S210212A
NOTICE OF MEETING
There will be a meeting of the Senate on Friday, February 12, 2021 at 2:30 p.m. LOCATION: Virtual Meeting Link: Join Microsoft Teams Meeting
AGENDA
1 Approval of Agenda (Unstarring agenda items)
2 Minutes of the meeting of January 8, 2021 S210108M
3 Business arising from the minutes
4 Outstanding Business/Action Items
5 Reports/New Business 5.1 Report from the Student Presidents (UWSA, GSS, OPUS) UWSA/GSS/OPUS-Information
5.2 Report of the President 5.2.1 COVID-19 – Update
5.2.2 Addressing Anti-Black Racism and Equity, Diversity, and Inclusion – Update
5.3 Report of the Academic Colleague Philip Dutton
5.4 Senate Student Caucus Phebe Lam
5.5 Program Development Committee *5.5.1 Program/Course Changes Greg Chung-Yan-Approval *a) Physics – Minor Program Changes (Form C) S210212-5.5.1a-e *b) School of the Environment – Minor Program Changes (Form C) *c) Liberal Arts and Professional Studies – Minor Program Change (Form C) *d) Engineering (Graduate) – New Course Proposal (Form D) *e) Physics – New Course Proposals (Form D)
*5.5.2 PDC Reports on University Program Reviews and Status Greg Chung-Yan-Information Reports and Responses S210212-5.5.2a-b
5.5.3 Bachelor of Science Honours Environmental Science (Applied Greg Chung-Yan-Approval Environmental Science Stream) – Major Program Change (Form B) S210212-5.5.3
5.5.4 Bachelor of Arts Honours Economics (Applied Economics and Greg Chung-Yan-Approval Policy Stream) – Major Program Change (Form B) S210212-5.5.4
Page 1 of 2 Page 1 of 255 *5.5.5 Physics (Graduate) Course Learning Outcomes Greg Chung-Yan-Information S210212-5.5.5
5.6 Academic Policy Committee Antonio Rossini
5.7 Senate Governance Committee 5.7.1 Report of the Review Committee on Employment Equity (RCEE) Robert Gordon-Information (2019-2020) S210212-5.7.1
5.7.2 Bylaws 12, 13, 14, 16, 17 – Proposed Revisions Rick Caron-Approval [includes report on proposed bylaw for AVPs reporting to the Provost] S210212-5.7.2
5.8 Report of the Provost Douglas Kneale 5.8.1 Black Professor Hiring Initiative S210212-5.8.1
5.9 Report of Vice-President, Research and Innovation K W Michael Siu
6 Question Period/Other Business
7 Adjournment
Please carefully review the ‘starred’ (*) agenda items. As per the June 3, 2004 Senate meeting, ‘starred’ items will not be discussed during a scheduled meeting unless a member specifically requests that a ‘starred’ agenda item be ‘unstarred’, and therefore open for discussion/debate. This can be done any time before (by forwarding the request to the secretary) or during the meeting. By the end of the meeting, agenda items which remain ‘starred’ (*) will be deemed approved or received.
Page 2 of 2 Page 2 of 255 S210212-5.5.1a University of Windsor Senate
*5.5.1a: Physics – Minor Program Changes (Form C)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the degree requirements for the Honours Physics, Honours Physics with Thesis, Honours Physics (Medical Physics), Honours Physics (Medical Physics) with Thesis, Minor in Physics be changed according to the program/course change form.^
^Subject to approval of the expenditures required.
Rationale/Approvals: § The proposed changes have been approved by the Department of Physics Council, the Faculty of Science Coordinating Council, and the Program Development Committee. § Supporting documentation for the proposed changes can be accessed by contacting the University Secretariat at ext. 3325, or through the January 18, 2021 Combined Program Development Committee PDF meeting file posted on the PDC website at: http://www.uwindsor.ca/secretariat/59/pdc-agendas-and-minutes. To access this particular item go to 5.3.
Page 1 of 1 Page 3 of 255 S210212-5.5.1b University of Windsor Senate
*5.5.1b: School of the Environment – Minor Program Changes (Form C)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the degree requirements for the BSc Honours Environmental Science (with and without Thesis) be changed according to the program/course change form.^
^Subject to approval of the expenditures required.
Rationale/Approvals: § The proposal has been approved by the School of the Environment Council, the Faculty of Science Coordinating Council, and the Program Development Committee. § Supporting documentation for the proposed changes can be accessed by contacting the University Secretariat at ext. 3325, or through the January 18, 2021 Combined Program Development Committee PDF meeting file posted on the PDC website at: http://www.uwindsor.ca/secretariat/59/pdc-agendas-and-minutes. To access this particular item go to 5.4.
Page 1 of 1 Page 4 of 255 S210212-5.5.1c University of Windsor Senate
*5.5.1c: Liberal Arts and Professional Studies – Minor Program Change (Form C)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the degree requirements for the Liberal Arts and Professional Studies program be changed in accordance with the program/course changes forms.^
^Subject to approval of the expenditures required.
Rationale/Approvals: • The proposal has been approved by the Faculty of Arts, Humanities, and Social Sciences Coordinating Council, the Department of Economics Council, and the Program Development Committee. The change will allow students to obtain a Minor in Economics. • Supporting documentation for the proposed changes can be accessed by contacting the University Secretariat at ext. 3325, or through the January 18, 2021 Combined Program Development Committee PDF meeting file posted on the PDC website at: http://www.uwindsor.ca/secretariat/59/pdc-agendas-and-minutes. To access this particular item go to 5.5.
Page 1 of 1 Page 5 of 255 S210212-5.5.1d University of Windsor Senate
*5.5.1d: Engineering (Graduate) – New Course Proposal (Form D)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the following course be approved:^ INDE-8450. Products Variety Management
^Subject to approval of the expenditures required.
Rationale/Approvals: § The new course has been approved by the Department of Mechanical, Automotive, and Materials Engineering (MAME) Council, the Faculty of Engineering Coordinating Council, the Graduate Studies Council, and the Program Development Committee. § Supporting documentation for the proposed changes can be accessed by contacting the University Secretariat at ext. 3325, or through the January 18, 2021 Combined Program Development Committee PDF meeting file posted on the PDC website at: http://www.uwindsor.ca/secretariat/59/pdc-agendas-and-minutes. To access this particular item go to 5.6.
Page 1 of 1 Page 6 of 255 S210212-5.5.1e University of Windsor Senate
*5.5.1e: Physics – New Course Proposals (Form D)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the following courses be approved:^ PHYS-2210. Modern Physics PHYS-3600. Computational Physics PHYS-3610. The Mathematics of Physics PHYS-3900. Techniques in Experimental Physics I PHYS-3910. Techniques in Experimental Physics II PHYS-4720. Magnetic Resonance Imaging PHYS-4730. Radiobiology
^Subject to approval of the expenditures required.
Rationale/Approvals: § The new course proposals have been approved by the Department of Physics Council, the Faculty of Science Coordinating Council, and the Program Development Committee. § Supporting documentation for the proposed changes can be accessed by contacting the University Secretariat at ext. 3325, or through the January 18, 2021 Combined Program Development Committee PDF meeting file posted on the PDC website at: http://www.uwindsor.ca/secretariat/59/pdc-agendas-and-minutes. To access this particular item, go to 5.7.
Page 1 of 1 Page 7 of 255 S210212-5.5.2 University of Windsor Senate
*5.5.2: PDC Reports on University Program Reviews and Status Reports
Item for: Information
Forwarded by: Program Development Committee
Background § The attached new University Program Reviews (UPR) and University Program Review Status Reports have been conducted under the Institutional Quality Assurance Process (IQAP) (combining undergraduate and graduate program reviews) which was developed in accordance with the COU’s Quality Assurance Framework. As of Fall 2011, the Ontario Universities’ Quality Council is responsible for reviewing, auditing and approving all new undergraduate and graduate programs and cyclical program reviews. § Some of the information contained in the status reports may seem outdated since these reports provide a historical look at the department’s actions over a review cycle, showing a progression of changes over the years.
This package includes the following reports: Bachelor of Environmental Studies (BES) 3rd Biennial Status Report………………………………………………………. p. 2 Bachelor of Interdisciplinary Arts and Science 3rd Biennial Status Report………………………………………………. p. 10 Business 1st Biennial Status Report………………………………………………………………………………………………………… p. 17 Computer Science - Summary and Analysis…………………………………………………………………………………………… p. 20 Economics 1st Biennial Status Report…………………………………………………………………………………………………….. p. 25 Forensics 2nd Biennial Status Report…………………………………………………………………………………………………….. p. 29 General Science 1st Biennial Status Report…………………………………………………………………………………………….. p. 35 History 3rd Biennial Status Report………………………………………………………………………………………………………….. p. 37 Kinesiology (MHK) 3rd Biennial Status Report…………………………………………………………………………………………. p. 42 Liberal Arts and Professional Studies 1st Biennial Status Report……………………………………………………….……. p. 48 Mathematics and Statistics 2nd Biennial Status Report…………………………………………………………………………. p. 50 Physics - Summary and Analysis*……………………………………………………………………………………….…………………. p. 56 Psychology - Summary and Analysis…………………………………………………………………………………………………….… p. 60 School of the Environment 1st Biennial Status Report………………………………………………………………………….… p. 64 Sociology, Anthropology, Criminology 1st Biennial Status Report…………………………………………………………... p. 71
*Appendix – Physics Course Learning Outcomes – see S210212-5.5.2a.
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) THIRD BIENNIAL STATUS REPORT: BACHELOR OF ENVIRONMENTAL STUDIES (UNDERGRADUATE) January 2021
Curriculum
Recommendation 1: That the program complete the planned curriculum review including: a) comparing the BES program learning outcomes to the actual curriculum, delivery, and means of assessment; b) modifying/integrating courses to address overlaps/duplication, especially in Earth and Environmental Sciences (EES); c) incorporating more social sciences and humanities into the degree to lessen the overemphasis on natural sciences and make this a more interdisciplinary curriculum; d) adding more integrative BES courses into the curriculum (ideally one per year) and explicitly assessing the broader thinking and integrative learning outcomes; e) consider creating a senior level capstone course, including integrating a direct measure of learning outcomes, that allows students to employ their skills and knowledge gained through their BES degree. Agents: Program Chair, AAU Council, Centre for Teaching and Learning, relevant Departments and Faculties Completion by: Fall 2016
Actions taken 2016: Transition of administration of the BES program to EES began in Spring 2016 and EES became aware of the requirement to complete the PDC Status Report in mid-Summer 2016. Consequently, it is impossible for EES to fully address all of the recommendations in the Status Report at this time due to either the lack of the time necessary to address the program review recommendations or that many of the recommendations have been mooted due to the change in administrative structure (details below). It should be evident that the sort of curriculum review that needs to be done, including the addition of new courses, requires consultation and discussion among a wide range of stakeholders, particularly given the change in administrative responsibilities that occurred this year. Given the inability to do this over the summer due to faculty research (e.g., fieldwork) and other commitments, this is only getting underway now. With respect to the specific items listed under Recommendation 1, the following updates are provided: a) Process started. b) Process started. c) The recommendations of the review committee have to be viewed in the context of the resource realities and history of the program. In fact, the major imbalance implied by the reviewers is not reflected in the requirements: in the current program, 9 of the required courses are from FAHSS and Law, 11 are from Science, and 2 are BES courses. Where there is imbalance is in the nature of courses: all of the science courses, as well as the BES courses, deal specifically with the environment, whereas a proportion of the FAHSS courses do not. Redressing this balance will require dialog with FAHSS and commitment and investment from FAHSS (cf. recommendation 4). The reason for the current situation is that the program could only use courses that existed at the time the program was originally conceptualized or which have come into being since then. In terms of EES courses, many have been, and continue to be, specifically offered for the BES program, as, of course, were the BES courses (58-xxx). There is likely only one FAHSS course (45-120) that is offered with the BES program specifically in mind. Going forward, it will be necessary to re-engage past contributors and to invite involvement from new contributors to the program to ensure that the BES program is as inclusive and relevant as in can be in terms of the resources that are available at this time. These discussions are just now getting underway. EES is examining different governance models for ongoing development of the BES program to ensure that the program is as inclusive and relevant as it can be and makes the best use of all of the relevant resources available throughout the university. One option being considered is development of a council type model, where representatives of all of the current, as well as additional, relevant units within the university provide vision and Page 2 of 79 Page 9 of 255 direction for BES program content, which is ultimately implemented by the program coordinator. Development of this model are currently underway. d) EES/Science is beginning a strategic planning and resourcing exercise and this will be addressed as part of that exercise. Ultimately it will depend on available resources and how they are utilized for the Environmental Science and BES programs. For example, the future delivery of both programs depend significantly on the number and nature of retirement replacements and a draft plan for faculty replacement has been provided to the Dean of Science. It is anticipated that similar challenges are faced by other contributing partners (e.g., FAHSS), which will have similar ramifications for the BES program. e) Similar comment to d) Over the coming months EES will a) discuss the recommendations in terms of what can be done internally, and b) reach out to other stakeholders in FAHSS and discuss how to specifically address the issues raised by the external review.
PDC-recommended further actions to be taken (2017): PDC appreciates the difficulties and delays experienced as a result of the transition of the BES program to Earth and Environmental Sciences (EES), and thanks EES for outlining the activities it has planned to meet this recommendation. PDC looks forward to receiving the report on BES’ curriculum review exercise, in its next status report Self-Study review (whichever comes first).
Actions Taken 2017 and 2018: a) A curriculum mapping exercise is now well underway. A curriculum map has been created in CuMA, the University’s new(ish) curriculum mapping tool, and we are in the process of gathering the necessary data to populate the map. This consists of a survey that has been sent to individual instructors in EES that gathers information about how the various courses in the program map to each of the program learning outcomes. The next step will be to extend the survey to other units who offer courses that are required or are major options in the program; most of these are in FAHSS. The survey was adapted from the survey template provided by CTL. We will have all of the EES survey data compiled by the end of November 2018, but it is harder to gauge how long the data collection process with take for courses outside of EES. b) An initial assessment of this issue has been made and there appears to be less overlap than was indicated by the external reviewers. However, this can only be truly addressed with knowledge of how course content maps to the various program learning outcomes, and so will be assessed more rigorously once the curriculum mapping exercise is complete, at least for the EES courses. c) As noted in the previous report, this is difficult for EES to address as it relies on courses offered by FAHSS. A review of the current course offerings in social science again shows that all of the environmentally-relevant courses are part of the BES degree. Nevertheless, we have had discussions with stakeholders in FAHSS. Political Science is the department that contributes the greatest number of courses to the BES and we have met with the department head and a key faculty member from that department. Both are willing to cooperate in developing the BES program in the context of the resourcing constraints that exist in FAHSS. A consequence of those discussions was the initiation of the Distinguished Speakers Series on Global Environmental Governance by the Department of Political Science, which is being co-sponsored by Political Science and EES. We have also met with a key faculty member from the Department of Philosophy, and most recently with Dean of FAHSS, both of whom are also happy to collaborate and develop the program. The Dean of Science was also present when we met with the Dean of FAHSS and so there is a high-level awareness of what needs to happen to achieve the recommendations. d) and e) Our comments about these recommendations mimic those for c) - they really require cross-faculty cooperation, and these types of courses were a discussion point when we met with the various FAHSS representatives. They are willing to help develop such courses but are constrained by resourcing their own programs. These discussions will continue this semester.
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PDC-recommended further actions to be taken (2019): PDC commends the area on its progress with regard to this recommendation, and looks forward to an update on the curriculum review exercise in its next status report.
Actions taken 2019 and 2020: a) The curriculum mapping exercise (i.e., CuMA) was completed, which demonstrated that courses offered as part of the BES program by the School of the Environment (SoE)(formerly the Department of Earth and Environmental Sciences) can be successfully mapped to the program learning outcomes. Courses offered as part of the BES program within other units (e.g., FAHSS), however, cannot be mapped to the program learning outcomes due to the lack of learning outcomes for many of these courses. Consequently, the CuMA exercise is considered complete until such time that course learning outcomes are available for all non-SoE courses that are part of the BES program.
The CuMA exercise did demonstrate that improvements could be made to courses offered by the SoE, as well as the sequencing of these courses, in terms of better mapping course learning outcomes to the program learning outcomes (e.g., too many upper level courses focused on introductory concepts, gaps were identified in the progression from introduction, reinforcement, and mastering concepts in key program learning outcomes). Consequently, an Undergraduate Curriculum Committee was established to examine and address these specific issues. Some of the review included: 1) re-evaluating the BES program learning outcomes, which are too numerous and specific, and consequently are difficult to map specific course learning outcomes to, 2) eliminating or combining courses, 3) moving courses between program years to backfill gaps in program learning outcome sequencing, and 3) developing new courses. This process is ongoing with more substantive changes planned for the BES program to address issues identified during this review and in response to feedback provided by students/alumni. Further changes to the BES program will be undertaken through engagement with other stakeholders (principally units in FAHSS) to address the need for course learning outcomes to conduct comprehensive CuMA, and to refine FAHSS course offerings to better align them with BES program learning outcomes. b) Some of the modifications to courses are described in previous program updates and in the point above. In addition, existing courses have undergone revisions and new courses have been developed specifically to address the program learning outcomes/interests of BES students. New courses include Global Water Crisis, Great Lakes Water Quality Agreement, The Living Earth, Life of the Honey Bee, and an introductory ecology course (Concepts in Ecosystem Management) designed to enable BES students to gain access to upper level Environmental Science and Biology courses. Some of these courses (e.g., Global Water Crisis and Great Lakes Water Quality Agreement), which address broad-based environmental issues are accessible to both BES and Environmental Science students. Combining courses (e.g., Introduction to Geomorphology and Environmental Geomorphology) also helps to open up options for BES students while reducing overlap/duplication in natural science courses. c) Issues with respect to incorporating more social sciences and humanities courses into the degree have been addressed in past program reviews and in the two points presented above. Full integration of some social sciences and humanities courses into the BES program is currently limited by the lack of course learning outcomes. Furthermore, present budgetary challenges facing the University and FAHSS in particular have severely restricted the ability of units in FAHSS to contribute new courses to the BES program. SoE will continue to work with FAHSS to make progress in these areas despite these challenges. d) This recommendation is addressed above. e) The BES program offers numerous fourth-year courses for students to obtain capstone experiences including Special Topics in Environmental Studies, Research Project in Environmental Studies, and Environmental Research/Leadership Experience. The SoE continues to explore opportunities to provide BES students with increased access to high impact practices in multiple program years (e.g., Field Methods in Environmental Studies, Study Abroad) and additional fourth-year capstone experiences.
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PDC Comments: PDC commends the area on its work with regard to this recommendation, noting the planned changes to the BES program as a result of the curriculum review and mapping exercise, some of which have already been implemented. PDC notes that recommendations 1(a), (b), and (c) have been satisfied.
As it prepares for its next Self Study, the School of the Environment is encouraged to continue working with FAHSS to incorporate more social sciences and humanities into the degree to lessen the overemphasis on natural sciences and make this a more interdisciplinary curriculum; and to investigate whether a senior level capstone course specific to the BES degree is needed.
Status: ahead of target X on target behind target X recommendation satisfied (c-e) (a,b,d)
Recommendation 2: That the Program submit learning outcomes and assessment methods for each of its “58- xxx“ courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". [Program-level learning outcomes were revised in March 2013 (see Self-Study).] Agents: Program Chair, AAU Council, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016
Actions taken 2016: A review of available course descriptions has determined that of the seven BES courses, only two (58-100 and 499) do not have learning outcomes. Over the next year, EES will undertake, in consultation with the relevant course instructors, development of learning outcomes for the remaining two courses. This will occur at the same time that the recommendations of the IQAP External Review committee recommendations are implemented to ensure that any and all courses requiring learning outcomes will be identified.
PDC-recommended further actions to be taken (2017): PDC looks forward to receiving the learning outcomes for all the BES (58-) courses and reminds the area to include information on assessment methods in this package. PDC also recommends undertaking a curriculum mapping exercise to assist in aligning course learning outcomes and assessment methods to program learning outcomes.
Actions Taken 2017 and 2018: Course learning outcomes for all of the BES courses (58-xxx, which are to be ESTU-XXXX in the new system) have now been developed and approved by PDC.
PDC Comments (2019): PDC concurs that this recommendation has been satisfied.
Recommendation satisfied 2018-2019.
Alumni
Recommendation 3: That the BES: a) continue tracking alumni placement and develop regular post-graduation surveys that assess its success in achieving program outcomes and matching these with career skills and preparation for post-graduate study; and b) involve alumni in the program, e.g. student talks, career mentoring, internship opportunities, collaborators in community partnerships. Agents: Program Chair, Head Completion by: Annual Review Page 5 of 79 Page 12 of 255 Actions taken 2016: These recommendations will be discussed and implemented moving forward (see comments in Recommendation 1)
PDC-recommended further actions to be taken (2017): As noted under Recommendation 1, PDC appreciates the difficulties and delays experienced as a result of the transition of the BES program to Earth and Environmental Sciences (EES). In its next status report or Self-Study review (whichever comes first), the area should, at minimum, include a plan with timelines for achieving this recommendation.
Actions Taken 2017 and 2018: a) Tracking alumni from all EES programs (Environmental Studies and Environmental Science) continues to be a challenge. Graduates from these programs tend to obtain work outside of the Windsor-Essex region and many change positions within 1 to 2 years of graduation. In an effort to re-engage all past graduates, EES held a 50th anniversary reception in September 2018. Working with alumni affairs and a marketing communications company (SKO Communications), EES worked throughout Spring and Summer 2018 to obtain a complete list of current contact information for all past graduates. From this list of approximately 1500 names, approximately 150 faculty, staff, and past and current students participated in the event. Current students listened to speed interviews of four EES graduates at different stages in their career and in different sectors (e.g., industry, government, academia). EES will continue to work with alumni affairs to further update this list.
b) An important element of the EES 50th event was a survey of all attendees. Every participant was provided with a ‘Thank You’ card with questions regarding how well their EES degree has prepared them for their career(s), specific strengths and weaknesses in their academic training, and current trends in their industries that should be reflected in EES programs. Responses to these questions are still being received and will be evaluated by the end of 2018. The updated list of alumni will be used to plan further events and to engage graduates in obtaining feedback to be used in program development, student mentoring, and other partnerships (e.g., student placements, community projects).
PDC Comments (2019): PDC commends the area on its alumni outreach initiatives. With a report on the analysis of the survey and confirmation of the regularization of similar surveys, PDC would consider this recommendation satisfied.
Recommendation satisfied 2018-2019.
Resources
Recommendation 4: That the program and the Assistant Provost work with relevant Faculties and Departments to encourage joint faculty appointments especially in social science areas that would fill curricular gaps not currently serviced by existing faculty. Agents: Program Chair, Head, relevant Faculties and Departments Completion by: Fall 2016
Actions taken 2016: As IFP no longer exists, the concept of joint appointments between IFP, Science, and FAHSS is moot. Moving forward, EES will certainly, where possible, encourage joint faculty appointments that support the BES program. Although we support the concept of joint appointments between FAHSS and Science, EES has little influence on appointments made by departments in FAHSS, or elsewhere. Therefore, any joint appointments that are made specifically in support of the BES program would have to be in the context of an overall university or faculty vision and direction, or be additional, targeted appointments. A consultation process will occur between EES and other units within the university that currently support the BES program, as well as with other units that are interested
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in contributing to the BES program, to determine the necessity, viability, and administrative procedures for identifying and handling such appointments.
PDC-recommended further actions to be taken (2017): PDC looks forward to an update on EES’s consultation with others to establish joint appointments in support of the BES program.
Actions Taken 2017 and 2018: As noted under recommendation 1c, we have met with the Dean of FAHSS and pointed out that to ultimately achieve the goals of recommendations 1 c, d, and e, these types of appointments will have to be made. He is aware of this, but is not something that can be implemented rapidly, especially given the resourcing constraints that FAHSS currently faces.
PDC-recommended further actions to be taken (2019): PDC understands that, in the current context, joint appointments may not be a priority for FAHSS. PDC encourages the area to continue discussions with the Dean of FAHSS so that it is prepared to pursue joint appointments should the opportunity for such appointments arise.
Actions taken 2019 and 2020: The SoE continues to be engaged with the Dean of FAHSS and with the heads of AAUs in FAHSS (e.g., Political Science, Philosophy) to explore opportunities for joint appointments and continued BES course/program development. The need for joint appointments has been addressed to some degree by the redeployment of some faculty from Biology/GLIER to the SoE (e.g., Drouillard, MacIsaac), which has enabled the AAU to deliver new, diverse (i.e., non-Earth science focused) courses that are specifically designed for or are available to students in the BES program (e.g., Great Lakes Water Quality Agreement, Global Water Crisis, Concepts in Ecosystem Management).
PDC Comments: PDC thanks the area for its ongoing efforts to pursue joint appointments. Although the PDC considers this recommendation satisfied, it nonetheless encourages the School of the Environment to continue engaging the Dean of FAHSS and AAU Heads in FAHSS on possible joint appointments.
Status: ahead of target on target behind target X recommendation satisfied
Recommendation 5: That the BES work with the Assistant Provost to seek funding for a community outreach coordinator to manage and develop internships and placements for the BES and all IFP programs. Agents: Program Chair, Head Completion by: Annual Review
Actions taken 2016: Similar to Recommendation 4, as IFP no longer exists, a position to support community outreach for all (former) IFP programs is moot. This recommendation will have to be re-thought in the context of the changes that have occurred since the review was written and the distribution of the programs. An outreach coordinator could, in principle help, any program that the university offers, and so a broader consideration of this idea is needed. EES will undertake discussions with Co-op, Career, and Employment Services to examine development of internships and placements for students in the BES program.
PDC-recommended further actions to be taken (2017): PDC looks forward to an update, in its next status report or Self-Study review (whichever comes first), on the area’s discussions with Co-op, Career, and Employment Services and the resulting initiatives to develop internships and placement for BES students.
Page 7 of 79 Page 14 of 255 Actions Taken 2017 and 2018: The Faculty of Science has now hired an Experiential Learning Specialist (AAS) whose home department is EES. The responsibilities of that person include service learning and internship courses and placements. The Faculty has also now developed courses in Service Learning (SCIE-3800) and Internship (SCIE-3990). This person and these courses are available to the BES students. Furthermore, EES is presently evaluating the viability of developing and offering its own versions of these courses, similar to what has been done in other AAUs in Science (e.g., Economics, Chemistry and Biochemistry).
PDC Comments (2019): PDC thanks the area for its update and concurs that this recommendation has been satisfied.
Recommendation satisfied 2018-2019.
Recommendation 6: That the program, working with the Assistant Provost and the Space Allocation Committee, seek to identify adequate student space and adequate space for instructional and administrative staff. Agents: Program Chair, Head, Space Allocation Committee Completion by: Annual Review
Actions taken 2016: This recommendation, as written, is now moot. EES currently has adequate space to accommodate Dr. Porter, who has already relocated to Memorial Hall, and any additional administrative support staff that may be required to support the BES program. We have communal student space and have already begun re-considering use and configuration of the space in light of the addition of the BES students and their specific needs.
PDC-recommended further actions to be taken (2017): PDC thanks the area for its efforts with regard to this recommendation and looks forward to hearing more on its re-consideration of the use and configuration of the space in light of the addition of the BES students and their specific needs.
Actions Taken 2017 and 2018: For some time now (approximately 5 years), it has been suggested that a move of EES to Essex Hall was imminent. Despite this, the move by EES to Essex Hall appears no closer to happening. In anticipation of the move to Essex Hall, some maintenance of Memorial Hall was deferred. We have now moved forward with refreshing and updating of student spaces, particularly those used by BES students (e.g., EES Resource Centre, GIS Lab) as well as the building common areas (e.g., hallways). The goal is to provide current and potential new students with improved learning and social environments. Further improvements to the EES Resources Centre (e.g., desks, computer workstations, artwork) are planned. With no firm date set for the move of EES to Essex Hall, we will continue, to the extent that resources permit, to improve teaching and learning environments in Memorial Hall, which have been recognized as a barrier to our recruitment efforts. These improvements have been made from existing operating funds and significant additional resources are required to further improve Memorial Hall.
Although the BES program was transferred to EES, administrative support was not. EES has had to support the BES program with existing resources, which has had considerable impact on the office administrative staff. At a minimum, an increase in the clerical staff is required to ensure that all EES students obtain the administrative support they require to ensure student satisfaction. Our quarter-time secretary position should be expanded to full-time to meet this need.
PDC-recommended further actions to be taken (2019): PDC appreciates the constraints and context impacting space refurbishment and maintenance decisions by EES and thanks the area for its efforts to refresh and update instructional and student spaces to the extent possible.
PDC notes that the area should make its case for additional administrative resources to the Dean of the Faculty.
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Actions taken 2019 and 2020: Conditions within Memorial Hall deteriorated over the past year to the point where persistent roof leaks and associated ceiling collapses put teaching spaces and research equipment and programs at risk. In response, the University undertook an engineering study of Memorial Hall, which determined that the building has a life span of at least another 50 years. Consequently, the University contracted to have the roof repaired. As a result, it appears that the SoE will continue to operate out of Memorial Hall for the foreseeable future. Members of the SoE very much appreciate the efforts the University has made to address the long-standing issues related to the condition of the roof of Memorial Hall.
We continue our efforts, within the limited operating capital resources available to us, to improve the quality of the interior spaces in Memorial Hall. Plans have been prepared to convert a former third floor teaching lab into a graduate student space. The largest capital investment the unit will face in the near future will be replacement of the existing Geographic Information Science (GIS) teaching lab, which currently comprises 30 individual computer workstations, a dedicated server, and associated high speed networking and other supporting infrastructure. The facility is key to delivery of the BES and Environmental Science degree programs and the newly developed GIS certificate and replacement of this equipment will need to occur in the near future (within 2 to 5 years). Over the past several years, we have had to replace at least 2 workstations/year due to hardware failures.
The SoE continues to work with the Dean of Science to find a long-term, permanent solution to the long-standing need for increased administrative support staff.
PDC Comments: PDC notes that space has been identified and is being converted for graduate students and that efforts will continue to refresh and upgrade instructional and staff space. PDC appreciates the constraints under which the School the School of the Environment is operating, and notes that the area has satisfied this recommendation to the extent that it can.
Status: ahead of target on target behind target X recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) THIRD BIENNIAL STATUS REPORT ON: BACHELOR OF INTERDISCIPLINARY ARTS AND SCIENCE (UNDERGRADUATE) January 2021
Curriculum and Degree Requirements:
Recommendation 1: Review and re-articulate the rationale and sequencing for core BAS courses, as well as the rationale for required courses (major and minor concentrations) in the degree program. Review calendar copy at the end of this process. Agents: BAS Program Committee, Relevant Departments, FAHSS Coordinating Council Completion by: Fall 2018
Actions taken 2015 and 2016: A major review of the BAS core courses was conducted in 2015. The following courses were revised or added: • 14-56-100 Introduction to Interdisciplinary Arts and Science (new course) • 14-56-410 Inquiry and communication (revised learning outcomes) • 14-56-420 Research Project (added learning outcomes, made it a 6 credit course to align with other capstone courses) Core courses were revised to eliminate unnecessary options and create more flexibility. New degree options were added: double major concentration and major and double minor concentrations.
PDC-recommended further actions to be taken (2017): PDC notes the Program’s progress with this recommendation, particularly with regard to the review of its core courses and the creation of new degree options with rationales included in the PDC Form B. With the submission of a report on the sequencing of the core BAS courses (56-), in its next status report, PDC would consider this recommendation satisfied.
Actions taken 2017 and 2018: Regarding the 56-numbered courses (or ARSC courses) every course is offered every year. There are only 6 of them.
PDC-recommended further actions to be taken (2019): PDC thanks the area for its report, noting that the frequency of course offerings is not an issue. PDC reminds the area that the recommendation relates to the sequencing of core BIAS courses (the order in which each course follows the other as the student progresses through the degree). PDC requests that the area explicitly report on the sequencing of the core BIAS courses and the rationale for this sequencing.
Actions taken in 2019 and 2020: In 2019, meetings were held by the faculty who are instructors of the BIAS core courses to discuss the core courses as they exist now. In 2020 Dr. Huffaker prepared the appended document which explains the sequencing of the seven BIAS core courses. Over this same period, students have expressed a preference for a fewer number of required core courses to allow them greater flexibility to either take more courses outside their majors or to take more electives within their major concentration of study. In many cases the latter would help them to take the specific courses required for their intended graduate program. When curriculum mapping has been applied to the sequence of core courses by Spring 2021, then the Program Chair and Associate Deans will be better prepared to consider appropriate responses to these student requests.
PDC Comments: PDC thanks the area for its efforts with regard to this recommendation and notes that the recommendation has been satisfied. PDC encourage the area to include the results the planned curriculum mapping exercise, including how it might address requests from students for more course flexibility, in its next Self-Study and cyclical review.
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Status: ahead of target on target behind target _ X _recommendation satisfied
Recommendation 2: Review the DARs exemption process and examine other ways to assist students in meeting Honours requirements. Agents: BAS Program Chair, Dean of FAHSS Completion by: Fall 2016
Actions taken 2015 and 2016: Revised core courses and changes to research project have reduced the number of DARs exemptions. The greater flexibility has assisted students in meeting requirements.
PDC Comments (2019): PDC thanks the Program for its efforts to address this recommendation and notes that the recommendation has been satisfied.
Recommendation Satisfied (2018-2019).
Recommendation 3: Work to meet with the Deans of Science and Arts, Humanities and Social Sciences to coordinate curricular plans and teaching resources for the BAS. Agents: Program Chair, Deans of FAHSS and Science Completion by: Ongoing
Actions taken 2015 and 2016: Difficult to determine the outcome of this recommendation as the IAS program is now in FAHSS.
PDC-recommended further actions to be taken (2017): PDC notes that there is now an opportunity for the Program to have greater access to the Dean of FAHSS, with the change in reporting structure. Greater effort should therefore be made to address this recommendation. PDC directs the Program to meet with the Dean of FAHSS and provide a more detailed response to this recommendation in the next status report.
Actions taken 2017 and 2018: IAS is now officially located in the office of the Dean of FASHSS. Lydia Miljan (Political Science) continues to advise, teach in the program, and provide assistance with curriculum review and recruitment. Currently, an Assistant Dean (Kyle Asquith, CMF) helps to oversee the program. FAHSS is phasing out its two Assistant Dean positions and creating an Associate Dean Partnership Development and Interdisciplinary Studies. After this position is created, this individual will assist with overseeing IAS.
PDC-recommended further actions to be taken (2019): PDC looks forward to a more detailed report on efforts made with the Deans of of Science and Arts, Humanities and Social Sciences to coordinate curricular plans and teaching resources for the BIAS, following the appointment of the new Associate Dean Partnership Development and Interdisciplinary Studies.
Actions taken 2019 and 2020: In 2020 Dr. Cheryl Collier has been appointed Acting Associate Dean of Partnership Development and Interdisciplinary Studies. Dr. Collier oversees recruitment, and program and curriculum development. Dr. Danielle Soulliere, Associate Dean of Academic and Student Success, oversees student progress and works to ensure degree audits accurately reflect student courses of study. Dr. Shauna Huffaker as Program Chair works closely with both of the Associate Deans. She also teaches in the program, advises students and runs recruitment events with BIAS students. Dr. Huffaker is the intermediary between BIAS students, the faculty that teach BIAS classes,
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and the Associate Deans. Under Dr. Huffaker’s supervision, learning outcomes for all ARSC core courses have been prepared. The staff of the Centre for Teaching and Learning will be consulted on these learning outcomes and then they will be submitted to PDC.
PDC Comments: PDC notes that, with the structure now in place within the Office of the Dean of FAHSS, the Progam Chair is able to work closely with the Associate Deans to ensure that students progress through the program seamless regardless of their chosen concentrations and that sufficient resources are in place to support the BIAS program.
Status: ahead of target on target behind target _ X _recommendation satisfied
Program Growth:
Recommendation 4: That there be no further expansion of the BAS program until recommendations 1-3 are completed. Agents: Provost, Dean of FAHSS Completion by: Annual Report
Actions taken 2015 and 2016: No expansion of the program has been undertaken.
PDC-recommended further actions to be taken (2017): PDC notes that no expansion has been undertaken because recommendations 1-3 are not all satisfied. Once satisfied, discussions around expansion could be held.
Actions taken 2017 and 2018: FAHSS would like to see this program have a first year class of at least 25 students. Currently, we are well below 25 in first year and need to rebuild.
PDC-recommended further actions to be taken (2019): PDC looks forward to an update on this recommendation, once recommendations 1 and 3 are satisfied.
Actions taken 2019 and 2020: No expansion is anticipated or required. Although the goal of a first year class of 25 or more students has never been met, even in this year of falling enrolments the program has held steady in enrolment.
PDC Comments: PDC thanks the area for its report and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _ X _recommendation satisfied
Student and Alumni Engagement:
Recommendation 5: Enhance the visibility of the BAS program and strengthen student and alumni engagement by, among others: • Developing and maintaining a greater web presence • Continually conveying student and alumni success stories on the IFP website and in collaboration with Public Affairs and Communication • Circulating a newsletter to current students, alumni and others • Continuing to utilize BAS students in promotional materials and recruitment activities
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Agents: Program Chair, Dean of FAHSS, Public Affairs and Communication, Student Recruitment Office Completion by: Fall 2018
Actions taken 2015 and 2016: Difficult to determine as planned changes to the website were delayed due to FAHSS taking over the program. However, alumni and student success were featured on IFP website and were active participants in newsletter to students, alumni and others. IAS students continue to be used in promotional materials and recruitment activities.
PDC-recommended further actions to be taken (2017): PDC notes that the Program has been active in enhancing its profile and encourages it to increase its efforts, regardless of where the Program is housed. PDC looks forward to receiving a plan indicating how the Program will maintain and enhance its visibility and strengthen student and alumni engagement over time.
Actions taken 2017 and 2018: Lydia Miljan organized a well-attended zombie workshop recruiting event during spring of 2018. AAUs from all over FAHSS and Science participated. The FAHSS communications officer is available to assist with updating the website.
PDC-recommended further actions to be taken (2019): PDC commends the area on its zombie workshop initiative which is an innovative approach to enhancing the visibility of interndisciplinary studies. PDC looks forward to hearing of sustained and ongoing efforts to enhance the visibility of the BIAS program and strengthen student and alumni engagement through, for example, hosting similar workshops, enhancing the BIAS web presence, circulating a newsletter, and continued involvement of students in promotional materials and recruitment activities.
Actions taken 2019 and 2020: In Fall 2019, eight students enrolled in the programs introductory class ARSC 1000. In Fall 2020, twelve students enrolled in the class despite the complications of university life marking an improvement towards the goal of expanding the program. In 2019 the updated BIAS website was completed and is being updated regularly with program marketing in mind. Dr. Huffaker worked with the Public Affairs and Communication and Student Recruitment offices to ensure that there was easy access to the website from all university and recruitment access points. Also in 2019, a program specific experience map was produced featuring quotes from successful alumni just in time for distribution at Head Start in Summer 2019. In 2020, students in the BIAS program hosted Arts and Science students from universities across Ontario at the annual C2C, Combining 2 Cultures conference for the first time, raising our programs visibility localy and beyond. Dr. Huffaker will continue to work with the BIAS student association to keep in contact with BIAS students after their graduation and beginning efforts to communicate current students accomplishments and program events. In spring 2020 efforts were already underway to begin recruiting trips to local high schools by the program chair and BIAS students who would visit the high schools they attended. These planned trips were canceled by the pandemic, and for the 20/21 school year will be reimagined probably as a packet of materials made available to high school science teachers. Dominica Baron, BIAS graduate in 2020 in Biology and Visual Arts has donated her time to create artwork to be printed stickers for recruitment events, or reaching out to prospective students.
PDC Comments: PDC commends the area on its efforts to enhance the visibility of the BIAS program and to strengthen student and alumni engagement. Although PDC notes that this recommendation has been satisfied, it encourages the area to continue with these and other initiatives.
Status: ahead of target on target behind target _ X _recommendation satisfied
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Learning Outcomes:
Recommendation 6: That the Department submit learning outcomes and assessment methods for the program and each of its courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Program Chair, Dean of FAHSS, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016
Actions taken 2015 and 2016: • Learning outcomes have been pulled from course syllabi • Committee needs to meet to assess the learning outcomes and align them with Characteristics of a University of Windsor Graduate
PDC-recommended further actions to be taken (2017): PDC urges the Program to contact the CTL for assistance with this exercise. Creating a curriculum map with all core (56-) courses, with a view to ensuring that the core courses meet all the program-level learning outcomes to some extent, will assist the Program in determining where there may be deficiencies in meeting the program-level learning outcomes.
PDC looks forward to this recommendation being completed by the next status report.
Actions taken 2017 and 2018: The Dean has discussed this with Lydia Miljan. Dr. Miljan has indicated that she is prepared to work with CTL in generating the needed LOs. There are only six 56-numbered courses, so LOs at the course-level should be straightforward. The Dean also indicated that, if needed, a student assistant could be provided to work with the curriculum mapping software.
PDC-recommended further actions to be taken (2019): PDC looks forward to receiving the learning outcomes for the core ARSC- courses.
Actions taken 2019 and 2020: This important goal for the program was not accomplished. The transition to the UWinsite system required considerable interaction on the part of the program chair, Dr. Miljan and then Dr. Huffaker with IT and the office of the Registrar. Ensuring that students degree audits were correct had to be the priority to ensure students were able to graduate on time and plan their studies. This action is behind target. But the three instructors of the seven core courses have committed to completing the learning objectives by the end of the Fall 2020 semester. Once this first task is completed, then Dr. Huffaker would be ready to work with a student assistant to create curriculum maps for the Bachelor of Interdisciplinary Arts and Sciences program in consultation with the Centre for Teaching and Learning.
PDC Comments: With transition to UWinsite now complete, PDC directs the area to move forward with the curriculum mapping and learning outcomes. PDC notes that the curriculum map and program and course learning outcomes should be included the area’s next Self-Study.
Status: ahead of target on target X behind target __recommendation satisfied
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APPENDIX
BACHELOR OF INTERDISCIPLINARY ARTS AND SCIENCE
Sequencing of BIAS Core Courses
There are seven core courses in the Bachelor of Interdisciplinary Arts and Science, the last of which is a two-semester capstone course requiring the student conduct research with a faculty mentor. At present all of these courses except for PHIL 1620 are only open to BIAS students. The courses are listed below:
ARSC 1000 Introduction to Interdisciplinary Arts and Sciences PHIL 1620 Logic and Argumentation
ARSC 3010 World Civilization ARSC 3100 Modes and Methods of Inquiry
ARSC 4100 Inquiry and Communication ARSC 4210 Science, Ethics and Social Policy
ARSC 4990A and 4990B Capstone Research Course
The core courses are made up of four streams:
First, ARSC 1000, 3100, 4100, and 4990 A and B are methods courses that introduce approaches to interdisciplinarity based on social science methodologies. Instructors encourage connections of course material to students’ major concentrations of study. Students are encouraged to thoughtfully construct individualized courses of study suited to their professional goals. Perhaps most importantly these courses emphasize research, written communication and presentation skills to a greater extent than most of the student’s courses can in the Faculty of Science. In these three core courses, the synthesis and communication of information are first introduced and reinforced.
The second stream of core courses focuses on ethics. The courses in the ethics stream with the exception of ARSC 4210 are Philosophy courses open to any student. In the first year when students are required to take PHIL 1620 Logic and Argumentation. Then in the second year BIAS students choose one of three second year ethics courses. These courses are: PHIL 2210 Introduction to Ethics, PHIL 2250 Life, Death, and the Ethics of Healthcare, and PHIL 2270 Environmental Ethics. Students choose the introductory ethics course most appropriate to their studies. The knowledge introduced in these classes is reinforced in the fourth-year core BIAS course ARSC 4210 Science, Ethics and Social Science. Students in this core course explore the real-world implications of ethics questions in a small seminar setting.
Similarly, the third stream of core courses is comprised of two courses, with the final one exclusively offered to BIAS students in the third year. In the second-year students are required to take an introductory survey course offered by one of several FAHSS disciplines. They can choose from World History, Political Philosophy, French History and Culture among others. Then in their third year BIAS students are required to take the core course ARSC 3010 World Civilizations which may or may not reinforce exact content from the required second year course but does reinforce the analytical and writing skills introduced in the second-year course they chose. These courses broaden the students’ educational experiences and gives them yet more opportunities to work on their research, writing and oral communication skills thinking about places, peoples and topics outside their major fields of study.
In their final year, all students must take part in a two-semester senior research seminar. They may either take the BIAS course ARSC 4990 A and B
Finally, the sequence of core courses was designed to require students to include one of these required courses most semesters of their undergraduate experience. The BIAS cohort is established in their first semester in the ARSC 1000
Page 15 of 79 Page 22 of 255 course. A strong sense of community among BIAS students is reinforced and sustained as students work their way through this series of required core courses. In Fall 2020 for the first time, ARSC 1000 will hold joint classes with ARSC 4100. Joint discussions of key articles will allow older students to model more experienced analysis of content, communication of their ideas and leadership. The BIAS student association manages a voluntary mentor program that supports the cohort building that happens in the classroom.
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL STATUS REPORT ON: BUSINESS (UNDERGRADUATE AND GRADUATE) January 2021
Recommendation 1: That the Odette School of Business (OSB) develop a strategy to attract more female applicants to the undergraduate programs so that it is on par with peer Canadian institutions (over 50%). This is the most direct way to increase current enrolment and would not require creating new programs or majors. Agents: Dean Completion by: Fall 2020
Actions taken 2019 and 2020: Odette has made a substantial effort to recruit women at the undergraduate level. Several new initiatives are currently underway. First, the school is establishing an EDI (Equity, Diversity, and Inclusion) Committee. This committee, with representatives from faculty, students, and staff, will analyze all practices in Odette and make recommendations to improve the school with respect to Equity, Diversity, and Inclusion. Second, a new student club/network, The Odette Women’s Network is being set up by a faculty liaison. The network is to be made up of female undergraduate and graduate students and faculty. Finally, the school is very aggressive in recruitment of women students. In all social media and advertising campaigns, Odette features female students. As an example, Odette recently participated in an advertising supplement in Maclean’s magazine featuring Women, STEM and Business.
PDC Comments: PDC notes the area’s efforts with regard to this recommendation and encourages it to continue them. In its next status report, Business is asked 1) to clarify whether the EDI Committee, The Odette Women’s Network (student club), and initiatives to recruit female students are ongoing, sustained initiatives and 2) to report on the impact of these initiatives.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 2: That OSB review its MoM program and report back on the following: • ensuring consistency between the stated objective of the program – to attract international students to Odette, where they would experience a “Canadian” approach to various topics in international business, after which the graduates would return to their home countries – and the current employment outcomes. • providing more “Canadian” content and offering opportunities for structured contact with the business community (projects, work experience in the form of internships, etc.). • providing more structured opportunities for interactions with Canadian students and business culture. • improving the services and amenities (for example, equivalent lounge spaces) available to MoM students to reduce the disparity between the MBA and MoM students. Agents: Dean, OSB Council, MoM program director Completion by: Fall 2020
Actions taken 2019 and 2020: 1. The current employment outcomes are made more consistent with the stated objective by providing more services for students to obtain Canadian experiences in various industries before they return to their home countries. Obtaining Canadian experiences is one essential component of their learning in the program before they choose to go back or settle down in Canada. 2. More Canadian content has been added to the program with more practitioner instructors hired to use Canadian cases and projects in the classroom. High level courses are required to have projects designed to solve real Page 17 of 79 Page 24 of 255
business problems with faculty supervisors. Field trips and plant visits are regularly arranged. A Student Internship program has also been designed to be implemented soon (delayed due to Covid-19) after an extensive consultation with potential employers across the region. 3. MoM students are facilitated in two aspects to interact with local Canadian culture: 1) Every semester the Student Experience Coordinator organizes local cultural immersion trips, such as apple picking, fireworks watching, Windsor Film Festival celebrating, winery visiting, and participating festival events hosted by local community groups. These events are funded by Odette; 2) the MoM Student Society is also organizing more sightseeing tours and other teambuilding activities on a bi-monthly base, partially funded by the school. In addition, new initiatives have been implemented to facilitate MoM students’ interaction with Canadian students. MoM students are invited to participate in all faculty events , such as funding MoM students to attend the Odette Annual Gala by mixing them with other students, supporting them to attend Detroit Economic Club events with other students, and forming mixed teams (MoM students and student from other programs) to participate in case competitions, leadership symposiums, and other student activities. The Dean and the Director are committed to fostering a big family environment for all students (BCom, MoM, and MBA), and MoM students increasingly feel themselves as an important part of Odette. 4. Significant staff resources have been added and dedicated to the Master of Management program. New services for the MoM program, include a designated full-time Student Employment Coordinator and a full-time Student Experience Coordinator, in addition to its current Program Administrator and Program Director. This has resulted in a strong team to serve all MoM students. More blended study spaces (commonly available for all students) have been added for MoM students to use, and a designated office space for MoM student society is also provided. The Dean has also agreed that more amenities will be added for MoM students when the Odette is allocated more budget for expansion as it has reached its current capacity.
PDC Comments: PDC commends the area on its efforts with regard to this recommendation and notes that is has been satisfied.
Status: ahead of target on target behind target _X_recommendation satisfied
Recommendation 3: That OSB review its administrative structure to ensure reporting and other administrative tasks (such as grant proposals) have dedicated members of the faculty to oversee them. For example, an Associate Dean for Research is highly recommended as the size of the School is approaching the point where one is necessary to ensure consistency of research strategy across the school. Agents: Dean Completion by: Fall 2020
Actions taken 2019 and 2020: The process is going well. Sources of funding have been identified. Although the COVID-19 situation has caused some disruption, the process to hire an Associate Dean (Research) is in progress for July 2021.
PDC Comments: Look forward to report on progress with hiring, etc.
Status: ahead of target X on target behind target __recommendation satisfied
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Recommendation 4: That OSB continue to examine its curriculum and report back on the following: 1. assessing the extent of the alignment between the program and course learning outcomes for each of its graduate and undergraduate programs; 2. adding hybrid learning opportunities (e.g., courses offered partially face-to-face and partially online); 3. moving to the standard 12-week semester cycle for all graduate courses (e.g., MBA/MoM); 4. integrating assessment of learning at various stages of the programs; 5. adding a capstone course to each specialization; and 6. exploring what it would take to launch research-based graduate programming. [PDC note that the OSB has submitted learning outcomes to Senate for each of its graduate and undergraduate programs and courses, as well as curriculum maps.] Agents: Dean, Program Area Chairs Completion by: Fall 2020
Actions taken 2019 and 2020: 1. Odette has assessed the alignment of program and course learning outcomes and submitted program and course learning outcomes as well as curriculum maps for all graduate and undergraduate programs. 2. Considering the COVID-19 situation, all 2020/21 courses have moved to an online/virtual format. This will provide the faculty with a significant experience in online and hybrid teaching for the future. 3. The MBA curriculum has been reviewed and now as of September 2020 it will follow the standard 12-week semester cycle. We are still investigating the feasibility of 12-week semester cycle for the MOM program. 4. Odette continues the assurance of learning process and the results are satisfactory in all graduate and undergraduate programs. 5. Capstone courses now exist for every specialization. 6. We are still exploring the feasibility of launching the research based graduate program.
PDC Comments: PDC thanks the area for its report and notes that items 1, 3, 4, and 5 have been satisfied.
PDC looks forward to receiving the area’s assessment on the regular offering of blended/hybrid courses (post-COVID), and its assessment of the feasibility of launching a research-based graduate program, in its next annual status report.
Status: ahead of target X on target behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: Computer Science UNDERGRADUATE AND GRADUATE PROGRAMS January 2021
EXECUTIVE SUMMARY
Review Preparation In preparing this document, the Program Development Committee reviewed the following: Computer Science’s Self- Study (SS) (March 2017/2018), the report of the external reviewers (ER) (May 2020), as well as the response from the Department Head (HR) (September 2020), and the response from the Dean (DR) (September 2020) to the above material. The external reviewers were: David Gerhard, Department of Computer Science, University of Regina; Joseph Sawada, School of Computer Science, University of Guelph; and Majid Ahmadi, Department of Mechanical, Automotive and Materials Engineering, University of Windsor.
Undergraduate and Graduate Programs At the undergraduate level, the School offers a Bachelor of Computer Science (General), Bachelor of Computer Science (Honours), a BSc (Honours Applied Computing), BSc (Honours Computer Science with Software Engineering Specialization), and a BSc Honours in Computer Information Systems. In addition, a co-op option is available for the honours programs. Combined degrees offerings include: a concurrent Bachelor of Computer Science (Honours)/Bachelor of Education, a Bachelor of Mathematics (Honours Mathematics and Computer Science), and a Bachelor of Commerce (Honours Business Administration and Computer Science). Students also have the option of Combining their Honours Computer Science with a major from another discipline.
The School also offers a Certificate in Applied Information Technology (CAIT), a Minor in Computer Science, a Minor in Applied Information Technology, as well as a Major and Minor Concentrations for the Bachelor of Interdisciplinary Arts and Science.
The School of Computer Science offers a number of degree completion pathways and articulation agreements for College of Applied Arts and Technology (or equivalent) diploma holders, as well as degree completion pathways for university graduates. There is a Bachelor of Computer Science (General) for University Graduates, a BSc (Honours Applied Computing) for Univerity Graduates, a Bachelor of Computer Science (General) (for Qualifying Ontario and Other College Diploma Holders) and a Bachelor of Computer Science (Honours Applied Computing) (for Qualifying Ontario and Other College Diploma Holders).
At the Graduate level, the Department offers a Master of Applied Computing (MAC), a Master of Science in Computer Science, a Master in Computer Science with Artificial Intelligence Stream, and a PhD in Computer Science.
Enrolments
Undergraduate Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 384.5 456 524 646 671 Part-Time 101 107 136.5 121.5 207
Graduate
Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 200 249 303 357 388 Part-Time 3 2 0 1 7
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Human Resources
Faculty/Instructors Tenure/tenure-track faculty 21 (including the Head) + 2 vacant positions Sessional Lecturers/Limited-term appointments 4 Faculty members involved in graduate program delivery 21
Full/Part-Time Staff Graduate Secretary 1 Head Secretary 1 MAC Program Secretary 1 Office Coordinator 1 Server and Network Technician vacant Systems Analyst 1 Systems Programmer 1 Technician 1 Undergraduate Program Secretary 0.7
FINAL ASSESSMENT REPORT (with Implementation Plan)
Significant Strengths of the Programs The School is comprised of dedicated faculty and staff, committed to quality in teaching, research, and student support, as evidenced by teaching excellence awards, the large number of publications, and service awards. (ER, p.10, p.11; SS, p.180) Despite resource constraints, the School continues to meet the objective of its undergraduate and graduate programs which is “to produce highly qualified graduates to fill industry and government jobs in specialized areas in computing.” (SS, p.180). To this end, the School developed alternative pathways to honours, general, and graduate degrees; providing greater access to students wishing to pursue a second credential and filling “industry needs for highly qualified computer science professionals”. (ER, p.3) As noted by the External Reviewers, the School boasts a very high placement rate for its internship and co-op programs, as well as “a very high placement rate upon completion - which is in line with the industry demand.” (ER, p.8, p.9; SS, p.180)
The External Reviewers commended the School on its commitment to align its undergraduate curriculum with the 2013 ACM curriculum document. The latter “is the basis for the accreditation of computer science departments in Canada” which the School was encouraged to pursue. (ER, p.4) (See Recommendation 3)
Opportunities for Program Improvement/Enhancements While the External Reviewers noted the success of the School’s undergraduate and graduate programs, they were concerned with the resource constraints and the impact on the continued quality of teaching, research, and student support. Although additional physical and human resources are needed, other options for program enhancements which would also assist in alleviating some faculty staffing needs include: 1) a review of its undergraduate programs with a view to streamline and right-sizing the curriculum, thereby reducing the number of courses offerings per year; and 2) strategic course planning. (DR, p.2,5,6)
The School also reported in its Self-Study that it “will be taking new steps in improving programs by introducing specialized streams at the graduate and undergraduate levels, particularly AI, Security and Data Computation.” (SS, p.180)
These and other opportunities for program improvements are captured in the recommendations listed below.
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IMPLEMENTATION PLAN
Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the response from the Department Head, and the Dean’s response.)
Teaching, Learning, and Research
Recommendation 1: That the School submit learning outcomes and assessment methods for each of its undergraduate and graduate courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate"; as well as curriculum maps for each of its undergraduate and graduate programs submitted through the PDC approval process. [Program LOs have been submitted for each of the School undergraduate and graduate programs. There remain several undergraduate and graduate courses for which learning outcomes have not been submitted through the approval process.] Agents: School Council, Head, CTL Completion by: Fall 2022
Recommendation 2: That the School of Computer Science bring its programs into closer alignment with the ACM recommendations followed by many other universities, for example, by making a course on professional practice mandatory in all of its undergraduate programs. Agents: Head, School Council Completion by: Fall 2022
Recommendation 3: That the School of Computer Science consider embarking on a process to become accredited by the Canadian Information Processing Society. Following the requirements of the Canadian Information Processing Society accreditation also would help the School streamline its curriculum and reduce teaching demands on the faculty. Agents: Head, Dean Completion by: Fall 2022
Recommendation 4: That the School of Computer Science add an Honours option to the Bachelor of Computer Science obtained via a degree completion pathway, providing students with the background required to continue their computer science education at the graduate level. Agents: Head, Dean Completion by: Fall 2022
Recommendation 5: That the School of Computer Science, working with the Faculty of Science and the Office of the Provost, develop a plan with metrics to get the computer science program back into the top 20 national rankings. Agents: Head, Dean, Office of the Provost Completion by: Fall 2024
Recommendation 6: That the School of Computer Science report on its plan to: a. perform a peer review of teaching, at the faculty and sessional level, to improve the accountability of the large number of sections taught by sessional instruction; b. create uniform policies and course syllabi templates to improve student satisfaction by eliminating and reducing inconsistencies in multi-section courses. Agents: Head, faculty members, CTL, Peer Collaboration Network Completion by: Fall 2022
Recommendation 7: That the School of Computer Science report on faculty members’ efforts to take advantage of programs intended to increase grant success, including the Tri-Success Grant Program. Agents: Head, faculty members Completion by: Fall 2022 Page 22 of 79 Page 29 of 255
Recommendation 8: That the School of Computer Science, working with the Dean of Science and the Office of Strategic Enrolment Management, develop and report on a plan for the management of enrolment in the MSc and MAC programs, which should include: a. a plan to follow up with MSc applicants who do not accept offers to determine the root reasons why those students are not choosing Windsor. b. establishing and reporting on a set of metrics that can be used to ascertain a reasonable optimum size for the MAC program, to ensure that enrolment numbers do not hinder quality. Class sizes and student-to-instructor ratio are good metrics of quality, as well as high industry internship placement rates. c. the exploration of creative solutions to internal student hiring, industry partnerships, student entrepreneurship, and internal cost-recovery business consulting model, to maintain a > 90% placement rate for MAC students. d. clarification on the School’s role in setting an optimal enrolment size for its programs. Agents: Head, Dean, SEM Office, Office of Experiential Learning Completion by: Fall 2024
Resources
Recommendation 9: That the School of Computer Science make a case to the Dean of Science and the space planning committee for more appropriate long-term consolidated space to house the School and bring the amount of allocated space in line with the current space needs. Agents: Head, Dean, Space Planning Committee Completion by: Fall 2024
Recommendation 10: That the School of Computer Science develop a hiring plan appropriate to the current and future context and then make a case to the Dean of Science, and the Provost or VP, Research and Innovation (as appropriate), for elements such as: a. converting the part-time Undergrad Secretary role to full-time, especially given the recent growth in the number of incoming undergraduate students. b. hiring an ancillary academic staff person (AAS) to coordinate undergraduate counselling and program advising. c. hiring a full-time lab instructor(s) or lab coordinator(s), particularly for first year classes. d. hiring tenure-track faculty in Computer Science or reduce enrolment in Computer Science to bring the undergraduate faculty to student ratio closer to the average at the University of Windsor, as well as the average in Computer Science departments across Canada. e. obtaining a research chair to attract a new faculty member with a strong research profile. Agents: Head, Dean, Provost, VPRI Completion by: Fall 2024
Recommendation 11: That the School of Computer Science enter into discussions with Dean of Science and Office of the Provost to renew the funding agreement between the University and the School with respect to the MAC program. Agents: Head, Dean, Office of the Provost Completion by: Fall 2022
Recommendation 12: That the School of Computer Science publicize its high-quality publications, and directly provide objective evaluation metrics such as impact factor and number of citations, when making arguments for increased resources and applying for grants. Agents: Head, faculty members Completion by: Fall 2024
Recommendation 15: That the School of Computer Science seek to obtain more scholarships and/or bursaries for domestic and international Masters and PhD students through, for instance, advancement activities or funding from industry. Agents: Head, Dean, Advancement Office Completion by: Fall 2024
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Governance
Recommendation 16: That the School of Computer Science simplify or reorganize the internal governance with respect to the committees. Agents: Head, School Council Completion by: Fall 2022
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL STATUS REPORT ON: ECONOMICS (UNDERGRADUATE AND GRADUATE) January 2021
Recommendation 1: That the Department expand the focus of the MA in Economics from preparing students for a PhD program to preparing students for work in non-academic sectors, while ensuring that students interested in a PhD program can still pursue that option. Agents: Head, faculty members Completion by: Fall 2022
Actions taken 2019 and 2020: Since the 2018 IQAP review, the Department has been offering several courses of applied nature such as ECON- 8160 Labour Economics, ECON-8940 Cost-Benefit Analysis (Special Studies in Economics), ECON-8500 Monetary Economics, ECON-8910 Urban Economics and ECON-8100 International Economics. In all of them, applications of the economic theory have been emphasized. At the same time, we keep delivering core courses (ECON-8010, -8020, -8030, -8040, -8410) as well as some electives (ECON-8420, ECON-8310) with very rigorous theoretical content that helps students prepare for further graduate studies elsewhere.
PDC Comments: PDC encourages the area to continue to offer several applied economics courses at the graduate level. PDC requests that the area report on whether there are other avenues or initiatives for preparing graduate students for work in non-academic sectors.
Status: ahead of target x on target behind target __recommendation satisfied
Recommendation 2: That the Department allow the students in the MA in Economics program to increase their exposure to applied economics, which can be achieved, for example, 1) by replacing some second semester core courses with applied courses, 2) by allowing MA students to take MAEP courses, or 3) by introducing an MA thesis worth 2 courses and a directed reading course. Agents: Head, faculty members Completion by: Fall 2022
Actions taken 2019 and 2020: The Department is gradually moving in the direction of exposing MA students to more applied content. (1) Some of the steps taken are outlined in the response to Recommendation 1 above. A good example of a new applied course is ECON-8940 Cost-Benefit Analysis. The students in this course learn techniques that they can apply in public sector policies and projects. (2) We try to carefully balance the goal of offering more applied courses with the intent of addressing the needs of more academically inclined students. Our experience indicates that combining MA and MAEP students in the same course results in unsatisfactory outcomes: neither group’s needs are properly addressed. (3) The MA program had a thesis requirement in the past. However, as enrolment increased and faculty complement decreased continuing the practice became unfeasible and the Department had to remove it from the program. Unfortunately, the current size of the AAU (9 tenured/tenure-track faculty and 2 LTAs) does not allow us to reintroduce the thesis. We have been offering a directed reading course for many years and intend to do so in the future.
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PDC Comments: PDC notes the area’s gradual move to providing move applied content to MA students and appreciates the area’s report with respect to items (2) and (3). With a report clarifying whether some second semester core courses have been replaced with applied courses, PDC would consider this recommendation satisfied.
Status: ahead of target x on target behind target __recommendation satisfied
Recommendation 3: That the Department increase writing and practical assignments in all undergraduate and graduate courses where this is feasible, and build on the practical emphasis that some of the Econometrics courses in the Department already have. Agents: Head, faculty members, Centre for Teaching and Learning Completion by: Fall 2022
Actions taken 2019 and 2020: We have been introducing writing and practical assignments in an increasing number of courses. For example, ECON-4070 Senior Research Workshop requires students to work in small groups, and each student gets an opportunity to present results. In a growing number of courses (ECON-3850, -4070, -8270 to name a few) students are required to write a term paper (which sometimes includes a group presentation). Other examples: ECON-8940 Cost-Benefit Analysis and ECON-3100 Environmental and Resource Economics the requirements for which include case studies, informal presentations, write-to-learn assignments and policy briefs. In addition to all Econometrics courses, many instructors use software and give hands-on computer assignments (e.g., ECON-3060, -4600, -8020, -8040, -8160).
PDC Comments: PDC notes the areas efforts to introduce writing and practical assignment in a number of 3rd year, 4th year, and graduate courses. As the Department moves forward with the curriculum mapping exercise outlined in recommendation 4, PDC encourages the area to specifically map writing and practical assignments across the curriculum to ensure they build from first-year through to fourth year.
Status: ahead of target x on target behind target __recommendation satisfied
Recommendation 4: a) That the Department submit course-level learning outcomes for its undergraduate and graduate courses; and its combined honours programs. b) That the Department engage in curricular planning and mapping for each of its programs, including submitting assessment methods for each of its courses that clearly correspond to the course-level and program-level learning outcomes. [The Department has submitted learning outcomes to Senate for each of its standalone graduate and undergraduate programs.] Agents: Department Council, Head, CTL Completion by: Fall 2022
Actions taken 2019 and 2020: (a) 11 undergraduate courses (out of the total of 39) already have LOs approved by PDC/Senate; we have developed LOs for the remaining 28 courses. The next step is to get them vetted by CTL. The LOs for all MAEP courses have already been approved by PDC/Senate. Although some course-level learning outcomes for the MA program have already been developed, most of the work has not been started yet. (b) Some of curriculum planning has already been done. For example, all program-level LOs have been approved. We are currently working on curriculum mapping and assessment methods. (Laura Chittle is assisting the Department in this endeavour.)
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PDC Comments: PDC looks forward to receiving curriculum maps for each of the area’s undergraduate and graduate programs, as well as the remaining undergraduate and graduate course-level learning outcomes.
Status: ahead of target x on target behind target __recommendation satisfied
Recommendation 5: That the Department maintain admission requirements in all the programs and focus on growing enrolments through greater and more sustained undergraduate and graduate recruitment efforts. Agents: Head, faculty members Completion by: Fall 2022
Actions taken 2019 and 2020: The AAU is proud of the quality of its programs and has maintained the admission requirements in all the programs. We have recently started visits to local high schools to familiarize students with our programs and job market outcomes for our recent graduates. Since most of our graduate students are international, we rely on efforts of UWindsor recruitment agents. However, we have had some success in attracting our domestic undergraduate students to these programs.
PDC Comments: PDC thanks the area for its report on recruitment efforts. PDC notes that the recommendation calls for growing enrolments through greater and more sustained recruitment efforts. With a report outlining the Department’s plan for sustained undergraduate and graduate recruitment efforts, PDC would consider this recommendation satisfied.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 6: That the Department: 1) make a case to the Dean of the Faculty for additional tenure-track appointments to reflect the increased number of students enrolled in their programs (including those enrolled in MAEP) and to reduce the reliance on LTA faculty. 2) report on how it might support further increases in enrolment by modifying the curriculum. Agents: Head, faculty members Completion by: Fall 2022
Actions taken 2019 and 2020: (1) The Dean of Science is fully aware of the challenges the Department is facing and of the historical increases in enrolment. He is aware of the Department’s desire to replace all LTA appointments with tenure-track ones. He has also assured the Department that in the 2021-22 academic year it will be in a position to replace two tenure-track positions it has lost since the IQAP review (one retirement and one resignation). (2) The Department will try to hire someone with expertise in at least two of the following fields: urban/regional economics, environmental economics, health economics, labour or international economics. Hiring a labour or international economist would spur new research through collaboration with CBI. This hiring would bring excellence in teaching (and student research) by attracting students to a subject so important in our region. Hiring a specialist in urban/regional or labour economics would make Economics/CBI a cluster that can conduct research in viability and cost-benefit analysis of public-private partnerships (such as the new Canada-US bridge in the area), the effects of airports, highways etc. on local employment, GDP, and urban growth. This would bring together the research strengths and interests of the CBI, Engineering, and Economics and make it a very strong research cluster. Hiring an environmental economist or health economist would enable us to establish a strong collaborative link with GLIER and/or WE-SPARK Health Institute.
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PDC Comments: PDC thanks the Department for its report and looks forward to an update on this recommendation in the area’s next status report.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 7: That the Department increase the data gathered on alumni, their placements and career outcomes, and report on how it is using the data to maintain contact with alumni, increase student recruitment, and improve curriculum. [The Department’s plan to hire an RA to collect these data and to establish/grow a platform (e.g., the Department’s active LinkedIn account) to register and maintain contact with alumni is a good one.] Agents: Head Completion by: Fall 2020
Actions taken 2019 and 2020: We have recently hired an undergraduate RA who has been gathering data from our Linked-In group account. In addition, he is currently expanding the list of alumni in this new database to include graduates from all Economics program since 2015. Over time, this database may grow further by covering graduation data up to year 2000. We plan to use this database to solicit alumni feedback on our curriculum. We will resume the annual seminars ‘What Economist Do’ and invite selected alumni to visit the campus to strengthen the alumni-faculty-student network that enable us to better place our students and recruit new ones.
PDC Comments: PDC commends the Department on its efforts with regard to this recommendation and looks forward to an update in the area’s next status report.
Status: ahead of target X on target behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) SECOND BIENNIAL STATUS REPORT ON: FORENSICS PROGRAM (UNDERGRADUATE) January 2021
Recommendation 1: That the Program submit learning outcomes for both the Bachelor of Forensic Science and the Combined Honours Bachelor of Arts in Forensics that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". [The Self-Study only included one set of program-level learning outcomes and it is unclear to which program they relate.] Agents: Forensics Program Chair, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2018
Actions Taken 2017 and 2018: Dr Maria Cioppa was assigned as Forensic Programs Administrator in July, 2018, and has been working on the BFS learning outcomes, which are the ones included in the self-study. The BA (combined) Forensics outcomes are problematic in that the second area of concentration is variable. Consultations are planned with the Departments of Psychology and Criminology (the most common second majors) to determine these program level outcomes.
PDC-recommended further actions to be taken (2019): PDC thanks the Program area for the Bachelor of Forensics Science learning outcomes. PDC looks forward to receiving the learning outcomes for the Combined BA in Forensics.
Actions taken 2019 and 2020: The learning outcomes for the Combined Honours Bachelor of Arts in Forensics have been approved.
PDC Comments: PDC thanks the area for submitting the Combined Honours Bachelor of Arts in Forensics learning outcomes and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _x_recommendation satisfied
Recommendation 2: That the Program submit learning outcomes and assessment methods for each of its “FRSC-XXX” courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Forensics Program Chair, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2018
Actions Taken 2017 and 2018: Dr Maria Cioppa has requested updates on the course learning outcomes and assessment measures from the individual professors. She has also been working on the curriculum map for the Forensic programs.
PDC-recommended further actions to be taken (2019): PDC notes the process established for addressing this recommendation and encourages it to contact CTL should it require assistance. PDC looks forward to receiving learning outcomes and assessment methods for each of its FRSC courses, as well as and curriculum maps of its programs.
Actions taken 2019 and 2020: The learning outcomes for the FRSC courses have been approved.
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PDC Comments: PDC thanks the area for its efforts with regard to this recommendation. PDC understands that learning outcomes are still outstanding for two courses, FRSC-2007 (Introduction to Forensic Science) and FRSC-3101 (Laboratory in Forensic Science). With the submission of the learning outcomes for these two courses, PDC notes that this recommendation would be satisfied.
Status: ahead of target on target x behind target __recommendation satisfied
Recommendation 3: That the Program develop a plan to continue to maintain some degree of redundancy in teaching qualifications of faculty so that courses may be reassigned with a minimum of impact on the students in times of personnel shortage (e.g., sabbatical leaves). Agents: Program Chair, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: This action item is on hold, as there are two positions being hired for July 2019. Once the new faculty are in place, a plan can be developed.
PDC-recommended further actions to be taken (2019): PDC congratulates the Program area on the two new positions and looks forward to receiving, as part of the next status report, the plan on how it will continue to maintain some degree of redundancy in teaching qualifications of faculty so that courses may be reassigned with minimum impact on the students in times of personnel shortage (e.g., sabbatical leaves).
Actions taken 2019 and 2020: One position was filled, and the other was declared a failed search. The initial plan was to reopen the search in 20/21; however, this was put on hold due to COVID-19.
PDC Comments: PDC thanks the area for its report and notes that, with the successful hiring for the second position, this recommendation will be satisfied as the two new hires will enable the Program to maintain some degree of redundancy in terms of teaching assignments of required courses.
Status: ahead of target on target x behind target __recommendation satisfied
Recommendation 4: As enrolments increase, that the Program Chair be prepared to make a case to the Dean for additional resources in the form of: a) a faculty or AAS/LS appointment with “real-world” expertise. b) greater allocation of teaching assistant positions c) a laboratory technician appointment Agents: Program Chair, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: a) In March, 2018, two faculty positions were announced for the Forensic programs. In consultation with the Dean of Science, the target areas determined were: 1) tenure track Assistant Professor in Forensic Chemistry (home AAU will be Chemistry and Biochemistry), and 2) permanence track Learning Specialist in Forensic Science (open to both academics and investigators; home AAU is Earth and Environmental Sciences). b) In the last two years, the requested allocation of teaching assistants given to the Program has increased each year. c) There has been no action on a laboratory technician appointment. Discussion will resume with the hiring of the new faculty. Page 30 of 79 Page 37 of 255
PDC-recommended further actions to be taken (2019): PDC notes that Program area is in the process of hiring which should address item (a) and that once complete, focus will shift to seeking a laboratory technician appointment. PDC notes the consistent increase in teaching assistant positions and considers part (b) of the recommendation satisfied.
Actions taken 2019 and 2020: a) One of the two positions in a) has been filled (the permanence track Learning Specialist in Forensic Science (open to both academics and investigators; home AAU is Earth and Environmental Sciences)) b) In the last three years, the requested allocation of teaching assistants given to the Program has increased each year. c) There has been no action on a laboratory technician appointment. Discussion will resume once COVID-19 has passed, and when the new tenure-track faculty is hired.
PDC Comments: PDC looks forward to an update on items (a) and (c) in the area’s next status report.
As noted in 2018, item (b) has been satisfied.
Status: ahead of target on target x behind target _x_recommendation satisfied (a) and (c) (b)
Recommendation 5: That the Program develop a plan to manage the number of students that each faculty member supervises, in the event that enrolment increases, in order to maintain the personal interaction between core faculty members and students particularly in the 4000 course series. Agents: Program Chair, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: As of July 1, 2018, no specific plan had been made, other than an increase in the number of faculty. The need for a such a plan was clearly demonstrated during registration for the Fall 2018 semester, and is currently under discussion.
PDC-recommended further actions to be taken (2019): PDC looks forward to receiving the plan to manage the number of students that each faculty member supervises, in the next status report.
Actions taken 2019 and 2020: A set of guidelines was developed for the FRSC 4900 (Research Thesis) course in 2018/2019, which recommended limiting the number of students a supervisor was in charge of, and extending the search for supervisors outside of the core faculty. However, while some progress has been made (several faculty in other department have agreed to supervise students), between the failed search in 2018/2019 and now COVID-19, these recommendations have not been fully implemented.
PDC Comments: PDC notes that the area has developed a plan to manage the number of students that each faculty member supervises. With a report confirming the implementation of the plan, PDC would consider this recommendation satisfied.
Status: ahead of target on target x behind target __recommendation satisfied
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Recommendation 6: That the Program investigate and report on the advantages and disadvantages of pursuing accreditation through the Forensic Educational Programs Accreditation Commission (FEPAC). Agents: Program Chair, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: FEPAC is a US accrediting agency that also accredits programs in Canada. Currently, two programs in Ontario are accredited (Laurentian and OUIT), and such accreditation will increase the marketability of the programs. 1. An initial review of the FEPAC accreditation standards and requirements has been conducted, and each criteria evaluated against the current status of the program. 2. The academic requirements for FEPAC accreditation have been evaluated against the current BFS program status. Certain deficiencies in the academic requirements have been identified and are being remedied. 3. Faculty and teaching resources were identified as potentially problematic, but efforts are being made to address these issues.
PDC-recommended further actions to be taken (2019): PDC notes that it appears the Program area has decided to pursue FEPAC accreditation. PDC looks forward to receiving a final report on the advantages and disadvantages of pursuing FEPAC accreditation, including if and when the submission will be made.
Actions taken 2019 and 2020: FEPAC is a US accrediting agency that also accredits programs in Canada. 1. Dr Cioppa and Dr VanLaerhoven attended a FEPAC accreditation seminar in February, 2020. The initial review of the FEPAC accreditation standards and requirements, combined with clarifications and information received at the seminar indicated that the main limitation in obtaining FEPAC accreditation will be resources. Discussions are ongoing with the Dean of Science Office on how to address this issue; however COVID-19 has interrupted these negotiations. 2. The academic requirements for FEPAC accreditation were evaluated against the current BFS program status. The program requirements have been modified and students will have the basic knowledge requirements.
PDC Comments: PDC notes that the area continues to move forward with FEPAC accreditation. PDC reiterates that, with a report on the advantages and disadvantages of pursuing FEPAC accreditation, including if and when the submission will be made, PDC would consider this recommendation satisfied.
Status: ahead of target on target x behind target __recommendation satisfied
Recommendation 7: That the Program report on the advantages and disadvantages of the establishment a Forensic Program Advisory Committee, involving the major stakeholders from the various programs/faculties, to assist in the future expansion of the forensic program. Agents: Program Chair, Forensics Program Committee Completion by: Fall 2018
Actions Taken 2017 and 2018: One of the first actions of the new Forensic Programs Administrator was to convene the Forensic Advisory Committee. It consists of: 1. Program Administrator and Dean’s representative 2. Forensic faculty (Jasra, Jasra LTA) 3. Cross-appointed and forensic-associated faculty (VanLaerhoven, Albanese) 4. Representatives from stakeholder departments, where not already represented by the above (Chemistry, Computer Science, Criminology, EES, Psychology) 5. student representatives from both the BFS and BA (Forensics)
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PDC-recommended further actions to be taken (2019): PDC commends the Program area on having moved quickly with the creation of a Forensic Program Advisory Committee and looks forward to hearing of the role and impact of such a Committee on the programs.
Actions taken 2019 and 2020: The Forensic Advisory Committee has been in operation since 2018, and has continued to provide advice and recommendations to the Dean. 1. One of its initiatives was to recommend two of the police officers (G. Scoyne and S. Hubley) that have been teaching in the program for the positions of Adjunct Professor of Practice. This has been an excellent decision, as both officers have provided advice and assistance during the COVID-19 shutdown on course changes and modifications, especially in those courses that need hands-on experience. 2. The Committee was tasked by the Dean to develop a 2+2 college transfer program from the Police Foundations program at Ontario colleges to ta new BA (Applied Forensic Science) stream, which has subsequently been passed by the Senate and will likely go into effect Fall 2021. 3. The Committee is developing a certificate program for UWindsor students interested in forensic science that can be completed within the scope of a normal degree program.
PDC Comments: PDC thanks the area for its report and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _x_recommendation satisfied
Recommendation 8: That the Program report on its efforts to continue and enhance its community outreach activities (e.g. annual CSI workshop) which are good marketing tools. Agents: Program Chair, Forensics Program Committee Completion by: Fall 2018
Actions Taken 2017 and 2018: Since July 1, 2018 the Program participated in the University of Windsor’s Science Academy, Science Olympiad, and several high school outreach events. An informal list is kept by Dr Shashi Jasra who handles such events; however there is no formal reporting procedure as of yet.
PDC-recommended further actions to be taken (2019): PDC thanks the Program area for its community outreach initiatives and encourages it to continue working to increase its efforts to market its programs.
Actions taken 2019 and 2020: The Program continues to participate in the University of Windsor’s Science Academy, Science Olympiad, and high school outreach events. The Associate Dean of Science Office keeps track of such events.
In addition, in 2019/2020 a college-transfer 2+2 program was developed and approved. However, marketing of this program to college student is on hold, due to COVID19.
PDC Comments: PDC considers this recommendation satisfied, noting the area’s ongoing efforts to enhance community outreach initiatives and market its programs, and its commitment to continue to do so with more marketing initiatives planned post COVID-19.
Status: ahead of target on target behind target _ x _recommendation satisfied
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Recommendation 9: That an alumni development plan be developed to support fundraising and student recruitment. Agents: Program Chair, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: After initial discussions, Dr Cioppa will be scheduling a meeting with G. Gray-Hall (Science Major Gifts Officer), the Dean of Science and the Office of Alumni Development to start an alumni development plan.
PDC-recommended further actions to be taken (2019): PDC notes the process and initial steps made towards meeting this recommendation and looks forward to hearing of the completion and implementation of an alumni development plan in the next status report.
Actions taken 2019 and 2020: Dr Cioppa held the meeting with G. Gray-Hall and obtained a list of forensic alumni. An outreach plan is in development.
PDC Comments: PDC looks forward to hearing that the alumni development plan has been completed, in the next status report.
Status: ahead of target on target x behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL STATUS REPORT ON: GENERAL SCIENCE (UNDERGRADUATE) January 2021
Recommendation 1: That Science engage in curricular planning and mapping for its General Science programs that clearly correspond to the program-level learning outcomes. [Science has submitted learning outcomes to Senate for each its General Science programs.] Agents: Associate Dean, CTL Completion by: Fall 2020
Actions taken 2019 and 2020: This has not been a priority due to the effort being made to deal with COVID-19 on campus. We are consulting with Dr. Isabelle Barrette-Ng, an expert on curriculum review and planning, on the steps we need to take. We will also observe their process in Integrative Biology which is an integral part of the General Science program.
PDC Comments: PDC thanks the area for its report and looks forward to receiving curriculum maps for the General Science programs prior to the next status report.
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 2: That Science make the General Science program learning outcomes more transparent to students (e.g., publish on an appropriate webpage). Agents: Associate Dean Completion by: Fall 2020
Actions taken 2019 and 2020: We are consulting with the Science Communications Officer to improve the General Science web presence. The General Science club is also being consulted on what they would like to see in terms of web-based resources. Learning outcomes and program planning for students would certainly be an available resource.
PDC Comments: With the launch of the CUMA database, which includes all approved program and course learning outcomes, PDC recommends the General Science webpage link to the CUMA website for access to the General Science program learning outcomes.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 3: That Science: a) collect and review more program-specific data (e.g., entry into and progress through the programs; different General Science program sub-cohorts - direct entry; involuntary entry; domestic versus key international cohort data; institutional surveys like NSSE, OUGS and CUSC and program exit survey data); and b) establish the recruitment and retention priorities for the General Science and Concurrent General Science/Bachelor of Education programs through greater program-specific data analysis. Agents: Associate Dean Completion by: Fall 2020
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Actions taken 2019 and 2020: We are involving the Registrar’s Office, Institutional Analysis, and the Acting Associate Vice-President, Enrolment Management in a conversation on how this data might be collected and analyzed. This has not been a priority due to the covid-19 situation.
PDC Comments: PDC notes the process established for addressing this recommendation and encourages the area to consider recent NSSE data, in addition to other data sources, as it moves forward with this recommendation.
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 4: That Science determine where and how improvements in the General Science student experience can be made, including whether there is widespread interest in program-specific study space, online course offerings, and other appropriate initiatives, subject to departmental capacity. This information may be obtained through, for example, focus groups or exit surveys. Agents: Associate Dean Completion by: Fall 2020
Actions taken 2019 and 2020: No action has been taken on this. COVID-19 has distracted these efforts. The General Science Club is being consulted on this recommendation. Exit surveys will be developed.
PDC Comments: PDC thanks the area for its report, noting the area’s intention to develop exit surveys to determine where and how improvements in the General Science student experience. As it moves forward with this recommendation, the area might also consider conducting focus groups or surveys of current students and reviewing data from the NSSE survey and the NSSE COVID survey. Analyzing enrolment trends may also provide insight into the student experience (realizing that trends may be impacted by COVID).
Status: ahead of target on target X behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) THIRD BIENNIAL STATUS REPORT ON: HISTORY (UNDERGRADUATE AND GRADUATE) January 2021
Graduate and Undergraduate
Recommendation 1: That the Department work with the Dean to develop strategies to address the teaching and resource needs of the programs. Agents: Department Head, Dean of FAHSS Completion by: Fall 2018
Actions taken 2015 and 2016: Teaching needs were a concern with the retirement of two senior faculty members in 2014. To address this, in the spring of 2014, the Dean of FAHSS was able to secure funding for two, two-year limited term appointments. History Council discussed teaching needs at both undergraduate and graduate levels, and decided to advertise the positions in the following areas: North American Colonial Borderlands, and Modern USA (with an emphasis on gender and race). The positions were advertised, and filled in the fall of 2014. In the spring of 2016, those two positions were extended to the end of 2018. What will happen beyond 2018 is uncertain. Further, continued medical issues and leave have prevented the remaining eight full time faculty from operating at full capacity. With the increased media and university level attention to local history, along with the rolling out of our popular courses in a planned Public History stream (including a university encouraged focus on the Borderlands) we will require the ability to grow in these areas after 2018. This will only occur if our depleted ranks are reinforced.
PDC-recommended further actions to be taken (2017): PDC notes that the area is on target in terms of dealing with short-term issues, and looks forward to receiving a plan by F2018 outlining strategies to address the teaching and resource needs of the program over the longer term.
Actions Taken 2017 and 2018: As of Fall 2018 this issue is 50% solved. We were granted a tenure track position in North American Borderlands and successfully hired a new professor. Our Modern America position will end in December 2018 with no renewal, and medical conditions continue to hamper our only Americanist. Thus, we have solved half the problem.
PDC-recommended further actions to be taken (2019): PDC congratulates the area on having hired a new tenure-track faculty member, and looks forward to receiving the plan for addressing the remaining teaching and resource needs of the programs, in the next status report.
Actions Taken 2019 and 2020: With the retirement of our American Historian, Peter Way, effective 31 December 2020, we are now wholly without a full time teacher of American History (cross-appointed Natalie Atkin teaches one history course per year). The department is pushing hard for this position to be filled.
PDC Comments: PDC notes that the recommendation calls for the development of strategies to address the teaching and resource needs of the programs. Such strategies may include the hiring of tenure-track faculty, but should also include broader considerations for addressing resource and teaching needs such as: sessional appointments; cross-listing courses; the development of autonomous, asynchronous, shared or online courses; exploring alternative funding sources such as an endowed chair; working with Emeriti faculty as mentors to alleviate the burden on new faculty, etc.
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PDC looks forward to a report on the plan for addressing the teaching and resource needs of the programs, in the next status report.
Status: ahead of target on target X behind target __recommendation satisfied
Graduate
Recommendation 2: That the Department examine its graduate program with a view to improving and enhancing its standards and attracting quality students. Among others, consideration should be given to: (a) examining and enhancing what is taught in the two required courses, (b) making sure reading and writing demands are consistently rigorous, (c) moving towards a six course degree (d) raising the admission average to 77% (e) adding directed reading options (f) introducing formal “progress reports” (g) developing recruitment strategy aimed at attracting students from outside the local area. Agents: Department Head, Department Council Completion by: Fall 2018
Actions taken 2015 and 2016: A series of recommendations relate to the improving and enhancement of standards for the graduate program. a) examining and enhancing what is taught in the two required courses, 43 -503 and 54-504.
In the fall of 2014, History/Graduate Committee discussed and reviewed the two required courses, 43-503 Modes of Historical Interpretation and 43-504 Historical Methods. It was decided that 43-503 serves an important purpose, getting students to consider different historical approaches as they have been applied in recent years. It was decided, however, to alter the focus and the assignments for 43-504 to provide the students with more direct guidance in developing a research plan/proposal for their major papers. The course was taught with this new approach in the winter of 2016.
b) making sure reading and writing demands are consistently rigorous. In the fall of 2014, History/Graduate Committee agreed on standard guidelines for reading loads at all year levels, including graduate courses.
c) moving toward a six-course degree. In the fall of 2015, History put forward the PDC forms to revise the program to increase the number of courses from five to six. This new requirement is in place as of fall 2016.
d) moving the admission average to 77%. The official History admission average (found in the calendar) is currently 75%, and this was the case when the IQAP review was done. The IQAP reviewers’ concerns about our low admission average was based on a mistake in our IQAP Report - when asked about requirements, we cited the Faculty of Graduate Studies minimum requirement, which is 70% (see the Graduate Calendar). Our actual admission average was, and is, officially 75% (see the Graduate Calendar, History Graduate Programs), something we did not make clear in our IQAP report. In practice, our incoming MA students usually have an overall GPA of 78% or higher, or if not, at least 78% in their past two years. Since the original IQAP recommendation was based on the misunderstanding that our admission average was 70%, we have not made raising our admission requirement (which is actually 75%) a priority.
e) adding directed reading options Faculty have set up individual directed reading options for the M.A. students over the past two years. This is done on a case-by-case basis, for students wishing more specific courses in their area of interest, or to accommodate students wishing to get coursework done over the summer.
Further, due to an initiative between History and Law to encourage MA students to complete in one year (and
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then join the Law program), we are developing an agreement that faculty will offer summertime directed readings that would more easily allow completion in one calendar year.
f) introducing formal “progress reports” Formal progress reports for M.A. students were introduced in the spring of 2015. The Graduate Coordinator, in conjunction with the students’ supervisor, do these evaluations.
g) developing recruitment strategies to attract students from outside local area In winter, 2016, hired a recent M.A. graduate with expertise in digital media to do some work on the graduate section of our website, introducing profiles of current and former graduate students.
In addition to this, and in order to attract top students from the GTA, we are developing a special program with Law that would allow a student to be accepted into both our MA program and Law School, with the understanding that they complete the History Main one year and then begin Law School.
PDC-recommended further actions to be taken (2017): PDC commends the area on the progress made with regard to this recommendation. PDC accepts the clarification provided for (d) and notes that this part of the recommendation should be withdrawn. Recommendation (d) withdrawn.
Actions Taken 2017 and 2018: History has implemented all of the initiatives listed in the 2015/2016 actions. All the requirements have been fulfilled.
PDC Comments (2019): In light of the response from the prior update and confirmation from the area that all initiatives have been implemented, PDC concurs that this recommendation satisfied.
Recommendation Satisfied (2018-2019)
Undergraduate
Recommendation 3: That better and more discipline specific training be provided for mentors working in the first- year undergraduate course (43-110), as well as for departmental GAs. Agents: Department Head Completion by: Fall 2018
Actions taken 2015 and 2016: In winter, 2015, the History Department Head, as well as History faculty members who teach/have taught 43-110 met with the coordinators of the Mentorship and Learning course to discuss training for History mentors. We made some changes in the scheduling of 43-110, to make it easier for the faculty member teaching the course to meet with the mentors before the weekly class. Other issues were also discussed about maintaining better communication between students, faculty working with the mentors, and the coordinators of Mentorship and learning. This was implemented in the fall of 2015.
The Graduate Coordinator already provides a marking workshop for M.A. students, and in 2014-15, arranged for an extra workshop for M.A. students provided by CTL.
PDC-recommended further actions to be taken (2017): PDC notes the area’s efforts to provide better and more discipline-specific training to mentors working in the first-year undergraduate course (43-110), as well as for departmental GAs, and looks forward to hearing of the impact of these efforts on student engagement and outcomes in 43-110.
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Actions Taken 2017 and 2018: The improved communication and coordination between the 110 instructor and mentors has had a positive effect on the class.
PDC Comments (2019) PDC commends the area on its efforts with regard to this recommendation, particularly with regard to mentors working in the first-year undergraduate course. With a report outlining consistent and regular (annual) GA training, PDC would consider this recommendation satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 4: That the undergraduate curriculum be re-examined for minor modification, perhaps removing one required first-year course and having one required second year course instead. Part of this re- examination would be the development of an agreed on set of critical reading and writing expectations for each level of the undergraduate curriculum, and particularly for the core courses such as 43-110, 43-111 and 43-303. Agents: Department Head, Department Council Completion by: Fall 2016
Actions taken 2015 and 2016: Reading expectations: In fall 2014, History Council developed a set of reading expectations for each level of the undergraduate curriculum.
Re-examining core curriculum: 43-303 Schools of Historical Thought In 2014-2015, after a series of discussions with History Council and the faculty members who teach 43-303 Schools of Historical Thought, the course description and learning outcomes were revised. The new description/outcomes provide more specific and clear guidelines for expectations and orientation in the course.
43-111 Making History: Methods and Practices In 2015-2016, after a series of discussion with History Council and those who have taught 43-111, it was decided to revise the course and move it to second year, to provide better support for History majors as they go through the program, and to maintain focus on core skills. In spring of 2016, the old course, 43-111 was deleted, replaced with a new course, 43-203 Making History: Methods and Practices. Although the title remained the same, the course description was revised substantially to reflect the shift to a more advanced level. The revised course description/learning outcomes also incorporated new areas such as digital history and public history, to support new upper-level courses in those fields.
43-110 Past to Present: Understanding History We met with the mentor trainers and worked out new and fruitful methods for improvement. This makes for a smoother transition to 203.
PDC Comments (2017): PDC commends the area on its undergraduate curriculum revisions and notes that this recommendation has been satisfied.
Recommendation Satisfied (2016-2017).
Recommendation 5: That the Department introduce a full-year, fourth-year capstone course that is research intensive, offering students important skills they can identify as ‘transferable’ to the job market. Agents: Department Head, Department Council Completion by: Fall 2018
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Actions taken 2015 and 2016: In 2014-15, the Department created 43-499 Research Capstone Thesis. It is being offered for the first time in 2016-17. In addition to the capstone course, the IQAP Reviewers' Report had suggested we develop some public history courses that would provide job skills in the field of museum and archival work. With that in mind, in 2015-16, the History Department created three other senior-level courses emphasizing skills transferable to the job market: 43-380 History on the Web, focusing on analyzing and applying digital media 43-480 Public History, providing students with theoretical and practical skills in public history and community history 43-481 Public History Practicum, a for-credit practical internship where students work with local museums and heritage groups to gain skills and experience in the public history field.
PDC Comments (2017): PDC commends the area its efforts with regard to this recommendation and notes that this recommendation has been satisfied.
Recommendation Satisfied (2016-2017).
Recommendation 6: That the Department submit learning outcomes and assessment methods for each of its courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016
Actions taken 2015 and 2016: Alas, we are behind schedule on this. Having met or exceeded all of the other recommendations, we are in good shape to now tackle this.
PDC-recommended further actions to be taken (2017): PDC looks forward to seeing more progress on this recommendation in the area’s next update. PDC encourages the area to seek assistance from the CTL, as needed, on the articulation of course learning outcomes and the associated assessment methods. PDC also recommends undertaking a curriculum mapping exercise to assist in aligning course learning outcomes and assessment methods to program learning outcomes.
Actions Taken 2017 and 2018: The struggle to encourage all professors to provide learning outcomes for all of their courses continues. This should finally be completed by December.
PDC-recommended further actions to be taken (2019): PDC directs the area to increase its efforts with regard to this recommendation. PDC, once again, encourages the area to seek assistance from the CTL, as needed, on the articulation of course learning outcomes and the associated assessment methods. PDC also recommends undertaking a curriculum mapping exercise to assist in aligning course learning outcomes and assessment methods to program learning outcomes.
Actions Taken 2019 and 2020: This task was completed alongside curriculum mapping.
PDC Comments: PDC thanks the area for its efforts to complete its course learning outcomes, along with its curriculum maps. Upon submission of the materials to PDC, this recommendation would be satisfied.
To date, PDC has received learning outcomes for 22 undergraduate courses and 1 graduate course.
Status: ahead of target on target X behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) THIRD BIENNIAL STATUS REPORT ON: MASTER OF HUMAN KINETICS (GRADUATE) January 2021
Recommendation 1: That, given the recent introduction of a PhD program to the department and increasing numbers of students, HK consider how secretarial support is provided to this program pending an assessment of its efficiencies. Agents: Dean of HK, Department Head Completion by: Fall 2018
Actions taken 2015 and 2016: Secretarial support for the graduate program is provided by a Graduate Secretary. The current Graduate Secretary has considerable experience in this role in two programs on campus and has performed at a very high level since she was hired in Kinesiology (Winter 2015). The Graduate Secretary is also the Assistant to the Department Head. Although the workload with this combined position is fairly high, the incumbent was hired because of her demonstrated skills and leadership abilities in an office environment. She utilizes the front office staff (Receptionist/Secretary and Undergraduate Secretary) in Kinesiology very well to help with things related to the graduate program, as needed. The current Department Head spent the last two years carefully hiring staff for the front office (to replace retirements, several people moving to other positions on campus, a resignation, etc.). Through this process, two very skilled and capable Secretaries were hired who provide substantial help to the Graduate Secretary. To date, all jobs and activities related to the graduate programs, MHK and PhD, have been completed to a high level of satisfaction. With eGAS coming online very soon, it is anticipated that the amount of time needed to process graduate files will decrease significantly. This should also help to reduce the workload on the Graduate Secretary.
Further Actions to be Taken: If the PDC has any specific questions regarding how the Graduate Secretary position operates or can expand on what additional information could be provided from an “assessment of efficiencies”, the Department Head of Kinesiology and the Dean of the Faculty of Human Kinetics would be happy to provide this information.
PDC-recommended further actions to be taken (2017): PDC thanks the area for its thorough response and looks forward to an update in the context of the launching of the eGAS.
Actions Taken 2017 and 2018: The Graduate Secretary continues to balance the enhanced workload of the MHK and PHD programs in light of increasing enrollment and immense turnover in the front office. The introduction of eGAS has helped to increase the efficiency with which graduate applications are processed. Furthermore, now that we seem to have some stability among our front office personnel, it is anticipated that less time will be allocated to the training and development of these new people, and more time can be directed toward enhancing our graduate programs. However, the introduction of the new UWinsite Finance and Student systems has diverted considerable attention away from graduate program-related activities in the short-term.
PDC Comments (2019) PDC notes that the introduction of eGAS and the stability in administrative staff has and will increase efficiencies. PDC appreciates that the new UWinsite Finance and Student systems will initially impact efficiencies, but concurs with the area that this is temporary and will be reversed as the systems become more familiar. In light of this, PDC considers this recommendation satisfied.
Recommendation Satisfied (2018-2019)
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Recommendation 2: That Kinesiology continue to explore how it might provide additional entrance scholarships to international students. Agents: Dean of HK, Department Head Completion by: Annual Review
Actions taken 2015 and 2016: No formal discussions regarding this recommendation have been made to date between the Department Head of Kinesiology, the Dean of Human Kinetics and the current Graduate Coordinator for Kinesiology (new summer 2016). Our previous Graduate Coordinator had put some growth incentive funding aside to address this recommendation. However, changes to the GA funding model necessitated a reallocation of this funding to cover GA employment this fall. Our current Graduate Coordinator has developed a list of action items that her Graduate Committee is in the process of prioritizing. The viability of providing additional entrance scholarships to international students will be added to this list for future discussion. Funding for graduate students is also on the HK Major Gift Officer’s list of fundraising priorities.
Further Actions to be Taken As indicated above, the viability of providing additional entrance scholarships to international students will be added to the list of action items currently being compiled by the Graduate Coordinator for future discussion.
PDC-recommended further actions to be taken (2017): PDC looks forward to an update on this recommendation, with a list of specific actions taken, in the area’s next status report.
Actions Taken 2017 and 2018: Since re-allocating resources to accommodate changes to the GA funding model, not much has changed regarding the status of entrance scholarships for international students. This item is on the list of fundraising priorities identified by our HK Major Gifts Officer, but little (if any) tangible growth has been seen here, as other initiatives (i.e., Lancer Sport and Recreation Centre and the Centre for Human Performance and Health) have taken priority. With the recent resignation of our Major Gifts Officer (effective November 9, 2018), it is suspected that fundraising to support entrance scholarships for international students is still several years away. That said, recent international MHK and PhD students have been successful in obtaining entrance scholarships from the Faculty of Graduate Studies and through the Ontario Graduate Scholarship (OGS ) program. And for the first time, one Enhanced International Entrance Scholarship (plus Graduate Assistantship) was awarded by the Faculty of Graduate Studies to an incoming PhD student in Kinesiology for the 2018-2019 year. During the review period, we have also provided guaranteed Graduate Assistantships to every graduate student in the Faculty of Human Kinetics. On this basis, we believe that our funding levels are still competitive with other programs throughout the province of Ontario and across Canada.
PDC Comments (2019): PDC commends the area on having established sustained and ongoing funding opportunities for its graduate students (domestic and international), ensuring that the area’s funding levels are competitive with other similar programs in Canada. PDC consider this recommendation satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 3: That, with the assistance of the Graduate Coordinator and graduate students, the department establish a Kinesiology Graduate Student Association. Agents: Dean of HK, Department Head, Graduate Coordinator Completion by: Fall 2016
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Actions taken 2015 and 2016: Informal operation of a Kinesiology Graduate Student Association (KGSA) occurred last academic year under the leadership of the Graduate Coordinator and a small group of graduate students in the program. New students have come forward (two PhD students) to formalize the KGSA this year. As indicated at a recent Kinesiology Graduate Committee meeting, the paperwork that needs to be submitted in order that the KGSA be formally recognized on campus, is being filled out now (October 2016).
Further Actions to be Taken Details related to the formation and functioning of the KGSA will be discussed and approved by the Graduate Committee and Kinesiology Council. The paperwork will be submitted once completed and approved within the department.
PDC-recommended further actions to be taken (2017): PDC notes the area’s efforts with regard to this recommendation and looks forward to confirmation of the formal recognition of the Kinesiology Graduate Student Association, in the area’s next status report.
Actions Taken 2017 and 2018: The Kinesiology Graduate Student Association (KGSA) gained some traction during the review period, but due to turnover among the students involved in the previous iteration, it was never formalized. Despite these setbacks, we are happy to share that the KGSA was formalized under the leadership of a third cohort of students during the Summer of 2018. Under their leadership, the KGSA has established a mission, goals, by-laws, nomination and election procedures for officers, communication protocols, and has applied to become a formally-recognized student club with the Graduate Student Society (GSS), the outcome of which is pending. The KGSA has planned several social and fundraising events for the 2018-19 academic year, and is exploring the possibility of legally registering as a non-profit organization so that it may engage in a variety of larger-scale fundraising initiatives in the future. Representatives from the KGSA Executive participated in our Fall Graduate Orientation program in September and have assisted in identifying graduate student advocates to serve on various Departmental and University-wide committees. The current leadership of the KGSA is primarily comprised of PhD students, in hopes of maintaining some stability during the Association’s formative years. This is particularly important in our Department, as our MHK students are a fairly transient group; more than 60% of these students participate in the internship program, which necessitates them to relocate to complete their placement hours.
PDC Comments (2019): PDC commends the establishment of a Kinesiology Graduate Student Association, and notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 4: That the department assist graduate students in developing their writing skills through, for instance: • the delivery of writing skills courses/workshops, focusing on thesis and grant writing for its graduate students; • the incorporation of writing skills development into the seminar course as the department has done with modules on GA effectiveness, online course instruction, and research ethics. [Dean’s response, Head’s Response] Agents: Department Head, HK Council faculty members, Graduate Coordinator Completion by: Fall 2016
Actions taken 2015 and 2016: As indicated in the recommendation, writing skills development was addressed in the PhD seminar for all current doctoral students. For example, last year the PhD students created 5-6 workshops for Kinesiology undergraduate students, covering topics such as study habits, professional communication, etc. This year, they are working on creating Teaching Dossiers. Dr. Pierre Boulos gave a workshop on argument formulation and development. The
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Kinesiology Librarian, Sharon Munroe, holds office hours within our department once per week to help students with locating appropriate resources for their work. In addition, there is a focus on writing in several courses that our graduate students have to take. For example, many of the graduate courses include papers and seminars as major components of their courses. Dr. Elizabeth Keating (English Language, Literature, & Creative Writing) has given writing workshops in some of the graduate courses, and is available to work with individual students who have self-identified as needing writing assistance. Finally, the GA/TA Academy offers workshops on writing, which are available to all graduate students free of charge.
Further Actions to be Taken Writing skills development will continue to be supported through the PhD seminar series for all current doctoral students, and through graduate courses for all current MHK students. In addition, MHK students will be informed of the additional resources available to them (i.e., Dr. Keating, Ms. Munroe, GATA Academy workshops). Finally, we are investigating the possibility of developing a course dedicated specifically to academic writing.
PDC-recommended further actions to be taken (2017): PDC congratulates the area on the efforts made with regard to this recommendation but notes that many of the initatives are ad hoc in nature. PDC request that the area report on how there will be imbedded writing skill development that is sustainable over time. This could be done, for example, by formally imbedding it in a seminar series or new course.
Actions Taken 2017 and 2018: Due to turnover in the role of Graduate Coordinator (three different people held this role over the past three years), there has been limited progress on this front. At both the MHK and PhD levels, students are encouraged to participate in the PROPEL series of Graduate Professional Development workshops that have been jointly developed by the Faculty of Graduate Studies and the Office of Career Development and Experiential Learning. Information regarding these workshops are communicated to students during the Fall Graduate Orientation and are noted in the MHK and PhD handbooks. Moreover, dates of upcoming workshops are embedded into the course syllabus for our Kinesiology Doctoral Seminar (07-95-695) to help raise awareness of these opportunities. Similarly, every MHK and PhD student participates in a half-day workshop delivered by the GATAcademy as part of the Fall Graduate Orientation. Information regarding supplementary workshops are shared on a regular basis by the GATA Network Coordinator, Ms. Laura Chittle, who is a third year Kinesiology PhD student.
As has been done in the past, PhD students are leading a series of workshops for Kinesiology undergraduate students on everything from writing, to study habits, to graduate program applications and grant writing. As part of the Doctoral Seminar, every PhD student will also have the opportunity to complete a Teaching Dossier, facilitated by learning specialists from the Centre for Teaching and Learning (CTL). Kinesiology Librarian, Ms. Sharon Munro, continues to hold regular office hours in the HK Building throughout the Fall and Winter semesters, and meets with every MHK – Sport Management student as part of the Research Methods (07-95-562) course. Similarly, Ms. Kristi Thompson, Data Librarian with the Leddy Library, regularly visits with students in our Doctoral Seminar (07-95-695) to help students access data that they may wish to use for their research.
Within the MHK program, nearly every course emphasizes written communication as a key learning outcome, and have embedded written assessments into their course design. In some classes, these written products take the form of traditional research proposals (e.g., 07-95-511) and/or complete research projects (e.g., 07-95-562 – required of all Sport Management students), while others may take the form of business case briefs (e.g., 07-95- 508), lab reports (e.g., 07-95-507), mock research grant applications (e.g., 07-95-527), research ethics applications (e.g., 07-95-527), book reviews (e.g., 07-95-505), contributions to online discussion fora (e.g., 07-95-523), extended literature reviews (e.g., 07-95-595 – Nutrition & Chronic Disease), newspaper columns/editorials (e.g., 07-95-595 - Newsroom), organizational assessments (e.g., 07-95-502), and critical reflections (e.g., 07-95-500). As can be seen from this brief summary, there is considerable effort put forth in our courses to provide our graduate students with exposure to various writing styles and assistance with their writing, should they need it. In addition, all graduate students must complete a major written research project (internship, thesis, dissertation), a process through which extensive feedback and direction is provided by their advisors and committees on written communication. Because
Page 45 of 79 Page 52 of 255 of these efforts, a separate course focused on writing is not deemed necessary, nor could it be done without posing considerable challenges to our unit, given that the styles of writing and citation/reference styles vary greatly from one Kinesiology sub-discipline to another (e.g., sport history, biomechanics, sport management, motor control, sport psychology, health, human development, etc.).
PDC Comments (2019): PDC notes that writing skills development has been integrated into the individual courses in way that is germane to the relevant Kinesiology sub-discipline. PDC considers this recommendation satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 5: That the Department submit learning outcomes and assessment methods for each of its Master’s-level courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016
Actions taken 2015 and 2016: Given the change-over of the Graduate Coordinator in the summer of 2016, this recommendation has not been satisfied. The current Graduate Coodinator is reviewing the learning outcomes and assessment methods for each Masters-level (and PhD-level) course and will report back on this in the next cycle.
Further Actions to be Taken The current Graduate Coodinator is reviewing the learning outcomes and assessment methods for each Masters- level (and PhD-level) course and will report back on this in the next cycle.
PDC-recommended further actions to be taken (2017): PDC encourages the area to contact CTL for assistance in moving this recommendation forward, and directs the area to submit learning outcomes and associated assessement methods for each of its Master’s level courses in its next staus report.
Actions Taken 2017 and 2018: Given another changeover of the Graduate Coordinator in the summer of 2017, this recommendation has not yet been satisfied. However, as part of Kinesiology’s ongoing IQAP review process, we have formalized and approved (PDC180514-5.25) program-level learning outcomes for both our MHK and PhD degrees. Furthermore, on Friday October 12, 2018, our full-time (and some part-time) faculty participated in a day-long retreat on writing course- level Learning Outcomes that was facilitated by Ms. Allyson Skene (Learning Specialist with the Centre for Teaching and Learning) and Dr. David Andrews (Teaching Leadership Chair in the Faculty of Human Kinetics, and Head of the Department of Kinesiology). Although the emphasis during this retreat was on writing learning outcomes for undergraduate courses, a subsequent workshop specific to writing learning outcomes for graduate courses is currently being planned. It is our intention to have all graduate (MHK and PhD) course learning outcomes approved internally and submitted to PDC via the Electronic Approval Workflow before the conclusion of the 2018-19 academic year.
PDC-recommended further actions to be taken (2019): PDC notes the area’s efforts with regard to this recommendation, and looks forward to receiving learning outcomes and assessment methods for each of its Master’s-level courses.
Actions Taken 2019 and 2020: The Faculty of Human Kinetics and Department of Kinesiology have undergone significant structural changes in its administration over the last 5 years. This is noted in the “actions taken” for this recommendation from previous years. In 2019, there was another turnover in graduate program administration when Dr. Kevin Milne and Dr. Cheri
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McGowan were appointed Associate Deans of Academic Programs and Research and Graduate Studies, respectively. In his position as Associate Dean-Academic Programs, Dr. Milne took over the role of handling program and course level outcomes. In December of 2019, Dr. Milne was successful in obtaining a CTL grant to facilitate a curriculum mapping retreat that focused on the graduate program in Kinesiology. That retreat was attended by 17 of the 22 active full-time teaching faculty with graduate status where faculty discussed curriculum mapping at the graduate level, direction of the graduate streams, and faculty members were encouraged to revisit and update their learning outcomes in their graduate courses. Following this retreat (early 2020), an internal deadline was set for completing learning outcomes for the end of summer 2020. In the wake of the University moving to a primarily online teaching format in early March 2020, and subsequently, the entire 2020/2021 academic year, and a decision was made by Dr. Milne to not hold firm to the summer deadline for learning outcomes as faculty switched their focus to developing and modifying their current course workloads. Nonetheless, 2 additional graduate course learning outcomes were submitted and approved through PDC. After discussion at a Kinesiology graduate program committee meeting in October 2020, Dr. Milne noted his plan to have the majority of our graduate course learning outcomes approved at our November departmental council meeting, and in the PDC workflow before the end of the year.
PDC Comments: PDC looks forward to receiving the remainder of the learning outcomes for the graduate courses. PDC notes that these learning outcomes and the curriculum maps should be included in the area’s next Self-Study.
Status: ahead of target on target X behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL STATUS REPORT ON: LIBERAL ARTS AND PROFESSIONAL STUDIES (UNDERGRADUATE) January 2021
Recommendation 1: That FAHSS monitor enrolment, retention, and graduation data in the LAPS program, in light of Fall 2018 changes in admission and enrolment practices, with a view to increasing the success of LAPS and its students, and determining capacity, staffing, and other resource needs. Agents: Assistant Dean, Dean of FAHSS Completion by: Fall 2022
Actions taken 2019 and 2020: FAHSS has worked closely with the Office of the Registrar to monitor enrolment and graduation statistics in the LAPS program. In 2019-2020, the Office of the Associate Dean, Partnership Development and Interdisciplinary Studies prioritized interdisciplinary programs including LAPS in updated recruitment and marketing campaigns in collaboration with the Office of Enrolment Management. Recent recruitment data for 2020 demonstrates an increase in enrolment despite the COVID-19 pandemic.
PDC Comments: PDC thanks the area for its report and looks forward to a more detailed report on the successes of the Fall 2018 changes on enrolment numbers, and retention and graduation rates.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 2: That FAHSS work with Faculties that are directing underperforming students in their programs to LAPS to assess the appropriateness of LAPS to those students. Agents: Assistant Dean of FAHSS, Dean of FAHSS, Associate Deans (Undergraduate) of relevant Faculties Completion by: Fall 2020
Actions taken 2019 and 2020: At the outset of this recommendation, the Office of the Dean – FAHSS worked with Associate Dean Academics in other faculties, including Science, Engineering, and Business, to address this concern. In the 2019-2020 academic year, considerably fewer inappropriate recommendations for students to undertake the LAPS program have been fielded. FAHSS continues to review the appropriateness of LAPS for underperforming students directed to us by other faculties.
PDC Comments: PDC commends the area for implemented a process to review the appropriateness of LAPS for underperforming students directed to FAHSS by other Faculties. PDC notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _X_recommendation satisfied
Recommendation 3: That FAHSS engage in curricular planning and mapping for its LAPS programs that clearly correspond to the program-level learning outcomes. [FAHSS has submitted learning outcomes to Senate for each of its LAPS programs.] Agents: Assistant Dean, CTL Completion by: Fall 2020
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Actions taken 2019 and 2020: In Fall 2019, the Office of the Dean – FAHSS revised the program requirements to correspond with overall principles of a liberal arts education captured in the learning outcomes. The central curricular change was to expand the number of certificate options across the FAHSS from 2 to 7. LAPS students in the General and Honours programs now have the option of completing certificates from the following list: Certificate in Anthrozoology, Certificate in Applied Information Technology, Certificate in Arts Management, Certificate in Law and Politics, Certificate in Public Administration, Certificate in Organizational Management, Certificate in Second Language Education, Certificate in Women’s and Gender Studies, and Certificate in Work and Employment Issues. Programs were also updated to require that one Minor out of 2 (General BA) or 3 (Honours BA) must be taken within FAHSS. Possible additional changes include the addition of the Certificate in North American Studies in FAHSS, as well as further discussion about the potential additional of certificates in the Faculty of Science and the potential creation of a common core course at the first- or second-year level.
PDC Comments: PDC commends the area on the recent curricular changes, which provided more structure to the LAPS program. With regard to curriculum mapping, PDC encourages the area to contact the CTL for guidance on how it might undertake the mapping of the course learning outcomes to the program learning outcomes, given the diversity of course options. PDC looks forward to receiving curriculum maps for each of the LAPS programs.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 4: That one room on campus be made permanently available to LAPS students for academic, social, and extra-curricular purposes, to assist them in establishing and maintaining an academic identity and purpose. Agents: Dean Completion by: Fall 2020
Actions taken 2019 and 2020: Consideration has been given to the need for LAPS students to form a cohort through shared space on campus. The discussion was planned for Summer 2020. However, due to the COVID-19 pandemic, this action has been delayed for the foreseeable future.
PDC Comments: PDC encourages the area to move forward with the discussion of space for LAPS students, in the hopes that such space, if identified, could be available to students upon the return to campus (post-COVID) or soon thereafter.
Status: ahead of target on target X behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) SECOND BIENNIAL STATUS REPORT ON: MATHEMATICS AND STATISTICS (UNDERGRADUATE AND GRADUATE) January 2021
Recommendation 1: That the Department submit course-level learning outcomes and assessment methods for each of its courses that clearly correspond to the program-level learning outcomes. [Program-level learning outcomes for each of its undergraduate and graduate programs that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate" were submitted and reviewed as part of the Self-Study. (See SS, pp19-35) PDC notes that the Department has developed learning outcomes for most of its undergraduate and graduate courses and looks forward to receiving them and completing its review of the course-level learning outcomes.] Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2018
Actions Taken 2017 and 2018: As stated in the review, the department has developed course-level learning outcomes for all undergraduate level courses. As of the date of submission of this document, course-level learning outcomes have been submitted and approved for eleven of the Department's forty-four undergraduate courses. We recognize the need to have the documents approved as quickly as possible and that it is possible to increase the pace of this process. At the same time, we also recognize that each set of learning outcomes needs to be carefully reviewed and approved by the Science Program Development Committee before undergoing further review by PDC before being approved by Senate. To submit all of the remaining thirty-three documents at one time would occupy the agendas of these committees and possibly slow the progress of more urgent business, such as new program proposals or calendar changes. Our approach going forward will be to submit our course-level learning outcomes at a regular pace throughout the year until all have been approved.
PDC- recommended actions to further be taken (2019): PDC thanks the area for its update and looks forward to having received and reviewed all course learning outcomes by the time of the next status report.
Actions taken 2019 and 2020: All courses now have Senate approved Learning Outcomes that are published on the Uwindsor website.
PDC Comments: PDC thanks the area for its work, noting that course learning outcomes for all but two undergraduate courses have been submitted (MATH-4000. Topics in Mathematics and STAT-4000. Topics in Statistics). PDC notes that learning outcomes are still outstanding for many of the graduate courses and that these should be completed by the area’s next Self-Study which begins in 2021/2022.
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 2: That the Department integrate problem-solving and communication skills in more courses, especially at the fourth-year level in the honours program; and that the Department report on approaches to addressing learning outcomes F and I which might include a thesis or special project requirement to its undergraduate programs or modifying course assessment methods. [F. communicate mathematically concepts effectively and precisely to a variety of audiences (this is also relevant to learner outcome G) I. Study new mathematical material independently, and identify future steps for further development. (ER, p.5)]
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Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2018
Actions Taken 2017 and 2018: We currently offer a number of courses that have a strong focus on problem-solving. These include Statistical Consulting, Experimental Design, Stochastic Operations Research, Linear Programming, Actuarial Mathematics, Portfolio Optimization, and Regression. We have prepared learning outcomes for all of these courses, and as stated previously, we will be submitting those not yet approved for approval. Beyond this, there are three specific actions that the Department is taking to bring more problem-solving and communication skills into our program. The first is the development of a certificate in Statistical Consulting. This gives students the opportunity to develop their problem solving, group work, and communication skills while working on statistical analysis of real problems, using real data sets. We expect this to be in place in time for the 2019-2020 academic year. The second action is to offer course credit for undergraduate research within the framework of the Faculty of Science undergraduate student research course. This option is now available to students. The third action is to introduce student-run training sessions for the Canadian Math Kangaroo competition. Students will develop their problem solving and communication skills by teaching problem solving workshops to students in grades 1 to 12 using training materials from Canadian Math Kangaroo or other regional competitions. The intention is to develop this within the framework of the Faculty of Science service learning course. The Department is the regional host for the Canadian Math Kangaroo competition, but there is still work to be done before the student-run training sessions can be fully implemented.
PDC Comments (2019): PDC commends the area on its initiatives to bring more problem-solving and communication skills into its programs. With a report confirming that these planned actions have been implemented, PDC would consider this recommendation satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 3: That the undergraduate studies committee develop a method to offer courses in a consistent and predictable manner. [PDC notes that the Department is creating a 4-year plan for students in order that they may plan their course sequence. With the submission of this plan, PDC would consider this recommendation satisfied.] Agents: Department Head Completion by: Fall 2018
Actions Taken 2017 and 2018: The Department has finished the 4-year course-offerings plan. The plan is available to students through the departmental website: http://www1.uwindsor.ca/math/system/files/Math%20and%20Stats%20Course%20Offering%20Schedule_0.pdf
PDC Comments (2019): PDC commends the area on its 4-year course offerings plan and notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 4: That the department stay as an affiliate member of the Fields Institute. The membership cost is $5,000 per year but the benefits easily outweigh this cost in terms of research activity and opportunities for students and also graduate recruitment. If the department cannot find the funds within its own budget the Faculty and the Office of Research should be approached. Agents: Department Head, Dean of Science, Office of VPRI Completion by: Fall 2018
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Actions Taken 2017 and 2018: This recommendation was brought to the Department Council, and Council agreed with the recommendation. We remain an affiliate member of the Fields Institute.
PDC Comments (2019): PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 5: That the Head make a case to the Dean of the Faculty for recognition of the major role the department plays in terms of service teaching. Service teaching at a quality level should be seen as an important mission of the department. It should be valued and resourced at the proper level. Agents: Department Head Completion by: Fall 2018
Actions Taken 2017 and 2018: The case that the Department's role in service teaching is unique among departments has been made to the Dean and the Dean has indicated that this is understood and is considered. In particular, this point has been stressed in relation to the Department's request for additional Faculty members to support undergraduate teaching and for additional teaching assistant resources to support undergraduate teaching. The Dean has committed to providing a teaching assistant budget that meets the Department's teaching needs. As well, the Head has started discussions with the Dean on the need for an AAS position to support the delivery of labs in our first-year courses. We also note that the current university budget model recognizes service teaching to other faculties.
PDC Comments (2019): PDC notes that the area has made a case to the Dean for recognition of the major role the department plays in terms of service teaching, and encourages it to continue to do so as needed. PDC concurs with the area that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 6: That the Department pay particular attention to maintaining high consistent standards for sessional teaching in the introductory courses; that it report on the feasibility of providing doctoral students with the opportunity to teach some introductory courses; and that it consider making a case to the Dean of the Faculty for AAS as Learning Specialists and/or sessional lecturer positions with a focus on teaching the introductory courses. Agents: Department Council, Head, Dean of Science Completion by: Fall 2018
Actions Taken 2017 and 2018: The department currently has one permanent sessional lecturer to support undergraduate teaching. The recommendation that the Department make a case to the Dean for another of these positions was brought to the Department Council. The decision of Council was to focus on rebuilding our cohort of tenure-track faculty members (rather than sessional lecturers), as recommended elsewhere in this report, to support both high quality teaching and the development of our programs within the areas of priority outlined in the Strategic Mandate Agreement. With respect to the recommendation that doctoral students be provided with the opportunity to teach introductory courses, there are actions that can be taken and actions that cannot be taken. The collective agreement between the Windsor University Faculty Association and the University of Windsor provides clear criteria for the hiring of sessional instructors. This includes the condition that an applicant holding a PhD be given preference over an applicant not holding a PhD. We have award-winning sessional instructors holding PhDs, with preferred status in
Page 52 of 79 Page 59 of 255 many of our introductory courses. We continue to follow the criteria in the collective agreement and give these applicants priority over applicants (including our students) who do not yet hold a PhD and do not have preferred status in a course. On the other hand, one action that we can, and do, take to support our doctoral students’ teaching development, is to encourage our doctoral students to apply for sessional positions. In situations where a doctoral student is the strongest applicant, as per the criteria in the collective agreement, we have given these students positions as sessional instructors.
PDC Comments (2019): PDC thanks the area for its detailed report. PDC notes that recommendation 5 (above) is, in part, a response to recommendation 6 and that part of the area’s plan is to obtain an AAS/LS position to support the delivery of labs in its first-year courses. PDC notes that discussions are underway with the Dean to this end. PDC concurs with the area that this recommendation is satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 7: That the Department engage in a strategic planning exercise with a view to 1) matching the size of its programs to the size of the department so as to maintain high quality programming; 2) critically examining the future direction of the PhD in Pure Mathematics and reporting on its plan for the continued viability of the program; and 3) prioritizing opportunities for expansion. That the Department report on its findings. Opportunities and initiatives for improvement or expansion may include those listed below and/or other more appropriate opportunities and initiatives identified during the strategic planning process: (a) developing graduate programs which could better align industry and local demands, for example applied mathematics. (b) offering a course in Data Analytics (c) structuring the MSc in Mathematics and the MSc in Statistics course requirements in a more organized fashion, with specifically enumerated required course and the ability to select some courses from a list of approved offerings. This should help with the course scheduling. (d) pursuing the possibility of embedding the SAS certificate within its current applied course or offering the SAS Certificate as an add-on to the degree. (e) reviving the Centre for Statistical Consulting, Research and Learning (CSCRL), especially in terms of connecting and reaching out to external clients. The scope of the Centre should be broadened to include areas such as operations research and applied mathematics, in addition to statistical consulting. It can be done under the “analytics” umbrella where the general goal is to utilize quantitative techniques to help clients solve problems. (f) developing new programs, program partnerships and pathways to enhance enrolment. (eg, 4+1 type programs whereby students can earn a baccalaureate and a Masters degree in 5 years; 3+1 type programs in which international students can earn a baccalaureate from the University of Windsor; 3+2 (or 3+1+1 or 3+1+2) type programs in which international students can earn a baccalaureate and a Masters degree from the University of Windsor) (g) establishing undergraduate and master level programs in analytics (or data science) in collaboration with Computer Science Department. (h) establishing 12-month cost-recovery master level professional program in business analytics (for example, general business analytics or business function specific analytics such as in marketing or in finance), in collaboration with the Odette School of Business and the School of Computer Science. Agents: Department Head, Department Council, Dean of Science Completion by: Fall 2020
Actions Taken 2017 and 2018: In Departmental Council and in a variety of ad hoc committees, we have discussed strategic directions for the department. That we have an SPF position in Big Data is a result of this planning. We continue to discuss the viability of the Mathematics PhD program, but see no need to close the program at this time, as it exists with no corresponding cost.
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(a) A proposal for a professional program in Applied Mathematics was submitted to Departmental Council for discussion. It was not approved. (b) We have a new faculty member in Big Data Analytics and we will begin discussions on the development of a relevant course. (c) Course scheduling for all graduate programs and undergraduate programs is in place. This is the result of a year long process. http://www1.uwindsor.ca/math/system/files/Math%20and%20Stats%20Course%20Offering%20Schedule _0.pdf (d) We are developing a Certificate in Statistical Consulting and will consider this recommendation in its development. (e) Rather, we are working with the Data Centre at Leddy to develop the Certificate in Statistical Consulting. (f) We have not progressed on this recommendation. (g) We have not progressed on this recommendation. (h) We have not progressed on this recommendation.
PDC-recommended further actions to be taken (2019:) PDC thanks the area for its update and looks forward to further progress reports on this recommendation, noting that item (c) has been satisfied.
PDC notes that the hiring of a new faculty member in Big Data Analytics and the recently approved combined program in business and mathematics has laid the ground work for addressing recommendation (h).
Actions taken 2019 and 2020: (a) As stated in the 2018 report, the Council did not approve a professional program in Applied Mathematics. (b) We have now offered graduate courses in Big Data. In Winter 2020 we introduced undergraduate and graduate courses in “Statistical Learning”. We also regularly offer undergraduate and graduate courses in Statistical Data Analysis. All of these courses are pertinent to the broad area of Big Data. (c) PDC judged this to be satisfied. (d) The Certificate in Statistical Consulting has been approved by Senate on May 8, 2020 (e) We are partners with the Data Centre for the Certificate in Statistical Consulting. (f) We have not progressed and there are no plans to do so. We have opted instead to develop our programs in Actuarial Science and in Statistical Consulting. Both new programs have been fully approved. (g) We have not progressed and there are no plans to do so. We have opted instead to develop our programs in Actuarial Science and in Statistical Consulting. Both new programs have been fully approved. (h) We have not progressed and there are no plans to do so. Instead we developed joint undergraduate programs with the Odette School. We have the Math and Finance program and the joint Math and Commerce programs. All are approved. No further actions needed.
PDC Comments: PDC thanks the area for engaging in a strategic planning exercise and for its careful consideration the initiatives listed. PDC concurs that this recommendation has been satisfied.
Status: ahead of target on target behind target _X_recommendation satisfied
Recommendation 8: That the Department make a case to the Dean of the Faculty for additional tenure-track appointments, consistent with the strategic priorities of the area, and for replacing faculty who may be retiring in the area of Statistics. Agents: Department Head, Dean of Science Completion by: Fall 2018
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Actions Taken 2017 and 2018: The case for new tenure-track Faculty has been made, as suggested. The Department has received one additional Faculty member in Statistics/Analytics and a replacement for one recent retiree. The Dean has also given assurance that upcoming retirements will be replaced. The department is, as of the date of this report, making a case to the Dean for another additional position in Mathematics. Despite this, our contingent of Faculty remains at a historic low, even while our undergraduate enrolment is at a historic high. Going forward, the Department will continue to address this issue and rebuild in a way that is consistent with the strategic priorities.
PDC-recommended further actions to be taken (2019:) PDC congratulates the area on its new hires and on receiving a commitment from the Dean that upcoming retirements will be replaced. PDC encourages the area to continue to make a case to the Dean for additional faculty positions, as needed and consistent with the strategic priorities of the area.
Actions taken 2019 and 2020: Since the last report the department has in fact received two, not one, new positions, both in mathematics. The new faculty members started in the Fall 2019 term.
PDC Comments: PDC congratulates the area on its two new positions and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _X_recommendation satisfied
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UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: Physics UNDERGRADUATE AND GRADUATE PROGRAMS January 2021
EXECUTIVE SUMMARY
Review Preparation In preparing this document, the Program Development Committee reviewed the following: Physics’ Self-Study (SS) (2017/2018), the report of the external reviewers (ER) (March 2020), the response from the Department Head (HR) (June 2020), and the response from the Dean (DR) (June 2020) to the above material. The external reviewers were: John de Bruyn, Department of Physics and Astronomy, University of Western Ontario; Adam Sarty, Department of Astronomy and Physics, and AVP Research and Dean of Graduate Studies and Research, Saint Mary's University; Iain Samson, School of the Environment, University of Windsor.
Undergraduate and Graduate Programs At the undergraduate level, the Department offers an Honours Physics (with/without Co-op and with/without Thesis), Honours Physics (Physics and High Technology) (with/without Co-op and with/without Thesis), Honours Physics (Medical Physics) (with/without Co-op and with/without Thesis). Students also have the option of Combining their Honours Physics with a major from another discipline.
The Department offers a Minor in Physics, as well as a Major and Minor Concentrations for the Bachelor of Interdisciplinary Arts and Science.
At the graduate level, the Department offers a Master of Science (MSc) in Physics, with a thesis option, major paper option, and course-based option, and a Doctor of Philosophy (PhD) in Physics.
Enrolments
Undergraduate Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 60 62 58 59 63.5 Part-Time 9.5 3.5 3.5 6 8.5
Graduate
Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 18 13 12 8 9 Part-Time 0 0 0 0 0
Human Resources
Faculty/Instructors Tenure/tenure-track faculty 8 (including the Head) Faculty members involved in graduate program delivery 8
Full/Part-Time Staff Physics Laboratory Coordinator 1 Secretary 1
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FINAL ASSESSMENT REPORT (with Implementation Plan)
Significant Strengths of the Programs The External Reviewers commended the Department on the revisions to its undergraduate and graduate programs since the last review, most notably a new first year-course, “From Symmetry to Chaos in the Universe,” which provides an “innovative way of introducing mathematical and computational methods and some advances physical concepts very early in the undergraduate curriculum”, as well as the “initiative to share the teaching of core graduate courses with a consortium of other universities, using real-time tele-delivery” ensuring more course options to graduate students. (ER, pp.2-4, p.9, p.10)
The Department is comprised of highly qualified and dedicated faculty members, with strong research records. (ER, p.7) Its smaller student:faculty ratio enables stronger student-faculty engagement and the provision of a greater number of research opportunities for undergraduate and graduate students. (ER, pp.7-8, p.11; SS, p.135) As noted by the External Reviewers, “[a]ll faculty in the department have ongoing research programs that involve graduate and undergrad students. The department emphasizes the importance of research opportunities in its undergraduate programs. This contributes to the intellectual quality of the student experience.” (ER, p.9)
Opportunities for Program Improvement/Enhancements While the External Reviewers commended the Department on recent revisions and ongoing efforts to improve its undergraduate and graduate curriculum, including modernization of lab content and delivery. (HR, p.3) Associated with this is the need to address under-utilized research labs, IDIR office space, and machine shop space. (ER, pp.4-5; HR, p.5) Further, the Department in its Self-Study that it will now turn its attention to increasing “the number of high- impact experiential opportunities in research laboratory settings and improvements in teaching and learning engagement in the classroom”, thereby further improving the student learning experience and engagement. (SS, p.135)
The External Reviewers commended the Department on its strong undergraduate enrolment numbers, compared to other Canadian Physics departments (ER, p.7), and offered the following suggestions for continued enrolment growth: 1) that there be greater promotion of the co-op option to students and employers, noting that not all physics work needs to be research work and that “a physics co-op student has much the same skill set and capabilities as a typical engineering student” (ER, p.6, p.11); 2) that the Department lessen its emphasis on “research-readiness” outcome of its programs, in favour of a shared focus with “industry readiness” (ER, p.10); and 3) that the Department consider innovations to its graduate program, such as partnering with Michigan universities on colloquia talks, research visits, or collaborative teaching and research. (ER, pp.10-11)
These and other opportunities for program improvements are captured in the recommendations listed below.
IMPLEMENTATION PLAN
Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the response from the Department Head, and the Dean’s response.)
Recommendation 1: That the Department: a. submit program learning outcomes which the thesis and co-op options of its undergraduate programs. [Program LOs have been submitted for undergraduate and graduate programs but do not differentiate between thesis, co-op, and regular options at the undergraduate level.] b. submit learning outcomes and assessment methods for each of its undergraduate and graduate courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate", through the required university internal approval process.
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[Course level learning outcomes were submitted in the Self-Study for all undergraduate courses with the exception of PHYS-2980, PHYS-3980, PHYS-4980, PHYS-4200, PHYS-4600, PHYS-4679 and PHYS-4900, and are included in the February 2021 Senate package. Course-level learning outcomes for graduate courses are still outstanding with the exception of PHYS-8000, PHSY8160 and PHYS-9000.] c. as part of its curriculum review under recommendation 5, complete and submit revised curriculum maps for each of its undergraduate and graduate programs through the university internal approval process. [Physics is commended for developing curriculum maps for its current programs which it undertook prior to the launching of the CUMA database. As part of its next curriculum review, Physics is asked to use the CUMA database for curriculum mapping. PDC notes that all approved program and course learning outcomes are uploaded in this database making the mapping exercise more seamless.] d. ensure that course syllabi make explicit reference to the primary learning outcomes associated with the course. Agents: Departmental Council, Head, CTL Completion by: Fall 2022
Recommendation 2: That the Department report on its efforts to assign the teaching of first-year classes to regular, full-time faculty. Agents: Head Completion by: Fall 2022
Recommendation 3: That the Department continue to encourage and report on the use of interactive-engagement tools and pedagogies, such as classroom response systems, in large first-year classes to enhance both peer-to-peer engagement and professor-student engagement during classes. Agents: Head, faculty members, CTL Completion by: Fall 2022
Recommendation 4: That the Department report on its efforts to reduce the number of undergraduate low- enrolment sections by restructuring courses and modifying course sequencing and prerequisites. Agents: Department Council, Head Completion by: Fall 2022
Recommendation 5: That the Department report on its review and revision of the purpose, content, and delivery of the Graduate Seminar course; continuation of the status quo for the Graduate Seminar course is not advised. Agents: Department Council, Head Completion by: Fall 2022
Recommendation 6: As the Department moves forward with its planned revisions to its MSc program, that it investigate and report on the feasibility of offering alternative formats for the MSc program, particularly formats involving industrial internships and collaborations. Agents: Department Council, Head Completion by: Fall 2022
Recommendation 7: That the Department develop and report on its plan to ensure that progress of all graduate students is monitored, and that supervisors, students, and supervisory committees work collectively to ensure timely completion of graduate degrees. Agents: Head, faculty members Completion by: Fall 2022
Recommendation 8: That the Department ensure that supervisory committees, with membership drawn from all Departmental faculty, be assigned for each graduate student early in their program, and that they meet with the student at least annually. Agents: Head Completion by: Fall 2022
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Recommendation 9: That the Department report on its efforts to renovate and modernize space including: a. moving forward with the disposal or sale of the unused machinery in the former department machine shop with proceeds possibly to be directed towards cleaning up other space in the department. b. the development of a student machine shop. c. upgrading of the space allocated to undergraduate teaching labs. Agents: Head Completion by: Fall 2024
Recommendation 10: That the Department make a case to the Dean of Science and the VP, Research and Innovation for: a. a review of the use of the contract research space in Essex Hall that is currently assigned to IDIR, and with the possibility of a negotiated reassignment of the space to the Department of Physics investigated. b. a plan to meaningfully compensate the Physics Department for the loss of teaching capacity related to relief provided to faculty members associated with their work in the IDIR, as well as for other costs/impacts it bears as a result of IDIR research contracts. c. an investigation into the provision of technical support to the Department by IDIR, ideally leading to a formal agreement/MOU to ensure sustainability of the support. Agents: Head, Dean of Science, VPRI Completion by: Fall 2024
Recommendation 11: That the Department make a case to the Dean of Science for an additional administrative assistant position, possibly shared with other departments within the Faculty of Science. Agents: Head, Dean of Science Completion by: Fall 2024
Recommendation 12: That the Department report on its efforts to encourage and facilitate the diversification of research funding sources (eg, involvement in the Faculty of Science Extension Science program that supports the development of partnerships with industry, involvement in the new WE-SPARK Institute and opportunities for medical funding, etc.) Agents: Head Completion by: Fall 2022
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UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: Psychology UNDERGRADUATE AND GRADUATE PROGRAMS January 2021
EXECUTIVE SUMMARY
Review Preparation In preparing this document, the Program Development Committee reviewed the following: Psychology’s Self-Study (SS) (2015-2016), the report of the external reviewers (ER) (June 2020), the response from the Department Head (HR) (September 2020), and the response from the Dean (DR) (Oct 2020) to the above material. The external reviewers were: Melanie Morrison, Department of Psychology, University of Saskatchewan; Rupert Klein, Department of Psychology, Lakehead University; and Laurie Freeman, Faculty of Nursing, University of Windsor.
Undergraduate and Graduate Programs At the undergraduate level, the Department offers a General Bachelor of Arts in Psychology, a General Bachelor of Arts in Child Psychology, an Honours Bachelor of Arts in Psychology (with/without Thesis), an Honours Bachelor of Arts in Developmental Psychology (with/without Thesis). Students also have the option of Combining their Honours Programs in Psychology or Developmental Psychology with a major from another discipline.
Psychology also collaborates with other departments on campus to offer an Honours Bachelor of Commerce in Business Administration and Psychology (with/without thesis), an Honours Bachelor of Commerce in Business Administration and Psychology with Specialization in Human Resources Management and Industrial Organizational Psychology (with/without thesis), an Honours Bachelor of Science in Behaviour, Cognition and Neuroscience (joint with the Department of Integrative Biology), an Honours Bachelor of Arts in Disability Studies (joint with Social Work), an Honours Bachelor of Arts in Disability Studies and Psychology, a Combined Honours Bachelor of Arts in Disability Studies with a major from another discipline, and an Honours Bachelor of Social Work and Disabilities Studies. In addition, the Department offers a concurrent General Bachelor of Arts (Psychology)/Bachelor of Education/Diploma in Early Childhood Education with the Faculty of Education.
The Department of Psychology offers degree completion pathways to its General programs and its Honours Psychology and Developmental Psychology programs for graduates of the Ontario College Child and Youth Care college programs, as well as an Honours Bachelor of Arts in Psychology or an Honours Bachelor of Arts in Developmental Psychology with Autism and Behavioural Sciences (ABS) Post-Graduate Certificate from Fanshawe College, Lambton College or St. Clair College.
The Department also offers a Minor in Child Psychology, a Minor in Psychology, a Minor in Disabilty Studies (joint with Social Work), as well as a Major and Minor Concentrations for the Bachelor of Interdisciplinary Arts and Science (IAS).
At the graduate level, the Department offers a MA in Psychology, a MA in Social Data Analysis (joint with Sociology) (admissions suspended since Fall 2014), and a PhD in Psychology. Graduate fields include Adult Clinical, Child Clinical, Clinical Neuropsychology, Applied Social Psychology. Faculty also provide graduate supervision for the Behaviour and Neuroscience field of the MSc and PhD in Biological Science.
Enrolments
Undergraduate Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 794.85 822.31 816.89 877 884 Part-Time 198.42 192.5 183.5 139.5 196.5
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Graduate
Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Full-Time 97 97 95 85 90 Part-Time 1 0 0 0 0
Human Resources
Faculty/Instructors Tenure/tenure-track faculty 31 (including the Head) + 4 vacant positions Faculty members involved in graduate program delivery 28
Full/Part-Time Staff Graduate Secretary 1 Head Secretary 1 Office Coordinator 1 Receptionist/Secretary 0.6 Secretary 1
FINAL ASSESSMENT REPORT (with Implementation Plan)
Significant Strengths of the Programs The External Reviewers commended the Department of Psychology on 1) its unique, diverse, and extensive experiential learning opportunities in research labs and in the community, across its undergraduate and graduate programs (ER, pp.2-3, p.6, p.9); 2) its undergraduate student advising and peer mentorship program (ER, p.3, p.6, p.15); 3) its innovative and large array of joint programming with Departments within the University as well as Colleges (ER, p.5); 4) its offering of an Applied Social Psychology graduate field (one of only four programs in Canada), producing graduates who “will be able to help address the societal, institutional, and organizational issues that affect the health and wellness of individuals and communities” (ER, p.5, p.15); and 5) its state-of-the-art Psychological Services and Research Centre. (ER, p.9, p.15)
The Departments is comprised of “highly skilled and qualified” faculty members, with overall strong research records and with several faculty being recipients of teaching awards. (ER, p.6, p.10)
Opportunities for Program Improvement/Enhancements The External Reviewers noted that “[o]verall the Department of Psychology excels in providing their undergraduate students with a variety of research and academic opportunities.” (ER, p.6) However, the reviewers also expressed concern over the lack of a plan for continued strong undergraduate academic advising and support, once the current faculty advisor retires, and “strongly advise the Department ensure that there is succession planning so that the understanding of how to advise undergraduates across the broad spectrum of programs is maintained.” (ER, p.8, p.14) This is critical to the student experience and should be a priority. Also a matter of student experience, the Department should work to ensure that core courses are taught by core faculty. (ER, p.7)
The External Reviewers also noted that “the graduation rates for undergraduate students in all programs offered by the Department of Psychology would be viewed as low, in relation to the normed completion rates found on the Ministry of Training, Colleges, and Universities’ website” and supported the Department’s implementation in 2019 of exit surveys as a way to identify student issues and concern. Close monitoring and analysis of exit survey results will provide insight into program development and planning, and help in the development of stronger retention initiatives. (ER, pp.12-13)
These and other opportunities for program improvements are captured in the recommendations listed below. Page 61 of 79 Page 68 of 255
IMPLEMENTATION PLAN
Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the response from the Department Head, and the Dean’s response.)
Recommendation 1: That the Program submit learning outcomes and assessment methods for each of its undergraduate and graduate courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate"; as well as curriculum maps for each of its undergraduate and graduate programs submitted through the PDC approval process. [Program LOs have been submitted for each of its undergraduate and graduate programs. Graduate course learning outcomes have been submitted for all courses except “PSYC-8578. Foundations of Positive Psychology: Flourishing in Interpersonal Contexts”. Course learning outcomes have only been submitted for four undergraduate courses.] Agents: Department Council, Head, CTL Completion by: Fall 2022
Recommendation 2: That the Department develop a succession plan and document processes to enable the provision of strong (and shared) faculty academic advising and support to undergraduate students, so that a coordinated and consistent process to advise undergraduates across the broad spectrum of programs is maintained. Agents: Department Council, Head Completion by: Prior to the retirement of the current faculty advisor
Recommendation 3: That the department align its curriculum reviews and potential changes with the next IQAP review in 2022-2023. The advantage of this is to (1) get back into an 8-year cycle and (2) use it as an opportunity to receive feedback from reviewers on the suggested changes to the curriculum. Reviews are an impetus for self- appraisal of current and future curriculum plans and provide an opportunity to receive external feedback. Agents: Department Council, Head Completion by: next Self-Study in 2022-2023
Recommendation 4: As part of the curriculum review, that the Department assess and report on the enrolments in each program and the departmental commitments (e.g., faculty, staff, resources) necessary to administer and manage each program. This would be helpful in determining if it is feasible, and reasonable, to retain this many programs or if it would be prudent to reduce the overall number and focus on maintaining and excelling at those that are more populated and successful. Agents: Department Council, Head Completion by: next curriculum review/Self-Study in 2022-2023
Recommendation 5: That the Department report on its plan to address the potential threat to the quality of the capstone honour’s thesis experience given the dramatic increase, anticipated by the reviewers, in the number of students requesting honours thesis supervision in the next several years. Incentives to support increased undergraduate supervision should be considered or an equitable distribution of supervision amongst all of the faculty. Agents: Head Completion by: next Self-Study/IQAP review in 2022-2023
Recommendation 6: That the Department consider separating the didactic portion of a graduate clinical course grade, which would remain being graded on the percentage scale, from the clinical portion which would become a Pass/Fail, and report on the results of this consideration. Agents: Department Council, Head Completion by: next Self-Study/IQAP review in 2022-2023
Recommendation 7: That the Department consider introducing a general Graduate Psychology Degree, within existing resources, which could also serve as a fall back degree option for students in either the Applied Social or
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Clinical program who later decide they do not want to pursue their respective degrees. Agents: Department Council, Head, Dean of FAHSS Completion by: Fall 2022
Recommendation 8: Given the time, energy and resources put into the successful undergraduate BCN program, that the Department report on its plan to increase the visibility of the BCN fields at the graduate level within the MSc and PhD in Biology. Agents: Head Completion by: Fall 2022
Recommendation 9: That the Department consider developing a more formal mentorship program wherein highly effective faculty in teaching/research/administration mentor junior faculty, individually or in groups of interested faculty. Mentorship is helpful in the retention of high-quality junior faculty and improving teaching which would translate into higher SET scores from students. Agents: Head, faculty members Completion by: update in next Self-Study/IQAP review in 2022-2023
Recommendation 10: That the Department develop a plan and report on its efforts to increase graduate student recruitment, which may include, for example: 1) obtaining or providing training for faculty to assist them in their individual or departmental recruitment initiatives. 2) making a case to the Dean of FAHSS and the Dean of Graduate Studies for additional scholarship funds 3) increasing applications for research grants which, if awarded, will result in more RA funding making the Department’s offers of admission more attractive and competitive. Agents: faculty members, Head, Dean of FAHSS, Dean of Graduate Studies, ORIS Completion by: update in next Self-Study/IQAP review in 2022-2023
Recommendation 11: That the Department, working with the Dean of FAHSS, develop a plan to obtain resources to address issues that threaten to undermine the high-quality teaching of graduate clinical students, such as: 1) necessary renovations to the Psychological Services and Research Centre (e.g., a new roof) that if not addressed threaten to undermine the hard work put into creating the clinic, and 2) teaching equipment (e.g., cameras) that enhances the quality of teaching for graduate clinical students. Agents: Head, Dean of FAHSS Completion by: update in next Self-Study/IQAP review in 2022-2023
Recommendation 12: That the Department reconsider the job descriptions and nature of the administrative positions to make better use of its existing staff resources, and make a case for a new administrative staff position if warranted following this review and restructuring. Agents: Head Completion by: update in next Self-Study/IQAP review in 2022-2023
Recommendation 13: That the Department better prepare its next IQAP documents and ensure better coordination of the on-site visit as well as clearer information to participants on the purpose of the on-site visit. Specifically, that the Department include in its next Self-Study: 1. more effective reporting on data on graduate student publications, teaching, awards, and employment data after graduation. Understandably, this information is difficult to track but working with the Alumni office or having the Directors of each Program track this information would seem critical in substantiating claims that graduate students are active in research and attaining their desired occupational outcomes. 2. more detailed reports on Student Evaluation of Teaching (SET) data (where possible) to properly measure and track successes and areas for improvement within the department. 3. the results and analysis from the Department’s student satisfaction surveys (see pg. 269, Self-Study). Agents: Head, IQAP office Completion by: next Self-Study/IQAP review in 2022-2023
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL STATUS REPORT ON: SCHOOL OF THE ENVIRONMENT (UNDERGRADUATE AND GRADUATE) January 2021
Recommendation 1: That the Department distinguish itself from other environmental programs in the province/country by capitalizing on the University’s geographic location and focusing on large lakes-centric programming. Agents: Head, faculty members in the department Completion by: Fall 2022
Actions taken 2019 and 2020: The AAU has undertaken a number of measures to capitalize on the geographic location of the University and to focus programming on large lakes. These measures include: • Renaming the AAU from the Department of Earth and Environmental Sciences to the School of the Environment (SoE), which focuses the identity of the unit on environmental research and teaching and provides clarity to potential students looking for environmental programming at the University. • Existing courses were modified or new courses developed to focus and expand environmental learning opportunities. New courses include Global Water Crisis, Great Lakes Water Quality Agreement, Global Perspectives in Science, Great Lakes Geomicrobiology, and Concepts in Ecosystems Management. The modified and new courses expand coverage of environmental concepts, reduce focus on earth science, and introduce classroom and high impact field-based learning opportunities specifically focused on large lake/Great Lakes issues. • A new Geographic Information Science (GIS) certificate was developed with specific focus in environmental applications. Several GIS certificates are available across the province of Ontario, however, a certificate that focuses on advanced GIS programing capabilities with application to environmental systems (including the Great Lakes) is novel. • SoE marketing materials (e.g., Experience Map) have been modified to stress our location at “the heart of the Great Lakes” and how this provides our students with access to unique natural environments for both coursework and research, including undergraduate research opportunities (e.g., Service Learning, Internship, Outstanding Scholars, theses and major projects).
PDC Comments: PDC commends the area on the number of measures it has undertaken to capitalize on the geographic location of the University and to focus programming on large lakes. Although PDC considers this recommendation satisfied, it encourages the area to continue with these and other initiatives to distinguish itself from other environmental programs in the province/country.
Status: ahead of target on target behind target X __recommendation satisfied
Recommendation 2: That the Department, in consultation with other areas and working through the Dean of Science, work to build a stronger environmental focus in Science through greater cooperation between programs and the potential (physical or virtual) folding of units (e.g., EES, GLIER, Biology), in addition to cross-appointments from other Faculties. Agents: Head, Dean Completion by: Fall 2022
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Actions taken 2019 and 2020: The AAU has undertaken a number of measures to build a stronger environmental focus in Science. These measures include: • Two faculty (Drouillard and MacIsaac) have redeployed from the former Department of Biological Sciences to the SoE. These faculty members determined that, based on changes undertaken by the AAU, their teaching and research programs were better aligned with the SoE. Although not cross-appointments, the redeployment of these faculty to the SoE changed the faculty complement of the AAU with respect to teaching and research capabilities. • A cross-appointment was established with a faculty member in the Department of Chemistry and Biochemistry (Mundle). Dr. Mundle’s teaching and research expertise in environmental chemistry/geochemistry enhances the SoE’s already strong complement of geochemists. • New faculty that have been hired within the SoE (Crossman, Proctor) and elsewhere in the University, such as GLIER (MacKay) and the University President (Gordon), are SoE faculty members and environmental scientists, and have, to varying degrees, research programs that focus on issues affecting the Great Lakes and their watersheds. The addition of these new environmentally-focused teaching and research faculty to the SoE has profoundly changed the focus of the unit toward large lakes/Great Lakes watershed science. • Existing SoE faculty (e.g., Fisk), through acquisition of major research grant funding (i.e., RAEON), have significantly enhanced the Great Lakes research profile of the SoE. • Exploratory consultations were undertaken with members of other academic units (e.g., Biological Sciences), however, recent changes in that unit (i.e., splitting of the AAU) have delayed any further exploration with respect to potential cross appointment. Exploration of possible further enhancement of associations with the new Department of Integrative Biology (iBio) will continue. • The SoE has and continues to have an ongoing and mutually beneficial relationship with individual faculty and units within FAHSS. Further exploration of more formalized relationships with individual faculty within FAHSS have been delayed due to the extreme budgetary pressures that FAHSS currently finds itself under. • Consultation with iBio with respect to the Applied Environmental Science 2+2 college degree completion pathway (see below) have resulted in modifications to some iBio courses to facilitate this pathway. • Some measures presented under Recommendation 1 also address this recommendation. • “Folding of units” is beyond the means of the AAU and will need to be addressed at higher administrative levels.
PDC Comments: PDC commends the area on the number of measures it has undertaken to meet this recommendation. Although PDC considers this recommendation satisfied, it encourages the area to continue with these and other initiatives to build a stronger environmental focus in Science.
Status: ahead of target on target behind target _X_recommendation satisfied
Recommendation 3: As EES continues with strategic faculty renewal, which will involve replacement of geoscientists with environmental scientists, that the Department report on its efforts to address the following two issues: 1) faculty in EES will contribute more students to the environmental science graduate programs, including supervision by EES faculty of students in these programs, and the AAU will need to be recognized for doing so for purposes such as IQAP review, and 2) at some point, the viability of the EES earth science graduate programs will need to be re-evaluated as the focus of the AAU continues to shift toward environmental education and research through strategic faculty renewal. Agents: Head, Dean, GLIER Director Completion by: Fall 2020
Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 3: • With retirements, new hires, and redeployments from other units, the composition of the unit has changed dramatically over the last 5 years. Presently, the unit comprises 6 faculty (Al-Aasm, Polat, Porter, Samson, Simpson and Yang) that are predominantly earth science in their teaching and research focus and 12 faculty Page 65 of 79 Page 72 of 255
(Cioppa, Crossman, Drouillard, Fisk, Gagnon, Gordon, Grgicak-Mannion, Houser, MacIssac, McKay, Proctor, and Weisener) that are predominantly environmental in their teaching and research focus. The majority of the faculty that have an environmental focus supervise students that are predominantly in the graduate Environmental Science degree program. The specific contributions of SoE faculty to the graduate Environmental Science degree program in terms of students and research grant support will be incorporated in an upcoming IQAP self assessment document (due Fall 2020). • The graduate Earth Science program remains viable and enrolments are stable (approximately 15 students). The SoE is undertaking a review of the Earth Science graduate program relative to the Environmental Science graduate program to determine where improvements can be made that could potentially prolong the ability of the SoE to deliver the Earth Science graduate program, which is still of interest to some graduate students that want to attend the University of Windsor. At this time, the Earth Science graduate program continues to be viable.
PDC Comments: PDC thanks the area for its report and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target _ X _recommendation satisfied
Recommendation 4: That the Department report on the progress made with strategic faculty renewal and the impact of this renewal on the area’s capacity to deliver a successful environmental programming. Agents: Head, Dean Completion by: Fall 2024
Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 4: • One additional faculty member (Proctor) was hired to replace a past retirement (Lakhan). Dr. Proctor’s teaching and research expertise is in remote sensing for environmental applications, which contributes directly to delivery of our programs (including the new GIS certificate). • Reployments from Biological Sciences (Drouillard, MacIssac) have also contributed to expanding the ability of the unit to successfully deliver its environmental programs. • Re-evaluation of the undergraduate BES program for the purpose of conducting CuMA identified some duplication in courses (e.g., geomorphology, resource management), which was addressed through combining content from multiple courses. Reducing the number of required earth science courses while simultaneously increasing the number of environmental science course offerings has assisted in program delivery.
PDC Comments: PDC thanks the area for reporting on the progress made with strategic faculty renewal and explaining the impact of this renewal on the area’s capacity to deliver a successful environmental programming. PDC considers this recommendation satisfied.
Status: ahead of target on target behind target _ X _recommendation satisfied
Recommendation 5: That the Department review its curriculum to ensure that it continues to provide environmental programming that capitalizes on the strength of environmental expertise within the university; and that the Department report on efforts to pursue alternative modes of course delivery such as online and blended courses. Agents: Head, faculty members Completion by: Fall 2022
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Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 5: • We have developed an undergraduate GIS certificate, which students in and outside of the SoE will be able to complete as part of their undergraduate degree program. The viability of also offering the GIS certificate as an online offering is currently being explored. • We have developed a 2+2 degree completion option for students that have graduated from Environmental Technology and Forestry programs that are offered by colleges across Ontario. This ‘block transfer’ stream model will enable graduates of these college programs to obtain a BSc in Environmental Science (Applied Stream). The ability to deliver a degree completion option for college graduates within a total of 4 years of post secondary training draws heavily on the available resources of existing SoE undergraduate programs and is expected to be popular with college graduates wishing to pursue careers in environmental consulting that require a minimum of an undergraduate degree. • We continue to develop high impact, experiential learning opportunities that provide students access to the unique strengths of the University and learning opportunities of the Great Lakes (e.g., Great Lakes Geomicrobiology, Global Perspectives in Science/Study Abroad, Service Learning, Intership). • The SoE is currently developing three courses specifically for blended/online learning (Structural Geology, Sedimentology and Stratigraphy, Petrology). These courses are required by our students to meet the knowledge requirements for certification as a Professional Geoscientist by the Professional Geoscientists of Ontario. Redesigning the courses as blended/online learning offerings will enable the AAU to continue to deliver core knowledge requirements even in the event of faculty retirements. • The COVID pandemic has necessitated that all courses be offered online commencing Inter/Summer session 2020. Migration of all SoE undergraduate courses to exclusively online delivery has, with some minor exceptions, gone relatively smoothly.
PDC Comments: PDC commends the area on its curriculum review and the resulting development of environmental programming and courses. PDC looks forward to a report on efforts to continue to pursue alternative modes of course delivery, such as online and blended courses, post-COVID-19.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 6: c) That the Department submit course-level learning outcomes for its graduate courses, and for ESCI-2000. Science, Technology, and Society and ESCI-4808. Special Topics in Earth and Environmental Sciences. d) That the Department engage in curricular planning and mapping for each of its programs, including submitting assessment methods for each of its courses that clearly correspond to the course-level and program-level learning outcomes. [The Department has submitted learning outcomes to Senate for each of its graduate and undergraduate programs, and for all but two of its undergraduate courses.] Agents: Department Council, Head, CTL Completion by: Fall 2020
Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 6: • The SoE has submitted learning outcomes to Senate for each of its graduate and undergraduate programs and for all but two of its undergraduate courses. The viability of the Science, Technology and Society course is currently being examined in light of faculty retirements and the resulting reduction in our ability to offer this course. Course learning outcomes will be developed should the decision be made to continue offering the course. Because of its focus on course offering-specific content and outcomes, the course Special Topics in Earth and Environmental Sciences is not amenable to development of generalized learning outcomes (i.e., course content, delivery, assessment, and learning outcomes different fundamentally from offering to offering). Page 67 of 79 Page 74 of 255
• The SoE has undertaken CuMA for its undergraduate programs, the results of which have been reviewed by CTL. Modifications to the Environmental Science program were undertaken to address course sequencing and content issues identified during the CuMA. • The SoE is currently undertaking a review of the Earth Science graduate program and all graduate level earth science courses with the intent of: 1) eliminating courses that are no longer viable due to faculty retirements, and 2) modifying the program so that it is consistent with other graduate programs (e.g., Environmental Science).
PDC Comments: PDC notes the significant amount of work undertaken to complete curriculum mapping exercises for its programs and looks forward to receiving the curriculum maps. PDC encourages that area to contact CTL for assistance in developing learning outcomes for special topics courses. Examples can also be found in the CUMA database at https://ctl2.uwindsor.ca/cuma/public/courses/. PDC also urges the area to submit learning outcomes for each of its graduate courses.
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 7: That the Department better advertise or even require that undergraduate students meet at least once in their first year with the undergraduate program advisor so they are made aware of the various academic streams/specialties available to them within the program and what courses must be successfully completed to satisfy the accreditation requirements of APGO should the student wish to pursue this path. Agents: Head, faculty members Completion by: Fall 2020
Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 7: • Counsellors have been assigned to each undergraduate degree program so that students receive consistent guidance. Counsellors proactively contact prospective and in-program students to confirm whether their counselling needs are being met. • New counselling materials (e.g., registration checklists, example schedules) have been developed and are provided to students beginning with recruitment events. • Online question and answer sessions are conducted and the results posted so that students can have their specific questions addressed and all other students might benefit from the responses.
PDC Comments: PDC commends the area on its efforts with regard to this recommendation, particularly ensuring that counsellors provide consistent guidance and having counsellors reach out to each student. PDC considers this recommendation satisfied.
Status: ahead of target on target behind target _ X _recommendation satisfied
Recommendation 8: That the Department work with Alumni Affairs on an approach to tracking and contacting alumni in order to establish sustained relationships with alumni, by informing and engaging them in unit activities (e.g., career evenings, homecomings, etc.) and, ultimately, nurturing them into a culture of giving in support of further like activities as well as development of academic and research endeavours (e.g., student field trips, purchase of new equipment, endowed faculty positions, etc.). Agents: Head, Dean, Alumni Affairs Completion by: Fall 2022
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Actions taken 2019 and 2020: The AAU has undertaken the following measures with respect to Recommendation 8: • The SoE has increased efforts to ensure that AAU activities that might be of interest to alumni are advertised through social media (e.g., Facebook, Twitter). • The unit worked with Alumni Affairs to develop a comprehensive list of alumni, which consolidated information across several databases. This consolidated list, however, still does not capture all alumni from the former Department of Geography, Department of Geology, and Department of Earth and Environmental Sciences. Additional effort is required to develop a comprehensive alumni list with current contact information. • The COVID pandemic has significantly impacted the ability of the SoE to make additional progress with respect to this recommendation (e.g., planned social events, such as a long-time faculty member retirement reception, intended to engage alumni had to be cancelled).
PDC Comments: PDC notes the areas efforts with regard to this recommendation and encourages it to continue them. PDC looks forward to an update in the next status report.
Status: ahead of target X on target behind target __recommendation satisfied
Recommendation 9: That the Department report on its efforts to build and strengthen community connections (e.g., alumni) in support of experiential learning opportunities for students and potential job opportunities post- graduation. Agents: Head, Dean, Office of Experiential Learning Completion by: Fall 2020
Actions taken 2019 and 2020: Actions take with respect to this recommendation are described above (see Recommendation 8).
PDC Comments: PDC notes that the intention of the recommendation is about creating and supporting experiential learning opportunities. PDC encourages the area to contact the Office of Experiential Learning for assistance and/or reach out to areas that provide experiential learning opportunities (such as Business, Nursing, Education, Computer Science) for suggestions on how to build and strengthen community connections to develop experiential learning opportunities for students (and potential job opportunities post-graduation).
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 10: In light of the recent loss the Lab Demonstrator position, that the Department assess and make a case to the Dean to review the administrative and technical support structure both within the unit and the Faculty of Science such that efficiencies are obtained. Agents: Head, Dean Completion by: Fall 2020
Actions taken 2019 and 2020: The SoE continues to work with the Dean of Science to address long-standing issues related to the chronic understaffing of the unit (e.g., lack of a graduate secretary), which have been exacerbated by growth of the unit through the BES program transfer and faculty redeployments. Under consideration is a shared model for graduate secretarial support and program counselling, which will also address similar issues in other units in the Faculty of Science.
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PDC Comments: PDC thanks the area for its report and looks forward to an update on the review of the administrative and technical support structure both within the unit and the Faculty of Science, which may lead to efficiencies such as a shared model for graduate secretarial support and program counselling.
Status: ahead of target on target X behind target __recommendation satisfied
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) SECOND BIENNIAL STATUS REPORT ON: SOCIOLOGY, ANTHROPOLOGY AND CRIMINOLOGY (UNDERGRADUATE AND GRADUATE) January 2021
Recommendation 1: That the Department submit: (a) learning outcomes for each of its undergraduate and graduate programs that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate", and (b) learning outcomes and assessment methods for each of its courses that clearly correspond to the program- level learning outcomes. Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2018
Actions Taken 2017 and 2018: (a) all undergraduate programs have learning outcomes that have been submitted to PDC (b) all undergraduate courses list learning outcomes and the corresponding assessment methods. CTL is still reviewing some learning outcomes.
PDC-recommended further actions to be taken (2019): PDC appreciates that the area has made significant progress on the development of learning outcomes, noting that program-level learning outcomes are still outstanding for the combined honours programs only. PDC also notes that only 5 of 32 graduate courses have been reviewed and that learning outcomes are still outstanding for 24 of 72 undergraduate courses.
PDC looks forward to receiving learning outcomes for the remaining programs and courses.
Actions taken 2019 and 2020: All learning outcomes for graduate courses were completed and passed by Grad council Fall 2019/2020 All learning outcomes for undergraduate programs and courses have been satisfied.
PDC Comments: PDC notes that the majority of course learning outcomes have been submitted and thanks the area for this work. PDC notes that there are still 10 undergraduate courses with learning outcomes outstanding and 17 graduate courses requiring learning outcomes. PDC notes that these outstanding course learning outcomes should be completed by the area’s next Self-Study which begins in 2021/2022.
Status: ahead of target on target X behind target __recommendation satisfied
Recommendation 2: That the Department establish and report on its plan to monitor the progress of students in first year courses to ensure that they gain the skills needed to succeed in their university careers. Agents: Department Council, Head Completion by: Fall 2018
Actions Taken 2017 and 2018: The Department receives a list of the students “at risk” from the office of the the Associate Dean, student affairs. The Departmental Counsellor then contacts students to remind them of the support and services that are available to them and invites them to meet with her. Instructors have also been asked to list available resources on their course blackboard sites.
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PDC Comments (2019): PDC thanks the area for outlining its monitoring and outreach to “at risk” students and notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 3: That the Department consider whether it is able to support the re-establishment of a major in Anthropology with its existing resources. Agents: Department Head, Dean of FAHSS Completion by: Fall 2018
Actions Taken 2017 and 2018: The Department does not consider an Anthropology degree to be viable given existing resources. This has been confirmed by the Dean and Provost.
PDC Comments (2019): PDC notes the area’s assessement that an anthropology degree is not feasible at this time, and concurs that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 4: In order to further enhance the competitiveness of its graduate students in the job market and for further graduate studies, that the Department: (a) consider offering a for-credit professional development seminar where students can be mentored about issues like scholarship applications, publishing, and grant writing. (b) report on whether and how it might provide training to MA and PhD students who do not necessarily pursue academic career trajectories. The area is encouraged to contact the Dean of Gradaute Studies for information on MITACs and opportunities it provides for practical training. Agents: Department Head, Departmental Council, FAHSS Assistant Dean of Graduate Studies, Dean of Graduate Studies Completion by: Fall 2018
Actions Taken 2017 and 2018: Two PhD students are currently supported by Mitacs; discussion on revising the graduate curriculum are ongoing; Professional workshops and seminars are considered an alternative – using alumni networks.
PDC-recommended further actions to be taken (2019): PDC looks forward to a more detailed progress report in the area’s next status update.
Actions taken 2019 and 2020: The Dept received moneys to pursue interest in a certificate in methods including a community market assessment as well as focus groups with current MA students. The results were that there was limited interests from current students. Community assessment results leaned toward flexible and bridging model rather than graduate model – while worth pursuing we do not have the faculty resources to pursue this at this point in time
Mitacs opportunities have limited potential because they require financial support from a corresponding partner and this is difficult to find in the context of the social science research conducted in our department. We will continue to pursue whatever options emerge.
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PDC Comments: PDC notes that the intention of the recommendation is to increase the competitiveness of graduate students for alternative careers or further graduate studies. PDC requests that the area specifically report on whether a for-credit professional development seminar (where students can be mentored about issues like scholarship applications, publishing, and grant writing) was considered and is appropriate. PDC also directs the area to report on how it might provide training to MA and PhD students who do not necessarily wish to pursue academic career trajectories, outside of Mitacs.
Status: ahead of target on target X behind target ___recommendation satisfied
Recommendation 5: That the Department investigate the unit reading requirements for its comprehensive examinations against those of other comparable PhD programs to ensure that its requirements are not inconsistent with those of other programs, and that it report on its findings. Agents: Department Head, Departmental Council Completion by: Fall 2018
Actions Taken 2017 and 2018: The Graduate Committee undertook a comparative study of comprehensive exam (in 2016-2017) requirements in other sociology and social science programs across Canada and select research intensive universities in the United States. The unit totals in SAC’s program were updated as a result to be similar to patterns observed. The Department undertook an extensive revision of comprehensive areas and established set lists of readings (to be updated as necessary), for the comprehensive examinations, consistent with the practice of many other programs. The timing and organization of comprehensive exams were updated by the Department to increase clarity and consistency - 3 set dates across the year. The new comprehensive exams have been instituted with the with PhD intake from 2017 September.
PDC Comments (2019): PDC thanks the area for its update and notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 6: That the Department find ways to increase the opportunities for faculty and students to interact intellectually beyond those that already exist in classroom settings and comprehensive exams. In particular, it should: a) consider developing a faculty-student seminar series, or perhaps organizing a yearly half or full-day mini- conference where faculty and students present the results of their research. b) find ways to bring in guest speakers to further enhance opportunities for collective intellectual exchanges. Agents: Department Head, Departmental Council Completion by: Fall 2018
Actions Taken 2017 and 2018: A reading group that invites graduate students and Faculty to read and too discuss influential texts was started In the Winter of 2018 at the initiative of a Faculty and graduate student. It meets 4 to 5 times a term and has continued in the Fall of 2018. A guest speaker series, whose aim is to invite international scholars who will give a guest lecture AND meet with graduate students has been active since the Fall of 2016, also funded with the help of an alumnus contribution. So far, we have had 6 speakers. A brown-bag workshop for graduate students Departmental speakers has been organized in 2018-2019.
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PDC Comments (2019): PDC commends the area on its efforts to provide sustained, ongoing opportunities for faculty and students to interact intellectually beyond the classroom, and encourages to continue them. PDC notes that this recommendation has been satisfied.
Recommendation satisfied (2018-2019).
Recommendation 7: That the Department develop a plan for how it proposes to rebalance intakes between Criminology, Sociology, Family and Social Relations, and Anthropology. Agents: Department Head, Departmental Council Completion by: Fall 2018
Actions Taken 2017 and 2018: To address the imbalance, we have added a Combined Sociology and Criminology Degree. To gain this degree, students are required to take 18 courses split equally between sociology and criminology. Many students have switched from Criminology to this Combined degree, and we have noticed an increase in new students choosing this option.
PDC-recommended further actions to be taken (2019): PDC requests that the area report on whether the creation of a Combined Sociology and Criminology degree has addressed the needed rebalancing of enrolments between all programs in the Department: Criminology, Sociology, and Family and Social Relations. In light of the update under recommendation 3, PDC notes that this recommendation does not apply to the anthropology programs.
Actions taken 2019 and 2020: Enrollments in the Combined Sociology-Criminology degree have been rising. Currently there are 52 students who have decided to take this degree, compared to 386 students who are taking Criminology only. Many other students combine Criminology with other degrees, such as Psychology or Forensic Science. Furthermore, in 2019-20, the Department introduced a GPA requirement for criminology students: only students who attain an average grade of 70% in Introduction to Criminology and Introduction to the Criminal Justice System will remain in Criminology. Those whose GPA is lower will be moved to Sociology. This measure is likely to further balance enrolments in Sociology and Criminology.
PDC Comments: PDC thanks the area for its report on how it is balancing enrolment in Sociology and Criminology, and request that it also report on the balancing of enrolments with the Family and Social Relations program in its next status report.
Status: ahead of target on target x behind target __recommendation satisfied
Recommendation 8: In order to develop a more systematic understanding of student perceptions and experiences of the various programs, that the Department, with the assistance of the Faculty of Arts, Humanities and Social Sciences and the University’s Quality Assurance office, develop ways to measure undergraduate student experiences, both for in course students and alumni. This need not necessarily be done on a yearly basis. Polling of student and alumni experiences could conceivably be conducted in conjunction with quality assurance cyclical program reviews. Agents: Department Head, Dean of FAHSS, Quality Assurance Office Completion by: Fall 2020
Actions Taken 2017 and 2018: We are in the process of designing surveys to assess satisfaction with the programs among our students. These surveys will be distributed on Qualtrics.
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PDC-recommended further actions to be taken (2019): PDC looks forward to hearing of the successful administration of the surveys.
Actions taken 2019 and 2020: A survey was developed in 2018-19 and distributed to students in February of 2019. Thirty-two students completed the survey. Their responses were analyzed, using SPSS, and a report was circulated to Council. We learned that job preparation was an important reason why as many as 2/3 of the survey participants enrolled in our programs. The majority of the students reported having learned such valuable skills such as searching for data, developing evidence-based arguments, interpreting results, assessing ethical implications, and working with diverse people. Over 80% of the surveyed students were either very satisfied or somewhat satisfied (split equally between the two answers) with our programs. An equal number of surveyed students stated that the program met their expectations or required some schanges (43% in each group). We intend to survey our students every two-three years to monitor changes in student satisfaction and relate them changing conditions within our Department (e.g. new hires, curriculum changes, loss of faculty and/or courses, etc.).
PDC Comments: PDC thanks the area for its report, noting that the Department has a plan for the ongoing administration of the survey and the analysis of results, and considers this recommendation has been satisfied.
Status: ahead of target on target behind target X_recommendation satisfied
Recommendation 9: That the Department continue to monitor withdrawal rates from its PhD program to ensure that program admission requirements are appropriate, and that the program structure meets the needs and expectations of students; and that it report on its findings. Agents: Department Head, Departmental Council Completion by: Fall 2020
Actions Taken 2017 and 2018: We are constantly monitoring the progress of our PhDs. The revision of the comprehensive exams and the establishment of clear and set timelines, reading lists, and themes we expect will help address this issue.
PDC-recommended further actions to be taken (2019): PDC commends the area on its initiatives and progress with regard to this recommendation. PDC requests that the area report on, and provide an assessment of, PhD completion and withdrawal rates, including whether program admission requirements are appropriate, and whether the program structure meets the needs and expectations of students.
Actions taken 2019 and 2020: The department continues to review and evaluate its program structure. Based on feedback and withdrawals, however it does point to issues beyond the program such as the challenges students face in funding, in getting teaching experience and in moving forward with their proposals as this is the point in which students seem to withdraw. The shift towards proposal themes in the 2nd comp is an attempt to improve the flow from course to proposal and we will continue to monitor this as it is a fairly recent improvement to our program structure.
From 2016-2020, seven students have graduated from the PhD program, with a completion rate of 6.2 years. There are currently 15 doctoral students, who entered the program between 2014 to the present, and 1 withdrawal (in 2020).
PDC Comments: Although PDC considers this recommendation satisfied, it encourages the area to continue to monitor withdrawal rates from its PhD program and build on retention initiatives as necessary.
Status: ahead of target on target behind target _X_recommendation satisfied Page 75 of 79 Page 82 of 255
Recommendation 10: That the Department report on whether and how it might provide opportunities to graduate students to teach, for example guest lecturer or sessional instructor experience, in order to make them more competitive in the job market. Agents: Department Head Completion by: Fall 2018
Actions Taken 2017 and 2018: Faculty in SAC have been encouraged to organize opportunities in their undergraduate courses for graduate students to teach – guest lectures, tutorials, seminars. In 2017-2018, this was done in a number of classes. We will continue to monitor models worked out in each of the classes and encourage colleagues to create these opportunities. The Appointments committee has also managed to appoint a graduate student to an upper level specialized course because the PhD candidate fit the expertise. That said, the CBA makes this extremely difficult.
PDC Comments (2019): PDC notes the area’s continuing efforts to provide opportunities for graduate students to teach. PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 11: That the Department find ways to increase its yearly intake of PhD students to the 3-5 range rather than the current 2-4 range. Agents: Department Head, Departmental Council Completion by: Fall 2018
Actions Taken 2017 and 2018: The online application system – eGas – helped with our recruitment in 2017-2018, when we enrolled 4; in 2018- 2019, we accepted 5, but 3 deferred. We will continue to monitor this. Recruitment at conferences and through networks is being encouraged of all faculty.
PDC Comments (2019): PDC notes that the area has increased its intake of PhD students to 3-5 and encourages it to continue to monitor recruitment to maintain this range. PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 12: In order to clarify expectations about the comprehensive examination process and questions about the nature of funding packages offered to incoming students, that the department organize a formal orientation session for incoming students, which would go beyond the usual ‘meet and greet’ social events organized by the department in the Fall semester. Agents: Department Head Completion by: Fall 2018
Actions Taken 2017 and 2018: Formal orientation events are organized each Fall for graduate students. A brown-bag workshop for graduate students Departmental speakers has been organized in 2018-2019.
PDC Comments (2019): PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
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Recommendation 13: That the Department report on the feasibility of rejuvenating a revised version of the Master of Arts in Social Data Analysis (MASDA) program, having first developed a plan, in consultation of the Dean of FAHSS and the Budget Office, to make the program financially viable. Agents: Department Head, Dean of FAHSS, Budget Office Completion by: Fall 2018
Actions Taken 2017 and 2018: A curriculum development fund market research report has been initiated to analyze the attractiveness of methods in social sciences MA. In addition, preliminary discussions with the Dean about a potential Diploma in socal data analysis have begun and raised in Council for discussion and assess interest. A new criminology hire to start in July 2019 will have the ability to teach statistics as a preferred skill. Currently our only Faculty capable of teaching the older MASDA are beyond retirement age.
PDC-recommended further actions to be taken (2019): PDC commends the area on the process established to consider the feasibility of rejuvenating a revised version of the Master of Arts in Social Data Analysis (MASDA) program. PDC looks forward to a final report on this recommendation in the area’s next status report.
Actions taken 2019 and 2020: The department drew on university funds to conduct focus groups with graduate students and a community-based assessment to see if there was interest in this type of program (methods related to what MASDA offered). The results were mixed – with limited interest in the current type of student we attract and a request for more graduate-undergraduate programming that would have a lot of flexibility including part-time opportunities. At this point we do not have even close to the faculty resources to mount such a program. We explored some options with psych and nursing and were told that they do not have the capacity to provide complementary or supportive courses to supplement what we could offer at this time.
PDC Comments: PDC thanks the area for this update and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target X recommendation satisfied
Recommendation 14: That the Department identify the kinds of professional development opportunities that staff members are looking for and advocate on their behalf with the Dean of FAHSS and the Department of Human Resources. Agents: Department Head, Dean of FAHSS, Department of Human Resources Completion by: Fall 2018
Actions Taken 2017 and 2018: As Head I have indicated that professional development opportunities for our professional staff should be taken and will be strongly encouraged.
PDC-recommended further actions to be taken (2019): PDC thanks the area for encouraging staff to pursue professional development opportunities. PDC requests that the area identify the kinds of professional development opportunities that staff are seeking and, if not already offered by Human Resources, that the area advocate on behalf of the staff with the Dean and Human Resources to develop and offer such opportunities.
Actions taken 2019 and 2020: The Head consulted with administrative staff and they indicated HR is now offering a wide range of skill upgrading opportunities. It has been made clear they are encouraged to take the courses if they are interested.
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PDC Comments: PDC thanks the area for this update and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target X recommendation satisfied
Recommendation 15: That the Department continue its effort to enhance its presence on the web. Agents: Department Head, ITS Completion by: Fall 2020
Actions Taken 2017 and 2018: The University has undertaken a reinvention of our overall websites. Initally this lead to some delay with our own. That said, we have focused on insuring up-to-date web presence. This has been challenged by a high turnover in our Professional staff who have some of the Drupal skils. We are on target but it requires constant monitoring.
PDC-recommended further actions to be taken (2019): PDC looks forward to an update on completed enhancements to the area’s website.
Actions taken 2019 and 2020: The website was updated in keeping with the University’s overall design changes and now has a more current design and information for students, Faculty and our publics. Furthermore, our Department faculty contribute often to the ‘Conversation’ and other news outlets, which we now post in a special section on the our webpage called ‘Social Commentary’. We also announce alumni sponsored public talks via the site. The website in addition to a Facebook and FAHSS app outlet is a valuable and ongoing tool for communicating our work.
PDC Comments: PDC commends the area on its efforts to enhance its presence on the web and notes that this recommendation has been satisfied.
Status: ahead of target on target behind target X recommendation satisfied
Recommendation 16: That the Department develop a plan, in consultation with the Dean, about how it can achieve a 2-2 teaching load without jeopardizing the requirements of the undergraduate and graduate curriculum. Agents: Department Head, Dean of FAHSS Completion by: Fall 2018
Actions Taken 2017 and 2018: This has been discussed extensively with the Dean and Faculty. Under current budget constraints a ‘real’ 2-2 does not seem feasible. An alternative model which would assign points for MA and PhD dissertation completions to principle supervisors that would lead to one course release over time was met with no enthusiasm by academic colleagues in SAC. The issue was also raised with the Provost when he visited Departmental Council since he indicated we were a ‘Research Intensive’ university. It was pointed out by faculty present that ‘Research Intensive’ universities have 2-2 loads.
PDC Comments (2019): PDC appreciates the constraints underwhich the area, and the University as a whole is operating. PDC thanks the area for its efforts with regard to this recommendation, including proposing a plan for achieving a 2-2 teaching load based on an alternative points model.
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PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Recommendation 17: That the Department, in consultation with the Dean of FAHSS, find ways to provide more adequate work and social space for graduate students. Agents: Department Head, Dean of FAHSS Completion by: Fall 2020
Actions Taken 2017 and 2018: The Anthropologcial Museum was extensively renovated into a lounge, called the ‘Graduate Muse’ in the department to be used for informal gatherings of graduate students and Faculty, as well as quiet study space (2016- 2017). The PhD student room was also updated with new desks, chairs and work areas (2017-2018)
PDC Comments (2019): PDC commends the area on its new Gradute Muse lounge, quiet study space, and renovated PhD student room. PDC notes that this recommendation has been satisfied.
Recommendation Satisfied (2018-2019)
Page 79 of 79 Page 86 of 255 S210212-5.5.2a UNIVERSITY OF WINDSOR SENATE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐130. Introductory Physics for Life Sciences I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to kinematics (forces and vectors), energy, momentum, and integration of knowledge rotational motion and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using algebra to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
Perform laboratory experiments that illustrate the laws and theories of physics related to kinematics (forces and vectors), energy, momentum, and rotational motion.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require the utilization of algebra and distinguish whether those achieved solutions are reasonable.
Page 87 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
Use experimental scientific apparatus to conduct experiments in a physics laboratory environment and then assess whether the results of those experiments make physical sense and are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
Critically read and interpret laboratory manuals to extract key information enabling the student to make accurate and efficient measurements.
E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
Discuss questions posed in the laboratories with group members/instructors and write concise accurate answers.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning mechanics and thermodynamics.
Page 88 of 255 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐131. Introductory Physics for Life Sciences II
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to electricity and magnetism, waves and periodic motion, and integration of knowledge geometric optics and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using algebra to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
Perform laboratory experiments that illustrate the laws and theories of physics related to related to electricity and magnetism, waves and periodic motion, and geometric optics.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require the utilization of algebra and distinguish whether those achieved solutions are reasonable.
Page 89 of 255 Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
Use experimental scientific apparatus to conduct experiments in a physics laboratory environment and then assess whether the results of those experiments make physical sense and are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
Critically read and interpret laboratory manuals to extract key information enabling the student to make accurate and efficient measurements.
E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
Discuss questions posed in the laboratories with group members/instructors and write concise accurate answers.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning electricity and magnetism as well as optics.
Page 90 of 255 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐134. Intro Physics for Life Sciences I (B)
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of mechanics, heat, A. the acquisition, application and and thermodynamics and formulate these laws mathematically. integration of knowledge
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of mechanics, heat, and thermodynamics.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution and distinguish whether those achieved solutions are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
E. N/A E. responsible behaviour to self, others and society
Page 91 of 255 Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
G. N/A G. teamwork, and personal and group leadership skills
H. Acknowledge the beauty and simplicity in logical, creative, and H. creativity and aesthetic appreciation reasoned solutions to complex problems.
I. N/A I. the ability and desire for continuous learning
Page 92 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐140. Introductory Physics I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to kinematics (forces and vectors), energy, momentum, and integration of knowledge rotational motion and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using the methods of differential and integral calculus to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
Perform laboratory experiments that illustrate the laws and theories of physics related to kinematics (forces and vectors), energy, momentum, and rotational motion.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require differential and/or integral calculus and distinguish whether those achieved solutions are reasonable.
Page 93 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
Use experimental scientific apparatus to conduct experiments in a physics laboratory environment and then assess whether the results of those experiments make physical sense and are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
Critically read and interpret laboratory manuals to extract key information enabling the student to make accurate and efficient measurements.
E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
Discuss questions posed in the laboratories with group members/instructors and write concise accurate answers.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning mechanics and thermodynamics.
Page 94 of 255 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐141. Introductory Physics II
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to electricity and magnetism, waves and periodic motion, and integration of knowledge geometric optics and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using the methods of differential and integral calculus to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
Perform laboratory experiments that illustrate the laws and theories of physics related to related to electricity and magnetism, waves and periodic motion, and geometric optics.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require differential and/or integral calculus and distinguish whether those achieved solutions are reasonable.
Page 95 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
Use experimental scientific apparatus to conduct experiments in a physics laboratory environment and then assess whether the results of those experiments make physical sense and are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
Critically read and interpret laboratory manuals to extract key information enabling the student to make accurate and efficient measurements.
E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
Discuss questions posed in the laboratories with group members/instructors and write concise accurate answers.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning electricity and magnetism as well as optics.
Page 96 of 255 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐144. Introductory Physics I (B)
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to kinematics (forces and vectors), energy, momentum, and integration of knowledge rotational motion and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using the methods of differential and integral calculus to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require differential and/or integral calculus and distinguish whether those achieved solutions are reasonable.
Page 97 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning mechanics and thermodynamics.
Page 98 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐145. Introductory Physics II (B)
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Summarize the fundamental laws and theories of physics related A. the acquisition, application and to electricity and magnetism, waves and periodic motion, and integration of knowledge geometric optics and formulate these laws mathematically.
Construct, recognize, and solve problems both mathematical and conceptual concerning those fundamental laws and theories of physics using the methods of differential and integral calculus to solve such mathematical problems when necessary.
Apply the physical principles and the physical insight gained in this class to the various natural phenomena and processes experienced in daily life.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate novel technical problems, retrieve the C. critical thinking and problem‐solving information needed to solve them, then find appropriate skills mathematical methods of solution which may require differential and/or integral calculus and distinguish whether those achieved solutions are reasonable.
D. Formulate problems presented in various formats into a D. literacy and numeracy skills mathematical form, and be able to solve these equations algebraically or numerically, as appropriate.
Page 99 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: E. N/A E. responsible behaviour to self, others and society
F. Communicate mathematical and conceptual problems and F. interpersonal and communications skills qualitative and quantitative solutions clearly.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further studies in other areas of Physics (including I. the ability and desire for continuous subsequent Physics classes) and more advanced studies in learning electricity and magnetism as well as optics.
Page 100 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐151. From Symmetry to Chaos in the Universe
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Apply a variety of mathematical techniques to analyze/describe A. the acquisition, application and the properties of physical systems. integration of knowledge
Develop algorithms and software (utilizing an upper‐level programming language e.g. Python) to solve computationally/mathematically intensive problems.
B. Locate, identify, and evaluate documented information about a B. research skills, including the ability to physical system from various resources. define problems and access, retrieve and evaluate information (information literacy)
C. Determine the necessary/appropriate analytic and/or numerical C. critical thinking and problem‐solving techniques to analyze various families of physical systems; skills critically evaluate the properties of these systems using knowledge gained in (A) and (B).
D. Develop mathematical descriptions of physical systems; formulate D. literacy and numeracy skills solutions to the resulting equations analytically or numerically as appropriate.
Utilize information about a physical system, formulating it into mathematical equations (to obtain a quantitative understanding of the system)
E. N/A E. responsible behaviour to self, others and society
Page 101 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
F. Communicate with others in an academic environment, F. interpersonal and communications skills particularly with the goal of stimulating new ideas and fostering collaborations to tackle nontrivial problems.
G. N/A G. teamwork, and personal and group leadership skills
H. Appreciate the beauty in the phenomena exhibited by, and the H. creativity and aesthetic appreciation mathematical structures employed by nature.
I. Build off of/expand on the (rudimentary) analytic and numerical I. the ability and desire for continuous techniques learned in this course to understand more complicated learning systems/phenomena; translate and apply this knowledge in subsequent courses in physics, mathematics, and computer science.
Page 102 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐190. Introduction to Astronomy I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Restate and explain the physical principles behind the formation A. the acquisition, application and processes within the solar system. integration of knowledge
Discuss various phenomena, such as eclipses, tides and the greenhouse effect.
Relate the key achievements of the ‘fathers’ of astronomy (eg: Copernicus, Kepler, Galileo and Newton).
Memorize and recall or recognize the physical properties and trends in the planets, their moons (and rings), atmospheres and interiors.
B. Read and appraise general articles in popular journals and TV B. research skills, including the ability to science programs (eg: Nova) relating to the solar system (eg: NASA define problems and access, retrieve exploratory missions.) and evaluate information (information literacy)
C. Demonstrate critical thinking by integrating knowledge in (A) and C. critical thinking and problem‐solving formulating a physically sound description of skills processes/mechanisms present within the solar system.
D. N/A D. literacy and numeracy skills
E. N/A E. responsible behaviour to self, others and society
Page 103 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
F. N/A F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. Appreciate the beauty in the phenomena exhibited by, and the H. creativity and aesthetic appreciation mathematical structures employed by nature.
I. Pursue further information and/or non‐mathematical studies I. the ability and desire for continuous relating to astronomy. learning
Page 104 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐191. Introduction to Astronomy II
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Understand processes responsible for power generation of the A. the acquisition, application and Sun and the stars. integration of knowledge
Understand the star formation process.
Explain the differences between the supernova type I and the supernova type II.
Explain the nature of different types of galaxies. (e) Explain the nature of neutron stars and black holes. (f) Explain nature of cosmic microwave background radiation. (g) Explain the nature of the expanding Universe and the ‘Big Bang’ theory.
B. Search, read and appraise general articles on the web, related to B. research skills, including the ability to material taught in the class. (b) Use the SkyChart III program to define problems and access, retrieve retrieve information about some stars, constellations and galaxies. and evaluate information (information literacy)
C. integrate knowledge in (A) and formulate a physically sound C. critical thinking and problem‐solving description of the processes involved within interior of the Sun skills and the stars in different stages of their lifetime. (b) Predict properties of a star from its position on The Hertzsprung‐Russell diagram.
D. use Pythagorean theorem in simple calculations of stellar D. literacy and numeracy skills velocities. (b) Use logarithmic scale to calculate the distance of some stars from their absolute and apparent magnitudes.
Page 105 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
E. N/A E. responsible behaviour to self, others and society
F. N/A F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further information and/or non‐mathematical studies I. the ability and desire for continuous relating to astronomy. learning
Page 106 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐202. Physics and Society‐The Past
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. State and describe the contributions of the major cultures of A. the acquisition, application and antiquity (eg: Egyptian, Babylonian, Greek and Islamic) to the integration of knowledge development of Astronomy.
Recall and explain the contributions of the major astronomers ‐ from Copernicus to Newton ‐ to the development of Astronomy.
Discuss critically the geocentric and heliocentric models of the solar system, and the supporting experimental evidence.
Recognize the influence of the cultural elements (philosophies, religious, political) on the development of Astronomy.
Report on more general scientific methodology in light of the history of Astronomy.
B. Perform literature searches pertaining to a specific topic for the B. research skills, including the ability to purposes of writing an essay. define problems and access, retrieve and evaluate information (information literacy)
C. Details outlined in (A) require a critical analysis of historical events C. critical thinking and problem‐solving and an appreciation of the cultural climate/worldview in which skills individuals functioned.
D. N/A D. literacy and numeracy skills
Page 107 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: E. N/A E. responsible behaviour to self, others and society
F. Communicate more effectively and present logical arguments in F. interpersonal and communications skills written form about historical events and their significance both at the time and now.
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Apply the insights gained to other disciplines, and better I. the ability and desire for continuous appreciate the history of astronomy and, more generally, the learning impact of scientific knowledge on western culture.
Page 108 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐203. Physics and Society ‐ The Present
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
A. Explain the major themes in Physics (mechanics, A. the acquisition, application and electromagnetism, quantum mechanics, relativity) and their integration of knowledge applications in everyday life (energy efficiency, global warming, organizing human knowledge).
B. Research a problem of societal importance and present it with B. research skills, including the ability to supporting data to peers. define problems and access, retrieve and evaluate information (information literacy)
C. N/A C. critical thinking and problem‐solving skills
D. N/A D. literacy and numeracy skills
E. Evaluate the competing values of higher efficiency, lower cost, E. responsible behaviour to self, others environmental effects, etc in a variety of situations to make and society ethical decisions.
F. Communicate with members of their project team and engage in F. interpersonal and communications skills healthy debate.
Present knowledge at poster session.
G. Work effectively in a team taking on several roles – leader, G. teamwork, and personal and group moderator etc. leadership skills
Page 109 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: H. N/A H. creativity and aesthetic appreciation
I. Identify reliable and reputable sources of information. I. the ability and desire for continuous learning Locate information sources upon need.
Read and enjoy popular physics articles.
Page 110 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐220. EM Fields & Photons
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
A. Integrate knowledge from previous courses in Physics and A. the acquisition, application and Mathematics with new material related to electromagnetic fields. integration of knowledge
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Integrate knowledge of (A) and formulate a physically sound C. critical thinking and problem‐solving description of the processes at work and mechanisms of skills interaction between moving charge and electromagnetic field.
Calculate electric field for different charge distributions.
Calculate charge distribution in conductors in some simple cases.
Calculate magnetic fields for different current distributions.
Calculate forces acting on a charge in electromagnetic field.
Calculate currents, voltages and phase shifts in RLC circuits.
D. use freely vector representation, differentials, and integrals, when D. literacy and numeracy skills solving problems in physics.
E. Respect health and safety issues in experimental laboratory. E. responsible behaviour to self, others and society
Page 111 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
F. Communicate effectively and professionally about technical F. interpersonal and communications skills problems (including data analysis skills) in both oral and written forms.
G. Interact constructively with others to solve practical problems. G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further information and studies relating to I. the ability and desire for continuous electromagnetism. learning
Page 112 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐222. Optics
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. With knowledge from previous courses in Physics and Math state A. the acquisition, application and the fundamental laws and theories of Geometrical and Physical integration of knowledge Optics; make clear the underlying dual nature of light. Explain the wave phenomena and light propagation.
Solve problems on these topics.
Carry out laboratory experiments.
Write, present, and discuss a short scientific talk.
B. Review the literature, evaluate the information, and choose the B. research skills, including the ability to important aspects of the topic. define problems and access, retrieve and evaluate information (information Apply taught principles and generic techniques in experimental literacy) physics and data analysis to practical problems
C. Solve a variety of problems using physical and mathematical C. critical thinking and problem‐solving knowledge gained in (A). skills
Calculate currents, voltages and phase shifts in RLC circuits.
D. Study the literature, evaluate the information, and choose the D. literacy and numeracy skills important aspects of the topic.
E. Handing over of the assignments on time E. responsible behaviour to self, others and society
Page 113 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: F. Prepare and discuss presentations. F. interpersonal and communications skills
Answer toughly questions posed in the laboratories with group members and write concise accurate answers.
G. Work in groups of two for the presentations. G. teamwork, and personal and group leadership skills Work in groups of two or three in the laboratory to obtain good experimental results.
H. Use reasoning ability to solve different problems involving logical H. creativity and aesthetic appreciation steps.
I. Pursue further studies in other areas of Sciences using Physics I. the ability and desire for continuous knowledge and more advanced studies in Physics. learning
Page 114 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐250. Mechanics I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Apply Newton’s Laws (and their relativistic generalization) to A. the acquisition, application and analyze problems in Mechanics – derive the equations to describe integration of knowledge a system’s dynamics; derive and utilize conservation theorems.
Utilize appropriate mathematical tools to analyze and solve a system’s equations.
Apply principles of qualitative and quantitative analysis to interpret physical data.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools – particularly, calculus, differential equations, and linear algebra – to analyze and solve the resulting equations.
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
Page 115 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: D. N/A D. literacy and numeracy skills
E. N/A E. responsible behaviour to self, others and society F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Utilize ideas/techniques from previous Physics and Mathematics I. the ability and desire for continuous courses – Newton’s Laws, calculus, differential equations, linear learning algebra – to understand systems in Mechanics. (Also relevant to A, B, C, D.)
Page 116 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐310. Quantum Physics and Chemistry
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate knowledge from previous courses in Physics, Math and A. the acquisition, application and Chemistry with new material in ‘modern’ physics. integration of knowledge
Explain the breakdown/limitations of classical physics and discuss foundational experiments in quantum mechanics.
Demonstrate a sound understanding of basic quantum mechanical formalism and correctly apply this knowledge to simple time independent potentials.
Comprehend one electron atoms using both the Bohr model and Schrodinger’s non‐relativistic equation, and successfully solve numerical problems on this topic.
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Seek, recognize and identify simplifying assumptions and C. critical thinking and problem‐solving approximations in physics. skills
Perform numerical calculations in introductory quantum mechanics.
Execute problem solving skills in a Laboratory setting.
Page 117 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
D. N/A D. literacy and numeracy skills
E. Respect health and safety issues in experimental laboratory. E. responsible behaviour to self, others and society F. Communicate more effectively and professionally about a F. interpersonal and communications skills technical problem (including data analysis skills) in both oral and written forms.
G. Interact constructively with others to accomplish a practical G. teamwork, and personal and group problem. leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Apply the knowledge base to other areas, such as atoms, I. the ability and desire for continuous molecules, nuclei and solid state physics, as well as undertake learning more advanced courses in quantum mechanics.
Page 118 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐311. Atomic and Molecular Spectra
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate knowledge from previous courses in Physics, Math and A. the acquisition, application and Chemistry with new material in ‘modern’ physics. integration of knowledge
Comprehend one electron atoms using Schrodinger’s non‐ relativistic equation, together with fine structure perturbations, and solve accurately numerical problems on this topic.
Discuss the concept of electron ‘spin’ and be able to apply this quantum mechanically to the Zeeman and Pashen Bach effects.
Explain the structure and trends of the periodic table in terms of electronic configuration, and express both the strong and weak forms of the Pauli exclusion principle.
Discuss the origin of optical selection rules and demonstrate their application to LS coupled atoms and diatomic molecules.
Report on basic nuclear properties and models. (g) Recognize and differentiate between ,, and fission decay.
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Seek, recognize and identify simplifying assumptions and C. critical thinking and problem‐solving approximations in physics. skills
Page 119 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: Perform introductory semi‐classical and quantum mechanical calculations in atomic, molecular and nuclear physics
Explain phenomena accurately in terms of appropriate physical concepts and interactions.
Execute problem solving skills in a Laboratory setting.
D. N/A D. literacy and numeracy skills
E. Respect health and safety issues in experimental laboratory. E. responsible behaviour to self, others and society F. Communicate more effectively and professionally about a F. interpersonal and communications skills technical problem (including data analysis skills) in both oral and written forms.
G. Interact constructively with others to accomplish a practical G. teamwork, and personal and group problem. leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Apply the knowledge base to other areas, such as solid state I. the ability and desire for continuous physics and molecular spectroscopy, as well as undertake more learning advanced courses in quantum mechanics and nuclear physics.
Page 120 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐314. Quantum Physics and Chemistry
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate knowledge from previous courses in Physics, Math and A. the acquisition, application and Chemistry with new material in ‘modern’ physics. integration of knowledge
Explain the breakdown/limitations of classical physics and discuss foundational experiments in quantum mechanics.
Demonstrate a sound understanding of basic quantum mechanical formalism and correctly apply this knowledge to simple time independent potentials.
Comprehend one electron atoms using both the Bohr model and Schrodinger’s non‐relativistic equation, and successfully solve numerical problems on this topic.
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Seek, recognize and identify simplifying assumptions and C. critical thinking and problem‐solving approximations in physics. skills
Perform numerical calculations in introductory quantum mechanics.
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
Page 121 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
D. N/A D. literacy and numeracy skills
E. N/A E. responsible behaviour to self, others and society F. Communicate more effectively and professionally about a F. interpersonal and communications skills technical problem (including data analysis skills) in both oral and written forms.
G. Interact constructively with others to accomplish a practical G. teamwork, and personal and group problem. leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Apply the knowledge base to other areas, such as atoms, I. the ability and desire for continuous molecules, nuclei and solid state physics, as well as undertake learning more advanced courses in quantum mechanics.
Page 122 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐315. Atomic and Molecular Spectra
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate knowledge from previous courses in Physics, Math and A. the acquisition, application and Chemistry with new material in ‘modern’ physics. integration of knowledge
Comprehend one electron atoms using Schrodinger’s non‐ relativistic equation, together with fine structure perturbations, and solve accurately numerical problems on this topic.
Discuss the concept of electron ‘spin’ and be able to apply this quantum mechanically to the Zeeman and Pashen Bach effects.
Explain the structure and trends of the periodic table in terms of electronic configuration, and express both the strong and weak forms of the Pauli exclusion principle.
Discuss the origin of optical selection rules and demonstrate their application to LS coupled atoms and diatomic molecules.
Report on basic nuclear properties and models. (g) Recognize and differentiate between ,, and fission decay.
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Seek, recognize and identify simplifying assumptions and C. critical thinking and problem‐solving approximations in physics. skills
Page 123 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: Perform introductory semi‐classical and quantum mechanical calculations in atomic, molecular and nuclear physics
Explain phenomena accurately in terms of appropriate physical concepts and interactions.
Execute problem solving skills in a Laboratory setting.
D. N/A D. literacy and numeracy skills
E. Respect health and safety issues in experimental laboratory. E. responsible behaviour to self, others and society F. Communicate more effectively and professionally about a F. interpersonal and communications skills technical problem (including data analysis skills) in both oral and written forms.
G. Interact constructively with others to accomplish a practical G. teamwork, and personal and group problem. leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Apply the knowledge base to other areas, such as solid state I. the ability and desire for continuous physics and molecular spectroscopy, as well as undertake more learning advanced courses in quantum mechanics and nuclear physics.
Page 124 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐320. Electromagnetic Theory
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Apply Maxwell’s equations to analyze electric and magnetic A. the acquisition, application and phenomena (in vacuum and in media), focusing on stationary integration of knowledge phenomena.
Utilize appropriate mathematical tools to analyze and solve the equations.
Apply principles of qualitative and quantitative analysis to interpret physical data.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools – vector calculus, differential equations, and linear algebra – to analyze and solve the resulting equations. (Also relevant to D and I.)
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
D. N/A D. literacy and numeracy skills
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
E. N/A E. responsible behaviour to self, others and society F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Utilize ideas/techniques from previous Physics and I. the ability and desire for continuous Mathematics courses – electric fields, magnetic fields, learning electromagnetic induction; vector calculus, differential equations, linear algebra – to understand (stationary) electromagnetic phenomena. (Also relevant to A, B, C, D.)
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐323. Electromagnetic Waves
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Apply Maxwell’s equations to analyze electric and magnetic A. the acquisition, application and phenomena (in vacuum and in media), focusing on dynamic integration of knowledge phenomena, namely electromagnetic waves and, more generally, electromagnetic radiation. Utilize appropriate mathematical tools to analyze and solve the equations. Apply principles of qualitative and quantitative analysis to interpret physical data.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools – vector calculus, differential equations, and linear algebra – to analyze and solve the resulting equations. (Also relevant to D and I.)
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
D. N/A D. literacy and numeracy skills
E. N/A E. responsible behaviour to self, others and society
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Utilize ideas/techniques from previous Physics and Mathematics I. the ability and desire for continuous courses – electric fields, magnetic fields, electromagnetic learning induction; vector calculus, differential equations, linear algebra – to understand (stationary) electromagnetic phenomena. (Also relevant to A, B, C, D.)
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐350. Classical Mechanics I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Apply the Lagrangian formalism to analyze problems in A. the acquisition, application and Mechanics; dissect and describe the dynamics of systems of integration of knowledge particles, rigid bodies, and systems in noninertial reference frames.
Utilize appropriate mathematical tools to analyze and solve a system’s equations.
Apply principles of qualitative and quantitative analysis to interpret physical data.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools – vector calculus, differential equations, and linear algebra – to analyze and solve the resulting equations. (Also relevant to D and I.)
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to F and I.)
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: D. N/A D. literacy and numeracy skills
E. N/A F. responsible behaviour to self, others and society
G. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
H. N/A G. teamwork, and personal and group leadership skills
I. N/A H. creativity and aesthetic appreciation
J. Utilize ideas/techniques from previous Physics and Mathematics I. the ability and desire for continuous courses – calculus, differential equations, linear algebra, calculus learning of variations – to understand complex systems in Mechanics. (Also relevant to A, B, C, D.)
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐370. Introduction to Medical Physics
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Describe the main theories underlying optical fibers and solve A. the acquisition, application and numeric problems related to optical fiber. Identify how optical integration of knowledge fiber is utilized in endoscopy and list the various endoscopes used in modern medicine.
Explain the operation of a laser. Describe the mechanisms whereby light is absorbed or emitted by atoms. List the components required for construction of a laser. Identify how lasers are utilized in modern medicine and list the various lasers currently in use
Describe the primary nuclear disintegrations and identify which are most important in various nuclei. Explain how radioactivity is quantified and expressed.
Describe and solve problems related to the medical imaging modalities of ultrasound, x‐ray CT, MRI, and nuclear medicine as well as the reasons for when and why such modalities are required.
Quantify the effects of ionizing radiation on the human body, including the calculation of absorbed dose. Express the risk to humans due to ionizing radiation numerically and compare relative risk due to a variety of sources.
Integrate knowledge of the effects of ionizing radiation on the human body with knowledge of cellular biological processes to explain how and why current cancer treatment radiotherapies are performed.
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: B. N/A. B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools which may include algebra, calculus, linear algebra, and differential equations to analyze and solve the resulting equations.
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to D and F.)
D. Develop mathematical descriptions of physical systems; formulate D. literacy and numeracy skills solutions to the resulting equations analytically or numerically as appropriate.
Utilize information about a physical system, formulating it into mathematical equations (to obtain a quantitative understanding of the system).
E. Internalize the principle of ALARA (as low as reasonably achievable) E. responsible behaviour to self, others and express that principle clearly to himself/herself and/or others. and society ALARA is the fundamental concept related to limiting ionizing radiation exposure that all responsible radiologists, medical physicists, and doctors are morally obligated to follow.
F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Demonstrate an introductory grasp of medical imaging and I. the ability and desire for continuous radiological physics theories and concepts sufficient to enable learning competitive performance in future upper year courses in these topics.
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐431. Introduction to Statistical Mechanics
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Utilizing knowledge from previous Physics and Mathematics A. the acquisition, application and courses, the student will acquire knowledge of the formalism of integration of knowledge statistical mechanics and of basic statistical systems: appreciate the postulates and their consequences; perform calculations using the canonical and grand canonical formalisms; analyze and understand the properties of no interacting classical and quantum gases; understand the fundamentals of phase transitions
B. Fuse information from the course and from previous courses to B. research skills, including the ability to translate physical problems into mathematical models. define problems and access, retrieve and evaluate information (information literacy)
C. Analyze mathematical models for physical systems, performing C. critical thinking and problem‐solving calculations utilizing nontrivial mathematics. skills
D. Perform calculations utilizing nontrivial mathematics, namely D. literacy and numeracy skills vector calculus, linear algebra, and differential equations.
E. N/A E. responsible behaviour to self, others and society
F. Communicate results effectively in written form. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: H. Search for creative solutions to physical problems. H. creativity and aesthetic appreciation
I. Apply the formalism of statistical mechanics to systems in the I. the ability and desire for continuous physical sciences and engineering; be prepared for more learning advanced (graduate) courses on statistical mechanics.
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐450. Quantum Mechanics I
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Make math/physics connections: Students should be able to A. the acquisition, application and translate a physical description of a junior‐level quantum integration of knowledge mechanics problem to a mathematical equation necessary to solve it. Students should be able to explain the physical meaning of the formal and/or mathematical formulation of and/or solution to a junior‐level quantum mechanics problem. Students should be able to achieve physical insight through the mathematics of a problem.
Organize knowledge: Students should be able to articulate the big ideas from each chapter, section, and/or lecture, thus indicating that they have organized their content knowledge. They should be able to filter this knowledge to access the information that they need to apply to a particular physical problem, and make connections/links between different concepts.
See the big picture: Students should see the various topics in the course as part of the theory of quantum mechanics; ie., the Schroedinger equation, and various alternative formulations of quantum mechanics. They should become familiar with the important conceptual differences between the classical and quantum worlds.
B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: C. Analyze mathematical models for physical systems, performing C. critical thinking and problem‐solving calculations utilizing nontrivial mathematics. skills
D. Perform calculations utilizing nontrivial mathematics, namely D. literacy and numeracy skills vector calculus, linear algebra, and differential equations.
E. Problem‐solving techniques: Students should be able to choose E. responsible behaviour to self, others and apply the problem‐solving technique that is appropriate to a and society particular problem (numerical and analytical). This indicates that they have learned the essential features of different problem‐ solving techniques (eg., separation of variables, solutions of PDE’s, various boundary value problems, applications of the methods of linear algebra). They should be able to apply these problem‐ solving approaches to novel contexts (i.e., to solve problems which do not map directly to those in the book), indicating that they understand the essential features of the technique rather than just the mechanics of its application. They should be able to justify their approach for solving a particular problem.
Problem‐solving strategy: Students should be able to draw upon an organized set of content knowledge, and apply problem‐solving techniques to that knowledge in order to organize and carry out long analyses of physical problems. They should be able to connect the pieces of a problem to reach the final solution. They should recognize that wrong turns are valuable in learning the material, be able to recover from their mistakes, and persist in working to the solution even though they don’t necessarily see the path to the solution when they begin the problem. Students should be able to articulate what it is that needs to be solved in a particular problem and know when they have solved it.
Expecting and checking solution: When appropriate for a given problem, students should be able to articulate their expectations for the solution to a problem, such as the nature of the eigenvalue spectrum, dependence on coordinate variables, and behavior at both large and small distances. For all problems, students should be able to justify the reasonableness of a solution they have reached, by methods such as checking the symmetry of the solution, looking at limiting or special cases, relating to cases with known solutions, checking units, dimensional analysis, and/or checking the scale/order of magnitude of the answer
F. N/A F. interpersonal and communications skills
G. Peer learning: Students should be able to work on a large problem G. teamwork, and personal and group in a group and learn from each other’s strengths and mistakes. leadership skills
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate:
H. N/A H. creativity and aesthetic appreciation
I. Build on Earlier Material. Students should deepen their I. the ability and desire for continuous understanding of 64‐141, 64‐220, and 64‐450 material. i.e., the learning course should build on earlier material. The course should also provide the foundation for later courses specifically 64‐451 – Quantum mechanics or 64‐550 in graduate studies.
Page 137 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐470. Radiological Physics
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Explain to persons with a general public understanding the A. the acquisition, application and principles behind the use of x‐rays or gamma rays (including their integration of knowledge generation) for treatment or diagnostic purposes, radioactivity and nuclear decay, and the fundamental effects of ionizing radiation on the human body.
List and describe the main physical mechanisms whereby x‐rays or gamma rays are attenuated in a medium.
Diagram how an x‐ray tube is used to generate x‐rays and list and describe the main physical mechanisms whereby x‐rays are produced in the tube cathode.
Describe the primary nuclear disintegrations and identify which are most important in various nuclei.
Quantify the effects of ionizing radiation on the human body, including the calculation of absorbed dose.
Integrate knowledge of radiotherapy learned in the classroom with practical examples of cancer radiotherapy as performed in a clinical environment.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information Solve numerical problems by properly employing tables of literacy) precompiled radiological physics parameters (locating the appropriate or most relevant table, locating the relevant data
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: within the table or interpolating within the data contained in the table to retrieve relevant information). (Also relevant to C.)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools which may include algebra, calculus, linear algebra, and differential equations to analyze and solve the resulting equations.
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to D and F.)
Collect and analyze experimentally obtained data and then assemble reports by interpreting the data in the context of classroom‐obtained knowledge.
D. Develop mathematical descriptions of physical systems; formulate D. literacy and numeracy skills solutions to the resulting equations analytically or numerically as appropriate.
Utilize information about a physical system, formulating it into mathematical equations (to obtain a quantitative understanding of the system).
Effectively describe physical experiments related to radiological physics, report the outcomes of those experiments, and interpret the significance of those outcomes in a written document. (Also relevant to F.)
E. Internalize the principle of ALARA (as low as reasonably achievable) E. responsible behaviour to self, others and express that principle clearly to himself/herself and/or others. and society ALARA is the fundamental concept related to limiting ionizing radiation exposure that all responsible radiologists, medical physicists, and doctors are morally obligated to follow.
F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: I. Demonstrate a mastery of radiological physics theories and I. the ability and desire for continuous concepts sufficient to enable competitive performance in any learning related graduate level program taken in the future.
Page 140 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐471. Introduction to Medical Imaging
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Explain to persons with a general public understanding the A. the acquisition, application and principles behind the medical imaging modalities of ultrasound, x‐ integration of knowledge ray CT, MRI, and nuclear medicine as well as the reasons for when and why such modalities are required.
Apply the principles and theories of the four main imaging modalities to real clinical or research imaging systems.
List the relevant advantages and disadvantages of the various medical imaging modalities.
Relate the fundamental ideas and theories of signal processing and imaging to the specific examples of medical imaging systems.
Integrate knowledge of medical imaging systems learned in the classroom with practical examples of imaging obtained in a laboratory environment.
B. Record observations, analyze data, and report findings in an B. research skills, including the ability to appropriate scientific style. (Also relevant to F.) define problems and access, retrieve and evaluate information (information literacy)
C. Deconstruct complex problems into their building blocks. (Also C. critical thinking and problem‐solving relevant to I.) skills
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools which may
Page 141 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: include algebra, calculus, linear algebra, and differential equations to analyze and solve the resulting equations.
Process, interpret, and present scientific data using appropriate graphical, numeric, and computational techniques. (Also relevant to D and F.)
Collect and analyze experimentally obtained data and then assemble reports by interpreting the data in the context of classroom‐obtained knowledge.
D. Develop mathematical descriptions of physical systems; formulate D. literacy and numeracy skills solutions to the resulting equations analytically or numerically as appropriate.
Utilize information about a physical system, formulating it into mathematical equations (to obtain a quantitative understanding of the system).
Effectively describe physical experiments related to medical imaging, report the outcomes of those experiments, and interpret the significance of those outcomes in a written document. (Also relevant to F.)
E. N/A E. responsible behaviour to self, others and society
F. Communicate physical and mathematical concepts in writing. F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Demonstrate a mastery of medical imaging theories and concepts I. the ability and desire for continuous sufficient to enable competitive performance in any related learning graduate level program taken in the future.
Page 142 of 255
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐484. Design and Application of Lasers
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate knowledge from previous courses in Physics and A. the acquisition, application and Mathematics with new material related to electromagnetic fields integration of knowledge in resonators, and laser light propagation.
B. Apply taught principles and generic techniques in experimental B. research skills, including the ability to physics and data analysis to practical problems. define problems and access, retrieve and evaluate information (information literacy)
C. Integrate knowledge of (A) and formulate a physically sound C. critical thinking and problem‐solving description of the processes at work and mechanisms leading to skills the generation of laser light.
Calculate value of electric and magnetic field distribution associated with a given laser beam
Judge if a given resonator is stable or not,
Use the complex beam parameter and “ABCD” law to calculate laser beam parameters at any point of a given stable resonator.
D. Use freely vector representation, differentials, integrals and D. literacy and numeracy skills complex numbers, when solving problems in physics.
E. N/A E. responsible behaviour to self, others and society
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: F. N/A F. interpersonal and communications skills
G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. Pursue further information and studies relating to lasers I. the ability and desire for continuous learning
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UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE COURSE LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 03‐64‐496. Technical Communication Skills
Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.
Proposers are also strongly encouraged to contact the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Identify physics topics of interest to HS students that can be A. the acquisition, application and communicated by a multimedia instructional web module integration of knowledge (MMIM)
Apply course‐based principles of physics to the deconstruction of a complex topic.
Integrate knowledge gained in several courses/disciplines in order to explain a complex topic to high‐school students.
B. Search existing literature in order to determine available B. research skills, including the ability to resources. define problems and access, retrieve and evaluate information (information Evaluate several possible MMIM topics in order to determine literacy) viability
Once MMIM topic is selected, research literature in order to develop an adequate citation base.
C. Integrate knowledge of (A) and formulate a physically sound C. critical thinking and problem‐solving description of the processes at work and mechanisms leading to skills the generation of laser light.
Calculate value of electric and magnetic field distribution associated with a given laser beam
Judge if a given resonator is stable or not,
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Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: Use the complex beam parameter and “ABCD” law to calculate laser beam parameters at any point of a given stable resonator.
D. Identify potential and actual problems in the implementation of D. literacy and numeracy skills MMIM and solve them.
Learn website design and development, and any other software applications as needed.
E. N/A E. responsible behaviour to self, others and society
F. Demonstrate ethical standards in the development of a web F. interpersonal and communications skills resource as well as all submissions.
Demonstrate ethical behavior towards colleagues in team work.
Complete the Ethics portion of the CAP professional physicist exam.
G. Work effectively in a team of peers. G. teamwork, and personal and group leadership skills Manage time and resources efficiently to complete course outcomes.
Manage their career goals and paths.
H. Develop a pleasing web interface. H. creativity and aesthetic appreciation
Write text in a correct manner with engaging style.
I. Pursue further information and studies relating to lasers I. the ability and desire for continuous learning
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Dr. Steven J. Rehse Head, Department of Physics [email protected]
Wednesday, January 20, 2021
RE: Physics Department Comment on Physics’ University Program Review
Hello Renee, The Physics Department acknowledges receipt of this Review on 2021-01-19. We have already started working on many of the recommendations made in this document. We have no other comment. Thank you.
Sincerely,
Dr. Steven J. Rehse, Ph.D. Professor and Head University of Windsor, Department of Physics Windsor, Ontario, Canada
401 Sunset Avenue, Windsor, Ontario, Canada N9B 3P4. tel: (519) 253-3000 ext: 2656. fax: (519) 973-7075. [email protected] http://www.uwindsor.ca/science/physics/
Page 147 of 255
S210212-5.5.3 University of Windsor Senate
5.5.3: Bachelor of Science Honours Environmental Science (Applied Environmental Science Stream) – Major Program Change (Form B)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the Bachelor of Science Honours Environmental Science (Applied Environmental Science Stream) be approved.^
^Subject to approval of the expenditures required.
Rationale/Approvals: § The School of the Environment is proposing a new stream, Applied Environmental Science, within the Bachelor of Science Honours Environmental Science program to recognize the ambitions of some college graduates from environmentally related program. § This stream will facilitate a new degree completion pathway, structured as a ‘2+2’ where students will earn a diploma from a recognized CAAT (or equivalent) in two years, followed by completing their degree at the University of Windsor in an additional two years. § The proposal has been approved by the School of the Environment Council, the Faculty of Science Coordinating Council, the Provost and the Program Development Committee. § See attached.
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A. Basic Program Information
Faculty(ies) Science Department(s)/School(s) School of the Environment Name of Program as it Will Appear on the Bachelor of Science Honours Environmental Science - Applied Diploma (e.g., Bachelor of Arts Honours Environmental Science Stream Psychology with thesis) Proposed Year of Offering* [Fall, Winter, Spring]: Fall 2021 *(subject to timely and clear submission) Mode of Delivery: Classroom Planned steady-state Student Enrolment (per 45 students (steady state starts in year two). section B.4.2) Normal Duration for Completion: 2 years (full time) following the completion of a recognized two- year College of Applied Arts and Technology (CAAT) diploma or equivalent in a relevant environmental field Will the program run on a cost-recovery basis? Yes
B. Major Program Changes - Overall Plan
B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; Ministry section 4) Please provide a rationale for the proposed change, including a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president)
Relevance and Importance: Within Canada, the environmental job market is thriving, and reached 24,500 job ads online in 2018 (ECO Canada, 2019). Specific fields within the environmental sector have communicated the need for inter-organization collaboration between universities and colleges (ECO Canada, 2018) as well as curricular programming to address labour gaps, particularly in agri-science and agri-business (Government of Canada, 2018; Ghanam, 2017; University of Windsor, 2017).
To help address these needs, the School of the Environment is proposing a new stream, Applied Environmental Science, within the Bachelor of Science Honours Environmental Science program to recognize the ambitions of some college graduates from environmentally related programs (i.e., graduates who have an in-depth scientific knowledge of environmental theories, concepts, and techniques, as well as significant applied experiences garnered through the completion of a CAAT diploma, or equivalent). The environmental-related programs considered in Ontario include: Environmental Technician (MCU code 52700) and Forestry Technician (MCU 54203). Additional CAAT programs across Canada could be applicable and will be reviewed for consideration on an ad-hoc basis. This stream will facilitate a new degree completion pathway, structured as a ‘2+2’ where students will earn a diploma from a recognized CAAT (or equivalent) in two years, followed by completing their degree at the University of Windsor in an additional two years. The Dean of Science has discussed this new stream and degree completion pathway with the Vice President Academic at St. Clair College and has received their support. St. Clair college will also help advertise and promote this program to their students as well as advice students on how to successfully transfer into this new stream (see Appendix B for the letter of support).
This new stream aligns with the Ontario Government’s movement towards transfer systems (Ontario MTCU, 2011) by offering a transparent pathway for students to move between postsecondary institutions without repeating previously learned material. Furthermore, this new stream will cater to the growing demand for hybrid higher education in Ontario (Brown, 2016) and the increasing number of job openings in environmental fields (ECO Canada,
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2018; see additional employment data in ‘B.4 Demand for the Modified program’ Table 1). This new stream will increase the overall enrollment in Science, specifically in the School of the Environment, by recruiting college graduates to complete the new stream while not requiring additional resources beyond what is associated with typical program growth.
This new stream, although distinct from the traditional four-year Environmental Science degree, has been mapped to show equivalency in terms of the program-level learning outcomes and careful consideration has been given to the program standards students would have met following the successful completion of their CAAT diploma (or equivalent). The new stream offers complementary, yet equivalent, learning outcomes with differing focuses when compared to the traditional four-year degree. CAAT program standards have been mapped against the stream learning outcomes to ensure students entering the stream are sufficiently prepared to be successful. The new stream recognizes the applied experiences students will have garnered through their CAAT diploma, whereas the traditional 4-year program will offer students enhanced learning opportunities such as undergraduate research experiences and access to a greater range of courses from which to choose that offer high-impact learning experiences compared to those students in the new stream. While both programs offer hands-on experiences, students in the traditional 4-year program will gain these through the University of Windsor, while students in the stream would have already acquired these at the college; thus, students within the new stream will not negatively impact the availability of high impact courses for students in the 4-year program.
Aim and Impact: This new stream in Applied Environmental Science will offer a degree completion pathway for CAAT graduates from selected environmental-related programs. Specifically, students may obtain a Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream following the completion of an environmental-related CAAT (or equivalent) diploma program (see section C.1 Admission Requirements for more information on admission). Degree completion pathways will vary depending on the CAAT diploma program students complete; however, all students will complete 20 courses at the University of Windsor. Providing different degree completion pathways from environmental-related CAAT programs will ensure that courses within CAAT diploma programs are not duplicated (see C.2. Program Curriculum Structure/Program of Study for details on course requirements for each degree completion pathway). These degree completion pathways will help to streamline and harmonize the student experience. The stream will provide an efficient pathway for students to combine their career- oriented college education with a strong theoretical science background. Students will receive diverse learning experiences from a variety of sources, including experiential learning and high impact practices that will position them for future career success as well as opportunities to pursue post-graduate education. Please see section ‘C.4 Learning Outcomes’ for a detailed description of the knowledge, skills, and abilities students will have gained upon successful completion of the new program stream.
Please note, some entering CAAT students may have to complete courses from a summer bridging program (i.e., Foundations of Science Preparation Program) from Continuing Education to ensure they meet the basis for admission with respect to the pre-requisite course entrance requirements, should the student be deficient of required specific courses in their prior CAAT or secondary school education. However, this will vary by student depending on their educational background. Please see Appendix C for confirmation that Continuing Education is committed to offering Foundation programming in July 2020.
The availability of this stream, which recognizes the courses students completed at a CAAT, will allow the Faculty of Science to remain competitive with other institutions that have transfer/articulation agreements in place and provide accessible and transparent opportunities for movement between postsecondary institutions, thus aligning with the Ontario Government’s “Policy Statement for Ontario’s Credit Transfer System” (Ontario MTCU, 2011). We believe our degree completion pathways will be an attractive option for students wanting to earn a university degree, due to the potential cost savings compared to direct entry into a four-year degree program (Trick, 2013). Students will also earn two credentials - a diploma and degree in four years (assuming full time status).
Consistency with Institutional Goals: This new stream recognizes a range of environmental areas (e.g., forestry, horticulture, etc.) and aligns with several Strategic Areas of Program Strength and Expansion within the SMA by addressing ‘Environment and Ecosystem Adaptation and Recovery’, ‘Physical and Chemical Sciences’ (point five and Page 3 of 35 Page 150 of 255 ten within the program areas of strength) and ‘Engineering, Science, and Computing’ (point three within program areas of expansion). This program also aligns with the area of ‘Health and Wellness’ which is both a program area of strength (point six) and expansion (point 1) in the SMA. This new stream will help address the need for trained persons within the environmental sector (ECO Canada, 2019) and will contribute to the University of Windsor’s commitment to providing learning experiences that will prepare students for life after graduation and employment in the environmental sector by recognizing the importance of applied and theoretical learning experiences. The proposed stream also contributes to the University of Windsor’s mission, goals and objectives through improving the student learning experience in the area of career preparation and innovations in teaching and learning excellence, through the provision of high impact learning experiences. This stream will also provide additional opportunities to build partnerships with colleges and expand the University of Windsor’s college-university pathway development.
References:
Brown, L. (2016). Transferring credits between college and university can be rocky. Maclean’s. Retrieved from https://www.macleans.ca/education/college/transferring-credits-between-college-and-university-can-be-rocky/
ECO Canada. (2019). Environmental job market trends in 2018. Retrieved from https://www.eco.ca/wp- content/uploads/ECO-Canada-Job-Posting-Trends-2018-June-2019.pdf
ECO Canada. (2018). Environmental assessments and the workforce in Canada. Retrieved from https://www.eco.ca/wp-content/uploads/ECO-Canada-Environmental-Assessments-and-the-Workforce-in- Canada.pdf
Government of Canada. Agriculture and Agri-Food Canada. (2018). The Government of Canada invests in innovation to support the Canadian greenhouse sector. Retrieved from https://www.canada.ca/en/agriculture- agri-food/news/2018/11/the-government-of-canada-invests-in-innovation-to-support-the-canadian-greenhouse- sector.html
Ghanam, D. (2017). Agri-business centre of excellence: A feasibility study on creating a sector-specific skills training and education facility for the Leamington area. Retrieved from http://leamingtonchamber.com/wp- content/uploads/2017/12/Final-ACE-Report.pdf
Ontario Ministry of Training, Colleges and Universities. (2011). Policy statement for Ontario’s credit transfer system. Retrieved from https://www.ontransfer.ca/files_docs/content/pdf/en/news_and_events/news_and_events_2.pdf
Trick, D. (2013) College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
University of Windsor. (2017). University of Windsor Community Consultations Winter 2017. Retrieved from http://www.uwindsor.ca/president/sites/uwindsor.ca.president/files/report_on_community_consultations_201 7.pdf
B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study.
We are proposing a new stream in Applied Environmental Science. This new stream will recognize students who have an in-depth scientific knowledge of environmental theories, concepts, and techniques, as well as significant applied experience gained through their CAAT diploma program or equivalent. As such, this stream is consistent with the current discipline of environmental science.
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Across Canada, there are a number of diploma-to-degree pathways, and transfer and articulation agreements between universities and colleges for environmental programs (e.g., Western, Trent University, University of Guelph, Algoma University, University of British Colombia, University of Alberta). Providing college graduates from specific environmental diploma programs an opportunity to receive credits towards a university degree is common within the current state of the discipline. For example, institutions such as York University offer block transfer arrangements with colleges. Similarly, Durham College and the University of Ontario Institute of Technology (UOIT) have adopted a 2+2 model with a summer bridging program for college graduates wishing to transfer to high-affinity degree programs at UOIT. Algoma University offers a ‘2+2 diploma to degree program’ where students from specific college environmental programs (e.g., Forestry Technician, Natural Environment Technician) receive 60 transfer credits towards a BSc in Environmental Science (Honours) and subsequently complete 60 additional course credits (i.e., 20 courses over four semesters) at the University of Algoma. Therefore, there is precedence for credit transfer and degree completion pathways between universities and colleges, along with an appropriate bridge program to ensure a college graduate will both satisfy the program entrance requirements and are prepared to succeed in their university classes.
B.2.1 Unique or Innovative Curriculum, Program Delivery, or Assessment Practices (QAF Section 2.1.4) State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere.
Through the degree completion pathways, from recognized environmental-related diploma programs, students will be admitted into the Bachelor of Science Honours Environmental Science - Applied Environmental Science Stream. The enrollment in this stream will consist only of graduates from two-year CAAT diploma programs in environmentally related fields, or equivalent. Three-year diploma programs in relevant environmental-related fields will be analyzed for additional potential credit transfer on an ad-hoc basis, while considering minimum residency and core course requirements. This structure will facilitate a sense of community and collaboration among peers. The new stream will benefit students by recognizing the value of career-oriented educational experiences learned at college, while complementing these applied experiences with in-depth scientific knowledge, theories, and principles gained through university courses. Additionally, this new degree completion pathways, facilitated through the new stream, will streamline and harmonize the student experience by ensuring college course content is not duplicated, while offering a diverse learning opportunity as students will arrive from different environmental-related fields allowing for multidisciplinary information sharing and varied perspectives.
The new stream and degree completion pathways were intentionally designed based upon the analysis of CAAT program standards set forth by the Ministry of College and Universities (MCU). Program standards apply to all similar programs of instruction offered by publicly funded colleges across the province. The development of program standards by the Ministry first started in the 1990s to bring more consistency to college programming, broaden the skills of college graduates to include essential employability skills and provide accountability for the quality and relevance of college programs (MCU, 2017). Thus, by mapping these program standards against our curriculum and utilizing the information to develop a customized program stream and degree completion pathways, rather than targeting specific programs at specific CAATs, we are able to widen our recruitment scope to any CAAT program in Ontario that falls under these standards (see Appendix D for details on the review and analysis of CAAT program standards and curriculum mapping). In addition to working within the program standard framework set forth by MCU, these institutions are required to follow a rigorous quality review process at a program level basis on a regular frequency.
In most jurisdictions, the cost to the government and the student of a degree achieved through two years at the college followed by two year at the university is lower than a four-year university program (Trick, 2013.). As a result, our degree completion pathways allow students to gain applied educational experiences at the college, while also saving money compared to completing four years of full time study at a university.
References:
MCU. (2017). Published college program standards. Retrieved from http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/ Page 5 of 35 Page 152 of 255
Trick, D. (2013). College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
B.2.2 Indigenous (First Nations, Métis, or Inuit) Content, Perspectives, or Material The University of Windsor is committed to building stronger, more meaningful partnerships with Indigenous students, scholars and communities. In developing or revising this program, how has consideration been given to incorporating Indigenous (First Nations, Métis, or Inuit) content, perspectives, or material into the curriculum?
Indigenous content, perspectives, and material may be included in various courses at the discretion of the instructor. Individual instructors will review course materials and identify areas where indigenous content can be integrated to provide the indigenous perspective of a topic.
B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; Ministry section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline
The proposed name for the new stream, Applied Environmental Science recognizes both the subject area of study and the applied/technical educational experiences students received within their CAAT diploma. Therefore, we believe the name is representative of the program content and current usage in the discipline.
B.4 DEMAND FOR THE MODIFIED PROGRAM
B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions.
Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.).
Multiple secondary data sources were used to assess the market demand for the new stream in Applied Environmental Science. Across data sources, evidence suggests that the environmental sector is thriving and there are a large number of job opportunities available for new graduates within Ontario and across Canada. The new program stream will help address the need for trained individuals within the environmental sector.
Labour Market Data: There is consistent evidence supporting the need for trained individuals to support the growing environmental sector (ECO Canada, n.d.). The Environmental Careers Organization (ECO) provides a comprehensive analysis of labour trends within the environmental profession in Canada. Specifically, ECO Canada gathers and analyzes skill and labour market trends using job posting analysis, real-time labour market information, secondary statistics, and sector profiling. ECO Canada classifies environmental into three areas: • environmental protection (i.e., air quality, water quality, site assessment and reclamation, waste management, health and safety) • resource management (i.e., energy, fisheries and wildlife, natural resource management) • environmental sustainability (i.e., sustainability, education and training, research and development, policy and legislation, and communication and public awareness) (ECO, 2019)
Within Canada, the environmental job market continues to expand and reached 24,500 job ads online in 2018 – an 8% increase from 2017, and 17% increase from 2016. Ontario had the largest share of environmental job ads in 2018 (35%). There has been an increase in the number of job postings for 11 of the 13 environmental sectors (see Figure 1 below) suggesting that there is demand for individuals who are skilled in these areas (ECO Canada, 2019). Furthermore, Indeed Canada illustrated that careers as director of environmental services, environmental Page 6 of 35 Page 153 of 255 scientists, environmental technicians, environmental specialists, and environmental compliance specialists are in demand and growing rapidly (Dubé, 2018). Many of these positions would benefit from the combination of a college diploma and university degree. As such, students who complete the Applied Environmental Science stream will be prepared with the scientific knowledge of environmental theories, concepts, and techniques as well as the hands-on experiences garnered through their college diplomas that are necessary to hold careers in the aforementioned environmental areas.
Figure 1. Number of Environment Job Ads, by Environmental Sector, 2017 and 2018
ECO Canada. (2019). Environmental job market trends in 2018. Retrieved from https://www.eco.ca/wp-content/uploads/ECO-Canada-Job- Posting-Trends-2018-June-2019.pdf
Within Ontario, labour market information suggests that there are growing job opportunities within a number of environmental fields (Ministry of Labour, Training and Skills Development, 2017; see Table 1 for examples). Given that this new stream recognizes CAAT diplomas in a number of environmental areas (e.g., environmental technician) as well as requires the completion of 20 core university courses, students will develop both a depth and breadth skills to be well-positioned for a multitude of careers in the environmental sector (see Table 1).
Table 1. Employment statistics Job profile Median Projected Job outlook Number of Unemployment income number of job (2017-2021) job postings rate openings (2017- 2021) Biologist and related $74,703 2,001-3,000 Above 803 4.3%+ scientists average* Natural and applied science $85,673 1,001-2,000 Undetermined 89 3.3%+ policy researchers, consultants and program officers Inspectors in public and $78,208 4,001-5,000 Above average 1116 4%+ environmental health and occupational health and safety Agricultural representatives, $59,237 101-200 Undetermined 40 3%+ consultants and specialist
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Landscape and horticulture $48,831 1,001-2,000 Above average 123 5.3%+ technicians and specialists Managers in horticulture $47,045 201-300 Average* 24 1.8%+ Contractors and supervisors $43,643 $4,001-5,000 Average 113 3.6%+ landscaping, grounds maintenance and horticulture services Biological technologists and $61,533 801-900 Average* 92 8.3% technicians Forestry professionals $81,943 101-200 Above 18 2.8%+ average* Forestry technologists and $63,172 201-200 Average* 68 10% technicians Supervisors, logging and $74,618 101-200 Undetermined 0 5.4%+ forestry Note: These data were gathered from the Ministry of Training, Colleges and Universities Ontario’s labour market website for the aforementioned job profiles. ^Job outlook ratings can tell you how future demand for this job is expected to compare with other jobs across Ontario. *indicates this occupation was assessed as part of a broader group of similar occupations due to sample size restrictions. + Unemployment rate is below the National unemployment rate (5.5% as of June 2019) within Canada: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1410028703 Biologist and related scientists: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2121 Natural and applied science policy researchers, consultants and program officers: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=4161#projJobOpeningsSection Inspectors in public and environmental health and occupational health and safety: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2263 Agricultural representatives, consultants and specialist: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2123 Landscape and horticulture technicians and specialists: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2225 Managers in horticulture: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=0822 Contractors and supervisors landscaping, grounds maintenance and horticulture services: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=8255 Biological technologists and technicians: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2221 Forest professionals: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2122 Forestry technologists and technicians: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=2223 Supervisors, logging and forestry: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=8211
The labour data from ECO Canada and the MCU’s Ontario’s labour market analysis provide strong support that there are current and projected job openings in many environmental sectors that have low unemployment rates and positive job outlooks. The Applied Environmental Stream will facilitate recognition of students’ hands-on experiences gained through the completion their college diplomas and the in-depth scientific knowledge they will acquire through the core courses completed at the University of Windsor. This combination of theoretical and applied scientific knowledge will ensure students are attractive candidates for these jobs. Please see section ‘B.4.4 Evidence of Societal Need for the Revised Program’ for information on employer and organizational requests for trained individuals in environmental sectors.
Student data: It is projected that the number of students seeking a baccalaureate education across all disciplines will increase from 50,000 to 104,000 from 2009 to 2025 (Trick, 2013). Projected Ontario cost scenarios for college- to-university transfer programs suggest cost savings to students who can complete a university degree in a total of four years of study (e.g., 2 years at college + 2 years at university; 2+2 model). Savings exist for technology programs up until a college student requires more than five years of study (Trick, 2013). College graduation rates from environmental programs (see Table 2) suggest that there is a large pool of potential students to attract into the Applied Environmental Science stream. Our projected enrollment of 25 students per year would require us to attract a modest ~5.1% of college graduates each year from environmental-related programs. We believe meeting this target will be very feasible and that our new stream will be an attractive option to college graduates wishing to earn a university degree due to potential cost savings and the opportunity to earn two credentials in a four-year span. Following the approval of this new program stream, the Faculty of Science will formally begin their recruitment plan. This includes emailing recruitment flyers to all program coordinators of relevant environmental science related programs as well as launching a social media campaign targeted towards individuals who meet the Page 8 of 35 Page 155 of 255
program’s demographics. In the Spring of 2021, additional recruitment efforts (e.g., site visits) will take place in order to achieve the projected steady state in year two. The Dean within the Faculty of Science has discussed this new stream and degree completion pathway with the Vice President Academic at St. Clair College and has received their support. St. Clair college will help advertise the program (see Appendix B).
Table 2. Number of graduates of full-time postsecondary college programs Program 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Environmental 347 326 346 338 374 331 Technician Forest 133 129 119 123 148 154 Technician Total 480 455 465 461 522 485 Data source: Ministry of Training, Colleges and Universities. (2018). Labour Market. Retrieved from https://www.app.tcu.gov.on.ca/eng/labourmarket/employmentprofiles/compare.asp
Based upon the review of market demand and college graduation rates, the proposed new stream will assist students with the development of technical knowledge and skills in environmental fields, addressing a current gap in the labour market.
References
Dubé, D. (2018). 7 ‘green jobs’ for environmentally conscious Canadians in demand now. Retrieved from https://globalnews.ca/news/4154971/7-green-jobs-in-demand/
ECO Canada. (2019). Environmental job market trends in 2018. Retrieved from https://www.eco.ca/wp- content/uploads/ECO-Canada-Job-Posting-Trends-2018-June-2019.pdf
ECO Canada. (2018). Environmental assessments and the workforce in Canada. Retrieved from https://www.eco.ca/wp-content/uploads/ECO-Canada-Environmental-Assessments-and-the-Workforce-in- Canada.pdf
ECO Canada. (n.d.). Environmental assessment analyst. Retrieved from https://www.eco.ca/career- profiles/environmental-assessment-analyst/
Ministry of Labour, Training and Skills Development. (2017). Ontario’s labour market. Retrieved from https://www.ontario.ca/page/labour-market
Trick, D. (2013). College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
B.4.1.1 Percentage of Domestic and International Students (Ministry section 5) Expected proportion (percentage) of domestic and international students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn.
We expect all students to be domestic.
B.4.2 Estimated Enrolments (QAF section 2.1.9; Ministry section 5; Senate Co-op Policy) Provide details on projected enrolments for the revised program in the following tables.
For Co-op programs: normally an annual intake of a minimum of 20 students is required for new co-op programs or programs with other experiential learning component.
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Projected enrolment levels for the First Year Second Year Third Year Fourth Year Fifth Year of first five years of operation of the of of Operation of of Operation revised program. Operation Operation Operation (Steady-state (If the program is in operation, use enrolment overall) actual and projected data.) In the regular program (non-co-op) 25 45 45 45 In the co-op/experiential learning stream (if applicable) For co-op options: projected number of international students enrolled in the co-op stream
Annual projected student intake into the first year of the revised program: 25 (this may differ from the “first year of operation” projected enrolments which could Attrition of 5 by year two include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co-op/experiential N/A learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program)
B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes.
N/A
B.4.4 Evidence of Societal Need for the Revised Program (Ministry section 6) Describe the tools and methodology used to assess societal need.
Elaborate on the 1) dimensions of (e.g., socio-cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program
Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction.
A report realised by The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) concluded that biodiversity is decreasing at a faster rate than any time in history (Díaz et al., 2019) and linked five key drivers of changes to nature: 1) changes in land and sea use; 2) direct exploitation of organisms; 3) climate change; 4) pollution; 5) and invasive alien species. Authors provided evidence that global goals for conserving and sustainably using nature and meeting sustainability cannot be met by current trajectories and goals for 2030 and argued for transformative changes across economic, social, political, and technological realms (Díaz et al., 2019). In order to facilitate these transformative changes and minimize the negative impact of the five key factors Page 10 of 35 Page 157 of 255 changing nature, society must have individuals trained in environmental fields to support concerted efforts to transform the current state of biodiversity globally. Beyond the data provided within this report, researchers have noted the loss of biodiversity on Earth as Earth’s sixth mass extinction (Ceballos, Ehrlich, & Dirzo, 2017). The new stream in Applied Environmental Science will support the training of students to be environmentally conscious and responsible citizens capable of being part of the multi-faceted changes needed to protect the environment, including the ability to make informed decisions regarding environmental resources.
Beyond the global need for awareness and action towards sustainability, organizations and employers have noted skill gaps within different environmental sectors as well as the need for targeted curricula. Specifically, there is strong and urgent need for inter-organization collaboration from universities, colleges, research institutions, and industry to help develop skills related to environmental assessment (ECO Canada, 2018). This new stream will help cater to the call for collaboration between colleges and universities in order to communicate environmental assessment knowledge and expertise. Within the agri-business sector, there has been a consistent labour shortage within the greenhouse industries (Government of Canada, 2018; The Ontario Greenhouse Alliance, 2006) and employers have noted skills gaps in all levels of the agri-business sector and often have a difficult time recruiting trained individuals for a number of positions (e.g., grower, crop scout, etc.). As a result, employers have suggested that experiential learning opportunities within post-secondary programs would help prepare students for a profession in the agri-business sector (Ghanam, 2017). Similarly, industry stakeholders at the 2017 University of Windsor Community Consultations requested support for the local agriculture industry, including expanding research, curricular, and programming in agri-science/agri-business and greenhouse technologies. As such, the proposed new stream will help to address the shortage of trained and qualified individuals by recognizing important applied skills gained through the college and complimenting these with relevant scientific theory learned through university courses. For information on labour and student market demand, please see section B. 4.1.
This new stream will facilitate college-to-university transfers in a visible way and address the movement towards comprehensive, transparent, and consistently applied credit transfers (Ontario MTCU, 2011). Our diploma-to- degree model which is facilitated through a degree completion pathway, will ensure cost saving for students and the government by eliminating credit duplication and improve Ontario’s ability to meet the demand for a skilled and flexible workforce through building capacity and flexibility in postsecondary education (Ontario MTCU, 2011). Moreover, the demand for hybrid higher education in Ontario is growing, with 55,000 students each year switching institutions, and 40% of these students moving from a college to a university (Brown, 2016). Based on cost projections determined by the Higher Education Quality Council of Ontario, our suggested pathway for students completing a degree will offer a less expensive route to earning a degree compared to students completing the direct entry route into university (Trick, 2013).
References
Brown, L. (2016). Transferring credits between college and university can be rocky. Maclean’s. Retrieved from https://www.macleans.ca/education/college/transferring-credits-between-college-and-university-can-be-rocky/
Ceballos, G., Ehrlich, P. R., Dirzo, R. (2017). Biological annihilation via the ongoing sixth mass extinction signaled by vertebrate population losses and declines. Proceedings of the National Academy of Sciences of the United States of America, 114(3). E6089–E6096.
Díaz, S., Settele, J., Brondízio, E., Ngo, H. T., Guèze, M., Agard, J., . . . Zayas, C. (2019). Summary for policymakers of the global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. Retrieved from https://www.ipbes.net/sites/default/files/downloads/spm_unedited_advance_for_posting_htn.pdf
ECO Canada. (2018). Environmental assessments and the workforce in Canada. Retrieved from https://www.eco.ca/wp-content/uploads/ECO-Canada-Environmental-Assessments-and-the-Workforce-in- Canada.pdf
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Ghanam, D. (2017). Agri-business centre of excellence: A feasibility study on creating a sector-specific skills training and education facility for the Leamington area. Retrieved from http://leamingtonchamber.com/wp- content/uploads/2017/12/Final-ACE-Report.pdf
Government of Canada. Agriculture and Agri-Food Canada. (2018). The Government of Canada invests in innovation to support the Canadian greenhouse sector. Retrieved from https://www.canada.ca/en/agriculture- agri-food/news/2018/11/the-government-of-canada-invests-in-innovation-to-support-the-canadian-greenhouse- sector.html
Ontario Ministry of Training, Colleges and Universities. (2011). Policy statement for Ontario’s credit transfer system. Retrieved from https://www.ontransfer.ca/files_docs/content/pdf/en/news_and_events/news_and_events_2.pdf
The Ontario Greenhouse Alliance. (2006). Greenhouses grow Ontario: An economic impact study of the greenhouse industry in Ontario. Retrieved from http://www.planscape.ca/planscapePDFs/50-plan1.pdf
Trick, D. (2013) College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
University of Windsor. (2017). University of Windsor Community Consultations Winter 2017. Retrieved from http://www.uwindsor.ca/president/sites/uwindsor.ca.president/files/report_on_community_consultations_201 7.pdf
B.4.5 Duplication (Ministry section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar programs in the geographically contiguous area, e.g., Michigan/Detroit.
Degree programs in Science are available at most institutions across Ontario, as are programs in Environmental Science. Within Ontario there are a number of diploma-to-degree pathways as well as transfer and articulation agreements between universities and colleges for environmental programs. Some of the institutions that offer these programs include, though are not limited to*: • Western • Trent University • University of Guelph • Algoma University • York University • Lakehead • Royal Military College of Canada
Despite the possible similarities that exist, it is important for the School of the Environment to offer degree completion pathways for college students in order to stay competitive with other institutions’ programming.
*Note: for a comprehensive list of all transfer options, please see: https://www.ontransfer.ca/index_en.php
B.4.5.1 Demonstrate that Societal Need and Student Demand Justify Duplication (Ministry section 7) If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs.
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Despite the existence of diploma-to-degree pathways and transfer and articulation agreements between universities and colleges for environmental programs at other institutions, the growing number of available jobs within environmental sectors (ECO Canada, 2019), along with the mounting concern over the current state of biodiversity across the globe (Díaz et al., 2019), justifies any similarities. Furthermore, the new stream requires no additional resources beyond those associated with typical program growth, but will increase the overall enrollment in the School of the Environment. The availability of this stream, which recognizes the courses students completed at the college, will allow the Faculty of Science and School of the Environment to remain competitive with other institutions that have transfer/articulation agreements in place. We believe our diploma-to-degree pathway will be an attractive option to students as programs at other institutions may take longer to complete in order for students to earn their degrees. Furthermore, the Applied Environmental Stream recognizes any college environmental-related program which aligns with specific Ministry Program Standards, which allows for a larger recruitment scope and differentiates itself from institutions whose transfer/articulation agreements are tied to specific colleges.
Díaz, S., Settele, J., Brondízio, E., Ngo, H. T., Guèze, M., Agard, J., . . . Zayas, C. (2019). Summary for policymakers of the global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. Retrieved from: https://www.ipbes.net/sites/default/files/downloads/spm_unedited_advance_for_posting_htn.pdf
ECO Canada. (2019). Environmental job market trends in 2018. Retrieved from https://www.eco.ca/wp- content/uploads/ECO-Canada-Job-Posting-Trends-2018-June-2019.pdf
B.5 RESOURCES [The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary (Appendix A) with the revised program proposal.]
B.5.1 Resources Available
B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe, in general terms, all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s). Please do not name specific individuals in this section.
Courses within this new stream are offered regularly within the current academic calendar, such that there are no anticipated additional resources, aside from a small number of GAs/TAs required to offer this new stream. The vast majority of courses are offered from the School of the Environment; which has considerable capacity for growth and will be able to accommodate the projected increases in enrollment. The core university courses required are regularly offered by faculty members within departments within Science. Faculty teaching courses within this stream have current knowledge and expertise that are central to the program curriculum.
Administrative tracking will be provided within the UWinsite Student system. Academic advising will occur within the School of the Environment. The advisor responsible for the B.Sc. Honours Environmental Science will also advise students on matters related to the new stream, including appropriate sequencing and course selection.
B.5.1.1a Faculty Members Involved in the Delivery of the Program Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU.
Note: Faculty program affiliations will be the same for the existing and new programs stream. In addition to faculty from the School of the Environment, only the faculty members from departments outside of the School of the
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Environment (e.g., biology, chemistry, etc.) who teach core courses within this new stream were included in the table below.
Faculty Name and Rank (alphabetical) Graduate Program Program Faculty Affiliation: Affiliation: member indicate faculty indicate faculty (for graduate affiliation to the affiliation to programs only) EXISTING the REVISED program(s) program Category 1: Tenured Professors teaching exclusively in the AAU offering the program Dr. Ihsan Al-Aasm, Professor N/A School of the School of the Environment Environment Dr. Maria Cioppa, Associate Professor N/A School of the School of the Environment Environment Dr. Ken Drouillard, Professor N/A School of the School of the Environment Environment Dr. Aaron Fisk, Professor N/A School of the School of the Environment Environment Dr. Joel Gagnon, Professor, Director N/A School of the School of the Environment Environment Dr. Chris Houser, Professor, Dean of Science N/A School of the School of the Environment Environment Dr. Hugh MacIsaac, Professor N/A School of the School of the Environment Environment Dr. Robert McKay, Professor N/A School of the School of the Environment Environment Dr. Ali Polat, Professor N/A School of the School of the Environment Environment Dr. Iain Samson, Professor N/A School of the School of the Environment Environment Dr. Frank Simpson, Professor N/A School of the School of the Environment Environment Dr. Christopher Weisener, Professor N/A School of the School of the Environment Environment Dr. Jianwen Yang, Professor N/A School of the School of the Environment Environment
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Category 2: Tenure-track Professors teaching exclusively in this AAU Dr. Jill Crossman, Assistant Professor N/A School of the School of the Environment Environment Dr. Cameron Proctor, Assistant Professor N/A School of the School of the Environment Environment Category 3: Ancillary Academic Staff such as Learning Specialists Positions Ms. Michelle Bondy, AAS I N/A School of the School of the Environment Environment Ms. Alice Grgicak-Mannion, AAS III N/A School of the School of the Environment Environment Dr. Pardeep Jasra, AAS II N/A School of the School of the Environment Environment
Category 4: Limited-term Appointments teaching exclusively in this AAU …
Category 5: Tenure or tenure-track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU ... Category 6: Sessionals, Sessional Lecturers, and other non-tenure track faculty Dr. Neil Porter, Sessional Lecturer II N/A School of the School of the Environment Environment Category 7: Others- Tenure, tenure-track, LTA professors, or sessionals involved in teaching and/or supervision in other AAUs. Dr. Belalia Mohamed, Assistant Professor N/A Mathematics and Mathematics Statistics and Statistics Dr. Phil Dutton, Associate Dean, Faculty of Science N/A Chemistry and Chemistry and Biochemistry Biochemistry Dr. Catherine Febria, Assistant Professor N/A Integrative Integrative Biology Biology Dr. Azra Ghumman, Sessional instructor N/A Chemistry and Chemistry and Biochemistry Biochemistry Dr. Nigel Hussey, Associate Professor N/A Integrative Integrative Biology Biology Dr. Abida Mansoora, Sessional instructor N/A Mathematics and Mathematics Statistics and Statistics Dr. Dan Mennill, Associate Dean, Graduate Studies & N/A Integrative Integrative Research Biology Biology Dr. Trevor Pitcher, Associate Professor N/A Integrative Integrative Biology Biology
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Dr. Animesh Sarker, Lecturer N/A Mathematics and Mathematics Statistics and Statistics Dr. Julie Smit, Learning Specialist, iBio Undergraduate N/a Integrative Integrative Chair and Advisor Biology Biology Dr. Jing Wang, Sessional instructor N/A Mathematics and Mathematics Statistics and Statistics Dr. Zhuo Wang, Associate Professor N/A Chemistry and Chemistry and Biochemistry Biochemistry
B.5.1.1b Faculty Expertise Available and Committed to Supporting the Revised Program Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program.
Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to: • sustain the program • promote innovation, and • foster an appropriate intellectual climate.
All courses from the University of Windsor are offered from the School of the Environment, Department of Integrative Biology, Department of Chemistry and Biochemistry, and Department of Mathematics and Statistics. These courses are offered regularly within the undergraduate calendar and are already taught by expert faculty. As such, there is already a sufficient number of highly qualified faculty to support this new stream. The faculty teaching these courses are specialists in the area who have expertise in the subjects that are central to the new program stream. These expert faculty have published in leading national and international journals on topics (or similar topics) to the courses offered within the program.
B.5.1.1c Extent of Reliance on Adjunct, Limited-term, and Sessional Faculty in Delivering the Revised Program Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program.
There is no anticipated reliance on adjunct, limited-term, or sessional faculty beyond what is already being used.
B.5.1.1d Graduate Faculty Qualifications and Supervisory Loads (FOR GRADUATE PROGRAMS ONLY) Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program.
N/A
B.5.1.1e Financial Assistance for Graduate Students (where appropriate) (FOR GRADUATE PROGRAMS ONLY) Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students.
N/A
B.5.1.1f Other Available Resources (Ministry sections 3 and 4) Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example:
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• staff support, • library, • teaching and learning support, • student support services, • space, • equipment, • facilities • GA/TA
Courses within this new stream are offered regularly within the current academic calendar so there are no anticipated additional resources required to offer this new stream aside from a small number of additional GAs/TAs. Most of the courses within this stream are offered from the School of Environmental Science which has considerable capacity for growth and will be able to accommodate the projected increases in enrollment. There are no anticipated new resources required to sustaining the educational experience of undergraduate students beyond what is associated with natural enrollment growth over time.
B.5.1.2 Resource Implications for Other Campus Units (Ministry sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example: • existing courses, • equipment or facilities outside the proposer’s control, • external resources requiring maintenance or upgrading using external resources Provide relevant details.
The majority of courses within this stream are offered through the School of the Environment. There are a small number of courses in biology, chemistry, and math and statistics that students must complete. Programs that offer these courses can accommodate the increased enrolment numbers as our projected enrolment from the new stream of 25 students per year aligns with typical program growth.
B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; Ministry section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revised program.
N/A
B.5.1.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; Ministry section 4) Describe all opportunities for internal reallocation of resources and cost savings identified and pursued by the area/department in support of the revised program. (e.g., streamlining existing programs and courses, deleting courses, etc.)
N/A
B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program.
Faculty: No change beyond what is expected from normal enrollment growth Staff: No change beyond what is expected from normal enrollment growth GA/TAs: Additional GA support needed for courses that require increased lab sections to accommodate enrollment increase
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B.5.1.5b Additional Institutional Resources and Services Required by all Affected Areas or Departments Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance.
Library Resources and Services: No change Teaching and Learning Support: No change Student Support Services: No change Space and Facilities: No change Equipment (and Maintenance): No change
C. Program Details
C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to • program-specific admission requirements, • selection criteria, • credit transfer, • arrangements for exemptions or special entry, and • alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc.
1) Graduates of a two-year Ontario College Diploma from an environmental-related program from a qualifying Ontario or equivalent College of Applied Arts and Technology (CAAT), with a cumulative average of a least a B (73%) grade), are eligible for admission to Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream degree program offered by the School of the Environment at the University of Windsor under the provisions of this agreement. The Dean of Science or their designate has the authority to admit students from qualifying colleges in equivalent diploma programs within Canada pending that they meet all other admission requirements.
2) In addition to the appropriate two-year Diploma and grade point average, applicants to the Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream are required to have successfully completed MHF4U, SCH4U, and SBI4U or their equivalent courses. Students who have not completed these courses or their equivalents will be required to complete the equivalent courses within the Foundations of Science Preparation Program.
3) Students admitted to the Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream will obtain the equivalent of 2 years of Advanced Standing (or awarded 20 course transfers).
4) Students are normally required to complete twenty (20) courses at the University of Windsor in fulfillment of the requirements of the Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream.
5) The Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream will be reviewed and amended, if appropriate, by the School of the Environment every five years following the approval of the stream. This timing corresponds with the review frequency undertaken by the CAAT diploma programs forming the basis of admission and this frequency of review will ensure the program curriculum and requirements adapt to these standards as they shift.
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Recognized environmental-related programs include:
• Environmental Technician (MCU code 52700) • Forestry Technician (MCU 54203) • Any environmental-related program from a qualifying Ontario CAAT or other Canadian College deemed equivalent by the Dean of Science or their designate.
Note: Three-year diploma programs in relevant environmental fields will be analyzed for additional potential credit transfer on an ad hoc basis, while considering minimum residency and core course requirements.
C.1.1 Admission Requirements and Attainment of Learning Outcomes (QAF section 2.1.2) Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program.
Admission requirements ensure that students entering the Bachelor of Science Honours Environmental Science - Applied Environmental Science Stream meet an equivalent basis of admission as students entering directly from high school into the Bachelor of Science Honours Environmental Science program. Students in the Applied Environmental Stream will complete the same core courses as those students in the Honours Environmental Science program (excluding courses that are deemed equivalent to the material covered in the CAAT programs). As such, students will be prepared to successfully meet the intended learning outcomes for this new stream. Additionally, prior research suggests that students transferring from college to university are satisfied with their academic preparation (Decock, McCloy, Liu, & Hu, 2011).
Reference: Decock, H., McCloy, U., Liu, S., and Hu, B. (2011). The Transfer Experience of Ontario Colleges who Further their Education – An analysis of Ontario’s College Graduate Satisfaction Survey. Toronto: Higher Education Quality Council of Ontario.
C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.
NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two-thirds of the course requirements from among graduate-level courses. Include course requirements with course numbers and course names.
Identify in BOLD and STRIKETHROUGH the changes to program requirements.
Pathway 1: Environmental Technician
Total courses: 20
Degree requirements:
Required courses (10 courses): BIOL-1111 or BIOL-1013, CHEM-1100, CHEM-1110, MATH-1760 or MATH 1720, STAT 2910, BIOL-2101, ESCI-1111, ESCI-2131, ESCI-2210, ESCI-2421
Electives (10 courses): BIOL-3250, BIOL-4241, BIOL-4280, ESCI-2141, ESCI-2705, ESCI-1141, ESCI-2721, ESCI-2400, ESCI-3301, ESCI-3310, ESCI-3400, ESCI-3610, ESCI-3711, ESCI-3751, ESCI-4500, ESCI-4710, ESCI-4721
Note:
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• A review of program standards and their elements of performance was done for each CAAT environmental- related program to ensure minimal duplication of course content within degree requirements. Courses that were deemed sufficiently covered by the program standards were removed from the degree requirements.
Pathway 2: Forestry Technician
Total courses: 20
Degree requirements:
Required courses (10 courses): CHEM-1100, CHEM-1110, MATH-1760 or MATH 1720, BIOL-2101, ESCI-1100, ESCI- 1111, ESCI-2131, ESCI-2210, ESCI-2141, STAT-2910
Electives (10 courses): BIOL-3250, BIOL-4241, BIOL-4280, ESCI-2421, ESCI-2705, ESCI-1141, ESCI-2721, ESCI-2400, ESCI-3301, ESCI-3310, ESCI-3400, ESCI-3610, ESCI-3711, ESCI-3751, ESCI-4500, ESCI-4710, ESCI-4721
Courses used to calculate the major average are:
Pathway 1: Environmental Technician BIOL-2101, ESCI-1111, ESCI-2131, ESCI-2210, ESCI-2421, BIOL-3250, BIOL-4241, BIOL-4280, ESCI-2141, ESCI-2705, ESCI-1141, ESCI-2721, ESCI-2400, ESCI-3301, ESCI-3310, ESCI-3400, ESCI-3610, ESCI-3711, ESCI-3751, ESCI-4500, ESCI-4710, ESCI-4721
Pathway 2: Forestry Technician BIOL-2101, ESCI-1100, ESCI-1111, ESCI-2131, ESCI-2210, ESCI-2141, BIOL-3250, BIOL-4241, BIOL-4280, ESCI-2421, ESCI-2705, ESCI-1141, ESCI-2721, ESCI-2400, ESCI-3301, ESCI-3310, ESCI-3400, ESCI-3610, ESCI-3711, ESCI-3751, ESCI-4500, ESCI-4710, ESCI-4721
Description of thesis option (if applicable):
N/A
Provide requirements for the Co-op/Experiential Learning Component AND a description of how the program requirements differ for students who complete the experiential learning option and those who opt not to (if applicable). [If the co-op/experiential learning component is new (not part of the existing stand-alone program), a PDC Form B is required]:
N/A
Explain how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.):
N/A
Guidelines for experiential learning/co-op work term reports:
N/A
General length of experiential learning/co-op work term:
N/A
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Is the completion of the experiential learning/co-op component a requirement of the program?
N/A
C.3.1 For Graduate Program ONLY (QAF sections 2.1.3 and 3; Senate Co-op Policy)
C.3.1.1 Normal Duration for Completion Provide a clear rationale for program length that ensures that the revised program requirements can be reasonably completed within the proposed time period.
N/A
C.3.1.2 Program Research Requirements For research-focused graduate programs, provide a clear indication of the nature and suitability of the major research requirements for completion of the revised program.
N/A
C.3.1.3 New or Changes to Fields in a Graduate Program (optional) Where fields are contemplated, provide the following information: The master’s program comprises the following fields: ...[list, as applicable] The PhD program comprises the following fields: ...[list, as applicable]
N/A
C.3.2 For All Program Proposals
C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program as set out in Senate policy.
Specify new or changes to standing required for continuation in the experiential learning option or co-op option of the revised program, where applicable.
Continuation in this new steam is consistent with the Bachelor of Science Honours Environmental Science.
C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program as set out in Senate policy.
Specify new or changes to standing required for graduation in the experiential learning option or co-op option of the revised program, where applicable.
Graduation from this stream is consistent with the Bachelor of Science Honours Environmental Science.
C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre-requisites are met in the sequencing.
Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co-op version of the revised program. Please ensure that all pre-requisites are met in the sequencing.
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For Co-op programs: The proposed work/study sequence or alternative arrangement should allow for year-round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co- operative education as set out by the Canadian Association for Co-operative Education (see Policy on Co-op Programs).
Environmental Technician Year 1: Summer: BIOL-1013 Fall: BIOL-2101, CHEM-1100, MATH-1760 or MATH-1720, ESCI-2210, STAT-2910 Winter: ESCI-1111, CHEM-1110, ESCI-2421, 1 elective
Year 2: Fall: ESCI 2131, 4 Electives Winter: 5 Electives
Forestry Technician Year 1: Fall: BIOL-2101, CHEM-1100, MATH-1760 or MATH-1720, ESCI-1100, STAT-2910 Winter: ESCI-1111, CHEM-1110, ESCI-2141, 2 Electives
Year 2: Fall: ESCI-2131, ESCI-2210, 3 Electives Winter: 5 Electives
C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations)(QAF section 2.1.1, 2.1.3, and 2.1.6)
COMPLETE THIS TABLE FOR UNDERGRADUATE PROGRAMS
In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the Combined program or Concurrent offering (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows.
A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework.
Proposers are strongly encouraged to contact the Centre for Teaching and Learning for assistance with the articulation of learning outcomes (degree level expectations).
For Combined Programs and Concurrent Offerings: The program learning outcomes would include the outcomes for the two standalone programs with a few additional outcomes to reflect the benefits of pursuing the two disciplines in an integrated manner. [For learning outcome A, the integration of knowledge can be within a program and between the two programs.]
For programs with an Experiential Learning or Co-op Option: Include learning outcomes for the program with a few additional outcomes highlighted to reflect the benefits of pursuing the experiential learning/co-op option.
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Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.
A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: A. A. the acquisition, 1.Depth and Breadth of 1. Describe the features, processes, and materials of application and Knowledge the environment using appropriate scientific integration of 2.Knowledge of Methodologies language. knowledge 3. Application of Knowledge 5.Awareness of Limits of 2. Explain theoretical concepts related to Knowledge environmental systems.
3. Explain the impact of natural process and human activities on environmental systems.
4. Make and record field and lab observations and measurements and apply knowledge of environmental systems and processes to interpret those observations and measurements (also relevant to B). B. B. research skills, 1. Depth and Breadth of 5. Review and evaluate scientific research, data sets, including the ability to Knowledge and technical documents in a relevant environmental define problems and 2. Knowledge of Methodologies field (also relevant to D). access, retrieve and 3. Application of Knowledge evaluate information 5. Awareness of Limits (information literacy) Knowledge C. C. critical thinking and 1. Depth and Breadth of 6. Apply scientific knowledge to evaluate solutions to problem-solving skills Knowledge environmental challenges (also relevant to A). 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge D. D. literacy and numeracy 4. Communication Skills 7. Interpret data using scientific principles (also skills 5. Awareness of Limits of relevant to B). Knowledge E. E. responsible behaviour 5. Awareness of Limits of 8. Explain how environmental science can to self, others and Knowledge be used for responsible resource exploitation and society 6. Autonomy and Professional environmental management (also relevant to F). Capacity F. F. interpersonal and 4. Communication Skills 9. Communicate scientific ideas using written, communications skills 6. Autonomy and Professional spoken, numerical, and visual formats (also relevant Capacity to D)
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Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.
A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: G. G. teamwork, and 4. Communication Skills 10. Integrate and apply scientific knowledge in a personal and group 6. Autonomy and Professional group or leadership role. leadership skills Capacity H. H. creativity and 2. Knowledge of Methodologies 11. Identify techniques to avoid environmental aesthetic appreciation 3. Application of Knowledge damage and promote sustainability (also relevant to 6. Autonomy and Professional E). Capacity I. I. the ability and desire 6. Autonomy and Professional 12. Monitor and recognize advances in knowledge for continuous Capacity and theory within the environmental sector. learning
C.4.1 Revised Program Structure and Regulations Ensure Learning Outcomes Can be Met Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students.
While the recognized environmental-related college programs are different, they have certain common elements (i.e., knowledge, skills, and abilities) within their Ministry Program Standards that have been captured in the Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream learning outcomes. Therefore, regardless of the college program students completed, students will be prepared to successfully meet the learning outcomes of the new stream (see Appendix D for more information on curriculum mapping).
CAAT graduates would have achieved sophisticated knowledge in one area of environmental science within their diploma program and would have achieved 'reinforcement' in the technical components of the stream learning outcomes. However, upon entering the new stream and following the corresponding degree completion pathway, students will be introduced to a broader scope of scientific literature and theoretical concepts. As such, all CAAT graduates will enter the Applied Environmental Science Stream with an 'introductory' level understanding of the program learning outcomes. As they progress through the stream, they will gain more depth and breadth of scientific knowledge and techniques in a range of environmental areas.
The new stream includes course-specific assessments that will be used to evaluate students’ mastery of the learning outcomes. These assessments may include, though are not limited to: examinations, papers (e.g., research papers, literature reviews, reflection papers), presentations, laboratory reports, and assignments. The structure of the stream is scaffolded to ensure students can meet the learning outcomes as well as progress from ‘introduction’ to ‘mastery’ of some stream learning outcomes through the completion of specific elective courses. There will also be many opportunities for students to reinforce and practice these skills. Please see Appendix D for a copy of the curriculum map.
C.4.2 Impact of Experiential Learning Component on Attainment of Learning Outcomes For programs with a proposed experiential learning or co-op component: describe how the experiential learning/co-op component changes the emphasis or the means of achieving the intended learning outcomes for the program.
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There are no new or revised experiential learning components.
C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face-to-face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes.
Courses primarily rely on face-to-face offerings and delivery may vary according to instructor. Approaches may include: standard lectures with active learning techniques embedded (e.g., discussions), tutorials, laboratories, field trips, field work, integrative review of research papers, presentations, and written assignments.
Field courses will take place at various locations (public and private sites) based upon the course requirements. The modes of delivery and the teaching methods used will provide students with a variety of learning experiences and assist them in developing the knowledge, skills, and abilities to meet the program learning outcomes.
C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.)
Expected Workload per 3.0 Course Credit/Week Average Time per week the Student is Expected to Devote to Each Component Over the Course of the Program Lectures 1-3 Tutorials 0-1 Practical experience/lab 0-3 Service or experiential learning 0 Independent study 2-3 Reading and work for assessment, including 2-3 meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 1 Other: [specify] Field work: ~ 2 weeks in duration. Compare the student workload for this program with other similar programs in the AAU: The core university courses for this stream are courses that are completed by students enrolled in the Bachelor of Science Honours Environmental Science program (excluding those courses that were deemed redundant). Therefore, the workload for the new stream is consistent with the workload for a student completing a Bachelor of Science Honours Environmental Science.
D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations.
Curriculum mapping was undertaken to ensure assessments were sufficiently measuring students’ ability to meet the indent learning outcomes. These planned assessment activities are intended to focus on achievement of knowledge and skills in environmental science. This is consistent with the stream learning outcomes. Assessments may take different forms, including though not limited to: examinations, laboratory/field reports and/or assignments, research projects, written documents (e.g., research papers, literature reviews), and presentations. Following the completion of curriculum mapping, it is evident that assessments adequately align with, and measure students’ achievement of the program learning outcomes (see Appendix C for a copy of the curriculum map).
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For an overview of assessment methods that may be used to evaluate students’ achieving the learning outcomes, please see Table 2: Alignment of assessments & learning outcomes.
The academic advisor within the School of the Environment will be responsible for overseeing that requirements are being met as well as how student process through the program. As questions arise students can consult the academic advisor.
Table 2. Alignment of assessments & learning outcomes Alignment with Learning Outcomes Courses Assessments* (PLO) Sequence BIOL-1111+ or BIOL-1013 Examinations PLO1-PLO9, PLO11, PLO12 Year 1 CHEM-1100+ Examinations PLO1, PLO9 Year 1 CHEM-1110+ Examinations PLO1, PLO9 Year 1 MATH-1720 or MATH 1760+ Examinations PLO7 Year 1 STAT-2910+ Examinations PLO7 Year 1 ESCI-1100 + Examinations PLO1-PLO3, PLO5-PLO9, PLO11, PLO12 Year 1 Written assignment ESCI-1111+ Examinations PLO1-PLO3, PLO5-PLO9, PLO11, PLO12 Year 1 BIOL-2101+ Examinations PLO1-PLO4, PLO6, PLO8-PLO12 Year 1 Lab assignments ESCI-2210+ Examinations PLO1-PLO3, PLO5-PLO12 Year 1 Research paper Presentation ESCI-2131+ Examinations PLO1-PLO3, PLO5-PLO9 Year 1 Problem sets ESCI-2141+ Examinations PLO1-PLO9, PLO11, PLO12 Year 1 Lab assignments ESCI-2421+ Examinations lab assignments PLO1-PLO4, PLO6, PLO8-PLO12 Year 1 ESCI-1141^ Examination PLO1-PLO5, PLO7-PLO9, PLO11, PLO12 Year 2 Lab exercises ESCI-2721^ Examinations PLO1-PLO9, PLO11, PLO12 Year 2 Lab assignments Peer review article synthesis ESCI-2400^ Examinations PLO1-PLO12 Year 2 Lab exercises Lab report ESCI-3301^ Examinations PLO1-PLO7, PLO9, PLO11 Year 2 Lab exercises Problem sets ESCI-3310^ Examinations PLO1-PLO3, PLO5-PLO12 Year 2 Assignments ESCI-3400^ Examinations PLO1-7, PLO9, PLO10 Year 2 Lab report Oral presentation ESCI-3610^ Oral and written presentations PLO1-PLO3, PLO5-PLO12 Year 2 Environmental impact assessment term project and report ESCI-3711^ Labs assignments PLO1, PLO4, PLO5, PLO7, PLO9, PLO10, Year 2 Examinations PLO12 ESCI-3751^ Examinations PLO1-PLO3, PLO5-PLO12 Year 2 Written work (e.g. essay) Reports Lab exercises ESCI-4721^ Examinations PLO1-PLO3, PLO5-PLO12 Year 2 Debate
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Written work (e.g. essay) Discussion Case study Presentation Reports ESCI-2705^ Field work and assignments PLO1-PLO10, PLO12 Year 2 Laboratory notes/documentation Final reports BIOL-3250^ Examinations PLO1, PLO3, PLO6, PLO7-PLO12 Year 2 Lab assignments BIOL-4241^ Examinations PLO1, PLO3, PLO6, PLO7-PLO12 Year 2 Lab assignments BIOL-4280^ Examinations PLO1, PLO2, PLO3, PLO8-PLO12 Year 2 Lab assignments ESCI-2141^ Examinations PLO1-PLO12 Year 2 Labs and exercises ESCI-4500^ Examinations PLO1-PLO12 Year 2 Labs and exercises ESCI-4710^ Environmental site assessment PLO1-PLO12 Year 2 assignments Term paper and seminar (based on environmental impact case studies) Examinations ESCI-4721^ Examinations PLO1, PLO2, PLO3, PLO5-PLO12 Year 2 Labs and exercises Notes: + Required course for one of the pathways. ^Elective course. *This is not a comprehensive list of assessments as there may be additional assessments used within courses that test students’ achievement of certificate LOs.
D.1 Plan for Documenting And Demonstrating Student Performance Consistent with Learning Outcomes Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations.
As the stream evolves, student success and performance level will be tracked through consultation, student feedback, and grades. The academic advisor within the School of the Environment will be responsible for monitoring student progression and responding to student questions regarding the stream. All courses will contribute to students’ attainment of the program learning outcomes.
Please see Appendix D for the curriculum map and Table 2 for how course assessments may align with program learning outcomes.
E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO-OP COMPONENT ONLY (Senate Co-op Policy) [Complete this section ONLY if the program change includes new or revisions to the experiential learning/co-op component involving paid or unpaid placements.]
Note: There are no new or revised experiential learning components.
E.1 Experiential Learning Component and Nature of Experience Describe the new or revised experiential learning component and the nature of the experience (field placement, required professional practice, service-learning, internship, etc.)
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N/A
E.2 Knowledge and Skills Brought to the Workplace Provide a description of the knowledge and skills that students will be bringing to the workplace/placement based on the revised curriculum.
N/A
E.3 Evidence of Availability of Placements Provide evidence of the availability of an adequate number of positions of good quality both inside and outside the Windsor area for the new or revised co-op/experiential learning option (including names and contact information of potential employers, written statements or surveys from potential employers; and employer feedback concerning the hiring of graduates).
Provide a summary of the types of positions that would be suitable at each level of work-term.
How will these placements/opportunities be developed?
[NB: For co-op programs, the majority of Ontario placements should qualify for the Co-op Education tax credit. See Policy on Co-op Programs for more details.]
N/A
E.4 Mechanism for Supervision of Placements (QAF section 2.1.9) Describe the mechanism that will be established for the supervision of the new or revised experiential learning placements.
N/A
E.5 Fees Associated with Experiential Learning Component Provide information on the fees associated with the new or revised experiential learning component, if applicable.
NB: all proposed fees must be approved as part of the University’s operating budget, via the Ancillary Fee Committee.
N/A
E.6 AAU Council Approval of New or Revised Co-op Component Please obtain signatures for the following statement for new/revised co-op programs.
Before a determination can be made regarding the feasibility of a co-op program, there must be a clear indication of support for the program from the AAU. Support implies that the area will provide ongoing departmental funding to establish a co-op faculty representative who will liaise with the Centre for Career Education in the operation of the program and that the area will ensure that an adequate number of faculty members in the AAU or program contribute to the co-operative education program by grading work-term reports, attending and evaluating work-term presentations, assisting in the job development process, establishing a departmental co-op committee as appropriate, etc. (see Policy on Co-op Programs, Summary of AAU/Faculty Member Involvement in a Co-operative Education Program, for more on the role of the AAU and faculty members). This commitment must be agreed to by the AAU Council at a meeting at which the development or modification of a co-op program was considered and approved.
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Signed agreement by the AAU Head, acting as chair of the AAU Council, that AAU members support the development of the co-op program.*
Name of AAU Head (typed or e-signature):______[Approval of the program by the AAU Council shall constitute agreement and support by AAU members of the development of the co-op program.]
Name of Director of the Co-op Services (typed or e-signature ):______[Approval of the program by the Director of Co-op Services shall constitute agreement and support of the development of the co-op program.]
E.7 Guidelines for the Establishment of New/Revised Co-op Programs: CHECKLIST Final Overview: Please complete this checklist to ensure that the Senate-approved guidelines for the establishment of a new co- op program have been addressed.
Does the proposal: □ include the endorsement of/involvement by the Centre for Career Education? □ adequately describe the academic program? □ include a strong rationale for co-operative education? □ list the types of positions suitable to students at the junior, intermediate and senior work-term? □ articulate the possibility for international placements at a later point? □ provide for a reasonable proportion of international students to obtain appropriate placement opportunities? □ include a plan to monitor the availability of work placements on an ongoing basis? □ articulate specific learning outcomes (degree level expectations) and co-op requirements? □ include a commitment by the department to adequately support the program by funding a co-op faculty representative?: □ include a commitment by the department to adequately support the program by ensuring that an adequate number of faculty members are willing to grade work term assignments, assist in the job development process, etc.?
Will the program: □ attract a sufficient number of students including students from outside of the Windsor-Essex region (a minimum annual intake of 20 students enrolled in the co-op component)? □ be able to attract and sustain an adequate number of positions of good quality both inside and outside of the Windsor-Essex region? □ provide year-round availability of students to the workplace in some manner? □ meet the requirements for accreditation by the Canadian Association of Co-operative Education (see guidelines)?
Page 29 of 35 Page 176 of 255 APPENDIX A – BUDGET SUMMARY SHEET
Contact the Office of Quality Assurance for assistance in completing this form. Projections of Enrolment, Expenditures and Revenues (enrolments over 5 years) Year 2021-22 2022-23 2023-24 2024-25 2025-26 Total Steady state Revenue Tuition income*1 (calculation shown in table below) $145,000 $264,915 $268,875 $272,925 $277,020 $1,228,735 Potential Provincial funding*2 $145,000 $264,915 $268,875 $272,925 $277,020 $1,228,735 Other sources of funding (please list) 0 0 0 0 0 0 Total Revenue $290,000 $529,830 $537,750 $545,850 $554,040 $2,457,470 Expenses Additional Sessional Faculty*3 0 0 0 0 0 0
GA/TA*4 $20,000 $30,300 $30,606 $30,912 $31,224 $143,042 ($5,000 x4) (5,050x6) (5,101x6) (5,152x6) (5,204x6)
Total Expenses $20,000 $30,300 $30,606 $30,912 $31,224 $143,042
Net Income $270,000 $499,530 $507,144 $514,938 $522,816 $2,314,428
*1 Estimate $5,800 per full-time equivalent domestic undergraduate student per year in 2021-22, with a 1.5% increase in each future year tuition rates. *2 Estimate same amount as tuition per full-time equivalent domestic undergraduate student *3 Estimate Sessional Faculty costs of $10,000 in 2021-22 and a 1% annual increase *4 Estimate $5,000 per GA/TA allocation in 2021-22 and a 1% annual increase
Program Yr 21-22 22-23 23-24 24-25 25-26 Total Annual intake: 25 Yr 1 25 25 25 25 25 Attrition of 5 in Year 2 Yr 2 20 20 20 20 Shown in B.4.2 table >>> Total Enrol 25 45 45 45 45
$5,800 $5,887 $5,975 $6,065 $6,156 FT Tuition
Line 1 of table above >>> Total Income 145,000 264,915 268,875 272,925 277,020
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Appendix B-Letter of Support from St. Clair College
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Appendix C –Confirmation from Continuing Education for Foundations of Science Preparatory Programming
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Appendix D-Review and Analysis of CAAT Program Standards Background information: All CAAT program standards and their elements of performance were carefully reviewed and categorized by the Characteristics of a University of Windsor Graduate (see table below). Subsequently, CAAT programs were reviewed and analyzed to determine commonalities in the knowledge, skills, and abilities students would acquire following successful completion of the CAAT program. Commonalities in program standards were found in many areas, including though not limited to: the application of environmental knowledge, reseach skills (e.g., field measurements, review of scientific research, data sets, and technical documents), critical thinking, communication, responsible behaviour, leadership, creativity/problem solving, and professional development/continuous learning. Following this review and analysis of CAAT program standards and their elements of performance, it was determined that these standards have common elements that were captured in the Applied Environmental Science Stream learning outcomes. Therefore, a decision was made to treat these CAAT diploma programs as a ‘block’ when developing the curriculum map for the Applied Environmental Science Stream rather than mapping each CAAT program to the stream program learning outcomes. For more information, please see the curriculum map for the stream in In Table 3 below.
CAAT program standards and their elements of performance can be accessed through the following links: • Environmental Technician (MCU code 52700): http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/enviro/5270e.pdf • Forestry Technician (MCU 54203): http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/54203.pdf
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Table 3. Curriculum Map
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 College Graduate I I I I I I I I I I I I + BIOL-1111 I I I I I I I I I I I + CHEM-1100 I I + CHEM-1110 I I MATH-1720 (or MATH-1760) + I STAT-2910+ R + ESCI-1100 I I I I I I R I I I ESCI-1111+ I I I I I I R I I I + ESCI-2131 R R R R R R I R ESCI-2141+ R R R R R R R R R R R ESCI-2210+ R R R R R R R R I R R + ESCI-2421 R R R R I I R I R I + BIOL-2101 R R R R R R R I R R ESCI-1141* I I I I I I I I I I ESCI-2721* R R R R R R R R R R R ESCI-2400* R R R R R R R I R R R I ESCI-2705* R R R R R R R R R R R ESCI-3301* M R R R R M R M R ESCI-3310* M M M M M M M M M M M ESCI-3400* M M M M M R M M R ESCI-3610* M M M M M M M M M M M ESCI-3711* R M R R M M M ESCI-3751* M M M M M M M M M M M ESCI-4500* M M M M M M M M M M M ESCI-4710* M M M M M M M M M M M M ESCI-4721* M M M M M M M M M M M BIOL-3250* R R R R R R R R BIOL-4241* M M M M M M M M BIOL-4280* M M M M M M M M
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PLO1: Describe the features, processes, and materials of the environment using appropriate scientific language. PLO2: Explain theoretical concepts related to environmental systems. PLO3: Explain the impact of natural process and human activities on environmental systems. PLO4: Make and record field and lab observations and measurements and apply knowledge of environmental systems and processes to interpret those observations and measurements (also relevant to B). PLO5: Review and evaluate scientific research, data sets, and technical documents in a relevant environmental field (also relevant to D). PLO6: Apply scientific knowledge to evaluate solutions to environmental challenges (also relevant to A). PLO7: Interpret data using scientific principles (also relevant to B). PLO8: Explain how environmental science can be used for responsible resource exploitation and environmental management (also relevant to F). PLO9: Communicate scientific ideas using written, spoken, numerical, and visual formats (also relevant to D) PLO10: Integrate and apply scientific knowledge in a group or leadership role. PLO11: Identify techniques to avoid environmental damage and promote sustainability (also relevant to E). PLO12: Monitor and recognize advances in knowledge and theory within the environmental sector.
Notes: +Required courses for one of the pathways *Elective courses PLO = Program learning outcome I = Introduction R = Reinforce M = Mastery 1. While the recognized CAAT programs are different, they have certain common elements within their Ministry Program Standards (or program LOs in the case of Greenhouse Technician) that have been captured in the Applied Environmental Science stream LOs. As such, these programs are treated as a 'block' rather than mapping each program into the stream LOs. 2. CAAT graduates would have achieved sophisticated knowledge in one area of environmental science within their diploma program and would have achieved 'reinforcement' in the technical components of the stream LOs. However, upon entering the Bachelor of Science Honours Environmental Science-Applied Environmental Science Stream, students will be introduced to a broader scope of scientific literature and theoretical concepts. As such, all CAAT graduates will enter the Applied Environmental Science Stream with an 'introductory' level understanding of the PLOs. As they progress through the stream, they will gain more depth and breadth of scientific knowledge and techniques in a range of environmental areas.
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S210212-5.5.4 University of Windsor Senate
5.5.4: Bachelor of Arts Honours Economics (Applied Economics and Policy Stream) – Major Program Change (Form B)
Item for: Approval
Forwarded by: Program Development Committee
MOTION: That the Bachelor of Arts Honours Economics (Applied Economics and Policy Stream) be approved.^
^Subject to approval of the expenditures required.
Rationale/Approvals: § The Department of Economics is proposing a new stream, Applied Economics and Policy, within the Bachelor of Arts Honours Economics to recognize the interests of CAAT graduates from two-year computer science and two- year business programs. § This stream will facilitate a new degree completion pathway, structured as a ‘2+2’ where students will earn a diploma from a recognized CAAT (or equivalent) in two years, followed by completing their degree at the University of Windsor in an additional two years. § The proposal has been approved by the Department of Economics Council, the Faculty of Science Coordinating Council, the Provost, and the Program Development Committee. § See attached.
Page 1 of 34 Page 183 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B A. Basic Program Information
Faculty(ies) Science Department(s)/School(s) Department of Economics Name of Program as it Will Appear on the Bachelor of Arts Honours Economics- Applied Economics and Diploma (e.g., Bachelor of Arts Honours Policy Psychology with thesis) Proposed Year of Offering* [Fall, Winter, Spring]: Winter 2021 start advertising for intake in Summer 2021 & Fall *(subject to timely and clear submission) 2021 Mode of Delivery: Classroom Planned steady-state Student Enrolment (per 36 students (steady state starts in year four). section B.4.2) Normal Duration for Completion: 2 years (full time) following the completion of a recognized two- year College of Applied Arts and Technology (CAAT) diploma or equivalent in a computer science or business field. Will the program run on a cost-recovery basis?
B. Major Program Changes - Overall Plan
B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; Ministry section 4) Please provide a rationale for the proposed change, including a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president)
Relevance and Importance: The Department of Economics is proposing a new stream, Applied Economics and Policy, within the Bachelor of Arts Honours Economics to recognize the interests of CAAT graduates from two-year computer science and two-year business programs. These CAAT programs would provide students with skills that are complementary to economics. Specifically, college graduates from computer science-related programs would have specialized knowledge in program/web development, database design and administration, programming languages, while graduates from the business program would have broad knowledge of business principles as well as their practical comprehension and application. The CAAT programs considered in Ontario include: Computer programming (MCU code 50503), Computer Programmer (no program standards), Computer Engineering Technician (MCU code 50509), Software Engineering Technician (MCU code 50504), and Business (MCU code 50200). Additional CAAT programs across Canada could be applicable and will be reviewed for consideration on an ad-hoc basis. This stream will facilitate a new degree completion pathway, structured as a ‘2+2’ where students will earn a diploma from a recognized CAAT (or equivalent) in two years, followed by completing their degree at the University of Windsor in an additional two years. Given the flexibility of the Bachelor of Arts Honours Economics, and how economic policy can influence a variety of sectors (e.g., health, the environment) we are exploring opportunities for pathways from other college programs (e.g., environmental technician, forestry technician, horticulture, and health-based programs). Please note, the program curriculum/structure for graduates of computer science-related vs business programs are slightly different whereby CAAT graduates of computer science-related programs complete 23 courses upon arrival to UWindsor whereas business CAAT graduates complete 21 courses. Course requirements are described in section C.2.
Page 2 of 34 Page 184 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B The availability of this stream which recognizes the courses students completed at a CAAT will allow the Faculty of Science to maintain competitive with other institutions that have transfer/articulation agreements in place and provide accessible and transparent opportunities for movement between postsecondary institutions, thus aligning with the Ontario Government’s “Policy Statement for Ontario’s Credit Transfer System” (Ontario MTCU, 2011). Specifically, this policy states:
“Ontario will have a comprehensive, transparent and consistently applied credit transfer system that will improve student pathways and mobility, support student success and make Ontario a postsecondary education destination of choice. The credit transfer system will assist qualified students to move between postsecondary institutions or programs without repeating prior, relevant learning. (Ontario MTCU, 2011)”.
Through this new stream, the Faculty of Science is catering to this need for credit transfer by offering a transparent degree completion pathway which allows students to move between postsecondary institutions without repeating previously learned material. Beyond offering an accessible credit transfer system, this new stream will assist in supporting the demand for hybrid higher education in Ontario (Brown, 2016) and the projected number of job openings in relevant fields (see section B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand). This new stream will increase the overall enrollment in Science, specifically in the Department of Economics, by recruiting college graduates to complete the new stream while not requiring additional resources beyond what is associated with typical program growth. We believe our degree completion pathway, facilitated through this new stream will be an attractive option for students wanting to earn a university degree, due to the potential cost savings compared to direct entry into a four-year degree program (Trick, 2013). Students will also earn two credentials - a diploma and degree in four years (assuming full time status). The Dean of Science has discussed this new stream and degree completion pathway with the Vice President Academic at St. Clair College and has received their support. St. Clair college will also help advertise and promote this program to their students as well as advise students on how to successfully transfer into this new stream (see Appendix B for their letter of support).
The structure of the Bachelor of Art Honours Economics consists of core economics courses but also provides great flexibility in the subject area students can study with economics through their electives (i.e., 17 elective courses from any area of study). This flexibility helps facilitate this degree completion pathway. This new stream, although distinct from the traditional four-year Bachelor of Arts Honours Economics degree, has been mapped to show equivalency in terms of the program-level learning outcomes and careful consideration has been given to the program standards students would have met following the successful completion of their CAAT diploma (or equivalent) in order to ensure minimal duplication in curricula. The new stream offers complementary, yet equivalent, learning outcomes when compared to the traditional four-year degree. Since the Bachelor of Arts Honour Economics provides a great deal of choice in electives from other subject areas, students entering this stream with a computer science or business background will be able to meet the learning outcomes.
Aim and Impact: This new stream in Applied Economics and Policy will offer a degree completion pathway for CAAT graduates from two-year computer science or business programs. Specifically, students may obtain a Bachelor of Arts Honours Economics- Applied Economics and Policy Stream following the completion of a computer science or business-related CAAT (or equivalent) diploma program (see section C.1 Admission Requirements for more information on admission). Students entering from a computer science-related CAAT program will complete 23 courses at the University of Windsor, while those entering from the two-year business program will complete 21 courses at the University of Windsor (see C.2. Program Curriculum Structure/Program of Study). A review of all program standards for each CAAT program was completed to ensure minimal duplicated course content. This degree completion pathway will help to streamline and harmonize the student experience and will provide an efficient pathway for students to combine their career-oriented college education with a strong theoretical background in economics. Students will receive diverse learning experiences from a variety of sources, including experiential learning and high impact practices that will position them for future career success as well as opportunities to pursue post-
Page 3 of 34 Page 185 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B graduate education. Please see section ‘C.4 Learning Outcomes’ for a detailed description of the knowledge, skills, and abilities students will have gained upon successful completion of the new program stream.
Please note, some entering CAAT students may have to complete courses from a summer bridging program (i.e., Foundations of Science Preparation Program) from Continuing Education to ensure they meet the basis for admission with respect to the pre-requisite course entrance requirements, should the student be deficient of required specific courses in their prior CAAT or secondary school education. However, this will vary by student depending on their educational background. Please see Appendix C for confirmation that Continuing Education is committed to offering Foundation programming in July 2020.
Consistency with Institutional Goals: This program has an interdisciplinary focus on economics as it allows students to combine economics with courses from any area of study. This new stream recognizes a range of 2-year CAAT programs in computer science and business aligning with two Strategic Areas of Program Expansion within the SMA, including ‘Engineering, Science, and Computing’ and ‘Business, Cultures, and Governance (point three and five within program areas of expansion). This new stream will help address the need for trained persons within the economics sector and will contribute to the University of Windsor’s commitment to providing learning experiences that will prepare students for life after graduation and employment by recognizing the importance of applied and theoretical learning experiences. The proposed stream also contributes to the University of Windsor’s mission, goals and objectives through improving the student learning experience in the area of career preparation and innovations in teaching and learning excellence, through the provision of high impact learning experiences. This stream also facilitates partnership building with colleges and expands the University of Windsor’s college-university pathway development, thus increasing overall enrollment.
References:
Brown, L. (2016). Transferring credits between college and university can be rocky. Maclean’s. Retrieved from https://www.macleans.ca/education/college/transferring-credits-between-college-and-university-can-be-rocky/
Ontario Ministry of Training, Colleges and Universities. (2011). Policy statement for Ontario’s credit transfer system. Retrieved from https://www.ontransfer.ca/files_docs/content/pdf/en/news_and_events/news_and_events_2.pdf
Trick, D. (2013) College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study.
We are proposing a new stream in Applied Economics and Policy. This new stream will recognize students who have an in-depth knowledge of economic concepts and methods used to estimate economic models and solve problems, as well as significant applied experience gained through their CAAT diploma program or equivalent. It is common within the discipline to pair economics with computer science or business. As such, this stream is consistent with the current discipline.
Across Canada, there are a number of diploma-to-degree pathways, and transfer and articulation agreements between universities and colleges (see Ontransfer.ca by Oncat for specific examples). There are a range of institutions that permit varying levels of credit transfer into a range of degree types (e.g., Bachelor of Arts, Bachelor of Science). Providing college graduates from two-year computer science-related or business diploma programs an opportunity to receive credits towards a university degree is common within the current state of the discipline. Page 4 of 34 Page 186 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
B.2.1 Unique or Innovative Curriculum, Program Delivery, or Assessment Practices (QAF Section 2.1.4) State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere.
Through the degree completion pathway, from two-year computer science-related or business diploma programs, students will be admitted into the Bachelor of Arts Honours Economics- Applied Economics and Policy. The enrollment in this stream will consist only of graduates from two-year CAAT computer science-related and business diploma programs or equivalent. Given the flexibility of the BA in Economics, and how economic policy can influence a variety of sectors (e.g., health, the environment) we are exploring opportunities for pathways from other college programs (e.g., environmental technician, forestry technician, horticulture, and health-based programs).
Three-year diploma programs in relevant fields will be analyzed for additional potential credit transfer on an ad-hoc basis, while considering minimum residency and core course requirements. This structure will facilitate a sense of community and collaboration among peers. The new stream will benefit students by recognizing the value of career- oriented educational experiences learned at college, while complementing these applied experiences with in-depth scientific knowledge, theories, and techniques gained through university courses. Additionally, these new degree completion pathways will streamline and harmonize the student experience by ensuring college course content is not duplicated, while offering a diverse learning opportunity as students will arrive from different CAAT programs allowing for multidisciplinary information sharing and varied perspectives.
The new stream and degree completion pathway were intentionally designed based upon the analysis of CAAT program standards set forth by the Ministry of Colleges and Universities (MCU). Program standards apply to all similar programs of instruction offered by publicly funded colleges across the province. The development of program standards by the Ministry first started in the 1990s to bring more consistency to college programming, broaden the skills of college graduates to include essential employability skills and provide accountability for the quality and relevance of college programs (MCU, 2017). Thus, by mapping these program standards against our curriculum and utilizing the information to develop a customized program stream and degree completion pathway, rather than targeting specific programs at specific CAATs, we are able to widen our recruitment scope to any CAAT program in Ontario that falls under these standards (see Appendix D for details on the review and analysis of CAAT program standards and curriculum mapping). In addition to working within the program standard framework set forth by MCU, these institutions are required to follow a rigorous quality review process at a program level basis on a regular frequency. Given the quantity of electives in the BA in Economics, CAAT graduates from a computer science-related diploma programs, will complete all the required economics and math courses at the University of Windsor and the courses completed through their diploma program will fulfill their electives.
In most jurisdictions, the cost to the government and the student of a degree achieved through two years at the college followed by two year at the university is lower than a four-year university program (Trick, 2013.). As a result, our degree completion pathways allow students to gain applied educational experiences at the college, while also saving money compared to completing four years of full-time study at a university.
References:
MCU. (2017). Published college program standards. Retrieved from http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/
Trick, D. (2013). College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
Page 5 of 34 Page 187 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B B.2.2 Indigenous (First Nations, Métis, or Inuit) Content, Perspectives, or Material The University of Windsor is committed to building stronger, more meaningful partnerships with Indigenous students, scholars and communities. In developing or revising this program, how has consideration been given to incorporating Indigenous (First Nations, Métis, or Inuit) content, perspectives, or material into the curriculum?
Indigenous content, perspectives, and material may be included in various courses based upon the discretion of the instructor. Individual instructors will review course materials and identify areas where indigenous content can be integrated to provide a holistic perspective of a topic. Currently, ECON-3410 Economic Growth and Development Theory covers Indigenous content, and in the future, Indigenous material may be included in ECON- 3530 Labour Institutions and ECOn-3310 The Economics of Legal Procedures, Crime, and Punishment.
B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; Ministry section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline
The proposed name for the new stream, Applied Economics and Policy recognizes both the subject area of study and the applied/technical educational experiences students received within their CAAT diploma. Therefore, we believe the name is representative of the program content and current usage in the discipline.
B.4 DEMAND FOR THE MODIFIED PROGRAM
B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions.
Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.).
Degree programs in economics offer students a variety of career paths, often in areas of government and public policy analysis, banking, finance, corporate or competitive strategy, economic research/consulting, stockbroking, and forecasting. As a result, there is a plethora of fields that graduates can explore, particularly given the interdisciplinary nature of the BA Honours Economics. Students within the Applied Economics and Policy Stream are able to combine their computer science or business knowledge garnered from their CAAT diploma and combine it with an economics focus at the University of Windsor. One of the benefits of completing this stream is that it widens the scope of job prospects for CAAT graduates and allows them to draw connections between concepts across subject areas.
Labour Market Data: Multiple job searches were conducted on job posting websites using key words such as ‘economist’, ‘economics’, ‘economic analyst’, and ‘economic researcher’ (searches were performed on January 5th, 2020). Below is a summary of the number of postings by search and source: • Indeed Canada: 93 jobs (keyword ‘economist’); 4,996 jobs (keyword ‘economics’) • Econ-Jobs.com: 10 jobs • LinkedIn: 367 jobs (keyword ‘economist’); 427 jobs (keyword ‘economic analyst’); 32 jobs (keyword ‘economic researcher’); 18 (keyword ‘economic analyst policy analysis) • Workopolis: 89 jobs (keyword ‘economist’)
Based on these searches, there appears to be a number of positions available for graduates of economics.
Page 6 of 34 Page 188 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Similarly, within Ontario, labour market information suggests that there are current and projected job opportunities within a number of careers that graduates of the Applied Economics and Policy Stream would be prepared for (Ministry of Labour, Training and Skills Development, 2017; see Table 1 for examples). Notably, these job profiles have low unemployment rates. Given that this new stream recognizes CAAT diplomas in a number of areas, as well as requires the completion of 21-23 university courses in economics and mathematics/statistics, students will develop both a depth and breadth skills to be well-positioned for a multitude of careers (see Table 1).
Table 1. Employment statistics Job profile Median Projected Job outlook Number of Unemployment income number of job (2017-2021)^ job postings rate openings (2017- 2021) Economists and economic $88,421 1,001-2,000 Average 1184 2.9% policy researchers and analysts Banking, credit and other $87,210 5,001-6,000 Average 6,640 2.5%+ investment managers Baking, insurance and other $47,542 3,001-4,000 Average 766 4.1%+ financial clerks Supervisors, finance and $62,973 6,001-7,000 Undetermined 0 2.3%+ insurance office workers Government managers- 108,669 501-600 Undetermined 0 1% economic analysis, policy development and program administration Note: These data were gathered from the Ministry of Training, Colleges and Universities Ontario’s labour market website for the aforementioned job profiles. ^Job outlook ratings can tell you how future demand for this job is expected to compare with other jobs across Ontario. +Unemployment rate is below the National unemployment rate (5.5% as of June 2019) within Canada: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1410028703 Banking, credit and other investment managers: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=0122 Baking, insurance and other financial clerks: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=1434 Supervisors, finance and insurance office workers: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=1212 Government managers- economic analysis, policy development and program administration: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=0412 Economists and economic policy researchers and analysts: https://www.iaccess.gov.on.ca/labourmarket/jobProfile/jobProfileFullView.xhtml?nocCode=4162
The labour data from job searches and the Ministry of Training, Colleges and Universities Ontario’s labour market analysis provide support that there are current and projected job openings in banking, finance, and policy development. The Applied Economics and Policy Stream will facilitate recognition of students’ prior knowledge and hands-on experiences gained through the completion their college diplomas and the in-depth scientific knowledge they will acquire through the economics courses completed at the University of Windsor. This
Page 7 of 34 Page 189 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B combination of theoretical and applied scientific knowledge will ensure students are attractive candidates for these jobs.
Student data: The number of students seeking a baccalaureate education across all disciplines is projected to increase from 50,000 to 104,000 from 2009 to 2025 (Trick, 2013). Given the flexibility of the stream, there is a large pool of potential graduates to attract into the Applied Economics and Policy Stream. Our projected steady state enrollment of 36 students (steady state starts in year four) would require us to attract a modest ~1% of college graduates from these computer science-related or business programs. This is an underestimation as the stream can also accommodate CAAT graduates from other programs (e.g., environmental technician, forestry technician, horticulture, and health-based programs). We believe meeting our steady state target will be very feasible and that our new stream will be an attractive option to college graduates wishing to earn a university degree due to potential cost savings and the opportunity to earn two credentials in a four-year span. Specifically, Trick (2013) estimates cost savings for college-to university transfer programs within Ontario to student who can complete a university degree in a total of four years of study (e.g., 2 years at college + 2 years at university; 2+2 model).
Following the approval of this new program stream, the Faculty of Science will formally begin their recruitment plan. This includes emailing recruitment flyers to all program coordinators of relevant business programs as well as launching a social media campaign targeted towards individuals who meet the programs demographics. In the Winter 2021, additional recruitment efforts (e.g., site visits) will take place in order to achieve the projected steady state. The Dean within the Faculty of Science has discussed this new stream and degree completion pathway with the Vice President Academic at St. Clair College and has received their support. St. Clair College will help advertise and promote this program to their students as well as advise students on how to successfully transfer into this new stream (see Appendix B for the letter of support).
Table 2. Number of graduates of full-time postsecondary college programs Program 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Computer 336 409 447 522 666 Programmer Computer 78 65 67 99 104 Engineering Technician Software 72 55 72 82 101 Engineering Technician Business 1,641 2,036 2,091 2,347 2,726 Total 2,127 2,565 2,677 3,050 3,597 Data source: Ministry of Training, Colleges and Universities. (2018). Labour Market. Retrieved from https://www.app.tcu.gov.on.ca/eng/labourmarket/employmentprofiles/compare.asp
Based upon the review of market demand and college graduation rates, the proposed new stream will assist students with the development of economics knowledge, addressing a current gap in the labour market.
References Ministry of Labour, Training and Skills Development. (2017). Ontario’s labour market. Retrieved from https://www.ontario.ca/page/labour-market
Trick, D. (2013). College-to-University Transfer Arrangements and Undergraduate Education: Ontario in a National and International Context. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Transfer%20Arrangements%20Trick%20ENG.pdf
Page 8 of 34 Page 190 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B B.4.1.1 Percentage of Domestic and International Students (Ministry section 5) Expected proportion (percentage) of domestic and international students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn.
We expect all students to be domestic.
B.4.2 Estimated Enrolments (QAF section 2.1.9; Ministry section 5; Senate Co-op Policy) Provide details on projected enrolments for the revised program in the following tables.
For Co-op programs: normally an annual intake of a minimum of 20 students is required for new co-op programs or programs with other experiential learning component.
Projected enrolment levels for the First Year Second Year Third Year Fourth Year Fifth Year of first five years of operation of the of of Operation of of Operation revised program. Operation Operation Operation (If the program is in operation, use (Steady- actual and projected data.) state enrolment overall) In the regular program (non-co-op) 14 26 32 36 36 In the co-op/experiential learning stream (if applicable) For co-op options: projected number of international students enrolled in the co-op stream
Annual projected student intake into the first year of the revised program: 20 (this may differ from the “first year of operation” projected enrolments which could Half in each pathway include anticipated enrolments from students transferring into the second, third, Attrition of 4 by year two. or fourth year of the program) Annual projected student intake into the first year of the co-op/experiential N/A learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program)
B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes.
N/A
B.4.4 Evidence of Societal Need for the Revised Program (Ministry section 6) Describe the tools and methodology used to assess societal need.
Page 9 of 34 Page 191 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Elaborate on the 1) dimensions of (e.g., socio-cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program
Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction.
Within Ontario, increasing the rate of college to university transfers has been a priority (e.g., Kerr, McCloy, & Liu, 2010; Ontario MTCU, 2011). This new stream will respond to the Ontario governments call for visible credit transfers between colleges and universities by assisting qualified students to move between postsecondary intuitions or program without repeating prior learning (Ontario MTCU, 2011). Within the 2017-2020 SMA, building partnerships with colleges was an important part of institutional collaborations and partnerships. This new stream will significantly enhance these partnerships by further engaging with college students. This new stream will facilitate a degree completion pathway between colleges to the University of Windsor in a visible way and address this movement towards comprehensive, transparent and consistently applied credit transfers. In doing so, the University of Windsor is streamlining and harmonizing the student experience for CAAT graduates wishing to earn a university degree.
Given the rising cost of education, we believe our 2+2 model will be appealing to students as it offers an opportunity to earn two credentials within a four-year time period. Cost projections suggest our new stream will offer a less expensive route to earning a university degree compared to students pursuing a four-year direct entry into university (Trick, 2013). Saving also exist by eliminating credit duplication. This stream will also improve Ontario’s ability to meet the demand for a skilled and flexible workforce through building capacity and flexibility in postsecondary education (Ontario MTCU, 2011). Beyond these possible cost savings, we are responding to the demand for hybrid higher education in Ontario. Each year 55,000 students switch institutions, and 40% of these students move from a college to a university (Brown, 2016). Similarly, Trick (2013) has projected that the number of students seeking a baccalaureate education will increase from 50,000 to 104,000 from 2009 to 2025. Lastly, this stream will also prepare students for post-graduate education (e.g., graduate degrees, law school, etc.) which they would have been previously ineligible for following the completion of the CAAT diploma.
For information on anticipated labour and student market demand trends can be found in section B. 4.1.
References:
Brown, L. (2016). Transferring credits between college and university can be rocky. Maclean’s. Retrieved from https://www.macleans.ca/education/college/transferring-credits-between-college-and-university-can-be-rocky/
Kerr, A., McCloy, U., Liu, S. (2010). Forging Pathways: Students who Transfer Between Ontario Colleges and Universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/ForgingPathwaysENG.pdf
Ontario Ministry of Training, Colleges and Universities. (2011). Policy statement for Ontario’s credit transfer system. Retrieved from https://www.ontransfer.ca/files_docs/content/pdf/en/news_and_events/news_and_events_2.pdf
B.4.5 Duplication (Ministry section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and
Page 10 of 34 Page 192 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B www.oraweb.aucc.ca/showdcu.html. Also, list similar programs in the geographically contiguous area, e.g., Michigan/Detroit.
Degree programs in Science are available at most institutions across Ontario, as are programs in Economics. Within Ontario there are a number of diploma-to-degree pathways as well as transfer and articulation agreements between universities and colleges. Universities such as York and Algoma have comprehensive transfer agreements that recognize credits for a considerable number of college programs. Given the flexibility of the Bachelor of Arts Honours Economics, this new stream can accommodate many CAAT programs. These transfer opportunities exist for a range of CAAT computer science-related and business programs. Some of the institutions that offer these opportunities include, though are not limited to*: • Western • Trent University • Algoma University • York University • Lakehead • Laurentian University • Ryerson • University of Ottawa
Despite the possible similarities that exist, it is important for the Department of Economics to offer degree completion pathways for college students in order to stay competitive with other institutions’ programming.
*Note: for a comprehensive list of all transfer options, please see: https://www.ontransfer.ca/index_en.php
B.4.5.1 Demonstrate that Societal Need and Student Demand Justify Duplication (Ministry section 7) If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs.
Despite the existence of diploma-to-degree pathways and transfer and articulation agreements between universities and colleges, many of the universities require students to complete more than two years of full-time study to earn their degree. As such, we believe our 2+2 degree completion pathway where students earn a college diploma and university degree in four years will be more attractive to students. The new stream requires no additional resources beyond those associated with typical program growth, but will increase the overall enrollment in the Department of Economics and will allow it to remain competitive with other universities that have transfer/articulation agreements in place with colleges. Furthermore, the Applied Economics and Policy Stream articulates to Ministry Program Standards of selected programs, which allows for a larger recruitment scope and differentiates itself from institutions whose transfer/articulation agreements are tied to specific colleges.
B.5 RESOURCES [The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary (Appendix A) with the revised program proposal.]
B.5.1 Resources Available
B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe, in general terms, all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s). Please do not name specific individuals in this section.
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Courses within this new stream are offered regularly within the current academic calendar, such that there are no anticipated additional resources required to offer this new stream beyond what is associated with natural enrollment growth over time. The vast majority of courses are offered from the Department of Economics, which has capacity for growth and will be able to accommodate the projected increases in enrollment. Two courses are offered from the Department of Mathematics and Statistics, which also can accommodate the projected growth in enrollment. If needed, additional course sections will be covered by sessional instructors along with relevant GA/TA support. The core university courses required are regularly offered by faculty members within departments within Science. Faculty teaching courses within this stream have current knowledge and expertise that are central to the program curriculum.
Administrative tracking will be provided within the UWinsite Student system. Academic advising will occur within the Department of Economics. The advisor responsible for the Bachelor of Arts Honours Economics will also advise students on matters related to the new stream, including appropriate sequencing and course selection. St. Clair college has also confirmed that they will advise students on how to successfully transfer into this new stream (see Appendix B for the letter of support).
B.5.1.1a Faculty Members Involved in the Delivery of the Program Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU.
Note: Faculty program affiliations will be the same for the existing and new programs stream. In addition to faculty from the Department of Economics, only the faculty members from departments outside of the Department of Economics who teach core courses within this new stream were included in the table below.
Faculty Name and Rank (alphabetical) Graduate Program Program Faculty Affiliation: Affiliation: member indicate faculty indicate faculty (for graduate affiliation to the affiliation to programs only) EXISTING the REVISED program(s) program Category 1: Tenured Professors teaching exclusively in the AAU offering the program Dr. Marcelo Aarestrup Arbex, Professor N/A Economics Economics Dr. Tarek Jouini, Associate Professor N/A Economics Economics Dr. Dingding Li, Associate Professor N/A Economics Economics Dr. Jay (Hyuk-jae) Rhee, Associate Professor N/A Economics Economics Dr. Sang-Chul Suh, Professor N/A Economics Economics Dr. Christian Trudeau, Professor N/A Economics Economics Dr. Nurlan Turdaliev, Professor and Head N/A Economics Economics Dr. Yuntong Wang, Professor N/A Economics Economics
Page 12 of 34 Page 194 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Category 2: Tenure-track Professors teaching exclusively in this AAU Dr. Yahong Zhang, Assistant Professor N/A Economics Economics Category 3: Ancillary Academic Staff such as Learning Specialists Positions ...
Category 4: Limited-term Appointments teaching exclusively in this AAU Dr. Jinyue Li, Assistant Professor N/A Economics Economics Dr. Charlie Xu, Assistant Professor N/A Economics Economics
Category 5: Tenure or tenure-track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU ... Category 6: Sessionals, Lecturers, and other non- tenure track faculty
Category 7: Others- Tenure, tenure-track, LTA professors, or sessionals involved in teaching and/or supervision in other AAUs. Dr. Abdo Alfakih, Professor N/A Mathematics and Mathematics Statistics and Statistics Dr. Abdulkadir Hussein, Professor N/A Mathematics and Mathematics Statistics and Statistics Dr. Belalia Mohamed, Assistant Professor N/A Mathematics and Mathematics Statistics and Statistics Dr. Abida Mansoora, Sessional Instructor N/A Mathematics and Mathematics Statistics and Statistics Mehdi Sangani Monfared, Associate Professor N/A Mathematics and Mathematics Statistics and Statistics Dr. Animesh Sarker, Lecturer N/A Mathematics and Mathematics Statistics and Statistics Dr. Jing Wang, Sessional Instructor N/A Mathematics and Mathematics Statistics and Statistics Dr. Wai Yee, Professor N/A Mathematics and Mathematics Statistics and Statistics
B.5.1.1b Faculty Expertise Available and Committed to Supporting the Revised Program Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program.
Page 13 of 34 Page 195 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to: • sustain the program • promote innovation, and • foster an appropriate intellectual climate.
All courses from the University of Windsor are offered from the Department of Economics and Department of Mathematics and Statistics (three courses). These courses are offered regularly within the undergraduate calendar and are already taught by expert faculty. As such, there is already a sufficient number of highly qualified faculty to support this new stream. The faculty teaching these courses are specialists in the area who have expertise in the subjects that are central to the new program stream. These expert faculty have published in leading national and international journals on topics (or similar topics) to the courses offered within the program.
B.5.1.1c Extent of Reliance on Adjunct, Limited-term, and Sessional Faculty in Delivering the Revised Program Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program.
There is no anticipated reliance on adjunct, limited-term, or sessional faculty beyond what is already being used. If needed, additional course sections will be covered by sessional instructors.
B.5.1.1d Graduate Faculty Qualifications and Supervisory Loads (FOR GRADUATE PROGRAMS ONLY) Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program.
N/A
B.5.1.1e Financial Assistance for Graduate Students (where appropriate) (FOR GRADUATE PROGRAMS ONLY) Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students.
N/A
B.5.1.1f Other Available Resources (Ministry sections 3 and 4) Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example: • staff support, • library, • teaching and learning support, • student support services, • space, • equipment, • facilities • GA/TA
Courses within this new stream are offered regularly within the current academic calendar. Most of the courses within this stream are offered from the Department of Economics which has capacity for growth and will be able to accommodate the projected increases in enrollment. There are no anticipated new resources required to
Page 14 of 34 Page 196 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B sustaining the educational experience of undergraduate students beyond what is associated with natural enrollment growth over time.
B.5.1.2 Resource Implications for Other Campus Units (Ministry sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example: • existing courses, • equipment or facilities outside the proposer’s control, • external resources requiring maintenance or upgrading using external resources Provide relevant details.
The majority of courses within this stream are offered through the Department of Economics. There are three introductory courses in mathematics and statistics that students must complete. Departments that offer these courses can accommodate the increased enrolment numbers as our projected steady state enrolment from the new stream is 36 students (steady state).
B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; Ministry section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revised program.
N/A
B.5.1.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; Ministry section 4) Describe all opportunities for internal reallocation of resources and cost savings identified and pursued by the area/department in support of the revised program. (e.g., streamlining existing programs and courses, deleting courses, etc.)
N/A
B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program.
Faculty: If needed, a few additional course sections will be added and covered by sessional instructors. Staff: N/A GA/TAs: If needed, a few additional GAs/TAs will be added.
B.5.1.5b Additional Institutional Resources and Services Required by all Affected Areas or Departments Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance.
Library Resources and Services: No change Teaching and Learning Support: No change Student Support Services: No change Space and Facilities: No change
Page 15 of 34 Page 197 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Equipment (and Maintenance): No change
C. Program Details
C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to • program-specific admission requirements, • selection criteria, • credit transfer, • arrangements for exemptions or special entry, and • alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc.
Pathway 1: Computer science-related CAAT programs:
1) Graduates of a two-year Ontario College Diploma from a computer science-related program from a qualifying Ontario or equivalent College of Applied Arts and Technology (CAAT), with a cumulative average of a least a B (73%) grade), are eligible for admission to Bachelor of Arts Honours Economics - Applied Economics and Policy Stream degree program offered by the Department of Economics at the University of Windsor under the provisions of this agreement. The Dean of Science or their designate has the authority to admit students from qualifying colleges in equivalent diploma programs within Canada pending that they meet all other admission requirements.
2) In addition to the appropriate two-year Diploma and grade point average, applicants to the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream are required to have successfully completed MHF4U or the equivalent course. Students who have not completed this course or its equivalents will be required to complete the equivalent course within the Foundations of Science Preparation Program.
3) Students admitted to the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream will obtain the equivalent of 2 years of Advanced Standing (or awarded up to 17 course transfers).
4) Students are required to complete twenty-three (23) courses at the University of Windsor in fulfillment of the requirements of the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream.
5) The Bachelor of Arts Honours Economics-Applied Economics and Policy Stream will be reviewed and amended, if appropriate, by the Department of Economics every five years following the approval of the stream. This timing corresponds with the review frequency undertaken by the CAAT diploma programs forming the basis of admission and this frequency of review will ensure the program curriculum and requirements adapt to these standards as they shift.
Recognized two-year computer programs include:
• Computer programming (MCU 50503) • Computer Programmer (no program standards) • Computer Engineering Technician (MCU 50509), • Software Engineering Technician (MTU 50504) • Any computer science-related program from a qualifying Ontario CAAT or other Canadian College deemed equivalent by the Dean of Science or their designate.
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Notes: Three-year diplomas programs in computer science will be analyzed for additional potential credit transfer on an ad-hoc basis, while considering minimum residency and core course requirements.
We are exploring opportunities for pathways from other college programs (e.g., environmental technician, forestry technician, horticulture, and health-based programs) that have relevance to economic policy. Students from these programs would complete Pathway 1 while considering potential course equivalencies.
Pathway 2: Business CAAT program:
1) Graduates of a two-year Ontario College Diploma from a business-related program from a qualifying Ontario or equivalent College of Applied Arts and Technology (CAAT), with a cumulative average of a least a B (73%) grade), are eligible for admission to Bachelor of Arts Honours Economics - Applied Economics and Policy Stream degree program offered by the Department of Economics at the University of Windsor under the provisions of this agreement. The Dean of Science or their designate has the authority to admit students from qualifying colleges in equivalent diploma programs within Canada pending that they meet all other admission requirements.
2) In addition to the appropriate two-year Diploma and grade point average, applicants to the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream are required to have successfully completed MHF4U or the equivalent course. Students who have not completed this course or its equivalents will be required to complete the equivalent course within the Foundations of Science Preparation Program.
3) Students admitted to the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream will obtain the equivalent of 2 years of Advanced Standing (or awarded up to 19 course transfers).
4) Students are required to complete twenty-one (21) courses at the University of Windsor in fulfillment of the requirements of the Bachelor of Arts Honours Economics - Applied Economics and Policy Stream.
5) The Bachelor of Arts Honours Economics-Applied Economics and Policy Stream will be reviewed and amended, if appropriate, by the Department of Economics every five years following the approval of the stream. This timing corresponds with the review frequency undertaken by the CAAT diploma programs forming the basis of admission and this frequency of review will ensure the program curriculum and requirements adapt to these standards as they shift.
Recognized two-year Business programs include:
• Business (MCU code 50200) • Any business-related program from a qualifying Ontario CAAT or other Canadian College deemed equivalent by the Dean of Science or their designate.
Note: Three-year diplomas programs in business will be analyzed for additional potential credit transfer on an ad- hoc basis, while considering minimum residency and core course requirements.
C.1.1 Admission Requirements and Attainment of Learning Outcomes (QAF section 2.1.2) Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program.
Page 17 of 34 Page 199 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Admission requirements ensure that students entering the Bachelor of Arts Honours Economics-Applied Economics and Policy Stream meet an equivalent basis of admission as students entering directly from high school into the Bachelor of Arts Honours Economics. Generally students in the Applied Economics and Policy Stream will complete the same core courses as those students in the BA Honours Economics program (excluding courses that are deemed equivalent to the material covered in the CAAT programs and where the BA degree program permits choice). As such, students will be prepared to successfully meet the intended learning outcomes for this new stream. Additionally, prior research suggests that students transferring from college to university are satisfied with their academic preparation (Decock, McCloy, Liu, & Hu, 2011).
Reference: Decock, H., McCloy, U., Liu, S., and Hu, B. (2011). The Transfer Experience of Ontario Colleges who Further their Education – An analysis of Ontario’s College Graduate Satisfaction Survey. Toronto: Higher Education Quality Council of Ontario.
C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.
NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two-thirds of the course requirements from among graduate-level courses. Include course requirements with course numbers and course names.
Identify in BOLD and STRIKETHROUGH the changes to program requirements.
Pathway 1: Computer Science-related CAAT Programs
Total courses: 23
Degree requirements: (list of remaining courses required for completion of degree program):
(a) ECON-1100, ECON-1110, ECON-2120 (or STAT-2950), ECON-2210, ECON-2220, ECON-2310, ECON-2320, ECON- 3060, ECON-3130, ECON-4140, ECON-4230, ECON-4330, ECON-4070 and seven additional courses, at least five of which have to be at the 3XXX or 4XXX level. (b) MATH-1260 (or MATH-1250), MATH-1760 (or MATH-1720), and either STAT-2910 or STAT-2920 (if taking STAT- 2920, the student must take MATH-1730 as a prerequisite for STAT-2920).
Pathway 2: Business CAAT Program
Total courses: 21*
Degree requirements: (list of remaining courses required for completion of degree program):
(a) ECON-2120 (or STAT-2950), ECON-2210, ECON-2220, ECON-2310, ECON-2320, ECON-3060, ECON-3130, ECON- 4140, ECON-4230, ECON-4330, ECON-4070 and seven additional courses, at least five of which have to be at the 3XXX or 4XXX level. (b) MATH-1260 (or MATH-1250), MATH-1760 (or MATH-1720), and either STAT-2910 or STAT-2920 (if taking STAT- 2920, the student must take MATH-1730 as a prerequisite for STAT-2920).
Notes:
Page 18 of 34 Page 200 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B • A review of program standards and their elements of performance was done for the CAAT business program to ensure minimal duplication of course content within degree requirements. Courses that were deemed sufficiently covered by the program standards were removed from the degree requirements. • *We anticipate 21 required courses for the first cohort of students but with advising and consultation with colleges we believe the required number of courses in the future will be 20. The Faculty of Science will be collaborating with colleges to provide course offerings that will reduce student degree requirements to 20 courses. Colleges will also help advise students on the appropriate electives to complete.
Courses used to calculate the major average are:
Courses used to calculate the major average are: courses listed under requirement (a), and any courses taken in the major area(s) of study.
Description of thesis option (if applicable):
N/A
Provide requirements for the Co-op/Experiential Learning Component AND a description of how the program requirements differ for students who complete the experiential learning option and those who opt not to (if applicable). [If the co-op/experiential learning component is new (not part of the existing stand-alone program), a PDC Form B is required]:
N/A
Explain how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.):
N/A
Guidelines for experiential learning/co-op work term reports:
N/A
General length of experiential learning/co-op work term:
N/A
Is the completion of the experiential learning/co-op component a requirement of the program?
N/A
C.3.1 For Graduate Program ONLY (QAF sections 2.1.3 and 3; Senate Co-op Policy)
C.3.1.1 Normal Duration for Completion Provide a clear rationale for program length that ensures that the revised program requirements can be reasonably completed within the proposed time period.
N/A
Page 19 of 34 Page 201 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
C.3.1.2 Program Research Requirements For research-focused graduate programs, provide a clear indication of the nature and suitability of the major research requirements for completion of the revised program.
N/A
C.3.1.3 New or Changes to Fields in a Graduate Program (optional) Where fields are contemplated, provide the following information: The master’s program comprises the following fields: ...[list, as applicable] The PhD program comprises the following fields: ...[list, as applicable]
N/A
C.3.2 For All Program Proposals
C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program as set out in Senate policy.
Specify new or changes to standing required for continuation in the experiential learning option or co-op option of the revised program, where applicable.
Continuation in this new steam is consistent with the Bachelor of Arts Honours Economics. As per the UWindsor Policy on Standing Required for Continuation in Programs and For Graduation (Undergraduate), standing required for continuation in the Bachelor of Art Honours Economics is 60% for both cumulative average and major average.
C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program as set out in Senate policy.
Specify new or changes to standing required for graduation in the experiential learning option or co-op option of the revised program, where applicable.
Graduation from this stream is consistent with the Bachelor of Arts Honours Economics. As per UWindsor Policy on Standing Required for Continuation in Programs and For Graduation (Undergraduate), standing required for graduation in the Bachelor of Art Honours Economics is 60% for cumulative average and 70% for major average.
C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre-requisites are met in the sequencing.
Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co-op version of the revised program. Please ensure that all pre-requisites are met in the sequencing.
For Co-op programs: The proposed work/study sequence or alternative arrangement should allow for year-round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co-
Page 20 of 34 Page 202 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B operative education as set out by the Canadian Association for Co-operative Education (see Policy on Co-op Programs).
Pathway 1: Computer Science-related CAAT Programs Year 1: Summer: ECON-1100, ECON-1110 Fall: ECON-2210, ECON-2310, MATH-1250 (or MATH-1260), MATH 1720 (or MATH-1760), STAT-2910 (or STAT 2920) Winter: ECON-2120 (or STAT-2950), ECON-2220, ECON-2320, ECON-3060, ECON-XXXX, ECON-XXXX*
*Can be taken as overload or within summer/intersession.
Year 2: Fall: ECON-3130, ECON-4230, ECON-4330, ECON-3XXX/4XXX, ECON-3XXX/4XXXX Winter: ECON-4070, ECON-4140, ECON-3XXX/4XXX, ECON-3XXX/4XXXX, ECON-3XXX/4XXXX
Pathway 2: Business CAAT Program Year 1: Fall: ECON-2210, ECON-2310, MATH-1250 (or MATH-1260), MATH 1720 (or MATH-1760), STAT-2910 (or STAT 2920) Winter: ECON-2120 (or STAT-2950), ECON-2220, ECON-2320, ECON-3060, ECON-XXXX, ECON-XXXX*
*Can be taken as overload or within summer/intersession.
Year 2: Fall: ECON-3130, ECON-4230, ECON-4330, ECON-3XXX/4XXX, ECON-3XXX/4XXXX Winter: ECON-4070, ECON-4140, ECON-3XXX/4XXX, ECON-3XXX/4XXXX, ECON-3XXX/4XXXX
C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations)(QAF section 2.1.1, 2.1.3, and 2.1.6)
COMPLETE THIS TABLE FOR UNDERGRADUATE PROGRAMS
In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the Combined program or Concurrent offering (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows.
A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework.
Proposers are strongly encouraged to contact the Centre for Teaching and Learning for assistance with the articulation of learning outcomes (degree level expectations).
For Combined Programs and Concurrent Offerings: The program learning outcomes would include the outcomes for the two standalone programs with a few additional outcomes to reflect the benefits of pursuing the two disciplines in an integrated manner. [For learning outcome A, the integration of knowledge can be within a program and between the two programs.]
Page 21 of 34 Page 203 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B For programs with an Experiential Learning or Co-op Option: Include learning outcomes for the program with a few additional outcomes highlighted to reflect the benefits of pursuing the experiential learning/co-op option.
Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.
A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: Explain economic problems and solutions. A. the acquisition, 1.Depth and Breadth of application and Knowledge Integrate knowledge of economics with statistics in integration of 2.Knowledge of Methodologies order to estimate economic models (also relevant to knowledge 3. Application of Knowledge C and D). 5.Awareness of Limits of Knowledge Retrieve and evaluate data from a wide range of B. research skills, 1. Depth and Breadth of public data sources. including the ability to Knowledge define problems and 2. Knowledge of Methodologies Use statistical packages in analyzing data. access, retrieve and 3. Application of Knowledge evaluate information 5. Awareness of Limits (information literacy) Knowledge Apply economic concepts, theories, and analysis to C. critical thinking and 1. Depth and Breadth of solve problems (also relevant to D). problem-solving skills Knowledge 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge Solve economic and related problems using basic D. literacy and numeracy 4. Communication Skills mathematical tools (also relevant to C). skills 5. Awareness of Limits of Knowledge Organize and interpret a range of economic data on both descriptive and analytical levels. Provide accurate descriptions and information of E. responsible behaviour 5. Awareness of Limits of solutions to economic and related problems. to self, others and Knowledge society 6. Autonomy and Professional Capacity Communicate economic concepts and solutions to F. interpersonal and 4. Communication Skills problems in written, spoken, and numerical form. communications skills 6. Autonomy and Professional Capacity Use evidence-informed approaches when applying G. teamwork, and 4. Communication Skills mathematical principles to solve economic and personal and group 6. Autonomy and Professional related problems (also relevant to E). leadership skills Capacity Formulate findings and recommendations on H. creativity and 2. Knowledge of Methodologies economic and related problems in a precise and aesthetic appreciation 3. Application of Knowledge concise manner.
Page 22 of 34 Page 204 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.
A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: 6. Autonomy and Professional Capacity
Monitor and identify advances in economic I. the ability and desire 6. Autonomy and Professional knowledge and theory. for continuous Capacity learning
C.4.1 Revised Program Structure and Regulations Ensure Learning Outcomes Can be Met Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students.
The structure of the Bachelor of Art Honours Economics consists of core economics courses but also provides great flexibility in the subject area students can study with economics through their electives. This flexibility helps facilitate this degree completion pathway. Specifically, student in the Bachelor of Arts Honours Economics must complete 17 courses from any area of study. The block transfer from the CAAT diploma will fulfill this requirement, and upon arrival to the University of Windsor, students within the Applied Economics and Policy Stream will complete core economics and mathematics courses. As a result, the program learning outcomes for Bachelor of Arts Honours Economics- Applied Economics and Policy Stream primarily relate to economics since CAAT graduates will come from different programs. Ministry Program Standards for the CAAT diploma programs were reviewed and when appropriate included in the stream learning outcomes. Regardless of the college program students completed, students will be prepared to successfully meet the learning outcomes of the new stream (see Appendix D for more information on curriculum mapping).
CAAT graduates from computer science-related programs may not have been exposed to economics so these students would complete introductory courses in economics (ECON-1100, ECON-1110). CAAT graduates from a business would be introduced to economic concepts and theories. Upon entering the new stream, students will be introduced to a broader scope of scientific literature and theoretical concepts that will focus more directly on economics. CAAT graduates from business will enter the Applied Economics and Policy Stream with an 'introductory' level understanding of the program learning outcomes, whereas CAAT graduates from computer science-related programs will gain their introduction through ECON-1100, ECON-1110. As students’ progress through the stream, they will gain more depth and breadth of scientific knowledge and mathematical techniques that are focused on economics. Given the nature of the BA in Economics, students have great flexibility in the courses that they can complete as electives; therefore, even though students may begin the program different background they will still be able to meet the learning outcomes.
The new stream includes course-specific assessments that will be used to evaluate students’ mastery of the learning outcomes. These assessments may include, though are not limited to: examinations (e.g., quizzes, midterms, final exams), assignments of various formats related to course content (e.g., data analysis, characterization of economic equilibrium and its stability, etc.) papers (e.g., research papers), and presentations.
Page 23 of 34 Page 205 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B The structure of the stream is scaffolded to ensure students can meet the learning outcomes as well as progress from ‘introduction’ to ‘mastery’ of the stream learning outcomes. There will also be many opportunities for students to reinforce and practice these skills through both the required and elective courses within economics. Please see Appendix D for a copy of the curriculum map.
C.4.2 Impact of Experiential Learning Component on Attainment of Learning Outcomes For programs with a proposed experiential learning or co-op component: describe how the experiential learning/co-op component changes the emphasis or the means of achieving the intended learning outcomes for the program.
There are no new or revised experiential learning components.
C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face-to-face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes.
Courses primarily rely on face-to-face offerings and delivery may vary according to instructor. Approaches may include: standard lectures with active learning techniques embedded (e.g., discussions), tutorials, research seminar, integrative review of research papers, presentations, and written assignments.
The modes of delivery and the teaching methods used will provide students with a variety of learning experiences and assist them in developing the knowledge, skills, and abilities to meet the learning outcomes.
C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.)
Expected Workload per 3.0 Course Credit/Week Average Time per week the Student is Expected to Devote to Each Component Over the Course of the Program Lectures 1-3 Tutorials 0-1 Practical experience/lab 0-3 Service or experiential learning Independent study 2-3 Reading and work for assessment, including 2-3 meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 1 Other: [specify] Compare the student workload for this program with other similar programs in the AAU: The core university courses for this stream are courses that are completed by students enrolled in the Bachelor of Arts Honours Economics program. Therefore, the workload for the new stream is consistent with the workload for a student completing a Bachelor of Arts Honours Economics.
D. MONITORING AND EVALUATION (QAF section 2.1.6)
Page 24 of 34 Page 206 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations.
Curriculum mapping was undertaken to ensure assessments were sufficiently measuring students’ ability to meet the indent learning outcomes. These planned assessment activities are intended to focus on achievement of knowledge, skills, and methods in economics. This is consistent with the stream learning outcomes. examinations (e.g., quizzes, midterms, final exams), assignments of various formats related to course content (e.g., data analysis, characterization of economic equilibrium and its stability, etc.) papers (e.g., research papers), and presentations. Following the completion of curriculum mapping, it is evident that assessments adequately align with, and measure students’ achievement of the program learning outcomes (see Appendix D for a copy of the curriculum map).
For an overview of assessment methods that may be used to evaluate students’ achieving the learning outcomes, please see Table 2: Alignment of assessments & learning outcomes.
The academic advisor within the Department of Economics will be responsible for overseeing that requirements are being met as well as how student process through the program. As questions arise students can consult the academic advisor.
Table 2. Alignment of assessments & learning outcomes Alignment with Program Learning Courses Assessments* Outcomes (PLO) Sequence ECON-1100 Examinations PLO1-PLO12 Year 1 ECON-1110 Examinations PLO1-PLO12 Year 1 ECON-2210 Examinations PLO1, PLO5-PLO12 Year 1 ECON-2310 Examinations PLO1, PLO5-PLO12 Year 1 ECON-3060 Examinations, assignments PLO2, PLO4-PLO12 Year 1 PLO2, PLO3, PLO4, PLO6, PLO10, Year 1 STAT-2910 or STAT-2920 Examinations PLO11 ECON-2120 or STAT- Year 1 2950 Examinations PLO1-PLO12 ECON-2220 Examinations PLO1, PLO5-PLO12 Year 1 ECON-2320 Examinations PLO1, PLO5-PLO12 Year 1 MATH-1250 or MATH- Examinations PLO6, PLO10, PLO11 Year 1 1260 ECON-3130 Examinations, assignments PLO1-PLO12 Year 2 ECON-4230 Examinations, assignments PLO1, PLO5-PLO12 Year 2 ECON-4330 Examinations PLO1, PLO5-PLO12 Year 2 ECON-4070 Assignments, seminar PLO1, PLO5-PLO12 Year 2 participation, research proposal, presentation, final research paper ECON-4140 Examinations, assignments PLO1, PLO5-PLO12 Year 2 Note: Students are required to take seven additional courses, at least five of which have to be at the 3XXX or 4XXX level. These were not included in the curriculum map or Table 2 given the variety of courses students are able to choose from. However, regardless of the elective chosen, they will provide additional opportunities for reinforcement and mastery of the stream learning outcomes. *This is not a comprehensive list of assessments as there may be additional assessments used within courses that test students’ achievement of certificate LOs.
Page 25 of 34 Page 207 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B D.1 Plan for Documenting And Demonstrating Student Performance Consistent with Learning Outcomes Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations.
As the stream evolves, student success and performance level will be tracked through consultation, student feedback, and grades. The academic advisor within the Department of Economics will be responsible for monitoring student progression and responding to student questions regarding the stream. All courses will contribute to students’ attainment of the program learning outcomes.
Please see Appendix D for the curriculum map and Table 2 for how course assessments may align with program learning outcomes.
E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO-OP COMPONENT ONLY (Senate Co-op Policy) [Complete this section ONLY if the program change includes new or revisions to the experiential learning/co-op component involving paid or unpaid placements.]
Note: There are no new or revised experiential learning components.
E.1 Experiential Learning Component and Nature of Experience Describe the new or revised experiential learning component and the nature of the experience (field placement, required professional practice, service-learning, internship, etc.)
N/A
E.2 Knowledge and Skills Brought to the Workplace Provide a description of the knowledge and skills that students will be bringing to the workplace/placement based on the revised curriculum.
N/A
E.3 Evidence of Availability of Placements Provide evidence of the availability of an adequate number of positions of good quality both inside and outside the Windsor area for the new or revised co-op/experiential learning option (including names and contact information of potential employers, written statements or surveys from potential employers; and employer feedback concerning the hiring of graduates).
Provide a summary of the types of positions that would be suitable at each level of work-term.
How will these placements/opportunities be developed?
[NB: For co-op programs, the majority of Ontario placements should qualify for the Co-op Education tax credit. See Policy on Co-op Programs for more details.]
N/A
E.4 Mechanism for Supervision of Placements (QAF section 2.1.9) Describe the mechanism that will be established for the supervision of the new or revised experiential learning placements.
Page 26 of 34 Page 208 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
N/A
E.5 Fees Associated with Experiential Learning Component Provide information on the fees associated with the new or revised experiential learning component, if applicable.
NB: all proposed fees must be approved as part of the University’s operating budget, via the Ancillary Fee Committee.
N/A
E.6 AAU Council Approval of New or Revised Co-op Component Please obtain signatures for the following statement for new/revised co-op programs.
Before a determination can be made regarding the feasibility of a co-op program, there must be a clear indication of support for the program from the AAU. Support implies that the area will provide ongoing departmental funding to establish a co-op faculty representative who will liaise with the Centre for Career Education in the operation of the program and that the area will ensure that an adequate number of faculty members in the AAU or program contribute to the co-operative education program by grading work-term reports, attending and evaluating work-term presentations, assisting in the job development process, establishing a departmental co-op committee as appropriate, etc. (see Policy on Co-op Programs, Summary of AAU/Faculty Member Involvement in a Co-operative Education Program, for more on the role of the AAU and faculty members). This commitment must be agreed to by the AAU Council at a meeting at which the development or modification of a co-op program was considered and approved.
Signed agreement by the AAU Head, acting as chair of the AAU Council, that AAU members support the development of the co-op program.*
Name of AAU Head (typed or e-signature):______[Approval of the program by the AAU Council shall constitute agreement and support by AAU members of the development of the co-op program.]
Name of Director of the Co-op Services (typed or e-signature ):______[Approval of the program by the Director of Co-op Services shall constitute agreement and support of the development of the co-op program.]
E.7 Guidelines for the Establishment of New/Revised Co-op Programs: CHECKLIST Final Overview: Please complete this checklist to ensure that the Senate-approved guidelines for the establishment of a new co- op program have been addressed.
Does the proposal: □ include the endorsement of/involvement by the Centre for Career Education? □ adequately describe the academic program? □ include a strong rationale for co-operative education?
Page 27 of 34 Page 209 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B □ list the types of positions suitable to students at the junior, intermediate and senior work-term? □ articulate the possibility for international placements at a later point? □ provide for a reasonable proportion of international students to obtain appropriate placement opportunities? □ include a plan to monitor the availability of work placements on an ongoing basis? □ articulate specific learning outcomes (degree level expectations) and co-op requirements? □ include a commitment by the department to adequately support the program by funding a co-op faculty representative?: □ include a commitment by the department to adequately support the program by ensuring that an adequate number of faculty members are willing to grade work term assignments, assist in the job development process, etc.?
Will the program: □ attract a sufficient number of students including students from outside of the Windsor-Essex region (a minimum annual intake of 20 students enrolled in the co-op component)? □ be able to attract and sustain an adequate number of positions of good quality both inside and outside of the Windsor-Essex region? □ provide year-round availability of students to the workplace in some manner? □ meet the requirements for accreditation by the Canadian Association of Co-operative Education (see guidelines)?
Page 28 of 34 Page 210 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
APPENDIX A – BUDGET SUMMARY SHEET
Contact the Office of Quality Assurance for assistance in completing this form.
Projections of Enrolment, Expenditures and Revenues (enrolments over 5 years) Year 2021-22 2022-23 2023-24 2024-25 2025-26 Total Steady stream Revenue Tuition income*1 (calculation $91,350 $164,836 $206,138 $233,503 $237,006 $932,832 shown in table below) Potential Provincial funding*2 $91,350 $164,836 $206,138 $233,503 $237,006 $932,832
Other sources of funding (please list) 0 0 0 0 0 0 Total Revenue $182,700 $329,672 $412,275 $467,005 $474,012 $1,865,664 Expenses Additional Sessional Faculty*3 $20,000 $30,300 $30,603 $30,909 $31,218 $143,030 (10,000x2) (10,100x3) (10,201x3) (10,303x3) (10,406x3) GA/TA*4 $10,000 $15,150 $15,303 $15,456 $15,612 $71,521 (5,000x2) (5,050x3) (5,101x3) (5,152x3) (5,204x3)
Total Expenses $30,000 $45,450 $45,906 $46,365 $46,830 $214,551 Net Income $152,700 $284,222 $366,369 $420,640 $427,182 $1,651,113
*1 Estimate $5,800 per full-time equivalent domestic undergraduate student per year in 2021-22, with a 1.5% increase in each future year tuition rates. *2 Estimate same amount as tuition per full-time equivalent domestic undergraduate student *3 Estimate Sessional Faculty costs of $10,000 in 2021-22 and a 1% annual increase *4 Estimate $5,000 per GA/TA allocation in 2021-22 and a 1% annual increase
Shown in B.4.2 table >>> Total enrol 14 26 32 36 36 FT Tuition $ 5,800 $ 5,887 $ 5,975 $ 6,065 $ 6,156
21-22 22-23 23-24 24-25 25-26 Yr 1-PW1 50,750 58,870 74,688 75,813 76,950 Yr 1-PW2 40,600 47,096 59,750 60,650 61,560 Yr 2-PW1 29,435 35,850 48,520 49,248 Yr 2-PW2 29,435 35,850 48,520 49,248 Line 1 of table above >>> Total $ 91,350 $ 164,836 $ 206,138 $ 233,503 $ 237,006
Page 29 of 34 Page 211 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
Appendix B-Letter of Support from St. Clair College
Page 30 of 34 Page 212 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B Appendix C –Confirmation from Continuing Education for Foundations of Science Preparatory Programming
Page 31 of 34 Page 213 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B
Appendix D-Review and Analysis of CAAT Program Standards & Curriculum Mapping Background information: All CAAT program standards and their elements of performance were carefully reviewed and categorized by the Characteristics of a University of Windsor Graduate. Subsequently, CAAT programs were reviewed and analyzed to determine commonalities in the knowledge, skills, and abilities students would acquire following successful completion of the CAAT program. Commonalities in program standards were found in many areas, including though not limited to: the application of knowledge, reseach skills, critical thinking, communication, responsible behaviour, leadership, creativity/problem solving, and professional development/continuous learning. Following this review and analysis of CAAT program standards and their elements of performance, it was determined that these standards have common elements that were captured in the Applied Economics and Policy Stream learning outcomes. The structure of the Bachelor of Art Honours Economics consists of core economics courses but also provides great flexibility in the subject area students can study with economics through their electives. This flexibility helps facilitate this degree completion pathway. Specifically, student in the BA Economics must complete 17 courses from any area of study. The block transfer from the CAAT diploma will fulfill this requirement, and upon arrival to the University of Windsor, students within the Applied Economics Stream will complete core economics and mathematics courses. Therefore, a decision was made to treat these CAAT diploma programs as a ‘block’ when developing the curriculum map for the Applied Economics and Policy Stream rather than mapping each CAAT program to the stream program learning outcomes. For more information, please see the curriculum map for the stream in Table 3 below.
*CAAT program standards and their elements of performance can be accessed through the following links: • Computer Programming (MCU code 50503): http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/50503-computer-programming.pdf • Computer Programmer (no program standards) • Computer Engineering Technician: http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/50509-computer-engineering- technician.pdf • Software Engineering Technician: http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/50504-software-engineering- technician.pdf • Business (MCU code 50200): http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/business/50200En.pdf
Page 32 of 34 Page 214 of 255
Table 3. Curriculum Map PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 Computer-Science CAAT I I I I I I I I I I I I Graduate Will complete ECON-1100 and ECON-1110 @ UWindsor Business CAAT Graduate I I I I I I I I I I I I MATH 1250 or MATH 1260 I I I MATH 1720 or MATH 1760 I I I STAT 2910 or STAT 2920 I I I I I I ECON 2210 I I I I I I I I I ECON 2310 I I I I I I I I I ECON 2120 or STAT 2950 I I I I I I I I I I I ECON 2220 R R R R R R R R R ECON 2320 R R R R R R R R R ECON 3060 R R R R R R R R R R ECON 3130 R R R R R R R R R R R R ECON 4230 M M R M M R R M R ECON 4330 M M R M M R R M R ECON 4140 M M R M R M R R R M R R ECON 4070 M M M M M M M M M M M M Notes: PLO = program learning outcome I = Introduction R = Reinforce M = Mastery 1. While the recognized CAAT programs are different, they have certain common elements within their Ministry Program Standards that have been captured in the Applied Economics and Policy Stream LOs. As such, these programs are treated as a 'block' rather than mapping each program into the stream LOs. 2. Students are required to take seven additional courses, at least five of which have to be at the 3XXX or 4XXX level. These were not included in the curriculum map given the variety of courses students are able to choose from. However, regardless of the elective chosen, they will provide additional opportunities for reinforcement and mastery of the stream learning outcomes.
PLO1: Explain economic problems and solutions. PLO2: Integrate knowledge of economics with statistics in order to estimate economic models.
Page 33 of 34 Page 215 of 255 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM B PLO3: Retrieve and evaluate data from a wide range of public data sources. PLO4: Use statistical packages in analyzing data. PLO5: Apply economic concepts, theories, and analysis to solve problems PLO6: Solve economic and related problems using basic mathematical tools. PLO7: Organize and interpret a range of economic data on both descriptive and analytical levels. PLO8: Provide accurate descriptions and information of solutions to economic and related problems. PLO9: Communicate economic concepts and solutions to problems in written, spoken, and numerical form. PLO10: Use evidence-informed approaches when applying mathematical principles to solve economic and related problems. PLO11: Formulate findings and recommendations on economic and related problems in a precise and concise manner. PLO12: Monitor and identify advances in economic knowledge and theory.
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S210213-5.5.5 University of Windsor Senate
*5.5.5: Physics (Graduate) Course Learning Outcomes
Item for: Information
Forwarded by: Program Development Committee
PHYS-8100. Advanced Quantum Theory I Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate At the end of this course, the successful student will know and be A U of Windsor graduate will have the ability able to: to demonstrate: A. Express physical problems in the mathematical formalisms of A. the acquisition, application and integration quantum mechanics. of knowledge
Summarize the postulates of quantum mechanics and apply them in finding the solutions to physics problems.
Apply key concepts such as parity and symmetry to achieve solutions and insights into physics problems. B. N/A B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)
C. Apply the general principles of quantum mechanics and utilize C. critical thinking and problem-solving skills appropriate mathematical tools at a very high level to solve a wide variety of physical problems.
Set-up a problem utilizing both the Schroedinger representation and the Heisenberg representation and work that problem to completion using either formalism.
Utilize approximation methods to obtain solutions to ill-defined problems. D. N/A D. literacy and numeracy skills
E. N/A E. responsible behaviour to self, others and society
F. N/A F. interpersonal and communications skills
Page 1 of 3 Page 217 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate At the end of this course, the successful student will know and be A U of Windsor graduate will have the ability able to: to demonstrate: G. N/A G. teamwork, and personal and group leadership skills
H. N/A H. creativity and aesthetic appreciation
I. N/A I. the ability and desire for continuous learning
PHYS-8250. Design and Application of Lasers
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: A. Integrate previous knowledge in Physics and Mathematics with new B. the acquisition, application and material related to electromagnetic fields in resonators and laser light integration of knowledge propagation.
B. Retrieve, synthesize, and apply contemporary scientific literature B. research skills, including the ability to on lasers and applications. define problems and access, retrieve and evaluate information (information literacy)
C. Analyze and evaluate theoretical and technical problems related to C. critical thinking and problem-solving the construction of laser resonators and the propagation of laser skills radiation at a graduate level as demonstrated by mathematical and computational sophistication and accuracy.
Translate physical problems into appropriate mathematical language and apply appropriate mathematical tools - including calculus, differential equations, linear algebra, and probability and statistics – to analyze and evaluate the resulting expressions. D. Develop graduate level mathematical descriptions of physical D. literacy and numeracy skills systems and formulate solutions to the resulting equations analytically or numerically as appropriate.
Develop algorithms to visualize data.
Develop algorithms to simulate physical processes. E. N/A. E. responsible behaviour to self, others and society F. Communicate physical and mathematical concepts and problems F. interpersonal and communications skills and their qualitative and quantitative solutions clearly, both orally and in writing. Page 2 of 3 Page 218 of 255
Learning Outcomes Characteristics of a University of Windsor This is a sentence completion exercise. Graduate
At the end of this course, the successful student will know and be able A U of Windsor graduate will have the to: ability to demonstrate: G. N/A G. teamwork, and personal and group leadership skills H. N/A H. creativity and aesthetic appreciation I. N/A I. the ability and desire for continuous learning
Page 3 of 3 Page 219 of 255 S210212-5.7.1 University of Windsor Senate
5.7.1: Report of the Review Committee on Employment Equity (RCEE) (2019-2020)
Item for: Information
Forwarded by: Senate Governance Committee
See attached.
RCEE Report, September 2020 Page 1 of 29 Page 220 of 255 Report of the Review Committee on Employment Equity (RCEE) September 2020
1 BACKGROUND
The RCEE was formed in 1987. The committee’s terms of reference (ToR) are as contained in Article 30 of the Windsor University Faculty Association (WUFA) Collective Agreement. Specifically:
30:04 The Review Committee provided for in clause 30:03 shall be responsible for: (i) identifying where there is a serious under-representation of members of the designated groups in any AAU and/or Library; (ii) recommending reasonable goals and timetables for hiring by any AAU and/or Library where serious under-representation of members of the designated groups exists; (iii) reviewing action taken within the University to achieve the hiring goals recommended under (ii).
The RCEE would like to convey appreciation for the data provided for this report and throughout the year by the Employment Equity (EE) Manager. In addition, the manager carries out the central work for the implementation of the Diversity & Equity Assessment & Planning (DEAP) Tool Project and provides the required support to the units. The DEAP Tool provides a means for units to develop, monitor and report on goals and timelines. Information on the DEAP Tool can be found at http://www.uwindsor.ca/ohrea/95/deap-tool.
In many units that have created Equity, Diversity and Inclusion (EDI) type committees, there has been greater use of the DEAP Tool to help inform their related goals. Some have had the DEAP Tool as an ongoing agenda item for the meetings. As a result, there has been a significant increase in its use for such things as storing ideas, goal development, action plans, identifying stakeholders and task leads. A good example of this use is highlighted in the Promising Practices Feature in section 3 of this report.
RCEE obtains the new hires data from OHREA in the July 1 through September timeline in order to access the latest Human Resources Information System (HRIS) data available. This allows for the inclusion of the new hires in the system as per their start date. Thus, the data are up to September 30 of the given year.
RCEE Report, September 2020 Page 2 of 29 Page 221 of 255 2 ACTIVITIES AND KEY ISSUES FOR 2019-2020
The RCEE activities and key issues are centered on 3 main areas. Firstly, the committee focused on data; specifically, acquiring and analyzing the data. Secondly, the committee explored possibilities for enhancing equity both campus wide and throughout the various AAUs. Lastly, RCEE examined options for enhancing the equity infrastructure of the University. RCEE discussed several issues which, although not part of its mandate, were considered to have an influence on the equity profile of the University community and ultimately on recruiting/attracting and hiring. The recommendations of this report are organized according to the three categories.
Agenda items addressed in committee meetings included:
1) Terms of Reference as Contained in WUFA CA, Article 30 2) Review 2019 EE Data on Faculty Members—Confirm Significant Under-Representation 3) Retirement & Termination Data 4) Discipline-Specific Availability Pool Data 5) Progression Charts for Designated Groups 6) New Faculty Hires 7) Review Gendered Language of Bylaws 8) EE Data for Equity Assessors Assigned to a Committee 9) The DEAP Tool (Diversity & Equity Assessment & Planning) Updates 10) Outstanding Recommendations from Past RCEE Reports 11) Equity Assessor Service
The RCEE was delayed in meeting this past year due to the COVID-19 pandemic and the resulting various stages of lockdown and working remotely that began in March, and has continued through the rest of the calendar year. In addition, there was what has been termed a concurrent racial pandemic, sparked by the killing of George Floyd at the hands of police in Minneapolis, Minnesota in May. The subsequent global protests were accompanied by demands to recognize and address anti-Black racism. In response to greater calls for action from the University community, the University of Windsor released four initiatives as preliminary steps. In brief, these were the formation of an Anti-Black Racism Task Force, creating a training and education framework, the creation of a student racial demographic data collection framework, and a review of EDI-related policies, procedures, structures, and practices (visit the University’s ABR website for more information at https://www.uwindsor.ca/antiblackracism/).
The University later announced the intention to hire 12 Black faculty members over the next three years. This would be modelled on the President’s Indigenous Peoples Scholars program, established in 2017, which had been inspired by the old Academic Career Awards program.
Regarding the University’s collection of employee self-identification data as part of the employment equity program, the group “visible minorities” was further divided into various racialized groups. In addition, the 2020 campus-wide employee census was similarly organized. The disaggregation of the data enables the University to determine if and where there are gaps in representation and participation of specific racialized groups.
RCEE recommends that the University ensures that the disaggregated data are used in the various searches/appointments.
RCEE supports the institution’s further consultation and collaboration between the University and units to better enhance a culture in which discrimination and oppression are not tolerated. It is also important to recognize the added demands placed on Black faculty, who are often called upon to support ABR initiatives and work. RCEE also
RCEE Report, September 2020 Page 3 of 29 Page 222 of 255 encourages the increasing number of units that have developed EDI committees for proactive approaches towards social justice.
RCEE recommends that the University works with stakeholders, such as WUFA/SWDEAC, to explore options or best practices to proactively address racism and other forms of oppression.
RCEE recommends that the University and stakeholders build professional development relationships and engage in capacity building for cultural competency, anti-bias training, et cetera.
RCEE recommends that New Faculty Orientation regularly includes at least one section on anti- racism, anti-oppression, unconscious bias, et cetera.
There continues to be discussions regarding possible pay equity issues. When faculty are hired, they are left on their own to negotiate. This may contribute to inequities that are entrenched in societal/institutional structures.
RCEE recommends that the University follows up on research and action regarding pay equity to ensure any discrepancies are identified and rectified.
RCEE recommends that the University identifies best practices to prevent equity-based anomalies in compensation.
RCEE recommends that incoming faculty members and librarians are made aware of the negotiating range of salary, and that faculties are consistent in offers.
RCEE recognizes that the unprecedented circumstances created by the COVID pandemic, such as wide-spread remote working, may have different impact on different members, including financial and mental health.
RCEE recommends that the University explores the impact of the pandemic on the recruiting and hiring processes.
RCEE recommends the University continues to recognize the unique pressures on junior faculty, and RCEE supports steps they are initiating, such as enabling the requests for consideration for extensions of the tenure or permanence probationary period.
RCEE Report, September 2020 Page 4 of 29 Page 223 of 255 3 PROMISING PRACTICES FEATURE – FACULTY OF HUMAN KINETICS
In this section of the annual report, an academic unit is featured for employment equity recruiting promising practices. This provides an opportunity to recognize the efforts that are being undertaken, for units to serve as a resource for others, and to share ideas that may be adopted or adapted in other areas in the University. The unit that is being featured here is the Faculty of Human Kinetics.
The Faculty of Human Kinetics has benefited from having a longstanding Equity Committee, which has existed from its very early stages as a Faculty. The Equity Committee was created initially to address issues of gender inequity in sport, and has evolved over the decades to facilitate a safe, productive educational environment for all faculty, students and staff, through practices designed to eliminate discriminatory barriers related to gender, sexuality, age, ethnicity, race, status, and ability.
The Faculty of Human Kinetics is unique to this institution as well as many across the country in that it is comprised of two units, the Department of Kinesiology (academic) and Athletics and Recreational Services (non-academic). The two units work collaboratively to offer academic and non-academic learning opportunities that extend from research to instructional sport and recreation programming for the campus and community.
The Equity Committee is comprised of members from both units, as well as undergraduate and graduate student members. The committee reports to the Dean of the Faculty of Human Kinetics and, with the approval of the Dean, several initiatives have successfully occurred.
1) Implementation of the DEAP Tool The DEAP Tool has both an academic and administrative version and is a method for both units within Human Kinetics to establish and monitor unit-specific goals, outcomes, and timelines. The Equity Committee has incorporated the completion of the DEAP tool assessments as a responsibility of this committee. Under the guidance of the Dean, the Equity Committee reports back to the Faculty on progress being made to achieve the units’ goals. Many of the initiatives of the Equity Committee arise from the “Twelve Indicators of Educational Inclusion” assessed by this tool, which allow for a systematic method of developing, implementing, and tracking the commitment to improving equity, diversity, and inclusion in the Faculty. A number of these indicators and the associated initiatives are included below.
2) Support Programs and Services for Learners The Faculty of Human Kinetics services a diverse array of students and employees. Learners include Kinesiology students, Lancer varsity athletes, University of Windsor campus recreation participants, as well as over 100 student employees. • Mental Health outreach/support provided to students via Kinesiology student orientations, student employee training sessions, in-person counselling available within the faculty etc. • Over the past several months, many of the Lancers athletic teams have engaged in discussions with players, coaches, alumni, and guest speakers (e.g., John Wiggins, MLSE Vice-President, Organizational Culture and Inclusion) regarding anti-Black racism. The varsity teams have provided virtual spaces for student-athletes to express their feelings regarding anti-Black racism and how it has impacted their lives. Some Lancers teams have also developed zero-tolerance policies, as well as team orientation and outreach programs (e.g., ‘Skate Against Hate’) to improve awareness of racism in the community. • Lancer Recreation coordinators and student staff have participated in several online professional development webinars, focus groups, and virtual discussions with campus and community student leaders about the experiences of Black, Indigenous, and other racialized students on campus. A working group has been established to examine issues of equity, diversity, and accessibility in Lancer Recreation and develop a plan for improvements.
RCEE Report, September 2020 Page 5 of 29 Page 224 of 255 • The Faculty offers annually the Human Kinetics Distinguished Speaker Series and invites a diverse collection of speakers to address faculty, staff, and students on a variety of Kinesiology-related topics. The series aims to feature at least one speaker from a racialized group each academic year. • Two senior Black Kinesiology students were hired through the Ignite program to help connect with and attract Black, Indigenous, and other racialized high school students in hopes of attracting them to the program(s).
3) Curriculum Development, Assessment and Evaluation The Kinesiology department has been actively reviewing and modifying course content to include more Indigenous and Black content.
4) Faculty/Staff Professional Development/Education and Training • Winter of 2019, during Black History Month, the Equity Committee partnered with the UWSA Afrofest committee to host the screening of Soul on Ice: Past, Present, and Future, detailing the history of Black athletes in ice hockey in North America • There was a commemoration of the achievements of the Chatham Coloured All-Stars on a plaque that hangs at the door to the largest lecture hall in the Human Kinetics Building. • November 3, 2019, as part of the Windsor International Film Festival (WIFF), the Faculty of Human Kinetics and the University of Windsor Alumni Association co-sponsored a viewing of the movie Willie, including a Q&A session with the producer Bryant McBride, at the Capital Theatre. Willie documents the story of Willie O’Ree who broke hockey’s colour barrier in 1958 and inspired new generations of Black athletes. • In ‘Revive and Thrive 2020’ week (January 27-31), the Faculty provided a session on Indigenous concepts of well-being facilitated by Audrey Logan, an Indigenous Navigator for the Windsor Regional Hospital. Discussions included issues related to equity in the health care system, equal access, ceremony, and Indigenous Medicine practices that occur at the hospital. • During ‘Revive and Thrive 2020’ week, the Faculty also hosted a film about Indigenous sport, titled The Grizzlies. • In January of 2020, two members from the Faculty of Law facilitated a ‘blanket exercise’ as a faculty/staff workshop for understanding and awareness of Canadian Indigenous History. • Many HK faculty, staff, coaches, students, and student-athletes completed the ‘Lessons Injustice’ online professional development course accredited by the Law Society of Ontario, Chartered Professional Accountants (CPA), and Chartered Financial Analysts (CFA).
5) Accessibility The Faculty of Human Kinetics has been very attentive to meeting the requirements of the Accessibility for Ontarians with Disabilities Act (AODA) most relevant to academic classrooms and laboratories and non- academic recreation and athletic facilities, specifically: (1) Customer Service; (2) Information and Communication; (3) Built Environment; and (4) Employment. • Lancer Recreation has developed a ‘Rec Buddies’ program to provide assistance to students with a disability at the St. Denis Centre. • Kinesiology has 2 campus and community based research partnerships: “APEX” a program designed to assist individuals with Autism through guided exercise programs, and “UWorkitOut UWin” a program in collaboration with student counselling services to assist students experiencing stress and anxiety through personal exercise programming. • The Forge Fitness Facility is better designed and equipped for accessibility. • All instructional programs allow for accommodation in instruction for inclusivity in all programs, summer camps, and facility spaces.
RCEE Report, September 2020 Page 6 of 29 Page 225 of 255 6) Committee Representation • Committees have traditionally ensured representation from Kinesiology, Athletics and Recreation Services, faculty, staff, and students, as well as gender and race where possible. • In June of 2020, the Faculty established an Anti-Racism Subcommittee of the long-standing Equity Committee. To the theme of VOICES it has been tasked with improving the following: o Visibility, such as diversifying the career and alumni speaker series, and highlighting the successes of Black, Indigenous, and racialized students and staff (both present and past) who act as ambassadors of the University and Faculty; o Outreach and Inclusion, such as applying for and committing Faculty funds to establishing Student Diversity and Inclusion Specialists with the aim of increasing the diversity of the student body, and implementing a permanent Diversity, Equity, and Inclusion Coordinator within the Human Kinetics (undergraduate student) Society; o Relationships with the Community, such as securing speakers from the Black community for a virtual fall forum to hear experiences of Black students and/or staff; o Equity, such as establishing a room for a safe space and facilitator to hear concerns and experiences of Black, Indigenous, and racialized students and staff; exploring ways to remove barriers and deterrents to participation in programs and on teams; o Substance and sustainability of the efforts so that the challenging and necessary changes become permanently embedded in everything that they do.
In September 2020, Athletics and Recreation Services (ARS) re-developed the Lancer Student-Athlete Committee (LSAC), that was originally established in 2012, as a standing committee within the athletic department. Through action and education, LSAC will help strengthen the Lancer Family in the areas of anti-racism, equity, diversity, and inclusion.
7) Consultation of Aboriginal Communities The Faculty of Human Kinetics was successful in receiving the ‘Nanadagikenim Seek to Know Grant.’ In this faculty project, members of Human Kinetics will take a variety of steps to further Indigenize aspects of the academic curriculum and programs. This multi-pronged approach will include: Indigenizing the Kinesiology undergraduate curriculum, increasing awareness of Indigenous history and cultural practices in Canada, offering the Aboriginal Coaching Module (ACM) workshop for University of Windsor varsity coaches, Lancer Recreation employees, and/or interested community and University participants, and exploring opportunities to partner with local boards of education in Windsor-Essex to embed Indigenous knowledge into the elementary and high school curricula on Indigenous physical activity practices.
More information on the Equity Committee: https://www.uwindsor.ca/humankinetics/299/equity-committee.
RCEE Report, September 2020 Page 7 of 29 Page 226 of 255 4 DATA
RCEE has been focusing on data relating to the faculty and librarian representation of designated groups over the years. Although the committee examines the available progression data for other faculty-related groups (i.e., LTA, AAS, Sessional Lecturers, and Sessional Instructors), the focus of this report is on tenured/tenure-track professors and librarians. Data for the other faculty related groups are contained in the University’s Annual Employment Equity reports.
The tables and charts in this section were created for RCEE by the EE Manager. RCEE has reviewed unit-specific data, and individual AAUs are provided with such data, however, the AAU data are not released to the wider University community. This is necessary due to the small numbers, which would present confidentiality and privacy concerns. The LGBTQIA+ data for individual faculties are similarly not released. In addition, because the designated group sexual/gender minorities is not one of the federally designated groups, the government does not generate the external workforce data required to determine the availability pool/comparators.
In the last Canada Census, what was included under disabilities was made clearer. For example, three questions were added: one asking if there is any “difficulty learning, remembering or concentrating”; another if there are any “emotional, psychological or mental health conditions (e.g. anxiety, depression, bipolar disorder, substance abuse, anorexia, etc.)”; and a third asking if there was an “other health problem or long-term condition that has lasted or is expected to last for six months or more.” As a result of this (and the added availability of online reporting) the number of people identifying as having a disability rose significantly. This in turn impacted the percentages within the external availability pool, resulting in a higher target and an increase in underrepresentation. This explains the dramatic increase in the external availability pool from 3.8% in 2017 to 8.9% in 2018 in this designated group, as noted under “External Representation” in the applicable charts.
New to this year’s report is the addition of the three graphs related to Women, Internal Representation compared to CAUT Full-Time Teachers, specific to rank. The external data are obtained from the CAUT Underpaid and Overworked Report1. Currently there is no external data availability by academic rank for the other designated groups. The new graphs have been added on pages 23-25.
OVERVIEW
The following charts provide information on the University of Windsor’s internal representation within the academic ranks of: Assistant Professors, Associate Professors, Full Professors, and Librarians. (NB: Assistant and Associate Deans and Deans are not included in these data.)
The data include information from the UWindsor’s Employment Equity Census 2006 and 2013, as well as updated information from the self-identification information up to and including December 2019.
The external data information for Women, Aboriginal Peoples, and Visible Minorities are from Statistic Canada’s 2006 and 2017 National Censuses and the 2011 National Household Survey. The external information for Persons with Disabilities is from the 2006 Participation and Activity Limitation Survey (PALS) and from Statistics Canada’s Canadian Survey on Disability (CSD) (2012 and 2017).
The University recognizes sexual/gender minorities as a fifth designated group. However, there are no available external data for comparison purposes.
1 https://www.caut.ca/sites/default/files/caut_equity_report_2018-04final.pdf RCEE Report, September 2020 Page 8 of 29 Page 227 of 255 NEW HIRES - Faculty - (February 01, 2020 to September 01, 2020)
(Tenured, Tenure-Track, Limited-Term Appointment Assistant Professors, Associate Professors, Full Professors, Lecturers, Learning Specialist AAS, Ancillary Academic Staff (coaches) and Librarian) (new hires from Feb 01 2020 to Sept 01 2020)
Rank Aboriginal Visible Persons with Total Women Peoples Minorities Disabilities Tenured and Tenure-Track Assistant Professors, 13 46.2% 0.0% 38.5% 0.0% Associate Professors, Full Professors and Lecturer Limited-Term Appointments Assistant 9 33.3% 0.0% 22.2% 11.1% Professors and Lecturers Learning Specialist AAS 8 100.0% 12.5% 25.0% 0.0%
Ancillary Academic Staff 2 0.0% 0.0% 0.0% 0.0% (coaches) Librarian 1 0.0% 0.0% 0.0% 0.0% All: Tenured, Tenure-Track, Limited-Term Appointment Assistant Professors, Associate Professors, Full 33 51.5% 3.0% 27.3% 3.0% Professors, Lecturers, Learning Specialist AAS, Ancillary Academic Staff (coaches) and Librarian
RCEE Report, September 2020 Page 9 of 29 Page 228 of 255 New Hires Employment Equity Data Profile (Tenured, Tenure-Track, Limited-Term Appointment Assistant Professors, Associate Professors, Full Professors, Lecturers, Learning Specialist AAS, Ancillary Academic Staff (coaches) and Librarian) (new hires from Feb 100.0% 100.0%
90.0%
80.0%
70.0%
60.0% 51.5% 50.0% 46.2%
Percentages 38.5% 40.0% 33.3% 27.3% 30.0% 25.0% 22.2% 20.0% 12.5% 11.1% 10.0% 3.0% 3.0% 0.0%0.0% 0.0%0.0% 0.0%0.0% 0.0%0.0% 0.0% 0.0%0.0%0.0% 0.0% Women Aboriginal Peoples Visible Minorities Persons with Disabilities Designated Groups
Tenured and Tenure-Track Assistant Professors, Associate Professors, Full Professors and Lecturer
Limited-Term Appointments Assistant Professors and Lecturers
Learning Specialist AAS
Ancillary Academic Staff (coaches)
Librarian
All: Tenured, Tenure-Track, Limited-Term Appointment Assistant Professors, Associate Professors, Full Professors, Lecturers, Learning Specialist AAS, Ancillary Academic Staff (coaches) and Librarian
RCEE Report, September 2020 Page 10 of 29 Page 229 of 255
Professors and Librarians 1987* 1999 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Total 484 431 514 508 515 503 498 486 481 470 454 483 462 464 484 506 Male 421 301 318 316 325 309 307 301 300 295 285 303 286 284 298 304 Female 63 130 196 192 190 194 191 185 181 175 169 180 176 180 186 202 % Female 13.0% 30.2% 38.1% 37.8% 36.9% 38.6% 38.4% 38.1% 37.6% 37.2% 37.2% 37.3% 38.1% 38.8% 38.4% 39.9% * 1987 data does not include librarians
Professors (no Librarians) 1987 1999 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Total 484 409 490 482 490 478 477 465 460 449 433 461 440 444 462 482 Male 421 292 309 307 318 302 302 296 294 289 279 296 282 280 293 299 Female 63 117 181 175 172 176 175 169 166 160 154 165 158 164 169 183 % Female 13.0% 28.6% 36.9% 36.3% 35.1% 36.8% 36.7% 36.3% 36.1% 35.6% 35.6% 35.8% 35.9% 36.9% 36.6% 38.0%
RCEE Report, September 2020 Page 11 of 29 Page 230 of 255
Professors & Librarians (internal representation) - Women 1987, 1999, 2006-2019 100.0%
90.0%
80.0%
70.0%
60.0%
50.0% PERCENTAGES 40.0% % Female
30.0%
20.0%
10.0%
0.0% 1987* 1999 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 % Female 13.0% 30.2% 38.1% 37.8% 36.9% 38.6% 38.4% 38.1% 37.6% 37.2% 37.2% 37.3% 38.1% 38.8% 38.4% 39.9% YEAR
(*1987 does not include Librarians)
RCEE Report, September 2020 Page 12 of 29 Page 231 of 255 Professors & Librarians (internal representation) - Aboriginal Peoples 2006-2019 100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
% Aboriginal peoples PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 % Aboriginal peoples 1.0% 1.2% 1.2% 1.2% 1.2% 1.2% 1.2% 0.6% 0.3% 0.6% 0.9% 1.1% 2.7% 2.8%
YEAR
RCEE Report, September 2020 Page 13 of 29 Page 232 of 255 Professors & Librarians (internal representation) - Visible Minorities 2006-2019 100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
% visible minorities PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 % visible minorities 19.7% 18.9% 19.6% 20.0% 20.0% 20.6% 21.1% 25.8% 19.3% 24.2% 26.0% 28.4% 28.3% 27.7% YEAR
RCEE Report, September 2020 Page 14 of 29 Page 233 of 255 Professors & Librarians (internal representation) - Persons with Disabilities 2006-2019 100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
PERCENTAGES % persons with disabilities 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 % persons with disabilities 6.3% 6.2% 6.8% 6.7% 5.9% 5.8% 4.9% 4.6% 3.9% 5.2% 5.8% 6.0% 6.8% 6.9% YEAR
RCEE Report, September 2020 Page 15 of 29 Page 234 of 255 Professors (Tenured or Tenure-Track) by rank - Women (2006-2019) 100.0% Assistant Professors
Associate Professors 90.0%
Full Professors 80.0%
External Representation 70.0%
60.0%
50.0%
PERCENTAGES 40.0% 43.3% 43.3% 43.3% 43.3% 43.3% 44.0% 44.0% 44.0% 44.0% 39.6% 39.6% 39.6% 39.6% 39.6% 30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Assistant Professors 43.4% 41.0% 40.4% 44.1% 45.2% 46.5% 49.3% 47.6% 43.6% 41.4% 36.5% 41.9% 39.8% 44.7% Associate Professors 42.8% 42.8% 39.0% 41.0% 40.3% 40.5% 40.2% 42.0% 45.0% 45.5% 47.9% 49.0% 48.6% 47.6% Full Professors 19.2% 19.7% 21.8% 21.9% 23.9% 22.9% 23.5% 21.6% 20.5% 20.2% 21.0% 21.9% 22.7% 23.8% External Representation 39.6% 39.6% 39.6% 39.6% 39.6% 43.3% 43.3% 43.3% 43.3% 43.3% 44.0% 44.0% 44.0% 44.0% YEAR *2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 16 of 29 Page 235 of 255 Professors (Tenured or Tenure-Track) by Rank - Aboriginal Peoples (2006-2019)
Assistant Professors 100.0%
Associate Professors 90.0%
Full Professors 80.0%
External Representation 70.0%
60.0%
50.0%
PERCENTAGES 40.0%
30.0%
20.0%
10.0% 0.9% 0.9% 0.9% 0.9% 0.9% 1.3% 1.3% 1.3% 1.3% 1.3% 1.4% 1.4% 1.4% 1.4% 0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Assistant Professors 0.5% 1.1% 1.1% 0.7% 0.8% 1.0% 1.4% 1.6% 1.8% 0.0% 1.9% 2.7% 8.2% 7.9% Associate Professors 1.7% 1.7% 1.6% 1.5% 1.4% 1.3% 1.2% 0.8% 0.5% 1.3% 1.4% 1.6% 1.6% 1.6% Full Professors 0.8% 0.8% 0.8% 1.5% 1.4% 1.4% 1.3% 0.0% 0.0% 0.0% 0.0% 0.0% 1.1% 1.1% External Representation 0.9% 0.9% 0.9% 0.9% 0.9% 1.3% 1.3% 1.3% 1.3% 1.3% 1.4% 1.4% 1.4% 1.4% YEAR
*2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 17 of 29 Page 236 of 255 Professors (Tenured or Tenure-Track) by Rank - Visible Minorities (2006-2019) Assistant Professors
Associate Professors 100.0% Full Professors 90.0% External Representation 80.0%
70.0%
60.0%
50.0%
PERCENTAGES 40.0%
30.0%
20.0% 21.1% 21.1% 21.1% 21.1% 19.1% 19.1% 19.1% 19.1% 19.1% 10.0% 15.1% 15.1% 15.1% 15.1% 15.1%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Assistant Professors 22.4% 19.1% 19.1% 16.6% 16.1% 16.8% 15.1% 23.8% 21.8% 8.6% 11.5% 21.6% 21.4% 21.9% Associate Professors 17.9% 18.3% 19.8% 22.0% 22.6% 22.8% 21.5% 26.5% 23.9% 26.4% 27.2% 29.7% 27.9% 26.2% Full Professors 20.8% 20.5% 20.3% 21.2% 20.4% 20.8% 24.8% 27.7% 28.0% 28.0% 30.3% 31.5% 31.3% 34.8% External Representation 15.1% 15.1% 15.1% 15.1% 15.1% 19.1% 19.1% 19.1% 19.1% 19.1% 21.1% 21.1% 21.1% 21.1% YEAR
*2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 18 of 29 Page 237 of 255 Professors (Tenured and Tenure-Track) by Rank - Persons with Disabilities (2006-2019) 100.0% Assistant Professors 90.0% Associate Professors 80.0%
Full Professors 70.0%
External Representation 60.0%
50.0%
PERCENTAGES 40.0%
30.0%
20.0%
10.0% 8.9% 8.9% 8.9% 0.0% 4.5% 4.5% 4.5% 4.5% 4.5% 4.5% 3.8% 3.8% 3.8% 3.8% 3.8% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Assistant Professors 5.1% 4.8% 6.2% 9.0% 8.1% 5.9% 6.8% 4.8% 3.6% 3.4% 9.6% 8.1% 11.2% 7.9% Associate Professors 6.4% 6.1% 6.4% 4.4% 5.0% 6.5% 4.9% 6.1% 7.7% 7.7% 8.5% 8.9% 8.7% 9.6% Full Professors 7.7% 7.9% 8.3% 8.0% 6.3% 5.6% 4.7% 2.0% 1.9% 2.4% 2.3% 2.8% 3.3% 3.3% External Representation 4.5% 4.5% 4.5% 4.5% 4.5% 4.5% 3.8% 3.8% 3.8% 3.8% 3.8% 8.9% 8.9% 8.9% YEAR
*2006-2011 external representation is based on the 2006 Participation and Limitation Survery (PALS) data. 2012-2016 external representation is based on Statistic Canada's 2012 Canadian Survey on Disability (CSD) data. 2017-2019 external representation is based on Statistic Canada's 2017 Canadian Survey on Disability (CSD) data.
RCEE Report, September 2020 Page 19 of 29 Page 238 of 255 Librarians - Women (2006-2019)
100.0%
90.0% 83.1% 83.1% 83.1% 83.1% 83.1% Librarian 82.8% 82.8% 82.8% 82.8% 82.8% 81.4% 81.4% 81.4% 81.4% 80.0% External Representation 81.8% 80.0% 79.2% 77.3% 77.3% 77.3% 70.0% 72.0% 72.0% 72.7% 72.7% 72.7% 68.2% 60.0% 65.4% 62.5%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Librarian 62.5% 65.4% 72.0% 72.0% 77.3% 77.3% 72.7% 72.7% 72.7% 68.2% 81.8% 80.0% 77.3% 79.2% External Representation 82.8% 82.8% 82.8% 82.8% 82.8% 83.1% 83.1% 83.1% 83.1% 83.1% 81.4% 81.4% 81.4% 81.4% YEAR *2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 20 of 29 Page 239 of 255 Librarians - Aboriginal Peoples (2006-2019) 100.0%
Librarian 90.0%
80.0% External Representation 70.0%
60.0%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0% 2.4% 2.4% 2.4% 2.4% 0.7% 0.7% 0.7% 0.7% 0.7% 2.0% 2.0% 2.0% 2.0% 2.0% 0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Librarian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% External Representation 0.7% 0.7% 0.7% 0.7% 0.7% 2.0% 2.0% 2.0% 2.0% 2.0% 2.4% 2.4% 2.4% 2.4% YEAR
*2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 21 of 29 Page 240 of 255 Librarians - Visible Minorities (2006-2019) 100.0%
Librarians 90.0%
External Representation 80.0%
70.0%
60.0%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0% 11.9% 11.9% 11.9% 11.9% 11.9% 11.4% 11.4% 11.4% 11.4% 10.0% 10.0% 10.0% 10.0% 10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Librarians 4.2% 7.7% 12.0% 16.0% 13.6% 13.6% 13.6% 13.6% 13.6% 13.6% 13.6% 15.0% 13.6% 12.5% External Representation 10.0% 10.0% 10.0% 10.0% 10.0% 11.9% 11.9% 11.9% 11.9% 11.9% 11.4% 11.4% 11.4% 11.4% YEAR
*2006-2010 external representation is based on Statistics Canada's 2006 National Census data. 2011-2015 external representation is based on Statistics Canada's 2011 National Household Survey data. 2016-2019 external representation is based on Statistics Canada's 2016 National Census data.
RCEE Report, September 2020 Page 22 of 29 Page 241 of 255 Librarians - Persons with Disabilities 2006-2019
100.0%
Librarians 90.0%
External Representation 80.0%
70.0%
60.0%
50.0%
PERCENTAGES 40.0%
30.0%
20.0%
8.9% 8.9% 8.9% 10.0% 4.5% 4.5% 4.5% 4.5% 4.5% 4.5% 3.8% 3.8% 3.8% 3.8% 3.8%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Librarians 8.3% 7.7% 4.0% 4.0% 0.0% 0.0% 0.0% 4.5% 4.5% 4.5% 0.0% 0.0% 0.0% 0.0% External Representation 4.5% 4.5% 4.5% 4.5% 4.5% 4.5% 3.8% 3.8% 3.8% 3.8% 3.8% 8.9% 8.9% 8.9%
YEAR
*2006-2011 external representation is based on the 2006 Participation and Limitation Survery (PALS) data. 2012-2016 external representation is based on Statistic Canada's 2012 Canadian Survey on Disability (CSD) data. 2017-2019 external representation is based on Statistic Canada's 2017 Canadian Survey on Disability (CSD) data.
RCEE Report, September 2020 Page 23 of 29 Page 242 of 255 Assistant Professors (Tenured or Tenure-Track) - Women Internal Representation compared to CAUT Full-time University Teachers Internal Representation - Assistant (2006-2019) Professors 100.0%
External Representation - Assistant Professors 90.0%
80.0%
70.0%
60.0%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Internal Representation - Assistant Professors 43.4% 41.0% 40.4% 44.1% 45.2% 46.5% 49.3% 47.6% 43.6% 41.4% 36.5% 41.9% 39.8% 44.7% External Representation - Assistant Professors 42.9% 42.9% 42.9% 42.9% 42.9% 46.4% 46.4% 46.4% 46.4% 46.4% 48.5% 48.5% 48.5% 48.5% YEAR The external representation data on full-time University teachers by rank and gender are obtained from the CAUT Underpaid and Overworked Report (https://www.caut.ca/sites/default/files/caut_equity_report_2018-04final.pdf)
RCEE Report, September 2020 Page 24 of 29 Page 243 of 255 Associate Professors (Tenured or Tenure-Track) - Women Internal Representation compared to CAUT Full-time University Teachers Internal Representation - Associate Professors (2006-2019)
100.0%
External Representation - Associate Professors 90.0%
80.0%
70.0%
60.0%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Internal Representation - Associate Professors 42.8% 42.8% 39.0% 41.0% 40.3% 40.5% 40.2% 42.0% 45.0% 45.5% 47.9% 49.0% 48.6% 47.6% External Representation - Associate Professors 36.0% 36.0% 36.0% 36.0% 36.0% 38.3% 38.3% 38.3% 38.3% 38.3% 43.0% 43.0% 43.0% 43.0% YEAR The external representation data on full-time University teachers by rank and gender are obtained from the CAUT Underpaid and Overworked Report (https://www.caut.ca/sites/default/files/caut_equity_report_2018-04final.pdf)
RCEE Report, September 2020 Page 25 of 29 Page 244 of 255 Full Professors (Tenured or Tenure-Track) - Women Internal Representation compared to CAUT Full-time University Teachers Internal Representation - Full Professors (2006-2019)
100.0%
External Representation - Full Professors 90.0%
80.0%
70.0%
60.0%
50.0% PERCENTAGES 40.0%
30.0%
20.0%
10.0%
0.0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Internal Representation - Full Professors 19.2% 19.7% 21.8% 21.9% 23.9% 22.9% 23.5% 21.6% 20.5% 20.2% 21.0% 21.9% 22.7% 23.8% External Representation - Full Professors 20.3% 20.3% 20.3% 20.3% 20.3% 23.4% 23.4% 23.4% 23.4% 23.4% 27.6% 27.6% 27.6% 27.6% YEAR The external representation data on full-time University teachers by rank and gender are obtained from the CAUT Underpaid and Overworked Report (https://www.caut.ca/sites/default/files/caut_equity_report_2018-04final.pdf)
RCEE Report, September 2020 Page 26 of 29 Page 245 of 255 5 UPDATE ON OUTSTANDING RECOMMENDATIONS FROM THE 2015, 2016, 2017, 2018 & 2019 REPORTS
This section of the RCEE Report provides an update on the outstanding next steps and recommendations that were in the previous RCEE Reports. The next steps and recommendations were organized within 3 categories: Data, Enhancing Equity, and Enhancing the Equity Infrastructure.
Item 2019 Report Next Steps and Recommendations Status 1. RCEE recommends that the University expands the data in the report on Completed the Search Committee for the President and Vice-Chancellor to include the other 3 federally designated groups, namely Aboriginal peoples, persons with disabilities, and visible minorities. 2. RCEE recommends that the data [as per item #1] are retained in the Completed University Secretariat and OHREA offices in order to assess progress. 3. RCEE recommends that the University similarly tracks and reports this Completed—for all data [as per item #1] for other senior administration positions (e.g., VPs, positions governed by AVPs, etc.) to effectively assess the progress at all levels. bylaw. Item 2018 Report Next Steps and Recommendations Status 4. RCEE recommends that the University explores the application of For Consideration another program similar to PIPS or the Academic Career Award to address other areas of serious under-representation of certain designated groups in specific units, particularly women in units such as in the STEM fields. 5. RCEE recommends under Next Steps that OHREA provide the Deans and Pending Heads a list of individual Equity Assessor activities at the end of each academic year. 6. RCEE recommends that the University explores the addition of academic For Consideration service awards. Included would be recognition of service of Equity Assessors. 7. RCEE recommends that as part of its commitment to equity, the For Consideration University examines the composition of its committees in order to identify patterns of inequity. For example, which faculty members are serving and where, including on high profile committees or on committees with low impact for advancement, et cetera. Item 2017 Report Next Steps and Recommendations Status 8. RCEE recommends that the University declares the valuing of Varying Degrees of equity/diversity more prominently and clearly in job advertisements such Implementation as in the example on the website for the SPF 50 positions.
Note: This refers to the candidate’s knowledge and commitment to equity, and is not regarding self-identification in a designated group. 9. RCEE recommends that the University ensures equity is weighted on all Varying Degrees of hiring grids. Implementation Item 2016 Report Next Steps and Recommendations Status 10. RCEE recommends that Deans and Heads work collaboratively and In Progress proactively with Equity Assessors from their units to ensure the EAs are meeting their commitments to actively serve on a committee. An example of a proactive approach might be for EAs to report annually their EA service as part of workload considerations.
Note: This item is complementary with item #2 above.
RCEE Report, September 2020 Page 27 of 29 Page 246 of 255 Item Follow-up Items from the 2015 RCEE Report: Status
11. 3b. Recommendation: Inclusion of a sentence in all job ads stating the Varying Degrees of expectation of candidates to have a level of proficiency and/or Implementation commitment to equity in their practice. Such proficiency and/or commitment would be considered and weighted in all grids.
Note: A basic sentence is in ads of the University's commitment. A few units have begun using more prominent and clearly defined language.
6 SUMMARY OF CURRENT NEXT STEPS AND RECOMMENDATIONS
This section of the RCEE Report includes next steps and recommendations towards enhancing equity on campus. The next steps and recommendations are organized within 4 categories: Data, Enhancing Equity, Enhancing the Equity Infrastructure, and Equity Items Outside RCEE Mandate.
Data
1) RCEE recommends that the University ensures that the disaggregated data are used in the various searches/appointments.
Enhancing Equity
2) RCEE recommends that New Faculty Orientation regularly includes at least one section on anti-racism, anti- oppression, unconscious bias, et cetera.
3) RCEE recommends that the University explores the impact of the pandemic on the recruiting and hiring processes.
4) RCEE recommends the University continues to recognize the unique pressures on junior faculty, and RCEE supports steps they are initiating, such as enabling the requests for consideration for extensions of the tenure or permanence probationary period.
Enhancing the Equity Infrastructure
5) RCEE recommends that the University follows up on research and action regarding pay equity to ensure any discrepancies are identified and rectified.
6) RCEE recommends that the University identifies best practices to prevent equity-based anomalies in compensation.
7) RCEE recommends that incoming faculty and librarians are made aware of the negotiating range of salary, and that faculties are consistent in offers.
Equity Items Outside RCEE Mandate
The following items deal with issues outside RCEE’s mandate, but have an impact on enhancing the equity practices of the University community, including its hiring practices. As such, the following are suggested for further exploration:
RCEE Report, September 2020 Page 28 of 29 Page 247 of 255
8) RCEE recommends that the University works with stakeholders, such as WUFA/SWDEAC, to explore options or best practices to proactively address racism and other forms of oppression.
9) RCEE recommends that the University and stakeholders build professional development relationships and engage in capacity building for cultural competency, anti-bias training, et cetera.
Although we are in very challenging times, there are real opportunities for enhancing deeper structural change. Institutional change is typically labour intensive, requiring a great deal of commitment, strategy and stamina. In addition, the commitment is required across a wide range of contexts, and must include the most broad spectrum of stakeholders and resources. RCEE is confident that the University community will work collaboratively, harnessing the sustained momentum necessary to create a learning and working environment in which equity is at the core of everything we do.
RCEE Committee Members:
Kaye Johnson Vicki Jay Leung Tranum Kaur Kara Smith
RCEE Report, September 2020 Page 29 of 29 Page 248 of 255 S210212-5.7.2 University of Windsor Senate
5.7.2: Bylaws 12, 13, 14, 16, 17 – Proposed Revisions [includes report on proposed bylaw for AVPs reporting to the Provost]
Item for: Approval
Forwarded by: Senate Governance Committee
MOTION 1: That the Senate Bylaw 12, Associate Vice-President, Student Experience, be discontinued.
Rationale and Report on Proposed Bylaw for AVPs reporting to the Provost: During the Fall 2020 semester, the Senate Governance Committee (SGC) considered the motion submitted by a Senator to establish a bylaw for all Associate VPs reporting to the Provost. This proposal was put forward with the goal of ensuring that all appointments relating to the academic side of the University be subject to the same hiring processes.
Following lengthy discussion and review of the enacting legislation, SGC agreed that it should not and cannot consider such a Bylaw as it is a matter that lies outside the mandate of Senate. Senate’s role is one of academic policy-making and oversight and not management or executive decision-making.
Specifically, it was noted that the University of Windsor Act restricts the development of a Senate bylaw for all AVPs: (University of Windsor Act: Section 27): • Senate has the power to make regulations regarding the academic qualifications for appointment and promotion of the members of the academic staff of the University. To this end, there are Senate Bylaws for Heads of Departments, Deans, Associate Deans, Vice-Provost, Teaching and Learning, AVP Student Experience, AVP Academic, Provost, Vice-President, Research and Innovation, and AVP Research. • Senate does not have bylaws for, and no jurisdiction over, non-academic administrative positions. For example, there are no Senate bylaws for Directors of ITS and Continuing Education, both of whom report to the Provost, because they are non-academic roles.
SGC noted that the exception is with the AVP, Student Experience position, which is governed by a Senate bylaw, which is due to the position historically being held by academics. This bylaw was revised a few years back to allow the hiring of a non-academic professional staff who has expertise in student affairs and the student experience. In light of this revision, it is recommended that the bylaw be discontinued, as it is no longer an academic appointment based on SGC’s review of the position profile and the revision to the bylaw in 2016.
The consideration of the new bylaw comes down to the AVP Enrolment Management position. It was noted that it is not the title that determines whether there should be a Senate bylaw but whether it is an academic administrative position, rather than primarily a non-academic administrative position. Based on its review of this position profile and the University of Windsor Act, SGC agreed that a bylaw to govern the Associate Vice-Presidents who report to the Provost was not appropriate.
Page 1 of 2 Page 249 of 255 MOTION 2: That the proposed revisions to Senate Bylaws 13, 14, 16, and 17 be approved.
Proposed Revisions: [changes are in bold and strikethrough]
Bylaw 13: Associate Vice-President, Academic
1 Term and Conditions of Office The term of office for the Associate Vice-President, Academic shall be up to five years. The duration of office for an incumbent Associate Vice-President, Academic shall not normally exceed ten consecutive years. Upon appointment, the Associate Vice-President, Academic shall be appointed with tenure.
2.1 Academic Qualifications and Reporting Structure The Associate Vice-President, Academic is an academic leader reporting reports to the Provost and Vice- President, Academic, and shall possess the appropriate qualifications therefor.
Bylaw 14: The Provost
1 Term and Conditions of Office The term of office for a Provost and Vice -President, Academic shall be up to five years. The duration of office for an incumbent Provost and Vice President Academic Affairs shall not normally exceed ten consecutive years. Upon appointment, the Provost and Vice-President, Academic shall be appointed with tenure.
2.1 Academic Qualifications and Reporting Structure The Provost and Vice-President, Academic is the leader of the academic community of the University and shall possess the appropriate qualifications therefor. The Provost and Vice-President, Academic reports to the President.
Bylaw 16: Vice-President, Research and Innovation
1 Term and Conditions of Office The term of office for a Vice-President, Research and Innovation shall be up to five years. The duration of office for an incumbent Vice-President, Research and Innovation shall not normally exceed ten consecutive years. Upon appointment, the Vice-President, Research and Innovation shall be appointed with tenure.
2.1 Academic Qualifications and Reporting Structure The Vice-President, Research and Innovation is the leader of the research community of the university and shall possess the appropriate qualifications. The Vice-President, Research and Innovation reports to the President.
Bylaw 17: AVP Research
1 Term and Conditions of Office The term of office for the Associate Vice-President, Research shall be up to five years. The duration of office for an incumbent Associate Vice-President, Research shall not normally exceed ten consecutive years. Upon appointment, the Associate Vice-President, Research shall be appointed with tenure.
2.1 Academic Qualifications and Reporting Structure The Associate Vice-President, Research is an academic leader reporting reports to the Vice-President, Research, and shall possess the appropriate qualifications therefor.
Rationale: To make it clear that these positions are to be filled by a regular faculty member.
Page 2 of 2 Page 250 of 255 S210212-5.8.1 University of Windsor Senate
5.8.1: Black Professor Hiring Initiative
Item for: Approval
Forwarded by: Provost
MOTION: To operationalize the Black Professor and Librarian Hiring Initiative discussed at Senate’s February 2021 meeting, and appended to this motion, that Senate approve the suspension of section 2 of Senate bylaw 20 only as it is necessary to ensure the successful appointment of 12 Black professors pursuant to the Black Professor and Librarian Hiring Initiative.
Rationale: The effect of this motion is to suspend the way faculty hiring committees are appointed, conduct their business, and present candidates for appointment solely for the purpose of appointing 12 black professors. In place of these operational procedures, the Black Professor Hiring initiative identifies a different approach to striking a special recruitment committee, a longer period for its establishment, and a different approach to how it conducts its business and makes recommendations.
See attached: Operationalizing the Black Professor and Librarian Hiring Initiative Black Professor Hiring Initiative: Call for Cluster Hire Proposals – Expressions of Interest
Page 251 of 255 Operationalizing the Black Professor and Librarian Hiring Initiative
Introduction
The following outlines an approach to fulfilling the recently announced hiring initiative on appointing 12 Black professors and librarian to join the University of Windsor over the next two to three academic years. This proposal recognizes the unique opportunity this initiative presents to the University of Windsor to assist in redressing under- representation of Black Canadian academics on our campus. The proposal also recognizes that our existing recruitment approach to EDI has not worked to improve the number of Black professors and librarians on campus and that a targeted initiative is thus warranted. This proposal also draws from the Education Advisory Board (EAB) report, Installing Equity and Inclusion in Departmental Practices: Guiding Faculty Recruitment and Retention to provide guidance on a recruitment structure that we hope will better ensure success.
The Deans and University Librarian have reported significant support and goodwill from their faculty members towards this initiative. In the spirit of that goodwill, it is hoped the following plan will be endorsed by WUFA and adopted by Senate.
What we can learn from EAB
There are many recommendations outlined in the EAB report on recruitment practices to ensure EDI hiring. The following are some overarching observations which should be built into our practices. [1] For EDI to be successful it has to be departmental and faculty led. Centrally run initiatives don’t necessarily work but support from senior leadership is essential to communicate that EDI is important. [2] Faculties should have defined targets. [3] Departments/faculties have to be more proactive in creating a talent pipeline. EDI applicants are more likely to come from known relationships than respond to a cold advert. [4] Hiring cycles should have a longer timeframe (more than one year) for departments to be able to make them successful. [5] The choice of appointment committee members should be selective and monitored to ensure those engaged in the process are committed to EDI.
The EAB report is designed to improve EDI hiring generally. This initiative is focused on Black academics exclusively, although it may in time provide a better approach to all our hiring. However, the observations made by EAB do not all dovetail onto our existing practices and thus incorporating them requires some accommodation in both senate bylaws which in turn interact with the collective agreement. It is proposed that the plan outlined in this document be placed before WUFA for comment and Senate for adoption only in respect of the hiring to fulfil the 12 Black faculty position initiative.
Plan
[1] The President has indicated that 12 positions are to be filled as part of this initiative. The distribution of these positions amongst the faculties has yet to be determined. A starting point will be to distribute one position to each of the eight faculties and one to the University Library, with the remaining three being allocated depending on the ability and capacity to recruit above the one guaranteed position. Funding for all positions will be within existing faculty envelopes with some additional bridge financing to retirements provided by the Provost’s office.
[2] Before hiring is initiated a faculty and University Library will review its current faculty composition with a view to establishing an understanding of what targets are necessary to achieve satisfaction of accepted approaches to EDI with respect to the complement of Black professors and librarians. This step is necessary to justify the affirmative action plan contemplated by this initiative.
[3] A faculty will then establish a special recruitment committee that accords in membership to that outlined in senate bylaw 20 save that in the case of departmentalized faculties the composition will be drawn from the Page 252 of 255 members on Faculty Coordinating Council with the dean (or designate) as chair, provided that the chair may seek other members from the faculty to serve where there is difficulty in fully constituting the special recruitment committee from the Faculty Coordinating Council. Nominations and selection will be by invitation of the dean from faculty members who profess a willingness to serve and who demonstrate a commitment to EDI. Student membership will follow the existing method of selection with the hope that the student(s) members will be able to participate over more than one academic year.
[4] In the University Library, the special recruitment committee will be constituted in accordance with article 12 of the collective agreement. The University will only appoint a Black librarian under this initiative.
[5] The special recruitment committee shall remain in existence until the hiring is completed, or the committee agrees to disband. It is expected that the committee will be able to span two, potentially three academic years depending on progress, and create cohesion around the desire to ensure a successful outcome.
[6] In departmental faculties, the dean, after consultation with the heads of departments, and in undepartmentalized faculties, the dean, after consultation with faculty members, will identify the disciplinary, teaching and research needs of the faculty and communicate those needs to the special recruitment committee. These needs may also include the opportunity for cross discipline collaboration leading to inter-departmental or inter-faculty cross hiring. Once those needs are determined, the committee may expand its membership by inviting a member of the particular discipline to join the committee.
[7] The special recruitment committee will design a strategy to identify and enhance the talent pool of potential applicants. For example, the committee may seek to use an external consultant to expand the talent pool, or use internal research capacities to identify potential applicants, or seek to support potential talent through graduate program completion in exchange for applying for the position.
[8] Once satisfied of its strategy to create a talent pool of potential applicants, the special appointment committee will design an advertisement and its placement, evaluation grids, and undertake training in effective recruitment practices and unconscious bias evaluation. The strategic plan and accompanying documents will be placed before the dean for approval.
[9] After decanal approval and once the special recruitment process has commenced, the chair, or designated member of the committee should be proactive in soliciting potential applicants to apply, offering to meet virtually with potential applicants to inform them of the process and why Windsor would be right for them.
[10] The special appointment committee will seek the opinion of departmental and faculty council on candidates, but the decision to recommend appointment will be made by the committee directly to the Dean and then to the Provost.
[11] Approval and negotiation of terms of appointment of the recommended candidate will follow usual practice.
[12] The Dean and Provost will monitor the committee’s work. In the case of any dispute in operationalizing this plan, the Dean and Provost will meet with the committee to discuss and then determine a way to proceed.
Page 253 of 255 Black Professor Hiring Initiative Call for Cluster Hire Proposals – Expressions of Interest
Introduction
As a further refinement of the Black Professor and Librarian Hiring Initiative, the President and Provost would like to support a cluster hiring of up to three Black professors with disciplinary strength and focus to advance community engagement.
Community engagement has been recognized in our SMA process and other planning documents. In particular, the University has been part of the Carnegie pilot project on how to build and recognize community engaged universities in the Canadian context, and our application to get such designation is a work in progress. The university has also held discussions with the City of Windsor over opportunities to mutually support community development across a broad spectrum of fields.
Cluster hiring has the potential to encourage cross faculty and cross departmental boundaries, and to foster interdisciplinarity. Cluster hiring allows for a critical mass of Black scholars with common ideas and capacities to build programs that advance community engagement, possibly through collaborative research and scholarship and/or academic program development, together with community partners.
Plan
[1] The University will fund up to three academic positions for the period of time it takes to bridge to a retirement in the successful departments and faculties. In addition, funds will be provided proportionate to the scope of the plan, to increase the likelihood of the program’s success.
[2] Hiring for these positions must accord to the plan to operationalize the Black professor and librarian hiring initiative.
[3] Expressions of interest (EOI) are now being called and should be submitted before February 28th, 2021. EOI’s should be filed on the attached template and can only be submitted by a dean of a faculty. EOI’s are not intended to be full proposal applications, rather, they should briefly outline the broad scope of your idea for the cluster hiring and the advantages that will accrue from awarding your proposal with the positions requested. EOI’s will be evaluated by the President and Provost and successful applicants will be asked to submit a more detailed plan for evaluation and consideration.
Page 254 of 255 Black Professor Cluster Hiring Template
[a] Applicant(s) Please indicate the faculties and departments, together with the names of the personnel involved in making this expression of interest.
Please indicate any community partners you have approached or will approach if selected to advance to the proposal stage.
[b] Proposal Outline in a brief description your proposal for the Black professor cluster hiring.
How will your proposal raise Black consciousness and awareness and work towards the elimination of systemic discrimination?
[c] Community Engagement Provide a brief comment on how you are defining community engagement for the purposes of your proposal and describe how your proposal will engage with the community.
[d] University Alignment How does your proposal align with your own faculty/departments strategic plans and how will it advance the University’s strategic direction as evidenced in the University SMA?
[e] Programmatic and Student Engagement If your EOI involves new academic programs, please provide a brief description. If your proposal will grow or retain enrolment, briefly outline the expected gains. How else will your proposal engage students?
[f] Research/Creative/Scholarly Activity Will your proposal produce research, creative or scholarly activity, and if so, how will this be disseminated?
[g] Budget In addition to bridging transition salary funding, what other funds will be necessary to ensure success of your proposal?
[h] Success and Timeline How will you measure success and over what timeline?
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