Sample ICM proposals

Below are samples of past successfully funded International Course Module proposals. Reviewing these may be of some help when preparing a proposal.


  • Department/Program/Centre: Centre for European, Russian, and Eurasian Studies
    : Enlarging Europe: The European Union and Its Applicants, POL359Y1
    Location: Kosovo

    Students studying the enlargement of and integration of countries into the European Union (EU) with Professor Robert Austin examined firsthand the changes that have taken place since Kosovo's declaration of independence in 2008. The EU has played a significant role in integrating Kosovo into European structures and institutions. Through meetings with politicians, reporters, civil society activists and international officials, students gained a better understanding of the EU's impact on democratizing political life during the post-communist transition, in preparation for eventual membership in the Union.


  • Department/Program/Centre: Linguistics
    Course: Sociolinguistic Patterns, LIN351H1S
    Location: York, England

    Forming part of the Department of Linguistics' gateway course in sociolinguistics, Professor Sali Tagliamonte went with six students to York, England where they engaged in group and individual activities, providing the students with experience and training in fieldwork. Students put into practice the theories and knowledge learned in the classroom in a field-based exploration of a unique dialect, and learned firsthand how to cope with the challenges of social science research in unfamiliar territory.

  • Department/Program/Centre: Earth Sciences
    Courses: Earth Evolution, GLG217H1 & Geodynamics, GLG465H1
    Location: New Zealand

    Geodynamics professor Russell Pysklywec visited New Zealand with 23 students to study geothermal activity and mineralization in the central volcanic region of the North Island, volcanic features related to subduction zones across the Tongariro volcanic complex, and the tectonic regime of the South Island, specifically the relationships between geological features and the Alpine Fault, a major active tectonic plate boundary. Students from an introductory course in the field were paired with students from a senior course, providing an additional peer-based learning experience.