Upper-Year ISUP Courses

ISP200H5: Writing and Researching across the University

• Taught by Dr. Mark Blaauw-Hara
• For course availability please refer to the Timetable Builder

ISP200 builds on the content of ISP100 by exploring how different academic disciplines see the world, solve problems, and make new knowledge. With a special focus on writing and researching, students will learn more about rhetoric and the presentation of self in writing, expand their personal approaches to academic argumentation, and learn techniques of discourse analysis.

ISP250H5 Special Topics: Rewriting Language Ideologies

LEC0101

• Taught by Dr. Sarah Seeley
• Wednesday 1:00-3:00pm (Winter 2026)
• Prerequisite: ISP100H5
• Distribution requirement for HUM, SSc
• Exclusions: All other ISP250 courses

This course explores the interrelationships between writing, language, social values. We will begin by exploring the linguistic structures of sounds and words, then move on to investigate how language variation at those structural levels impacts social life, including the cultural and socio-historical production of identities, ideologies, and writing practices. Students will have opportunities to develop and demonstrate their knowledge by engaging in close reading, conducting research, and completing projects geared toward both public and academic audiences. Assignments will include a double entry reading notebook, an ideological analysis, and a podcast. 

ISP250H5 Special Topics: Emoji Rhetoric: A New Paradigm in Communications

LEC0102

• Taught by Dr. Jordana Garbati
• Thursday 9:00am-12:00pm (Winter 2026)
• Prerequisite: ISP100H5
• Distribution requirement for HUM, SSc
• Exclusions: All other ISP250 courses

In this course, students will critically examine the development and use of emoji in digital written communication. The course will begin with a historical view of emoji. Students will then explore how and why emoji are used in diverse digital writing genres (e.g., discipline-specific uses, mass communication), can communicate emotions, can lead to miscommunication, and can be used in persuasive communication. Students will also examine the impact of gender, age, and culture on emoji use. Students will explore the semantics of emoji and question whether emoji is a language in and of itself. The course will draw on rhetoric, theories of intercultural communication, as well as symbolic interactionism, positive, and politeness theories to inform students’ exploration of emoji. Finally, this course will push students to consider the future uses and contributions of emoji in writing.

ISP350H5 Special Topics: Designing Text and Meaning Making with AI Tools

LEC0101

• Taught by Dr. Christopher Eaton
• Thursday 2:00-5:00pm (Fall 2025)
• Prerequisite: ISP100H5
• Distribution requirement for HUM, SSc
• Exclusions: All other ISP350 courses

This course will explore the compelling and convoluted role that artificial intelligence (AI) plays in communication design. We will draw upon ideas from design thinking and multimodal meaning making to evaluate how, when, and how much AI can be used to support text design. To do so, we will map our understanding of design and multimodality onto wider understandings about writing, such as genre, audience, and context. Students do not need to have prior experience with using AI tools to participate fully in class activities. Students should also not expect that AI tools will be used to complete all tasks. The course can be completed without using AI at all, though thoughtful and critical AI use will be permitted. We will be learning together as we understand the ins and outs of our AI-influenced reality.

ISP351H5 Special Topics: Contemporary perspectives in Higher Education

LEC0101

• Taught by Dr. Sheliza Ibrahim
• Wednesday 9:00am-12:00pm (Winter 2026)
• Distribution requirement for HUM, SSc
• Exclusions: All other ISP351 courses

In this course we will examine the relationship between higher education and critical place-based pedagogy as a basis for critical considerations for an imagined future in education. Central to this course is a commitment to critical pedagogy theories that includes the conceptualization of justice, equity, well-being and sustainability for communities, environments and living things. Situating higher education in context and in relationship to place we will foster deep thinking into the complex nature of learning and unlearning through a review of scholarship/empirical studies. In this course, we will attempt to link our discussions to the theory and practice of education, and contemplate, its evolution in society historically, presently and into the future.

An analysis of the Caribbean Context for Higher Education will be used throughout this course. 

ISP351H5 Special Topics: Introduction to Mathematics Teaching 

LEC0102

• Taught by Dr. Rita Karrass
• Thursday 2:00-5:00pm (Winter 2026)
• Distribution requirement for HUM, SSc
• Exclusions: All other ISP351 courses

Learn to see mathematics through the eyes of a learner. This course provides a practical and reflective introduction to teaching secondary mathematics, exploring subject matter content and effective pedagogy. Students will examine the Ontario high school mathematics curriculum and enhance their ability to make mathematical ideas clear, engaging, and meaningful. Topics include lesson and assessment planning, instructional strategies, technology integration, and approaches to developing reasoning, proof, and problem-solving skills. Throughout the course, the students will learn to anticipate where others might struggle and develop skills that distinguish them in teaching, tutoring, collaborative work, or research.

ISP490Y & ISP491H: Independent Reading Courses

Independent reading courses offer students advanced supervised reading and research experience within the areas of writing studies, numeracy, and pedagogy.

Students interested in submitting a proposal for an independent reading course must find a faculty supervisor, obtain their approval, and submit a completed Course Proposal Form to isup.advisor@utoronto.ca. The proposal form should be completed in consultation with your supervisor. Please note that you cannot self-enroll in this course via ACORN.

Proposal forms for projects beginning in the fall term, including full-year projects, should be submitted by August 15. Proposal forms for projects beginning in the winter term should be submitted by November 15.

Research Opportunity Programs (ROP)

ISP299, ISP399, ISP499

ROP offerings and topics vary each year depending on faculty interests. Students interested in ROPs should connect with a faculty supervisor first. Please note that you cannot self-enroll in this course via ACORN.