date of return to studies specified on the medical
certificate.
Please, note that in the case of a short-term absence, the new deadline established by this policy
applies even if the request for a deferral has not yet been approved.
Example 1:
 Due date for an assignment: April 20, 2020.
 DFR form submitted on April 24, 2020 (as allowed by Academic Regulation 9.5).
 Disability period specified on the medical certificate: March 19 to 24, 2020 (6 calendar days but 4
working days).
New deadline granted: until April 27, 2020, at the same time as on the original due date (4 working days
following April 20, 2020 and assignment to be handed-in on the 5th working day following April 20,
2020). If the assignment is handed in after the new deadline, the penalty for late submission specified in the
course outline may apply.
Example 2:
 Due date for an assignment: April 20, 2020.
 DFR form submitted on April 24, 2020 (as allowed by Academic Regulation 9.5).
 Disability period specified on the medical certificate: April 20, 2020 (1 working day).
New deadline granted: until April 22, 2020, at the same time as on the original due date (1 working day
following April 20, 2020 and assignment to be handed-in on the 2nd working day following April 20,
2020).
If the assignment is submitted on April 24 (2 days after the new deadline) or at any time after April 22,
2020, the penalty for late submission specified in the course outline may apply. Under such
circumstances, the student should not wait for the deferral to be approved before handing in the
assignment.
Missed exams and requests for deferral
14
Students who are excused for missing an exam will be required to write a deferred exam, except where the
professor offers a re-weighting scheme which applies to the student’s case. Professors may decline to offer
a deferred exam and instead re-weight the remaining pieces of work only if (i) the re-weighted scheme is
indicated on the syllabus and (ii) it respects both the 25 percent rule (Academic Regulation 9.0) and the
final exam rule.
MPORTANT: All deferred final exams for courses at the Faculty of Social Sciences, except for SVS 3505,
SVS 3515 and all ECO courses, will take place during the next term (please consult the Important academic
dates and deadlines webpage to know the specific dates).
DFR forms must be completed for both midterms and final exams. The form can be obtained online by
accessing the Faculty of Social Sciences’ undergraduate forms. Once completed, the form with supporting
documentation (ex. medical certificate) will automatically be sent to the academic unit which offers the
course.
The request must be completed within five working days of the exam and must respect all the conditions
of Academic Regulation I-9.5.
The Faculty reserves the right to accept or refuse the reason. Reasons such as travel, jobs, or any
misreading of the examination timetable are not acceptable.
Deferred Exam Period:

Midterm: [date – please, contact your Academic Unit]

Final Exam: date – please, contact your Academic Unit]
Assessment Details
Below is a table and list of questions used to evaluate each assignment.
Keep this in mind when writing your assignments.
Thesis & Explanation of subject – 65-70%


A clear idea/thesis is forwarded for each question asked.
Identification and explanation of main points.
Use of Scholarly Literature - 25%



Scholarly literature is employed to strengthen arguments.
Definitions and terms should be used properly.
Jargon should be kept to a minimum.
Grammar/ Structure of Assignment – 5-10%



Answer the questions being asked.
The assignment is an appropriate length.
The assignment employs proper grammar.
These questions are utilized to assess written assignments
 Is there a clear idea/thesis forwarded in response to each question asked in an assignment?
 Are main points identified and explained?
 Are supporting statements focused, relevant and illuminating?
15







Strong arguments are focused and develop a particular point?
Does my answer utilize scholarly arguments and literature?
Does my answer address counter arguments?
Is my assignment too descriptive? (avoid this)
Are ideas being stated as self-evident? (avoid this)
Do my answers flow, are they well organized?
Am I utilizing proper grammar?
Regulation on Academic Fraud
Preamble
Academic integrity is a fundamental value at the core of all academic activities. The regulation on academic
fraud defines the acts that can compromise academic integrity and outlines the various sanctions and
consequences of such acts, and the procedures for handling allegations and setting sanctions. Further
information on academic integrity is available on the website of the Provost and Vice-President, Academic
Affairs.
Definition
1. Any act by a student that may result in a distorted academic evaluation for that student or another
student. Academic fraud includes but is not limited to activities such as:
1. plagiarizing or cheating in any way.
2. submitting work not partially or fully the student’s own, excluding properly cited quotations and
references. Such work includes assignments, essays, tests, exams, research reports and
theses, regardless of whether the work is in written, oral or any other form.
3. presenting research data that are forged, falsified, or fabricated in any manner.
4. attributing a statement of fact or reference to a fabricated source.
5. submitting the same work or a significant part of the same piece of work in more than one
course, or a thesis or any other piece of work submitted elsewhere without the prior approval of
the appropriate professors or academic units.
6. falsifying or misrepresenting an academic evaluation, using a forged or altered supporting
document or facilitating the use of such a document.
7. taking any action aimed at falsifying an academic evaluation.
Sanctions
1. Students who commit or attempt to commit academic fraud, or who are a party to academic fraud, are
subject to one or more sanctions (full list), such as:
1. a written warning.
2. zero for part of the work in question.
3. zero for the work in question.
4. zero for the work in question and the loss of additional marks for the course in question.
5. zero for the work in question, with a final grade no higher than the passing grade for the course
in question.
6. an F or NS grade for the course in question.
16
Course Calendar and Bibliography
January 10th: Introduction
 Review of course structure, assignments, and expectations
 Watch intro. videos for assignment instructions.
Select Journals and Other Resources to Consider
 American Review of Canadian Studies
 Canadian Public Policy
 Canadian American Public Policy
 Norteamerica
 Behind the Headlines – Canadian International Council
 Canadian Public Policy
 Policy Options
 Canadian Journal of Political Science
 Literary Review of Canada (reviews of recent books)
 Voix et Images
 Canada World View, Foreign Affairs Canada
Canada-U.S. Relations – Considerations and Comparisons
January 17th and January 24th Live Online Guest Speaker Series Session (Jan. 24th
only)
Required
 Murray, Robert W., and Paul Gecelovsky. The Palgrave Handbook of Canada in
International Affairs. Edited by Robert W. Murray and Paul Gecelovsky. Cham,
Switzerland: Palgrave Macmillan, 2021, Introduction
 Keating, Tom. “Canada and International Order.” In Murray, Robert W., and Paul
Gecelovsky. The Palgrave Handbook of Canada in International Affairs. Palgrave
Macmillan, 2021, Chapter 2.
 Mcandrews, Rockman and Campbel, “ Bureaucratic Influence and Policymaking.” Quirk,
Paul J. The United States and Canada: How Two Democracies Differ and Why It
Matters. New York: Oxford University Press, 2019. Chapter 5.
Select Journals and Other Resources to Consider
 American Quarterly
 National Archives and Records Administration: http://www.archives.gov/
 Library and Archives Canada: http://www.bac-lac.gc.ca/eng/Pages/home.aspx
 Francophonies d'Amérique
 Canadian Foreign Policy
 International Journal
 Canada Among Nations
 Global Brief
 Études Internationales
17
North American Political Spaces – Democracy
January 31st Live Online Guest Speaker Series Session and
February 7th Live Online Guest Speaker Series Session
Required
 Levitsky, Steven, and Daniel Ziblatt. How Democracies Die. First edition. New York:
Crown, 2018, pages 25-28
 Horn-Miller, Kahente. “What does Indigenous Participatory Democracy Look Like?
Kahnawa:ke’s Decision Making Process.” Review of Constitutional Studies 18(1)
(2013): 111- 132.
 Haggard, Stephan, and Robert Kaufman. “The Anatomy of Democratic Backsliding.”
Journal of Democracy 32, no. 4 (2021): 27–41. https://doi.org/10.1353/jod.2021.0050.
 Dalton, Russel J., “Political Culture and Values,” in Quirk, Paul J. The United States
and Canada: How Two Democracies Differ and Why It Matters. New York: Oxford
University Press, 2019. Chapter 2
 Foa, Roberto Stefan and Yascha Mounk. “The Signs of Deconsolidation.” Journal of
Democracy 2017 28 (4): 5–15.
 Banting, Keith, Jack Nagel, Chelsea Schafer and Daniel Westlake, in Quirk, Paul J.
The United States and Canada: How Two Democracies Differ and Why It Matters.
Chapter 12
Sources to Consider






Jones, David Martin. “Anne Applebaum’s Debt to Adorno: Twilight of Democracy: The
Seductive Lure of Authoritarianism.” Modern Age. Intercollegiate Studies Institute Inc, 2021
Applebaum, Anne. Twilight of Democracy: the Seductive Lure of Authoritarianism. First edition.
New York: Doubleday, 2020.
Arendt, Hannah. The Origins of Totalitarianism. United Kingdom: Penguin Classics, 2017.
Levitsky, Steven, and Lucan Way. Competitive Authoritarianism: Hybrid Regimes after the Cold
War. Cambridge: Cambridge University Press, 2010.
Howe, Paul. 2017. “Eroding Norms and Democratic Deconsolidation.” Journal of Democracy
28 (4): 15–29.
Haggard, Stephan, and Robert Kaufman. “The Anatomy of Democratic Backsliding.” Journal of
Democracy 32, no. 4 (2021): 27–41. https://doi.org/10.1353/jod.2021.0050.
Security & Defence
February 14th and February 28th
Required
 Justin Massie and Srdjan Vucetic “Canadian Strategic Cultures: From Confederation to
Trump,” in Canadian Defence Policy in Theory and Practice. Juneau, Thomas, Philippe
Lagassé, and Srdjan Vucetic. Canadian Defence Policy in Theory and Practice. Cham:
Springer International Publishing AG, 2019. Introduction and Chapter 3
18




Steer, Cassandra, and Caroline Leprince, eds. Women, Peace, and Security: Feminist
Perspectives on International Security. Montreal, McGill-Queen’s University Press,
2021. Introduction and conclusions
Quirk, Paul J. The United States and Canada: How Two Democracies Differ and Why It
Matters. New York: Oxford University Press, 2019. Chapter 5
Bothwell, Robert. Alliance and Illusion Canada and the World, 1945-1984. Vancouver:
UBC Press, 2007. Introduction and Conclusion.
Tardy, Thierry “NATO,” in Rostoks, Toms, and Guna Galvrilko eds., Defence Policy
and the Armed Forces in Times of Pandemic, Riga, Konrad-Adenauer-Stiftung, 2021,
pp 34-47 available https://www.kas.de/de/web/lettland/veranstaltungen/detail//content/defence-policy-and-the-armed-forces-in-times-of-pandemic
Sources to Consider







Hataley, Todd and Christian Leuprecht. 2019. “Canada-US Security Cooperation: Interests,
Institutions, Identity and Ideas.” In Canada-US Relations: Sovereignty or Shared Institutions?
ed. David Carment and Christopher Sands. London: Palgrave Macmillan
Bruno Charbonneau and Wayne Cox, “Global Order, US Hegemony and Military Integration:
The Canadian-American Defense Relationship,” International Political Sociology, 2008, 2, 305321.
Lackenbauer, P Whitney. “‘Indigenous Communities Are at the Heart of Canada’s North’:
Media Misperceptions of the Canadian Rangers, Indigenous Service, and Arctic Security.”
Journal of Military and Strategic Studies 19, no. 2 (2018).
David Morin and Myriam Poliquin. "Governing from the Border? Quebec’s Role in North
American Security." American Review of Canadian Studies 46.2 2016, 254-272.
Wilfred Greaves & Whitney Lackenbauer, Re–thinking sovereignty and security in the Arctic’,
2016 Open Canada, available: https://www.opencanada.org/features/re-thinking-sovereigntyand-security-arctic/
Frank P. Harvey, The Homeland Security Dilemma: Imagination, Failure, and the Escalating
Costs of Perfecting Security’. Canadian Journal of Political Science, 2007, 40, 2: 283-316
Shelagh Grant, Polar Imperative: A History of Arctic Sovereignty in North America (2010), pp.
285-395.
Canada-U.S. Relations – Economies and Trade
March 7th and 14th
Required
Stéphane Paquin “The role of Canada’s Provinces in Canadian Foreign Policy,” in
Murray, Robert W., and Paul Gecelovsky. The Palgrave Handbook of Canada in
International Affairs. Edited by Robert W. Murray and Paul Gecelovsky. Cham,
Switzerland: Palgrave Macmillan, 2021
 Carlos, Ann M., Donna L. Feir, and Angela Redish. “Indigenous Nations and the
Development of the U.S. Economy: Land, Resources, and Dispossession.” The Journal
of Economic History 82, no. 2 (2022): 516–55.
 Hale, Geoffrey. “Regulatory Cooperation in North America: Diplomacy Navigating
Asymmetries.” The American Review of Canadian Studies 49, no. 1 (2019): 123–49.
https://doi.org/10.1080/02722011.2019.1570956.
19
 Hale, Geoffrey and Greg Anderson, Navigating a Changing World: Canada’s
International Policies in an Age of Uncertainties. University of Toronto Press, 2021.
Introduction and Chapter 2.
 Burney, Derek H. “Canada-US Relations: No Longer Special or Privileged.” The
American Review of Canadian Studies 50, no. 1 (2020): 128–32.
 Clarkson, Stephen. Does North America Exist? Governing the Continent After NAFTA
and 9/11. Does North America Exist? Governing the Continent after NAFTA and 9/11.
Toronto: University of Toronto Press, Introduction.
Sources to Consider








Joseph Nye, 2008. “Public Diplomacy and Soft Power.” The Annals of the American Academy
of Political and Social Science 616 (1) (March 1): 94–109.
Cormack, Patricia, “’True Stories’ of Canada: Tim Hortons and the Branding of National
Identity,” Cultural Sociology 2.3 (November 2008): 369-84.
Mulcahy, Kevin V. “Cultural Imperialism and Cultural Sovereignty: US-Canadian Cultural
Relations,” in The American Review of Canadian Studies (Summer 2000), pp. 181-end.
Alphons, Frans and Maria Alting von Geusau, Cultural Diplomacy: Waging War by Other
Means? (Wolf Legal Publishers, 2009).
Brodie, Janine “Performing North America as Community,” in Yasmeen Abu-Laban, Radha
Jhappan and Francis Rocher eds. Politics in North American: Redefining Continental Relations
(Toronto: Broadview Press, 2008).
Massell, David, ‘The Beaver and the Elephant: a History of Canadian-American Relations,’ in
Joseph-André Senécal, editor, Understanding Canada: A Primer for Americans (Northeast
National Resource Center on Canada, 2004).
Carment, David., and Christopher. Sands. Canada–US Relations Sovereignty or Shared
Institutions? Edited by David. Carment and Christopher. Sands. 1st ed. 2019. Cham: Springer
International Publishing, 2019. https://doi.org/10.1007/978-3-030-05036-8.
Hale, Geoffrey. So near yet so Far, the Public and Hidden Worlds of Canada-US Relations.
Vancouver: UBC Press, 2012.
Canada-U.S. Relations – Institutions - Executive, Legislative and Judicial
March 21st Live Online Guest Speaker Series Session
March 28th Live Online Guest Speaker Series Session
Required
 Quirk, Paul J. The United States and Canada: How Two Democracies Differ and Why It
Matters. New York: Oxford University Press, 2019, Chapter 4.
 Borrows, John. Law’s Indigenous Ethics. Toronto: University of Toronto Press, 2019.
Introduction: Niizhwaaswi-Miigiwewinan (Seven Gifts): Nookomis’s Constitution and
Chapter 1: WAABANONG: EASTNitam-Miigiwewin: Zaagi’idiwin (Gift One: Love) Love:
Law and Land in Canada’s Indigenous Constitution.
 Kim Richard Nossal, “Domestic Politics and the Electoral Connection in Canadian
Foreign Policy,” in Robert W. Murray and Paul Gecelovsky. The Palgrave Handbook of
Canada in International Affairs. Chapter 3.
Sources to Consider
20





Kuokkanen, Rauna. Restructuring Relations: Indigenous Self-Determination, Governance, and
Gender. New York, NY: Oxford University Press, 2019.
Hamilton, Robert. “Indigenous Peoples and Interstitial Federalism in Canada.” Review of
constitutional studies 24, no. 1 (2019).
Venne, Sharon. (1997). “Understanding Treaty 6: An Indigenous Perspective.” Aboriginal
Treaty Rights in Canada: Essays of Law, Equality, and Respect for Difference, edited by
Michael Asch. Vancouver: University of British Columbia Press, 173-207.
Borrows, John. (2016). Freedom and Indigenous Constitutionalism. Toronto: University of
Toronto Press. Recommended Chapters Chapter 5 “Legislation and Indigenous SelfDetermination in Canada and the United States” Chapter 6 “Aboriginal and Treaty Rights and
Violence Against Women”
Starblanket, Gina (2019). "Crises of Relationship: The Role of Treaties in Contemporary
Indigenous-Settler Relations", in Visions of the Heart: Issues Involving Indigenous People in
Canada, 5th ed., eds.
Canada-U.S. Relations – Institutions - Electoral, Federal, and Bureaucratic
April 4th
Required
 Blais A. Shawn Bowler and Bernard Grofman “Electoral and Party Systems,” In Quirk,
Paul J. The United States and Canada: How Two Democracies Differ and Why It
Matters. New York: Oxford University Press, 2019, Chapter 3
 John R. McAndrews “Bureaucratic Influence and Policymaking,” in Quirk, Paul J. The
United States and Canada: How Two Democracies Differ and Why It Matters. New
York: Oxford University Press, 2019. Chapter 5
 Li, Michael, Adam Gitlin and Nelson Castano, Three Things the U.S. Could Learn from
Canada’s Election. October 23, 2015. https://www.brennancenter.org/ourwork/analysis-opinion/three-things-us-could-learn-canadas-election
 Explore the following website:
Vote Suppression, The Brennan Center for Justice at New York University School of
Law. Explore the website: https://www.brennancenter.org/issues/ensure-everyamerican-can-vote/vote-suppression
Explore the solutions: https://www.brennancenter.org/our-work/policysolutions/democracy-election-agenda-candidates-activists-and-legislators
Sources to Consider





Hirano, Shigeo, and James M. Snyder. Primary Elections in the United States. Cambridge:
Cambridge University Press, 2019.Chapters, 1, 11 and conclusions.
Daniels, Gilda R. Uncounted: The Crisis of Voter Suppression in America. New York: New York
University Press, 2020.
Haider-Markel, D., Gauding, P., Flores, A., Lewis, D., Miller, P., Tadlock, B., & Taylor, J. (2020).
LGBTQ State Legislative Candidates in an Era of Backlash. PS: Political Science &
Politics, 53(3), 453-459.
Pitzer, Kyle, Gena Gunn Mcclendon, and Michael Sherraden. “Voting Infrastructure and Process:
Another Form of Voter Suppression?” The Social Service Review (Chicago) 95, no. 2 (2021):
175–209.
Wang, Tova, Andrea and Janice Nittoli. The Politics of Voter Suppression Defending and
Expanding Americans’ Right to Vote. Ithaca: Cornell University Press, 2012.
https://doi.org/10.7591/9780801466038.
21
Canada-U.S. Relations – A Look to the Future – Mindful of the Past
April 11th
Required
 Hiski Haukkala, “Timing is Everything: The Time, Space, and Strategies for Scholarly
Analysis in the Making of Foreign Policy,” International Studies Perspectives, 2012, 113.
 Brian Bow, Andrea Lane, “Generations: The sources of our ideas about Canadian
Foreign Policy,” International Journal June 19, 2017, 158–165.
 Carlos, Ann, M. “The Country that They Built: The Dynamic and Complex Indigenous
Economies in North America Before 1492,” Economic History Association Meetings,
December 2022. To be published in the Journal of Economic History in June 2023
Sources to Consider










Heyman, Bruce and Vicki Heyman. 2019. The Art of Diplomacy: Strengthening the Canada-US
Relationship in Times of Uncertainty. New York: Simon & Schuster.
Carment, David and Joe Landry, 150 years of Canada in the world: claiming the twenty-first
century? Canadian Foreign Policy, 2016, Journal Vol. 22, Issue 3.
Roland Paris & Owen Taylor, eds. The World Won’t Wait: Why Canada Needs to Rethink Its
International Policies (University of Toronto Press, 2016).
Papillon, Martin. "Adapting Federalism: Indigenous Multilevel Governance in Canada and the
United States." Publius: The Journal of Federalism 42(2) (2012): 289-312.
Eagles, Munroe and Nik Nanos. 2017. “Stronger Together? Support for Political Cooperation in
Canada and the United States, 2005–2016.” PS: Political Science and Politics 50 (3): 735–40.
Robert Bothwell, Your Country, My Country: A Unified History of the United States and Canada
(Oxford UP, 2015)
Seymour Martin Lipset, Continental Divide: The Values and Institutions of the United States
and Canada (Routledge, 1990)
J.L. Granatstein and Norman Hillmer, For Better or For Worse: Canada and the United States
to the 1990s (Copp Clark Pitman, 1991)
David M. Thomas and Barbara Boyle Torrey, eds., Canada and the United States: Differences
that Count 4th edition (University of Toronto Press, 2014).
Bratt, Duane and Christopher J. Kukucha Readings in Canadian Foreign Policy: Classic
Debates and New Ideas (Oxford University Press, 2015).
University Policies
Intellectual property right of course content
The materials you receive for this course are protected by copyright and must be used for this course only.
You do not have permission to disseminate these materials, regardless of the means of dissemination
including the uploading of these materials to any website or mobile application. These materials include but
are not limited to, any course notes provided by the professor, their Powerpoint presentations, and any lecture
recordings you may have.
If you require clarification, please consult your professor.
© Tamara Kotar All rights reserved.
22
Regulation on Bilingualism at the University of Ottawa
Every student has the right to require that a course be given in the language used to describe the course in
the course calendar (Academic Regulation I-2).
Except in programs and courses for which language is a requirement, all students have the right to produce
their written work and to answer examination questions in the official language of their choice, regardless of
the course’s language of instruction.
Prevention of Sexual Violence
If you feel unsafe, call 9-1-1 or reach out to Campus Protective Services at 613-562-5411.
The University of Ottawa has a zero-tolerance policy for any sexual act or act targeting a person’s sexuality,
gender identity or gender expression. This includes both physical and psychological acts that are committed,
threatened, or attempted against a person without the person’s consent, such as sexual assault, sexual
harassment, stalking, indecent exposure, voyeurism, sexual exploitation, and cyberbullying. The University, as
well as various employee and student groups, offers a variety of services and resources to ensure that all
uOttawa community members have access to confidential support and information, and to procedures for
reporting an incident or filing a complaint.
Inclusion
The University of Ottawa aims to be an equitable and inclusive institution, actively participating in ensuring the
wellbeing of students, personnel and faculty members. The University is committed to eliminating obstacles to
student inclusion in accordance with the Ontario Human Rights Code. The Code provides that every person has
the right to equal treatment with respect to goods, services, facilities, housing, contracts and employment as well
as membership in trade or professional associations and unions without discrimination because of ‘’Race,
Ancestry, Place of origin, Colour, Ethnic origin, Citizenship, Creed, Sex, Sexual orientation, Gender identity,
Gender expression, Age, Record of offence (in employment only), Receipt of public assistance, Marital status,
Family status, Disability’’.
The Human Rights Office of the University of Ottawa adds ‘’although the Human Rights Code does not provide a
definition of discrimination, the notion of discrimination covers unfair treatment on the basis of race, disability,
sex, or any other personal characteristic. It can take many different forms, can target a single person or a group
and can be part of a system.’’
If you have experienced discrimination or harassment, you can seek confidential assistance through the
University Human Rights Office to discuss your situation and/or to file a formal complaint.
The following uOttawa Campus based services are available to you and your fellow students:
 uOttawa Counselling Service including Individual Counselling provided by uOttawa Counsellor, Pierre
Bercy who specializes in anti-black racism;
 University of Ottawa Students’ Union (UOSU) Resources for/from the Black Community, Centre for
Students with Disabilities, Racialized and Indigenous Students Experience Centre, Womxns Resource
Centre and uOttawa Pride Center
 Anti-racism student committee (Email: car.arc.uottawa@gmail.com)
 Mashkawazìwogamig: Indigenous Resource Center
 University of Ottawa’s Human Rights Office including policies on accessibility.
Student Services & Resources
23
Faculty Student Experience Centre
The goal of the Student Experience Centre is to help students with their academic and social well-being during
their time at the University of Ottawa. Regardless of where a student stands academically, or how far along
they are in completing their degree, the Student Experience Centre is there to help students continue on their
path to success.
A student may choose to visit the Student Experience Centre for very different reasons. Younger students
may wish to talk to their older peers to gain insight into programs and services offered by the University, while
older student may simply want to brush up on study and time management skills or learn about programs and
services for students nearing the end of their degree.
In all, the Student Experience Centre offers a place for students to talk about concerns and problems that they
might have in any facet of their lives. While students are able to voice their concerns and problems without
fear of judgment, mentors can garner further insight in issues unique to students and find a more practical
solution to better improve the services that the Faculty of Social Sciences offers, as well as the services
offered by the University of Ottawa.
Academic GPS
The Academic GPS hub is a one-stop shop for academic support. Whether you’re an experienced student or
just starting out, you’ll find some great resources to help you succeed.
With the Academic GPS, you can:
 chat with a mentor seven days a week
 register for study groups
 take part in study methods workshops (note taking, time management, exam preparation, stress
management, Academic Integrity Session, etc.)
 book an appointment with a mentor
Health and Wellness
Your wellness is an integral part of your success. If you don’t feel well, it can be hard to focus on your studies.
Dedicated professionals and fellow students who care about you are always ready to provide advice and
support. Depending on your needs, many activities and services exist to accompany you during your
academic journey.
Services include:
 opportunities to connect;
 counselling sessions
 peer support;
 physical activity;
 wellness activities and workshops;
 spiritual guidance.
If you want to connect with a counsellor, you can book an appointment online or go to their walk-in clinic at
100 Marie-Curie, fourth floor.
You can also drop-in to our wellness space, chat online with a peer helper, or access 24/7 professional help
through the website.
24
Academic accommodations
The Access Service tries to make sure all students with disabilities have equal access to learning and
research environments, the physical campus and University-related programs and activities. The Academic
Accommodations service works with other campus services to create an accessible campus learning
environment, where students with disabilities have an equal opportunity to flourish.
We offer a wide range of services and resources, provided with expertise, professionalism and confidentiality.
Some services we offer
 Help for students with disabilities in making the transition
 Permanent and temporary accommodation measures
 Learning strategy development
 Adaptive exams
 Transcriptions of learning material
 Interpretation (ASL and LSQ)
 Assistive technologies
If you think that you might need any of our services or supports, email the Academic Accommodations service
(adapt@uOttawa.ca).
Human Rights Office
The mandate of the Human Rights Office is to provide leadership in the creation, implementation and
evaluation of policies, procedures and practices on diversity, inclusion, equity, accessibility and the prevention
of harassment and discrimination.
Contact information: 1 Stewart St. (Main Floor – Room 121) - Tel.: 613-562-5222 / Email:
respect@uOttawa.ca
Career Services
Career Services offers various services and a career development program to enable you to recognize and
enhance the employability skills you need in today's world of work.
uoSatisfACTION
Do you have any comments on your university experience or suggestions on how to improve it?
Tell us!
25