Revised Pdc150130-4.1

PDC150130A

NOTICE OF MEETING There will be a meeting of the PROGRAM DEVELOPMENT COMMITTEE Friday, January 30, 2015 1:00pm-4:30pm In Room 3100 Medical Education Building (MEB) AGENDA Formal Business 1 Approval of Agenda

2 Minutes of Meeting of December 18, 2014

3 Business Arising from the Minutes

4 Outstanding Business 4.1 Digital Journalism – Admission Requirements - Revisions Dr. Martha Lee PDC150130-4.1 Items for Approval 5 Reports/New Business 5.1 Masters of Applied Economics and Policy - New Program Proposal (Form A) Dr. Nurlan Turdaliev 5.1.1 Reviewers Report, AAU Response and Deans Response (Confidential) Dr. Charles MacDonald PDC150130-5.1 PDC150130-5.1.1

*5.2 Computer Science – Minor Program Changes Dr. Ziad Kobti PDC150130-5.2

*5.3 Communication, Media and Film - New Course Proposal Dr. Valerie Scatamburlo-D'Annibale PDC150130-5.3

*5.4 Languages, Literature and Culture – Minor Program Changes Dr. Antonio Rossini PDC150130-5.4

*5.5 Languages, Literature and Culture – New Course Proposal Dr. Antonio Rossini PDC150130-5.5

*5.6 Economics – New Course Proposals Dr. Ronald Meng PDC150130-5.6

*5.7 Engineering (Co-op)– Minor Program Changes Dr. Nader Zamani PDC150130-5.7

*5.8 MBA/JD Minor Program Changes Dr. Vincent Georgie PDC150130-5.8

*5.9 Inter-Faculty – New Course Proposals Dr. Martha Lee PDC150130-5.9

*5.10 Inter-Faculty (Forensics and Minor in Anthrozoology) - Minor Dr. Martha Lee Program Changes PDC150130-5.10

Page 1 of 2 Page 1 of 113 Item for Information *5.11 Computer Science - Summary of Minor Course and Calendar Changes Dr. Ziad Kobti PDC150130-5.11

*5.12 Earth and Environmental Science – Summary of Minor Course and Dr. Iain Samson Calendar Changes PDC150130-5.12

*5.13 Physics – Summary of Minor Course and Calendar Changes Dr. Chitra Rangan PDC150130-5.13

*5.14 Inter-Faculty – Summary of Minor Course and Calendar Changes Dr. Martha Lee PDC150130-5.14

Items for Approval 5.15 Draft PDC Reports on University Program Review (Confidential) (IN-CAMERA) Prof. L. Walsh 5.15.1 Reviewers Report, AAU Response and Deans Response for Biology, PDC150115-5.15 History and Woman’s Studies (Confidential) PDC150115-5.15.1

Biology (Undergraduate) – New Report* Business (Undergraduate) - 5th Annual Status Report Business (Graduate) -1st Biennial Report Communication, Media and Film (Undergraduate) -3rd Annual Status Report Computer Science (Undergraduate) - 4rth Annual Status Report Education (Joint PhD) - 1st Biennial Report General Science (Undergraduate) - 4rth Annual Status Report History (Undergraduate and Graduate) - New Report* Kinesiology (Undergraduate) - 4rth Annual Status Report Physics (Undergraduate) - 5th Annual Status Report Social Work (Undergraduate) - 5th Annual Status Report Women’s Studies (Undergraduate) - New Report*

Additional Business 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 113 REVISED PDC150130-4.1

University of Windsor Program Development Committee

4.1: Digital Journalism – Minor Program Changes (Form C)

Item for: Approval

MOTION: That the Admission Requirements for the Combined BA Honours in Digital Journalism** programs be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

** The Combined BA Honours in Digital Journalism (DJ) programs include: DJ and Communication, Media and Film; DJ and English Language and Literature; DJ and English Literature and Creative Writing; and DJ and Political Science)

Rationale/Approvals: § The proposal has been approved by the Centre for Inter-Faculty Programs. § See attached.

PDC Questions to Inter-Faculty At the PDC Meeting on October 30, 2014 it was agreed that clarification be sought regarding the following questions: 1) Is the area removing the requirement to have a portfolio and a statement of intent; and, 2) Does Digital journalism currently require the submission of two samples for admission or just one - a video or writing sample?

Response from Inter-Faculty: 1) Yes, the area is removing the requirement for students to have a portfolio and a statement of intent; and, 2) Students are no long required to submit a video or a writing sample. (Currently, students can submit a video or sample or both.)

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PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Digital Journalism (with combined Honours) DEPARTMENT/SCHOOL: Inter-Faculty Programs FACULTY: Centre for Inter-Faculty Programs Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

A.1 PROGRAM REQUIREMENT CHANGES Please provide the current program requirements and the proposed new program requirements by cutting and pasting from the current undergraduate or graduate web calendar (www.uwindsor.ca/calendars) and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining.

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300-level or 400-level.

ADMISSION REQUIREMENTS FOR STUDENTS COMING FROM ONTARIO SECONDARY SCHOOLS All programs require a minimum admission Calculation of Secondary Averages average of 70%. This average may be higher, A second average is considered for students applying for the depending on the number of applicants. following programs: Computer Science/Math – average of math courses (70%) For Business programs a minimum admission Nursing – average of chemistry and biology (70%) average of at least 73% is normally required. For Engineering – average of all math and science courses except Business Co-op programs a minimum admission biology (74%) average of at least 78% is normally required. Science – average of all attempted science and math courses (70%) For Business programs a minimum admission Forensics – average of all required science and math courses average of at least 75% is normally required. (70%) Kinesiology - In addition to the best six averages, a minimum For the Combined Honours in Digital Journalism grade of 70% in each of grade 12U English and Biology will be programs a minimum admission average of at required for students admitted to Kinesiology. least 75% is normally required. Business- a minimum mark of 70% in at least one grade 12 U math course (or equivalent) is normally required. […] Biology and Biochemistry (Health and Biomedical Science stream) - average of all attempted science and math courses (75%) DEGREE TITLE/PROGRAM OSS ADMISSION CRITERIA, COURSE REQUIREMENTS SUPPLEMENTAL APPLICATIONS, INTERVIEWS, AUDITIONS Bachelor of Arts, B.A. (Honours programs) […] […] • For the Combined Honours in Digital Journalism programs, a Combined Honours Digital Journalism and English portfolio may be required (i.e., sample of relevant work (writing Language and Literature or other media, and a statement of interest). Combined Honours Digital Journalism and English Literature and Creative Writing, Combined Honours Digital Journalism and Political Science, […]

A.2 MINOR COURSE CHANGES REQUIRING ADDITIONAL RESOURCES OR AFFECTING DEGREE REQUIREMENTS If this is a minor course and calendar change (usually noted on a Form E) requiring additional resources or affecting degree requirements, please provide the current course information and the proposed new course Page 4 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” information by cutting and pasting from the current undergraduate or graduate web calendar and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. Examples of minor course changes include: deleting courses, course description changes, pre/anti/co- requisite changes, contact hour/lab requirement changes, course title changes, renumbering courses, and/or cross-listing courses. Minor course calendar changes, which do not require additional resources or do not affect degree requirements, should be submitted on a Form E. N/A

B. RATIONALE Please provide a rationale for the proposed change(s).

Admission Requirements None of Digital Journalism’s co-major departments require the submission of samples for admission. The submission of samples by applicants has been inconsistent, and it is not clear that the writing samples received for review were appropriate or adequate measures of students’ potential achievements in the program. Consequently potential registrants may be denied entry to the program because they either fail to submit the samples because they are not aware they were to do so, or their samples are not strong because they do not understand what type of sample is appropriate. Eliminating the sample admission criterion for Digital Journalism will achieve a higher applicant to registrant ratio, and admit students who will mature as journalists as they take the first year Digital Journalism courses. The area expects that these changes will increase the number of applicants to the program.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. N.A. Does not affect faculty and staff resources.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. N.A. Does not affect faculty and staff resources.

C.1.3 For graduate programs: 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.

C.1.4 For graduate programs: 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.

C.2 Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the Page 5 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” 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 N.A.

C.4 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU 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 revisions to this program. N.A.

C.5 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4)

Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the revisions to this program. (e.g., streamlining existing programs and courses, deleting courses, etc.)? N.A.

C.6 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: N.A. Staff: N.A. GA/TAs: N.A.

Page 6 of 113 PDC141218-5.1 University of Windsor Program Development Committee

5.1 Master of Applied Economics and Policy - (New Program Proposal)

Item for: Approval

MOTION: That the Master of Applied Economics and Policy - New Program Proposal be approved.

*Subject to approval of the expenditures required.

Rationale/Approvals: • The proposal has received approval from the Departmental Council, the Faculty of Science Council, the Graduate Studies Council and the Provost. • There are a number of new courses that are under development for this program proposal. They will be submitted to Graduate Council by March 2015. Once Graduate Council has approved them, they will make their way to PDC and Senate in accordance with the process. The program cannot and will not launch without these new courses. • See attached.

Page 7 of 113 Page 1 of 26 PROGRAM DEVELOPMENT COMMITTEE PROPOSAL BRIEF FOR NEW PROGRAMS FORM “A” A. Basic Program Information

FACULTY: Science AAU: Economics Program Title: Master of Applied Economics and Policy (MAEP) Name of Program as it Will Appear on the Diploma (e.g., Master of Applied Economics and Policy Bachelor of Arts Honours Psychology with thesis) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall 2015 Mode of Delivery: In Class: Lecture and Research paper Planned steady-state Student Enrolment (per section B.4.2) 40

Normal Duration for Completion: 16 months Will the program run on a cost-recovery basis? Yes

B. Overall Program Plan

B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the new program. Describe the overall aim and intended impact of the proposed new program. Describe the consistency of the proposed new 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)

The slow recovery of the world economy from the economic recession since 2008 and the slowing down of the emerging economies continue posing serious challenges to policy makers. Economists have not been able to put forward effectively good economic policies to deal with these challenges and their theories are far behind our economic reality. There is an increasing need both from the private sector and the public sector, and in particular, from the emerging economies, that requires professionals with a strong economic background and policy making skills. In order to meet this need, the Department of Economics is proposing a new graduate program: Master of Applied Economics and Policy (MAEP). The program will consist of two distinct parts: (i) a core of seven courses, (ii) six elective courses including two courses from the Masters of Management program. Students will not only acquire solid training in economics but also will gain experience in applying economic theories to policy making. Graduates from the program will possess the knowledge and the skills in economic policy making and, participate effectively in helping decision-makers choose sound economic policies that strike a good balance between cyclical economic recovery and long-run economic growth.

Specifically, the proposed program will provide students with the graduate-level knowledge and skills related to applications of economic theory in policy-making, bridging the gap between theory and practice. It will enable them to find positions in industry, government, think tanks, and international organizations. This program will equip students with the skills and knowledge that enable them to overcome the skill mismatch in the current labour market. Although this program is primarily aimed at international students, we believe it will also be attractive to domestic students who want to become applied economists.

Some important aspects of the University’s strategic plan include: • Promoting international engagement through various means, e.g., increased international student recruitment • Engaging in partnership to strengthen economy, and well-being of Windsor-Essex region • Creating a university with graduate programs that build on academic and professional strengths Page 8 of 113 Page 2 of 26 PROGRAM DEVELOPMENT COMMITTEE PROPOSAL BRIEF FOR NEW PROGRAMS FORM “A” The proposed MAEP program will address these objectives as outlined below. i) The Department of Economics has been very successful in the past in attracting international graduate students, particularly from China and India. This program will further enhance this success by attracting more students with more diverse career interests in addition to our traditional program. ii) It is envisioned that the policy project will be conducted in collaboration with industry partners, local, provincial, and international government and organizations. This will give students exposure to relevant economic projects and allow local industries to interact with highly skilled students from diverse backgrounds and nationalities, who may bring international economic opportunities to the local and Canadian economy. iii) Students in the MAEP program will be first trained to gain a solid economic background and then introduced to economic policy projects that are relevant to the current economic issues. The strong focus on practical, hands-on training will enhance their learning experience and prepare them to meet the market demand in a volatile global economy.

B.2 Program Content (QAF Section 2.1.4) Evidence that the proposed curriculum is consistent with the current state of the discipline or area of study. The program will consist of two distinct parts: a core of seven courses and a series of elective courses (of which students will be required to take six courses including two courses from the Masters of Management program). In each academic year, which elective economics and business courses students should take will be determined by the Department. All courses will be three credit hours. Each portion of the required program is discussed in turn below. In addition, a number of opportunities for students are presented

Required 03-41-601: Applied Microeconomics 03-41-602: Applied Macroeconomics 03-41-603: Mathematics for Applied Economics 03-41-604: Applied Econometrics 1 03-41-605: Applied Econometrics 2 03-41-606: Business Communication 03-41-607: Research Project in Economic Policy and Seminar Elective Two of the following: 03-41-373: International Economics: Trade 03-41-374: International Economics: Finance 03-41-416: Urban and Regional Economics 03-41-420: Industrial Organization Theory 03-41-430: Economics Analysis of Law 03-41-460: Cost-Benefit Analysis 03-41-486: Public Sector Economics: Finance

Two of the following: 03-41-510: International Economics 03-41-550: Monetary Theory and Policy 03-41-580: Models of Strategic Behavior 03-41-594 Special Studies in Economics

Two of the following (offered by the Masters of Management program): 04-78-611: Accounting Concepts and Techniques 04-78-612: Finance in a Global Perspective 04-78-631: International Business 04-78-636: International Financial Reporting 04-78-637. International Financial Management 04-78-655: Domestic Transportation and International Shipping Page 9 of 113 Page 3 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Note the following: • To improve communication skills, students will be required to complete a course in Business Communication (offered by CEPE) with short modules spread throughout the program. These modules are: Term 1: Learning strategies in North American universities Term 2: Norms of class participation, giving and receiving criticism graciously and productively Term 3: Working in a team, including dealing with personality differences Term 4: Training in using Linked-In

• Students will be required to complete a policy project to fulfill the requirements of Research Project in Economic Policy. Topics would normally be of applied nature. Students would work on group projects involving statistical analysis and make group presentations.

State the unique or innovative curriculum, program delivery, or assessment practices distinguishing this proposal from existing programs elsewhere.

In many of the programs that offer a Masters degree in Economics in Canada, students have no opportunity or requirements to conduct applied policy research or project, which represents the unique feature of our proposed program. Graduates from these other Masters programs enter the real world without adequate practical skills.

The proposed MAEP program is designed to help close the mismatch between the graduates’ skills and needs of the labor market for applied economists. It will satisfy a growing education demands for Canadian education from emerging economies and other countries by providing students an opportunity to work on an applied policy project. It will also enhance our competiveness in international education market.

More specifically, this degree program is designed for students who wish to apply the theory and techniques of economics to the analysis of practical problems in a variety of fields. The program is structured so that a full- time student, with the necessary preparatory background, can complete the course of study in sixteen months by taking the appropriate courses during the academic year. The focus of the program is applied economics. This focus contrasts with that of alternative professional degrees, such as an MBA, which provide the relevant training for a career in business or management. Unlike the Master of Arts degree in Economics, the MAEP is NOT designed as an intermediate step to the Ph.D.

One of the unique features of the proposed program is emphasis on soft skills such as communications skills and the ability to provide policy advice. The former is addressed through (i) offering a course in business communications (03-41-606: Business Communications) with several modules scattered across the program; (ii) emphasizing group work and group presentation in the research project course (03-41-607: Research Project in Economic Policy and Seminar). The latter is addressed through (i) stressing applied topics in course coverage; (ii) requiring that the student choose policy-oriented topics in the research project course.

B.3 Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the name and degree designation for the program content and current usage in the discipline The degree is to be called the Master of Applied Economics and Policy (MAEP). This emphasizes the applied and policy-oriented focus of the program and distinguishes it from our current academic-oriented MA program in the Department of Economics.

This degree program is intended for students who wish to apply the theory and techniques of economics to real- world applications.

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Page 4 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM B.4 DEMAND FOR THE NEW PROGRAM [New proposals requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.]

B.4.1 Student and Market Demand (MTCU section 5) Describe the tools and methodology used to conduct the market assessment.

Provide quantitative evidence of student and market demand both within and outside the local region (e.g., responses/statistics from surveys, etc.).

We conducted market assessment to both qualify and quantify the potential educational market for this program both within Canada and abroad, including: • Conducted a survey of the University of Windsor’s network of international educational representatives (recruitment agents) to determine potential student interest (see: Societal Need (MTCU section 6)). • Reviewed Canadian & International Labour Market data for degree-related professions, such as public economics, labour economics, natural resources and environment, monetary systems, development, business finance and international trade (see: Societal Need (MTCU section 6)). • Reviewed international economic data from key recruitment markets, including East Asia, Pacific, and South Asia.

In addition, in each of the last three years, the Department of Economics has rejected around 50-70 applications to the existing MA program only because of lack of sufficient technical background such as a course in econometrics. These applicants would be admissible to the proposed program MAEP.

Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn.

This program is open to both domestic and visa students; however, the MAEP program will be strongly promoted as part of the University of Windsor’s Professional course-based Masters programs in key International Markets, including China, South Asia (Pakistan, Bangladesh, India), Latin America and Africa.

B.4.2 Estimated Enrolments (QAF section 2.1.9; MTCU section 5; Senate Policy C5) Provide details on projected enrolments 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 First Year of Second Year Third Year of Fourth Year Fifth Year of for the first five years of Operation of Operation Operation of Operation Operation operation. (Steady-state (If the program is in operation, student use actual and projected data.) enrolment overall) In the regular program (non- 40 80 80 80 80 co-op) In the co-op/experiential N/A N/A N/A N/A N/A learning stream (if applicable) For co-op options: projected N/A N/A N/A N/A N/A number of international students enrolled in the co-op stream

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Page 5 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Annual projected student intake into the first year of the program: 40 (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) Annual projected student intake into the first year of the co-op/experiential N/A learning version of the 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 Collaborative Program (QAF section 1.6) If this is a collaborative program with another college/university, identify partners and describe institutional arrangements for reporting eligible enrolments for funding purposes. N/A

B.4.4 Societal Need (MTCU section 6) Evidence of societal need for the program will typically include a review of relevant industry and provincial survey and statistical data, as well as review of the proposed program by relevant experts in the field. The development of this proposal included consideration of:

• comments or letters solicited from potential employers regarding the Yes _X No, explain need for graduates of the proposed program within their below organization and field of endeavour. • comments or letters solicited from relevant professional societies or Yes X_ No, associations about the need for graduates of the proposed program. explain below • review of industry employment surveys for evidence of societal need _X Yes No, explain (indicating numbers of positions in the field, numbers of new below positions anticipated in the field, number of positions in the field current being advertised, etc.)? • statistical evidence of the number of Ontario students leaving the Yes X_ No, province to study the field elsewhere in Canada or abroad? explain below

If yes, append letters, survey or statistics to proposal. If no, explain: According to Service Canada’s February 2013 update the job prospects in this occupation within Canada are fair. Over the last few years, the number of economists and economic policy researchers and analysts positions has increased significantly. This increase is due mainly to a high demand for socio-economic analyses. As these trends are expected to continue, the number of economists and economic policy researchers and analysts is expected to increase significantly over the coming years.

To work in this occupation, candidates must usually have at least a bachelor's degree in economics, or a double major that includes economics. Candidates with a bachelor's degree in sociology and statistics are sometimes considered. A master's degree in economics or with a concentration in economics is increasingly required and is always an asset for positions that involve more responsibility.

There is a dramatic technological change occurring in this field, and the development of new quantitative methods and access to a mass of information over the Internet are also influencing this occupation. They make it possible to process digital data faster and polish the presentation of the results. The tools also make it possible to carry out many types of quantitative and qualitative analyses that were not previously possible, and to seek more depth when it comes to more traditional analyses. As these trends are expected to continue, the number of economists and economic policy researchers and analysts is expected to increase significantly over the coming years. Page 12 of 113

Page 6 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM

Average Annual Employment Income (Full-Time, Full-Year) Unit Group 4162 Full-time, full-year 70.0% Average income $71,084 0-19999$ 2.0% 20000-49999$ 21.4% 50000$ and over 76.5%

Main Areas of Employment % Public Administration 53.1 Provincial 27 Federal 23.8 Professional, Scientific and Technical Services 14.3 Management, Scientific and Technical Consulting Services 6.8 Finance and Insurance 7.4 Religious, Grant-making, Civic, and Professional and Similar 7.2 Organizations

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 new program

In Spring 2014, the Centre for Executive and Professional Education (CEPE) asked network of educational recruitment partners to provide confidential feedback on the proposed MAEP program. They asked for input into employment demand for graduates from the proposed program within their region and globally, estimated annual demand from qualified applicants, likelihood of recommending the program to clients, and key elements to consider for inclusion within the program to ensure success. The overall results of this exercise indicate that proposed MAEP program would be successful.

Figure 1: Educational recruitment partner survey – Master of Applied Economics and Policy (Spring, 2014)

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Page 7 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Figure 2: Educational recruitment partner survey – Master of Applied Economics and Policy (Spring, 2014)

B.4.5 Duplication (MTCU 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 program in the geographically contiguous area, e.g., Michigan/Detroit.

Table 1 below displays Economics programs in Ontario that are somewhat similar to the proposed program.

Table 1 Institution Similar Program(s) Brock University Master of Business Economics McMaster University Master of Economics Policy (MA) Ryerson University Master of Public Policy and Administration (MA) University of Toronto Master of Financial Economics University of Western Ontario Master of Financial Economics Wilfrid Laurier University Master of Arts in Business Economics

If the proposed program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of proposed program in comparison to similar programs

The MAEP is a course-based graduate program that has been specifically designed for individuals who are interested in gaining additional education within areas of high employment. Graduates will have developed highly specialized professional skills and knowledge that can be directly applied to private and public business settings.

In the existing conventional programs in economics, students are expected to work with faculty members to undertake a unique research project involving a major research paper (or thesis and defense). Students contemplating a Ph.D. or an academic career are better served in these programs. Pre-professional students will directly benefit from the MAEP program, as it is a professional, course-based master's degree that is more structured and focused on the direct application of knowledge in teaching and educational administration contexts. Page 14 of 113

Page 8 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM The MAEP program offers a unique combination of courses that prepare graduates for work in the specialized field of economic policy. One of the unique features of the proposed program is emphasis on soft skills such as communications skills and the ability to provide policy advice. The former is addressed through (i) offering a course in business communications (03-41-606: Business Communications) with several modules scattered across the program; (ii) emphasizing group work and group presentation in the research project course (03-41-607: Research Project in Economic Policy and Seminar). The latter is addressed through (i) stressing applied topics in course coverage; (ii) requiring that the student choose policy-oriented topics in the research project course. Compared to a thesis-based program that focuses on academic theory and research, MAEP graduates will be prepared to immediately secure positions in the field of Economic Policy. This program places special emphasis in preparing graduates to utilize the large amounts of data available to professionals in government and business to improve the efficiency and effectiveness of government policies and business projects. MAEP curriculum provides up-to-date techniques and practical examples of how to utilize data to contribute to the effective implementation of policy. The course of study provides a multi-disciplinary approach to policy analysis with focused study on how to utilize economic tools in the analysis of policy issues. The courses present the tools commonly used by economists, including economic modeling, econometrics, cost-benefit analysis, and forecasting. The unique interdisciplinary nature of this program, with courses offered in the field of management and business, provides students with a broad perspective on policy formulation along with focused training in economic analysis and the use of quantitative tools. After having studied the necessary tools to search for and analyze economic data, the students will have an opportunity to apply these skills in the applied research project towards the end of the program.

B.5 RESOURCES [In this section, proposers will identify in detail the resources currently available, the anticipated sources of new resources, any reallocation of resources or cost-savings, and additional resources required to run the proposed new program. The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary with the new program proposal.]

B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix B]

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 all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to the proposed program. See section B.5.1.1b.

B.5.1.1a 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 proposed program. Indicate in the table the involvement of each faculty member in the new and existing program(s) offered by the AAU.

Faculty Name & Rank (alphabetical) Graduate Program Faculty Affiliation member list all programs offered by the (for graduate AAU and indicate faculty programs only) affiliation to the new and Category 1: Tenured Professors teaching exclusively in MA existing programMA(Es)P the AAU offering the program Arbex, Marcelo – Associate Professor Y Y Y Bajic, Vladimir – Associate Professor Y Y Charette, Michael – Associate Professor Y Y Y Jouini, Tarek – Assistant Professor Y Y Y Li, Dingding – Associate Professor Y Y Y Meng, Ronald - Professor Y Y PageY 15 of 113

Page 9 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Rhee, Jay (Hyuk-jae) – Associate Professor Y Y Y Suh, Sang-Chul -Professor Y Y Y Trudeau, Christian – Associate Professor Y Y Y Turdaliev, Nurlan – Associate Professor Y Y Y Wang, Yuntong – Professor Y Y Y

Category 6: Sessionals and other non-tenure track faculty Benson, David Y Clayton, Graham Y Latvenas, Jurate Y Category 7: Others …

The faculty members associated with the MAEP program will be involved in teaching the core Economics courses. The two courses from the Masters of Management program will be taught by instructors from the Odette School of Business, who are already involved in delivering these courses.

B.5.1.1 b Assess faculty expertise available and actively committed to the new program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the proposed program, and of the appropriateness of this collective faculty expertise to contribute substantially to the proposed 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.

Append curricula vitae of all faculty members in the AAU offering the program as well as from faculty members from other AAUs who are core to the delivery of the program. Faculty CVs should be provided in a standardized format - contact the Quality Assurance office for instructions about how to obtain properly formatted CVs from the UWindsor eCV system. Other standardized formats are acceptable as well, such as that used by one of the Tri-Councils.

[Note: CVs are not required for undergraduate diploma or certificate proposals.]

The average teaching load for faculty members in the Economics Department includes 4 courses plus supervision of graduate students. There is available capacity in the department to offer the new MAEP courses, and many faculty members have indicated their willingness to support the program by being available to teach these courses.

A brief summary of each faculty instructor involved in the MAEP program is given below. Complete details of each professor’s research fields, publications, awards and achievements can be found in their attached CV’s, Appendix A.

Professor Abex’s research fields include macroeconomics, fiscal and monetary economics, informal activities, and tax evasion. He teaches both undergraduate and graduate courses including 41-231 – Intermediate Macroeconomics I, 41-232 – Intermediate Macroeconomics II, 41-433 – Advanced MacroeconomicsPage I, 41 16-5 of5 0113 –

Page 10 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Monetary Theory, 41-594 – Special Topics in Economics. He has won many teaching awards.

Professor Bajic’s research interests are in urban economics and housing. He has been the undergraduate Director in the Department of Economics for many years.

Professor Charette’s research interests include applied econometrics and economic statistics, labour economics, applied economics, and applied microeconomics. He has taught law and economics courses and has extensive experience in applied economics and economic policy.

Professor Jouini’s research interests are econometrics, finite sample and simulation based inference, macroeconomics & monetary economics. He has taught 41-541 Econometric Theory I, 41-424 Advanced Microeconomics II, 41-582 Time Series Analysis I.

Professor Li’s research interests include econometrics and nonparametric econometrics. She teaches 41-313 Introduction to Econometric Methods I, 41-350 Labor Theory, 41-314 Introduction to Econometric Methods II, 41-542 Econometric Theory II.

Professor Meng’s research interests include labour economics, occupational health & safety, social assistance programs, literacy, and applied microeconomics. He has taught labor economics and public finance courses.

Professor Rhee’s research interest is in international macroeconomics, and in particular, in monetary policy in a small open economy. He teaches 41-502 Macroeconomic Theory I, 41-434 Advanced Macroeconomics II, 41- 510 International Economics.

Professor Suh’s research interests include social choice theory, game theory, and microeconomic theory. He teaches 41-380 Game Theory, 41-503 Microeconomic Theory II, 41-581 Mathematical Economics, 41-423 Advanced Microeconomics.

Professor Trudeau’s research focuses on cooperative game theory, axiomatic analysis of cost sharing mechanisms, as well as theoretical industrial organization. He teaches 41-221 Intermediate Microeconomics I, 41-385 Public Economics: Expenditure, 41-420 Industrial Organization Theory, 41-424 Advanced Microeconomics II, 41-501 Microeconomic Theory, 41-503 Microeconomic Theory II, and 41-531 Industrial Organization.

Professor Turdaliev’s research interests are in monetary economics, macroeconomics, and game theory. He has taught 41-111 Introduction to Economics II, 41-306 Mathematical Economics I, 41-335 Money and Banking, 41-341 Economic Growth and Development Theory, 41-373 International Economics: Trade Theory and Policy, 41-406 Mathematical Economics II, 41-433 Advanced Macroeconomics I, and 41-504 Macroeconomic Theory II.

Professor Wang’s research interests include cost sharing problems on networks, designing efficient and incentive-compatible water allocation mechanisms, and applications of convex analysis in economic theory. He teaches 41-503 Microeconomic Theory II, 41-581 Mathematical Economics, and 41-323 Advanced Microeconomics.

B.5.1.1c

Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the proposed program.

It is expected that our tenured faculty, within the Department of Economics, will deliver the majority of the MAEP courses. In some cases, qualified sessional instructors may be engaged in delivering a course, if needed, e.g., when a core instructor is on sabbatical. The business courses will be delivered by instructors from the Odette School of Business, and may include sessional or limited term faculty as well as regular faculty.

The appointment of any adjunct and/or sessional faculty is in keeping with all graduate faculty regulations related to the appointment of faculty to teach within the program. Instructors are sought in accordance with procedures agreed on by the Department of Economics and may include advertising, both externally and internally iPagen the 17 of 113

Page 11 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM appropriate AAU(s), and by direct solicitation. Those appointed will have relevant experience and qualifications. The appointments are made by the Dean of Science following recommendation by the AAU appointments committee in the Faculty that is responsible for the academic aspects of the program.

B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision.

As it is a course-based Masters program, no research supervision will be required. The instructors will be responsible to the students within their specific graduate course for office hours, feedback, etc. Each faculty member involved in teaching graduate-level courses in the program currently holds 'Graduate Faculty' status. (See also subsection B.5.1.1b.)

B.5.1.1e For graduate programs: Where appropriate to the program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students.

This is a cost-recovery program. There is no financial assistance available from the Institution to support students who elect to enroll in the MAEP program. Individuals are qualified to apply for external awards if applicable.

B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the proposed 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

Students in the MAEP program will use the existing computer lab in Chrysler Hall North (CHN), room 1185. As the program enrolment grows, more space may be needed. The Department of Economics is exploring the campus for additional space for a classroom setting with computer access and a dedicated study area/lounge to accommodate the MAEP students. We will apply for a Strategic Priority Fund (SPF) funding for the 2015/16 year to upgrade the space and equip it with PCs and software, but other funding alternatives are also being explored.

The Faculty of Science and/or Department of Economics is solely responsible for the faculty appointments associated with the program. The Department of Economics is responsible for delivery of the academic program, including the review and admission of students into the academic program, academic support services, curriculum development, and academic instruction.

The University of Windsor offers a wide-range of services and support for international students. The Centre for Executive and Professional Education (CEPE) at the University of Windsor is the primary point of contact for the students in the early stages of the process, including: • Responding to inquiries from potential students • Conducting recruiting efforts abroad • Liaising with international educational agents and students guiding them throughout the recruiting process. Page 18 of 113

Page 12 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM In addition to the administrative support, provided by CEPE, the University of Windsor offers a broad range of student support services available to all students, including:

Academic Support Academic Integrity Office Advising Centre Biology Learning Centre Bookstore Document Imaging Centre / CourseWare Math & Stats Learning Centre Centre for English Language Development Chemistry & Physics Resource Centre Computer Science Resource Centre Computer & Physics Resource Centre Disability Services Earth & Environmental Sciences Resource Centre Economics Help Centre Information Technology Services Languages Mini Lab Library Services Nursing Lab Odette Financial Markets Lab Outstanding Scholars Social Work Learning Centre S.T.E.P.S. (Skills to Enhance Personal Success) Writing Support

Career and Employment Services Alumni Affairs Centre for Career Education Human Resources Services MyCareer Volunteer Internship Program Volunteer opportunities

Enrolment Services Cashier's Office Faculty of Graduate Studies Registrar's Office Student Awards and Financial Aid UwinCARD

Health & Wellness Athletics & Recreational Services Campus Dental Centre Campus Recreation Forge Fitness Centre Psychological Services & Research Centre St. Denis Centre Student Counselling Centre Student Health 101 Student Health Services University Pharmacy Windsor Lancers - Varsity Sports Page 19 of 113

Page 13 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Living Support Campus Community Police Canterbury College Student Housing Food Services Parking Services Off-Campus Housing Residence Services Walksafe

Orientation & Transition Educational Development Centre Peer Support Centre S.O.S. (Students Orienting Students) Windsor Welcome Week

Social/Cultural Support Aboriginal Education Centre Campus Ministry Child Care Services Community Legal Aid Human Rights Office International Students Centre Mediation Services Multi-Faith Space Student Advocate Office Womyn's Centre

The University of Windsor offers specific support services to international students, including: • International Students Centre who’s services include: o Consulate, Embassy and High Commission and liaison o ongoing support and advice for academic and personal concerns o assistance with study permit renewal and off-campus work permit applications o intercultural communication training o admission and transfer credit o international experiences abroad as part of the university's exchange and study abroad opportunities • Soft landing program: Students receive free taxi pick-up services and are able to stay for free at a hotel during their first night in Canada and pay reduced rates for the remainder of their stay until they can move into University residences or find off-campus accommodation. • Passport, visa, and work permit support • A Windsor International Students Email List is to facilitate the sharing of information between the International Student Centre (ISC) and University of Windsor students

B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the proposed program’s reliance 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.

Students enrolled in our new program can choose two courses from the Masters of Management program (see section B.2) offered by the Odette School of Business. Students also need to take a course in business communications (see section B.2) offered by CEPE. The student will need to work with economic data to finish their research project. In order to get access to and collect the proper data, students and our instructors will need the help of the Data Specialist from the Leddy Library Academic Data Centre.

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Page 14 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM We will need the University IT Services to help us maintain our department computer lab.

There is no other equipment or facilities that are required outside the control of the Department of Economics.

B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU 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 proposed program.

There are no additional resources that are required, at this time, to come from the area, department or faculty to allow the Department of Economics to be able to operate this program. If the program is successful and meets target enrollments in the first two years, additional space may be requested for a dedicated study area/lounge to accommodate the MAEP students.

B.5.1.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4)

Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in preparing this proposal.

The two business courses from the Masters of Management program (see section B.2) that are identified in the proposal are offered as part of the University of Windsor’s Master of Management Program. This program will be able to use existing courses that are scheduled to run, thereby, reducing the overall costs associated with the delivery of the program. In addition, CEPE will assist the program with student recruitment. A dedicated program administrator will work with CEPE’s admissions team for admissions, respond to student inquires, and organize program logistics. CEPE’s remaining staff resources will be used to ensure the “most personal student experience”, including clerical, program development, marketing, and facilities support. The costs of adding this program to their existing repertoire of programs make this partnership cost-effective, efficient, and scalable compared to attempting to implement solely within the Department.

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 proposed program. Faculty: Additional instructors may be required to teach in the program. Individuals will be selected based on the following qualifications: appropriate educational qualifications, track record of excellence in teaching at the graduate level, and appropriate subject matter knowledge/expertise.

Staff: No additional staff required.

GA/TAs: As a cost-recovery program there are no GA/TA allocations available. Additional instructor support may be provided on a contractual basis depending on the demands of the program and/or course.

Describe all additional institutional resources and services required by all affected areas or departments to run the proposed program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance.

Library Resources and Services: Only library resources and services that are currently available will be required to deliver this program.

Teaching and Learning Support: Only teaching and learning supports that are currently available will be required to deliver this program. Page 21 of 113

Page 15 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM

Student Support Services: It is expected, given the recruitment and “pro-educational” focus for this program, that additional institutional resources and services would be required by providers which support international students; especially, the Centre for English Language Development (CELD) and the International Student Centre (ISC).

English Language Training Program: The Centre for Executive and Professional Education (CEPE) works with its partners to offer English Language Training for students who require additional assistance prior to entering the program. International Student Centre: The University of Windsor’s International Student Centre (ISC)(Laurier Hall, 2nd Floor) facilitates the well being of students engaged in international experiences, providing continuous support to help them succeed. CEPE and ISC work closely to ensure that the student’s experience is positive by providing professional advice and information related to working in Canada, Housing & Food, Health & Medical, and a wide variety of other topics pertinent to International students.

Space and Facilities: There are no additional space or facilities that have been identified as part of this program.

Equipment (and Maintenance): Approximately ten PCs will be purchased along with some software requirement such as Stata, Eviews and Matlab.

C. Program Details

The Master of Applied Economics and Policy is a professional program that will provide students with a solid foundation and knowledge of policy-oriented practical aspects of economics. This program will enable students to take up position in international organizations, government, banks, consulting firms, and other private companies in Canada and around the world.

C.1 Admission Requirements (QAF section 2.1.2) Describe • 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.

In order to be admitted to the program, a student must hold a 4-year bachelor degree with a minimum major average of B- (70%) or an average of B+ (77%) or better in the last 2 years of study. Applicants must have at least one undergraduate course in statistics, and introductory-level courses in microeconomics and macroeconomics. In exceptional cases, students not meeting these requirements can be admitted at the discretion of the Program Coordinator after consultation with the Advisory Board. In addition, two semesters of calculus, and a semester of intermediate microeconomics and macroeconomics are highly recommended, but not required.

Applicants are strongly encouraged to have a demonstrated background in economics and mathematical and statistical foundations. Admission is highly competitive and preference will be given to applicants who exceed the minimum requirements and who have demonstrated work experience in the field. Candidates who lack the recommended background may be considered for admission on a case by case basis.

Candidates must demonstrate English proficiency by meeting or exceeding an IELTS score of 6.5 (or Page 22 of 113

Page 16 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM equivalent). If an applicant receives an English language proficiency score of less than 6.5 (or equivalent) they may be offered a conditional letter of acceptance pending successful completion of an approved English Language Training program, such as the University of Windsor’s Centre for English Language Development’s English Language Improvement Program (ELIP), or submitting a successful English language test score.

Applicants must pass a successful interview with representative or agent acting on behalf of the University of Windsor.

Demonstrate that admission requirements are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program.

The above requirements are consistent with the requirements for our Master of Economics program and will ensure that students entering the MAEP program will have the necessary academic background.

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 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.

Total courses: 39 credit hours (13 courses – 3 credit hours each)

Major requirements: 03-41-601: Applied Microeconomics 03-41-602: Applied Macroeconomics 03-41-603: Mathematics for Applied Economics 03-41-604: Applied Econometrics 1 03-41-605: Applied Econometrics 2 03-41-606: Business Communication 03-41-607: Research Project in Economic Policy and Seminar These are new courses under development. Their course descriptions (forms D) will be submitted to the Graduate Studies Council by March 2015.

Other requirements: Two of the following: 03-41-373: International Economics: Trade 03-41-374: International Economics: Finance 03-41-416: Urban and Regional Economics 03-41-420: Industrial Organization Theory 03-41-430: Economics Analysis of Law 03-41-460: Cost-Benefit Analysis 03-41-486: Public Sector Economics: Finance

Two of the following: 03-41-510: International Economics 03-41-550: Monetary Theory and Policy 03-41-580: Models of Strategic Behavior 03-41-594 Special Studies in Economics

Two of the following (from the Masters of Management program, see section B.2): 04-78-611: Accounting Concepts and Techniques 04-78-612: Finance in a Global Perspective 04-78-631: International Business Page 23 of 113

Page 17 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM 04-78-636: International Financial Reporting 04-78-637. International Financial Management 04-78-655: Domestic Transportation and International Shipping

In each academic year, which elective economics and business courses students should take will be determined by the Department.

Recommended options (if any): Not applicable. Description of thesis option (if applicable): Not applicable.

Description of experiential learning components (if applicable): [Describe how the program requirements differ for students who complete the experiential learning option and those who opt not to.] Not applicable

Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: Not applicable.

For Co-op components: Guidelines for co-op work term reports: Not applicable. General length of co-op work term: Not applicable. Is the completion of the experiential learning/co-op component a requirement of the program? Not applicable.

C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5):

Normal Duration for Completion: provide a clear rationale for program length that ensures that the program requirements can be reasonably completed within the proposed time period.

The MAEP is a 4-term program. To accommodate transition to a new environment, in the first term the students will take three courses. They will enroll in four courses in the second term and two courses in the third term. In the last term, they will take four courses including a research project and completing a course in business communications with modules spread throughout the program.

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 degree.

The proposed program is a course-based program that does not have a traditional “research” element; however, graduates of the program, through the successful completion of their course work, will demonstrate research- learning outcomes, including: - Working comprehension of how research, inquiry, and discovery are used to develop and understand knowledge within the field of policy-oriented applied economics - Ability to critically evaluate current research and scholarship within area of professional competence - Apply knowledge gained within the field in an original or unique manner

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] Not applicable.

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Page 18 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM

C.3.2 For All Program Proposals:

C.3.2.1 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 described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify standing required for continuation in the experiential learning option or co-op option of the program, where applicable.

Students must maintain an average of B- (70%). Students may be permitted to have at most two C-level grades (60- 69%).

C.3.2.2 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 described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify standing required for graduation in the experiential learning option or co-op option of the program, where applicable.

In order to graduate, students must have an average of B- (70%). Students may be permitted to have at most two C-level grades (60-69%), on a case by case basis, based on recommendation from the MAEP program committee.

C.3.2.3 Suggested Program Sequencing Provide suggested program sequencing for each year of the 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 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-operative education as set out by the Canadian Association for Co-operative Education (see Policy on Co-op Programs).

Fall Semester (Sept. – Dec.: Term 1): 03-41-603: Mathematics for Applied Economics 03-41-604: Applied Econometrics 1 03-41-601: Applied Microeconomics 03-41-606: Business Communication, Module 1: Learning strategies in North American universities

Winter Semester (Jan. – April: Term 2): 03-41-605: Applied Econometrics 2 03-41-602: Applied Macroeconomics

Page 19 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM 03-41-430: Economics Analysis of Law 03-41-460: Cost-Benefit Analysis 03-41-486: Public Sector Economics: Finance

ONE of the following: 03-41-510: International Economics 03-41-550: Monetary Theory and Policy 03-41-580: Models of Strategic Behavior 03-41-594 Special Studies in Economics

03-41-606: Business Communication, Module 2: Norms of class participation, giving and receiving criticism graciously and productively

Summer Semester (May – July: Term 3): TWO of the following: 04-78-611: Accounting concepts and techniques 04-78-612: Finance in a Global Perspective 04-78-631: International Business 04-78-636: International Financial Reporting 04-78-637: International Financial Management 04-78-655: Domestic Transportation and International Shipping

03-41-606: Business Communication, Module 3: Working in a team, including dealing with personality differences

Fall Semester (Sept. – Dec.: Term 4): 03-41-607: Research Project in Economic Policy and Seminar

ONE of the following: 03-41-373: International Economics: Trade 03-41-374: International Economics: Finance 03-41-416: Urban and Regional Economics 03-41-420: Industrial Organization Theory 03-41-430: Economics Analysis of Law 03-41-460: Cost-Benefit Analysis 03-41-486: Public Sector Economics: Finance

ONE of the following: 03-41-510: International Economics 03-41-550: Monetary Theory and Policy 03-41-580: Models of Strategic Behavior 03-41-594 Special Studies in Economics

03-41-606: Business Communication, Module 4: Training in using Linked-In

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Page 20 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM C.4 LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6)

COMPLETE THIS TABLE FOR GRADUATE DEGREE PROGRAMS

In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (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 Office of the Vice-Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations).

Program Learning Outcomes (Degree Level Characteristics of a OCGS-approved Graduate 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 Describe, critically appraise, and apply advanced application and Knowledge concepts in economics integration of 2. Research and Scholarship knowledge 3. Level of Application of Apply mathematical tools to microeconomics, Knowledge macroeconomics and other areas of economics. 6. Awareness of Limits of Knowledge Specify real data counterparts to variables used in theoretical economic models. B. B. research skills, 2. Research and Scholarship Choose the appropriate models and mathematical including the ability to 3. Level of Application of techniques to propose solutions to economic define problems and Knowledge problems. access, retrieve and 6. Awareness of Limits of Find the appropriate data and articles in technical evaluate information Knowledge journals appropriate to analyse economic problem. (information literacy) C. C. critical thinking and 1. Depth and Breadth of Analyze economic models and link those to real-life problem-solving skills Knowledge cases. 2. Research and Scholarship 3. Level of Application of Formulate and conduct empirical tests of theoretical Knowledge economic models using standard data sources 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge Page 27 of 113

Page 21 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM Program Learning Outcomes (Degree Level Characteristics of a OCGS-approved Graduate 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: D. D. literacy and numeracy 2. Research and Scholarship Apply mathematical tools to solve economic skills 5. Level of Communication problems. Skills

Discuss and formulate economic policy recommendations. E. E. responsible behaviour 4. Professional Model and analyze the impacts of economic policies on to self, others and Capacity/Autonomy consumers and society society 6. Awareness of Limits of Knowledge F. F. interpersonal and 5. Level of Communication Take positions regarding economic policy disputes and communications skills Skills make compelling arguments in favor of these positions.

G. G. teamwork, and 4. Professional Manage projects and lead groups. personal and group Capacity/Autonomy leadership skills 5. Level of Communication Skills H. H. creativity and aesthetic 2. Research and Scholarship Propose mathematical solutions in a concise and appreciation 4. Professional formal manner. Express findings and recommendations Capacity/autonomy on economic problems in a precise and concise 6. Awareness of Limits of manner. Knowledge

I. I. the ability and desire 4. Professional Critically discuss and formulate potential for continuous learning Capacity/autonomy extensions of models, limits and applications of theories, as well as gaps between theory and reality

C.4.1 Describe how the program’s structure and regulations ensure that its specified learning outcomes can be met by successful students.

In order to meet the learning outcomes, students will not only need to acquire technical knowledge, they will need to apply that knowledge to analyze complex decision problems, propose and evaluate different options and construct suitable solutions, including economic policy advice.

The set of courses in the program will require students to learn new concepts, do online searches to find relevant information and data on specified topics, and develop their critical thinking and problem solving skills by creating appropriate solutions. The program is designed so that when students graduate, they are able to think like economists; this is reflected in the degree level expectations. The MAEP courses cover learning outcomes A, C, E, F, G, and H from the table in section C.4 above. The policy research project at the end of the program covers Page 28 of 113

Page 22 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM learning outcomes A, B, D, G and I. Research projects will be a component of some of the courses, allowing the students to develop their interpersonal and leadership skills, and in-class presentations, and written reports will enhance their communication skills.

C.4.2 For programs with an 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.

Not Applicable

C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the intended 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.

The program consists of required economics courses as well as related business courses that will provide them with the required technical knowledge, and associated problem solving, communication and interpersonal skills. The economics courses will consist of lectures, and will be augmented by hands-on training in data analysis. Students will be given assignments and projects where they have to apply their knowledge to analyze a problem and develop appropriate solutions, together with other team members, and communicate the results.

The Research Project course will be run by a senior faculty member with a well-established research record and strong policy experience.

C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this new program/major program change.(For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.)

Expected Workload per 3.0 Course Average Time the Student is Expected to Devote to Each Credit/week Component Over the Course of the Program per week

Lectures 3.0 Tutorials Practical experience Service or experiential learning Independent study 2.0 Reading and work for assessment, including 4.0 meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.)

Studying for tests/examinations 2.5 Other: [specify] Compare the student workload for this program with other similar programs in the AAU. The student workload in the MAEP program is comparable to that in the existing MA program in the Department of Economics.

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D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of, the proposed methods of assessing student achievement given the intended learning outcomes and degree level expectations. Students will be evaluated using a variety of methods, including examinations, assignments, project demonstrations, written reports and presentations, to ensure teaching and learning are consistent with the University's degree level expectations. These are consistent with existing assessment methods for Master level students in the Economics Department, which have been effective in determining if students have attained the intended learning outcomes.

Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the stated learning outcomes and degree level expectations.

Each course instructor will be responsible for determining and assigning grades in the courses assessment- activities and for a student’s overall course performance, to ensure that course-level learning outcomes are satisfied. Student performance will be documented by comparison with similar-level students in the same course or within other graduate programs in the Department of Economics. The program is designed so that when students graduate, they are able to think like economists, something that is reflected in the degree level expectations.

The Department of Economics will keep track of the employment rate as a measure of how well the degree prepares graduates to be (and think like) economists.

E. EXPERIENTIAL LEARNING/CO-OP COMPONENT ONLY (Senate Policy C5) [Complete this section ONLY if the proposed program includes an experiential learning or co-op component involving paid or unpaid placements.] – Not Applicable

E.7 Guidelines for the Establishment of New 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: o include the endorsement of/involvement by the Centre for Career Education? o adequately describe the academic program? o include a strong rationale for co-operative education? o list the types of positions suitable to students at the junior, intermediate and senior work-term? o articulate the possibility for international placements at a later point? o provide for a reasonable proportion of international students to obtain appropriate placement opportunities? o include a plan to monitor the availability of work placements on an ongoing basis? o articulate specific learning outcomes (degree level expectations) and co-op requirements? o include a commitment by the department to adequately support the program by: o funding a co-op faculty representative? o 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: o 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)? o be able to attract and sustain an adequate number of positions of good quality both inside and outside of the Windsor-Essex region? o provide year-round availability of students to the workplace in some manner? o meet the requirements for accreditation by the Canadian Association of Co-operative Education (see guidelines)? Page 30 of 113

Page 24 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM

APPENDIX A

FACULTY CURRICULA VITAE (not required for undergraduate diploma or certificate proposals)

[Append curricula vitae of all faculty members in the AAU offering the program as well as from faculty members from other AAUs who are core to the delivery of the program. Faculty CVs should be in a standardized format - contact the Quality Assurance office for instructions about how to obtain properly formatted CVs from the UWindsor eCV system. Other standardized formats are acceptable as well, such as that used by one of the Tri- Councils] See the attached file

Page 31 of 113

Page 25 of 26 PROGRAM DEVELOPMENT PROPOSAL BRIEF FOR NEW FORM

APPENDIX B – 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 1 2 3 4 5 Total Total Revenue/ Expenses Tuition income* 360,000 625,000 1,000,000 1,000,000 1,000,000 3,985,000

Potential Provincial funding**

Other sources of funding (please list)

Expenses Additional 96,000 96,000 96,000 96,000 96,000 480,000 Faculty member Additional Staff/Technician GA/TA*** External Examiners^ Library Resources New Facilities/ 15,000 Equipment Facilities/ Equipment Maintenance Technology/ CTL resources Other expenses (please list) Recruitment 42,000 67,000 112,000 112,000 112,000 445,000 Program Costs 141,000 332,000 596,000 596,000 596,000 2,261,000 (with overhead) Net Income 66,000 130,000 196,000 196,000 196,000 799,000

Page 32 of 113

Page 26 of 26 PDC150115-5.2

University of Windsor Program Development Committee

*5.2: Computer Science - Minor Program Changes

Item for: Approval

MOTION 1 : That the degree requirements for the Bachelor of Computer Science (Honours) (with or without co- op) be changed according to the program/course change forms.*

MOTION 2: That the program sequencing for the Bachelor of Computer Science (Honours Applied Computing) for University Graduates be changed according to the program/course change forms.*

MOTION 3: That the program sequencing for the Bachelor of Computer Science (General) for University Graduates be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculty of Science Coordinating Council. § See attached.

Page 33 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

TITLE OF PROGRAM/CERTIFICATE: Bachelor of Computer Science (Honours) DEPARTMENT/SCHOOL: Computer Science FACULTY: Science Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level.

Bachelor of Computer Science (Honours) (This program is available with or without co-op) See Program and Cooperative Education Regulations

Total courses: forty.

Major requirements: twenty-one courses, consisting of 60-100, 60-140, 60-141, 60-212, 60-214, 60-231, 60-254, 60- 256, 60-265, 60-266, 60-311, 60-315, 60-322, 60-330, 60-354, 60-367, 60-440, 60-454, 60-496 or 60-499 (both 6.0 credit hour courses), plus one additional Computer Science course at the 300 or 400 level.

The major average will be calculated on the basis of grades obtained in 60-100, 60-140, 60-141, 60-212, 60-214, 60- 231, 60-254, 60-256, 60-265, 60-266, 60-311, 60-315, 60-322, 60-330, 60-354, 60-367, 60-440, 60-454, and either 60-496 or 60-499.

Other requirements: (a) 62-120 (or 62-125), 62-140 (or 62-139), 62-141, 62-190, 62-369 (or 62-380) and 65-205 (or 65-250); (b)three courses from Arts, Languages or Social Sciences, with at least one from Arts/Languages and one from Social Sciences; (c)three courses at the 200-400 level from Mathematics/Statistics or Computer Science (excluding 60-205, 60-207, 60-209, 60-270, 60-305, 60-307);* (d) seven other courses from any area of study, including Computer Science.

It is recommended that students pursuing a Multi-media specialization should pick 6 courses (in consultation with an academic advisor) from Visual Arts and Communication, Media and Film.

*Specializations: Students may specialize in one of the following areas. A special annotation will be made on the transcript for a specialization in one of the following areas, if the specified courses are completed: i) Artificial Intelligence specialization: 60-371; (at least two of 60-377 477 (requires 60-377), 60-473, or 60-474); and 60-499 project course (or 60-496 Research Project) on an approved topic in Artificial Intelligence. ii) Multi-media specialization: 60-350; 60-450; at least one of 60-334 and 60-352; and 60-499 project course (or 60- 496 Research Project) on an approved topic in Multi-media. iii) Networks and Security specialization: 60-467; at least two of 60-368, 60-334, and 60-468 and 60-436; and 60-499 project course (or 60-496 Research Project), on an approved topic in Networks and Security. iv) Game Development specialization: One of (60-350; or 60-352) , and 60-377, 60-477 and 60-499 project course (or 60-496 Research Project) on an approved topic in Game Development. Page 34 of 113 Page 2 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

Examples of minor course changes include: deleting courses, course description changes, pre/anti/co- requisite changes, contact hour/lab requirement changes, course title changes, renumbering courses, and/or cross-listing courses. Minor course calendar changes, which do not require additional resources or do not affect degree requirements, should be submitted on a Form E. N/A

B. RATIONALE Please provide a rationale for the proposed change(s). 60-377 used to have a strong AI component and was suitable for counting towards both the Game and AI specializations. The AI material was moved from 60-377 to 60-477 last year. Both 60-377 and 60-477 need to count for the Game Specialization but only 60-477 should count for the AI specialization. This is because students interested in both games and AI could opt to take both 60-377 and 60-477 counting both towards the Game Specialization or counting 60-377 as an elective and 60-477 toward the AI specialization. Students with interest in AI but not games could choose to take 60-473 and 60-474 instead (and be able to get the AI Specialization without the games courses).

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. Existing Computer Science faculty resources with expertise in AI related courses.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. No additional reliance different from previous requirements of such resources.

Page 35 of 113 Page 3 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” C.2 Other Available Resources 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 The same as existing resources for all other undergraduate programs.

C.5 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the revisions to this program. (e.g., streamlining existing programs and courses, deleting courses, etc.)? None

Page 36 of 113 Page 4 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Bachelor of Computer Science (Honours Applied Computing) for University Graduates DEPARTMENT/SCHOOL: Computer Science FACULTY: Science Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level. Degree Completion Program Bachelor of Computer Science (Honours Applied Computing) for University Graduates

Admission Requirements: (i) A 3-year General or a 4-year Honours Bachelor’s degree from an accredited University. (ii) Ontario Grade 12 “U” Advanced Functions and Introductory Calculus and Geometry and Discrete Mathematics or equivalent courses.

Total courses: 25

Major requirements: 22 courses consisting of 60-100, 60-140, 60-141, 60-212, 60-254, 60-256, 60-265, 60-266, 60- 315, 60-321 or 60-340, 60-322, 60-330, 60-334, 60-367, 60-499 (6 credit course), 60-415, 60-422, 60-425, 60-426 or 60-420 and two other Computer Science major courses.

The major average will be calculated on the basis of grades obtained in 60-100, 60-140, 60-141, 60-212, 60-254, 60- 256, 60-265, 60-266, 60-315, 60-321 or 60-340, 60-322, 60-330, 60-334, 60-367, 60-499 (6 credit course), 60-415, 60-422, 60-425, 60-426 or 60-420.

Other requirements: 62-120 (or 62-125), 62-130 (or 62-139 or 62-140), and 65-205.

POSSIBLE PROGRAM SEQUENCING (for recommended Summer entry) Summer (Semester 1) Intersession (6 week offering starting May): 60-140 Summer (6 week offering starting July): 60-141 12-week term (starting May): 60-100, 60-265 and 65-205

Fall (Semester 2) 12 week offering: 60-212 12 week offering: 60-254 12-week term: 60-256 and 60-266 and one of (62-120 or 62-125) or one of (62-130, 62-140 or 62-139)

Winter (Semester 3) 12-week: 60-315, 60-330, 60-340, 60-420, 60-499.

Summer (Semester 4) 12-week: 60-322, 60-334, 60-367, Computer Science elective, remaining Math course. Page 37 of 113 Page 5 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” Fall (Semester 5) 12-week: 60-415, 60-422, 60-425, Computer Science elective, 60-499.

B. RATIONALE Please provide a rationale for the proposed change(s). The change inserts possible program sequencing to clarify students’ path through the program.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. Existing Computer Science faculty resources with expertise in AI related courses.

C.2 Other Available Resources 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: Page 38 of 113 Page 6 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” • staff support, • library, • teaching and learning support, • student support services, • space, • equipment, • facilities • GA/TA The same as existing resources for all other undergraduate programs.

C.6.1 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: None Teaching and Learning Support: None Student Support Services: None Space and Facilities: None Equipment (and Maintenance): None Page 39 of 113 Page 7 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Bachelor of Computer Science (General) for University Graduates DEPARTMENT/SCHOOL: Computer Science FACULTY: Science Proposed change(s) effective as of [Fall, Winter, Spring]: Winter 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level.

[Insert proposed changes] Degree Completion Program Bachelor of Computer Science (General) for University Graduates

Total courses: sixteen University graduates with a three-year General, four-year Major or four-year Honours degree (from a discipline other than Computer Science) may apply to the B.C.S (General) degree for University Graduates. This second degree program is offered in two formats:

12-month Full time Degree Program (with Summer entry) Major requirements: thirteen courses including, 60-100, 60-140, 60-141, 60-212, 60-254, 60-256, 60-265, 60-266, 60-315, 60-322, 60-330, 60-334 or 60-367, plus one additional Computer Science course.

The major average will be calculated on the basis of grades obtained in 60-100, 60-140, 60-141, 60-212, 60-254, 60- 256, 60-265, 60-266, 60-315, 60-322, 60-330, 60-334 and/or 60-367.

Other requirements: 62-120 (or 62-125), 62-130 (or 62-140 or 62-139), and 65-205. In many cases students will bring one or more transfer credits to this program (ex. 03-60-140, 03-62-130 etc.) and normally the full course load in the program for 12 month completion will be four or five courses per semester.

RECOMMENDED PROGRAM SEQUENCING (for 12 month completion) Summer Intersession (6 week offering starting May): 60-140 Summer (6 week offering starting July): 60-141 12-week term (starting May): 60-100, 60-265 and 65-205

Fall 6 12 week offering: 60-212 6 12 week offering around October 20: 60-254 12-week term: 60-256, and 60-266, and one of (62-120 or 62-125), or one of (62-130, 62-140 or 62-139)

Winter 12-week: 60-315, 60-322, 60-330, 60-334 or 60-367, Computer Science elective.

Remaining math course may be taken at any time depending upon any applicable transfer credits and students desired workload. Page 40 of 113 Page 8 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

B. RATIONALE Please provide a rationale for the proposed change(s). The change includes the total number of courses required to complete the BCS (General) degree under this degree completion agreement and updates the Fall recommended course sequence for 60-212 and 60-254 to 12 week offerings that are currently available.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. Existing Computer Science faculty resources with expertise in AI related courses.

C.2 Other Available Resources 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, Page 41 of 113 Page 9 of 10 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” • library, • teaching and learning support, • student support services, • space, • equipment, • facilities • GA/TA The same as existing resources for all other undergraduate programs.

Page 42 of 113 Page 10 of 10

REVISED PDC150115-5.3

University of Windsor Program Development Committee

*5.3 Communication, Media and Film – New Course Proposal

Item for: Approval

MOTION: That the following course additions be made*: 40-350. Scriptwriting for Visual Media

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by FAHSS Faculty Council. • See attached.

Page 43 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” TITLE OF THE PROGRAM/CERTIFICATE: DEPARTMENT/SCHOOL: Communication, Media and Film FACULTY: Arts, Humanities and Social Sciences

Proposed change(s) effective as of: Fall 2015

A. NEW COURSE PROFILE

Course # and Title: 40-350 Scriptwriting for Visual Media

Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided. This course explores the theory and craft of writing for visual media. With a focus on developing and applying concepts of visual storytelling and writing for production, students will generate original scripts for a variety of fiction and non-fiction genres and media platforms. Through writing assignments and analysis of texts via screenings and readings, emphasis will be placed on different script formats, storyline development, dialogue, theme, character arc and aesthetics. (Pre-requisites: 40-219 or 40-260 and at least 5th semester standing) (2 lecture hours and 1 hour lab)

Other Course Information Please complete the following tables.

Credit Total Delivery format Breakdown of contact hours/week weight contact In-class e-learning Distance Other flexible Lecture Tutorial Lab. Co-op/ hours learning delivery practicum [please specify] 3.0 36 2 1

Pre-requisites Co- Anti- Cross-listed Required Optional Replacing old course*** requisites requisites with: course course [provide old course number] 40-219 or 40-260 and at least 5th semester standing [***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.]

Will students be able to obtain credit for the new course and the course(s) that it is replacing? N/A

B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. This course will provide students--both production and non-production students--with the skills necessary to produce scripts for a range of media platforms, contexts and genres. It traverses the boundaries of established "paths" through our program particularly those in Digital Media Production and Advertising, Public Relations and Message Design.

Page 44 of 113 Page 2 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

B.2 LEARNING OUTCOMES (QAF section 2.1.1, 2.1.3, and 2.1.6) 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.

Information on learning outcomes is appended to this form (Appendix A). Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning or 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. A. the acquisition, application and Explain, identify and contrast the nuances involved in writing for integration of knowledge different media platforms (see also D)

Apply concepts of visual storytelling, including the use of cinematic techniques (e.g. lighting, shot angles, etc.) in the process of scriptwriting and creating media texts to achieve desired effects (see also D and H)

Employ relevant communication theories (i.e. encoding/decoding) that shape the creative process and that may influence audience perceptions (see also C) B. B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)

C. Analyze and compare extant texts and scripts and identify their C. critical thinking and problem-solving strengths and weaknesses (see also A and B) skills

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

G. N/A G. teamwork, and personal and group leadership skills

Page 45 of 113 Page 3 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” 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. Produce original creative scripts that incorporate research about H. creativity and aesthetic appreciation target audiences and desired audience responses (see also B)

I. N/A I. the ability and desire for continuous learning

B.3 Demand for Course Please provide as much information on projected enrolment as possible. We currently have a second year course focused on the fundamentals of writing for media; this course would offer students the opportunity to produce more in-depth scripts. Students have expressed an interest in having a more advanced, focused class in scriptwriting and this course would fulfill this demand.

Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 40 40 40 40 40

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? We do not anticipate any adverse impact on existing courses in the program.

B.4 Student Workload Provide information on the expected workload per week of a student enrolled in this course. NOTE: Student workload should be consistent with the credit weight assigned to the course.

Average number of hours per week that the student will be expected to devote to: 2 Lectures Tutorials 1 Labs Practical experience Independent Study 2 Reading for the course 2 Work for assessment (essays, papers, projects, laboratory work) Meeting with others for group work/project assignments 2 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? This is comparable to the workload for other third year courses in the program.

C. RESOURCES

C.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the new course. We have sufficient faculty members who could potentially teach this course. Page 46 of 113 Page 4 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the new course. We have faculty members with expertise in scriptwriting for various genres and media platforms.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the new course. N/A

C.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU 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 revisions to this program. N/A

C.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 offer the new course. Faculty: N/A Staff: N/A GA/TAs: Depending on enrolments, this course may receive some TA support.

Page 47 of 113 Page 5 of 5

PDC150115-5.4

University of Windsor Program Development Committee

*5.4: Languages, Literatures, and Cultures – Minor Program Changes

Item for: Approval

MOTION 1: That the degree requirements for that Honours Modern Languages and Second-Language Education, Honours Modern Languages with Two Languages Option, Combined Honours Modern Languages, and Honours Modern Languages (with year abroad) be changed according to the program/course change forms.*

MOTION 2: That the academic regulations on language courses be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council. § See attached.

Page 48 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

TITLE OF PROGRAM/CERTIFICATE: Honours Modern Languages and Second-Language Education, Honours Modern Languages with Two Languages Option, Combined Honours Modern Languages, Honours Modern Languages (with year abroad) DEPARTMENT/SCHOOL: LLC FACULTY: FAHSS Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

PART A

PROGRAM REQUIREMENT CHANGES Please provide the current program requirements and the proposed new program requirements by cutting and pasting from the current undergraduate or graduate web calendar (www.uwindsor.ca/calendars) and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining.

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300-level or 400-level.

Honours Modern Languages and Second-Language Education

Major requirements: twenty courses, including (a) 07-120, 07-220, 07-137, 07 -237, 07-337; 07-437 (b) 07-320, 07-321, 07-420; (c) six language training courses in one language option area from the following: 15-102, 15-202, 15-300, 15- 301, 15-400, 15-401 or 21-102, 21-202, 21-300, 21-301, 21-400, 21-401 or 23-102, 23-202, 23-300, 23-301, 23- 400, 23-401 (The level of required courses depends on a placement test. The 300-level language training courses are compulsory for all students)* (d) two of the following culture and civilization courses in the chosen language option area: 15-260 and 15-261; or 21-260 and 21-261; or 23-260 and 23-261; (e) four three additional courses from: 07-202, 07-203, 07-235, 15-248, 15-260, 15-261, 21-248, 21-260, 21- 261, 21-356, 23-248, 23-260, 23-261

[…]

Honours Modern Languages with Two Languages Option

Major requirements: twenty-four courses, including (a) 07-120, 07-220, 07-137, 07-237, 07-320, and 07-337, and 07-437; (b) six language training courses in each of two language option areas from the following: 15-102, 15-202, 15- 300, 15-301, 15-400, 15-401 or 21-102, 21-202, 21-300, 21-301, 21-400, 21-401 or 23-102, 23-202, 23-300, 23- 301, 23-400, 23-401 (The level of required courses depends on a placement test. The 300-level language training courses are compulsory for all students)* (c) two of the following culture and civilization courses in each of the two chosen language option areas: 15-260 and 15-261; or 21-260 and 21-261; or 23-260 and 23-261 (d) two one of the following courses: 07-202, 07-203, 07-235, 07-321, 15-248, 21-248, 21-356, 23-248

[…]

Combined Honours Modern Languages

Major requirements: sixteen courses, including: (a) 07-120, 07-220, 07-137, 07-237, 07-320, and 07-337, and 07-437;

Page 49 of 113 Page 2 of 7 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM 3

(b) six language training courses in one language option area from the following: 15-102, 15-202, 15-300, 15- 301, 15-400, 15-401 or 21-102, 21-202, 21-300, 21-301, 21-400, 21-401 or 23-102, 23-202, 23-300, 23-301, 23- 400, 23-401 (The level of required courses depends on a placement test. The 300-level language training courses are compulsory for all students)* (c) two culture or civilization courses in the chosen language option area: 15-260 and 15-261 or 21-260 and 21- 261 or 23-260 and 23-261; (d) two courses one course from the following: 07-202, 07-203, 07-235, 07-321, 15-248, 21-248, 21-356, 23- 248

[…]

Honours Modern Languages (with year abroad)

Major requirements: twenty-three courses, including (a) six seven of the following: 07-120, 07-137, 07-220, 07-237, 07-320, and 07-337, and 07-437; (b) six language training courses in one language option area from the following: 15-102, 15-202, 15-300, 15- 301, 15-400, 15-401 or 21-102, 21-202, 21-300, 21-301, 21-400, 21-401 or 23-102, 23-202, 23-300, 23-301, 23- 400, 23-401 (The level of required courses depends on a placement test. The 300-level language training courses are compulsory for all students)* (c) two one of the following courses: 07-202, 07-203, 07-235, 07-321, 15-248, 21-248, 21-356, 23-248 (d) two of the following civilization courses in the chosen language option area: 15-260 and 15-261 or 21-260 and 21-261 or 23-260 and 23-261; (e) five pre-approved international courses taught in the target language in either “Literature” and/or “Linguistics” and/or “Culture” and/or “Civilization”, taken at a foreign university during the year abroad (see Notes below); (f) two “Directed Studies Abroad” Distance Education courses (07-357 and 07-358) taken during the year abroad (see Note {3} below)

[…]

RATIONALE Please provide a rationale for the proposed change(s). 07-437 finally allows students to receive satisfactory training in literature and interdisciplinary subjects by enriching the 07-x37 sequence of courses. It also offers a viable 400 level course for students in all language streams. Indeed, the offering of 400 level courses in a specific language is often impossible due to lack of teaching staff and low enrolments.

RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the revised program (e.g., administrative, teaching, supervision, etc.)? n/a

Provide an assessment of faculty expertise available and committed to actively support the revised program. n/a

Other Resources What are the resources currently available and committed to actively support the revised program (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)? n/a

What are the student support services currently available and committed to actively support the initiative? n/a Page 50 of 113 Page 3 of 7 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

Reliance on Resources from Another Area/Unit Will the program change rely on existing resources of another campus unit (e.g., faculty teaching, equipment or facilities outside the proposer’s control or use of existing equipment within the proposer’s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details. none

REALLOCATION OF RESOURCES AND COST-SAVINGS

In reviewing the resources required to run the revised program, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department (e.g., streamlining existing programs and courses, deleting courses, etc.)? none

ADDITIONAL RESOURCES REQUIRED

Faculty and Staff What additional faculty and staff resources are required to run the revised program? none

GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the revised program? None

Library What additional library resources (including library resources required by all affected areas/departments) are required to run the revised program? none

Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the revised program? none

Student Support Services What additional student support services are required to run the proposed program? none

Space and Facilities What additional space and facility resources (including space and facility resources required by all affected areas/departments) are required to run the revised program? none

Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the revised program? none

Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area’s Faculty Five Year Plan? none Page 51 of 113 Page 4 of 7 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Academic Regulations DEPARTMENT/SCHOOL: LANGUAGES FACULTY: Academic Calendar

Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2014

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300-level or 400-level.

LANGUAGES Arabic French German Ancient Greek Italian Japanese Latin Spanish Hebrew

Note:Courses in all languages listed above that may be used to satisfy language option requirements include: xx-100, xx-101, xx-102, xx-110, xx-111, xx-200, xx-201, xx-202. xx-300, xx-301. All French Studies courses count as language option requirements. 08-110 and 08-111 (formerly 07-110 and 07-111) also count as language option requirements. All other courses in any language listed above count only as Arts options.

B. RATIONALE Please provide a rationale for the proposed change(s). With the establishment of Jewish studies as a unit within LLC, Hebrew will be taught on a regular basis and thus students will be allowed to use it to satisfy the language option requirements.

C. RESOURCES

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. n/a

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. n/a

Page 52 of 113 Page 5 of 7 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” C.1.3 For graduate programs: 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

C.2 Other Available Resources 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 n/a

Page 53 of 113 Page 6 of 7 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” C.6.1 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: n/a Teaching and Learning Support: n/a Student Support Services: n/a Space and Facilities: n/a Equipment (and Maintenance): n/a

Page 54 of 113 Page 7 of 7

REVISED PDC150115-5.5

University of Windsor Program Development Committee

*5.5: Languages, Literatures, and Cultures – New Course Proposal

Item for: Approval

MOTION: That the following course additions be made*: 07-437. Studies in German, Italian and Spanish Literary and Visual Culture

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by FAHSS Faculty Council. • See attached.

Page 55 of 113 Page 1 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” TITLE OF THE PROGRAM/CERTIFICATE: core literature stream in all language programs DEPARTMENT/SCHOOL: Languages, Literatures, and Cultures FACULTY: FAHSS Proposed change(s) effective as of: Spring 2015

A. NEW COURSE PROFILE Course # and Title: 07-437. Studies in German, Italian and Spanish Literary and Visual Culture

Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided. This course studies connections between the visual arts and literature in selected periods of Western culture from medieval to modern times. Special attention is paid to the social context of the periods in question, as well as stylistic implications. Interdisciplinary forays into adjacent fields such as architecture, music, psychology, and science may also be included. This is an advanced undergraduate course with special focus on critical methodologies and comparative research. Topics may vary from year to year. (Prerequisites: 07-137, 07-237 or approval of the instructor.)

Other Course Information Please complete the following tables.

Pre-requisites Co- Anti- Cross-listed Required Optional Replacing old course*** requisites requisites with: course course [provide old course number] 07-137, 07-237, or yes approval of the instructor [***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.]

Will students be able to obtain credit for the new course and the course(s) that it is replacing? n/a

B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. The course is intended to complement the already existing 01-07-137; 01-07-237; 01-07-337 by enlarging the focus of study from literature in itself to its interrelation with other arts. The course also provides a 400 level option for students coming back from their year abroad and needing advanced instruction.

B.2 LEARNING OUTCOMES (QAF section 2.1.1, 2.1.3, and 2.1.6) Please complete the following table. State the specific learning outcomes that make up the goal of the course Page 56 of 113 Page 2 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” (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. Information on learning outcomes is appended to this form (Appendix A). Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning or 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 A U of Windsor graduate will have the ability to and be able to: demonstrate: -- explain how ideas and value systems are produced and A. the acquisition, application and integration of communicated in literature, art, and across cultural sectors knowledge -- define a research topic that allows the student to B. research skills, including the ability to define transcend disciplinary boundaries problems and access, retrieve and evaluate -- identify possible sources in various fields and diverse information (information literacy) formats (libraries, digital archives, mass media, physical artifacts) -- scrutinize possible sources in various fields and diverse formats (libraries, digital archives, mass media, physical artifacts) -- distinguish between several levels of critical practice: C. critical thinking and problem-solving skills exposition, structural analysis, hermeneutics, etc. -- cultivate close-reading techniques for literature and ask theoretical questions that are adequate for each art form examined -- apply the tenets (and evaluate the limitations) of historical, formal, hermeneutical, and sociological approaches to a works of art -- express oneself in an effective prose style D. literacy and numeracy skills -- employ the protocols of scholarship, including proper acknowledgement and documentation of sources so as to avoid plagiarism -- recognize foreign cultural and artistic values form friendly E. responsible behaviour to self, others and society relationships based on cross-cultural understanding and sensitivity to aesthetic heritage -- debate and communicate intelligently in a collegial and F. interpersonal and communications skills collaborative fashion -- engage in constructive critique of peer ideas and G. teamwork, and personal and group leadership viewpoints skills -- identify different processes of artistic production and their H. creativity and aesthetic appreciation aesthetic fruition by audiences and critics -- transfer accrued knowledge to other works of art I. the ability and desire for continuous learning

Page 57 of 113 Page 3 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

B.3 Demand for Course Please provide as much information on projected enrolment as possible.

Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 15-20 15-20 15-20 15-20 15-20

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? It will be offered as a specialized upper-level course and will have no impact on enrolments in other courses. The course is intended partly to replace 400-level offerings in German, Italian, and Spanish as they sometimes cannot be offered on a proper rotation or do not attract sufficient enrolment given their language-specificity. Also, students coming back from the school year spent abroad will benefit from such an interdisciplinary upper level course after they have honed their skills in specific academic subjects in the twin institutions.

Average number of hours per week that the student will be expected to devote to: 3 Lectures Tutorials Labs Practical experience 3 Independent Study (research component) 3 Reading for the course 2 Work for assessment (essays, papers, projects, laboratory work) Meeting with others for group work/project assignments Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? The student workload is consistent with expectations in other upper-level LLC courses. Final Exams will be replaced by a significant research paper.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the new course. There are faculty members that have extensive expertise in comparative literature and visual culture. Similar content is also being taught in German, Spanish and Italian in segments of the Civilization and Culture courses.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the new course. Page 58 of 113 Page 4 of 5 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” The course will be taught as part of an instructors regular teaching load.

C.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed new course on existing resources from other campus units, including for example: • faculty teaching, equipment or facilities outside the proposer’s control, external resources requiring maintenance or upgrading using external resources Provide relevant details. No reliance on additional resources, with the exception of a smart classroom. Resources that are commonly available to students or accessible in the public sphere (classroom use, library resources, internet, and existing cultural venues) are sufficient.

C.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the new course. (e.g., streamlining existing programs and courses, deleting courses, etc.)? No re-allocation of resources is required and no extra cost to the department (see C.1 and C.1.2 above). The course diversifies existing upper-level offerings (see B.3 and C.1 above).

C.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 offer the new course. Faculty: No additional faculty. Staff: No additional staff resources are required. GA/TAs: The course will not enroll the minimum of fifty (50) students required by LLC for the allocation of a Teaching Assistant; therefore, no TA resources are anticipated.

Page 59 of 113 Page 5 of 5 REVISED PDC150130-5.6

University of Windsor Program Development Committee

*5.6: Economics– New Course Proposals

Item for: Approval

MOTION: That the following course additions be made*: 41-210. Games and Behaviour 41-416. Urban and Regional Economics

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by the Faculty of Science Coordinating Council. • See attached.

Page 60 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

Proposed change(s) effective as of: Spring 2015

A. NEW COURSE PROFILE

Course # and Title: 41-210. Games and Behaviour

Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided. The course is designed for Arts, Social Science and Business students. It is intended to introduce them to key concepts and methods in game theory. The application and understanding of behavioral analysis as applied to individual decision making and public policy will be emphasized. The course provides a non-technical and intuitive way for students to master an understanding of real world problems and decision making. Students will learn about strategies for conflict resolutions, co-operation, social interaction, voting strategies, individual and business behaviour. (May not be taken for credit in Economics or joint programs with Economics, Science or the Faculty of Engineering.)

Other Course Information Please complete the following tables.

Credit Total Delivery format Breakdown of contact hours/week weight contact In-class e-learning Distan Other flexible Lecture Tutorial Lab. Co-op/ hours ce learning practicum delivery [please specify] 3 36 X X X

Pre- Co- Anti- Cross-listed Required Optional Replacing old course*** requisites requisites requisites with: course course [provide old course number] None No Yes No

[***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.]

Will students be able to obtain credit for the new course and the course(s) that it is replacing? N/A

B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. To help Arts, Business, Humanities and Social Science students, as well as other students, to understand basic human motivation and strategic behavior.

Page 2 of 9 Page 61 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

Learning Outcomes for 41-210 Characteristics of a University of Windsor This is a sentence completion exercise. Graduate At the end of this course, the successful student will know A U of Windsor graduate will have the ability to and be able to: demonstrate: A. Explain basic concepts in strategic problem solving, such A. the acquisition, application and integration of as cooperative and non-cooperative solutions to knowledge conflicts, social dilemmas, and equilibrium. B. Find and interpret relevant political and economic B. research skills, including the ability to define material in newspapers, the internet and other popular problems and access, retrieve and evaluate media. information (information literacy)

C. Apply concepts of rationality and utility-maximizing C. critical thinking and problem-solving skills behavior to individuals, consumers, firms and social and political organizations. D. Apply simple calculations, with the use of tree diagrams D. literacy and numeracy skills and flow charts, to economic and social problems in order to determine equilibrium outcomes. E. Use the theory of games to explain how economic, E. responsible behaviour to self, others and society social and global problems can affect different members of society in different ways. F. Articulate and communicate why individuals and groups F. interpersonal and communications skills behave in the manner they do. G. Work individually and collaboratively to find resolutions G. teamwork, and personal and group leadership skills to economic, political and social conflicts. H. Creatively apply game concepts and methods to explain H. creativity and aesthetic appreciation and solve real world issues, such as business investment decisions and voting strategies. I.Interpret current events from a game theoretic I. the ability and desire for continuous learning perspective.

B.3 Demand for Course Please provide as much information on projected enrolment as possible.

Page 3 of 9 Page 62 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 25 50 60 75 75

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? There should be little effect on our current enrolment since there are no pre-requisites. If students enjoy the course they may take future courses in economics.

Average number of hours per week that the student will be expected to devote to: 7 hours 3 Lectures Tutorials Labs Practical experience 1 Independent Study 1 Reading for the course 1 Work for assessment (essays, papers, projects, laboratory work) Meeting with others for group work/project assignments 1 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? Same

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the new course. There are sufficient faculty members who are able to teach the course as well as sessionals.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the new course. This on-line (blended) education course will be taught by a full-time faculty member or a sessional.

C.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed new course on existing resources from other campus units, including for example:

Page 4 of 9 Page 63 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” • faculty teaching, equipment or facilities outside the proposer’s control, • external resources requiring maintenance or upgrading using external resources Provide relevant details. We anticipate other campus units will not incur any costs related to this course.

C.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and cost savings identified and pursued by the area/department in support of the new course. (e.g., streamlining existing programs and courses, deleting courses, etc.)? None.

C.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 offer the new course. Faculty: One overload or sessional stipend, or regular workload assignment. Staff: none GA/TAs: GA/TA allocation as per department processes.

Library Resources and Services: None. Teaching and Learning Support: Faculty professional development provided by CTL to support blended learning strategy. Support for lecture capture and on-line publication provided by CTL. Student Support Services: Tutoring services from currently operating Economics Resource Centre. Space and Facilities: Classroom use. Equipment (and Maintenance): One laptop/tablet and support services. Funded by Department’s IT account.

Page 5 of 9 Page 64 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” A. NEW COURSE PROFILE

Course # and Title: 41-416: Urban and Regional Economics

Other Course Information Please complete the following tables.

Pre- Co- Anti- Cross-listed Required Optional Replacing old course*** requisites requisites requisites with: course course [provide old course number] None Yes [***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.]

Will students be able to obtain credit for the new course and the course(s) that it is replacing? B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. The purpose of the course is to introduce students to applications of microeconomics in studying urban economics and related urban problems.

Page 6 of 9 Page 65 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” Learning Outcomes 41-416 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 A U of Windsor graduate will have the ability be able to: to demonstrate:

A. Integrate knowledge of microeconomics to examine urban B. the acquisition, application and integration areas and economic problems of production and trade. of knowledge

B. Define urban economic problems in terms of economic B. research skills, including the ability to theory. Evaluate economic policy as it relates to urban growth define problems and access, retrieve and and problems such as poverty, congestion, pollution and crime evaluate information (information literacy) (also relevant to C). C. Analyze the economic data of the workings of urban markets. C. critical thinking and problem-solving skills

D. Solve numerical problems related to Urban Economics. D. literacy and numeracy skills Critically evaluate relevant project reports and journal articles. E. Identify implications of economic policy for disadvantaged E. responsible behaviour to self, others and groups. society

F. Take positions in discussions of competing theories and F. interpersonal and communications skills economic policies and make compelling arguments in favour of those supported by evidence.

Interpret the results of economic analyses and communicate them in plain language. G. N/A G. teamwork, and personal and group leadership skills

H. Creatively apply urban economic concepts and methods to H. creativity and aesthetic appreciation explain issues in economics of cities.

I. N/A I. the ability and desire for continuous learning

B.3 Demand for Course Please provide as much information on projected enrolment as possible.

Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 40 40 40 40 40

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? None.

Page 7 of 9 Page 66 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” B.4 Student Workload Provide information on the expected workload per week of a student enrolled in this course. NOTE: Student workload should be consistent with the credit weight assigned to the course.

Average number of hours per week that the student will be expected to devote to: 13 hours 3 Lectures Tutorials Labs Practical experience 3 Independent Study 2 Reading for the course 1 Work for assessment (essays, papers, projects, laboratory work) 1 Meeting with others for group work/project assignments 3 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? Comparable.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the new course. There are faculty expertise in the area who are available to support the new course.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the new course. No adjunct or limited-term instructors will be required.

Page 8 of 9 Page 67 of 113

PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

Page 9 of 9 Page 68 of 113

PDC150130-5.7 University of Windsor Program Development Committee

*5.7: Bachelor of Applied Science Co-op – Minor Program Changes (Form C)

Item for: Approval

MOTION: That the Standing Required for Continuation in the Bachelor of Applied Science Co-op programs be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculy of Engineering Council. § See attached.

Page 1 of 4 Page 69 of 113

PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE:Bachelor of Applied Science Co-op (Civil, Environmental, Electrical, Mechanical (with or without Automotive, Materials or Environmental option), Industrial Engineering (with or with Business option)) DEPARTMENT/SCHOOL: Engineering FACULTY: Engineering Proposed change(s) effective as of [Fall, Winter, Spring]: Fall 2015 (Fall 2014 recruitment cycle)

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300-level or 400-level.

Major Cumulative Average Standing Required for Continuation in Programs Average Requirement Requirement

[…]

Bachelor of Applied Science (BASc) (including Co-op) 60% N/A

Must have: 1) a minimum cumulative average of 70% at the end of Year 1 of Engineering studies; and 2) be eligible for 2nd year standing, or at the discretion of the Faculty of Engineering. Should the number of eligible coop applicants exceed the Bachelor of Applied Science (BASc) Co-op number of available coop N/A placements, the allocation of available coop placements will be decided on the basis of academic merit (cumulative Year 1 average). Successful coop applicants must maintain a minimum 60% in years 2, 3 and 4 to continue in the Co- op program.

Page 2 of 4 Page 70 of 113

PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” A.2 MINOR COURSE CHANGES REQUIRING ADDITIONAL RESOURCES OR AFFECTING DEGREE REQUIREMENTS If this is a minor course and calendar change (usually noted on a Form E) requiring additional resources or affecting degree requirements, please provide the current course information and the proposed new course information by cutting and pasting from the current undergraduate or graduate web calendar and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining.

No changes

B. RATIONALE Please provide a rationale for the proposed change(s). • All students admitted to Engineering are eligible for admission to Co-op • In order to maintain the overall quality of the Engineering Co-op program, students should meet a higher academic standard in order to continue in the Co-op program. • By increasing the average required following year 1, this will limit the number of students that begin the Co- op process in year 2.

C. RESOURCES

C.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe 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). No additional resources required.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. Not applicable – there is no change related to this.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. Not applicable

Page 3 of 4 Page 71 of 113

PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

C.2 Other Available Resources 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 Not applicable

Page 4 of 4 Page 72 of 113

PDC150130-5.8

University of Windsor Program Development Committee

*5.8: MBA/JD – Minor Program Changes

Item for: Approval

MOTION: That the degree requirements for the Integrated MBA/JD program be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculty of Graduate Studies Council. § See attached.

Page 73 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: MBA/JD DEPARTMENT/SCHOOL: Odette School of Business FACULTY: Business Administration Proposed change(s) effective as of [Fall, Winter, Spring]: Fall 2014

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level.

[Insert proposed changes] ODETTE SCHOOL OF BUSINESS / FACULTY OF LAW

INTEGRATED M.B.A./J.D. PROGRAM

This special program provides students interested in a career which combines legal and business management skills with an opportunity to complete both the M.B.A. and the J.D degrees in four years. It is administered by the Integrated M.B.A./J.D Program Committee composed of representatives from the Odette School of Business, the Faculty of Law and the Faculty of Graduate Studies.

The M.B.A integrated with the J.D program requires seven 600-level courses.

This special program provides students interested in a career combining management and legal skills with an opportunity to complete the M.B.A. and J.D. degrees in four years. The program is jointly administrated by representatives of the Odette School of Business, the Faculty of Law, and the Faculty of Graduate Studies.

Admission Requirements The admission procedure for the integrated program consists of two stages. At the first stage, students applying to the program must meet the admission requirements of both the M.B.A. and J.D programs. Therefore, separate applications must be submitted to the Faculty of Graduate Studies and Faculty of Law for admission to the regular degree program in Business Administration and Law, respectively. To facilitate academic and career planning, it is strongly suggested that the applications be made simultaneously. Students who are accepted to both the M.B.A. and J.D programs will be accepted to the integrated program and will proceed to attend first year in either Faculty (with the M.B.A. the preferred first degree because this sequence allows students to study and graduate with stable cohorts in both programs). Whatever the choice, students will be granted a deferred admission to the other Faculty in the program.

The special deferred admission will be revoked if the applicant's performance in the first program fails to meet the first-year academic standards of the program. In such a case, the applicant may re-apply for regular admission to the second degree program.

Applications will also be considered for entry to the program from candidates who are attending the first year of either the J.D or M.B.A. programs. They must meet the admissions requirements and application deadline for the program for which they are seeking entry.

Page 74 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

Application Deadlines and Materials

For application deadlines and materials please contact each of the following separately:

For the J.D.: Ontario Law School Application Service P.O. Box 1328 170 Research Lane Guelph, Ontario N1G 5E2 Telephone: (519) 823-5232 Website: www.ouac.on.ca/olsas

For the M.B.A: Odette School of Business M.B.A. Admissions University of Windsor Windsor, Ontario N9B 3P4 [email protected] Website: www.uwindsor.ca/mba

TERM PLANNING

First and Second Years

The first two years of study in the integrated program will consist of the regular first-year programs of each faculty.

Third and Fourth Years

The third and fourth years of the integrated program will be devoted to required and elective courses offered in both the Faculty of Law and the Odette School of Business.

In the M.B.A. program students will be required to take five candidate-level courses. These must include 75-698 (Strategic Management) and four courses selected from a minimum of two of the following areas: Accounting, Management and Labour Studies, Finance, Management Science, Marketing, and Business Strategy and Entrepreneurship. In addition, the M.B.A. major paper or thesis must have a substantial legal component.

In the Faculty of Law, the student will enrol in courses for a minimum of forty credits. These must include Torts, Civil Procedure, one course from the Legal Perspectives Group, and one course requiring a substantial paper that must account for at least 50 percent of the student's grade in the course. The M.B.A. paper will ordinarily satisfy this requirement, subject to the approval of the Faculty of Law Academic Programs Committee.

In addition to the requirements outlined above, the candidate must choose three additional candidate-level M.B.A. courses or a further three law courses totalling at least nine credit hours or any equivalent combination. The student's elective choices shall be reviewed by the Integrated M.B.A./J.D Committee in light of the student's personal and career objectives, and the necessity of scheduling core business and law courses.

Page 75 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” ADVANCEMENT

Continuation in the program is conditional on students meeting the following requirements:

First and Second Years: Standing in the top half of the class; no Faculty of Law course grade lower than 60%.

Third and Fourth Years: In courses taken in the Odette School of Business, candidates must attain at least one 80% or above grade and not receive any grades below 70%. In courses taken in the Faculty of Law, candidates must attain in each year at least one grade of 70% or above and must not receive any grade lower than 60%.

Candidates who fail to meet the above standards may be advanced upon the approval of the Program Committee if such action is warranted. Candidates who either fail to advance from First to Second Year, Second Year to Third Year, Third to Fourth Year, or who choose to leave the program will be free to continue on for both degrees, but within normal degree requirements, and subject to any conditions set out by the two Faculties. Students who fail to advance or who leave the program after Third Year and who have taken the appropriate electives may petition the Odette School of Business to be allowed to complete the regular requirements for the M.B.A. degree.

YEAR LAW STREAM BUSINESS STREAM

. I Law I Qualifying Year- M.B.A.

. II Qualifying Year- Law I M.B.A.

. III* Candidate Year- Candidate Year- M.B.A. M.B.A. Law II & III Law II & III

. IV* Candidate Year- Candidate Year- M.B.A. M.B.A. Law II & III Law II & III

*Please consult the Cashier's Office about the tuition structure and the Faculty of Graduate Studies for inquiries about awards.

Students with an Honours Bachelor of Commerce Degree

Students holding an Honours B.Comm. degree may obtain both the J.D and M.B.A. degrees without the assistance of a special integrated program. However, by submitting applications simultaneously to both the Faculty of Law and the Faculty of Graduate Studies and indicating an interest in the program, such students may be granted a deferred admission to whichever degree program he or she elects to take second. This special deferred admission will be revoked if the applicant's performance in the first program fails to meet the first-year academic standards of the program. In such case the applicant may re-apply for regular admission to the second degree program.

Note: The University reserves the right to make changes in the integrated program and any rules or regulations applying to it.

TERM PLANNING

Page 76 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” The M.B.A./J.D. Program offers students the opportunity to experience two enriching education experiences, two degrees, in an accelerated, integrated manner.

M.B.A./J.D. students can enter into the program in one of two ways: i) Defer law studies for one year, complete 18 course credits toward the MBA (with only the Major Paper (04-76-796), weighted at two course credits, remaining for completion) and then study Law in the regular manner for three years. ii) Complete Year 1 of law studies and take a one-year leave of absence from Law. Once at the Odette School of Business, complete 18 course credits toward the MBA (again, with only the Major Paper (04- 76-796) remaining for completion) and then return to Law and study in the regular manner for the remaining two years.

Option (i) is preferred because it allows the student to study with a cohort in both programs; however, students interested in the MBA who have completed only the first year of Law at the University of Windsor will have no problem completing the requirements in the two remaining years of study.

The sequence of courses would be identical to those studied by all MBA students, with two exceptions (noted in italics). In Module 2 and extending into Module 3, MBA/JD students will be required to complete one extra credit, an independent study (Directed Study 04-76-661), to bring their eventual total to 18 course credits. This independent study is a business course (Directed Study 04-76-661), completed through Odette, and it should not be confused with the Supervised Research Option available through Law. With earning the 18 M.B.A. course credits, only the major paper (again, worth the equivalent of two courses) would remain to complete the program. The sequence is presented below:

Please note that students will be registered in Module 4 for the Major Paper (76-796), which will receive 'IP' status at the end of the module.

Module 1: Business Fundamentals 76-501 Interpersonal Dynamics 76-502 Core Concepts of Accounting I 76-503 Introduction to Financial Management 76-505 Marketing Management. 76-511 Research Methodology

Module 2: New Ventures 76-510 Core Concepts of Accounting II 76-512 Financial Management. 76-513 Human Resources Management. 75-690 Entrepreneurship: New Venture Formation and Management + 76-661 Directed Study (for MBA/JD students only)

Module 3: Managing Growth 76-504 Quantitative Techniques in Management 71-600 Business Ethics and Sustainability 74-631 Consumer Behaviour 75-611 Project Planning I

Module 4: Managing in a Mature Market 71-646 Dynamics of Business Negotiations 75-698 Strategic Management Page 77 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” 76-514 Management Information Systems. 75-612 Project Planning II + 76-796 Major Paper (for MBA/JD students only)

To complete the two degrees, as stated, students commence (or return to) law studies in September. They are registered in Law and finish the remaining two or three years of the program (whichever is applicable). During the final year of Law studies (likely in the winter semester), the students will also submit and present their major papers. Once completed, a grade is assigned for the Major Paper and the 20 course credits required for the MBA are fulfilled.

The sequence conforms as closely as possible to the parameters that guided the old program sequence. In fact, the present model is actually simpler, without the multiple changes in program status that were required with the old two-year MBA.

The registration of students is straightforward. While studying for the core 18 course credits of the M.B.A., all students are registered full-time in the MBA (from September until August). However, when they return to Law the following autumn, the students will revert to full-time Law. They will complete the Major Paper (04-76-796) under that status, using the MBA/JD program status in SIS. Once completed, the Major Paper (04-76-796) will have its “IP” status converted to the grade that was earned.

Sample Progression through the J.D. Program (with MBA courses completed before LAW I or between Law I and II)*

• The following chart sets out a typical path through the MBA/JD. All program requirements in Law and the MBA must be met regardless of the entry point into the program.

Fall Required Courses (# Winter Required Courses Summer Comments Credits) (# Credits) Law I JD program as N/A prescribed Law II Torts and/or Civ Pro (4) Torts and/or Civ Pro (4) + N/A 13/29 and 18/32 Business Associations (4) 11 electives rule applies + 6 credits as electives Total Credits: 15 Total Credits: 14

Law III Evidence (4) Judicial Review (4)** N/A 13/29 and 18/32 Supervised Law Electives (10) rule applies - 3 Research(3)*** Total Credits: 14 MBA Major Law Electives (8) Paper credits Total Credits: 15 MBA Major Paper (04-76- permissible by 796) Defense application

• *Law students must earn a minimum of 13 credits per term and 29 credits over the year and a maximum of 18 per term and 32 over the year. They must also meet Law’s other curricular requirements. To that end and to facilitate the writing of the MBA Major Paper (04-76-796), Law students may apply to allocate three credits to MBA Major Paper work and to count these credits towards the 13/29 minimum requirement in Law III. Students must ensure that they apply to the Academic Program Committee of the Faculty of Law via the Office of the Associate Dean at the beginning of their term to have their MBA Major Paper (04-76-796)

Page 78 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” work apply to their Law minimum credit requirement. Application deadlines are posted on the Faculty of Law’s website.

• The MBA Major Paper (04-76-796) for the purposes of the MBA/JD is to have a legal relevance, although the supervisor will be from Odette and a member of Faculty of Graduate Studies (FGS). The reader may be from Law if he or she is a member of the FGS. Otherwise, Odette may consult with Law about the paper and/or include a representative as a third committee member. • The MBA major paper will be approximately 50 pages in length, inclusive of bibliography and appendices (based on 250 words per page).

• ***Students may also register for a Law Supervised Research Paper as part of electives in Law II or III. The Supervised Research Paper may be adapted for use in the MBA Major Paper but not form a chapter of the Major Paper. Supervised Research papers worth three credits are approved by the Office of the Associate Dean, whereas papers worth four credits are approved by the Academic Program Committee. Supervised papers worth four credits generally require an empirical component. Students who intend to adapt the Supervised Research to their MBA Major Paper (04-76-796) (or visa versa) should discuss their proposal with supervisors in both programs.

• The MBA Major Paper (04-76-796) is to be defended during Law III year with timing determined by Odette in consultation with Law

• Total Law credits over 3 years: 34 + 26 + 26 = 86 [minimum required by Federation of Law Societies for Dual/Joint Program is 80, minimum for a regular JD student is 90]

• **These courses are highly recommended but not currently required. They may become required for all students graduating from Law in 2015 and beyond. Students intending to practice law are encouraged to take these courses to satisfy the competency requirements identified by the Federation of Law Societies. These courses may be taken in any term but the 13/29 rule must be met.

B. RATIONALE Please provide a rationale for the proposed change(s). The changes proposed above were made to clarify and bring emphasis to the Major Paper component in the MBA/JD program and to ensure that the element of "legal relevance" was explicit as to be clear to all candidates.

C. RESOURCES C.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected Page 79 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” areas/departments currently available and actively committed to support the program change(s). N/A

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. N/A

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. N/A

C.2 Other Available Resources 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 N/A

C.3 Resource Implications for Other Campus Units (MTCU 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. N/A C.4 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU 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 revisions to this program. Page 80 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” N/A

Page 81 of 113 PDC150130-5.9

University of Windsor Program Development Committee

*5.9 Interfaculty – New Course Proposals

Item for: Approval

MOTION: That the following course additions be made*: 57-110. Introductory Crime Scene Investigation 57-210. Crime Scene Evidence Analysis

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by the Centre for Inter-Faculty programs. • See attached.

Page 82 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” TITLE OF THE PROGRAM/CERTIFICATE: Bachelor of Forensic Sciences and B.A. Combined in Forensics DEPARTMENT/SCHOOL: Forensic Sciences FACULTY: Centre for Inter Faculty Programs Proposed change(s) effective as of: Fall 2015

A. NEW COURSE PROFILE

Course # and Title: (14-57-110) Introductory Crime Scene Investigation

Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided. This will introduce students to the theoretical background of scientific methods used in Forensic Sciences and their practical applications to crime scene investigation within the multidisciplinary Forensic fields. The focus of the course is exploration and examination of evidence found at crime scenes. The students learn the discovery, identification, collection, examination and processing of various types of Forensic evidence.

Other Course Information Please complete the following tables.

Pre- Co- Anti- Cross-listed Required Optional Replacing old course*** requisites requisites requisites with: course course [provide old course number] None NA NA NA X NA NA

[***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.] Will students be able to obtain credit for the new course and the course(s) that it is replacing? This online course will be required by all the students in the: • Bachelor of Forensic Sciences • B.A. Combined in Forensics Additionally the course is open to all students at University of Windsor

B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. This is the first introductory Forensic Sciences course at the first year level. The course will introduce the students to evidence found at crime scenes and students will learn the scientific methods and their practical applications within the forensic fields. The main focus will be on the methodology and protocols to be followed for the collection, preservation and preparation of forensic evidence from the crime scenes before sending them to the appropriate scientific laboratories.

Page 2 of 11 Page 83 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

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.

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. B. the acquisition, application and • Observe Familiarize, collect, preserve and document Forensic integration of knowledge evidence. • Recognize the primary and secondary crime scenes and their significance. • Identify the diversity of the scientific methods applied to crime scene investigation. • Identify the coordinated role of experts in crime scene investigation. B. B. research skills, including the ability to • Identify the techniques of evidence collection. define problems and access, retrieve • Categorize, document and communicate the evidence. and evaluate information (information • Analyze and manage crime scenes. literacy) • Integrate and interpret the evidence from crime scene for court. C. C. critical thinking and problem-solving • Apply deductive and inductive reasoning in criminal skills investigations. • Identify and apply the skills needed to assess details at the crime scene and significant evidence.

D. D. literacy and numeracy skills • Appraise application of scientific methods at the crime scenes. • Organize and present evidence in coherent manner. E. E. responsible behavior to self, others and society

Page 3 of 11 Page 84 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” 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:

• Identify and follow the professional and ethical issues of evidence collection.

F. F. interpersonal and communications skills • Communicate plans for investigating primary and secondary crimes scenes. • Identify Learn characteristics of admissible expert witness testimony G. G. teamwork, and personal and group leadership skills

H. H. creativity and aesthetic appreciation • Interpret a crime scene

I. I. the ability and desire for continuous • Explore the vast scope of Forensic fields and find individual areas learning of interest within the Forensic Sciences

B.3 Demand for Course Please provide as much information on projected enrolment as possible.

Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 75 100 125 135 150

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? The multidisciplinary field of Forensic Sciences is growing at a rapid pace. The enrolment in the Introduction to Forensic Sciences course already being offered (14-57-201-01) has been increased from 200 to 225 with a long waiting list of students. An online section of this course has been started from winter 2015 and is already full. This new (14-57-110) online course will allow students to explore the diversity of the Forensic fields and find their area of interest within Forensic Sciences. The introduction of this new course will generate interest in Forensic Sciences.

Average number of hours per week that the student will be expected to devote to: 7-10 hours 3 Lectures Tutorials Labs

Page 4 of 11 Page 85 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” Practical experience: 1-2 Independent Study 2 Reading for the course 1 Work for assessment (essays, papers, projects, laboratory work) 1 Meeting with others for group work/project assignments 1 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? The workload of this course is consistent with other undergraduate Forensic courses at this University. Moreover the students will have the flexibility to learn at their own time using lectures posted on the website as well as in groups through virtual class rooms and chat sessions. This course will also use new e-learning technologies such as lecture tools and blackboard collaborate to enhance student learning.

Dr. Pardeep Jasra has extensive teaching and research experience. He was Associate Professor at the University of Delhi and was also a resource person for Science and Technology courses at Indira Gandhi National Open University (IGNOU). He has also done post-doctoral work at University of Windsor, Chemistry and Biochemistry Department and developed and taught Biology and Biochemistry based courses.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the new course. The limited term Learning Specialist, Ancillary Academic Staff, Dr. Pardeep Jasra has been identified as a potential faculty member to teach and deliver this new course.

C.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, Page 5 of 11 Page 86 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” donations, government grants, etc.) and committed to supporting the revisions to this program. No additional resources are needed.

C.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 offer the new course. N.A. Faculty: No additional resources are needed. Staff: No additional resources are needed. GA/TAs: As required and resources permit.

Library Resources and Services: No additional resources are required Teaching and Learning Support: The existing support services for teaching and learning would be used. Student Support Services: No additional resources are required. Space and Facilities: No additional resources are required. Equipment (and Maintenance): No additional resources are required.

Page 6 of 11 Page 87 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

TITLE OF THE PROGRAM/CERTIFICATE: Bachelor of Forensic Sciences and B.A. Combined in Forensics DEPARTMENT/SCHOOL: Forensic Sciences FACULTY: Centre of Inter Faculty Programs Proposed change(s) effective as of: Fall 2015

A. NEW COURSE PROFILE

Course # and Title: (14-57-210) Crime Scene Evidence Analysis

Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided. This course builds upon the protocols developed in the Introductory Crime Scene Investigation (14-57-110) and it is designed to familiarize students with the diverse scientific techniques utilized by Forensic professionals. The techniques for analyses of forensic evidence span naturals sciences, social sciences and computer sciences. Pre- requisite: (14-57-110 or 14-57-201 or permission by course instructor).

Other Course Information Please complete the following tables.

Pre-requisites Co-requisites Anti- Cross-listed Required Optional Replacing old requisites with: course course course*** [provide old course number] 14-57-110 X or 14-57-201

[***Replacing Old Course: this does not mean that the former course will be deleted from the calendar. If it is to be deleted, a Form E must be completed.]

Will students be able to obtain credit for the new course and the course(s) that it is replacing? This online course will be required by all the students in the: • Bachelor of Forensic Sciences • B.A. Combined in Forensics

Additionally the course is open to all students at University of Windsor.

Page 7 of 11 Page 88 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D”

B. RATIONALE B.1 Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. There is no Forensic course available to the students to be taken in the second year of Forensic programs. This is the first course towards specialization in Forensic Sciences. This Forensic Sciences course will provide students the opportunity to learn diverse techniques for analysis of forensic evidence spanning fields of natural sciences (Biology, Chemistry, Physics), social sciences (Anthropology, Psychology) and computer sciences.

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. A. the acquisition, application and • Identify and describe different analytical techniques used in integration of knowledge evidence analysis and crime scene investigation. • Recognize sources of contamination of evidence and breaks in the chain of custody. • Describe Identify the role of emerging technologies in forensic investigations. B. B. research skills, including the ability to • Describe and identify appropriate analytical Forensic define problems and access, retrieve methodologies. and evaluate information (information • Examine and critique Forensic reports. literacy)

C. C. critical thinking and problem-solving • Compare and contrast different types of evidence using results of skills laboratory analyses. • Determine the correct protocols for investigation. D. D. literacy and numeracy skills • Write clearly, accurately, and concisely about the findings of an investigation. Page 8 of 11 Page 89 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” 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. E. responsible behavior to self, others and • Explain the need for and describe safe standard practices. society

F. F. interpersonal and communications skills • Communicate conclusions based on analyses.

G. G. teamwork, and personal and group leadership skills

H. H. creativity and aesthetic appreciation

• Practice the art of forensic investigation, with attention to the complexity of techniques

I. I. the ability and desire for continuous • Explore an area of interest within the diverse fields of Forensic learning Sciences.

B.3 Demand for Course Please provide as much information on projected enrolment as possible.

Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 new course. 50 60 70 85 100

What will be the impact of offering the new course on enrolments in existing courses in the program or Department? The proposed course will be promising for the current and potential students interested in exploring the diversity of the Forensic fields and find their area of interest within Forensic Sciences. The multidisciplinary field of Forensic Sciences is growing at a rapid pace. The enrolment in the Introduction to Forensic Sciences course already being offered (14-57-201-01) has been increased from 200 to 225 with a long waiting list of students. The introduction of this new course will generate more interest in Forensic Sciences.

Average number of hours per week that the student will be expected to devote to: 7-10 hours 3 Lectures:

Page 9 of 11 Page 90 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” Tutorials: Labs: Practical experience: 1-2 Independent Study 2 Reading for the course 1 Work for assessment (essays, papers, projects, laboratory work) 1 Meeting with others for group work/project assignments 1 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area? The workload of this course is consistent with other undergraduate Forensic courses at this University. Moreover the students will have the flexibility to learn at their own time using lectures posted on the website as well as in groups through virtual class rooms and chat sessions. This course will also use new e-learning technologies such as lecture tools, blackboard collaborate and virtual to enhance student learning.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the new course. Dr. Shashi Jasra has been teaching and involved with developing the Sciences and Forensic Sciences courses successfully for more than twenty five years. Many elements of the new course have been employed and tested in the in-class and online versions of Introduction to Forensic Sciences course. Dr. Pardeep Jasra has extensive teaching and research experience. He was Associate Professor at the University of Delhi and was also a resource person for Science and Technology courses at Indira Gandhi National Open University (IGNOU). He has also done post-doctoral work at University of Windsor, Chemistry and Biochemistry Department and developed and taught Biology and Biochemistry based courses.

C.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings Page 10 of 11 Page 91 of 113 PROGRAM DEVELOPMENT COMMITTEE NEW COURSE PROPOSALS FORM “D” identified and pursued by the area/department in support of the new course. (e.g., streamlining existing programs and courses, deleting courses, etc.)? N/A

C.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 offer the new course. Faculty: No additional resources are needed. Staff: No additional resources are needed. GA/TAs: As required and resources permit.

C.5.1 Describe all additional institutional resources and services required by all affected areas or departments to offer the new course, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: No additional resources are required. Teaching and Learning Support: The existing support services for teaching and learning would be used. Student Support Services: No additional resources are required. Space and Facilities: No additional resources are required. Equipment (and Maintenance): No additional resources are required.

Page 11 of 11 Page 92 of 113 PDC141120-5.10

University of Windsor Program Development Committee

*5.10 Interfaculty – Minor Program Changes

Item for: Approval

MOTION 1: That the degree requirements for the Honours Bachelor of Forensic Science (BFS) and B.A. Combined in Forensics be changed according to the program/course change forms.*

MOTION 2: That the degree requirments for the Minor in Anthrozoology be changed according to the

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Centre for Inter-faculty programs. § See attached.

Page 93 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Bachelor of Forensic Science DEPARTMENT/SCHOOL: Forensic Sciences FACULTY: Centre for Inter-Faculty Programs Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level.

Honours Bachelor of Forensic Science (BFS) Forensic Science is the study of evidence in modern criminal investigation for presentation in courts of law. The Bachelor of Forensic Science (Hons.) Program will provide students with an education in both the Arts and the Sciences, with a focus on acquiring the skills and knowledge essential to the practice of professional Forensic Science. The program will enable students to develop as inquisitive researchers, have an understanding of scientific processes and processes and protocols, lab procedures, criminality, judicial systems, (physical) evidence, the significance of high ethical standards, sophisticated interpersonal skills, and effective report writing and public speaking skills.

Total courses: forty.

Major requirements: twenty-seven courses consisting of 01-209; 48-101; 48-260; 49-111; 49-112; 02-48-110; 55- 140; 55-141; 59-140; 59-141; 59-230; 59-261; 62-140; 62-141; 65-205; 64-140; 64-141; 99-219; 57-110; 57-201; 57- 210; 57-301; 57-302; 57-303;57-304;57-313; 57-400; 57-401; 57-402; one of the following: 24-210, 34-160 ;48-262 or 43-287.

Other requirements: (a) Ten additional courses from one of the three following areas of concentration: Molecular Biology/Biochemistry; or Biology; or Chemistry. At least six must be at the 300 level or above. The area of concentration must be declared prior to entry of 2nd year studies Area of Concentration: Molecular Biology/Biochemistry

Required Courses 55-202. Human Anatomy 55-211. Genetics 55-213. Introduction to Molecular Biology 59-320. Analytical Chemistry 59-321. Principles of Instrument. Analysis and Five of:55-204. Human Physiology I 55-210. Ecology 55-342. Immunology 55-350. Molecular Cell Biology 55-357. Animal Cells & Tissues 55-485. Nerves, Muscles and Glands 59-362. Metabolism I Page 94 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” 59-363. Metabolism II 59-365. Protein and Nucleic Acid Chem 59-468. DNA Science 59-480. Bioinformatics/Genomics/Proteomics

Area of Concentration: Biology

Required Courses 55-210. Ecology 55-211. Genetics 55-324. Population Ecology 55-341 Evolution 55-325. Community Ecology 55-359. Invertebrate Biology and Four of: 49-215. Principles of Physical Anthropology 49-323. Forensic Anthropology 55-202. Human Anatomy 55-204. Human Physiology I 55-205. Human Physiology II 55-213. Introduction to Molecular Biology 55-357. Animal Cells & Tissues 55-320. Experimental Principles & Design 55-323. Animal Behaviour 55-437. Conservation Biology 55-468. Plant Ecology

Area of Concentration: Chemistry

Required Courses 59-240. Introduction to Physical Chemistry I 59-241. Introduction to Physical Chemistry II 59-250. Introduction to Inorganic Chemistry I 59-251. Introduction to Inorganic Chemistry II 59-320. Analytical Chemistry 59-321. Principles of Instrument Analysis and 4 of: : 59-330. Spectroscopic Structure Identification 59-331. Intermediate Organic Chemistry 59-340. Quantum Chemistry 59-341. Molecular Spectroscopy 59-351. Materials Chemistry 59-365. Protein and Nucleic Acid Chemistry 59-421. Advanced Analytical Chemistry 59-470. Introduction to Computational Chemistry 59-466. Drug Design

(b) Three open options from outside the area of concentration

Page 95 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

Major Requirements: 02-48-101, 02-49-111 , 02-49-112 02-48-110,14-57-110,14-57-210

B. RATIONALE Please provide a rationale for the proposed change(s). The three first year Sociology and Anthropology courses required in the Forensic Science degree (02-48-101, 02-49- 111 and 02-49-112 )are no longer offered by the department . The Sociology department has introduced a new first year course (02-48-110) which is the only option available to the Forensic Science majors.

As the Forensic Sciences programs is changing and developing we need to develop new courses to fill the gaps created by the deleted Sociology, Anthropology courses.

The two new Forensic courses , Crime Scene Investigation (14-57-110) and Crime Scene Evidence Analysis( 14-57- 210) will be appropriate as important foundation courses for the Forensis sciences majors. These two new courses will also conatain the Forensic relevant content which was earlier part of the now deleted first year Sociology, Anthopology courses.

C. RESOURCES

Two current faculty members Dr. Shashi Jasra and Dr. Pardeep Jasra have been identified to teach the two new Forensic courses. Funding to teach the course will be provided through Inter-Faculty Programs.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program.

Dr. Shashi Jasra has been teaching and involved with developing the Sciences and Forensic Sciences courses successfully for more than twenty five years. Many of the elements of the new course has been employed and tested in the in-class and online versions of Introduction to Forensic Sciences course.

Page 96 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” (IGNOU). He has also done post-doctoral work at University of Windsor, Chemistry and Biochemistry Department and developed and taught Biology and Biochemistry based courses.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. The limited term Learning Specialist, Ancillary Academic Staff, Dr. Pardeep Jasra has been identified as a potential faculty member to teach and deliver this new course.

Describe all additional institutional resources and services required by all affected areas or departments to run Page 97 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” 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: N.A. Teaching and Learning Support: N.A. Student Support Services: N.A. Space and Facilities: N.A. Equipment (and Maintenance): N.A.

Page 98 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

TITLE OF PROGRAM/CERTIFICATE: B.A. Combined in Forensics DEPARTMENT/SCHOOL: Forensic Science FACULTY: Centre for Inter-Faculty Programs Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300- level or 400-level.

B.A. Combined in Forensics The Combined Honours Bachelor of Arts degree in Forensics provides a unique inter-faculty program that combines courses from the arts and social sciences. The program provides training in the identification, collection and presentation of evidence in criminal investigations, as well as an education in a second area of study.

Total courses: forty.

Forensics Major requirements: twenty courses consisting of 01-209; either 34-226 or 43-287; 48-101; 48-260; 49- 111; 49-112; 48-110; 49-215; 49-323; 55-140; 55-141; 55-211;62-130; one of 02-250 or 65-205; 57-110; 57-210; 57- 201; 57-302; 57-303; 57-304; 57-313; 57-400; 99-219

*When a requirement in the combined Forensics program is also required as part of the course requirements for the other combined major, another course must be selected and substituted into the combined Forensics course requirements in consultation with the Program Chair of Forensic Science and with the approval of the Assistant Provost, Inter-Faculty programs.

Second Major requirements - other subjects in Arts or Social Sciences: as prescribed by that area of study.

Other requirements:additional options (if required) to a total of forty courses.

A.2 MINOR COURSE CHANGES REQUIRING ADDITIONAL RESOURCES OR AFFECTING DEGREE REQUIREMENTS If this is a minor course and calendar change (usually noted on a Form E) requiring additional resources or affecting degree requirements, please provide the current course information and the proposed new course information by cutting and pasting from the current undergraduate or graduate web calendar and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. Examples of minor course changes include: deleting courses, course description changes, pre/anti/co- requisite changes, contact hour/lab requirement changes, course title changes, renumbering courses, and/or cross-listing courses. Minor course calendar changes, which do not require additional resources or do not affect degree requirements, should be submitted on a Form E.

Major Requirements: 02-48-101, 02-49-111 , 02-49-112 02-48-110,14-57-110,14-57-210 Page 99 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

B. RATIONALE Please provide a rationale for the proposed change(s). The three first year Sociology and Anthropology courses required in the Forensic Science degree (02-48-101, 02-49- 111and 02-49-112) are no longer offered by the department . The Sociology department has introduced a new first year course (02-48-110) which is the only option available to the Forensic Science majors.

As the Forensic Sciences programs is changing and developing we need to develop new courses to fill the gaps created by the deleted Sociology, Anthropology courses.

The two new Forensic courses , Crime Scene Investigation( 14-57-110) and Crime Scene Evidence Analysis (14-57- 210) will be appropriate as important foundation courses for the Forensis sciences majors. These two new courses will also conatain the Forensic relevant content which was earlier part of the now deleted first year Sociology, Anthopology courses.

C.1.1 Provide an assessment of faculty expertise available and committed to actively support the revised program. Dr. Shashi Jasra has been teaching and involved with developing the Sciences and Forensic Sciences courses successfully for more than twenty five years. Many of the elements of the new course has been employed and tested in the in-class and online versions of Introduction to Forensic Sciences course.

Page 100 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C”

Page 101 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” TITLE OF PROGRAM/CERTIFICATE: Minor in Anthrozoology DEPARTMENT/SCHOOL: Inter-Faculty Programs FACULTY: Proposed change(s) effective as of [Fall, Winter, Spring]: Spring 2015

Example: Major requirements: 00-100, 00-101, 00-110, 00-210, 00-310, 00-410, plus three additional courses at the 300-level or 400-level.

Minor requirements: Total Courses: 6 courses 51-160. Animals and Humans in Society 34-329. Animals and Ethics 51-260. Animals For Sport and Entertainment 51-261. Animals and the Law 51-360. Selected Topics in Anthrozoology plus one additional course in Philosophy (34-XXX).

Minor requirements: Total Courses: 6 courses a) 51-160. Animals and Humans in Society b) five of: 51-260, 51-261, 51-360, 34-329, 48-341, 51-200

B. RATIONALE Please provide a rationale for the proposed change(s). The change in the minor accommodates new Anthrozoology courses that were recently created and are now being offered.

C. RESOURCES C.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe 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). There is currently sufficient faculty and staff to support this program. C.1.1 Page 102 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” Provide an assessment of faculty expertise available and committed to actively support the revised program. Dr. Beth Daly currently teaches Animals and Humans in Society, and has a research background in anthrozoology. Dr. Katherine Quinsey is a full-time tenured professor in the Faculty of English, who has taught different courses in the past related to animals in literature and does research on animal welfare and subjectivity as represented in eighteenth-century English literature and culture. Prof. Kate Parr currently teaches Animals and Ethics, and Prof. Jerry Simonelli currently teachers Animal Law courses in both Canada and the US, and is involved in animal policy legislation in Washington, D.C.

C.1.2 Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. There is currently enough faculty to teach the courses to support the program, with the addition of one sessional faculty member for the Animals and the Law course. This position is funded by a Strategic Priority Fund grant.

C.3 Resource Implications for Other Campus Units (MTCU 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. N/A 51-200, Animals in Literature, is cross-listed with English and counts as a credit towards the English degree. It is currently being taught as a section of 26-202, Topics in Literature.

C.5 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the revisions to this program. (e.g., Page 103 of 113 PROGRAM DEVELOPMENT COMMITTEE MINOR PROGRAM CHANGES FORM “C” streamlining existing programs and courses, deleting courses, etc.)? N/A

Page 104 of 113

PDC150115-5.11

University of Windsor Program Development Committee

*5.11 Computer Science - Summary of Minor Course and Calendar Changes

Item for: Information

Forwarded by: Faculty of Science

INSTRUCTIONS ARE PROVIDED IN SHADED AREAS. DO NOT WRITE IN SHADED AREAS.

PART A

Please indicate with an “X” whether this change will be made to the undergraduate calendar or the graduate calendar, or both.

_x__ The changes below, minor and largely editorial, will be made to the Undergraduate Calendar. These changes required no new resources.

__ The changes below, minor and largely editorial, will be made to the Graduate Calendar. These changes required no new resources.

When will these proposed change(s) be effective? [include semester and year]: Spring 2015

PART B

Please list the course number and indicate with an “X” the changes that are being made. Add rows to the table as required. Full details on the proposed change(s) are to be provided in Part C.

Deleting courses which Course Contact hour/ Current are not part of any calendar Pre/anti/co- laboratory Course Cross- course program’s degree description requisite requirement title Renumbering listing number requirements* changes changes changes changes courses courses 60-477 x

*If the deleted course was a required course in any program, the proposed deletion must be presented on a PDC Form C.

For contact hour/laboratory requirement changes which do not always appear in the calendar, please type in the current information and clearly mark deletions with strikethrough (strikethrough) and additions/new information with bolding and underl

Page 105 of 113

PROGRAM DEVELOPMENT COMMITTEE SUMMARY OF COURSE AND CALENDAR CHANGES FORM “E” ining. Example: 03-101. University Senates – Role and Power This course explores the history, role, and power of Senates in Canadian universities. (Also offered as 04-101.) (Prerequisite: 03-100.) 2 lecture hours and 1 tutorial hour per week 3 lecture hours/week

[Insert proposed changes]

60-477. Artificial Intelligence for Games This course provides students with an opportunity to explore theoretical and practical aspects of Artificial Intelligence for computer games. Topics may include agents, sensory systems, steering behaviours, pathfinding, decision making, planning, goal-oriented behaviour, multi-agents (groups, crowds) and learning. (This course could be used to satisfy the 60-473 (fourth year AI) requirement.) (Prerequisite: 60-371, 60-377.) (Restricted to students in Honours Computer Science.)

B. RATIONALE This updates pre-requisite requirements for the recently revised 60-477 course so as to drop 60-371, which is no longer a necessary requirement for 60-477.

Part D

Please indicate with an “X”.

Will the proposed changes result in changes to the learning outcomes of the course(s)?

___ Yes. If so, please complete the learning outcomes form and append new learning outcomes, as appropriate, to this Form E submission. (See attached for learning outcomes form) )

_x__ No.

Page 106 of 113 Page 2 of 2 REVISED PDC150130-5.12 University of Windsor Program Development Committee

*5.12: Earth and Environmental Sciences - Summary of Minor Course and Calendar Changes

Item for: Information

Forwarded by: Faculty of Science

INSTRUCTIONS ARE PROVIDED IN SHADED AREAS. DO NOT WRITE IN SHADED AREAS.

PART A

PART A Please indicate with an “X” whether this change will be made to the undergraduate calendar or the graduate calendar, or both.

___ The changes below, minor and largely editorial, will be made to the Undergraduate Calendar. These changes required no new resources. _x_ The changes below, minor and largely editorial, will be made to the Graduate Calendar. These changes required no new resources.

When will these proposed change(s) be effective? [include semester and year]: Spring 2015

PART B Please list the course number and indicate with an “X” the changes that are being made. Add rows to the table as required. Full details on the proposed change(s) are to be provided in Part C.

Deleting courses Course Contact hour/ Current which are not part of calendar Pre/anti/c laboratory Renumber Cross- course any program’s degree description o- requisite requirement Course title ing listing number requirements* changes changes changes changes courses courses 66-110 X 66-140 X *If the deleted course was a required course in any program, the proposed deletion must be presented on a PDC Form C.

Example: 03-101. University Senates – Role and Power This course explores the history, role, and power of Senates

Page 107 of 113 PROGRAM DEVELOPMENT COMMITTEE SUMMARY OF COURSE AND CALENDAR CHANGES FORM “E” in Canadian universities. (Also offered as 04-101.) (Prerequisite: 03-100.) 2 lecture hours and 1 tutorial hour per week 3 lecture hours/week 66-110. Natural Hazards and Disasters. Earth's component systems and their interrelationships. Earth hazards and Earth's interior processes: volcanism and earthquakes. Hazards and surface processes: landslides and floods. Atmospheric Hazards: storms, hurricanes and tornadoes. This course is designed for non-Science majors. (May not be taken as credit for a B.Sc. degree.) (Antirequisite: 66-140) (2 lecture hours per week.)

66-140. Introduction to Earth Science An introduction to Earth’s physical character and the processes that shape our planet. The focus is on the geosphere: Earth materials, weathering, sedimentation, magmatism and volcanism, metamorphism, deformation, earthquakes, mountain building, and Earth’s internal structure. These will be examined in the context of the origin of Earth, geologic time, and plate tectonics. The nature of mineral and energy resources will also be examined. This course is designed for Science majors. (Antirequisite: 66-110) (2 lecture, 2.5 laboratory hours a week).

RATIONALE: 66-110 was originally the non-science credit version of 66-140 (they were both 61-geology courses). 66-110 is now a different course with almost no overlap in course content with 66-140. 66-110 is now a Hazards course dealing with earthquakes, volcanoes, etc. but was originally Introduction to Earth Dynamics.

Part D Please indicate with an “X”.

Will the proposed changes result in changes to the learning outcomes of the course(s)? _ __ Yes. If so, please complete the learning outcomes form and append new learning outcomes, as appropriate, to this Form E submission. (See attached for learning outcomes form) ) __X_ No.

Page 108 of 113 Page 2 of 2 PDC150130-5.13 University of Windsor Program Development Committee

*5.13: Physics –Summary of Minor Course and Calendar Changes

Item for: Information

Forwarded by: Faculty of Science

INSTRUCTIONS ARE PROVIDED IN SHADED AREAS. DO NOT WRITE IN SHADED AREAS.

PART A Please indicate with an “X” whether this change will be made to the undergraduate calendar or the graduate calendar, or both.

_X_ The changes below, minor and largely editorial, will be made to the Undergraduate Calendar. These changes required no new resources.

__ The changes below, minor and largely editorial, will be made to the Graduate Calendar. These changes required no new resources.

When will these proposed change(s) be effective? [include semester and year]: Fall 2015

PART B

Please list the course number and indicate with an “X” the changes that are being made. Add rows to the table as required. Full details on the proposed change(s) are to be provided in Part C. Deleting courses Course Contact hour/ Current which are not part of calendar Pre/anti/co- laboratory Course Cross- course any program’s degree description requisite requirement title Renumbering listing number requirements* changes changes changes changes courses courses 64-134 X 64-135 X 64-144 X 64-145 X *If the deleted course was a required course in any program, the proposed deletion must be presented on a PDC Form C.

PART C Please provide the current and the proposed new course information by cutting and pasting from the current undergraduate or graduate web calendar (www.uwindsor.ca/calendars) and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. For contact hour/laboratory requirement changes which do not always appear in the calendar, please type in the current information and clearly mark deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. Example: 03-101. University Senates – Role and Power This course explores the history, role, and power of Senates in Canadian universities. (Also offered as 04-101.) (Prerequisite: 03-100.) 2 lecture hours and 1 tutorial hour per week 3 lecture hours/week

Page 1 of 2 Page 109 of 113

PROGRAM DEVELOPMENT COMMITTEE SUMMARY OF COURSE AND CALENDAR CHANGES FORM “E” [Insert proposed changes] 64-134. Introductory Physics for Life Sciences I (B)* This is an algebra-based course intended for students interested in the biological or health sciences, or related disciplines. The topics covered include the basic mechanical concepts of force, work and energy, properties of matter, and heat, with examples and applications drawn from the modeling of biological systems. This is a no-lab version of 03-64-130. Students in the Faculty of Science can use the course to fulfill option requirements - but not their major requirements.(Prerequisites: 4 “U” or OAC mathematics course or equivalent.) (3 lecture a week, 1 tutorial hour every week). Antirequisites: 64-130, 64-140, 64-144. (*This is the "without lab" version of the course).

64-135. Introductory Physics for Life Sciences II (B)* This course is a continuation of 64-134 intended for students interested in the biological or health sciences, or related disciplines. The topics covered include wave motion, sound, electricity and magnetism, light, and an introduction to topics in modern physics involving the life sciences such as the quantum nature of radiation and its interaction with biomolecules, high energy radiation and radioactivity, and the statistical treatment of data. It is a no-lab version of 64-131. Students in the Faculty of Science can use the course to fulfill option requirements - but not their major requirements.(Prerequisite: 64-130, 64-134, 64-140 or 64-144.) (3 lecture hours and 1 tutorial hour every week.) (Antirequisites: 64-131, 64-141, 64-145.) (*This is the "without lab" version of the course.)

64-144 Introductory Physics I (B)* Mechanics; properties of matter and heat. A calculus-based course. This is a no-lab version of 64-140. Students in the Faculty of Science can use the course to fulfill option requirements - but not their major requirements. (Prerequisites: Grade 12 “U” Advanced Functions and Introductory Calculus or Equivalent.) (Recommended co- requisite: 62-140.) (3 lectures a week, 1 tutorial hour every week). (Antirequisites: 64-140, 64-130, 64-134.)(*This is the "without lab" version of the course.)

64-145 Introductory Physics II (B)* Wave motion, sound, electricity and magnetism, light, and modern physics. This is a no-lab version of 64-141. Students in the Faculty of Science can use the course to fulfill option requirements - but not their major requirements. (Prerequisite: 64-140, 64-144, or 85-111.) (3 lecture hours and 1 tutorial hour every week.) (Antirequisites: 64-141, 64-131, 64-135.)(*This is the "without lab" version of the course.)

Part D Please indicate with an “X”. Will the proposed changes result in changes to the learning outcomes of the course(s) ___ Yes. If so, please complete the learning outcomes form and append new learning outcomes, as appropriate, to this Form E submission. (See attached for learning outcomes form) ) _x__ No.

Rationale 64-134 and 64-135 are the “no laboratory” versions of the algebra-based introductory physics courses, 64-130 and 64-131. 64-144 and 64-145 are the “no laboratory” versions of the calculus-based introductory physics courses, 64- 140 and 64-141. These four courses are being eliminated due to consistent lack of enrollment. Typical enrollments in these courses for the last few years have been less than 10, which make them non-viable. No program requires these courses as part of a degree requirement. It is used as a science elective only. Students requiring such a science elective should enroll in the 64-130/131 or 64-140/141 courses. After elimination from the calendar, any student who has taken the first of either pair of courses and was planning on taking the follow-up second-semester course will be manually signed into 64-131 or 64-141 upon request. However that student will still be required to complete the laboratory component of 131 or 141. Analysis of the recent enrollments in these courses indicates this is highly unlikely. In recent years, no students who took 134 or 144 subsequently took 135 or 145 in the following term. Page 110 of 113 Page 2 of 2 PDC150130-5.14

University of Windsor Program Development Committee

*5.14 Inter- Faculty - Summary of Minor Course and Calendar Changes

Item for: Information

Forwarded by: Centre for Interfaculty Programs

INSTRUCTIONS ARE PROVIDED IN SHADED AREAS. DO NOT WRITE IN SHADED AREAS.

PART A Please indicate with an “X” whether this change will be made to the undergraduate calendar or the graduate calendar, or both.

x The changes below, minor and largely editorial, will be made to the Undergraduate Calendar. These changes required no new resources.

__ The changes below, minor and largely editorial, will be made to the Graduate Calendar. These changes required no new resources.

When will these proposed change(s) be effective? [include semester and year]: Fall 2015

PART B

Please list the course number and indicate with an “X” the changes that are being made. Add rows to the table as required. Full details on the proposed change(s) are to be provided in Part C.

*If the deleted course was a required course in any program, the proposed deletion must be presented on a PDC Form C.

Page 111 of 113 PROGRAM DEVELOPMENT COMMITTEE SUMMARY OF COURSE AND CALENDAR CHANGES FORM “E” 56-410 Inquiry and Communication An introduction examination to inquiry-based learning with a focus on contemporary political and social issues emphasizing the professional preparation and presentation of research results. This course is designed to provide experiences with planning, developing, and writing a research proposal under individual faculty supervision. In addition, group sessions on research ethics, procedures, writing, and data analysis will be provided. The class will organize a public workshop on a topic that will vary from year to year. (Open only to students in the BAS program.) (Prerequisite: 56-310.)

Part D

Please indicate with an “X”.

Will the proposed changes result in changes to the learning outcomes of the course(s)?

X Yes. If so, please complete the learning outcomes form and append new learning outcomes, as appropriate, to this Form E submission. (See attached for learning outcomes form) )

_ __ No.

Page 112 of 113 Page 2 of 3 PROGRAM DEVELOPMENT COMMITTEE SUMMARY OF COURSE AND CALENDAR CHANGES FORM “E” LEARNING OUTCOMES FORM COURSE NUMBER AND TITLE: 56-410 Inquiry and Communication

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. Information on learning outcomes is appended to this form (Appendix A). Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes. Learning Outcomes for 56-410 Inquiry and Communication Characteristics of a University of Windsor Graduate This is a sentence completion exercise. A U of Windsor graduate will have the At the end of the course, the successful student will know and be able ability to demonstrate: to: A. Compare disciplinary and interdisciplinary approaches to A. the acquisition, application and research. integration of knowledge -Explain the Broad Model of interdisciplinary process. B. Apply appropriate strategies to address problems from an B. research skills, including the ability to interdisciplinary perspective. define problems and access, retrieve -Assemble a literature review on a relevant topic that can be analyzed and evaluate information (information using interdisciplinary techniques. literacy) C. Integrate conflicting insights from two or more disciplines. C. critical thinking and problem-solving skills

D. Research and write about a contemporary social issue, clearly, D. literacy and numeracy skills cogently, and critically. -Define a problem and/or state a research question. E. Justify research using an interdisciplinary approach to research. E. responsible behaviour to self, others and society

F. Recognize the social and personal implication of current issues. 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. Integrate conflicting insights from multiple disciplines. I. the ability and desire for continuous Apply insights into the learning process to research and learning analysis.

Page 113 of 113 Page 3 of 3