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This chapter on psychology education in Canada is organized into four distinct sections. The first section provides an overview of the Canadian and Ontario college systems. While “college” and “university” are often used interchangeably in many countries, they serve specific roles within the Canadian education system. The organizational framework of a college education is outlined, highlighting its historical background and current challenges. The second section offers a brief account of the developmental history of postsecondary psychology education in Canada. In the Canadian context, most university graduates transition directly into the workforce upon completing their programs. Similarly, many students earning bachelor’s degrees in psychology enter career employment rather than pursue graduate education. However, academic programs often neglect essential pre-employment skills such as résumé writing and interview preparation. The third section presents a classroom-based simulation of a job interview process, designed by the first author. This simulation, implemented as the final activity in the Professional Communication course (CMM510) at Sault College (Ontario, Canada), is analyzed in relation to the pedagogical principles it embodies. Acknowledging that job interviews are a critical component of professional communication across industries in Canada, the exercise aimed to enhance students’ competences in communication, problem-solving, group collaboration, and critical thinking. The activity was also intended to support students’ transition from college to employment and is grounded in the belief that faculty and curricula play a central role in preparing students for the workforce. Although not designed specifically for psychology majors, this exercise is highly relevant to upper-level students in the discipline, given that most new bachelor’s degree recipients enter the workforce directly after graduation. The chapter concludes with student feedback and reflections, offering insights to encourage psychology faculty to incorporate similar experiential activities to support students’ professional development and employment readiness.

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Bridging Past and Present: Exploring the History of Higher Education Framework and Psychology in Canada, with Applied Interviewing Skills in the Classroom

  • 章节

  • 发表日期：

    2026年

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  • Florencia Carlino,
  • H. Russell Searight

摘要

This chapter on psychology education in Canada is organized into four distinct sections. The first section provides an overview of the Canadian and Ontario college systems. While “college” and “university” are often used interchangeably in many countries, they serve specific roles within the Canadian education system. The organizational framework of a college education is outlined, highlighting its historical background and current challenges. The second section offers a brief account of the developmental history of postsecondary psychology education in Canada. In the Canadian context, most university graduates transition directly into the workforce upon completing their programs. Similarly, many students earning bachelor’s degrees in psychology enter career employment rather than pursue graduate education. However, academic programs often neglect essential pre-employment skills such as résumé writing and interview preparation. The third section presents a classroom-based simulation of a job interview process, designed by the first author. This simulation, implemented as the final activity in the Professional Communication course (CMM510) at Sault College (Ontario, Canada), is analyzed in relation to the pedagogical principles it embodies. Acknowledging that job interviews are a critical component of professional communication across industries in Canada, the exercise aimed to enhance students’ competences in communication, problem-solving, group collaboration, and critical thinking. The activity was also intended to support students’ transition from college to employment and is grounded in the belief that faculty and curricula play a central role in preparing students for the workforce. Although not designed specifically for psychology majors, this exercise is highly relevant to upper-level students in the discipline, given that most new bachelor’s degree recipients enter the workforce directly after graduation. The chapter concludes with student feedback and reflections, offering insights to encourage psychology faculty to incorporate similar experiential activities to support students’ professional development and employment readiness.