Proposal for a Bachelor of Social Work (BSW) Four Year Professional Degree in Social Work

Submission to the Postsecondary Education Quality Assessment Board Sault Ste. Marie, November 2009

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Algoma University

Vision Statement

Biidaabin A new dawn

A university of international distinction enriching generations of diverse cultures and communities.

Debwewin Truth

Strategic Objectives

1. Algoma University instills pride in its identity through growth in quality and excellence.

2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Anishinaabe education and research.

3. Algoma University takes a leadership role and engages with the communities it serves.

4. Algoma University grows by implementing new academic offerings that create a distinctive university.

Approved by Senate, February 3, 2006 Approved by the Board of Governors, February 9, 2006

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Background Information

On June 18, 2008, the Government of Ontario passed Bill 80, which dissolved Algoma University College and created Algoma University, Ontario’s 19th university. Algoma University continues to offer all degree programs that were available to students while it was an affiliate college of Laurentian University. Bill 80, An Act to establish Algoma University and to dissolve Algoma University College (attached), describes Algoma University’s special mission, which is as follows:

a) To be a teaching oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) To cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.

Algoma University College started offering classes under the authority of Laurentian University in 1964. Immediately prior to independence, Algoma University College was operating autonomously in all respects with the exception of the granting of degrees. As an affiliate college, Algoma University College was funded independently from Laurentian University using the provincial funding formulae. Algoma University College maintained its own bicameral governance system, consisting of a Board of Governors and a Senate. Given the autonomous nature of Algoma University College’s operations, the institution was fully poised and prepared for the transition to independent university status in spring 2008.

The newly-created Algoma University has maintained the governance structure of Algoma University College. Both the Board of Governors and the Senate have reviewed and revised their by-laws to comply with Algoma University’s legislation (Bill 80). Algoma University has also maintained its employee complement, its faculty complement, and follows the collective agreements that were in place before the transition to independent status.

Algoma University is a member of the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU). For an institution to be admitted as a member to these organizations, it must prove it has governance and administrative structures appropriate to a university, as well as show that it offers programs that support its mission statement and academic goals. It is significant to note that Algoma University has developed appropriate quality standards that are comparable to those of all other Ontario universities, as evidenced through our AUCC and COU memberships.

The Algoma learning environment provides a high quality education and learning experience that can be transformative for students. In 2008/09, Algoma University had an enrolment of 870 full-time equivalent students. Having a relatively small cohort of peers ensures that students engaged in the Algoma learning experience develop skills in an environment that recognizes the importance of one-on-one interaction between faculty and students, that

v provides opportunities for ‘hands-on’ experiential work, and that offers a level of support services consistent with a commitment to student success. Algoma University has many comparative advantages including good student/faculty interaction, lower student/faculty ratios, unique programs, collaborations/partners, student diversity, Anishinaabe* studies, and interdisciplinary/collaborative programs.

As an independent university, Algoma University seeks to maintain its comparative advantages as a small institution, while steadily increasing student numbers from its current 870 full-time equivalents (FTEs) to 1,300 FTEs in five years time. Algoma University maintains a long-term enrolment target of 3,000 FTEs – a number that will allow the university to maintain its “small university” atmosphere, while at the same time allowing for long-term financial sustainability.

To serve the students of our community and region, it is essential that Algoma University expand the breadth and depth of its programming to include more four year honours degrees and to ensure all programs can be completed in their entirety on the Sault Ste. Marie campus. To this end, Algoma University will build on existing core programs and strengths over the next five years. Algoma University will also develop new undergraduate and professional programs that respond to the needs of the province of Ontario, and in particular the needs of Northern Ontario.

Interdisciplinary collaboration and innovation will result in the development of programs that are responsive to regional needs and contribute to provincial capacity. New programs will leverage community-based assets and intellectual resources, and link to other institutions with complementary programs and expertise. In accordance with its legislated mandate, academic planning at Algoma University will be responsive to the needs of Northern Ontario and consistent with Algoma’s commitment to improving Anishinaabe post-secondary education.

As Algoma University seeks to fulfill its mission by offering an excellent undergraduate education, research will play an increasingly important role by providing students the opportunity to gain the skills, techniques and cutting-edge knowledge that will enable them to become agents of positive change in their communities, through knowledge transfer and cultural enrichment. Regular, cooperative and professional undergraduate programs will engage our students in basic and applied research recognized provincially, nationally and internationally.

Program development will be mindful of the composition of the student body at Algoma University. Most Algoma University students come from Northern Ontario (83%+), and are often from rural and/or isolated communities. Many students are Anishinaabe (17% of Algoma graduates were First Nation sponsored in 2007/08), and many are the first members of their immediate family to attend university. Algoma University students are, on average, older than students found at other Ontario universities, and many complete their degrees as part-time students.

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Program proposals will show evidence of consideration for this “non-traditional” student mix, including the use of methods such as off-site delivery, bridging programs with community colleges, and collaboration with other northern institutions. These considerations will be guided by Algoma University’s special mission, as outlined in its legislation.

Algoma University expects that expanding the breadth and depth of its programs will be a key driver of institutional growth and will significantly contribute to increased postsecondary participation rates in the Algoma region. Algoma University will work towards providing accessable post-secondary education to the Algoma region; however, under no circumstances will the university compromise its academic standards to achieve this goal.

Algoma University is a public institution as defined on page 4 of the Handbook for Public Organizations of the Postsecondary Quality Assessment Board (PEQAB). As such, it will continue to align its processes, development, and policies to meet all criteria as set out by PEQAB.

Algoma University’s vision statement reflects our aspirations as we continue our path as Ontario’s nineteenth university:

Biidaabin – A new dawn A university of international distinction enriching generations of diverse cultures and communities. Debwewin – Truth

This vision statement was approved in 2006 following a comprehensive consultation with the University’s constituent groups including students, faculty, staff, administration, alumni, and community partners. The vision statement reflects Algoma University’s strong relationship with its Anishinaabe (First Nations, Métis, and Inuit) partners, as well as Algoma University’s commitment to provide a supportive and nurturing environment that responds to the needs of Anishinaabe students.

Note: *The term Anishinaabe in this proposal is an inclusive term meaning “all peoples” and refers to all First Nations, Métis, and Inuit.

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Algoma University Program Development Team

Bachelor of Social Work (BSW)

Algoma University Position Telephone/Fax Email Address Staff and External Consultants Arthur Perlini, Ph.D. Associate Vice 705-949-2301 ext. [email protected] President, Academic 4116 and Research Linda Savory- Associate Professor, 705-949-2301 ext. linda.savory- Gordon, Ph.D. Department of 4320 [email protected] Community Economic and Social Development/Social Welfare, Algoma University (Curriculum Consultant) Jane Petroni, Professor, Human 705-235-3211 ext. [email protected] M.S.W. Services, Northern 2180 College (Curriculum Consultant) Michelle Proulx, Professor, Social 705-759-2554 ext. [email protected] M.S.W. Service Worker, 2449 Native Specialization, Sault College (Curriculum Consultant) Judi Gough, M.S.W. Professor, Social 705-759-2554 ext. [email protected] Service Worker, Sault 2589 College (Curriculum Consultant) Dave Marasco, B.A. Acting Registrar 705-949-2301 ext. [email protected] 4218 Dawn Elmore, Institutional 705-949-2301 ext. [email protected] B. Sc. (Hons) Development and 4372 Project Coordinator (Curriculum Facilitator) Laura Isaacs Faculty 705-949-2301 ext. [email protected] Administrative 4338 Services Assistant (Administrative Support)

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Quality Assessment Panel Nominees

Name and Full Address Telephone Academic Professional Designation Nominee Arm’s length Fax Credentials accepted from Email organization’ organization s nomination for past 7 years Doug Durst Tel. 306-585-4577 Ph.D., Social Associate Professor, Department Yes Yes University of Regina Fax. 306-585-4872 Work, University of Social Work, University of Faculty of Social Work [email protected] of Regina University of Regina M.S.W., Wilfrid Regina, Saskatchewan Laurier University Canada B.A. Recreation, S4S 0A2 U of Waterloo,

Usha George Tel. 416-979-5034 Ph.D., Sociology, Professor and Dean, Faculty of Yes Yes Faculty of Community Fax. 416-979-5384 Ahmadu Bello Community Services Services [email protected] University, Nigeria, 350 Victoria Street M.A. Sociology, Toronto, Ontario Loyola University M5B 2K3 of Chicago, B.Sc. Chemistry and B.Ed, University of Kerala, India Tuula Heinonen Tel. 204-474-9543 D.Phil., Institute Professor, Faculty of Social Work Yes Yes Faculty of Social Work Fax. 204-474-7594 of Development University of Manitoba [email protected] Studies, 418E Tier Building University of Winnipeg, Manitoba Sussex, U.K., R3T 2N2 M.S.W., McGill, B.S.W., Calgary

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Robert Mullaly Tel. 204-474-7050 Ph.D., University Professor, Faculty of Social Work Yes Yes Faculty of Social Work Fax. 204-474-7594 of Toronto, University of Manitoba [email protected] M.S.W., Room 521, Tier Building Dalhousie Winnipeg, Manitoba University, R3T 2N2 B.A., University of New Brunswick

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1. Organization and Program Information

1.1 Submission Title Page

Full Legal Name of Organization: Algoma University

Operating Name of Organization: Algoma University

Common Acronym of Organization: AU

URL for Organization Homepage: www.algomau.ca

Proposed Degree Nomenclature: Bachelor of Social Work (B.S.W.)

Location(s) where program to be delivered: Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4

AND

Northern College of Applied Arts and Technology Porcupine Campus 4715 Highway 101 East Timmins, Ontario P4N 8R6

Contact Information: Dr. Arthur Perlini Dean and Associate Vice President, Academic and Research 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4116 Fax: 705-949-6583 Email: [email protected]

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Site Visit Coordinator: Dawn Elmore Institutional Development and Project Coordinator 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4372 Fax: 705-949-6583 Email: [email protected]

Anticipated Start Date: September 2011

Anticipated Enrolment for the first 4 years of the program:

The numbers below represent the cumulative number of actual students.

Year 1: 90 Year 2: 120 Year 3: 129 Year 4: 129

Initial Tuition Fee (per semester, full time): $2,426.00 (at 2009/10 rates, tuition for 2011/12 has yet to be determined)

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1.2 Table of Contents

1. Organization and Program Information ...... 1 1.1 Submission Title Page ...... 1 2.1 Executive Summary ...... 7 Overview of Algoma University’s history, mission, and academic goals ...... 7 Program Description and Strengths ...... 10 Program Level Learning Outcomes ...... 14 Bachelor of Social Work – Program Requirements ...... 16 Employment opportunities for graduates ...... 22 Delivery methods ...... 23 Field Placement ...... 25 Program support ...... 26 Capacity to deliver ...... 26 Enrolment and faculty growth ...... 27 Summary of Relationship Between Program Level Learning Outcomes and Curriculum Design ...... 30 3.1 Program Abstract ...... 39 4 Program Degree-Level Standard ...... 41 4.1 Degree Level Summary ...... 41 4.2 Samples of Student Work ...... 47 5 Admissions, Promotion, Graduation Standard ...... 49 5.1.1 Admission Requirements Direct Entry ...... 49 5.1.2 Admission Policies and Procedures for Mature Students ...... 51 5.2 Advanced Standing...... 53 5.2.1 Credit Transfer/Recognition Policies and Procedures ...... 53 5.2.2. Advanced Placement Policies ...... 59 5.2.3. Degree Completion Arrangements ...... 63 5.2.4. Gap Analysis ...... 65 5.2.5. Bridging Courses ...... 67 5.3 Promotion and Graduation Requirements ...... 69 6.2 Professional/Accreditation or Other Organization Support ...... 71 6.2.1 Professional/Accreditation or Other Requirements ...... 71

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6.2.2 Letters of Support: Professional/Accreditation or Other Requirements ...... 73 6.3 Program Content Summary Material ...... 75 6.3.1 Program Level Learning Outcomes ...... 75 6.3.2 Course Descriptions ...... 79 6.3.3 Academic Course Schedule Information ...... 93 6.3.3.1 Program Hour/Credit Conversion Justification ...... 93 6.3.3.2 Undergraduate Academic Course Schedule ...... 95 6.3.3.3 Graduate Academic Course Schedule ...... 109 6.5 Work Experience Required for Degree Completion ...... 111 6.5.1 Support for Work Experience ...... 111 6.5.2 Work Experience Outcomes and Evaluation ...... 113 7 Program Delivery Standard ...... 117 7.1 Quality Assurance for Program Delivery ...... 117 7.1.1 Quality Assurance Policies ...... 117 7.1.2 Policy on Student Feedback ...... 137 7.1.3 Student Feedback Instruments ...... 139 7.2 On-line Delivery ...... 141 7.2.1 On-line Learning Policies and Practices ...... 141 7.2.2 Academic Community Policies ...... 149 8 Capacity to Deliver Standards ...... 153 8.1 Legal Characteristics ...... 153 8.2 Governance Structure ...... 155 8.2.1 Governance and Administrative Structure ...... 155 8.2.2 Responsibilities of Governing Bodies ...... 159 8.2.3 Reporting Structures ...... 161 8.3 Coordinated Business and Academic Plans to Support Program Quality ...... 165 8.3.1 Coordinated Business and Academic Plan to Support Program Quality ...... 165 8.3.2 Administrative Staff ...... 167 8.4 Participation in Academic Policies and Standards ...... 169 8.5 Learning and Information Resources ...... 187 8.5.1 Library Resources ...... 187 8.5.2 Computer Access...... 193 8.5.3 Classroom Space ...... 195 4

8.5.4 Laboratories/Equipment ...... 197 8.6 Resource Renewal and Upgrading ...... 199 8.7 Support Services ...... 207 8.8 Policies on Faculty ...... 211 8.10 Enrolment Projections and Staffing Implications ...... 239 9 Credential Recognition Standard ...... 241 9.1 Program Design and Credential Recognition ...... 241 10 Regulation and Accreditation Standard ...... 245 10.1.1 Current Regulatory or Licensing Requirements ...... 245 10.1.2 Letters of Support from Regulatory/Licensing Bodies ...... 247 11 Program Evaluation Standard ...... 249 11.1 Periodic Review Policy and Schedule ...... 249 12 Academic Freedom and Integrity Standard ...... 271 1.1 Policy on Academic Freedom and Academic Honesty ...... 271 12.1.1 Academic Freedom Policy ...... 271 12.1.2 Academic Honesty Policy ...... 273 12.1.3 Academic Honesty Procedure ...... 281 12.2 Policy on Intellectual Products ...... 283 12.3 Policy on Ethical Research Practices ...... 289 13 Student Protection Standard ...... 329 13.1 Academic Calendar Information ...... 329 13.2 Student Protection Policies ...... 331 13.2.1 Dispute Resolution ...... 331 13.2.2 Fees and Charges ...... 351 13.2.3 Student Dismissal ...... 353 13.2.4 Withdrawals and Refunds ...... 371 13.3 Student Protection Information...... 373 14 Optional Material ...... 375 14.1 Other Relevant Information ...... 375 14.1 Algoma University 5-year Academic Plan ...... 377 14.2 Algoma University, Sault College of Applied Arts and Technology, and Northern College of Applied Arts and Technology Inter-Institutional agreement ...... 379 14.3 NORDIK Institute research study on a Proposed Honours Bachelor of Social Work ..... 381

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2.1 Executive Summary

Proposed Credential Nomenclature: Bachelor of Social Work (B.S.W.)

Discipline/Field of Study: Social Work

Is work experience/work placement term required for degree completion? Yes

Anticipated Program Start Date: September 2011

Program Description:

Overview of Algoma University’s history, mission, and academic goals

Algoma University has operated for the past 40 years as Algoma University College, an affiliated campus of Laurentian University. On June 18, 2008 the Government of Ontario dissolved Algoma University College and created Algoma University, Ontario’s 19th university. With the introduction of Bill 80, An Act to establish Algoma University and to dissolve Algoma University College, the provincial government gave Algoma University the power to grant bachelor degrees in all programs that Algoma University College offered as an affiliate college of Laurentian University on the day before the Act came into force.

Bill 80 also outlines the special mission of Algoma University, which is as follows: a) To be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) To cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.

Algoma University’s vision and strategic objectives are outlined below. These statements were developed following extensive consultation with all constituent groups of the university, and were approved by the Algoma University Board of Governors and the Senate in February 2006.

Biidaabin A new dawn A university of international distinction enriching generations of diverse cultures and communities. Debwewin Truth

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STRATEGIC OBJECTIVES

1. Algoma University instills pride in its identity through growth in quality and excellence. 2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Indigenous education and research. 3. Algoma University takes a leadership role and engages with the communities it serves. 4. Algoma University grows by implementing new academic offerings that create a distinctive university.

Academic planning at Algoma operates within a well established academic planning process that focuses on ‘rolling’ five year plans, and is guided by the vision, strategic objectives, and special mission of Algoma University. The most recent 5-year academic plan can be found in its entirety as Appendix 14.1.

Algoma’s independent status will improve postsecondary opportunity for prospective students from the Sault Ste. Marie region and beyond. At present, many students are unable to complete their degrees at Algoma and have to relocate to Sudbury or elsewhere for the final years of their programs. At the same time, the choice of programs and course offerings at Algoma is limited, which in turn constrains the breadth of opportunity and negatively affects student choice and student recruitment. Over the next five years, Algoma will expand its program offerings to ensure that more four-year programs are available on the Algoma campus and will also develop a slate of new programs to meet recognized regional needs.

The Bachelor of Social Work is the second of such program expansions. Algoma University began offering the first two years of a Bachelor of Social Work (BSW) program in Sault Ste. Marie back in the 1970s through its department of Social Welfare. Since this time, students have always had to transfer to another university, most often Laurentian University in Sudbury, to complete the professional years of the BSW program. The concept of offering all four years of a Bachelor of Social Work program in the region dates back to the 1980s when Algoma University College continually requested that Laurentian University provide the third and fourth years of their BSW at the Algoma campus so that students from the Algoma district would not have to travel to Sudbury to complete the degree at Laurentian. The Laurentian University School of Social Work always replied that it did not have sufficient resources to offer the program in Sault Ste. Marie. Similarly Northern College asked Laurentian to offer the program in Timmins and was turned down.

By 2006 pressure from the community to provide BSW education in the Sault was mounting. Before approaching a university other than Laurentian with a request to offer the program at Algoma, Algoma once again asked the Laurentian School of Social Work to consider offering the third and fourth years in Sault Ste. Marie. Algoma was told that the Laurentian School of Social Work was already functioning at its maximum capacity in offering its three streams in Sudbury as well as the delivery on its Barrie campus. Meanwhile Northern College asked Algoma University if it would offer part of the BSW in Timmins. At that point Algoma

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University, Sault College, Lakehead University, and Northern College began discussions about collaborating to make baccalaureate-level social work education available in Sault Ste. Marie and Timmins, and their respective surrounding areas.

In 2008, the partners undertook a study to identify the most feasible model by which to deliver a social work program in the Sault Ste. Marie and Timmins areas. The study determined the most desirable model was a compressed Bachelor of Arts offered by Algoma University followed by the 12-month post-degree Honours Bachelor of Social Work delivered by distance from Lakehead University. Shortly after the study was completed, Algoma University College was granted its own independent charter and Lakehead University withdrew from the project due to budgetary reasons. This series of events prompted Algoma University to consider establishing its own professional school of social work as opposed to brokering Lakehead University’s program, a direction strongly supported by Lakehead University, Sault College, and Northern College. As an independent university, Algoma was finally in a position to offer BSW level education to students in the Sault Ste Marie and Timmins districts who have for decades experienced major geographic barriers to degree completion.

Program development continued to focus on the original partnership principles: 1) that the program must have a thematic emphasis – northern, rural, Aboriginal, community development; 2) that the program must be accessible throughout Northern Ontario; 3) that there must be a meaningful relationship between the participating institutions, and; 4) that the program must be sustainable long term. The Program Development Team consisted of representatives from Algoma University, Sault College, and Northern College. The work of the Program Development Team was informed by input from a larger Program Development Advisory Committee comprised of academics from other institutions (including Lakehead University) and a range of external stakeholders. The consultative and systematic approach to curriculum development has resulted in a rich and innovative program that is reflective of the unique needs of the northern Ontario community in which many of the graduates of the program will be employed.

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Program Description and Strengths

Algoma University proposes to offer a four-year Bachelor of Social Work (BSW) degree program.

As a discipline, social work’s primary concern is the social well-being of all people equally valued with the importance of their physical, mental, and spiritual well-being (CASW National Scope of Practice Statement, 2000). In Canada, the profession of social work constitutes a community of post-secondary educated social workers. They are guided in their work by international ethical principles; a national code of ethics; provincial statutes governing registration, regulations and standards of practice; common curriculum requirements in schools of social work; and an expanding repertoire of evidence-based methods of practice. Social work includes generalist and specialist prepared practitioners who are well grounded in the knowledge, skills and ethical foundations of social work. Social workers are equally committed to the use of knowledge from the humanities and sciences to advance the development of common human rights, equitable social justice, and sufficient structural supports for individual, family and community social well-being in all human societies. To this end, social workers are expected to be sensitive to the value of cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice (CASW National Scope of Practice Statement, 2000).

Algoma University’s proposed BSW program was developed in adherence to the rigorous accreditation standards of the Canadian Association for Social Work Education (CASWE). The proposed program is reflective of the standards and norms common to all baccalaureate-level BSW programs, yet at the same time, contains unique elements that are reflective of Algoma University’s mission to serve the particular needs of northern Ontario.

Algoma University’s BSW program is guided by the following mission and principles:

Introduction The Mission of the BSW Program is to deliver a program which:  prepares students for generalist, ethical, competent, innovative and effective social work practice with individuals, families, groups, organizations, communities and societies  has a particular focus on multi-cultural social work in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities  is centred on awareness that personal experiences are embedded in social structures by emphasizing structural, Anishinaabe and feminist approaches to social work and social welfare  trains to retain our own professionals in our communities in Northern Ontario, thereby supporting social service development and sustainability

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Principles The BSW Program is committed to promoting  social justice, community healing and social change based on humanitarianism and egalitarianism  anti-oppressive practice that values diversity, respect and the dignity and worth of all people  the accreditation standards of the Canadian Association of Social Work Education at the BSW level  development of a professional culture that brings together teaching faculty, field instructors, students, alumni, social workers in the field, Northern College of Arts and Technology, Sault College of Arts and Technology and Algoma University, as partners in the realization of the BSW program’s mission

The Curriculum In accordance with the Mission and Principles, the BSW program is developed based on the following:  strong awareness of Anishinaabe history, culture and learning  the importance of understanding how values and ideologies construct social problems and social policies  the importance of critical analysis of the way our society is structured by unequal relations based on class, gender, race, sexual orientation, range of ability, ethnicity, age, geography or religion  importance of understanding generalist, strengths-based practice and the integration of knowledge, theory, skills, critical analysis, research and field experiences  the importance of accessibility, advocacy, creativity, flexibility, and life-long learning as curriculum qualities, including efforts to minimize students’ need to travel outside their home communities  sensitivity to effective social work practice, including community development, in rural, remote and northern environments  importance of research to all facets of social work knowledge and practice  importance of collaborative relationships with community service organizations and professionals

Algoma University’s proposed BSW program is a profession-oriented honours bachelor’s degree, primarily designed to prepare students for entry into professional practice in the field of social work. The program incorporates a blend of theory and practice, and includes two field placements that develop and demonstrate a student’s readiness for employment in the professional field of practice. In addition to the practical knowledge and skills needed to enter the profession of social work, graduates will demonstrate critical thinking and communication skills that are transferable to further study, employment, community involvement or other activities.

The program is one of only two BSW programs in Canada with a particular focus on social work in northern, rural, remote areas, and Anishinaabe communities, the other being the University

11 of Northern British Columbia (UNBC). The program uses structural, Anishinaabe and feminist approaches, challenging students to critically analyze the ways that social contexts shape personal and social problems. It aims to deepen students’ awareness that personal experiences are embedded in social structures, and to prepare them to practice anti-oppressive social work.

The program is designed to provide quality social work education for students in the Algoma and Timmins districts in the short term. Longer term it plans to gradually extend the BSW program delivery to more remote communities in Northern Ontario.

The program has a strong community development component. It is designed to prepare students to not only practice social work within existing services, but also to provide them with the knowledge and skills needed to develop new programs and services. This will meet the needs of social workers who work in smaller, rural/remote, Northern communities which lack adequate social service infrastructure. By learning how to practice community development, the graduates will be well equipped to help their communities develop the programs and services they require.

The rich and innovative curriculum reflects a sound generalist program, while maintaining a focus on newer directions in social work. The Anishinaabe focus of the program will make the program attractive and relevant to Anishinaabe students, as well as provide all students with a strong awareness of Anishinaabe history, culture, learning, traditional healing approaches and kinship support systems. Algoma University has deliberately used multi-centric language and perspectives throughout the curriculum which has resulted in the use of alternate terminology that reflects a less colonial perspective, for example, using the term “helping” as opposed to “intervention”.

The initial offering of Algoma University’s BSW program will occur using a “blended learning” model. Learning will occur using a mix of in-person, traditional classroom based learning combined with videoconference learning supplemented by an on-line course management system. Twenty-seven credits in the program have been identified as compulsory “face-to- face” courses, and will be delivered in Timmins and Sault Ste. Marie using traditional, in-person classroom based learning. The remainder of core and elective credits in the professional years, and in the transition semester for college graduates, will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All students in Timmins will have access to a Field Placement Coordinator and will be able to complete their field placement hours either in Timmins or in their home communities.

In addition to the strengths found in the content and curriculum of the BSW program, the design of the program itself demonstrates consideration for the realities of the northern Ontario climate and geography in which graduates of the program may be employed. Through the use of a variety of learning technologies throughout their studies, including videoconferencing and on-line Course Management Systems (CMS), graduates of the program will be able to communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting. This experience will prepare them for work

12 in northern Ontario, where professional social workers often employ various modes of technology to serve a diverse set of clients separated by large geographical distances.

The proposed BSW program will contribute significantly to the realization of Algoma’s special mission, and was developed in alignment with the principles of academic planning at Algoma University. The development of the BSW program was undertaken to fill a demonstrated need for undergraduate baccalaureate-level social work education in northern Ontario, specifically in Sault Ste. Marie, Timmins, and their respective surrounding areas. The curriculum includes courses that demonstrate Anishinaabe perspectives, including experience-based learning of Anishinaabe culture, providing opportunity for cross-cultural learning between Anishinaabe and non-Anishinaabe students. The program was modeled on that of the University of Northern British Columbia (UNBC) – a smaller university with similar geographic circumstances that also provides accessible education to many First Nation communities.

The collaborative and innovative approach used in program development, including partnering with Sault College and Northern College, has resulted in a program that is responsive to regional needs yet at the same time contributes to provincial capacity in an area of future growth. Off-site, videoconference, and on-line delivery methods provide access and opportunity to students where they live. Internal collaboration with the department of Community Economic and Social Development (CESD) further contributes to a student’s ability to understand and support social service development and sustainability in northern Ontario, including an understanding of the importance of collaborative relationships with community service organizations and professionals in rural, remote and northern environments.

The design of the program itself demonstrates consideration for Algoma University’s “non- traditional” student mix, as described in Background Information on page vi. By offering a four- year Bachelor of Social Work in Sault Ste. Marie, access to social work education will be enhanced as students will no longer have to consider moving three hours from home to complete their studies in Sudbury. The proposed program will be characteristic of other Algoma University programs in that there will be small class sizes (as compared to larger universities), one-on-one interaction with program faculty, and supportive programs and services available for students – all strengths that are unique to a small institution such as Algoma and that will facilitate student engagement throughout the program.

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Program Level Learning Outcomes

Graduates of this program have reliably demonstrated the ability to:

Knowledge 1. Describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustices by employing a multi-centric approach. 2. Demonstrate a detailed understanding of structural, Anishinaabe and feminist approaches to social work and social welfare.

Comprehension and Analysis 3. Understand the current state of knowledge in the humanities and relevant behavioral and social sciences, including human behavior and human development in the social environment; demonstrate an ability to apply critical thinking skills to the analysis of social structures, social problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning. 4. Understand social work’s origins, purposes, and practices. 5. Understand the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work. 6. Understand and support social service development and sustainability in Northern Ontario, including the importance of collaborative relationships with community service organizations and professionals in rural, remote, and northern environments. 7. Understand and utilize research methods in all facets of social work knowledge and practice.

Application 8. Apply comprehensive knowledge of the concepts, theories, and principles in the field of social work to systematic inquiry, critical evaluation, and direct generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model. 9. Arrive at professional judgements and actions, based on an integration of theory and practice within the context of professional values and the relevant social work Code of Ethics. 10. Practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. 11. Demonstrate a strong awareness of Anishinaabe history, culture, learning, the process of decolonization, Anishinaabe social programs, social welfare, and kinship support systems.

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12. Demonstrate an awareness of self in terms of anti-oppressive values, beliefs and experiences as these impact upon social work practice and an ability to employ the principles of positive self-care in personal and professional settings. 13. Promote social work practice in the context of grassroots community resiliency by understanding people’s ability to meet their own needs. 14. Communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

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Bachelor of Social Work – Program Requirements

Students wishing to complete the proposed Bachelor of Social Work at Algoma University have the option of completing it through the traditional four-year program, or if they have already completed an undergraduate degree, they can apply to the one-year Bachelor of Social Work program. Given that Algoma University’s BSW program is in the early stages of development, the initial one-year, post-degree offering will not commence immediately. The one-year, post- degree offering will commence when the Department of Social Work has sufficient faculty and staff resources to support additional sections required to run the one-year program.

The four-year Bachelor of Social Work program is designed to provide a foundational liberal arts education in the first two years of study and an introduction to theory and practice in the field of social work. During the first and second year, students take a total of twenty four credits of free electives, twelve credits of adjunct courses, and twenty four credits of social work core courses. Students are encouraged to select elective courses based on their individual interests or from a list of suggested electives based on disciplines that have been identified as complementary to the BSW program such as Anishinaabe Studies, Community Development, Computer Science, Law and Justice, English, and Psychology. During the third and fourth year, students take a total of forty-five additional credits of social work courses, for a total of sixty- nine social work credits in the four-year program. This represents 57.5% of the curriculum, reflecting the accreditation standards of the Canadian Association for Social Work Education.

The one-year (post-degree) BSW program consists exclusively of professional social work courses, for a total of 60 credits. It is assumed that students have met the requirements for general education credits in their previous degree work.

The following course map outlines the course requirements for the four-year and one-year programs:

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Four-Year Bachelor of Social Work (BSW) Algoma University

Year 1 SWRK 1006 Introduction to Social Welfare in the North* SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives* SOCI 1016 Understanding Society I: Principles and Processes SOCI 1017 Understanding Society II: Institutions and Issues OR ANIS 1006 Anishinaabe Peoples and our Homelands I CESD 1006 Introduction to Community Economic and Social Development I CESD 1007 Introduction to Community Economic and Social Development II 12 additional credits (Students are encouraged to select electives from ANIS 1007, COSC 1701, JURI 1105, ENGL 1501/1502, 1561, PSYC 1106/07) ` Year 2 SWRK 2106 Political Economy of Social Welfare* SWRK 2107 Human Services Organizations* SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective SWRK 2127 Introduction to Social Work Research SWRK 2016 Community Based Research 3 credits of SWRK electives 12 additional credits (Students are encouraged to select electives from ANIS 2006/07 and SOCI 2636)

Year 3 SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives SWRK 3207 Critical Social Policy in the North SWRK 3605 Field Education I SWRK 3456 Social Work Research and Program Evaluation SWRK 3596 Social Work Philosophy and Ethics SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context 6 elective credits (Students are encouraged to select electives from any CESD course, JURI 3506, or JURI 3606)

Year 4 SWRK 4206 Northern and Rural Social Work Practice SWRK 4004 Field Education II SWRK 3806 Family and Child Welfare 6 SWRK elective credits 9 elective credits

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Summary of Credits 69 credits SWRK 6 credits SOCI 6 credits CESD 39 elective credits Total = 120 credits

Students are allowed a maximum of 42 credits of 1000 series credits. Students are allowed a maximum of 72 credits of SWRK. *students require a minimum grade of 70%

Range of Course Requirements

Core course credits = as earned from required courses in specialization Adjunct course credits = earned from required courses in linked subjects Breadth course credits = earned from required courses in other disciplines for general education purposes Open course credits = as earned from elective courses that can be completed in core, adjunct and/or breadth subjects

Core course credits (69 credits)  SWRK 1006 Introduction to Social Welfare in the North  SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives  SWRK 2127 Introduction to Social Work Research  SWRK 2016 Community Based Research  SWRK 2106 Political Economy of Social Welfare  SWRK 2107 Human Services Organizations  SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective  SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives  SWRK 3207 Critical Social Policy in the North  SWRK 3605 Field Education I  SWRK 3456 Social Work Research and Program Evaluation  SWRK 3596 Social Work Philosophy and Ethics  SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration  SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context  SWRK 4206 Northern and Rural Social Work Practice  SWRK 4004 Field Education II  SWRK 3806 Family and Child Welfare

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 9 credits of SWRK electives

Adjunct course credits (12 credits)  SOCI 1016 Understanding Society I: Principles and Processes  SOCI 1017 Understanding Society II: Institutions and Issues  ANIS 1006 Anishinaabe Peoples and our Homelands I  CESD 1006 Introduction to Community Economic and Social Development I  CESD 1007 Introduction to Community Economic and Social Development II

Open course credits (39 credits)  36 elective credits (students are encouraged to select courses from the following: ANIS 1007, all CESD courses, SOCI 1017, ENGL 1501/1502, 1561, JURI 1105, PSYC 1106/07, COSC 1701, ANIS 2006/2007, SOCI 2636, JURI 3506, JURI 3606)

For free electives, students can choose from any number of courses taught at Algoma University as listed in the Academic Calendar included in Appendix 13.1.

2000 Level Electives SWRK 2156 Critical Analysis of the Canadian Health System

3000 Level Electives SWRK 3356 Social Welfare and Women SWRK 3707 Social Work and Law SWRK 3016 Community Economic and Social Development SWRK 3606 Social Work with Victims of Abuse SWRK 3906 Special Topics in Social Work I SWRK 3907 Special Topics in Social Work II SWRK 3916 Special Topics in Community Development I SWRK 3926 Special Topics in Community Development II SWRK 3817 Contemporary Issues in Aging

4000 Level Electives SWRK 4906 Advanced Topics in Social Work I SWRK 4907 Advanced Topics in Social Work II SWRK 4506 Social Work and Substance Abuse

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One-Year Bachelor of Social Work (BSW) Algoma University

The course schedule below is provided as a sample only. As previously noted, the one-year, post-degree offering will not be available to students immediately, and will be offered once sufficient staff and faculty resources are secured.

May SWRK 1006 Introduction to Social Welfare in the North SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives SWRK 2016* Community Based Research

June SWRK 2106 Political Economy of Social Welfare SWRK 2107 Human Services Organizations SWRK 2016* Community Based Research

July SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration SWRK 3605** Field Education I

August SWRK 2127 Introduction to Social Work Research SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context SWRK 3605** Field Education I

Fall SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives SWRK 3456 Social Work Research and Program Evaluation SWRK 3806 Family and Child Welfare SWRK 4004***Field Education II

Winter SWRK 3207 Critical Social Policy in the North SWRK 3596 Social Work Philosophy and Ethics SWRK 4004***Field Education II

Legend * SWRK 2016 to be completed during May/June 4.5 per week ** SWRK 3605 – students officially registered July 1 and course to be completed by the end of fall term (December) *** SWRK 4004 – students officially registered Sept and course to be completed by the end of May

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Class instruction for one-month class will consist of 36 hours of instruction or 9 hours of instruction per week.

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Employment opportunities for graduates

The employment market for qualified, baccalaureate-level trained social workers has never been stronger. Students graduating with a Bachelor of Social Work degree have little problem finding employment and enjoying a stable, meaningful, life-long career. The degree is professionally regulated and recognized throughout Canada as well as throughout the United States and commonwealth countries.

Service Canada (www.servicecanada.gc.ca) indicates that job prospects in the occupation of social work are good. Over the past few years, the number of social workers in Canada has risen significantly, mainly due to a much greater range and intensity of social service needs. Service Canada predicts this trend towards significant employment growth will be maintained over the next few years, particularly in light of trends towards increased government funding for health/social services, a higher than average retirement rate in the profession, and the increased need for social services associated with an aging population.

University graduates of social work programs will be the primary source of the labour pool to fill openings as they arise as a result of retirements, turnover, and job creation in the social work profession. Few positions will be filled by unemployed social workers, since the unemployment rate in the profession is very low (2% as compared to 7% in all occupations in 2007 www.jobfutures.ca/noc/4152.shtml). It is of interest to note that even though enrolment in Bachelor of Social Work programs has increased in recent years (more than 20% between 2000- 2007), the labour market is able to accommodate more graduates than it does now (www.servicecanada.gc.ca).

The need for social workers is even greater in northern Ontario as demand continues to outpace supply. Trained social workers rarely relocate from southern Ontario to the north, and if they do, they have a greater tendency to stay for brief periods and remain peripheral to the community. In contrast, social workers who are from the north and receive their training within their communities, tend to spend their lives working to improve local social and economic conditions.

Government legislation is increasing the demand for baccalaureate-level training in the profession of social work. For example, it is now law that social workers employed in homes for the aged require a minimum of a Bachelor of Social Work degree. In addition, the social services professions have a high turnover rate of staff. Social workers, particularly in fields such as child welfare, commonly suffer from burnout and other medical conditions brought on by occupational stress, and may leave the profession to pursue other employment opportunities, resulting in a higher availability of positions for new graduates.

The Government of Canada indicates that for the Timmins/Kirkland Lake/Kapuskasing area, employment prospects for social workers are good, particularly in light of the rapidly increasing elderly population in the region (www.labourmarketinformation.ca). For Sault Ste. Marie, Elliot

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Lake, and Algoma district, employment prospects are better for those who have the appropriate post-secondary education and are open to working in rural areas. In both regions, cultural skills within First Nations’ communities also enhance employment prospects.

A Program Development Advisory Committee guided the curriculum development for Algoma University’s proposed Bachelor of Social Work program. Representatives from potential employers such as Sault Area Hospital, Timmins and District Hospital, Child and Family Services of Timmins and District, Ontario Association of Children’s Aid Societies, and Algoma Family Services served on the advisory committee and provided valuable input to ensure that graduates of the proposed Bachelor of Social Work program will have the skills and knowledge necessary to fill the labour market needs of local community agencies.

Delivery methods

The proposed BSW program will be delivered using a “blended learning” model – in this case, a mix of in-person, traditional classroom based learning combined with videoconference learning supplemented by an on-line Course Management System.

Blended learning describes learning activities that involve a systematic combination of co- present (face-to-face) interactions and technologically-mediated interactions between students, teachers, and learning resources (Bluic and colleagues, 2007). Providing access to social work education for students who reside outside of the main campus is one of the accreditation guidelines of the Canadian Association for Social Work Education (CASWE). From its inception, the proposed BSW program at Algoma University was designed to be accessible to other communities in northern Ontario, and to the Timmins and surrounding area in particular.

Research on delivery models and preparation for practice of 220 off-campus social work students at the University of Regina suggests that students may not have completed their BSW if they had not been able to do so in an off-campus location (Jeffrey, Watkinson, and Leski, 2005). The same study also found that many of these same students who have experience with different distance delivery methods would still prefer to take their courses in a face-to-face format (Jeffrey, Watkinson, and Leski, 2005). The NORDIK Institute reported similar findings when polling students in Northern Ontario. Students wanted the BSW program to be accessible close to or within their home communities, but also cited a preference for the face-to-face delivery method in many cases (Ortiz and Broad, 2008). In order to maintain a strong sense of academic community and student engagement, and to make the BSW program sustainable in the long-term, a blended model was chosen as the most appropriate.

The following twenty-seven core credits in the program have been identified as compulsory “face-to-face” courses, and will be delivered using traditional, in-person classroom based learning in both Sault Ste. Marie and Timmins:  SWRK 2356 - Basic Helping Skills in Social Work Practice: A Northern Perspective (3 credits) 23

 SWRK 3605 - Field Education I (6 credits)  SWRK 3406 - Concepts of Wellness in First Nations’ Communities: An Historical Exploration (3 credits)  SWRK 3407 - Concepts of Wellness in First Nations’ Communities: The Contemporary Context (3 credits)  SWRK 4206 – Northern and Rural Social Work Practice (3 credits)  SWRK 4004 - Field Education II (9 credits)

Traditional, in-person classroom learning will consist of a mix of interactive classroom learning, laboratories, and experiential learning. Classroom, laboratory, and learning in the field will occur in a variety of student centric modes, including:  Group work and group discussion  Seminars  Role play simulations  Presentations from visiting professors, researchers, and Anishinaabe Elders  Recording and self-assessment of interview techniques  Case studies  Independent research  Critical analysis of articles and media coverage  Community-based collaborative projects  Personal learning journals  Self-directed assignments and research papers  Class presentations  Portfolio development

The remainder of core and elective credits in the professional years, and in the transition semester for college transfer students, will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All lectures will be video recorded and uploaded to the Course Management Site (CMS) immediately following the lecture. Course material and assignments will be available on the CMS site. Students in Timmins and Sault Ste. Marie will share the classroom with participants from both locations, and videoconference participants will be able to ask questions and participate in discussions in real-time with their classmates in either location.

This innovative collaboration to deliver a BSW in Sault Ste. Marie and Timmins will expose students to a wider breadth of experience and expertise from across northeastern Ontario, while maintaining a means by which students can study within, or closer to, their home communities. The depth and breadth of perspectives to which the students will be exposed within the blended learning model will prepare graduates to meet the technological, social, and geographical challenges presented by northern Ontario.

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Field Placement

Algoma University’s proposed BSW program will prepare qualified, baccalaureate-level trained social workers to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. Graduates will have completed a minimum of 700 hours of field practice experience in human service agencies and organizations under the supervision of a field instructor.

In year three, Field Education I provides students with an opportunity to begin to develop basic social work skills, particularly in the form of relationships with individuals, families, groups, and communities. Students will complete 280 hours of field placement combined with bi-weekly integration seminars in which students will critically analyze the field education experience through discussion and interaction with instructors and professional peers. Upon successful completion of the placement experience, students will have reliably demonstrated the ability to:  Articulate structural and anti-oppressive social work practice.  Identify the link between practice approaches and theoretical perspectives.  Understand the relationship between conventional and structural social work values, models, theories, and methods.  Articulate potential social and social justice implications of a particular practice.  Demonstrate the ability to understand and communicate critical self-awareness of their own experiences as they relate to critical practices.  Articulate their own development of fundamentals of social work practice.

In year four, Field Education II is the terminal practice-based course that demonstrates a student’s readiness for employment in the field of professional social work. Students will complete 420 hours of field placement in an organization setting. They will enhance and refine their social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational, and policy levels. Students will complete a reflection paper/portfolio demonstrating their ability to apply theoretical concepts and critical analysis to practice. Upon successful completion of the course, students will have reliably demonstrated the ability to:  Perform at the entry level of competence as a social worker in a practice setting.  Reflect on and develop practice skills.  Critically think about service delivery and practice issues.  Link social work concepts, values, and theory with practice at the interpersonal, community, organizational and policy levels.  Understand the importance of power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts.

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Program support

As described in the program development history, discussions about the offering of a Bachelor of Social Work at Algoma University have been ongoing with various stakeholders in the region for many years. Faculty from Lakehead University, the University of Northern British Columbia, University of Victoria, and Carleton University served on the Program Development Advisory Committee and were instrumental in developing a curriculum that reflects an innovative and relevant BSW program. A member of the Accreditation Board, Dr. David Tranter, served on the Program Development Advisory Committee, and has been instrumental in ensuring the proposed curriculum meets and/or exceed the accreditation standards of the Canadian Association for Social Work Education.

Representatives from potential employers such as Sault Area Hospital, Timmins and District Hospital, Child and Family Services of Timmins and District, Ontario Association of Children’s Aid Societies, and Algoma Family Services served on the advisory committee and provided valuable input to ensure that graduates of the proposed BSW program will have the skills and knowledge necessary to fill the labour market needs of local community agencies. Letters of support from a number of these stakeholders are included in Appendix 9.1 of this proposal, and include letters from University of Victoria, Lakehead University, Carleton University, Algoma Public Health, and Sault Area Hospital.

Capacity to deliver

Algoma University has the capacity to deliver the proposed program. It has been offering the first two years of the Laurentian University BSW program since the 1970s. Algoma University has an over 40 year history of offering high-quality degree programs in the province of Ontario as an affiliate college of Laurentian University. Algoma has in place the requisite governance structures, administrative structures, and quality standards appropriate to a university, as evidenced through its institutional membership in the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU).

The Algoma University Department of Social Work will be provided with adequate resources in terms of academic, professional and support staff, physical space, library, research facilities, technological resources, and opportunities for interdepartmental collaboration. The Department of Social Work will see investments in terms of new faculty, sessionals, staff, and technological resources in the next two-three years as the program grows its enrolment and prepares for full accreditation with the Canadian Association for Social Work Education.

Both Algoma University and Northern College have the capacity to deliver the program as proposed. Algoma University and Northern College are connected to the ORION network, an ultra high-speed connection between all universities and colleges in Ontario. Algoma University and Northern College will use the ORION network to receive and deliver the interactive

26 videoconference lectures. Algoma University has used this system for the last three years to facilitate videoconference learning from the University of Abertay, Dundee in Scotland to offer a Master of Science in Computer Games Technology to students on the Algoma University campus. This videoconference delivery mode has proved to be a success for the Master of Science program, and Algoma wishes to expand its use of this technology to other proposed programs, such as the BSW.

All Algoma University courses are provided with Moodle, a course management system used to host asynchronous course material. Video recordings of lectures for the courses taught by simultaneous interactive videoconference will be posted on the course management system. The Moodle course management system will be supplemented by DimDim, a synchronous online meeting space for up to 50 participants, for use by students in Sault Ste. Marie and Timmins.

Algoma University has allocated funds for pedagogical training for faculty on developing a sense of academic community while using distance delivery methods. Each year, faculty in both Timmins and Sault Ste. Marie will be provided with training specifically designed to foster a culture that supports a thoughtful focus on teaching, while nurturing the sense of connectedness and collegiality that is vital to continuous innovation and success when using innovative delivery methods.

Students will be well-supported at both locations, with access to Field Placement Coordinators and technical support in Sault Ste. Marie and Timmins. Students in Timmins will have access to student support services at Northern College through the provisions of an interinstitutional agreement between Algoma University, Sault College, and Northern College (included in Appendix 14.2).

Enrolment and faculty growth

Projected enrolment for the first four years of the program is as follows:

The figures below represent the cumulative number of actual students in the program.

Year 1 (2011/12): 90 Year 2 (2012/13): 120 Year 3 (2013/14): 129 Year 4 (2014/15): 129

At present, Algoma University offers the first two years of a Social Work program. Upon completion of the first two years, students must transfer to another university in order to complete the professional years three and four. On average, data going back to 2003/04 shows that 32 students each year declare Social Work as their program of study, even though they cannot complete the Social Work program in its entirety on the Algoma University campus. Fall 2008 saw 34 students declare social work as their major. 27

With the introduction of a fully accredited Bachelor of Social Work program at Algoma University, it is anticipated that enrolment will increase and retention rates will improve significantly given that students can complete all four years of the program at Algoma University. Student demand and community interest for the Bachelor of Social Work program in both Timmins and Sault Ste. Marie are high.

In Sault Ste. Marie, data on the number of inquiries from prospective students for a social work program has been tracked since 2005. From January 2005 - September 2010, Algoma University received 274 applications from prospective students interested in a Bachelor of Social Work program. In this same time frame, 582 prospective students inquired about a Bachelor of Social Work program at Algoma University. These prospective students did not apply, likely because they discovered upon inquiring that all four years of the Bachelor of Social Work degree are not available on the Algoma University campus.

Preliminary estimates from Sault College suggest that there are at least 20 students each year who would be interested in transferring to university to complete a social work degree. Fall 2009 saw significant enrolment increases in Sault College’s Social Service and Native Social Service Worker programs, suggesting the demand for a BSW from college transfer students could be even higher in 2011. There are also many students who pursue programs in cognate disciplines at Algoma University who would be interested in the social work program.

In Timmins, a survey conducted by Northern College in October 2006 indicates there are 84 interested local applicants for a post-degree, one year social work program. There is also evidence to support demand for a social work program for college transfer students in the Social Service Worker program at Northern College. Social Service Worker program faculty members at Northern College are often approached by students inquiring if a BSW program will be available in Timmins soon.

In 2008, the Northern Ontario Research, Development, Ideas and Knowledge (NORDIK) Institute conducted a research project relating to the demand and preferred format of a Bachelor of Social Work in northern Ontario. The study concluded there is considerable demand for social work education in Timmins and Sault Ste. Marie, including a demand for a one-year post-degree social work program. Of 171 responses to the question “to which location would you prefer to travel?”, 121 of the respondants cited Sault Ste. Marie or Timmins as their preferred location. The complete NORDIK study is included as Appendix 14.3.

According to data from the Ontario Universities’ Application Centre, the number of direct from high school applications to social work programs in the province of Ontario has been steadily increasing since 2005. A Bachelor of Social Work at Algoma University would provide an alternative for many Ontario students, while serving in particular regional students with a desire to remain in their home communities of either Sault Ste. Marie and/or Timmins. At present, students in Sault Ste. Marie must travel over 300 kilometres to attend Laurentian University for the professional years 3 and 4. If they choose not to attend Laurentian, they must travel over 700 kilometres to attend a program in the greater Toronto area or at Lakehead

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University in Thunder Bay. Students in Timmins have to travel comparable distances. The distance required to travel makes the accessibility and cost for many students significant, and in many cases prohibitive, as decisions about uprooting the family and leaving one’s home community must be made. Obtaining social work education thus becomes increasingly difficult for students who are parents, employed, mature, and/or Anishinaabe.

With an institutional mandate to develop programs that are responsive to regional needs, and that provide improved access and opportunity to students, Algoma University will offer the Bachelor of Social Work degree program in both Sault Ste. Marie and Timmins to meet the needs of individuals who cannot relocate to study at another institution due to financial restraints, family obligations, or job location.

The Department of Social Work at present consists of two tenured professors, Dr. Linda Savory- Gordon, Associate Professor, and Dr. Gayle Broad, Assistant Professor. Additional faculty hires are planned over the next four years to bring the faculty complement to six full-time faculty, one of whom will be a Director. In addition, one full-time Field Coordinator with a minimum qualification of an MSW will be hired in Sault Ste. Marie and one part-time Field Coordinator with similar qualifications will be hired in Timmins. It is yet to be determined if the Field Coordinators will be classified as faculty or support staff.

In keeping with a collaborative and interdisciplinary approach to curriculum development that builds on current strengths, a number of social work elective courses in the proposed curriculum are cross-listed with other departments in the university. For example, in second and third year, the elective courses Critical Analysis of the Canadian Health System and Contemporary Issues in Aging are cross-listed with the Sociology Department at Algoma University. These and other cross-listed courses are taught by full-time faculty members in their respective departments.

Year Projected Student Enrolment Number of Full-Time Faculty (cumulative, actual) (cumulative) *including Full- Time Field Coordinator “ramp-up” year -2010/11 n/a 4 Year 1 – 2011/12 90 6 Year 2 - 2012/13 120 7 Year 3 - 2013/14 129 7 Year 4 - 2014/15 129 7

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Summary of Relationship Between Program Level Learning Outcomes and Curriculum Design

The following section contains a listing of program level learning outcomes followed by a description of how curriculum design aligns with the outcome. Curriculum design was undertaken with a sensitivity to effective social work practice, including community development, in rural, remote and northern environments, with the intent of producing graduates who are prepared for entry into professional practice in the field of social work.

Program Level Learning Outcome:

Knowledge

1. Describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustices by employing a multi-centric approach.

This concept is introduced in year one in the core social work courses Introduction to Social Welfare in the North, and Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives. Core social work courses in year two expand on theoretical and conceptual bases of social work knowledge. For example, the Political Economy of Social Welfare course pays particular attention to structural and ideological factors that have combined to shape social policies. Basic Helping Skills in Social Work Practice uses a multi-centric approach to introduce students to reflect on the fact that social workers enter into helping processes and relationships in a society characterized by power imbalances based on age, class, ethnicity, gender, geographic location, ability, race, and sexual identity. By the time students complete upper year courses such as Family and Child Welfare, students will be able to use their knowledge to discuss concept, themes, and ideological perspectives related to child abuse and neglect including structural, feminist, and anti-racist perspectives.

2. Demonstrate a detailed understanding of structural, Anishinaabe and feminist approaches to social work and social welfare.

All core social work courses in years one and two develop an introductory level understanding of structural, Anishinaabe, and feminist perspectives. In year three, the core courses of Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives and Critical Social Policy in the North enable students to develop an intermediate level of understanding of structural, Anishinaabe, and feminist approaches to social work theory and practice. For example, in Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, students are required to complete a group presentation and briefing where they will analyze oppression at the personal,

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cultural, and structural levels within the context of a vulnerable or marginalized population. Students will demonstrate a detailed understanding of structural, Anishinaabe, and feminist approaches in year four when they are required to take Northern and Rural Social Work Practice and write a research paper analyzing the differences between urban and Northern social work practice, using structural, Anishinaabe, and feminist perspectives.

Comprehension and Analysis

3. Understand the current state of knowledge in the humanities and relevant behavioral and social sciences, including human behavior and human development in the social environment; demonstrate an ability to apply critical thinking skills to the analysis of social structures, social problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning.

All elective courses outside of the discipline of social work will introduce students to the current state of knowledge in the humanities and relevant behavioral and social sciences. Students can choose elective courses from a variety of course offerings in disciplines such as psychology, mathematics, biology, sociology, and English. Scholarly attitudes of curiosity, open-mindedness, and commitment to life long learning will be nurtured through engaging course work at all levels and by the ability to choose from a wide breadth or elective courses reflective of personal interest and aspirations.

All courses in the program are designed to develop critical thinking skills and the ability to analyze problems, both within and outside of the discipline of social work. In years one and two, these skills will be at an introductory level. For example, in Introductory Sociology students will critically examine key concepts in short written assignments and exams. By year four, in courses such as Social Work and Substance Abuse, students will have advanced skills in critical analysis, and will be able to critically analyze a case from a structural social work perspective, in addition to providing an explanation of the action taken by a social work and the consequences in a given circumstance.

4. Understand social work’s origins, purposes, and practices.

A survey of the history of social work, from Anishinaabe pre-contact times to present day, is introduced in Introduction to Social Welfare in the North. Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives introduces students to the profession of social work, including early influences, the relationship between social analysis and social work practice, values and ethics, and the factors that shape contemporary social work practice. In year three, Concepts of Wellness in First Nations’ Communities: An Historical Exploration explores the issues which have historically affected the relationship between First Nations People and the social welfare system, including traditional helping and healing practices.

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5. Understand the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work.

The Francophone reality is introduced in year one in Introduction to Social Work in the North and Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives, where students will consider cultural diversity (including Franco-Ontarian culture), and its impact on the provision of social welfare. The Franco-Ontarian perspective will continue to be emphasized using specific examples in Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Critical Social Policy in the North, and Northern and Rural Social Work Practice. It is likely that students may complete Field Education courses in Franco-Ontarian communities. These students will share their experiences in Franco-Ontarian communities with other students in the integration seminars, contributing to a greater understanding of the Francophone reality.

6. Understand and support social service development and sustainability in Northern Ontario, including the importance of collaborative relationships with community service organizations and professionals in rural, remote, and northern environments.

Social service development and sustainability in Northern Ontario is introduced in Introduction to Community Economic and Social Development I, Community Economic an Social Development II, and Human Services Organizations. In year three, students can choose elective courses such as Community Economic and Social Development that will provide an intermediate level of understanding in issues relating to social service development and sustainability and will explore trends and perspectives of rural and Indigenous peoples, co-operatives, and community development. By year four, courses such as Northern and Rural Social Work Practice require students to develop an in-depth understanding of social work practice in northern and remote communities, including the issues of role adaptation, stress, isolation, and culture shock. Particular attention will be given to community development in northern communities, including single industry resource-based communities and boom towns.

7. Understand and utilize research methods in all facets of social work knowledge and practice.

Research methods are introduced in year two in Introduction to Social Work Research and Community Based Research. Students will learn about survey design, community- based participatory action research, feminist methods, arts-based methods, experimental design, and program evaluation. Students will be introduced to research questions, literature reviews, data analysis, and the importance and place of ethics in research, with a focus throughout on decolonizing methodologies that are respectful of Anishinaabe peoples and their communities. In year three, students will utilize research

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methods at a more advanced level in Social Work Research and Program Evaluation. Students will be required to critically evaluate the findings of social work research and to develop their own competence in various approaches to qualitative and quantitative research. Graduates of the program will be able to use social work research literature to guide practice decisions and to design and conduct basic research and evaluation projects.

Application

8. Apply comprehensive knowledge of the concepts, theories, and principles in the field of social work to systematic inquiry, critical evaluation, and direct generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model.

In year two, Basic Helping Skills in Social Work Practice: A Northern Perspective introduces students to the relationship between social analysis and social work practice. In the learning labs, students will practice self-awareness, interview skills, intake and engagement, data collection, assessment, and planning. In year three, Field Education I provides students with an opportunity to apply knowledge of the concepts, theories, and principles in the field of social work to direct generalist social work focusing on the development of basic social work skills. Application of critical evaluation and systematic inquiry skills are refined in year three in Social Work Research and Program Evaluation, where students are required to prepare a research proposal that includes development of a research question, a literature review, methodology and implications for policy/practice, and completion of a research project. Students are also required to critically review research completed by others.

In Field Education II, the capstone course for the program, students will refine well- developed social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational, and policy levels. Students will participate in seminars that will prepare them to make the transition from student to professional social worker. Upon completion of year four, students will be prepared to perform at an entry level of competence as a social worker in a practice setting.

9. Arrive at professional judgements and actions, based on an integration of theory and practice within the context of professional values and the relevant social work Code of Ethics.

Students will learn about professional values and the relevant social work Code of Ethics in Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives and in great detail in the year three core course Social Work Philosophy and Ethics. Social work ethics will be examined in the context of social work and Anishinaabe world views and values. Students will complete case scenarios and reflection assignments using the social work Code of Ethics as their guide. Upon completion of this course, students are

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expected to adhere to the professional values and Code of Ethics through the remainder of the program, in particular, in Field Education I and II where students are assessed on their actions in actual ethical dilemmas.

10. Practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities.

The practice of social work is introduced in Basic Helping Skills in Social Work Practice: A Northern Perspective and Introduction to Community Economic and Social Development II, is reinforced in Field Education I, and is mastered in Field Education II. Graduates of the program will be able to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. For more in-depth community development experiences, students may take as electives the two field practicum courses in community development.

11. Demonstrate a strong awareness of Anishinaabe history, culture, learning, the process of decolonization, Anishinaabe social programs, social welfare, and kinship support systems.

Anishinaabe perspectives are incorporated into all core and elective social work courses. For those students interested in a more detailed understanding of Anishinaabe history, culture, learning, and decolonization, elective courses such as Anishinaabe Peoples and Our Homelands I, Anishinaabe Peoples and Our Homelands II, Anishinaabe Social Issues, and Anishinaabe Social Movements are available. Core courses such as Concepts of Wellness in First Nations’ Communities: An Historical Exploration and Concepts of Wellness in First Nations’ Communities: The Contemporary Context provide students with an in-depth understanding of how the social welfare system and colonization in Canada have affected Anishinaabe peoples, and how First Nations communities aspire to move forward in the decolonization process. Many students will participate in field placements in First Nation communities or organizations, bringing an even greater awareness to other students in the program when placement experiences are shared in the integration seminars.

12. Demonstrate an awareness of self in terms of anti-oppressive values, beliefs and experiences as these impact upon social work practice and an ability to employ the principles of positive self-care in personal and professional settings.

A focus on self-awareness is introduced in year one in Introduction to Community Economic and Social Development II and in year two in the core course Basic Helping Skills in Social Work Practice: A Northern Perspective. Students will learn to increase self-awareness by analyzing their behavior and thinking in interviews and role play exercises. In years three and four, courses such as Northern and Rural Social Work

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Practice incorporate journaling as an evaluation method, providing students the opportunity to self-reflect in terms of anti-oppressive values, beliefs and experiences. In Field Education I and II, students will conduct self-reflective practice in the field and discuss managing feelings and stress during integrative seminar work and on-line discussion board forums.

13. Promote social work practice in the context of grassroots community resiliency by understanding people’s ability to meet their own needs.

Community resiliency is introduced in Introduction to Community Economic and Social Development I &II in year one. Basic Helping Skills in Social Work Practice: A Northern Perspective further emphasizes this outcome in year two as students learn about traditional healing practices and kinship support systems. In Concepts of Wellness in Anishinaabe Communities: An Historical Exploration in year three, students demonstrate an advanced understanding of traditional helping and healing practices pre-colonization. Elective courses such as Community Economic and Social Development provide an advanced understanding of key issues facing people and the environment using a community-oriented theoretical framework.

14. Communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

All core and elective courses in the program require students to communicate in written, spoken, and visual formats using current technology in the form of seminar discussions, research papers, critical analysis of articles, role playing, and journaling. Some courses will be taught simultaneously at Algoma University and Northern College, exposing students to videoconference and on-line technology that is commonly used in the practice of social work in northern and remote communities. The year four capstone course, Field Education II, requires students to complete a reflection paper/portfolio that demonstrates a student’s ability to communicate an application of theoretical concepts and critical analysis to practice. Field practice work will focus on developing communication skills in clinical interviews for individuals and groups, as well as community communication skills.

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List of References

Bluic, A. -M., Goodyear, P., and Ellis, R.A. (2007). “Research focus and methodological choices in students’ experiences of blended learning in higher education.” The Internet and Higher Education, 10(4), 231-244.

Jeffrey, B., Watkinson, A., and Leski, A. (2005). “Voices of Off-Campus Social Work Students: Implications for Social Work Programs.” Canadian Social Work, 7(1), 127-141.

Ortiz, J., and Broad, G., (2008). “Proposed Honours Bachelor of Social Work in an Alternative Delivery Format in Northern Ontario.” NORDIK Institute.

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3.1 Program Abstract

Algoma University proposes to offer a four-year Bachelor of Social Work program. The proposed program will prepare its graduates for professional social work practice with a particular emphasis on multi-cultural social work in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. The proposed program trains to retain professional social workers in Northern Ontario communities, thereby supporting social service development and sustainability. Graduates will be well-prepared for entry into professional practice in the field of social work, a sector with a strong demand for qualified, baccalaureate- trained social workers, or for further study in the field of social work.

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4 Program Degree-Level Standard

4.1 Degree Level Summary

The curriculum for the proposed program was designed in a consultative and systematic fashion in order to meet the guidelines for a professionally-oriented honours baccalaureate degree as articulated by the Postsecondary Education Quality Assessment Board, as well as the accreditation standards of the Canadian Association for Social Work Education (CASWE). A Program Development Advisory Committee that was representative of local and non-local stakeholder groups played an important role in curriculum development. A representative of the CASWE Accreditation Board served on the advisory committee, ensuring the curriculum as it was developed aligned with the accreditation standards of CASWE. In addition, the program was developed by referencing accredited university programs in social work throughout Canada, and was strongly modeled on the Bachelor of Social Work program at the University of Northern British Columbia (UNBC). The proposed program includes a terminal field placement designed to develop and demonstrate a student’s readiness for employment in the field of professional social work. Students will “learn by doing”, through an incorporation of theory and practice throughout the curriculum, culminating in the fourth year field placement.

The following sections provide a detailed analysis of how curriculum design creates a program that meets or exceed the degree level expectations for a professionally-oriented honours baccalaureate program in the province of Ontario.

Depth and Breadth of Knowledge

Graduates of the BSW program will acquire a broad knowledge base in the liberal arts, humanities, and social sciences through use of electives and course work in the general education component of their degree. They will also develop an in-depth knowledge of social work. They will be able to describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustice by employing a multi-centric approach. They will particularly understand structural, Anishinaabe and feminist approaches to social work and social welfare and their application as frameworks for social work practice.

Graduates of the BSW program will understand concepts, themes, and competing ideological perspectives related to the provision of social welfare, the delivery of social services and the profession of social work; the organizational contexts in which social work is practiced, including Anishinaabe, Northern, rural/remote settings; and the impact of diversity on helping relationships. They will demonstrate a developed knowledge and critical understanding of various ideologies, including Anishinaabe, European and feminist, demonstrated through an ability to analyze contemporary social policy issues through ideological lenses.

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Graduates will have a detailed understanding of Anishinaabe perspectives. They will learn about contemporary and historical issues which affect the relationship between First Nations peoples and the social welfare system in Canada. They will have a developed knowledge of kinship support systems, Anishinaabe culture, oral traditions, the usefulness of the medicine wheel for social work practice, and future plans of Anishinaabe communities with respect to decolonization. Students will understand how to apply this knowledge in an interdisciplinary perspective as they use their knowledge of Anishinaabe ideologies to examine issues in sociology, community economic and social development, and history, for example.

Graduates will also have a detailed understanding of community development as a specialized area of the discipline of social work. They will understand the principles, values, tools, and practices of community development, terms and process relating to community development, and the community healing and recovery process. Students will understand how to apply this knowledge to explore key issues facing people and communities using a community-oriented theoretical framework.

Graduates will use their accumulated knowledge to critically analyze situations they will encounter as professional social workers. They will be able to apply their detailed knowledge of theoretical approaches and assumptions to actual situations in any social work practice, with a particular ability to critically understand the needs of Northern, rural, remote, Anishinaabe and Franco-Ontarian service-users and communities.

Graduates will be able to gather, review, evaluate and interpret information, and compare the merits of alternative approaches or creative options, using their accumulated knowledge in the discipline of social work. They will be well-versed in the use of qualitative and quantitative research techniques, including community-based and participatory action research. They will be able to critically evaluate the findings of social work research and use this evaluation to guide practice decisions, as well as design and conduct basic research and evaluation projects.

Critical thinking and analytical skills are acquired in coursework both within and outside of the social work discipline. Graduates of the BSW program will have successfully completed research papers, journaling, reflection papers, and group presentations, all of which require a demonstration of the ability to critically analyze issues based on theoretical approaches and assumptions, and to integrate this analysis across a range of disciplines.

Finally, graduates of the program will demonstrate knowledge of social work ethics as evidenced by their understanding of the Canadian Association for Social Work Education Code of Ethics and the International Federation of Social Workers Code of Ethics. They will demonstrate an awareness of self and be able to critically think about ethical issues in carrying out the tasks of social work practice.

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Knowledge of Methodologies

Methodologies in social work research are introduced in two core courses: Introduction to Social Work Research and Community Based Research. In these courses, students learn about the roles of social workers in knowledge building and how the larger societal context shapes research activities, with a focus on Anishinaabe and smaller community-based research issues and approaches. Students will learn qualitative and quantitative research methods, including community-based and participatory action research, needs assessment and survey applications, capacity assessment, conflict resolution, and building public participation. In third year, the course Social Work Program and Research Evaluation prepares students to critically evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques by asking students to evaluate the effectiveness of their practice and the programs in which it takes place. Graduates of the program will be able to critically review and evaluate research completed by other people, devise and sustain arguments based on designing and conducting social research, and comment upon particular aspects of current research in the discipline of social work.

Given that the proposed program is a professionally-oriented baccalaureate degree, students also learn methodologies of practice at the micro, mezzo, and macro levels. Graduates will be eligible for registration with the Ontario College of Social Workers and Social Service Workers (OCSWSSW) as social workers. They will be prepared to practice generalist social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. They will be able to practice independently in an established practice, or work with communities to develop program and services they require. Graduates will have completed a minimum of 700 hours of field placement experience, in which students are required to articulate the knowledge that is informing their practice and to develop a professional identity using anti-oppressive methodologies and approaches.

Application of Knowledge

The curriculum of the program provides a range of learning experiences requiring students to use their depth and breadth of knowledge and knowledge of methodologies to review, present, and critically evaluate qualitative and quantitative information. Many core and elective social work courses require seminar participation in which students develop lines of argument based on a critique of a current social work case study or scholarly paper. Students use a variety of analytical techniques to complete assignments and projects both within and outside of their discipline.

Graduates of the program will be able to integrate knowledge of theory and practice methods to arrive at professional judgements and professional actions within the context of professional values and the code of ethics. Throughout the core courses of the social work program, students will be required to review articles, case studies, and engage in reflective journaling that will be evaluated based on a student’s ability to develop lines of argument and make

43 sound judgements in accordance with social work theories and concepts. In activities such as journaling and personal reflection, knowledge is applied to the creative process, as students integrate discipline-specific knowledge with personal experience.

Graduates of the program will be skilled at using a variety of techniques to initiate and undertake critical evaluation of arguments, assumptions, information and practice. They will use analysis of primary and secondary sources of data together with qualitative and quantitative research methods to propose solutions, frame appropriate questions, or to solve problems in practical situations.

Communication Skills

The ability to communicate effectively is essential for a practicing social worker, and as such, communication skills are stressed throughout the curriculum in both classroom and practicum settings. As part of the learning activities in social work and elective courses, students complete case studies, research papers, seminar presentations, community assignments, group assignments, and practical field work. Throughout the curriculum, students are exposed to current technology, and are expected to use programs such as PowerPoint for presentations where appropriate. The blended learning delivery mode of the program ensures that all students become accustomed to videoconferencing and on-line technologies, an experience that will prepare them for work in northern Ontario, where professional social workers often employ various modes of technology to serve a diverse set of clients separated by large geographical distances.

Students develop a strong ability to communicate information, arguments, and analyses by fourth year, when they complete their Field Education II course requiring completion of 420 hours of field experience, ethical decision making assignments, practice skills assignments, and a learning portfolio. Students must communicate effectively in written and oral formats to a wide range of audiences, from community members to potential service-users, in order to successfully complete the capstone field placement course.

Graduates of the program will be well-versed in anti-oppressive terminology, as well as able to describe and reflect on personal and practice experiences. Graduates will understand the importance of effective communication in personal self-care and be able to communicate a critical self-awareness of their own experiences as they relate to critical practices.

Awareness of Limits of Knowledge

Core and elective courses within the discipline of social work challenge students to look at a variety of issues through different lenses. For example, starting in core social work courses in years one and two, students are reminded of the Eurocentric view that often clouds understanding of historical facts and/or issues, and are encouraged to reflect on anti-colonial, Anishinaabe, and feminist perspectives. The curriculum is designed to ensure students graduate with a firm understanding of the limits of their knowledge and ability in order to

44 prepare them for employment or further study. For example, students will develop critical analytical skills by unravelling contradictory and misleading facts that support status quo interpretations of reality in the media and elsewhere.

Many courses will present and discuss challenging concepts and conflicting evidence based on social work research. Students gain an appreciation for the fact that the creation of knowledge is an ongoing process by examining topics on which progress is still required, and where current knowledge is incomplete. They learn the contradictions within professional social work ethics from a critical perspective. They reflect on personal experience, and how this can impact on one’s own analysis and interpretation of the actions of others.

In upper year courses, when students are engaged in their own research, they will experience uncertainty and ambiguity, and will come to understand first-hand the limits of their knowledge, how to communicate these limits in reports and discussions, and how to address uncertainty with further research.

Professional Capacity/Autonomy

In all core and elective courses in the program, students are increasingly responsible for managing their own time and directing their own learning. The curriculum presents students with many opportunities to complete assignments related to a social work topic that is of particular interest to them, providing them with opportunities to exercise personal initiative. Students are assessed on group and individual work, and are expected to be active participants in class discussions, group work, and research assignments. Students are responsible for managing their own assignments from start to finish. These assignments increase in complexity throughout the curriculum, culminating in the requirement to complete 420 hours of practical field placement in year four. This course requires students to exercise personal responsibility and accountability in the placement setting, including the completion of a reflection paper/ portfolio grounded in a process of reflection, evidence, and collaboration.

To graduate from the program, students must be able to manage their own learning, work effectively with others, and demonstrate behavior consistent with academic integrity, social responsibility, and the standards of the Canadian Association for Social Work Education Code of Ethics. With these skills, graduates will be well-prepared for further study or employment at the entry level in the field of social work.

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4.2 Samples of Student Work

This is an application for a new program.

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5 Admissions, Promotion, Graduation Standard

5.1.1 Admission Requirements Direct Entry

The proposed BSW program is a professional program. Consistent with other degree-granting institutions offering professional BSW programs, students must apply separately for entry to the professional years after completion of years one and two, for entry to the professional years in year three.

Direct from high school into year one: Program Admission Requirements Academic Students must present a completed Ontario Secondary School Diploma (OSSD) with a minimum average of 70% on six courses from any of the following categories in the Ontario curriculum:  Ontario Academic Courses (OAC’s) OR  University Courses (U’s) OR  University/College courses (U/M’s, which are sometimes coded as “M” for “mixed”) Specific secondary school course requirements for entrance:  English Related work/volunteer experience None Other (e.g. portfolio, specialized testing, interview, None G.R.E.)

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After completion of years one and two, students who entered the BSW program direct from high school must formally apply to the Department of Social Work for entry into the professional years three and four. The following admission criteria apply:

Program Admission Requirements Academic Students will have completed 60 credit hours of study, including all core requirements from years one and two to be eligible for admission to the professional years. Related work/volunteer experience Human service experience is an asset. Other (e.g. portfolio, specialized testing, interview, The formal application process to the professional G.R.E.) years will include references, a supplemental information form, a personal statement of intent, and a resume. Admission to the BSW is a competitive process, and admission will be granted based on the following criteria:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25% Students are expected to comply with the standards articulated in the Canadian Association of Social Work Education (CASWE) throughout their program of training in social work at Algoma University.

Algoma University recognizes that there are institutional processes and cultural differences that present barriers to some applicants in obtaining equal access to programs. Given the program’s commitment to diversity, equality, and accessibility, 25% of the seats in the BSW program are reserved each year for students from groups including, but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities.

Admission to the professional years is limited to 30 students per year.

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5.1.2 Admission Policies and Procedures for Mature Students

Algoma University adheres to the following protocol for mature students:

In order to qualify for consideration under this applicant category, applicants must be 21 years of age by December 31st of the year of admission and must have been away from formal studies for at least 1 year immediately prior to beginning university studies. Only Canadian citizens and permanent residents are considered for admission as mature students.

The university will consider those whose previous school performance and/or recent work record suggest a strong possibility of academic success. Mature-student applicants will be required to provide letters of reference and a resume, as well as a brief written statement of academic goals. Final determination of a mature student’s eligibility for admission is at the discretion of the Admissions Coordinator and/or Registrar, including conditional admission.

Mature students will only be admitted directly to degree programs in the Arts. Mature students will not be admitted into Science programs. Those wishing to pursue a science degree must successfully complete one year of study in an Arts program and apply to transfer in their second year. Mature students may be admitted into the Bachelor of Business Administration program, on probation, with a requirement to successfully complete two elementary math courses in their first year. For entry into some programs, mature applicants must also meet faculty-specific admission requirements such as a portfolio submission.

Please note Algoma University does not necessarily require mature students to demonstrate academic abilities by successful completion of courses at the postsecondary level or by entrance examination. This is consistent with the mature student admissions policy of Laurentian University, and is consistent with the policies of other universities across Ontario including Nipissing University, University of Ottawa, University of , McMaster University, and Queen’s University. Similar to other degree-granting institutions, Algoma University looks at academic, professional, and volunteer activities of a mature student applicant to determine if there is a strong possibility of academic success.

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5.2 Advanced Standing

5.2.1 Credit Transfer/Recognition Policies and Procedures

Algoma University adheres to the following standard policy for credit transfer/recognition:

UNIVERSITY TRANSFER STUDENTS

Students who wish to transfer to Algoma University from another accredited university may be admitted with transfer credit for or advanced standing on the conditions deemed necessary by the Admissions Office. Applications from such candidates must be accompanied by: a) Ontario Year IV or V transcript of subjects and marks, or equivalent; b) official, recently dated, sealed transcript of their record in the institution from which they wish to transfer, showing the courses completed and grades received; c) If requested by the Admissions Office, complete course outlines for specific courses. Students seeking advanced standing for work completed at a post-secondary institution should apply well before August 1st for a September start.

To facilitate program completion by undergraduate students seeking to transfer course credits from one Ontario university to another, Algoma University adheres to the following principles:

1. Acceptance of transfer credits from Ontario universities shall be based on the recognition that, while learning experiences may differ in a variety of ways, their substance may be virtually equivalent in terms of their content and rigour. Insofar as possible, acceptance of transfer shall allow for the maximum recognition of previous learning experience in university-level courses.

2. Subject to degree, grade and program requirements, any course offered for credit by one Ontario university shall be accepted for credit by another Ontario university when there is essential equivalency in course content.

3. The grades for credits transferred to an Algoma University degree program are not included in the overall GPA calculation.

4. Credits earned at another institution with a final grade of 50-59% may not be used as required courses in any Algoma University degree, but may be used as elective credits as long as the average of the total credits transferred from the other institution is 60% or higher. To transfer a required course, a grade of 60% or better is required.

5. Students who have been refused admission by their former schools or who have been asked to withdraw from their former schools are generally not admissible to a full-time program at Algoma University, and not until the individual has spent at least one year 53

away from formal studies. Such students may petition Algoma University by submitting a written request through the Office of the Registrar, providing an argument for reconsideration of the student’s academic status and eligibility for admission.

6. Full-time transfer students are reminded that they must attend Algoma University for at least one year, normally the last year of the degree, to qualify for one of its degrees. Part-time students must similarly complete at least 30 credits at Algoma U, normally the last 30 credits of their degree.

CANDIDATES FROM COLLEGES OF APPLIED ARTS AND TECHNOLOGY (CAAT)

Algoma University (CAAT) candidates presenting a G.P.A. of “C-” or better on one year of a diploma program may be admitted, but will not receive credit toward the degree program. A minimum grade of C+ is required in order to receive any course recognition.

Sample diploma-degree completion facts:

If you have a diploma & your overall average You will get recognition & you’ll need only this is at least for up to* many credits* to earn a 3-year B.A. 3-years A 60 credits 30 B 45 credits 45 C+ 30 credits 60 2-years A 45 credits 45 B 30 credits 60 C+ 15 credits 75 *The Algoma University’s Registrar’s Office will determine which required courses you are given “recognition” for on review of your official college transcript.

Graduates of a 2- or 3- year CAAT diploma program may receive course recognition as a part of the diploma–to–degree completion program. In addition to the College-University Arts Degree Completion Program and advanced standing policies, Algoma University has a number of articulation agreements. These are designed to enhance student mobility through formal recognition of credits and programs at each institution.

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TRANSFER AGREEMENTS SPECIFIC TO BSW PROGRAM

Under collaborative agreements between Algoma University and two northern community colleges (Sault College of Applied Arts and Technology and Northern College of Applied Arts and Technology) students who have completed Social Service Worker and Native Social Service Worker training programs at those colleges are eligible to receive credit as determined under the agreement. Social Service Worker Diploma graduates with an A average from the above colleges will normally receive a total of 45 credit hours of study of specified university transfer credits and block discretionary credits for completion of the diploma.

Students will be expected to complete the remaining 75 credit hours of the professional social work program. College transfer students will follow the same application process for entry into the professional years of the program as students who completed all of years 1 and 2 at Algoma University.

The formal application process to the professional years will include references, a supplemental information form, a personal statement of intent, and a resume. Admission to the BSW is a competitive process, and admission will be granted based on the following criteria:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25%

Students are expected to comply with the standards articulated in the Canadian Association of Social Work Education Code of Ethics throughout their program of training in social work at Algoma University.

A detailed articulation agreement is outlined on the next page.

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BACHELOR OF SOCIAL WORK (BSW) Articulation Agreement

FIRST YEAR THIRD YEAR

SWRK 1006 trcr (3cr) SWRK 3206 ____ (3cr) SWRK 1007 trcr (3cr) SWRK 3207 ____ (3cr) SOCI 1016 ____ (3cr) SWRK 3605 trcr (6cr) Field Education SOCI 1017 trcr (3cr) SWRK 3456 ____ (3cr) CESD 1006 ____(3cr) SWRK 3596 ____ (3cr) CESD 1007 ____(3cr) SWRK 3406 ____ (3cr) SWRK 3407 ____ (3cr) 12 additional credits PSYC 1106 trcr (3cr) 6 elective credits SWLF 9100 trcr (6cr) ARTS 9201 trcr (3cr) HUMA 9101 trcr (3cr) ____ (3cr)

SECOND YEAR FOURTH YEAR

SWRK 2106 ____ (3cr) SWRK 4206 ____ (3cr) SWRK 2107 ____ (3cr) SWRK 4004 ____ (9cr) Field Education SWRK 2356 ____(3cr) SWRK 3806 ____ (3cr) CESD 2016 ____ (3cr) SWRK 2127 ____ (3cr) 6 elective credits from SWRK courses ____ (3cr) 6 credits of SWRK electives ____ (3cr) SWRK 9200 trcr (6cr) 9 elective credits 9 elective credits ____ (3cr) SOCI 2036 trcr (3cr) ____ (3cr) ARTS 9100 trcr (6cr) ____ (3cr)

TOTAL = 120 credits (45cr transferred; 75cr to complete)

Notes  Based on completion of Sault College and Northern College – Social Service Worker diploma with an overall minimum average of A-  Graduates with an overall diploma average of B-/B/B+ will receive recognition of 30cr  Graduates with an overall diploma average of C+ will receive recognition of 15cr  Maximum number of year one credits allowed - 42 credits  Year one credits granted - 36cr  Students from other colleges are eligible to apply to the BSW program and will be considered on a case-by-case basis

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STUDENTS WITH AN UNDERGRADUATE DEGREE

Students who already have an undergraduate degree in any discipline can apply for entry into the professional years of the social work program. Students can choose to enter a 12-month, compressed program that is equivalent to the professional years of the BSW program. Application requirements for the one-year program:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25%

Algoma University recognizes that there are institutional processes and cultural differences that present barriers to some applicants in obtaining equal access to programs. Given the program’s commitment to diversity, equality, and accessibility, 25% of the seats in the one-year BSW program are reserved each year for students from groups including, but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities.

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5.2.2. Advanced Placement Policies

A proposal to introduce Recognition of Prior Learning (RPL) will go forward to the Algoma University Senate in January 2010. It is anticipated that an approved policy will be available for the Quality Assessment Panel’s site visit.

It is anticipated that many students in the BSW program are individuals with experience in the social services related fields and/or have expert knowledge. For students with a minimum of two years full-time experience in social services and/or demonstrated expert knowledge, the program offers challenge examinations which, if passed, constitute credit for third year field placement.

Draft Policy Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process that compares an individual’s prior learning gained not only through education but also through work and life experiences and personal study. Credit is awarded for the learning gained and not for experience unless the experience has resulted in knowledge and skills.

Students requesting credit recognition must demonstrate learning through one of the following learning types: (1) Formal learning has educational documents to support learning. This learning is traditional and normally takes place in the classroom and/or by distance education. (2) Informal learning occurs through life experiences and day to day situations. This type can be verified by a portfolio collection. (3) Non-formal is organized learning which occurs outside the formal learning system. It can be achieved through external courses and programs, workplace training and community clubs and organizations. This type can also be verified by a portfolio collection.

RPL provides the individual with an opportunity of prove their prior learning by submitting either a portfolio and/or challenge testing. Normally challenge testing will be required if there is a specific course being replaced. A portfolio collection will be required when courses recognition is being applied towards elective courses.

RPL services will be provided by: 1) Facilitator: Registrar 2) Advisor: Admissions 3) Assessors: Admissions; ARP committee, 1 faculty member (changing member depending on student portfolio) 4) All formal requests will be submitted to the Senate Committee on Academic Regulations and Petitions.

The following is a recommended list of duties associated with each position: (1) Facilitator: is responsible for the implementation, promotion and monitoring of the activities and procedures. (2) Advisor: provides information regarding the process and opportunities available, provides guidance for the learners during the process and liaises with the Facilitator, Advisor and Assessors.

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(3) Assessor(s): is the Advisor and faculty members who complete the assessment and make recommendation towards the credit being granted, if any. They are used for the challenge process but when the portfolio process is being used, the Advisor brings to the ARP Committee for recommendations. (4) Committee: acts in an advisory capacity to the RPL Facilitator regarding assessment and recognition issues. They also review and evaluates the portfolios and makes recommendations for granting credits, if any. The Committee monitors, reviews and revises RPL policies to reflect new changes and improvements when necessary.

The number of credits awarded through the RPL process will not exceed 30 credits. Normally these credits will be assigned at the first year level unless the outcome of a challenge exam suggests otherwise. Credits awarded towards Algoma University degrees will appear on their academic transcripts as a ‘block transfer or as direct credit based on evaluation of portfolio. Courses where transfer credit has been awarded will be recorded as ‘T’ on an official transcript. The grades of transfer credits courses will not be used in calculating cumulative averages.

Credits awarded to students through the RPL process are exclusive to Algoma University. Students wishing to transfer RPL credits to another university should consult with the school policy to determine transfer credit eligibility.

All decisions made will be considered final. Under exceptional circumstances, an appeal may be submitted and will be reviewed by the ARP Committee.

A $200 assessment fee will be charged for all applicants who request a RPL assessment. In the case of multiple challenge exams being administered, it is recommended to charge additional fees per exam).

Appendix B

Recognition of Prior Learning (RPL) Procedures

All applicants requesting course recognition through the RPL process must meet with the Advisor to review the process and determine if an application for an assessment will be completed. If an application for assessment is completed, the applicant will be required to pay a $200 assessment fee. This fee is non-refundable. The applicant will then be required to submit a portfolio which needs to contain detailed documentation which articulates the learning acquired through working and life experiences. The portfolio must describe the learning achieved from prior experiences and verifies the learning through documentation or proof. It must show equivalence to the learning outcomes that would be relevant to post-secondary education. The Advisor will continue to provide guidance and support to the applicant throughout the information gathering process. Once this has been completed and the portfolio is ready to be reviewed, the Advisor will liaise with the Facilitator to begin the assessment process. The process will begin with: - Examination of portfolio by the Advisor and ARP Committee - Applicant interviewed by the Advisor and ARP Committee - The Advisor will meet with Assessor(s) if challenge exams are recommended - If challenge exams are to be administered, the ARP committee will meet to discuss and the applicant will be notified with the recommended plan of action.

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- Once the Assessor has completed their evaluation, their assessment will be complete and will make recommendation towards course recognition credits being granted, if any - The applicant will receive in writing the decision from the University Registrar on behalf of the ARP Committee - If course recognition is granted, the Advisor will update the student record and issue a Statement of RPL credits awarded

The Committee decision is considered to be a final decision but in the case where the applicant files an appeal under exceptional circumstances, the Committee will meet and further discuss the appeal. In the event the appeal is not granted, the decision will remain final.

Appendix C

RPL Checklist

 Application completed  Application fee paid

Recommended Documentation for Portfolio:

 Resume  Transcripts  Writing samples  Items created through class projects  Evidence of awards  Laboratory work  Research paper completed or presented  Papers with instructor comments and grades  Certificates of attendance at seminars or workshops (including program)  Documentation of leadership experience  Flyers or other promotional materials you designed  Evidence from volunteer, internship and/or paid experiences  Licenses or certifications obtained  Positive evaluations from previous employers and/or teachers  Letters of recommendation  Philosophy statement  Personal mission statement  Professional organization involvement/plans  Examples of artistic development  Grants obtained relevant to academic achievement  Sporting awards  Photographs  Audio tapes  CD with work on it  Reports on topics of special interest  Outlines and handouts from class presentations  Printouts of links to web pages you created

Be sure to include anything that you feel adds value to your portfolio including documentation that supports receiving credit for knowledge.

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Appendix D

Intended Audience

Research indicates that specific groups with the most to gain from increased learning recognition include:

a) People who have not identified themselves as learners - Those who have not completed high school, and other unengaged groups which are under-represented in the learning system - The unengaged learner will be encouraged to enter their learning path b) People with informal learning gained through life, work and training. - Beneficial when the economy falters or those people who wish to develop more formal skills. There is a need to accommodate those adult learners wishing to return to learning with skills, competencies, and knowledge acquired in the labour market c) Immigrants - Need to accommodate immigrants who have the skills, knowledge and competencies that need to be recognized in order to facilitate entry into the workforce. Immigrants may also be recognized for their non-formal learning and experience. d) Individuals transferring among learning providers across provinces and professions - Already identified as participating in further learning and are seeking recognition of formal credentials would also benefit from having all their skills and knowledge identified

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5.2.3. Degree Completion Arrangements Not applicable.

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5.2.4. Gap Analysis Not applicable.

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5.2.5. Bridging Courses Not applicable.

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5.3 Promotion and Graduation Requirements

Program Requirement Level of Achievement Promotion Graduation Courses in disciplines outside 60% average 60% average of main field of study

Courses in disciplines within 70% average 70% the main field of study

Field Placement Satisfactory (graded on a Satisfactory (graded on a pass/fail basis) pass/fail basis)

Overall Achievement 60% cumulative average. 60% cumulative average. 70% average in all social work 70% average in all social work courses. courses.

Standard Algoma University policy pertaining to promotion and graduation requirements is outlined in the “Degree Regulations” section of the Algoma University Academic Calendar on pages 38-44, which can be found in appendix 13.1.

Standard Algoma University policy describing grading policies and practices, along with a description of Algoma’s grading schemes, is outlined on pages 31-33 of the Algoma University Academic Calendar, which can be found in appendix 13.1.

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6.2 Professional/Accreditation or Other Organization Support

6.2.1 Professional/Accreditation or Other Requirements

The Canadian Association for Social Work Education (CASWE) is responsible for accrediting undergraduate (BSW) and graduate (MSW) social work education programs in Canada. CASWE is a voluntary, national charitable association of university faculties, schools and departments offering professional education in social work at the undergraduate, graduate and post- graduate levels. The Board of Accreditation, a semi-autonomous body within CASWE, is composed of a maximum of 15 voluntary members, consisting mainly of social work educators and others who can assist in promoting and maintaining the quality of education within the profession of social work. The Board of Accreditation is responsible for accrediting undergraduate (BSW) and graduate (MSW) education programs based on standards and educational policies approved by the general assembly of the association.

In Ontario, in order to practice as a registered social worker, a person must have graduated from an accredited social work program. The Ontario College of Social Workers and Social Service Workers (OCSWSSW) has designated the CASWE accreditation process as the approval mechanism for baccalaureate programs. Once candidacy status is granted by CASWE, graduates will be considered to have graduated from an accredited program and will be eligible to register with OCSWSSW as a registered social worker. A program is granted candidacy status for a maximum of five years, during which time the institution will undertake a self-study of the program and prepare an application for first accreditation. Once a BSW program is fully accredited, the institution will be required to apply for re-accreditation every seven years in order to maintain is status as an accredited baccalaureate program.

Algoma University developed the proposed BSW program in accordance with CASWE accreditation standards. A member of the CASWE Board of Accreditation, Dr. David Tranter, served on the Program Development Advisory Committee. Algoma University submitted its application to CASWE for candidacy status on November 13, 2009. CASWE will consider Algoma’s application at the January 2010 meeting of the Board of Accreditation.

The complete accreditation standards of the CASWE are included in this appendix for review.

Highlights of how Algoma’s proposed BSW programs meets the accreditation standards of CASWE include:  The Algoma University Department of Social Work has a mission statement that is consistent with the mission of CASWE, the educational policies of CASWE, and is aligned with the mission of Algoma University.

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 Algoma University is proposing alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence.  The proposed program demonstrates how its education mission and curriculum, including admissions procedures, respond to the need of Aboriginal communities and students. Examples include reserving 25% of available seats in the professional program for students from groups, including but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities, and by assessing demonstrated expert knowledge in challenge examinations that may constitute credit for the third-year field placement.  The Department of Social Work will be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work.  Aboriginal communities affected by the proposed program have participated in the planning of the program.  Algoma University has developed a collaborative relationship with CASWE by involving the Board of Accreditation in the program development process.  The curriculum of the proposed program ensures that graduates will be broadly educated and have sufficient competence for an entry level social work position.  The curriculum of the proposed program contains a minimum of forty percent course credits in the liberal arts, humanities and social sciences, and at least fifty percent course credits in professional social work.  Students in the proposed program are required to complete 700 practice hours through field education.  Academic credit for previous work and/or life experience in lieu of the practicum will use clear criteria and procedures in the form of a challenge examination to assess the skills and knowledge normally obtained through the practicum. Academic credit will only be provided for 280 hours of field placement (Field Education I in year three), and under no circumstances will be granted for the 420 hours of field placement in Field Education II.  The proposed program will designate one full-time and one part-time position with responsibility for field education development, coordination, administration, and monitoring.

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CASWE Standards for Accreditation (May 2008)

1398 Star Top Road Ottawa, Ontario K1B 4V7  (613) 792-1953  (613) 792-1956 [email protected] www.caswe-acfts.ca

Table of Contents

STANDARDS FOR ACCREDITATION ...... 3 STANDARDS FOR ACCREDITATION – PROGRAMMES AT THE FIRST UNIVERSITY LEVEL ...... 4 SB 1.0 MISSION STATEMENTS ...... 4 SB 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES ...... 4 SB 3.0 FACULTY AND PROFESSIONAL STAFF ...... 6 SB 4.0 STUDENTS ...... 6 SB 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE FIRST UNIVERSITY LEVEL ...... 7 SB 6.0 FIELD EDUCATION STANDARDS FOR THE FIRST UNIVERSITY LEVEL ...... 9

STANDARDS FOR ACCREDITATION – PROGRAMMES AT THE SECOND UNIVERSITY LEVEL ....13 SM 1.0 MISSION STATEMENTS ...... 13 SM 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES ...... 13 SM 3.0 FACULTY AND PROFESSIONAL STAFF ...... 15 SM 4.0 STUDENTS ...... 15 SM 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE SECOND UNIVERSITY LEVEL ...... 16 SM 6.0 FIELD EDUCATION STANDARDS FOR THE SECOND UNIVERSITY LEVEL ...... 18

CASWE Standards for Accreditation – May, 2008 2

Standards for Accreditation

Approved by the General Assembly of the CASWE and Revised: 1987, 1992, 1998, 1999, 2000, 2003, 2004, 2007, 2008.

CASWE Standards for Accreditation – May, 2008 3

Standards for Accreditation – Programmes at the First University Level

SB 1.0 MISSION STATEMENTS SB 1.1. The school or faculty shall have a mission statement which is consistent with the mission statement , the educational policies of CASWE, and is aligned with the mission of the institution of which the school or faculty is a part. SB 1.2. The mission statement of the school or faculty shall be understood by the major stakeholders relevant to its mission. SB 1.3. The mission statement of the school or faculty shall have the approval of the governing body of the school or faculty. SB 1.4. The objectives and goals of the programmes and other initiatives of the school or faculty shall be guided by, and constitute a coherent reflection of, the school's mission. SB 1.4.1. These objectives and goals shall take into account the financial circumstances of the institution of which the school is part. SB 1.4.2. The school's objectives shall take into account ethnic, cultural and racial diversity in the Canadian population, and reflect the same in curriculum content, faculty composition, and student admission procedures. (Note: Diversity throughout this document refers to ethnic or linguistic origin, culture, race, colour, national origin, religion, age, disabilities, gender, sexual orientation, socioeconomic status, and political orientation). SB 1.5. Schools shall promote a working environment characterized by inclusiveness and mutual respect, while also encouraging dissent and defending academic freedom. SB 1.6. The mission and the programmes of the school or faculty shall reflect the incorporation of gender concerns and shall provide a climate that supports women’s aspirations. SB 1.7. In developing their mission statement, schools and faculties shall consider alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence. SB 1.8. The school shall ensure that its mission and programmes are responsive to community needs, problems and aspirations. The school shall provide evidence of familiarity with the demographic composition of the region or community in which the programme is located, including its ethnic, cultural, and racial composition. SB 1.9. Schools shall demonstrate how their educational mission and programmes, including admissions procedures where appropriate, respond to the needs of Aboriginal communities and students. SB 1.10. Schools shall demonstrate how their educational mission and programmes, including admissions procedures and recruitment, respond to the needs, barriers and opportunities of people with disabilities.

SB 1.11. The school shall contribute to the advancement of the social work profession and of social welfare. This may include continuing professional education, collaborative research, programme evaluation, participation in programme and policy development. SB 1.12. Schools with international involvement shall clearly delineate policies and procedures for meeting standards in these aspects of their programmes.

SB 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES SB 2.1. The programme shall be implemented through a distinct unit known as a faculty, a school, a department or a division, which has a clear identity within the university. SB 2.2. The school shall be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work, including the capacity to implement the school's objectives pertaining to the education of students to work in an environment of ethnic, cultural and racial diversity.

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SB 2.3. The degrees conferred shall be distinctive social work degrees awarded by a degree granting institution recognized by the Association of Universities and Colleges of Canada (AUCC) or the Quebec Ministry of Education. SB 2.4. Within the policies and standards of its parent university, the school shall be responsible for initiating, administering, extending, or curtailing its own programmes. SB 2.5. Within the policies and standards of its parent university, the school shall have the initiative and decisive voice in recruiting and hiring faculty and professional staff. SB 2.6. The school shall have access to a budget and resources, including community resources, adequate for the achievement of its mission and delivery of its programmes, and congruent with the requirements of excellence in professional social work education, both within the university and practicum settings. SB 2.7. The school shall show that it has formed links with agencies and networks responding to the needs of various ethnic, cultural, racial and other diverse populations which are presently under- represented and/or underserved and that the school is involving these agencies and networks in its program review and developmental processes. SB 2.8. Where schools increase accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations, the accommodations shall not compromise quality. Such programmes, whether they are offered in conjunction with traditional full- time programmes or take the form of independently designed programmes, shall demonstrate: SB 2.8.1. That these programmes have infrastructure adequate to achieve sufficient access to educational resources, including computing services, written materials, texts, audiovisual equipment and classroom space; SB 2.8.2. That they have adequate community resources to support the field education component of the programme; SB 2.8.3. That they achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes. SB 2.9. Schools must provide evidence of policies prohibiting harassment, including sexual harassment and abuse of power, and describe how these policies are publicized. The school policy on sexual harassment shall be based on a broad definition that includes gender harassment, sexist or hetero- sexist innuendo, climate and attitudes. Procedures for handling complaints shall be made evident and shall be accessible. Where no university policy is in place or where a more limited definition of sexual harassment exists, the School shall give evidence of advocating for the establishment of appropriate policy, including confidentiality and appeal provisions. SB 2.10. The decision processes of the school shall adhere to democratic principles and respect due process. SB 2.11. The school must have jurisdiction over accessible physical space sufficient to realize its mission and implement its programmes. This includes classroom space, private faculty offices and office space for professional staff, administrative and clerical workers and space for student, faculty and community meetings and for student socialization. The school’s physical space must accommodate the needs of faculty, students and staff with disabilities. SB 2.12. The school shall provide stakeholders with opportunities to participate in policy formulation, programme development and programme evaluation. SB 2.13. Aboriginal communities affected by the school's programmes shall have opportunities to participate in the planning and the on-going evaluation of those programmes. SB 2.14. The school shall establish and maintain collaborative relationships with the professionals and professional associations relevant to its programme, particularly the professional social work association(s).

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SB 2.15. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of multicultural/multiracial policy with reference to their Administrative Structure, Governance, Resources and External Relations. SB 2.16. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of gender equity with reference to their Administrative Structure, Governance, Resources and External Relations. SB 2.17. Schools shall be expected to provide evidence of effective progress towards the CASWE goal of responding to the needs of faculty, students, and staff with disabilities with reference to their administrative structure, governance, policies, resources and external relations.

SB 3.0 FACULTY AND PROFESSIONAL STAFF SB 3.1. Within the policies and standards of its parent university, the school shall provide for faculty participation in the development of its mission, and the goals and objectives of its programmes and other initiatives, and in the development and operation of its programmes. SB 3.2. The school shall show evidence that it has sufficient numbers of qualified faculty, professional staff and field instructors , to plan, administer and deliver all its programmes at each of the sites where they are offered. Faculty student ratios shall be presented recognizing student numbers in all programmes. Adequacy of support staff shall also be documented. There has to be a core of full time faculty with social work education and experience to at least the MSW level. SB 3.3. The school shall provide for the continuing professional development of its faculty and professional staff particularly in areas such as AIDS/HIV, Aboriginal and multicultural/multiracial issues, ability and resurgent anti-Semitism. SB 3.4. The school shall provide for equality of treatment and peer review in its faculty appointment, tenure and promotion policies. Any equity based preferences shall be clearly stated, relevant to the mission of the school , consistent with the mission statement and Educational Policy Statements of CASWE. Employment equity procedures shall include recruitment of qualified candidates from diverse backgrounds and shall provide resources necessary to upgrade skills. SB 3.5. In faculty and professional staff recruitment, promotion and tenure, schools shall seek to reflect the diversity of the populations they serve. SB 3.6. The hiring of new faculty or professional staff shall take into consideration their experience and expertise in working with and teaching about gender, ethnic, cultural and other forms of diversity. SB 3.7. Social work faculty members are normally expected to engage in research, scholarship and publication. Faculty teaching and administrative workloads shall be constructed to permit time for research. Research conducted by professional staff or faculty, or under their supervision shall meet university ethical standards in protection of human subjects. SB 3.8. The school shall promote and support productive working relationships between members of faculty and other bodies internal and external to the university.

SB 4.0 STUDENTS SB 4.1. Within the policies and standards of its parent university, the school shall provide for and encourage the participation of all students, including those participating in distance, decentralized and other programmes. In particular, student participation is encouraged in the development of its mission, and of the goals and objectives of its programmes and other initiatives, and in the governance and evaluation of its programmes and other initiatives. SB 4.2. The school shall clearly state the academic and professional requirements for admission to its programmes, including any equity provisions consistent with the school's mission and identified constituencies.

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SB 4.3. Schools shall have policies requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups. SB 4.3.1. Schools shall indicate how they prepare students to monitor and evaluate their own behaviour in relation to the relevant code of ethics. SB 4.3.2. Schools shall indicate how their policies and procedures provide for the termination of programmes of those social work students found to be engaging in behaviour contrary to the relevant social work code of ethics and who are therefore judged to be unsuitable for the profession of social work. SB 4.3.3. Schools shall show how these procedures are consistent with the relevant human rights legislation, with the mission of CASWE and with the mission of the school concerned. SB 4.4. The school shall make provision for academic advisement of all students regarding their programme and progress. SB 4.5. Supports shall be in place to facilitate student progress, particularly where students have been recruited as a result of equity-based preferences. SB 4.6. The school shall provide for the participation of all students in the evaluation of teaching and learning in classroom, field, and other educational settings. Such participation shall respect and validate the diversity of the students’ backgrounds, life experiences and learning styles SB 4.7. Schools shall state clearly their admission policies including any equity-based preferences relevant to the mission of the school and to the mission of CASWE. SB 4.8. In student recruitment schools shall seek to reflect the diversity of the populations they serve. Evidence of an acknowledged need for entrance into the social work profession of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served should be identified in patterns of recruitment, admissions, financial aid, supportive services and retention designed to achieve the continued diversification of the student body. SB 4.9. Notwithstanding the provisions of 4.8, the School shall provide for equality of treatment in the admission of its students and in promotion policies. Not to limit the generality of the foregoing, discrimination on grounds of race, colour, national, ethnic, or linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, disability and socio-economic status is prohibited. Preferences based on any of the preceding grounds shall be accepted where clearly stated and where clearly relevant to the admission of the student. SB 4.10. The school shall facilitate the interaction of all of its students including those in programme expressions intended to increase access. SB 4.11. Schools shall have policies for the accommodation of students with disabilities and describe how these policies are publicized and implemented. Where no university policy is in place regarding accommodation, the school shall advocate for the establishment of an appropriate policy.

SB 5.0. CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE FIRST UNIVERSITY LEVEL SB 5.1. Objectives for the curriculum shall be consistent with the school's mission, and with the mission statement and educational policies of CASWE and take into account the multiple forms of diversity. SB 5.2. The school shall design a programme of studies at the first university level that includes two components, general and professional education, with specific objectives for each. SB 5.3. Curriculum at the first university level will ensure that graduates will be broadly educated and prepared for general practice and have sufficient competence for an entry level social work position. Competence is evidenced by an ability to arrive at professional judgments and practice actions, based on integration of theory and practice within the context of professional values and the relevant social work code of ethics.

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SB 5.4. The curriculum shall reflect a balance between the general education and professional components. The curriculum should contain a minimum of forty percent course credits in the liberal arts, humanities and social sciences, and at least fifty percent course credits in professional social work. This guideline is based on the norm of a four year first degree BSW programme (or three years in Quebec). SB 5.5. Social work as a second undergraduate degree programme shall have social work content equivalent to that in a BSW as a first degree. SB 5.6. The school shall have agreed upon core content with coherence, consistency and sequence within the curriculum. SB 5.7. Schools shall have clear and published policies with regard to transfer credits between schools of social work, and from college programs to schools of social work within the context of university regulations insuring compliance with the liberal arts requirements outlined in Standard 5.4. SB 5.8. Programmes shall provide for the evaluation of students' achievements in respect to both academic work and professional practice competence. The academic demands and expectations should be comparable to those applied in honours programmes. SB 5.9. The curriculum shall reflect social work values that promote a professional commitment: SB 5.9.1. to optimize the dignity and potential of all people; SB 5.9.2. to analyze and eradicate oppressive social conditions; SB 5.9.3. to develop self-awareness which includes an understanding of the effect of one’s ethnic, cultural and racial background on client-worker relationships; SB 5.9.4. to promote equal access to resources, services and opportunities for the accomplishment of life tasks; and SB 5.9.5. to promote the alleviation of distress, and the realization of aspirations and values in relation to oneself and others. SB 5.10. The curriculum shall ensure that the student will have: B 5.10.1. Intellectual abilities and skills of critical thinking and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning. SB 5.10.2. Knowledge base related to human development and behaviour in the social environment. SB 5.10.3. Critical analysis of Canadian social work, social welfare history and social policy and their implication for social work practice with diverse populations, including racial minorities. SB 5.10.4. Beginning level analysis and practice skills pertaining to the origins and manifestations of social injustices in Canada, and the multiple and intersecting bases of oppression, domination and exploitation. SB 5.10.5. Practice methods and professional skills required for generalist practice (i.e., analysis of situations, establishing accountable relationships, intervening appropriately and evaluating one's own social work interventions) at a beginning level of competence. SB 5.10.6. A beginning competence for direct intervention with clients of diverse ethnic, cultural and racial backgrounds within the context of general practice. SB 5.10.7. Understanding of social work's origins, purposes and practices. SB 5.10.8. Understanding of and ability to apply social work values and ethics in order to make professional judgments consistent with a commitment to address inequality and the eradication of oppressive social conditions. SB 5.10.9. Awareness of self in terms of values, beliefs and experiences as these impacts upon social work practice.

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SB 5.10.10. Ability to undertake systematic inquiry and critical evaluation related to social work knowledge and practice. SB 5.10.11. Knowledge of multiple theoretical and conceptual bases of social work knowledge and practice including the social construction of theory and practices that may reflect injustices. SB 5.10.12. Knowledge of other related occupations and professions sufficient to facilitate inter professional collaboration and team work. SB 5.10.13. An understanding of oppressions and healing of Aboriginal peoples and implications for social policy and social work practice with Aboriginal peoples in the Canadian context. SB 5.10.14. An understanding of the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work. SB 5.10.15. Opportunities to develop an appreciation of social work purposes and ethics and to develop her/his social work values and professional judgment. SB 5.10.16. Preparation to practice in a range of geographical regions and with diverse ethnic, cultural and racial populations. SB 5.10.17. An understanding of theories relevant to disability and their implications for social policies and the practice of social work. SB 5.11. Where a School declares a specialization or a specialized track within its program, it is required to: SB 5.11.1. Specify the objectives of the specialization; SB 5.11.2. Show a relationship between the specialization and the general objectives of the BSW programme wherein the former is an application and elaboration of the latter; SB 5.11.3. Indicate the degree programme as a whole ensures that all students meet the general objectives of the BSW degree; SB 5.11.4. Indicate how the specialized objectives are met.

SB 6.0 FIELD EDUCATION STANDARDS AT THE FIRST UNIVERSITY LEVEL SB 6.1. Programmes of social work education at the first professional degree level will include field education as an integral component of the curriculum that is required of all students. The objectives of field education are the development of practice competence and the preparation of a professionally reflective, self-evaluating, knowledgeable and developing social worker. SB 6.2. Field education is comprised of opportunities for students to carry direct and indirect social work practice responsibilities, and apply knowledge, values and skills to practice situations as well as experience educationally-focused field instruction, practice supervision, and evaluation of practice performance and professional development. SB 6.3. Field education curricula and field placements shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the mission of the programme or geographic location, and for competent practice derived from that analysis. SB 6.4. The field education component of the curriculum will be consistent with the school's mission and objectives and reflect social work values and the CASW Code of Ethics. SB 6.5. Students shall be required to complete a minimum of 700 practice hours.

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SB 6.6. Each programme may vary in its delivery of the field education component of the curriculum according to the nature and objectives of the programme and the influences of the university, communities and regions within which the programmes operate. It is expected however, that adequate resources are available to ensure the educational purpose of field education is primary. Each programme will explicate the curriculum design, administrative structure, objectives and requirements of field education. SB 6.7. While simulations and labs may form an acceptable part of direct practice teaching, they are not substitutes for direct responsibilities in real practice situations. SB 6.8. Where academic credit is given for previous work and/or life experience in lieu of the practicum, clear criteria and procedures shall be specified and used to assess skills and knowledge normally obtained through the practicum. Academic credit for previous work and/or life experience may be provided for a maximum of one half of the required hours of practicum specified in the programme (e.g., 350 hours of 700 required hours). SB 6.9. Each programme shall develop practicum standards, procedures and expectations which shall be published in a field education manual. SB 6.10. Each programme will have a policy regarding the personal suitability of the student for the profession of social work. SB 6.11. Each programme will have clearly articulated guidelines and established procedures for evaluating educational outcomes and student learning objectives in the practicum. SB 6.12. Each programme of social work education will have guidelines and procedures for the evaluation of field placements. SB 6.13. The programme is responsible for providing clearly defined criteria for the selection of field education faculty. SB 6.13.1. Each programme of social work education will designate at least one position, preferably a faculty position, with responsibility for field education development, coordination, administration and monitoring. The field director or field coordinator should be in a position to carry out the mandate of the role with credibility, authority, influence, and with adequate resources. SB 6.13.2. The field education component shall provide students with a field instructor with social work qualifications, or where this is not possible the school will ensure social work faculty involvement in field supervision. SB 6.13.3. Each programme of social work education will designate individuals to assume faculty liaison responsibilities in order to maintain close, reciprocal and ongoing relationships with field instructors; exchange important information; monitor the student's educational experience in the practicum; and consult and collaborate with the field instructor and student regarding student progress or problems. SB 6.13.4. Those individuals designated as field coordinator/director and faculty liaison will normally have as a minimum qualification a MSW degree. SB 6.13.5. In determining teaching assignments, workload credit will be given for the field education roles and activities of coordination, liaison, and instruction. SB 6.14. Field placements should represent the range of settings in which social workers have the potential to be employed. It is recognized that there is a need for quality field placements that can provide a range of learning experiences in a professional environment. SB 6.14.1. The selection of field placements shall be guided by the congruence of the goals of field education and the ability of the setting to offer the student the variety, range and

CASWE Standards for Accreditation – May, 2008 10 intensity of experience required to achieve these goals with ongoing educational supervision and performance evaluation. SB 6.14.2. The field placement/setting must be willing to accept students without discrimination as defined by the Charter of Rights and Freedoms and provincial human rights legislation; and in addition, that the field placement/setting be free of discriminatory practices both in personnel practices and in delivery of services.

SB 6.14.3. The field coordinator/director will facilitate appropriate matches between student, field instructor and field placement/setting. SB 6.14.4. The field placement/setting personnel have a commitment to social work education and professional training. There is a clear differentiation between work and student learning assignments and field instruction is educationally focused. SB 6.14.5. The field placement/setting assures that the field instructor has sufficient time and resources within the work schedule to develop planned learning opportunities and tasks, to prepare for educational supervision with the student, to attend school- sponsored workshops and to prepare reports and evaluations. SB 6.14.6. The field placement/setting provides adequate facilities, equipment and learning materials appropriate to the student's responsibilities and in keeping with available resources. SB 6.14.7. The program should provide regular opportunities for students to undertake integration of field and classroom education. SB 6.14.8. The school shall show evidence that field practice supervisors are competent to help students to meet the objective of learning to work effectively and appropriately with clients from diverse ethnic, cultural, and racial backgrounds. SB 6.14.9. The school shall have a policy on field placements within a student’s workplace. SB 6.14.10. The school shall ensure that students with disabilities are accommodated in field placements and that they have options for a wide variety of placements. SB 6.15. The title "Field Instructor" is used to designate the individual who has primary responsibilities for field instruction, practicum supervision and evaluation of students in the field placement. In the selection of field instructors, programmes of social work education are concerned with interest in teaching, professional experience and support from the setting to permit adequate time for assuming field instruction responsibilities. SB 6.15.1. Field instructors at the BSW level should possess, at a minimum, a BSW degree from a recognized professional programme and two years of social work practice experience after graduation. SB 6.15.2. When the field instructor does not have a social work degree, it is expected that the school will play a greater role in the monitoring and supervision of the field experience to assure that a social work focus is sustained and that the student has access to a qualified social worker. Alternatively, a faculty member may be designated as the field instructor. SB 6.15.3. The programme will provide a formal opportunity for the preparation and orientation of new field instructors, and provide opportunities to experienced field instructors for continued training to become professional social work educators. A component of continuing education programmes shall prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people of diverse racial, ethnic, and cultural backgrounds. This is in recognition of the field instructor's educational function and the mandate of the programme to ensure quality field education for students.

CASWE Standards for Accreditation – May, 2008 11 SB 6.15.4. The programme will prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people disabilities. SB 6.15.5. Field instructors will be provided with instructional materials, field manuals, course outlines and other relevant materials. SB 6.15.6. The programme will provide a mechanism for providing feedback to the field instructor and other personnel in the setting (as appropriate) regarding the field experience. SB 6.15.7. Each programme of social work education will have guidelines and procedures for the evaluation of field instructors.

SB 6.16. Each programme will have a clearly outlined policy statement on student allegations of harassment in the field placement and a clearly outlined set of procedures for informal and formal resolution of allegations of harassment in the field placement. SB 6.17. In keeping with social work's commitment to the principle of confidentiality programmes will clearly outline guidelines to protect the confidentiality of clients, settings, social workers and students in assignments, process recordings, audio and video tapings, case examples, or any other learning situations. SB 6.17.1. Programmes of social work education will develop guidelines for confidentiality to be followed by all students in the practicum. SB 6.17.2. Programmes of social work education will request the necessary signed letters of consent for any case material used by a student where there is a possibility of identification of clients. SB 6.17.3. Programmes of social work education will contract with settings regarding the use of process recordings, audio and videotapes and will clearly identify ownership of such material. SB 6.18. Programmes of social work education will ensure adequate liability coverage for students in the field placement.

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Standards for Accreditation – Programmes at the Second University Level

SM 1.0 MISSION STATEMENTS SM 1.1. The school or faculty shall have a mission statement which is consistent with the mission statement , the educational policies of CASWE, and is aligned with the mission of the institution of which the school or faculty is a part. SM 1.2. The mission statement of the school or faculty shall be understood by the major stakeholders relevant to its mission. SM 1.3. The mission statement of the school or faculty shall have the approval of the governing body of the school or faculty. SM 1.4. The objectives and goals of the programmes and other initiatives of the school or faculty shall be guided by, and constitute a coherent reflection of, the school's mission. SM 1.4.1. These objectives and goals shall take into account the financial circumstances of the institution of which the school is part. SM 1.4.2. The school's objectives shall take into account ethnic, cultural and racial diversity in the Canadian population, and reflect the same in curriculum content, faculty composition, and student admission procedures. (Note: Diversity throughout this document refers to ethnic or linguistic origin, culture, race, colour, national origin, religion, age, disabilities, gender, sexual orientation, socioeconomic status, political orientation). SM 1.5. Schools shall promote a working environment characterized by inclusiveness and mutual respect, while also encouraging dissent and defending academic freedom. SM 1.6. The mission and the programmes of the school or faculty shall reflect the incorporation of gender concerns and shall provide a climate that supports women’s aspirations. SM 1.7. In developing their mission statement, schools and faculties shall consider alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence. SM 1.8. The school shall ensure that its mission and programmes are responsive to community needs, problems and aspirations. The school shall provide evidence of familiarity with the demographic composition of the region or community in which the programme is located, including its ethnic, cultural, and racial composition. SM 1.9. Schools shall demonstrate how their educational mission and programmes, including admissions procedures where appropriate, respond to the needs of Aboriginal communities and students. SM 1.10. Schools shall demonstrate how their educational mission and programmes, including admissions procedures and recruitment, respond to the needs, barriers and opportunities of people with disabilities. SM 1.11. The school shall contribute to the advancement of the social work profession and of social welfare. This may include continuing professional education, collaborative research, programme evaluation, participation in programme and policy development. SM 1.12. Schools with international involvement shall clearly delineate policies and procedures for meeting standards in these aspects of their programmes.

SM 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES SM 2.1. The programme shall be implemented through a distinct unit known as a faculty, a school, a department or a division, which has a clear identity within the university. SM 2.2. The school shall be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work, including the capacity to implement the school's objectives pertaining to the education of students to work in an environment of ethnic, cultural and racial diversity.

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SM 2.3. The degrees conferred shall be distinctive social work degrees awarded by a degree granting institutions recognized by the AUCC or the Quebec Ministry of Education. SM 2.4. Within the policies and standards of its parent university, the school shall be responsible for initiating, administering, extending, or curtailing its own programmes. SM 2.5. Within the policies and standards of its parent university, the school shall have the initiative and decisive voice in recruiting and hiring faculty and professional staff. SM 2.6. The school shall have access to a budget and resources, including community resources, adequate for the achievement of its mission and delivery of its programmes, and congruent with the requirements of excellence in professional social work education, both within the university and practicum settings. SM 2.7. The school shall show that it has formed links with agencies and networks specifically designed to respond to the needs of various ethnic, cultural, racial and other diverse populations which are presently under-represented and/or underserved and that the school is involving these agencies and networks in its programme review and developmental processes. SM 2.8. Where schools increase accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations, the accommodations shall not compromise quality. Such programmes, whether they are offered in conjunction with traditional full- time programmes or take the form of independently designed programmes, shall demonstrate: SM 2.8.1. That these programmes have infrastructure adequate to achieve sufficient access to educational resources, including computing services, written materials, texts, audiovisual equipment and classroom space; SM 2.8.2. That they have adequate community resources to support the field education component of the programme; SM 2.8.3. That they achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes. SM 2.9. Schools must provide evidence of policies prohibiting harassment, including sexual harassment and abuse of power, and describe how these policies are publicized. The school policy on sexual harassment shall be based on a broad definition that includes gender harassment, sexist or hetero- sexist innuendo, climate and attitudes. Procedures for handling complaints shall be made evident and shall be accessible. Where no university policy is in place or where a more limited definition of sexual harassment exists, the School shall give evidence of advocating for the establishment of appropriate policy, including confidentiality and appeal provisions. SM 2.10. The decision processes of the school shall adhere to democratic principles and respect due process. SM 2.11. The school must have jurisdiction over accessible physical space sufficient to realize its mission and implement its programmes. This includes classroom space, private faculty offices and office space for professional staff, administrative and clerical workers and space for student, faculty and community meetings and for student socialization. The school’s physical space must accommodate the needs of faculty, students, and staff with disabilities. SM 2.12. The School shall provide stakeholders with opportunities to participate in policy formulation, programme development and programme evaluation. SM 2.13. Aboriginal communities affected by the school's programmes shall have opportunities to participate in the planning and the on-going evaluation of those programmes. SM 2.14. The school shall establish and maintain collaborative relationships with the professionals and professional associations relevant to its programme, particularly the professional social work association(s).

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SM 2.15. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of multicultural/multiracial policy with reference to their Administrative Structure, Governance, Resources and External Relations. SM 2.16. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of gender equity with reference to their Administrative Structure, Governance, Resources and External Relations. SM 2.17. Schools shall be expected to provide evidence of effective progress towards the CASWE goal of responding to the needs of faculty, students, and staff with disabilities with reference to their administrative structure, governance, policies, resources and external relations.

SM 3.0 FACULTY AND PROFESSIONAL STAFF SM 3.1. Within the policies and standards of its parent university, the school shall provide for faculty participation in the development of its mission, and the goals and objectives of its programmes and other initiatives, and in the development and operation of its programmes. SM 3.2. The school shall show evidence that it has sufficient numbers of qualified faculty, professional staff and field instructors , to plan, administer and deliver all its programmes at each of the sites where they are offered. Faculty student ratios shall be presented recognizing student numbers in all programmes. Adequacy of support staff shall also be documented. There has to be a core of full time faculty with social work education and experience to at least the MSW level. SM 3.3. The school shall provide for the continuing professional development of its faculty and professional staff particularly in areas such as AIDS/HIV, Aboriginal and multicultural/multiracial issues, ability and resurgent anti-Semitism. SM 3.4. The school shall provide for equality of treatment and peer review in its faculty appointment, tenure and promotion policies. Any equity based preferences shall be clearly stated, relevant to the mission of the school , consistent with the mission statement and Educational Policy Statements of CASWE. Employment equity procedures shall include recruitment of qualified candidates from diverse backgrounds and shall provide resources necessary to upgrade skills. SM 3.5. In faculty and professional staff recruitment, promotion and tenure, schools shall seek to reflect the diversity of the populations they serve. SM 3.6. The hiring of new faculty or professional staff shall take into consideration their experience and expertise in working with and teaching about gender, ethnic, cultural and other forms of diversity. SM 3.7. Social work faculty members are normally expected to engage in research, scholarship and publication. Faculty teaching and administrative workloads shall be constructed to permit time for research. Research conducted by professional staff or faculty, or under their supervision shall meet university ethical standards in protection of human subjects. SM 3.8. The school shall promote and support productive working relationships between members of faculty and other bodies internal and external to the university.

SM 4.0 STUDENTS SM 4.1. Within the policies and standards of its parent university, the school shall provide for and encourage the participation of all students, including those participating in distance, decentralized and other programmes. In particular, student participation is encouraged in the development of its mission, and of the goals and objectives of its programmes and other initiatives, and in the governance and evaluation of its programmes and other initiatives.

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SM 4.2. The school shall clearly state the academic and professional requirements for admission to its programmes, including any equity provisions consistent with the school's mission and identified constituencies. SM 4.3. Schools shall have policies requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups. SM 4.3.1. Schools shall indicate how they prepare students to monitor and evaluate their own behaviour in relation to the relevant code of ethics. SM 4.3.2. Schools shall indicate how their policies and procedures provide for the termination of programmes of those social work students found to be engaging in behaviour contrary to the relevant social work code of ethics and who are therefore judged to be unsuitable for the profession of social work. SM 4.3.3. Schools shall show how these procedures are consistent with the relevant human rights legislation, with the mission of CASWE and with the mission of the school concerned. SM 4.4. The school shall make provision for academic advisement of all students regarding their programme and progress. SM 4.5. Supports shall be in place to facilitate student progress, particularly where students have been recruited as a result of equity-based preferences. SM 4.6. The school shall provide for the participation of all students in the evaluation of teaching and learning in classroom, field, and other educational settings. Such participation shall respect and validate the diversity of the students’ backgrounds, life experiences and learning styles SM 4.7. Schools shall state clearly their admission policies including any equity-based preferences relevant to the mission of the school and to the mission of CASWE. SM 4.8. In student recruitment schools shall seek to reflect the diversity of the populations they serve. Evidence of an acknowledged need for entrance into the social work profession of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served should be identified in patterns of recruitment, admissions, financial aid, supportive services and retention designed to achieve the continued diversification of the student body. SM 4.9. Notwithstanding the provisions of 4.8, the School shall provide for equality of treatment in the admission of its students and in promotion policies. Not to limit the generality of the foregoing, discrimination on grounds of race, colour, national, ethnic, or linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, disabilities and socio-economic status is prohibited. Preferences based on any of the preceding grounds shall be accepted where clearly stated and where clearly relevant to the admission of the student. SM 4.10. The school shall facilitate the interaction of all of its students including those in programme expressions intended to increase access. SM 4.11. Schools shall have policies for the accommodation of students with disabilities and describe how these policies are publicized and implemented. Where no university policy is in place regarding accommodation, the school shall advocate for the establishment of an appropriate policy.

SM 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE SECOND UNIVERSITY LEVEL SM 5.1. Objectives for the curriculum shall be consistent with the school's mission, and with the mission statement and educational policies of CASWE and take into account the multiple forms of diversity.

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SM 5.2. Curriculum at the second university level will prepare students to have sufficient competence for advanced, specialized or supervisory social work roles. SM 5.2.1. The school shall specify the particular areas of specialization and/or advanced study which characterize the programme within the context of the school's mission. SM 5.2.2. Those graduating from second level programmes shall have demonstrated ability to critically analyze, synthesize, use, evaluate and develop theory in relation to complex practice problems in the context of social work values and ethics. SM 5.2.3. Those graduating from second degree programmes shall have the capacity to analyze their own practice and recognize the effect of their own ethnic, cultural and racial backgrounds on professional relationships. SM 5.3. Two programme designs are possible. One requires an accredited first level social work degree as a qualification for admission. The other admits candidates who hold other baccalaureate degrees. All students shall have a programme of sufficient academic and professional substance and duration. SM 5.3.1. Programmes for students admitted with a first level social work degree shall include a specialized or advanced study component of at least 18 credit hours of course work *, a practicum of at least 450 hours and/or a thesis or memoire, as defined by the programme’s university, such as to provide an opportunity for the integration and demonstration of advanced social work skills in practice, policy analysis and research. SM 5.3.2. Programmes for students admitted without a first level social work degree shall include two components: 5.3.2.1. a foundation component of at least 24 credit hours of course work, and a field practicum of at least 450 hours such as to achieve a level of preparation sufficient to equip the student to engage in MSW studies at a level equivalent to their counterparts with the BSW and 5.3.2.2. an advanced study component of at least 18 credit hours of course work, a practicum of at least 450 hours and/or a thesis or memoire, as defined by the programme’s university, such as to provide for the integration and demonstration of advanced social work skills in practice, policy analysis and research. SM 5.4. The programme of studies should reflect graduate level university professional education through a social work curriculum, which enables a student to combine analytic ability, professional judgment, specialized or advanced intervention and research competence. SM 5.5. The programme shall be designed to permit, within sound educational boundaries, flexibility in terms of student's educational needs and interests. SM 5.6. The curriculum shall reflect social work values that promote a professional commitment to optimize the dignity and potential of all people, regardless of race, national and ethnic origin, religion, age, gender, sexual orientation, marital status, physical status, political orientation, or socio-economic status in order to analyze and eradicate oppressive social conditions, and to promote equal access to resources, services, and opportunities for the accomplishment of life tasks, and the alleviation of distress, and the realization of aspirations and values in relation to oneself and the rights of others. SM 5.7. The curriculum shall ensure that students achieve: SM 5.7.1. Understanding and critical analysis of the role of scholarship in the development of social work knowledge. SM 5.7.2. Mastery of theories, policies and practices most appropriate to the student's area of specialization and/or advanced study, including the critical analysis of the social construction of theory and practices that may reflect injustices.

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SM 5.7.3. Transferable analysis and practice skills pertaining to the origins and manifestations of social injustices in Canada, and the multiple and intersecting bases of oppression, domination and exploitation. SM 5.7.4. Capability to undertake research and/or advanced study in the student's area of specialization or focus of study. SM 5.7.5. Demonstration of advanced skills in social work methods in an area which might include clinical practice, community practice, policy and research. SM 5.7.6. Demonstration of the ability to evaluate her/his own practice and recognize the effect of one’s own ethnic, cultural and racial backgrounds on professional relationships. SM 5.7.7. Opportunity for multiple and innovative approaches to learning and professional practice. SM 5.7.8. An understanding and analysis of oppressions and healing of Aboriginal peoples and implications for social policy and social work practice with Aboriginal peoples in the Canadian context. SM 5.7.9. An understanding of the Francophone reality in Quebec and in minority contexts and its implications for social policy and the practice of social work. SM 5.7.10. Knowledge of interdisciplinary sufficient to prepare students for interprofessional practice, community collaboration and team work. SM 5.7.11. Understanding of and ability to develop, apply and critique social work values, ethics and practice in order to make professional judgements consistent with a commitment to promote equality and the eradication of oppressive social conditions. SM 5.7.12. An understanding of theories relevant to disability and their implications for social policy and the practice of social work.

SM 6.0 FIELD EDUCATION STANDARDS AT THE SECOND UNIVERSITY LEVEL SM 6.1. The objectives of field education at the second professional degree level are the development of an advanced practice competence and the preparation of a professionally reflective, self-evaluating, knowledgeable and developing social worker. SM 6.2. Field education is comprised of opportunities for students to carry direct and indirect social work practice responsibilities, and apply knowledge, values and skills to practice situations as well as experience educationally-focused field instruction, practice supervision, and evaluation of practice performance and professional development. SM 6.3. Field education curricula and field placements shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the mission of the programme or geographic location, and for competent practice derived from that analysis. SM 6.4. The field education component of the curriculum will be consistent with the school's mission and objectives and reflect social work values and the CASW Code of Ethics. SM 6.5. MSW programmes will normally provide a minimum of 450 practicum hours in one year degree programmes plus an additional 450 practicum hours and /or a thesis in two year degree programs. SM 6.6. Each programme may vary in its delivery of the field education component of the curriculum according to the nature and objectives of the programme and the influences of the university, communities and regions within which the programmes operate. It is expected however, that adequate resources are available to ensure the educational purpose of field education is primary. Each programme will explicate the curriculum design, administrative structure, objectives and requirements of field education.

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SM 6.7. While simulations and labs may form an acceptable part of direct practice teaching, they are not substitutes for direct responsibilities in real practice situations. SM 6.8. Where academic credit is given for previous work and/or life experience in lieu of the practicum, clear criteria and procedures shall be specified and used to assess skills and knowledge normally obtained during the practicum. Academic credit for previous work and/or life experience is only permitted for students without a first level social work degree. All students enrolled at the second university level who do not have a first level social work degree must complete a minimum of one practicum of at least 450 hours during their programme. SM 6.9. Each programme shall develop practicum standards, procedures and expectations which shall be published in a field education manual. SM 6.10. Each programme will have a policy regarding the personal suitability of the student for the profession of social work. SM 6.11. Each programme will have clearly articulated guidelines and established procedures for evaluating educational outcomes and student learning objectives in the practicum. SM 6.12. Each programme of social work education will have guidelines and procedures for the evaluation of field placements. SM 6.13. The programme is responsible for providing clearly defined criteria for the selection of field education faculty. SM 6.13.1. Each programme of social work education will designate at least one position, preferably a faculty position, with responsibility for field education development, coordination, administration and monitoring. The field director or field coordinator should be in a position to carry out the mandate of the role with credibility, authority, influence, and with adequate resources. SM 6.13.2. The field education component shall provide students with a field instructor with social work qualifications, or where this is not possible the school will ensure social work faculty involvement in field supervision. SM 6.13.3. Each programme of social work education will designate individuals to assume faculty liaison responsibilities in order to maintain close, reciprocal and ongoing relationships with field instructors; exchange important information; monitor the student's educational experience in the practicum; and consult and collaborate with the field instructor and student regarding student progress or problems. SM 6.13.4. Those individuals designated as field coordinator/director and faculty liaison will normally have as a minimum qualification a MSW degree. SM 6.13.5. In determining teaching assignments, workload credit will be given for the field education roles and activities of coordination, liaison, and instruction. SM 6.14. Field placements should represent the range of settings in which social workers have the potential to be employed. It is recognized that there is a need for quality field placements that can provide a range of learning experiences in a professional environment. SM 6.14.1. The selection of field placements shall be guided by the congruence of the goals of field education and the ability of the setting to offer the student the variety, range and intensity of experience required to achieve these goals with ongoing educational supervision and performance evaluation. SM 6.14.2. The field placement/setting must be willing to accept students without discrimination as defined by the Charter of Rights and Freedoms and provincial human rights legislation; and in addition, that the field placement/setting be free of discriminatory practices both in personnel practices and in delivery of services. SM 6.14.3. The field coordinator/director will facilitate appropriate matches between student, field instructor and field placement/setting.

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SM 6.14.4. The field placement/setting personnel have a commitment to social work education and professional training. There is a clear differentiation between work and student learning assignments and field instruction is educationally-focused. SM 6.14.5. The field placement/setting assures that the field instructor has sufficient time and resources within the work schedule to develop planned learning opportunities and tasks, to prepare for educational supervision with the student, to attend school- sponsored workshops and to prepare reports and evaluations. SM 6.14.6. The field placement/setting provides adequate facilities, equipment and learning materials appropriate to the student's responsibilities and in keeping with available resources. SM 6.14.7. The program should provide regular opportunities for students to undertake integration of field and classroom education. SM 6.14.8. The school shall show evidence that field practice supervisors are competent to help students to meet the objective of learning to work effectively and appropriately with clients from diverse ethnic, cultural, and racial backgrounds. SM 6.14.9. The school shall have a policy on field placements within a student’s workplace. SM 6.14.10. The school shall ensure that students with disabilities are accommodated in field placements and that they have options for a wide variety of placements. SM 6.15. The title "Field Instructor" is used to designate the individual who has primary responsibilities for field instruction, practicum supervision and evaluation of students in the field placement. In the selection of field instructors, programmes of social work education are concerned with interest in teaching, professional experience and support from the setting to permit adequate time for assuming field instruction responsibilities. SM 6.15.1. Field instructors at the MSW level should possess, at a minimum, a MSW degree from a recognized professional programme and two years of social work practice experience after graduation. SM 6.15.2. When the field instructor does not have a social work degree, it is expected that the school will play a greater role in the monitoring and supervision of the field experience to assure that a social work focus is sustained and that the student has access to a qualified social worker. Alternatively, a faculty member may be designated as the field instructor. SM 6.15.3. The programme will provide a formal opportunity for the preparation and orientation of new field instructors, and provide opportunities to experienced field instructors for continued training to become professional social work educators. A component of continuing education programmes shall prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people of diverse racial, ethnic, and cultural backgrounds. This is in recognition of the field instructor's educational function and the mandate of the programme to ensure quality field education for students. SM 6.15.4. The programme will prepare field instructors to teach students the necessary attitudes, values, knowledge and skills to work with people with disabilities. SM 6.15.5. Field instructors will be provided with instructional materials, field manuals, course outlines and other relevant materials. SM 6.15.6. The programme will provide a mechanism for providing feedback to the field instructor and other personnel in the setting (as appropriate) regarding the field experience. SM 6.15.7. Each programme of social work education will have guidelines and procedures for the evaluation of field instructors. SM 6.16. Each programme will have a clearly outlined policy statement on student allegations of harassment in the field placement and a clearly outlined set of procedures for informal and formal resolution of allegations of harassment in the field placement.

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SM 6.17. In keeping with social work's commitment to the principle of confidentiality, programmes will clearly outline guidelines to protect the confidentiality of clients, settings, social workers and students in assignments, process recordings, audio and video tapings, case examples, or any other learning situations. SM 6.17.1. Programmes of social work education will develop guidelines for confidentiality to be followed by all students in the practicum. SM 6.17.2. Programmes of social work education will request the necessary signed letters of consent for any case material used by a student where there is a possibility of identification of clients. SM 6.17.3. Programmes of social work education will contract with settings regarding the use of process recordings, audio and videotapes and will clearly identify ownership of such material. SM 6.18. Programmes of social work education will ensure adequate liability coverage for students in the field placement. * Where three credit hours equals one term, equals one half credit course, equals 36 hours of instruction.

CASWE Standards for Accreditation – May, 2008 21 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements

Letters of support are included from the following:  Canadian Association for Social Work Education (CASWE)  Dr. David Tranter, Member of CASWE Board of Accreditation  Algoma Public Health  Sault Area Hospital

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6.3 Program Content Summary Material

6.3.1 Program Level Learning Outcomes

Program level learning outcome Examples of program requirements or segment of requirements that contribute to this outcome

1. Describe multiple theoretical and Introduction to Social Welfare in the North, conceptual bases of social work Introduction to Social Work: Anishinaabe, knowledge and practice, including the Structural and Feminist Perspectives, Political social construction of theory and Economy of Social Welfare, Human Services practices that may reflect social Organizations, Basic Helping Skills in Social injustices by employing a multi-centric Work Practice, Critical Social work Practice: approach. Anishinaabe, Structural and Feminist Perspectives; Critical Social Policy in the North, Concepts of Wellness in First Nations’ Communities: An Historical Exploration; Concepts of Wellness in First Nations’ Communities: The Contemporary Context, Northern and Rural Social Work Practice, Family and Child Welfare, Social Work Philosophy and Ethics

2. Demonstrate a detailed Introduction to Social Welfare in the North, understanding of structural, Introduction to Social Work: Anishinaabe, Anishinaabe and feminist approaches Structural and Feminist Perspectives, Critical to social work and social welfare. Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Critical Social Policy: Anishinaabe, Structural and Feminist Perspectives, Human Services Organizations, Northern/Rural Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Field Education I; Field Education II, Family and Child Welfare

3. Understand the current state of Understanding Society I: Principles and knowledge in the humanities and Processes, Introduction to Community relevant behavioral and social Economic and Social Development I, sciences, including human behavior Understanding Society II: Institutions and and human development in the social Issues, Anishinaabe Peoples and our environment; demonstrate an ability Homelands I; Introduction to Community 75

to apply critical thinking skills to the Economic and Social Development II, all analysis of social structures, social humanities and social science elective credits. problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open- mindedness and reasoning and commitment to life long learning.

4. Understand social work’s origins, Introduction to Social Welfare in the North, purposes, and practices. Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives, Political Economy of Social Welfare, Human Services Organizations, Concepts of Wellness in First Nations’ Communities: An Historical Exploration, Concepts of Wellness in First Nations’ Communities: The Contemporary Context, Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives

5. Understand the Francophone reality Introduction to Social Welfare in the North, in Quebec and other Francophone Introduction to Social Work: Anishinaabe, realities in Canada and the Structural and Feminist Perspectives, Critical implications of these realities for Social Work Practice: Anishinaabe, Structural social policy and the practice of social and Feminist Perspectives, Critical Social work. Policy: Anishinaabe, Structural and Feminist Perspectives, Northern/Rural Social Work Practice: Anishinaabe, Structural and Feminist Perspectives

6. Understand and support social service Introduction to Community Economic and development and sustainability in Social Development I, Introduction to Northern Ontario, including the Community Economic and Social Development importance of collaborative II, Human Services Organizations, CESD 3016: relationships with community service Community Economic and Social organizations and professionals in Development, all additional CESD courses, rural, remote, and northern Northern and Rural Social Work Practice, Field environments. Education I, Field Education II

7. Understand and utilize research Introduction to Social Work Research, methods in all facets of social work Community Based Research, Social Work knowledge and practice. Research and Program Evaluation

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8. Apply comprehensive knowledge of Basic Helping Skills in Social Work Practice: A the concepts, theories, and principles Northern Perspective, Field Education I, Field in the field of social work to Education II systematic inquiry, critical evaluation, and direct intervention in a generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model.

9. Arrive at professional judgements and Basic Helping Skills in Social Work Practice: A actions, based on an integration of Northern Perspective, Social Work Philosophy theory and practice within the context and Ethics, Field Education I, Field Education II of professional values and the relevant social work Code of Ethics.

10. Practice social work, including Basic Helping Skills in Social Work Practice: A community development, at the Northern Perspective, Field Education I, Field entry-level with diverse populations in Education II and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities.

11. Demonstrate a strong awareness of Introduction to Social Welfare in the North, Anishinaabe history, culture, learning, Introduction to Social Work: Anishinaabe, the process of decolonization, Structural and Feminist Perspectives, Anishinaabe social programs, social Anishinaabe Peoples and our Homelands I, welfare, and kinship support systems. Political Economy of Social Welfare, Critical Social Policy in the North, Concepts of Wellness in Anishinaabe Communities: An Historical Exploration, Concepts of Wellness in Anishinaabe Communities: The Contemporary Context, Family and Child Welfare 12. Demonstrate an awareness of self in Basic Helping Skills in Social Work Practice: A terms of anti-oppressive values, Northern Perspective, Critical Social Work beliefs and experiences as these Practice: Anishinaabe, Structural and Feminist impact upon social work practice and Perspectives, Social Work Philosophy and an ability to employ the principles of Ethics, Community Economic and Social positive self-care in personal and Development II, Field Education I, Field professional settings. Education II

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13. Promote social work practice in the Introduction to Community Economic and context of grassroots community Social Development I, Introduction to resiliency by understanding people’s Community Economic and Social Development ability to meet their own needs. II, Basic Helping Skills in Social Work Practice: A Northern Perspective, Concepts of Wellness in Anishinaabe Communities: An Historical Exploration, Concepts of Wellness in Anishinaabe Communities: The Contemporary Context, Community Based Research, Community Economic and Social Development, all other CESD courses

14. Communicate effectively in written, All core and elective courses. spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

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6.3.2 Course Descriptions

The chart below provides course descriptions for core courses as they will appear in the academic calendar.

Year and Semester Course Title Calendar Course Description Year One Introduction to Social The course surveys the history of social welfare in Semester One Welfare in the North Canadian society, from Anishinaabe pre-contact times to present-day. The course examines various social policies and their relevance for social welfare. The course studies the historical development of the welfare state with its differential treatment of mainstream and Anishinaabe people, and the major ideological, political, social and economic influences (Anishinaabe and European) on Canadian social welfare. (lec 3)(3 cr)

Understanding Society This course will provide a close examination of basic I: Principles and sociological concepts and investigate the methodology Processes and theoretical perspectives employed in the acquisition of sociological knowledge. The major focus will be placed on how human potential and nature become transformed into a wide range of patterned behaviour among different members of society. These social issues will be examined comparatively and with particular reference to Canadian society. (LEC 3) (3 cr)

Introduction to This course provides an introduction to the basic Community Economic concepts and theories of Community Economic and and Social Social Development, including using an Development I interdisciplinary, holistic approach to community development. The course situates CESD within the global, regional and local context and provides students with an introductory understanding of terminology necessary for CESD practice. Students have an opportunity to learn the practices and tools of CESD through lectures, case studies and guest speakers. Course content will include examples drawn from rural, Northern and Aboriginal communities. The course also provides a basic understanding of some of the most pertinent policy issues both at a local and global level. (LEC 3, LAB 1.5) (3 cr)

2 Electives Year One Semester Two

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Introduction to Social A survey of the profession of social work, including Work: Anishinaabe, early influences, the relationship between social Structural and analysis and social work practice, values and ethics and Feminist Perspectives the factors that shape contemporary social work practice. Students will be introduced to Anishinaabe, structural, feminist, northern and rural/remote and anti-oppressive approaches to social work and sensitivity to Franco-Ontarians. The course also introduces students to an examination of issues related to the delivery of social services, particularly in remote/rural, Northern and Anishinaabe communities. Prerequisite: SWRK 1006 or permission of the instructor. (lec 3) (3 cr)

One of: Understanding Society The course will aim at producing a systematic II: Institutions and understanding of societal institutions such as family, Issues religion, education, economy and politics, with particular reference to Canadian society. The course will also critically examine major issues of our time such as inequality, social conflict, urbanization, ecology, and OR population growth. (LEC 3) (3 cr)

Anishinaabe Peoples This course will examine the Anishinaabe world-view, and our Homelands I including the philosophy and history (oral and written, Wampum Belts, Birch-Bark Scrolls, etc.). The student will be engaged in discussion and exploration of the concept of inherent right – its meaning and significance – as well as the connection between land and (i) the Anishinaabe Peoples, (ii) Nationhood and, (iii) sovereignty. (LEC. 3) (3 cr)

Introduction to This course introduces students to the major processes Community Economic and practices of CESD including community and Social participation and mobilization; community organizing; Development II and community healing as part of the development process. This course will provide students with a strengths-based approach to CESD practice. By using the Development Wheel, students will learn to analyze the community and determine CESD priorities. Students will be introduced to an effective method of conducting both short term and strategic planning and identifying community resources. This course will be practice- oriented with students participating in a variety of exercises designed to develop group facilitation skills, popular education and community organizing and development skills. Attendance at the course lab or “Learning Community” is a required component of the course. Prerequisite: CESD 1006 E or permission of the

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department. (LEC 3, LAB 1.5) (3 cr) 2 Electives

Year Two Semester Three Political Economy of The course begins with a review of the emergence of the Social Welfare welfare state and traces the development of social programmes in Canada from our colonial inheritance to the present day. It includes an analysis of the origins, influences, present forms and relative effectiveness of social programmes designed to meet human needs. It examines the destructive impact of welfare state policies on Anishinaabe communities. Particular attention is given to structural and ideological factors that have combined to shape social policies, including issues related to social inequality, the impact of globalization, race, gender, class and sexual orientation. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

Introduction to Social This course provides students with an introductory Work Research understanding of research designs as they relate to social work theory and practice. Students will learn about the roles of social workers in knowledge building and how the larger societal context shapes research activities. Students will be introduced to qualitative, quantitative, mixed method and critical research approaches. The course will review a wide range of applied research paradigms and frameworks such as: experimental design; survey design; community-based participatory action research; feminist methods; arts- based methods; and program evaluation. They will learn about research questions, literature reviews, data analysis and the importance and place of ethics in the research process. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

Community Based This course will focus on Aboriginal and smaller Research community-based research issues and approaches. Students will explore qualitative and quantitative techniques such as community-based and participatory action research methods, needs assessment and survey applications, capacity assessment, conflict resolution and building public participation. Students will engage in critical evaluation of the tools, techniques and principles associated with project planning and evaluation. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

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1 Social Work Elective 1 Elective Year Two Human Services This course focuses on issues related to the delivery of Semester Four Organizations human services, including agency mandates, structures, inter-relationships, and professional practice issues. The course will introduce students to Anishinaabe organizational cultures and structures which are alternatives to mainstream models. It will also consider anti-oppressive and feminist considerations and strategies for working within and outside of oppressive structures with the goal of promoting progressive social transformation. Prerequisite: SWRK 1006 and 1007. (lec 3) 3 cr

Basic Helping Skills in This is an introductory course designed to give students Social Work Practice: the opportunity to explore the relationship between A Northern social analysis and social work practice, including the Perspective importance of viewing social work relationships in a social, political and economic context. Students will be encouraged to reflect on the fact that social workers enter into helping processes and relationships in a society characterized by power imbalances based on age, class, ethnicity, gender, geography location, ability, race and sexual identity. The course emphasizes skill development using an anti-oppressive practice approach with a focus on developing helping relationships in Anishinaaabe, remote, Northern and Franco-Ontarian communities. Prerequisites: SWRK 1006/1007. (sem 3) 3 cr

3 Electives Year Three Critical Social Work This course allows students to explore and critically Semester Five Practice: Anishinaabe, analyze social science and social work knowledge, Structural and theories and approaches to enable them to develop a Feminist Perspectives critical, reflective approach to social work practice. The focus is on structural, Anishinaabe and feminist approaches, including their application to northern, rural and remote communities, Franco-Ontarians and racially oppressed peoples. These approaches will be contrasted with other approaches to social work practice, including those based on systems, ecological and psycho-social pathology theories. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

Social Work Research This course recognizes the ethical and professional and Program responsibility of social workers to evaluate the Evaluations effectiveness of their practice and the programs in

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which it takes place, to contribute to social work’s knowledge base and to use research literature to guide decision-making in anti-oppressive practice and program development. Students will learn to critically evaluate the findings of social work research and to develop their competence in various approaches to qualitative and quantitative research. The course will consider the particular challenges of conducting research and program development in Northern, remote/rural, Anishinaabe and Franco-Ontarian communities. Students who complete the course should have acquired the skills required to use social work research literature to guide practice decisions and to design and conduct basic research and evaluation projects. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

Social Work This course will examine social work ethics in the Philosophy and Ethics context of social work (particularly structural and anti- oppressive social work) and Anishinaabe world views and values. Students will become familiar with the CASWE Code of Ethics as well as the IFSW Code of Ethics. They will learn to critically think about ethical issues in carrying out the tasks of social work practice, policy and research in the context of Northern and remote/rural settings. Models of ethical decision- making processes, critical thinking and problem-solving are explored and applied to micro, mezzo and macro levels of practice. Prerequisites: SWRK 2106/2107. (lec 3) 3 cr

Concepts of Wellness The course explores the issues which have historically in First Nations’ affected the relationship between the First Nations Communities: An Peoples and the social welfare system in Canada, Historical Exploration particularly the effects of the colonization process on health and well-being. The traditional Native family and community is viewed as an intricately balanced ecosystem which was placed in jeopardy after European settlement occurred. Traditional helping and healing practices are studied. Special attention is given to the power of the medicine wheel as a vehicle for achieving spiritual, physical, social and environmental well being. (LEC 3) (3 cr) 1 Elective

Year Three Semester Six Critical Social Policy in This course explores the field of social policy and the North administration. It examines the development of social

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policy in Canada, including the changing nature of the welfare state and themes and debates from conventional and critical perspectives that are fundamental to understanding these changes. The course helps students to become aware of the relationship among research, policy and social work practice. It focuses on the theory and practice of social policies and their administration within the Canadian welfare state (Anishinaabe and mainstream). Prerequisites: SWRK 2106/2107 (sem 3) 3 cr

Field Education I This field education course provides students with an opportunity to begin to develop basic social work skills, particularly in the formation of relationships with individuals, families, groups and communities. It focuses on interpersonal relationships, power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of the Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts. The student will learn to link theoretical concepts learned in the classroom to practice at the interpersonal, community, organizational and policy levels. Students must complete 280 hours in this field placement. Prerequisites: SWRK 1006, 1007, 2106, 2107, and 2356. (sem 1, exp 2) 6 cr

Concepts of Wellness The course explores the contemporary issues which in First Nations’ affect the relationship between First Nations Peoples Communities: The and the social welfare system in Canada, ranging Contemporary from the effects on health and wellbeing of colonization Context to the current movement toward self-determination. Past and present government policies and programs are examined. New First Nations-controlled services in the area of education, health and child welfare are examined. Special attention is given to the power of the medicine wheel as a vehicle for achieving spiritual, physical, social and environmental well-being. (LEC 3) (3 cr)

1 Elective

Year Four Northern and Rural This course builds on structural, Anishinaabe and Semester Seven Social Work Practice feminist approaches, including their application to northern, rural/remote communities, examined in SWRK 3206: Critical Social Work Practice: Anishinaabe, structural and Feminist Perspectives. Critical generalist practice will be examined within the context of current and emerging client populations and practice issues in

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rural and Northern regions of Canada. The course aims to develop a critical awareness/analysis of the context and response of social workers to the social problems with which they are meant to deal in their practice in Northern, remote and rural communities. Student will be introduced to the core concepts of rurality and rural social work in Canada. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Family and Child This course focuses particularly on feminist and Welfare Anishinaabe critiques of child welfare policy and social work intervention. It critically examines assumptions in family and child welfare policy including notions of family, substitute care, conceptions about violence and neglect, and the implications of child and welfare policy for social work practice in Northern, remote and rural communities. It includes an examination of practice strategies along with the legal procedures and responsibilities carried by the child welfare social workers. Contemporary Social Work practices with Anishinaabe children and families are also analyzed, with a particular emphasis on directions in Anishinaabe child and family welfare. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

1 Social Work Elective 2 Electives Year Four Field Education II This field placement course requires the student to Semester Eight perform in a social work role in an organizational setting for a total of 420 hours. It will provide students with an opportunity to enhance and refine their social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational and policy levels. It focuses on interpersonal relationships, power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts. Students will be required to complete a reflection paper/portfolio that will demonstrate the student’s ability to apply theoretical concepts and critical analysis to practice. This course is restricted to students in year four of the BSW programme. (sem 1, exp 2)) 9 cr

1 Social Work Elective

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1 Elective

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The chart below provides calendar descriptions for elective social work courses as they will appear in the academic calendar.

2000 Series Course Title Calendar Course Description Electives Critical Analysis of the This course will provide a thorough discussion and Canadian Health examination of the Canadian health system from System multiple perspectives. Prerequisites SWRK 1006/1007. (lec 3) 3 cr

3000 Series Social Welfare and The impacts of historical and contemporary social Electives Women welfare policies and social work practices on women are analyzed. From feminist and structural social work perspectives, the course examines issues such as socialization, work, poverty, abuse, health, sexuality, power and the state, law and policy, as they relate to the roles and positions of women in Canadian society, particularly women within human services. Attention will be given to the roles and positions of women in northern, rural/remote and Anishinaabe communities. (sem 3) 3 cr

Social Work and Law This course will introduce the student to the interaction between social work practice and relevant laws, common law and the justice system. It will examine potential legal issues, constitutional documents and conventions, the court system, rights of Anishinaabe peoples, and the Charter of Rights and Freedoms. It will also examine social work practice in court settings, including an introduction to children’s rights, rules of evidence and the role of various interveners related to the justice system. (sem 3) 3 cr

Community Economic This course provides students with an intermediate and Social level of understanding of issues in community social Development and economic development, including an interdisciplinary approach to critiquing established or ‘mainstream’ concepts of development and globalization. It will provide a framework for examining effects of, and approaches to, the dominant development paradigm from a community economic and social development (CESD) perspective, exploring social and environmental issues globally and within Canada. Students will explore perspectives and experiences of people involved in community movements and initiatives at diverse levels. There will be a particular focus on creative proposals or ‘life

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projects’ as sites of alternative practices that foster well-being and self-determination among rural, land- based and Anishinaabe movements, as well as for workers, women, farmers and other groups. We will explore ‘capitalist social relations’ as a concept, and examine how life projects enter, come into tension with, and contest these relations. The course will examine efforts at solidarity and alliance building throughout the Americas, drawing parallels between diverse movements for change, and recognizing an on- going, creative resilience among people in face of major challenges. Prerequisites: SWRK 2106/2107. (lec 3) 3 cr

Social Work with This course focuses on social work with victims of Victims of Abuse abuse, including partner abuse, child abuse, elder abuse, residential school abuse, and the societal violence of poverty and oppression. It examines physical, emotional, and sexual abuse and violence perpetrated on less powerful individuals. It also examines the roles played by helping professionals in this context. (sem 3) 3 cr

Special Topics in Social The course will examine advanced coverage of Work I particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in the professional years of the BSW programme or permission from the instructor. (sem 3) 3 cr

Special Topics in Social The course will examine advanced coverage of Work II particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in the professional years of the BSW programme or permission from the instructor. (sem 3) 3 cr

Selected Topics in The course will examine advanced coverage of Community particular topics in community development. Specific Development I content will vary from year to year depending on faculty expertise and research. Prerequisite CESD1006/07 or permission from the instructor. (sem 3) 3 cr

Selected Topics in The course will examine advanced coverage of Community particular topics in community development. Specific Development II content will vary from year to year depending on faculty expertise and research. Prerequisite

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CESD1006/07 or permission from the instructor. (sem 3) 3 cr

Contemporary Issues This course will study the aging and the aged in a cross- in Aging cultural perspective with special attention to Canada. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

4000 Series Advanced Topics in The course will examine advanced coverage of Electives Social Work I particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Advanced Topics in The course will examine advanced coverage of Social Work II particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Social Work and This course examines the impact of substance (alcohol Substance Abuse and other drugs) abuse on individuals, families, communities and the broader society. Substance abuse is explored in the context of structural social work. It places particular emphasis on the historical, social, cultural geographic, political and ideological contexts of addictions among women, youth, seniors, Anishinaabe peoples, and members of marginalized groups. The course is designed to encourage students to think critically about substance abuse issues, to engage in self-exploration as social workers and to think about how to establish a framework of substance abuse practice sensitive to the realities in which substance abuse issues occur. It also looks at roles of social workers and human service workers in helping people deal with and understand alcohol and other drug use. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

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The chart below provides calendar descriptions for recommended elective courses as they appear in the academic calendar.

Year and Semester Course Title Calendar Course Description

Elective ANIS 1007 This course will examine the Anishinaabe world Anishinaabe Peoples beginning at the time of contact (in 1492) and the and Our Homelands II impact on Anishinaabe peoples, in terms of population, disease (epidemic/pandemic), colonialism and oppression. The course provides students with an introduction to the Treaty process (Pontiac and Royal Proclamation, 1763) and the impacts on Anishinaabe nations from an economic, social and territorial perspective. (LEC 3) 3 cr

Elective PSYC 1106 This course provides an introduction to the study of Introductory behaviour, with reference to its historical development Psychology I and emphasis on its present status and scientific methodology. Topics covered include the biosocial basis of behaviour, sensory and perceptual processes, learning and cognition, motivation and emotion. (LEC 3) 3 cr

Elective PSYC 1107 This course consists of a study of complex behaviour, Introductory with particular emphasis on methods for studying Psychology II humans. Topics include human development, intelligence, personality and psychopathology, and social behaviour. (LEC 3) 3 cr

Elective COSC 1701 Computer This is a general introductory course in personal Applications I computing with special emphasis on the applications of microcomputers. The general concepts of computing will be reviewed. Students will gain practical experience in the use of software including word processors, spreadsheets and database systems. (LEC 3, TUT 1) 3 cr

Elective JURI 1105 This course will introduce students to the basic Introduction to Legal concepts necessary to the understanding of a critical Studies study of law and the legal system. Topics to be covered will include the nature and function of law, legal reasoning, the origins and fundamental principles of Canadian common and civil law systems and the relationship of law to other disciplines such as economics, history, philosophy, politics, and sociology. (LEC 3) 6 cr

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Elective ANIS 2006 This course will examine the traditional social structures Anishinaabe Social within the Anishinaabe nations and society. The focus Issues will be on traditional values and family systems as derived from the Seven Teachings and Clan System. Using oral and written (including archival) sources, the course will examine the contemporary issues facing Anishinaabe nations, citizens and families, as well as the contemporary and historical role of the Midewiwin in Anishinaabe history. (LEC 3) Prerequisites: ANIS 1006/07 3 cr

Elective ANIS 2007 This course will explore Anishinaabe social activism in a Anishinaabe Social contemporary context. Attention will be given to the Movements American Indian Movement, Women’s Rights, and Environmental Rights. The impact of Anishinaabe activism on social issues such as poverty, oppression and Anishinaabe ideologies will also be examined. (LEC 3) Prerequisite: ANIS 2006 3 cr

Elective SOCI 2636 The Social The primary objective of this course is to develop an Making of Gender understanding of the social making of gender in contemporary society. As a basis for this, anthropological and historical perspectives will also be covered. The focus of this course will be on a critical investigation of the social creation of gender and of the gendered division of labour and patriarchal social organization. The social making of normality and deviance in relation to gender will be explored. (LEC 3) Prerequisites: SOCI 1106/11/07 or permission of instructor. 3 cr

Elective JURI 3506 E Legal This course will look at the legal regulation of close Regulation of Close adult personal relationships from a historical and Adult Relationships theoretical perspective. (LEC 3) Prerequisite: JURI 1105 3 cr

Elective JURI 3606 E Legal This course will look at how and why the law regulates Regulation of Parent- parent-child relationships and the competing interests Child Relationships of parents, children and the state in such regulation. (LEC 3) Prerequisite: JURI 1105 3 cr

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6.3.3 Academic Course Schedule Information

6.3.3.1 Program Hour/Credit Conversion Justification

If the program includes laboratory components, will the calculation of program breadth be based on a conversion of all program hours into program credits? No.

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6.3.3.2 Undergraduate Academic Course Schedule Year and Course Title Total DW Total DO Total DL Course Course Proposed Highest Semester Course Course Semester Prerequisites Instructor (or Qualification Semester Semester Hours and Co- faculty to be Earned and Hours Hours requisites recruited) discipline of study (or required of faculty to be hired) Year One Introduction to

Semester One Social Welfare Dr. Linda 36 M.S.W., Ph. D. in in the North None Savory Policy Studies Gordon Understanding Prof. Deborah Society I: Woodman, M.A. required, Principles and Dr. Jan 36 None Ph. D. preferred Processes Clarke, or in sociology Prof. Harvey Briggs Introduction to Community Dr. Gayle Ph.D. in Policy Economic and 54 None Broad Studies Social Development I 2 electives 72 Year One Introduction to Semester Two Social Work: Introduction to Anishinaabe, Social Welfare Dr. Linda M.S.W., Ph. D. in Structural and 36 in the North or Savory Policy Studies Feminist permission of Gordon Perspectives the instructor

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Understanding Prof. Deborah Society II: Woodman, M.A. required, Institutions and Dr. Jan None Ph. D. preferred Issues Clarke, or in sociology Prof. Harvey Briggs 36 or M.A. or Ph. D. Grand Chief preferred, of the Anishinaabe traditional None Midewiwin Peoples and Anishinaabe Lodge, Eddie our Homelands knowledge Benton Benai I required. Introduction to Introduction to Community Community Economic and Economic and Dr. Gayle Ph. D. in Policy Social 54 Social Broad Studies Development II Development I or permission of instructor 2 electives 72 Year Two Political Introduction to Semester Economy of Social Welfare Three Social Welfare in the North and Introduction to Social Work: Dr. Linda Anishinaabe, M.S.W., Ph. D. in 36 Savory Structural and Policy Studies Gordon Feminist Perspectives

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Introduction to Introduction to Social Work Social Welfare Research in the North and M.S.W., Ph. D. Introduction to 36 To be hired. preferred in Social Work: social work. Anishinaabe, Structural and Feminist Perspectives Community Introduction to Based Research Social Welfare in the North and Introduction to Dr. Gayle Ph.D. in Policy 36 Social Work: Broad Studies Anishinaabe, Structural and Feminist Perspectives Social Work 36 elective Elective 36 Year Two Human Services Introduction to Semester Four Organizations Social Welfare in the North and Introduction to Dr. Linda M.S.W., Ph. D. in 36 Social Work: Savory Policy Studies Anishinaabe, Gordon Structural and Feminist Perspectives

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Basic Helping Introduction to Skills in Social Social Welfare Work Practice: in the North A Northern and M.S.W. required, Perspective Introduction to 72 To be hired. Ph. D. preferred Social Work: in social work. Anishinaabe, Structural and Feminist Perspectives 3 Electives 108 Year Three Critical Social Political Semester Five Work Practice: Economy of Dr. Linda Anishinaabe, Social Welfare M.S.W., Ph. D. in 36 Savory Structural and and Human Policy Studies Gordon Feminist Services Perspectives Organizations Social Work Political Research and Economy of M.S.W. required, Program Social Welfare 36 To be hired. Ph. D. preferred Evaluation and Human in social work. Services Organizations Social Work Political Philosophy and Economy of Ethics Social Welfare and Human Services M.S.W. required, 36 Organizations To be hired. Ph. D. preferred in social work.

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Concepts of M.S.W. required, Wellness in Ph. D. preferred, First Nations’ Prof. Theresa traditional 36 None. Communities: Binda Anishinaabe An Historical knowledge Exploration required Elective 36

Year Three Critical Social Political Semester Six Policy in the Economy of Dr. Linda North Social Welfare M.S.W., Ph. D. in 36 Savory and Human Policy Studies Gordon Services Organizations Field Education Introduction to I Social Welfare in the North, Introduction to Social Work: Anishinaabe, Structural and Feminist M.S.W. required, Perspectives, 280 To be hired. Ph. D. preferred Political in social work. Economy of Social Welfare, Human Services Organizations, and Basic Helping Skills in Social Work Practice

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Concepts of M.S.W. required, Wellness in Ph. D. preferred, First Nations’ Prof. Theresa traditional Communities: 36 None Binda Anishinaabe The knowledge Contemporary required Context Elective 36 Year Four Northern and Available to Semester Rural Social students in the M.S.W. required, Seven Work Practice fourth year of 36 To be hired Ph. D. preferred professional in social work. B.S.W. program. Family and Political Child Welfare Economy of Social Welfare Prof. Gisele 36 B.S.W., M.S.W. and Human Beausoleil Services Organizations Social Work 72 Elective 2 Electives 72 Year Four Field Education Available to Semester Eight II students in the fourth year of M.S.W. required, 420 To be hired. professional Ph. D. preferred. B.S.W. program. Social Work 36 Elective 1 Elective 36

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Subtotal Course Credit Hours 1420 540 108

Total Program 2068 Credit Hours % of the program 31% offered in DO and DL courses % of the breadth 83% courses offered in DO courses % of the breadth 16% courses offered in DL courses

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6.3.3.3 Graduate Academic Course Schedule

Not applicable.

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6.5 Work Experience Required for Degree Completion

6.5.1 Support for Work Experience

Algoma University’s BSW program will prepare qualified, baccalaureate-level trained social workers to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. Graduates will have completed a minimum of 700 hours of field practice experience in human service agencies and organizations under the supervision of a field instructor.

The two field placement courses (SWRK 3605 and SWRK 4004) offer students an opportunity to develop their social work practice skills within an agency or community setting. Algoma University will hire two Field Placement Coordinators (one full-time in Sault Ste. Marie and one part-time in Timmins) to work with students and match their learning needs to suitable placement opportunities. The placement experience will include the students, Field Placement Coordinator, and agency or community supervisor in a partnership that will facilitate student learning.

Algoma University plans to hire a full-time Field Placement Coordinator in 2010/11. The Field Placement Coordinator will be responsible for the following during the 2010/11 academic year, in preparation for the launch of the BSW program in fall 2011:  Develop practicum standards, procedures and expectations based on the standards of the Canadian Association for Social Work Education;  Publish a field education manual;  Establish a policy regarding the personal suitability of the student for the profession of social work;  More clearly articulate the guidelines and evaluation procedures for field placements;  Develop relationships with prospective field placement organizations representing the range of settings in which social workers have the potential to be employed in Sault Ste. Marie and Timmins;  Develop a roster of contracted arrangements with community agencies to provide placement sites;  Develop a process for faculty liaison to ensure close, reciprocal and ongoing relationships with field instructors;  Prepare a plan to ensure field instruction remains educationally focused;  Participate in the selection of appropriate field instructors within placement organizations;  Arrange for formal training of new field instructors; 111

 Establish a policy statement on student allegations of harassment in the field placement;  Work collaboratively with social work faculty to refine admission policies and processes for the professional years of the program;  Develop guidelines and forms to protect confidentiality of clients, settings, social workers, and students; and ,  Arrange for adequate liability coverage for students on field placement.

In 2011/12, Algoma University will hire a part-time Field Placement Coordinator in Timmins to run the field education component of the program for students in Timmins. The Field Education Coordinators will work closely with each other to ensure appropriate matching of the students’ learning needs, experience, and interests with the most appropriate placement resource available. Every effort will be made to provide all students with access to placement in their home communities, provided the placement site is able to provide opportunities to meet the student’s learning needs, appropriate supervision, and evaluation of student progress. Given the mandate of the program to meet the needs of rural/remote, Anishinaabe, and Franco-Ontarian communities, placements in these settings are encouraged.

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6.5.2 Work Experience Outcomes and Evaluation

Work Experience Outcomes How work experience puts Method of evaluating into practice the program student during placement outcomes Articulate structural and anti- In the field education courses For the field practice oppressive social work the students achieve the component of Field Education practice. program outcomes in ways I and Field Education II, that can be categorized under students are evaluated at the Identify the link between two themes. mid-term and at the end of practice approaches and the placement by the student, theoretical perspectives. At the interpersonal, the agency supervisor and the community, organizational field education instructor. The Understand the relationship and policy levels, the evaluation assesses the between conventional and practicums allow students to: strengths and weaknesses of structural social work values, 1. Develop and refine the student’s practicum models, theories, and their social work skills, performance in the following methods. particularly using anti- areas: specific knowledge and oppressive, structural, skills, tasks and Articulate potential social and Anishinaabe and responsibilities, and practice social justice implications of a feminist practice competencies particular practice. approaches; 2. Deepen their ability to For the integration seminar Demonstrate the ability to link social work theory component of Field Education understand and communicate and values with I, students are evaluated on critical self-awareness of his practice. the assignments in the course or her own experiences as text. They present completed they relate to critical The learning outcomes listed assignments in the seminar practices. in the adjacent column are and submit a printed copy to achieved through a the instructor. Assignments Articulate his or her own combination of practicums in are evaluated on both the development of fundamentals social work settings and student’s demonstrated of social work practice. integration seminars. ability to apply and integrate course material and on their Perform at the entry level of In the social work practicum professional writing. competence as a social settings students learn to worker in a practice setting. develop their helping skills in For the integration seminar a reflective, self-evaluative component of Field Education Reflect on and develop manner. They also receive II, students are evaluated on practice skills. regular feedback from three assignments:

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supervisors in the practicum 1. Ethical Decision Critically think about service settings. This is the main Making delivery and practice issues. experiential component of Assignment: Using their education. Students are two models of analysis Link social work concepts, mentored by field supervisors presented in the first values, and theory with and faculty field instructors. seminar, the student practice at the interpersonal, describes and analyzes community, organizational In the seminars students use an actual ethical and policy levels. theoretical knowledge dilemma encountered learned in other BSW courses in the placement Understand the importance of as a framework to critically 2. Practice Skills power analysis, problem reflect upon and analyze their Assignment: To show identification and analysis experiential learning in the the development of and problem solving using field work. They critically skills through an actual anti-oppressive approaches think about their professional practice experience and awareness of Northern, practice and the and to provide an remote/rural, Anishinaabe, organizational settings in opportunity to Franco-Ontarian contexts. which it takes place. The critically reflect on critical analysis in integration their practice in order seminars helps students to strengthen effective distinguish between skills and generate conventional and structural alternatives, students approaches to social work and video or audio tape an to identify social justice interaction, and implications of various kinds transcribe and analyze of practice. It also encourages the tape. them to increase their 3. Reflection awareness of the Northern, paper/portfolio: Based remote/rural, Anishinaabe, on a process of Franco-Ontarian contexts in reflection, evidence, which their practice takes and collaboration, the place. Since students share reflection their integration of theory and paper/portfolio is a practice, the seminars document (paper, increase students’ electronic or other understanding of how anti- creative medium) that oppressive social work engages the student in practice is implemented in continuous, thoughtful various practice settings. The analysis of his or seminars also address her learning journey. practical concerns of It is presented to the 114

graduating students, such as last seminar class. job opportunities, job readiness, self-care and work For each practicum course, a stresses. Discussion of these final summative evaluation issues help students to (resulting in a pass or fail prepare for entry into the grade) will be made by the profession of social work. faculty field instructor, in consultation with the agency The field education courses supervisor, based on prepare students for social attendance at seminars, work practice at the performance in the agency competency level expected of placement and performance social workers entering on assignments. practice.

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7 Program Delivery Standard

7.1 Quality Assurance for Program Delivery

7.1.1 Quality Assurance Policies

Algoma University’s policy on general principles and guidelines governing undergraduate program reviews is included.

ALGOMA UNIVERSITY

GENERAL PRINCIPLES and GUIDELINES

GOVERNING

UNDERGRADUATE PROGRAM REVIEWS

as approved by Senate

Revisions approved: April 3, 2009 Minor corrections approved: October 2002 Policy approved: January 2002

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I. GENERAL PRINCIPLES

The general aim of the review process is to consider the quality and relevance of the university's programs, and to see how well they are functioning within the resources and infrastructure that are in place. The principles for Algoma University’s review process are outlined below:

1) Algoma University will review its undergraduate programs on a regular basis, normally every five to seven years. Programs will be slated for review on a 7-year rolling cycle set by Academic Planning (AppCom). Regular external evaluations for the purpose of accreditation will substitute for the process outlined in these Guidelines. The Academic Dean must ensure that programs comply with the review process.

2) Algoma University will review its new undergraduate programs in the 4th year of operation, in preparation for a request for renewal of Ministerial consent through the Postsecondary Education Quality Assessment Board (PEQAB) within 5 years.

3) All program evaluations will employ external reviewers on a mandatory basis. The Department Chair will submit the names of three experts in the field to the Academic Dean, who will select the external consultants as soon as a program comes up on the schedule for review.

4) Consultation and co-operation amongst the department/program, the Division, the Curriculum Committee (when appropriate), AppCom, and Senate will be critical. AppCom will ultimately make the recommendations to Senate concerning the review follow-up process.

5) There must be mechanisms for the internal reporting of the review results. AppCom will address the final report to senior administration. AppCom will send summaries of the program review and associated action plan to the program, the Division, AU Senate, AU administration, and the Board of Governors. The complete document for each program review will be accessible for consultation by any member of the Senate and Board once the review has been completed.

6) Implementation of the recommendations of the review is primarily the responsibility of the Department Chair. There will be monitoring by academic bodies: i.e. the Divisional Chair and the Academic Dean, in collaboration with AppCom.

7) The Academic Dean is responsible for the application of the policy. In his/her Annual Reports to Senate and Board, the Academic Dean will include a list of the programs whose periodic reviews have been completed over the year, summarizing the results.

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II. REVIEW TIMETABLE FOR ANY GIVEN YEAR

March 1 The Academic Dean must notify the programs in writing of forthcoming review and provide it with criteria / preparing Self-Study Report.

August 1 The Department Chair submits names of recommended external consultants who are at arms length from the programs to the Academic Dean, who will select from the list and contact the consultant(s)

August 1 The Department Chair submits Self-Study Report to the Academic Dean. The internal review team is struck and coordinated by the Academic Dean.

Sept 15 to November 15 Period during which “Review Committee” work takes place, including the on-site visit of external consultant(s). Note: The Review Committee is made up of the internal members and the external consultant(s).

January 15 The report of the external consultant(s) and the internal reviewers is submitted to the Academic Dean, who immediately forwards it to the Department Chair and the Divisional Chair.

February 15 The Department Chair submits "Programs Response" to the Academic Dean, who shares it with Academic Planning for feedback.

March-April AppCom studies the report and any feedback, and formulates recommendations.

May AppCom recommendations go to Senate, and are forwarded to the Academic Dean and the Board.

III. THE PROCESS

A. CONDUCTING THE SELF-STUDY

The Divisional Chair will monitor the progress of the self-study and ensure it is completed in a timely manner. If the Divisional Chair is a member of a department under review, an alternative will be named by the Dean to perform in this capacity.

The department shall submit its self-study to the Academic Dean in three separate parts:

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1) PROGRAM DETAILS: DESCRIPTION AND ASSESSMENT 2) CURRICULA VITARUM OF THE FACULTY 3) LIST OF PROPOSED CONSULTANTS

The entire self-study report is a background document. Given its nature, such a report can be adequately assembled in two months' time.

Departments will invite two upper-year students (one male, one female), who are majoring in a program offered by the programs, to participate directly in the preparation of Part (1).

1) PROGRAM DESCRIPTION

This section of the Self-study will not exceed 25 pages, although appendices can be as lengthy and specific as desired. Since it will be made available to AppCom, its content will, in a general sense, assist the Review Committee in examining the following aspects:

- Strengths and weaknesses of the department's teaching and research programs; - Assessment of staff and staff workloads; - Adequacy of resources provided; - Assessment of the learning outcome achievements of students/graduates; - Effectiveness of the organization of the department; - Relations of the department with other departments or programs; - Opportunities for improving the department's programs, through relations with other departments, and utilization of available resources; - Proposed plans for the future.

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FORMAT of the Program Description:

Introduction i. Brief listing of program(s). ii. Objectives of the program(s) and mission statement. iii. Learning outcomes of the program(s). iv. A summary of how the program(s) provides graduates with the knowledge and skill expectations consistent with the degree-level standard for the program (refer to Appendix B for degree-level standards). v. The pedagogical objectives of the department. vi. Review concerns (if any) expressed in previous appraisal, and actions taken. vii. Special matters and innovative features (if any). viii. Summary of the standards of any regulated regulatory, accrediting or professional associations (if any). ix. Assessment of the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice (if any). a. The Faculty

i. List of both full-time as well as part-time faculty, identify core, indicate impending retirements over next five years. ii. Research Funding - for past five years by source (granting councils, industry, government, foundations, other). iii. Current teaching loads, showing the number of courses taught by each faculty member. iv. Career-number, and current, supervisorship of bachelor's honours students, by faculty member (summary table). v. Indicators of how faculty have demonstrable currency in the field of specialization

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b. Physical Resources

i. Library resources - a summary statement on holdings pertinent to the program, collection policy, and expenditures for last five years (where available).

DO NOT SUBMIT DETAILED DOCUMENTATION ON LIBRARY HOLDINGS, but have available if required by consultants.

ii. Laboratory and computer facilities - major equipment available for use, commitments/plans (if any) for next five years.

iii. Space - list current faculty, laboratory, student and general research office space, commitments/plans (if any) for next five years.

iv. Technology – list current technology available for use, commitments/plans (if any) for next five years. c. Students

i. Satisfaction levels of current students. ii. Enrolment and graduations for past five years by program. iii. Educational and/or employment status and satisfaction level of students graduating over past five years. iv. Projected enrolments (FT;PT) for next five years, by program. v. Employer satisfaction with graduates. vi. OSAP default rate of graduates. vii. Samples of student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance according to degree-level standards. d. Program Regulations and Courses

i. Regulations for the program(s) including: admission standards and explanation of admission policies for each program; course requirements, examinations, evaluation procedures; thesis evaluation procedures, language requirements (if any), and other requirements; residence regulations.

ii. Total courses listed, including: courses actually offered with enrolments (past three years). 122

iii. Collateral and supporting departments: list only those involvements that are substantial, indicating the nature of the co-involvement (i.e. joint research, shared teaching, etc.).

iv. Course outlines and other documents relevant to the content of the courses.

v. Rationales for curriculum organization - requirements, relevance and justification of courses. How courses are related and how they build on previous learning. An indication of student outcomes (value added education).

vi. A summary of how the program meets or exceeds the learning outcome degree-level standards defined in Appendix B.

vi. A statement that explains how the program meets its pedagogical goals and how it fits into the mission of the University.

vii. Statistical summaries only of student course evaluations.

viii. Standards of any related regulatory, accrediting, or professional associations. e. Planning

i. Strengths and weaknesses ii. How do you plan to reach your goals iii. Conclusion

2) THE CURRICULA VITARUM OF THE FACULTY To be presented in the same format for all faculty listed and also to be presented separately from the section on the program.

3) THE LIST OF PROPOSED CONSULTANTS The list is to contain the following information organized in the following manner for each nominee: a. name

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b. rank/position c. institution/firm - current address, please also include telephone number d. degrees - designation, university, discipline, date e. professional experience/expertise relevant to the consultantship f. previous affiliation with University (if any), and association with individual members of the faculty, e.g. student/professor relationship, co-author, close personal friendship, etc. g. a statement confirming the proposed consultant is free of any conflict of interest as defined in the Conflict of Interest Policy for External Program Review Consultants in Appendix C of this policy.

With respect to the LIST OF PROPOSED CONSULTANTS, the Department/Division must:

a. present at least 4 nominations to Academic Planning b. designate the nominees by program c. not contact the nominees with respect to the nominations.

B. SUBMITTING THE SELF-STUDY

The department submits the self-study report and the names of external consultants to the Academic Dean, who will make the initial contact with the external consultants. The Academic Dean communicates with the external consultants and finds an appropriate time for the on site two day visit, and makes up an agenda to include:

- Meeting with Department Chair - Meeting with faculty members in the department/program - Meeting with students - Meeting with the Divisional Chair - Meeting with other persons, at the consultant's request - Visit of facilities, if desired

The Academic Dean's Office must make sure accommodations and travel arrangements are coordinated with visitors.

IV. THE REVIEW TEAM

The review team, a sub-committee of Senate which acts as a "clearing house" for all program reviews, consists of the external consultant(s); two Algoma faculty members who do not work in the program under review; and one student rep.

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The internal faculty members and student representative will be selected by the unit in consultation with the Academic Dean. There will be at least one woman on the review team. The members from other universities must be free of conflict of interest as defined in Appendix C of this policy.

The Committee will review the self-study submitted by the department, request any additional information that is needed, and then spend at least two days visiting the department. During the on-campus visit, the Committee will first meet in camera to discuss procedures, concerns and additional information that might be required. The Committee must then meet with faculty; staff, students within the department, the Divisional Chair; the Academic Dean; graduates of the program, employers of graduates, and with any other member of the university community that can provide information (e.g. Librarian, Director of Computing Services, etc.). On concluding the visit, the Committee must meet with the Academic Dean for a debriefing session to provide preliminary oral feedback on the outcome of the visit and an evaluation of the process.

THE REVIEW TEAM'S REPORT

The review team will produce one report. The main body of the report will be authored by the external consultant. The second part of the report will present the views of the internal faculty members and student representative. The report is to be submitted to the Academic Dean no later than six weeks after the on-site visit. The Academic Dean will forward the report to the department and to the Divisional Chair. The department will then have one month's time from receipt of the report to formulate an optional response to the contents of the report. The Dean will indicate a deadline for the submission of this response.

In cases where there is a department response, both the report and the response will reach AppCom. AppCom will study the documents and recommend an appropriate course of action to Senate.

As is the case for the OCGS and other external reviews, the review of academic quality for programs must provide for well-defined action as far as the programs are concerned. For example, OCGS reviews or other external evaluations (such as accreditation) result in the continuation of good quality programs, in the closure of unsatisfactory ones (which may, however be granted a period of time to improve their quality). An undergraduate program deemed unsatisfactory after the periodic review will be allowed an appropriate period of time for improvement. A follow-up review will then be conducted, within a prescribed space of time. The Academic Dean will monitor the program's progress both during and after the follow-up review.

Eighteen months following the completion of the review, the Academic Dean will contact the department to monitor implementation of the agreed action plan. This information will be 125

forwarded to the Divisonal Chair, who will bring it to AppCom for review; it will then go to Senate for consideration, discussion, and approval of recommendations.

The nature of the department's implementation of the original recommendation will have a definite impact on the budgetary exercise. However, depending upon the resources that are available at the time, the University will recognize achievement and success by means of forms of support for the department. The support may assume any number of guises. The process for follow-up will also include a re-evaluation of the department's previous category (i.e. consolidation, maintenance, major revision, etc.).

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Appendix A

Reference Material to be Provided to the External Consultants

- Consultant's Guidelines (see below).

- Tentative schedule of meetings.

- University Mission Statement and current Strategic Plan.

- Department's self-study.

- Undergraduate Program Review Document.

- Report from department's previous review.

- Enrolment data, current, projected and for the preceding seven-year period.

- A tabulation of current teaching loads, showing the number of courses taught by each faculty member.

- Information regarding the quality of teaching in the department (e.g. teaching awards to faculty, student evaluations of teaching).

- A grade distribution profile of undergraduate courses.

- Operating funds for the department (excluding salaries) with a breakdown of major budget categories.

- Other material will be made available during the consultant's visit as necessary. In addition, copies of accreditation reports or reports of departmental program appraisers may be made available if desired.

Guidelines for the Report by Reviewers:

The review team will prepare a report which addresses aspects of the department / faculty / university that influence the quality of the undergraduate program. The spirit of the review will be constructive. The report will state what the department has done since its last review. 127

The report will respond to issues identified in the department's self-study report and issues that arise during the site visit. It will provide a considered overview of the program's strengths and weaknesses, with supporting evidence. Recommendations to improve the program can be made, noting whether or not additional resources are required.

The reviewer's central objective is to assess how current offerings could better serve the students within the available resources. In light of financial restraints, it is not realistic to recommend increased faculty or resources, although some resources may be made available on a one time basis.

The report will include, but is not limited to, the following:

- an outline of the visit (who interviewed, facilities seen, other relevant activities); - consistency of the program with the general objectives of the institution’s mission and development plan; - appropriateness of the admission requirements, e.g. achievement and preparation, for the educational objectives of the institution and the program; appropriateness of the program’s structure and curriculum for its educational objectives; - appropriateness of the mode of delivery and the methods used for the evaluation of student progress; - appropriate utilization of the existing human/physical/technological/financial resources; - definition of indicators that provide evidence of quality of faculty, student clientele (applications and registrations), student quality, and the outcomes of the program (graduation rate, length of studies, etc.). - Assessment of the learning outcome achievements of students/graduates by comparison with – 1) program’s stated learning outcomes and standards; 2) degree-level standard (refer to Appendix B for degree level guidelines); 3) the opinions of employers, students, and graduates; and 4) standards of any related regulatory, accrediting or professional association(s). - Assessment of continuing relevance of program to the field of practice it serves.

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Appendix B

Degree-Level Standards

BACHELOR’S DEGREE: GENERAL

General Bachelor’s degree programs are normally designed to require some conceptual sophistication, and specialized knowledge in at least one discipline or field.

Such programs typically require less intensive disciplinary specialization than an academically- oriented honours program and less preparation for employment in a field of practice than a honours program in an applied or professional area of study.

In addition to personal and intellectual growth, the programs may prepare students for some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours program of study in the field.

Normally these programs do not prepare students for direct entry into graduate study. They are typically six to eight semesters in duration (normally 90 to 120 credits, or the equivalent).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge a. A general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline; b. A broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. An ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline; d. Some detailed knowledge in an area of the discipline; e. Critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and b. Devise and sustain arguments or solve problems using these methods.

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Application of Knowledge a. The ability to review, present, and interpret quantitative and qualitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; and b. The ability to use a basic range of established techniques to: i. analyse information; ii. evaluate the appropriateness of different approaches to solving problems related to their area(s) of study; iii. propose solutions; and c. The ability to make use of scholarly reviews and primary sources.

Communication Skills The ability to communicate accurately and reliably, orally and in writing to a range of audiences.

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.

Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of personal responsibility and decision-making; ii. working effectively with others; b. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility.

BACHELOR’S DEGREE: HONOURS

Bachelor’s degree programs in this category are normally designed to require more conceptual sophistication, specialized knowledge, and intellectual autonomy than a general bachelor’s degree program. Students in honours bachelor’s programs learn by doing, with a focus on deepening their mastery of the knowledge and methods of the discipline and/or field. Such programs normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, or other research-based or performance-based exercises that demonstrate methodological competence and capacity for independent intellectual/creative work.

In addition to personal and intellectual growth, academically-oriented programs are primarily designed to prepare students for entry into graduate study in the field, second-entry professional degree programs, or employment in a variety of fields, and they usually provide a deeper and broader disciplinary knowledge than an honours bachelor’s degree in an applied or 130

professional area of study. They are typically eight semesters in duration (normally 120 credits, or the equivalent).

A profession-oriented honours bachelor’s degree is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented degree program but with the disciplinary content oriented to a professional field of practice. Students in professional programs learn by doing, with a focus on preparing for entry into a professional field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the professional field of practice. Professions are often practiced within in a regulatory framework, and programs may require accreditation by a regulatory body or professional association. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters or more in duration (normally 120 credits, or the equivalent) and may be supplemented by required professional experience (e.g., supervised practica or internships).

An honours bachelor’s program in an applied area of study is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented honours program but with the disciplinary content oriented to an occupational field of practice. Students in applied programs learn by doing, with a focus on preparing for entry into an occupational field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the occupational field of practice. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters in duration (normally 120 credits, or the equivalent) and may be supplemented by required workplace experience (e.g., two to four supervised co- operative work terms).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;

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c. A developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; and c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

Application of Knowledge a. The ability to review, present and critically evaluate qualitative and quantitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate use this knowledge in the creative process; and b. The ability to use a range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; and c. The ability to make critical use of scholarly reviews and primary sources.

Communication Skills The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

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Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; ii. working effectively with others; iii. decision-making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility.

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Appendix C

Conflict of Interest Policy for External Program Review Consultants

Category: Faculty Number: FA4 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define conflict of interest as it applies to academic peers serving as external consultants on academic program review committees.

Scope:

This policy is applicable to all academic peers nominated to serve as external program review consultants for an Algoma University academic program.

Policy:

Algoma University follows specific principles and guidelines for undergraduate program reviews. External consultants will comprise part of a program review team that will prepare a report which considers the quality and relevance of an academic program.

Individuals appointed to the program review team are expected to avoid conflict of interest and the appearance of conflict of interest between their duties as part of the program review team and their personal or business interests.

An actual or potential conflict of interest arises when an individual is placed in a situation in which his or her interests and experience appear to conflict with his or her responsibilities to the university. Employment or previous employment at a competitive or potentially competitive institution does not, in and of itself, constitute a conflict of interest.

Individuals appointed as external consultants on program review committees should not have had any past or current formal affiliation with the program under review, the university, or to program partners if applicable within the past seven years. Some examples of unacceptable connections include supervision, regular collaboration, former student, visiting/teaching, or co- authorship.

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External program review consultants who have any interest in a program by virtue of a past or current affiliation with the program under review within the past seven years, or who make public statements about a review in progress must decline acceptance as a member of the review team, or withdraw from the team. All individuals appointed to the program review team shall make full written disclosure to the university of any potential conflict of interest, within the terms of this policy, as soon as the individual becomes aware of the conflict of interest. Similarly, if a member of the program review team has evidence of a conflict of interest regarding an individual appointed to the program review team, the individual shall make a full written disclosure to the Dean of Algoma University. Such disclosure to the Dean must clearly state the details of any affiliation of a nature described in these guidelines. The Dean and the review team will collaborate and review any situations where there is a potential conflict of interest and will come to an agreement about the suitability of the candidate.

In accordance with these guidelines, the Dean will be responsible for notifying the external program review consultant should he/she determine that an actual or potential conflict of interest exists. The Dean will exclude or remove external program review consultants from the program review team as required under the terms of this policy. Algoma University will ensure that reasonable measures are taken to make certain the final composition of the program review team is free of any conflict of interest as outlined in this policy.

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7.1.2 Policy on Student Feedback

The following excerpt from the Algoma University agreement between the Algoma University College Board of Governors and the Algoma University College Faculty Association, ratified by the Board of Governors on July 26, 2006, describes Algoma University’s mechanisms and processes for student feedback regarding program delivery:

Article 19:02 Teaching Evaluations (a) Particular teaching performance levels by faculty are expected by the University, by colleagues, and by students. Such performance is evaluated through peer review and student teaching evaluations. i. The University will coordinate student teaching evaluations in order to assess a Faculty member’s teaching performance. The teaching evaluations and their administration shall be in accordance with the regulations below. ii. The teaching evaluation form to be used for the term of this agreement is included as an Appendix A. iii. Up to 20 minutes of scheduled class time, in the last 2 weeks of a course, must be used for filling out evaluation questionnaires. A student is designated to undertake the task of circulation and assembling of the document. The Faculty Member shall not be present while questionnaires are being filled out in his/her classes. After questionnaires have been completed, they shall be placed in a sealed envelope. Course instructors shall not receive any information, which would disclose the identity of students who completed the questionnaire. iv. Faculty members will receive tabulated results from their questionnaires, including retyped student comments, following submission of grades. v. Teaching evaluations will be used as part of an application for contract renewal, tenure or promotion, or as information for any other assessment of the member’s teaching performance. vi. Given the current small size of our teaching faculty complement, it is agreed that the most important component of the teaching evaluation score is the absolute score of that faculty member. Prior to consideration of any candidate’s file in each year, the Peer Review Committee will determine a scoring level to benchmark satisfactory performance.

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7.1.3 Student Feedback Instruments

A sample of the student faculty evaluation is included.

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7.2 On-line Delivery

7.2.1 On-line Learning Policies and Practices

The proposed BSW program will be delivered using a “blended learning” model – in this case, a mix of in-person, traditional classroom based learning combined with videoconference learning supplemented by an on-line Course Management System. On-line learning, as defined in PEQAB’s Handbook for Public Organizations, includes video conferencing delivery methods.

On-line courses will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All lectures will be video recorded and uploaded to the Course Management Site (CMS) immediately following the lecture. Course material and assignments will be available on the CMS site. Students in Timmins and Sault Ste. Marie will share the classroom with participants from both locations, and videoconference participants will be able to ask questions and participate in discussions in real-time with their classmates in either location. Outside of class time, instructors will be available either in person, by email, telephone, or in forums such as on-line meeting spaces at times that will be clearly communicated to students at the start of a course.

Both Algoma University and Northern College have the capacity to deliver the program as proposed. Algoma University and Northern College are connected to the ORION network, an ultra high-speed connection to all universities and colleges in Ontario. Algoma University and Northern College will use the ORION network to receive and deliver the interactive videoconference lectures. All Algoma University courses are provided with Moodle, a course management system used to host asynchronous course material. Video recordings of lectures for the courses taught by simultaneous interactive videoconference will be posted on the course management system. The Moodle course management system will be supplemented by DimDim, a synchronous online meeting space for up to 50 participants, for use by students in Sault Ste. Marie and Timmins.

Algoma University has allocated funds for pedagogical training for faculty on developing a sense of academic community while using distance delivery methods. Each year, faculty in both Timmins and Sault Ste. Marie will be provided with training specifically designed to foster a culture that supports a thoughtful focus on teaching, while nurturing the sense of connectedness and collegiality that is vital to continuous innovation and success when using innovative delivery methods. Technical support for faculty will be available at both locations.

Students will be well-supported at both locations, with access to Field Placement Coordinators and technical support in Sault Ste. Marie and Timmins. Students in Timmins will have access to student support services at Northern College through the provisions of an interinstitutional agreement between Algoma University, Sault College, and Northern College (attached as Appendix 14.2). Evidence-based feedback from students will be sought using the on-line

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student evaluation forms described in Appendix 7.1.3 to ensure the learning outcomes of on- line courses are met.

All advertising for the proposed program will describe the nature of learning as it will occur in either Timmins or Sault Ste. Marie. Information regarding the BSW on Algoma University’s website will include links that will speak to the personal discipline and qualities of successful learners using a blended learning model. At this point, no additional fees are being proposed for students in the Timmins location. If any changes are proposed in the future, students will be informed well in advance of the proposed changes.

Algoma University has appropriate policies concerning compliance with copyright law and intellectual property. The university adheres to all standards of the Canadian Copyright Act and informs the university community of these standards through posters and electronic notices. Safeguards are in place to assure the authentication of student identity and the integrity of student work for on-line courses such as password protection, putting time limitations on on- line examinations, randomly mixing exam questions, and placing more weight on submitted assignments.

Algoma University is currently updating its formal On-Line Learning Policy to align with the new standards for internet delivery, as outlined by the Postsecondary Education Quality Assessment Board in September 2009.

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Algoma University’s On-Line Learning Policy is included.

On-Line Learning Policy

Category: Information Technology Number: IT3 Responsibility: Academic Dean and Director of University Services Approval: February 3, 2009 – Administration March 6, 2009 - Senate

Purpose

To define (1) the equipment, training, and support systems that will be used to provide an enriched learning experience to Algoma University students through the use of on-line delivery methods, and to define (2) how on-line delivery methods will contribute to an enhanced sense of academic community.

Scope

This policy is applicable to the entire university community.

Policy

On-line learning refers to any computer-facilitated learning that can occur either in the classroom or at a distance. The on-line delivery of courses will meet all of the academic standards and requirements of on-site, in-person delivery of courses. On-line learning can include, but is not limited to, on-line quizzes, on-line tests, on-line chats, complementary on- line course content, on-line lectures, on-line lessons, or on-line assignments. On-line delivery methods can be used for a portion of a course or an entire course (distance education). The method of on-line delivery will be detailed in the course outline.

Algoma University promotes the use of on-line learning as an alternative delivery method for course material in some disciplines. Algoma University will provide the necessary training, technological support systems, and equipment to make on-line learning a viable and valuable course delivery option in accordance with the principle of academic integrity.

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Algoma University will provide faculty with regularly scheduled introductory and advanced hands-on training for course management systems. The university will maintain a library of training resources specific to on-line learning, and will provide one-on-one training sessions, for faculty who are using distance technology. The university will occasionally bring in pedagogical experts to facilitate workshops for faculty members.

Algoma University will provide students with ongoing technical support and training in the use of technology. Faculty who are teaching on-line courses will provide an orientation to all students. Algoma University will provide computer labs on campus which contain high-quality, current hardware and software for student use. Algoma University will continue to provide ongoing reinvestment to its hardware and software to support quality on-line learning. The university will also maintain ongoing student support through an Information Technology Help Desk and an Information Technology Services Department.

Algoma University will maintain off-site backup systems for faculty and student data in order to maintain reliable, sufficient, and scalable course management systems, and will provide regular maintenance and updates to on-site servers.

Algoma University will maintain an Information Technology Help Desk to provide technical assistance for all faculty, staff, and students during and outside of regular business hours.

Algoma University will continue to host its Course Management System (CMS) in a facility with secure access, redundant power generators, and redundant cooling systems. Open source products will be used where possible to provide reliable and efficient community support.

Algoma University will strive for consistency across campus in its technology and equipment for ease of use. Leasing will be used where possible to ensure technology is refreshed on a regular basis.

Algoma University has on file and available upon request copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning.

Algoma University recognizes that a sense of academic community and collaboration plays an integral role in fostering student engagement for on-line learners. To this end, the university will integrate student support mechanisms such as discussion groups and virtual office hours into all on-line courses in order to provide opportunity for discussion, collaboration, and negotiation among all students and between students and faculty.

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Algoma University policies governing copyright for alternative delivery methods. Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

ARTICLE 27: COPYRIGHT (last rev. 2006)

27:01 The creator is understood to be the faculty member or members responsible for creating the property. Copyright for all intellectual property resides with the creator, even when that property is produced using university resources. When intellectual property is created by two or more people, the copyright for that property is shared among those creators. The parties agree that the Creator shall hold copyright to any work including any creative work, printed material, computer programme, films, slides, tapes, or similar materials produced by Members as part of their normal workload for the University. The copyright in assessment, grading, reports or correspondence pursuant to the member’s normal administrative or professional duties with the University shall be retained by the member, who shall be deemed to have granted the University a perpetual free license to use these materials or any part there of in the course of its normal, non-commercial, institutional business. The member(s) shall retain such copyright throughout his/her/their lifetime; upon his/her/their death all such rights shall devolve upon his/her/their estate(s).

27:02 If the University requests a work for alternative mode delivery, including a creative work, printed material, films, slides, tapes, computer programmes or similar materials from a Member for use in instructional programmes, the University will in all cases arrange for the development of this course material through a special contract with the Member(s) which sets out terms in accordance with the terms in this Agreement. In the absence of any agreement to the contrary, the Member shall be the first owner of the copyright therein. A Member entering into such a contract with the University shall be notified of the terms of this paragraph prior to signing the contract. The Association shall receive a copy of such notification. Copies of all works subject to the policy stated in this paragraph shall contain a statement or marking identifying the ownership of copyright, and with appropriate credit, the contributors.

27:03 All special contracts for alternative delivery mode instructional course materials shall contain a clause which prohibits the creator from using parts of any course that he or she has created in a course for another University during the period in which the course as designed by the creator is offered by AUC and for a period of 3 years after such time as the creator leaves AUC. Upon departure from AUC, the creator shall license the course to AUC, subject to the terms in Article 27:11 below.

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27:04 The master copy of any alternative delivery mode instructional course materials shall be the property of the creator. However, the University shall be responsible for the custody and control of such works and copies thereof.

27:05 Where consent, fees or licenses are required for the use of incorporated materials in instructional courses under the terms of this Article, the contributor shall notify the University by provision of a list of works which require such clearance. The University shall have the right to refuse to accept requests for copyright clearance, which are judged to be prohibitively expensive.

27:06 The Members who are the authors of any alternative delivery mode instructional course materials shall sign a warranty that the work is original and that, to the best of their knowledge, it does not violate any existing copyright.

27:07 From time to time, the University may require revisions in alternative delivery mode courses in order to ensure that proper and current academic standards are met.

27:08 Further, the author of work as defined in Paragraph 2 above may, at any time after three (3) years of use, and at three (3) year intervals thereafter notify the University of the need to revise such a work. The University and the Member shall negotiate the amount the University will pay to defray the costs of such revisions including the Member’s fee.

27:09 The process of revision of alternative delivery mode course materials shall be regarded as the joint responsibility of the author of the work and the University. If the author chooses not to undertake the revision or if the author has not accepted the University’s request for revision within one (1) month of receipt of that request or if the author is no longer a member of the University, then the University shall choose an individual to design a new course. The author of the original course shall retain sole custody and control of the original version of the course, subject to clauses three (3) and four (4) above. Where the author is no longer a member of the University, notice of intention to revise and of the proposed revisions shall be sent to him/her by registered mail at the last known address. In the event that the author and the University cannot agree on the nature and extent of the revisions, the University may with the agreement of the copyright holder engage someone else to make revisions, or the University may discontinue use of the course and engage the services of someone approved by the academic unit to design a new version of the course.

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27:10 The University shall negotiate a fee for any revisions that are made at the University’s request.

27:11 Where there are royalties from the exploitation of the copyright of the academic works referred to above, other than scholarly text and/or articles, and where the production of the work is dependent upon a direct allocation of University funds, staff, equipment or other resources (not to include the faculty member’s salary with the provision of office space), the proceeds from the royalties shall be divided between the member(s) and the Employer, such that seventy-five (75) percent of the proceeds of the royalties shall be allotted to the Employer until such time as the costs of the Employer’s direct support of the costs of production have been met. Thereafter, the royalty rights shall revert to the holder(s) of the copyright, unless otherwise agreed in writing between the member(s) and the Employer. Members exploiting any work that has been originated or developed with the direct support of the Employer shall so inform the Employer. The burden of establishing the amount of the costs incurred in the provision of such direct support shall lie on the Employer.

27:12 Seventy-five (75) percent of the “net proceeds” of any fees or royalties that the University receives for the use by another party of a work to which the member has copyright under the terms of this Article shall be to the member. “Net Proceeds” shall mean the fees and royalties received less direct costs incurred by the University, including but not limited to the costs of reproduction, administration and distribution.

27:13 If practicable the Members shall receive, upon request, a copy at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced of any work produced by them for the University and to which the Creator holds copyright under the terms of this Agreement.

27:14 Should the University wish to erase or otherwise destroy part or all of a work to which it has copyright under the terms of this Agreement, the creator shall be given notice of such intention and shall have one (1) month in which to make known their wish to receive a copy of the section(s) to be erased. If the creator expresses such a wish within the time limit, they shall receive a copy of those sections at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced plus reasonable administrative costs arising there from.

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7.2.2 Academic Community Policies

Algoma University’s Academic Community Policy is included.

Algoma University’s on-line courses will contribute to and enhance the creation of academic community among students and between students and faculty by using methods such as on- line discussions, forums, blogs, faculty and student availability by email, and podcasts. Faculty designing on-line courses will be mindful of the need to include on-line projects that link students through collaborative problem solving, group assignments, and knowledge sharing. On-line learning will enhance the creation of academic community among students by engaging students with a variety of perspectives in debate, discussion, and peer review. Faculty using on-line learning as a delivery method will promote respectful, compassionate, and tolerant behavior among participants in order to promote participation and create a sense of academic community in a virtual forum. On-line learners will benefit from sharing collective knowledge and experiences. In fact, on-line learning can enable learners who are unable to have a physical presence on campus to engage in university studies, thereby providing course participants with access to a variety of perspectives they would not be exposed to in the traditional classroom setting.

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Academic Community Policy

Category: Faculty Number: FA6 Responsibility: Academic Dean Approval: March 6, 2009 - Senate

PURPOSE:

To define Algoma University’s commitment to developing, maintaining, and enhancing a strong sense of academic community on campus.

SCOPE:

This policy applies to students, faculty, support staff, and administration.

POLICY:

Algoma University believes in teaching and scholarship that enhances student-focused learning that challenges students to reach their full potential. In keeping with its special mission to be a teaching-oriented university focusing on the needs of northern Ontario and cultivating cross- cultural learning between Aboriginal and other communities, Algoma University will provide the human resources, space, and activities necessary to continually enhance a strong sense of academic community.

The university campus will provide spaces for groups to meet and interact for academic and social purposes. The campus will provide spaces for Aboriginal cultural activities to which all members of the university community will be welcome. Technology and technological support on-campus will ensure that a network of communication is available between students and university resources at all times.

Support services, athletics, student government, clubs, ceremonies, residence activities, and exchange programs will provide students with a wide breadth of activities which may be outside their specific program area leading to personal and intellectual growth. Academic

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advising involving faculty will provide an enhanced sense of academic community as students get to know their professors outside of the classroom setting.

The university will encourage its departments to organize community events, forums, guest speakers, panel discussions, and other activities that engage students, faculty, support staff, and administration in discussions where they can share ideas and experiences. The university will value creativity, innovation, and academic freedom in all its activities.

The student-centric approach to teaching and learning at Algoma University will develop and continually enhance a strong sense of academic community on campus.

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8 Capacity to Deliver Standards

8.1 Legal Characteristics

The following documents pertaining to Algoma University’s legal character are included:  Bill 80, An Act to establish Algoma University and dissolve Algoma University College  Algoma University’s Letters Patent

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re e 1ST SESSION, 39TH LEGISLATURE, ONTARIO 1 SESSION, 39 LÉGISLATURE, ONTARIO 57 ELIZABETH II, 2008 57 ELIZABETH II, 2008

Bill 80 Projet de loi 80

An Act to establish Loi portant création Algoma University and to dissolve de l’Université Algoma et dissolution Algoma University College de l’Algoma University College

The Hon. J. Milloy L’honorable J. Milloy Minister of Training, Colleges and Universities Ministre de la Formation et des Collèges et Universités

Government Bill Projet de loi du gouvernement

1st Reading May 26, 2008 1re lecture 26 mai 2008 2nd Reading 2e lecture 3rd Reading 3e lecture Royal Assent Sanction royale

Printed by the Legislative Assembly Imprimé par l’Assemblée législative of Ontario de l’Ontario

EXPLANATORY NOTE NOTE EXPLICATIVE

The Bill dissolves Algoma University College (hereinafter re- Le projet de loi dissout l’Algoma University College (appelé ci- ferred to as the “College”) and re-establishes the institution as a après le «Collège») et recrée cet établissement sous forme university to be known as Algoma University. d’université appelée l’Université Algoma. The Bill sets out the objects and powers of Algoma University Le projet de loi énonce la mission et les pouvoirs de l’Université (sections 3 to 7). The Bill also specifies the governance struc- Algoma (articles 3 à 7). Il précise en outre sa structure de gou- ture for the University, which includes a board of governors vernance, qui prévoit un conseil d’administration (articles 8 à (sections 8 to 17) and a senate (sections 18 to 24) in addition to 17) et un sénat (articles 18 à 24), ainsi qu’un président et, si le a president and, if the board so chooses, a chancellor. Other conseil choisit d’en nommer un, un chancelier. D’autres disposi- provisions contained in the Bill relate to the administration of tions du projet de loi portent sur l’administration de l’Université the University (sections 27 to 32) and to transitional matters (articles 27 à 32) et les questions transitoires (articles 33 à 37). (sections 33 to 37). One transitional provision ensures that the Une des dispositions transitoires fait en sorte que le conseil board of governors and senate of the College will act as the first d’administration et le sénat du Collège agissent à titre de pre- board of governors and senate of the University until such time mier conseil d’administration et de premier sénat de l’Université as the board and senate of the University are properly consti- jusqu’à ce que le conseil et le sénat de l’Université soient régu- tuted in accordance with the Act. lièrement constitués conformément à la Loi. Section 38 provides for future amendments to the legislation so L’article 38 prévoit des modifications futures de la loi afin de that the degree-granting authority of the University may be ex- pouvoir élargir le pouvoir de l’Université de conférer des grades pand over time. Before its dissolution, the College, in affiliation au fil du temps. Avant sa dissolution, le Collège, en affiliation with Laurentian University, offered some programs upon com- avec l’Université Laurentienne, offrait certains programmes pletion of which degrees were granted. When the Act comes menant à l’obtention de grades. À l’entrée en vigueur de la loi, into force, section 6 will give Algoma University the authority l’article 6 donnera à l’Université Algoma le pouvoir de décerner to grant only those degrees. On a later date, section 6 may be uniquement ces grades. À une date ultérieure, l’article 6 pourra amended to allow the University to grant any bachelor degree in être modifié pour lui permettre de décerner tout baccalauréat an arts or science program. At an even later date, section 6 may dans un programme d’arts ou de sciences. À une date plus ulté- be further amended to give the University complete authority rieure, l’article 6 pourra être modifié de nouveau pour lui donner over the degrees it chooses to grant. tout pouvoir de décerner les grades de son choix.

Bill 80 2008 Projet de loi 80 2008

An Act to establish Loi portant création Algoma University and to dissolve de l’Université Algoma et dissolution Algoma University College de l’Algoma University College

Her Majesty, by and with the advice and consent of the Sa Majesté, sur l’avis et avec le consentement de Legislative Assembly of the Province of Ontario, enacts l’Assemblée législative de la province de l’Ontario, as follows: édicte :

CONTENTS SOMMAIRE

PART I PARTIE I DEFINITIONS DÉFINITIONS 1. Definitions 1. Définitions PART II PARTIE II ESTABLISHMENT CRÉATION 2. University established 2. Création de l’Université 3. Objects 3. Mission générale 4. Special mission 4. Mission particulière 5. Powers 5. Pouvoirs 6. Degrees, etc. 6. Grades et autres 7. Affiliation 7. Affiliation PART III PARTIE III BOARD OF GOVERNORS CONSEIL D’ADMINISTRATION 8. Board of governors composition 8. Composition du conseil d’administration 9. Term of office 9. Durée du mandat 10. Loss of eligibility 10. Perte d’éligibilité ou d’admissibilité 11. Renewal of term 11. Reconduction de mandat 12. Vacancies 12. Vacances 13. Quorum 13. Quorum 14. Chair, vice-chair 14. Présidence et vice-présidence 15. Standard of conduct 15. Norme de conduite 16. Conflict of interest 16. Conflits d’intérêts 17. Powers and duties of board 17. Pouvoirs et fonctions du conseil PART IV PARTIE IV SENATE SÉNAT 18. Senate composition 18. Composition du sénat 19. Senate election 19. Élection du sénat 20. Term of office 20. Durée du mandat 21. Loss of eligibility 21. Perte d’éligibilité ou d’admissibilité 22. Renewal of term 22. Reconduction de mandat 23. Vacancies 23. Vacances 24. Powers of senate 24. Pouvoirs du sénat PART V PARTIE V CHANCELLOR AND PRESIDENT CHANCELIER ET PRÉSIDENT 25. Chancellor 25. Chancelier 26. President 26. Président 2 ALGOMA UNIVERSITY ACT, 2008

PART VI PARTIE VI ADMINISTRATION ADMINISTRATION 27. Meetings open to public 27. Réunions publiques 28. By-laws available to public 28. Possibilité de consulter les règlements 29. Property administratifs 30. Investments 29. Biens 31. Borrowing 30. Placements 32. Audits and reports 31. Emprunts 32. Vérification et rapports PART VII PARTIE VII TRANSITION DISPOSITIONS TRANSITOIRES 33. Dissolution of College 33. Dissolution du collège 34. First board and senate 34. Premier conseil et premier sénat 35. Algoma University College students 35. Étudiants de l’Algoma University College 36. First by-laws 36. Premiers règlements administratifs 37. Transfer of property, obligations, contracts, etc. 37. Transfert de biens, d’obligations, de contrats ou autres PART VIII PARTIE VIII AMENDMENTS MODIFICATIONS 38. Amendments to section 6 38. Modifications de l’article 6 39. Repeal of Schedule 39. Abrogation de l’annexe PART IX PARTIE IX COMMENCEMENT AND SHORT TITLE ENTRÉE EN VIGUEUR ET TITRE ABRÉGÉ 40. Commencement 40. Entrée en vigueur 41. Short title 41. Titre abrégé

Schedule Degree programs offered at Algoma University Annexe Programmes menant à un grade offerts au Algoma College in affiliation with Laurentian University College en affiliation avec University before the day section 6 comes into l’Université Laurentienne avant l’entrée en force vigueur de l’article 6 ______

PART I PARTIE I DEFINITIONS DÉFINITIONS Definitions Définitions 1. In this Act, 1. Les définitions qui suivent s’appliquent à la présente loi. “Algoma University College” means the college incorpo- «Algoma University College» Le collège universitaire rated as a non-share corporation, under the name Al- constitué en personne morale sans capital-actions, sous goma College Association, by Letters Patent dated Oc- le nom d’Algoma College Association, par lettres pa- tober 23, 1964 and amended by supplementary Letters tentes datées du 23 octobre 1964 et modifiées par let- Patent dated August 30, 1976 and November 2, 1990; tres patentes supplémentaires datées du 30 août 1976 et (“Algoma University College”) du 2 novembre 1990. («Algoma University College») “board” means the board of governors of the University; «biens» S’entend des biens meubles et immeubles. (“conseil”) («property») “property” includes real and personal property; (“biens”) «conseil» Le conseil d’administration de l’Université. («board») “senate” means the senate of the University; (“sénat”) «corps professoral» Professeurs, professeurs agrégés, “teaching staff” means professors, associate professors, professeurs adjoints, chargés d’enseignement, associés, assistant professors, lecturers, associates, instructors, instructeurs, tuteurs et autres personnes employées pour tutors and all others employed to do the work of teach- enseigner et, en outre, personnes employées pour faire ing or giving instruction and includes persons em- de la recherche à l’Université. («teaching staff») ployed to do research at the University; (“corps profes- soral”) «sénat» Le sénat de l’Université. («senate») “University” means Algoma University established under «Université» L’Université créée par l’article 2. («Univer- section 2. (“Université”) sity») LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 3

PART II PARTIE II ESTABLISHMENT CRÉATION University established Création de l’Université 2. (1) A university to be known as Algoma University 2. (1) Est créée une université appelée Université Al- in English and Université Algoma in French is hereby goma en français et Algoma University en anglais. established.

Corporation without share capital Personne morale sans capital-actions (2) The University is a corporation without share capi- (2) L’Université est une personne morale sans capital- tal and shall consist of the members of its board. actions qui est constituée des membres de son conseil.

Conflicts Incompatibilité (3) In the event of a conflict between a provision of (3) Les dispositions de la présente loi l’emportent sur this Act and a provision of the Corporations Act, the pro- les dispositions incompatibles de la Loi sur les personnes vision of this Act prevails. morales.

Objects Mission générale 3. The objects of the University are the pursuit of 3. L’Université a pour mission générale de favoriser la learning through scholarship, teaching and research poursuite du savoir par l’étude, l’enseignement et la re- within a spirit of free enquiry and expression. cherche dans un esprit de liberté de pensée et d’expression.

Special mission Mission particulière 4. It is the special mission of the University to, 4. L’Université a pour mission particulière : (a) be a teaching-oriented university that provides a) d’une part, d’être une université axée sur l’ensei- programs in liberal arts and sciences and profes- gnement qui dispense des programmes en arts et en sional programs, primarily at the undergraduate sciences ainsi que des programmes professionnels, level, with a particular focus on the needs of north- principalement au premier cycle, en mettant parti- ern Ontario; and culièrement l’accent sur les besoins du Nord de l’Ontario; (b) cultivate cross-cultural learning between aboriginal b) d’autre part, de cultiver l’apprentissage intercul- communities and other communities, in keeping turel entre les communautés autochtones et les with the history of Algoma University College and autres, compte tenu de la tradition de l’Algoma its geographic site. University College et de sa situation géographique.

Powers Pouvoirs 5. The University has all the powers necessary and 5. L’Université jouit des pouvoirs utiles à la réalisation incidental to its objects. de sa mission.

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant bachelor degrees in those arts and sciences a) décerner des baccalauréats dans les programmes degree programs that Algoma University College menant à un grade en arts ou en sciences qu’offrait offered as an affiliate of Laurentian University on l’Algoma University College à titre d’établisse- the day before the day this Act comes into force ment affilié à l’Université Laurentienne la veille du and that are listed in the Schedule to this Act; and jour de l’entrée en vigueur de la présente loi et qui figurent à l’annexe de celle-ci; (b) award certificates and diplomas, except post- b) décerner des certificats et des diplômes, sauf des graduate certificates and diplomas, in any and all certificats et diplômes de cycles supérieurs, dans branches of learning. toutes les branches du savoir.

Affiliation Affiliation 7. The University may affiliate or federate with other 7. L’Université peut s’affilier à d’autres universités, universities, colleges, research institutions and institutions collèges, établissements de recherche et établissements of learning on such terms and for such periods of time as d’enseignement ou se fédérer avec eux, aux conditions et the board may determine. pour la durée que fixe le conseil. 4 ALGOMA UNIVERSITY ACT, 2008

PART III PARTIE III BOARD OF GOVERNORS CONSEIL D’ADMINISTRATION Board of governors composition Composition du conseil d’administration 8. (1) There shall be a board of governors of the Uni- 8. (1) L’Université a un conseil d’administration, qui versity, consisting of not less than 12 and not more than se compose de 12 à 30 membres répartis comme suit : 30 members, as follows: 1. The president of the University, who shall be a 1. Le président de l’Université, qui est membre d’of- member by virtue of office. fice. 2. The chancellor of the University, if one is ap- 2. Le chancelier de l’Université, s’il en est nommé pointed, who shall be a member by virtue of office. un, qui est membre d’office. 3. Three members appointed by the Lieutenant Gov- 3. Trois membres nommés par le lieutenant-gouver- ernor in Council who shall not be a student, a neur en conseil, qui ne doivent pas être des étu- member of the teaching staff nor a non-teaching diants, des membres du corps professoral ou des employee of the University. employés non enseignants de l’Université. 4. One person elected by the teaching staff from 4. Une personne que les membres du corps profes- among themselves. soral élisent parmi eux. 5. One student elected by the students of the Univer- 5. Un étudiant que les étudiants de l’Université éli- sity from among themselves. sent parmi eux. 6. One person elected by the non-teaching employees 6. Une personne que les employés non enseignants de of the University from among themselves. l’Université élisent parmi eux. 7. Such other persons as may be set out in the by- 7. Les autres personnes précisées par règlement ad- laws of the board who shall be appointed by the ministratif du conseil qui sont nommées par ce board, subject to subsection (3). dernier, sous réserve du paragraphe (3). By-laws respecting elections Règlement électoral (2) The board shall by by-law determine, (2) Le conseil fixe ce qui suit, par règlement adminis- tratif : (a) the procedures to be followed in the election of a) les modalités d’élection des membres visés aux members described in paragraphs 4 to 6 of subsec- dispositions 4 à 6 du paragraphe (1); tion (1); (b) the eligibility requirements for the election or ap- b) les conditions que doivent remplir les membres pointment, as the case may be, to the board of visés aux dispositions 4, 5, 6 et 7 du paragraphe (1) members described in paragraphs 4, 5, 6 and 7 of pour pouvoir être élus ou nommés au conseil; subsection (1); and (c) the number of persons to be appointed under para- c) le nombre de personnes à nommer en application graph 7 of subsection (1). de la disposition 7 du paragraphe (1). Limitation on board composition Restriction relative à la composition du conseil (3) At least 60 per cent of the members of the board (3) Au moins 60 pour cent des membres du conseil shall be persons other than members of the teaching staff, doivent être des personnes autres que des membres du non-teaching employees or students of the University. corps professoral, des employés non enseignants ou des étudiants de l’Université. Term of office Durée du mandat 9. (1) Subject to subsection (2), the term of office for 9. (1) Sous réserve du paragraphe (2), le mandat d’un an elected or appointed member of the board shall be not membre élu ou nommé du conseil est d’une durée maxi- more than three years, as determined by the by-laws of male de trois ans, selon ce que prévoient les règlements the board. administratifs du conseil. Same, student Idem : étudiant (2) The term of office for a member of the board who (2) Le mandat d’un membre du conseil qui est un étu- is a student shall be one year. diant est d’un an. Loss of eligibility Perte d’éligibilité ou d’admissibilité 10. (1) If, during his or her term of office, a member 10. (1) Le membre élu ou nommé en application de la of the board elected or appointed under paragraph 3, 4, 5, disposition 3, 4, 5, 6 ou 7 du paragraphe 8 (1) qui, au 6 or 7 of subsection 8 (1) ceases to be eligible for election cours de son mandat, cesse de remplir les conditions re- LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 5 or appointment to the board under the same paragraph, he quises pour être élu ou nommé au conseil en application or she thereby ceases to be a member of the board. de la même disposition cesse en conséquence d’en être membre. Exception, student graduation Exception : obtention de diplôme (2) Despite subsection (1), if a student member of the (2) Malgré le paragraphe (1), l’étudiant qui est membre board graduates during his term of office, he or she may du conseil et qui obtient son diplôme en cours de mandat continue to sit as a member of the board for the remainder peut continuer de siéger au conseil pour la durée restante of his or her one-year term. de son mandat d’un an. Renewal of term Reconduction de mandat 11. (1) A member of the board is eligible for reap- 11. (1) Tout membre du conseil peut être nommé ou pointment or re-election. élu de nouveau. Limitation Restriction (2) A person elected or appointed to the board under (2) Une personne élue ou nommée au conseil en appli- subsection 8 (1) may not be a member of the board for cation du paragraphe 8 (1) ne peut pas en être membre more than six consecutive years, but is eligible for reap- pendant plus de six années consécutives. Il est toutefois pointment or re-election after one year’s absence from the possible d’y être nommé ou élu de nouveau après une board. absence d’un an. Vacancies Vacances 12. (1) A vacancy on the board occurs if, 12. (1) Les faits suivants créent une vacance au sein du conseil : (a) a member resigns or ceases to be eligible for ap- a) avant la fin de son mandat, un membre démis- pointment or election to the board before the end of sionne ou cesse de remplir les conditions requises his or her term; pour pouvoir être élu ou nommé au conseil; (b) a member is incapable of continuing to act as a b) un membre est dans l’incapacité de continuer à member and the board by resolution declares the occuper sa charge et le conseil déclare celle-ci va- membership to be vacated; or cante, par résolution; (c) the board by resolution declares a membership to c) le conseil déclare vacante, par résolution, la charge be vacated for failure to attend sufficient meetings, du titulaire qui omet d’assister à un nombre suffi- as provided in the by-laws of the board. sant de réunions, selon ce que prévoient ses règle- ments administratifs. Same Idem (2) If a vacancy occurs on the board, the board shall, (2) Si une vacance survient au sein du conseil, celui-ci fait ce qui suit : (a) determine, in accordance with its by-laws, whether a) il décide, conformément à ses règlements adminis- or not to fill the vacancy; and tratifs, s’il convient de la combler ou non; (b) if the vacancy is to be filled, b) s’il faut la combler : (i) fill the vacancy within such time period as (i) il la comble dans le délai prévu dans ses rè- may be specified in its by-laws, and glements administratifs, (ii) appoint or elect the new member in accor- (ii) il nomme ou élit le nouveau membre confor- dance with the same procedures as applied to mément aux modalités suivies pour la nomi- the appointment or election of the member nation ou l’élection de celui qu’il remplace. being replaced. Completion of term Achèvement du mandat (3) The person who fills a vacancy under subsection (3) La personne qui comble une vacance en application (2) shall hold office for the remainder of the term of the du paragraphe (2) occupe sa charge pour la durée restante member he or she is replacing. du mandat du membre qu’elle remplace. Renewal of term Renouvellement du mandat (4) Despite subsection 11 (2), a person elected or ap- (4) Malgré le paragraphe 11 (2), la personne élue ou pointed to the board under subsection (2) may be reap- nommée au conseil pour terminer un mandat en applica- pointed or re-elected upon the expiry of the term that he tion du paragraphe (2) peut l’être de nouveau à la fin de or she was elected or appointed to complete, but is eligi- ce mandat. Elle ne peut toutefois y être nommée ou élue ble for further reappointment or re-election only after one par la suite qu’après une absence d’un an. year’s absence from the board. 6 ALGOMA UNIVERSITY ACT, 2008

Quorum Quorum 13. A quorum of the board consists of a majority of its 13. Le quorum se compose de la majorité des membres members and that majority must include at least half of du conseil, constituée obligatoirement d’au moins la moi- the members who are not students, teaching staff or non- tié des membres qui ne sont pas des étudiants, des mem- teaching employees of the University. bres du corps professoral ou des employés non ensei- gnants de l’Université. Chair, vice-chair Présidence et vice-présidence 14. (1) The board shall elect annually a chair and at 14. (1) Le conseil élit chaque année un président et au least one vice-chair from among its members who are not moins un vice-président parmi ses membres qui ne sont students, teaching staff or non-teaching employees of the pas des étudiants, des membres du corps professoral ou University and shall fill any vacancy in the office of chair des employés non enseignants de l’Université et comble or vice-chair from among such members. toute vacance de l’une ou l’autre charge parmi ce groupe de membres. Duties Fonctions (2) The chair shall preside over the meetings of the (2) Le président dirige les réunions du conseil; en cas board and if the chair is unable to act or if the position is d’empêchement de sa part ou de vacance de sa charge, un vacant, a vice-chair shall act in his or her place and, if vice-président assure l’intérim. En cas d’empêchement et both the chair and vice-chair are unable to act, the board du président et du vice-président, le conseil peut nommer may appoint a member who is not a student, teaching un remplaçant temporaire parmi les membres qui ne sont staff or non-teaching employee of the University to act pas des étudiants, des membres du corps enseignant ou temporarily in their place. des employés non enseignants de l’Université. Standard of conduct Norme de conduite 15. Every member of the board shall exercise the pow- 15. Les membres du conseil exercent les pouvoirs et ers and carry out the duties of his or her office diligently, fonctions de leur charge avec diligence et intégrité, de honestly, in good faith, in the best interests of the Univer- bonne foi, au mieux des intérêts de l’Université et con- sity and in accordance with any other criteria set out in formément aux autres critères que précisent les règle- the by-laws of the board. ments administratifs du conseil. Conflict of interest Conflits d’intérêts 16. (1) A member of the board or of a committee cre- 16. (1) Le membre du conseil ou d’un de ses comités ated by the board who has a conflict of interest, as de- qui, relativement à une question qui concerne l’Univer- fined in the board’s by-laws or in any conflict of interest sité, est en situation de conflit d’intérêts au sens des rè- policies that the board may adopt, as the case may be, glements administratifs du conseil ou des politiques qu’il with a matter in which the University is concerned shall, adopte en la matière, selon le cas, doit : (a) declare his or her interest as soon as possible and a) d’une part, déclarer son intérêt dès que possible, no later than at the first meeting at which the mat- mais au plus tard à la première réunion à laquelle ter is to be considered; and la question doit être étudiée; (b) if required by the board’s by-laws or policies, b) d’autre part, si les règlements administratifs ou les withdraw from the meeting during the discussion politiques du conseil l’exigent, se retirer de la ré- of the matter and not vote on the matter. union pendant les délibérations portant sur cette question et ne pas voter sur celle-ci. Exception, employee Exception : employés (2) Despite subsection (1), a member of the board who (2) Malgré le paragraphe (1), le membre du conseil qui is also a member of the teaching staff or a non-teaching est également un membre du corps professoral ou un em- employee of the University may take part in discussing ployé non enseignant de l’Université peut prendre part à and voting on issues concerning general conditions of la discussion et au vote sur les questions concernant les employment for University employees, unless the discus- conditions générales d’emploi des employés de l’Univer- sion and voting deals with the circumstances of the par- sité, à moins que les délibérations ne portent sur sa propre ticular employee as an isolated issue, separate and apart situation en tant que question distincte qui ne touche pas from consideration of other employees. les autres employés. Exception, student Exception : étudiants (3) Despite subsection (1), a member of the board who (3) Malgré le paragraphe (1), le membre du conseil qui is also a student may take part in discussing and voting on est également un étudiant peut prendre part à la discus- issues concerning students generally, unless such discus- sion et au vote sur les questions concernant les étudiants sion and voting deals with the circumstances of the par- en général, à moins que les délibérations ne portent sur sa ticular student as an isolated issue, separate and apart propre situation en tant que question distincte qui ne from consideration of other students. touche pas les autres étudiants. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 7

Powers and duties of board Pouvoirs et fonctions du conseil 17. (1) Except for matters specifically assigned to the 17. (1) Sauf en ce qui concerne les questions relevant senate under section 24, the board is responsible for gov- expressément du sénat comme le prévoit l’article 24, le erning and managing the affairs of the University and has conseil est chargé d’administrer et de gérer les affaires de the necessary powers to do so, including the power, l’Université et il a les pouvoirs nécessaires à cette fin, notamment les pouvoirs suivants : (a) to determine the mission, vision and values of the a) définir la mission, la vision et les valeurs de l’Uni- University in a manner that is consistent with the versité d’une manière compatible avec la mission objects and special mission of the University set générale et la mission particulière de l’Université out in sections 3 and 4; énoncées aux articles 3 et 4; (b) to appoint and remove a chancellor; b) nommer et destituer le chancelier; (c) to appoint and remove the president; c) nommer et destituer le président; (d) to appoint, promote, suspend and remove members d) nommer, promouvoir, suspendre et destituer les of the teaching staff and non-teaching employees membres du corps professoral et les employés non of the University, subject to subsection (2); enseignants de l’Université, sous réserve du para- graphe (2); (e) to fix the number, duties and salaries and other e) fixer le nombre des membres du corps professoral benefits of the teaching staff and of the non- et des employés non enseignants de l’Université, teaching employees of the University; ainsi que leurs fonctions, leur rémunération et leurs autres avantages; (f) to appoint committees and assign or delegate to f) constituer des comités et leur attribuer ou leur dé- them such duties and responsibilities as may be léguer les fonctions et les responsabilités prévues provided in the by-laws adopted by the board, in- dans les règlements administratifs adoptés par le cluding authorizing them to act on behalf of the conseil, y compris les autoriser à agir au nom du board in the matters specified in the by-laws; conseil en ce qui concerne les questions précisées dans les règlements administratifs; (g) to approve the annual budget of the University and g) approuver le budget annuel de l’Université et sur- to monitor its implementation; veiller son exécution; (h) to establish and collect fees and charges for tuition h) fixer et percevoir des frais de scolarité et des frais and other services that may be offered by the Uni- pour les autres services qu’offre l’Université ou versity or that may be approved by the board on qu’approuve le conseil au nom d’une organisation behalf of any organization or group of the Univer- ou d’un groupe de l’Université; sity; (i) to regulate the conduct of students, staff and all i) réglementer la conduite des étudiants, du personnel persons who use the property of the University, in- et des autres personnes qui se servent des biens de cluding denying any person access to the property; l’Université, y compris interdire l’accès de ces biens à qui que ce soit; (j) to define, for the purposes of the by-laws adopted j) définir les termes «associé», «chargé d’enseigne- by the board, the following terms: staff, manager, ment», «gestionnaire», «instructeur», «personnel», professor, associate professor, assistant professor, «professeur», «professeur adjoint», «professeur lecturer, associate, instructor and tutor; agrégé» et «tuteur» pour l’application des règle- ments administratifs adoptés par le conseil; (k) to conclusively determine which body within the k) déterminer de façon définitive quelle entité au sein University has jurisdiction over any matter; and de l’Université a compétence sur une question; (l) to make by-laws, resolutions and rules for the con- l) régir la conduite de ses affaires par voie de règle- duct of its affairs. ment administratif, de résolution et de règle.

Limitation Restriction (2) The board shall not appoint, promote, suspend or (2) Le conseil ne doit pas nommer, promouvoir, sus- remove a member of the teaching staff or a non-teaching pendre ou destituer un membre du corps professoral ou un employee of the University, except on the recommenda- employé non enseignant de l’Université sauf sur recom- tion of the president of the University who shall be gov- mandation du président de l’Université, lequel est régi par erned by the terms of any applicable commitments and les conditions des engagements et des pratiques applica- practices of the University. bles de celle-ci. 8 ALGOMA UNIVERSITY ACT, 2008

PART IV PARTIE IV SENATE SÉNAT Senate composition Composition du sénat 18. (1) There shall be a senate of the University, con- 18. (1) L’Université a un sénat, qui se compose d’au sisting of not more than 60 members, including the fol- plus 60 membres répartis comme suit : lowing members: 1. The following persons who are members by virtue 1. Les personnes suivantes qui en sont membres of their office: d’office : i. the president of the University, i. le président de l’Université, ii. the dean of each faculty or, if a division or ii. le doyen de chaque faculté ou, le cas échéant, department is not part of a faculty, the chair le président de chaque division ou départe- of the division or department, ment qui ne fait pas partie d’une faculté, iii. the University registrar, and iii. le registraire de l’Université, iv. the University library director or chief librar- iv. le directeur de la bibliothèque ou le bibliothé- ian. caire en chef de l’Université. 2. Four students elected by the students of the Uni- 2. Quatre étudiants que les étudiants de l’Université versity from among themselves. élisent parmi eux. 3. Such number of persons on the teaching staff, 3. Le nombre de personnes, selon ce que prévoient les elected by the teaching staff from among them- règlements administratifs du sénat, que les mem- selves, as set out in senate by-laws, which number bres du corps professoral élisent parmi eux, lequel shall be at least twice the total number of all other nombre doit être au moins le double du nombre to- members of the senate. tal de tous les autres membres du sénat. 4. One person, other than the president of the Univer- 4. Une personne, autre que le président de l’Univer- sity, appointed by the board from among the board sité, que le conseil nomme parmi ses membres. members. 5. Such other persons as may be determined by senate 5. Les autres personnes précisées par règlement ad- by-law. ministratif du sénat. By-laws respecting elections Règlement électoral (2) The senate shall by by-law determine, (2) Le sénat fixe ce qui suit, par règlement administra- tif : (a) the procedures to be followed in the election of a) les modalités d’élection des membres du sénat; members of the senate; (b) the eligibility requirements for the election or ap- b) les conditions que doivent remplir les membres pointment, as the case may be, to the senate of visés aux dispositions 2, 3, 4 et 5 du paragraphe (1) members described in paragraphs 2, 3, 4 and 5 of pour pouvoir être élus ou nommés au sénat; subsection (1); (c) the number of persons to be elected or appointed, c) le nombre de personnes à élire ou à nommer, selon as the case may be, to the senate under paragraphs le cas, au sénat en application des dispositions 3 et 3 and 5 of subsection (1); and 5 du paragraphe (1); (d) the constituencies for each of the groups referred to d) le corps électoral de chacun des groupes visés aux in paragraphs 2, 3 and 4 of subsection (1). dispositions 2, 3 et 4 du paragraphe (1). Senate election Élection du sénat 19. The senate shall conduct the election of its elected 19. Le sénat procède à l’élection de ses membres élus members and shall determine any dispute as to the eligi- et tranche tout différend quant à l’éligibilité d’un candidat bility of a candidate at such election or as to a person’s ou au droit de vote de quiconque. entitlement to vote at the election. Term of office Durée du mandat 20. The term of office for an elected or appointed 20. Le mandat d’un membre élu ou nommé du sénat member of the senate shall be, est, selon le cas : (a) not more than three years, as determined by the by- a) d’une durée maximale de trois ans, selon ce que laws of the senate; or prévoient les règlements administratifs du sénat; LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 9

(b) if a by-law referred to in clause (a) is not made, b) d’une durée d’un an, s’il n’est pas adopté de rè- one year. glement administratif visé à l’alinéa a). Loss of eligibility Perte d’éligibilité ou d’admissibilité 21. (1) If, during his or her term of office, a member 21. (1) Le membre élu ou nommé en application de la of the senate elected or appointed under paragraph 2, 3, 4 disposition 2, 3, 4 ou 5 du paragraphe 18 (1) qui, au cours or 5 of subsection 18 (1) ceases to be eligible for election de son mandat, cesse de remplir les conditions requises or appointment to the senate under the same paragraph, he pour pouvoir être élu ou nommé au sénat en application or she thereby ceases to be a member of the senate. de la même disposition cesse en conséquence d’en être membre. Exception, student graduation Exception : obtention de diplôme (2) Despite subsection (1), if a student member of the (2) Malgré le paragraphe (1), l’étudiant qui est membre senate graduates during his term of office, he or she may du sénat et qui obtient son diplôme en cours de mandat continue to sit as a member of the senate until the next peut continuer de siéger au sénat jusqu’au prochain anni- anniversary of the day of his or her election. versaire du jour de son élection. Renewal of term Reconduction de mandat 22. (1) A member of the senate is eligible for re- 22. (1) Tout membre du sénat peut être nommé ou élu election or reappointment. de nouveau. Limitation Restriction (2) A person elected or appointed to the senate may (2) Une personne élue ou nommée au sénat ne peut pas not be a member of the senate for more than two consecu- en être membre pendant plus de deux mandats consécu- tive terms, but is eligible for reappointment or re-election tifs. Il est toutefois possible d’y être nommé ou élu de after one year’s absence from the senate. nouveau après une absence d’un an. Vacancies Vacances 23. (1) A vacancy on the senate occurs if, 23. (1) Les faits suivants créent une vacance au sein du sénat : (a) a member resigns or ceases to be eligible for ap- a) avant la fin de son mandat, un membre démis- pointment or election to the senate before the end sionne ou cesse de remplir les conditions requises of his or her term; pour pouvoir être élu ou nommé au sénat; (b) a member is incapable to continue to act as a b) un membre est dans l’incapacité de continuer à member and the senate by resolution declares the occuper sa charge et le sénat déclare celle-ci va- membership to be vacated; or cante, par résolution; (c) such circumstances as may be specified in a by-law c) les circonstances prévues par règlement adminis- of the senate exist. tratif du sénat se produisent. Same Idem (2) If a vacancy occurs on the senate, the senate shall, (2) Si une vacance survient au sein du sénat, celui-ci fait ce qui suit : (a) determine, in accordance with its by-laws, whether a) il décide, conformément à ses règlements adminis- or not to fill the vacancy; and tratifs, s’il convient de la combler ou non; (b) if the vacancy is to be filled, fill the vacancy within b) s’il faut la combler, il la comble dans le délai et the time period, and according to the procedures, conformément aux modalités prévus dans ses rè- provided in the by-laws of the senate. glements administratifs. Completion of term Achèvement du mandat (3) The person who fills a vacancy on the senate under (3) La personne qui comble une vacance au sénat en subsection (2) shall hold office for the remainder of the application du paragraphe (2) occupe sa charge pour la term of the member he or she is replacing. durée restante du mandat du membre qu’elle remplace. Renewal of term Renouvellement du mandat (4) Despite subsection 22 (2), a person elected or ap- (4) Malgré le paragraphe 22 (2), la personne élue ou pointed to the senate under subsection (2) may be reap- nommée au sénat pour terminer un mandat en application pointed or re-elected upon the expiry of the term that he du paragraphe (2) peut l’être de nouveau à la fin de ce or she was elected or appointed to complete, but is eligi- mandat. Elle ne peut toutefois y être nommée ou élue par ble for further reappointment or re-election only after one la suite qu’après une absence d’un an. year’s absence from the senate. 10 ALGOMA UNIVERSITY ACT, 2008

Powers of senate Pouvoirs du sénat 24. The senate has, subject to the approval of the board 24. Le sénat a, sous réserve de l’approbation du con- with respect to the expenditure of funds, the power to seil en ce qui concerne les dépenses, le pouvoir de définir determine and regulate the educational policy of the Uni- et de réglementer la politique de l’Université en matière versity and, without limiting the generality of the forego- d’enseignement et notamment : ing, has the power, (a) to make recommendations to the Board with re- a) de faire des recommandations au conseil à l’égard spect to the establishment, change or termination de la création, de la modification ou de la suppres- of programs and courses of study, schools, facul- sion de programmes, de cours, d’écoles, de fa- ties, divisions and departments; cultés, de divisions et de départements; (b) to advise the president of the University on the b) de conseiller le président de l’Université sur les staffing needs of the academic departments; besoins en personnel des départements universi- taires; (c) to appoint the faculty deans and the divisional or c) de nommer les doyens des facultés et les présidents departmental chairs as may be required from time des divisions et départements, selon les besoins; to time; (d) to determine the curricula of all programs and d) de définir le contenu de tous les programmes et courses of study, the standards of admission to the cours, les normes d’admission et de maintien de University and continued registration therein, and l’inscription à l’Université ainsi que les conditions the qualifications for degrees, diplomas and certifi- d’obtention des grades, diplômes et certificats; cates of the University; (e) to conduct examinations, appoint examiners and e) de tenir des examens, de nommer des examinateurs decide all matters relating thereto; et de décider des questions connexes; (f) to hear and determine appeals from the decisions f) d’entendre et de trancher les appels des décisions of the faculty councils on examinations and on ap- des conseils de faculté portant sur les examens et plications for admission; sur les demandes d’admission; (g) to award fellowships, scholarships, bursaries, med- g) d’attribuer des distinctions au mérite, notamment als, prizes and other marks of academic achieve- des bourses de recherche, des bourses d’études, des ment; bourses d’entretien, des médailles et des prix; (h) to authorize the Chancellor, the vice-chancellor or h) d’autoriser le chancelier, le vice-chancelier ou such other person as may be determined by the l’autre personne désignée par le sénat à remettre senate, to confer degrees, honorary degrees, diplo- des grades, des grades honorifiques, des diplômes mas and certificates on behalf of the University in et des certificats au nom de l’Université confor- accordance with section 6; mément à l’article 6; (i) to create councils and committees to exercise its i) de créer des conseils et des comités pour exercer powers; ses pouvoirs; (j) to make by-laws for the conduct of its affairs, in- j) d’adopter des règlements administratifs régissant la cluding by-laws respecting the conduct of the elec- conduite de ses affaires, y compris des règlements tion of its members. administratifs concernant le déroulement de l’élec- tion de ses membres.

PART V PARTIE V CHANCELLOR AND PRESIDENT CHANCELIER ET PRÉSIDENT Chancellor Chancelier 25. (1) The board may, in its discretion, decide to ap- 25. (1) Le conseil peut, à sa discrétion, décider de point a chancellor of the University. nommer un chancelier de l’Université. Appointment committee Comité des candidatures (2) If the board decides to appoint a chancellor, it shall (2) S’il décide de nommer un chancelier, le conseil establish an appointment committee to make recommen- crée un comité des candidatures chargé de faire des re- dations as to the person to be appointed chancellor. commandations quant à la personne à nommer. Same Idem (3) The appointment committee shall be composed of (3) Le comité des candidatures est composé des mem- such members of the board and senate as may be deter- bres du conseil et du sénat précisés par règlement admi- mined by the by-laws of the board. nistratif du conseil. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 11

Appointment Nomination (4) The board shall take into consideration the recom- (4) Le conseil tient compte des recommandations du mendation of the appointment committee when appoint- comité des candidatures lorsqu’il nomme le chancelier. ing a chancellor. Term of office Durée du mandat (5) If appointed, the chancellor shall hold office for (5) Le mandat du chancelier, s’il en est nommé un, est four years. de quatre ans. Reappointment Reconduction (6) The chancellor may be reappointed for a further (6) Le chancelier peut être nommé de nouveau, mais il term but shall not be reappointed for more than two con- ne doit pas l’être pour plus de deux mandats consécutifs. secutive terms. Vice-chancellor Vice-chancelier (7) If a chancellor is appointed under subsection (1), (7) Si un chancelier est nommé en vertu du paragraphe the president shall be the vice-chancellor of the Univer- (1), le président est le vice-chancelier de l’Université. sity. Duties Fonctions (8) The chancellor is the titular head of the University (8) Le chancelier est le chef en titre de l’Université et, and, when authorized by the senate to do so, shall confer si le sénat l’y autorise, il remet tous les grades, grades all degrees, honorary degrees, certificates and diplomas honorifiques, certificats et diplômes au nom de celle-ci. on behalf of the University. President Président 26. (1) There shall be a president of the University 26. (1) L’Université a un président qui est nommé par appointed by the board in such manner and for such term le conseil selon les modalités et pour le mandat que fixe as the board shall determine. celui-ci. Powers and duties Pouvoirs et fonctions (2) The president is the chief executive officer of the (2) Le président est le premier dirigeant de l’Univer- University and has supervision over and direction of the sité. Il encadre et dirige l’administration de l’enseigne- academic and general administration of the University, its ment et l’administration générale de l’Université, ses étu- students, managers, teaching staff and non-teaching em- diants, ses gestionnaires, son corps professoral et ses em- ployees and such other powers and duties as may be con- ployés non enseignants, et il exerce les autres pouvoirs et ferred upon or assigned to him or her by the board. fonctions que lui attribue le conseil.

PART VI PARTIE VI ADMINISTRATION ADMINISTRATION Meetings open to public Réunions publiques 27. (1) Subject to subsection (2), meetings of the 27. (1) Sous réserve du paragraphe (2), les réunions board and of the senate shall be open to the public and du conseil et du sénat sont publiques et préavis en est prior notice of such meetings shall be given to the mem- donné aux membres et au public de la manière prévue par bers and to the public in the manner provided in the by- règlement administratif du conseil ou du sénat. laws of the board or senate. Exclusion Exclusion (2) The board or the senate, as the case may be, may (2) Le conseil ou le sénat, selon le cas, peut se réunir à meet in the absence of the public to discuss a matter of a huis clos afin de discuter d’une question de nature per- personal nature concerning an individual or to discuss a sonnelle qui concerne un particulier ou d’une question confidential matter as determined in accordance with the confidentielle jugée telle conformément aux règlements by-laws of the board or senate. administratifs du conseil ou du sénat. By-laws available to public Possibilité de consulter les règlements administratifs 28. (1) The by-laws of the board and of the senate 28. (1) Les membres du public peuvent consulter les shall be open to examination by members of the public règlements administratifs du conseil et du sénat pendant during normal business hours. les heures normales d’ouverture. Publication Publication (2) The Board and the senate shall publish their by- (2) Le conseil et le sénat publient leurs règlements laws from time to time in such manner as they consider administratifs de la manière qu’ils estiment appropriée. proper. 12 ALGOMA UNIVERSITY ACT, 2008

Property Biens 29. (1) The University may purchase or otherwise 29. (1) L’Université peut acquérir, notamment par acquire, take by gift, devise or bequest and hold such achat, donation ou legs, et détenir les biens que le conseil property as the board considers necessary for the objects estime utiles à la réalisation de sa mission. Elle peut éga- of the University, and may mortgage, sell or otherwise lement disposer de ces biens, notamment par vente ou dispose of the same as the board, in its absolute discre- hypothèque, selon ce que le conseil, à sa discrétion abso- tion, considers appropriate. lue, estime approprié. Exemption from taxation Exonération de l’impôt (2) Land vested in the University and land and prem- (2) Les biens-fonds dévolus à l’Université ainsi que les ises leased to and occupied by the University are exempt biens-fonds et locaux qu’elle prend à bail et occupe sont from provincial and municipal taxes and development exonérés des impôts provinciaux et municipaux ainsi que charges, so long as the vested land or leased land and des redevances d’aménagement tant qu’elle les utilise et premises are actually used and occupied for the objects of les occupe effectivement pour la réalisation de sa mission. the University. Protection from expropriation Protection contre l’expropriation (3) Land vested in the University is not liable to be (3) Aucune personne physique ou morale ne peut pé- entered upon, used or taken by any person or corporation, nétrer dans les biens-fonds dévolus à l’Université, ni les and no power to expropriate land conferred after this Act utiliser ou les prendre. Ces biens-fonds sont soustraits à comes into force shall extend to such land unless the stat- tout pouvoir d’expropriation de biens-fonds que confère ute conferring the power expressly provides otherwise. une loi après l’entrée en vigueur de la présente loi, sauf disposition expresse à l’effet contraire de la loi en cause. Deemed vesting in Crown Dévolution à la Couronne (4) All property vested in the University shall be (4) Les biens qui sont dévolus à l’Université sont répu- deemed to be vested in the Crown for the public uses of tés dévolus à la Couronne aux fins de la province de Ontario for the purposes of the Real Property Limitations l’Ontario pour l’application de la Loi sur la prescription Act. des actions relatives aux biens immeubles. Use of property Utilisation des biens (5) The property and the revenue of the University shall (5) Les biens et les recettes de l’Université sont affec- be applied solely to achieving the objects of the University. tés uniquement à la réalisation de sa mission. Non-application Non-application (6) Section 8 of the Charities Accounting Act does not (6) L’article 8 de la Loi sur la comptabilité des oeuvres apply to the University. de bienfaisance ne s’applique pas à l’Université. Investments Placements 30. The funds of the University not immediately re- 30. Les fonds de l’Université qui ne sont pas requis quired for its purposes and the proceeds of all property immédiatement à ses fins et le produit des biens que re- that come into the hands of the board, subject to any çoit le conseil peuvent être investis et réinvestis, sous ré- trusts or conditions affecting them, may be invested and serve des fiducies ou des conditions auxquels ils sont as- reinvested in such investments as the board, in its abso- sujettis, dans les placements que le conseil, à sa discrétion lute discretion, considers appropriate and, except where a absolue, estime appropriés. De plus, sauf disposition con- trust instrument otherwise directs, such funds may be traire de l’acte de fiducie pertinent, ces sommes peuvent combined with trust money belonging to various trusts in être combinées en un même fonds de fiducie avec les the care of the board into a common trust fund. sommes appartenant à diverses fiducies qui sont confiées au conseil. Borrowing Emprunts 31. The University, if authorized by the by-laws of the 31. Si les règlements administratifs du conseil l’y auto- board, may, on such terms and in such amounts as the risent, l’Université peut, aux conditions et selon les mon- board may approve, tants qu’approuve le conseil : (a) borrow money and give security for money bor- a) contracter des emprunts et les garantir; rowed; and (b) issue or give bonds, debentures and obligations as b) émettre des obligations et des débentures ou les security. donner en garantie. Audits and reports Vérification et rapports 32. (1) The board shall appoint one or more public 32. (1) Le conseil charge un ou plusieurs experts- accountants licensed under the Public Accounting Act, comptables titulaires d’un permis délivré en vertu de la LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 13

2004 to audit the accounts, trust funds and transactions of Loi de 2004 sur l’expertise comptable de vérifier les the University at least once a year. comptes, les fonds en fiducie et les opérations de l’Uni- versité au moins une fois par année. Financial report Rapport financier (2) The University shall make a financial report annu- (2) L’Université présente un rapport financier annuel ally to the Minister of Training, Colleges and Universities au ministre de la Formation et des Collèges et Universi- in such form and containing such information as the Min- tés. Ce rapport est rédigé sous la forme et contient les ister may require. renseignements que précise le ministre. Other reports Autres rapports (3) The University shall submit to the Minister of (3) L’Université présente au ministre de la Formation Training, Colleges and Universities such other reports as et des Collèges et Universités les autres rapports qu’il lui the Minister may require. demande.

PART VII PARTIE VII TRANSITION DISPOSITIONS TRANSITOIRES Dissolution of College Dissolution du collège 33. Algoma University College is dissolved. 33. L’Algoma University College est dissous. First board and senate Premier conseil et premier sénat 34. (1) Despite anything in this Act, the persons who 34. (1) Malgré les autres dispositions de la présente were members of the board of governors and Senate of loi, les personnes qui sont membres du conseil d’admi- Algoma University College on the day immediately be- nistration et du sénat de l’Algoma University College la fore the day this Act comes into force shall, on and after veille de l’entrée en vigueur de la présente loi constituent, that day, constitute the first board and the first senate re- à compter de ce jour, le premier conseil et le premier sé- spectively of the University. nat, respectivement, de l’Université. Duties of first board and senate Obligation du premier conseil et du premier sénat (2) The first board and the first senate of the Univer- (2) Le premier conseil et le premier sénat de l’Univer- sity shall, no later 12 months after the day this Act comes sité doivent, au plus tard 12 mois après le jour de l’entrée into force, appoint or elect such new members of the en vigueur de la présente loi, nommer ou élire les nou- board and senate as are necessary in order to ensure that veaux membres qui sont nécessaires pour que le conseil et the board and senate are constituted in accordance with le sénat soient constitués conformément aux exigences de the requirements of this Act. la présente loi. Rotating membership of board Rotation des membres du conseil (3) Each new member of the board appointed or (3) Le mandat des nouveaux membres du conseil elected under subsection (2) shall hold office for one year, nommés ou élus en application du paragraphe (2) est d’un two years or three years, as determined by the board, and an, de deux ans ou de trois ans, selon ce que décide le the term of office of each new member so appointed or conseil, et peut varier d’un membre à l’autre, selon ce que elected may vary from one member to the next, as the le conseil estime approprié pour assurer une certaine con- board deems appropriate to ensure an effective succession tinuité. of board members. Reappointment, etc., to board and senate Reconduction de mandat (4) Membership on the board of governors or Senate (4) La durée pendant laquelle un membre du premier of Algoma University College before this Act comes into conseil ou du premier sénat de l’Université a siégé au force, shall not be considered when determining whether conseil d’administration ou au sénat de l’Algoma Univer- a member of the first board or first senate of the Univer- sity College avant l’entrée en vigueur de la présente loi ne sity has exceeded the limitation specified in subsection 11 doit pas être prise en considération pour déterminer s’il a (2) or 22 (2) for purposes of re-election or reappointment. dépassé la limite précisée au paragraphe 11 (2) ou 22 (2) aux fins de la reconduction de son mandat. Algoma University College students Étudiants de l’Algoma University College 35. (1) The University shall grant to all of its students 35. (1) L’Université reconnaît sans restriction les cré- and former students of Algoma University College full dits et les notes que l’Algoma University College a attri- recognition for all credits and marks awarded by Algoma bués à ses étudiants et anciens étudiants avant l’entrée en University College before the coming into force of this vigueur de la présente loi, que ce soit directement ou en Act, whether the credits and marks were awarded directly affiliation avec l’Université Laurentienne. by the college or by the college in affiliation with Lauren- tian University. 14 ALGOMA UNIVERSITY ACT, 2008

Choice of university Choix de l’université (2) A student enrolled in Algoma University College (2) Les étudiants inscrits à l’Algoma University Col- immediately before the coming into force of this Act may lege immédiatement avant l’entrée en vigueur de la pré- elect on or before six months after the coming into force sente loi peuvent choisir, dans les six mois qui suivent of this Act to retain the rights and privileges he or she had son entrée en vigueur, de conserver les droits et privilèges as a student at an affiliate of Laurentian University. dont ils jouissent à titre d’étudiants d’un établissement affilié à l’Université Laurentienne.

First by-laws Premiers règlements administratifs 36. The by-laws made by Algoma University College 36. Les règlements administratifs de l’Algoma Univer- shall, in so far as they are not inconsistent with this Act sity College demeurent en vigueur jusqu’à ce qu’ils soient and are capable of being applied, implemented or com- adoptés de nouveau, modifiés ou abrogés par l’Université plied with in the administration of the University, shall en application de la présente loi, dans la mesure où ils remain in force until re-enacted, amended or repealed by sont compatibles avec celle-ci et peuvent être appliqués, the University under this Act. mis en oeuvre ou observés dans le cadre de l’administra- tion de l’Université.

Transfer of property, obligations, contracts, etc. Transfert de biens, d’obligations, de contrats ou autres 37. (1) On the day this Act comes into force, all prop- 37. (1) Le jour de l’entrée en vigueur de la présente erty of Algoma University College is vested in the Uni- loi, tous les biens de l’Algoma University College sont versity and the obligations and liabilities of Algoma Uni- dévolus à l’Université et celle-ci assume les obligations et versity College, together with the benefits and burdens of les dettes de ce collège, ainsi que les profits et charges de all its contracts, collective agreements and covenants are tous ses contrats, conventions collectives et engagements. assumed by the University.

Same Idem (2) For greater certainty, on and after the day this Act (2) Il est entendu que, à compter de l’entrée en vigueur comes into force, all contracts, including employee bene- de la présente loi, tous les contrats, y compris les avan- fits of every employee of Algoma University College are tages sociaux de tous les employés de l’Algoma Univer- obligations of the University, and all appointments and sity College, sont des obligations de l’Université et que tenure held by the employees of Algoma University Col- toutes les nominations ou titularisations d’employés de lege shall be deemed to have been granted by the Univer- l’Algoma University College sont réputées avoir été ac- sity. cordées par l’Université.

PART VIII PARTIE VIII AMENDMENTS MODIFICATIONS Amendments to section 6 Modifications de l’article 6 38. (1) Section 6 of this Act is repealed and the fol- 38. (1) L’article 6 de la présente loi est abrogé et lowing substituted: remplacé par ce qui suit :

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant bachelor degrees in any arts or science pro- a) décerner des baccalauréats dans tout programme gram; and d’arts ou de sciences; (b) award diplomas and certificates, except post- b) décerner des certificats et des diplômes, sauf des graduate diplomas and certificates, in any and all certificats et diplômes de cycles supérieurs, dans branches of learning. toutes les branches du savoir.

Same Idem (2) Section 6 of this Act, as re-enacted by subsection (2) L’article 6 de la présente loi, tel qu’il est réédic- (1), is repealed and the following substituted: té par le paragraphe (1), est abrogé et remplacé par ce qui suit :

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant degrees, including honorary degrees, in any a) décerner des grades, y compris des grades honori- and all branches of learning; and fiques, dans toutes les branches du savoir; (b) award certificates and diplomas in any and all b) décerner des certificats et des diplômes dans toutes branches of learning. les branches du savoir. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 15

Repeal of Schedule Abrogation de l’annexe 39. The Schedule to this Act is repealed. 39. L’annexe de la présente loi est abrogée.

PART IX PARTIE IX COMMENCEMENT AND SHORT TITLE ENTRÉE EN VIGUEUR ET TITRE ABRÉGÉ Commencement Entrée en vigueur 40. (1) Subject to subsection (2), this Act comes 40. (1) Sous réserve du paragraphe (2), la présente into force on the day it receives Royal Assent. loi entre en vigueur le jour où elle reçoit la sanction royale. Same Idem (2) Sections 38 and 39 come into force on a day to (2) Les articles 38 et 39 entrent en vigueur le jour be named by proclamation of the Lieutenant Gover- que le lieutenant-gouverneur fixe par proclamation. nor. Short title Titre abrégé 41. The short title of this Act is the Algoma Univer- 41. Le titre abrégé de la présente loi est Loi de 2008 sity Act, 2008. sur l’Université Algoma.

SCHEDULE ANNEXE DEGREE PROGRAMS OFFERED AT ALGOMA PROGRAMMES MENANT À UN GRADE UNIVERSITY COLLEGE IN AFFILIATION WITH OFFERTS AU ALGOMA UNIVERSITY COLLEGE LAURENTIAN UNIVERSITY BEFORE THE DAY EN AFFILIATION AVEC L’UNIVERSITÉ SECTION 6 COMES INTO FORCE LAURENTIENNE AVANT L’ENTRÉE EN VIGUEUR DE L’ARTICLE 6 1. Bachelor of Arts Accounting – general. 1. Baccalauréat ès arts (général) en comptabilité. 2. Bachelor of Arts Anishinaabemowin – general. 2. Baccalauréat ès arts (général) en anishinaabemo- win. 3. Bachelor of Science Biology – general. 3. Baccalauréat ès sciences (général) en biologie. 4. Bachelor of Business Administration – specialized. 4. Baccalauréat en administration des affaires (spécia- lisé). 5. Bachelor of Arts Economics – general. 5. Baccalauréat ès arts (général) en science écono- mique. 6. Bachelor of Arts Finance & Economics – special- 6. Baccalauréat ès arts spécialisé en finance et science ized. économique. 7. Bachelor of Arts Community Economic and Social 7. Baccalauréat ès arts (général) en développement Development – general. communautaire économique et social. 8. Bachelor of Arts Community Economic and Social 8. Baccalauréat ès arts spécialisé en développement Development – specialized. communautaire économique et social. 9. Bachelor of Arts Computer Science – general. 9. Baccalauréat ès arts (général) en informatique. 10. Bachelor of Science Computer Science – general. 10. Baccalauréat ès sciences (général) en informatique. 11. Bachelor of Science Computer Science – special- 11. Baccalauréat ès sciences spécialisé en informati- ized. que. 12. Bachelor of Computer Science – specialized. 12. Baccalauréat en informatique, spécialisé. 13. Bachelor of Design – specialized. 13. Baccalauréat en design, spécialisé. 14. Bachelor of Arts English – general. 14. Baccalauréat ès arts (général) en anglais. 15. Bachelor of Arts English – specialized. 15. Baccalauréat ès arts spécialisé en anglais. 16. Bachelor of Arts Fine Arts Studies – general. 16. Baccalauréat ès arts (général) en beaux-arts. 17. Bachelor of Arts Fine Arts Studies – specialized. 17. Baccalauréat ès arts spécialisé en beaux-arts. 18. Bachelor of Fine Arts – specialized. 18. Baccalauréat en arts visuels, spécialisé. 19. Bachelor of Arts French – general. 19. Baccalauréat ès arts (général) en français. 16 ALGOMA UNIVERSITY ACT, 2008

20. Bachelor of Arts Geography – general. 20. Baccalauréat ès arts (général) en géographie. 21. Bachelor of Arts History – general. 21. Baccalauréat ès arts (général) en histoire. 22. Bachelor of Arts History – specialized. 22. Baccalauréat ès arts spécialisé en histoire. 23. Bachelor of Arts Information Technology – gen- 23. Baccalauréat ès arts (général) en gestion de l’infor- eral. mation. 24. Bachelor of Arts Italian – general. 24. Baccalauréat ès arts (général) en italien. 25. Bachelor of Arts Law & Justice – general. 25. Baccalauréat ès arts (général) en droit et justice. 26. Bachelor of Arts Law & Justice – specialized. 26. Baccalauréat ès arts spécialisé en droit et justice. 27. Bachelor of Management Studies: Aviation – gen- 27. Baccalauréat en gestion, aviation (général). eral. 28. Bachelor of Science Liberal Science – general. 28. Baccalauréat ès sciences (général) en sciences libé- rales. 29. Bachelor of Arts Mathematics – general. 29. Baccalauréat ès arts (général) en mathématiques. 30. Bachelor of Science Mathematics – general. 30. Baccalauréat ès sciences (général) en mathéma- tiques. 31. Bachelor of Arts Music – general. 31. Baccalauréat ès arts (général) en musique. 32. Bachelor of Arts Philosophy – general. 32. Baccalauréat ès arts (général) en philosophie. 33. Bachelor of Arts Political Science – general. 33. Baccalauréat ès arts (général) en science politique. 34. Bachelor of Arts Political Science – specialized. 34. Baccalauréat ès arts spécialisé en science politique. 35. Bachelor of Arts Psychology – general. 35. Baccalauréat ès arts (général) en psychologie. 36. Bachelor of Arts Psychology – specialized. 36. Baccalauréat ès arts spécialisé en psychologie. 37. Bachelor of Science Psychology – specialized. 37. Baccalauréat ès sciences spécialisé en psychologie. 38. Bachelor of Arts Sociology – general. 38. Baccalauréat ès arts (général) en sociologie. 39. Bachelor of Arts Sociology – specialized. 39. Baccalauréat ès arts spécialisé en sociologie. 40. Bachelor of Social Work – specialized. 40. Baccalauréat spécialisé en service social.

8.2 Governance Structure

8.2.1 Governance and Administrative Structure

An organizational chart outlining Algoma University’s governance and administrative structures is included.

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Board of Governors Board/ Senate Liaison Senate Committee

President Standing Committees of the Board of Standing Committees Governors: of the Senate: -Executive Dean’s -Senate Coordinating -Finance Advisory -Academic Support -Academic Standards -Nominating and Academic Dean Committee Registrar and and Teaching and Governance Director of and Associate Vice President Director of Learning -Campus Development Advancement and Vice President, Administration Enrolment -Animal Care -Anishinaabe People’s External Relations Academic and Management -Curriculum Council Research -Institutional Ethics -Scholarship -Appeals -Academic Planning Divisional and Priorities Director of Director Director of Director of Library Information Divisional Ancillary University Human Director Technology Chairs Operations and Services Resources Services Sales

Department Chairs

Academic Departments

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8.2.2 Responsibilities of Governing Bodies

The Board of Governors is responsible for governing and managing the affairs of Algoma University. Matters under jurisdiction of the Board include:  Determining the mission, vision, and values of the university  Approving and monitoring the annual budget  Establishing fees for tuition and other services  Appointing, promoting, suspending, and/or removing teaching staff and non-teaching employees  Fixing number, duties, salaries, and benefits of the teaching staff and non-teaching employees  Appointing and/or removing the President (and chancellor, at such time when Algoma University chooses to appoint a chancellor)  Regulating the conduct of students, staff, and all persons who use the university property

The Senate of Algoma University determines and regulates the educational policy of the university, subject to the approval of the Board of Governors with respect to the expenditure of funds. Educational policy regulated by the Senate includes:  Making recommendations to the Board regarding the establishment, change or termination of programs and courses of study, schools, faculties, divisions and departments  Advising the President of the staff needs of academic departments  Appointing faculty deans and divisional or departmental chairs  Determining program and course curriculum  Conducting examinations

The President, who is appointed by the Board of Governors, is the chief executive officer of Algoma University, and has supervision over the academic and general administration of the university.

The Board of Governors of Algoma University consists of 12-30 members (currently it consists of 22). The member composition of the Board is outlined in Bill 80, and is as follows:  President of Algoma University  Chancellor of Algoma University, if one is appointed  Three members appointed by the Lieutenant Governor  One person elected by the teaching staff from amongst themselves  One student elected by the students from among themselves  One person elected from the non-teaching employees from among themselves 159

 Such other persons as may be set out in the bylaws, with at least 60% of members being persons other than teaching staff, non-teaching employees, or students of the university

For external members-at- large, in addition to meeting the eligibility criteria as a representative for a particular constituent group as outlined in Bill 80, potential Board members must possess the skills and experience needed by the Board at any particular time. The Nominating and Governance Committee (a subcommittee of the Board of Governors) regularly reviews vacancies, and actively recruits new members who will provide a balanced mix of skills and experience from all sectors of the community. The policy for approval of designate Board members is included in appendix 8.2.2.

The Senate of Algoma University consists of not more than 60 members, including the following (as outlined in Bill 80):  President of Algoma University  Dean of each faculty  Registrar of Algoma University  Library Director or Chief Librarian of Algoma University  Four students elected by the student from among themselves  Such number of persons on the teaching staff as set out in Senate Bylaws (number must be at least twice the total number of all other Senate members)  One member of the Board of Governors (other than the President)  Such other persons as determined by Senate by-laws (complete Senate By-laws are included in Appendix 8.4)

Elections and appointments to Senate and its committee are made on or before the June Senate meeting of each year. For the first Senate meeting of the 2009/2010 academic year, each division elected one-third of its academic staff for a two-year term, and one-third of its academic staff for a one-year term. At the expiry of their initial terms academic staff will be eligible to be re-elected for a three-year term. Where a vacancy occurs due to resignation or other reason, the appropriate Division may conduct an election to fill the vacancy for the period until such term expires. Student members on committees of Senate shall be nominated by student senators meeting in caucus.

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8.2.3 Reporting Structures

Algoma University’s reporting structure and the relationship among the governing and managing bodies is included.

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Board of Governors Board/ Senate Liaison Senate Committee

President Standing Committees of the Board of Standing Committees Governors: of the Senate: -Executive Dean’s -Senate Coordinating -Finance Advisory -Academic Support -Academic Standards -Nominating and Academic Dean Committee Registrar and and Teaching and Governance Director of and Associate Vice President Director of Learning -Campus Development Advancement and Vice President, Administration Enrolment -Animal Care -Anishinaabe People’s External Relations Academic and Management -Curriculum Council Research -Institutional Ethics -Scholarship -Appeals -Academic Planning Divisional and Priorities Director of Director Director of Director of Library Information Divisional Ancillary University Human Director Technology Chairs Operations and Services Resources Services Sales

Department Chairs

Academic Departments

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8.3 Coordinated Business and Academic Plans to Support Program Quality

8.3.1 Coordinated Business and Academic Plan to Support Program Quality

Algoma University’s business and academic planning are closely coordinated to ensure the academic quality of program content and delivery in accordance with the university’s vision and strategic objectives. Academic planning is guided by the following principles:  Responsive to regional need – Algoma University pays particular attention to the needs of northern Ontario  Consistent with Algoma University’s commitment to improving Anishinaabe (First Nations, Metis, and Inuit) post-secondary education – manifested in outreach programs, Anishinaabe initiatives, and Anishinaabe community input into all Anishinaabe developments  Cognizant of provincial priorities – including improving accessibility in the north and playing a role in regional economic development  Based on community input and consultation – efforts are made to actively involve students and the greater community in the academic planning process  Attractive to students  Sustainable – mindful of student demand and maximum efficiencies  Improving access and opportunity – continuing to reach out to students where they live

Each year, the Academic Planning Committee (a subcommittee of Senate) uses these principles as a starting point from which they undertake a detailed review of input from departments and divisions, as well as of quantitative data on external indicators such as enrolment and program demand. From this analysis, the Academic Planning Committee produces a five-year academic plan (the current plan can be found in its entirety as Appendix 14.1). The five-year plan is brought forward to the Algoma University Senate, with a request to support the recommendations included in the report. Once approved by the Senate, the five-year academic plan becomes an integral part of strategic planning for university administration.

Algoma University produces an Institutional Plan each year to guide the operations and direction of Algoma University for the next five years. The academic plan of the Senate forms the backbone of this Institutional Plan. The Institutional Plan outlines how growth in student body, academic and student support systems, governance, and finances will develop in support of the university’s academic objectives. The Institutional Plan coordinates the business and academic plans of the university. It outlines how human, physical, and financial resources will be utilized to ensure quality of instruction and quality of learning environment in all disciplines. The Institutional Plan includes a number of benchmark indicators, by which Algoma University administration can track academic quality of program content and delivery.

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In addition, Algoma University has adopted the UPRAC (Undergraduate Program Review and Audit Committee) Review and Audit Guidelines as a threshold framework for the development of undergraduate degree level expectations. To meet the UPRAC guidelines, Algoma University has (i) established policies and procedures for the approval process for the introduction of new programs, (ii) has established policies and procedures for the review of existing programs, and (iii) has these policies and procedures audited following the process described in the UPRAC audit guidelines.

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8.3.2 Administrative Staff

The following job descriptions for each senior administrative position are included.  President  Academic Dean and Associate Vice President, Academic and Research  Vice President Administration  Director of Advancement and External Relations  Registrar and Director, Enrolment Management  Director of Human Resources  Director of University Services  Director of Information Technology Services  Divisional Director Ancillary Operations and Sales  Library Director

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8.4 Participation in Academic Policies and Standards

Algoma University’s policies regarding curriculum development are included in the following documents:  Curriculum development policy  Algoma University Senate By-laws

Curriculum Development Policy

Category: Faculty Number: FA7 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To outline Algoma University’s curriculum development process and to define the role(s) of academic staff and students in the development of academic policies and standards.

Scope:

This policy applies to all curriculum development at Algoma University.

Policy:

Algoma University promotes interdisciplinary collaboration, creativity, and innovation to develop programs that are responsive to regional needs and contribute to provincial capacity.

Algoma’s curriculum development process starts with current faculty and moves through various stages of Senate consultation and approval. Efforts are made to actively involve students and the community throughout the process. Students are full members on all Senate

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committees relating to curriculum development, academic policies, and academic standards. Student membership is and will remain an integral part of the composition of Senate itself.

Decisions pertaining to curriculum, academic policy, and academic standards shall be approved by the Algoma University Senate. The Senate consists of representation from full-time and part-time faculty, students, administration, and the Board of Governors. Algoma University Senate determines and regulates the educational policy of the university, subject to the approval of the Board of Governors with respect to the expenditure of funds. This includes determining program and course curriculum, making recommendations to the Board on the establishment, change or termination of programs and courses of study, and appointing faculty deans.

Decisions by the Senate pertaining to curriculum, academic policy, and academic standards are informed by recommendations from its various committees including: a) Academic Planning and Priorities Committee; b) Academic Standards and Teaching and Learning Committee; c) Appeals Committee; d) Curriculum Committee; e) Academic Support Committee; and f) Academic Regulations and Petitions

Each committee of Senate will maintain representation from academic staff and students. For detailed terms of reference for Senate and its committees, refer to the current by-laws of Senate.

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Algoma University Senate By-laws

1. Chapter 1 - Definitions

1.1. In these By-Laws:

a) “Board” means the Board of Governors of Algoma University; b) “University” means Algoma University; c) “Senate” means the Senate of Algoma University; d) “President” means the President of Algoma University; e) “Discipline” means a branch of knowledge or learning offered at Algoma University, including, but not limited to, Anishinabemowin (Ojibwe) & Aboriginal Studies, Biology, Business Administration, Chemistry, Computer Science, Community Economic & Social Development, Economics, English, Fine Arts, Geography & Geology, History, Information Technology, Law & Justice, Mathematics, Modern Languages, Music, Philosophy, Physics, Political Science, Psychology, Social Welfare & Social Work, Sociology & Anthropology. f) “Academic Staff” means full-time faculty and full-time librarians covered under the full-time faculty collective agreement; g) “Part-time Academic Staff” means members of the academic staff who are engaged on sessional contracts; h) Where the singular is used, it shall be considered that plural has also been used if the context so requires.

OBJECTS

1.2. The objects of Algoma University are the pursuit of learning through scholarship, teaching and research, within a spirit of free enquiry and expression.

SPECIAL MISSION

1.3. It is the special mission of Algoma University to:

a) Be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) Cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.

2. Chapter 2 – Senate Composition

2.1. The Senate of the University shall consist of not more than 60 members, a minimum of two- thirds of whom shall be members of academic staff. Senate shall include the following members:

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a) The following persons who are members by virtue of their office:

i. The President of the University, ii. The Academic Dean iii. The Chair of each of the Divisions of the University, iv. The University Registrar, and v. The University Library Director or Chief Librarian. vi. A representative of Shingwauk Kinoogaame Gamig

b) One person, other than the President of the University, appointed by the Board from among the Board members.

c) One representative from the Anishinaabe Peoples’ Council or his/her alternate;

d) At least one academic staff representative from each discipline selected by that discipline. Should a discipline not have any academic staff the Division will select a representative for that discipline. Each discipline has the option on an annual basis, with the approval of the Division, to defer its representation to academic staff in a cognate discipline within its Division.

e) Academic staff elected by each Division, such numbers (in compliance with Chapter 2.1) to be no less than ten (10) from each Division, and no more than fifteen (15) from each Division.

f) Two members of the part-time academic staff, and one alternate, elected from and by the part-time academic staff;

g) One full-time or part-time student from each of the academic divisions, or their designate, who will be elected by the student body, and the President of the Algoma University Student Union, or his/her permanent designee. Such elections to be conducted by the Algoma University Student Union;

h) One representative from the Shingwauk Anishinaabe Student’s Association, or his/her alternate;

i) One member of the staff association, and one alternate, elected by the members of the staff association;

3. Chapter 3 – Powers of Senate

3.1. The Senate has, subject to the approval of the board with respect to the expenditure of funds, the power to determine and regulate the educational policy of the University and, without limiting the generality of the foregoing, has the power,

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a) To make recommendations to the Board with respect to the establishment, change or termination of programs and courses of study, schools, faculties, divisions and departments;

b) To advise the President of the University on the staffing needs of the academic departments;

c) To appoint the Academic Dean, faculty deans and the divisional or departmental chairs as may be required from time to time (See Appendix A );

d) To determine the curricula of all programs and courses of study, the standards of admission to the University and continued registration therein, and the qualifications for degrees, diplomas and certificates of the University;

e) To conduct examinations, appoint examiners and decide all matters relating thereto;

f) To hear and determine appeals from the decisions of the faculty councils on examinations and on applications for admission;

g) To award fellowships, scholarships, bursaries, medals, prizes and other marks of academic achievement;

h) To authorize the Chancellor, the vice-chancellor or such other person as may be determined by the Senate, to confer degrees, honorary degrees, diplomas and certificates on behalf of the University in accordance with section 6;

i) To create councils and committees as it deems necessary to exercise its powers;

j) To make by-laws for the conduct of its affairs, including by-laws respecting the conduct of the election of its members.

4. Chapter 4 – Officers of Senate and Duties

Officers of Senate shall be composed of the following:

4.1. The Speaker and Alternate Speaker;

4.2. The Secretary of Senate, who shall be the Assistant Registrar, a non-voting member of Senate from the Office of the Registrar, and the Alternate Secretary of Senate, who shall be the Registrar.

4.3. The Speaker shall be responsible for conducting all meetings of Senate in accordance with the By-Laws of Senate. The Speaker shall ensure that all meetings follow the basic rules of parliamentary procedure. In the absence of the Speaker, the Alternate Speaker shall conduct the meeting. 173

4.4. The Secretary or, in the absence of the Secretary, the Alternate Secretary, shall be responsible for recording the minutes of each meeting of Senate, and for such other duties as are stated in the By-Laws.

5. Chapter 5 – Elections and Term of Office

5.1. Elections and appointments to Senate and its committees shall be made on or before the June Senate meeting of each year. The Speaker and Alternate Speaker shall be elected annually at June’s Senate meeting from among the academic staff members of Senate;

5.2. For the first Senate meeting of the 2009/2010 academic year each Division shall elect one-third of its academic staff for a three-year term, one third of its academic staff for a two-year term, and one-third of its academic staff for a one-year term. At the expiry of their initial terms academic staff will be eligible to be re-elected for a three-year term. Where a vacancy occurs due to resignation or other reason, the appropriate Division may conduct an election to fill the vacancy for the period until such term expires.

5.3. Notwithstanding Ch. 4.1 and 4.2, part-time academic staff representatives to Senate or its committees shall be elected in the fall for a one-year term.

5.4. Student members on committees of Senate shall be nominated by student senators meeting in caucus.

5.5. Loss of eligibility

i. If, during his or her term of office, a member of the Senate elected or appointed under Ch. 2 ceases to be eligible for election or appointment to the Senate by virtue of a change in position or employment he or she thereby ceases to be a member of the Senate.

Exception, student graduation

ii. Despite subsection I, if a student member of the Senate graduates during his term of office, he or she may continue to sit as a member of the Senate until the next anniversary of the day of his or her election.

Renewal of term

iii. A member of the Senate is eligible for re-election or reappointment.

Limitation

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iv. A person elected or appointed to the Senate may not be a member of the Senate for more than two consecutive terms, but is eligible for reappointment or re-election after one year’s absence from the Senate.

Vacancies

v. A vacancy on the Senate occurs if, Same a. A member resigns or ceases to be eligible for appointment or election to the Senate before the end of his or her term; b. A member is incapable to continue to act as a member and the Senate by resolution declares the membership to be vacated; or c. A member is absent from three consecutive meetings of Senate without appropriate reasons.

Same

vi. If a vacancy occurs on the Senate, the Senate shall, a. Determine, in accordance with its by-laws, whether or not to fill the vacancy; and b. If the vacancy is to be filled, fill the vacancy within the time period, and according to the procedures, provided in the by-laws of the Senate.

Completion of term

vii. The person who fills a vacancy on the Senate under subsection (2) shall hold office for the remainder of the term of the member he or she is replacing Renewal of term

viii. Despite subsection 5.5 (vi) a person elected or appointed to the Senate under subsection (vi) may be reappointed or re-elected upon the expiry of the term that he or she was elected or appointed to complete, but is eligible for further reappointment or re-election only after one year’s absence from the Senate.

6. Chapter 6 - Meetings

6.1. The Senate year is defined as beginning June 1.

6.2. Unless decided otherwise by Senate or by the Senate Executive Committee, meetings of Senate shall be held on the first Friday of each month except in January and September when it shall be held on the second Friday. No regular meetings shall be held in July and August. The dates of regularly scheduled Senate meetings shall be included in the academic calendar.

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6.3. Unless otherwise decided otherwise by the Senate or Senate Executive Committee, regular meetings of Senate shall begin at 1:00 pm, and if, after the lapse of a quarter of an hour, there is not a quorum present, the regular meeting shall be deemed lost. Meetings of Senate shall terminate at 3:00 pm unless extended by a motion to continue. Such a motion requires a two- thirds majority.

6.4. All meetings of Senate shall be conducted according to Robert’s Rules of Order, unless otherwise determined by Senate by a two-thirds majority.

Special Meetings

6.5. A special meeting of the Senate, on the request in writing of not fewer than five (5) members, three of whom must be Academic Staff, shall be called by the Speaker, or Alternate Speaker, in the Speaker’s absence, with forty-eight (48) hours notice (excluding statutory holidays and weekends) to be given to each member of Senate. Such a meeting shall consider only business which is specified in the notice of meeting, except that new business may be introduced by the unanimous consent of the members present.

Quorum

6.6. The quorum of Senate shall be fifty (50) percent plus one of voting members of Senate, except at the May and June meetings and at any special meetings which may be called in July and August when the quorum shall be one-third plus one.

6.7. All motions to be valid and effective must be adopted at a meeting of Senate by a simple majority of the members present unless otherwise specified in the By-Laws.

6.8. The Secretary shall provide each member of Senate with an agenda not fewer than seventy-two (72) hours prior to each meeting.

6.9. The agenda for each meeting shall be prepared by the Senate Executive Committee. Items for inclusion in the agenda must be in the hands of the Committee by noon of the Monday of the week of the Senate meeting. 6.10. Proceedings of all meetings of Senate shall be recorded. A copy of the minutes of every meeting of Senate shall be circulated with the agenda of the next meeting. At this meeting, the minutes shall be adopted after correction and amendment, if necessary.

6.11. No motion introducing matter other than that listed in the agenda shall be taken into consideration at any regular meeting of Senate except by a two-thirds majority.

7. Chapter 7 – Amendment of By-laws

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7.1. By-Laws of Senate shall be adopted or amended by a two-thirds majority vote of all voting members present at a regular meeting of Senate upon notice of motion duly made at a regular meeting of Senate.

8. Chapter – Committees of Senate

8.1. There shall be the following standing committees of Senate:

a) Senate Executive Committee; b) Scholarship Committee; c) Academic Planning and Priorities Committee; d) Academic Standards and Teaching and Learning Committee; e) Animal Care Committee; f) Appeals Committee; g) Curriculum Committee; h) Research Ethics Board; i) Academic Support Committee j) Board – Senate Liaison Committee k) Academic Regulations and Petitions Committee l) Decanal Review/Search Committee

8.2. The quorum for each committee shall be one-half of the voting membership of that committee.

8.3. The President and Academic Dean shall be ex-officio members of every committee of Senate, unless otherwise stated in the By-laws.

8.4. Vacancies occurring in any committee of Senate shall be those of the Senate.

8.5. The procedures of all committees of Senate shall be those of the Senate. 8.6. Senate committees shall have the power to appoint advisors or consultants or to request their assistance, except that such persons shall not be members nor have any of the privileges of members.

8.7. Committees shall report in all instances directly to Senate except that they may report to other Senate committees at their request. In this latter case, the report must be conveyed to Senate as well.

8.8. All Senate committees shall serve for a one-year term commencing June 1, with the exception of Ad Hoc and Special Committees (e.g. Decanal Review/Search Committee) which terms shall be set by Senate in such Committee’s Terms of Reference. 8.9. The Senate may, from time to time, strike ad hoc committees to deal with matters not appropriately or adequately served by the standing committees.

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9. Chapter 9 – Chairs of Senate Committees

9.1. Each committee shall elect its own Chair from committee members who are also Senators.

9.2. The Chair is responsible for ensuring consultation with appropriate individuals or agencies.

9.3. The Chair is responsible for circulating minutes of each committee meeting to each member of the committee and for depositing one copy with the Secretary of Senate.

10. Chapter 10 – Membership of Senate Committees

10.1. Senate Executive Committee

a) The Speaker of Senate (or in the absence of the Speaker, the Alternate Speaker); b) The Academic Dean; c) The Chairs of each of the Divisions of the University; and d) The Secretary of Senate (or in the absence of the Secretary, the Alternate Secretary).

10.2. Scholarship Committee

a) The Registrar; b) An academic staff member nominated by Senate; c) Director of Advancement and External Relations; and, d) The Manager of Financial Aid and Awards.

10.3. Academic Planning and Priorities Committee

a) The President; b) The Academic Dean; c) The Chairs of each of the Divisions of the University; d) One student.

10.4. Academic Standards and Teaching and Learning Committee

a) One divisional representative from each of the Divisions of the University; b) The Registrar; and c) One student.

10.5. Animal Care Committee

a) Two members selected from faculty or part-time academic staff who have used live animals for experimentation or instruction; b) One other academic staff member;

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c) One community representative; d) One veterinarian; e) One student; f) Lab coordinator.

10.6. Appeals Committee

a) One faculty member from each of the divisions of the University; and b) Two students

The Chair (academic staff member) and secretary of the Committee will be determined by the Appeals Committee.

Alternates must be named for each of the members from each constituencies indicated above. At the outset of each appeal case, the Chair will determine that the regular members of the Committee (including the Chair) do not have a real or perceived conflict of interest. In the event that a conflict of interest is revealed, the Chair will replace such a member with the designated alternate for that particular case.

10.7. Curriculum Committee

a) The Academic Dean; b) The Registrar; c) The Chairs of the Divisions of the University or their designees; d) One or two students.

10.8. Research Ethics Board

The board shall consist of no fewer than 6 members, including both men and women, and shall include at least:

a) One community representative with no formal affiliation with the university (1 to 5 ratio); b) Three university members from different disciplines with broad expertise in the methods or in areas of research covered by the Research Ethics Committee (research involving human participants or the use of human tissue); and c) One university member with broad knowledge in ethics or experience in the evaluation of ethical implications of research involving human participants.

10.9. Academic Support Committee

a) One divisional representative from each of the Divisions of the University b) The Registrar or designate c) The Director of University Services d) One staff member from the library e) One staff member from the department of Information Technology Services 179

f) One or two students g) The Director of the Library

10.10. Senate – Board Liaison Committee

a) Three Board members, including the Chair of the Board of Governors and two other external members of the Board b) Three Senate members, including the Speaker of Senate and two other fulltime academic staff members of Senate who are not currently Senate representatives to the Board c) Meetings are to be chaired alternately by a member of the Board and a member of Senate.

10.11. Senate – Academic Regulations and Petitions Committee (ARP)

a) The Registrar; b) The Admissions Co-ordinator or Assistant Registrar; c) A representative from each of the Divisions of the University; d) One student.

Please note that this committee is expected to meet minimally every two weeks throughout the year; therefore, membership requires full participation. Please note this committee does not consider grade appeals.

10.12. Senate – Decanal Review/Search Committee

Senate shall recommend to the Board a candidate for appointment or reappointment as Academic Dean, normally once every three years. Senate shall select a Decanal Review/Search Committee to assist in this task; the Committee shall be formed not less than nine months prior to the conclusion of the serving Dean’s term of office. The committee shall consist of:

a) One academic staff representative from each Division, b) One representative from the sessional faculty, c) One staff representative, d) One student representative, e) The Registrar, f) The President (non-voting)

11. Chapter 11 – Senate Representatives to the Board

11.1. There shall be Senate representation to the Board, elected by the Senate from the academic staff, in such numbers as prescribed by the By-Laws of the Board. The representatives shall endeavor at all times to inform the Board of the majority opinion of the Senate in any board discussions pertaining to Senate matters.

11.2. The representatives shall be responsible for ensuring that Senate is informed fully of: 180

a) The outcome of all Senate recommendations conveyed to the Board; and b) Any other Board matters which affect Senate, subject to the Board’s rules of confidentiality.

11.3. The representatives shall have such other responsibilities as may be assigned to them from time to time by Senate.

11.4. The term of office shall be three years, once renewable.

Appendix A Senate Committees’ Terms of Reference

1. Senate Executive Committee

a) To prepare the agenda for Senate meetings; b) To ensure that the recommendations of Senate committees are brought to Senate for action; c) Oversee activities of Senate Committees and ensure that they are executing their responsibilities; d) To advise Senate on matters which Senate refers to it; e) To act as a Nominating Committee for Senate committees and appointments. f) The Committee shall be responsible for recommending to Senate no later than at the April meeting a slate of candidates for all committees of Senate and for Speaker, Alternate Speaker, Secretary and Alternate Secretary of Senate. g) To consider and recommend to Senate, and to maintain a pool of approved candidates for, the awarding of honorary degrees; h) To plan, organize, and support the conduct of Convocations for the awarding of degrees, installation of Presidents, and such other public affairs as may properly be the business of Senate; and i) To facilitate the formation of the Decanal Review/Search Committee.

2. Scholarship Committee

a) To consider and recommend on policy matters relating to scholarships, bursaries, prizes and medals awarded by the University; b) To recommend the terms and conditions under which all scholarships, bursaries, prizes and medals are awarded; c) To review proposals for all new awards and recommend on their acceptance; d) To consider candidates/applicants and select/recommend individuals for awards; and, e) To consider such other related matters as may from time to time be referred to the Committee.

3. Academic Planning and Priorities Committee

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a) To prepare for Senate consideration at its September meeting a five-year academic plan, taking into consideration the overall Academic goals of the University, financial and enrolment statistics, programme quality, and internal and external trends. This plan will identify programmes for expansion, continuation, and contraction. The Committee will reasonably ensure that appropriate consultation occurs with all constituents of the University community; b) To advise the President on the construction and content of the Strategic Plan; c) To conduct an ongoing internal/external review of the academic programmes of the University; d) To advise on funding levels to support academic activities and related service functions, within the context of the overall institutional budget; e) To recommend new faculty hiring; f) To consider and make recommendations to Senate on such matters as may be referred to it.

4. Academic Standards and Teaching and Learning Committee

a) To consider and report to Senate on matters relating to Academic Standards and Practices; b) To collate and report on information on grade distributions; c) To recommend guidelines on class caps and sectioning levels; d) To provide guidelines on professional development opportunities; e) To organize professional development activities on campus; f) To address the issues that arise regarding the quality of faculty prepared custom course materials sold to students; and g) To review non-credit courses that may impact on the academic programming.

5. Animal Care Committee

a) Follow the recommended Canadian Council on Animal Care (CCAC) Terms of Reference and Guidelines for Animal Care Committees; b) Ensure that all research projects and teaching programmes which involve animals are reviewed and approved prior to their commencement, with particular emphasis on the “Ethics of Animal Experimentation”; c) Ensure that all animal care and experimentation is conducted within the guidelines of the CCAC Guide to the Use of Experimental Animals, and the Ontario Animals for Research Act; d) Ensure the adequate and humane care of animals by regular inspection of animal facilities including caging, feeding and bedding; e) Maintain committee files and materials in the Dean’s office; f) Undertake site visits of all animal care facilities and experimental laboratories under its jurisdiction from time to time, but at least once each year; g) Ensure that veterinary assistance is available in case of sickness; h) Ensure the establishment of procedures so that: i. Unnecessary pain is avoided; ii. Anaesthesia and analgesia are properly and effectively used where indicated; iii. Painful studies requiring exemption from the use of either anaesthesia or analgesia are subject to particular scrutiny, not only prior to approval but during the experiment,

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post-operative care commensurate with current veterinary concepts is provided, euthanasia is humanely conducted; i) Ensure the provision of adequate security for animals and reearch facilities; j) Hold meetings at least twice yearly, and more frequently as required; k) Establish policies which will provide for a system of animal care that will meet the needs of the institution; and l) Review its terms of reference as necessary.

6. Appeals Committee

a) To consider student appeals with respect to grades, including examinations, term assignments and tests, academic dishonesty, and the general conduct of the course involved as it affects grades.

7. Curriculum Committee

a) To recommend an academic programme on a term-by-term basis to Senate; indicating priorities to be considered if budgetary restraints are to be applied; b) To make recommendations to Senate on proposed course and programme changes; c) To review and encourage the inclusion of cross-cultural course content and pedagogy in the curriculum; d) To consider and make recommendations to Senate on such matters as may be referred to it; and e) To approve all proposals to develop distance education courses, and to approve delivery methods of each course prepared, in accordance with the Faculty Fulltime Collective Agreement.

8. Research Ethics Board (REB)

a) To serve as the Research Ethics Board (REB) for vetting research involving human subjects, under Senate’s ‘A Research Ethics Policy for Algoma University’; and b) Maintain committee files in the Dean’s office.

9. Academic Support Committee

a) To report to Senate on matters related to academic support, including, but not limited to: support of course delivery modes, the library, academic computing, writing lab, special needs, and academic space. b) To provide a channel of communication enabling members of Senate and Board to be informed of the current and anticipated activities of the other

10. Senate-Board Liaison Committee

a) To foster the co-ordination of activities of the Senate and Board on issues In which their interests overlap or articulate; and b) To provide a channel for formal or informal advice from Board/Senate to the other. 183

11. Senate-Academic Regulations and Petitions Committee (ARP)

a) The committee shall recommend candidates to Senate for the conferring of degrees, diplomas and certificates; b) To make exceptional admission decisions including petitions for admission (i.e., lacking admission requirements), re-admission, and substitution of credit; c) To advise on admission policies and practices of the University; d) To advise with respect to transferability of credits from other educational institutions. e) To consider and make recommendations to Senate on such matters as may be referred to it.

12. Senate – Decanal Review/Search Committee

a) Appointment

Senate shall recommend to the Board a candidate for appointment or reappointment as Academic Dean, normally once every three years. Senate shall select a Decanal Review/Search Committee to assist in this task; the Committee shall be formed not less than twelve months prior to the conclusion of the serving Dean’s term of office.

The individual the Committee recommends shall be identified to Senate in the Senate package prior to the regular or special meeting of Senate at which an election/vote will be held. The curriculum vitae of the recommended individual will at that time be made available to Senators for consultation. Election will take place in closed session by secret ballot in the absence of the individual.

The President shall be empowered to nominate an Acting Dean, on the recommendation of the Senate Executive Committee, if a vacancy arises during a term of office

b) Review Tasks

The immediate task of the Committee shall be to draft a letter to the current Dean, asking whether he or she will be seeking reappointment. The Dean will be asked to respond in writing within seven days of the date of this letter; absence of a response will be interpreted as a negative response.

The next task of the Committee shall be to conduct either an exit interview or a preliminary evaluative meeting with the Dean. In this meeting, the Committee will solicit from the Dean information about the job in general (e.g., a job description) and about specific goals and accomplishments pursued and achieved during the term of office. Outgoing Deans will be asked to provide a written report explaining in detail their perspective on the position; Deans seeking reappointment will be asked to submit a written self-evaluation in addition to such a report.

If the Dean seeks reappointment, the Committee shall review past performance evaluations; solicit feedback on the Dean’s appointment from appropriate individuals and constituencies 184

within the institution, including the President and the Divisional Chairs, and from appropriate external individuals and groups. Submissions shall be held in confidence. The evaluation procedure should be completed no later than seven months before the conclusion of the serving Dean’s term of office. If the evaluation is positive, the Committee shall recommend to Senate reappointment for an additional three-year term.

c) Search Tasks

If the evaluation is negative, or if Senate rejects reappointment, or if the current Dean does not seek reappointment, the Committee shall solicit internal and external candidates, conditional on Board of Governors’ budget approval. Preferably, the Committee shall establish a deadline for applications of three months before the conclusion of the serving Dean’s term of office. The Committee will evaluate all applications and interview candidates as appropriate. The interview process will include a public presentation to which all Senators shall be invited. Senators shall be invited to ask questions to the candidate. Minimum qualifications include tenure status, with PhD and Associate Professor rank preferred.

June 2009

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8.5 Learning and Information Resources

8.5.1 Library Resources

Number of holdings (print) Number of holdings (electronic) relevant to the field of study including program-specific databases On-site library resources Overall Print Collections 22,000+ online subscriptions to relevant to degree program Monographs: full-text, scholarly journals, area (for students/faculty) –  110,00 volumes including 1,290 online Algoma University Active Print Periodicals: subscriptions that are specifically  302 subscriptions either labeled for Social Work or Inactive Print Periodicals: are in directly applicable subject  251 subscriptions categories. http://www.algomau.ca/wishart- Print Collections Relevant library/databases-find-articles to Social Work Monographs: Subject specific packages of  5, 454 volumes scholarly journals specifically Active Print Periodicals: designated for Social Work  6 print periodicals include: Social Service Abstracts Social Services Abstracts provides bibliographic coverage of current research focused on social work, human services, and related areas, including social welfare, social policy, and community development. Social Work Abstracts Social Work Abstracts offers extensive coverage of more than 450 social work and human services journals dating back to 1965. Produced by the National Association of Social Workers (NASW), the database provides indexing and abstracts dealing with all aspects of the social work field, including theory and practice, areas of service and 187

social issues and problems. Oxford Scholarship Online As well, Algoma has introduced access to the full title list of 64 Oxford UP e-books published within the last decade available in Social Work, with more titles added each year. Springer Ebooks Over 125 e-books are available from Springer specifically on Social Work, with thousands of others available on related and applicable topics. All published in the last decade with new titles added each year. Other library access (e.g. Part of provincial and Library provides wireless access web-based, inter-library national university inter- (100mb/s) throughout facility. arrangements) library loan networks as an Unfettered access to the World OCUL Member Library. Wide Web. Allows access to print and Library web site is available 24/7 electronic books and articles with links to all resources across Canada. mentioned as well as online subject guides. Library catalogue is web-based and available 24/7; students can place holds and renew items through web interface. All databases/ online journals (22,000+) are available with a single Algoma University login on campus or from anywhere connected to the Web via the library’s proxy server (http://libproxy.auc.ca). Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases.

Algoma University recently became a full member of the Ontario Council of University Libraries and the Canadian Research Knowledge Network. We continue to take advantage of the recently announced purchases in the eBooks and eJournals in the Social Sciences, including Social Work,

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by these consortia to add a large number of new resources to support the latter. In January 2010, Algoma University will go live with OCUL’s Ebrary platform that will have over 330,000 e- books available to students and faculty. Thousands of these texts will be applicable to the BSW degree.

Students studying in Timmins will have access to all of Algoma’s electronic library resources. In addition, library resources will be available on site at Northern College. Students enrolled in Algoma University’s proposed BSW program will have access to all collections, access, services and resources of the Porcupine Library Resource Centre that Northern College students have access to. This includes the library's resources in sociology and related areas such as medicine and the biological sciences. Through Northern College’s reciprocal borrowing agreement with other community colleges and Laurentian University libraries, students are also permitted access to the resources of other institutions. Northern College is the only college/university level resource centre within the Timmins catchment area, with extensive use of interlibrary loans and community resources to augment the on-site collection.

The Porcupine Library Resource Centre is located off the A-wing of the main building and is easily accessible from the west parking lot. The Library has sections for reference and circulation services, seminar rooms for student use, an audiovisual projection room, map collection, toy library collection and the monograph and periodical collections. The library is equipped with seventeen computer workstations, which are connected to the college's network and provide access to both the Internet and various computer software programs. For the past several years, there has been no cost for printing and the Library Resource Centre computer lab is constantly in use. Wireless access is also available. During the academic year, the library is open eighty-four hours per week, including evenings and weekends. Located within the Library is the Student Success Centre, where students are encouraged to access assistance with any courses through interaction with faculty, community and peer tutors.

The library catalogue is automated and is accessible from two stations in the library, and also from any computer with Internet access, either on-site or off-campus. Document delivery services include circulation of monographs, self-service photocopying (10 cents per page), faculty resources and interlibrary loans. Our serials collection (which includes journals, magazines and newspapers) circulates for a one-week time frame. Students are also provided with both on-campus and remote access to several electronic journal databases, many of which include full-text journal articles. Audiovisual materials, primarily video recordings and dvds, are for on-site or IN-LRC use only.

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Informational services include reference, library instruction, orientation sessions, and demonstrations of Internet research skills using the electronic databases. Library staff also provide peer tutoring for all students, including on and off-site. The students also have access through our Success Centre to additional assistance from community tutors which provide a more professional level and may be accessed up to 6 hours per week. The use of study groups and informal sessions with peers are promoted.

Number of holdings (print) Number of holdings relevant to the field of study (electronic) including program-specific databases Off-site library resources The number of unique titles The library's serials collection relevant to degree program in the monograph collection is greatly augmented by area (for students/faculty) – specifically related to the subscriptions to full-text Northern College, proposed social work electronic journal databases. Porcupine Campus program is presented below. Full-text databases in direct Numbers are tabulated by support of the BSW program Library of Congress include Journals @ Ovid Full- classifications according to Text, ProQuest Nursing those subject areas of Journals, and EBSCO host primary interest to social Health Source work students and include (Nursing/Academic Edition). reference material, but not The only access to the CASW materials put on reserve by Bulletin and Canadian Social faculty. Work Bulletin is through the electronic resources. HM Sociology – 264 The Northern College Library HN Social History – 116 provides access to indexing HQ Family – 657 and abstracting services and HS Societies – 6 full-text journal articles in the

health sciences via subscriptions to commercial electronic databases. programs. The library's electronic subscriptions include the following databases: Ovid Technologies, including: - Books @ Ovid Journals @ Ovid Full-Text CINAHL MEDLINE

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Cancer Lit Evidence Based Medicine Reviews (including the Cochrane Database of Systematic Reviews) CASW Bulleting and Canadian Social Work Journal EBSCO host, including HealthSource (Nursing/Academic Edition) Clinical Pharmacology (information on prescription drugs, herbal and nutritional supplements)

Other library access (e.g. web- In addition to providing indexing and abstracting for based, inter-library journals in social sciences, the above databases also arrangements) include full-text journal articles. These databases allow students to access thousands of full-text articles online that they would otherwise have to procure from another library via interlibrary loan.

The Northern College Library currently has a reciprocal borrowing agreement with libraries at all colleges and some universities within Ontario. All students have access through the Northern Lights Health Libraries Association (NOLHLA), which includes representation from libraries at hospitals and health centers in Northeastern Ontario.

Students also have access to interlibrary loan services at the Northern College Library. In order to locate requested material, library staff makes use of the Union Catalogue in Amicus representing more than 1,300 Canadian libraries through the National Library of Canada.

Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases.

Collection development at the Northern College Library is subject to the following principles, adhered to by most college collections. 1. The primary focus of the LRC collections is to support academic programs and college services

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and to enhance the learning environment. 2. Consultation with faculty is an important part of selecting library resources and members of the faculty are encouraged to submit requests for library material. Each request is evaluated using the following criteria: - Relevance to academic programs - Usefulness as a general reference source - Relationship to existing collections - Authority, objectivity, currency and accuracy of information - Audience level - Value of the information in relation to the cost of the material

In order to provide the broadest possible range of resource materials, the LRC does not normally purchase, or catalogue, multiple copies of items.

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8.5.2 Computer Access

Computer access to students is provided in a number of locations throughout campus, including three dedicated computer labs, a computer workstation area in the library, and a computer lab located in the Shingwauk Anishinaabe Student Association (SASA) lounge area.

The Algoma University campus is fully wired with wireless technology. Students who do choose to purchase their own laptops for the program will be able to access the internet anywhere on the Algoma University campus at no cost. Although laptop computers are not provided as part of the program, it is very common for students to purchase a laptop computer to use for the duration of their university studies.

Computer access to students studying in Timmins will be provided by Northern College. Through the provisions of an inter-institutional agreement (Appendix 14.2), Northern College has agreed that BSW students studying in Timmins will have access to computers with internet access located on the Porcupine campus site. A letter of agreement from Northern College is included in this appendix.

Year Number of Number of Number of Location of Computers Students Computers available Computers with (cumulative) to Students in Internet Access Proposed Program Available to Students in the Proposed Program On Site (X) Off Site Algoma (X) University Northern College Year 1 – 90 97 97 X 2011/12 96 96 X Year 2 – 120 97 97 X 2012/13 96 96 X Year 3 – 129 97 97 X 2013/14 96 96 X Year 4 – 129 97 97 X 2014/15 96 96 X

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.

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8.5.3 Classroom Space

Algoma University has ample physical space in the form of meeting rooms, seminar rooms, and classrooms to accommodate social work students on its campus. Scheduled classes will be assigned to existing standard classroom space. The chart below outlines the existing classroom space with the completion of the Biosciences and Technology Convergence Centre in March 2011, a new building currently being constructed on the Algoma University campus.

A standard Algoma University classroom contains a chalkboard or whiteboard, a data projector, digital media hookups, and seating in sufficient quantity to accommodate class enrolment. For those courses that have been earmarked for “on-line” delivery, classrooms will need to be equipped with the appropriate videoconference technology. Videoconference classrooms are included in the chart on the following page.

Courses delivered in Timmins at Northern College that are earmarked for “on-line” delivery will be delivered in a videoconference classroom. Through the provisions of an inter-institutional agreement (Appendix 14.2), Northern College has agreed that BSW students studying in Timmins will have access to video-conferencing for classes and technical support on the Porcupine campus site.

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Year Number of Number of Classrooms Location of Classrooms Students (include seating capacity) (cumulative) On Site (X) Off Site (X) Algoma Northern University College Year 1 - 90 18 classrooms on Algoma 2011/12 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 2 - 120 18 classrooms on Algoma 2012/13 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 3 - 129 18 classrooms on Algoma 2013/14 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 4 - 129 18 classrooms on Algoma 2014/15 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats)

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8.5.4 Laboratories/Equipment

This section is not applicable to the current submission. No specialized laboratories or equipment are required for the proposed BSW program.

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8.6 Resource Renewal and Upgrading

Algoma University plans its capital expansion to support the university’s strategic plans for growth. In general, the current physical facilities are in good condition and are sufficient to support current program needs. New development to support enrolment growth, both as a whole and in new program areas, is described in the general capital expansion plans for the next five years below.

2007/08 - Algoma U Space Inventory Category Actual 2011/12 2012/13 2013/12 2014/15 Biosciences Biosciences & & Technology Technology Convergence New Convergence Fine Arts/Music Centre Phase academic New buildings added Centre** Wing* II building In Classrooms (sq. m.) 1,055 1,318 1,215 development 1,633

Instructional labs 748 1,459 1,020 1,519

Research space 0 655 216 1,255

Academic offices 698 968 898 1,348

Library & study space 1,240 1,325 1,240 2,763

Athletic & recreational 3,080 3,080 3,080 3,080

Student & central services 1,860 1,998 1,998 2,597

Central administrative 1,146 1,254 1,228 1,844

Plant maintenance 278 278 278 278

*excludes space rented on a long-term lease to the Algoma Conservatory of Music **excludes space used by partners on a long-term basis

Other capital expansion plans include a new student residence with student space and multi- purpose meetings/classroom space. The preliminary plan is to add two residence wings and a Conferencing Centre. Each residence wing would be for 131 beds and approximately 3264 m2. The conference centre might be about 10501 m2 with approximately 5000m2 of that space being assigned as meeting/classroom/banquet/assembly space. If the plan follows the FTE growth pattern, then the first phase (131 beds plus conference facilities would be built for Sept 2011, with the second phase (additional 131 beds) added for Sept 2013. An expansion to the George Leach Centre (on campus athletic facility) is also anticipated which will add approximately 639 m2 to the existing building and include 245 m2 of renovations to existing space. Included in the addition would be 90 m2 of classroom space. This project is anticipated for completion in 2012.

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Library

The Arthur A. Wishart Library staff and resources are critical supports for delivering high quality education to Algoma University students and for ensuring student success. The scope of collections and instructional capacity of the library are areas that require constant improvements in order to meet the needs of a new, growing university.

The Library is an integral part of the overall academic experience, serving as the access hub to learning resources, and especially through providing learner-centered programs in research skills and information access. These services must be systematically built and delivered by trained staff and librarians in order to meet the goals of improving opportunity and access, improving student success rates, and expanding teaching and research capacity.

In order to meet the student driven objectives of the MTCU and realize the directions laid out in the Snowdon Report for Algoma University, the Library must “staff up” to meet the increased human resource and expertise demands associated with university independence. These demands result from the loss of staff/librarian support from Laurentian University, Algoma’s expanded program offerings and most importantly the Library’s growing role in contributing to university student success.

The Library is also facilitating the university’s legislated mission to “cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site” organizing the Shingwauk Residential School Research, Archive and Visitor Centre as a unit of the library. In partnership with the Children of Shingwauk Alumni Association and the National Residential School Survivors Society and the Aboriginal Healing Foundation, the library will organize and make the centre’s resources online and accessible to the world.

Additionally, the Library as part of an independent university now plays important provincial and national roles as a member of scholarly research networks such as the CONIFER library consortium, the Ontario Council of University Libraries (OCUL) and the Canadian Research Knowledge Network (CRKN). Algoma’s two librarians participate in strategic planning, budgeting, granting writing, administration and other activities for these networks, which benefit the university system as a whole, but require staff time away from the campus. Finally, the Library staff has also promoted its resources and services heavily to area high schools to enhance research skills at the secondary school level as well as to introduce secondary school students to university. The university continues to need additional librarians to promote services and reach out proactively to train library users.

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The Five Year Vision

Think and act nationally in order to deliver excellence locally.

 Increase substantially the instructional, reference and promotional services by investing in human resources available for access, reference, and instruction and information literacy as well as leveraging technological assets.

 Improve access to digital information for all current and emerging academic disciplines at Algoma University through collaborative initiatives with CONIFER, OCUL, CKRN partners that benefit the university.

 Leverage recent archival acquisitions of national and regional importance to build unique research collections that create primary source research and teaching opportunities at Algoma University.

 Continue to develop integrated library system (catalogue) using the Evergreen Open ILS software as a full member of the CONIFER university consortium (Algoma, Laurentian, and Windsor universities, and the Northern Ontario School of Medicine).

Operational Plan 2009-2010

Quality and Needs Assessment

 As part of OCUL, participate in LibQUAL+ 2010. LIBQUAL is a suite of services that libraries use to solicit, track, understand, and act upon users' opinions of service quality. These services are offered to the library community by the Association of Research Libraries (ARL). The program's centerpiece is a rigorously tested Web-based survey bundled with training that helps libraries assess and improve library services, change organizational culture, and market the library. o Analyze LIBQUAL data and develop targeted information literacy services based on assessed needs (in person and online).

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Staffing  Recruit a junior librarian specializing in Information Literacy in order to offer regular reference assistance hours for library and archives.  Recruit enough regular staff to ensure that trained personnel operate the library at all times, so that students and faculty can be knowledgeably assisted. Resource and Resource Network Development  Take a leadership role in strategic planning, budgeting, granting writing, administration, committees, and other activities as required by CONIFER, OCUL and CKRN; e.g. through: o Contributing computer code and project management CONIFER’s ongoing development of the Evergreen ILS and its development milestones. o Assisting with CRKN proposals to the Canadian Foundation for Innovation; o Assisting with OCUL proposals to government and other funders (such as the Geospatial Portal and the national Permanent Conservation of Print Collections in Canada initiatives); o Utilizing OCUL’s and CRKN’s existing scholarly database programs. . Increase monographic collections less expensively, without using space, with current titles. Multiple users can access on and off campus.  Prepare the next phase of access offered by the inter-library loan network (digital delivery) that enhances student and faculty direct access to off-campus knowledge resources.  Focus collection development the new 4-year degree options (Anishinaabe Studies, Biology, Fine Arts (BDesign), Geography, Sociology and Social Work) and research initiatives (Geospatial and Health Informatics, Invasive Species).  Increase capacity of library to manage and produce new knowledge access for researchers and students through the Institutional Repository (born digital collections) and archival collections made accessible online. o Drive knowledge dissemination and conservation efforts of partners such as the Anglican Diocese of Algoma, Children of Shingwauk Alumni Association and the National Residential School Survivors Society and the Aboriginal Healing Foundation.

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MEASURABLES Student Success Indicators

Staffing Complement Additions to Deliver Services Year 2006/07 2008/09 2010/11 2012/13 2013/2014 Professional Library Director eServices Librarian Junior Librarian Junior Librarian Librarian Positions *1 Librarian on (15% reference) (Instruction/Archiv (Instruction/Collec staff es) tion) Staff Positions *4 Librarians now on staff 1 FTE staff Add 1 FTE Desk (rationalizes staff expanded library (provides quick functions) reference)

Library Instruction and Outreach User Groups 2006/07 2007/08 2008/09* 2010/11** 2013/14

Student 865 776 800 939 1136 participation in libraryRegional instruction high 386 392 350 432 476 school library tour/instructionExternal registered 33 86 80 96 106 readers Totals 1284 1254 1230 1467 1718

* Eservices Librarian 100% on CONIFER development / Library Director less available for instruction due to new duties resulting from university independence. **Online library and research instruction introduced to users.

Access Indicators Integrated Library System Migration and Development Path 2009/2010 2010/2011 2013/2014 Implementation Migration to Evergreen 1.6 Migration to Evergreen Migration to Evergreen 3.0 2.0 Resource commitment Algoma University hires eServices Librarian eServices Librarian eServices Librarian to work 40% time commitment to 40% time commitment to on project project project 100% commitment until migration Milestones Cataloguing Acquisitions Second Release Shibboleth access for users Batch importer/exporter (including EDI support) from other universities Circulation Extensive circulation Inbound telephony Acquisitions enhancements Outbound telephony Recalls Serials Inventory management Reserves Recalls Hold queues (Netflix style Serials Reserves enhancements queues) Z39.50 searching Paper and electronic serials Web-based patron self- Language support prediction and check-in registration SIP2 self-check More language sets Integration with Student Shelf-listing (Anishinaabemowin* language Registration System Bilingual support in place support at Algoma University) FulfiLLment

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*This will be a unique contribution by Algoma University to all Evergreen using libraries.

University budget devoted to library services (target is 6.0%) University 2006/07 2007/08 2008/09 2009-2010 2010/11 2013/14 Laurentian 5.0 4.6 n/a n/a n/a n/a Nipissing 3.8 4.1 n/a n/a n/a n/a Trent 4.6 4.4 n/a n/a n/a n/a Wilfrid Laurier 4.5 5.3 n/a n/a n/a n/a Algoma 4.24 4.51 5.11 6.7 6.3 6.0

Library Budget allocated to acquisitions as an access indicator (target is 45 %) University 2006/07 2007/08 2008/09 2009-2010 2010/11 2013/14 Laurentian 41.8 35 n/a n/a n/a n/a Nipissing 33.2 21 n/a n/a n/a n/a Trent 32.1 33.4 n/a n/a n/a n/a Wilfrid Laurier 35 38.6 n/a n/a n/a n/a Algoma 31.5 30.8 32.8 43.1 44 45

Scholarly volumes per FTE student as an access indicator (target is 200/ FTE student) University 2006/07 2007/08 2008/09 2009/10 *2010/11 2013/14 Laurentian 136 129 n/a n/a n/a n/a Nipissing 111 95 n/a n/a n/a n/a Trent 117 111 n/a n/a n/a n/a Wilfrid Laurier 128 120 n/a n/a n/a n/a Algoma 120 123 130 135 175 200 *Electronic monograph records loaded into library catalogue.

Inter-Library Loan Requests User Groups 2006/07 2007/08 2008/09 2010/11 2013/14 Faculty 237 271 285 350 385 Students 133 230 241 290 320 External registered 83 79 85 95 100 readers Totals 453 580 611 735 805 *In 2010/11 Student inter-library loan fees eliminated and web interface to inter-library loan system introduced to users.

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Computers and Computer Access

The Information Technology Services Department of Algoma University works to ensure reliable, secure, innovative, and resourceful university-wide services and support. Through centralized services and strategic planning, Algoma University is continually improving its infrastructure to ensure that it meets university-wide needs and is interactive and efficient.

The university leases the equipment in the computer labs on campus. All computers are renewed and upgraded every three years on the current leasing program, ensuring adequate capacity and technical currency. Following the current schedule, computers are scheduled to be replaced in 2011 and 2014.

Classrooms

Capital planning is an ongoing process, led by the Director of University Services, and the Campus Development Committee (a subcommittee of the Board of Governors). Priority planning will address the appropriate expansion required to achieve university-wide strategic initiatives, as identified in the current Institutional Plan.

At present, Algoma University has a 35-acre campus, which has grown from 5,500 square metres within 2 buildings, to 18,825 square metres and 12 buildings today. Generally, the campus facilities are in very good condition. All campus classroom space is located in the main central building, with a series of extensions that accommodate additional wings. The relatively compact form that development has taken to date suggests there is capacity on the site to provide facilities to meet the needs of the long-term enrolment targets.

The university commissioned Educational Consulting Services Corp. to conduct a Facilities Review in 2008 to accompany the overall business plan for an independent Algoma University. The review determined classroom space utilization is 60% during daytime hours, and 47.5% for evening timeslots. The study concluded that Algoma’s general purpose instructional space is of good quality and of sufficient quantity to accommodate some enrolment growth with a review of scheduling practices to utilize more classroom space on Fridays. The study did conclude that the addition of 4-year programs and focus on project-based work will require some additional types of teaching space to become available such as break-out and project rooms.

Construction of a Biosciences and Technology Convergence Centre began in April 2009. The Convergence Centre will house the teaching and research activities of Algoma University’s science programs. It will contain 3 classrooms: 1 80-seat lecture theatre, 1 40-seat lecture theatre, and 1 small 30-seat seminar room. These classrooms will be available for all students students starting in September 2011.

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The construction of a Fine Arts and Music Wing is also poised to begin in the near future. Conceptual drawings for the new wing include a 200-seat lecture theatre, which will be designated for general use of all disciplines.

Laboratories/Equipment

Not applicable.

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8.7 Support Services

Algoma University maintains a portfolio of support services to ensure a student-centric approach to learning and student life is maintained throughout the university. Algoma University student services include the learning centre – writing lab, special needs, and tutoring; academic advising; career services; health and crisis counseling; student life activities; student union, association and club support; training; co-operative education; and English as a second language programming. The following outlines the support services available on campus to degree students.

Support Service Brief Description of Service Academic Advising Academic Advisors assist students with course selection for their degree program. As a part of the course selection process, Academic Advisors will refer students to other services (for example, the Learning Centre) that will enhance a student’s chances of academic success. All students in the first year of studies at Algoma University are offered an Academic Orientation session prior to the start of fall classes. For students commencing their studies in the winter or spring session, there are orientation sessions and one-on-one advising. Upon completion of first year students are assigned a faculty advisor. The Registrar issues advising information to returning students in the winter advising information package distributed in February. Career Counselling Algoma University’s Co-op and Career Services Office provides the following services:  Job posting (within and outside the university)  Resume and cover letter evaluations  Mock interviews  Career/job search workshops (examples of topics include: resume and cover letters, interview tips, job search strategies, working abroad, and all about co-op)  Career resource library  One-on-one career counseling  Annual career day for students and graduates  Administration of the university co-op, Ontario work study, and International 207

work study programs. Personal Counseling Algoma University’s Student Services Office provides personal crisis and counseling referrals through its Student Services Advisor. In addition, the Financial Aid Office provides personal counseling relating to budgeting and financial crisis throughout the school year. The Financial Aid Office delivers a series of money management and financial aid seminars to students. Placement Algoma University maintains a co-operative education program administered by the Co-op and Career Services Advisor. Co-op placement services attempt to arrange suitable employment experiences for all co-op students through solicitation of employers for placements. Co-op placements are market driven; therefore, certain degree programs will offer more options. The Co-op and Career Services Advisor assists students with securing job placements after graduation by maintaining on-line postings, a bulletin board, one-on-one career guidance, and an annual career day and job expo. Services for Students with Disabilities Algoma University’s Learning Centre provides a centralized service area for students with disabilities. The Learning Centre employs a Coordinator of Learning Centre/Disability Services, a Learning Strategist/Assistive Technologist, and a Writing Lab Instructor. Disability Services designs accommodations such as extended time for exams or note-taking services for students on a needs- assessed basis. The Learning Strategist works with students to improve study skills, and introduces students to assistive technology such as voice to text programs. The Learning Centre also facilitates student success workshops for students with special needs on topics such as study skills, transition strategies, stress management, and writing approaches. Tutoring Algoma University’s Learning Centre administers a peer tutoring program in which students are recommended by faculty as “peer tutors”. Tutors apply at the Learning Centre and are screened by staff in academic student services. Tutors are senior students who have received 75% or better

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in the course(s) they will be tutoring. Requests for tutoring are also made at the Learning Centre, where appointments are made and tutoring sessions are scheduled. This service is free of charge to all Algoma University students. International Student Advising International Student Services supports international students academically, socially, and culturally. The International Student Advisor administers a homestay program, provides assistance with immigration-related inquiries, organizes cultural events and activities, and acts as an advocate for international students. In addition, the International Student Advisor provides pre-departure assistance and an orientation to Canada and campus life when students arrive to commence their studies. Anishinaabe Student Advising Anishinaabe Student Services offers academic and specialized support services to all Anishinaabe (First Nation, Métis, Inuit) students. Some of these services include a Visiting Elder Program, Welcome Feast, Annual Elders’ Gathering, a dedicated student centre, computer lab, and support for the Shingwauk Anishinaabe Student Association. Student Awards The Financial Aid Office provides support services in the administration of scholarships and bursaries to eligible students. Algoma University offers a substantial award program to newly-admitted and continuing students, including entrance awards, “in-course” awards, and bursaries. The Financial Aid Office assists students by providing general information on all forms of financial assistance, as well as by providing one-on-one assistance in filling out application forms. Athletics and Fitness Algoma University maintains an on-campus fitness facility (the George Leach Centre) which includes a triple gymnasium, walking track, aerobics room, weight rooms, squash courts, and tennis courts. Varsity athletic offerings include basketball, curling, and indoor soccer. Athletic offerings focus on the development of a healthy lifestyle for students. Fitness testing and exercise prescription is available through a certified kinesiologist. Instructional programs include aerobics, ballroom dance, Tae Kwon Do, tennis, golf, yoga, Tai Chi,

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pilates, CPR, and first aid classes. Student Government Algoma University supports two student associations: the Algoma University Student Union (AUSU) and the Shingwauk Anishinaabe Student Association (SASA). The university provides qualified support staff to assist the student government with the administration of the student health plan and to act as a liaison between student government and university administration. University staff work with student government to ensure the union is aware of their roles and responsibilities as student advocates, and to ensure the student government prepares an annual budget and holds annual elections. English as a Second Language Program The Sault Program for English Language Learning (SPELL) is a university-preparatory, non-credit program available to ESL students who have met academic requirements, but require proof of language proficiency to begin degree program studies. SPELL integrates all key language skills including grammar, writing, reading, listening, speaking, and pronunciation into its curriculum. The SPELL program acts as a student support system by providing an additional entry pathway into degree programs, particularly for international students.

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8.8 Policies on Faculty

Algoma University policies governing:  academic/professional credentials required of present and future faculty teaching courses in the program; • academic/professional credentials required of faculty acting as research/clinical/exhibition supervisors; • the requirement to have on file evidence supplied direct to the organization from the granting agency of the highest academic credential and any required professional credential claimed by faculty members;

Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

ARTICLE 12: APPOINTMENTS: PRINCIPLES AND PROCEDURES (last rev. 2006) PRINCIPLES: 12:01 All appointments are to be made on the basis of open competition. 12:02 In filling all academic positions, first consideration will be given to a candidate’s teaching record and aptitude. All departments recruiting new faculty must make every reasonable effort to determine the candidate’s teaching abilities and potential and to evaluate the candidate’s research/scholarship record and potential. Normally, faculty must have a terminal degree in their discipline, and librarian members must have an initial undergraduate degree and an MLIS from an accredited library school. See Articles 2:03 through 2:05 for a definition of teaching, research/scholarship and service. 12:03 The following qualities, in decreasing order of importance, shall be sought for in judging candidates: (a) A commitment to undergraduate education, including a focus on the student and a willingness to participate actively in program development. (b) An excellent teaching record and/or a prospect of teaching excellence. (c) A research/scholarship record and/or a prospect of a sustainable research/scholarship record, with demonstrated academic currency, depth, and integrity within his/her field of interest. (d) Demonstrated service in prior institutions or a prior workplace or in the community. 12:04 In the case of applicants for full-time positions, all other factors being equal, candidates who hold Canadian citizenship or landed immigrant status will be given first consideration. PROCEDURES: 12:05 Authority to Recruit 211

Recruitment of staff, whether for new appointments or replacements, requires the authorization of the President.

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Faculty Hiring Policy

Category: Faculty Number: FA2 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define the expected academic and professional credentials required of faculty teaching and/or acting as research/clinical/exhibition supervisors at Algoma University and to define the method for verifying such credentials.

Scope:

This policy is applicable to all faculty university-wide.

Policy:

All faculty appointments at Algoma University are made on the basis of open competition. Normally, faculty teaching and/or acting as research/clinical/exhibition supervisors must have a terminal degree in their discipline. The collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association provides a list of additional qualities such as excellent teaching and research records which will be considered in addition to degree requirements when short-listing candidates. In some disciplines, professional credentials may also be required, and will be determined by the department on a case-by-case basis.

Each academic division will engage in an annual planning process and will submit its hiring priorities to the Academic Planning and Priorities Committee (AppCom). AppCom will then submit its hiring priorities to the President, who will receive and evaluate the requests for new appointments for verification of budgetary approval. The Office of the Dean will oversee the process of advertising faculty positions in accordance with the current collective agreement. 213

The President will receive hiring recommendations from the Divisional Appointments Committee via the Office of the Dean. The President will issue a letter offering an appointment to selected candidates.

The Office of the Dean shall maintain on file an official copy, supplied directly by the granting agency to the Office of the Dean, of the highest academic credential, or any other professional credential, claimed by all faculty members for purposes of verification.

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Algoma University policies governing: • the regular review of faculty performance, including student evaluation of teaching and supervision; • the means for ensuring the currency of faculty knowledge in the field;

Excerpts from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

2:04 Research and scholarship are mainly assessed by evidence of active ongoing engagement in the advancement of knowledge. Such ongoing engagement may be measured by the quality of published work and by achievement in the competitions of national granting agencies. Distinguished performance in the arts or in literature falls within this category, as does distinguished intellectual work in one’s professional field. In what follows “scholarship” and “research” are illustratively but not exclusively defined. “Scholarship” should be understood to include editorial and refereeing duties, papers delivered at professional meetings; the publication of texts and other such expository works in the preparation of substantial and innovative syllabi for new programs or courses not habitually taught in Canadian universities; the development of software, hardware or equipment as teaching aids; scholarly contributions to pedagogy; creative works such as writing, the production of artwork in other media, and performance, when that work is published or otherwise presented to the public (e.g. in performance); conducting studies and research for university institutes and for professional and community organizations; obtaining additional advanced degrees or professional designations. “Research” includes work which creates new knowledge in a particular field of fields. Evidence of research may include the publication of books, case studies, monographs and contributions to edited books or papers in refereed journals.

ARTICLE 13: PEER REVIEW COMMITTEE (last rev. 2006)

13:01 Duties of the Committee The Peer Review Committee is a Standing University Committee whose responsibility is to forward recommendations in relation to the following: (i) preliminary review of probationary candidates (ii) formal review of probationary appointments (iii) awarding of tenure (iv) awarding of promotions (v) awarding of sabbatical leave (vi) reviewing of sabbatical reports (vii) academic freedom issues

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(viii) such other areas as may mutually be agreed upon by Administration and the AUC Faculty Association. 13:02 (a) The Committee shall be elected every year from and by the faculty and librarian members of Algoma University College, exclusive of those academic staff on limited-term contracts. No members of the Committee may be untenured and the President of the Association is not eligible to serve on the Committee. After four consecutive years of service a member shall be ineligible for the subsequent four years. (b) It is the responsibility of the Chair of the Peer Review Committee to arrange for the election of Committee members. Elections shall be conducted by March 31st. Committee members will serve for two-year terms. The Committee shall conduct elections in a way to ensure that no less than two-fifths of the membership represents continuity from the previous year. (c) The Committee shall consist of five regular members in addition to the Academic Dean and three alternate members who shall sit on the Committee as provided for in Article 13:04. In the event that additional alternates beyond the three initially designated are needed, the full results of the vote shall be maintained, and new alternates shall be added to maintain three alternatives in descending order of vote, consistent with 13.04 b). The Dean shall act as Chair of the Committee in a non-voting capacity. In the case of decisions regarding library members the Director of the Library shall serve as the non-voting Chair of the Committee. A faculty member will be elected Deputy Chair of the Committee. The Dean’s office will be responsible for calling and arranging the first meeting of the Committee. The Dean’s office will also be responsible for providing archival, and secretarial and clerical support for and during the Peer Review Committee meetings. The Dean’s office will provide: (i) All materials pertaining to the applications that will be the responsibility of the Committee. (ii) A set of procedures and guidelines for Committee operation. (d) Deliberations prior to a final vote and final votes of the Peer Review Committee will be held in camera and chaired by the Deputy Chair. The Dean will absent himself/herself from the portion of any meeting where a vote is taken. At this point, the Deputy Chair will assume the seat of Chair. Voting shall be in camera. (e) Subject to the provisions of 13:02 (a), members shall be elected in the following manner:

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(i) Each full-time academic staff shall be entitled to vote for up to six members. A member may not cast more than one vote for any individual member. (ii) The one or two members receiving the highest number of votes in each of the three divisions (one member each from Humanities, Social Sciences and Natural Sciences) shall be declared elected as regular members, paying due attention to having each Division represented on the Peer Review Committee. (iii) The one, two or three faculty members receiving the highest number of votes exclusive of any of the members elected as in 13:02 (e) (ii) above shall be declared elected as regular members. (iv) The three faculty members receiving the highest number of votes exclusive of any of the members elected as in 13:02 (e) (ii) or (iii) above shall be declared elected as alternate members. (v) No faculty member may refuse to serve on the Committee. 13:03 Operation of the Committee (a) The quorum of the Committee shall be five (5) voting members. (b) In all cases involving tenure, promotion and formal probationary reviews applications, four (4) affirmative votes are required for a positive recommendation from the Committee. In all other cases, a simple majority of those present shall suffice. (c) The Committee shall in all cases work diligently to reach a determination, whether positive or negative. (d) Candidates have the right to review their Peer Review Committee Summary Report on file in the Dean’s office after the Committee makes its recommendation. The documents and deliberations of the Peer Review Committee are confidential to that Committee. (e) All files of the Peer Review Committee shall be kept in the Dean’s Office. See Article 22 for details regarding access and duration. 13:04 Role of Alternate Members (a) Alternate members shall serve in the place of regular members only in the event of: a prolonged absence of a regular member through illness or professional commitments; when a regular member is himself/herself the subject of the Committee’s deliberations; when a regular member is himself/herself in a conflict of interest situation; when a regular member has resigned from the University or becomes an academic administrator prior to the expiration of his/her term of office; when alternates are needed to expand the Committee. In the event that an alternate member fills a vacancy on the Committee created by resignation of a regular member, he /she shall be considered a regular member.

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(b) Alternate members shall be chosen to serve in order of votes cast in the election establishing the committee. Three alternatives shall initially be designated, but the election results shall be retained in the event that further alternate members are needed. ARTICLE 14: RENEWAL OF PROBATIONARY APPOINTMENTS (last rev. 2006)

14:01 Procedures for Preliminary Review (a) All probationary appointees will undergo a preliminary review by the Peer Review Committee during the candidate’s second year of appointment whereby the Peer Review Committee will evaluate the candidate’s accomplishments against the University’s expectations as outlined in the letter of appointment. (b) The Academic Dean will advise the probationary faculty of the preliminary review requirements by July 1st or January 1st of the second year of hire, whichever date is closest to the 12-month mark of employment with the University. The review will take place within 12 weeks of this date. (c) The Academic Dean will provide the Peer Review Committee with an outline of the expectations within the letter of appointment at the time of hire. The Peer Review Committee will consider the member’s first Annual Report, the member’s teaching evaluations for the first twelve months of employment, and any other material the candidate wishes to submit. (d) As part of its deliberations, the Peer Review Committee will meet with the candidate to discuss any performance-related issues relevant to the review by October 1st or April 1st of each year. (e) The preliminary review will culminate with a letter of evaluation by the Peer Review Committee being placed in the probationary member’s file by October 1st or April 1st of each year. The evaluation letter will identify areas of concern, if any, that the candidate will need to address in preparation for the formal review following the second year of the appointment. The candidate has the opportunity to place a written letter of commentary to be attached to the Peer Review Committee’s letter in his/her file. 14:02 Procedures for Formal Reviews (a) The Academic Dean will advise the probationary faculty of the formal review requirements by July 1st or January 1st of the third year of hire, whichever date is closest to the 24-month mark of employment with the University. All candidates wishing a formal probationary review will submit a letter of intent to the Academic Dean by the next August 15th or March 15, respectively. Any candidate not submitting a letter of intent will be deemed not to be seeking renewal and will not be considered for renewal. Their probationary contract will terminate on June 30 of the successive year.

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(b) It is the candidate’s responsibility to provide the Peer Review Committee with information for it to make a reasoned evaluation with respect to the criteria. By September 1st or April 1st of their third year of employment, the candidate shall supply the Peer Review Committee with: (i) A copy of his/her current curriculum vitae using the stipulated format; (ii) The member’s annual reports; (iii) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her teaching responsibilities, including a teaching dossier if available; (iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly and community activities, including copies of publications if available; (v) Any other information which the candidate feels would aid his/her case. (c) The Peer Review Committee shall solicit all other relevant information which it deems necessary for its deliberations. This will include: (i) Signed letters of reference from other faculty members as appropriate; (ii) Written and signed testimony from all relevant parties including faculty, students, administrative personnel and support staff; (iii) A written evaluation prepared by the Dean; (iv) The testimony of such witnesses as may be called or asked to appear; (v) The candidate’s letter of appointment expectations; (vi) The candidate’s letter of evaluation from the Preliminary Review conducted by the previous year’s Peer Review Committee, with any letter of commentary from the candidate that might be attached. (vii) Copies of his/her course evaluations including statistical analysis for all courses taught during the probationary period; (viii) Any material placed in the member’s personnel file relating to any matters of discipline arising out of the member’s teaching, service or other performance. (ix) Any other information the Committee considers relevant. Third party information is acceptable if two independent witnesses corroborate the information. (d) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate to discuss the dossier by October 15th or May 15th. (e) To receive recommendation for renewal, the member must show reasonable progress towards fulfilling the criteria for tenure/permanence as outlined in Article 15:04. (f) The Peer Review Committee will recommend in its report one of: (i) Renewal of probationary appointment for a period of two years;

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(ii) Renewal of probationary appointment for a period of one year, subject to a second review with a maximum of one further one-year renewal, subject to review by the Peer Review Committee; (iii) Non-renewal of appointment. (g) Before the Peer Review Committee recommends non-renewal of appointment, the Committee shall provide the candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee. (h) The Peer Review Committee will forward to the President, by November 15th or June 15th, a written report from the Committee including its recommendations. Attached to the report will is the full written file considered by the Committee. (i) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request. (j) If the recommendation from the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. The President shall give notice, by registered mail date-stamped no later than January 5th or August 1st, to the faculty member or librarian of the Board’s decision no later than January 15th or August 15th of the academic year in which the existing appointment is to terminate. Failure to notify the faculty member or librarian by January 5th or August 1st will result in the renewal of the appointment for the succeeding year. (k) A decision may be appealed only on the grounds outlined in Article 15:06. A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President.

14:03 The Formal Review Appeals Tribunal (a) The Formal Review Appeals Tribunal shall be a Tribunal consisting of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association. The Formal Review Appeals Tribunal shall be chosen from among the full-time faculty members at Algoma University College. No person who has been involved in the Formal Review in any way shall serve on the Tribunal. (b) The Formal Review Appeals Tribunal shall be constituted and shall meet within 14 calendar days of an appeal being filed. It must report a decision within an additional 28 days. (c) The Formal Review Appeals Tribunal may sustain an appeal on the grounds of: (i) procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the probation process. 220

(d) If an appeal is sustained, the Tribunal may decide to: (i) refer the application back to the Peer Review Committee for immediate reconsideration; or (ii) recommend renewal of probationary appointment for a period of one year, subject to a second review by the Peer Review Committee and with a maximum of one further one-year renewal; or (iii) Uphold the decision of the Peer Review Committee, on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUCFA and the President. The decision of the Tribunal shall be final and binding on all parties and shall be implemented by the President.

ARTICLE 15: TENURE (last rev. 2006)

15:01 An appointment with tenure is considered the ultimate safeguard of academic freedom for full-time academic staff appointees. It constitutes a mutual undertaking on the part of the individual that he/she will perform conscientiously the functions of a teacher and a scholar, the University, will ensure that each full-time member of the academic staff may continue to enjoy academic freedom with an appointment that shall be terminated only in accordance with regulations relating to resignation, retirement, financial exigency or dismissal for cause. 15:02 (a) A faculty member holding a probationary appointment shall be considered for tenure during their fifth year of service, but may be considered after fewer than four entire years of service as follows: (i) Any faculty member holding the rank of associate or full professor, or who held a tenured appointment at another institution immediately prior to his/her present appointment, shall become eligible to apply for tenure after one year of service. (ii) Any faculty member holding the rank of assistant professor or lecturer shall become eligible to apply for tenure after three years of service. (iii) Notwithstanding the above, any faculty member having two years or more of full-time university teaching experience elsewhere shall become eligible to apply for tenure after two years of full-time teaching, or its equivalent, at Algoma University College. (b) In the above, full-time teaching shall not include periods of leave under Articles 18:02, 18:04 and 18:05, but will include service as Divisional Chair under Article 6:05 (c). (c) A new appointment may be made with tenure in accordance with Article 11:02. 15:03 Probationary Appointments: Librarian Members (see Article 11:05) 15:04 Criteria for Granting of Tenure / Permanence 221

(a) Tenure/permanence is in no sense the right of an academic staff member who has served his/her time of probation. The performance of the academic staff member shall be assessed in accordance with the following criteria listed in the order of priority with modification as noted in (v). (i) Teaching effectiveness which shall include knowledge of the subjects taught and ability to communicate to students; (ii) Research and scholarly work, including but not limited to completion of advanced degrees; (iii) Service, comprised of:  contributions to the University including but not limited to committee work;  public service and contribution to academic and professional bodies including AUCFA, OCUFA, and CAUT;  service to the wider community; (iv) Professional conduct; (v) In the case of librarian members, item (i) shall be modified to include emphasis on professional competence in contributing to effective library functioning and ability to communicate with faculty/students. (b) Failure to conform to conditions specified in the letter of appointment or conditions established by the Peer Review Committee will normally result in denial of tenure/permanence, but exceptional circumstances will be taken into consideration by the Peer Review Committee. 15:05 Operation of the Tenure System (a) By June 1st of each year, the Academic Dean will notify all candidates who are in their fifth year of employment and who are eligible for tenure in the upcoming year. All candidates wishing to be reviewed for tenure will submit a letter of intent to the Academic Dean by July 15th of their fifth year of employment. Any candidate not submitting a letter of intent will be deemed not to be seeking tenure. (b) It is the candidate’s responsibility to provide the Peer Review Committee with information for it to make a reasoned evaluation with respect to the criteria. By either September 1st of their year of application, the candidate shall supply the Peer Review Committee with: (i) A copy of his/her current curriculum vitae in the standard format; (ii) Copies of his/her Annual Reports for each year of probation; (iii) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her teaching responsibilities, including a teaching dossier if available;

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(iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly activities and service to the community, including copies of publications if available; (v) Any other information which the candidate feels would aid his/her case. (c) The Peer Review Committee shall, by September 15th solicit all other relevant information, which it deems necessary for its deliberations. This will include: (i) Letters of reference from other faculty members as appropriate. Written testimony from all relevant parties including faculty, students, administrative personnel and support staff; (ii) A written evaluation prepared by the Dean; (iii) The testimony of such witnesses as may be called or asked to appear; (iv) The candidate’s Letter of Appointment; (v) The candidate’s previous assessments from the Peer Review Committee; (vi) Copies of the candidate’s course evaluations for all courses taught during the probationary period, provided by the Dean’s Office; (vii) Any material placed in the candidate’s file relating to any matters of discipline arising out of the member’s teaching, service or other performance; (viii) Any other information the Committee considers relevant. (d) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate to discuss the dossier by October 15th. (e) Before arriving at a negative recommendation, the Committee shall provide the candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s written response, if any, shall be given to the Committee within 14 calendar days after having received the information unless a longer time is granted by the Committee. The Committee will reconsider the file based on the written response, if any. (f) The Peer Review Committee will forward to the President, by November 15th, a written report from the Committee including its recommendations. The President will have access to the full written file considered by the Committee. (g) The Peer Review Committee will recommend in its report either: (i) Grant tenure; (ii) Deny tenure; (iii) For a candidate prior to his/her fifth year of service, defer consideration of tenure for an additional year. (h) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request. (i) If the recommendation of the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. The President shall give 223

notice to the faculty member or librarian by registered mail date-stamped no later that January 5th of the academic year in which the existing appointment is to terminate. Failure to notify the faculty member or librarian by January 5th will result in the renewal of the probationary appointment for one succeeding year. (j) A candidate who has been denied tenure by the Peer Review Committee may appeal only on the grounds outlined in Article 15:06. A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President. (k) Tenure shall officially take effect on the first day of either July or January following affirmation by the President of the tenure appointment. 15:06 The Tenure Appeals’ Tribunal (a) The Tenure Appeals’ Tribunal shall be a tribunal consisting of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association. The Tenure Appeals’ Tribunal shall be chosen from among the full-time faculty members of Algoma University College. No person who has been involved in the tenure process in any way shall serve on the Tribunal. (b) The Tenure Appeals Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the filing of an appeal. It must report the decision within an additional 28 days. (c) The Tenure Appeals Tribunal may sustain an appeal on the grounds of: (i) procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the tenure process. (d) The Tenure Appeal Tribunal may decide to: (i) Refer the application back for immediate reconsideration by the Peer Review Committee; or (ii) Recommend renewal of the appointment for a one-year limited term, with application for tenure to be considered again by the following year’s Peer Review Committee; or (iii) Uphold the decision of the Peer Review Committee on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect the decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUCFA and the President. The decision of the Committee, which shall be final and binding on all parties, shall be implemented by the President. 15:07 If a faculty member has been denied tenure/ permanence, and if he/she desires to appeal, and if the outcome of such appeal will not be known by March 1, the member will be offered a one year limited term appointment for the next contract year.

ARTICLE 16: PROMOTION (last rev. 2006)

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16:01 Preamble The work of an academic member of a modern university falls into a number of categories – teaching, scholarship and research, professional activities, work at the departmental, divisional and university levels, and activities related to the community. It is generally accepted that contributions to teaching, scholarship and research should receive paramount consideration in any promotion, but that recognition must also be given for valuable contributions to the university, for professional achievement, and for contributions to the community. For a definition of teaching, scholarship/research and service, see Article 2:03, 2:04 and 2:05. 16:02 Promotion is in no sense automatic, that is depending only on length of service at this university or other universities. A Faculty member shall ordinarily spend a minimum number of years in each rank before becoming eligible for the next highest rank and must expect to demonstrate a standard of effectiveness appropriate to the rank sought. The criteria are suggested as general guidelines for the Peer Review Committee when considering minimum qualifications of faculty relative to the indicated ranks. These guidelines are not intended to be used as rigid formulae; each application will be considered on its own merits and special types of experience or achievement will be given their own weighting. The following points should be noted. (a) It does not follow that faculty who have these qualifications may claim a right to promotion. These criteria are minimal; they or their equivalent will normally be required before an application can be examined. (b) Requests for accelerated promotion will be considered on their merits where exceptional grounds exist. (c) Any particular degree will be evaluated in relation to the standards of the best Canadian degree at the appropriate level. (d) A decision to promote shall be based solely on professional merit. 16:03 Criteria for Promotion (a) From Lecturer to Assistant Professor The possession of a PhD or equivalent, such as the normal terminal degree in a specific discipline or area, and relevant experience at Algoma University College may entitle a lecturer for consideration for promotion to the rank of assistant professor. Performance shall be evaluated primarily in terms of teaching effectiveness. Scholarship/research and service will also be recognized. Letters of reference from members of the University Community may be solicited. Normally an individual will spend no fewer than two years and no more than six years at the lecturer’s rank. (b) From Assistant Professor to Associate Professor Normally for such promotions, five years experience at the rank of assistant professor, including a minimum of two years’ experience at Algoma University, 225

and possession of the Ph.D. or its equivalent, are required. In the absence of the Ph.D., ten years of experience at the rank of assistant professor are normally required, including a minimum of four years at Algoma University College. In both cases a high degree of effectiveness in teaching and satisfactory performance in research/scholarship must be demonstrated. Service will be taken into consideration. (c) From Associate Professor to Full Professor A doctorate is normally required for promotion from Associate to Full Professor. Years of service alone do not qualify an individual for promotion to Full Professor. While valuable contributions may accelerate the process, normally eight years of service as Associate Professor are required for promotion, with five of these years being at Algoma University College. A high degree of effectiveness in both teaching and research/scholarship is required for promotion beyond the rank of Associate Professor. Performance in service must be satisfactory. The Committee will seek at least two external referees to provide a written evaluation of the candidate’s dossier as forwarded by the Peer Review Committee. The candidate has the right to nominate one of the external referees. At least one of the external referees will be a Full Professor, in the same field and at another university. Achievements must be of sufficient significance to be recognized both within and beyond the Algoma University College community. 16:05 Operation of the Promotion System for Academic Faculty Members (a) Applications for promotion will be considered by the Peer Review Committee. In every case, the onus will be on the members to ensure that their application is complete. Academic staff members desiring consideration should submit their applications to the Dean by December 15; the Dean shall forward all applications to the Committee. (b) The Committee shall request and receive all relevant information which it deems necessary for its deliberations. (c) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate by March 1 to discuss the dossier. (d) Before the Peer Review Committee recommends non-awarding of promotion, the Committee shall provide the candidate with detailed written information as to its reasons and invite the candidate’s response. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee. (e) The Peer Review Committee will forward to the President a written report from the Committee including its recommendations. The President shall have access to the full written file considered by the Committee. (f) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request.

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(g) If the recommendation of the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. (h) A negative decision may be appealed only on the grounds outlined in Article 16:07 (b). A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President. (i) All promotions recommended by the Committee and approved by the President or so ratified following a successful appeal against an adverse recommendation, shall take effect on the July 1st immediately following the Committee’s term of office. 16:07 The Promotion Appeals’ Tribunal (a) The Promotion Appeals’ Tribunal shall consist of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association Executive. The Promotion Appeals’ Tribunal shall be chosen from among the full-time faculty members at Algoma University College. No person who has been involved in the promotion process in any way shall serve on the Promotion Appeals’ Tribunal. (b) The Promotion Appeals’ Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the lodging of an appeal. It must report a decision within an additional twenty-eight (28) days. (c) The Promotion Appeals Tribunal may sustain an appeal on the grounds of: (i) Procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the promotion process. (d) The Tribunal may decide either to: (i) refer the application back to the Peer Review Committee for reconsideration; or (ii) award the promotion; (iii) uphold the decision of the Peer Review Committee on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, AUCFA and the President. The decision of the Tribunal, which shall be final and binding on all parties, shall be implemented by the President. ARTICLE: 19:00 Annual Report of Activities and Teaching Evaluations

19:01 Annual Report (a) Each Faculty and Librarian Member shall submit a copy of an Annual Report of Activities to the Divisional Chair or Director of Library and the Academic Dean by 227

May 5 of each year. The Annual Report shall include a statement of activities for the previous May 1 to April 30 period. This Annual Report is a required component in Peer Review. The Annual Report must include an updated CV. (b) The Annual report, which shall be completed on a standardized form supplied by the Dean, shall include the following information: (i) Teaching responsibilities including courses taught and supervision of fourth-year or graduate students, OR Librarian’s professional responsibilities, with particular reference to all assigned duties and responsibilities (ii) Publications (iii) Conference papers, presentations, exhibitions given (iv) Research, creative or other scholarly work in progress (v) Research grants and contracts awarded or ongoing name of granting body, research title, amount and date awarded (vi) Graduate degrees awarded or graduate studies in progress, and the expected date of completion, university, and title of thesis (vii) Awards and other honours received (viii) Departmental, Library, Senate, Board, Association and other University activities (ix) Contributions to the Member’s profession (x) Contributions to the Member’s community (xi) Outside professional activities as detailed in article 6:06 (c). (xii) An updated CV. c) No information in the Annual Report shall be used for external communications except with the approval from the member concerned. Faculty members are encouraged to develop a full teaching dossier as supportive material to this report. The teaching dossier might include some of the following, but is not limited to these items: - teaching evaluation scores - sample student work - documented assistance provided by professor to students - documented assistance provided by professor to peers - descriptive material on courses taught - report on pedagogical successes, innovations, etc. 228

- report on use of technology and other teaching/learning aids - efforts to evaluate and improve one’s teaching - research on pedagogy - linking research to teaching - preparing a textbook or other instructional materials - participating in course or curriculum development - honours received from students or colleagues (“teacher of the year”) - reports from employers of students (e.g. co-op situation) - peer classroom evaluations 19:02 Teaching Evaluations (a) Particular teaching performance levels by faculty are expected by the University, by colleagues, and by students. Such performance is evaluated through peer review and student teaching evaluations. (i) The University will coordinate student teaching evaluations in order to assess a Faculty member’s teaching performance. The teaching evaluations and their administration shall be in accordance with the regulations below. (ii) The teaching evaluation form to be used for the term of this agreement is included as an Appendix A. (iii) Up to 20 minutes of scheduled class time, in the last 2 weeks of a course, must be used for filling out evaluation questionnaires. A student is designated to undertake the task of circulation and assembling of the document. The Faculty Member shall not be present while questionnaires are being filled out in his/her classes. After questionnaires have been completed, they shall be placed in a sealed envelope. Course instructors shall not receive any information, which would disclose the identity of students who completed the questionnaire. (iv) Faculty members will receive tabulated results from their questionnaires, including retyped student comments, following submissions of their grades. (v) Teaching evaluations will be used as part of an application for contract renewal, tenure or promotion, or as information for any other assessment of the member’s teaching performance. (vi) Given the current small size of our teaching faculty complement, it is agreed that the most important component of the teaching evaluation score is the absolute score of that faculty member. Prior to consideration

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of any candidate’s file in each year, the Peer Review Committee will determine a scoring level to benchmark satisfactory performance.

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Algoma University policies governing: • faculty teaching and supervision loads;

Excerpts from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

17:06 Workload (a) (i) Faculty workload consists of three principal areas of endeavour: 1) Teaching, 2) Scholarly Activity (defined as research, scholarship or creative activity), and 3) Service to the University and broader communities. (ii) Due to the small size of the University and the willingness of the members to offer a sufficient range of courses to maintain viable programmes, the normal teaching load defined in Article 17.06 (v) is somewhat high. As a consequence, it is recognized that less time may be devoted to other activities as specified in article 17:06 (a) (i) than is the practice at larger Canadian universities. (iii) Teaching will normally take place during the fall/winter terms, but may be subject to alternate scheduling as specified in Article 17:06 (a) and (b). Scholarly Activity and Service continue as year-round activities, with the exception of the annual one month vacation time. (iv) In addition to the academic activities specified above, the University requires that faculty be involved in the counselling and supervision of students. (v) The standard teaching load for all faculty is eighteen credits per year. In addition, for courses with a scheduled weekly three-hour laboratory, the laboratory will be taught by laboratory instructors except through prior special written arrangement with the Dean, in which case the faculty member instructing his or her own laboratory if approved will receive half an overload stipend or half an equivalent course credit reduction for so doing. In the case of team-taught courses, each Member shall receive credit for that portion of the course delivered by them, on a pro-rated basis. (vi) The staffing numbers of non-lecture teaching sessions, defined as laboratories, tutorials, seminars, thesis student supervision, field trips, experiential or other sessions which appear in the Calendar, shall be the responsibility of the Academic Dean. However, to ensure continuity with the lecture portions, all appointments shall be recommended by the Departments and Divisions concerned.

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(vii) It is recognised by the parties that certain positions require unusually large amounts of time to be performed effectively. Thus, the following positions are recognised to equate with teaching-load credits, as follows: Divisional Chairs - 6 credits per academic year AUCFA Executive - two 3-credit course load reductions per year

Such credits may be considered as part of the members’ standard loads (with consequent reduction in teaching duties) during the year(s) of service, or may be considered as overload, subject to the requirements of Article 17:06 (c). (viii) Full-time Faculty members shall have the right of first consideration for all academic credit courses, providing the course is within their area of expertise. (b) Assignment and Distribution of Workload (i) The teaching workload assignments of Members shall be recommended by the Department and Division, and approved by the Dean, who is responsible for ensuring that teaching assignments are fair and equitable. Factors to be taken into account when assigning a Member’s workload shall include, but not be limited to, a consideration of the following:  The number of new course preparations (in particular for new Faculty members)  Programme needs  Preparation and/or design of new academic programmes/certificates/degrees  Research commitments  Class size and assistance available  Teaching loads of the Member in previous years

(ii) Faculty Members may apply in writing to the Academic Dean, with a copy to the Divisional Chair, by April 15, requesting a reduction in assigned teaching duties for the following year. By May 15, following consultation with the Department and Division, the Dean shall reply in writing to this application indicating the member’s assigned teaching load for the forthcoming year, and giving reasons should the application be denied. Teaching load reductions must in all cases be justified by a corresponding increase in other duties, such as research, must be mutually beneficial to the University and the member, must be acceptable to the Department 232

and shall not jeopardize the delivery of the academic programme. Teaching load reductions are in no way an automatic entitlement. In the case of dispute, the Peer Review Committee will review the matter, and provide a written recommendation to the Dean. A member will reimburse the University for the cost of the teaching load reduction through monies received by the member from an external grant or through a salary reduction; such cost shall include cost of part-time faculty replacement at the time of the request, 12% mandatory employee related costs, plus 5% administrative fees on the estimated salary cost. Exact terms in each individual case will be negotiated between the University and the Association. (iii) It is understood that maximal class size may be established for certain courses based on the nature of the materials studied, the nature of the work requirements for students, size of facility available and issues of safety. Such decisions will be made by the Academic Dean following receipt of recommendations from Senate. (iv) The University recognizes the benefit for faculty members to have marking assistance in large-enrolment courses, and shall provide funds to enable faculty members teaching in excess of 125 students to access marking/grading assistance appropriate to their needs. The Member makes this request to the Academic Dean on the last add/drop day of classes. Upon this request and confirmation of the enrolment in the class, the University shall provide a minimum of $250.00 for marking/grading assistance or as a stipend to the faculty member. (v) The University reserves the right to cancel under-enrolled courses. Faculty members who have an under-enrolled course cancelled may choose to make up that teaching load in any subsequent term within the following eighteen months, failing which the Dean will assign an additional course to the Faculty member in consultation with the Department and Division concerned. Any courses voluntarily taken up or imposed in accordance with this clause shall not be considered to be overloads. (vi) A Faculty member is entitled to one non-teaching term in each academic year. This term may be fall, winter or spring. (vii) Each Department, in preparing its academic programme for each upcoming session, may – when it is academically advantageous – request that one of its full-time members distribute his or her workload so as to offer twelve (12) credits during the fall-winter session and six (6) credits

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during either the spring or summer sessions. No Faculty member shall be compelled to redistribute course load more than once every three years. (viii) In cases where no proposal for redistribution is forthcoming from a Department, and where the Dean believes redistribution is academically necessary or advantageous, the Dean may request that the Department reconsider giving written reasons for this decision. The Dean, upon recommendation from the Senate, may demand such redistribution when it is deemed to be in the best interest of academic planning. (ix) Faculty members may be excused from the obligations in Articles 17:06 (b) (vii) and (viii) in cases where it cannot be demonstrated that a redistribution of course load will result in academic advantage, or where a Faculty member can demonstrate that severe professional or personal hardship will result. (x) In consultation with the Department, the relevant Division and the Dean, and with their consent, a Faculty member may elect to redistribute their workload over the spring and one of the fall or winter sessions. In the event of such redistribution, the Faculty member will be available during the non-teaching term for Service, Scholarly Activities and student academic advising equivalent to those expected during a teaching term. Any vacation period will be scheduled for the non-teaching term. (xi) The University is committed to excellence in teaching and to promoting Scholarly Activities, as defined in Article 17:06 (a) (i). In recognition of this, Faculty members appointed to probationary (tenure-track) positions shall have two 3-credit course reductions to be used during their first three years of service, following consultation with their Department and approval by the Academic Dean. The request should be provided prior to April 15 in advance of the academic year in which the one or two 3-credit reductions are to be taken. Under the terms of this section, if the faculty member leaves the employ of Algoma University College within 12 months of taking a course load reduction, he/she will reimburse the University 100% of the cost of the sessional instruction for that course load reduction. c) Teaching Overload (i) A Faculty member may choose, but shall not be compelled, to teach overloads in any term. In no case will a Faculty member teach more than nine credits as overloads per twelve-month period. Faculty members may only teach two overloads in one term with prior written approval by the Dean.

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(ii) A Faculty member accepting an overload teaching assignment may elect for one of two possible methods of recompense. In accepting an overload assignment, faculty members may:  Elect to be paid at the current overload rate of pay (see Article 35:06). Overloads will be paid in one lump sum at the end of the contract. Or;  Arrange with the Divisional Chair and the Academic Dean’s prior approval that the overload teaching credits be banked for teaching relief at a future date. The maximum number of banked credits may not exceed 9 credits at any time.

(iii) When a Faculty member wishes to use banked teaching credits for a full research term with no on-campus presence for service or other faculty responsibilities, then the Member must provide a full research proposal to the Dean by April 15th of the full calendar year before such a research term would take effect. By May 15th, and following consultation with the Department and Division, the Dean shall reply in writing to this application and shall give reasons should the application be denied. A full research term must in all cases be justified by a corresponding increase in research, must be mutually beneficial to the University and the member, must be acceptable to the Department and shall not jeopardize the delivery of the academic programme. A full research term is in no way an automatic entitlement. In the case of dispute, the Peer Review Committee will review the matter, and provide a written recommendation to the Dean.

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Algoma University policies governing:

• faculty availability to students; and

Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

(i) Faculty shall accept responsibility for participation in the effective operation of the University. Faculty has a responsibility to remain current with academic regulations and program changes. Faculty shall attend advising sessions, shall maintain office hours for student contact (a minimum of two office hours per week for each 3-credit course taught), shall respond to student inquiries, shall supervise at examination times, and shall assume other responsibilities which have traditionally been accepted by faculty members.

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Algoma University policies governing: • the professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills, where appropriate.

Faculty Professional Development Policy

Category: Faculty Number: FA3 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define Algoma University’s commitment to ensuring excellent teaching by supporting faculty professional development.

Scope:

This policy is applicable to all full-time faculty university-wide.

Policy:

All full-time faculty members at Algoma University are provided with an annual professional allowance fund to be used for attendance at conferences, study leading to publication or formal presentation of professional papers, study for course preparation, professional tools, and/or professional membership fees. Specific details regarding criteria and amounts of the professional allowance fund are outlined in the current collective agreement.

Algoma University encourages faculty to participate in professional development related to curricular and instructional innovation. To this end, the university supports the activities of the Academic Standards and Teaching and Learning Committee of Senate which include organizing teaching forums and developing an Academic Learning and Development Centre/Teaching and Learning Centre. 237

Algoma University encourages faculty to participate in professional development related to the development and use of technological skills in the classroom. To this end, the university actively provides training sessions and resources to faculty through its Information Technology Services department.

Algoma University promotes the ongoing engagement of faculty in research and scholarship as a fundamental support of excellent teaching.

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8.10 Enrolment Projections and Staffing Implications

Staffing Requirements - Projected Cumulative Cumulative Full- Cumulative Cumulative Full- Ratio of Full- Enrolment* Time Faculty Part-Time Time Technical time Equivalents Faculty Support Students/Full- (F.T.E.)** Equivalents Assistance time Faculty (F.T.E.)*** (F.T.E.) Full- Part- Time Time **** Year 1 – 70 20 6 3.5 .5 11:1 2011/12 Year 2 – 94 26 7 3.5 .5 13:1 2012/13 Year 3 – 101 28 7 3.5 .5 14:1 2013/14 Year 4 – 101 28 7 3.5 .5 14:1 2014/15

*Cumulative enrolment was calculated based on the assumptions on the following page. **includes full-time Field Placement Coordinator. ***includes part-time Field Placement Coordinator in Timmins, and nine part-time instructors. **** Estimates for the number of part-time students are based on 22% of total actual students enrolled. This percentage is based on the average number of part-time students enrolled in other Algoma University programs at present, and could vary considerably once Algoma launches the proposed BSW professional program.

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The chart below provides enrolment projections using actual student numbers for years one through four of initial offering of the program.

Table One: BSW Enrolment Projections – First Four Years New New Total Year Total Students Total Total students – students – Two Year Three Students Enrolment Year One college Students (intake to Year Four (actual transfer (college professional students) into Year transfer years capped Two plus at 30 (Northern regular students/year) and Sault intake) College) 2011/12 30 10 35 25 0 90 2012/13 30 15 37 30 23 120 2013/14 30 20 42 30 27 129 2014/15 30 20 42 30 27 129

A longstanding demand for a Bachelor of Social Work program in the Algoma region will result in an initial intake in year 1 of at least 30 new first year students and 10 college transfer students. In addition, those students currently enrolled in the first two years of the Social Work program will be retained to complete their degree studies at Algoma University. The year one total enrolment is estimated to be 90 students.

Assuming a 73% retention rate between first and second year, and a 90% retention rate between years two, three, and four, along with an estimated steady-state intake of 30 new first year students and 20 college transfer students, the steady-state enrolment of the program will be reached by year three. In addition, it is estimated that approximately 25 students per year will be admitted to the professional social work program once the one-year post-degree BSW program is launched. At this point, steady-state enrolment for the entire program is projected at approximately 155 students, a number that is comparable to other northern Ontario Social Work programs.

Table Two: Steady State BSW Enrolment Projections BSW cohort – BSW one- Total Enrolment standard on- year post- (actual campus four- degree students) year cohort 2014/15 130 25 155 and beyond 240

9 Credential Recognition Standard

9.1 Program Design and Credential Recognition

Algoma University’s proposed Bachelor of Social Work (BSW) program was designed in consultation with other universities, community partners, accrediting bodies, and community agencies in Sault Ste. Marie and Timmins. Learning outcomes and standards are clear and consistent with other similar programs in the province of Ontario and across the country, and are aligned with the accreditation standards of the Canadian Association of Social Work Education, ensuring that graduates of the proposed program will be well-prepared for entry into professional practice in the field of social work, or for continued study in graduate school.

The proposed program was carefully benchmarked against the professionally-oriented honours undergraduate baccalaureate degree level standards of the Postsecondary Education Quality Assessment Board. In addition, research was conducted to compare the curriculum of the proposed program with other well-respected Bachelor of Social Work programs at other Canadian universities. By modeling a similar program structure, including a breadth of elective in the first two years of the program followed by a concentrated offering of social work courses in the professional years, the curriculum of the program is designed to facilitate credential transfer recognition by other postsecondary programs.

Algoma University’s proposed program is modeled on the Bachelor of Social Work program at the University of Northern British Columbia (UNBC). The northern focus and commitment to Aboriginal communities of UNBC’s program was reflective of the needs identified in the communities that will be served by Algoma’s proposed BSW program, making UNBC an ideal model. The curriculum of UNBC’s program is included on the next page for comparative purposes.

Leading academics in the field of social work guided the curriculum development for the proposed program as members of the Program Development Advisory Committee. Letters of support are included from participating institutions, including:  Sault College  Northern College  Anishinaabe People’s Council  University of Victoria  University of Northern British Columbia  Lakehead University  Carleton University

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University of Northern British Columbia Bachelor of Social Work Program Requirements

From UNBC’s website http://www.unbc.ca/calendar/undergraduate/undergraduate_programs/social_work.html

100 and 200 Level

SOCW 200-3 Introduction to Social Work Practice

SOCW 201-3 Introduction to Social Welfare

FNST 100-3 The Aboriginal Peoples of Canada

WMST 100-3 Introduction to Women's Studies

Upper Division Requirement

300 Level

SOCW 300-3 Social Work Communication Skills

SOCW 301-3 Critical Social Work Practice

SOCW 302-6 Social Work Field Education SOCW 310-3 First Nations Social Work Issues

SOCW 320-3 Critical Social Policy

SOCW 330-3 Social Work Research/Policy/Practice

SOCW 336-3 Social Work Philosophy and Ethics

400 Level

SOCW 401-3 Northern/Remote Social Work Practice

SOCW 402-15 Social Work Field Education 2

SOCW 420-3 Family/Child Welfare Policy SOCW 421-3* Human Growth and Development

* Please see note on SOCW 421-3 in the course description listings in this calendar.

Elective Courses

Fifteen (15) credit hours of Social Work electives. The elective courses are numbered in the 400 ranges, but may be taken by students enrolled in their third or fourth year of studies.

SOCW 422-3 Child Welfare Practice

SOCW 424-3 Child Welf/Sites of Resistance

SOCW 426-3 Current Issues in Child Welfare Practice

SOCW 432-3 Unemployment and Social Work

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SOCW 433-3 Women in the Human Services

SOCW 435-3 Community Social Policy

SOCW 437-3 Social Work with Groups and Communities

SOCW 438-3 Comparative Welfare Analysis

SOCW 439-3 Social Work/Law and the Justice System

SOCW 440-3 Social Work in Mental Health

SOCW 441-3 Social Work and Substance Abuse

SOCW 442-3 Social Work with Victims of Abuse

SOCW 443-3 Medical Social Work

SOCW 444-3 Social Work Critical Issues in Aging

SOCW 445-3 Social Work and Cross-Cultural Practice

SOCW 448-3 Inequality and Income Security

SOCW 449-3 Gender and Sexuality

SOCW 450-3 Social Work and Family Practice

SOCW 452-3 Social Work/Crisis Intervention

SOCW 454-3 Disability Issues SOCW 455-3 First Nations Governance and Social Policy SOCW 456-3 Family Caring Systems SOCW 457-3 Individual and Community Wellness

SOCW 498 (3-6) Special Topics

SOCW 499-3 Directed Readings

Elective Requirement

Electives at any level in any subject sufficient to ensure completion of a minimum of 120 credit hours.

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10 Regulation and Accreditation Standard

10.1.1 Current Regulatory or Licensing Requirements

Social work is a regulated profession in the province of Ontario. In order to call oneself a “social worker” an individual must be registered with the Ontario College of Social Workers and Social Service Workers (OCSWSSW).

The Ontario College of Social Workers and Social Service Workers protects the interest of the public by regulating the practice of Social Workers and Social Service Workers and promoting excellence in practice. If you obtained a degree in social work from a social work program accredited by the the Canadian Association for Social Work Education (CASWE) you will likely meet the academic requirements for the issuance of a general certificate of registration for social work.

Once Algoma University is granted candidacy status by CASWE, its BSW program will be added to the list of accredited programs offered in Ontario. At this point, Algoma University BSW graduates will be eligible to apply to register with OCSWSSW. Consultation with OCSWSSW has been sought to ensure that graduates of the proposed program will be eligible for practice as registered social workers. Refer to the Appendix 10.1.2 for a letter from OCSWSSW confirming the consultation. Students will be informed in a timely manner should any changes be made to the OCSWSSW professional practice requirements.

The Registration Guide for OCSWSSW is included in this appendix for reference.

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10.1.2 Letters of Support from Regulatory/Licensing Bodies

A letter from the Ontario College of Social Workers and Social Service Workers (OCSWSSW) is included for review.

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11 Program Evaluation Standard

11.1 Periodic Review Policy and Schedule

Algoma University’s policy on general principles and guidelines governing undergraduate program reviews is included.

Algoma University’s program review policy is consistent with the standards of the Council of Ontario Universities (COU) and the Ontario Council of Academic Vice-Presidents (OCAV). As a member of COU, Algoma University maintains rigorous quality assurance standards comparable to all other publically-funded Ontario universities.

Through its COU affiliation, Algoma University will be informed by the Ontario Universities Council on Quality Assurance (the Quality Council), a newly-created quality assurance body under the direction of OCAV, as they complete their recommendations on the establishment of a new quality assurance framework for undergraduate and graduate programs.

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ALGOMA UNIVERSITY

GENERAL PRINCIPLES and GUIDELINES

GOVERNING

UNDERGRADUATE PROGRAM REVIEWS

as approved by Senate

Revisions approved: April 3, 2009 Minor corrections approved: October 2002 Policy approved: January 2002

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I. GENERAL PRINCIPLES

The general aim of the review process is to consider the quality and relevance of the university's programs, and to see how well they are functioning within the resources and infrastructure that are in place. The principles for Algoma University’s review process are outlined below:

1) Algoma University will review its undergraduate programs on a regular basis, normally every five to seven years. Programs will be slated for review on a 7-year rolling cycle set by Academic Planning (AppCom). Regular external evaluations for the purpose of accreditation will substitute for the process outlined in these Guidelines. The Academic Dean must ensure that programs comply with the review process.

2) Algoma University will review its new undergraduate programs in the 4th year of operation, in preparation for a request for renewal of Ministerial consent through the Postsecondary Education Quality Assessment Board (PEQAB) within 5 years.

3) All program evaluations will employ external reviewers on a mandatory basis. The Department Chair will submit the names of three experts in the field to the Academic Dean, who will select the external consultants as soon as a program comes up on the schedule for review.

4) Consultation and co-operation amongst the department/program, the Division, the Curriculum Committee (when appropriate), AppCom, and Senate will be critical. AppCom will ultimately make the recommendations to Senate concerning the review follow-up process.

5) There must be mechanisms for the internal reporting of the review results. AppCom will address the final report to senior administration. AppCom will send summaries of the program review and associated action plan to the program, the Division, AU Senate, AU administration, and the Board of Governors. The complete document for each program review will be accessible for consultation by any member of the Senate and Board once the review has been completed.

6) Implementation of the recommendations of the review is primarily the responsibility of the Department Chair. There will be monitoring by academic bodies: i.e. the Divisional Chair and the Academic Dean, in collaboration with AppCom.

7) The Academic Dean is responsible for the application of the policy. In his/her Annual Reports to Senate and Board, the Academic Dean will include a list of the programs whose periodic reviews have been completed over the year, summarizing the results.

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II. REVIEW TIMETABLE FOR ANY GIVEN YEAR

March 1 The Academic Dean must notify the programs in writing of forthcoming review and provide it with criteria / preparing Self-Study Report.

August 1 The Department Chair submits names of recommended external consultants who are at arms length from the programs to the Academic Dean, who will select from the list and contact the consultant(s)

August 1 The Department Chair submits Self-Study Report to the Academic Dean. The internal review team is struck and coordinated by the Academic Dean.

Sept 15 to November 15 Period during which “Review Committee” work takes place, including the on-site visit of external consultant(s). Note: The Review Committee is made up of the internal members and the external consultant(s).

January 15 The report of the external consultant(s) and the internal reviewers is submitted to the Academic Dean, who immediately forwards it to the Department Chair and the Divisional Chair.

February 15 The Department Chair submits "Programs Response" to the Academic Dean, who shares it with Academic Planning for feedback.

March-April AppCom studies the report and any feedback, and formulates recommendations.

May AppCom recommendations go to Senate, and are forwarded to the Academic Dean and the Board.

III. THE PROCESS

A. CONDUCTING THE SELF-STUDY

The Divisional Chair will monitor the progress of the self-study and ensure it is completed in a timely manner. If the Divisional Chair is a member of a department under review, an alternative will be named by the Dean to perform in this capacity.

The department shall submit its self-study to the Academic Dean in three separate parts:

1) PROGRAM DETAILS: DESCRIPTION AND ASSESSMENT 253

2) CURRICULA VITARUM OF THE FACULTY 3) LIST OF PROPOSED CONSULTANTS

The entire self-study report is a background document. Given its nature, such a report can be adequately assembled in two months' time.

Departments will invite two upper-year students (one male, one female), who are majoring in a program offered by the programs, to participate directly in the preparation of Part (1).

1) PROGRAM DESCRIPTION

This section of the Self-study will not exceed 25 pages, although appendices can be as lengthy and specific as desired. Since it will be made available to AppCom, its content will, in a general sense, assist the Review Committee in examining the following aspects:

- Strengths and weaknesses of the department's teaching and research programs; - Assessment of staff and staff workloads; - Adequacy of resources provided; - Assessment of the learning outcome achievements of students/graduates; - Effectiveness of the organization of the department; - Relations of the department with other departments or programs; - Opportunities for improving the department's programs, through relations with other departments, and utilization of available resources; - Proposed plans for the future.

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FORMAT of the Program Description:

Introduction i. Brief listing of program(s). ii. Objectives of the program(s) and mission statement. iii. Learning outcomes of the program(s). iv. A summary of how the program(s) provides graduates with the knowledge and skill expectations consistent with the degree-level standard for the program (refer to Appendix B for degree-level standards). v. The pedagogical objectives of the department. vi. Review concerns (if any) expressed in previous appraisal, and actions taken. vii. Special matters and innovative features (if any). viii. Summary of the standards of any regulated regulatory, accrediting or professional associations (if any). ix. Assessment of the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice (if any). a. The Faculty

i. List of both full-time as well as part-time faculty, identify core, indicate impending retirements over next five years. ii. Research Funding - for past five years by source (granting councils, industry, government, foundations, other). iii. Current teaching loads, showing the number of courses taught by each faculty member. iv. Career-number, and current, supervisorship of bachelor's honours students, by faculty member (summary table). v. Indicators of how faculty have demonstrable currency in the field of specialization

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b. Physical Resources

i. Library resources - a summary statement on holdings pertinent to the program, collection policy, and expenditures for last five years (where available).

DO NOT SUBMIT DETAILED DOCUMENTATION ON LIBRARY HOLDINGS, but have available if required by consultants.

ii. Laboratory and computer facilities - major equipment available for use, commitments/plans (if any) for next five years.

iii. Space - list current faculty, laboratory, student and general research office space, commitments/plans (if any) for next five years.

iv. Technology – list current technology available for use, commitments/plans (if any) for next five years. c. Students

i. Satisfaction levels of current students. ii. Enrolment and graduations for past five years by program. iii. Educational and/or employment status and satisfaction level of students graduating over past five years. iv. Projected enrolments (FT;PT) for next five years, by program. v. Employer satisfaction with graduates. vi. OSAP default rate of graduates. vii. Samples of student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance according to degree-level standards. d. Program Regulations and Courses

i. Regulations for the program(s) including: admission standards and explanation of admission policies for each program; course requirements, examinations, evaluation procedures; thesis evaluation procedures, language requirements (if any), and other requirements; residence regulations.

ii. Total courses listed, including: courses actually offered with enrolments (past three years). 256

iii. Collateral and supporting departments: list only those involvements that are substantial, indicating the nature of the co-involvement (i.e. joint research, shared teaching, etc.).

iv. Course outlines and other documents relevant to the content of the courses.

v. Rationales for curriculum organization - requirements, relevance and justification of courses. How courses are related and how they build on previous learning. An indication of student outcomes (value added education).

vi. A summary of how the program meets or exceeds the learning outcome degree-level standards defined in Appendix B.

vi. A statement that explains how the program meets its pedagogical goals and how it fits into the mission of the University.

vii. Statistical summaries only of student course evaluations.

viii. Standards of any related regulatory, accrediting, or professional associations. e. Planning

i. Strengths and weaknesses ii. How do you plan to reach your goals iii. Conclusion

2) THE CURRICULA VITARUM OF THE FACULTY To be presented in the same format for all faculty listed and also to be presented separately from the section on the program.

3) THE LIST OF PROPOSED CONSULTANTS The list is to contain the following information organized in the following manner for each nominee: a. name

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b. rank/position c. institution/firm - current address, please also include telephone number d. degrees - designation, university, discipline, date e. professional experience/expertise relevant to the consultantship f. previous affiliation with University (if any), and association with individual members of the faculty, e.g. student/professor relationship, co-author, close personal friendship, etc. g. a statement confirming the proposed consultant is free of any conflict of interest as defined in the Conflict of Interest Policy for External Program Review Consultants in Appendix C of this policy.

With respect to the LIST OF PROPOSED CONSULTANTS, the Department/Division must:

a. present at least 4 nominations to Academic Planning b. designate the nominees by program c. not contact the nominees with respect to the nominations.

B. SUBMITTING THE SELF-STUDY

The department submits the self-study report and the names of external consultants to the Academic Dean, who will make the initial contact with the external consultants. The Academic Dean communicates with the external consultants and finds an appropriate time for the on site two day visit, and makes up an agenda to include:

- Meeting with Department Chair - Meeting with faculty members in the department/program - Meeting with students - Meeting with the Divisional Chair - Meeting with other persons, at the consultant's request - Visit of facilities, if desired

The Academic Dean's Office must make sure accommodations and travel arrangements are coordinated with visitors.

IV. THE REVIEW TEAM

The review team, a sub-committee of Senate which acts as a "clearing house" for all program reviews, consists of the external consultant(s); two Algoma faculty members who do not work in the program under review; and one student rep.

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The internal faculty members and student representative will be selected by the unit in consultation with the Academic Dean. There will be at least one woman on the review team. The members from other universities must be free of conflict of interest as defined in Appendix C of this policy.

The Committee will review the self-study submitted by the department, request any additional information that is needed, and then spend at least two days visiting the department. During the on-campus visit, the Committee will first meet in camera to discuss procedures, concerns and additional information that might be required. The Committee must then meet with faculty; staff, students within the department, the Divisional Chair; the Academic Dean; graduates of the program, employers of graduates, and with any other member of the university community that can provide information (e.g. Librarian, Director of Computing Services, etc.). On concluding the visit, the Committee must meet with the Academic Dean for a debriefing session to provide preliminary oral feedback on the outcome of the visit and an evaluation of the process.

THE REVIEW TEAM'S REPORT

The review team will produce one report. The main body of the report will be authored by the external consultant. The second part of the report will present the views of the internal faculty members and student representative. The report is to be submitted to the Academic Dean no later than six weeks after the on-site visit. The Academic Dean will forward the report to the department and to the Divisional Chair. The department will then have one month's time from receipt of the report to formulate an optional response to the contents of the report. The Dean will indicate a deadline for the submission of this response.

In cases where there is a department response, both the report and the response will reach AppCom. AppCom will study the documents and recommend an appropriate course of action to Senate.

As is the case for the OCGS and other external reviews, the review of academic quality for programs must provide for well-defined action as far as the programs are concerned. For example, OCGS reviews or other external evaluations (such as accreditation) result in the continuation of good quality programs, in the closure of unsatisfactory ones (which may, however be granted a period of time to improve their quality). An undergraduate program deemed unsatisfactory after the periodic review will be allowed an appropriate period of time for improvement. A follow-up review will then be conducted, within a prescribed space of time. The Academic Dean will monitor the program's progress both during and after the follow-up review.

Eighteen months following the completion of the review, the Academic Dean will contact the department to monitor implementation of the agreed action plan. This information will be 259

forwarded to the Divisonal Chair, who will bring it to AppCom for review; it will then go to Senate for consideration, discussion, and approval of recommendations.

The nature of the department's implementation of the original recommendation will have a definite impact on the budgetary exercise. However, depending upon the resources that are available at the time, the University will recognize achievement and success by means of forms of support for the department. The support may assume any number of guises. The process for follow-up will also include a re-evaluation of the department's previous category (i.e. consolidation, maintenance, major revision, etc.).

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Appendix A

Reference Material to be Provided to the External Consultants

- Consultant's Guidelines (see below).

- Tentative schedule of meetings.

- University Mission Statement and current Strategic Plan.

- Department's self-study.

- Undergraduate Program Review Document.

- Report from department's previous review.

- Enrolment data, current, projected and for the preceding seven-year period.

- A tabulation of current teaching loads, showing the number of courses taught by each faculty member.

- Information regarding the quality of teaching in the department (e.g. teaching awards to faculty, student evaluations of teaching).

- A grade distribution profile of undergraduate courses.

- Operating funds for the department (excluding salaries) with a breakdown of major budget categories.

- Other material will be made available during the consultant's visit as necessary. In addition, copies of accreditation reports or reports of departmental program appraisers may be made available if desired.

Guidelines for the Report by Reviewers:

The review team will prepare a report which addresses aspects of the department / faculty / university that influence the quality of the undergraduate program. The spirit of the review will be constructive. The report will state what the department has done since its last review. 261

The report will respond to issues identified in the department's self-study report and issues that arise during the site visit. It will provide a considered overview of the program's strengths and weaknesses, with supporting evidence. Recommendations to improve the program can be made, noting whether or not additional resources are required.

The reviewer's central objective is to assess how current offerings could better serve the students within the available resources. In light of financial restraints, it is not realistic to recommend increased faculty or resources, although some resources may be made available on a one time basis.

The report will include, but is not limited to, the following:

- an outline of the visit (who interviewed, facilities seen, other relevant activities); - consistency of the program with the general objectives of the institution’s mission and development plan; - appropriateness of the admission requirements, e.g. achievement and preparation, for the educational objectives of the institution and the program; appropriateness of the program’s structure and curriculum for its educational objectives; - appropriateness of the mode of delivery and the methods used for the evaluation of student progress; - appropriate utilization of the existing human/physical/technological/financial resources; - definition of indicators that provide evidence of quality of faculty, student clientele (applications and registrations), student quality, and the outcomes of the program (graduation rate, length of studies, etc.). - Assessment of the learning outcome achievements of students/graduates by comparison with – 1) program’s stated learning outcomes and standards; 2) degree-level standard (refer to Appendix B for degree level guidelines); 3) the opinions of employers, students, and graduates; and 4) standards of any related regulatory, accrediting or professional association(s). - Assessment of continuing relevance of program to the field of practice it serves.

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Appendix B

Degree-Level Standards

BACHELOR’S DEGREE: GENERAL

General Bachelor’s degree programs are normally designed to require some conceptual sophistication, and specialized knowledge in at least one discipline or field.

Such programs typically require less intensive disciplinary specialization than an academically- oriented honours program and less preparation for employment in a field of practice than a honours program in an applied or professional area of study.

In addition to personal and intellectual growth, the programs may prepare students for some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours program of study in the field.

Normally these programs do not prepare students for direct entry into graduate study. They are typically six to eight semesters in duration (normally 90 to 120 credits, or the equivalent).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge g. A general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline; h. A broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; i. An ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline; j. Some detailed knowledge in an area of the discipline; k. Critical thinking and analytical skills inside and outside the discipline; l. The ability to apply learning from one or more areas.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: c. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and d. Devise and sustain arguments or solve problems using these methods.

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Application of Knowledge b. The ability to review, present, and interpret quantitative and qualitative information to: iii. develop lines of argument; iv. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; and b. The ability to use a basic range of established techniques to: iv. analyse information; v. evaluate the appropriateness of different approaches to solving problems related to their area(s) of study; vi. propose solutions; and d. The ability to make use of scholarly reviews and primary sources.

Communication Skills The ability to communicate accurately and reliably, orally and in writing to a range of audiences.

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.

Professional Capacity/Autonomy b. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: iii. the exercise of personal responsibility and decision-making; iv. working effectively with others; d. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and e. Behaviour consistent with academic integrity and social responsibility.

BACHELOR’S DEGREE: HONOURS

Bachelor’s degree programs in this category are normally designed to require more conceptual sophistication, specialized knowledge, and intellectual autonomy than a general bachelor’s degree program. Students in honours bachelor’s programs learn by doing, with a focus on deepening their mastery of the knowledge and methods of the discipline and/or field. Such programs normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, or other research-based or performance-based exercises that demonstrate methodological competence and capacity for independent intellectual/creative work.

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In addition to personal and intellectual growth, academically-oriented programs are primarily designed to prepare students for entry into graduate study in the field, second-entry professional degree programs, or employment in a variety of fields, and they usually provide a deeper and broader disciplinary knowledge than an honours bachelor’s degree in an applied or professional area of study. They are typically eight semesters in duration (normally 120 credits, or the equivalent).

A profession-oriented honours bachelor’s degree is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented degree program but with the disciplinary content oriented to a professional field of practice. Students in professional programs learn by doing, with a focus on preparing for entry into a professional field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the professional field of practice. Professions are often practiced within in a regulatory framework, and programs may require accreditation by a regulatory body or professional association. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters or more in duration (normally 120 credits, or the equivalent) and may be supplemented by required professional experience (e.g., supervised practica or internships).

An honours bachelor’s program in an applied area of study is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented honours program but with the disciplinary content oriented to an occupational field of practice. Students in applied programs learn by doing, with a focus on preparing for entry into an occupational field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the occupational field of practice. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters in duration (normally 120 credits, or the equivalent) and may be supplemented by required workplace experience (e.g., two to four supervised co- operative work terms).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge

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g. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; h. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; i. A developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; j. A developed, detailed knowledge of and experience in research in an area of the discipline; k. Developed critical thinking and analytical skills inside and outside the discipline; l. The ability to apply learning from one or more areas outside the discipline.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: d. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; e. Devise and sustain arguments or solve problems using these methods; and f. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

Application of Knowledge b. The ability to review, present and critically evaluate qualitative and quantitative information to: v. develop lines of argument; vi. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; vii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; viii. where appropriate use this knowledge in the creative process; and c. The ability to use a range of established techniques to: v. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; vi. propose solutions; vii. frame appropriate questions for the purpose of solving a problem; viii. solve a problem or create a new work; and d. The ability to make critical use of scholarly reviews and primary sources.

Communication Skills The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences. 266

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: iv. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; v. working effectively with others; vi. decision-making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility.

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Appendix C

Conflict of Interest Policy for External Program Review Consultants

Category: Faculty Number: FA4 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define conflict of interest as it applies to academic peers serving as external consultants on academic program review committees.

Scope:

This policy is applicable to all academic peers nominated to serve as external program review consultants for an Algoma University academic program.

Policy:

Algoma University follows specific principles and guidelines for undergraduate program reviews. External consultants will comprise part of a program review team that will prepare a report which considers the quality and relevance of an academic program.

Individuals appointed to the program review team are expected to avoid conflict of interest and the appearance of conflict of interest between their duties as part of the program review team and their personal or business interests.

An actual or potential conflict of interest arises when an individual is placed in a situation in which his or her interests and experience appear to conflict with his or her responsibilities to the university. Employment or previous employment at a competitive or potentially competitive institution does not, in and of itself, constitute a conflict of interest.

Individuals appointed as external consultants on program review committees should not have had any past or current formal affiliation with the program under review, the university, or to program partners if applicable within the past seven years. Some examples of unacceptable connections include supervision, regular collaboration, former student, visiting/teaching, or co- authorship.

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External program review consultants who have any interest in a program by virtue of a past or current affiliation with the program under review within the past seven years, or who make public statements about a review in progress must decline acceptance as a member of the review team, or withdraw from the team. All individuals appointed to the program review team shall make full written disclosure to the university of any potential conflict of interest, within the terms of this policy, as soon as the individual becomes aware of the conflict of interest. Similarly, if a member of the program review team has evidence of a conflict of interest regarding an individual appointed to the program review team, the individual shall make a full written disclosure to the Dean of Algoma University. Such disclosure to the Dean must clearly state the details of any affiliation of a nature described in these guidelines. The Dean and the review team will collaborate and review any situations where there is a potential conflict of interest and will come to an agreement about the suitability of the candidate.

In accordance with these guidelines, the Dean will be responsible for notifying the external program review consultant should he/she determine that an actual or potential conflict of interest exists. The Dean will exclude or remove external program review consultants from the program review team as required under the terms of this policy. Algoma University will ensure that reasonable measures are taken to make certain the final composition of the program review team is free of any conflict of interest as outlined in this policy.

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12 Academic Freedom and Integrity Standard

1.1 Policy on Academic Freedom and Academic Honesty

12.1.1 Academic Freedom Policy

Algoma University’s Academic Freedom Policy is included.

Academic Freedom Policy

Category: Faculty Number: FA3 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define academic freedom and the rights and responsibilities of faculty members and researchers with respect to academic freedom.

Scope:

This policy is applicable to all persons engaged in teaching and research activities at Algoma University.

Policy:

Algoma University is dedicated to the pursuit of truth, knowledge and wisdom. Algoma University believes the common good of society depends upon the search for truth and its free exposition. The fundamental purpose of a university and its unique contribution are the search for new knowledge and the free dissemination of what is known. Academic freedom is essential to these endeavours, both in teaching and research, and in scholarly and creative work. 271

In accordance with the Canadian Association of University Teachers (CAUT) definition, “academic freedom includes the right, without restriction by prescribed doctrine, to freedom of teaching and discussion; freedom in carrying out research and disseminating and publishing the results thereof; freedom in producing and performing creative works; freedom to engage in service to the institution and the community; freedom to express freely one’s opinion about the institution, its administration, or the system in which one works; freedom from institutional censorship; freedom to acquire, preserve, and provide access to documentary material in all formats; and freedom to participate in professional and representative academic bodies”. Algoma University accepts this definition and, in addition, considers academic freedom to include freedom in publicizing, presenting, publishing, producing, and displaying creative works.

All members of the university are able, within the law, to pursue all avenues of inquiry; to teach and to learn unhindered by external or non-academic constraints; and to engage in full and unrestricted consideration of any opinion without fear of reprisal by Algoma University or any third party. This freedom extends not only to members of the university but to all who are invited to participate in its forum.

As members of a learned profession and as employees of Algoma University, faculty members may choose or be called upon to speak publically in an area of expertise. In these cases, Algoma University shall not impose supervision or other restraints; nor will it assume responsibility for what is said or written by a faculty member acting as a private citizen. However, as a person of learning, he/she shall exercise good judgement and shall make it clear that he/she is not acting as a spokesperson for the university.

The Algoma University collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association outlines the procedures to follow should a member of the university community believes that his/her academic freedom has been violated.

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12.1.2 Academic Honesty Policy

Algoma University’s Disciplinary Regulation on Academic Dishonesty is included.

ALGOMA UNIVERSITY (AU) ADOPTED BY ALGOMA UNIVERSITY SENATE – FEBRUARY 4, 2005 DISCIPLINARY REGULATION ON ACADEMIC DISHONESTY

Aim 1. a) The aim of the “Disciplinary Regulation on Academic Dishonesty” is to preserve the credibility of conferred certificates, diplomas or degrees by ensuring that the grade reports demonstrate the true competence and training of students. b) This regulation shall be interpreted and applied in a manner that is consistent with this aim. c) This regulation shall apply to any work submitted by a student in part or complete performance of any course requirement.

Definitions 2. For the purposes of this regulation, the following terms shall be defined as follows: “failing grade of X”: a grade of academic dishonesty for the course; “committee”: the Appeals Committee as provided by the regulations adopted by the AU-Senate Appeals Committee; “degree”: a certificate, diploma, degree or other attestation of academic accomplishment; “expulsion”: i. the denial of the right to enrol for a minimum of three semesters and a maximum of three years with no right to request readmission during the minimum period of expulsion; ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including any confirmation of previous studies or the completion of course equivalencies for his or her student record; iv. the cancellation of academic assessments previously completed for courses which have not yet been completed; v. the cancellation of enrollment in courses and activities which have not yet been completed; vi. the denial of any degree; and vii. the denial of all student rights and privileges. “probation”: a minimum of three semesters and a maximum of three years during which a student who has been found to have committed an act of academic dishonesty is subject to a

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further and greater penalty if he or she is found to have committed another act of academic dishonesty; “professor”: the person or persons given responsibility by a Dean for the conduct of a course with regard to offences under sections 5 to 10 of this regulation; “repeal of a degree or degrees”: the revocation of the degree by Senate upon recommendation by the AU-Senate Appeals Committee; “semester”: the period of an academic session from September to December, January to April, or May to August; “suspension”: i. the interruption of the enrolment or of the right to enrol for a minimum of one semester and a maximum of three semesters; ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including any confirmation of previous studies or the completion of course equivalencies for his or her student record; iv. the cancellation of academic assessments previously completed for courses which have not yet been completed; v. the cancellation of enrollment in courses and activities which have not yet been completed; vi. the denial of any degree; and vii. the denial of all student rights and privileges; and “work”: any activity, assignment, dissertation, document, essay, performance, presentation, project, rendition, thesis or any other work accomplished, performed, prepared or submitted by a student for evaluation

Determination of academic dishonesty 3. (a) Upon determining that a student has committed an act of academic dishonesty, the professor: i. shall assign a grade of “0” for the work in question; ii. may assign a grade of “0” for the course; iii. shall inform the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation.

b) If, in addition to the penalties set out in the above paragraph section 3 (a), the professor seeks to have imposed further penalties as set out in section 4 (a) iii to vi of this regulation, the professor shall make a recommendation for the application of a sanction of academic dishonesty to the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation.

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c) The AU-Academic Dean shall forward the prescribed form to the Secretary of the AU- Senate Appeals Committee and shall send a copy to the AU-Registrar. The Secretary of the AU-Senate Appeals Committee shall send a copy to the student.

d) When a hearing is held, the AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the professor.

e) The AU-Senate Appeals Committee may impose a combination of penalties for any single determination of academic dishonesty.

f) Where it is alleged that a student has committed an offence set out in sections 11, 12 or 13 of this regulation, the AU-Academic Dean or the AU-Registrar shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of the AU-Senate Appeals Committee on the prescribed form set out as “Appendix A” to this regulation. The Chair shall send a copy to the student. The AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the AU- Academic Dean or the AU- Registrar.

Penalties 4. (a) For the purposes of this regulation, the following penalties, in order of severity from least to greatest, shall apply when it has been determined by the Committee that the student is found to have committed an act of academic dishonesty: i. a grade of “0” for the work in question; ii. a grade of “0” for the course; iii. a failing grade of X for the course in which the offence was committed; iv. probation; v. suspension; vi. expulsion; and vii. repeal of the degree. b) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty. c) Suspension may be retroactive to the date of the infraction, may be immediate from the date of the decision, or may take effect at the end of the session from which the final decision is rendered. d) Repeal of the degree shall only be allowed when the act of academic dishonesty allowed the student to obtain the degree. e) Readmission after suspension shall be according to normal procedures to complete studies or to obtain the degree which may have been withheld during this period. f) Readmission after expulsion shall be subject to the absolute discretion of the Senate Committee on Academic Regulations and Petitions and, if granted, shall be subject to a

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period of probation as the Senate Committee on Academic Regulations and Petitions may determine in its absolute discretion. g) The mention of academic dishonesty shall be struck from the file of the student when the first of either of the following occurs: i. the student successfully completes all the requirements for graduation; or ii. a period of five years has elapsed since the determination of academic dishonesty.

Infractions 5. (a) A student shall not: i. falsify a work submitted for evaluation; ii. use in whole or in part the work or significant passages drawn from the work of another person, in a work submitted to evaluation, without having expressly identified these as quotations; iii. submit the same work or several similar documents to two or more professors responsible for a university activity for evaluation, without their knowledge of it; iv. submit for evaluation a work which contains data that the student has falsified; v. modify, without approval of the professor, a work already submitted for evaluation, in order to make corrections or additions; or vi. submit, without the approval of the professor, projects, essays, dissertations or theses for evaluation which have essentially been previously submitted for evaluation to the university or to another post-secondary institution with the intention of obtaining a different degree on the strength of the same work.

Penalties b) A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 5 (a) i to vi shall be: i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course; iii. subject to the failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.

Infractions 6. (a) During the evaluation or exam period, a student shall not: i. obtain, whether individually or collectively, any kind of unauthorized help; ii. use, view or refer to the copy of another student, even if its contents are proven to be erroneous or useless; or iii. have or use any unauthorized document or apparatus.

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Penalties a) A student who is found to have committed any of the acts of academic dishonesty in paragraphs section 6 (a) i to iii shall be: i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course; iii. subject to a failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.

Infraction and penalties 7. Where the work in question constitutes the method of final evaluation in the course, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. subject to probation; iii. subject to suspension; iv. subject to expulsion; and v. subject to the repeal of his or her degree.

Infraction and penalty 8. Where the work in question is a dissertation or a thesis for attaining a Master’s or Doctoral degree, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.

Infraction 9. (a) A student shall not obtain or accept from any source whatsoever, or distribute, the questions or answers to a test, an exam or laboratory experiments, without previous authorization from the professor.

Penalty (a) A student who is found to have committed any of the above acts of academic dishonesty in section 9 (a) shall be i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and 277

iv. subject to the repeal of his or her degree.

Infraction 10. (a) A student shall not conspire to substitute oneself, attempt to substitute oneself or substitute oneself for another student in order to accomplish work in that other student’s name. (b) A student shall not conspire to allow another student to attempt to substitute oneself, allow a student to attempt to substitute oneself or allow a student to substitute oneself for herself or himself in order to accomplish work in her or his name.

Penalty c) A student who is found to have committed any of the above acts of academic dishonesty in section 10 (a) or (b) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. placed on probation; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.

Infraction 11. (a) A student shall not attempt to obtain or obtain an advantage with respect to the requirements or the applicable regulations of the programme of study or with respect to the course in which she or he is attempting to enrol, is enrolled or has been enrolled, by means of a threat or any other illicit means.

Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 11(a) shall be subject to: i. suspension and a further period of probation; ii. expulsion; iii. the repeal of his or her degree.

Infraction 12. (a) A student shall not: i. fail to disclose or submit all information or documentation needed for admission to the University which has been requested by the University; ii. alter, fabricate, falsify, forge, or tamper with a document in any way whatsoever which is destined for the University, or to use or submit such a document to the University; iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights conferred by the University.

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Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 12 (a) shall be subject to: i. suspension for three semesters and a further period of probation; ii. expulsion; and iii. the repeal of his or her degree.

Infraction 13. (a) No student shall produce a document which may lead another person to believe that she or he is a faculty or administrative member of the University.

Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 13 (a) shall be subject to: i. suspension for three semesters and a further period of probation; and ii. expulsion.

Second offence: penalty

14. a) On finding that a student has committed a second act of academic dishonesty or two acts of academic dishonesty, the AU-Senate Appeals Committee may impose a penalty which is more severe than the one recommended by the Professor.

b) A student who is found to have committed a second act of academic dishonesty or two acts of academic dishonesty shall be subject to further penalties including a failing grade of X for the course in which the offence was committed, suspension, expulsion and repeal of his or her degree.

c) When the AU-Registrar receives the prescribed form set out as “Appendix A” to this regulation and the AU-Registrar is in possession of a previous form with regard to the same student, the AU-Registrar may initiate a recommendation for further and more severe penalties according to section 11(a) and (b) by using the prescribed form set out as “Appendix A” to this regulation.

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12.1.3 Academic Honesty Procedure

Algoma University’s Disciplinary Regulations on Academic Dishonesty is printed in the Academic Regulations section of the Algoma University Academic Calendar and is displayed on Algoma University’s website. Student Compliance Algoma University hosts workshops and information sessions for students on academic honesty throughout the school year to reinforce the procedures of the Disciplinary Regulations on Academic Dishonesty. Faculty members include a discussion of academic honesty expectations on course syllabi and many mention it during class. Faculty Compliance The Disciplinary Regulations on Academic Dishonesty policy is a policy of Senate and has been reviewed and approved by all Senators, which includes all full time faculty members. The Registrar provides an introduction and overview of the academic honesty policy, and the associated disciplinary options, to all new full- and part-time faculty members as part of the new faculty orientation each year. The policy is circulated to all faculty members annually. The Registrar’s Office also communicates periodically with faculty members to remind them of the regulation.

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12.2 Policy on Intellectual Products

Algoma University’s Policy on Intellectual Products in included.

Intellectual Property Policy

Category: Research Number: RE1 Responsibility: Dean and Associate Vice President, Research Approval: June 18, 2009 – Board of Governors

Purpose

The purpose of this policy is to: clearly state who owns Intellectual Property created at Algoma University; state the obligations and rights of those who own Intellectual Property; and outline key procedures related to Intellectual Property.

Scope

This policy applies to all activities relating to Intellectual Property at Algoma University.

Policy

1. Guiding Principles

In dealing with Intellectual Property, it is possible that there may be conflicts between commercial and administrative motivations on one hand and academic and research views on the other. In order to ensure that the academic and research views take precedence, the following principles shall take precedence over any other aspect of this policy as applicable:

a) All activities of Algoma University shall take into account the principles of academic freedom and academic research and integrity. No action shall be taken under this policy if it is contrary to those principles or contrary to any provisions of the Policy on Integrity in Research and Scholarship;

b) Members of the Teaching Staff (as defined below) are solely entitled to and responsible for any decision relating to Intellectual Property that they own including whether or not

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they will seek appropriate legal protection for that property or seek to put that property into practical use; and

c) Any person who would be the owner of Intellectual Property under this policy is entitled to give their informed consent to any contractual arrangements that the university proposes to enter that involves transfer of their Intellectual Property ownership.

2. Definitions

In this policy, the following terms, when capitalized, shall have the specific meanings as follows:

“Intellectual Property” means a creation of the mind whose use may be controlled by legal means which legal means include, but are not limited to, copyrights, patents, industrial design registrations, trade-marks, trade secrets, and plant breeders’ rights.

“Designated University IP Officer” means the university employee who is designated by the Academic Dean from time-to-time as the university’s officer charged with dealing with intellectual property matters under this policy. If there is no person so designated, the Designated University IP Officer means the Academic Dean.

“Teaching Staff” means professors, associate professors, assistant professors, lecturers, associates, instructors, tutors and all others employed to do the work of teaching or giving instruction and includes persons employed to do research at the University.

“Student” means anyone whom the records of the university indicate is a current registered student. The determination that someone holds the status of a Student shall be that of the Designated University IP Officer.

“Non-teaching Staff” means any employee of the university who is not a member of the Teaching Staff. The determination that someone holds the status of Non-teaching Staff shall be that of the Designated University IP Officer.

3. Ownership of Intellectual Property

a) Intellectual Property that is created at the university solely by a member of the Teaching Staff shall be owned by that person.

b) Intellectual Property that is created at the university solely by a Student shall be owned by that person.

c) Intellectual Property that is created at the university solely by a member of the Non- teaching Staff in the course of their employment shall be owned by the university.

d) Intellectual Property that is created at the university solely by a member of the public who was allowed to use facilities of the university that are not normally available to

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members of the general public shall be owned by the university.

e) Intellectual Property that is jointly created among two or more persons shall be jointly owned by the persons, including the university, who would otherwise be the owner as if the invention had been solely made by each person in accordance with the foregoing sections a) to d). Who is a creator and the rights of joint ownership shall be as provided for in the applicable law.

f) In spite of the foregoing sections a) to e), any agreement entered into by the university with respect to work to take place at the university or elsewhere that involves one or more: member(s) of the Teaching Staff, Student(s) and member(s) of the Non-teaching Staff, may provide that Intellectual Property developed under this agreement shall be owned by persons other than as specified in the foregoing sections provided that the provisions of this policy concerning the entering into of agreements has been complied with.

4. Obligations and Rights Relating to Intellectual Property Owned by Individuals In the event that Intellectual Property created at the university is owned by an individual as provided for in sub-sections 3(a), 3(b) or 3(e), the following shall apply to that Intellectual Property:

a) Written notice of the creation of the Intellectual Property shall be given to the Designated University IP Officer in the form and delays specified by them;

b) The university shall have a licence for any academic, research or administrative purposes of the university to use the Intellectual Property on a royalty-free, fully paid perpetual basis provided that the Designated University IP Officer may agree to alterations of this licence on the reasonable request of the owner;

c) Owners of Intellectual Property may seek assistance from or through the university in making decisions related to the legal protection that may be required for the Intellectual Property or other issues related to the Intellectual Property. Although the university shall have no obligation to provide such assistance, if it does so, it shall do so through the Designated University IP Officer; and

d) An owner of Intellectual Property may transfer ownership of their Intellectual Property to the university, provided that nothing herein requires the university to agree to accept such an assignment. The decision of whether or not to accept such an assignment shall be that of the Designated University IP Officer.

5. University Obligations with respect to Intellectual Property owned by it

The following shall apply to any Intellectual Property owned by the university:

a) The management decisions relating to such Intellectual Property shall be made by the

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Designated University IP Officer in their sole discretion;

b) If any agreement assigning ownership of Intellectual Property to the University from someone who is a member of the Teaching Staff or a Student, the agreement shall normally provide that at least 50% of any returns (as those are defined in that agreement in the discretion of the Designated University IP Officer) are paid to the member of the Teaching Staff or Student providing such assignment; and

c) In the case of revenues (as those are defined in the discretion of the Designated University IP Officer taking generally accepted accounting principles into account) arising from Intellectual Property created in part by individuals other than a member of the Teaching Staff or a Student, the university, in its sole discretion as exercised through the Designated University IP Officer, but without any obligation to do so, may provide that a proportion of such revenues be paid to such persons.

6. Interaction with other Algoma University policies

This policy refers to the following Algoma University policies:  Grant and Contract Policy  Policy on Integrity in Research and Scholarship  Academic Freedom Policy

References to Intellectual Property with respect to copyright are found in the full-time and part-time faculty collective agreements. It is not the intent of this policy to override the provisions of the collective agreement.

Procedures

1. Contracting Procedures

a) All agreements entered into by the university shall be signed in accordance with the Grant and Contract Policy. Individuals other than those named in that policy have no authority to sign any agreements on behalf of Algoma University.

b) All agreements entered into by the university that involve intellectual property in any fashion; deal with transfers of research materials (either inbound or outbound) sometimes known as Material Transfer Agreements; or deal with confidential disclosures made to or by university personnel to third parties (know as Non-Disclosure Agreements) shall be in form and substance acceptable to the Designated University IP Officer.

c) All agreements entered into by the university that affect the intellectual property rights of members of the Teaching Staff or Students shall only be entered into by the university after the persons affected have provided their informed consent in writing to the university of the terms of that agreement.

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d) All agreements entered into by the university that affect the intellectual property rights of Students shall only be entered into by the university with the additional consent of the Department Chair of the most applicable department of that student.

2. Use of University Names and Marks

Algoma University has the right to be consulted and to approve or disapprove any use of the university’s name, logo, facilities, or resources in any use. In some circumstances, the university may also require that it be party to the arrangements as a condition of any use or approval.

3. Resources to Manage Intellectual Property and Contracts

In addition to this policy, the Designated University IP Officer is able to provide advice and direction with regards to Intellectual Property in general and the application of this policy. The Accounting and Grants Officer is able to provide advice and direction on the application of the Grant and Contract Policy.

Staff of the Algoma University Research Office and Director of Research are also available for consultation on all matters of intellectual property and associated contracts.

4. Dispute Resolution

a) As may be required, any dispute at the university relating to Intellectual Property may be resolved in accordance with procedures in this section. Such disputes may include, without limitation, the exercise of any power or discretion on the part of the Designated University IP Officer, any disputes among joint owners of intellectual property, or any other matter relating to intellectual property.

b) A dispute to be resolved under this section shall be begun by a written document addressed to the Academic Dean or, in the event that the Academic Dean is also the Designated University IP Officer, the President (the “person receiving the dispute”).

c) The person receiving the dispute may decide that the dispute relates to a trivial matter or one that should be resolved in a manner outside of this procedure in which case they shall provide the person making the dispute written notice of their decision to dismiss it. Such a decision is not further reviewable under any university dispute resolution process.

d) The person receiving the dispute shall, on deciding the matter requires resolution shall convene all of the relevant parties to a meeting or meetings where they shall act as a mediator to attempt a resolution of the dispute.

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e) If no resolution is possible after the mediation in subsection (d), an arbitration panel of three persons shall be convened. The three persons shall be appointed by the President of the university from among any person who is part of the university community or interested in the university’s work. The President’s selection shall be approved by a resolution of the Senate of the university.

f) The arbitration panel may set its own rules of procedure provided that they take the rules of natural justice into account. The arbitration panel shall also be subject to the Arbitration Act, 1991.

g) The arbitration panel shall make its decision relating to the dispute and their decision shall be final.

5. Five Year Review of Policy

This policy will be reviewed every five years.

6. Ownership of Policy

This policy is a policy of the Board of Governors.

Co-authored by Marcel Mongeon, Lawyer and Intellectual Property Coach Mongeon Consulting Inc.

References  AU/AUFA full-time and part-time collective agreements Policies of the following institutions:  Algoma University – Policy on Integrity in Research  UOIT  World Discoveries Intellectual Property Primer  UNBC  UBC  Queen’s  Lakehead University  Simon Fraser University  McMaster University  University of Waterloo  University of Calgary  University of Regina

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12.3 Policy on Ethical Research Practices

The following Algoma University policies pertaining to ethical research practices are included:  A Research Ethics Policy for Algoma University  Policy on Integrity in Research and Scholarship  Ethical Conduct for Research involving animals policy  Management of Research Funds policy

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A Research Ethics Policy for Algoma University (September 2008)

Preamble

Algoma University endorses the principles set out in the Tri-Council Policy Statement “Ethical Conduct for Research Involving Humans”. This document describes how AU will apply Tri- Council policy.

Research is an essential component of the mission of AU and some of this research involves studying human participants. The use of human beings in the conduct of research confers responsibilities on the investigator(s). It is also the responsibility of the University to promote ethical research.

This policy is intended to ensure that the highest ethical standards in the conduct of research involving human participants are maintained at AU in compliance with the Tri-Council Policy Statement. These ethical standards include respect for human dignity, respect for free and informed consent, respect for vulnerable persons, provision for privacy and confidentiality (for both subjects and researchers themselves), respect for justice and inclusiveness, balancing harms and benefits, minimizing harm, and maximizing benefit.

Review is available normally only to members of the AU research community, researchers in formal collaboration with AU members, or for research conducted at AU by outsiders. For the purposes of this policy, the term “AU research” will be used to refer to all three categories of research. The term “Research” is understood as involving systematic investigation to establish facts, principles, or generalizable knowledge but not including quality assurance studies, performance reviews or testing within the normal educational requirements.

This policy requires that all research projects involving human participants undertaken by members of the university community – including all faculty, staff and students, including students carrying out research as part of class assignments (see section 2.7 below) – fall within the jurisdiction of the AU Research Ethics Board, irrespective of the source of financial support (if any) and irrespective of the location of the project, in the latter case so long as the investigator represents the work as AU research. Researchers from outside the community who access resources or participants at AU are also required to undergo review. Review by the Research Ethics Board is also necessary for human remains, cadavers, tissues, biological fluids, etc., taken in routine situations but which are later used for educational purposes.

1.0 Terms of Reference

1.1 Responsibilities

The Algoma University Research Ethics Board (REB) is responsible to the Dean and Senate of AU for:

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∙ developing policies and reviewing protocols regarding ethical issues relating to the use of human participants in research and experimental teaching protocols; ∙ reviewing annually all policies regarding ethical issues relating to the use of human participants in research projects to ensure that policies remain current; ∙ dealing with matters concerned with human-based research referred to the REB by the Academic Dean of AU; ∙ preparing an annual report for submission to the Dean and Senate;

The policies and practices adopted by the AU REB will be consistent with the Tri-Council Policy Statement (TCPS): “Ethical Conduct for Research Involving Humans” (current version).

1.2 Composition of REB

The REB shall be made up of no less than 5 members, including both men and women, and include at least:

-- (a) one community representative with no formal affiliation with the University (1 to 5 ratio)

-- (b) three university members from different disciplines with broad expertise in the methods or in areas of research covered by the REB (research involving human participants or the use of human tissue).

-- (c) one university member with broad knowledge in ethics or experience in the evaluation of ethical implications of research involving human participants.

The balance and composition of the university members on the REB shall be the purview of the Senate of AU.

In the case of biomedical research the REB will have access to a legal expert (other than the University’s legal counsel) knowledgeable in the applicable law.

The REB shall require a quorum of at least 80% of its members at all meetings concerned with the ethical approval of research proposals. This 80% must include members who together meet the requirements of conditions a, b, and c, above.

The REB members shall appoint the Chair from among themselves and determine the length of term for the Chair.

Board members shall serve for terms established by the Senate. Care will be taken to allow for continuity from year to year.

Regular attendance at REB meetings is a serious responsibility. Frequent, unexplained absences shall be construed as a notice of resignation.

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1.3 Meetings

The REB shall meet as required by forthcoming research proposals, or for continuing review (see 2.8 below), or by the Dean or Senate to review policy matters (see 1.1 above).

1.4 Authority/Mandate

The University endorses the ethical principles cited in the Tri-Council Policy Statement and has mandated its Research Ethics Board (REB) to ensure that all research investigations involving human participants are in compliance with the Statement.

The AU REB will have jurisdiction over all research involving human participants. All AU research involving human participants will proceed only after ethical approval has been granted by the REB or in the case of undergraduate research by the Departmental Ethics Committee (see section 2.7).

In addition to approving or rejecting research projects, the REB has the authority to propose modifications to a project, or terminate an ongoing project that poses concerns.

1.5 (a) In cases of multi-centered research, or research conducted in another jurisdiction or another country, the research proposal shall undergo prospective ethics review both by the AU REB and by a REB or its equivalent in that other jurisdiction or country.

(b) In cases of an AU researcher undertaking research in other jurisdictions or countries TCPS article 1.14 shall strictly apply.

2.0 Procedural Guidelines for the Review of a Research Proposal

2.1 Submission

The basic principle is that all “AU research” (as defined in the Preamble) comes under the jurisdiction of the REB. This refers to research involving human participants undertaken by members of the university community – including all faculty, visiting researchers, students, and staff – irrespective of the source of financial support (if any) and irrespective of the location of the project. While it is not necessary for the REB to review a proposal before it is submitted to a funding agency, REB approval must be obtained before the work begins. Visiting researchers should contact the AU REB well in advance of the anticipated start date of research. Submissions for review should be submitted to the AU REB using the “Algoma University Ethical Review Form for Research Involving Human Subjects”.

2.2 Ethics Review

The effective working of ethics review – across the range of disciplines conducting research involving human participants – requires a reasonable flexibility in the implementation of 293

common principles. This policy, therefore, seeks to express the shared principles and wisdom of researchers in diverse fields. The following standards and procedures will be used by the REB for ethics review.

(a) All research that involves living human participants requires review and approval by the REB in accordance with this policy, before the research is started, except as stipulated below.

(b) Research involving human remains, cadavers, tissues, biological fluids, embryos or fetuses should also be reviewed by the REB. Review by the REB is also necessary for such materials taken in routine situations but which are later used for educational purposes.

(c) If Algoma University should become involved in clinical trials, reviews of these will be done in collaboration with the REB of the Sault Area Hospital and the Group Health Centre. In such cases patients will be informed about the possibility of randomization to one study arm or the other.

(d) Research about a living individual involved in the public arena, or about an artist, based exclusively on publicly available information, documents, records, works, performances, archival materials or third-party interviews, is not required to undergo ethics review. Such research only requires ethics review if the subject is approached directly for interviews or for access to private papers, and then only to ensure that such approaches are conducted according to professional protocols.

(e) Quality assurance studies, performance reviews or testing within normal educational requirements should also not be subject to review.

2.3 Scholarly Review

(a) Research in the humanities and the social sciences which poses, at most, minimal risk shall not normally be required by the REB to be peer reviewed.

(b) In case of research proposals that present more than minimal risk, the design of the project must be peer reviewed to assure that it is capable of addressing the question(s) being asked in the research. Sufficient peer review may be considered to be any one of the following: i. Successful approval by the REB (if research is in the REB’s field of expertise). ii. Successful funding of a grant proposal by a funding agency. iii. Ad hoc independent external peer review reporting directly to the REB.

(c) Certain types of research, particularly in the social sciences and the humanities, may legitimately have a negative effect on public figures in politics, business, labour, the arts or other walks of life, or on organizations. Such research should not be blocked through the use of harms/benefits analysis or because of the potentially negative nature of the

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findings. The safeguard for those in the public arena is through public debate and discourse and, in extremis, through action in the courts for libel.

(d) The extent of the review for scholarly standards that is required for biomedical research that does not involve more than minimal risk will vary according to the research being carried out.

2.4 Principle of Proportionate Review

The REB will use a proportionate approach based on the general principle that the more invasive the research, the greater should be the care in assessing the research.

2.5 Normal Review Process

The researcher shall submit to the Dean an “Algoma University Ethical Review Form for Research Involving Human Subjects”, along with relevant materials as described in the “open file” paragraph below, well before the research is to begin.

Normally a full review is called for, except as in 2.6 below. An initial face-to-face meeting of the REB will be scheduled no later than 14 days after the application is received in order to address the matter. If necessary, such face-to-face meetings will continue until the matter is resolved to the full satisfaction of the REB.

In case of controversial research proposals, the REB may meet face to face with researchers in order to consider the ethical solutions proposed by researchers for problems arising in their studies. The REB shall accommodate reasonable requests from researchers to participate in discussions about their proposals, but not be present when the REB is making its decision.

The REB shall keep an “open file” in a secure place in the Office of the Dean for researchers applying for ethical approval. The file shall be opened by the Chair when sufficient information has been submitted by the researcher to start the review process. The original application, descriptions of research and methodology, correspondence, relevant documents, ethical certificates, revised materials, and any comments from the public or other information relevant to the research project shall be kept in the file. It is the responsibility of the researcher to address all the recommendations made by the REB and keep the file complete and up to date at all times. When the research project is finished, and the researcher(s) notifies the Office of the Dean and the AU REB, these files shall be “closed” and kept as records demonstrating compliance with the Tri-Council Policy. The files remain the property of AU and cannot be removed from the Office of the Dean by the researchers. These files shall be subject to audit by authorized representatives of AU (President, Dean), members of Appeal Boards, and funding agencies.

Minutes will be kept for all meetings by the Office of the Dean and inserted into the appropriate case files.

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All research receiving ethical approval, whether through the normal or expedited process, as well as that receiving departmental level review shall require a proper file showing compliance with the Tri-Council Policy Statement. Insufficient information in the file is grounds for refusing or delaying ethical approval.

2.6 Expedited Review

Expedited review does not require face-to-face meetings of the REB members. It is usually completed within two weeks of submission of a completed application form. The Chair must report requests for expedited review and results of such reviews to other members of the REB at an appropriate time.

The researcher must choose to apply for expedited or full review and the REB Chair may reject any application for expedited review and refer to the REB for full review if needed. Expedited review is review by the chair of the REB and two members rather than the full REB. It is available only in cases which fulfill one of the following criteria:

(a) research which obviously involves no more than minimal risk (as defined in the Tri- Council Policy Statement, page 1.5)(“if potential subjects can reasonably be expected to regard the probability and magnitude of possible harms implied by participation in the research to be no greater than those encountered by the subject in those aspects of his or her everyday life that relate to the research, then the research can be regarded as within the range of minimal risk”). Given the heterogeneous nature of subjects, a “reasonable person’s” definition of “minimal risk” as is often employed in the courts concerning subjective harms will also be acceptable to the REB (for a more detailed description of the “reasonable-person” criterion see John R. Boatright, Ethics and the Conduct of Business, 3rd. ed., Prentice Hall, 2000, pp. 320-1). The researcher is responsible for an acknowledgement of minimal risk to the REB.

(b) research projects which have already received approval by the AU REB, have complied fully with any requirements, have an up to date file, and the applicant is simply renewing the ethical approval certificate without significant changes to the ongoing research process.

2.7 Departmental Level Review

This policy requires that all Faculty research must be submitted to the REB (see section 1.4). If however a study is a teaching exercise (i.e., part of an undergraduate course and/or Honour’s project), and entailing no more than minimal risk, it must be reviewed by a departmental level committee on behalf of the REB and in compliance with the Tri-Council Policy Statement. The Departmental Ethics Committee must report results of such reviews to the REB at the end of the academic year.

Student research deemed to be beyond minimal risk must be reviewed by the REB.

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Individual departments are expected to support and train students so that undergraduate and graduate research projects are ethical, and those that exceed minimal risk may be efficiently reviewed by the REB. Departments should screen student applications for ethical review prior to submission to the REB. The REB may return applications to the department if they do not conform to the requirements of the Tri-Council Policy. It is advisable that departments consider working training in the ethical review process into the academic programs where it is needed.

2.8 Continuing Ethics Review

(a) Ongoing research shall be subject to continuing ethics review. The Chair of the REB must be promptly notified of any substantial change to the research plan or research protocol. As part of the informed consent process, subjects are to be given information on whom to contact in case they have questions regarding the study. The name of a member of the research team with contact information should be given to the participants, and also the name and contact information of the Dean.

(b) Ethics certificates are issued for two years. If the project continues after two years from the date of certification the researcher must submit a completed “Renewal and Amendment Form” to the REB. If no substantial change has been made to the research plan or research protocol, the Chair of the REB may issue a one-year extension. If in the opinion of the REB Chair, the research plan or research protocol has been substantially changed, re-submission and review by the REB is required.

(c) At minimum, an annual report of ongoing research to the REB is required. In the case of projects posing significant risks, reports may be required at predetermined intervals of less than a year.

(d) The REB shall be promptly notified by the researcher when the project concludes.

2.9 REB Conflict of Interest

If a REB is reviewing research in which a member of the REB has a personal interest in the research under review (e.g., as a researcher or as an entrepreneur), conflict of interest principles require that the member not be present when the REB is discussing or making its decision. In cases of disagreement over conflicts of interest, both the REB member in alleged conflict and the researcher may present evidence and offer a rebuttal concerning the nature of the conflict of interest. The other members of the REB should make a final decision regarding how to proceed.

2.10 Informed Consent or Information Letter

Research on human subjects may only proceed if prospective subjects or authorized third parties (see section 2.12, below) have given their free and informed consent in writing. (See Appendix 1 for pro forma consent form.)

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Subjects have the right to withdraw from any given project at their own request, at any time, and shall be informed of this right prior to their participation in any given research project.

Subjects will receive full and frank disclosure of all information relevant to free and informed consent. Throughout the free and informed consent process, the researcher must ensure that prospective subjects are given adequate opportunities to discuss and contemplate their participation.

If it is culturally unacceptable, or if there is a very low level of risk involved, the written consent form may be waived or a letter substituted. Such a letter should describe the research and identify and provide contact information on the researcher(s). A copy of the consent letter (or information on the study and contact information for the investigators) should be given to the subjects. The waiving of the written consent form is subject to the 5 criteria stated in TCPS, article 2.1 c.

The following eight points need to be addressed in the Consent Form or Information Letter:

1. Purpose of the research 2. Benefits envisaged from the research 3. Any inconveniences and/or risk of harm to participants (see also #7) 4. Tasks to be performed when participating 5. Rights of the subject to withdraw at any time without penalty 6. Rights of the subject to have his/her personal information held confidential 7. Potential psychological or physiological risks and how they will be managed by the researcher. 8. The name(s) of the person(s)/group(s)/institutions eliciting or receiving the consent. (For Student projects, the name and University telephone number of the student’s supervisor should be used.) 9. See appendix 2 for additions that may be required in some cases.

Free and informed consent must be voluntarily given, without manipulation, undue influence or coercion.

If the Subjects are a captive population (i.e., students, employees, patients, prisoners) be sure to state that their future will not in any way be affected by participating or not participating in the study.

Deception should never be permitted when there is risk of harm to the subject or when it is not possible to advise subjects subsequently as to the reasons why the deception was necessary. If deception is needed, describe why it is needed and how it will be dealt with.

2.11 REB review is normally required for research involving naturalistic observation. However, research involving observation of participants in, for example, political rallies,

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demonstrations or public meetings should not require REB review since it can be expected that the participants are seeking public visibility.

2.12 (a) Subject to applicable legal requirements, individuals who are not legally competent shall only be asked to become research subjects when:

(a) the research question can only be addressed using individuals within the identified group(s); and (b) free and informed consent will be sought from their authorized representative(s); and (c) the research does not expose them to more than minimal risks without the potential for direct benefits for them.

For research involving incompetent individuals, the REB shall ensure that, as a minimum, the following conditions are met:

(a) The researcher shall show how the free and informed consent will be sought from the authorized third party, and how the subjects’ best interests will be protected. (b) The authorized third party may not be the researcher or any other member of the research team. (c) The continued free and informed consent of an appropriately authorized third party will be required to continue the participation of a legally incompetent subject in research, so long as the subject remains incompetent. (d) When a subject who was entered into a research project through third-party authorization becomes competent during the project, his or her informed consent shall be sought as a condition of continuing participation.

Where free and informed consent has been obtained from an authorized third party, and in those circumstances where the legally incompetent individual understands the nature and consequences of the research, the researcher shall seek to ascertain the wishes of the individual concerning participation. The potential subject’s dissent will preclude his or her participation.

2.12 (b) Subject to all applicable legislative and regulatory requirements, research involving emergency health situations shall be conducted only if it addresses the emergency needs of individuals involved. The REB may allow research that involves health emergencies to be carried out without the free and informed consent of the subject or of his or her authorized third party if ALL of the following apply:

(a) A serious threat to the prospective subject requires immediate intervention; and (b) Either no standard efficacious care exists or the research offers a real possibility of direct benefit to the subject in comparison with standard care; and

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(c) Either the risk of harm is not greater than that involved in standard efficacious care, or it is clearly justified by the direct benefits to the subject; and (d) The prospective subject is unconscious or lacks capacity to understand risks, methods and purposes of the research; and (e) Third-party authorization cannot be secured in sufficient time, despite diligent and documented efforts to do so; and (f) No relevant prior directive by the subject is known to exist.

When a previously incapacitated subject regains capacity, or when an authorized third party is found, free and informed consent shall be sought promptly for continuation in the project and for subsequent examinations or tests related to the study.

3.0 Decisions of the Research Ethics Board

3.1 Reconsideration

Researchers have the right to request, and the REB has an obligation to provide, reconsideration of decisions affecting a research project. When the REB is considering a negative decision, it shall provide the researcher with all the reasons for doing so and give the researcher an opportunity to reply before making a final decision.

AU may not override negative REB decisions reached on grounds of ethics without a formal appeal mechanism.

3.2 Appeal

Researchers must apply to the Dean to appeal a negative REB decision within two months of the date of the decision. A copy of the appeal letter should also be sent to the REB Chair. AU shall use the duly constituted REB of Laurentian University as its Appeal Board. Noncompliance with the substance of the Tri-Council Policy Statement is a reason for the Dean to refuse to forward an appeal. Appeals may be granted only on procedural grounds or when there is a significant disagreement over an interpretation of the Tri-Council Policy Statement. The decision of the Appeal REB shall be binding. The appeal documents shall include: the original formal proposal, the REB’s written reasons for refusal, the minutes of the face to face meeting between the researcher(s) and the REB.

4.0 Report of the Research Ethics Board

Certificates of Ethical Approval, signed by the Chair of the AU REB will be issued to the Principal Investigator(s) and copies sent to the Dean.

Any decisions by the Chair to approve minor amendments without full committee review will be reported to the committee at the next scheduled meeting.

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An annual activity report from the REB will be made to the Dean of AU who will in turn bring the report to Senate for consideration.

5.0 Administration

5.1 Administrative Support

The work involved in the ethical review process should be distributed appropriately among faculty members, staff, researchers, and administrators.

The Office of the Dean will provide administrative support to the REB including:

∙ Distribution of forms and materials necessary for submission of research proposals to the REB ∙ Collection of submissions and distribution of submissions to REB members ∙ Keeping minutes of REB meetings ∙ Storing submissions and related materials in a secure location ∙ Supporting the REB in its educational activities ∙ Acting as the point of contact for the Tri-Council Advisory Group ∙ Other duties related to the support of the REB in carrying out its mandate ∙ Advising their faculty members about the need to comply with the Tri-Council Policy Statement.

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5.2 University Support

AU shall provide adequate resources and an annual budget to support the administrative processes and educational activities required by the REB so that the University as a whole remains in compliance with Tri-Council Policy.

5.3 Sanctions

The REB shall have the sanction of refusing permission to open a research account or access university controlled funds for researchers who do not comply with the Tri-Council Policy Statement.

The REB will report to the President any cases which undermine AU’s compliance with the Tri- Council Policy and the President shall decide what sanctions or penalties to impose on the researcher(s).

6.0 Acknowledgement

In preparation of the Research Ethics Policy for AU document, the Research Ethics Committee wishes to acknowledge their reliance on the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. We also wish to acknowledge our reliance on the Research Ethics Policies used at the University of Prince Edward Island and Laurentian University.

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Policy on Integrity in Research and Scholarship Algoma University Policy approved by AU Senate – January 9th, 2009

PREAMBLE

The implementation of basic ethical principles and responsibilities is essential to the effective functioning of a university.

The document is based on the understanding that scholarly activity includes research, theory development, teaching and learning, and the production, performance, presentation or publication of scholarly papers, works of art, or other forms of expression. It assumes the development and maintenance of a culture of equity in the University, a culture where the standard operating procedures are rooted in principles of fairness and justice. It doesn’t replace other means of determining fairness, procedures such as student appeals, employee grievances, or any existing collective agreements. Instead, this Policy complements these and other Algoma University policies and procedures, including those governing the ethics or research with human subjects, animals, biohazard, radioactive substances, occupational health and safety, and student conduct.

The general public has a legitimate interest in the maintenance of standards of scholarly conduct at the University. Therefore, Algoma University is responsible for maintaining such standards in a way that is open to scrutiny. This University is responsible for promoting a clear understanding of the issues involved in maintaining the highest standards in research, teaching, learning and other aspects of scholarship. The University is also responsible for providing an environment that encourages recognition of ethical standards. Algoma University must respond appropriately to allegation of misconduct involving its administrators, personnel or students. Finally, the University is accountable for assessing and reviewing policies and practices to ensure that the highest ethical standards are maintained over time.

PRINCIPLES

The pursuit of excellence in all forms of scholarship, teaching and research occurs in the context of the following principles.

1. Accountability

Individuals involved in research and scholarship at Algoma University are to familiarize themselves with the principles and responsibilities outlined in the document, and are held accountable for their behaviour in carrying out these activities. The University provides mechanisms to assist and support members of the University Community in their endeavours to exercise a high level of integrity in research and scholarship.

2. Social Responsibility

Individuals involved in research and scholarship at Algoma University are responsible to the community and the society in which they work and live. They are to consider, as much as possible, the broader effects of their scholarly activities, and take steps to minimize any negative social and environmental outcomes that may arise from their work.

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3. Respect for Dignity of Persons

Individuals involved in research and scholarship at Algoma University are to accord appropriate respect to the fundamental rights, dignity and worth of all people. They are to respect the rights of individuals to privacy, self-determination and autonomy. They are to be sensitive to individual differences including those related to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socio-economic status.

MISCONDUCT

Failure to adhere to the principles of this policy constitutes misconduct, as do other acts described specifically throughout this policy. Misconduct in scholarship and research is contrary to the goals of Algoma University. Whenever a person believes that misconduct has occurred, he or she is expected to report it promptly according to the procedures described in this policy. Algoma University’s response to alleged misconduct shall be characterized by impartiality of process and judgment, respect for due process and principles of natural justice, and the protection of both accused and accuser from undue privacy violation and from undeserved harm to reputation. When misconduct is shown to have occurred, however, Algoma University is committed to the imposition of appropriate sanctions, and when possible, to rehabilitation of the offender.

Misconduct in this document means, but is not limited to, any or all of the dishonest behaviors identified below.

a. Falsifying or fabricating data; b. Plagiarism (i.e. copying large body of copyrighted material without acknowledging the author and the source); c. Willfully misrepresenting and misinterpreting (for any reason) findings resulting from conducting research and scholar activities; d. Failure to recognize relevant contributions (contribution of an idea that leads to a concrete improvement of results, time spent in collecting and analyzing data, writing paper on a particular subject, etc.) of others in the authorship of the papers or invention disclosures; e. Failure to honor the confidentiality that the researcher promised or was contracted to as a way to gain valuable information from a party internal or external to the institution; f. Failure to adhere to terms and conditions of contracts with a third party (in most cases external to the institution) sponsoring research; g. Failure to report an involvement in research dealing with human subjects, biohazardous materials or animals; and/or h. Failure to disclose conflict of interest.

Misconduct does not include honest errors, differences in opinion or different interpretations of scientific discoveries.

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STANDARDS

The primary responsibility for high standards of conduct in research, teaching, learning, publishing and other areas of scholarship rests with the individuals carrying out these activities, including administrators, faculty, students, and support staff. Therefore, Algoma University holds them responsible for upholding the standards listed below.

Permission and Acknowledgment when Using Information

The work of other researchers and scholars, including their expression of ideas, whether obtained formally or informally shall be used only with due acknowledgment, and only with formal permission unless publicly available. Archival material shall be used only in accordance with the rules of the archival source. Also, information obtained as a result of the peer review process must be treated as confidential by the reviewer.

Quality Assurance

Faculty, students and support staff are to exhibit honesty, accuracy and scholarly rigour that meets the standards of the discipline involved in obtaining, recording, and analysing data, and in reporting and publishing results. They are to keep original data accessible for a reasonable period (usually five years) after study completion and publication.

Intellectual Property and Authorship

Administrators, faculty, students and support staff must understand and respect the guidelines for ownership and authorship of intellectual property. Authorship with regard to the publication of all scholarly work (including articles, oral presentations, and completed Bachelor’s, Master’s or Doctoral theses), is to be attributed to all those and only those, who have made a substantial scholarly contribution to, and share responsibility for, the contents of the publication. Authorship is not attributable to individuals who only provide encouragement, physical facilities, financial support, critiques, or editorial contributions. (See Appendix A).

Conflicts of Interest

Researchers and scholars must reveal to potential or committed sponsors, including this or other universities, journals or funding agencies, any financial or other conflict of interest, that might influence the decision of sponsors about whether the individual should review manuscripts or applications, test products or undertake work available through those sponsors. (See Appendix B).

Financial and Research Accountability

Research funds must be used for the purpose for which they were given, and in accordance with Algoma University policies and guidelines governing the use of and record-keeping for such funds. University and other policies on research involving human subjects, animal care, biohazards, and radioactive substances, etc. must be followed.

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Protection of Third Parties

Researchers must ensure that third parties (those who are affected by research but do not fall within the traditional definition of “research subjects”) are protected from undue exposure to physical or psychological risk (including loss of confidentiality or privacy), using the same standards for weighing risks and benefits as are used for human subjects of research. Researchers should identify potential third parties and should describe research procedures which will be implemented to ensure protection of those parties.

Power Imbalances

Faculty, students and support staff must recognize and ensure the protection from coercion of individuals with less power (such as research subjects, third parties, students, junior or untenured faculty, staff and technicians) participating in research , teaching, learning, publication or other scholarly activity.

Teaching and Learning

Recognizing the academic freedom of both teachers and students, we also recognize that whatever is taught or asserted in the teaching and learning environment as an established truth or fact, by either teacher or student, should be derived from scholarly investigation and appropriately analysed empirical information, including that from experimentation, reviews of scholarly literature, interviews, lived experience, or participant observation. In teaching and learning settings, faculty, staff and students have a mutual obligation for respectful recognition of individuals or groups, including those who have been historically marginalized. All those present share responsibility for acting with mutual respect, and for contributing to a climate of inclusion. Persons in authority should redress rather that perpetuate inequities.

RATIONALE FOR IMPLEMENTING THESE PRINCIPLES AND STANDARDS

Algoma University actively encourages the application of these standards to teaching, research and other forms of scholarship, recognising that:

 Individuals must understand clearly what constitutes ethically-based behaviour in a university environment  Simply displaying ethical guidelines does not mean that the University Community will take them seriously;  Individuals are not always aware that their behaviour is an infringement of guidelines, or cognisant of the potential ramifications of their actions;  Individual interests and perspectives may influence how ethical guidelines are interpreted;  An institutional culture which emphasizes the value of competition may encourage some members of the University Community to place productivity above issues of integrity. A university culture must be founded on ethical principles and responsibilities.

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Given these underlying assumptions, Algoma University accepts its responsibility to establish mechanisms to:

1. Inform all individuals associated with research and other forms of scholarly activity about policy, standards and procedures available to address problems of integrity. 2. Establish a process to facilitate the resolution of queries or misunderstandings involving no apparent violation of the Integrity Policy. 3. Establish a process for identifying infractions when they occur. 4. Specify and implement sanctions where appropriate. 5. Ensure protection of students and others from reprisal. 6. Review and when necessary revise these policies and procedures.

DISSEMINATION OF THIS POLICY

Information on this policy and its implementation procedures must be made available to the University Community, and also to those outside the University.

Those who will be most heavily involved in providing information about the Policy, and in implementing it, (Academic Administrators, especially the Dean and the staff in their offices) must understand and be committed to its implementation.

Material on Integrity in University Handbooks and Guides

Appropriate information about the Policy on Integrity in Research and scholarship should be incorporated into the Undergraduate student handbook, the Laurentian University Graduate Studies Handbook, the University Calendar and the Laurentian University School of Graduate Studies Calendar. The Policy will also form part of the Guidelines for the Preparation and administration of Research Grants and Contracts, published by the School of Graduate Studies and Research at Laurentian University.

Workshop to Members of the University Community

The Faculties will develop and deliver workshops about issues and problem-solving involving integrity to new and existing members of the following groups, in conjunction with existing orientation sessions and with classes on research methods:

 Academic and other administrators who will be involved in the process of advising and performing the task related to implementation of the Policy:  Faculty and support staff  Undergraduate students  Graduate students

Students Associations and Faculty, Staff and other Employee Associations

The Student and Employee Associations, and Unions play a vital role in the dissemination of information about the Policy. They will in some cases serve as the first source of advice for those who are considering approaching a Dean or Academic Head. Should any staff member (other than the Dean) on campus receive a complaint, they are required to forward it to the Dean. As such, knowledge and commitment to the Policy on the part of associations and their representatives are very important.

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Information from these sources will complement the printed text available in their handbooks and elsewhere.

Dissemination Outside the University Community

Persons outside the University Community also need to have access to information about this Policy. They may have questions about the Policy, disputes with the University or persons from the University Community, or allegations about the conduct of persons from the University Community. For those who involved as subjects of research, the consent form they sign should inform them about how to contact the Office of the Dean. Personnel at the University Switchboard should also be informed about how to direct callers to sources of information of the Policy.

Educational Material Development

Written materials, slides or videos should be developed or collected, based on sources from ethics committees of various disciplines such as the Educational Psychological Association, Canadian Research Institute for the Advancement of Women, or the Canadian Nurses’ Association.

Conferences on Integrity Issues

Conferences in which papers and case studies about integrity issues are presented, from the perspective of community groups, agencies, business, industry, educational institutions, health institutions and the university should be promoted.

Scholarly Publication Related to Integrity Issues

Publication of papers in professional and scholarly journals about integrity should also be encouraged.

PROCEDURES FOR RESPONDING TO INQUIRIES RELATED TO INTEGRITY

The University will attempt to protect the reputation of all those involved, as well as the reputation of the University at all stages of any inquiry related to integrity. When an inquiry is finished, if allegations of misconduct have been substantiated, appropriate officials or research funding sources will be notified. At that time, it may also be appropriate to publicize the findings.

Introduction

These procedures have been designed to encourage informal discussions and interventions in order to resolve problems efficiently, without confrontation or unwarranted penalty, and to maintain privacy of information as much as possible.

Algoma University will promote compliance with this Policy, and will ensure that impartial and informal advice on this Policy can be accessed easily. Algoma University will also ensure that violations of the Policy will be dealt with fairly and expeditiously. Therefore, University officials will act appropriately whenever a violation of the Policy occurs.

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1) Information/Advice

Anyone who wishes to obtain information or advice on the interpretation or application of the Policy should direct their inquiries to the Dean.

Requests of this sort may arise from individuals within the University Community, individuals outside the University community, funding agencies, etc. They may also come from the University through its administrators.

It is contemplated that from time to time individuals will require advice for their personal information, will seek dispute settlement between themselves and another member of the University community, or will have concerns with respect to the conduct of another member of the University community as it relates to this Policy. It is the responsibility of the Dean at this point to determine the basis of the query and to direct the individual accordingly.

 When the individual requests information about this Policy or its implementation, the Dean should provide assistance to the individual directly or should refer the individual to another resource within the University.  When the individual identifies a conflict or misunderstanding between themselves and another member of the University community, (e.g. another faculty member, administrator, student or researcher), and there is no serious infraction of the Policy, the Dean will direct the individual to an appropriate faculty member who is prepared to act as a mediator between the individuals involved.  When, in the opinion of the Dean the matter could be resolved by communicating with the person who has allegedly violated the Policy, the Dean shall do so as quickly and as privately as possible. The individual making an inquiry may request anonymity and the Dean shall make every reasonable effort to provide privacy. The Dean will inform the individual making the inquiry that anonymity will be respected as much as possible.

Using an informal approach, the Dean shall bring the concern raised to the attention of the person who has allegedly contravened the Policy, clarify the nature of the issue and provide advice on how the Policy would be interpreted and applied. In many cases, it is hoped that such a meeting between the Dean and the individual will result in satisfactory resolution. The outcome of this informal meeting and the satisfactory resolution of the issue will be communicated to the individual who made the original inquiry.

False Allegations. Mischievous or malicious allegations, however, are themselves a form of misconduct, are offenses under this policy, and will be subject to the same procedures and sanctions as other forms of misconduct. Anyone who believes that misconduct under this policy has been committed may lodge a complaint by submitting a written account of the alleged offense to the Dean. The complaint must identify the accused and must contain sufficient detail about the nature of the alleged misconduct, as well as the location and time of its occurrence, as to permit an evaluation of whether the alleged conduct plausibly constitutes an offense under this policy and to permit further information-gathering about the alleged conduct.

2) Formal Procedures

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Notice of Formal Complaints. For formal complaints, complainants must identify themselves, sign the complaint, and include a means by which they can be contacted and by which materials can be delivered to them. Anonymous allegations will be considered and may become complaints under this policy, but only when justified by special circumstances and when sufficient information is provided to permit the collection of independent corroborative evidence. In particular, anonymous allegations will be considered when complainant identification would place the complainant in plausible jeopardy of retaliation or other harm that could not be averted through means other than anonymity. Complaints will be accepted with the identity of the complainant kept confidential under special circumstances, as when there is a plausible risk of harm that would accrue from the complainant's identity being public and such risk cannot be managed effectively through other means. Due process requirements, however, may require that a complainant whose identity initially is held in confidence eventually identify himself or herself if the complainant's personal knowledge or evidence constitutes the substance of the complaint.

Occasionally, an alleged violation of the Policy will be serious or complex enough that a formal review is warranted. For example, some allegations may require a complex review of financial records or a detailed review of research methodology or result. In such case, the Dean/Director shall notify the individual alleged to have breached the Policy that an allegation exists, and shall designate one or more persons to review the situation. The reviewer(s) may be internal or external to the University, as appropriate to the case. The reviewer(s) shall be an independent fact-finder(s) who have expert knowledge, and who can approach the question without preconceived notions of the outcome. The reviewer(s) shall not act as an advocate or representative of any party.

Investigative Committee

(a) There shall be an Investigative Committee of three (3) persons, consisting of one (1) person designated by the AUFA, one (1) person designated by the AUSA and one (1) person designated by the Board of Governors. Members will be appointed as individuals on the basis of their individual expertise, and will not represent their organizations or associations directly. These persons shall elect a chairperson, like themselves a member of the Algoma University community, and the three (3) shall constitute the Investigative Committee and shall serve for a three-year period. Should a member of the Committee resign for reason, the party designating that person shall designate a replacement to serve for the remainder of the term. Should any member of the Committee have been involved in an effort to resolve the complaint at an earlier step or have any real or apparent conflict of interest, or should the complainant be a member of the Committee, the party designating that person shall designate a replacement to serve for the remainder of the complaint. Should the chairperson resign, the two (2) members nominated by the parties shall choose a replacement. Should a member lack the experience and expertise to evaluate a complaint, the party designating that person shall designate a replacement to serve for the remainder of the complaint.

(b) The chairperson selected by the Committee shall preside at all of its meetings, but shall not participate in discussion during its formal hearings. A quorum shall be the entire membership of the Committee. It is expected that the Committee will normally reach decisions by consensus; however, if a vote is required, decisions shall be made by simple majority. The chairman shall vote only in the case of a tie.

(c) The Committee may hear and receive all relevant evidence and make decisions on matters of substance and procedure. The committee may determine that additional expertise external to the University may be required on the review of material; hence, they may call upon a member external

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to the University to provide appropriate expertise to the specifics of the matter in question. The role of the external member shall be consultative rather than voting.

(d) To lodge a formal complaint, the Dean shall notify the Committee in writing setting forth the complaint and, if a violation of the Policy is alleged, setting forth the principles alleged to have been violated; the Dean shall also outline the attempts that have been made to settle the dispute. The Committee shall hear the case within seven (7) calendar days of notification of the complaint, giving fair hearing to each party in the dispute. The Committee shall notify in writing the parties, the AUFA and the President of its recommendations within five (5) calendar days of the conclusion of the hearing; but, in any event, shall notify the parties of its recommendations within thirty (30) calendar days of the date of the lodging of the formal complaint unless both parties agree to an extension of these time limits.

During the first phase of the Investigation, the investigator(s) shall:

a. Issue a Notice of Investigation to accused and complainant within two (2) working days of Investigation authorization. The Notice shall include a reminder about maintaining materials of potential relevance to the Complaint, the proper cataloguing and identification of materials and documents, confidentiality of the proceedings and participants, privacy and reputation protections, and the proscription against improper acts of retaliation.

b. Invite the Respondent to submit a written reply to the Complaint and to offer suggestions regarding sources of exculpatory information (eg, persons to interview, documentary evidence to examine), such written reply to be received by the investigator within twenty (20) working days of receipt of the Notice.

c. Offer to meet with the Respondent within twenty (20) working days of receipt of the Notice.

d. Invite the Complainant to submit written suggestions regarding sources of misconduct evidence (eg, persons to interview, documentary evidence to examine), such written submission to be received by the investigator within twenty (20) working days of receipt of the Notice.

e. Offer to meet with the Complainant within twenty (20) working days of receipt of the Notice.

f. Where necessary arrange for the security and maintenance of relevant information not already identified and secured by the adjudicator.

g. Examine all sources of evidence that he/she deems relevant to the Complaint, such examination to be completed within twenty (20) working days of the final meeting with complainant and/or accused.

During the second phase of the Investigation, the investigator(s) shall:

a. Offer in writing to review the evidence with the accused within ten (10) working days.

b. Offer in writing to review the evidence with the complainant within ten (10) working days.

c. Write a report summarizing the Complaint, the investigation process followed, sources of evidence consulted, meetings held, and a conclusion as to whether or not the accused committed the act(s) of

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alleged misconduct. Where the report is written by a person other than the adjudicator, the report will be submitted to the adjudicator immediately upon its completion.

d. Upon completion of the report, and receipt by the adjudicator when he or she is not the report's author, the adjudicator shall distribute the report to the Respondent and the Complainant. Should misconduct be concluded, the Respondent will be given an opportunity for rebuttal.

Rebuttal Opportunity. A respondent whom the committee has concluded is responsible for misconduct may appeal on grounds of incorrect evaluation of substantive material considered by the Investigative Committee. The person who chooses to appeal shall, within 14 calendar days of the receipt of the official notice of the decision, file an appeal with the Office of the Dean.

An Appeals Tribunal shall be a tribunal consisting of one person chosen by the appellant, one person chosen by the University, and one person chosen by the AUFA. No person involved in the Investigative Committee in any way shall serve on the Appeals Tribunal. The Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the filling of an appeal. It must report the decision within an additional 28 days. The Appeals Tribunal may sustain an appeal on the grounds of incorrect evaluation of substantive material considered by the Investigative Committee. The Appeals Tribunal may decide to:

(a) Uphold the decision of the Investigative Committee on the grounds that any identifiable incorrect evaluation of substantive material is not of a gravity to materially affect the prior decision. (b) Overturn the decision of the Investigative Committee on the grounds that an identifiable incorrect evaluation of substantive material is of a gravity to materially affect the prior decision.

e. After receiving any reports, the adjudicator shall offer to meet with the accused person to discuss the report. Both the adjudicator and the accused may have an adviser present at the meeting. When the adjudicator and/or accused choose(s) to have an adviser present at the meeting, notice will be given to the other party as to who the adviser will be at least one working day prior to the meeting.

f. The adjudicator shall then either dismiss the Complaint or initiate disciplinary procedures. The adjudicator’s/committee’s decision as to whether or not misconduct occurred is binding upon the institution.

g. In the case of dismissed Complaints, the adjudicator shall in writing so advise the accused person and the complainant. The adjudicator likewise shall so inform the Vice-President (Research), and shall provide the Vice-President (Research) with a copy of the Investigation

f the Complaint is dismissed or overturned at any time following commencement of the investigation phase, all copies of letters and other documents and items shall be delivered within five (5) working days to the adjudicator. The adjudicator shall maintain one copy of all materials in a secure place for one year, and will cause the others to be destroyed immediately. The secured copy of the materials shall be consulted only if a Complaint of mischievous or malicious allegation is lodged regarding the original Complaint. After one year, the archival copy of materials will be destroyed immediately.

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Written justification of the Tribunal’s decision shall be forwarded to the appellant and the Dean. The decision of the Appeals Tribunal shall be final and binding and shall be implemented by the Dean.

In all cases, the University shall take reasonable steps to protect persons providing information about violations of the Policy against acts of retribution. This is particularly important if a power differential exists between the person providing information and the person who has been alleged to have violated the Policy. The University shall take responsibility to provide legal defense in the event that anyone who has provided this information without malice or bad faith, becomes the object of litigation as a result.

Maintenance of Documentation. Documentation resulting from each level in the Formal Process (including witness statements, investigative notes, etc.) will be forwarded to, and maintained by, the Office of the Dean. Investigative records are not to be maintained or considered as part of a student or faculty record. Documentation regarding corrective action is considered part of the documentation.

Confidentiality of Complaint/Persons. Every effort will be made by the university to protect the confidentiality of the parties during the processing of complaints under this procedure.

Confidentiality of Proceedings. Records will be maintained in a confidential manner to the extent permitted by law and insofar as they do not interfere with the University’s legal obligation to investigate and resolve issues of the matter of complaint.

Records of Interviews. Records of interviews shall be maintained; as such, notes will be taken during interviews to reflect the testimony of complaint, respondent and any witnesses. The offer of an interview will be documented, and should the offer be declined, a note will be made of this fact.

SANCTIONS AND ACCOUNTABILITY

The Dean is responsible for reporting the appropriate sanctions to the President, based on the findings of the Investigative Committee. The Dean retain final authority concerning sanctions and will review any sanction involving suspension, dismissal, or termination before it is implemented.

Listed below are some possible sanctions of varying degrees of severity. These or other sanctions should be chosen on the principle of appropriateness to the infraction(s);

1. monitoring of an individual’s research activities by the Dean for a specified time; and/or required completion of educational programs related to these guidelines; 2. monitoring of an individual’s teaching activities by the Dean for a specified time; and/or required completion of educational programs related to these guidelines; 3. an appropriate financial penalty for a specific purpose, e.g. to reimburse the University for the costs of an audit or for improper expenses, in compliance with Collective Agreements; 4. written record of the proceedings and findings in the personnel file of an employee or the student file of a student either permanently or for a limited period of time; 5. temporary suspension of responsibilities in the case of a university employee or of enrollment in the case of a student; 6. public disclosure of the infraction; 7. dismissal in the case of a university employee or expulsion in the case of as student; 313

If the University is found to be responsible for the infraction, the same type of sanctions may be applied to the administrative officers responsible for the said infraction.

The University affirms the guidelines of the Granting Councils on Integrity, and will inform them and other appropriate organizations when a determination of misconduct has been made. If the respondent is funded directly or indirectly by one of the Tri-Council Agencies (CIHR, NSERC or SSHRC), a full copy of the report will be sent to the Agency within 30 days of its issuance, regardless of whether or not research misconduct is found to have occurred.

To protect agency funding, the Dean may authorize the withholding of research funds until such time as the Tri-Council Agency considers imposing its own sanction(s) in relation to grants made to the individual(s) implicated, in accordance with Council policies. These sanctions may include, but are not limited to:

 refusing to consider future applications for a defined time period;  withdrawing remaining installments of the grant or award;  seeking a refund of all or part of the funds already paid as a grant or award for the research or scholarship involved.

As with other types of cases, the procedure on reporting in specific cases where an investigation is requested by SSHRC or the other Tri-Council Agencies, is the same; that is, a full copy of the report shall be sent to the Agency within 30 days of the conclusion of the investigation, whether misconduct is deemed to have occurred or not.

The University shall take all reasonable steps to repair any damage that may have resulted from misconduct on the part of its employees, students or administrators, and to repair any damage that the person alleged to have contravened the Policy’s reputation for scholarly integrity may have suffered by virtue of an unfounded allegation. The University will also undertake disciplinary action against persons proven to have made allegations of misconduct in malice or bad faith.

REVIEW AND REVISION

Experience with procedures and policies may indicate the need for revision and refinement. Therefore, administrative procedures should be established to facilitate review and revision.

Annually, the Dean, or another authority appointed by the Senate to oversee Integrity in Research and Scholarship will report to Senate on the following:

1. number of queries/disputes/allegations handled at both informal and formal levels; 2. the nature and number of cases in which there has been a finding of misconduct; 3. types of sanctions employed 4. the educational activities carried out to promote integrity in research and scholarship; 5. number of attendees at educational activities; 6. nature and number of requests for information regarding integrity issues from within and outside the University; 7. whether assessors or negotiators are external or internal to the University.

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This information will help the University to evaluate and revise the Policy and enhance integrity in research and scholarship activities.

TABLE 1: Procedures for responding to inquiries related to integrity Informal Procedures

Information or advice Dean  Provides information requested, or  Directs individuals to appropriate faculty members who will serve as mediator, or  Communicates with individual who has allegedly violated policy, clarifies issue and provides advice on interpretation of policy Formal Procedures

Initial step Dean  Notifies person that allegation exists  Designates independent reviewer (individual or panel) Review (Normally within six Reviewer or Review  Delivers to person written allegations weeks) Panel  Meets with person to identify matters requiring response.*  Meets with others and reviews documents or materials as required  Submits report of finding and recommendation for/against further action to Dean Report and action Dean  Summarizes report to protect privacy of individuals.  Delivers summary to subject of review  Delivers summary to person initiating inquiry  If necessary: Takes remedial/disciplinary action appropriate and authorized under collective agreement etc; If suspension or discharge is contemplated, convenes hearing at which partied are the University and the person alleged to have violated policy

Suspension/Discharge Procedure

External Review Dean Chooses person outside University community to hear allegations ( in consultation with bargaining units, student associations, employee associations as appropriate). ExternalReview Process Person chosen to hear  Convenes hearing at which allegations allegations heard (The parties are University and 315

person alleged to have violated policy).  Makes final decision as to culpability  Reports on decision to Dean Final Decision Dean Final decision on sanctions

* at all meetings with the person alleged to have violated the policy, the person shall have the option to be accompanied by advisors, such as peers, student council or union representatives or even legal counsel.

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Appendix A

Guidelines for ownership and authorship of intellectual property

1. Definition

Intellectual Property is the expression of ideas and can exist in a multitude of forms, including poems, inventions, computer programs, books, articles, essays, reports, plays, music scores, videos, etc.

2. Ownership

Ownership of intellectual property is vested in the author/creator, unless that person has been specifically employed to create a work and ownership as defined by the terms of a contract. Ownership may be formalized through copyrighting, patenting or registry. Terms of publication may alter ownership.

3. Shared Benefits

Where institutional support (financial or other) has directly aided in the creation of intellectual property, material benefits will be shared between the creator and the institution. Although they may have received scholarships or other awards relating to their studies, students are nevertheless assumed to be the sole creators of the theses and dissertations which they have produced.

4. Authorship—acknowledgement of contributions

In accordance with the Intellectual Property and Authorship standard on page 3, faculty, students, staff, assistants, technicians, and administrators must acknowledge legitimate contributions to the creation of intellectual property. Technical support should be acknowledged as a courtesy.

5. Ownership of Intellectual property in team or collaborative work

When intellectual property is created collaboratively, difficulties may arise as to ownership. Attempts should be made early in the collaboration process to establish criteria for acknowledgment of contributions (issues of first author, order of names and type of acknowledgment).

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6. Ownership of data in team or collaborative work

Just as authorship needs to be clarified in team or collaborative work, so too does ownership of, and access to, data. It is recommended that teams attempt to establish at the out set rules and procedures for the use of data, particularly, in the case where a member who has contributed has left the team or the University, or joins a project already in progress.

7. Resolution of misunderstandings and disputes

To resolve disputes regarding intellectual property, an informal process will be attempted via the offices of the appropriate Dean or Director of the Library.

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Appendix B

Guidelines on Conflict of Interest

A potential conflict of interest situation arises when an employee or student of Algoma University is in a position to use research, knowledge, authority or influence to which they have access as a function of their relationship with the university, for personal gain or benefit (financial or otherwise). It is also a conflict of interest when a family member of an employee or student of the university is in a position to obtain personal gain or benefits.

The credibility of research and scholarship can be undermined by even the appearance of conflict of interest. Algoma University requires that employees and students acknowledge and disclose potential or real conflicts of interest in which they find themselves.

Research granting councils, publishers and other interested parties must also be informed by employees or students when a conflict of interest might affect or might be perceived to affect the impartiality of a reviewing process.

Procedures

Researchers must reveal potential or real conflicts of interest to their immediate supervisors and also to co-researchers and to sponsors, as soon as they become aware of these conflicts, and discuss with these people ways in which the conflicts may be managed. Supervisors must consider whether a conflict of interest can be managed or whether it must be disallowed. They must also follow up on their assessment and periodically update their knowledge of the conflict situation.

Examples of conflict situations

Favouring of outside interests for personal gain:  Entering into research contracts with companies employing a faculty member or a member of that faculty member’s immediate family  Directing research toward developments of potential benefit to private firms in which the researcher has an interest  Influencing the purchase of equipment or materials from a company in which the person has a personal interest

Inappropriate use of University personnel, resources, assets, or good name:  Faculty/staff requiring students supervised by them to undertake work of personal benefit to them or a company in which they have an interest  Unauthorized and unreimbursed use of University property or resources for the benefit of themselves or a company in which they have an interest 319

 Participating in the review or hiring process when the university employee has a marital, familial or intimate relationship with the person being hired  Utilizing the name of the University when presenting ideas, implying that the ideas represent the University’s position, or identifying publicly with the University when carrying out private, non-University business

Inappropriate use of Information:  Use of privileged information acquired as a result of University-supported activities for private gain (for instance, in obtaining a contract for a company in which one has a financial interest)  Unreasonable delay of publication of research results or premature announcement of research results for personal gain

Other Potential Conflicts  Conflict between the goals of research funded by two different sources  Conflict between Codes of Ethics for Research and those for practice within a particular profession

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Algoma University

Policy on the Ethical Principles of Animal Care and Use

Category: Research Number: RE4 Responsibility: Academic Dean & Associate Vice-President, Academic and Research Approval: February 2009 - Animal Care Committee March 6, 2009 - Senate

Overview

Algoma University is committed to ensuring the ethical and humane use and responsible care of animals in research, teaching and testing in accordance with applicable laws, including the Animal for Research Act from the Ontario Ministry of Agriculture and Food (OMAF), the Canadian Council on Animal Care (CCAC) Guidelines, and Tri-Council requirements (Memorandum of Understanding (MOU) on the Roles and Responsibilities in the Management of Federal Grants and Awards). At Algoma University, animals are used only for valid scientific studies with a reasonable expectation of obtaining knowledge and for the potential benefit of people and animals. Algoma University is committed to ensuring the highest possible standards in the care, well-being, quality of life and use of its animals.

Purpose of the Policy

The purpose of this policy is to:

a. State the guiding ethical principles for research, teaching and testing involving animals. b. Ensure researchers, scholars, and educators and all others using animals for teaching and research purposes know the expectations of Algoma University. c. Identify non-compliance with this Policy.

Policy

1. Guiding Ethical Principles of Animal Care and Use

a. Animals used in research, teaching and testing by scientists and educators (researchers) must be cared for and maintained in accordance with the Animal for Research Act from the Ontario Ministry of Agriculture and Food (OMAF), the Canadian Council on Animal Care (CCAC) Guidelines, and Tri-Council MOU requirements.

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b. Algoma University highly discourages studies resulting in end stage death as a direct result of the animal use procedures.

c. The Russell-Burch “3R” tenet of “Replacement, Reduction and Refinement” will be upheld in the design and review of animal use protocols.

2. Animal Care and Use Committees

a. Algoma University Animal Care Committee (AUACC) will oversee the ethical and responsible use and care of animals in research, teaching and testing.

b. AUACC has the authority, on behalf of the veterinarian and the President of the University, to

i. stop any objectionable procedure if it considers that unnecessary pain or distress is being experienced by the animal;

ii. terminate immediately any use of animals that deviates from the approved protocol;

iii. humanely euthanise an animal if pain and distress caused to the animal cannot be alleviated; and

iv. order the closure of facilities that do not meet CCAC standards and/or endanger the well-being of animals contained therein.

3. Ethics Review for Animal Use

a. No person shall use an animal for the purposes of research, teaching, or testing at Algoma University before receiving written approval from the AUACC.

b. If Algoma University is either the host or home institution for shared animal research protocols the CCAC Guideline for Animal-Based Projects Involving Two or More Institutions shall apply.

4. Accountability and Transparency

a. Every effort shall be made to cooperate with the Ontario Animals for Research Act, the news media, and the public regarding the use of animals in research, teaching and testing.

5. Procurement of Animals

a. Animals must be ordered from Algoma University approved animal facilities.

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6. Maintenance of Animals

a. All animals maintained at Algoma University and the facilities in which they are housed are subject to periodic inspection by the University Veterinarian, the AUACC, and the University President.

b. Detailed triennial program assessments shall be carried out by CCAC assessment panels.

7. Non-Compliance

a. Conducting animal research that has not been reviewed and approved by the AUACC will constitute non-compliance.

b. Animal use that contravenes this policy constitutes non-compliance.

c. Non-compliance may represent research misconduct.

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Policy on Management of Research Grants, Contracts and their Associated Funds

Category: Research Number: RE2 Responsibility: Academic Dean & Associate Vice-President, Academic and Research Approval: Administration - February 24, 2009 Board of Governors – April 9, 2009

Purpose

To ensure that grants, contracts and their funds are administered in accordance with the mission, procedures and policies of the University as well as the requirements of the funding agencies.

Scope

This policy is applicable to the entire university community.

Policy

2.0 Definitions

2.1 Researcher: Individual who is primarily responsible for conducting the research funded by a grant or a contract. 2.2 Funding Agency: Organization that provides the funding for a research grant or contract 2.3 Grant: Refers to funds awarded to enable the performance of research where there is no contractual obligation on specific research outcomes. The following are normally characteristics of a grant:  Objectives are general  No limitations or restrictions on publications  Research trainee involvement  Final report usually submitted to the funding agency 2.4 Contract: Refers to funds provided for research purposes through a legally binding agreement which often requires specific deliverables. The following are normally characteristics of a contract:

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 Scope and nature of research is specifically defined  Set time period for the activity  Deliverables are strictly defined  Budget approvals and payment schedules  Limitations on publication 3.0 Responsibilities

3.1 The Researcher is responsible for:  Preparing the application and submitting to the Academic Dean & Associate Vice-President, Academic and Research  Conducting the research in accordance with the relevant program guidelines and with ethical and legal standards  Complying with the terms and conditions of the grant/contract defined by the Funding Agency.  Complying with the University’s financial policies; Employee Travel Policy, Employee Non-Travel Policy, Purchasing of Goods & Services and the terms of the Funding Agency  Managing & supervising research personnel  Informing University officials of changes in eligibility status or in the nature of the research that may have an impact on approvals for research involving humans, animals, biohazards, environmental assessments, financial reporting and other related polices  Providing reports to the Funding Agency and University as determined in the grant/contract agreements.  Acknowledging the Agency’s financial support for the research

3.2 The Academic Dean & Associate Vice-President, Academic and Research is responsible for ensuring that applications for external funding conform with the requirements of the following University Policies:  Research Ethics Policy for Algoma University  Policy on Integrity in Research and Scholarship  Policy on the Ethical Principles of Animal Care

Any materials submitted to the Academic Dean & Associate Vice-President, Academic and Research will be kept confidential and will not be released without prior written approval of the Researcher.

The Academic Dean & Associate Vice-President, Academic and Research will provide the Accounting & Grants Officer with authorization to open an account when compliance with all conditions of regulatory certification requirements with respect to the above mentioned policies have been met.

3.3 The Accounting & Grants Officer is responsible for;  Assigning account numbers within the Chart of Accounts 326

 Reviewing expenditure transactions such as; cheque requisitions, purchase orders, travel claims and travel advances  Providing Researcher with budget updates on a monthly basis  Invoicing funding agencies and other external contributors  Liaising between the Researcher, Funding Agencies, the University administration and external auditors.  Informing Funding Agency of changes in eligibility status or in the nature of the research that may have an impact on approvals for research involving humans, animals, biohazards, environmental assessments, financial reporting and other related policies  Maintaining appropriate financial documentation for auditing and agency monitoring  Applying all relevant University and Funding Agency financial policies to research activity.

3.4 The University is responsible for:  Providing an appropriate physical and organizational infrastructure for the conduct of funded research;  Implementing appropriate and effective policies, administrative systems and controls to ensure that the research is conducted in compliance with all applicable legal, ethical, accountability and financial management standards;  Providing Researchers with effective administrative support including knowledgeable advice on, interpretations of and assistance with University and Funding Agency policies;  Providing Human Resources and Payroll Services such as; hiring processes, contracts, enrollment in benefits plans, issuing T4’s, T4A’s and Records of Employment;

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4.0 Signing Authority For Research Grants & Contracts

4.1 All grants, contracts and their associated funds are held by the University and are not the property of individual researchers. This includes any equipment purchased with these funds, unless otherwise stated in the terms and conditions of the grant or contract.

4.2 All applications and contracts must be authorized by the delegated signing officers of the university in accordance with the Grant & Contract Policy.

4.3 Algoma University must be named as the contract holder in research contracts that involve the University and any persons holding an academic appointment therein.

4.4 Personal contracts for research and other services between an individual and an external agency will not be accepted for administration by the University. University facilities may not be used to carry out research under such contracts without the establishment of a contract for such services or facilities between the individual and the University.

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13 Student Protection Standard

13.1 Academic Calendar Information

The current academic calendar is included for review.

Current Academic Calendar Page Number Information Page 2 The organization’s mission and goals. Pages 3-4 A history of the organization and its governance and academic structure. Page 38 provides a summary of degree programs A general description of each degree program offered and their length. (purpose, outcomes, length). A general description of each program is included at the beginning of the detailed program sections from page 45-146. The programs are organized alphabetically throughout this chapter. Page 4 outlines the academic credentials of senior The academic credentials of faculty and senior administration. administration. Faculty credentials are described in the program sections from pages 45-146. Pages 45-146 Individual descriptions of all subjects in these programs, and their credit value.

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ALGOMA UNIVERSITY

ACADEMIC CALENDAR 2009-2010

For more information about Algoma University, contact:

Office of the Registrar Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario, Canada P6A 2G4 www.algomau.ca/registrar

Phone: 705-949-2301 Fax: 705-949-6583 General Reception ext. 0

Office of the Registrar ext. 4119 [email protected] General Inquiries ext. 4217 [email protected] Campus Tours ext. 4217 [email protected] Admissions ext. 4220 [email protected] Academic Advising ext. 4216 [email protected] Registration ext. 4216 [email protected] Financial Aid/Awards ext. 4219 / 4710 [email protected] Residence/Housing ext. 4215 [email protected] Student Services ext. 4212 [email protected] International Services ext. 4238 [email protected] Communications ext. 4122 [email protected]

Regulations and policies are also outlined in the policy section of the Algoma University website at www.algomau.ca/policies. Students have a responsibility to: • Familiarize themselves with degree requirements; • Familiarize themselves with the regulations and policies of the university and its departments; and • Ensure they register for the courses necessary to satisfy their degree requirements. Students agree by the act of registration to be bound by the regulations, policies and bylaws of Algoma University that are in effect at the time of registration. Because this calendar is prepared several months before the beginning of the academic year, the Senate and the Board of Governors of Algoma University reserve the right to make necessary changes to the Academic Calendar in either print or electronic form without prior notice. Please refer to www.algomau.ca/programs for an electronic version of the 2009-2010 Algoma University Academic Calendar. ALGOMA UNIVERSITY

“The Thunderbird has always been a part of the body and The Algoma University emblem, adopted in 1972, is a spirit of all native tribes stylized Thunderbird. It was developed by Mrs. Dora of North America, de Pedery-Hunt, the well-known Canadian sculptor, figuring in stories, from Indian pictographs in the Agawa Bay area. In 1996 dances, religion, and alumnus Jane Scott Barsanti, a graphic designer, created everyday life. It gave the existing logo incorporating the thunderbird into the to our people thunder, design. lightning, rain—clean- sing and giving power The Thunderbird, its freedom and strength represented to the earth, and to by traditional colours, extends beyond the confines of the rectangle: the people—power to survive and worship Blue = Sky, Water the Great Spirit. Today, it remains very important to us, Green = Land, Trees, Environment symbolizing our long hope to emerge from a dark past Red = Colour of the Pictographs; Bloodlines into a bright future of cultural and spiritual freedom for White = Hope, Purity, Snow, the North our people in the land that our grandfathers left us. The Thunderbird is not a forgotten effigy on a weather-worn When filled with green, the Thunderbird resembles the rock or on a string of beads. It is alive and as real to our shape of the white pine tree. In the logo, ‘A’ stands for people as the thunder, lightning and rain of every summer Algoma, and is indicative of learning and achievement; storm that is given to us.” it also suggests the shape of a teaching wigwam, which Keewatinung Institute is the foundation of Algoma’s educational philosophy today.

VISION

www.algomau.ca Biidaabin - A new dawn A university of international distinction enriching generations of diverse cultures and communities. Debwewin - Truth STRATEGIC OBJECTIVES • Algoma University instills pride in its identity through growth in quality and excellence. • Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Anishinaabe education and research. • Algoma University takes a leadership role and engages with the communities it serves. • Algoma University grows by implementing new academic offerings that create a distinct university.

Approved by Senate February 3, 2006 Approved by Board of Governors February 9, 2006 Introduction HISTORY OF ALGOMA UNIVERSITY The desire to establish an undergraduate Liberal Arts College in In 1992, the George Leach Centre was opened for athletics and Sault Ste. Marie originated as a broad citizens’ movement in the recreation. A student residence was completed and occupied in 1950s. In October of 1964, the Algoma College Association was September, 1995 with a new addition available in September 2001. incorporated by Letters Patent of the Province of Ontario. One In 2005, the construction of a new Information Communication year later, Algoma College was established as a non-sectarian Technology (ICT) building was completed. institution affiliated with Laurentian University. On June 18th, 2008, the Government of Ontario dissolved Algoma In September of 1967, Algoma College opened its doors to its University College and created Algoma University, Ontario’s 19th first students. Its program for full-time students was limited to university. Algoma University will continue to offer all the degree the first year of the B.A. and B.Sc. degrees. In part-time studies, programs available to students while it was an affiliate campus of the College was permitted to offer the full B.A. program. In the Laurentian University, and will be introducing new undergraduate early years, part-time enrolment expanded rapidly to over 1000 degree programs to respond to the needs of Ontario students, students by 1969-70. especially those in the North.

The strong community support that led to the founding of the Algoma’s special mission, as outlined in its Charter, reads as College continued during the early years of its development. The follows: citizens of Sault Ste Marie, through their municipal government, (a) to be a teaching-oriented university that provides programs provided major assistance to the College in the form of capital in liberal arts and sciences and professional programs, and operating funds. In addition, local industries, businesses, primarily at the undergraduate level, with a particular focus service clubs, and individuals established a scholarship program on the needs of northern Ontario; and for students attending the College. (b) to cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the The year 1971 marked a significant turning point in the College’s history of Algoma University and its geographic site. history in respect to both program and facilities. In recognition of the rapid maturation of the College, the Department of Algoma University is primarily a teaching university. The University Affairs authorized the expansion of full-time in Arts to university’s first concern is meaningful, innovative and quality the full three years. The second year was added in September university education. Students at Algoma U find a broad choice 1971 and third year in 1972. In addition, in September 1971, of programs, covering the humanities, sciences, social sciences the College was relocated to its own campus. The College and professional areas such as Business. Faculty research acquired by lease Shingwauk Hall and the Shingwauk site, supports teaching excellence, and student participation in basic including fifty-three acres of land fronting on the St. Mary’s and applied research is encouraged. River. Extensive renovations were completed to Shingwauk Hall, and temporary buildings were constructed to provide In 2006, Algoma University signed a Covenant with the a Science Laboratory, Music Conservatory, Language Laboratory, Shingwauk Education Trust, which commits both institutions to office and classroom facilities. grow together, providing mutual support. Algoma University is proud to serve the Anishinaabe (First Nations, Métis and Inuit) In 1973, construction of a library wing was completed. In 1975, people of the Algoma District and beyond, and the Covenant with the assistance of a grant from the Ministry of Colleges and provides a firm foundation for future development of Anishinaabe Universities, the college purchased Shingwauk Hall and thirty- education, both by Shingwauk Kinoomaage Gamig and by seven acres of land surrounding the buildings. In 1989, the Arthur Algoma University. A. Wishart Library was opened and other renovations completed.

NOTICE OF DISCLOSURE OF PERSONAL INFORMATION TO STATISTICS CANADA Statistics Canada is the national statistics agency. As such, it carries out hundreds of surveys each year on a wide range of matters, including education. It is essential for them to be able to follow students across time and institutions to understand, for example, the factors affecting enrolment demand at postsecondary institutions. The increased emphasis on accountability for public investment means it is also important to understand the “outcomes.”

To carry out such studies, Statistics Canada asks all colleges and universities to provide data on students and graduates. Institutions collect and provide to Statistics Canada student identification information (student’s name, ID number, SIN, address and telephone number), demographic characteristics, enrolment information, previous education, and labour force activity. The Federal Statistics Act provides the legal authority for Statistics Canada to access personal information held by education institutions. The information collected may be used strictly for statistical purposes, and the confidentiality provisions of the Statistics Act prevent the information from being released in any way that would identify a student. Students who do not wish to have their information used for this purpose may contact Statistics Canada and request that their identification and contact information be removed from the national database.

For more information, visit the Statistics Canada website at www.statcan.ca or write to: Postsecondary Education, Centre for Education Statistics, 17th Floor, RH Coats Building, Tunney’s Pasture, Ottawa, ON K1A 0T6 www.algomau.ca ALGOMA UNIVERSITY Introduction THE BOARD OF GOVERNORS 2009-2010

Algoma University operates under a bicameral governance structure with a Board of Govenors and a Senate. The Board of Govenors is responsible for governing and managing the affairs of Algoma University including but not limited to determining the mission, vision, and values of the university, approving and monitoring the annual budget, and appointing and/or removing the President. The Senate is responsible for determining and regulating the educational policy of the university including but not limited to making recommendations on the establishment, change, or termination of programs and courses of study, appointing faculty deans and divisional and department chairs, and determining program curriculum.

Mr. Bud Wildman, Chair Board of Governors Meetings for 2009-2010 Mr. Brady Irwin, Vice-Chair January 08, 2009...... 7:00pm February 12, 2009...... 7:00pm Members March 12, 2009...... 7:00pm April 9, 2009...... 7:00pm Ms. Lisa Bell-Murray Mr. Tim Lavoie May 14, 2009...... 7:00pm Ms. Claudette Chevrier-Cachagee Mr. Don Mitchell June 11, 2009...... 7:00pm Mr. James Caicco Ms. Aideen Nabigon September 10, 2009...... 7:00pm Mr. Jason Collins Dr. Celia Ross October 8, 2009...... 7:00pm Mr. Ray DeRosario Dr. Robert Rutherdale Ms. Vanessa Gastaldo Ms. Amy Sayers November 12, 2009...... 7:00pm Dr. J. E. Foley Ms. Christine Sayers Prof. David Galotta Ms. Frances Sewards 2010 Mr. Brady Irwin Judge Ray Stortini January 14, 2010...... 7:00pm Mr. Mark Kontulainen February 11, 2010...... 7:00pm March 11, 2010...... 7:00pm April 8, 2010...... 7:00pm Officers of the University May 13, 2010...... 7:00pm June 10, 2010...... 7:00pm Dr. Celia Ross, President & Acting Director of Administration B.A. (Hons) (Queen’s), M.es. L.. Doctorat e cycle (Litterature) September 9, 2010...... 7:00pm (Bordeaux III), A.MUS. (Western)

Dr. Arthur H. Perlini, Academic Dean B.A. (Hons) (Western), M.A. (Carleton), PhD. (Carleton)

Senior Administrative Officers Mr. Bruno Barban, Director of University Services and Information Technology M.B.A. (LSSU), Certification in UMC (Alberta)

Ms. Karen Doyle, Director of Human Resources, CHRP

Ms. Deborah Loosemore, Director of Advancement and External Relations, CFRE

Ms. Krista Pearson, Registrar and Director of Enrolment Management, B.A. (Dalhousie), B.Ed (Acadia), M.Ed. (Nipissing), CUCA (CHERD-Manitoba), PhD. (Lakehead-in progress)

ALGOMA UNIVERSITY www.algomau.ca Introduction

TABLE OF CONTENTS T able o f C ontents

CHAPTER ONE: CHAPTER FOUR: DEADLINES AND FEES PROGRAMS AND COURSES Important Dates 6 Fee Schedules 8 Degree and Program Offerings: B.A., B.Sc., B.COSC., B.B.A., B.F.A. 38 CHAPTER TWO: STUDENT SERVICES Course Categories: Academic Support Services 12 Humanities, Social Sciences, Sciences, Professional 38 English as a Second Language 12 Co-operative Education 13 Degree Requirements: Financial Aid, Awards and Scholarships 16 B.A., B.Sc., B.COSC., B.B.A., B.S.W., 2nd degrees 38 Student Services 19 Student Code of Conduct (non–academic) 19 Program Requirements and Course Descriptions 39 Housing and Conference Services 20 (alphabetically, by subject) Associated Organizations of Interest 21 Anishinaabemowin...... 45 Humanities Division Activities 24 Biology...... 48 Business Administration...... 52 CHAPTER THREE: Chemistry...... 64 ACADEMIC POLICIES, Community Economic and Social Development...... 65 PROCEDURES, AND REGULATIONS Computer Science...... 68 Admission Information 25 English, Film and Theatre...... 75 Registration Procedures 29 Finance and Economics...... 82 Academic Regulations 30 Fine Arts Studies...... 85 Access to Records 31 Geography and Geology...... 90 Grading Policies 31 History...... 94 Student Code of Conduct (Academic) 33 Information Technology...... 100 Appeals 36 Law and Justice...... 102 Graduation 37 Liberal Science...... 106 Mathematics...... 109 Modern Languages...... 112 Music...... 117 Philosophy...... 123 Physics and Astronomy...... 126 Political Science...... 127 Psychology...... 132 Sociology...... 138 Social Welfare / Social Work...... 144 APPENDIX: Key to course codes...... 147

www.algomau.ca ALGOMA UNIVERSITY Chapter 1 CHAPTER ONE: DEADLINES AND FEES Important Dates & Deadlines for 2010 Jan. 1 New Year’s Day; Algoma University is closed. 2009-2010 Jan. 4 Winter 2010 courses begin; 2009FW courses resume. Jan. 8 Algoma U Senate meeting Key to codes Jan. 14 Algoma U Board of Governors meeting 2009/10 Jan. 15 No registrations or course changes permitted for 09 2009-2010 academic year (from spring 2009 session 2010W courses after this date. Students and deadlines until the winter 2010 session which ends on April 30, 2010) dates 1- important 10 2010-2011 academic year (from spring 2010 session withdrawing from second term courses after this until the winter 2011 session which ends on April 30, 2011) date will receive a ‘W’ on their academic record. Jan. 29 Last date to withdraw from 2009FW courses without F fall term W winter term academic penalty. Students withdrawing from FW fall/winter term (i.e., full-year course) 2009FW courses after this date will receive an ‘F’ on SF spring session, first term their academic record. Applications for graduation for Spring Convocation SS spring session, second term SP spring session, both terms 2010 must be submitted prior to this date. Feb. 1 Academic advising for returning students begins. 2009 Feb. 5 Algoma University Senate meeting Sept. 7 Labour Day; Algoma University is closed Feb. 11 Algoma University Board of Governors meeting Sept. 7- 11 Welcome Week Feb. 15 Family Day; Algoma University is closed Sept. 9 Fall 2009 classes begin including 2009F and 2009FW Feb. 15-19 Study Week courses. Feb. 16 Registration begins for Spring 2010 terms including Sept. 10 Algoma University Board of Governors meeting 2010SF, 2010SS, and 2010SP courses. Sept. 11 Algoma University Senate meeting Feb. 26 Last date to withdraw from 2010W courses without Sept. 18 No registrations or course changes permitted for academic penalty. Students withdrawing from 09F and 09FW courses after this date. Students 2010W courses after this date will receive an ‘F’ on withdrawing from first term and full year courses their academic record. after this date will receive an ‘W’ on their academic record. Mar. 5 Algoma University Senate meeting Mar. 11 Algoma University Board of Governors meeting Oct. 2 Algoma University Senate meeting Oct. 8 Algoma University Board of Governors meeting Oct. 12 Thanksgiving Day; Algoma University is closed Apr. 1 Last day of classes for 2010W and 2009FW courses Oct. 13 Founder’s Day; Algoma U is open however classes Apr. 2 Good Friday; Algoma University is closed are cancelled Apr. 5 Easter Monday; Algoma University is closed Oct. 30 Last date to withdraw from 2009F courses without Apr. 6-24 Final examination period for 2009FW and 2010W academic penalty. Students withdrawing from courses. 2009F courses after this date will receive an ‘F’ on Apr. 8 Algoma University Board of Governors meeting their academic record. Apr. 9 Algoma University Senate meeting Oct. 31 Algoma University in-absentia fall convocation; Apr. 30 All final grades from the winter 2010 term including Laurentian University Fall Convocation 2009 2009FW and 2010W courses must be submitted to the Office of the Registrar by this date. Nov. 6 Algoma University Senate meeting Nov. 12 Algoma University Board of Governors meeting May 3 Spring 2010 session begins including 2010SF and Nov. 20 Last day for current students to register for 2010SP courses. 2010W courses without penalty; late fee applies May 7 Algoma University Senate meeting after this date. No registrations or course changes permitted Nov. 23 Late registration for 2010W courses begins. for 2010SF and 2010SP courses after this date. Students withdrawing from 2010SF and 2010SP Dec. 4 Algoma University Senate Meeting courses after this date will receive a ‘W’ on their Dec. 8 Last day of classes for 2009F courses; 2009FW academic record. courses recess May 13 Algoma University Board of Governors meeting Dec. 9 Study day May 24 Victoria Day; Algoma University is closed Dec. 10 – 19 Final examination period for 2009F courses and May 26 Last date to withdraw from 2010SF courses without mid-term examinations for 2009FW courses penalty. Students withdrawing from 2010SF courses Dec. 24 Christmas recess begins after this date will receive an ‘F’ on their academic Dec. 29 All final grades from the fall 2009 term (2009F) record. must be submitted to the Office of the Registrar by this date. June 2-5 Laurentian University Spring Convocation 2010 June 4 Algoma University Senate meeting June 10 Algoma University Board of Governors meeting

ALGOMA UNIVERSITY www.algomau.ca  Chapter 1 1- important dates

June 11 Last day of classes for 2010SF courses; 2010SP ALL STUDENTS: and deadlines courses recess

June 12 Algoma University Spring Convocation 2010 Students who have chosen to graduate from Laurentian University 2009/10 June 14-15 Final examination period for 2010SF courses. and not from Algoma University, will still be able complete their June 16 Spring 2010 second term courses begin (2010SS); studies here in Sault Ste Marie. Laurentian University degree 2010SP courses resume requirements must be completed before May 2013 and courses June 18 No registrations or course changes permitted required to meet degree requirements will be available here for 2010SS courses after this date. Students at Algoma University. Students who have not completed the withdrawing from second term courses after this Laurentian degree requirements by May 2013, will be able to date will receive a ‘W’ on their academic record. transfer to Algoma University at that time – all without having to Last date to withdraw from 2010SP courses without change campuses. academic penalty. Students withdrawing from 2010SP courses after this date will receive an ‘F’ on Algoma University procedures and rules will continue to apply to their academic record. all students registered on the Algoma University campus. Please June 23 All final grades from the 2010SF term must be refer to this Calendar for a full description of all policies and submitted to the Office of the Registrar by this date. procedures. All students on the Algoma campus will be provided the same level and type of academic programming, student July 1 Canada Day; Algoma University is closed services, financial aid and access to facilities and resources. July 9 Last date to withdraw from 2010SS courses without academic penalty. Students withdrawing from 2010SS courses after this date will receive an ‘F’ on their academic record. Last day for returning students to register for fall/ winter 2010 without penalty; late fee applies after this date. July 12 Late registration begins for returning students July 27 Last day of classes for 2010SP and 2010SS courses July 28-29 Final examination period for 2010SP and 2010SS courses.

Aug. 2 Civic Holiday; Algoma U is closed. Aug. 6 All final grades from the Spring 2010 session must be submitted to the Office of the Registrar by this date. Aug. 20 Applications for graduation at Fall Convocation 2010 must be submitted prior to this date.

Sept. 6 Labour Day; Algoma U is closed. Sept. 6-10 Welcome Week Sept. 8 Fall 2010 classes begin including 2010F and 2010FW courses Sept. 9 Algoma University Board of Governors meeting Sept. 10 Algoma University Senate meeting Sept. 17 No registrations or course changes permitted for 2010F and 2010FW courses after this date. Students withdrawing from first term and full year courses after this date will receive a ‘W’ on their academic record

www.algomau.ca ALGOMA UNIVERSITY  Chapter 1 FEE SCHEDULE

Student Accounts & Financial Aid Office Student Accounts Officer: Cindy Jacobs, ext. 4723 or [email protected]

Manager of Financial Aid & Awards Deborah McCracken, ext. 4219 or [email protected] 1-STUDENT F EES The undergraduate fee schedule shown below is in effect for May 2008 - April 2009. The Board of Governors of Algoma University reserves the right to amend fees after the publication of this Academic Calendar and without further notice.

CANADIAN STUDENTS - per term CREDITS TUITION AUSA ATHLETICS STUDENT STUDENT GLC VARSITY ACADEMIC TOTAL INSURANCE TOTAL 2009/2010 CENTRE SERV/WUSC

1 242.00 4.90 4.77 5.00 10.00 45.00 5.50 30.00 347.17 0.00 347.17 1.5 325.00 7.34 7.14 7.50 10.00 45.00 5.50 30.00 437.48 0.00 437.48 2 406.00 9.79 9.55 10.00 10.00 45.00 5.50 30.00 525.84 0.00 525.84 2.5 492.00 12.24 11.91 12.50 10.00 45.00 5.50 30.00 619.15 0.00 619.15 3 571.00 14.68 14.33 15.00 10.00 45.00 5.50 30.00 705.51 0.00 705.51 3.5 652.00 17.13 16.69 17.50 10.00 45.00 5.50 30.00 793.82 0.00 793.82 4 737.00 19.58 19.05 20.00 10.00 45.00 5.50 30.00 886.13 0.00 886.13 4.5 820.00 22.03 21.46 22.50 10.00 45.00 5.50 30.00 976.49 0.00 976.49 5 901.00 24.47 23.83 25.00 10.00 45.00 5.50 30.00 1064.80 0.00 1064.80 5.5 986.00 26.92 26.19 27.50 10.00 45.00 5.50 30.00 1157.11 0.00 1157.11 6 1069.00 29.37 28.60 30.00 10.00 45.00 5.50 30.00 1247.47 0.00 1247.47 6.5 1150.00 31.81 31.02 32.50 10.00 45.00 5.50 30.00 1335.83 0.00 1335.83 7 1235.00 34.27 33.37 35.00 10.00 45.00 5.50 30.00 1428.14 0.00 1428.14 7.5 1318.00 36.71 35.74 37.50 10.00 45.00 5.50 30.00 1518.45 0.00 1518.45 8 1398.00 39.15 38.16 40.00 10.00 45.00 5.50 30.00 1605.81 0.00 1605.81 8.5 1480.00 41.61 40.51 42.50 10.00 45.00 5.50 30.00 1695.12 0.00 1695.12 9 1563.00 44.05 42.88 45.00 10.00 45.00 5.50 30.00 1785.43 0.00 1785.43 9.5 1646.00 46.50 45.29 47.50 10.00 45.00 5.50 30.00 1875.79 0.00 1875.79 10 1726.00 48.95 47.65 50.00 10.00 45.00 5.50 30.00 1963.10 0.00 1963.10 10.5 1812.00 51.39 50.07 52.50 10.00 45.00 5.50 30.00 2056.46 304.44 2360.90 11 2018.00 53.84 52.43 55.00 10.00 45.00 5.50 30.00 2269.77 304.44 2574.21 11.5 2160.00 56.29 54.79 57.50 10.00 45.00 5.50 30.00 2419.08 304.44 2723.52 12 2303.00 58.74 57.20 60.00 10.00 45.00 5.50 50.00 2589.44 304.44 2893.88 12.5 2327.00 61.18 59.62 62.50 10.00 45.00 5.50 50.00 2620.80 304.44 2925.24 13 2344.00 63.63 61.98 65.00 10.00 45.00 5.50 50.00 2645.11 304.44 2949.55 13.5 2365.00 66.08 64.34 67.50 10.00 45.00 5.50 50.00 2673.42 304.44 2977.86 14 2387.00 68.52 66.76 70.00 10.00 45.00 5.50 50.00 2702.78 304.44 3007.22 14.5 2408.00 70.98 69.11 72.50 10.00 45.00 5.50 50.00 2731.09 304.44 3035.53 15 2426.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 2756.42 304.44 3060.86 15.5 2511.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 2841.42 304.44 3145.86 16 2593.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 2923.42 304.44 3227.86 16.5 2674.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 3004.42 304.44 3308.86 17 2758.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 3088.42 304.44 3392.86 17.5 2843.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 3173.42 304.44 3477.86 18 2922.00 73.44 71.48 75.00 10.00 45.00 5.50 50.00 3252.42 304.44 3556.86

ALGOMA UNIVERSITY www.algomau.ca  Chapter 1

CITIZENS or PERMANENT Residents of Michigan ACCELERATED SECOND DEGREE PROGRAM 1- F EE SCHEDULE Fees are identical to Canadian student fees, as stated on the previous Please contact Student Accounts for fee and refund details. Contact page. Official proof of current residency in the State of Michigan is [email protected] required to qualify for this tuition status. American citizens of any other state must pay international student fees as noted below. ADDITIONAL FEES:

INTERNATIONAL STUDENTS Co-operative Education INTERNATIONAL STUDENT FEES PER TERM Regular academic fees do not cover CO-OP courses, regardless of MAY 2009 - APRIL 2010 the number of academic credits carried. Therefore, CO-OP fees are always assessed in addition to regular academic CREDITS TUITION STUDENT STUDENT ACADEMIC HEALTH TOTAL fees. 3 $1,441.00 $44.01 $60.50 $30.00 $252.00 $1,827.51 Students registered in Co-operative education are assessed 6 $2,696.00 $87.97 $60.50 $30.00 $252.00 $3,126.47 additional fees as follows: 9 $3,947.00 $131.93 $60.50 $30.00 $252.00 $4,421.43 Registration in CO-OP 0101 is equivalent to 1.0 credit 12 $5,811.00 $175.94 $60.50 $50.00 $252.00 $6,349.44 tuition fee. 15 $6,125.00 $219.92 $60.50 $50.00 $252.00 $6,707.42 Registration in CO-OP work term is equivalent to 3.0 credit 18 $7,377.00 $219.92 $60.50 $50.00 $252.00 $7,959.42 tuition fee.

*International students and their dependents must enrol in the SERVICE FEES University Health Insurance Plan (UHIP), or a similar approved Application Fee (non-OUAC) $ 50.00 plan, for health coverage. Cost for a single student is $756.00 for Readmission Fee $ 15.00 the period from September 1 to August 31. This fee is subject to Special examinations, each $ 50.00 change upon evaluation of the program. International students Off-campus, additional $ 20.00 will not be permitted to register until and unless they have Graduation Application Fee $ 35.00 enrolled in UHIP or provided documented proof of membership in Letters of Permission, per course $ 25.00 another similar plan. Please consult the Office of the Registrar for Transcript of Academic Record, each $ 7.00 further information. Courier service in Ontario $ 10.00 Outside Ontario $ 25.00 Senior Citizens Outside Canada variable Students who have reached the age of 60 years as of the first day Replacement of lost ID card $ 10.00 of classes in any term are exempt from paying the tuition portion of Replacement Degree $ 50.00 fees (ancillary fees are payable). This exemption does not apply to Locker Rental, per term $ 8.00 the following: Note: GST will be added to certain service fees where applicable. 1) performance-based classes (unless it is a core course for the degree program) Please note that in addition to student fees previously listed, 2) off-campus courses; and reading, thesis and other selected courses in Biology, Chemistry, Film Studies, Physics individually directed courses and Visual Arts will be assessed a laboratory and/or studio fee. 3) subsequent registrations for a course if a grade 60% or Laboratory and studio courses will be charged $15 per 3 credit higher has been earned; course. 4) the Accelerated Second-Degree programs in Computer Science & Information Technology.

Senior citizens are not eligible to join the George Leach Centre as students, but may join as community members.

Secondary SCHOOL U/C Students Secondary students in their final year of U/C studies may apply to Algoma U for admission on probation, and (if admitted) register concurrently in one 3 credit course per term. Tuition is charged at one-half of the tuition and all ancillary fees applicable to the course taken and residence/immigration status. Such students are not eligible to join the George Leach Centre as students, but may join as community members.

AUDITORS Those who wish to “listen in” on courses at Algoma U must apply for admission, but tuition fees are assessed at 50% of the fees quoted in this section of the Calendar. Auditors are not eligible to join the George Leach Centre as students, but may join as community members.

www.algomau.ca ALGOMA UNIVERSITY  Chapter 1

LATE REGISTRATION FEES Payment Options and Returning students must register before classes begin. From Deadline Dates for 2009-2010 July 13th, late registration fees will apply to all returning and will Invoices on Fees owing the University are not mailed on a regular increase incrementally as the start of class approaches. See the basis; therefore, it is the responsibility of the student to ensure that Office of the Registrar for details. all fees are paid on time. Payment options and deadline dates are outlined below. Payment of Fees: All fees at Algoma University are set by the 1-STUDENT F EES Board of Governors and they reserve the right to change (modify) Students are required to pay tuition and all other applicable fees by published fees and the regulations governing refunds without one of the following three payment options. advance notice. A. Installment fee of $50.00 will be applied for this payment option. Registration is not complete until all fees owing the University are Payment of fees in two installments with a 70/30 split. The first paid in full. installment of 70% of total fees owing due by 21 August 2009. The second installment of all remaining fees owing is due by 11 It is the University policy that payment of fees and other charges as December 2009. outlined may be paid according to one of the two payment options listed below. The non-payment of fees can result in the student being B. Installment fee of $100 will be applied for this payment option. de-registered from the University, ineligibility to register for future Payment of fees in two installments with a 50/50 split. The first courses, the student’s inability in obtaining statements of academic installment of total fees owing due by 21 August 2009. The second standing, transcript requests or other matters relating to academic installment due by 11 December 2009. progress until all outstanding fees have been paid in full. Please note: Student’s Responsibilities: It is the responsibility of the student to: Fall Semester - If fees are not paid by 18 September 2009 (last day A) Notify the Office of the Registrar of change to Registration status to register for fall classes) the student will be de-registered. All using the Academic Change Form. This includes course additions or academic records will be frozen. withdrawal from courses. All outstanding fees accrued to the date of notification will remain due and payable to the University on the Winter Semester - If fees not paid by 15 January 2010 (last day to student’s account. Tuition refunds are established by the official date register for winter classes) the student will be de-registered. All as recorded on the Academic Change Form. academic records will be frozen.

B) Familiarize him/herself with both the academic and financial Spring/Summer Semester – If fees are not paid by 4 May 2010 the regulations of Algoma University. This includes payment of fees, student will be de-registered. schedule of fees, refund policies, and deadline dates. Residence Fees C) If intending to use OSAP to help pay fees owing to the University, All fees associated with on-campus Residence may be paid in he/she must have applied and received assessment for financial three installments. The first installment of $425.00 deposit and $200 assistance from OSAP or other provincial student aid programs prior security deposit is due when the student replies with the offer of to the end of July. Late applications will most likely not be processed accommodation. The second installment and third installment are in time to cover the first installment of fees at time of registration. In due based on the dates of which payment option the student has this case, the student is responsible for covering the first installment chosen to use. with his/her own resources. Those who have applied on time and have received his/her assessment are to provide proof of funding Payment Installments: to indicate to the Financial Aid Office or the Student Accounts 1st Payment: $475.00 deposit + $200.00 security deposit = $675.00. Due Officer the amount of the OSAP. At that time, the OSAP assessment on or before: at time of residence confirmation amount will be deducted from the total amount of fees owing the University and the student will be responsible for payment of the 2nd Payment: Remaining residence fees are due on or before - remaining amount owing as per the guidelines of selected payment 21 August 2009 (fall or fall/winter) option (see below). Method of Payment Options Payment Obligation: A student who completes, signs, and submits a Registration Form is considered to have registered and is liable Students can pay their fees by the following: for payment in full of all tuition and related fees associated with Cheque – $25.00 charge for NSF cheques, Cash, Visa, American that registration. Express, Mastercard, Interact, Money Order or Bank Draft drawn on a Canadian Bank made payable to Algoma University, and Internet Banking.

ALGOMA UNIVERSITY www.algomau.ca 10 Chapter 1 1-LATE REGISTRATION Unpaid fees Refund notes:

The University reserves the right to cancel a student’s registration a) Tuition fee refunds are calculated on a weekly declining F EES if the required fees have not been paid according to the payment percentage (see table below); deadline dates. All outstanding fees and other charges accrued to the date of cancellation will remain owed to the University by the b) Mandatory AUSU- fees are refunded until Sept 18/09 (fall term) student. and Jan 15/10 (winter term);

Delinquent Accounts c) Mandatory Student Service fee is non-refundable;

Students with an unpaid balance from a previous semester will not d) Contact the health plan administrator, Karen Bailey, at 949-2301 be permitted to register in a subsequent semester until all fees owing ext 4212 or [email protected] for more information. the University have been paid in full. Students will have no access to final grades including official transcripts and degree or diploma The $200.00 per term deposit is non-refundable when a complete certificates. Note that the University uses services provided by withdrawal of all courses is made prior to a term commencing. outside collection agencies and reserves the right to use any legal means available to them to collect monies owing. Services that may be frozen: Registration and related services (diplomas, transcripts of record, letters of permission, grade reports, Percentage of Tuition Fees (less $50 Administrative Fee) to be refunded: re-registration, etc.) are suspended for students with outstanding Withdrawal on or before: accounts. fall/Winter 2009/10 09F 10W Refund SCHEDULE Compulsory ancillary fees, auditor’s fees, service fees, and tuition Sept. 18 100 deposits are non-refundable. 25 80 Oct. 2 60 The amount of any refund (or reduction in outstanding fees) will be 9 40 calculated as of the date on which the withdrawal form is received 16 20 in the Office of the Registrar. Students are cautioned that withdrawal Jan. 15 100 deadlines and academic penalties are not necessarily the same as 22 80 those for obtaining refunds. 29 60 Feb. 5 40 Fee Refund Policy 12 20 Students wishing to withdraw from courses or programs must do so through the Office of the Registrar by completing the Academic Change Form. When this form has been (a) completed; (b) signed by the student and Registrar’s Office; and (c) submitted to the Office of the Registrar, the student is withdrawn and thus eligible for any applicable refund of tuition fees (or reduction of indebtedness to the University). Failure to formally withdraw will result in the student being assigned failing grade(s) in the course(s). The amount of any refund (or reduction in outstanding fees) will be calculated as of the date on which the withdrawal is received in the Office of the Registrar.

IMPORTANT NOTE: Withdrawal deadlines and academic penalty deadlines are not necessarily the same as those for obtaining refunds. The refund schedule is calculated on a weekly declining percentage.

Refund Calculations

Refunds for all students are calculated on the basis of the difference between the number of credits currently registered and the number retained, as well as the length of time that the student has been registered in the term. No refunds are given for withdrawals after the last date to withdraw without a failing grade.

www.algomau.ca ALGOMA UNIVERSITY 11 Chapter 2 Chapter Two: STUDENT SERVICES ACADEMIC SERVICES & RESOURCES INTERNATIONAL STUDENT SERVICES Academic services are provided to support the student learning International Student Advisor: Mark Allard, B.A. process and to assist student success in courses and programs. Ext. 4238 or email: [email protected] Such services include, but are not limited to, study skills workshops, www.algomau.ca/international academic advising, library research workshops, writing tutorials, Homestay Coordinator: Ext. 4813 or [email protected] mentoring programs, career profiling, and a peer-tutoring service. Some of these services are centralized in “The Learning Centre,” Algoma University recognizes the need for services that address our as noted below. international students. Our goal is to provide each student with the necessary support to succeed academically, as well as socially and THE LEARNING CENTRE culturally Services include Homestay, assistance with immigration- (Disability Services/Writing Lab/Peer Tutoring) related inquiries, cultural events and activities, student advocacy, Coordinator: Barb Muio, Ext. 4221 as well as an orientation for international students. International [email protected] students also have a representative on the Algoma University Learning Stratigist/Assistive Technologist: Raquel Lehto, B.A., B.Ed, Students’ Union to ensure that international students have a voice

2-S tudent S ervices Ext. 4225 or [email protected] in student affairs.

DISABILITY SERVICES ACADEMIC ADVISING Algoma University places emphasis on meeting the needs of all A) First-year of studies at Algoma University: of its students. The University strives to ensure that all future All students in the first year of studies at Algoma University are developments accommodate those with special needs, including offered an Academic Orientation session prior to the start of fall physical and learning disabilities, aiming to ensure a rich and full classes. The Academic Orientation session is a half-day event for participation in university life by all students. To discuss your needs students to learn about degree program requirements, selection confidentially, contact Barb Muio, Disability Services Coordinator, of courses, registration, payment of fees, and academic support directly. services. For students commencing in the winter or spring session, there are orientation sessions and one-on-one advising. THE WRITING LAB The Writing Lab is a free service available to all students. The B) Returning or continuing studies at Algoma University: Writing Lab Instructor will meet with you one-on-one in a friendly On completion of first-year at Algoma University and upon the environment to assist you with essay planning, to review written work declaration of the concentration (3-year) or specialization (4-year), with you, and to provide assistance with specific writing problems. the student will be assigned a faculty advisor. The Office of the For more information contact [email protected] Registrar issues advising information to returning students in the Winter Advising Information which is circulated in early February. PEER TUTORING Learning from someone who has been recommended by a faculty For more information on academic advising services, contact: Ext. member for the position of “peer tutor” is one way of increasing 4216 or [email protected] your understanding of challenging course material. Tutors apply at the Learning Centre and are screened by staff in academic student For information on registration, contact: services; requests for tutoring are also made at the Learning Centre, Registration Officer at ext. 4216 or [email protected] where appointments are made and tutoring sessions are scheduled. This service is free to all Algoma U students, though specific ANISHINAABE STUDENT SERVICES regulations and limitations (as outlined in the Peer-Assisted Course Indigenous Student Advisor Tutoring guidelines) will apply. Sarah Crowell, B.A. Ext. 4815 or [email protected] Indigenous Student Services offers academic support and ENGLISH AS A SECOND LANGUAGE (ESL) specialized support services to all Anishinaabe (First Nation, Métis, Director: J.C. Elvy, B.A.A., B.Ed., M.Ed. Inuit) students enrolled at Algoma U. Some of these services include Ext. 4813, [email protected] a Visiting Elder Program, Welcome Feast, Annual Elders’ Gathering, The Sault Program for English Language Learning (SPELL) is a Shingwauk Student Centre, and computer labs. university-preparatory, non-credit program available to ESL students who have met academic admission requirements, but require proof of Career Services language proficiency (e.g. TOEFL) to begin degree program studies. Co-op and Career Services Advisor It is also available to ESL learners who wish to only upgrade language Cindi Elgie, B.A., Ext. 4214, [email protected] skills or study ESL for a short study period. There are five levels of Career Services strives to meet the employment and career-related SPELL; students are tested to determine entry level. Once a student needs of all students at Algoma University. The office provides the successfully completes level five with an overall average of 70% or following services: higher, the student is eligible to commence degree program studies. • Job Postings: SPELL integrates all key language skills including grammar, writing, On-Campus Positions reading, listening, speaking and pronunciation, into the curriculum. Co-op Positions For course description details, please refer to the Modern Language Part-time & Full-time Positions section of this Academic Calendar. Volunteer Opportunities • Résumé & cover-letter evaluations • Mock Interviews

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• Career/Job search Workshops Computing resources at the University are the responsibility of • Career Resource Library Information Technology Services, with offices, and technical • Annual Career Day facilities on the third floor of ICT wing, and student labs located in connecting wings. The department implements and manages Career Services is located in SH203. all computing and network infrastructure on campus, residence, and consults with members of the University community to provide

THE ARTHUR A. WISHART LIBRARY solutions in all areas of technology. ITS also provides technical 2-S tudent S ervices www.algomau.ca/library support and training to faculty and staff. Library Director: Mr. Ken Hernden, B.A., M.L.I.S. The primary objective of the Arthur A. Wishart Library is to develop ITS provides network connectivity throughout the campus built and provide access to a well-rounded collection of learning on a high-speed fiberoptic backbone, complete with wireless resources in all formats to support the programs of study offered infrastructure for convenience and accessability. The network at Algoma University. The Library is an active member of the connects over 500 workstations, distributed throughout the campus, Ontario Council of University Libraries and the Canadian Research including student labs, faculty and staff offices, and residences. ITS Knowledge Network. manages all systems that provide critical computing services, such as business applications, e-mail, internet connectivity, research Library resources consist of more than one hundred thousand books, software, and data storage and archival. 12,000 government publication titles, three hundred current print periodical subscriptions and a selection of multimedia software. Each student is provided an account on the campus network, Forty plus databases are available to access over 20,000 scholarly which they may use to access the internet, e-mail, and academic journals, many of them full text. Access to holdings of other libraries information such as grades. Students may also use any of the worldwide is achieved through an interlibrary loan system. To available lab PCs to access a wide range of programming tools, acquaint students with the library’s facilities, collections and services such as Java and C++, and applications, including Microsoft Office, and to strengthen research skills, tours and workshop sessions are SPSS, and ArcView GIS. offered. Staff members are pleased to answer questions and respond to requests for information. Co-operative Education A principal benefit that any university brings to its community is its www.algomau.ca/coop library, and for Sault Ste. Marie and the Algoma District, the Arthur Co-op and Career Services Advisor A. Wishart Library is an important information source. The Arthur A. Cindi Elgie, B.A., Ext. 4214 or [email protected] Wishart Library exists primarily to serve the needs of the students Co-operative Education is designed to integrate academic and enrolled at Algoma University and the faculty of the university. employment experience at the undergraduate level. Paid work However, adult members of the community, students from other terms allow students to gain experience in areas of career interest, universities and colleges, and high school students are welcome or explore areas of possible interest, while academic terms build to use the library’s collections on the premises. For a nominal fee, a solid foundation of theoretical and conceptual knowledge in the members of the community may become registered readers at the area of study. Wishart Library and be accorded borrowing privileges. The Algoma University Co-operative Education program attempts to BOOKSTORE arrange suitable employment experiences for all co-op students, and Follett of Canada is a division of the Follett Higher Education Group to integrate employment into the student’s academic schedule. and is proud to serve the Algoma U faculty, staff, students and alumni. Follett offers a well stocked Campus Shop. In addition to textbooks, Co-operative Education is a certificate program taken concurrently we offer general interest reading, stationary supplies, stamps, with a relevant degree program. Co-op work terms are market driven; crested clothing and gifts. Students can benefit from Follett’s used therefore, certain degree programs will offer more options. For book Buy Back program where used books are purchased and sold instance, Computer Science, Information Technology, and Business at a reduced price. If you are searching for a particular title, please Administration students have historically had more co-op work term drop in, we would be happy to special order it for you. opportunities than other degree programs. Although the co-op office solicits employers for placements, no student is guaranteed a work INFORMATION TECHNOLOGY SERVICES term placement opportunity. Email: [email protected] Director of University Services: Bruno Barban, M.B.A., Ext. 4110 CO-OP PROGRAM REGULATIONS: Divisional Director, ITS: Danny Reid, B.Sc., M.Sc. Regulations for the co-op program include, but are not limited to, Senior IT Specialist: Rose Taylor, B.Sc. the following: Senior Systems Analyst / Programmer: Keith DeConto, B.Sc. Academic Computing Support Specialist: Craig Diotte, B.Sc. • The Co-operative Education program is optional and requirements Help Desk Analyst: Ryan Refcio are in addition to the academic requirements for a degree program. Students may withdraw from the co-op program at any time and continue their studies in the usual manner. Withdrawal from co-op will not affect academic standing in the degree program.

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• Co-op courses are charged at the rate for their credit weighting • It is the student’s responsibility to be aware of how work term (see Fee Schedule at the beginning of this Calendar for costs). The placements will affect future course selection. It is strongly advised Introductory Career Skills course, COOP 0101, is counted as 1 “co-op that co-op students consult with their academic advisor prior to credit” course and is charged accordingly. Each 4-month work term, committing to a co-op work term placement. Work terms will impact from COOP 0201 to COOP 0302, is equivalent to a 3 “co-op credit” a student’s expected graduation date. In general, completing the course. Deadlines and regulations for the payment of CO-OP course Co-operative Education certificate will delay graduation by one fees are the same as those for regular academic fees. academic year. Co-op work terms may require a repayment to OSAP of loaned funds or a reduction of funds from OSAP for a subsequent • Algoma University ’s Career Services will maintain a Co-operative term of study. Co-op students in receipt of OSAP should consult Education student record file containing employer evaluations of directly with the Financial Aid Office when considering a work term work term performances, submitted work term reflection reports, placement. and work term employment details. Co-operative Education student record files will be kept for a period of 12 months after completion • The four-month work terms run from September 1 through of the co-op certificate. December 31, January 1 through April 30, and May 1 through August 31. Work terms must be at least ten (10) weeks in length and • All co-op students must maintain a 70% average in the degree employment must be full-time (min 35hrs/wk) for the duration of the E ducation 2-C o - operative program to be eligible for work term placements. A student who is placement paying at least $12/hr. Precise start and finish dates for not in good academic standing or is placed on academic probation work terms are established in consultation with employers and the will normally be required to withdraw from the co-op program for Career Services. at least one term. Students will generally be readmitted if they regain their positive academic standing. Students failing work • Only students meeting the co-op admission requirements may terms will normally be required to withdraw from the co-op program apply for posted co-op placements. permanently. • Students who have particular career interests not covered by • Co-op students are expected to maintain full-time student status advertised co-op positions should consult with Career Services. during study terms. Full-time study is defined as 12-15 credits per Efforts will be made on behalf of such students to contact potential term for the co-op program. employers in the specific area of interest.

• Students are responsible for knowing all the academic regulations • All students are expected to seek work term employment through of their chosen program as well as all the Co-operative Education the procedures arranged by the Co-operative Education program. program regulations. In addition, co-op students are responsible Students wishing to arrange work term employment on their own for any additional regulations posted on the Career Services - should consult with Career Services. All positions must be evaluated Co-operative Education section of the Algoma U website and approved before they will be granted co-op credit status. (www.algomau.ca/coop) • Although every effort is made by the Career Services Office to CO-OP ADMISSION: facilitate work term placements, there is no guarantee that all co-op • To be eligible for admission into the Co-operative Education students will be placed in any given term. During any given term, program and/or for eligibility status for work-term placements, the number of eligible students may exceed the number of available students must: positions. Each employer decides upon the student(s) to be hired, and the process can be quite competitive; academic performance, 1. Maintain an overall average of 70%, including all course attitude, potential, and general maturity may influence an employer’s attempts; decision. 2. Successfully complete COOP 0101 within the first 3 semesters of study; • During the work term students are expected to concentrate 3. Register as a full-time student in any two out of the last four on work, not study. Students may enrol in one 3 credit academic consecutive academic terms; and course or equivalent during a work term. This 3 credit course is 4. Complete 30 credits in a degree program at Algoma not to occur during your expected hours of co-op employment. Any University (students transferring into second year student requesting an exception to this limit must obtain approval from another institution must complete at least 15 credits at from the Registrar. Before granting such a request, the Registrar Algoma University) will typically consult with the employer, the Academic Dean, and the course instructors involved. Students should make the co-op position WORK TERM INFORMATION: offered to them a priority, and should not take on other commitments • The work/study sequence varies from one academic discipline that may interfere with work performance. to another. Upon request each student will be provided with a work/academic study schedule upon successful completion of the • A student accepting a position with an employer is committed to Introductory Career Skills course, COOP 0101. Students considering return to that employer for at least a second work term. Failure to the co-op option should therefore plan to complete COOP 0101 in return for a second term when the employer requests one will result the first year of study. Transfer students and special cases may, at in a work term failure, unless written permission is obtained from the discretion of the Registrar, be permitted to complete COOP 0101 Career Services. In some cases work terms may be arranged with after second year. no expectation of a second term; students will usually know when applying that a position is likely to be limited to a single term.

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WORK TERM EVALUATION: placement was an 8-month placement beginning in September, the • Co-op students are required to submit a final work term reflection student would enrol in COOP 0201 for the fall term and COOP 0202 report for each work term they have secured. Due dates and for the winter term. consequences for late reports will be determined by the Co-op and Career Services Advisor. Employers may require additional reports FAILURE OF WORK TERM: as part of the duties of the position. • Final grades for co-op work terms are recorded as pass/fail. 2-C o - operative E ducation For failures, reasons for the mark will be given to the student. • Generally, the evaluation of the work term reflection report is Examples include: conducted by the Co-op and Career Services Advisor. The reports • Failure to report to an employer are graded on a Pass/Fail basis. • Leaving an employer without prior approval from the Career Services Advisor • Work term placements are graded on a Pass/Fail basis. To • Dismissal from a co-op position with cause pass, students must receive a pass on the work term reflection • Unsatisfactory performance during a work term report. Additionally, the employer evaluation will also be taken into • Failure to submit a satisfactory final work term report account. The entry of “failed work term” may be appealed through normal • An unsatisfactory work term reflection report may be upgraded university appeal channels. Students should attempt to resolve for re-evaluation, subject to deadlines set by the Co-Op and Career matters through discussion with Career Services before initiating Services Advisor. Unsatisfactory reports that have not been re- appeals. submitted and judged acceptable, will result in a “failed work term” entry on the Co-operative Education Student Record, and the student CO-OP GRADUATION REQUIREMENTS: will usually be required to withdraw from the co-op program. • Upon graduation, students who have successfully completed all the requirements listed below will receive a Co-operative • Work-term evaluations completed by the employer form a part of Education certificate in addition to their academic diploma. To the permanent record for each student. Career Services will issue earn a Co-operative Education certificate students must: the evaluations directly to the employer, who will return the form directly to Career Services. Students are required to review this • Complete all the academic requirements for their degree evaluation prior to its submission to Career Services. • Meet, or have been officially exempted from, all requirements Academic Requirement for admission into the Algoma University Co-operative Education To graduate with a Co-operative Education certificate, students must Program. pass COOP0101 and successfully complete the required number of work term placements (three or four depending on degree program • Complete 10 co-op credits for a 3-year degree (COOP 0101 plus length). A work term reflective report must be received for each 3 successful work terms) or 13 co-op credits for a 4-year degree work term to determine whether a student may continue on to (COOP 0101 plus 4 successful work terms). subsequent placements. • Indicate “co-op” on the Request for Graduation form and submit to List of required courses with course credits the Office of the Registrar at least four months prior to graduation. Students enrolled in a four-year program will be required to complete the following courses: • Students enrolled in a three-year academic program COOP 0101 (career skills course) complete 3 work terms; those in a four-year academic program COOP 0201 (first four-month work term placement) complete 4 work terms. Co-op students therefore graduate from COOP 0202 (second four-month work term placement) 8 months to 1 year later than students not registered as co-op COOP 0301 (third four-month work term placement) students. COOP 0302 (fourth four-month work term placement) • To graduate with a Co-operative Education certificate, a Students enrolled in a three-year program will be required to student’s total work experience must be of a significant duration complete the following courses: (typically, at least 30% of the time spent in academic study must be dedicated to work term experience). Under exceptional COOP 0101 (career skills course) circumstances, a student may not complete the full number of COOP 0201 (first four-month work term placement) required work terms; other students may be granted advanced COOP 0202 (second four-month work term placement) admission to the co-op program. In such cases, students may apply COOP 0301 (third four-month work term placement) to the Registrar for a one work term reduction under the co-op graduation requirements. Upon review, the Academic Dean will List of Acceptable Options have the final authority to accept or deny such an application. Students may pursue an 8-12 month work term placement rather than the traditional four-month work term placement at the discretion of the employer and the Registrar. An eight-month work term will be considered equivalent to two four-month work term placements. For registration purposes, students will have to enrol each semester in the necessary COOP course. For example if a student’s first

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FINANCIAL AID OFFICE OSAP applications are to be completed on-line at the OSAP website: Manager, Financial Aid and Awards: http://osap.gov.on.ca with all required documentation including Deborah McCracken, B.A., O.M.D.P. , Ext. 4219 signature pages submitted to the Financial Aid Office by the Scholarship & Awards Officer: deadlines for your application to be assessed. It is recommended Ivana Bruni, B.B.A. that you apply by early July to have your funding available for [email protected] or [email protected], Ext. 4710 September as well as to be able to prepare your budget for the 2009-10 academic year. Financial assistance is available to eligible students from a variety of sources and is based on demonstrated unmet need as well as Applications for other OSAP programs not included in the OSAP academic standing. Funding varies depending on each individual’s application process are available through the Financial Aid Office level of financial need. Applications are required and guidelines must and must be completed with all required documentation to process. be adhered to in disbursement of funding assistance. These include: Off ice

The Financial Aid Office provides assistance with applications for Child Care Bursaries – available to married or sole-support parents 2- Financial A id various forms of student financial aid including OSAP and its various with three or more dependent children programs, scholarships, awards, bursaries, as well as work-study programs. The Financial Aid Office also provides information to Bursaries for Students with Disabilities – available to students in students regarding budgeting, money management and other types receipt of OSAP funding for documented disability-related expenses of student financial assistance available. necessary to complete courses.

Ontario Student Assistance PROGRAM (OSAP) Ontario Special Bursary Program – available to meet the educational The Ontario Student Assistance Program (OSAP) offers several costs of eligible part-time students who meet the required criteria different programs that students may be eligible for to assist with set by MTCU SSB. their financial need. Canada Student Loan (CSL) For more information on OSAP and all other financial aid programs, Ontario Student Loan (OSL) please check the Algoma U Financial Aid website or the OSAP Canada Access Grant - Permanent Disabilities website. You may also contact the financial Aid Office by phone or Ontario Access Grant email as listed above. Millenium/Ontario Access Grant Canada Millennium Bursary See http://osap.gov.on.ca for details or to apply on-line. Queen Elizabeth II, Aiming for the Top Scholarship Student Access Guarantee Bursaries Canada Part-time Student Loan (PTCSL) The following are available to students who meet OSAP eligibility Ontario Special Bursary Program (OSBP) criteria: Ontario Bursary for Students with Disabilities (BSWD) 1. Child Care Bursaries: available to married or sole-support Ontario Child Care Bursary (CCB) parents with three or more children. Ontario Work Study Program (OWSP) 2. Bursaries for Students with Disabilities: available to OSAP eligible students for documented disability-related expenses. “The purpose of OSAP is to help supplement, not to replace, the 3. Ontario Special Bursary Program: available to meet the financial resources that a student and his/her family are expected educational costs of eligible part-time students who meet the to contribute towards the costs of post-secondary education. OSAP required criteria set by OSAP. assistance is based on financial need as determined by OSAP through an assessment of your application. Educational costs (such Work Study PROGRAMS as tuition fees, books and supplies, basic living expenses), and The objective of the OWSP (Ontario Work-Study Program) and the the resources OSAP expects you (and your family, if applicable) AUWSP (Algoma University Work-Study Program) is to help students to contribute, are taken into consideration. It is not the purpose of with a demonstrated unmet need to help meet educational costs by OSAP to supply all the assistance you need to meet your educational working part-time on-campus during the academic year. In order to and living costs.” Assistance comes in the form of loans as well as be eligible to participate in the work-study programs, students must grants if deemed eligible. meet the following criteria: be a Canadian Citizenship; Permanent Resident or Protected Person and meet the Ontario resident To be eligible to apply for OSAP you must be enrolling in a minimum requirements; be in good OSAP standing; be in good academic 60% course load, unless you have a documented permanent disability standing (minimum of 60% or greater in all courses taken); and carry and if so, you must have a minimum 40% courseload. You must a course load of at least 60% each semester. Priority is given to also be a Canadian citizen or Permanent Resident, have resided students who are in the greatest demonstrated need. The maximum in Ontario for one year prior to the start of your academic program amount of funding a student can receive during each academic and satisfied the admission requirements of a Canadian university semester of work-study is $1000.00. or eligible post-secondary institution in Ontario. Applications are available at either the Financial Aid Office or Those carrying less than a 60% course load may be eligible to apply to Career Services. the Part-time Canada Student Loan Program (PTCSL) or the Ontario Special Bursary Plan (OSPB).

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Scholarships, Awards, Bursaries, and Prizes The Algoma U Awards of Excellence are non-cumulative with the THE UNIVERSITY RESERVES THE RIGHT TO AMEND THE NAMES, McGrath, the Sanders, Peggy & Willmont MacDonnell, the City TERMS, VALUES, AND AVAILABILITY OF AWARDS AFTER THE of Sault Ste. Marie, the Algoma U Achievement Scholarships and PUBLICATION OF THIS CALENDAR. PAYMENT OF AWARDS IS John R. Rhodes Scholarship. SUBJECT TO THE AVAILABILITY OF FUNDS. Edward and Frank McGrath Award of Excellence Algoma U is able to offer a substantial award program to newly- Through a generous contribution from brothers, the late Frank and

admitted and continuing students. For most entrance awards, all Edward McGrath, a $3,750 scholarship, renewable for up to three 2- Financial A id students are automatically considered, subject to those conditions additional years, is available to the secondary school graduate who specified in section A, below. Returning students must apply to has completed all his or her qualifying requirements in the academic Off ice be eligible for renewed or upper-year (“in-course”) awards (see year prior to commencing university studies at Algoma U and who sections B and C, below) or Bursaries (section D). Application presents the highest average over 90% on the 6 best, U or M courses forms are available at the Scholarship & Awards Office. Algoma presented for admission. The candidate must enrol in 30 credits over U reserves the right to withhold any award for which, in any given 2 consecutive terms of study and must maintain a minimum average year, no qualified applicant is found. of 90% each academic year on 30 credits taken in two consecutive terms. Maximum value: $15,000. Non-cumulative with the Algoma U A. ENTRANCE or ADMISSION Scholarships, Awards of Excellence, the Saunders, Peggy & Willmont MacDonnell, Awards, and BURSARIES the City of Sault Ste. Marie, the Algoma U Achievement Scholarships Admission scholarships are awarded primarily on the basis of and John R. Rhodes Scholarship. academic performance. Please note that applications are required for specific categories of entrance scholarships. See “General Carl J. Sanders Scholarship Awards Regulations” below for more details. In recognition of the generosity of the Sanders family, a $3,500 scholarship, renewable for up to three additional years, is available Algoma U Awards of Excellence to the secondary school graduate who has completed all his or her Algoma U Awards of Excellence are available to all Canadian citizen qualifying requirements in the academic year prior to commencing secondary-school graduates who have completed all their qualifying university studies at Algoma U and who presents the second- requirements in the academic year prior to commencing university highest average over 90% on the 6 best, U or M courses presented studies at Algoma University. Canadian citizen International for admission. The candidate must enrol in 30 credits over 2 Baccalaureate (IB) Program Diploma recipients are equally consecutive terms of study and must maintain a minimum average considered for Awards of Excellence. To qualify, candidates must be of 90% each academic year on 30 credits taken in two consecutive entering into their first undergraduate program and enrol in 30 credits terms. Maximum value: $14,000. Non-cumulative with the Algoma U over 2 consecutive terms of study. Awards are based on the average Awards of Excellence, Edward & Frank McGrath, Peggy & Willmont of the 6 best, U or M final grades presented for admission. Algoma MacDonnell, the City of Sault Ste. Marie, the Algoma U Achievement U Awards of Excellence are renewable if candidates maintain an Scholarships and John R. Rhodes Scholarship. average of 80% each academic year on 30 credits taken in two consecutive terms and apply for continuation of the award. Four Peggy and Willmont MacDonnell Scholarship such award levels are as follows: In honour of Peggy and Willmont MacDonnell, benefactors to Algoma U, this $3,000 scholarship, renewable for up to three additional years, • Algoma U Award of Excellence – Platinum is available to the secondary school graduate who has completed An entrance award of $3,000, renewable for up to three additional all his or her qualifying requirements in the academic year prior years, to all candidates presenting an entrance average 90% or to commencing university studies at Algoma U and who presents better. the third-highest average over 90% on the 6 best, U or M courses Maximum value: $12,000. presented for admission. The candidate must enrol in 30 credits over 2 consecutive terms of study and must maintain a minimum average • Algoma U Award of Excellence – Gold of 90% each academic year on 30 credits taken in two consecutive An entrance award of $2,500, renewable for up to three additional terms. Maximum value: $12,000. Non-cumulative with the Algoma U years, to all candidates presenting an entrance average of 86 Awards of Excellence, the Saunders, Edward & Frank McGrath, the – 89.9%. City of Sault Ste. Marie, the Algoma U Achievement Scholarships Maximum value: $10,000 and John R. Rhodes Scholarship.

• Algoma U Award of Excellence – Silver Algoma U Articulation Awards of Excellence An entrance award of $1,500, renewable for up to three additional Algoma U Articulation Awards of Excellence are available to students years, to all candidates presenting an entrance average of 80 applying for a degree-completion program under an articulation – 85.9%. agreement, after earning a 2- or 3-year diploma from an Ontario Maximum value: $6,000 community college. Only those Algoma U students who are enrolled in 30 credits or more over two consecutive terms are eligible. Awards IB Diploma: Awards of Excellence Guideline are decided using the overall average obtained by the candidate on IB diploma points Award of Excellence Amount completion of the college diploma. Awards are non-renewable. 40 - 45 Platinum $3000.00 35 - 39 Gold $2500.00 • Algoma U Articulation Award of Excellence – Level 1 30 - 34 Silver $1500.00 An entrance award of $1,000 to all candidates presenting an average of 90% or better.

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• Algoma U Articulation Award of Excellence – Level II The Gladys McNiece Award An entrance award of $750 to all candidates The Robert Belair Memorial Fund presenting an average of 86% - 89.9% The William M. Hogg Scholarship USWA Local 2251 Scholarship in recognition of Marie Kelly, • Algoma U Articulation Award of Excellence – Level III Doug Olthius & Jeff McLeod An entrance award of $500 to all candidates The Kenneth and Colleen Moodie Award presenting an average of 80% - 85.9% IN-COURSE BURSARY AWARDS

, wards • Algoma U Articulation Award of Excellence – Level IV These are awarded both on a competitive basis, recognizing An entrance award of $250 to all candidates academic excellence or other achievements, and also on the basis presenting an average of 75% - 79.9% of demonstrated financial need. See “General Regulations” for more details. APPLICATIONS ARE REQUIRED. Deadlines apply. Thanks to the generous support of individuals, families, corporations, foundations and community groups, the Algoma University In Course Bursary Awards (application required) Foundation is able to provide the following named scholarships and Royal Canadian Legion Branch #25 Achievement Awards B ursaries and P ri z es bursaries to Algoma U students. Metis Nation of Ontario Award 2-S cholarships , A Edward & Frank McGrath Award For more detailed information on the criteria and application Paul and Bricken Dalseg, Pioneers of Lake-of-the-Woods, procedure (if required) for named scholarships, bursaries, and Student Award student awards, please visit www.algomau.ca/awards. Applications Johanna Bischoping Award are available from the Financial Aid Office. You must be admitted to Scotiabank Student Assistance Fund Algoma University to apply for student awards. Askin Family Bursary Fund Alexander M. Ross Bursary Fund Please note that Algoma University and the Algoma University Anishinaabe Students Assistance Fund Foundation reserve the right to withhold any award in any given Evan D. Young Memorial Student Award year, at either’s sole discretion. Living Learning Student Assistance Fund Gerald E. Nori, Q.C. Student Assistance Fund Scholarships and bursary awards are also available from many Gloria Cote Memorial Bursary organizations and associations, including the Masonic Foundation, Great West Life Indigenous Students Fund USWA Local 2251, CMA Canada, CGA Canada, and others. Information Great West Life General Bursary Fund on these and others may be available from the Financial Aid Office, or Shingwauk Anishinaabe Students Association Student Fund at www.studentawards.com, and www.scholarshipscanada.com. USW Local 2251, Student Award, Established by John Kallio Brookfield Power First Nations Environmental Science Entrance Scholarships (application required) Student Award Robert Belair Memorial Award Dr. Robert V. d’Amato Student Award Algoma University Alumni Entrance Awards, I, II, III, IV Essar Steel Inc Student Award John R. Rhodes Scholarship SRHA Student Award The Peter McGregor Memorial Award Tulloch Engineering Student Award Corporation of the City of Sault Ste Marie Admission Scholarships I Dr. Jong You Student Award Corporation of the City of Sault Ste Marie Admission Scholarship II Gloria Jean Grossett Student Award Digital Adventures Student Award Sault Ste. Marie Zonta Foundation Student Award Judge M.G. Gould Student Award B. In-Course Scholarships Algoma U Faculty Association Student Award In-course scholarships are awarded to returning Canadian Algoma U Staff Association Student Award Citizens students entering their second, third or fourth year of The Alumni Council Student Award an undergraduate program. See “General Regulations” for more The Peter McGregor Memorial Award details. The Maris Pone Award Law & Justice Bursary, in memory of Mary Broadbent In-course Scholarships (application required) & Rosaria Fata Fernand Masse Memorial Scholarship in Science Walter Yurechuk Memorial Scholarship GRADUATING AWARDS Algoma University Student Union Award These awards are presented to graduating students. They are Algoma University Achievement Scholarship awarded on a competitive basis and application is required. Please The Dr. Edwin Giesbrecht Mathematics Award visit www.algomau.ca/awards for full descriptions and deadlines. John Deakin Buckley Walton Scholarship Application forms are available from the Financial Aid Office. Judge John Hay MacDonald & Mrs. Vera MacDonald Memorial Scholarship Algoma U Student Humanitarian Award established in memory of The Soo Mill & Lumber Company Scholarship Dr. Gerald Edson Mohamed Business & Professional Women Scholarship Sar-Gin Developments (Sault) Ltd Student Award The Very Reverend Meletios Christoforou Scholarship Leonard Savoie Scholarship Robert Bondar Scholarship

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General Regulations on scholarships, STUDENT SERVICES CENTRE Awards, and BURSARIES Located in Room SH206, the Student Services Centre provides 1. Entrance scholarships will be offered upon receipt of all academic publications and other support materials dealing with various records necessary for admission. Approximate date of final aspects of student life. The department also plays a support role entrance scholarship announcements: early to late August, in assisting the Algoma University Students’ Union (AUSU) to co- following receipt of final grades. ordinate various events. 2-STUDENT SERVICES 2. In-course scholarships and awards are available to students Through Student Services, there is information on: health services, having completed at least two consecutive terms of fall/winter applying to Teacher’s College, Law School, Graduate School, and study and with a minimum of 30 credits with no failures at Algoma Leadership Training. In addition, students are encouraged to get University. For students in co-operative education programs, the involved in on-campus events and activities, including Frosh Week. two terms of study may be separated by a continuous period of co-op employment of up to 12 months duration, but awards “CODE OF STUDENT CONDUCT” (non-academic) are calculated in May and spring session grades will not be Problems, not necessarily academic in nature, often have a bearing considered as part of the 30 credits. For all others, first priority will on a student’s ability to cope with his/her studies. Students are be given to those who complete courses in a regular September- obligated to follow the Student Code of Conduct (non-academic), to-April session. Approximate date of in-course scholarship which is published on the Algoma U website or at the Office of the announcements: mid-August. Registrar. A breach of this Code that has an impact on any student or staff at Algoma U should be reported to the Director of University 3. Unless otherwise stated, scholarships and awards are tenable Services immediately. only at Algoma University, and only if the candidate maintains an enrolment status appropriate with the award. For most ALGOMA UNIVERSITY Policy on Code of Student scholarships, this means retaining a course load of 30 credits Conduct (Non Academic) over two consecutive terms of fall/winter. Algoma University (Algoma U) is committed to establishing and maintaining an environment conducive to effective teaching and 4. Scholarships and awards are first applied against tuition fees. learning. Algoma University also encourages social activities and recognizes the freedom of expression and the rights of individuals. 5. All awards will be credited to the student’s account in two The Code of Student Conduct: Non-Academic deals with the installments, half in each of the next two academic terms. general Non-Academic behavior of students, individually and Any unused balance will be paid to the student by cheque. If collectively, as members of the University and/or its constituent the student does not register for the winter term, the second parts, in non-academic, social, or recreational settings, whether installment will be withheld and the funds will be returned to the on or off campus. scholarship/bursary fund. TO WHOM THIS CODE APPLIES: 6. In the event that a student withdraws or fails to retain an The Purpose of this Student Code of Conduct is to outline the limits appropriate registration status after an award has been allocated, of conduct considered inline with the goals and the well-being of the tuition refunds will be issued to the scholarship/bursary fund and Algoma University community, and to ensure established procedures the student, pro-rated in accordance with amounts originally are followed when students fail to meet the accepted standards. The contributed to the tuition by each. Director of University Services is responsible for the Procedures to which this Policy refers. 7. The University reserves the right to withhold any award for which there is no suitable candidate in any year. This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative 8. In order that scholarships and bursaries may be equitably of Algoma University and/or of a recognized student organization distributed, the Scholarship Committee reserves the right to in events off-campus. restrict the value of scholarships that any one student may receive. Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected 9. In cases of doubt or the necessity of interpretation of any of them while studying at Algoma U. qualification or regulation, the decision of the Scholarship Committee will be final. Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only 10. The University reserves the right to change the description and/or Federal, Provincial and Municipal laws but also Algoma U policies value of all scholarships, awards and bursaries as necessary. and regulations.

STUDENT SERVICES Students should also recognize that membership in one community Student Services Advisor: does not confer any form of immunity from the requirements or Karen Bailey, B.A.., B.Ed. Ext. 4212, [email protected] sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system.

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Definition of a Student: PARKING For the purposes of the Code, a student is any full-time, part-time, Parking is permitted in designated areas only. All students, visitors distance-education, audit-status, or non-credit student who, in her and staff are to park their vehicles in the main parking lot. There are or his status as student, has access to Algoma U services, programs spaces provided in the upper-lot for those with handicap permits. or activities. No parking is permitted on roadways or driveways and unauthorized parking could result in the vehicle being ticketed or towed away at Standards of Conduct: the owners’ expense. Bicycles, while exempt from parking fees, must Behaviour must adhere to all policies and procedures established be parked in the bicycle racks provided on campus. by Algoma University, including but not limited to: Parking cards for each semester or by the year are available at the - Residence Cashier’s Counter in the Registration/Accounts office (Room SH312). - Health and safety Fees are $60.40 per semester or $181.20 for the year. Please note fee - Campus Bar are subject to change. Fine Arts Studies students may inquire about - Athletics and Recreation special rates per term for parking at Algoma U and other institutions - All other Algoma University policies and where classes are held. Daily users will be subject to a $3.00 parking 2-ANCILLARY SERVICES 2-ANCILLARY protocols fee upon each exit.

Students are expected to be responsible for their actions whether STUDENT HOUSING/ RESIDENCE acting individually or in a group. Co-ordinator of Housing & Conference Services: Rose Linklater, B.A., Ext. 4215 [email protected]

A student host is responsible for the conduct of his/her authorized Algoma U’s Spirit Village offers all single rooms in the on-campus guest including any violation(s) of this Code to the extent that s/he residences. For upper-year and mature students there are five- could have (i) reasonable foreseen the problem and/or, (ii) taken bedroom, townhouse-style units complete with a kitchen and living steps to prevent the violation and/or (iii) minimized the effect of the room; a meal plan option is available to townhouse residents. For guest’s behaviour; new students there is a dormitory-style residence with all single rooms; fees include a seven-day/week on-campus meal plan. Each Behaviour must not harm or threaten harm to any of the following: residence has dedicated Resident Advisor, a common Housing A) the safety and well-being of members or guests of the Algoma U Office, an on-campus laundry facility and a common room. community; 2008-09 residence fee for townhouse-style is $3,900, including B) the rights of members or guests of the Algoma U community; damage and utilities deposit, and dormitory-style is $6,500 including 7 day full meal plan. Resident room Internet access is included. C) the proper functioning of Algoma U programs or activities, both Residence applications will be sent to students with offers of on or off campus; admission to the University or online at www.algomau.ca/housing. Space is available on a first-come, first-serve basis, although priority D) the property (physical and intellectual) of the Algoma U or may be given to first-year, out-of-town students. members or guests of the university community. Algoma University also maintains an off-campus housing list. For Policy Procedures, please visit The Student Resource Centre or Listings are posted as provided by landlords; no attempt is made by visit our website: www.algomau.ca/policies Algoma University to inspect or evaluate the accommodations for suitability. Students are advised to visit the facilities and determine Human Rights Officer their suitability, as well as any rules to which they, as tenants, may Confidential sessions to discuss such problems can be arranged by be subjected to, before agreeing to rent. For more information, please consulting the Human Rights Officer (Ext. 4112 or equity@algomau. contact the Coordinator of Housing and Conference Services at ext. ca). Algoma University does not provide crisis counselling or long- 4215 or [email protected] term personal counselling services for students, though referral service is available. ATHLETICS AND FITNESS / THE GEORGE LEACH CENTRE ANCILLARY SERVICES AND REGULATIONS Althletics & Recreation Director: All buildings are designated as NO SMOKING areas. Mark Kontulainen, B.Sc., B.A., M.H.K., mark.kontulainen@ algomau.ca CAMPUS BAR SERVICES: Membership Services Coordinator: The campus bar, now called The Speak Easy, provides all students Brian Leahy, B.A., H.B.P.E., [email protected] and community members with a fun and safe environment to enjoy the entertainment provided by the Algoma University Students The 39,000 square foot George Leach Centre (GLC) provides a wide Union and student-sponsored special events and social gatherings. range of athletic, fitness and recreation options for students of Along with live music, The Speak Easy provides a wide array of Algoma University as well as the broader community. entertainment from Illusionists to comedians to hypnotists. The The GLC’s gymnasium area features three regulation court surfaces, Speak Easy also offers a full rental package, which includes all bar, which accommodate a wide range of athletic activities such as catering and DJ/music services. badminton, basketball, cricket, indoor soccer, tennis and volleyball. One court has been specially designed surface for better tennis play.

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The gym area is surrounded by a 1/9th mile indoor walk/jog track. Community Ensembles: Ensembles include several levels of youth In addition, the facility offers an international-sized squash court, orchestra, youth choir and flute choir, and various chamber music aerobic/multipurpose room, cardio and strength training rooms, ensembles. In addition the Algoma Chamber Orchestra is made and two outdoor tennis courts. A registered massage therapist and up of professional musicians from the region and are featured chiropractor are available for on-site appointments. performers with Algoma Conservatory Concerts. 2-ASSOCIATED ORGANI Z ATIONS

The facility is open seven days a week, during the following hours: Algoma Conservatory Concerts: The Conservatory features a full series of concerts each year with Canada’s foremost touring Monday to Friday 6:30am - 10:30pm soloists and ensembles. It is the largest presenter of professional Saturday 7:30am - 8:00pm classical concerts in the community, funded in part by the City of Sunday 8:30am - 6:00pm Sault Ste. Marie, the Ontario Arts Council and Canadian Heritage. In addition the Conservatory hosts over 30 student performances Athletics and fitness activities focus on the development of a healthy every year and various faculty recitals. lifestyle for students. Fitness testing and excercise prescription is available through a certified kinesiologist. Instructional programs Kiwanis Music Festival: The Conservatory coordinates the include aerobics, ballroom dance, Tae Kwon Do, tennis, golf, yoga, Tai Kiwanis Music Festival. Every year professional adjudicators Chi, pilates, CPR, and first aid classes. Intercity sports participation are brought to the community to hear nearly 700 student includes a city men’s indoor soccer team and the centre is also home performances and to award over 170 scholarships. The top senior to Algoma University’s varsity teams the Thunder-birds. student in each division competes for the top prize at the annual Shield Competition. The Kiwanis Club of Sault Ste. Marie is a Algoma U Thunderbirds major supporter of the music festival which began in 1935. Algoma University participates in the Ontario Colleges Athletic Association (OCAA) with a varsity men’s and women’s Basketball Other Activities: The Conservatory also offers instrument rentals Team. Algoma University has a varsity curling team, and varsity and sales, preparation for Royal Conservatory or Conservatory men’s & women’s indoor soccer teams. Canada examinations with national examiners on staff, history and theory courses, a summer Music Day Camp and musicians for a Participation on any Thunderbird Varsity team requires that each wide-range of community functions. athlete be a full-time, registered student and adhere to OCAA academic guidelines. Algoma U provides student athletes with academic support to improve or maintain academic performance. SHINGWAUK PROJECT (SP), CHILDREN OF SHINGWAUK ALUMNI ASSOCIATION (CSAA), AND The regular season for both teams runs from October to February NATIONAL RESIDENTIAL SCHOOLS SURVIVORS’ and all home games are played at the George Leach Centre. Both SOCIETY (NRSSS) teams create excitement for both the student-athletes and also for Shingwauk Project Director: the student population. We look forward to great fan support from Don Jackson, B.A. (Hons), M.A., Ext. 4322 students, staff and faculty throughout the year. Researcher and Webmaster: Ed Sadowski, Eng. Tech., B.A. (Hons), M.Sc., Ext.4622 ASSOCIATED ORGANIZATIONS, FACILITIES AND CSAA Senior Consultant and NRSSS President: SERVICES Mike Cachagee, B.A. (Hons), Ext., 4820

ALGOMA CONSERVATORY OF MUSIC The Shingwauk Project is a cross-cultural research and educational Principal: Guy Traficante Telephone: (705) 253-4373 development project of Algoma University and the Children of www.algomaconservatory.com Shingwauk Alumni Association (CSAA). It was founded in 1979 by its current Director in collaboration with Dr. Lloyd Bannerman of Incorporated in 1971 as a non-profit school, the Algoma AUC, Chief Ron Boissoneau (1935-2000) of Garden River, Shingwauk Conservatory of Music is the largest music organization in the city Alumnus and Elder Dr. Dan Pine Sr. (1900-1992) of Garden River, and and the largest organization of its kind in Northern Ontario. The others who recognized the profound importance of the commitment Conservatory’s main activities are as follows: to the Shingwauk Trust and the relationship with Canada’s First Nations that Algoma University assumed upon its relocation in 1971 Music Lessons: Instruction in voice and on most instruments to the site of the former Shingwauk Indian Residential School. is offered at all levels with a core of 30 instructors. Many of its professional faculty have relocated to Sault Ste. Marie The Shingwauk School, or “Teaching Wigwam”, was originally from across Canada. Many are also active as performers with envisaged by the great Ojibway Chief Shingwaukonse (1773-1854) community ensembles and as instructors in the Algoma University as a crucible for cross-cultural understanding and synthesis of Music and Fine Arts programs. Nearly 1000 students are involved traditional Anishnabek and modern European knowledge and at the Conservatory. learning. Commissioned in 1832 in co-operation with Canadian Government and Anglican Church partners as part of St. John’s Music Classes For Young Children: The Conservatory offers Mission to the Ojibway, the Shingwauk School was opened in Sault quality group instruction for young children at all levels. Classes Ste. Marie in1833, relocated to Garden River (1838-74), and to the include Musical Twos, Musical Threes, Music Time for 4 and five current site as the Shingwauk Industrial Home (1874-1935) and the year olds and Music Readiness for 1st graders. Shingwauk Indian Residential School (1935-70). As part of the new Anishnabek strategy of aboriginal rights, self-determination and

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modern community development, its cross-cultural educational ALGOMA GAMES FOR HEALTH project was also regarded as essential to the restoration of Director: Dwayne Hammond, Ext. 3126 cosmological balance and of social harmony between Indigenous Algoma Games for Health is a video game development studio and non-Indigenous Canadians generally. with a focus on research and development of game technology for health care applications, particularly video games for rehabilitation Inspired by Shingwauk’s Vision, the Shingwauk Project and the and therapy. Children of Shingwauk Alumni Association (CSAA – former students of the Shingwauk School, and staff, descendants, families and Algoma Games for Health is a serious games initiative bringing friends) are partnered with Algoma U, the Anglican Church, the together researchers, medical professionals, and game developers Shingwauk Education Trust (SET), the Dan Pine Healing Lodge, and to improve health and health care and to forge connections between others to: research, collect, preserve and display the history of the video game and health care communities. This initiative will: 1) the Residential Schools; develop and deliver projects of “sharing, improve lives by providing practical solutions to everyday problems healing and learning” in relation to the impacts of the Schools, and faced by people with disabilities and those encountering old age, of individual and community cultural restoration; and accomplish through innovative approaches to rehabilitation and therapy; 2) get “the true realization of Chief Shingwauk’s Vision” through the creative ideas out of the research labs and into the market so that establishment of Shingwauk University. In 2006, Algoma University people can use them as soon as possible; 3) develop cost effective

2-ASSOCIATED ORGANI Z ATIONS 2-ASSOCIATED signed a Covenant with Shingwauk Education Trust, further treatments that help people remain independent and healthy, cementing this commitment. keeping them out of long-term health facilities and hospitals while lessening costs to the health care system. Through the CSAA the Shingwauk Campus is home to the national office of the National Residential School Survivors’ Society Algoma University and Ministry of Natural (NRSSS) that represents the Indian, Inuit and Metis survivors of Resources’ Ontario Forest Research Institute the Residential School system of Canada. The CSAA also operates Contact: Dr. A. Perlini, Dean, Algoma University the regional office of Resolution Canada’s ADR Pilot Project that email: [email protected] addresses Residential School claims and commemoration issues. CSAA members serve on the Residential Schools Working Group Algoma U and OFRI have facilities that complement one another’s of the Assembly of First Nations (AFN), the United Nations’ World mandate for creating and transferring knowledge. OFRI’s growth Council of Indigenous Peoples and many other local, regional and chambers and greenhouses, arboretum and research plots, as well national organizations. as inorganic chemical, biochemical and pathology laboratories are important for forest research. Algoma University’s information The Shingwauk Project and the CSAA have undertaken many activities and communication technology infrastructure provides a means to since 1979 including reunions, healing circles, publications, videos, build, commercialize and transfer research-based technologies. photo displays, curriculum development, and the establishment of The sharing of resources expands each organization’s capacity. archive, library and heritage collections, as well as a Shingwauk For example, through its Seminar Series OFRI features experts on Directory and website (www.shingwauk.auc.ca). Over many various science-related topics, such as forest research and wildlife years and in many ways these have been generously supported management. These seminars include student-researchers, as by Indigenous and non-Indigenous governments, churches, non- the training of future scientists is integral to sustainable forestry governmental organizations and private individuals. research and management.

NORTHERN ONTARIO RESEARCH, DEVELOPMENT Ideas Algoma University and Great Lakes Forestry and knowledge CENTRE (NORDIk) Centre (GLFC) Director: Dr. Gayle Broad, Ext. 4351 Contact: Dr. A. Perlini, Dean, Algoma University NORDIK’s mission is to promote more vibrant, caring and sustainable email: [email protected] communities through research, dialogue, analysis and reflection, dedicated to the practice of holistic community development. Through sharing of resources and expertise, this partnership is creating a life sciences research and education program NORDIK has two major areas of focus for the institute in its community- that exceeds the potentials of what either organization could based research: 1) Regional development in Northern Ontario; and accomplish independently. The partnership encourages the sharing 2) Indigenous research. NORDIK encourages researchers, scholars of intellectual resources, creation of partnered research projects, and students within and outside Algoma University to participate pursuit of research funding in partnership, and active mentorship of in this research endeavour. NORDIK strives to make contributions university students by top Canadian researchers housed at GLFC/ to the economic, social and cultural development of communities CFS. This partnership links university education to active research through research and research-related activities that will assist them and to the emerging domain of entrepreneurship and science-based in their efforts to become resilient. NORDIK undertakes a variety commercial activities, this creating more opportunities for new ideas, of activities including research, publication of reports, organizes initiatives and businesses to emerge. conferences and workshops, and offers consulting services and socio-economic impact studies. www.nordikinstitute.ca

ALGOMA UNIVERSITY www.algomau.ca 22 Chapter 2

PROFESSIONAL DEVELOPMENT PROGRAMS The Insurance Institute of Canada (A.I.I.C., F.I.I.C.) In co-operation with professional associations and institutes, Insurance Institute of Canada Algoma University offers courses which are credited to various 18 King Street East, 6th Floor, Toronto, Ontario M5C 1C4 professional designations and to degree programs at the same Ph. (416) 362-8586

time. Students need not be pursuing a degree unless they wish to www.iic-iac.org 2-ASSOCIATED ORGANI Z ATIONS do so. They must, however, be admitted to Algoma U and enrolled as credit students. Institute of Chartered Secretaries And Administrators In Canada 2175 Sheppard Ave. E, Suite 310, Toronto, Ontario M2J 1W8 The programs involved are subject to change, and new ones are Ph. (416) 944-9727 or 1-800-501-3440 added from time to time. The University attempts to make as many www. icsacanada.org as possible of the required and elective courses available, but cannot guarantee that all will be offered every year. As courses are The Canadian Institute of Management established and offered, they will be advertised. National Office 15 Collier Street, Lower Level, Barrie, Ontario L4M 1G5 The Institute of Chartered Accountants of Ontario (C.A.) Ph. (705) 725-8925 or 1-800-387-5774 (toll free) Director of Education www.cim.ca Institute of Chartered Accountants of Ontario 69 Bloor Street East, Toronto, Ontario M4W 1B3 The Purchasing Management Association of Canada Ph. (416) 962-1841 or 1-800-387-0735 (toll free) 777 Bay Street, Suite 2701 www.icao.on.ca P.O. Box 112, Toronto, Ontario M5G 2C8 Ph. (416) 977-7111 (English) or 1-888-799-0877 The Certified General Accountants Association (CGA) www.pmac.ca Certified General Accountants Association of Ontario The Council for the Advancement of Native Development Officers 240 Eglinton Avenue East, Toronto, Ontario M4P 1K8 (CANDO) Ph. (416) 322-6520 or 1-800-668-1454 (toll free) 9635 - 45 Avenue www.cga-ontario.org Edmonton, Alberta T6E 5Z8 Ph. (780) 990-0303 or 1-800-463-9300 (toll free) Certfied Management Accountants of Canada (CMA) www.edo.ca The Society of Management Accountants 70 University Avenue, Suite 300, Toronto, Ontario M5J 2M4 The Economic Developers Association of Canada Ph. (416) 977-7741 or 1-800-387-2991 (toll free) 7 Innovation Drive, Flamborough, Ontario L9H 7H9 www.cma-ontario.org Ph. (905) 689-8771 www.edac.ca The Appraisal Institute of Canada (C.R.A., A.A.C.I.) Ontario Association of Appraisal Institute of Canada Aboriginal Financial Officers Association of Canada (AFOA) 16 Four Seasons Place, Suite 108, Toronto, Ontario M9B 6E5 1066 Somerset St. W. (416) 695-9333 Suite 301, Ottawa, Ontario K1Y 4T3 www.oaaic.on.ca Ph. (613) 722-5543 or 1-866-722-2362 www.afoa.ca The Real Estate Institute of Canada Real Estate Institute of Canada At present, the above organizations recognize certain courses as 5407 Eglinton Avenue West, Suite 208, Toronto, Ontario M9C 5K6 meeting the requirements for their professional programs. In view Ph. (416) 695- 9000 or 1-800-542-7342 (toll free) of changing requirements, however, students are advised to contact www.reic.ca the association directly or inquire at the Department of Business Administration. The Institute of Canadian Bankers (A.I.C.B., F.I.C.B.) 200 Wellington St., W, 15th Floor, Toronto, Ontario M5V 3C7 Ph. 1-800-361-7339 www.icb.org

The Credit Union Knowledge Network CUSOURCE 300 The East Mall, Suite 500, Toronto, Ontario M9B 6B7 Ph. (416) 232-1262 or 1-800-267-2842 (toll free) www.cusource.ca/cusource

www.algomau.ca ALGOMA UNIVERSITY 23 Chapter 2

HUMANITIES DIVISION ACTIVITIES

THEATRE ALGOMA Theatre Algoma, founded in 1973, is an on-campus theatre group devoted to doing alternative forms of theatre in an intimate setting in the university’s well-equipped performance space. A few of its past productions include Timberlake Wertenbaker’s The Love of the Nightingale, Colleen Wagner’s The Monument, Weiss’ Marat/ Sade, Une Soireé Beckett, Monty Python Extravaganza, Walker’s Zastrozzi, Mamet’s Oleanna. Participants include students, faculty, staff and members from the off-campus community. Contact Dr. Linda Burnett, Artistic Director, at [email protected] for further information.

PUBLICATIONS & PERFORMANCES Currently the Department of English, Music and Fine Arts hosts the publication of Algoma INK each spring. This journal maintains a

2-HUMANITIES DIVISION ACTIVITIES Northern Ontario focus and encourages submissions from 705 area code writers, poets and artists. Each journal is hand-bound and includes a numbered colophon. In addition, AU Chapbook series offers juried works from local artists and writers. Calls for submission are based on a general theme (in 2008/09 it was the placing of things). Proceeds go to fund activities sponsored by EFASS (English, Music and Fine Arts Student Society).

Algoma INK & AU’s Chapbook series are launched on the last Friday of March and November in Shingwauk Auditorium. Poet’s Pub & Jazz features performances from faculty, student and local writers, film-makers, singer/songwriters and the Algoma University Jazz Ensemble. Each of these events are followed by a Poetry Sweat which is judged by members of Humanities Division. The winner receives engraved recognition on the Poetry Sweat trophy. Contact Dr. Alanna F. Bondar, Executive Editor & Performance Coordinator at [email protected].

EFASS (English, Music and Fine Arts Student Society) EFASS was established in 2004 for the support and co-ordination of student-driven extra curriculum events associated with the Department of English, Music and Visual Arts (EFAM). An executive is elected each year and reports are filed with AUSA.

HAYES-JENKINSON MEMORIAL LECTURE SERIES The John Hayes Jenkinson Memorial Lecture was established in 1986, with a bequest from the estate of Mrs. Mary E. Jenkinson. This lecture series is shared between the Departments of English and History and has been established with the intention of supporting the advancement of literature and history instruction and enthusiasm for these areas of study. Every second year stellar speakers from the academic community across Canada are hosted and participate in a variety of events scheduled through the department. Recent speakers include Dr. Jim Miller (historian), Guillermo Verdecchia (playwright), and Lorna Crozier (poet).

Interdisciplinary Colloquia Series Hosted by the Humanities Division, this series of presentations and discussions focuses on faculty research (collaborative and individual), creative production, and extended community or global responsibility projects. While they are academic in nature, the presentations are a means for faculty to share their scholarly and creative endeavours with the wider Algoma University community and interested public.

ALGOMA UNIVERSITY www.algomau.ca 24 Chapter 3 Chapter 3 Chapter Three: ACADEMIC POLICIES, PROCEDURES AND REGULATIONS Office of the Registrar ADMISSIONS REQUIREMENTS Registrar & Director, Enrolment Management Ontario Secondary School Students Krista Pearson, B.A., B.Ed., M.Ed. All students must be admitted to the University prior to registering Ext. 4119 or email: [email protected] in courses. Applicants who complete the high-school U/M or OAC requirements will apply through OUAC by the Centre’s published Associate Registrar deadline, though later applications will be processed by OUAC and David Marasco, B.A. considered by Algoma U. Although offers will be issued as long as

Ext. 4218 or email: [email protected] time and space permits, students should aim to complete admission P rocedures & R egulations procedures well before July 15th. Assistant Registrar, Admissions 3-A cademic P olicies , Shelley Mitchell Ontario secondary school students seeking admission to the first Ext. 4220 or email: [email protected] year at Algoma University should present the Ontario Secondary School Diploma (OSSD), with a minimum overall average of 65% (as Registration Officer per Senate approval on June 7th, 2002) on six courses from any of the Eunjung Riauka, B.A. following categories in the Ontario curriculum: Ext. 4216 or email: [email protected] University Courses (U’s) OR Assistant Registrar, Recruitment Ontario Academic Courses (OAC’s) Katie Barsanti, B.A. University/College Courses (U/M’s, which are Ext. 4211 or email: [email protected] sometimes coded as “M” for “mixed”)

Prospective Student Advisor Students with final OSSD averages between 60-64% on 6 eligible Meisha Rossetto, B.A. courses as noted above may be offered admission on probation Ext. 4217 or email: [email protected] with conditions that may include reduced course loads, required upgrading courses, and/or non credit academic skills programs. Anishinaabe Outreach Officer Ext. 4810 or email: [email protected] EXCEPTIONS: Bachelor of Business Administration applicants should present the ADMISSION POLICIES OSSD with a minimum overall average of 70% on six courses from the Applicants should be aware that enrolment may be limited and that Ontario curriculum including U-level English and two Mathematics satisfying the minimum entrance requirements does not guarantee at U or M level. BBA applicants with a final OSSD average between admission. Students who are unable to provide documentary 65-69% may be offered conditional admission. proof that they are eligible to be admitted (in accordance with the conditions stipulated on their Permit to Register) will have their offer Concurrent study may be an option for high-school students in their rescinded and will not be permitted to register in courses. final year who hold a B average or better and who have the written support of a guidance counsellor and/or school principal. Applicants For detailed information, contact offered part-time admission will be considered “special students” Coordinator of Admissions Office of the Registrar and grades earned will not be recorded as university credits until 1520 Queen Street East all admission requirements have been met. All applications for such Sault Ste. Marie, Ontario P6A 2G4 admission are subject to the recommendation of the Algoma U Ph. (705) 949-2301 Ext. 4220 Registrar and the approval of the Academic Regulations and Petitions Fax: (705) 949-6583 Committee of Senate. Please note that Laurentian-Algoma students E-mail: [email protected] need to appeal to the ARA Committee of the Laurentian Senate.

All Canadian candidates interested in applying for full-time studies Admissible students who do not have an U/OAC credit in Calculus in a degree program for a September start-date must submit an or Chemistry but wish to enrol in a program where one or both of application through the Ontario Universities’ Application Centre. these credits is included in the list of recommended credits may be Those presently enrolled in an Ontario secondary school on a full- required to pass an upgrading course with a final grade of 60% or time basis must complete the OUAC 101 form available at secondary higher before enrolling in the required first-year Calculus (MATH 1036) school guidance offices or online at www.ouac.on.ca. or Chemistry (CHMI 1006). The following upgrading courses count as elective credits in degree programs but may not be counted as Candidates for admission to part-time studies, to part- or full-time core subject credits: studies starting in January or May, and those who are applying from outside of Canada may apply directly to the Admissions Office or OSSD Subject Algoma U Course Equivalent online: www.algomau.ca/apply Finite Math MATH 1911: Finite Mathmatics Calculus MATH 1912: Elementary Calculus Chemistry CHMI 1041: Chemical Concepts

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Specific secondary-school course requirements Students admitted on the condition that they pass an upgrading course with a final grade of 60% will be placed on probation for entrance to degree programs are: until they have met the condition in the first 30 credits of study at Arts Algoma U. Degree Subject Required Admissions will grant early admission to secondary-school applicants Humanities: English whose interim grades satisfy admission criteria in early April. Early offers will be confirmed on receipt of final OSSD grades. Scholarships Fine Arts: Note: For the fine arts degree, see additional requirements will also be announced to the admitted student at this time. on page 81. Failure to successfully complete the school year and meet the Music: Note: For the music degree, minimum requirements for admission will necessitate that Algoma see additional requirements U rescinds the offer of admission. Successful completion of the final on page 114. year of secondary school will automatically reactivate an applicant’s Social Sciences: English file and the candidate will be contacted by Algoma U with an offer of admission, as appropriate. Mathematics: English, Calculus, plus 1 other U Math SECONDARY SCHOOL STUDENTS FROM OTHER

3-A cademic P olicies , Community CANADIAN PROVINCES The following Canadian certificates are ordinarily acceptable as P rocedures & R egulations Economic & Social equivalent to the Ontario Secondary School Diploma. Development: English Alberta: Five grade 12 courses numbered 30 or 31 British Columbia and the Yukon: Four academic courses numbered 12 including English 12 Sciences Manitoba: Five academic grade 12 courses at the 40 level Degree Subject Required New Brunswick: Five academic grade 12 courses numbered 121 or 122 (courses numbered 120 may be considered) All single 2 Science and 1 Math, or Newfoundland: Six two-credit academic courses at level 3 subjects 1 Science and 2 Math Nova Scotia: Five grade 12 courses at the 541 level (441 level Recommended in courses may be considered) addition to the Nunavut/Northwest Territories: Five grade numbered 30 or 31 above Prince Edward Island: Five grade 12 courses numbered 611 or 621 Quebec: First year CEGEP with satisfactory standing Biology: Biology, Calculus, Chemistry Saskatchewan: Seven academic courses in grade 12 or Physics Yukon: Four grade 12 examinable courses (courses with % grades Computer not letter grades) Science: Calculus and 1 other U Math a) Successful completion of year 1 of the Collège d’enseignement Mathematics: Calculus and 1 other U Math général et professionnel (CEGEP) program or of the Collegial Psychology: English, Calculus, and program; or Biology b) Successful completion of Grade 12 with first-class standing Liberal Science: Any six OSSD courses (75 %).

Professional c) Candidates who have completed the two-year CEGEP program Programs (Diplome d’études collegiales) or the two-year Collegial program Degree Subject Required (Diploma of Collegial Standing) will be considered for admissions with advanced standing. Business Administration: English and 2 U Math d) Students from the three-year Professional program in a CEGEP Social Work: English will be considered for admission on the same basis as a student from an Ontario College of Applied Arts and Technology and will be eligible for credit transfer to a degree program. Other Programs Degree Subject Required APPLICANTS FROM THE U.S.A. Applicants who have completed grade 12 at an accredited Computer secondary school in the United States or in a U.S. overseas school Science: English, Calculus, plus 1 will be considered for admission to first year. The grade 12 program other U Math must include at least four different subjects, including English. The Information student’s overall average must stand at B or higher. Technology: English and Calculus

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APPLICANTS FROM OTHER COUNTRIES • Candidates with 30 points or higher in the IB Diploma qualify for Applicants who have completed secondary school diploma scholarship consideration; requirements in other than Canadian or American High School • A minimum grade of 5 is required for consideration of credit systems will be considered for admission at the appropriate level of transfer; entry. Normally, applicants must meet the requirements for admission to a university in their home country. Since specific requirements • Transfer credit may be given to a maximum of 30 credits, (or cannot be established on a general basis, applicants will receive year 1); individual consideration. Official transcripts and supporting documents must be submitted for evaluation. International students • Transfer credit may be awarded for Higher Level or Standard Level with any post-secondary studies must submit transcripts for all courses with a minimum grade of 5 per subject and overall score such studies. These will be assessed for admissions and for transfer of 28 or greater. T rans f er students

credit eligibility. 3-U niversity Degree-specific admission requirements: For more country-specific admission information, please visit our Degree program IB program courses required for website at www.algomau.ca/apply admission

Language requirement: International student applicants with a Test Bachelor of Arts Successful completion of IB of English as a Foreign Language (TOEFL) score of 550 or higher (213 Diploma with a score of 26 on the computer-based test or 79 on the Internet-based test) will be or higher including English considered for direct entry into degree programs; those without the at the HL language requirement will be considered for admission to Algoma Bachelor of Business University’s Sault Program for English Language Learning. SPELL Administration Successful completion of IB students must successfully complete the University-preparatory Diploma with a score of 26 or English as a Second Language program with a minimum score of higher including English at the HL 70% or higher in ENGL 0005: ESL Advanced II (level five) before & Math at the SL proceeding to degree studies. Bachelor of Computer Science Successful completion of IB International students for whom English is not the first language may Diploma with a score of 26 or be required by the Office of the Registrar to complete specific courses higher including Math Methods at in the first 30 credits of study at Algoma University. the SL

TOEFL is administered by the Educational Testing Service, Bachelor of Science Successful completion of IB P.O. Box 6155, Princeton, New Jersey, USA 08541-6155 or Diploma with a score of 26 or email: [email protected] website:www.toefl.org higher including one Science at the HL & Math at the SL Acceptable alternatives to this test include: Sample Transfer Equivalency Chart* • Michigan English Language Assessment Battery (MELAB) test G1: Best Language with a minimum overall score of 90%; English (Higher Level) ENGL 1705 English (Standard Level) ENGL 1501/1502 • Carleton Assessment of English Language (CAEL) with a minimum G2: Second Language band score of 60; French FREN 1516 & 1527 Spanish ESPA 1005 • International English Language Testing System (IELTS) with a Italian ITAL 1005 minimum overall band score of 6.0; G3: Individuals and Societies Business Management ADMN 1016/1017 • Eiken pre-1 grade Economics ECON 1006/1007 Geography GEOG 1021/1022 • Completion of SPELL - (page12) also acceptable. History HIST 1406/1407 Information Technology APPLICANTS FROM AN INTERNATIONAL in a Global Society ITEC 9100 (6 cr) BACCALAUREATE PROGRAM Philosophy PHIL 1116/1117 The International Baccalaureate is acceptable for admission, Psychology PSYC 1106/1107 provided applicants possess a minimum score of 28 and have Social & Cultural completed the diploma with at least three Higher Level (HL) and three Anthropology SOCI 1015 Standard Level (SL) courses. G4: Experimental Science Biology BIOL 1506/1507 International Baccalaureate Admission Guidelines: Chemistry CHMI 1006/1007 Physics PHYS 1006/1007 • The IB Diploma with a minimum of 26 points is accepted for Design Technology SCEN 9100 (6 cr) admission; Environmental Systems BIOL 1000 www.algomau.ca ALGOMA UNIVERSITY 27 Chapter 3

G5: Mathematics & Computer Science 1. Acceptance of transfer credits from Ontario universities shall Mathematics** MATH 9100 (6cr) be based on the recognition that, while learning experiences Computer Science COSC 1701/1702 may differ in a variety of ways, their substance may be virtually G6: Arts equivalent in terms of their content and rigour. Insofar as possible, Visual Arts VISA 1005 acceptance of transfer shall allow for the maximum recognition of Music (Higher Level) MUSC 1115 previous learning experience in university-level courses. Music (Standard Level) MUSC 1021/1022 Theatre Arts THEA 1115 2. Subject to degree, grade and program requirements, any course offered for credit by one Ontario university shall be accepted *The Office of the Registrar reserves the right to amend or change for credit by another Ontario university when there is essential the transfer recognition; the final determination of transfer credit is equivalency in course content. completed upon review of final IB Diploma transcript. 3. The grades for credits transferred to an Algoma University degree **Based on IB curriculum descriptions, but the equivalencies could program are not included in the overall GPA calculation. vary depending on student’s IB Diploma subjects completed. 4. Credits earned at another institution with a final grade of 50-60% For more information about the International Baccalaureate, go to: may not be used as required courses in any Algoma University www.ibo.org degree, but may be used as elective credits as long as the average of the total credits transferred from the other institution is 60% or MATURE APPLICANTS higher. To transfer a required course, a grade of 60% or better is applied arts & T echnology

f rom college o 3-C andidates In order to qualify for consideration under this applicant category, required. applicants must be 21 years of age by December 31st of the year of admission and must have been away from formal studies for at least 1 5. Students who have been refused admission by their former schools year immediately prior to beginning university studies. Only Canadian or who have been asked to withdraw from their former schools citizens and permanent residents are considered for admission as are generally not admissible to a full-time program at Algoma mature students. University, and not until the individual has spent at least one year away from formal studies. Such students may petition Algoma The university will consider those whose previous school performance University by submitting a written request through the Office of and/or recent work record suggest a strong possibility of academic the Registrar, providing an argument for reconsideration of the success. Mature-student applicants will be required to provide letters student’s academic status and eligibility for admission. of reference and a resume, as well as a brief written statement of academic goals. Final determination of a mature student’s eligibility 6. Full-time transfer students are reminded that they must attend for admission is at the discretion of the Admissions Coordinator Algoma University for at least one year, normally the last year of and/or Registrar, including conditional admission. the degree, to qualify for one of its degrees. Part-time students must similarly complete at least 30 credits at Algoma U, normally Mature students admitted to an appropriate program may be required the last 30 credits of their degree. by the Office of Admissions to complete specific course(s) in the first 30 credits of study. Candidates from Colleges of Applied Arts and Technology UNIVERSITY TRANSFER STUDENTS Candidates presenting a G.P.A. of “C-” or better on one year of a Students who wish to transfer to Algoma University from another diploma program may be admitted, but will not receive credit toward accredited university may be admitted with transfer credit for or the degree program. advanced standing on the conditions deemed necessary by the Admissions Office. Applications from such candidates must be Registration PROCEDURES accompanied by: Sample diploma-degree completion facts: a) an Ontario Year IV or V transcript of subjects and marks, or & your & you”ll need only If you have overall you will get equivalent; recognition this many credits* a diploma average is to earn a 3-yr B.A. at least for up to* b) an official, recently dated, sealed transcript of their record in the 3-years A 60 credits 30 institution from which they wish to transfer, showing the courses B 45 credits 45 completed and grades received; C+ 30 credits 60 2-years A 45 credits 45 c) If requested by the Admissions Office, complete course outlines B 30 credits 60 for specific courses. Students seeking advanced standing for C+ 15 credits 75 work completed at a post-secondary institution should apply well * The Algoma University’s Registrar’s Office will determine which before August 1st for a September start. required courses you are given “recognition” for on review of your official college transcript. To facilitate program completion by undergraduate students seeking to transfer course credits from one Ontario university to another, Algoma University adheres to the following principles:

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Graduates of a 2- or 3- year CAAT diploma program may receive ENROLMENT CATEGORIES course recognition as a part of the diploma–to–degree completion Full-time: A full-time student is one who registers in more than 70% program (see chart on previous page). In addition to the College- of the normal full course load of 30 credits (i.e. more than 21 credits) University Arts Degree Completion Program and advanced standing per fall/winter session, or 10.5 or more credits per term. policies, Algoma University has a number of articulation agreements. These are designed to enhance student mobility through formal Part-time: A part-time student is one who registers in less than recognition of credits and programs at each institution. 70% of the normal full course load of 30 credits (i.e. 21 or fewer) per fall/winter session, or 10.5 or fewer credits per term.

Please note information regarding specific CAAT program agreements 3-RE gistration procedures is available via the Admissions & Articulations Coordinator, Ext. 4220, Special Students: Students who take courses for credit at the or [email protected]. University on a full- or part-time basis, but do not count them towards a Algoma University degree. They must satisfy the same admission Articulation Agreements: requirements as regular students. Algoma U has established general, and in some cases, specific articulation agreements with the following Ontario Colleges of Auditors: Part-time students who are admitted to a course, and Applied Arts & Technology: Sault College, Cambrian College, Nothern may attend lectures/participate in class discussion, but who may College, George Brown College, Humber College, Seneca College, not hand in assignments or write examinations. An auditor does not Sheridan College, and Mohawk College. receive university credit for the course but the course audited is noted on his/her official transcript. Not all courses can be audited, For specific information, please visit www.ocutg.on.ca or contact: and all registrations from admitted auditors must be approved by [email protected]. the Registrar.

Home School Applicants REGISTRATION FORMS Applicants are considered on an individual basis. Supporting The registration form (and subsequent course change forms) documents, including completion of secondary school equivalent, represents a binding contract between the student and the university. letters of recommendations, and other relevant certificates are Completion and submission of a registration form places a financial required. obligation on the student, whether or not he/she attends the class or completes the course. Check your registration form carefully and Other Candidates ensure you are enrolled for the correct course(s) and section(s). Other candidates with post-secondary education will be considered The consequences of errors can be serious. If you are not officially for admission on an individual basis. registered in a course as of the course change deadline, you will not receive credit for it. If you register for a course, and for any reason PROFESSIONALS WITH CERTIFICATION do not attend yet have not officially withdrawn from it prior to the Teachers: Prospective students who hold a valid Permanent Ontario course change deadline, you will receive an “F” on your academic Elementary Teacher’s Certificate, or its equivalent, are eligible for record. Your financial obligation continues unless and until you admission to the Bachelor of Arts general program. formally withdraw from a course.

Exceptions to admissions regulations & requirements If in doubt about your enrolment status in a specific course check In the interest of the student and for the protection of the university’s with the Registrar’s Office. academic standards, the Office of the Registrar at Algoma University reserves the right to impose special or additional admissions PLEASE BE ADVISED conditions on candidates presenting applications that do not satisfy the normal requirements as outlined in this Calendar, but which THAT IT IS SOLE RESPONSIBILY OF THE STUDENT TO ENSURE indicate the likelihood of academic success as determined by the THAT HIS/HER REGISTRATION IS COMPLETE AND ACCURATE; Registrar. CONSISTENT WITH REGULATIONS GOVERNING THE REGISTRATION PROCESS OF THE OFFICE OF THE REGISTRAR AND SATISFACTORY Algoma University’s Academic Regulations and Petitions (ARP) TO THE ACCOUNTING OFFICE FOR TUITION AND OTHER RELATED Committee will consider petitions submitted by such students or by FEES. the Registrar in cases of such applications; the ARP may decide to uphold the regulations or decide to grant conditional, probationary admission or readmission to Algoma University, depending on the circumstances and presentation of the case.

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REGISTRATION SCHEDULE Spring 2010 New students Full term (10SP) courses May 7, 2010 June 18, 2010 Starting in September: Students offered admission to Algoma U will First term (10SF) courses May 7, 2010 May 26, 2010 be sent information about the online Academic Orientation package Second term (10SS) courses June 18, 2010 July 9, 2010 with the letter of admission. This package will contain detailed information about the registration process, starting with academic Students withdrawing from courses may be entitled to a refund or a advising. Academic orientations are held in June, July, August and reduction of fees owed. September for advising and registration, though individual advising appointments are also available throughout the year. ACADEMIC REGULATIONS Course Loads and overloads Students starting in January or May: On admission, you will receive A full-time fall/winter student registers in 30 credits per year (15 an advising package and information on arranging for an advising credits per term). Students with an excellent academic record may appointment. take a maximum 3-credit per term overload, provided the student had no failing grades on a minimum course load of 15 credits in the Returning students previous term enrolled. Permission of the Registrar is required to Those in attendance in September and/or January: Winter Advising register in a course overload. Information will be produced in February each year with instructions on; (i) how to schedule an appointment with your faculty advisor; (ii) Full-time students registered for the spring semester are restricted to how to complete the advising and pre-registration forms; (iii) and a total of 15 credits. In exceptional cases the Registrar will consider ACADEMIC REGULATIONS how to pay your tuition deposit and/or fees. In June, you will be sent a maximum overload of 3 additional credits. 3- deadlines f or dropping & a reminder letter about registration deadlines and late registration fees. Any student contemplating a request to take an overload should recognize the advisability of making that request well before the NOTE: If you have an unpaid student account with the university, the registration deadline. library, or the bookstore, you will not be eligible for registration until the account has been cleared/paid. LETTERS OF PERMISSION Under certain circumstances, students may be permitted to take ADDING/DROPPING COURSES course(s) at another university for credit toward an Algoma University A student wishing to make a change of any kind in his/her academic degree. Letters of Permission are not normally issued unless the program after registration must do so by completing and signing student is in good academic standing. Only under exceptional the appropriate Academic Change form, available at the Office of circumstances are Letters of Permission issued for a student to the Registrar. Some academic changes require the approval of the complete the last 30 credits in his/her degree program. Registrar and/or the Dean or department(s) involved. Completed forms must be returned to the Office of the Registrar. The University requires that a current calendar description of the course(s) be provided. A Letter of Permission to undertake Students making course changes should ascertain whether or not the such courses must be submitted to the Registrar’s Office with the changes will adversely affect their program or academic standing, appropriate fee, and be approved by the Registrar before a student as well as their financial aid circumstances. Such advice may be may register for a course at the other university. If the request is obtained by consulting an academic advisor or faculty advisor or the approved, the Registrar’s Office will send the Letter of Permission Registrar) for the former, and the Financial Aid Office for the latter. to the host university and a copy to the student. It is the student’s responsibility to request an official transcript of grades from the host Students who withdraw from fall courses and who do not plan to university to be sent to the Registrar’s Office of Algoma University. attend during the winter term, either, should ensure that they also withdraw from winter courses. Students who fail to withdraw from Upon receipt of the transcript from the host university, the Registrar’s such courses will be billed for them. Office will enter the credit on the student’s academic record. The grades received for course(s) completed on a Letter of Permission DEADLINES FOR DROPPING will not be entered on the student’s record, nor will they be used in Session Last date Last date the calculation of averages. before “W” before “F” goes on goes on LAST 30 CREDITS OF A DEGREE PROGRAM transcript transcript To be eligible to receive a degree from Algoma University, a student Spring 2009 must complete at least one full year or 30 credits, normally the last Full term (09SP) courses May 8, 2009 June 19, 2009 30, at Algoma University. First term (09SF) courses May 8, 2009 May 27, 2009 Second term (09SS) courses June 19, 2009 July 9, 2009 Attendance Punctual and regular attendance at the various academic exercises Fall & Winter 2009-2010 is required of every student. After a lecture has begun, a student may Full term (09FW) courses Sept. 18, 2009 Jan. 29, 2010 not be admitted to the classroom without the instructor’s permission. Fall term (09F) courses Sept. 18, 2009 Oct. 30, 2009 If there are extenuating circumstances bearing upon a student’s Winter term (10W) courses Jan. 15, 2010 Feb. 26, 2010 absence, the instructor should be notified. Absences in excess of 20 per cent may jeopardize receipt of credit for the course.

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CLASS HOURS a) Student organization access to student lists and to contact A class hour is defined as a fifty-minute period. Courses are usually information: Student organizations may request listings of student given at the rate of three hours of lectures per week. Time for tutorials, names, addresses, emails, or phone numbers for purposes of laboratories, seminars, and other instructional methods may be communicating with their membership. Such requests must be specified. The hours and method of instruction are indicated at the made in writing, signed by the organization’s authorized officer, end of each course description. During the spring session, 6-credit and sent to the Registrar’s Office for approval. All organizations classes normally run for three hours on two days of the week. 3- requesting information in this manner guarantee that the lists will credit classes normally run for three hours once a week. Summer not be disclosed to any other individual or group. session 6-credit classes run for two and one-half hours per day, 3-STUDENT ACCESS TO RECORDS four days per week. b) Employee (faculty/staff) access: Within the university, departments and/or individuals will have access to information DISCLOSURE OF STUDENT INFORMATION AND contained in a student file/record on a “need to know” basis. ACCESS TO RECORDS POLICY Access will be granted only to that portion of the file/record Applicants provide pertinent personal information on application that is relevant to the employee’s official purpose/function to the university and thereby authorize the institution to maintain within Algoma University or the Algoma University Foundation. henceforth his/her record on acceptance of the offer to enroll at Academic summaries are avaible to students via online services: Algoma University. (Records of applicants not admitted or who are www.algomau.net and students are expected to provide the offered admission but fail to enroll are destroyed on completion of summary with faculty advisors during the winter acadmic advising the admission cycle) period. Employees will not distribute or make available to students copies of class lists that include a student’s identification number Algoma University is committed to taking every reasonable step or phone number. to protect the confidentiality of the information contained in the records of students. The Registrar’s Office is responsible for the c) Registrar: The Registrar has access to the complete and entire storage, management, conservation, and dissemination (within the record of every student. Exceptions to Algoma University’s parametres of these policies) of all student records, electronic and Disclosure of Information policies may be made at the discretion otherwise. of the Registrar.

Student Access to Own Records Third-party Access a) Files: Students have the right to inspect all documents contained Unless compelled to do so by law or authorized by the student in in their official academic file upon 24-hrs notice given in writing writing, Algoma University will not disclose the contents of student to the Registrar’s Office. An appointment will be set up with an records or information about Algoma students to any party outside of authorized official of the Registrar’s Office for the viewing of their the University. This policy protects against the release of information record. Copies of the file will not be provided. such as the student’s name, current registration status, field of studies, and degrees awarded by the University. Exceptions are b) Transcripts: Copies of student transcripts will be provided to the outlined below: student upon written request and upon payment of the appropriate fee to the Registrar’s Office. Requests from students with fees a) Legally-Mandated Access: Specified records or portions thereof owing to the university will not be considered. may be provided by the Registrar to persons or agencies pursuant to a judicial/court order, summons, or subpoena, directing the c) Release of Grades: Final grades may not be released to students University to release information. Information will also be available by any employee of the university (including the Registrar’s to the Ministry of Education and Training under federal/provincial Office and Faculty) until the examination period has ended, and legislation (for enrolment-audit purposes), and in accordance with only after grades have been processed by the Registrar’s Office the requirements of legitimate professional licensing/certification (approximately 7 days after the end of the exam period). After bodies. processing, unofficial academic summaries may be obtained by the student via the student account at: www.algomau.net. Faculty are b) Emergency Disclosure: In situations involving threats to the not allowed to post tentative grades until the examination period health or safety of an individual student or employee, the Registrar has ended. reserves the right to authorize the release of relevant information without obtaining prior consent from the student(s) involved. Grade reports for students with fees owing to the university (e.g. tuition, bookstore, or library) will not be forwarded to the student GRADING POLICIES AND PRACTICES until the account has been paid in full. Petitions and appeals in all matters pertaining to admission to the University, promotion, graduation, academic standing, and regulations Access by Others within the University should be addressed to the Senate Committee on Academic Unless authorized by the student in writing, Algoma University will not Regulations and Petitions through the Office of the Registrar. disclose the contents of student records to a department or individual within the university under circumstances other than: Appeals with respect to final grades must be submitted to the Algoma University Appeals Committee through the Office of the Registrar, within 30 days of the posting of official grades. If necessary, subsequent appeals with respect to final grades must be submitted to the Senate Committee on Student Appeals. Please consult the Office of the Registrar for a copy of the Appeals policy and procedures. www.algomau.ca ALGOMA UNIVERSITY 31 Chapter 3

Grading System Determination of Final Grades The grading scale for all individual courses, effective September 1. Prior to the beginning of each session, the instructor submits 1977, is as follows: for the approval of the department a method of determining final 80-100% (A) grades in each of his/her courses. This method shall be consistent Excellent Performance: comprehensive knowledge in depth of with department, faculty, and Senate policies in this matter. Final the principles and materials treated in the course, fluency in authority for setting the method of determining final grades in communicating that knowledge and originality and independence each course rests with the Academic Dean. in applying material and principles. 2. The method must include some means of evaluating the student’s 70-79% (B) performance on the whole of the course work at the conclusion Good Performance: thorough understanding of the breadth of of the course, which shall count for not less than 25 per cent of materials and principles treated in the course and ability to apply the final grade and shall be consistent with department, faculty, and communicate that understanding effectively. and Senate policies concerning final evaluations. 60-69% (C) Satisfactory Performance: basic understanding of the breadth of 3. The approved method of determining final grades is provided in principles and material treated in the course and an ability to apply the course outline and explained to students in each course during and communicate that understanding competently. the first week of classes.

PRACTICES 50-59% (D) Marginal Performance: adequate understanding of most principles 4. Once approved as per (1) above and by the department and the

3-GRADING POLICIES & and material treated in the course, but significant weakness in Dean, the method of evaluation for each course is filed in the some areas and in the ability to apply and communicate that offices of the department, Dean, and Registrar at the end of the understanding. second week of classes. The department Secretary’s and Dean’s 0-49% (F) signatures signify that the method of evaluation is consistent with Failure: Inadequate or fragmentary knowledge of the principles existing department, Faculty, and Senate policies. and material treated in the course, or failure to complete the work required in the course. 5. Student Appeals dealing with the method of determining final grades shall, in the first instance, be submitted to the department Notations not later than the end of the second week of classes, and in the P Pass second instance, if necessary, to the Dean who shall make a final F Failure resolution after consulting with the student, the instructor, and the W Withdrawal-no penalty department. I Incomplete; no credit granted for specified time period (after which the I is replaced with an F) 6. The method of determining final grades may be revised prior AG Aegrotat standing; credit (but no grade) granted due to to the mid-point in the course, provided the class unanimously incomplete course work approves the change. AU Audit; no credit granted NC No credit 7. The instructor must inform students, upon request, of their R Replaced-no credit standing prior to the date for honourable withdrawal from the T Transfer credit course. If no written term work has been evaluated by that date, IP In progress the information shall be given in the form of a written statement LOP Letter of Permission of the student’s standing. AD Academic Dishonesty 8. All written term work carried out for evaluation purposes is to be In exceptional circumstances, a student may request consideration returned to students with appropriate commentary. Students may for an Incomplete (I) grade. Such requests must be submitted in discuss with their instructor the work presented, the comments writing, through the instructor to the Registrar, together with the made, and the grade assigned. Final evaluation submissions are reasons for the request. A course assigned an “Incomplete” must not returned to students but are kept on file by the department be completed within one month after the end of the examination until after the Senate deadline for appeals with respect to final period. grades (i.e. six (6) months after the publication of Grade Reports). A student may, however, ask to review his/her final evaluation In order to be considered for an extension of the completion date submission with the instructor, within the appeal period above. beyond the normal one-month period, a student must submit a written request, through the Instructor, to the Academic Dean and 9. For each course, a marks sheet is completed, signed by the Registrar, explaining the reasons for such an extension. Under no instructor, and submitted to the department Secretary for approval. circumstances may a completion date exceed six (6) months from The Secretary’s signature indicates that the marks submission is the end of the examination period. consistent with existing practices and policies of the department. Mark sheets are submitted to the Registrar’s Office within the time limits consistent with Senate policy. Revisions to any previously assigned grade are submitted in writing for the approval of the Dean.

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10. Petitions for special consideration in the determination of final c) a personal or family tragedy prevented a student from being marks on account of sickness, family problems, or other causes present or from adequately preparing for the examination. must be filed with the Registrar within one week of the last day of examinations (see Special Examinations, below). Full aegrotat If the request for a special examination is granted, the student standing is seldom granted. Instead, if the facts submitted warrant must contact the Office of the Registrar to make arrangements for such consideration, petitioners may be permitted to write special the writing of the examination. There is a minimum fee of $40 per or deferred examinations without fee. When aegrotat standing examination. is granted, no mark is assigned in the course. Aegrotat standing may not be granted in more than one course in a student’s subject Dean’s Honour List

of concentration, in which case the student must achieve the The Dean’s Honour List recognizes students who have outstanding 3- grading policies and required average on the remaining courses in the subject of academic records. Students who have achieved an overall average concentration. of at least 80 per cent in their most recent year of full-time study (maximum 30 credits) or the equivalent amount of part-time study (30 practices Examinations and Tests credits), will be named to the Dean’s Honour List. The list is prepared 1. When the final evaluation of a student’s performance involves a in June each year and takes into account only students registered for written examination, this shall be not less than one hour in duration courses which were taken during or before the recently-ended winter and shall take place after the end of the regular class period for session. Students who have been named to the Dean’s List will not be the term and in accordance with a schedule prepared by the Office named again until they have completed a further 30 credits. of the Registrar. Distinction at Graduation 2. When a mid-term test in a full-year course involves a written Students graduating with an overall average of 80 per cent or higher examination which is longer than one hour in duration, this on all courses taken at Algoma University, and required for the test shall take place after the end of classes for the term and degree, will be granted their degree cum laude. (The overall average in accordance with a schedule prepared by the Office of the must be calculated on a minimum of 60 credits completed at Algoma Registrar. U or Laurentian and presented for the degree.) Students admitted to Algoma U having a Community College Diploma with an A average 3. During the regular session, classroom tests are not to be longer who maintain an A in his/her studies at Algoma U will be granted than the regular scheduled class period. his/her degree cum laude.

4. No classroom tests (including “take-home” tests that are written in STUDENT CODE OF CONDUCT (ACADEMIC) class) are to be given during the last week of the term. Minor tests, The university takes a most serious view of such offences against labs, quizzes, and other methods of evaluation are permissible if academic honesty as plagiarism, cheating, and impersonation. such methods of testing are regularly scheduled (e.g. bi-weekly Penalties for dealing with such offences will be strictly enforced. tests or weekly labs, etc. worth 15% or less). Regulations and procedures stipulated in the Algoma University Student Code of Conduct apply. See below for summaries of 5. Notwithstanding the above, where the final evaluation of a definitions, penalties, procedures, and policies. student’s performance includes an oral examination, take-home examination, jury examination, major project or case study, such Plagiarism are to be completed no later than the last day of classes for the Essentially, plagiarism involves submitting or presenting work in a term. course as one’s own when in fact it is not. More specifically, plagiarism is defined by Algoma University as the presentation of work as one’s 6. Notwithstanding the above, the final Laboratory Tests, in those own which originates from some other unacknowledged source. In courses where such is required, are normally held during the last examinations, term papers and other graded assignments, verbatim laboratory period for the term. or almost verbatim presentation of someone else’s work without attribution constitutes plagiarism. This is deemed to include the 7. No tests or examinations may be held during the official examination presentation of someone else’s argument in the student’s own words period other than those scheduled by the Office of the Registrar. as if it were his/her own, without acknowledgement. Other forms of borrowing, including the purchase of essays, the use of fellow Special Examinations students’ written work, essays submitted in more than one course Requests for special examinations must be submitted to the Registrar without permission of instructors, the borrowing of answers in take- with supporting documentation. Requests for special examinations home examinations, and the unapproved submission of group efforts will only be considered if a student is in good academic standing in as individual work, also come under the designation “plagiarism”. the course and has met one or more of the following criteria: a) a student was ill and unable to be present or to adequately prepare for the examination (this must be substantiated by a medical certificate); b) a student was unable to be present or to adequately prepare for the examination due to a legal obligation such as jury duty, witness, defendant, etc;

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Cheating g) Where it is alleged that a student has committed an offence Cheating on tests or examinations includes, but is not limited to, set out in sections 11, 12 or 13 of this regulation, the Academic dishonest or attempted dishonest conduct such as speaking to other Dean or the Registrar shall make a recommendation for the candidates or communicating with them under any circumstances application of a sanction of academic dishonesty to the whatsoever; bringing into the examination room any textbook, Chair of the Senate Committee on Student Appeals on the notebook, or memoranda not authorized by the examiner; referring prescribed form set out as “Appendix A” to this regulation. to any textbook, notebook or memoranda while being excused to The Chair shall send a copy to the student. The Senate leave the room temporarily (e.g. to use the bathroom), during a test or Committee on Student Appeals shall not impose a penalty exam; or, leaving answer papers exposed to view of other candidates. which is more severe than the one recommended by the Dean Any self-misrepresentation in order to avoid attendance, meeting or the Registrar. of assignment deadlines, writing of tests or examinations and/or completion of assignments, will be deemed to be dishonest. Penalties 3. (a) For the purposes of this regulation, the following penalties, Aim in order of severity from least to greatest, shall apply when 1. (a) The aim of the “Disciplinary Regulation on Academic it has been determined by the Committee that the student is Dishonesty” is to preserve the credibility of conferred found to have committed an act of academic dishonesty:

(ACADEMIC) certificates, diplomas or degrees by ensuring that the grade i. a grade of “0” for the work in question; reports demonstrate the true competence and training of ii. a grade of “0” for the course; students. iii. a failing grade of X for the course in which the offence (b) This regulation shall be interpreted and applied in a manner was committed; 3-STUDENT CODE O F CONDUCT that is consistent with this aim. iv. probation; (c) This regulation shall apply to any work submitted by a v. suspension; student in part or complete performance of any course vi. expulsion; and requirement. vii. repeal of the degree.

Determination of academic dishonesty (b) The Committee or the Senate Committee on Student Appeals 2. (a) Upon determining that a student has committed an act of may impose a combination of penalties for any single academic dishonesty, the professor: determination of academic dishonesty. i. shall assign a grade of “0” for the work in question; ii. may assign a grade of “0” for the course; (c) Suspension may be retroactive to the date of the infraction, iii. shall inform the Chair of the Division on the prescribed form may be immediate from the date of the decision, or may take set out as “Academic Dishonesty Form” to this regulation. effect at the end of the session from which the final decision is rendered. (b) If, in addition to the penalties set out in the above paragraph section 2 (a), the professor seeks to have imposed further (d) Repeal of the degree shall only be allowed when the act penalties as set out in section 3 (a) iii to vi of this regulation, the of academic dishonesty allowed the student to obtain the professor shall make a recommendation for the application degree. of a sanction of academic dishonesty to the Chair of the Division on the prescribed form set out as “Appendix A” to (e) Readmission after suspension shall be according to normal this regulation. procedures to complete studies or to obtain the degree which may have been withheld during this period. (c) The Chair shall forward the prescribed form to the Secretary of the Senate Committee on Student Appeals and shall send (f) Readmission after expulsion shall be subject to the absolute a copy to the Academic Dean. The Secretary of the Senate discretion of the Senate Committee on Academic Regulations Committee on Student Appeals shall send a copy to the and Awards and, if granted, shall be subject to a period of student. probation as the Senate Committee on Academic Regulations and Awards may determine in its absolute discretion. (d) When a hearing is held, the Committee or the Senate Committee on Student Appeals shall not impose a penalty (g) The mention of academic dishonesty shall be struck from which is more severe than the one recommended by the the file of the student when the first of either of the following professor. occurs: i. the student successfully completes all the requirements (e) The Committee or the Senate Committee on Student Appeals for graduation; or may impose a combination of penalties for any single ii. a period of five years has elapsed since the determination determination of academic dishonesty. of academic dishonesty. (f) The Senate Committee on Student Appeals may substitute a lesser penalty or penalties than the one or ones determined by the Committee.

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Infractions i. assigned a failing grade of X for the course in which the 4. A student shall not: offence was committed; i. falsify a work submitted for evaluation; ii. subject to probation; ii. use in whole or in part the work or significant passages iii. subject to suspension; drawn from the work of another person, in a work submitted iv. subject to expulsion; and to evaluation, without having expressly identified these as v. subject to the repeal of his or her degree. quotations; iii. submit the same work or several similar documents to two Infraction and penalty

or more professors responsible for a university activity for 8. Where the work in question is a dissertation or a thesis for 3-STUDENT CODE O F CONDUCT evaluation, without their knowledge of it; attaining a Master’s or Doctoral degree, the student who is found iv. submit for evaluation a work which contains data that the to have committed any of the acts of academic dishonesty in student has falsified; section 4 or 5 shall be: v. modify, without approval of the professor, a work already i. assigned a failing grade of X for the course in which the (ACADEMIC) submitted for evaluation, in order to make corrections or offence was committed; additions; or ii. suspended; vi. submit, without the approval of the professor, projects, iii. subject to expulsion; and essays, dissertations or theses for evaluation which have iv. subject to the repeal of his or her degree. essentially been previously submitted for evaluation to the university or to another post-secondary institution with the Infraction intention of obtaining a different degree on the strength of the 8. A student shall not obtain or accept from any source whatsoever, same work. or distribute, the questions or answers to a test, an exam or laboratory experiments, without previous authorization from the Penalties professor. A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 4, i to vi shall be: Penalty i. assigned a grade of “0” for the work in question; A student who is found to have committed any of the above acts of ii. subject to the grade of “0”in the course; academic dishonesty in section 8 shall be: iii. subject to the failing grade of X for the course in which the i. assigned a failing grade of X for the course in which the offence was committed; offence was committed; iv. subject to probation; ii. suspended; v. subject to suspension; iii. subject to expulsion; and vi. subject to expulsion; and iv. subject to the repeal of his or her degree. vii. subject to the repeal of his or her degree. Infraction Infractions 9. (a) A student shall not conspire to substitute oneself, attempt to 5. During the evaluation or exam period, a student shall not: substitute oneself or substitute oneself for another student i. obtain, whether individually or collectively, any kind of in order to accomplish work in that other student’s name. unauthorized help; (b) A student shall not conspire to allow another student to ii. use, view or refer to the copy of another student, even if its attempt to substitute oneself, allow a student to attempt to contents are proven to be erroneous or useless; or substitute oneself or allow a student to substitute oneself for iii. have or use any unauthorized document or apparatus. herself or himself in order to accomplish work in her or his name. Penalties A student who is found to have committed any of the acts of academic Penalty dishonesty in paragraphs section 5, i to iii shall be: A student who is found to have committed any of the above acts of i. assigned a grade of “0” for the work in question; academic dishonesty in section 9 (a) or (b) shall be: ii. subject to the grade of “0” in the course; i. assigned a failing grade of X for the course in which the iii. subject to a failing grade of X for the course in which the offence was committed; offence was committed; ii. placed on probation; iv. subject to probation; iii. subject to expulsion; and v. subject to suspension; iv. subject to the repeal of his or her degree. vi. subject to expulsion; and vii. subject to the repeal of his or her degree. Infraction 10. A student shall not attempt to obtain or obtain an advantage with Infraction and penalties respect to the requirements or the applicable regulations of the 6. Where the work in question constitutes the method of final program of study or with respect to the course in which she or evaluation in the course, the student who is found to have he is attempting to enrol, is enrolled or has been enrolled, by committed any of the acts of academic dishonesty in sections 4 means of a threat or any other illicit means. or 5 shall be:

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Penalty Student Appeal A student who is found to have committed any of the above acts of 1. A student who is assigned a grade of zero in an assignment, test, academic dishonesty in section 10 shall be subject to: or examination or is assigned a grade of zero in the course may i. suspension and a further period of probation; appeal the grade to the Appeals Committee. ii. expulsion; iii. the repeal of his or her degree. 2. A student who is suspended or expelled from Algoma University may appeal that decision to the Appeals Committee of Senate. Infraction 11. A student shall not: A copy of the Appeals Procedure is available from the Academic i. fail to disclose or submit all information or documentation Dean’s or Registrar’s Office. needed for admission to the University which has been requested by the University; Readmission ii. alter, fabricate, falsify, forge, or tamper with a document 1. A student who has been placed under suspension from Algoma in any way whatsoever which is destined for the University is conditionally eligible to reapply for admission or University, or to use or submit such a document to the registration in the same faculty after a specified time, normally University; at least one year.

(ACADEMIC) iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights NOTE: Suspension for one year does not imply automatic conferred by the University. readmission. An interview and subsequent positive recommendation from the Academic Dean of the academic 3-STUDENT CODE O F CONDUCT Penalty unit to which the student is applying must satisfy eligibility for A student who is found to have committed any of the above acts of readmission. academic dishonesty in section 11 shall be subject to: i. suspension for three semesters and a further period of 2. A student who is expelled from Algoma University is dismissed probation; permanently from Algoma University with no right to reapply for ii. expulsion; and admission. iii. the repeal of his or her degree. Transcript Notation of penalties Infraction 1. The symbols AD (Academic Dishonesty) will be entered in the 12. No student shall produce a document which may lead another grade column (beside the zero) on the student’s academic person to believe that she or he is a faculty or administrative Transcript and Grade Report for those courses in which a final member of the University. grade of zero is submitted.

Penalty 2. The notation “suspended (or expelled) from Algoma University for A student who is found to have committed any of the above acts of academic dishonesty” will be entered on the student’s academic academic dishonesty in section 12 shall be subject to: Transcript and Grade Report upon receipt of such notice by the i. suspension for three semesters and a further period of Registrar from the Academic Dean. probation; and ii. expulsion. 3. The symbols RW (required to withdraw) will be entered in the grade column on the student’s academic Transcript or Grade Second offence: penalty Report in the courses in which he/she was registered for that 14. (a) On finding that a student has committed a second act of session except for the courses in which a zero was given as academic dishonesty or two acts of academic dishonesty, a penalty or which have already been completed and a grade the Committee or the Senate Committee on Student Appeals assigned. may impose a penalty which is more severe than the one recommended by the Professor. 4. The record of a student will be cleared of the notation “suspended (or expelled) for academic dishonesty” upon readmission to and (b) A student who is found to have committed a second act of successful completion of a degree program. The zero grades academic dishonesty or two acts of academic dishonesty shall given because of cheating will remain but the symbol AD will be be subject to further penalties including a failing grade of X for changed to F. The symbols RW will remain as such. the course in which the offence was committed, suspension, expulsion and repeal of his or her degree.

(c) When the registrar receives the prescribed form set out as “Appendix A” to this regulation and the registrar is in possession of a previous form with regard to the same student, the registrar may initiate a reco-mmendation for further and more severe penalties according to section 10 by using the prescribed form set out as “Appendix A” to this regulation. For full regulation details and other policies please visit www.algomau.ca/policies

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GRADUATION During their final year, all students wishing to graduate must file an application for graduation. Forms may be obtained from the Office of the Registrar, and must be returned with the graduation fee on or before the published deadline for receipt of fall or spring graduation applications. Applications received after the deadline will be applied to the following graduation. Every graduating student is encouraged to attend this important event to receive his/her degree. Students

unable to attend should request that their degree be conferred in 3-STUDENT CODE O F CONDUCT absentia. (ACADEMIC)

www.algomau.ca ALGOMA UNIVERSITY 37 Chapter 4 Chapter four: Programs & courses Degree and PROGRAM Bachelor of Fine Arts (Specialized): ARTS OFFERINGS 4-year, 120 credit degree in: GrOUP 1: HUMANITIES Fine Arts Anishinaabemowin, English, Film, Fine Arts Bachelor of Arts (General): Studies, French, Graphic Design, Italian, 3-year, 90-credit degrees in: Bachelor of Social Work: Music, Native Arts and Culture, Philosophy, Accounting 4-year Professional degree Religious Studies, Spanish, Visual Arts Anishinaabemowin 1st two years: at Algoma U Computer Science 2nd two years: at Laurentian Group II: Social Sciences Community Economic & Social Anthropology, Economics, Geography, Development Bachelor of Business Administration History, Law and Justice, Political Science, Economics SPECIALIZATIONS: Psychology, Sociology English 4-year Professional degree in: Fine Arts Studies e-business Solutions, Accounting, Public OTHER: Geography Administration, Economics, Human Information Technology, Community History Resources, Marketing, combined Economic and Social Development Information Technology specializations, or no specialization Law and Justice NON-ARTS Mathematics In addition to the above programs, students Group III: Sciences Modern Languages may be able to complete other three- Astronomy, Biology, Chemistry, Computer Music and four-year degrees by taking some Science, Geology, Mathematics, Physics Philosophy of their courses from other universities. Political Science Students have been able to complete 3- Group IV: Professional Programs Psychology year degrees this way in subjects such as Business Administration, Social Welfare/

4-PROGRAMS AND COURSES Social Welfare Anthropology, Native Studies and Spanish, Social Work Sociology as well as 4-year degrees in Philosophy and Sociology. Courses are available through DEGREE REGULATIONS FOR B.A. Bachelor of Arts (Specialized): correspondence, teleconferencing and PROGRAMS 4-year, 120-credit degree in: video conferencing. Students may apply 1. During the first year of studies (30 credits), Community Economic & Social to attend another university for credit at students may not take more than 6 Development Algoma U on a Letter of Permission. credits in the same subject, except as English may be required by a specific program Finance & Economics Certificates available for credit at Algoma regulation approved by Senate, or as may History University (30 credits) be approved by the Dean. For the purpose Law & Justice Accounting of this regulation, language courses taken Political Science Business in a student’s second language (French for Psychology (honours & non-honours) Community Economic & Social Development anglophones or English for francophones) Sociology Computing are excluded from the discipline count. Human Resources 2. The maximum number of first-year level Bachelor of Science (General): Information Technology credits which may be applied to a B.A. 3-year, 90-credit degree in: Interdisciplinary Aboriginal Learning degree program is 42; B.B.A. (48 cr); CESD Biology Law and Justice (48 cr)]. Chemistry (1st year) Marketing 3. A subject of concentration or specialization Computer Science Social Welfare may be chosen upon admission to the Mathematics University but must be declared by the Liberal Sciences continuations HONOURS DIPLOMA beginning of the second year (after in 2 of: Honours diploma programs are 30 credits). The selected subject of BIOL, COSC, GEOL, MATH, PHYS - 1st available in Computer Science, English, concentration or specialization must be year History,Psychology and Sociology. approved by the department. Specific Admission to the Honours diploma pro- requirements for each subject of Bachelor of Science (Specialized): gramme will require the successful concentration or specialization are listed 4-year, 120-credit degree in: completion of a general degree with an in the “Programs and Courses” section Computer Science average of at least 70% in all required of this Calendar. With the permission of Psychology courses. The program of courses required the departments concerned, a student for the diploma will be selected by the may elect combined concentrations or Bachelor of Computer Science Department and approved by the Registrar. specializations in two different subject (Specialized): areas. 4-year, 120-credit degree in: COURSE CATEGORIES 4. Students must successfully complete at Computer Science For the purposes of satisfying degree least 6 credits from each of Groups I, II, SPECIALIZATIONS: regulations and course selection, subjects and III. Business Systems Management offered by Algoma University are divided Computer Game Technology among the following groups:

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5. Students enrolled in B.A. programs An introductory statistics course completed Suspension (asked to withdraw from the offered in areas other than Humanities or outside a student’s concentration that is university): A student will be required to Social Sciences (e.g. Computer Science, accepted as fulfilling a requirement in withdraw from the University if he or she: Information Technology, Mathematics) the student’s program will remain on the 1. does not satisfy all the conditions of must meet the normal Arts requirements. student’s transcript under the original admission in one year or 30 consecutive 6. A student may transfer from a professional subject/course-code designation. credits; or science Program to an Arts Program 2. fails more than 42 credits; with the permission of the Dean and Academic Standing 3. has not achieved good academic the Department offering the program. A A student’s academic standing or annotation standing in 2 consecutive years or 60 maximum of 30 professional or science at Algoma University is calculated and consecutive credits. credits may be approved by the Dean recorded on a student’s official transcript as transfer credits to an Arts Program. each June. The student’s academic standing A student required to withdraw may petition Courses such as Commerce Diploma is determined by taking into consideration Algoma University’s Senate Committee on Courses, Nursing Clinical Courses, the number of credits completed, cumulative Academic Regulations and Petitions for 4-DEGREE Physical Education Activity Courses, average, the number of failures, the student’s readmission. Normally students who have and Education Courses are examples of academic standing in the previous academic been placed on academic suspension are courses which will not be credited to an year and in specific cases, the minimum not considered for readmission for one Arts Program. course grade requirements. full calendar year. Such an appeal should REGULATIONS 7. A student in a B.A. program may not have a recommendation from faculty in the retain credit for more than one of the Good Academic Standing: a student is in academic unit, the Registrar, or the Dean introductory statistics courses on the list good academic standing if he or she: prior to consideration by the Committee. below: 1. has satisfied all conditions of ADMN 2606 admission; ADDITIONAL REGULATIONS FOR ECON 2126 2. has maintained a concentration/ 3-YEAR B.A. PROGRAMS GEOG 2026 specialization average of 60%; 1. A single concentration consists of 36 MATH 2261 3. has failed no more than 6 credits of the credits in a subject area, normally 6 first POLI 2126 previous 30 credit attempts; year credits and 30 upper year credits. PSYC 2126 4. has achieved a minimum average of 60% 2. A combined concentration consists of SOCI 2126 in all passed courses in the previous 30 credits in each of 2 subject areas. STAT 2126 year or in the previous 30 consecutive Combined concentrations must be STAT 2606 credits; approved by the departments concerned. 5. has maintained the minimum grade A student must achieve a minimum Those offered only at Laurentian University requirements in all courses designated overall average of 60% in each of the 2 on this list include COMM 1056, ENGR 2017, by the program of study as having a subject areas. NURS 3316, PHED 2407, SWRK 3555, STAT minimum grade of 60%. 3. A student may choose a combined 1056. concentration in an Arts and a Science Probation: a student will be placed on subject. Students will normally take the course probation if he or she: 4. A student may take a maximum of 48 offered by the department of their 1. fails more than 6 credits in an academic credits in a single subject area for credit concentration/specialization but in special year or in a sequence of 30 credits; toward the degree. circumstances may, with the permission of 2. does not maintain a minimum 5. At least 60 of the 90 credits required for their department, take one of the other social concentration/specialization or overall the B.A. degree must be Arts courses science introductory statistics courses average of 60% on passed courses in (Humanities and/or Social Sciences). on the list. For credit, the grade obtained an academic year or in a sequence of 30 In those B.A. programs which require must meet the grade requirements of credits. students to take courses in the science the department of the concentration/ or professional divisions, a student in specialization. Students transferring into Must Change Program: a student will be a single concentration in a non-Arts a social science department from another required to change his/her academic subject may take up to 12 credits outside faculty who have completed one of the listed program if he or she: of Humanities and Social Sciences courses in their original program at a grade 1. does not maintain a minimum beyond those non-Arts courses required level acceptable to their original unit for concentration/specialization average of for the degree. credit, will receive credit for the course in 60% on passed courses in an academic their new program provided that the grade year or in a sequence of 30 credits; obtained also meets the requirements of 2. has not maintained the minimum grade the new program. A non-arts introductory requirements in all courses designated statistics course will be included in the by the program of study as having a maximum of 30 credits from professional minimum grade of 60%. schools or science programs that a student may include in an arts program.

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Graduation Requirements for the ADDITIONAL REQUIREMENTS FOR Graduation requirements for the 4 3-year B.A. 4-YEAR B.A. PROGRAMS year B.A. with Honours To graduate with a Bachelor of Arts (General) 1. At least 90 of the 120 credits required 1. satisfy all stated requirements for the degree, a student must: for the B.A. specialized degree must be degree; 1. satisfy all stated requirements for the Arts courses (Humanities and/or Social 2. complete 120 credits in no more than 162 degree; Sciences). In those B.A. programs credit attempts with a minimum overall 2. complete 90 credits in no more than 132 which require students to take courses average of 60% on all passed courses credit attempts with a minimum overall in the Science or Professional divisions, (only courses taken at Algoma University/ average of 60% on all passed courses a student in a single specialization in Laurentian University are to be included (only those taken at Algoma University/ a non-Arts subject may take up to 12 in the calculation of averages); Laurentian University are to be included credits outside of Humanities and Social 3. complete all courses designated by the in the calculation of averages); Sciences beyond those non-Arts courses department as having a minimum grade 3. complete the concentration requirements required for the degree. requirement with the specified grade with a minimum overall average of 60% 2. A single honours or specialization after no more than two attempts in any (this weighted average must include the consists of 66 credits in a subject area. of the designated courses; required courses in the concentration); 3. A combined specialization consists of 4. complete the specialization requirements 4. complete all courses designated by the 42 credits in each of 2 subject areas. with a minimum overall average of 70% department as having a minimum grade Combined specializations must be on a minimum of 60 credits in the subject

REGULATIONS requirement with the specified grade approved by the departments concerned. of specialization (this weighted average after no more than two attempts in any A student must achieve the minimum must include all required courses in the of the designated courses. overall average requirements in each of specialization). the two subject areas.

4-DEGREE Program Path for the 3-year B.A. 4. A student may choose a combined Program Path for the 4-year B.A. First year (or first 30 credits) specialization in an Arts and a Science First year (or first 30 credits) Students must select 30 credits, at least 6 subject. Students must select 30 credits, at least 6 credits in each of Groups I and II, and 18 5. A student may take a maximum of 78 credits in each of Groups I and II, and 18 elective credits. Specific concentration credits in a single subject area for credit elective credits. Specific specialization requirements and/or first language toward the degree. requirements and/or first language requirements may reduce the number of requirements may reduce the number of electives an individual student may be Graduation requirements for the electives a student may be able to take during able to take during the first year of study. 4-year B.A. the first year of study. It is recommended that It is recommended that students complete To graduate with a Bachelor of Arts students complete their Group III (Science) their Group III (Science) requirement at specialized degree, a student must: requirement at this time. this time. 1. satisfy all stated requirements for the Second year (or next 30 credits) Second year (or next 30 credits) degree; 30 credits in at least 2 subjects: normally 18 30 credits in at least 2 subjects: normally 12 2. complete 120 credits in no more than 162 credits in the subject of specialization and 12 credits in the subject of concentration and credit attempts with a minimum overall elective credits. In the case of a combined 18 elective credits. In the case of a combined average of 60% on all passed courses specialization, 12 credits in each subject and concentration, 12 credits in each subject and (only courses taken Algoma University/ 6 elective credits. 6 elective credits. Laurentian University are to be included Third year (or next 30 credits) Third year (or final 30 credits) in the calculation of averages); 30 credits in at least 2 subjects: normally 18 30 credits in at least 2 subjects: normally 18 3. complete all courses designated by the credits in the subject of specialization and 12 credits in the subject of concentration and department as having a minimum grade elective credits. In the case of a combined 12 elective credits. In the case of a combined requirement with the specified grade specialization, 12 credits in each subject and concentration, 12 credits in each subject and after no more than two attempts in any 6 elective credits. 6 elective credits. of the designated courses; Fourth year (or final 30 credits) 4. complete the specialization requirements 30 credits in at least 2 subjects: normally 24 with a minimum overall average of 60% credits in the subject of specialization and on a minimum of 60 credits in the subject 6 elective credits. In the case of a combined of specialization. specialization, 12 credits in each subject and 6 elective credits.

ALGOMA UNIVERSITY www.algomau.ca 40 Chapter 4

DEGREE REGULATIONS FOR B.Sc. Suspension (asked to withdraw from the Graduation requirements PROGRAMS university): a student will be required to To graduate with a Bachelor of Science 1. At least 6 credits in the subject of withdraw from the University if he or she: (General) degree, a student must: concentration or specialization must be 1. does not satisfy all the conditions of 1. satisfy all stated requirements for included in the first year program. admission in one year or 30 consecutive the degree, including all practical 2. A student may choose a subject of credits; (laboratory) credits which are in addition concentration or specialization 2. fails more than 42 credits; to those credits listed below; upon admission to the university, but 3. has not achieved good academic 2. complete 90 credits in no more than must declare his/her concentration/ standing in 2 consecutive years or 60 132 credit attempts (all repeated and/or specialization by the beginning of consecutive credits. failed courses are included in the 132 the second year. The program must A student required to withdraw may petition credit attempts) with a minimum overall be approved by the department Algoma University’s Senate Committee on average of 60% on all passed courses concerned. For compulsory courses in Academic Regulations and Petitions for (only courses completed at Algoma

the concentration specialization, refer readmission after one calendar year. University/Laurentian University will 4-DEGREE REGULATIONS to the specific department/subject be included in the calculation of this section (organized alphabetically in this ADDITIONAL REQUIREMENTS FOR average); chapter). 3-YEAR B.Sc. PROGRAMS 3. complete all courses as designated by 1. Complete either the department as having a minimum Academic Standing (a) a single concentration (36 credits, requirement of 60% with that grade after Good Academic Standing: a student is in normally 6 credits at the first-year level no more than 2 attempts; good academic standing if he or she: and 30 upper-year credits) in a science 4. complete the concentration requirements 1. has satisfied all conditions of subject; or with a minimum overall average of admission; (b) a combined concentration (with the 60% on a minimum of 36 credits in a 2. has maintained a concentration/ approval of the departments concerned), single subject of concentration, or on specialization average of 60%; consisting of 42 credits: 24 in one subject a minimum of 42 credits in combined 3. has failed no more than 6 credits of the area and 18 in another. Multidisciplinary subjects of concentration. previous 30 credit attempts; programs will designate a selection of 4. has achieved a minimum average of 60% courses from various subject areas as Programs Path for the in all passed courses in the previous components of a single specialization. 3-year B.Sc. year or in the previous 30 consecutive In all cases, a program with a combined The Bachelor of Science (General program) credits; concentration must fulfill the general is a three-year program leading to the B.Sc. 5. has maintained the minimum grade requirements for the degree with a single (General) degree. Students must complete 90 requirements in all courses designated concentration; credits, normally 30 credits per year. by the program of study as having a 2. Complete 12 credits offered by the First Year (or first 30 credits) minimum grade of 60%. Divisions of Humanities and/or Social Students must select 30 credits; specific Sciences; course requirements are indicated under the Probation: a student will be placed on 3. Complete a minimum of 18 credits from department or subject entries in Chapter 4. probation if he or she: at least 3 different Science subject areas Second Year (or next 30 credits) 1. fails more than 6 credits in an academic other than the subject of concentration, 30 credits in at least 3 subjects, including year or in a sequence of 30 credits; with a minimum of 3 credits in each of at least 12 credits in the subject of the 2. does not maintain a minimum these Science subject areas; concentration. concentration/specialization or overall 4. A student may take a maximum of 48 Third Year (or final 30 credits) average of 60% on passed courses in credits at the first-year level. 30 credits in at least 3 subjects, including an academic year or in a sequence of 30 at least 12 credits in the subject of the credits. concentration.

Must Change Program: a student will be required to change his/her academic program if he or she: 1. does not maintain a minimum concentration/specialization average of 60% on passed courses in an academic year or in a sequence of 30 credits; 2. has not maintained the minimum grade requirements in all courses designated by the program of study as having a minimum grade of 60%.

www.algomau.ca ALGOMA UNIVERSITY 41 Chapter 4

ADDITIONAL REQUIREMENTS FOR ADDITIONAL REQUIREMENTS FOR Program Path for the 4-year B.Sc. 3-YEAR B.Sc. in LIBERAL SCIENCE 4-YEAR B.Sc. PROGRAMS The Bachelor of Science (Specialized Students must complete: 1. Students must complete 12 credits program) is a four-year program leading to 1. Continuations in two different science offered by the Divisions of Humanities either a B.Sc. or B.Sc. (Honours) degree. disciplines. A continuation is a sequence and/or Social Sciences. Students must complete a minimum of 120 of 18 credits in one discipline, 6 credits at 2. A single specialization consists of credits. the first-year level, and 12 credits taken (a) a minimum of 60 to a maximum of 72 First Year (or first 30 credits): Same as for from upper-year courses. credits in a single subject, or General Program. For further details, consult 2. A minimum of 54 credits in science (b) a minimum of 54 credits in a single the departmental/subject section in the courses chosen from at least three subject and 27 credits in a second pages that follow in this chapter. departments; subject, with at least 6 credits in the Second, third, and fourth years (last 90 3. At least 6 credits in each of two of the second subject at the third-year level. credits): For further details, please consult following disciplines: Biology, Chemistry, In the latter case, the credits obtained the departmental/subject section in the Mathematics, and Physics; in the second subject will be considered pages that follow this chapter. 4. 6 credits from among the following as specialization subject credits. courses: HIST 2245 E (History of 3. complete a minimum of 18 credits SPECIFIC DEGREE REGULATIONS Science), PHIL 2216 E (Philosophy and from at least three different Science for the BACHELOR of BUSINESS Technology), PHIL 2505 E (Straight subject areas other than the subject ADMINISTRATION Thinking and Argument), PHIL 2915 E of specialization, with a minimum of 3 (Philosophy of Science), PHIL 2916 E credits in each of these Science subject Graduation requirements for the BBA (Science and Philosophy). areas. program 5. 30 additional credits in elective courses, 4. Multidisciplinary programs will designate To graduate with a Bachelor of Business

4-DEGREE REGULATIONS 4-DEGREE REGULATIONS 12 credits of which must come from a selection of courses from various Administration degree, a student must: non-science courses. (If the student is subject areas as components of a single 1. satisfy all the stated requirements for the required to take language course(s) as specialization. degree (see the Business Administration part of his/her admission requirement, department’s section in this chapter) these language course(s) may count as Graduation requirements 2. complete 120 credits in no more than non-science credits to fulfill this elective To graduate with a Bachelor of Science or 162 credit attempts with a minimum requirement). Bachelor of Science (Honours), a student overall average of 60% on all passed must: courses (only courses taken at Algoma Graduation requirements 1. satisfy all stated requirements for University/Laurentian University are To graduate with a 3-year Bachelor of the degree, including all practical to be included in the calculation of Science (Liberal), a student must: (laboratory) credits which are in addition averages). 1. satisfy all stated requirements for the to those credits listed below; 3. complete all core courses (72 credits) degree; 2. complete 120 credits in no more than with a minimum grade in each core 2. complete 90 credits in no more than 162 credit attempts (all repeated and/ course of 60%. 132 credit attempts with a minimum or failed courses are included in the A student failing to attain this minimum overall average of 60% on all passed 162 credit attempts) with a minimum grade in any of the core courses must courses. (Only courses taken at Algoma overall average of 60% on all passed repeat such courses as soon as possible. University/Laurentian University are courses (only courses taken at Algoma Failure to do so will result in suspension to be included in the calculation of University/Laurentian University will from the program. A student is permitted averages); be included in the calculation of this to repeat a core course only once, 3. achieve at least a 60% average on average); except with the special permission of the courses presented for each 3. complete the courses designated by the the Senate Committee on Academic continuation; department as having a minimum grade Regulations and Petitions. 4. achieve at least 60% on all required requirement with the specified grade courses. after no more than two attempts in any For an Honours BBA, students must complete of the designated courses. all core courses (72 credits) with a minimum 4. complete the specialization requirements core-course average of 70% and with a with a minimum overall average of 60% minimum grade in each core course of on a minimum of 60 credits in the subject 60%. of specialization (this overall average must include all required courses in the specialization up to a maximum of 72 credits).

For an Honours designation, students complete the specialization requirements with a minimum overall average of 70% on a minimum of 60 credits in the subject of specialization.

ALGOMA UNIVERSITY www.algomau.ca 42 Chapter 4

SPECIFIC DEGREE Graduation requirements for 2nd Academic Standing in the 2nd REQUIREMENTS for the degrees in 3-year programs degree (specialized) program Bachelor of Social Work 1. complete a minimum of 48 credits 1. If a student fails to meet the minimum The program requires the satisfactory towards the degree, including 30 credits grade requirements and minimum completion of 120 credits, normally requiring in the area of concentration, regardless average requirements specified in the 4 years of study. The first two years are of whether or not the student has general regulations for the degree, he or available at Algoma University. Students completed any courses in that subject she may be permitted to continue in the wishing to be admitted to the professional area in the first-degree program (a program on probation for no more than years must apply to Laurentian University student will have required subjects that one year or 30 consecutive credits. If, during the first year or second year. Program were taken in the first degree waived; after one year, the student fails to meet details may be found under the heading of but students will receive credit for such the minimum requirement, he or she Social Welfare in this Calendar or Social completed courses only if they were not will be required to withdraw from the Work in the Laurentian University Calendar. used to satisfy any of the requirements second-degree program. for the first degree). 2. If after 2 attempts in a course, the 4-DEGREE REGULATIONS SECOND-DEGREE PROGRAM 2. complete at least 6 credits in each of student fails to achieve the minimum REGULATIONS Groups I, II, and III if he/she has not done grade requirements or the minimum A student must apply for admission to so in his/her first degree program. concentration average, the student a second-degree program through the 3. maintain good academic standing. A will be required to withdraw from the Admissions Office. All second-degree student is in good academic standing if second- degree program. programs must be drawn up in consultation he/she: 3. If a student fails more than 12 credits, he with the Registrar and department a. has maintained an average of 60% or she will be required to withdraw from concerned. Substitutions of courses in in all passed courses taken in the the second degree program. a second-degree program may only be previous academic year or in the approved through the Office of the Registrar previous 30 consecutive credits; Graduation requirements for a 2nd of Algoma University. b. has maintained a concentration/ degree in a 4-yr Program specialization average of 60%; 1. complete a minimum of 60 credits with REQUIREMENTS FOR 2nd DEGREES c. has maintained the minimum a minimum overall average of 60%, after 3-year (General) programs grade requirements in all courses no more than 2 attempts in any course; To be eligible for admission to a second- designated by the department as 2. complete a minimum of 48 credits in degree in a 3-year Arts or Science program, having a minimum grade of 60%; the area of specialization, regardless applicants must: d. has failed no more than 6 of the of whether or not the student has 1. hold a recognized university degree with previous 30 credits. completed any courses in that subject a minimum overall average 60%; area in the first degree program (a 2. have failed no more than 30 credits in REQUIREMENTS FOR 2ND student may receive credit for courses that degree; and DEGREES IN 4 YEAR (specialized) already completed if these courses 3. have completed in the first degree no PROGRAMS were not used to satisfy any of the more than 18 credits in the proposed A student may be admitted to a second requirements for the first degree); area of concentration. degree in the Bachelor of Arts (Specialized 3. include all courses normally required program) or Bachelor of Science (Specialized for the specialization if not already Academic Standing in the 2nd program) if he or she: completed in the first-degree program degree (general) program 1. is the holder of a recognized university 4. maintain the minimum grade requirements 1. If a student fails to meet the minimum degree with a minimum overall average in courses specified by the department grade requirements and minimum of 60%; and the minimum concentration average average requirements specified in the 2. has failed no more than 30 credits in the of 70% on specialization courses general regulations for the degree, he or first-degree program; presented for the second degree; she may be permitted to continue in the 3. has completed no more than 24 credits in 5. a student in an Arts program must take program on probation for no more than the first-degree program in the proposed at least 6 credits in each of Groups I, II, one year or 30 consecutive credits. If, area of specialization. (Exceptions may and III if he/she has not done so in his/her after one year, the student fails to meet be approved by the Senate Committee on first degree. the minimum requirement, he or she Academic Regulations and Awards.) will be required to withdraw from the second-degree program. 2. If after 2 attempts in a course, the student fails to achieve the minimum grade requirements or the minimum concentration average, the student will be required to withdraw from the second-degree program. 3. If a student fails more than 12 credits, he or she will be required to withdraw from the second degree program. www.algomau.ca ALGOMA UNIVERSITY 43 Chapter 4

DEGREE REQUIREMENTS FOR 2ND DEGREES IN PROFESSIONAL PROGRAMS A student may apply to a second degree in one of the Professional programs if he or she: 1. is the holder of a recognized University degree with a minimum overall average of “C” or better, and a “B” or better in the courses completed in the first-degree in the proposed subject area; 2. has not failed more than 30 credits in the first degree program; 3. has not completed more than 24 credits in the first-degree program in the proposed area of specialization. (Exceptions may be approved by the Senate Committee on Academic Regulations and Awards.)

Academic Standing in the 2nd degree Professional Programs 1. If a student fails to meet the minimum

4-DEGREE REGULATIONS 4-DEGREE REGULATIONS grade requirements and minimum average requirements specified in the general regulations for the degree, he or she may be permitted to continue in the program on probation for no more than one year or 30 consecutive credits. If, after one year, the student fails to meet the minimum requirement, he or she will be required to withdraw from the second-degree program. 2. If after 2 attempts in a course, the student fails to achieve the minimum grade requirements or the minimum concentration average, the student will be required to withdraw from the second-degree program. 3. If a student fails more than 12 credits, he or she will be required to withdraw from the second degree program.

Graduation requirements for 2nd degrees in Professional Programs 1. complete a minimum of 60 credits with a minimum overall average of 60% after no more than 2 attempts in any one course; 2. complete a minimum of 48 credits in the area of specialization of the second degree regardless of whether or not the student has completed any courses in the first-degree program in the area of specialization of the proposed second- degree program (a student may receive credit for courses already completed and not used to satisfy any of the requirements for the first degree); 3. maintain the minimum grade requirement, and minimum average requirements specified in the general regulations for the specified degree.

ALGOMA UNIVERSITY www.algomau.ca 44 Chapter 4 ANISHINAABEMOWIN (OJIBWE)& INDIGENOUS STUDIES FACULTY First Year ANIS 2017 E Intermediate ASSOCIATE PROFESSOR(S) • ANIS 1016/1017 E or ANIS 2016/2017 E Anishinaabemowin II D. A. Jackson, B.A. (Hons), M.A. (Toronto); (with permission from the department) ANIS 3006 E Government Acts W. Newbigging, B.A. (McMaster), Cert. • SOCI 1016 E and ANTR 1007 E and Policies traduction (Paris), M.A. (McMaster), Ph.D. ANIS 3007 E Treaties (Toronto) Second and Third Years ANIS 3016 E Advanced • ANIS 2016 E/2017 E (if not already Anishinaabemowin I ASSISTANT PROFESSOR(S) completed) ANIS 3017 E Advanced H. Webkamigad, B.A. (Laurentian), B.Ed. • ANIS 3016 E/3017 E Anishinaabemowin II (Laurentian-Nipissing), M.A. (Michigan • 12 credits from ANIS 2015 E, 3015 E, 3105 E ANIS 3025 E Seminar in Advanced State) Language Studies INTERDISCIPLINARY ABORIGINAL ANIS 3105 E Anishinaabe Oral Literature SESSIONAL FACULTY LEARNING CERTIFICATE POLI 3105 E Canadian Law, Politics and D. Bob, B.A. (Laurentian-Algoma); This Certificate program requires 30 Aboriginal People C. Harrington, B.A. (Hons), M.A. (Western university credits, including: SWLF 3406 E Concepts of Wellness in Ontario); • ANIS 1016/1017 E and First Nations’ Communities: M. Wabegijig O’Donnell, B.A. (Laurentian- • 24 additional credits from the following An Historical Exploration Algoma), M.A. (Carleton) list: ANIS 2006/2007, 3006/3007, ANTR SWLF 3407 E Concepts of Wellness in 2035 E, 2055 E, HIST 3085 E, 3116 E, First Nations’ Communities: PROFESSOR(S) EMERITUS MUSC 2067 E, ANIS 2016, 2017 E, 2015 E, The Contemporary Context H. N. Gardezi, B.A. (Lahore), M.A. (Punjab), 3016 E, 3017 E, 3025 E, 3105 E, POLI 3105 VISA 2026 E Introduction to North Ph.D. (Washington State); E, SWLF 3406/3407 E, VISA 2026/2027 E American Native Art M. Akram Rajput, M.A. (Punjab), M.A. VISA 2027 E Ojibwe Art and Culture (Indiana State), Ph.D. (Minnesota) ANISHINAABE STUDIES Although no formal program in Anishinaabe COURSE DESCRIPTIONS* DEGREE REQUIREMENTS: Studies exists at Algoma University, several courses with significant Indigenous content ANIS 1006 E Anishinaabe Peoples 4-ANISHINAABEMOWIN BACHELOR OF ARTS are currently offered through various and our Homelands I (GENERAL PROGRAM) departments. These are collected below This course will examine the Anishinaabe SINGLE CONCENTRATION - for the convenience of students with an world-view, including the philosophy and ANISHINAABEMOWIN interest in this area. Some of these courses history (oral and written, Wampum Belts, can be used in concentrations within their Birch-Bark Scrolls, etc.). The student will First Year disciplines, while others may be electives in be engaged in discussion and exploration of • ANIS 1016/1017 E or ANIS 2016/2017 E other programs. the concept of inherent right – its meaning (with permission from the department) and significance – as well as the connection • SOCI 1016 E and ANTR 1007 E COURSES OF INTEREST between land and (i) the Anishinaabe • 12 – 18 additional credits, of which 6 ANTR 2035 E Ethnology of North Peoples, (ii) Nationhood and, (iii) sovereignty. credits must be from Group American Native Peoples Students may not retain credit for both ANIS III (Sciences) ANTR 2055 E Native Canadians: 1006 E and NATI 1105 E. (LEC. 3) (3 cr) Heritage & Issues Second and Third Years HIST 3085 E Native and European Fur ANIS 1007 E Anishinaabe Peoples and • ANIS 2016/2017E (if not already Trades in the Central and Our Homelands II completed) Upper Great Lakes Region: This course will examine the Anishinaabe • ANIS 2006/2007 E, ANIS 3016/3017 E, 1600-1821 world beginning at the time of contact ANIS 3025 E, ANIS 3105 E HIST 3116 E Aboriginal Communities (in 1492) and the impact on Anishinaabe • 30 – 36 elective credits in Canada to 1821 peoples, in terms of population, disease ANIS 1006 E Anishinaabe Peoples (epidemic/pandemic), colonialism and COMBINED CONCENTRATION - and our Homelands I oppression. The course provides students ANISHINAABEMOWIN ANIS 1007 E Anishinaabe Peoples with an introduction to the Treaty process Students should refer to the degree and our Homelands II (Pontiac and Royal Proclamation, 1763) and regulations pertaining to combined ANIS 1016 E Introductory the impacts on Anishinaabe nations from an concentrations. A combined concentration Anishinaabemowin I economic, social and territorial perspective. in the three-year B.A. program requires ANIS 1017 E Introductory Students may not retain credit for both ANIS 30 credits in each of two disciplines. Anishinaabemowin II 1007 E and NATI 1105 E. Prerequisite: ANIS Students must consult the department for ANIS 2006 E Anishinaabe Social Issues 1006 E. (LEC. 3) (3 cr) Anishinaabemowin requirements for a ANIS 2007 E Anishinaabe Social combined concentration. Movements ANIS 2015 E Anishinaabe Culture and Civilization ANIS 2016 E Intermediate Anishinaabemowin I www.algomau.ca ALGOMA UNIVERSITY 45 Chapter 4

ANIS 1016 E Introductory ANIS 2015 E Anishinaabe Culture ANIS 3006 E Government Acts Anishinaabemowin I and Civilization and Policies This course introduces students to oral Anishinaabe cultural concepts will be This course will focus on the history of Anishinaabemowin with skills and concepts studied in a variety of ways, including government legislation and policies and necessary for a basic understanding of readings, guest speaker presentations, film their impact on Anishinaabe peoples and the Anishinaabe oral sound system. The showings, and field trips, in addition to the nations. Specific emphasis will be on the course assists students in acquiring skills classroom sessions. Trips will be dependent nature of ‘self-government’ as interpreted for speaking, reading, and writing the upon the scheduling and proximity of by government both provincial and federal. language. Topics of discussion sensitize cultural events. The course will enhance A thorough treatment of the constitutional students to the culture and customs of the the students’ knowledge of the Anishinaabe status of Anishinaabe peoples that involves Anishinaabe people. This course is intended language by discovering how the language a complete analysis of the unique and for students with no previous knowledge of is intertwined with the culture; that is, the complex relationship between the Canadian the Anishinaabe language. Students cannot language conveys the culture. Cultural government and Anishinaabe nations not retain credits for both ANIS 1016 E and topics to be studied might include, but are which cannot be adequately discussed by OJIB 1005 E. (LEC 3, LAB 1) (3 cr) not limited to, sharing, dance, fasting, gift simple reference to the Treaties, Canadian, giving, the naming ceremony, relationship Provincial legislation and Supreme Court ANIS 1017 E Introductory to the earth, people and other living beings, decisions. Prerequisite: ANIS 2006/2007 E or Anishinaabemowin II songs, legends, health and medicines. permission of the instructor. (LEC 3) (3 cr) This course builds on the concepts acquired Students cannot retain credit for both ANIS in ANIS 1016 E and introduces students to 2015 E & OJIB 2015 E. Prerequisite: ANIS ANIS 3007 E Treaties the concepts necessary to expand their 1016/1017 E or permission of the department. This course will focus on Treaties including vocabulary and to be able to converse (LEC/EXP 3) (6 cr) pre-confederation Treaties (Jay Treaty and answer questions in the Anishinaabe 1794) and the 1848 Treaty of Guadalupe- language while communicating about a ANIS 2016 E Intermediate Hidalgo...both of special significance for variety of topics. Students continue to examine Anishinaabemowin I the Anishinaabe nations along the borders relationships of the Anishinaabe language This course is a study of the grammar of of the United States with Canada and to various cultural concepts. Students the Anishinaabe language and in particular Mexico respectively); Robinson-Huron cannot retain credit for both ANIS 1017 E of the verb form with an inanimate object. Treaty 1850; Robinson-Superior Treaty & OJIB 1005 E. Prerequisite: ANIS 1016 E. Students have opportunities to communicate 1850; Douglas Treaty 1850-1854/Maritime (LEC. 3, LAB 1) (3 cr) through writing and conversational practice Treaties: the numbered Treaties; and using full sentences. The study of cultural modern Treaties (James Bay and Northern ANIS 2006 E Anishinaabe Social Issues materials is also included. Students cannot Quebec Agreement; Nunavut). The This course will examine the traditional social retain credit for both ANIS 2016 E and OJIB course will provide students a thorough structures within the Anishinaabe nations 2005 E. Prerequisite: ANIS 1016/1017 E or understanding of the Treaty process; the and society. The focus will be on traditional permission of the instructor. (LEC 3, LAB Royal Proclamation, 1763 and the Crown’s 4-ANISHINAABEMOWIN values and family systems as derived from 1) (3 cr) fiduciary and trust obligations. The course the Seven Teachings and Clan System. Using will emphasize the history of government oral and written (including archival) sources, ANIS 2017 E Intermediate legislation and policies and their impact the course will examine the contemporary Anishinaabemowin II on Anishinaabe peoples and nations. issues facing Anishinaabe nations, citizens This course expands on the principles Specific attention will be placed on the and families, as well as the contemporary learned in ANIS 2016 offering a more in nature of “self-government” as interpreted and historical role of the Midewiwin in depth investigation of the grammar of by government (provincial and federal). Anishinaabe history. Prerequisite: ANIS the Anishinaabe language. The course Prerequisite: ANIS 3006 E or permission 1006/1007 E. (LEC 3) (3 cr) develops stronger communication skills from the instructor. (LEC 3) (3 cr) through intensive oral and written practice. ANIS 2007 E Anishinaabe Social Students gain a greater understanding of Movements the Anishinaabe culture via various forms This course will explore Anishinaabe of written and contemporary expressions. social activism in a contemporary context. Students cannot retain credit for both ANIS Attention will be given to the American 2017 E and OJIB 2005 E. Prerequisite: ANIS Indian Movement, Women’s Rights, and 1016/1017 E or permission of the instructor. Environmental Rights. The impact of (LEC 3, LAB 1) (3 cr) Anishinaabe activism on social issues such as poverty, oppression and Anishinaabe ideologies will also be examined. Prerequisite: ANIS 2006 E. (LEC 3) (3 cr)

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ANIS 3016 E Advanced ANIS 3105 E Anishinaabe Oral Literature Anishinaabemowin I This course will investigate the problems In this course, students study structure of reading and writing associated with patterns and written forms of the Anishinaabe Anishinaabemowin. Regional differences language using the verb which takes will be explored, compared, and analysed. an animate object. Linguistic rules and Several dictionaries will be reviewed to concepts are introduced as tools to the illustrate some of the problems associated understanding of language development. with writing. Students will compose short Oral and written exercises of various levels stories and/or legends using the writing of linguistic difficulty help students acquire systems of the dictionaries selected for a fluent and idiomatic command of the the course. Students will also write down Anishinaabe language. The course involves stories presented orally by the instructor, the study of cultural material and includes guest speakers, or on audio tape, using a exercises in composition and in translation writing system assigned by the instructor. from a student’s first language. Conducted Discussion about the problems encountered in Anishinaabemowin. Students may not in writing and in reading will be led by each retain credit for ANIS 3016 E and OJIB 3005 E. student as part of oral class presentations. Prerequisite: ANIS 2016/2017 E or permission The students will orate in the Anishinaabe of the instructor. (LEC 3, LAB 1) (3 cr) language and they will be expected to tell a short story or legend. Students may not ANIS 3017 E Advanced retain credit for ANIS 3105 E and OJIB 3105 E. Anishinaabemowin II Prerequisite: ANIS 2016/2017 E or permission This course introduces students to of the department. (LEC 3) (6 cr) structures used to express doubt, conjecture and to indicate past intentions. *For all other cited courses, see specific The course will look at the negative Department Listings. Anthropology courses sentence structures for the verb which are listed under Sociology. 4-ANISHINAABEMOWIN takes an animate object, both for the regular and inverse forms. The study of cultural materials will continue. Conducted in Anishinaabemowin. Students may not retain credit for ANIS 3017 E and OJIB 3005. Prerequisite: ANIS 2016/2017 E or permission of the instructor. (LEC 3, LAB 1) (3 cr)

ANIS 3025 E Seminar in Advanced Language Studies This course will further investigate the grammar of the language. Oral histories, humorous stories, general stories, legends, and narrative stories will be used to illustrate the complexities of the language. As verbs make up 80% of the language, the verb structure will be further analysed. The students will compare and contrast selected linguistic articles for their accuracy and inaccuracy in representing how the language works. Written and oral assignments of various degrees of difficulty will enhance the students’ command of the language. Students cannot retain credit for both ANIS 3025 E & OJIB 3015 E. Prerequisite: ANIS 2016/2017 E or permission of the department. (LEC 3) (6 cr)

www.algomau.ca ALGOMA UNIVERSITY 47 Chapter 4 BIOLOGY ASSISTANT PROFESSOR(S) Second Year Biology continuations may begin with 6 I. Imre, B.Sc. (Hons), M.Sc. (Guelph), Ph.D. • BIOL 2376 E or BIOL 2386 E credits from BIOL 1000 E, BIOL 1506 E/BIOL (Biology)(Concordia); • BIOL 2716 E or BIOL 2727 E 1507 E, or BIOL 1700 E. The remaining B. Schamp, B.Sc.(Hons) (Wilfred Laurier), • BIOL 2126 E or BIOL 2366 E 12 credit in upper-year BIOL must be M.Sc. (Queen’s), Ph.D.(Queen’s) • BIOL 2356 E selected in consultation with the Biology • CHMI 2426/2427 E, CHMI 2227 E Department, and will be governed primarily ADJUNCT PROFESSOR(S) • 3 credits in BIOL 2000 E series by prerequisite considerations. S. Meades, B.A. (Rutgers), M.Sc. • 6 elective credits in Humanities (Eastern Illinois); and Social Sciences Students taking a degree in Liberal Science T. Noland, B.Sc. (Hons) (Ohio State), and following a continuation in Biology may M.Sc. (Wisconsin), Ph.D. (Arkansas); Third Year include up to 9 credits from the following list R. Schwartz, B.Sc. (Hons), M.Sc., Ph.D. • BIOL 3017 E as part of the Biology continuation: (UCSD) • CHMI 3226 E • PHED 2106 E Anatomy and • 18 credits in BIOL 3000 series Kinesiology I SESSIONAL FACULTY • 6 elective credits • PSYC 2606 E Brain and Behaviour A. Perara, B.Sc. (Peradeniya), M.Sc. • PSYC 2617 E Human (Georgia), Ph.D. (Guelph); The following courses are acceptable as Neuropsychology M. Scott, B.Sc. (Guelph), M.Sc. (Guelph), Biology credits: • PSYC 2906 E Sensory Processes Ph.D. (Guelph) GEOG 2107 E, PSYC 2606 E, 3507 E (Offered • PSYC 2907 E Perception at Algoma U). ANTR 3036 E, 3045 E, PHYS • PSYC 3506 E Neuropharmacology AFFILIATE RESEARCH 2606 E, CHMI 4216/4217 E, 4296/4297 E, GEOG • PSYC 3507 E Behavioural PROFESSOR(S) 3036/3037 E, 4056/4057 E, GEOL 2406/2407 E, Neurobiology B. M. Arif, B.Sc. (Queens - Belfast), M.Sc., 3397 E (Not offered at Algoma U). Ph.D. (Queen’s - Kingston); COURSE DESCRIPTIONS L. Duchesne, B.Sc. (Laval), M.Sc. (Toronto), BACHELOR OF SCIENCE Ph.D. (Guelph); (SPECIALIZED PROGRAM) BIOL 1000 E Canadian Environmental A. Retnakaran, M.S. (Madras), M.S., Ph.D. Biology (Wisconsin) Single Concentration This course discusses basic biology relevant to human environmental problems with an PROFESSOR(S) EMERITUS First Year : emphasis on human impact on Canadian S. Sanders, B.Sc. (Hons) (Hillsdale), M.Sc., • BIOL 1506 E/1507 E ecosystems. After an explanation of basic Ph.D. (Michigan) • CHMI 1006 E/1007 E principles of ecology, the course examines

4-BIOLOGY • MATH 1036 E pollution in Canada and human population, LABORATORY COORDINATOR(S) • MATH 1037 E or MATH 1057 E food and fibre supply, urbanization, and non- S. Rowell-Garvon, B.Sc. (NMU), M.Sc. • PHYS 1006 E/1007 E renewable resources as biological problems. (Texas A&M) (or PHYS 1206 E/1207 E) For the three or four year B.Sc. (Biology) • 6 elective credits in Humanities or programs, this course may be taken as an DEGREE REQUIREMENTS Social Sciences elective, but it may not be used as a BIOL Please refer to the degree regulations credit towards a Biology concentration or pertaining to academic programs. Second, Third and Fourth Years : specialized concentration. (LEC 2, TUT 1) • Students wishing to continue on to (6 cr) BACHELOR OF SCIENCE (GENERAL) the four year B.Sc. (specialized) at This program is designed for those interested Laurentian should consult the current BIOL 1506 E Biology I in studying biology and/or acquiring a strong Laurentian University Calendar about This introductory course will address pre-professional background in science. requirements and select the appropriate selected topics in biology as applied to BIOL courses among the 21 credits in prokaryotes and eukaryotes. Cell biology, First Year BIOL electives to ensure entry into genetics, respiration, photosynthesis, • BIOL 1506 E/1507 E fourth year. evolution and ecology will be discussed. • CHMI 1006 E/1007 E Students lacking OAC Chemistry must take • PHYS 1006 E/1007 E BACHELOR OF LIBERAL SCIENCE CHMI 1041 E concurrently. Students may not • MATH 1036 E This highly adaptable, three year program is retain credit for both BIOL 1506 E and BIOL • MATH 1037 E or MATH 1057 E most suitable for students desiring a basic 1306 E. (LEC 3, LAB 3) (3 cr) • 6 elective credits in Humanities or knowledge of a number of disciplines. Biology Social Sciences may be studied as a single continuation (18 credits); additional Biology courses may be taken as electives. By choosing courses carefully, and with the advice of the Biology Department, students may be able to transfer from a BLSc to a Bachelor of Science in Biology program.

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BIOL 1507 E Biology II BIOL 2215 E Environmental Ethics BIOL 2356 E Principles of Ecology A study will be made of higher plants and This interdisciplinary course explores our The ecosystem concept; biogeochemical animals with special emphasis on structure problematic relation to nature in applied cycles; ecological energetics; the and function. Botanical topics include plant science and technology. Can we defend an organization and dynamics of biotic anatomy, reproduction, water relations, environmental ethic that extends our moral communities. Ecology and humans; the mineral nutrition, and control of growth and obligations beyond members of the human food chain, demography, epidemiology. development. The zoological component species, to include individual animals and Prerequisite: BIOL 1306/1716 E or BIOL includes the anatomy and physiology of plants, species and whole ecosystems? If 1506/1507 E. (LEC 3, LAB 3) (3 cr) animal tissues, organs and systems, and so, what limitations will this set to industrial their functional integration. Students may culture’s use of the environment? A case- BIOL 2357 E Community Ecology not retain credit for both BIOL 1507 E and study approach is taken to look at specific This course introduces students to the BIOL 1716 E. (LEC 3, LAB 3) (3 cr) environmental problems such as waste concept of the biological community and disposal, acid rain, global warming, ozone explores critical questions related to why BIOL 2017 E Applied Cartography and depletion and pesticide use. The relation of different habitats host different numbers of Introduction to GIS such problems to each other, and to human species, why some species are more locally The course emphasizes the application population growth is examined. Students common than others, and how interactions of cartographic principles introduced in will develop skills in moral decision making among different species contribute these GEOG 2016 E. Issues unique to map creation and policy formation. Prerequisite: BIOL patterns. The course presents theory and and design using specialized information 1506/1507 E. Students may not retain credit experimental techniques used by ecologists databases, such as Geographic Information for both BIOL 2215 E and PHIL 2215 E. (LEC to address these questions. Prerequisite: Systems, are explored. Emphasis is placed on 3) (6 cr) BIOL 1506 E/1507 E (LEC 3, LAB 3) (3 cr) the integration of mapping and the analyses of geographic phenomena. Prerequisite: BIOL 2345 E Bioethics: Human Life Issues BIOL 2386 E Diversity of Vascular Plants BIOL 1506/1507 E. Students may not retain This course examines current controversies A comparative study of ferns and allies, credit for both GEOG 2017 E and BIOL 2017 about the benefits and dangers to human gymnosperms, and angiosperms. Focuses E. (LEC 3) (3 cr) life arising from recent developments in on morphology, anatomy, reproduction, the biomedical sciences. Special attention ecology, and evolutionary relationships. BIOL 2105 E Human Anatomy and is given to issues in the reproductive (LEC 3, LAB 3) (3 cr)

Physiology technologies, genetics, the care of the 4-BIOLOGY This course describes basic human anatomy terminally ill, AIDS, research with human BIOL 2397 E Northern Ontario Flora: Plant and physiology at the cellular, tissue, subjects, and to questions of abortion and Identification Techniques organ, and system levels of organization. euthanasia. Comprehensive understanding This course will teach students the basic Concentrates on the clinical applications of of the issues at stake and ability to evaluate flora of Northern Ontario (boreal and anatomy and physiology. Students may not the positions taken in these controversies mixed wood ecosystems) and provide retain credit for both BIOL 2105 E and BIOL define the aims of the course. Prerequisite: participants with the terminology and 1700 E or 2107 E. (LEC 3, LAB 3) (6 cr) BIOL 1506/1507 E. Students may not retain taxonomic skills required to successfully credit for more than one of BIOL 2345 E, identify unknown plants to the species BIOL 2126 E Cell Biology PHIL 2345 E, RLST 2345 E and PSYC 2345 E. level. Other topics covered include how to This introductory course deals with molecular, (LEC 3) (6 cr) collect, press, and make voucher specimens, structural and functional organization in and how to construct and use keys. Plant both prokaryotic and eukaryotic cells. BIOL 2347 E Diversity of Prokaryotes, Fungi, groups covered include bryophytes, lichens, Prerequisites: BIOL 1506 E and CHMI and Lower Plants lycophytes, horsetails, ferns, gymnosperms, 1006/1007 E. (LEC 3, LAB 3) (3 cr) Fundamentals of structure, reproduction, and angiosperms. Within the angiosperms, physiology, classification, and ecology of special attention will be paid to forest photosynthetic prokaryotes. Fungi, algae, understory plants, aquatics, wood species, bryophytes, and lichens are considered. and graminoids (grasses, sedges, and Emphasis is placed on the importance rushes). Information provided for each plant of these organisms in the functioning group will include recommended and reliable of ecosystems, as well as the role of print and web preferences, terminology and photosynthetic prokaryotes in the evolution definitions, scans of relevant herbarium of plastids. Students are introduced to the sheets, keys to many of the plant groups, and North American representatives of these a CD of plants in Northern Ontario forests. groups. A collection of local macrofungi, Participants will be required to make plant mosses, liverworts, and lichens will be collections; fieldtrips will offer opportunities required. Prerequisite: BIOL 1506/1507 E. for collection of specimens. (LEC 3) (3 cr) Students may not retain credit for BIOL 2347 E and BIOL 2366 E (LEC 3, LAB 3) (3 cr)

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BIOL 2606 E Brain and Behaviour BIOL 2727 E Introduction to the BIOL 3017 E Genetics This course is an introduction to the general Vertebrates An introduction to the science of genetics. relationships between the human brain Selected taxa representing the living The following topics will be considered: and human behaviour. Human behaviour, vertebrate animals of the world will be Mendelian inheritance; the nature and including sleep, dreams, memory, thought, discussed in terms of key physical char- behaviour of chromosomes; the chemical motivation, and emotion will be discussed acteristics, life cycles, habitats, feeding basis of heredity; linkage, crossing over, and in terms of brain structure, chemistry and methods, ecological roles, and importance the mapping of chromosomes; variations electrical activity. Both known facts and to humans. Laboratory classes and tutorials in chromosome structure and number; realistic possibilities of brain function will be will emphasize identification from external mutation; the structure and function of considered. Some emphasis will be placed features, life histories, and classification. genes; and the use of statistics in the upon the contribution of psychological Prerequisite: BIOL 1506/1507 E or equivalent. genetic analysis of quantitative characters. (and social) factors to brain structure, (LEC 3, LAB/TUT 3) (3 cr) Prerequisite: BIOL 1306/1716 E or BIOL physiology and human disease. Students 1506/1507 E. (LEC 3, LAB 3) (3 cr) will also receive a general introduction to BIOL 2757 E Biology of Human Sex psychopharmacology. Prerequisite: BIOL This course will deal with the biological basis BIOL 3025 E Microbiology 1506/1507 E. Students may not retain credit of human sex and reproduction, with emphasis The classification, morphology and structure, for both BIOL 2606 E and PSYC 2606 E. (LEC on the genetics, anatomy, development, and physiology and genetics of micro-organisms, 3, LAB 3) (3 cr) physiology of sex determination in humans. with emphasis upon bacteria. The ecology Prerequisite: BIOL 1506/1507 E or 1700 E of infectious diseases and environmental BIOL 2617 E Human Neuropsychology or instructor’s permission. (LEC 3) (3 cr) and applied microbiology. Prerequisite: An This course introduces students to normal introductory biology course. (LEC 3, LAB behaviour and psychological correlates of BIOL 2906 E Sensory Processes 3) (6 cr) the human brain. Pathological behaviours This course consists of the scientific study following trauma to different brain regions of how organisms, especially humans, obtain BIOL 3115 E Biogeography will be discussed. Special emphasis will information about their internal and external This course will cover the study of dynamic be placed upon the neurological aspects environments. Topics include structure responses of plant and animal distributions of psychosis, epilepsy, genetic disorders, and function of sensory systems, and to physical factors such as climate and soils, and demyelinating diseases. Diagnostic experimental and psychophysical methods. as well as to human environmental factors. tests, simple neurological evaluations, and Prerequisite: BIOL 1506/1507 E. Students may Emphasis will be placed on conservation phylogenetic comparisons of brain function not retain credit for both BIOL 2906 E and studies. Prerequisite: BIOL 1506/1507 E. will be considered. The student is expected PSYC 2906 E. (LEC 3) (3 cr) Students may not retain credit for more than to have a fair understanding of brain one of BIOL 3115 E, GEOG 3115 E, PSYC 3115

4-BIOLOGY nomenclature. Prerequisite: BIOL 1506/1507 BIOL 2907 E Perception E. (LEC/LAB/EXP 3) (6 cr) E. Students may not retain credit for both This course consists of the study of BIOL 2617 E and PSYC 2617 E. (LEC 3) (3 cr) perceptual processing of stimuli received BIOL 3306 E Vascular Plant Systematics from the external and internal environments, Concepts and methods of taxonomy and their BIOL 2706 E Vertebrate Form and Function including theories of how experience application to the practical identification A comparative description of anatomy of influences the organization of information. and naming of vascular plants. A systematic organ systems of, primarily, vertebrate Topics include object perception, perceptual study of the more important angiosperm animals; general vertebrate classification. constancies, and distortions. Prerequisite: families. (Students are required to present Dissection of selected vertebrate types. BIOL 1506/1507 E. Students may not retain a herbarium of 50 flowering plants and Prerequisite: BIOL 1506/1507 E or equivalent. credit for both BIOL 2907 E and PSYC 2907 20 non-flowering vascular plants before (NOTE: This course fulfils the course E. (LEC 3) (3 cr) the end of the course. Some of these may requirement for BIOL 2705. However, being be collected during the previous spring a 3-credit course, students will be required BIOL 3006 E Evolutionary Biology and summer, although opportunities for to make up the additional 3 credits with an An understanding of evolution is fundamental collection will also occur during the field elective BIOL course.) (LEC 3, LAB 3) (3 cr) to all aspects of biology. This course will trips held early in the term. Information on introduce the theory and concepts of herbarium technique is available from the BIOL 2716 E Introduction to the evolutionary biology, emphasizing both instructor in the spring preceding the course). Invertebrates macro and microevolution. Topics will Prerequisite: BIOL 2386 E or BIOL 2337 E. Selected taxa representing the living in- include the history of evolutionary thought, (LEC 3, LAB 3) (3 cr) vertebrate animals of the world will be species concepts and speciation, adaptation, discussed in terms of key physical charac- and the roles of natural selection, mutation, BIOL 3317 E Plant Ecophysiology teristics, life cycles, habitats, feeding meth- and genetic drift in evolutionary change. Structure and function of plants at the cell ods, ecological roles, and importance to Evolutionary concepts will also be applied and organism level. Factors required for humans. Laboratory classes will emphasize to behavioural ecology, sexual selection, and growth; general metabolism and pathways identification of specimens from external life-history theory. (LEC 3, SEM 1.5) (3 cr) specific to plants; nutrient uptake and features, and invertebrate classification. translocation; phenology, plant hormones. Prerequisite: BIOL 1506/1507 E or equiva- Environmental controls are discussed where lent. (LEC 3, LAB 3) (3 cr) applicable. Prerequisite: BIOL 1506/1507 E. (LEC 3, LAB 3) (3 cr)

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BIOL 3327 E Experimental Methods in BIOL 3506 E Neuropharmacology BIOL 3977 E Biodiversity and Conservation Biology This course consists of a detailed description This course will cover the following topics: The nature of scientific inquiry; biologi- and evaluation of drugs that influence human genetic, taxonomic, ecosystemic and func- cal philosophy and classic biological ex- behaviour. Although the greatest emphasis tional levels of biodiversity; biodiversity and periments; the modern research prob- is upon the biochemical mechanisms and ecosystem integrity; biodiversity and eco- lem; experimental design and analysis; psychological effects of drugs used within system function in natural and anthropo- inter-pretation of results; presentation clinical settings, all major pharmalogical genic systems; reasons for conserving spe- of results for publication. Scientific jour- classes will be covered. Since prediction cies; species interactions and “keystone” nal and abstract searches. Assumes a of drug effects requires an understanding roles; the conservation of environments; knowledge of basic statistical methods. of chemical pathways and their location habitat fragmentation, patch size and buffer Prerequisites: MATH 2261 E, GEOG 2026 E or within the human brain, the student should zones in conservation; species and genetic equivalent. (LEC 3, LAB/TUT/SEM 1) (3 cr) have a basic understanding of chemistry richness and ecosystem resilience; eco- and neuroanatomy. Prerequisites: BIOL system management for conservation and BIOL 3336 E Plant Ecology 1506/1507 E. Students may not retain credit sustainable development; the role and va- The plant species in the environmental for both BIOL 3506 E and PSYC 3506 E. (LEC lidity of protected areas, captive breeding complex; population dynamics and resource 3) (3 cr) and reintroduction programs; the implica- allocation; species interactions; plant tions for conservation of ecotourism, global community concepts and attributes; BIOL 3507 E Behavioural Neurobiology climate change and genetic engineering; sampling and describing plant communities, This course examines the precise study of and the interface between conservation community dynamics; selected aspects of neuroanatomical details, neurochemistry and restoration. Prerequisite: BIOL 2356 E. plant-environment interaction; selected and neuroelectricity. Comparisons of human BIOL 1000 is highly recommended. (LEC 3, vegetation types of North America. and rat brains will be discussed in terms of LAB/EXP/SEM/TUT 3) (3 cr) Prerequisites: BIOL 2356 E, 3306 E (may be both gross and specific behavioural patterns. taken concurrently). (LEC 3, LAB 3) (3 cr) Emphasis will be placed upon acquiring BIOL 4726 E The Scientific Enlightenment sufficient information to allow a more An historical examination of the rise of the BIOL 3346 E Ethnobotany profound and versatile prediction of normal new approaches to studying, recording and The course examines the importance of and abnormal behaviour. Prerequisite: BIOL documenting the physical world of natural plants and their products to the health of 1506/1507 E. Students may not retain credit phenomena, in England and the Americas,

humankind. Special attention is given to for both BIOL 3507 E and PSYC 3507 E. (LEC from origins, through the pivotal years 4-BIOLOGY the plant substances of pharmacological 3) (3 cr) and main protagonists, from Descartes interest, including medicinal drugs derived to Laplace c. 1600 - 1800, to the enduring from roots, bark, leaves, and flowers. The BIOL 3706 E General Entomology tradition in the 19th and 20th centuries. importance of plants as agents of illness An introduction to the study of insects. Prerequisite: related 2000 series course or and disease (including allergies and favism) Examines the fundamentals of insect permission from the department. Students will also be discussed. Prerequisite: BIOL morphology, taxonomy, physiology, and may not retain credit for more than one of 1506/1507 E; CHMI 1202 E or CHMI 2427 E ecology; insect life histories and behaviours; BIOL 4726 E, HIST 4726 E, HIST 4725 E, and (LEC 3, EXP/SEM 3) (3 cr) insect success and adaptability. Prerequisite: PSYC 4726 E. (SEM 3) (3 cr) BIOL 2716 E. (LEC 3, LAB 3) BIOL 3406 E Learning This course introduces the types and BIOL 3807 E Applied Entomology mechanisms of learning, and the variables Insects and human welfare. Life histories and conditions that contribute to learning and ecology of insect pests of agriculture, processes. Students will review of forestry, humans, domestic animals, and experimental findings and theoretical stored products. Insect problems in homes issues related to learning. Prerequisite: and gardens. Recognition of major Canadian BIOL 1506/1507 E. Students may not retain insect pests. Insect control. Insecticides credit for both PSYC 3306 E and BIOL 3406 and biological control. Prerequisite: An E. (LEC 3) (3 cr) introductory biology course or consent of the department. (LEC 3, LAB 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 51 Chapter 4 Business ADMInISTRATION Department of Business and Economics FACULTY First Year BACHELOR OF BUSINESS PROFESSOR(S) ADMN 1016 E Introduction to Canadian ADMINISTRATION R. K. Kadiyala, B.Sc. (Andhra), M.Sc. Business Summary of Specializations (Purdue), Ph.D. (Western Ontario) ADMN 1017 E Management Decision- Accounting: 27 ADMN elective credits Making required: ASSOCIATE PROFESSOR(S) ADMN 1126 E Understanding and Using D. V. Galotta, B.Comm. (Hons), M.B.A. Financial Information First Year: (Queen’s), C.M.A.; COSC 1702 E Computer Applications II ADMN 1127 E Principles of Accounting P. Matthews, B.Sc., B.Sc. (McGill), M.B.A. ECON 1006 E Introduction to (Concordia) Microeconomics Second Year: ECON 1007 E Introduction to ADMN 2106 E Intermediate Accounting I ASSISTANT PROFESSOR(S) Macroeconomics ADMN 2107 E Intermediate Accounting II C. Denomme, B.B.A. (Hons) (Laurentian- ENGL 1561 E Business Writing Algoma), M.B.A. (Windsor) 9 elective credits Third & Fourth Years ADMN 4816 E Personal Taxation: An ADJUNCT PROFESSOR(S) Second Year Accounting Perspective C.B. Willson, B.A. (Toronto), LL.B. (Western ADMN 2017 E Managing the Non-for- ADMN 4817 E Corporate Taxation: An Ontario), LL.M. (London School of Profit Organization Accounting Perspective Economics and Political Science) ADMN 2306 E Commercial Law ADMN 4827 E External Auditing I ADMN 2607 E Introduction to ADMN 4836 E Advanced Accounting SESSIONAL FACULTY Management Science Topics I R. Beggs, B.Sc. (Lakehead), M.B.A. (York); ADMN 3126 E Marketing Concepts ADMN 4837 E Advanced Accounting J. Borelli, B.B.A. (Hons) (Laurentian- ADMN 3127 E Services Marketing Topics II Algoma), C.A.; STAT 2606 E Business Statistics 3 credits from among ADMN 4856 E, ADMN M. Brant, B.B.A. (Laurentian - Algoma), 12 elective credits 4866 E C.M.A., C.G.A.; E. M. Bumbacco, B.B.A (Notre Dame); Third Year eBusiness Solutions: F. Carlyle, Dip. Marketing & Sales ADMN 3106 E Management Accounting 27 ITEC/COSC elective credits required Management (UBC), B.A. (Simon Fraser); & Control I A. Evans, B.B.A. (Laurentian-Algoma), C.A. ADMN 3107 E Management Accounting First Year N. Gore, B.Comm. (University of British & Control II COSC 1046 E Introduction to Computer Columbia), M.I.R. (Toronto); ADMN 3116 E Financial Management I Science I S. Hussey, B.Comm. (Carleton), C.A.; ADMN 3117 E Financial Management II COSC 1047 E Introduction to Computer L. Little, B.A. (Hons) (Windsor), M.B.A ADMN 3136 E Introduction to Science II (LSSU); Organizational Behaviour

4-BUSINESS ADMINISTRATION D. McKenney, B.Sc. (Texas A&M), M.Sc. ADMN 3137 E Management of Human Second Year (Guelph), Ph.D. (Australian National); Resources ITEC 2706 E Fundamentals of J. W. Mitchell, B.Math (Waterloo), C.M.A.; 12 elective credits Information Technology & N. Robinson, B.Comm (Carleton), Inter’N Systems M.B.A (Ottawa); Fourth Year ITEC 2707 E E-Business Strategy, A. Rossi, B.A. (Wilfred Laurier), C.A.; ADMN 4046 E Operations Management Architecture & Design J. Stefanizzi, B.Comm. (Hons)(Carleton), C.A. ADMN 4076 E International Business ADMN 4606 E Business Strategy and Third Year PROFESSOR(S) EMERITUS Policy I COSC 2307 E Database Programming J.S. You, B.A., M.A. (Seoul), P.h.D. (S.U.N.Y) ADMN 4607 E Business Strategy and COSC 2956 E Internet Tools Policy II COSC 3706 E Directed Studies DEGREE REQUIREMENTS ADMN 4876 E Management of Small Please refer to the general regulations Enterprises Fourth Year pertaining to academic programs. 15 elective credits ITEC 3506 E Software Engineering ITEC 3706 E Managing Information BACHELOR OF BUSINESS NOTES: Students who transfer into the Technology ADMINISTRATION (HONOURS) B.B.A. from another program, having AND BACHELOR OF BUSINESS already completed ENGL 1501 E and 1502 ADMINISTRATION E with a minimum grade of 70% in each, The following requirements apply to both are exempted from the ENGL 1560/1561 E the Bachelor of Business Administration requirement. (Honours) degree and the Bachelor of Business Administration degree.

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Human Resources Specialization NOTE: Students may select the courses in BACHELOR OF ARTS- ACCOUNTING 18 credits required a different sequence in consultation with (GENERAL PROGRAM) ADMN 2906 E Occupational Health and the department, but must make sure that The B.A. (General) in Accounting is available Safety they take at least 24 credits in Economics only on a part-time basis. Students may re- ADMN 2916 E Compensation in addition to ECON 1006/1007 E. quire more than three years to complete it. ADMN 2926 E Training and Development ADMN 3206 E Human Resource Planning Public Administration: Students who have completed STAT 2606, ADMN 3216 E Recruitment and Selection 30 POLI elective credits required: ADMN 2606/2607E or COMM 2605 E will not ADMN 4976 E Labour and Industrial be granted credit for courses of a similar Relations First Year nature in other disciplines. See “Introductory POLI 1006 E Introduction to Political Statistics Course Equivalence”. Marketing: Science: Ideas & 18 Marketing credits required Principles (3 cr) Students who were admitted, or re-admitted, POLI 1007 E Introduction to to the B.A. program and who declared Third & Fourth Year Political Science: an “Accounting” concentration before 18 credits from: Institutions (3 cr) September 30, 1990, are permitted up to ADMN 2617 E Business Statistics II Second Year 24 credits in non-Arts electives. Those ADMN 4336 E Marketing POLI 2606 E Introduction to admitted or re-admitted and who declared an Communications Administration Theory “Accounting” concentration after September ADMN 4346 E Marketing for Non-profit (3 cr) 30, 1990 are limited to 12 credits in non-Arts Organizations POLI 2607 E Introduction to Public electives. ADMN 4367 E Advanced Marketing Administration (3 cr) Planning SINGLE CONCENTRATION IN ADMN 4376 E International Marketing Third & Fourth Years ACCOUNTING ADMN 4896 E Current Topics I* POLI 2705 E Canadian Government and First Year 4-BUSINESS ADMINISTRATION ADMN 4897 E Current Topics II* Politics (6 cr) ADMN 1126 E Understanding and Using ADMN 4936 E Marketing Research I 6 credits from: Financial Information ADMN 4946 E Consumer Behaviour POLI 2305 E International Relations (6 cr) ADMN 1127 E Principles of Accounting ADMN 4957 E Marketing Research II POLI 2405 E History of Political ECON 1006 E Introduction to ADMN 4937 E Marketing on the Thought (6 cr) Microeconomics Internet POLI 3405 E Theories of Politics & ECON 1007 E Introduction to ADMN 4947 E Advertising Theory and Society (6 cr) Macroeconomics Practice 6 credits from: 18 additional credits of which 6 must be ADMN 4995 E Research Project POLI 2205 E Comparative Government from Group I (Humanities) and 6 from & Politics (6 cr) Group III (Science) (COSC 1701 E and 1702 *Only marketing specific topics apply POLI 3105 E Canadian Law, Politics & E are recommended) Aboriginal People (6 cr) Economics: POLI 3336 E Canadian Foreign Policy: Second Year 24 Economic elective credits required Process & Formulation (3 cr) ADMN 2106 E Intermediate Accounting I Second Year POLI 3337 E Canadian Foreign Policy: ADMN 2107 E Intermediate Accounting II ECON 2106 E Microeconomics I Major Themes (3 cr) ADMN 3106 E Management Accounting ECON 2107 E Macroeconomics I POLI 3515 E Political Modernization, & Control I Political Change, & ADMN 3107 E Management Accounting Third Year Stability (6 cr) & Control II ECON 3106 E Microeconomics II POLI 3706 E Canadian Municipal 18 elective credits (ADMN 1016 E and 1017 ECON 3107 E Macroeconomics II Politics: City & Band E are recommended) Administration (3 cr) Fourth Years POLI 3716 E Government and Politics of Third Year Six credits from: Ontario (3 cr) ADMN 4816 E Personal Taxation: An ECON 3016 E Public Finance I Accounting Perspective ECON 3017 E Public Finance II ADMN 4817 E Corporate Taxation: An ECON 3076 E Money and Financial Accounting Perspective Markets ADMN 4827 E External Auditing I ECON 3077 E Management of Financial ADMN 4836 E Advanced Accounting Institutions Topics I ECON 3446 E International Trade ADMN 4837 E Advanced Accounting ECON 3447 E International Finance Topics II Additional six upper-year credits in 3 credits from: Economics ADMN 4856 E Information Systems ADMN 4866 E Advanced Cost Accounting 12 elective credits www.algomau.ca ALGOMA UNIVERSITY 53 Chapter 4

COMBINED CONCENTRATION • Achieve at least 60 percent average in First Year: Students should refer to the general each of the required Algoma University ADMN 1016 E Foundations of regulations pertaining to combined program courses. Management concentration programs. A combined • Students are also advised to refer to ADMN 1017 E Management Decision- concentration in the three-year B.A. program the general regulations pertaining to Making requires 30 credits in each of two disciplines. academic programs. The Accounting requirements for the Second Year: combined concentration are: First Year ADMN 1126 E Understanding and Using Students will successfully complete the Financial Information First Year: first year of a College Aviation Program. ADMN 2017 E Managing the Not-For- ADMN 1126 E Understanding & Using Profit Organization Financial Information Second Year ADMN 1127 E Principles of Accounting Spring Third Year: ECON 1006 E Introduction to ADMN 1016 E Foundations of ADMN 3136 E Introduction to Microeconomics Management Organizational Behaviour ECON 1007 E Introduction to ADMN 1017 E Management Decision- ADMN 3137 E Management of Macroeconomics Making Human Resources ADMN 1126 E Understanding & Using Second Year: Financial Information CERTIFICATE PROGRAMS ADMN 2106 E Intermediate Accounting I STAT 2606 E Business Statistics I The following certificate programs ADMN 2107 E Intermediate Accounting II ECON 1007 E Introduction to are not available to Bachelor of ADMN 3106 E Management Accounting Macroeconomics Business Administration degree & Control I students. ADMN 3107 E Management Accounting Third Year & Control II Fall CERTIFICATE IN BUSINESS ADMN 3126 E Marketing Concepts The Certificate in Business is a one-year Third Year: ADMN 3136 E Introduction to program designed for students whose main ADMN 4836 E Advanced Accounting Organizational interest is in acquiring basic knowledge and Topics I Behaviour skills in business to enter or re-enter the ADMN 4837 E Advanced Accounting AVIA 3506 E Finance and Economics work force quickly. It is suitable for students Topics II for the Aviation Industry who already hold another degree but desire 6 additional credits in Accounting from: Winter some business skills to complement their ADMN 4827 E External Auditing I ADMN 2607 E Introduction to work experience and previous education. ADMN 4816 E Personal Taxation: An Management Science All courses taken as part of the Certificate in Accounting Perspective ADMN 3127 E Service Marketing Business may be applied toward a Bachelor ADMN 4817 E Corporate Taxation: An ADMN 3137 E Management of Human of Business Administration degree should

4-BUSINESS ADMINISTRATION Accounting Perspective Resources the student meet the entrance requirements ADMN 4856 E Information Systems ADMN 4076 E International Business of that degree. Students may complete the ADMN 4857 E Accounting and Decision- Spring Certificate in Business on either a full-time or Making in the Public AVIA 3516 E Marketing in the Aviation part-time basis by completing the following Sector Industry courses: ADMN 4866 E Advanced Cost Accounting AVIA 3526 E Aviation Operations Topics I ADMN 2306 E Commercial Law ADMN 1016 E Foundations of Management BACHELOR OF BUSINESS Maximum transfer Credits from ADMN 1017 E Management Decision- ADMINISTRATION Recognized Ontario College = 45 credits Making – AVIATION DEGREE ADMN 1126 E Understanding and Using (Please contact the Department of Financial Information Business and Economics for details) CONTINUATION IN MANAGEMENT ADMN 1127 E Principles of Accounting Subject to regulations, some of which limit ECON 1006 E Introduction to BACHELOR OF MANAGEMENT the number of non-Arts courses which Microeconomics STUDIES – AVIATION can be taken for credit in a BA program, ECON 1007 E Introduction to (Pending final approval) and which require Arts courses in a BSc Macroeconomics program, students in programs other than COSC 1701 E Computer Applications I DEGREE REQUIREMENTS Business Administration may obtain a COSC 1702 E Computer Applications II • Completion of the partner college’s Continuation in Management by completing Aviation Program with a grade of at least the following courses: Additional 6 credits in upper-year ADMN 70 percent in all college aviation courses, courses (recommended courses include and at least 60 percent in all other ADMN 2306 E, ADMN 2017 E, ADMN 3136 E courses. or ADMN 3137 E)

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CERTIFICATE IN HUMAN CERTIFICATE IN ACCOUNTING * Required for students enrolled in BBA as RESOURCES MANAGEMENT ADMN 2106 E Intermediate Accounting I of Fall 2008. Recommended for students ADMN 1126 E Understanding and Using ADMN 2107 E Intermediate Accounting II enrolled in BBA Prior to Fall 2008. Financial Information ADMN 3106 E Management Accounting ADMN 3106 E Management Accounting and Control I Society of Management Accountants of and Control I ADMN 3107 E Management Accounting Ontario (SMAO) ADMN 3136 E Organizational Behaviour and Control II ADMN 3137 E Management of Human ADMN 4816 E Personal Taxation: An Algoma Course SMAO Subject Area Resources Accounting Perspective ADMN 1126/ Intro. Financial ADMN 2906 E Occupational Health and ADMN 4817 E Corporate Taxation: An 1127 E Accounting Safety Accounting Perspective ADMN 2106/ Inter. Financial ADMN 2916 E Compensation ADMN 4827 E External Auditing I 2107 E Accounting ADMN 2926 E Training and Development ADMN 4836 E Advanced Accounting ADMN 4836/ Adv. Financial ADMN 3206 E Human Resource Planning Topics I 4837 E Accounting ADMN 3216 E Recruitment and Selection ADMN 4837 E Advanced Accounting STAT 2606 E, Statistics ADMN 4976 E Industrial and Labour Topics II ADMN 2607 E Relations in Canada 3 credits from: ADMN 3116/ Corporate Finance ADMN 4856 E Information Systems 3117 E CERTIFICATE IN MARKETING ADMN 4866 E Advanced Cost ECON 1006/ Economics MANAGEMENT Accounting Topics I 1007 E STAT 2606 E Business Statistics ADMN 3106 E Management Accounting ADMN 2607 E Introduction to Introductory Management Science OTHER PROGRAMS ADMN 3107 E Management Accounting ADMN 3126 E Marketing Concepts In addition to the degree programs above, Intermediate ADMN 3127 E Service Marketing students may complete credits toward many ADMN 4866 E Management Accounting 4-B usiness ADMINISTRATION professional designations. In particular, Advanced 18 credits from the following list: course exemptions are available for the C.A., ADMN 4816/ Taxation ADMN 2617 E Business Statistics II C.M.A. and C.G.A. designations. The lists 4817 E ADMN 4336 E Marketing below indicate the current equivalencies ADMN 4046 E Operations Communications between professional designation programs Management ADMN 4346 E Marketing for Non-Profit in accounting and Algoma U courses. ADMN 3136 E Human Resource Mgt. Organizations For more information, and as course ADMN 3126 E Marketing ADMN 4367 E Advanced Marketing equivalencies are subject to change, ADMN 4606/ Strategic Management Planning please consult the appropriate accounting 4607 E ADMN 4376 E International Marketing organization. ADMN 4076 E International Business ADMN 4896 E Current Topics in (www.icao.on.ca, www.cma-ontario.org, ADMN 4856 E Information Technology Administration II www.cga-ontario.org) ADMN 4827 E Internal Control ADMN 4946 E Consumer Behaviour ADMN 4936 E Marketing Research I Institute of Chartered Accountants of ADMN 4937 E Marketing on the Internet Ontario (ICAO) ADMN 4947 E Advertising Theory and Practice Algoma Course ICAO Subject Area ADMN 4957 E Marketing Research II ADMN 1126/1127 E Intro. Financial ADMN 4995 E Research Project Accounting ADMN 2106/2107 E Inter. Financial Accounting ADMN 4836/4837 E Financial Accounting Advanced ADMN 4866 E* Advanced Accounting Elective ADMN 3106/3107 E Cost and Management Accounting ADMN 4827/ Auditing 4176/4177 E ADMN 4816/4817 E Taxation ADMN 4856 E Business Information Systems ADMN 3116/3117 E Finance ECON 1006/1007 E Economics ADMN 2306 E Law

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Certified General Accountants Association ADMN 1017 E Management Decision- ADMN 2017 E Managing the Not-for-Profit of Ontario Making Organization Algoma Course CGA Subject Area This course examines the role of the This course is designed to provide students ADMN 1126/1127 E Financial manager in the contemporary organization with the opportunity to apply the principles Accounting I and the issues which influence management of management, marketing, finance, and ECON 1006/1007 E Economics I and administration decision making in both accounting to not-for-profit organizations. ADMN 2306 E Business Law the public and private sectors. Coverage This course will emphasize the different ADMN 2106 E Financial of topics includes environmental analysis, approaches used in the decision-making Accounting II planning, decision making, implementation process vis-a-vis for-profit business firms. STAT 2606 E, Business Quantitative and performance measurement. Decision Some of the topics covered include: deciding ADMN 2607 E Analysis processes are studied in detail using the goals, priorities and policies, serving the ADMN 3106/ Management case study method. Students may not retain donor as well as the client group, using 3107 E Accounting credit for both ADMN 1017 E and ADMN 2007 measures of efficiency and output, and Fundamentals E. (CST 3) (3 cr) setting management control and evaluation ENGL 1561 E Communications I systems. Prerequisite: ADMN 1017 E. (LEC ADMN 2107 E Financial ADMN 1126 E Understanding and Using 3) ( 3 cr) Accounting III Financial Information ADMN 3116/3117E Corporate Finance The main objective of this course is to ADMN 2106 E Intermediate Accounting I Fundamentals provide students with an understanding This course provides a detailed treatment COSC 1702 E Managing of “the big picture” of the role of financial of the concepts and procedures involved Information Systems information in society and in their own in corporate external reporting. Specific ADMN 4866 E Advanced lives. Another objective is to increase topics include: cash, current receivables Management students’ awareness of ethical and public and payables, inventories and fixed assets, Accounting policy issues. The course begins with an supplemented by a thorough study of the ADMN 4827 E External Auditing overview of the uses of financial information impact on the financial statements of ADMN 4836/ Financial in decision-making from the perspectives alternative accounting treatments for these 4837 E Accounting IV of managers, owners and creditors, the items. Prerequisite: ADMN 1127 E. ADMN 3117 E Finance II government’s and other users, and then ADMN 4816/ Personal & proceeds to examine in more detail issues ADMN 2107 E Intermediate Accounting II 4817 E Corporate Taxation involving income, cash flows, and economic This course will cover in detail the following ADMN 4856 E Information Systems resources from either management or topics: shareholders’ equity accounts and Strategy owners and creditors point of view. The transactions affecting these accounts, ADMN 4176/4177 E Advanced External focus of this course is “learning to learn” pension plans, deferred tax accounting, Auditing based on an interactive teaching/learning inter-corporate investments, CICA environment with group/team effort as well recommendations regarding changes in as individual effort. Topics are covered in accounting policy, statement of changes in

4-BUSINESS ADMINISTRATION BUSINESS COURSE DESCRIPTIONS “real world” contexts with examples from financial position, and the impact of inflation a wide variety of organizations including on financial statements.Prerequisite: ADMN ADMN 1016 E Introduction to Canadian government, international, not-for-profit, 2106 E. (LEC 3) (3 cr) Business manufacturing, and service organizations. This course surveys the core concepts In this course students will have ample ADMN 2306 E Commercial Law and topics in business and management. opportunity to develop their analytical This course examines the legal rights Topics include the function and role of and problem-solving skills as well as their and duties of buyers, sellers, employers small to large for-profit and not-for-profit communication skills. Students may not and employees in Canadian law. Topics organizations, and service and production retain credit for both ADMN 1126 E and discussed will include contracts, insurance, oriented organizations, within the context ADMN 1106 E. (LEC 3) (3 cr) negotiable instruments, business forms, of the domestic and global environment. The property and credit. Prerequisite: Admission basic principles of management, finance, ADMN 1127 E Principles of Accounting to the second year of the BBA program. marketing, organizational theory, human This course covers the following topics: (Students who do not need an ADMN credit resources, general operations, and decision partnership accounting, shareholders’ should enroll for this course as JURI 2306 processes are introduced. Students may equity accounts, accounting for short-term E.) (LEC 3) (3 cr) not retain credit for both ADMN 1016 E and and long-term liabilities, segment reporting, ADMN 2006 E. (LEC 3) (3 cr) accounting for manufacturing concerns, budgets and standards, transfer pricing, introduction to financial statement analysis, statement of changes in financial position and introduction to deferred taxes. Students may not retain credit for both ADMN 1127 and 1107 E. Prerequisite: 1126 E. (LEC 3, TUT 1) (3 cr)

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ADMN 2607 E Introduction to ADMN 2916 E Compensation ADMN 3117 E Financial Management II Management Science The course provides an understanding of This course covers the mathematics of This course includes basic quantitative the complex role that compensation and capital. Budgeting analysis, the capital techniques supporting decision-making for reward systems play in organizational structure of the firm, cost of capital, long management. Decisions under uncertainty, success. An introduction to the development term financing, valuation of the firm and linear and non-linear optimization, project of a compensation reward system design business failure. Prerequisite: ADMN 3116 scheduling (PERT and CPM) and forecasting consistent with organizational strategies E or permission of the instructor. are the general topics covered. The linear and goals will be examined. The course (LEC 3) (3 cr) optimization section introduces linear demonstrates the importance and programming, sensitivity analysis and an effectiveness of compensation and reward ADMN 3126 E Marketing Concepts overview of its extensions. Prerequisite: systems given the highly competitive and This course serves to introduce Business STAT 2606 E. Students may not retain credit resource constrained environment facing students to the concepts and techniques for both ADMN 2607 E and ECON 2127 E. most organizations. (LEC 3) (3 cr) employed by marketing management. The (LEC 3) (3 cr) course revolves around a close examination ADMN 2926 E Training and Development of the marketing mix - product, price, place, ADMN 2617 E Business Statistics II This course provides an overview of the and promotion - in a management setting This course is a continuation of STAT 2606 scope and importance of the training and and a competitive business environment. Business Statistics. Students will learn employee development function within Prerequisite: ADMN 2007 E or 1017 E. additional data analysis techniques including public and private sector organizations. Students may not retain credit for both two-sample tests, analysis of variance, Topics will include designing, developing and ADMN 3126 E and COMM 2301 E. (CST 3) simple and multiple linear regression, delivering a training program that focuses (3 cr) nonparametric tests of significance and time on needs assessment, learning objectives series analysis. Some additional techniques and measuring results. Students will also ADMN 3127 E Services Marketing may be covered at the instructor’s discretion. gain a conceptual understanding of the This course is a study of the principles and Prerequisite: STAT 2606 E. (LEC 3) (3 cr) diverse role of the training consultant during practises unique to service providers. The 4-B usiness ADMINISTRATION organizational change and development. focus of this course is to examine how ADMN 2617 E Business Statistics II (LEC 3) (3 cr) the marketing of services differs from the This course is a continuation of STAT 2606 traditional marketing principles/concepts - Business Statistics. Students will learn ADMN 3106 E Management Accounting & applied to goods and the alternative additional data analysis techniques including: Control I strategies for service providers to improve two-sample tests, analysis of variance, An introduction to the uses and limitations service market effectiveness, customer simple and multiple linear regression, of accounting information for management interactions, stakeholder satisfaction and nonparametric tests of significance, and time decision making, introduction to product profitability. Prerequisite: ADMN 3126 E. series analysis. Some additional techniques costing, overhead cost analysis, standards Students may not retain credit for both may be covered at the instructor’s discretion. costs, variance analysis, contribution ADMN 3127 E and COMM 2301 E. (LEC 2, Prerequisite: STAT 2606 E. (LEC 3) (3 cr) accounting, flexible budgeting, responsibility CST 1) (3 cr) accounting are major topics to be studied. ADMN 2906 E Occupational Health and Prerequisite: ADMN 1126 E or 1127 E. ADMN 3136 E Introduction to Safety (LEC 3) (3 cr) Organizational Behaviour This course examines Occupational Health An examination of the problems and and Safety with regard to economic, ADMN 3107 E Management Accounting & solutions pertaining to managing human legal, technical and moral issues and the Control II resources in complex organizations. Topics importance of safe and healthy workplaces, Selected topics in planning and control covered include organizational socialization, as well as management’s leadership role are studied: joint costs, cost allocation, leadership and decision-making, the effective in achieving that objective. Topics include transfer pricing, spoilage and defective exercise of power and influence, handling federal and provincial occupational health units, measurement of performance, organizational conflict, and organizational and safety legislation, hazard identification relevant costing, advanced capital budgeting development. An experiential approach is and control, physical agents, chemical techniques. Prerequisite: ADMN 3106 E. used. Students may not retain credit for more agents, socio-psychological aspects of (LEC 3) (3 cr) than one of ADMN 3136 E, COMM 2401 E, or health and the management of safety PSYC 2306 E. (EXP 3) (3 cr) programs. (LEC 3) (3 cr) ADMN 3116 E Financial Management I A basic theoretical framework for decision- making in financial management. Emphasis in this course is on financial planning, control, working capital management, short and intermediate term financing. Prerequisite: ADMN 1126 E or 1127 E. Students may not retain credit for both ADMN 3116 E and COMM 2201 E. (LEC 3) (3 cr)

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ADMN 3137 E Management of Human ADMN 4046 E Operations Management ADMN 4076 E International Business Resources An analysis of the nature and problems of Management Individual behaviour, group behaviour, production management. An introduction This course deals with the challenges, and organizational behaviour are studied to the organization and administration of opportunities, and problems that face with a view to developing, within the manufacturing activities. Formal organization corporations operating outside of their student, an appreciation of the human structure of factories. The fundamentals of domestic environment. It is designed to factors in administration. Theory will be the production process: the continuity of grasp the growing interdependence of the communicated by means of lectures, manufacturing process, the production world economies which has rendered an seminars, special projects, and assigned cycle, time and capacity utilization, plant understanding of international economic readings. Opportunities to apply theory will layout, organizational and economic aspects forces an essential task for the business be provided in a number of ways, including of the technical preparation of production: community. The objective of this course case studies. Students may not retain credit product design; manufacturing methods; is to examine the different aspects of for more than one of ADMN 3137 E, COMM time standards; production planning and engaging in foreign trade and investment 2000 E or PSYC 2307 E. (LEC/SEM/CST 3) control. Administration of service activities, and particularly the competitive thrusts (3 cr) inventory control, quality control, preventive of international players. The focus will maintenance, production budget, cost be on appreciation of those managerial ADMN 3206 E Human Resource Planning and investment analysis. Prerequisite: issues for the unique competitive, socio- This course is designed to examine the multi- Successful completion of the first four terms cultural, and political environments in which faceted approaches and methods used in the of the B.B.A. program and permission of the international business takes place and the effective deployment and management of instructor. (LEC 3) (3 cr) skills required to deal with these challenges. human resources. Topics such as strategic The students will be required to work on human resource management, corporate ADMN 4066 E Social and Ethical Issues in a project dealing with one of the aspects culture, performance management, Management of international business management. employment equity, pay equity, human This course is designed to introduce students Prerequisite: Successful completion of the rights, organizational development and to social and ethical issues which commonly first four terms of the B.B.A. program and behaviour, and labour-management relations arise within organizations. Challenges in permission of the instructor. (LEC 3) (3 cr) are explored, amongst other relevant issues interpretation and management of these challenging the effective management of the issues will be examined and debated. ADMN 4176 E Electronic Data Processing human asset. Prerequisite: ADMN 3136 E, Topics may include profit maximizing, the - Auditing ADMN 3137 E. (LEC 3) (3 cr) responsibilities of owners and managers, This course emphasizes auditing in an organizational values, deceptive advertising EDP environment. Topics covered include ADMN 3216 E Recruitment and Selection and marketing, consumer choice and the review, evaluation and verification of This course provides a theoretical and value, employee equity, health and safety, controls within complex computer systems; practical guide to the human resource environmental sustainability, stakeholder audit procedures for complex computer function of recruiting and selecting (R&S) responsibilities, public affairs, and systems conversions; and the selection, staff. Recruitment and selection are international questions such as corrupt development and implementation of complex

4-BUSINESS ADMINISTRATION presented within both a macro and micro payments and investment in oppressive computer-assisted techniques. Prerequisite: framework, in which the implications of the regimes. Prerequisite: Successful completion ADMN 4827 E. (LEC 3) (3 cr) economic, demographic, organizational and of the first four terms of the B.B.A. and social framework are first examined, and permission of the instructor. Students may ADMN 4177 E External Auditing II then located within a flourishing strategic not retain credit for both ADMN 4066 E and This course applies the concepts and human resource model to be applied at PHIL 2876 E. (LEC 3) (3 cr) techniques of auditing to specific components the organizational level. Although the of the financial statements. Students will be practical concerns for Human Resource exposed to the basics of performing an (HR) practitioners are dealt with, the course audit. Other topics such as operational and examines recruitment and selection from comprehensive auditing will be discussed. an employee or individual perspective. Prerequisite: ADMN 4827 E. (LEC 3) (3 cr) Prerequisite: ADMN 3136 E, ADMN 3137 E. (LEC 3) (3 cr)

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ADMN 4227 E Investment Management ADMN 4376 E International Marketing ADMN 4737 E Personal Financial This course is aimed primarily at the Designed to introduce the student to the Management individual wishing to improve his/her nature and practice of international marketing Students learn personal financial own personal financial situation. Course management. The course presupposes management both for employment in the material is intended to: (1) give a broad prior knowledge of general marketing financial services industry and for their understanding of the factors affecting management and builds on this base to own personal use. Topics covered include investment decisions and the importance of develop an awareness and understanding goal-setting, budgeting, tax planning, measuring these against the risks involved; of the peculiarities of international and debt management, risk management, (2) relate investment objectives (security of multi-national marketing. The subject matter insurance, investment principles and capital, stability of income, capital growth, focuses on analysing marketing across practice, retirement and estate planning, marketability) with the choice of different national boundaries. The course covers wills and trusts. Much of the course is investment vehicles. Subject areas to be the full range of international marketing based on realistic problems and cases. covered include: calculation of yields; operations from the exporter to the multi- Prerequisite: ADMN 1126 E or permission of taxation of investment; objective setting; national firm. Three main sections of the the department. (LEC 2, CST 1) (3 cr) R.R.S.P.s, R.R.I.F’s, and other sheltered course are: introduction to the international investments; bond valuations; stock environment; marketing principles and ADMN 4747 E Corporate Finance valuations; options; warrants; preferreds; practices as applied internationally and Building on the concepts, models and and other investments. Prerequisite: ADMN multi-nationally: and integration and decision situations presented in ADMN 3116 3117 E. coordination of international marketing E and ADMN 3117 E, the course exposes programs. Prerequisite: ADMN 3127 E. students to more advanced, complex and ADMN 4336 E Marketing Communications (CST 3) (3 cr) specialized decision situation in the areas Examines the communication process of corporate investment, financing, financial in marketing and concentrates on the ADMN 4606 E Business Strategy and planning and management. Applications promotional goals and strategy of an Policy I and case analyses are important aspects of enterprise. The course is practically oriented The objective of this course is to introduce the course. Prerequisite: ADMN 3116 E and 4-B usiness ADMINISTRATION and students examine advertising, personal students who have completed their core ADMN 3117 E. (LEC 2, CST 1) (3 cr) selling, promotion, sales management and BBA courses to the area of Business Policy other communication areas. The main and Strategic Planning. Through the use of ADMN 4816 E Personal Taxation: An objective is to enable students to design and cases, readings, and lectures, the course Accounting Perspective implement a complete promotional campaign aims to provide an awareness of overall This course examines the taxation of for an organization. Prerequisite: ADMN organizational goals, company capabilities individuals from an accounting perspective. 3127 E. (LEC/SEM/CST 3) (3 cr) and strategic environmental opportunities. The course is structured to enable accounting Prerequisite: Successful completion of students to apply the tax provisions to ADMN 4346 E Marketing for Non-Profit ADMN 3107 E, 3117 E, 3127 E, and 3137 E. realistic situations. The primary teaching Organizations (CST 3) (3 cr) approach is the presentation of example This course is designed to provide an taxation problems with solutions which opportunity for students to apply the ADMN 4607 E Business Strategy and demonstrate the application of various principles of marketing management to Policy II methods. The course starts with liability non-profit organizations. The course will This is a continuation of the ADMN for income tax and discusses employment, illustrate the different opportunities and 4606 E course. It emphasizes strategy business and property income, and ends problems faced by such organizations and implementation as opposed to strategy with the computation of tax for individuals. will utilize case studies and live projects formulation. Company-wide objectives are Prerequisite: ADMN 1126 E or 1127 E or to achieve this objective. This course will set and departmental policies and activities permission of the department. (LEC 3) (3 cr) be particularly relevant to those students are planned and implemented. Operating enrolled in the CESD program. Prerequisite: the organization according to the plan, ADMN 4817 E Corporate Taxation: An ADMN 3127 E. (CST 3) (3 cr) appraising and controlling the operations, Accounting Perspective making changes in objectives, strategy and This course examines the taxation of ADMN 4367 E Advanced Marketing tactics are the main elements of this course. corporations from an accounting Planning Prerequisite: ADMN 4606 E. (SEM/CST 3) perspective. The course is structured to Intended as an integrating capstone (3 cr) enable accounting students to apply the tax course. It emphasizes the application of provisions to realistic situations. The primary management tools in situation analysis, teaching approach is the presentation of planning, organization, integrating, example taxation problems with solutions controlling, measuring and evaluating. which demonstrate the application of Aimed at management and planning rather various methods. The course starts with than operating practices and techniques. the computation of taxable income for Prerequisite: ADMN 3127 E. (CST 3) (3 cr) corporations, goes on to deal with the taxation of private corporations, corporate distribution and capital gains deferrals. The course ends with the taxation of trusts and partnerships. Prerequisite: ADMN 4816 E with a minimum of 60%. (CST 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 59 Chapter 4

ADMN 4827 E External Auditing I ADMN 4857 E Accounting and Decision- ADMN 4867 E The Business Environment The primary concern of this course is to Making in the Public Sector This course provides the student with provide students with an understanding of This course deals with decision-making knowledge about significant components the theory of auditing and the professional in public sector organizations including of the business environment today and the practice environment. Topics covered governments and non-profit organizations. It means of forecasting the nature of those include reporting matters, professional will be of particular value to those seeking to components in the future. It strengthens ethics and legal requirements, theory work for their C.A., C.M.A. or C.G.A, with the and broadens the student’s perception of of audit evidence and internal control Auditors-General of Canada or Ontario, or and sensitivity to relationships between evaluation, planning and sampling theory. the Taxation Department. It is of value to non- environmental change and corporate The course will encompass auditing in both accounting students also. The topics are: change. This looks in particular at the firm’s a computerized and non-computerized relevant information for decision-making; the social responsibility, its transformation environment. Prerequisite: ADMN 2106/2107 demand of new decision-making approaches; so as to more effectively meet its social E. (LEC 3) (3 cr) deciding goals, priorities, and policies; responsibilities and its ability to shape deciding program structure and programs; changes in society. Materials related to ADMN 4836 E Advanced Accounting deciding program objectives; deciding input the following topics are studied: current Topics I measures; decisions using measures of social issues such as consumerism and The major topics in this course will be input measures; decisions using measures bilingualism; demographic, cultural, political, business combinations, long term of input and efficiency; deciding output ecological and technological change; intercorporate investments and the measures; decisions using effectiveness qualitative and quantitative changes in the preparation of consolidated financial and cost-effectiveness measures; decisions Canadian and North American economies; statements. Attention will also be given on evaluation and management control; and the magnitude and reasons for the to accounting for income taxes and to the decisions on management control systems increasing involvement of governments in translation of foreign currency transactions; implementation. Prerequisite: ADMN 1126 business activities. Prerequisite: Successful and foreign currency financial statements. E/1127 E. (CST 3) (3 cr) completion of the first four terms of the Prerequisite: ADMN 2106/2107 E with a B.B.A. program and permission of the minimum grade of 60%. (LEC/SEM 3) (3 cr) ADMN 4866 E Advanced Cost Accounting instructor. (CST/LEC 3) (3 cr) Topics I ADMN 4837 E Advanced Accounting This course is designed to integrate ADMN 4876 E Management of Small Topics II quantitative techniques, such as linear Enterprises The major topic in this course will be a programming, regression analysis, probability This course is designed to enable students consideration of alternatives to the historical theory, decision tree, etc. with selected cost considering careers either in or dealing cost model of income measurement. Current and management accounting topics, such with small firms to examine realistically the value models will be considered as will the as cost-volume-profit analysis, capital characteristics, opportunities, and risks of possibility of adjusting the historical cost budgeting, variance analysis, etc. This this segment of industry. Cases dealing with model for changes in the general purchasing course is aimed at decision-making under a variety of operating problems at different power of money. Other topics will include conditions of uncertainty and emphasizes stages of the life cycle of small enterprise,

4-B usiness ADMINISTRATION earnings per share, statement of changes in the use of quantitative analysis extensively. as well as with longer range matters such financial position, accounting changes and Prerequisite: ADMN 3106/3107 E and STAT as defining the appropriate marketing niche accounting for partnerships. Prerequisite: 2606 E/ADMN 2607 E. (LEC 3) (3 cr) and growth strategy; financing; building ADMN 2106/2107 E with a minimum grade a management team; and planning for of 60%. (LEC/SEM 3) (3 cr) the future of the enterprise, comprise the principle focus of the course. Prerequisite: ADMN 4856 E Information Systems Successful completion of the first four terms Computer-based information systems are of the B.B.A. program and permission of the now being recognized as an important instructor. resource in organizations. Just as any resource must be managed well, the Information Resource must be planned and controlled effectively. This course covers the relationship of the management process to information needs, and the effective application of computer-based information systems in meeting these needs. Topics covered include: computer systems; transaction processing; decision support systems; file structures and database; systems flowcharting; systems analysis and design; management of information systems. Prerequisites: an introductory course in Computer Science or data processing and ADMN 3106/3107 E. (CST 3) (3 cr)

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ADMN 4877 E Communication Theory for ADMN 4916 E Entrepreneurship ADMN 4946 E Consumer Behaviour Managers This course focuses on the role of the The major emphasis of this course is giving This course is designed to give the entrepreneur in business society and students a better basis for understanding students a greater understanding of the includes an analysis of the individual consumer markets. This course is practically role communication plays in a variety entrepreneur and the nature and problems oriented and includes a project which will of organizations. More specifically, the of the establishment of new business enable students to familiarize themselves course deals with the practical implications enterprises. The course is primarily for with the complex system of consumer for personnel management - the use of students who are considering the possibility needs, attitudes, motivation, decisions and organizational communication theory and of an entrepreneurial career as a primary behaviour. The general areas to be studied skills in such areas as recruitment and career choice or as an alternative to include family life cycle; the analysis of selection, interviewing, organizational employment in a larger firm. The course will consumer perception, preferences and development, and human relations in the work consider the characteristics of the successful behaviour; the role of advertising and other situation. Among the topics discussed are entrepreneur, methods of identifying new marketing communications. Prerequisite: the organization as a communication system, opportunity areas, starting a new enterprise, ADMN 3127 E. (CST 3) (3 cr) theory of organization, the importance tax and legal aspects of new business and of interpersonal skills, communication financing for initial capital and for growth. ADMN 4947 E Advertising Theory and with and without words, interpersonal Prerequisite: Successful completion of the Practice perception and the communication process, first four terms of the B.B.A. program and A study of the principles and practices sources of interpersonal misunderstanding, permission of the instructor. (LEC/SEM 3) in various advertising media such as and counselling. Prerequisite: Successful (3 cr) newspapers, radio, television, outdoor completion of the first four terms of the and direct mail; consideration of creative B.B.A. program and permission of the ADMN 4926 E Portfolio Management methods, consumer behaviour, measurement instructor. (LEC/SEM 3) (3 cr) This course is aimed primarily at individuals of effectiveness and coordination with who intend to pursue a career in corporate other aspects of the promotional program. ADMN 4896 E Current Topics in finance or investment management. The Prerequisite: ADMN 3127 E. (LEC/SEM/CST 4-B usiness ADMINISTRATION Administration I major emphasis of this course is on the 3) (3 cr) This course (like ADMN 4897 E) provides proper design of investment portfolios. students with the opportunity to examine Subject areas to be covered include: ADMN 4957 E Marketing Reseach II various selected topics in Administration. aggregate market analysis; cyclical analysis This course is designed to apply the Actual topics will vary from year to year, of investments; technical market analysis; research techniques and methods depending on faculty and student interests. diversification strategies; capital market learned in Marketing Research I. Students Prerequisite: Successful completion of the theory; individual asset and portfolio risk will design an original, comprehensive first four terms of the B.B.A. program and management; betas; investment screens; and marketing research project to include: permission of the instructor. (LEC/SEM 3) portfolio selection strategies. Prerequisite: developing research problem/issues to (3 cr) ADMN 3117 E. (LEC 3) (3 cr) be addressed; designing a data collection instrument; collecting, analyzing and ADMN 4897 E Current Topics in ADMN 4936 E Marketing Research I interpreting the data; preparing a written Administration II This course of study of modern marketing report of their findings and making an oral This course (like ADMN 4896 E) provides research techniques to aid in the solving presentation of the findings.Prerequisite: students with the opportunity to examine of marketing problems. The objectives ADMN 4936 E. (SEM/LAB/TUT 3) (3cr) various selected topics in Administration. of the course include: (1) understanding Actual topics will vary from year to year, the importance of marketing research; ADMN 4976 E Industrial and Labour depending on faculty and student interests. (2) development of survey items and Relations in Canada Prerequisite: Successful completion of the instruments for data collection; (3) data The objectives of this course are to provide first four terms of the B.B.A. program and collection methods; (4) advanced data students with a knowledge of the Canadian permission of the instructor. (LEC/SEM 3) analysis methods using SPSS software; (5) industrial relations field and collective (3 cr) evaluation and the preparation of research agreement negotiation and administration. proposals; and (6) preparation of marketing Topics related to the context of industrial research reports. Prerequisite: ADMN 3127 relations include the history and development E, STAT 2606 E, ADMN 2617 E, or permission of the labour movement, the legal framework, of the instructor. (LEC 3), (3 cr) as well as trends and future prospects. Processes in the labour-management ADMN 4937 E Marketing on the Internet relationship including organizing, negotiating, This course examines the integration of and administering the collective agreement the Internet in an organization’s marketing will also be examined. The course will rely on strategy. Topics include goals for online a combination of lectures, class discussions, marketing, customer communications, case studies, and simulations. Prerequisite: interactive internet pages, and customer Successful completion of the first four terms service issues. Prerequisite: ADMN 3127 E. of the B.B.A. and permission of the instructor. (LEC/SEM/CST 3) (3 cr) (LEC/SEM 3) (3 cr)

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ADMN 4995 E Research Project/Thesis in ECON 2027 E Introduction to Regional ECON 2107 E Macroeconomics I Business Administration Economics This is a course in intermediate macro- This course involves a project/thesis Economics of Regions: regional structure, economic theory. It focuses on the processes performed under the direction of a full- trade, activities and growth; economics of that determine the level of national income time faculty member in the department. location and land use; public policy. (GNP), the unemployment rate, interest rates Students should apply to the department (LEC 3) (3 cr) and the rate of inflation within the closed with a preliminary research proposal several economy model, and analyses the role of months before the start of such a course. ECON 2036 E Economics of Multi-National government stabilization policies aimed at Admission criteria include submission of a Corporations alleviating the social problems of inflation viable research proposal, availability of a The growth of multi-national business, and unemployment. Students may not retain full-time faculty member to supervise the theories of foreign direct investment; credit for more than one of ECON 2015 E, 3005 research and permission of the department. operation of multi-national enterprises; E and ECON 2107 E. (LEC 3) (3 cr) There is no guarantee that every qualified parent-subsidiary relationship; multi-national applicant will be accepted to this course. corporations and the nation-state; multi- ECON 2127 E Introduction to the Prerequisite: Fourth year status in the B.B.A. national corporations and the Canadian Mathematical Treatment of Economics program, at least a 75% overall average, and economy. (LEC 3) (3 cr) This course examines functions and their permission of the department. (SEM/TUT) diagrammatic representation, elements of (6 cr) ECON 2056 E Economics of Natural analytical geometry, differential calculus Resources including functions of two or more variables, STAT 2606 E Business Statistics Application of economic theory to the integrals, linear programming graphical Statistics and probability, statistical development, production and exhaustion of solutions, matrices. The emphasis is on the measures of central tendency and dispersion, natural resources (energy, fishery, timber, applications of these concepts to economics. graphical and numerical measures, random mineral, etc.); resource management, Students may not retain credit for both ECON variables and probability distributions, substitution and conservation; contemporary 2127 E and ADMIN 2607 E. (LEC 3) (3 cr) binomial, Poisson, and normal distributions. Canadian resource problems. (LEC 3) (3 cr) The central limit theorem, point estimation, ECON 2146 E The Use, Interpretation and confidence levels, tests of hypothesis, ECON 2057 E Environmental Economics Collection of Economic Statistics correlation. Students may not retain credit for and Policies Methods of visual presentation of data. both STAT 2606 E and any other introductory This course examines the application of Practical problems with price indices, the statistics course. (LEC 3) (3 cr) economic analysis to air, water and soil use; C.P.I., sources and limitations of national the costs and benefits of pollution control; income accounts; values and limitation See COSC, ECON, ITEC, POLI, STAT pollution policy in practice; and current of questionnaires; problems of random courses within departmental listings. regulatory policies. (LEC 3) (3 cr) sampling. (LEC 3) (3 cr)

ECONOMICS COURSE ECON 2065 E Introduction to Economic ECON 3016 E Public Finance I DESCRIPTIONS Development Public revenues and expenditures; theory of

4-B usiness ADMINISTRATION Prerequisites: Unless otherwise noted, Perspective on developed and under- social goods; growth in public expenditure; registration in courses beyond the first developed countries; factors leading to economic analysis of individual taxes. year level normally requires the completion and inhibiting development in third world Prerequisite: ECON 2106 E, or permission of of a university level course in Economics, countries; internal and external factors in the department. (LEC 3) (3 cr) or permission of the Department. development process. (LEC 3) (6 cr) ECON 3017 E Public Finance II ECON 1006 E Introduction to ECON 2085 E Canadian Economic Fiscal policy; public debt; fiscal federalism Microeconomics Problems and Policy and other contemporary issues. Prerequisite: Topics include: demand; supply; pricing; An application of economic theory to ECON 3016 E. (LEC 3) (3 cr) competitive firm; profit maximization; Canadian problems: public ownership and monopoly; oligopoly; international trade; control of business in Canada; financial ECON 3025 E Economic Development of and income distribution. (LEC 3) (3 cr) institutions; patterns of income distribution Canada and equalization measures; social security; An historical examination of the key variables ECON 1007 E Introduction to regional economic development; foreign in the economic growth of Canada; natural Macroeconomics trade relations and other current economic resources, population, capital, approaches Topics include: national income; inflation; problems. (LEC 3) (6 cr) to Canadian economic development. unemployment; taxation; exchange rates; (LEC 3) (6 cr) money and banking; monetary policy; and ECON 2106 E Microeconomics I fiscal policy.(LEC 3) (3 cr) This course deals with an intermediate treatment of the basic tools of economic ECON 2026 E Introduction to Urban analysis and resource allocation. Coverage Economics of topics includes: theories of the behaviour Economics of urban areas: growth and of consumers and firms, the theory of structure of urban areas; urban environment, competitive markets and monopoly. Students unemployment, education and welfare may not retain credit for both ECON 2005E programs, local taxation. (LEC 3) (3 cr) and ECON 2106 E. (LEC 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 62 Chapter 4

ECON 3065 E Economics of Finance ECON 3446 E International Trade Corporate financial theory and financial Balance of payments; commodity exchange, decision-making; methods of financing; trade and production, commercial policy, present value and opportunity cost concepts; economic integration, adjustment process, theory of interest; the calculation of yield on and factor movements. Prerequisite: ECON debt and equity instruments; the efficient 2106 E. Co-requisite: ECON 3106 E or consent market hypothesis; money markets and of the department. Students cannot retain financial institutions; the evolution of the credit for ECON 3445 E and ECON 3446 E. Canadian financial system and its national (LEC 3) (3 cr) and international aspects. Students may not retain credit for more than one of ADMN ECON 3447 E International Finance 3116/3117 E, COMM 3205 E or ECON 3065 E. International monetary and financial systems, (LEC 3) (6 cr) exchange rate regimes, international financial markets, eurocurrency and eurobonds ECON 3076 E Money and Financial markets, international equity markets, Markets and financing economic development. This course examines development and Prerequisite: ECON 2106 E; Co-requisite: theory of financial institutions, money and ECON 3106 E or consent of the department. capital markets, financial instruments, term Students cannot retain credit for ECON 3445 structure of interest rates, money supply E and ECON 3447 E. (LEC 3) (3 cr) process, demand for money, and monetary policy. Students cannot retain credit for STAT 2606 E Business Statistics ECON 3075 E and ECON 3076 E. (LEC 3) (3 cr) Statistics and Probability, statistical measures of central tendency and dispersion, ECON 3077 E Management of Financial graphical and numerical measures, random 4-B usiness ADMINISTRATION Institutions variables and probability distributions, This course examines development binomial, Poisson, and normal distributions. of financial institutions, theory and The central limit theorem, point estimation, management of banking and non-banking confidence levels, test of hypothesis, financial institutions. The course also correlation. This course replaces ADMN examines evolution, theory and management 2606, ECON 2126 E. (LEC 3) (3cr) of international monetary and financial institutions. Students cannot retain credit for for ECON 3075 E and ECON 3077 E. (LEC 3) (3 cr)

ECON 3106 E Microeconomics II This course deals with more advanced treatment in microeconomic theory, but the treatment is still at the intermediate level. It includes: theories of imperfectly competitive markets and the markets for factors of production; general equilibrium and welfare economics; an introduction to theory of inter- temporal choices. Prerequisite: ECON 2106 E. Students may not retain credit for both ECON 2005 E and ECON 3106 E. (LEC 3) (3 cr)

ECON 3107 E Macroeconomics II The social problems of inflation, unemployment and aggregate economic fluctuation are analyzed more rigorously (than Macroeconomics I -ECON 2107E) in the context of a trading economy; the determination of the balance of payments, the exchange rate and the role of government fiscal and monetary policies form a part of the core of this course. Prerequisite: ECON 2107 E. Students may not retain credit for more than one of ECON 2015 E, 3005 E and 3107 E. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 63 Chapter 4 CHEMISTRY FACULTY Bachelor of Liberal Science CHMI 1202 E Organic Chemistry and ADJUNCT PROFESSOR(S) See Program description under “Liberal Biochemistry for the Health Sciences M. Abou-Zaid, B.Sc. (Cairo), M.Sc. Science”. Chemistry is available as a Introduction to organic chemistry with (Al-Azher), Ph.D. (Cairo); continuation. emphasis on the structure, physical A. Pang, B.Sc. (Hons) (Chinese Univ-Hong properties, nomenclature and chemical Kong), M.Sc. (Windsor), Ph.D. (Queen’s) SINGLE CONCENTRATION reactions of alkanes, alkenes, alkynes, NOTE: The first year of the B.Sc. (General) cyclic aliphatic and aromatic compounds, AFFILIATE RESEARCH and (Specialized) programs in Chemistry is alcohols, ethers, aldehydes, ketones, PROFESSOR(S) available at Algoma U. carboxilic acids, amines as well as M. Abou-Zaid, B.Sc. (Cairo), M.Sc. select sulfur and phosphorus-containing (Al-Azher), Ph.D. (Cairo); First Year compounds. Structure and function of A. Pang, BSc. (Hons)(Chinese Univ-Hong • CHMI 1006/1007 E common carbohydrates such as glucose Kong), M.Sc. (Windsor), Ph.D. (Queen’s) • PHYS 1006 E or 1206 E, PHYS 1007 E and its polymers, amino acids, peptides and • MATH 1036/1037 E proteins, an introduction to enzymes, DNA LABORATORY COORDINATOR(S) • 12 elective credits from Humanities and RNA, the problem of DNA replication D. Newman, B.Sc. (LSSU), B.Ed. (Western), and/or Social Science and protein synthesis. Prerequisite: OAC or M.Sc. (Bowling Green State) U-level in Chemistry or CHMI 1041 E. (LEC 3, Second, Third, and Fourth Years LAB/TUT 2) (3 cr) DEGREE REQUIREMENTS • See current Calendar of Laurentian Please refer to the general regulations University. CHMI 2227 E Biochemistry I pertaining to academic programs. Topics discussed in this course include COURSE DESCRIPTIONS protein structure and function, nucleic BACHELOR OF SCIENCE (GENERAL acid chemistry, DNA and its replication, & SPECIALIZED PROGRAMS) CHMI 1006 E General Chemistry I the genetic code and protein synthesis, This course provides an introduction to the cloning and gene isolation, DNA sequencing NOTE: The B.Sc. (General) program is fundamental principles of chemistry. Topics and enzyme kinetics.Prerequisite: CHMI undergoing gradual expansion. If courses include atomic and molecular structure, 2426 E. Corequisite: CHMI 2427 E. (LEC 3, are chosen carefully, 1.5 years of a nuclear chemistry, stoichiometry, the LAB 3) (3 cr) chemistry program may be completed periodic table and periodicity and the at Algoma U. Students wishing to properties of solutions. Prerequisite: 4U in CHMI 2426 E Organic Chemistry I complete the B.Sc. in Chemistry (General/ Chemistry or CHMI 1041 E or permission of This course is an introductory course in Specialised) at Laurentian or another the Department. (LEC 3, TUT 1, LAB 2) (3 cr) organic chemistry. Topics included are university should consult the Department structure and bonding, nomenclature, 4-CHEMISTRY about requirements. CHMI 1007 E General Chemistry II stereochemistry, and an introduction to This is the second part of the introduction the chemistry of a few classes of organic First Year to the fundamental principles of chemistry. compounds. Prerequisites: CHMI 1006/1007 • CHMI 1006/1007 E Topics include thermochemistry, chemical E. (LEC 3, LAB 3, TUT 1) (3 cr) • MATH 1036/1037 E thermodynamics, kinetics, chemical • PHYS 1006 E or 1206 E, PHYS 1007 E equilibrium, acid-base chemistry, buffer CHMI 2427 E Organic Chemistry II • 12 elective credits from Humanities solutions, electrochemistry and introductory This course includes a detailed investigation and/or Social Science organic chemistry. Prerequisite: CHMI of the reactions of hydrocarbons and 1006 E or CHMI 1041 E (80%). (LEC 3, TUT 1, monofunctional organic compounds. The Second Year LAB 3) (3 cr) factors which affect these reactions will • CHMI 2426/2427 E also be discussed. Prerequisite: CHMI 2426 • CHMI 2117 E CHMI 1041 E Chemical Concepts E. (LEC 3, LAB 3, TUT 1) (3 cr) • CHMI 2316 E The role of this course is to prepare • CHMI 2516/2517 E students with little or no background in CHMI 3226 E Biochemistry II • MATH 1057 E chemistry for CHMI 1202 E. Topics included Topics discussed in this course include • STAT 2246 E are: the classification of matter, atomic intermediary metabolism of carbohydrates, • COSC 2831 E structure, ionic and covalent bonding with lipids, and amino acids; regulation of • plus 3 elective credits an emphasis on the structure of organic metabolism; membrane structure and molecules, acid-base equilibria including functions; transmembrane signalling and Third Year the role of pH and buffers in the health photo-synthesis.Prerequisite: CHMI 2227 E • See current calendar of Laurentian sciences, nuclear chemistry, nuclear energy, and 2427 E. (LEC 3, LAB 3) (3 cr) University stoichiometry, the mole concept, solutions and chemical equilibria and their roles in the health sciences. Prerequisite - Grade 12 or department’s permission. No credit for students with OAC or 4U Chemistry. Students may not retain credit for more than one of CHMI 1030 E, 1031 E & 1041 E (LEC 3, LAB/TUT 2) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 64 Chapter 4 COMMUNITY ECONOMIC AND SOCIAL DEVELOPMENT The CESD program is accredited by the BACHELOR OF ARTS Third Year: Social Stream Council for the Advancement of Native (SPECIALIZED PROGRAM) • ADMN 1126 E, ADMN 2017 E, Development Officers (CANDO) and by the DEGREE REQUIREMENTS POLI 2606/2607 E, SWLF 2106/2107 E, Economic Developers Association of Canada 1. Satisfy all stated requirements for the CESD 3016/3017 E, CESD 3216 (EDAC). Graduates are eligible to apply to degree. • 3 credits upper-year in SOCI, ANTR, these bodies for certification. 2. Complete 120 credits with an overall GEOG, SWLF, CESD average of at least 60 percent on all Fourth Year: Social Stream FACULTY passed courses (70% Required for • GEOG 3317 E or 3497 E, CESD 4015 E ASSISTANT PROFESSOR(S) Honours). • 15 credits upper-year in SOCI, ANTR, Gayle Broad, B.A. (Laurentian- Algoma U), 3. Pass no fewer than 120 credits in no GEOG, SWLF, CESD Ph. D. (Bristol); more than 162 credit attempts. • 6 elective credits S. Gruner, B.A. (Hons), M.A. (York) 4. Achieve at least 60 percent average (70 percent for Honours) on all required COMMUNITY ECONOMIC AND SESSIONAL FACULTY (non elective) courses. SOCIAL DEVELOPMENT J. Corbiere, B.Sc. (LSSU), LL.B. (Toronto); 5. Complete at least 6 credits from each of BACHELOR OF ARTS C. Fernandez, B.Sc. Eng. (Hons), M.Sc. Group I (Humanities) and Group III (GENERAL PROGRAM) (Guelph); (Sciences). D. Fryia, B.Comm (Hons)(Windsor), M.B.A. 6. Complete no more than 48 credits at the First Year (LSSU), E.C.D. (F); first year level. • CESD 1006/1007 E C. Harrington, B.A. (Hons), M.A. (Western 7. There is a maximum of non-arts credits • SWLF 1006/1007 E Ontario) (Groups III and IV) - for the Economic • 6 credits from Group I (Humanities) Stream, the maximum number of non- • 6 credits from Group II (Sciences) AFFILIATE PROFESSOR(S) arts is 51 credits. For Social Stream, • 6 elective credits M. Rozental, M.D., M.Ed. the maximum number of non-arts is 57 credits. Second Year LEARNING COMMUNITY LAB • CESD 2016/2017 E 4-COMMUNITY ECONOMIC & INSTRUCTOR(S) Program of Study • SWLF 2106/2107 E SOCIAL DEVELOPMENT L. Bobiwash, B.A. (Hons-CESD) (Algoma); • 12 credits from ADMN, CESD, ECON, S. Sayers, B.A. (Hons-CESD) (Algoma) COMMUNITY ECONOMIC AND GEOG, POLI, SOCI, SWLF, SOCIAL DEVELOPMENT • 6 elective credits FACULTY CROSS-LISTED BACHELOR OF ARTS (SPECIALIZED) WITH OTHER DEPARTMENTS Of the elective credits, ADMN 1016 E is PROFESSOR(S) First Year: Common Stream strongly recommended. R. K. Kadiyala, B.Sc. (Andhra), M.S. • CESD 1006/1007 E, ECON 1006/1007 E, (Purdue), Ph.D. (Western Ontario) SOCI 1016/1017 E Third Year • Elective credits: 12 credits - 6 credits • CESD 3016/3017 E, CESD 3027 E ASSOCIATE PROFESSOR(S) each from Group I (Humanities) and • 6 credits SWLF, upper year D. Galotta, B. Comm. (Hons), M.B.A. Group III (Sciences) required for • 9 credits from ADMN, CESD, ECON, (Queen’s), C.M.A.; degree GEOG, POLI, SOCI, SWLF with at least 3 D. Jackson, B.A. (Hons), M.A. (Toronto); credits CESD, upper year W. Osei, B.A. (Hons)(Ghana), M.A. Second Year: Common Stream • 6 elective credits (Carleton), Ph.D. (Western); • ADMN 1016/1017 E, POLI 1006/1007 E L. Savory-Gordon, B.A. (Queen’s), M.S.W. GEOG 2206 E, CESD 2016/2017 E, NOTE: Students can complete a maximum (McGill), R.S.W. Ph.D. (Bristol) SWLF 1006 E of 42 credits at the first year level. • 3 credits in Statistics (STAT 2126 E or ASSISTANT PROFESSOR(S) STAT 2606 E) CERTIFICATE IN CESD J. Clarke, B.A., M.A. (Queen’s), Ph.D. (York); • 3 elective credits A certificate version of the program is also P. Matthews, B.Sc., B.Sc. (McGill), M.B.A. available. The Certificate in CESD will consist (Concordia); Third Year: Economic Stream of 24 credits from CESD 1006 E, 1007 E, CESD D. Woodman, B.A. (Concordia), M.A. • ADMN 1126 E, ADMN 2017 E, 2016 E, 2017 E, CESD 3016 E, 3017 E, 3216 E (Manitoba) POLI 2606/2607 E, GEOG 3317 E or 3497 E, and CESD 4015 E and 6 additional credits CESD 3016/3017 E, CESD 3216 E selected from the list of required courses in • 6 credits from ECON Courses the CESD program.

Fourth Year: Economic Stream • ECON 2085 E or 3025 E, CESD 4015 E, • 18 elective credits

www.algomau.ca ALGOMA UNIVERSITY 65 Chapter 4

COURSE DESCRIPTIONS CESD 2016 E Community Economic and CESD 3016 E Community Economic and CESD 1006 E Introduction to Community Social Development: Research Methods Social Development Economic and Social Development I This course provides an overview of the This course focuses on the integration of This course provides an introduction to the major CESD tools available. It will have a interdisciplinary theoretical concepts in basic concepts and theories of Community particular focus on Aboriginal and smaller preparation for a practicum component Economic and Social Development, including community-based research issues and offered through CESD 3017 E. It provides using an interdisciplinary, holistic approach approaches. Students will learn about students with an intermediate level of to community development. The course qualitative and quantitative techniques such understanding of sustainable development at situates CESD within the global, regional and as community-based and participatory action the local level, including an interdisciplinary local context and provides students with an research methods, needs assessment and approach to environmental, economic and introductory understanding of terminology survey applications, capacity assessment, social aspects of development. It includes necessary for CESD practice. Students conflict resolution and building public the study of such concepts as natural, human have an opportunity to learn the practices participation. In addition to introducing and social capital; and concepts related to and tools of CESD through lectures, case students to a variety of CESD research community policy making and economic studies and guest speakers. Course content methods, students will engage in critical instruments and alternatives. It will examine will include examples drawn from rural, evaluation of the tools, techniques and major issues in community economic and Northern and Aboriginal communities. The principles associated with project planning social development internationally and course also provides a basic understanding and evaluation. (LEC 3) (3 cr) within Canada. It will also deepen students’ of some of the most pertinent policy issues understanding of strategies for community both at a local and global level. Students may CESD 2017 E Joint Ventures: Negotiating economic and social development in areas not retain credit for both CESD 1006 E and Successful Partnerships such as land and housing, human services, CESD 2006 E. (LEC 3, LAB 1.5) (3 cr) Joint ventures are a key strategy for First labour and employment, capital and credit by Nations in the quest to build an economic studying successes and failures of models CESD 1007 E Introduction to Community base and increasingly for all CESD activities. and cases related to these strategies, Economic and Social Development II This course is an intensive simulation of the particularly in Aboriginal and smaller This course introduces students to the steps involved in researching, negotiating Canadian communities. The course will major processes and practices of CESD and structuring joint ventures. Its central be conducted as a seminar including including community participation and goal is to build the knowledge and skills presentations by faculty, students and mobilization; community organizing; necessary for effective identification, guest lecturers, as well as some site visits, and community healing as part of the screening, targeting of benefits, negotiating for the purpose of providing an experiential development process. This course will and structuring of joint ventures between aspect to students’ learning. Prerequisites: provide students with a strengths-based development groups and outside partners, CESD 1006 E, CESD 1007 E, and CESD 2016 approach to CESD practice. By using the where outside partners include both E. (SEM 3) (3 cr) Development Wheel, students will learn to public-sector and private-sector groups, analyze the community and determine CESD as well as government funders. Particular CESD 3017 E Directed Studies CESD & SOCIAL DEVELOPMENT 4-COMMUNITY ECONOMIC priorities. Students will be introduced to an emphasis will be placed on Aboriginal Practicum effective method of conducting both short- Joint Ventures. Students will learn the key This course provides a field practicum term and strategic planning and identifying issues and challenges in managing a joint component which is an opportunity for community resources. This course will be venture relationship effectively, including students to begin connecting some of practice-oriented with students participating development of funding applications and the concepts, theories and methods from in a variety of exercises designed to business plans, and managing consultants. the previous CESD courses to practical develop group facilitation skills, popular Lectures and case studies will be used, as experience. Prerequisites: CESD 1006 E, education and community organizing and well as guest speakers with experience in CESD 1007 E, CESD 2016 E, CESD 2017 E and development skills. Attendance at the course joint ventures. Prerequisites: Students must CESD 3016 E. (SEM 1 EXP 2) (3 cr) lab or “Learning Community” is a required have completed CESD 1006 E and 1007 E. component of the course. Prerequisite: (CST) (3 cr) It will include two components: CESD 1006 E or permission of the department. 1. Planned and supervised learning (LEC 3, LAB 1.5) (3 cr) experiences in approved settings, through which students are expected to relate classroom learning to the realities of practice and to begin their development as community development practitioners.

2. All students in the course will attend weekly seminars to plan, analyse and monitor their practice experiences.

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CESD 3027 E The Economics of Community CESD 4015 E Community Economic and Development Social Development Project and Analysis The course will provide students with an This course will provide an in-depth opportunity intermediate level understanding of the social for students to integrate interdisciplinary economy, community economic development theory and practice in community economic and social enterprise development within a and social development. It allows the student globalized environment. (Sem 3) (3 cr) to: a) develop skills for them to become effective CESD practitioners. (Examples of CESD 3216 E CESD and the Law CESD skills are strategic planning, project This course provides the student with a research, meeting facilitation, business general understanding of the legislative plan development, presentation of complex framework within which Community Economic information, organizing campaigns, conflict and Social Development is practiced. This resolution and proposal writing.) b) develop course provides a general introduction to critical skills for analyzing and evaluating commercial and administrative law; treaties community development projects. There will and the Indian Act; and common law rules. be a one-hour seminar each week. During The course is intended to provide students that time students and the instructor will with the skills necessary to understand when plan and critically monitor student practicum legal avenues of resolution to community activities. The practicum consists of planned issues may be necessary or advisable; to and supervised learning experiences in research areas of law pertaining to CESD; approved settings through which students and when it is necessary to retain legal are expected to relate classroom learning to counsel. Prerequisite: CESD 1006 E and the realities of practice and to continue their 1007 E, or the permission of the instructor. development as community development (LEC 3) (3 cr) practitioners. Prerequisites: CESD 1006 E, CESD 1007 E, CESD 2016 E, CESD 2017 E, 4-COMMUNITY ECONOMIC &

CESD 3906 E Community Economic and CESD 3016 E, CESD 3017 E. (6 cr) SOCIAL DEVELOPMENT Social Development: Selected Topics I The topic of this course varies with the instructor and the year. This course will provide advanced coverage of particular topics in CESD with accompanying practical work. Specific content will vary from year to year, depending on the expertise available. Usually the course will concern the professor’s research or area of CESD practice. (LEC 3, TUT 3) (3 cr)

CESD 3907 E Community Economic and Social Development: Selected Topics II The topic of the course varies with the instructor and the year. This course will provide advanced coverage of particular topics from year to year, depending on the expertise available. Usually the course will concern the professor’s research or area of CESD practice. (LEC 3, TUT 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 67 Chapter 4 COMPUTER SCIENCE Department of Computer Science and Mathematics FACULTY GENERAL INFORMATION BACHELOR OF COMPUTER ASSOCIATE PROFESSOR(S) 1. It is recommended that secondary SCIENCE (SPECIALIZED) Y. Feng, B.E. (Anhui), M.E. (Chinese school students include Calculus and Academy of Sciences), Ph.D. (Montreal); one other Mathematics in their OAC/U First Year G. Townsend, B.Sc. (Lake Superior State), level program. Students without OAC/U • COSC 1046/1047 E M.Math. (Waterloo), Ph.D. (Graz, Austria) level Calculus are required to take an • MATH 1056 upgrading course before enrolling in • 21 elective credits ASSISTANT PROFESSOR(S) the required first year Calculus course. G. W. Davies, B.Eng., M.Eng. (Royal Military 2. Students with a grade of less than 60% Second Year College); in the OAC/4U Calculus are strongly • COSC 2006/2007 E, COSC 2406 E, E. W. James, B.Sc. (Texas), Ph.D. (Iowa advised to take MATH 1912 E before • COSC 2306/2307 E, MATH 2056 E State); proceeding to MATH 1036 E. • 12 elective credits S. Xu, B.Sc., M.Sc. (Peking), M.Sc. 3. When selecting courses, students (Windsor), Ph.D. (Liege), Ph.D. (Wayne should pay particular attention to the Third Year State) prerequisites for courses they may • COSC 3106 E, COSC 3127 E, COSC 3406 E, wish to take in later years. COSC 3407 E ADJUNCT PROFESSOR(S) 4. All upper year students must have their • 6 credits COSC electives F. Coccimiglio, B.A. (Laurentian-Algoma); programs approved by the department • 12 elective credits K. Peltsch, B.Math. (Hons) (Waterloo), prior to registration. M.Sc. (Western Ontario), M.B.A. (Lake 5. Students wishing to concentrate in Fourth Year Superior State); Computer Science will only be allowed • COSC 4235 E and 12 credits of COSC F. J. J. MacWilliam, B.A. (Laurentian), M. credit for MATH 1911 E, 1912 E or 4000 series or COSC 4086 E and 15 Math (Waterloo), M.Ed. (Victoria), B.Ed. 2261 E as electives. credits of COSC 4000 series or 18 credits (Laurentian - Nipissing); 6. Students registered in degree of COSC 4000 Series C. Whitfield, B.Sc. (Eng), M.Sc. (Queen’s), programs in Mathematics or Computer • 9 credits of COSC electives Ph.D. (Case Western Reserve) Science may not receive credit for any • 3 elective credits “Introductory Statistics” courses as SESSIONAL FACULTY listed in the general regulations for the BACHELOR OF COMPUTER M. DeFazio, B.Sc. (Hons) (Brock), M.A., B.A., except under such circumstances SCIENCE – BUSINESS SYSTEMS Ph.D. (York); as may be approved by the Senate MANAGEMENT (BSM) M. Lajoie, B.A., B.Cosc. (Hons) (Laurentian- Committee on Academic Regulations SPECIALIZATION Algoma); and Awards. D. Lawson, B.Sc. (Toronto), M. Math. 7. Students in B.A. programs must First Year (Waterloo), Ph.D. (Waterloo); include at least 42 credits from the Arts • COSC 1046/1047 E

4-COMPUTER SCIENCE R. Pepin, B.Sc. (Quebec-Trois-Rivieres), (see page # 45). • MATH 1056 E B.Ed. (Laurentian), M.Ed.(Toronto), Ph.D. 8. The B.Cosc. degree requires that a • ADMN 1016/1017 E, 1126 E (Laval); student sample courses from across the • 12 elective credits S. Silberberg-Pochtaruk, B.Sc. (Laurentian- curriculum by taking 18 credits, Algoma), M.MSc (Waterloo); satisfying three of the following four Second Year B. Rasheed, B.Sc.Hons. (University of conditions: • COSC 2006/2007 E, 2406 E Dhaka), M.Sc. (University of Dhaka); • 6 credits from Humanities • COSC 2306/2307 E, MATH 2056 E D. Reid, B.Sc. (Hons) (Laurentian-Algoma), • 6 credits from Social Sciences • ITEC 2706/2707 E M.Sc. (Western Ontario) • 6 credits from Sciences outside of • ADMN 3126 E Computer Science and Mathematics • 3 elective credits PROFESSOR EMERITUS • 6 credits from Professional courses M. A. Keppel-Jones, B.Sc. (Natal), B.A. 9. Students in the B.Sc. programs Third Year (Hons) (Toronto), M.Sc. (Queen’s), Ph.D. must include at least 12 credits from • COSC 3106 E, 3127 E, 3406/3407 E (Cornell); Humanities and/or Social Sciences • 6 credits COSC electives J. J. Rajnovich, B.A. (Hons), M.A. (Toronto), and 18 credits from at least 3 • ADMN 3136/3137 E B.Sc. (Lake Superior State), M.Sc. different Science subject areas other • ITEC 3706 E (McMaster), Ph.D. (Western Ontario) than Computer Science, with a minimum • 3 elective credits of 3 credits in each of these Science COMPUTER SCIENCE subject areas. Fourth Year DEGREE REQUIREMENTS • COSC 4235 E Please refer to the general regulations • 9 credits of COSC 4000 series pertaining to academic programs • COSC 3707 E, COSC 4506 E (Chapter 3, p 25). • 6 credits of COSC electives • 3 elective credits

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BACHELOR OF COMPUTER BACHELOR OF SCIENCE COMBINED CONCENTRATION SCIENCE – COMPUTER GAME (HONOURS AND NON-HONOURS) A combined concentration in Computer TECHNOLOGY (SPECIALIZED PROGRAM) Science and Mathematics, in the B.Sc. SPECIALIZATION (General) requires: First Year First Year • COSC 1046/1047 E, 2006/2007/2406 E, • COSC 1046/1047 E • COSC 1046/1047 E; MATH 1036/1037 E, COSC 3416 E • MATH 1036/1037 E 1056/1057 E • 6 credits from COSC 3106 E, 3127 E, • MATH 1056/1057 E • CHMI 1006 E or CHMI 1041 E 3406 E, 3407 E and 3 credits in third year • 12 elective credits • PHYS 1006/1007 E MATH/COSC. • 3 elective credits • MATH 1036/1037 E, 1056/1057 E, Second Year 2037 E, 2056 E, 2066 E • COSC 2006/2007 E Second Year • CHMI 1006 E or CHMI 1041 E • COSC 2036 E • COSC 2006/2007 E, 2406 E, MATH • PHYS 1006/1007 E • COSC 2406 E, 2947 E 2056 E, 2066 E, 2236 E • MATH 2037 E, 2056 E, 2066 E, 2086 E, • 12 elective credits The Computer Science requirements for 2236 E a combined concentration with another Third Year subject are: Third Year • COSC 3106 E, 3127 E, 3406 E, 3407 E; • COSC 1046/1047 E, 2006/2007 E, 2406 E • COSC 2306/2307 E 3416 E, 3426 E; MATH 3056 E • 6 credits from COSC 3106 E, 3127 E, • COSC 3106 E, 3127 E • 9 elective credits 3406 E, 3407 E • COSC 3406/3407 E • 3 credits of 3rd or 4th year COSC • COSC 3036 E Fourth Year electives • COSC 4306 E, 4506 E • COSC 4235 E and 15 credits from the • 6 credits of COSC electives approved • 3 elective credits COSC 4000 series, or COSC 4086 E and by the department. 18 credits from the COSC 4000 series • MATH 1036 E, 1056 E Fourth Year • 6 credits in (COSC/MATH) approved by • CHMI 1006 E or CHMI 1041 E

• COSC/MATH 3416 E the department • PHYS 1006/1007 E 4-COMPUTER SCIENCE • COSC 4036 E • 3 elective credits • COSC 4117 E, 4106 E, 4307 E, 4436 E BACHELOR OF ARTS • COSC 4235 NOTE: A 70% average is required to (GENERAL PROGRAM) • 6 elective credits register for the (thesis) honours option; non-honours students may complete the SINGLE CONCENTRATION NOTE: Of the 21 elective credits, students course work or project options. are required to complete at least 6 credits First Year each from three of the following: BACHELOR OF SCIENCE • COSC 1046/1047 E; MATH 1056 E • 6 credits from Group I (Humanities) (GENERAL PROGRAM) • 6 credits from Group I (Humanities) • 6 credits from Group II (Social Sciences) • 6 credits from Group II (Social • 6 credits from Group III (Sciences), not SINGLE CONCENTRATION Sciences) including COSC/MATH • 9 elective credits • 6 credits from professional courses First Year (ADMN/SWLF) • COSC 1046/1047 E; MATH 1036/1037 E, Second Year MATH 1056/1057 E • COSC 2006/2007 E, 2406 E; MATH • CHMI 1006 E or CHMI 1041 E 2056 E • PHYS 1006/1007 E • 18 elective credits • 3 elective credits Third Year Second Year • 6 credits from among COSC 3106 E, • COSC 2006/2007 E, 2406 E; MATH 2056 E 3127 E, 3406/3407 E • 18 elective credits • 9 credits of 3rd or 4th year COSC electives Third Year • 6 credits of COSC electives approved • 6 credits from among COSC 3106/3127 E, by the department COSC 3406/3407 E • 9 elective credits • 9 credits of 3rd or 4th year COSC electives • 6 credits of COSC electives approved by the department • 9 elective credits

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COMBINED CONCENTRATION BACHELOR OF SCIENCE REQUIREMENTS Please refer to the general regulations (COMPUTER SCIENCE) The student must successfully complete pertaining to combined concentrations. all of the following courses with an overall A combined concentration in Computer Spring / Summer Session average of at least 70%: Science and Mathematics, in the three-year • COSC 1046/1047 E • COSC 4235 E B.A. program requires: • MATH 1056 • 15 credits of 4000 level COSC electives • COSC 1046/1047 E, 2006/2007 E, • COSC 2006/2007 E, COSC 2406 E • 9 credits of COSC electives at the 3000 2406 E, 3416 E level or above. • 6 credits from COSC 3106 E, 3127 E, Fall / Winter Session 3406 E, 3407 E and 3 credits in third year • MATH 1036/1037 E, MATH 1057 E, All electives must be approved by the MATH/COSC. MATH 2056 E department. • MATH 1036 E, 1037 E, 1056 E, 1057 E, • PHYS 1006/1007E 2037 E, 2056 E, 2066 E • CHMI 1006 E or CHMI 1041 E COURSE DESCRIPTIONS • 6 credits from COSC 3106 E, COSC 3127 The Computer Science requirements for E, COSC 3406/3407 E COSC 1046 E Introduction to Computer a combined concentration with another • 9 credits of 3rd or 4th year COSC Science I subject are: electives This course is required of students in the • COSC 1046/1047 E, 2006/2007 E, • 6 credits of COSC electives approved B.A. or B.Sc. Computer Science programs. It 2406 E by the department introduces problem analysis and structured • 6 credits from COSC 3106 E, 3127 E, program design. Control structures for 3406 E, 3407 E * Students may be able to complete the conditional execution, repeated execution, • 3 credits of 3rd or 4th year COSC B.Sc. second degree program in subprograms and recursion are introduced. electives Computer Science in 12 months Representation of information, including • 6 credits of COSC electives approved depending on courses completed in homogeneous and non-homogeneous linear by department. their first degree program. data structure and files, is investigated. • MATH 1056 E Students may not retain credit for both BACHELOR OF LIBERAL SCIENCE COSC 1046 E and COSC 1557 E. Prerequisite: Accelerated Second Degree CONTINUATION OAC MATH/U-level Math or OAC Computer PROGRAM A continuation in Computer Science consists Science. (LEC 3, TUT 1) (3 cr) (Minimum of 48 credits) of: The Computer Science General Program is • COSC 1046/1047 E COSC 1047 E Introduction to offered as an Accelerated Second Degree • 12 credits of upper-year Computer Computer Science II Program. The duration of the program Science of which, at most, 9 credits This course takes a software engineering is 12 months, and begins in spring or fall may be taken from the practical approach to programming in the large with depending on the year of delivery. courses particular emphasis on modularity, abstract 4-COMPUTER SCIENCE data types, program specification, testing, BACHELOR OF ARTS (COMPUTER CERTIFICATE IN COMPUTING documentation and maintenance. Students SCIENCE) • COSC 1046/1047 E, 2006/2007 E, will develop and document software with 2406 E reusable software libraries. Prerequisite: Spring / Summer Session • 12 credits of COSC electives COSC 1046 E. Formerly COSC 2556 E. Students • COSC 1046/1047 E • MATH 1056 E may not retain credit for both COSC 1047 E • MATH 1056 and COSC 2556 E. (LEC 3, TUT 1) (3 cr) • COSC 2006/2007 E, COSC 2406 E This certificate is not available to Computer Science degree students. COSC 2006 E Data Structures I Fall / Winter Session An introduction to data structures and • 6 credits from COSC 3106 E, HONOURS DIPLOMA IN COMPUTER their associated algorithms. Pointers and COSC 3127 E, COSC 3406/3407 E SCIENCE ADMISSION dynamic memory. Treatment of stacks, • 9 credits of 3rd or 4th year COSC Admission to the Honours Diploma Program queues, and linked lists. Searching and electives will require the successful completion of a sorting algorithms. Analysis of time and • 6 credits of COSC electives approved general degree in Computer Science, or its space requirements. Prerequisite: COSC by the Department equivalent, with at least a 70% average in 1047 E and MATH 1056 E, or permission of • MATH 2056 E all Computer Science courses required for the department. (LEC 3, TUT 1) (3 cr) • 6 elective credits the degree. Please contact the Office of the Registrar. COSC 2007 E Data Structures II Continuation of the study of data structures and the analysis of algorithms, trees, binary search trees, balanced trees, B- trees. Recursive programming techniques, elimination of recursion. Applications. Prerequisite: COSC 2006 E. (LEC 3, TUT 1) (3 cr)

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COSC 2036 E Computer Game Design I COSC 3036 E Computer Game Design II COSC 3407 E Operating Systems I This course introduces the student to the This course provides a comprehensive Structure of operating systems. Dynamic design and development of commercial treatment of the foundation concepts of procedure activation. Process control. entertainment software. The course computer game design and development. Memory management. File systems. addresses the related questions, unique The course introduces a systematic Operation and control of I/O processors to game software, of “What makes a game framework and vocabulary for categorizing, and devices. Prerequisite: COSC 2006 E and fun?” and “What makes a game commercially analysing and criticizing game designs and 2406 E. (LEC 3, TUT 1) (3 cr) successful?” The course examines case uses these to develop guiding principles studies of the composition and financing for innovative game design. The material is COSC 3416 E Numerical Methods of current game development companies, presented in lectures and seminars based This course begins with a study of number the typical game development engineering on case studies of existing games from a systems, errors and the numerical solution life-cycle processes and critical analysis wide variety of genres and implemented on a of non-linear equations and systems of of existing games, including games which variety of platforms including PCs, consoles, linear equations. Further topics will include sell well in cultures around the world but handheld devices and online multiplayer Lagrange and spline interpolation, numerical are not generally known in Canada. Student environments. Each student will develop a integration and differentiation and an teams will develop a prototype game design, game design project with a formal written introduction to the numerical solution of implement it for testing on a mobile game report and a public seminar. Prerequisite: ordinary differential equations. Prerequisites: device and present it in a public seminar for COSC 2036 E (Computer Game Design I). MATH 1057 E, MATH 2066 E, and COSC 1046 critique. Prerequisite: COSC 1047 E. (Lec 3) (3cr) E. (LEC 3) (3 cr) (Lec 3) (3cr) COSC 3106 E Theory of Computing COSC 3426 E Digital Design COSC 2306 E The UNIX Operating System Finite automata and regular languages. Review of Boolean functions. Minimisation of This course provides an extensive Models of computation and undecid- Boolean expressions. Sequential networks. introduction to the UNIX environment ability. Chomsky hierarchy. Semantics of Design of a CPU. Corequisite: COSC 3406 E. including the shell, shell programming using programming languages.Prerequisites: (LEC 3, LAB 2) (3 cr) scripts, and application development tools. COSC 2006 E, MATH 2056 E. (LEC 3) (3 cr)

(UNIX is a trademark of AT&T.) Prerequisite: COSC 3706 E Directed Studies 4-COMPUTER SCIENCE COSC 1046 E. Students may not retain credit COSC 3127 E Programming Languages This course consists of a detailed study for both COSC 2904 E, COSC 2906 E and COSC Comparative study of programming of a topic in Computer Science under 2306 E. (LEC 3) (3 cr) languages. Formal language definition; the the direction of a faculty member. The Backus-Naur form and syntax graphs. Run- material will normally be consistent with COSC 2307 E Database Programming time considerations. Interpretive languages. a third year Computer Science course not Students are introduced to database Prerequisite: COSC 2006 E and 2406 E. (LEC formally listed in the Department’s current programming using SQL. The topics 3, TUT 1) (3 cr) offerings. The course will involve some covered include data definition, single and combination of assignments, mid-terms, multiple table queries, updates, database COSC 3136 E Non-procedural Programming a final exam, a seminar, and a formal final administration, embedded SQL, report The functional and logic programming report. Prerequisite: Permission of the formatting, data protection and security. paradigms will be studied. Languages department and of the prospective faculty Prerequisite: COSC 1046 E or equivalent designed for non-procedural programming member. (EXP 3) (3 cr) programming experience. Students may not will be reviewed. Applications, imple- retain credit for both COSC 2926 E and COSC mentation and foundations (including COSC 3707 E Techniques of Systems 2307 E. (LEC 3) (3 cr) the lambda calculus) will be considered. Analysis Prerequisite: COSC 2007 E. (LEC 3, TUT 1) Information gathering and reporting. COSC 2406 E Assembly Language (3 cr) Structured systems analysis: Information Programming flows, data dictionary, functional specifi- This is an introduction to basic computer COSC 3406 E Computer Organization cation, pseudo code, decision tables, organization and instruction set architecture. Introduction to the organization and logical file structures. System modelling and Topics considered include: the instruction structuring of the major hardware evaluation: feasibility, hardware selection, execution cycle; an overview of the assembly components of computers and to the cost/benefit analysis, budget and scheduling. process; data representation; addressing methods of information transfer. Basic logic Prerequisites: COSC 2006 E. (LEC 3, TUT 1) modes, arrays and strings; translation of design. The central processing unit. Data (3 cr) high-level language control structures; flow and control design; micro-programmed procedures, parameter passing, and control. Memory organization. Study of an COSC 3807 E Applied Networks recursion; macros and conditional assembly; actual computer system. Prerequisites: A general introduction to network theory interrupts and input/output; interfacing to COSC 2006 E and 2406 E. (LEC 3, TUT 1) and practice. Practical topics include: high level languages; floating point process (3 cr) configuring web, email, database and proxy or architecture and instructions code; code servers, and firewalls in an intranet. Systems optimization techniques.Prerequisites: discussed include one or more of Linux, COSC/MATH 1056 E and COSC 1047 E. (LEC Solaris and Windows. Prerequisites: COSC 3) (3 cr) 1801 E or COSC 2956 E. (LEC 3) (3 cr)

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COSC 4036 E Computer Game Artificial COSC 4117 E Artificial Intelligence COSC 4306 E Computer Graphics I: 2D Intelligence This course examines the goals and methods This course begins with a survey of computer This course examines the past, the present of artificial intelligence. The goals are graphics software, including GKS, simple and the future of the simulation of artificial to understand and to create intelligent raster graphics packages and the Postscript intelligence (AI) in game software. Classic software. The methods investigated include page description language. Further topics techniques such as event control by finite logic, search, knowledge representation include low-level raster algorithms for lines, state machines, A* path-finding and game systems, neural networks, machine learning circles and region filling, the construction scripting languages are investigated. and artificial life. Some applications such as of a 2-D graphics package including Emerging trends such as the use of artificial expert systems, vision or game playing will windows, viewports and clipping, object neural networks, genetic algorithms and be demonstrated. Prerequisites: COSC 2007 transformations such as rotation, translation artificial life modelling are examined. The E, 3106 E. (LEC 3) (3 cr) and scaling. Bezier spline curves, fractal course concludes with an examination constructions, and an introduction to the of challenges facing the industry and COSC 4126 E Computer Assisted 3-D viewing transformation with parallel speculative investigation of the impact Instruction and projective transformations will also techniques from current academic AI This course examines topics related to be discussed. Prerequisites: COSC 2007 E, research might have on the next generation of the design and programming of software MATH 1037 E and 1057 E. (LEC 3) (3 cr) game technology. Each student will develop for learning and discovery (user interface a game AI project with a formal report and design, help facilities, instructional design) COSC 4307 E Computer Graphics II: 3D present a seminar. Prerequisites: COSC and classical models of CAI such as This course begins with an introduction to 4117 E, COSC 3036 E. (Computer Game Design II) drills and tutorials, student modelling and the 3-D viewing transformation. Parallel (Lec 3) (3cr) intelligent tutoring systems, microworlds and and projective transformations will also be simulation, and visualization. Prerequisite: discussed. Other topics include a survey of COSC 4086 E Fourth-year Project COSC 3127 E. (LEC 3) (3 cr) a 3-D graphics package and a discussion This consists of a written report on some of some of the algorithms for rendering 3-D approved topic or research in the field of COSC 4226 E Discrete-Event Simulation objects using wire-frame and solid models Computer Science, together with a short Various types of system models are with hidden line and surface removal. lecture on the report. Prerequisite: COSC presented and the role of simulation in the Prerequisite: COSC 4306 E. (LEC 3) (3 cr) 3106 E, 3127 E, 3406 E and 3407 E. Students design and analysis of these is examined. may not retain credit for both COSC 4086 E Simulation methodology and the verification COSC 4316 E Computational Geometry and 4235 E. (3 cr) and validation phases are discussed. Basic concepts in computational geometry Programming techniques, including the and basic techniques in designing geometric COSC 4106 E Analysis of Algorithms use of assimilation language, are applied algorithyms are introduced. Topics include: Design of efficient algorithms. Space and to particular discrete-event situations. 2D and 3D convex hulls, polygon triangulation, time complexity. Bounds on the performance Prerequisites: COSC 1046 E, MATH 2236 E. Voronoi Diagrams, Delaunay triangulations, of algorithms. Problems from such areas and geometric searching. 4-COMPUTER SCIENCE (LEC 3) (3 cr) Prerequisites: as sorting, data structures and arithmetic MATH 1057 E and COSC 2007 E. (LEC 3) computations will be discussed. NP COSC 4235 E Thesis in Computer Science (3 cr) completeness. Prerequisites: COSC 2007 E, This course consists of a project in computer 3106 E. (LEC 3) (3 cr) science chosen in consultation with, and COSC 4336 E Digital System supervised by, a member of the department. Implementation COSC 4107 E Program Verification This course is only open to students enrolled Starting with an architectural specification Methods of program verification. Implications in the fourth year of the Specialized program of the components of a digital system, the for structured programming. Inductive in Computer Science. Prerequisite: An design of alternative implementations trading reasoning about recursive programs average of 70% in the COSC specialization equipment against time is considered. Adders, and recursively defined data structures. courses upon entry to fourth year, or multipliers, dividers, encoders, decoders, Prerequisites: COSC 2007 E, MATH 2056 E. permission of the department. (6 cr) datapath, control, storage, communication (LEC 3) (3 cr) are studied. The APL2 language is used for a formal description of the architectures and COSC 4116 E Language Processors their implementations that are executable Structure of compilers and interpreters. Use and verifiable. Prerequisite: COSC 3406 E. of regular expression, finite automata and (LEC 3) (3 cr) context-free grammars. Lexical analysis. Parsing, symbol table management. Runtime COSC 4346 E Digital Circuit Testing organization. Semantic analysis. Storage An introduction to failure and faults in allocation. Error recovery. Interpretation. digital circuits. Other topics include: the Code generation. Students will be required modelling of various types of faults: single to implement a processor for an actual and multiple stuck-at-faults, delay faults, and programming language. Prerequisites: COSC bridging faults, test generation techniques 2007 E, 3106 E, and 3127 E. (LEC 3) (3 cr) for combinational and sequential circuits, fault simulation algorithyms, design for testability (DFT) and built-in-self-test (BIST). Prerequisite: COSC 3426 E. (LEC 3) (3 cr)

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COSC 4406 E Microcomputer Systems COSC 4437 E Distributed Systems COSC 4806 E Web Data Management A detailed study of microcomputer systems: Covers the design and organization of An introduction to the design and components, organization, programming, distributed systems. Topics include: implementation of web interfaces to interfacing and uses. This will be a hardware- distributed objects and remote invocation, database systems. Web data models, web oriented course. Prerequisites: COSC 3406 E, security, distributed file systems, name query languages, change management 3426 E. (LEC 3) (3 cr) services, distributed transactions, systems, and website management are replication, distributed multimedia systems discussed. Prerequisites: COSC 2307 E and COSC 4407 E Operating Systems II and distributed shared memory. Prerequisite: COSC 2956 E. (LEC 3) (3 cr) Advanced aspects of operating systems COSC 3407 E. (LEC 3) (3 cr) including concurrent programming and COSC 4906 E Expert Systems design principles. Prerequisite: COSC 3407 COSC 4456 E Parallel Computing An introduction to expert systems with an E. (LEC 3) (3 cr) Topics include: Data parallelism, emphasis on decision support systems and multi-processor architecture, process their application in a business environment. COSC 4416 E Numerical Analysis I communication, data sharing, synchronous Prerequisites: COSC 2007 E and COMM 3057 Topics will be chosen from applied numerical parallelism and multi-computer architecture. E. (LEC 3) (3 cr) algebra, eigenvalue problems, approximation Prerequisites: COSC 3406 E (COSC 3407 E is theory, optimization, solution of systems of also recommended). (LEC 3) (3 cr) COSC 4926 E Human-Computer Interaction ordinary differential equations and solution Human-computer interaction is a multi- of elementary partial differential equations. COSC 4506 E Software Engineering disciplinary field concerned with the design, Prerequisites: MATH 2057 E, 3036 E, 2066 E, Methodologies for design, implementation evaluation and implementation of interactive COSC 3416 E. (LEC 3) (3 cr) and maintenance of very large programs. computing systems for human use. The inter- Use and development of software. Support relationships among the various disciplines COSC 4417 E Computer Achitecture systems. Prerequisite: Completion of second that participate in HCI are studied, with Design concepts applicable to large year core program in Computer Science or particular emphasis on computer science computer systems. Basic R.A.L.U structures permission of the Department. (LEC 3, TUT issues. Coverage includes techniques for (register, arithmetic, logic unit), data paths, 1) (3 cr) user interface design, interaction paradigms, memory hierarchy components, microcoding, and current trends in HCI research and 4-COMPUTER SCIENCE interfacing standards. Input, output devices. COSC 4516 E Symbolic Computation development. Prerequisites: Completion of Examples of large processors. Special This course provides an introduction to 2nd year core program in Computer Science, processors. Forecasting future devices. the use of computers for symbolic (i.e. or completion of 3rd year core program Prerequisites: COSC 3406 E, 3407 E. exact) mathematical computation. This in E-Business Science, or department’s (LEC 3) (3 cr) involves traditional calculations such as permission. (LEC 3) (3 cr) analytic differentiation and integration COSC 4426 E Topics in Computer of functions, and solving of systems of Science I equations. Topics will include algorithms A course in Computer Science involving for fast integer and polynomial arithmetic, the treatment of a selection of advanced homomorphism methods, computation of topics. Prerequisite: Completion of second polynomial greatest common divisors and year core program in Computer Science. factorization. Prerequisites: COSC 1046 E, (LEC 3) (3 cr) MATH 3056 E. (LEC 3) (3 cr)

COSC 4427 E Topics in Computer COSC 4606 E Data Management Systems Science II Logical models of data bases; relational, A course in Computer Science involving network and hierarchical DBM’s. Integrity the treatment of a selection of advanced and security. Query languages and query topics. Prerequisite: completion of second optimisation. Normal forms. Prerequisites: year core program in Computer Science. COSC 2007 E and COSC 3707 E. (LEC 3, (LEC 3) (3 cr) TUT 1) (3 cr)

COSC 4436 E Computer Networks COSC 4706 E Directed Studies II This course is based on the seven layered A detailed study of a topic in computer science ISO Open Systems Interconnection model under the direction of a faculty member. The for computer networks. Both hardware material is normally consistent with a 4th- and software topics will be considered. year computer science course not formally Typical applications including mail networks, listed in the department’s current offerings. electronic offices and distributed file The course may combine assignments, mid- systems will be studied. Standard transport terms, a final exam, a seminar, and a formal technologies based on point-to-point final report.Prerequisites: Permission of the links and on broadcast principles will department. (3 cr). be covered. Prerequisite: COSC 3406 E. Corequisite: COSC 3407 E. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 73 Chapter 4

SERVICE AND PRACTICAL COSC 2831 E Computer Software for the COSC 2976 E Mathematical Computation COURSES Sciences using Maple The basic software tools applicable to the An extensive introduction to the Maple COSC 1701 E, 1702 E, 1801 E and the courses Sciences are presented. This includes symbolic computation language is given. numbered in the range 2831 E to 2976 E statistical tools such as SPSS or Mintab, This is applied to problems involving are practical courses oriented toward spreadsheets, and numerical tools such as calculus, vector calculus, linear algebra professional development. Students Maple, Mathcad or Matlab. Prerequisite: and differential equations. Prerequisites: registered in degree programs in Computer MATH 1036 E or 1912E or permission of the MATH 1037 E, MATH 1057 E, COSC 1046 E Science may include at most 6 credits from instructor. Students may not retain credit or equivalent programming experience. these courses toward the concentration for both COSC 2831 E and COSC (2818 E Students may not retain credit for both COSC requirements of their degree. However through 2848 E). (LEC 3) (3 cr) 2974 E and COSC 2976 E. (LEC 3) (3 cr) additional courses from this list may be counted as general electives. Students COSC 2936 E Programming in APL enrolled in the Bachelor of Liberal Science This course involves a detailed study of the program with a continuation in Computer most recent generation of the APL language. Science are limited to 9 credits from the This includes nested arrays, functions, courses listed below: operators, syntax, binding strengths, user- defined operations, recursion, auxiliary COSC 1701 E Computer Applications I processors and shared variables. This is a general introductory course in Applications in the following areas will personal computing with special emphasis be examined: data processing, business, on the applications of microcomputers. finance and the mathematical sciences. The general concepts of computing will Students may not retain credit for both be reviewed. Students will gain practical COSC 2934 E and COSC 2936 E. (LEC 3) (3 cr) experience in the use of software including word processors, spreadsheets and COSC 2946 E Object Oriented database systems. (LEC 3, TUT 1) (3 cr) Programming Using Java Topics covered include object-oriented COSC 1702 E Computer Applications II Java application programs, Java applets This course is a continuation of COSC 1701 and graphical user interface components, E and introduces the students to advanced exception handling, programming with features of personal computing including threads, files and network communications some basic principles of programming. using stream socket programming, and TCP/ Attention will be given to the effective use of IP. Prerequisite: COSC 1047 E or equivalent computers in various disciplines and to their 4-COMPUTER SCIENCE object oriented programming experience. impact on those disciplines. Prerequisite: (LEC 3) (3 cr) COSC 1701 E or permission of the department (which will be required to verify that students COSC 2947 E Object Oriented requesting exemption from COSC 1701 E are Programming Using C++ proficient in the concepts encompassed in This course provides an intensive introduction COSC 1701 E before waiving COSC 1701 E to object-oriented programming in ANSI C++. as a prerequisite for COSC 1702 E). (LEC 3, Topics covered include the non-object- TUT 1) (3 cr) oriented fundamentals of C++, pointers, classes, I/O streams and file processing, COSC 1801 E Introduction to E-Commerce application of classes to data structures, An introduction to electronic commerce from templates and the standard template library. a management and technical perspective. The Prerequisite: The Java version of COSC 1047 course is designed to acquaint students with E or equivalent object-oriented programming current and emerging electronic commerce experience in a language other than C++. technologies. Topics include: networks, (3 cr) security and privacy issues, various internet business models, legal and social issues, and COSC 2956 E Internet Tools the use of web development and database Various internet tools and services are tools. Prerequisites: COMM 1005 E (may be examined. These include advanced editors, taken concurrently). (LEC 3) (3 cr). Currently Java, JavaScript, web browsers, ftp, and offered at Laurentian. the creation and maintenance of web pages and web sites. The course emphasizes the integration of these tools into a programming environment. Prerequisite: COSC 1046 E. (LEC 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 74 Chapter 4 ENGLISH, FILM & THEATRE Department of English, Fine Art Studies, and Music FACULTY REQUIRED COURSE GROUPS COMBINED CONCENTRATION ASSOCIATE PROFESSOR Group 1: Medieval and Renaissance Students should refer to the general L. A. Burnett, B.A. (Toronto), B.A. (Hons), Literature regulations pertaining to combined M.A. (Dalhousie), Ph.D. (McGill); ENGL 2045 E, 2466 E, 2467 E, 2505 E, concentrations. A combined concentration J. Gibson, B.A., M.A. (Manitoba) 2536 E, 2537 E, 3195 E, 3747 E, 3916 E in the three-year B.A. program requires 30 credits in each of two disciplines. The ASSISTANT PROFESSORS Group 2: 18th and 19th Century Literature English requirements for the combined A. F. Bondar, B.A. (Hons) (Western), M.A. ENGL 2095 E, 2406 E, 2407 E, 3115 E, concentration are: (New Brunswick), Ph.D. (Memorial); 3136 E, 3137 E, 3295 E, 3706 E, 3707 E, M. J. DiSanto, B.A. (Hons) (Brock), M.A., 3926 E First Year Ph.D. (Dalhousie) • 6 credits from among ENGL 1005 E, 1205 Group 3: Modern & Contemporary E, 1705 E ADJUNCT PROFESSORS Literature R. Cooper, B.A. (New Brunswick). B.Ed. ENGL 2126 E, 2127 E, 3166 E, 3167 E, Second and Third Years (Nipissing), M.Ed, (Toronto); 3185 E, 3395 E, 3426 E, 3427 E, 3435 E, • 24 credits in English, upper year M. Seymour, B.A. (Hons), B.Ed. (Windsor), 3476 E, 3477 E, 3726 E, 3727 E, 3936 E (18 must be from Groups 1- 4) M.A. (Nipissing); M. Wallace, B.A. (Hons), M.A. (Queen’s) Group 4: North American Literature BACHELOR OF ARTS ENGL 2255 E, 2267 E, 2276 E, 2456 E, (SPECIALIZED PROGRAM) SESSIONAL LECTURERS 3355 E, 3495 E, 3946 E, THEA 2357 E L. Belleau, B.A. (Laurentian-Algoma), M.A. SINGLE SPECIALIZATION (Windsor); Cooperative Education Certificate (Focus in Literature) J.C. Elvy, B.A.A. (Ryerson), B.Ed., M.Ed. Students interested in persuing the • 6 credits from among ENGL 1005 E, 1205 (Queen’s); Co-operative Education Certificate E, 1705 E B. Grisdale, B.A. (Hons), M.A. (Waterloo); concurrently with a B.A. in English should • 6 credits from each of Groups 1, 2, 3, M. Holt, B.A. (Trent), M.A. (Laurier); contact the Career Services Advisor, at and 4

R. Jackson, B.A. (Hons) (Laurentian- [email protected] or at 705-949-2301, • ENGL 2325 E 4-ENGLISH, F ILM & Algoma), M.A. (Toronto); extension 4214. Detailed information is also • ENGL 4606/4607 E

A. Zuke, B.A. (Laurentian-Algoma), M.A. available on-line at www.algomau.ca/coop • 6 additional credits at the 4000 level THEATRE (Laurentian) (at least 3 credits in the focus area or BACHELOR OF ARTS thesis in the focus area) PROFESSOR EMERITUS (GENERAL PROGRAM) • 18 elective credits in ENGL at the R. V. d’Amato, A.B. (Boston), M.A., Ph.D. upper-year level. (Dalhousie); SINGLE CONCENTRATION C. A. Sharman, B.A., M.A. (British COMBINED SPECIALIZATION Columbia), Ph.D. (Toronto) First Year English may be taken in combination with • 6 credits from among ENGL 1005 E, 1205 a related discipline, subject to consultation DEGREE REQUIREMENTS E, 1705 E with and approval by both departments Students proceeding to upper-level courses • 24 additional credits of which 6 must be concerned. The requirements for the English in English must complete at least 6 credits from Group II (Social Science) and 6 component of such a program are: from ENGL 1005 E (British Literature), ENGL from Group III (Science) 1205 E (Canadian Literature), or ENGL 1705 • 6 credits from among ENGL 1005 E, 1205 E (Writing and English Studies) in their Second and Third Years E and 1705 E first year. It is strongly recommended that • 30 credits in English, upper year (24 • 6 credits from each of Groups 1, 2, 3, students planning to complete a degree in must be from Groups 1 - 4) and 4 ENGL take ENGL 1005 E in their first year of • 30 elective credits • 6 credits from English 4000 series studies and ENGL 2106/2107 E in their second • 6 addtional credits in upper-year English year of studies. HONOURS DIPLOMA IN ENGLISH Only one first-year English Literature course Admission to the Honours Diploma Program can count in an English concentration/ will require the successful completion of specialization. All FILM and THEA courses a general 3-year degree in English with at may be counted as English courses in all least a 70% average in all English courses English programs. ENGL 1501 E, 1502 E, and required for the degree. An overall average 1560 E and 1561 E will not count towards a of 70% or greater is required to obtain the concentration or specialization in English but Honours Diploma. they may be taken as electives. Please contact the Office of the Registrar for more information.

www.algomau.ca ALGOMA UNIVERSITY 75 Chapter 4

COURSE DESCRIPTIONS LITERATURE COURSES ENGL/FILM E 2105 World Cinema Prerequisites: Except where noted, ENGL A study of a body of films chosen to represent WRITING AND LANGUAGE 1005 E, 1205 E, or 1705 E or permission of the range and variety of work in major film COURSES the department is required for upper-year producing countries (other then the U.S.A.) ENGL course registrations. with emphasis on developments since 1945. ENGL/FILM 1005 E Introduction to Film Prerequisite: None. (LEC 4) (6 cr) A basic introduction to the aesthetics of film. ENGL 1005 E Introduction to Literature The development of various elements of film An introduction to the study of language and ENGL 2106 E Western Literature I (image, sound, etc.) and of such aspects of literature in English at the university level that (Backgrounds to English Literature) film-making as directing, acting and editing aims at improving critical reading, writing and This course is a study (in translation) of will be examined through a survey of about rhetorical skills. A wide and interesting range selected works of various Western literature twenty-four films from D.W. Griffith and of prose, poetry, and drama from medieval which have been influential on English Charlie Chaplin to the present. (LEC 4) (6 cr) to the contemporary period will be studied. literature. It is designed particularly for Learning to read critically and to make good English literature students and those with an NOTE: ENGL/FILM 1005 E is not the same arguments are two important and mutually interest in European literature. A selection as ENGL 1005 E. interdependent focuses for this course of works from classical antiquity to the and will prepare students to apply critical Renaissance will be covered. Students may ENGL 1501 E Language and Written reading and essay writing skills learned not retain credit for both ENGL 2106 E and Communication I to courses in all other disciplines. ENGL ENGL 1105 E. Prerequisite or corequisite: A study of written English with particular 1005 E, ENGL 1705 E, and ENGL 1205 E are ENGL 1205 E or ENGL 1705 E. (LEC 2, SEM emphasis on syntactical problems and recommended for all students; one of these 1) (3 cr) practical training in the short essay. courses is required for students intending (LEC/SEM 3) (3 cr) to take upper-level English courses. (LEC 2, ENGL 2107 E Western Literature II SEM 1) (6 cr) (Backgrounds to English Literature) ENGL 1502 E Language and Written This course is a study of selected works Communication II ENGL 1205 E An Introduction to Canadian of various Western literature in translation A study of written English with particular Literature which have been influential on English emphasis on longer essays, methods of A study of selected works from the nineteenth literature. It is designed particularly for research, reports and research papers. century to the present. (LEC 2, SEM 1) (6 cr) English literature students and those with an Prerequisite: ENGL 1501 E or permission of interest in European literature. A selection of the instructor. (LEC/SEM 3) (3 cr) ENGL 1705 E Introduction to Writing and works from the Renaissance to the present English Studies will be covered. Students may not retain THEATRE ENGL 1560 E Writing Skills in Business In a writing workshop setting incorporating credit for both ENGL 2107 E and ENGL 1105 Communication active reading, numerous staged writing E. Prerequisite or corequisite: ENGL 1005 E, 4-ENGLISH, F ILM & Primarily a foundation course in grammar assignments, peer-editing, and the principles ENGL 1205 E or ENGL 1705 E. (LEC 2, and composition with an emphasis upon both of argumentation and exposition, ENGL SEM 1) (3 cr) theoretical and practical approaches toward 1705 E will introduce students to the range the development of professional skills in the of work in English studies: fiction, poetry, ENGL 2126 E Science Fiction major forms of business writing. An elective drama, non-fictional prose, film, and public This course is a history and critical study of credit not applicable to a concentration discourse. The second half of the course will science fiction from its 19th-century roots in English. Students may not retain credit explore one of these areas in more depth and in the Gothic Novel to the present. Students for both ENGL 1560 E and ENGL 1501/1502 will involve students in supervised library may not retain credit for both ENGL 2126 E in fulfilling their degree requirements. research. (LEC 2, SEM 1) (6 cr) E and 2125 E. Prerequisite: ENGL 1005 E, Enrollment restricted to students in the ENGL 1205 E or ENGL 1705 E. (LEC 2, SEM B.B.A. program. (LEC/SEM 3) (6 cr) ENGL 2005 E Literatures in English 1) (3 cr) A historical and geographical survey ENGL 1561 E Business Writing of literatures in English intended as a ENGL 2127 E Fantasy This course offers a foundation in foundation for students majoring in ELIT. A survey of themes and forms in composition with an emphasis upon both Prerequisite ENGL 1005 E or permission of the fiction of fabulation. Students may theoretical and practical approaches toward the Department. (LEC 3 3) (6 cr) not retain credit for both ENGL 2127 E the development of professional skills in the and 2125 E. Prerequisite: ENGL 1005 E, major forms of business writing. An elective ENGL 2045 E 16th and 17th Century Poetry ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) credit not applicable to a concentration in and Prose English. Students may not retain credit for This course will examine a variety of Tudor, ENGL 2135 E Children’s Literature both ENGL 1561 E and 1502 E in fulfilling Stuart, and Civil War texts in poetry and A history and critical study of children’s their degree requirements. Students may not prose, as well as the contexts for their literature with an emphasis upon the retain credit for both ENGL 1560 E and 1561 production. (SEM 3) (6 cr) classics of the type drawn from E. Enrollment restricted to students in the all genres. Prerequisite: ENGL 1005 E, B.B.A. program. (LEC/SEM 3) (3 cr) ENGL 2095 E English Literature of the ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) Eighteenth Century A study of Dryden, Swift, Pope, Johnson, and other writers of the period. (SEM 3) (6 cr)

ALGOMA UNIVERSITY www.algomau.ca 76 Chapter 4

ENGL 2255 E A Survey of Canadian ENGL 2406 E The Eighteenth Century ENGL 2546 E Introduction to Creative Literature English Novel Writing A study of fiction, poetry, drama, and A study of the rise of the English novel This course will guide students in developing criticism from the nineteenth and twentieth through such authors as Defoe, Richardson, their creative writing skills. Students will centuries. Prerequisite: ENGL 1005 E, Fielding, Sterne, and Austen. Students may learn about literary forms, styles, structures ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) not retain credit for both ENGL 2406 E and and techniques in order to develop their own ENGL 2405 E. Prerequisite: ENGL 1005 E, writing style in the classroom environment. ENGL/FILM 2205 E American Film ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) They will work toward the development of Directors a portfolio and toward publication of their A selection of the works of a number ENGL 2407 E The Nineteenth Century work. Students must have departmental (normally about six) of directors from the English Novel approval to enroll. Prerequisite: ENGL 1005 E, United States will be studied. Prerequisite: a A study of the developments in the English novel ENGL 1205 E or ENGL 1705 E. (SEM) (3 cr) previous film course and one of ENGL 1005 E, through such authors as Dickens, Thackeray, ENGL 1205 E or ENGL 1705 E. (LEC 4) (6 cr) Emily Bronte, Eliot and Hardy. Students may ENGL 2705 E Women in Literature not retain credit for both ENGL 2407 E and A selection of works by and about women, ENGL 2267 E Canadian Fiction After 1920 ENGL 2405 E. Prerequisite: ENGL 1005 E, containing significant commentary on the The founding of the Canadian Forum ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) status and experience of women, from in 1920 and of the Canadian Author’s the seventeenth century to the present. Association in 1921 awakened a new and ENGL 2456 E Northern Ontario Literature Works considered will be drawn primarily vital interest in Canadian writing. This A study of major writings in the traditional from English and American Literature, course will examine that consciousness in a genres about Northern Ontario, including and will normally include works by Mary selection of novels by the following writers: many by northern authors. Themes Wollstonecraft, George Gissing, Virginia Grove, Ostenso, de la Roche, Callaghan, include regionalism, outsiders and Woolf, and J.S. Mill. Prerequisite: ENGL 1005 E, Knister, MacLennan, Ross, Roy, Mitchell, outlaws, native people, landscape and ENGL 1205 E or ENGL 1705 E. (SEM 3) (6 cr) Lowry, Hebert, Lemelin, Randall, Garner, landspace, etc. Prerequisite: ENGL 1005 E, Buckler, Bruce, Wilson, Richler, Cohen, ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) ENGL/FILM 2826 E Rhetoric of Laurence, Aquin, Markoosie, Horwood, Documentary Films Wiseman, Atwood, Davies, Munro, Engel, ENGL 2466 E Medieval Drama Through studying a variety of critically 4-ENGLISH, F ILM & and Kroetsch. Prerequisite: ENGL 1005 E, A study of miracle plays, morality plays and acclaimed documentary films, this course THEATRE ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) interludes. Prerequisite: ENGL 1005 E, ENGL will develop students’ understanding of 1205 E or ENGL 1705 E. (SEM 3) (3 cr) the rhetorical dimensions of documentary ENGL 2276 E Canadian Poetry films and prepare them for documentary This course will examine the history of poetry ENGL 2467 E Early Modern Drama filmmaking and media journalism. The in Canada from the pre-Confederation era A study of Tudor and Stuart tragedy, comedy course will engage students in a critical to the present. Emphasis will be placed on and romance. Prerequisite: ENGL 1005 E, exploration of the rhetoric of documentary films schools and movements and on regionalism in ENGL 1205 E or ENGL 1705 E is strongly by examining issues such as image icons and Canadian poetry. Some attention will be given recommended. (SEM 3) (3 cr) ideology, narrative and discourse, voices and to the emergence of little poetry magazines authority, audience and rhetorical situation. and of the small publishing houses devoted to ENGL 2505 E Medieval Poetry and Prose Course assignments will include rhetorical Canadian poetry. Prerequisite: ENGL 1005 E, A study of medieval poetry and prose, criticism of documentary films as well as ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) including works by Chaucer. Students may research and proposal writing for a short not retain credit for both ENGL 2506/2507 E documentary film. Prerequisite: ENGL 1005 E, ENGL 2306 E Practical Criticism and ENGL 2505 E. Prerequisite: ENGL 1005 E, ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) This seminar, organized around the close ENGL 1205 E or ENGL 1705 E. (SEM 3) (6 cr) reading of selected texts, is intended to ENGL/FILM 2827 E Documentary develop students’ abilities to describe, ENGL 2536 E Shakespeare I Filmmaking analyse, interpret, and evaluate written This course will centre on approximately This course is an intensive documentary material. Assignments consist of rhetorical seven of Shakespeare’s comedies and film production seminar. Students will be analyses, reviews, commentaries and romances. Students may not retain divided into groups to create short but short essays. Prerequisite: ENGL 1005 E, credit for both ENGL 2536 E and ENGL sophisticated documentary films. Ten ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) 2535 E. Prerequisite: ENGL 1005 E, comprehensive weekly workshops will be ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) given during the term to explore stylistic and ENGL 2325 E Critical Approaches technical topics, such as narrative structure, This is an introductory study of critical theory ENGL 2537 E Shakespeare II time manipulation, filming interviews, as practised in the areas of literature, drama, This course will centre on approximately montage principles, script writing and rhetoric and film. Students’ understanding seven of Shakespeare’s histories and treatments. Prerequisite: ENGL 1005 E, of critical approaches will be enhanced tragedies. Students may not retain credit ENGL 1205 E, ENGL 1705 E or permission from by applying selected theories to a variety for both ENGL 2537 E and ENGL 2535 E. the department. (SEM 4) (3 cr) of texts. ENGL 2325 E is a prerequisite for Prerequisite: ENGL 2536 E or permission of ENGL 4606/4607 E. Prerequisite: ENGL 1005 E, the instructor. (SEM 3) (3 cr) ENGL 1205 E or ENGL 1705 E. (SEM 3) (6 cr) www.algomau.ca ALGOMA UNIVERSITY 77 Chapter 4

ENGL/FILM 2855 E Literature and the Film ENGL 3166 E Poetry of the Modern Period, ENGL 3295 E Special Topics in 18th and A study of the relations between the 1900 -1945 19th Century Literature two mediums. A number of literary A study of the representative poetry of This course is an extended treatment of a works, a novel and plays, and their film the period, focusing on dominant themes selected topic in English literature written versions will be studied. Prerequisite: and techniques. Students may not during the 18th and 19th centuries. The FILM 1005E and one of ENGL 1005 E, retain credit for both ENGL 3166 E and specific topic of the course may change ENGL 1205 E or ENGL 1705 E.(LEC 3) (6 cr) ENGL 3165 E. Prerequisite: ENGL 1005 E, from year to year. Prerequisite: ENGL 1005 E, ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) ENGL 3045 E Renaissance Literature: Special Topics ENGL 3167 E Literature and Thought of the ENGL 3355 E Major American Authors Topics to be considered will vary from Modern Period, 1900 - 1945 This course is a study of works by year to year. Prerequisite: ENGL 1005 E, Using a selection of texts from various genres, nineteenth and twentieth century writers ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) including criticism, fiction, and philosophy, representative of the American literary students will explore the dominant ideas and tradition. Students may not retain credit for ENGL 3115 E English Literature of the literary developments of the Modern period. more than one of ENGL 3355 E, ENGL 3365 E Romantic Period The course will engage students in a critical or ENGL 3375 E. Prerequisite: ENGL 1005 E, Emphasis will be on the poetry of Blake, exploration of how writers use different ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) Wordsworth, Coleridge, Shelley, Keats, forms and techniques to both articulate the and Byron. Prerequisite: ENGL 1005 E, ideas for and respond to the culture of their ENGL 3395 E Special Topics in Modern ENGL 1205 E or ENGL 1705 E. (SEM 3) (6 cr) time. Authors may include Conrad, T. S. Eliot, and Contemporary Literature Freud, Lawrence, Wittgenstein and Woolf. This course is an extended treatment ENGL 3136 E Early Victorian Literature, Students may not retain credit for both ENGL of a selected topic in modern and Thought and Culture, 1830 to 1865 3136 E and ENGL 3165 E. (SEM 3) (3 cr) contemporary English literature. The specific This course explores the literary and topic of the course may change from intellectual dialogues among authors writing ENGL 3185 E Contemporary Literature, year to year. Prerequisite: ENGL 1005 E, in various genres in the early Victorian Since 1945 ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) period, including poetry, criticism, fiction and A study of recent fiction and poetry philosophy. The course will engage students by important British and American ENGL 3416 E Contemporary Canadian in a critical exploration of how a number authors, emphasizing movements and Drama of representative writers both articulate themes. Recommended for upper-level This course will offer a survey of the the ideas for and respond to the culture of students. Prerequisite: ENGL 1005 E, Canadian dramatic voice from the 1940s time. Authors may include Robert Browning, ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) to the present, as it has been shaped by THEATRE Elizabeth Barrett Browning, Carlyle, Dickens, the political, geographical, and cultural Kierkegaard, Marx and Engels, Mill, and ENGL 3195 E Special Topics in Medieval milieu. Assignments will include essays and 4-ENGLISH, F ILM & Tennyson. Students may not retain credit and Renaissance Literature seminars. Playwrights to be studied might for both ENGL 3136 E and ENGL 3135 E. This course is an extended treatment of a include George Ryga, John Herbert, Michael (SEM 3) (3 cr) selected topic in medieval or Renaissance Cook, David Fennario, Michel Tremblay, literature written in English. The specific David French, Tomson Highway, John Gray, ENGL 3137 E Later Victorian Literature, topic of the course may change from Marie Clements, Monique Mojica, Daniel Thought and Culture, 1865 -1900 year to year. Prerequisite: ENGL 1005 E, Maclvor, Joan Macleod, Wendy Lill, Judith This course explores the literary and ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) Thompson, Djanet Sears, and Guillermo intellectual developments made by authors Verdecchia. In addition, critical texts by in various genres in the later Victorian ENGL/FILM 3207 E Film Theory specialists in Canadian theatre will be period, including poetry, criticism, fiction An introduction to the basics of classical studied. Prerequisite: 6 credits from ENGL and philosophy. Using a selection of major film theory, focusing particularly on 1005/1205/1705 E. Students may not retain intellectual and literary texts from the the discourse between formalism and credit for both ENGL 3416 E and ENGL 4416 period, students will engage in a critical realism, and the philosophical question of E. (SEM 3) (3 cr) exploration of how writers both articulate the the nature of film art by such authors as ideas for and respond to the culture of the Sergei Eisenstein, Siegfied Lracaier. Andre ENGL 3426 E The Modern Novel time. Authors may include Arnold, Darwin, Bazom, Maya Deren, Stan Brakhage, etc. The course is a study of the principal Dostoevsky, George Eliot, Henry James, The second half of the course introduces novels in English from the late 19th William James, Nietzsche, Christina Rossetti, spectatorsip theories in terms of ideology century to approximately World and Schopenhauer. Students may not and culture. Prerequisite: ENGL 1005 E, War II. Prerequisite: ENGL 1005 E, retain credit for both ENGL 3137 E and ENGL ENGL 1205 E or ENGL 1705 E. (3 cr) ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) 3135 E. (SEM 3) (3 cr) ENGL 3225 E Canadian Thought ENGL 3427 E The Contemporary Novel and Culture This course is a study of the principal novels A study of McLuhan, Frye, Innis, Grant, in English from approximately World War II Macpherson, and others: and a survey of to the present. Prerequisite: ENGL 1005 E, Canadian art, music, and film. Prerequisite: ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) One of ENGL 1205 E, 2255 E, or 3255 E. (SEM 3) (6 cr)

ALGOMA UNIVERSITY www.algomau.ca 78 Chapter 4

ENGL 3435 E 20th Century Poetry ENGL 3517 E Studies in Creative Writing ENGL 3726 E Modern Women’s Writing This course is a study of the major A continuation of ENGL 3516 E Creative A selection of works by women, containing developments in poetry in English Writing, this course enables students to significant commentary on the status and from the late nineteenth century to the work in one genre exclusively, with a view experience of women including such issues present. Prerequisite: ENGL 1005 E, to producing a short piece of publishable as race, class, and sexual preference, ENGL 1205 E or ENGL 1705 E. (SEM 3) (6 cr) or near-publishable quality. Discussion of from 1900 to about 1950. Works are drawn selected published writing in the students’ primarily from British and North American ENGL 3476 E Modern Drama chosen genres will be combined with peer literature, as well as from other emerging Works studied are representative editing sessions. Established writers from English literatures. Prerequisite: ENGL 1005 E, of movements and trends in drama within or beyond the University community ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) from approximately 1875 to World may be invited to lecture and to assess student War II. Prerequisite: ENGL 1005 E, manuscripts. Students must submit a writing ENGL 3727 E Contemporary Women’s ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) portfolio to the department before registering Writing for this course. Prerequisite: ENGL 1005 E, A selection of works by women, containing ENGL 3477 E Contemporary Drama ENGL 1205 E, ENGL 1705 E, or ENGL significant commentary on the status and Works studied are representative of 3516 E or permission of the department. experience of women including such issues movements and trends in drama from (SEM 3) (3 cr) as race, class, and sexual preference, from approximately World War II to the about 1950 to the present. Works are drawn present. Prerequisite: ENGL 1005 E, ENGL 3686 E Special Seminar I primarily from British and North American ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) (SEM 3) (3 cr) literature, as well as from other emerging English literatures. Prerequisite: ENGL 1005 E, ENGL 3495 E Special Topics in North ENGL 3687 E Special Seminar II ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) American Literature (SEM 3) (3 cr) This course is an extended treatment of a ENGL 3747 E Women’s Writing in the 16th selected topic in North American literature. ENGL 3676 E Special Topics in Popular and 17th Centuries The specific topic of the course may change Literature and Culture I Considers literary and cultural concerns from year to year. Prerequisite: ENGL 1005 E, A study of popular literatures and cultures, of women’s writing from the 16th through ENGL 1205 E or ENGL 1705 E. (LEC 3) (6 cr) which may involve one of the following: the mid-17th centuries in both manuscript 4-ENGLISH, F ILM & science fiction, gothic and children’s and print. It examines the many modes in THEATRE ENGL 3516 E Creative Writing literature. Prerequisite: ENGL 1005 E, which women write; constructions of literary The course explores imaginative literary ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) tradition and authority; responses to early expression. Although it focuses on the modern gender ideology and theories of work of class members, the course also ENGL 3677 E Special Topics in Popular women’s education; and relations among involves examining the works of others. Literature and Culture II gender, sexuality and economics. Students Specific attention will be given to editorial A study of popular literatures and cultures, cannot retain credit for ENGL 3737 E and procedure, form, techniques, and literary which may involve one of the following: ENGL 3747 E. Prerequisite: ENGL 1005 E, devices. Prerequisite: Students wishing to science fiction, gothic and children’s ENGL 1205 E or ENGL 1705 E. (SEM) (3 cr) register in this course must submit to the literature. Prerequisite: ENGL 1005 E, department three weeks before classes ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) ENGL 3806 E The Writer’s Voice I begin, a selective portfolio of their creative This course studies how writers who face work or an essay demonstrating creative ENGL 3706 E Women of Letters in the 18th challenges owing to their sex, the genre reasons for wishing to take the course. Century or mode in which they write, or their Students must have departmental permission A study of the emergence of professional cultural milieu develop voice (style, tone, to enroll. Prerequisite: ENGL 1005 E, women writers in the 18th century, with persona, audience). Texts to be considered ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) emphasis on their works, the conditions will include poetry, fiction, essays, and of the literary marketplace and their autobiographies, from about the 16th century relationship to it. Representative works are to 1900. Authors such as the following may examined in detail. Prerequisite: ENGL 1005 E, be considered: Queen Elizabeth I, Countess ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) of Pembroke, John Cleveland, Robert Herrick, Lady Mary Wroth, Aphra Behn, ENGL 3707 E Women of Letters of the 19th Delariviere Manley, George Sand, Florence Century Nightingale. Prerequisite: ENGL 1005 E, Focuses on writing by women in a period which ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr) saw a proliferation of their contributions to and establishment of their place in the literary world. A selection of novels, poetry, and short stories by significant women writers such as Eliot, Dickinson, and Rossetti may be considered. Prerequisite: ENGL 1005 E, ENGL 1205 E or ENGL 1705 E. (SEM 3) (3 cr)

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ENGL 3807 E The Writer’s Voice II ENGL 3936 E Core Seminar Group 3 ENGL 4687 E Honours Seminar II This course studies how writers who (20th Century) Each seminar will be devoted to a special face challenges owing to their sex, the This core seminar will focus on a topic to be proposed by the professor and genre or mode in which they write, or specific topic of study in 20th century approved by the department. In all cases their cultural milieu develop voice (style, literature. Prerequisite: ENGL 1005 E, the topics must lie within the professor’s tone, persona, audience). Texts to be ENGL 1205 E or ENGL 1705 E. (3 cr) field of specialization.Prerequisite: At least considered will include poetry, fiction, 24 credits in English courses or permission essays, and auto biographies, from 1900 to ENGL 3946 E Core Seminar Group 4 of the department. (SEM 3) (3 cr) the present. Authors such as the following (North American) may be considered: Chinua Achebe, Kamala This core seminar will focus on a ENGL 4786 E Honours Seminar III Das, Carolyn Heilbrun, Virginia Woolf, specific topic of study in North American Each seminar will be devoted to a special Bharati Mukherjee, Dorothy L. Sayers, literature. Prerequisite: ENGL 1005 E, topic to be proposed by the professor and Tomson Highway, Adrienne Rich, Paul Scott, ENGL 1205 E or ENGL 1705 E. (3 cr) approved by the department. In all cases Nicole Brossard. Prerequisite: ENGL 1005 E, the topics must lie within the professor’s ENGL 1205 E or ENGL 1705 E. Recommended: ENGL 4606 E History of Literary Criticism I field of specialization.Prerequisite: At least ENGL 3806 E. (SEM 3) (3 cr) Changes and development in critical theory 24 credits in English courses or permission and practice will be studied on the basis of the department. (SEM 3) (3 cr) ENGL/FILM 3836 E Women and Film of selected works from the ancient Greeks Examines the roles of women in film, until the nineteenth century. Prerequisite: ENGL 4787 E Honours Seminar IV women behind the camera, and women ENGL 2325 E (Critical Approaches) and at Each seminar will be devoted to a special who write about film. The course makes least 24 credits in English at the upper-year topic to be proposed by the professor and use of examples from the silent period to the level, or permission of the department. (SEM approved by the department. In all cases present. May be applied to a concentration 3) (6 cr) the topics must lie within the professor’s in Women’s Studies. Prerequisite: a previous field of specialization.Prerequisite: At least FILM course, or RLST 2365 E, and one of ENGL 4607 E History of Literary Criticism I 24 credits in English courses or permission the following ENGL 1005 E, ENGL 1205 E or Changes and development in critical theory of the department. (SEM 3) (3 cr) ENGL 1705 E. (SEM 3) (3 cr) and practice will be studied on the basis of selected works from the end of the nineteenth ENGL 4925 E History of the English ENGL/FILM 3846 E Applied Media century to the present. Prerequisite: ENGL Language Aesthetics 4606 E (History of Literary Criticism I), ENGL A study of the evolution of the language The knowledge of applied aesthetics serves 2325 E (Critical Approaches) and at least 24 from its Indo-European roots to the present. two purposes: first, for film and rhetorical credits in English at the upper-year level, No previous knowledge of linguistics or THEATRE studies, to improve the critical ability to or permission of the department. (SEM 3) reading knowledge of Old or Middle English interpret media arts through examining (6 cr) required. Prerequisite: At least 24 credits in 4-ENGLISH, F ILM & the scientific and artistic principles of English literature at the upper-year level. different aesthetic fields; second, for media ENGL 4656 E Directed Readings (SEM 3) (6 cr) production, to establish students’ own Individual instruction in a special field of creative proficiency by exposing them to interest through the discussion of assigned various aesthetic possibilities. The course texts. Students choose their topic in Theatre introduces basic technical and aesthetic consultation with a professor. Normally the knowledge for video production and visual course is restricted to 4th-year students. THEA 1115 E Introduction to the Theatre design on TV and computer screens: shot (SEM 3) (3 cr) This course will introduce students to the planning, screen forces, golden ratio, lighting, art of theatrical production, major historical editing, etc. Students may not retain credit ENGL 4695 E Honours Thesis styles, script analysis and performance. A for both ENGL/FILM 3846 and FILM 3206. A literary research project in the form of a variety of creative projects are combined with Prerequisite: a previous FILM course and one supervised essay or equivalent in creative lectures, discussions of local productions of the following ENGL 1005 E, ENGL 1205 E or writing manuscript with introduction of and guest artists. THEA 1115 E is a general ENGL 1705 E. (SEM 3) (3 cr) some 10,000 words. This may replace one 6 Humanities elective and a prerequisite for credit course elective in the 4-year English all Theatre Arts courses except THEA 2127 ENGL 3916 E Core Seminar Group 1 program, with department’s permission. E, 2137 E and 2167 E. Students may not retain (Medieval and Renaissance) Note: Students must apply at the end of credit for both THEA 1005 E and THEA 1115 This core seminar will focus on a specific 3rd year to take ENGL 4695 E in 4th year. E. (LEC 3, EXP) (6 cr) topic of study in Medieval and Renaissance (TUT) (6 cr) literature. Prerequisite: ENGL 1005 E, ENGL 1205 E or ENGL 1705 E. (3 cr) ENGL 4686 E Honours Seminar I Each seminar will be devoted to a special ENGL 3926 E Core Seminar Group 2 topic to be proposed by the professor and (18th and 19th centuries) approved by the department. In all cases This core seminar will focus on a specific the topics must lie within the professor’s topic of study in 18th and 19th century field of specialization.Prerequisite: At least literature. Prerequisite: ENGL 1005 E, 24 credits in English courses or permission ENGL 1205 E or ENGL 1705 E. (3 cr) of the department. (SEM 3) (3 cr)

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THEA 2015 E Modern European Theatre THEA 2357 E Canadian Theatre THEA 3417 E Screenwriting Practicum Course content discusses theatre practice This course is a study of Canadian Theatre This course involves intensive practical from approximately 1850 to the present. Plays from its origins until the present day. work on approved projects. Prerequisite: used in the course for practical exercises Selected productions of each period will Permission of the department. Methods of will be selected exclusively from continental be studied. Particular emphasis will be delivery may vary. (EXP 3) (3 cr) European dramatists, whose works will be put on developments in the last twenty- read in translation. Students will participate five years. Prerequisite: ENGL 1005 E, THEA 3517 E Theatre Practicum: in scene studies illustrative of innovative ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 Performance techniques required by modern dramatists, credits) This course involves intensive practical work directors, or theatres. Prerequisite: THEA as an actor in a major role in a production 1115 E and one of the following: ENGL THEA 3115 E Acting II approved by the Chair of the Department. 1005 E, ENGL 1025 E, ENGL 1705 E. (LEC 3, This course is a continuation of THEA 2115 Prerequisite: Permission of the department. EXP 1) (6 cr) E. In addition to a continuation in speech, Methods of delivery may vary. (EXP 3) (cr 3) improvisation and character study, this THEA 2115 E Acting I course will explore the demands and THEA 3617 E Theatre Practicum: Primarily an introduction to acting, this skills of theatrical style, from Shakespeare Production course will include exercises in speech, and Restoration comedy to Commedia This course involves intensive improvisation, scene and character study, improvisation and Epic theatre. The focus of practical work as a stage manager in a and audition techniques. The basic principles the second term will be a directed workshop production approved by the Chair of the of acting explored are based on the works performance. Prerequisite: THEA 2115 E. Department. Prerequisite: ENGL 1005 E, of Constantin Stanislavski and Robert (LEC 3) (6 cr) ENGL 1205 E or ENGL 1705 E or permission Cohen. The focus of the second term will of the department. Methods of delivery may be a directed workshop performance. THEA 3167 E Basic Scenic Design vary. (EXP 3) (cr 3) Prerequisite: THEA 1115 E or permission of An introduction to the principles of good the department. (LEC 3, EXP 3) (6 cr) design for the stage. Although the course will deal primarily with theatre, some attention THEA 2137 E Theatre Movement will be paid to television. Students may not This course has two basic functions; first, retain credit for both of THEA 3117 E and 3167 4-ENGLISH, F ILM & to develop an awareness of the body as an E. Prerequisite: THEA 1115 E or permission of THEATRE organ of expression, and, second, to study the department. (LEC 3, EXP) (3 cr) the stage relationship of actors in the context of a given scene. (Formerly THEA 2106 E.) THEA 3187 E Directing in the Theatre (LEC 2, EXP 2) (3 cr) This course is an introduction to the principles of directing; script analysis, THEA 2167 E Introduction to Stagecraft picturization and blocking, with an This course will introduce the student to emphasis on the dramatization of the theatre technology and stage management, script’s sub-text. A variety of in-class including scene construction, lighting, exercises are tested in a major performance sound and participation in crew work for project. Prerequisite: THEA 2115 E or program productions. Prerequisite: THEA permission of the department and one of the 1115 E and one of the following: ENGL 1005 following: ENGL 1005 E, ENGL 1025 E, ENGL E, ENGL 1025 E, ENGL 1705 E. (LEC 3, EXP 3) 1705 E. (LEC 3, EXP 3) (3 cr) (3 cr) THEA 3245 E Theatre History II THEA 2245 E Theatre History I An in-depth study of the performance This course is an in-depth study of the and production dramaturgy of modern performance and production dramaturgy theatre, form the Romantic period to post- of ancient, medieval, Renaissance and modernism. Emphasis is placed on the neoclassic theatre. Emphasis will be placed multiplicity and the mixtures of staging on the development of staging conventions conventions within the contexts of shifting within the context of contemporary political and economic ideologies and the ideologies, visual arts and music. Students influences of the visual arts and music. may not retain credit for both THEA 2245 E Prerequisite: THEA 1115 E and one of the and either SD 251 or SD 252. Prerequisite: following: ENGL 1005 E, ENGL 1025 E, ENGL THEA 1115 E and one of the following: 1705 E. (LEC 3) (6 cr) ENGL 1005 E, ENGL 1025 E, ENGL 1705 E. (LEC 3) (6 cr) THEA 3346 E Theories of Drama This course is a study of the theories of theatrical presentation and writing. Critical theories from the Greeks to the present will be studied. Prerequisite: ENGL 1005 E, ENGL 1205 E or ENGL 1705 E. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 81 Chapter 4 FINANCE & ECONOMICS Department of Business and Economics FACULTY BACHELOR OF ARTS - ECONOMICS Fourth Year PROFESSOR(S) (GENERAL PROGRAM) • ECON 4006/4007 E R. K. Kadiyala, B.Sc. (Andhra), M.S. • 12 credits in ECON 3400 or 4000 series (Purdue), Ph.D. (Western Ontario) SINGLE CONCENTRATION • 6 credits in ECON, upper year. • 6 elective credits ASSOCIATE PROFESSOR(S) First Year D. V. Galotta, B.Comm. (Hons), M.B.A. • ECON 1006/1007 E COMBINED SPECIALIZATION (Queen’s), C.M.A.; • 24 additional credits, of which 6 must Please refer to the general regulations P. Matthews, B.Sc., B.Sc. (McGill), M.B.A. be from Group I (Humanities) and 6 pertaining to combined specializations. A (Concordia) from Group III (Science) combined specialization in the four-year B.A. program requires 42 credits in each of two ASSISTANT PROFESSOR(S) Second and Third Years disciplines. The Economics requirements for C. Denomme, B.B.A. (Hons) (Laurentian- • ECON 2106/2107 E, 3106/3107 E. the combined specialization are: Algoma), M.B.A. (Windsor); • 18 additional credits in Economics First Year • 30 elective credits • ECON 1006 E/1007 E ADJUNCT PROFESSOR(S) C. B. Willson, B.A. (Toronto), LL.B. COMBINED CONCENTRATION Second and Third Years (Western Ontario), LL.M. (London School of Please refer to the general regulations • ECON 2106/2107 E, 2127 E, 2146 E, Economics and Political Science) pertaining to combined concentration and 3106/3107 E, STAT 2606 E. programs. A combined concentration in • 9 credits in ECON, upper year. SESSIONAL FACULTY the three-year B.A. Program requires 30 R. Beggs, B.Sc. (Lakehead), M.B.A. (York); credits in each of two disciplines. The Fourth Year E. M. Bumbacco, B.B.A. (Notre Dame); Economics requirements for the combined • 6 credits in ECON 3400 or 4000 series M. Brant, B.B.A. (Laurentian - Algoma), concentration are: C.M.A., C.G.A.; NOTE: F. Carlyle, Dip. Marketing & Sales First Year 1. ECON 2106/3106 E is equivalent to Management (UBC), B.A. (Simon Fraser); • ECON 1006/1007 E ECON 2005 E at Laurentian. D. McKenney, B.Sc. (Texas A&M), M.Sc. 2. ECON 2107/3107 E is equivalent to (Guelph), Ph.D. (Australian National); Second Year ECON 2015 E at Laurentian. L. Little, B.A. (Hons) (Windsor), M.B.A. • ECON 2106/2107 E 3. Students transferring into the (LSSU); • 6 additional credits in Economics Specialized ECON program from the J. W. Mitchell, B.Math (Waterloo), C.M.A.; B.B.A or B.COM may count ADMN 2606 P. Perrier, M.B.A. (Lake Superior State); Third Year E or COMM 2605 E as meeting the N. Robinson, B.Comm (Carleton), Inter’N • ECON 3106/3107 E requirements for ECON 2126 E, but M.B.A. (Ottawa); • 6 additional credits in Economics ECON 2127 E will be required. 4- F INANCE & ECONOMICS A. Rossi, B.A. (Wilfred Laurier), C.A.; L. Silvano, B.B.A. (Laurentian - Algoma), BACHELOR OF ARTS - ECONOMICS CHARTERED ACCOUNTANCY C.A.; (SPECIALIZED PROGRAM) The following courses are recognized by the J. Stefanizzi, B.Comm. (Hons) (Carleton), NOTE: Although the program is not Institute of Chartered Accountants of Ontario C.A.; formally approved for Algoma U, students as meeting their requirements: G. Trevisan, B.A. (Laurentian - Algoma), C.A. who successfully complete the required ECON 1006/1007 E in Economics courses, while following the B.A. (General) ECON 3065 E in Finance PROFESSOR EMERITUS program for three years, may transfer J. S. You, B.A., M.A. (Seoul), Ph.D. to Laurentian University to complete the BACHELOR OF BUSINESS (S.U.N.Y.) degree. ADMINISTRATION SPECIALIZATION IN ECONOMICS DEGREE REQUIREMENTS Single Specialization The Bachelor of Business Administration Please refer to the general regulations First Year program offers a B.B.A. with an Economics pertaining to academic programs. • Same as general degree program Specialization. This specialization is designed Course offerings may not enable students to complement the compulsory business to complete the Economics program on a Second Year courses while providing students with the full-time basis. Students considering this • ECON 2106/2107 E, 2127 E, and 2136 E, opportunity to develop a strong foundation in program should consult the faculty advisor to and 2146 E, STAT 2606 E the area of Economics. Students are allowed confirm plans to complete the degree. • 15 elective credits to customize their electives over the four years of the B.B.A. program from the broad range Third Year of Economics courses available, subject to • ECON 3106 E, 3107 E, ECON 3466 and program guidelines. Students will receive 3476 E formal recognition of the specialization on • 6 credits in ECON, upper year. their transcripts at graduation. • 9 elective credits NOTE: See B.B.A. Specializations and course requirements for more information. ALGOMA UNIVERSITY www.algomau.ca 82 Chapter 4

BACHELOR OF ARTS FINANCE & Second Year Prerequisites: Unless otherwise noted, ECONOMICS • ECON 2106/2107 E, STAT 2606 E, ECON registration in courses beyond the first (SPECIALIZED PROGRAM) 2127 E (or ADMN 2607 E), ADMN 2306 E, year level normally requires the completion DEGREE REQUIREMENTS ADMN 3116/3117 E of a university level course in Economics, This program is designed to equip students • 9 elective credits or permission of the department. with a broad-based understanding of the issues and problems in the world of finance Third Year/Fourth Year ECON 1006 E Introduction to and economics. The program achieves a • 36 credits from the lists below, with Microeconomics careful balance between Arts and Business at least 6 credits each from groups Topics include: demand; supply; pricing; courses with a special focus on finance and A,B,C competitive firm; profit maximization; economics while meeting the requirements • 24 elective credits monopoly; oligopoly; international trade; of a B.A. degree and maintaining the depth and income distribution. (LEC 3) (3 cr) and breadth of the program contents. Group A ADMN 4227 E: Investment Management ECON 1007 E Introduction to The program prepares students for ADMN 4737 E: Personal Financial Macroeconomics employment in such fields as banking, Management Topics include: national income; inflation; securities, financial planning, investment ADMN 4747 E: Corporate Finance unemployment; taxation; exchange rates; analysis and management, economic and ADMN 4816 E: Personal Taxation money and banking; monetary policy; and financial forecasting and other related fields. ADMN 4896 E: Current Topics in fiscal policy.(LEC 3) (3 cr) The program requires a completion of 78 Administration I credits in the area of finance and economics ADMN 4926 E: Portfolio Management ECON 2026 E Introduction to Urban and 42 elective credits. At least 30 of 42 ECON 3077 E: Management of Financial Economics elective credits must be from Humanities Institutions Economics of urban areas: growth and and Social Sciences. ECON 3447 E: International Finance structure of urban areas; urban environment, unemployment, education and welfare

To graduate with a B.A.F.E. a student must: Group B programs, local taxation. (LEC 3) (3 cr) 4 - F INANCE & ECONOMICS 1. Satisfy all stated requirements for the ECON 3016 E: Public Finance I degree. ECON 3017 E: Public Finance II ECON 2027 E Introduction to Regional 2. Complete 120 credits in no more than ECON 3076 E: Money and Financial Economics 162 credit attempts with a minimum Markets Economics of Regions: regional structure, overall average of 60 percent on all ECON 3106 E: Microeconomics II trade, activities and growth; economics of passed courses (only courses taken at ECON 3107 E: Macroeconomics II location and land use; public policy. (LEC Algoma University/Laurentian University ECON 3446 E: International Trade 3) (3 cr) are to be included in the calculation of ADMN 4076 E: International Business averages). Management ECON 2036 E Economics of Multi-National 3. Achieve at least 60 percent average (70 Corporations percent for Honours) on all required Group C The growth of multi-national business, (non-elective) courses; ECON 2065 E: Intro. to Economic theories of foreign direct investment; 4. Complete at least 6 credits from each Development operation of multi-national enterprises; Group I: Humanities and Group III: ECON 2085 E: Canadian Economic parent-subsidiary relationship; multi-national Sciences. Problems and Policy corporations and the nation-state; multi- 5. No more than 42 first-level credits may ADMN 3106 E: Management national corporations and the Canadian be counted toward the degree. Accounting I economy. (LEC 3) (3 cr) 6. Students are also advised to refer to ADMN 3126 E: Marketing Concepts general regulations pertaining to ADMN 3136 E: Intro. to Organizational ECON 2056 E Economics of Natural academic programs. Behaviour Resources ADMN 4856 E: Management Information Application of economic theory to the BACHELOR OF ARTS Systems development, production and exhaustion of (SPECIALIZED PROGRAM) natural resources (energy, fishery, timber, ECONOMICS COURSE mineral, etc.); resource management, First Year DESCRIPTIONS substitution and conservation; contemporary • ECON 1006/1007 E, ADMN 1016/1017 E, Course offerings will not guarantee that Canadian resource problems. (LEC 3) (3 cr) ADMN 1126/1127 E, COSC 1702 E the Economics program will be available • 3 additional credits in Group III on a full-time basis. Students considering ECON 2057 E Environmental Economics (Science) this program should consult their academic and Policies • 6 additional credits in Group I advisor to confirm plans to complete the This course examines the application of (Humanities) degree. economic analysis to air, water and soil use; the costs and benefits of pollution control; pollution policy in practice and current regulatory policies. (LEC 3) (3 cr)

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ECON 2065 E Introduction to Economic ECON 2146 E The Use, Interpretation ECON 3106 E Microeconomics II Development and Collection of Economic Statistics This course deals with more advanced Perspective on developed and under- Methods of visual presentation of data. treatment in microeconomic theory, but developed countries; factors leading to Practical problems with price indices, the the treatment is still at the intermediate and inhibiting development in third world C.P.I., sources and limitations of national level. It includes: theories of imperfectly countries; internal and external factors in the income accounts; values and limitation competitive markets and the markets for development process. (LEC 3) (6 cr) of questionnaires; problems of random factors of production; general equilibrium sampling. (LEC 3) (3 cr) and welfare economics; an introduction to ECON 2085 E Canadian Economic theory of intertemporal choices. Students Problems and Policy ECON 3016 E Public Finance I may not retain credit for both ECON 2005 E An application of economic theory to Public revenues and expenditures; theory of and ECON 3106 E. Prerequisite: ECON 2106 Canadian problems: public ownership and social goods; growth in public expenditure; E. (LEC 3) (3 cr) control of business in Canada; financial economic analysis of individual taxes. institutions; patterns of income distribution Prerequisite: ECON 2106 E or permission of ECON 3107 E Macroeconomics II and equalization measures; social security; the department. (LEC 3) (3 cr) The social problems of inflation, unem- regional economic development; foreign ployment and aggregate economic trade relations and other current economic ECON 3017 E Public Finance II fluctuation are analysed more rigorously problems. (LEC 3) (6 cr) Fiscal policy; public debt; fiscal federalism (than Macroeconomics I – ECON 2107 E) and other contemporary issues. Prerequisite: in the context of a trading economy; the ECON 2106 E Microeconomics I ECON 3016 E. (LEC 3) (3 cr) determination of the balance of payments, This course deals with an intermediate the exchange rate and the role of government treatment of the basic tools of economic ECON 3025 E Economic Development of fiscal and monetary policies form a part of analysis and resource allocation. Coverage Canada the core of this course. Students may not of topics includes: theories of the behaviour A historical examination of the key variables retain credit for more than one of ECON 2015 of consumers and firms, the theory of in the economic growth of Canada; natural E, 3005 E and 3107 E. Prerequisite: ECON 2107 competitive markets and monopoly. Students resources, population, capital; approaches E. (LEC 3) (3 cr) may not retain credit for both ECON 2005 E to Canadian economic development. (LEC and ECON 2106 E. (LEC 3) (3 cr) 3) (6 cr) ECON 3446 E International Trade Balance of payments; commodity exchange, ECON 2107 E Macroeconomics I ECON 3065 E Economics of Finance trade and production, commercial policy, This is a course in intermediate macro- Corporate financial theory and financial economic integration, adjustment process, economic theory. It focuses on the decision-making; methods of financing; and factor movements. Students cannot processes that determine the level of present value and opportunity cost concepts; retain credit for ECON 3445 E and ECON 3446 national income (GNP), the unemployment theory of interest; the calculation of yield on E. Prerequisite: ECON 2106 E. Co-requisite: rate, interest rates and the rate of inflation debt and equity instruments; the efficient ECON 3106 E or consent of the department.

4- F INANCE & ECONOMICS within the closed economy model, and market hypothesis; money markets and (LEC 3) (3 cr) analyses the role of government stabilization financial institutions; the evolution of the policies aimed at alleviating the social Canadian financial system and its national ECON 3447 E International Finance problems of inflation and unemployment. and international aspects. Students may International monetary and financial systems, Students may not retain credit for more than not retain credit for more than one of ADMN exchange rate regimes, international finan- one of ECON 2015 E, ECON 3005 E and ECON 3116/3117 E, COMM 3205 E or ECON 3065 E. cial markets, eurocurrency and eurobonds 2107 E. (LEC 3) (3 cr) (LEC 3) (6 cr) markets, international equity markets, and financing economic development.Students ECON 2127 E Introduction to the ECON 3076 E Money and Financial Markets cannot retain credit for ECON 3445 E and Mathematical Treatment of Economics This course examines development and ECON 3447 E. Prerequisite: ECON 2106 E; This course examines functions and their theory of financial institutions, money and Co-requisite: ECON 3106 E or consent of the diagrammatic representation, elements of capital markets. financial instruments, term department. (LEC 3) (3 cr) analytical geometry, differential calculus structure of interest rates, money supply including functions of two or more variables, process, demand for money and monetary STAT 2606 E Business Statistics integrals, linear programming graphical policy. Students cannot retain credit for ECON Statistics and probability, statistical solutions, matrices. The emphasis is on the 3075 E and ECON 3076 E. (LEC 3) (3 cr) measures of central tendency and dispersion, applications of these concepts to economics. graphical and numerical measures, random Students may not retain credit for both ECON ECON 3077 E Management of Financial variables and probability distributions, 2127 E and ADMN 2607 E. (LEC 3) (3 cr) Institutions binomial, Poisson, and normal distributions. This course examines development of The central limit theorem, point estimation, financial institutions, theory and manage- confidence levels, test of hypothesis, ment of banking and non-banking financial correlation. This course replaces ADMN institutions. The course also examines 2606 E , ECON 2126 E. (LEC 3) (3 cr) evolution, theory and management of inter- national monetary and financial institutions. Students cannot retain credit for ECON 3075 E and ECON 3077 E. (LEC 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 84 Chapter 4 FINE ARTS STUDIES Department of English, Fine Art Studies and Music FACULTY ADMISSION REQUIREMENTS: B.F.A. (Visual Arts)—120 credits ASSISTANT PROFESSOR & Admittance to this program is by portfolio Year 1 COORDINATOR OF THE VISUAL review/interview. The portfolio should include • VISA 1005 ARTS PROGRAM examples of the applicant’s work in any • VISA 1025 E* (Visual Fundamentals) T. O’Flanagan, B.F.A., M.F.A., visual media. While actual works are • VISA 1506 E* (Drawing I) (Saskatchewan) preferable, photographic documentation • VISA 1005 E* (An Introduction to the is also acceptable. The applicant should Visual Arts) ASSISTANT PROFESSOR(S) include a brief description of their back- • VISA 2706 E* (Drawing II) N. Boyle, B.F.A. (Concordia), M.F.A., ground and expectations in relations to • 6 credits from Group II (Social (Alberta) the study of art in a university context. Sciences) These will be in addition to standard • 6 credits from Group III (Sciences) ADJUNCT PROFESSOR(S) university admissions policies. Students M. Burtch, B.A. (Queen’s); are require to maintain a 70% average for Year 2 M. Ceolin, B.F.A. (OCAD), M.F.A. (Windsor); degree progression. Students who are not • 12 credits from the VISA Studio J.C. Elvy, B.A.A. (Ryerson), B.Ed., M.Ed. successful in their initial application to Approved Course List (Queen’s); the B.F.A. (Visual Art ) program have the • 6 credits in VISA Art History/Theory C. Husemann, M.A. (Bonn) option of applying directly to the B.A. in • 12 elective credits Fine Art Studies program and reapplying FACULTY for admission to the B.F.A. (Visual Art and Year 3 N. Carter, B.A. (Hons) (Queen’s), London Culture) upon successful completion of • 12 credits from the VISA Studio Film School (Eng.); their first year in the B.A. (FAST) program. Approved Course List R. Donaghue, Graphic Design Diploma • 6 credits in VISA Art History/Theory (Sheridan); GRADUATION REQUIREMENTS • 12 elective credits T. Hill, R.G.D., Graphic Design Diploma 1. Satisfy the stated requirements for the (Sheridan); degree. Year 4 F. Salituri, B.A. (Laurentian - Algoma U), 2. Complete 120 credits in no more than • FINA 4005 E Graphic Design Diploma (SCAAT); 162 credits attempts with a minimum • 12 credits from the VISA Studio 4- F INE ARTS STUDIES H. Webkamigad, B.A. (Laurentian), B.Ed overall average of 60% on all passed Approved Course List 3000 or 4000 (Nipissing), M.A. (Michigan State) courses (only courses completed series, with at least 6 credits 4000 series at Algoma University/Laurentian • 12 elective credits SESSIONAL FACULTY AND University are to be included in the VISITING ARTISTS calculation of averages). Of the 36 elective credits required for J.C. Elvy, B.A.A. (Ryerson), B.Ed., M.Ed. 3. Complete all courses designated by the the degree, students must complete a (Queens); department as having a minimum grade minimum of 24 credits from non-VISA J. Ortiz, B.F.A. (NSCAD), B.Ed. (Windsor); requirement with the specified grade courses. M.Stevens, D.M.A. (Illinois); after no more than two attempts in any Y. Wiegers, B.F.A. (Hons) (Guelph), M.F.A. of the designated courses. Students can complete no more than 42 (Calgary) 4. Complete the specialization credits at the first year level. requirements with a minimum overall DEGREE REQUIREMENTS average of 70% on a minimum of * A minimum grade of 60% is required. Please refer to the general regulations 60 credits in the subject of the pertaining to academic programs. specialization (this weighted average must include all required courses in the BACHELOR OF FINE ARTS – specialization). HONOURS Academic Requirements (*Number of Description of Program/Special Focus credits necessary) The Bachelor of Fine Arts in Visual Arts is Summary of Degree Requirements, by designed to teach contemporary studio course credit*: practices, while exposing students to the • Group A: Studio – 48 credits breadth of visual art and culture. Students • Group B: Art History and/or Theory enrolled in the B.F.A. in Visual Arts will focus – 18 credits on art fundamentals, painting, drawing and • FINA 4005 E printmaking studio practices, together with • 6 credits of Group II (Social Sciences) studies in traditional and contemporary art • 6 credits of Group III (Sciences) history and theory courses. Students will • 36 elective credits be required to create a final portfolio and participate in a graduate exhibition in their *Maximum of 42 credits at the 1000 level senior year of study.

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BACHELOR OF ARTS – FINE ARTS GROUP A: VISA Studio Approved GROUP A: STUDIO ART (GENERAL PROGRAM) Course List DEGREE REQUIREMENTS VISA 2056 E Photography I VISA 1025 E Visual Fundamentals Please refer to the general regulations VISA 2156 E Photography II This course introduces students to the pertaining to academic programs. VISA 2206 E Sculpture I basic elements and organizing principles VISA 2207 E Sculpture II of visual art. Working in both two and Graduation Requirements for the three- VISA 2556 E Painting I three-dimensional formats, students will year general Bachelor of Arts in Fine Arts VISA 2586 E Printmaking Introduction develop skill and understanding in handling 1. Satisfy all stated requirements for the VISA 2706 E Drawing II the visual elements of line, shape, volume, degree. VISA 2746 E Painting II value, texture, and colour, as they solve 2. Complete 90 credits in no more than 132 VISA 2686 E Printmaking – Intaglio I problems related to the basic principles of credits attempts with a minimum overall VISA 2687 E Printmaking design (such as unity, gestalt, emphasis, average of 60% on all passed courses – Lithography I scale, balance and rhythm). Students may (only courses completed at Algoma VISA 3006 E Photography III not retain credit for VISA 1025 E and any University/Laurentian University are VISA 3026 E Special Topics in Studio I two of the following: VISA 1516 E and VISA to be included in the calculation of VISA 3027 E Special Topics in Studio II 2716 E and VISA 1526 E. (EXP 4) (6 cr) averages). VISA 3516 E Drawing III 3. Complete the concentration VISA 3536 E Painting III VISA 1506 E Drawing I requirements with a minimum overall VISA 3687 E Printmaking Students will explore the visual language of average of 60% (this weighted average – Lithography II drawing in this introductory course. Working must include the required courses in VISA 3686 E Printmaking – Intaglio II primarily from observation, students will the concentration) VISA 3026 E Special Topics in Studio I develop perceptual and interpretive skills 4. Complete the courses designated by the VISA 3027 E Special Topics in Studio II through an exploration of the basic formal department as having a minimum grade VISA 4026 E Advanced Studio I elements of line, shape, texture and tone. requirement with the specified grade VISA 4027 E Advanced Studio II (EXP 4) (3 cr) after no more than two attempts in any VISA 4716 E Drawing IV of the designated courses. VISA 4717 E Drawing V VISA 2056 E Photography I VISA 4536 E Painting IV An introductory course in photography. BACHELOR OF ARTS – FINE ARTS VISA 4537 E Painting V This course is designed to offer students (GENERAL PROGRAM) VISA 4686 E Printmaking IV a technical and practical knowledge of Year 1 – Individual Direction photographic processes and present various • VISA 1005 E* VISA 4687 E Printmaking V applications for the medium. A workshop • VISA 1025 E* – Individual Direction format will include lectures, practical • VISA 1506 E* VISA 4696 E Printmaking – Intaglio III demonstrations, and critical discussions.

4- F INE ARTS STUDIES • VISA 2706 E* VISA 4697 E Printmaking Students should be prepared to attend a 3 • 6 credits Group II (Social Sciences) – Lithography III hour lab per week in addition to regularly • 6 credits Group III (Sciences) scheduled class time. Previously offered at GROUP B: Art History/Theory Approved SCAAT as PHO 105. Students may not retain Year 2 & 3 Course List credit for both VISA 2056 E and PHO 105. • 24 credits from VISA studio approved ENGL 2166 E Children’s Illustrated Prerequisite: VISA 1025 E and VISA 1506 E. course list Books (EXP 4) (3 cr) • 6 credits from VISA art history/theory ENGL 2167 E Understanding Comics course list HIST 3826 E Medieval Art History VISA 2156 E Photography II • 30 elective credits HIST 3836 E Aspects of Renaissance This course will familiarize students with Art fine arts applications of black and white, * Maximum of 42 credits at the first year NAAC 2006 E Native Art History colour, and digital photography. A workshop level. PHIL 2245 E Philosophy of Art and format will include lectures, practical Literature demonstrations, and critical discussion. * Of the 30 elective credits required for that VISA 2005 E Modern Art Students should be prepared to attend a 3 degree, students can complete a maximum VISA 3005 E Art of Canada hour lab per week in addition to regularly of 12 credits of VISA courses. VISA 2026 E Introduction to North scheduled class time. Previously offered American Native Art at SCAAT as PHO 115. Students may not * A minimum grade of 60% is required. VISA 2027 E Ojibwe Art and Culture retain credit for both VISA 2156 E and PHO VISA 3906 E Special Topics in Art 115. Prerequisite: VISA 2056 E or PHO 105. History I (EXP 4) (3 cr) VISA 3907 E Special Topics in Art History II

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VISA 2206 E Sculpture I VISA 2687 E Printmaking: Lithography I VISA 3027 E Special Topics in Studio II In this project based introduction, students This course builds on the skills and A course in Visual Arts involving the will explore the principles, concepts knowledge introduced in Introduction treatment of a selection of advanced and techniques of sculpture as a three to Printmaking, with an emphasis on the topics. Prerequisite: VISA 1025 E, 1506 E or dimensional art form. Various techniques materials, processes, and creative potential permission of the instructor. (LEC 3) (3 cr) and approaches to media will be employed, of lithographic printmaking. Students will as determined by the instructor. Student learn safe studio practices and gain VISA 3516 E Drawing III should expect to sample a variety of tech- experience in a variety of techniques and Students will continue to develop formal and nical approaches ranging from traditional processes, as they begin applying this conceptual aspects of their drawing, while modeling to contemporary methods of knowledge to the development of their own applying more critical analysis of their work. fabrication. Prerequisites: VISA 1025 E and work. Prerequisite: VISA 2686 E. (EXP 4) Course is structured to allow for a gradual VISA 1506 E. (SEM/LAB 3) (3 cr) (3 cr) progression towards self-directed work as students develop individual approaches to VISA 2207 E Sculpture II VISA 2706 E Drawing II drawing as a form of creative expression. This course provides a continuation of Building on skills and knowledge developed Prerequisite: VISA 2706 E. (EXP 4) (3 cr) work begun in Sculpture I, with emphasis in Drawing I, this course will further on an increasingly personal and expressive develop your understanding of and ability VISA 3536 E Painting III use of media. Prerequisite: VISA 2206 E or to use drawing as a form of creative Emphasis will be placed upon the equivalent. (SEM/LAB 3) (3 cr) expression. Formal and conceptual issues development of individual style using will be dealt with as you explore various painting media of one’s choice. Students VISA 2556 E Painting I means of representation primarily based will be expected to complete a body of This course will serve as an introduction to on observation. A variety of subject matter work of personal relevance and stylistic the materials and methodologies of painting. will be addressed, with an emphasis on invention. Previously offered at SCAAT as During the semester, students will explore the human form. Prerequisite: VISA 1506 E. FA 253. Students may not retain credit for a number of fundamental techniques as (EXP 4) (3 cr) both VISA 3536 E and FA 253. Prerequisite: related to the use of watercolours, gouache, VISA 2746 E or FA 174. (EXP 4) (3 cr)

acrylics and water-soluble oils. Students VISA 2746 E Painting II 4- F INE ARTS STUDIES will work in studio and independently on a A continuation of VISA 2556 E. Students VISA 3686 E Printmaking: Intaglio II number of exercises designed to facilitate will be encouraged to explore a variety of A continuation of Intaglio I, this course in-depth exploration of painting media, tools, painting media and styles both in and out continues an exploration of the principles grounds, form and use of colour. Previously of the studio. Use of colour, value, form and technical applications of Intaglio offered at SCAAT as FA 155 and offered at and the development of a personal visual printmaking, with an emphasis on colour. LSSU as AT 111. Students many not retain language will also be examined. Previously Students will develop their understanding credit for more than one of VISA 2556 E, FA offered at SCAAT as FA 174. Students may of the materials and processes and apply 155 and AT 111. Prerequisite: VISA 1506 E not retain credit for both VISA 2746 E and this knowledge to the development of their and VISA 1025 E. (EXP 4) (3 cr) FA 174. Prerequisite: VISA 2556 E or FA 155. own creative work. Prerequisite: VISA 2686 (EXP 4) (3 cr) E. (EXP 4) (3 cr) VISA 2586 E Introduction to Printmaking This course will introduce students to the VISA 3006 E Photography III VISA 3687 E Printmaking: Lithography II basic principles and historical development Continued exploration of photography as a This course continues an exploration of of printmaking as an art form. A variety of fine arts medium. Students will be encour- the principles and technical applications of techniques and processes will be explored aged to create a body of work reflecting the Lithographic printmaking, with an emphasis including relief, intaglio and planographic development of one’s personal style and a on colour. Students will develop know- methods of producing fine art prints. keen understanding of dark room and digital ledge of the materials and processes and Prerequisite: VISA 1025 E. (EXP 4) (3 cr) techniques. Students should be prepared to apply this knowledge to the development of attend a 3 hour lab per week in addition to their own work. Prerequisite: VISA 2687 E. VISA 2686 E Printmaking: Intaglio I regularly scheduled class time. Previously (EXP 4) (3 cr) This course builds on the skills and offered at SCAAT as PHO 3006 and PHO knowledge introduced in Introduction 200. Prerequisite: VISA 2156 E or PHO 115 or VISA 3906 E Special Topics in Art History I to Printmaking, with an emphasis on the permission of the instructor. (EXP 4) (3 cr) A course in Art History involving the materials, processes, and creative potential treatment of a selection of advanced topics. of Intaglio printmaking. Students will learn VISA 3026 E Special Topics in Studio I Prerequisite: VISA 1005 E or permission of safe studio practices and gain experience A course in Visual Arts involving the treat- the department. (LEC 3) (3 cr) in a variety of techniques and processes ment of a selection of advanced topics. (such as etching, aquatint and drypoint). Prerequisite: VISA 1025 E, 1506 E or permis- VISA 3907 Special Topics in Art History II Prerequisite: VISA 2586 E. (EXP 4) (3 cr). sion of the instructor. (LEC 3) (3 cr) A course in Art History involving the treatment of a selection of advanced topics. Prerequisite: VISA 1005 E or permission of the department. (LEC 3) (3 cr)

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FINA 4005 E Senior Exhibit VISA 4537 E Painting V VISA 4716 E Drawing IV In this fourth year exhibit course, students A second specialized, directed studies In this senior level course, students will will use the course as a means of maturing course in advanced painting concepts. The apply the knowledge and experience gained all aspects of their studio work. Students class will function in a workshop/seminar in previous drawing courses, and explore will also prepare for such professional context and students should expect a great new possibilities in the development of practices as an end of term exhibition, deal of freedom in terms of developing and individual directions for their own work. the researching and writing of an artists’ refining a personal approach to their work. Group discussions and critiques will deve- statement and an oral defense of their Prerequisite: VISA 4536 E. (EXP 4) (3 cr) lop students’ ability to articulate formal, work. The course will include all FINA technical and conceptual concerns relative students in bi-monthly sessions under the VISA 4686 E Printmaking IV: to their work, and to discuss issues in their guidance of a faculty facilitator. Students Individual Direction work relative to contemporary art practice will also select an outside advisor/mentor to In this senior level course, students will in general, and to drawing in particular. provide insight into their work. Prerequisite: apply their knowledge and experience Prerequisite: VISA 3516 E. (EXP 4) (3 cr) Admission to year four of the B.F.A. program of a variety of printmaking processes to and approval of a FINA proposal. In addition the development of an individual body of VISA 4717 E Drawing V to an overall average of 70%, students must work. Group discussions and critiques will This senior level course provides students achieve a final grade of at least 70% in this develop student’s ability to articulate formal the opportunity to expand on conceptual, course to graduate with honours standing. and conceptual concerns relative to their technical and formal aspects of drawing (EXP 4) (6 cr) work. Prerequisite: VISA 3696 E or 4697 E. from previous courses, and to explore (EXP 4) (3 cr) new possibilities within the context of VISA 4026 E Advanced Studio I (or directly extending from) the visual This senior level course provides VISA 4687 E Printmaking V: Individual language of drawing. Emphasis will be students the opportunity to deepen the Direction placed on the development of individual conceptual, formal and technical aspects In this senior level course, students will ideas and expression, leading to the deve- of their work within a group studio/seminar apply their knowledge and experience lopment of a personal and unique body of format. Students will work on self-directed of a variety of printmaking processes to work. Students will develop confidence in studio projects that will further develop the development of an individual body of presenting their work and discussing it in their knowledge and abilities within a work. Group discussions and critiques terms of its relationship to contemporary specific medium, while deepening their will develop students’ ability to articulate art practice in general, and to drawing in understanding of their own studio practice formal and conceptual concerns relative particular. Prerequisite: VISA 4716 E. (EXP within a broad cultural context. Prerequisite: to their work. Prerequisite: VISA 4696 E or 4) (3 cr) Restricted to 4th year students of the 4697 E. (EXP 4) (3 cr) specialized program or permission of the instructor. (EXP) (3 cr) VISA 4696 E Printmaking: Intaglio III GROUP B: ART HISTORY/THEORY

4- F INE ARTS STUDIES In this course students will utilize the VISA 4027 E Advanced Studio II experience and knowledge developed in VISA 1005 E History of the Visual Arts This senior level course provides students Intaglio II to develop a body of work that – A Survey the opportunity to deepen the conceptual, explores their own thematic concerns. This course introduces students to the formal and technical aspects of their work Emphasis will be on creative develop- history and development of the visual arts within a group studio/seminar format. ment as students begin to move into more through a survey of art and architecture from Students will work on self-directed studio self-directed artwork with guidance and prehistory to the present day. Emphasis will projects that will further develop their know- technical support provided by the instructor. be placed on understanding the concepts ledge and abilities within a specific medium, Prerequisite: VISA 3686 E. (EXP 4) (3 cr). and theories that have influenced major while deepening their understanding of their movements and developments of visual art own studio practice within a broad cultural VISA 4697 E Printmaking: Lithography III in the Western world. (LEC 3) (6 cr) context. Prerequisite: Restricted to 4th year In this course students will utilize the students of the specialized program or experience and knowledge developed in VISA 2005 E Modern Art permission of the instructor. (EXP) (3 cr) Lithography II to develop a body of work A survey of the major styles, movements and that explores their own thematic concerns. theories of the art of the past one hundred VISA 4536 E Painting IV Emphasis will be on creative development years. This course will be an introduction A specialized, directed studies course in as students begin to move into more to the recent past in art, focusing on the advanced painting concepts. The class will self-directed artwork with guidance and development of ‘modern art’ from Europe to function in a workshop/seminar context technical support provided by the instructor. North America. Prerequisite: VISA 1005 E or and students should expect a great deal Prerequisite: VISA 3687 E. (EXP 4) (3 cr). permission of the instructor. (LEC 3) (6 cr) of freedom in terms of developing and refining a personal approach to their work. Prerequisite: VISA 2746 E. (EXP 4) (3 cr).

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VISA 2026 E Introduction to North ENGL 2166 E Children’s Illustrated Books American Native Art This course will provide a historical study This course consists of lectures to con- of illustrated children’s texts from the centrate on a descriptive survey of the eighteenth to the twentieth centuries. (SEM major forms of visual expression, such 3) (3 cr) as architecture, sculpture and painting. Seminars are devoted to an in-depth ENGL 2167 E Understanding Comics exploration of special topics. Prerequisite: This course will focus on the history of VISA 1005 E or permission of the instructor. cartooning and comic books. The focus will (LEC/SEM 3) (3 cr) be primarily North American, though some excursions into the realm of European VISA 2027 E Ojibwe Art and Culture comics (eg. French bandes-dessinées) and This course provides a specific focus on the Japanese Manga may take place. (SEM 3) cultural heritage of Ojibwe peoples living (3 cr) in Michigan and Ontario with respect to contemporary Native artists such as Norval NAAC 2006 E Native Art History Morisseau, Carl Beam, Alanis Obomsawin, A survey of traditional Canadian Native Joanne Cardinal, Douglas Cardinal, Robert Arts of historical and contemporary periods Houle, Zoey Wood-Solomon and Peter including an overview of major geographic Migwans. Prerequisite: VISA 1005 E or and culture regions as follows: Arctic, permission of the instructor. (LEC 3) (3 cr) Sub-Arctic, Eastern Woodland, Woodland- Prairie Transitional, Northern Plains, Plateau VISA 3005 E The Art of Canada and West Coast. Emphasis is placed on the A detailed study of the development of the origins and diffusion of regional styles, visual arts in Canada. Close consideration artists resources and preparation of raw will be given to both the intellectual and materials, decoration and function of form technical matters which have informed the and the cultural context that gave rise to 4- F INE ARTS STUDIES growth of Canadian art. The emphasis will these art forms. (SEM 3) (3 cr) be on the history of Canadian painting, but sculpture, graphics, architecture and the PHIL 2245 E Philosophy of Art and art of native peoples will also be studied. Literature Prerequisite: VISA 1005 E or permission of How are we to distinguish between art the instructor. (LEC 3) (6 cr) and non-art? It is held by some that works of art and literature neither require nor VISA 3906 E Special Topics in Art History I are capable of explanation: their sense A course in Art History involving the treat- is shown in the works themselves. Yet ment of a selection of advanced topics. critical interpretations and theories of art Prerequisite: VISA 1005 E or permission of proliferate. The focus of the course will the department (LEC 3) (3 cr) be on the possibility that the meaning of a work depends on, perhaps is even co- VISA 3907 E Special Topics in created by, our looking, reading, listening, Art History II etc., in appropriate ways. Classical and A course in Art History involving the treat- contemporary theories of art will be ment of a selection of advanced topics. explored, in a wide range of philosophical Prerequisite: VISA 1005 E or permission of traditions. (LEC 3) (6 cr) the department (LEC 3) (3 cr)

HIST 3826 E Medieval Art History An analysis of developments and styles in art during the middle ages, with emphasis on Europe. (May be taken for credit as a 2000-level course.) (LEC 2, TUT 1) (3 cr)

HIST 3836 E Aspects of Renaissance Culture The art of the renaissance studied in relation to the intellectual and social background of the era. (May be taken for credit as a 2000- level course.) (LEC 2, TUT 1) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 89 Chapter 4 GEOGRAPHY & GEOLOGY FACULTY BACHELOR OF ARTS COMBINED SPECIALIZATION ASSOCIATE PROFESSOR(S) (GENERAL PROGRAM) Please refer to the general regulations W. Osei, B.A. (Hons) (Ghana), M.A. SINGLE CONCENTRATION pertaining to combined specializations. A (Carleton), Ph.D. (Western Ontario) combined specialization in the four-year First Year B.A. program requires 42 credits in each of ASSISTANT PROFESSOR(S) • GEOG 1026/1027 E two disciplines. N. Cameron, B.Sc. (Hons) (Queen’s), M.A., • 24 additional credits, of which 6 must The Geography requirements for the Ph.D. (Ottawa) be from Group I (Humanities) and 6 from combined specialization are: Group III (Science) LECTURER(S) First Year A. Boyonoski, B.Sc. (McMaster), M.Sc. Second and Third Years • GEOG 1026/1027 E (Guelph) • 12 credits in Techniques/Systematic courses Second and Third Years PROFESSOR(S) EMERITUS • 12 credits in Regional courses • 6 credits in Techniques courses R. G. Ewing, M.A. (Hons), Ph.D. (Edinburgh); • 6 credits in Geography 2000 or 3000 • 12 credits in Systematic courses J. K. McLarty, B.A., M.A., M.Eng. (Western series • 6 credits in Regional courses Ontario), Ph.D. (Michigan State) • 30 credits electives Fourth Year SESSIONAL FACULTY COMBINED CONCENTRATION • 12 credits from the GEOG 4000 series R.A. McMillan, B.A. (Carelton), PGDip-GIS Please refer to the general regulations (SCAAT) pertaining to combined concentration NOTES: programs. A combined concentration in 1. See “Introductory Statistics Course DEGREE REQUIREMENTS the three-year B.A. program requires 30 Equivalence”. Please refer to the general regulations credits in each of two disciplines. The 2. For the B.A. (Honours) specialization in pertaining to academic programs. Students Geography requirements for the combined Geography, minimum of 18 credits must intending to specialize in Geography should concentration are: be in the GEOG 4000 series. consult the department before selecting 3. For the B.A. (Honours) combined courses. First Year specialization, a minimum of 12 credits Courses in Geography are grouped according • GEOG 1026/1027 E must be in the GEOG 3000 series. to the following categories: Second and Third Years GEOLOGY Techniques courses: • 12 credits in Techniques/Systematic Geology courses are available as science • GEOG 2016 E to 2027 E; 3036 E to 3047 E courses electives or as part of the Bachelor of • 12 credits in Regional courses Science (Liberal). Systematic courses:

4-GEOGRAPHY & GEOLOGY • GEOG 2105 E to 2217 E; 3106 E to 3317 E BACHELOR OF ARTS GEOGRAPHY (SPECIALIZED PROGRAM) COURSE DESCRIPTIONS Regional courses: NOTE: Although the program is not Prerequisites: Except as otherwise noted, • GEOG 2405 E to 2707 E; 3495 E to 3837 E currently approved for Algoma U, students courses beyond the first year level normally who complete up to three years of the require completion of a university level Fourth year courses: specialized program, while enrolled as course in Geography. • GEOG 4056 E to 4995 E three-year students, may transfer to Laurentian University to complete the GEOG 1026 E Introduction to Physical In order to take a 4000 series course, students degree. Geography have either to be majoring in Geography or A geographical investigation of the natural Earth Science, and have taken at least 12 SINGLE SPECIALIZATION environment and its links with humankind. credits in the 2000-3000 series. An introduction to environmental concepts First Year and spatial systems. Development of skills GEOG 3996 E and GEOG 3997 E may be credited • Same as general degree program to describe and interpret environmental to one of the groups above according to the data. Lectures and practical assignments. content of the course in any given session. Second and Third Years (LEC/LAB 3) (3 cr) However, students must request such • 12 credits in Techniques courses inclusion by petitioning the Committee on • 12 credits in Systematic courses GEOG 1027 E Introduction to Human Academic Regulations and Awards. • 12 credits in Regional courses Geography • 24 elective credits A geographical appreciation of the various elements of the human landscape. The Fourth Year evolution of regional urban contrasts, related • 24 credits in the GEOG 3000 and 4000 planning strategies, and spatial inequities. series Lectures and practical assignments. • 6 elective credits (LEC/LAB 3) (3 cr)

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GEOG 2016 E Introduction to Cartography GEOG 2106 E Geomorphology I GEOG 2406 E Geography of Canada: The course provides an introduction to the The primary goal of this course is to Regional Analysis concepts, terminology and technologies provide the student with a fundamental This course will investigate the various involved in computer-assisted digital understanding of what geomorphology regions of this vast and diverse country. mapping. Basic concepts for understanding means, the tools used by geomorphologists Emphasis will be placed on their environment, geographic information and mapping are in understanding landform genesis and what people, places, historical development, social emphasized. This course will include both impact understanding geomorphology has on and political processes, and settlement lectures and laboratory work. (LEC 3) (3 cr) the general population in terms of resource patterns. (LEC 3) (3 cr) exploration and environmental management. GEOG 2017 E Applied Cartography and These concepts are woven into the following GEOG 2407 E Geography of Canada: Introduction to GIS topic areas: landscape form and structure; Economic Structure The course emphasizes the application earth building and formation of rocks; This course provides a spatial analysis of of cartographic principles introduced in gradation, weathering and mass movement; economic activities in Canada. Focus will GEOG 2016 E. Issues unique to map creation and fluvial and karst environments.Students be directed to studying the sectors that and design using specialized information may not retain credit for both GEOG 2106 E are prevalent in the various regions of databases, such as Geographic Information and GEOG 2105 E. (LEC 3) (3 cr) Canada and how they are responding to the Systems, are explored. Emphasis is placed on world economic challenge. An assessment the integration of mapping and the analyses GEOG 2107 E Geomorphology II will follow to explain the presence of the of geographic phenomena. Lectures and The course builds on the goals introduced in economic activity and its significance to practical assignments. (LEC 3) (3 cr) Geomorphology I. Four additional topic areas the regional and national economy. (LEC are covered: eolian environments; glaciated 3) (3 cr) GEOG 2026 E Introduction to Quantitative landscapes; periglacial environments; and Methods the global ocean and coastal/shoreline GEOG 2506 E The American Landscapes This course provides an introduction environments. Prerequisite: GEOG 2106 E or The course covers the natural physical to some basic statistical concepts and consent of the instructor. Students may not landscapes of the United States, and the

techniques that are common to all disciplines retain credit for both GEOG 2107 E and GEOG evolution of American settlement. Lectures 4-GEOGRAPHY & GEOLOGY in the Social Sciences. These include: data 2105 E. (LEC 3) (3 cr) and practical work. (LEC 3) (3 cr) collection and description, formulation and testing of hypotheses, time series analysis, GEOG 2206 E Population Geography GEOG 2507 E United States Spatial and simple linear regression and correlation A study of demographic characteristics, the Dynamics methods. The majority of examples will focus socio-professional structure of the labour The course covers the historical geography on applications in geography. Particular force and the essential differences between of the United States within the context emphasis is placed upon computer-based rural and urban populations. (LEC 3) (3 cr) of its political, economic, and cultural analysis including the use of SPSS and an development. Lectures and practical work. introduction to computer mapping. Students GEOG 2207 E Migrations and Spatial (LEC 3) (3 cr) may not retain credit for both 2026 E and any Diffusion other introductory statistics course (see An examination of the major phases of GEOG 2606 E World Regional Geography program requirements). (LEC/LAB 3) (3 cr) international migration and the impact of This course presents an introduction to the these population movements at various geographic region: its creation, its evolution, GEOG 2027 E Quantitative Methods in levels. The course also involves a study of its functional structures. The course involves Geography rural exodus and the process of urbanization. a comparative study of the different types This course considers applications of (LEC 3) (3 cr) of regions in relation to environmental quantitative methods in the various sub- characteristics, resource use, population fields of geography. It is an extension of GEOG 2216 E Cultural Geography dynamics and human activities. Students GEOG 2026 E but focuses on multivariate An examination of the development and may not retain credit for both GEOG 2606 E analysis, including: multiple regression, present territorial organization of human and GEOG 2605 E. (LEC 3) (3 cr) principal components analysis, societies, with particular reference to value numerical classification, and discriminant systems, technologies, ideologies, and GEOG 2617 E The Geography of the analysis. A selected number of non- acculturation processes. (LEC 3) (3 cr) Asian-Pacific Rim statistical, quantitative models will also A comparative study of major characteristics be described. Geography Department GEOG 2217 E Social Geography and problems of Asian-Pacific countries, with computer programs (as well as SPSS) The study of the spatial implications of social an emphasis on China and Japan. Analysis will be employed throughout the course. processes. Special emphasis is given to the of cultural and historical processes, of Prerequisite: GEOG 2026 E or an equivalent roles of public policy and social planning contemporary spatial, human and economic introductory Social Science quantitative in the allocation of social resources. (LEC patterns as well as of new relationships methods course (see program require- 3) (3 cr) existing between these countries. Students ments). (LEC/LAB 3) (3 cr) may not retain credit for both GEOG 2617 E and GEOG 2607 E. (LEC 3) (3 cr)

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GEOG 2706 E A Geography of the Soviet GEOG 3107 E Applied Climatology GEOG 3237 E A Political Geography of Union A study of the relationship between climate Canada An examination of the human geography and human activity. Some of the areas to Investigates the spatial aspects and of the Soviet Union, with emphasis on the be covered will be climatic classification, implications of political systems in more recent changes in its spatial patterns. bio-climatology, solar energy, climate and Canada. While emphasis of the study is on A number of ‘Economic Regional Complexes’ agriculture, urban heat islands, climatic understanding the processes of internal such as the “Black Soil Region” will be modification and change.(LEC 3) (3 cr) integration, interactions between Canada examined. (LEC 3) (3 cr) and other states are also considered. (LEC GEOG 3115 E Biogeography 3) (3 cr) GEOG 3037 E Remote Sensing of the This course will cover the study of dynamic Environment responses of plant and animal distributions GEOG 3316 E The Spatial Organization of An interdisciplinary approach to remote to physical factors such as climate and soils Economic Activity sensing of the environment. Emphasis to human environmental factors. Emphasis The study of factors influencing the spatial is placed on applications to geographic will be placed on conservation studies. distribution of economic activities. Special research and applied studies in related (LEC/LAB/EXP 3) (6 cr) attention is given to industrial location, disiplines. Imagery interpretation involves patterns of international trade, and resource the analysis of the spatial data collected by GEOG 3206 E Geographic Perspectives on use and conservation. (LEC 3) (3 cr) sensors on-board aircraft and spacecraft. Urban Systems Students become familiar not only with This course deals with the urbanization GEOG 3317 E Contemporary Issues in conventional photographic imagery but process and the aggregate characteristics of Economic Geography also infrared scanner data, SLAR, and cities and their roles in the spatial organization A study of the impact of economic strategies various microwave systems. (Lectures and of regions and national territories. Special on the distribution of economic activities. practical work.) Prerequisite GEOG 3036 E or treatment is given to the evolution of the Emphasis is placed on the role of various permission from the department. (3cr) North American urban system and related institutions, state and private, which policy issues. (LEC 3) (3 cr) influence economic development. (LEC 3) GEOG 3046 E History and Methodology of (3 cr) Geography GEOG 3207 E The Internal Structure of the This course involves a study of the historical City GEOG 3496 E Geography of Northern and theoretical development of geography The course analyzes the internal structure Canada: Social and Political Perspectives as a field of knowledge from ancient times of the city from a land use perspective. This course provides an analysis of the social to the modern period. Emphasis is placed on Theories of land use and spatial behaviour and political geography of the Canadian the methods of geographical research, forms are stressed which provide the student with North. Investigated are the people who of explanation, the development of ideas an insight into the principles and processes inhabit the region, their interrelations, and and the transmission of knowledge across that account for differentiation and change relevant contemporary issues. (LEC 3) (3 linguistic divisions. (LEC 3) (3 cr) within the city. Urban issues linked to land cr)

4-GEOGRAPHY & GEOLOGY use conflicts are also discussed. (LEC 3) GEOG 3047 E Theory and Practice of (3 cr) GEOG 3497 E Geography of Northern Geography Canada: Developmental Issues Geography is a broad and rapidly evolving GEOG 3216 E Political Geography of the Development in Northern regions is field. Consequently there exist many State hampered by a harsh climate, heterogeneous approaches towards its study. This course Spatial aspects of political power will be cultures, peripheral location, and fragile will investigate this diversity in approaches studied, with emphasis given to the internal environment. This course will examine in studying geographic philosophies and the relationships of a state. Theoretical models these factors and assess how Canada has implications of their application for research of political spatial interaction will be tested responded to these constraints. Examples methodology and research. (LEC 3) (3 cr) in case studies of particular areas. (LEC 3) will also be drawn from other Nordic (3 cr) countries. (LEC 3) (3 cr) GEOG 3106 E Climatology This course is designed to acquaint the GEOG 3217 E Political Geography of GEOG 3505 E Canadian Shield student with the dynamics of the earth’s International Relations A systematic study of the Canadian Shield, atmospheric system and its regional Geographical aspects of relations between involving an analysis of its physical setting expression. Consideration will be given to states. Topics studied will include territorial in relation to past and present patterns of both the physical properties and processes claims, resource and commercial conflicts, human occupance. Significant attention of the atmosphere as well as the distribution and colonial or neo-colonial spatial impacts. will be paid to proposals for economic and of weather and climate at micro- and macro- Several global views, including geopolitical social development of the region and to scales. (LEC 3) (3 cr) strategies, will be considered. (LEC 3) (3 cr) the maintenance of its ecological balance. (LEC 3) (6 cr)

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GEOG 3606 E The European Union GEOG 3997 E Special Topics in GEOL 1021 E Understanding the Earth: The Presentation of European institutions and Geography II Planet and its Internal Processes their development since 1958. It includes a This course will provide advanced coverage This course provides an introduction to study of the principal geographic regions and of particular topics in Geography or of topics geology for students without a background analysis of the evolution of the demographic not normally included in other courses, with in science. Topics include: the origin of centres of gravity. Emphasis will be placed accompanying practical work. Specific the solar system and the Earth; the growth upon the diversity of socio-cultural “spaces” content will vary from year to year depending and movement of continents; the origin of within the European Union. (LEC 3) (3 cr) on which faculty member teaches the the ocean basins and sea floor spreading; course. Prerequisite: Permission of the processes that lead to the deformation of GEOG 3607 E The Economic Activities of department. (LEC/SEM 3) (3 cr) the Earth’s crust; mountain building and the European Union earthquakes; internal processes; igneous Studies are made at the regional and activity, magnetism, and gravity; geologic national levels regarding active population, GEOLOGY COURSE DESCRIPTIONS time and the techniques in relative and employment structures and standards absolute dating of rocks. This is not a credit of living. Analysis of the strengths and GEOL 1006 E Introductory Geology I for geology majors and cannot be taken for weaknesses of various sectors of European This course covers the origin of the solar credit concurrently with or subsequent to industry, and of the relative significance of system and the Earth, focusing on the internal GEOL 1006 E. (LEC 3) (3 cr) the E.U. within the global economy. (LEC structure of the planet and its significance 3) (3 cr) for the changing character of the Earth’s GEOL 1022 E Understanding the Earth: The surface, including the distribution and origin Earth’s Crust: Rocks and Minerals GEOG 3826 E Mexico and Latin America: of earthquakes, the generation of magma This course deals with the rock cycle and A Systematic Approach and volcanic activity, continental growth, the minerals of the crust. Topics include: Following an introduction to the social and mountain building and the development identification of minerals using their economic factors of development in the of oceans. Other specific topics include: physical and chemical properties; origin and Western World, the course focuses on the geomagnetism, isostacy, meteorite impact identification of the three rock types: igneous,

major hindrances and stimuli to development structures, radiometric dating, seismology, sedimentary and metamorphic; weathering 4-GEOGRAPHY & GEOLOGY encountered in Mexico and Latin America. and a review of the structure and materials and erosion of rocks at the Earth’s surface. Emphasis will be placed on economic and of the other planets in the solar system. The This is not a credit for geology majors urban disparities. (LEC 3) (3 cr) major groups of rocks are reviewed, together and cannot be taken concurrently with or with ways in which their field occurance subsequent to GEOL 1007 E. (LEC 3) (3 cr) GEOG 3837 E The Developing Countries: can be used to determine geological events Selected Regions and history. A field trip across the Sudbury Introduction to the physical and human Basin introduces students to interpreting aspects of selected regions; special emphasis rocks in the field. Laboratory sessions will be given to regional demographic cover topographic maps, geological maps and economic problems, and to related and cross-sections, relative age dating, processes. In-depth analysis applied to earthquakes and tectonic movement. (LEC sample regions. (LEC 3) (3 cr) 3, LAB 3) (3 cr)

GEOG 3996 E Special Topics in GEOL 1007 E Introductory Geology II Geography I This course covers the identification and This course will provide advanced coverage classification of minerals and sedementary, of particular topics in Geography or of topics igneous and metamorphic rocks, and not normally included in other courses, with especially processes involved in their accompanying practical work. Specific formation, as well as the concentration of content will vary from year to year depending minerals in deposits of economic importance. on which faculty member teaches the Other topics include weathering and erosion; course. Prerequisite: Permission of the major events in the geological history of the department. (LEC/SEM 3) (3 cr) Earth, including the origin of life, glaciation, and climate change; the nature and value of the fossil record; the fossil fuels; coal, petroleum, and gas; and ground water as a resource. Laboratory sessions cover the identification of rocks and minerals and an introduction to the use of the microscope in examining thin sections of rocks. Prerequisite: 3 credits in one of GEOL, CHMI, BIOL, or PHYS, or an OAC science. (LEC 3, LAB 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 93 Chapter 4 HISTORY Department of History and Philosophy FACULTY First Year HONOURS DIPLOMA PROFESSOR(S) • 6 credits from among HIST 1106/1107 E, Admission to the Honours Diploma W. Newbigging, B.A. (McMaster), Cert. 1206/1207 E, 1406 E, 1407 E Program will require the successful traduction (Paris), M.A. (McMaster), Ph.D. completion of a general 3-year degree in (Toronto); Second and Third Years History with at least a 70% average in all R. Rutherdale, B.Ed. (New Brunswick), • Two of HIST 2006 E, 2016 E, 3006 E and History courses required for the degree. M.A. (McMaster), Ph.D (York) 3926 E An overall average of 70% or greater is • 6 credits in HIST, 2000 series required to obtain the Honours Diploma. ASSISTANT PROFESSOR(S) • 6 credits in HIST, 3000 series Please contact the Office of the Registrar W. Johnston, B.A, M.A. (Sask), Ph.D. • 6 additional credits in HIST, 2000 and/ for more information. (Cambridge) or 3000 series HISTORY PROFESSOR(S) EMERITUS BACHELOR OF ARTS - HISTORY COURSE DESCRIPTIONS J. R. Abbott, B.A. (Hons), M.A., Ph.D. (SPECIALIZED PROGRAM) Prerequisites: Unless otherwise noted, (Toronto); SINGLE SPECIALIZATION registration in courses beyond the first L. Bannerman, B.A. (Hons), M.A. (British year level normally require completion of Columbia), M.A., Ph.D. (Toronto), Cert. First Year an introductory university level course in School of Chinese Studies (Toronto); • 6 credits from among HIST 1106/1107 E, History or permission of the department. I. W. Brown, B.A., M.A., (McGill), Ph.D. 1206/1207 E, 1406/1407 E (Lehigh); • 24 additional credits of which 6 must be HIST 1106 E Introduction to the Twentieth F. R. Guth, B.A. (Hons), M.A., L.Ph. (Ottawa), from Group I (Humanities) and 6 from Century Ph.D. (Toronto); Group III (Science) Designed to provide a general understanding J. J. Rajnovich, B.A. (Hons), M.A. (Toronto), of the forces and events that have shaped B.Sc. (Lake Superior State), M.Sc. Second Year modern society, this course examines the (McMaster), Ph.D. (Western Ontario) • 6 credits from HIST 2006 E, 2016 E, historical context of selected issues, such 3006 E and 3926 E as industrialization, urbanization, intellectual DEGREE REQUIREMENTS • 6 credits in HIST, 2000 series currents, militarism, mass communications, Please refer to the general regulations • 6 credits in HIST, 3000 series the emergence of the non-Western world, pertaining to academic programs. • 12 elective credits and ideologies such as nationalism, Nazism, socialism, and communism. (LEC 2, TUT 1) BACHELOR OF ARTS - HISTORY Third and Fourth Years (3 cr) (GENERAL PROGRAM) • 24 credits in HIST, upper-year

4-HISTORY 4-HISTORY SINGLE CONCENTRATION • HIST 4055 E HIST 1107 E Contemporary Issues in • 12 credits in HIST, 4000 series (6 credits- Historical Perspective First Year North American, 6 credits-European) Designed to provide a general understanding • 6 credits from among HIST 1106/1107 E, • 18 elective credits of modern society, this course examines 1206/1207 E, 1406/1407 E selected contemporary issues in their • 24 additional credits of which 6 must be historical context such as war, revolution and from Group I (Humanities) and 6 from COMBINED SPECIALIZATION social change, the civil rights movements, the Group III (Science) Please refer to the general regulations impact of mass communications, changes in pertaining to combined specializations. A such institutions as religion and the family, Second and Third Years combined specialization in the four-year B.A. Islam in the modern world, the decline of • Two of HIST 2006 E, 2016 E, 3006 E and program requires 42 credits in each of two Europe, the changing role of women, student 3926 E disciplines. The History requirements for the protest, Asian resurgence, Washington- • 6 credits in HIST, 2000 series combined specialization are: Moscow polarity, and the energy crisis. (LEC • 6 credits in HIST, 3000 series 2, TUT 1) (3 cr) • 12 additional credits in HIST, 2000 and/ First Year or 3000 series • 6 credits from among HIST 1106/1107 E, HIST 1206 E Western Civilization: • 30 elective credits 1206/1207 E, 1406/1407 E Renaissance to the French Revolution An examination of Western society from COMBINED CONCENTRATION Second Year the end of the Middle Ages to the French Please refer to the general regulations • Two of HIST 2006 E, 2016 E, 3006 E, and Revolution, with special emphasis on pertaining to combined concentration 3926 E those developments that transformed the programs. A combined concentration in • 6 credits in HIST 2000 series medieval world into its modern form. (LEC the three-year B.A. Program requires 30 • 6 credits in HIST 3000 series 2, TUT 1) (3 cr) credits in each of two disciplines. The History requirements for the combined Third and Fourth Years HIST 1207 E Western Civilization: French concentration are: • 6 credits in HIST, 2000/3000 series Revolution to the Present • 12 credits from the 4000 series An examination of significant themes and (6 credits- North American, 6 credits- events in the history of Western society European) since the French Revolution. (LEC 2, TUT 1) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 94 Chapter 4

HIST 1406 E Canadian History: HIST 2107 E Later Medieval History, 1300 HIST 2256 E History of Revolutions Pre-Confederation to 1600 An historical survey of revolutions in America This course will examine the historical This course will cover the calamitous and Europe before 1900. The birth of a developments in Canada from the first fourteenth century, the proximate roots of revolutionary tradition. (LEC 2, TUT 1) (3 cr) settlements to Confederation. (LEC 2, TUT the Protestant Reformation in Europe, the 1) (3 cr) reformation, its aftermath and the response HIST 2266 E Revolution in the Twentieth of the Roman Catholic Church known as Century HIST 1407 E Canadian History: the Counter Reformation. Students may not An historical examination of the phenomenon Post-Confederation retain credits for both HIST 2107 E and HIST of revolution in Western Europe, Russia, This course will examine the political, 2105 E. (LEC 3) (3 cr) China, and the Third World. The growth and economic and social developments in practice of a tradition in the contemporary Canada from Confederation to the present. HIST 2155 E Early Modern Europe world. (LEC 2, TUT 1) (3 cr) (LEC 2, TUT 1) (3 cr) A study of Europe during the transitional era from medieval to modern times, with special HIST 2276 E Intellectual History to 1850 HIST 2006 E Approaches to European emphasis on the decline of the Middle An historical examination of men and ideas History Ages, the Renaissance, the Reformation, in Europe and America, from Copernicus to A lecture-seminar course designed for absolutism, and the expansion of Europe. Hegel. Students may not retain credit for history majors and others with an interest (LEC 3) (6 cr) more than one of HIST 2276 E, PHIL 2276 E in European historical developments and PHIL 2325 E. (LEC 2, TUT 1) (3 cr) and historical literature. This course will HIST 2206 E Europe in the Early concentrate on varieties of interpretation, Modern Era HIST 2286 E Intellectual History of the concepts, structures and research A survey of modern Europe’s transformation Modern World Since 1850 techniques. (LEC 2, TUT1) (3 cr) from a traditional culture into an industrial An historical examination of the men society with special attention to the new and ideas which have influenced the HIST 2016 E The Age of the Renaissance social, economic, political and cultural contemporary world, from Marx, Darwin, and A lecture-tutorial course designed primarily experiences of the late eighteenth and early Comte to the age of popular culture. Students for History majors. While the course will nineteenth centuries. (LEC 2, TUT 1) (3 cr) may not retain credit for more than one of examine the historical transition from the HIST 2286 E, PHIL 2286 E and PHIL 2325 E. medieval to the modern era, its primary HIST 2207 E Europe in the Late (LEC 2, TUT 1) (3 cr) 4–H istory objective is to introduce students to the Modern Era concepts and interpretations used by A study of the changing nature of European HIST 2306 E The Twentieth Century Europe historians in the study of history. (LEC 2, life, economy, politics and popular culture to World War II TUT 1) (3 cr) in the expanding and developing industrial This course will examine the first half society of the mid-nineteenth and twentieth of twentieth century European history, HIST 2056 E History of Ancient Civilization centuries. Students may not retain credit for concentrating on the forces that produced to the Greeks both HIST 2207 E and HIST 2296 E. two world wars, several revolutions, social A study of ancient civilizations from ancient upheaval and economic transformation. Egypt to Hellenistic Greece. (LEC 2, TUT HIST 2216 E History of Women and the Students may not retain credit for both HIST 1) (3 cr) Family in the Pre-Industrial Era 2306 E and 2305 E. (LEC 2, TUT 1) (3 cr) An overview of women’s history and family HIST 2057 E History of Ancient Greek and history in their economic, social, cultural HIST 2307 E European History Since Roman Civilizations and political contexts. Special attention is WW II A study of ancient civilizations from given to ideas about women’s role inside This course will examine the new Europe Hellenistic Greece to the fall of the Roman and outside the family and how this relates that emerged from World War II. Central to Empire. (LEC 2, TUT 1) (3 cr) to the realities of women’s experience. this course will be an analysis of the new (LEC 3) (3 cr) power structures that reshaped the political, HIST 2106 E Early Medieval European economic, and social landscapes. Students History, 600 to 1300 HIST 2217 E History of Women and the may not retain credit for both HIST 2307 E This course will cover European History Women’s Movement in the Modern Era and 2305 E. (LEC 2, TUT 1) (3 cr) from the last vestiges of the Roman Empire An examination of the changing concepts to the high Middle ages of the 13th century. of women’s rights and roles in the HIST 2406 E Early Modern British History Students may not retain credit for both HIST domestic and public spheres with special This course will examine the social, religious, 2106 E and HIST 2105 E. (LEC 3) (3 cr) attention to the rise of the suffrage economic, and political changes in British life movements and the economic, social and beginning in the later Middle Ages. Topics for political foundations of modern feminism. consideration include the Reformation, (LEC 3) (3 cr) colonization, war, royal authority and changes in the social structure. (LEC 2, TUT HIST 2245 E History of Science and 1) (3 cr) Technology A study of the rise of Science in relation to the development of Western society. (LEC 3) (6 cr) www.algomau.ca ALGOMA UNIVERSITY 95 Chapter 4

HIST 2407 E Modern British History HIST 2791 E The Soviet Union: HIST 3056 E History of Urban North This course studies the continuing A study of the USSR, its people, its politics America transformation of British culture, society and its interaction with the rest of the world A comparative study of the city and urban and politics up to the present. Areas in the Twentieth Century. (LEC 3) (3 cr) life in Canada and the United States from for discussion include industrialization, the seventeenth century to the present. (LEC urbanization, political and social reform, HIST 2816 E Nationalism 2, TUT 1) (3 cr) internal conflict, war and empire. (LEC 2, An historical survey of the different TUT 1) (3 cr) concepts of nationalism, the social sources HIST 3066 E Cities in Canada: of some nationalistic movements and An Historical Perspective HIST 2415 E British Empire and the governmental or class utilization of A historical examination of a variety of Commonwealth nationalism. (LEC 3) (3 cr) communities in Canada from the earliest The first British Empire, the period of the villages to modern cities with an emphasis American Revolution and the second HIST 2826 E Socialism on the changing patterns of settlement, British Empire. The growth of colonial An historical survey of the origins, ideas, interdependence and quality of life style. self-government and the concept of social sources of socialism as well as the Local and regional history projects may be Commonwealth. (LEC 3) (6 cr) parties and governments espousing and included. (LEC 2, TUT 1) (3 cr) practising this ideal. (LEC 3) ( 3 cr) HIST 2506 E France, from the Renaissance HIST 3085 E Native and European Fur to the French Revolution HIST 2836 E Communism, 1914 to the Trades in the Central and Upper Great A survey examination of France from the Present Lakes Region, 1600-1821 Renaissance to the Revolution. (LEC 2, TUT An historical examination of the Communist An examination of the development and 1) (3 cr) movement, from the origins of the Third effects of the fur trade among Natives and International and the creation of the Soviet non-Natives, with special reference to HIST 2507 E France, from the French State in Russia to the founding and the fate the central and upper Great Lakes region. Revolution to the Present of national parties. (LEC 3) (3 cr) Topics include the demographic and socio- A survey examination of France from the cultural impact of the fur trade on Native Revolution to the Present. (LEC 2, TUT 1) HIST 2846 E Fascism populations; the motivations and roles of (3 cr) An examination of the common and different Native people in the trade; the political and aspects of fascism including ideas, social economic forces behind the development of HIST 2606 E Germany in the 19th Century sources, government systems, leaders, the European’s fur trade; the effects of fur This course will cover the history of Germany elites, economies and the resistance to trade competition on Europeans and Natives; from the Congress of Vienna in 1815 after the fascism. (LEC 3) (3 cr) on the emergence and history of the Great

4–H istory final defeat of Napolean to the outbreak of Lakes Metis population in connection with the First World War in 1914. Students may not HIST 3006 E Approaches to Canadian the fur trade. (LEC 3) (6 cr) retain credit for both HIST 2606 E and HIST History 2605 E. (LEC 3) (3 cr) A lecture-seminar course designed HIST 3116 E Aboriginal Communities in for history majors and others with an Canada to 1763. HIST 2607 E Germany in the 20th Century interest in Canadian historical writing and This course is an examination of aspects of This course will cover the modern history research. Emphasis will be on the variety the history of Canada’s Native Peoples from of Germany from the First World War 1914 of interpretations, structures, concepts and their origins to the early nineteenth century. -1918 and its impact on Germany politically research techniques. (LEC 2, TUT 1) (3 cr) Topics for discussion include: cultural and socially to the end of the 20th century. adaptations; lifeways of the Algonquians Students may not retain credit for both HIST HIST 3016 E History of Latin America and Iroquoians patterns of exchange; 2607 E and HIST 2605 E. (LEC 3) (3 cr) A study of Latin America from the colonial contact with the Europeans; missionaries period to the present. (LEC 2, TUT 1) (3 cr) and Huronia; Michilimackinac and the HIST 2705 E History of Russia development of the fur trade; the Great A survey of social, political and economic HIST 3017 E Latin America: Hemispheric Peace of Montreal; the North and the H.B.C.; developments in Russia with emphasis on Relations, late 19th Century to Present women in fur trade society; the wars of the the pre-Soviet period. (LEC 3) (6 cr) This course is intended to provide eighteenth century; European expansion in historical, multilateral & interdisciplinary the west; the War of 1812; the ethnogenesis HIST 2706 E History of Russia before the perspectives in examining the econonmic, of the Métis; and the peoples of the west revolution geographic and cultural dynamics of Inter- coast. Prerequisite: An introductory course A study of the economic, political, social and American relations that have emerged in history or permission of the instructor. cultural developments in Tsarist and Imperial out of the colonial practices. Through a (LEC 3) (3 cr) Russia up to 1917. Students who have taken series of lectures and discussion activities, History 2705 E may not take History 2706 E foundational themes pertaining to the for credit.) (LEC 3) (3 cr) Latin American development process and practices from the early colonial period to the challenges and hemispheric interactions in contemporary times will be explored. (LEC 3) (3 cr)

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HIST 3117 E Anishinaabe Communities in HIST 3216 E The First Nations in Canada HIST 3536 E Special Topics in Twentieth Canada, 1793-Present. in Historical Perspective Century U.S. History This course willl introduce students to the An examination of the First Nations of This course will examine such topics as race history of the Anishinaabe Peoples from Canada and their interaction first with relations, the political system, ideological 1821 to the present. Topics include historical Europeans and later with Canadian developments, economic problems, Red geography of the region, the fur trade in the governments and society. (3 cr) scares, and the world leadership role of the nineteenth century; metissage; the arrival United States in the twentieth century. (LEC in Ontario of Anishinaabe peoples from the HIST 3226 E The Entrepreneur and 2, TUT 1) (3 cr) United States; the rekindling of the Three Canadian Business History Fires Confederacy; the Treaty process; the A study of the role of entrepreneurs and HIST 3705 E Asia in the Twentieth Century Residential Schools; reaction to rebellion; their enterprises in Canadian society, An examination of the political, social, and the First and Sceond World Wars; the White from the origins to the twentieth century; economic developments in Asian countries Paper; and Regeneration. This is a 3-credit relations between government and the during the mid-nineteenth and twentieth course designed to compliment HIST 3116. world of business; the great businessmen; centuries. The course will discuss in some Students will participate in seminars and the juridicial evolution of “companies”.(LEC depth the problems of modernization, attend lectures. Prerequisite: HIST 3116 E. 2, TUT 1) (3 cr) response to the impact of the West and the (LEC 3) (3 cr) emergence of nationalism and communism. HIST 3256 E History of Ontario: (LEC 2, TUT 1) (6 cr) HIST 3126 E A History of French Canada Selected Topics A survey of the history of French Canadians An examination of the development of HIST 3726 E Modern China with special emphasis upon French minorities Ontario, with emphasis on settlement An account of Chinese history during outside of Quebec. (LEC 2, TUT 1) (3 cr) patterns, economic expansion, and the the nineteenth and twentieth centuries, growth of the provincial political system. and discussion of its political, social and HIST 3196 E Canada in the Twentieth (LEC 2, TUT 1) (3 cr) economic development. (LEC 2, TUT 1) Century: Selected Problems (3 cr) An examination of the main trends in the HIST 3266 E The Canadian West development of Canada since 1896 through A survey of Western Canadian history HIST 3746 E The Third World: the study of such topics as the conscription from the establishment of the Hudson’s Its Historical Development crisis, Canada’s international position, Bay Company to the present. (LEC 2, TUT An examination of the historical background 4-HISTORY regionalism, and the political system. (LEC 1) (3 cr) to and the emergence of the non-Western 2, TUT 1) (3 cr) nations of the twentieth century, with HIST 3276 E History of Northern Ontario emphasis on Asia and Africa. (LEC 2, TUT HIST 3206 E Social History of Canada This survey of Northern Ontario will 1) (3 cr) before World War I begin with the first inhabitants and trace This course will examine the numerous development from the fur trade to the modern HIST 3826 E Medieval Art History strands that make up the Canadian social era. (LEC 2, TUT 1) (3 cr) An analysis of developments and styles in fabric up to World War I. Included will be art during the middle ages, with emphasis on a study of the structure of the society, the HIST 3306 E History of Women in Canada Europe. May be taken for credit as a 2000- institutions, and the responses to both An overview of women’s experience in level course. (LEC 2, TUT 1) (3 cr) industrialization and urbanization. Students Canada up to contemporary times. Emphasis may not retain credit for both HIST 3206 E upon the social, economic and political HIST 3836 E Aspects of Renaissance and 3205 E. (LEC 2, TUT 1) (3 cr) changes made in women’s private and public Culture roles, responsibilities and rights. (LEC 2, The art of the renaissance studied in relation HIST 3207 E Canadian Social History in TUT 1) (3 cr) to the intellectual and social background of the Twentieth Century the era. May be taken for credit as a 2000- This course will examine the transformation HIST 3506 E History of the United States: level course. (LEC 2, TUT 1) (3 cr) of Canadian society in the twentieth century. Origins to the Civil War Among the topics to be considered may A study of the main themes in American HIST 3926 E History and Historians: be the impact of massive immigration, history from the colonial period to the Civil Ideas and Methods the growth of labour organizations, the War. (LEC 2, TUT 1) (3 cr) A lecture-tutorial course for History majors emergence of reform movements in and others with an interest in the historical reaction to industrial capitalism and urban HIST 3507 E History of the United States: process. Emphasis will be placed on the dislocation, the prohibition movement, the Civil War to the Present concepts used by historians in their study social welfare state, agrarianism and the A study of the main themes in American of western society. Beginning with a survey women’s movement. Students may not retain history from the Civil War to the present. of historical writing and the philosophy credit for both HIST 3207 E and 3205 E. (LEC (LEC 2, TUT 1) (3 cr) of history, the course will then examine 2, TUT 1) (3 cr) several of the interpretations and research techniques utilized by historians. (LEC 2, TUT 1) (3 cr)

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HIST 4055 E Research Project HIST 4275 E Ontario History HIST 4467 E Stuart Britain This research course, which may require The development of Ontario, with emphasis This seminar examines themes in British an essay of up to fifty pages, will require on such inter-related themes as settlement history in the period from 1603 to 1714, with the student to carry out research in primary patterns, economic expansion, social special attention to the political, religious, sources. Students must consult a major outlook and the growth of the provincial and social change. archival collection outside Sault Ste. Marie, political system. Prerequisite: A related 3000 such as the Public Archives of Canada. level course or approval of the department. HIST 4505 E Public and Private Life in Prerequisite: Approval of the department. (SEM 3) (6 cr) Pre-Industrial Europe (TUT 3) (6 cr) This seminar explores changes in law, HIST 4285 E Northern Ontario: Selected thought and practice regarding private life HIST 4186 E Canada in the Twentieth Topics (1) and public standards for women and men Century to World War II This seminar will examine such topics in medieval and early modern Europe. Pre- This course examines the political, military, as the fur trade, lumbering, mining, requisite: A related 2000 level course or the social and economic developments in transportation, industrialization, community approval of the department. (SEM 3)(6 cr) Canada from the turn of the twentieth development, religious and ethnic diversity, century to World War II. Students may and the heartland/ hinterland relationship. HIST 4726 E The Scientific Enlightenment not also receive credit for HIST 4185 E. Prerequisite: A related 3000 level course A historical examination of the rise of the Prerequisite: A related 3000 level course or the approval of the department. (SEM new approaches to studying, recording and or the approval of the department. (SEM 3) 3) (6 cr) documenting the physical world of natural (3 cr) phenomena, in England and America and on HIST 4315 E Comparative Colonialism in the continent, for origins, through the pivotal HIST 4187 E Modern Canada Since North America years and main protagonists, from Descartes World War II This seminar course is intended to examine to Laplace c. 1600-1800, to the enduring This course will explore the main themes the major themes and thinkers in the history tradition in the 19th and 20th centuries. and issues that have shaped post-World of European Colonialism from the early Prerequisite: A related 2000 level course War II Canada. Topics include the post- exploration to the present. This course or approval of the department. Students war economic impact, immigration, the examines French, British, and Spanish may not also receive credit for HIST 4725 E. rise of the welfare state, the communi- colonization in North America including (SEM 3) (3 cr) cations revolution, the American influ- the Caribbean from contact to the present. ence, the Quebec “question”, and Canada The course is organized in weekly seminar HIST 4727 E The Philosophical in the Cold War. Prerequisite: A related meetings, each with its own theme. In the Enlightenment 3000 level course or the approval of the second term, students will meet individually A historical examination and assessment

4-HISTORY 4-HISTORY department. Students may not also re- with the instructor in order to discuss of the philosophical and political origins ceive credit for HIST 4185 E. (SEM 3) their major research essay. A schedule and evolution of the phenomenon we term (3 cr) of presentations will be distributed in the the Enlightenment in England, La Lumière second term. Class participation is an in France and the Aufklärung in Germany, HIST 4215 E History of Gender Relations in essential element in all seminar courses its principal actors, from Spinoza to Hume, Modern Canada and students are expected to engage in a Kant and Condorcet, c. 1600-1800, and This course traces the history of gender respectful dialogue with other members of the traditional-legacy in the 19th and 20th relations in Canada during the twentieth the seminar. Prerequisite: A related 3000 centuries. Prerequisite: A related 2000 level century. The changing roles of women level course or approval of the department. course or the approval of the department. and men are examined in areas such as (LEC 3) (6 cr) Students may not also receive credit for HIST the family, work, politics and public policy. 4725 E. (SEM 3) (3 cr) Attention is given to shifts in public attitudes HIST 4345 E The Emergence of the Modern and changes in private behavior throughout United States, 1860-1917 (1) HIST 4745 E Europe in the Nineteenth the past century. Prerequisite: A related An examination of several selected topics Century 3000-level course or the approval of the such as the Reconstruction of the South, the An examination of selected topics such department. (SEM 3) (6 cr) rise of the city, political and social reform, as the Napoleonic Wars, Conservatism and imperialism. Prerequisite: A related and Liberalism, Marxism and Socialism, HIST 4255 E Canadian-American Relations 3000 level course or the approval of the Nationalism and the unification movements, This course will trace the development of department. (SEM 3) (6 cr) and Imperialism. Prerequisite: A related 2000 Anglo-American and Canadian-American level course or approval of the department. relations since the American Revolution with HIST 4466 E Tudor Britain (SEM 3) (6 cr) special emphasis on the period since 1867. This seminar examines themes in British Prerequisite: A related 3000 level course or history in the period from 1485 to 1603, approval of the department. (SEM 3) (6 cr) with special attention to the monarchy, Reformation, and political history.

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HIST 4806 E Biography, Life Stories, Life Writing, and History This course relates life stories (memoirs, diaries, autobiographies, biographies, oral histories and prosopographies) to their historical contexts. Emphasis will be placed on North American sources. Critical approaches to class, gender, ethnic, and generational differences will be explored at the intersections of lived experience, memory, and historical circumstances recorded in the varied evidence of life stories. Prerequisite: A related 3000 level course or approval of the department.

HIST 4816 E Consumerism in Modern History This course explores the history of consumerism since 1800. From North American and European contexts students will examine consumption patterns since industrialization that shaped everyday life in the public and private spheres. The study of how goods and services are appropriated in modern society will be placed in the political realm of consumer advocacy, the commercial sphere of production and marketing, and the social and cultural

worlds of changing patterns of everyday 4-HISTORY life from early industrial production to mass manufacturing in the near contemporary period. Prerequisite: A related 3000 level course or approval of the department.

HIST 4895 E History, Myth and Mystery This seminar course is deeply interested in the relationship between history and critical thinking. It is intended to introduce students to some of the major myths and mysteries that have troubled historians and inflamed public imagination throughout history. Students will develop their critical thinking skills by separating historical fact from historical fiction and by learning how to read more critically.

www.algomau.ca ALGOMA UNIVERSITY 99 Chapter 4 INFORMATION TECHNOLOGY Department of Computer Science and Mathematics FACULTY GENERAL INFORMATION COMBINED CONCENTRATION ASSOCIATE PROFESSOR(S) • Students without the OAC prerequisite The Information Technology requirements Y. Feng, B.E. (Anhui), M.E. (Chinese for Math 1056 E must pass Math 1911 E for a combined concentration with another Academy of Sciences), Ph.D. (Montreal); before enrolling. subject are: J. J. Rajnovich, B.A. (Hons), M.A. (Toronto), • When selecting courses, students B.Sc. (Lake Superior State), M.Sc. should pay particular attention to the First Year (McMaster), Ph.D. (Western Ontario); prerequisites for courses they may take • COSC 1046 E, 1047 E G. Townsend, B.Sc. (Lake Superior State), in later years. • MATH 1056 M.Math (Waterloo), Ph.D. (Graz, Austria); • All upper-year students must have their • ADMN 1126 programs approved by the ASSISTANT PROFESSOR(S) department before registering. Second and Third Year G. W. Davies, B.Eng., M.Eng. (Royal Military • Students must include at least 42 • ITEC 2706 E, 2707 E College); credits from the Arts in their • COSC 2006 E, 2947 E E. James, B.Sc. (Texas), Ph.D. (Iowa State); program. • STAT 2126 E S. Xu, B.Sc., M.Sc. (Peking), M.Sc. • ITEC 3506 E, 3706 E (Windsor), Ph.D. (Liege), Ph.D. (Wayne BACHELOR OF ARTS • COSC 3707 E State) (GENERAL PROGRAM)

FACULTY, CROSS-LISTED WITH SINGLE CONCENTRATION BACHELOR OF BUSINESS OTHER DEPARTMENTS ADMINISTRATION M. A. Keppel-Jones, B.Sc. (Natal), First Year Specialization in eBusiness Solutions B.A. (Hons) (Toronto), M.Sc. (Queen’s), • COSC 1046/1047 E The Bachelor of Business and Ph.D. (Cornell), Associate Professor, • MATH 1056 E Administration program offers a Mathematics; • ADMN 1126 E B.B.A. with an eBusiness Solutions F. J. J. MacWilliam, B.A, (Laurentian), • 6 credits Humanities* Specialization. This specialization is M. Math (Waterloo), M. Ed. (Victoria), • 6 credits Social Sciences* designed to complement the compulsory B. Ed. (Laurentian - Nipissing), Adjunct • 6 elective credits* business courses while providing students Professor, Mathematics * Students in the single IT concentration with the opportunity to develop a strong are strongly encouraged to select foundation in the area of Information ADJUNCT PROFESSOR(S) electives from ECON 1006/1007 E, ADMN Systems/Information Technology. Students F. Coccimiglio, B. A. (Laurentian -Algoma); 1016/1017 E, and PHIL 1116 E should consult the calendar under the K. Peltsch, B.Math. (Hons) (Waterloo), B.B.A. specializations which lists the M.Sc. (Western Ontario), M.B.A. (Lake Second Year compulsory courses requirements for Superior State); • ITEC 2706/2707 E the IS/IT specialization. Students seeking C.Whitfield, B.Sc. (Eng), M.Sc. (Queen’s), • COSC 2006 E more detailed explanations or assistance Ph.D. (Case Western Reserve) • COSC 2947 E should contact the Registrars office which ORMATION TECHNOLOGY 4-IN F ORMATION • STAT 2126 E* will direct them to the appropriate faculty SESSIONAL FACULTY • 15 additional elective credits** advisor for individual consultation. M. DeFazio, B.Sc.(Hons) (Brock), M.A. Ph.D. (York); *Other Introductory Statistics approved D. Lawson, B.Sc. (Toronto), M.Math, Ph.D. courses include: SOCI 2126 E, MATH (Waterloo); 2236 E, MATH 2261 E, ECON 2126 E, ADMN R. McTaggart, B.Sc. (Eng) (Waterloo), B.Sc. 2606 E, STAT 2126 E (Laurentian - Algoma), M.A. (Michigan **Students are strongly encouraged to State); take COSC 2406 E and PHIL 2216 E. R. Pepin, B.Sc. (Quebec-Trois-Rivieres), B.Ed. (Laurentian), M.Ed. (Toronto), Ph.D. Third Year (Laval) • ITEC 3506 E S. Silberberg-Pochtaruk, B.Sc. (Laurentian- • ITEC 3706 E Algoma), M.MSc. (Waterloo) • COSC 3707 E • 9 credits ITEC/COSC electives approved by the Department DEGREE REQUIREMENTS • 12 additional elective credits Please refer to the general regulations pertaining to academic programs (Chapter 3, p 25).

INFORMATION TECHNOLOGY ADMISSION REQUIREMENTS OAC or U–level English and 2 Mathematics

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COURSE LIST COURSE DESCRIPTIONS ITEC 3706 E Managing Information Technology ADMN 1126 E Understanding and ITEC 2706 E Fundamentals of Information This course examines the current trends Using Financial Technology and Systems and management issues associated with Information This course is designed to give the student information systems and information STAT 2606 E Business Statistics I a thorough and practical understanding technology within organizations of local, COSC 1046 E Introduction to of the hardware, system software and national, and international scope. Students Computer Science I application software used as the information will critically analyze the material related to COSC 1047 E Introduction to technology infrastructure in the modern IT management and consultancy, and present Computer Science II organization. Topics include computer persuasive arguments from it in both oral and COSC 2006 E Data Structures I hardware, system software, networking written forms. Areas studied will include COSC 2947 E Object Oriented and application software. Case studies topics such as: the models for computer Programming in C++ and labs are used to provide the student based information systems, IT organizations COSC 3707 E Techniques of Systems with practical applications of the theory. and structure, project management in Analysis Prerequisites: COSC 1046 E or COSC 1702 E. information technology, ethics in information STAT 2126 E Introduction to Statistics (LEC 3, LAB 1) (3 cr) technology, IT strategy and Alignment, and ITEC 2706 E Fundamentals of new technology adoption. Case studies Information Technology ITEC 2707 E E-Business Strategy, are used. Prerequisite: ITEC 2707 E. (LEC and Systems Architecture and Design 3) (3 cr) ITEC 2707 E E-Business Strategy, The course is a study of organizational Architecture and Design strategy and networked information ITEC 3506 E Software Engineering technologies used to implement a rich ITEC 3706 E Managing Information variety of business models in the national Technology and global contexts. These strategies and MATH 1056 E Discrete Mathematics I technologies provide linkages connecting 4-IN F ORMATION TECHNOLOGY MATH 2236 E Probability and individuals, businesses, governments, and Statistics I other organizations. The course provides MATH 2261 E Statistics for Scientists an introduction to e-business strategy and the development and architecture of e- NOTE: See Computer Science Course List business solutions and their components. for electives Prerequisite: ITEC 2706 E. (LEC 3) (3 cr)

CERTIFICATE IN INFORMATION ITEC 3506 E Software Engineering TECHNOLOGY This course examines methodologies for This Certificate program requires 30 design, implementation and maintenance university credits, including: of very large programs. The material also COSC 1046 E Introduction to covers development and use of software Computer Science I and support systems with an information COSC 1047 E Introduction to technology perspective. Students may not Computer Science II retain credit for both ITEC 3506 E and COSC COSC 2006 E Data Structures I 4506 E. Not available as a credit for students COSC 2307 E Database Programming majoring in Computer Science. Prerequisite: or COSC 2006 E, 2947 E or permission of the COSC 2956 E Internet Tools department. (LEC 3) (3 cr) COSC 3707 E Techniques of Systems Analysis ITEC 2706 E Fundamentals of Information Technology and Systems ITEC 2707 E E-Business Strategy, Architecture and Design ITEC 3506 E Software Engineering ITEC 3706 E Managing Information Technology MATH 1056 E Discrete Mathematics I

www.algomau.ca ALGOMA UNIVERSITY 101 Chapter 4 LAW & JUSTICE Department of Law and Politics FACULTY Second and Third Years Second Year ASSOCIATE PROFESSOR(S) • JURI 2106 E and 2107 E (minimum 60%) • JURI 2106 E*, 2107 E*, 2136 E*, 2426 E* D. A. Jackson, B.A. (Hons), M.A. (Toronto) • 24 additional credits from the Law and • 18 elective credits (including credits Justice approved course list (normally toward second specialization) ASSISTANT PROFESSOR(S) 2000 or 3000 level) K. De Luca, B.A. (Hons), LL.B. (Toronto), • 30 elective credits, which may Third Year M.A., MPhil, Ph.D (Columbia); include additional courses from the Law • 6 credit electives from the Law & J. Hermida, B.A.(Hons), LL.B. (Buenos and Justice approved course list Justice Approved Course List Aires), LL.M. (McGill), DCL (McGill), Ph.D. • 6 JURI credits, 3000 series (UCC, Cordoba) COMBINED CONCENTRATION • 18 elective credits (including credits Please refer to the general regulations toward second specialization) ADJUNCT PROFESSOR(S) pertaining to combined concentrations. A J. D. Greco, A.A. (Port Huron), B.A., combined concentration in the three-year Fourth Year LL.B., J.D. (Detroit), LL.B (Osgoode Hall), B.A. program requires 30 credits in each • 12 credits, 4000 series, from approved Provincial Court Judge for Sault Ste. Marie of two disciplines. The Law and Justice course list (retired); requirements for a combined concentration • 18 elective credits (including credits E. G. Sadowski, Eng. Tech. (Lakehead), are: toward second specialization) B.A. (Hons) (Laurentian - Algoma), M.Sc. (London School of Economics and Political First Year *(minimum 60%) Science); • JURI 1105 E (minimum 60%) C. B. Willson, B.A. (Toronto), LL.B. (42 credits required in combined (Western Ontario), LL.M. (London School Second and Third Years specializaion) of Economics and Political Science) of the • JURI 2106 E and 2107 E (minimum 60%) Ontario Bar • 18 additional credits from the Law and CERTIFICATE IN LAW AND JUSTICE Justice approved course list (normally The 30 credit certificate program is PROFESSOR(S) EMERITUS 2000 or 3000 level) designed to meet the needs of those with J. T. Ross, B.A. (Hons) (Carleton), M.A. a desire to broaden their knowledge of (Toronto) BACHELOR OF ARTS - the law at work in society, as well as law LAW AND JUSTICE enforcement officers and government SESSIONAL FACULTY (SPECIALIZED PROGRAM)-4 yr supervisory personnel working for the J. Broadbent, B.A. (Hons) (York), LL.B. federal or provincial governments in parole (Queen’s) of the Ontario Bar; SINGLE SPECIALIZATION or aftercare services. It allows a part-time A. Fabiano, B.A. (Hons), B.Ed., M.A. First Year student to pursue university-level upgrading (Windsor); • JURI 1105 E (minimum 60%) without a commitment to a three-year 4-LAW & JUSTICE 4-LAW N. Komsa, B.A. (Western Ontario), LL.B. • 24 additional credits, of which 6 must or 90 credit program. A student in the (Ottawa) of the Ontario Bar; be from Group I (Humanities) and 6 program could, however, continue in a B.A. M. Laitinen, B.A. (Western), LL.B. (Toronto) from Group III (Sciences) program without the need to repeat courses of the Ontario Bar successfully completed. Second, Third and Fourth Years DEGREE REQUIREMENTS: • JURI 2106 E*, 2107 E*, 2136 E*, 2426 E* The certificate program is open to full- (minimum 60%) time and part-time students in Science, LAW AND JUSTICE DEGREE • 6 JURI credits at the 3000 level (JURI professional programs, and students in REQUIREMENTS 3136 E recommended) Arts, who are not Law and Justice majors, Please refer to the general regulations • 18 additional credits from the Law and as well as graduates who wish to undertake pertaining to academic programs. Justice Approved Courses list at the additional study in the field of Law and 4000 level. Justice. BACHELOR OF ARTS - LAW AND • 24 additional credits from the Law and JUSTICE (GENERAL PROGRAM) Justice Approved Course list Students will be permitted to count a SINGLE CONCENTRATION • 30 elective credits (which may include maximum of 12 transfer credits towards the additional credits from the Law and certificate. First Year Justice Approved course list) • JURI 1105 E (minimum 60%) * (minimum 60%) The Certificate program comprises JURI 1105 • 24 additional credits, of which 6 must E , 2106 E and 2107 E and 18 additional credits be from Group I (Humanities) and 6 COMBINED SPECIALIZATION -4 yr at the 2000 or 3000 level from the Law and from Group III (Sciences) First Year Justice approved course list. • JURI 1105 E (minimum 60%) • 24 additional credits, of which 6 must be from Group I (Humanities) and 6 credits from Group III (Sciences)

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LAW AND JUSTICE APPROVED JURI 4206 E Independent Studies I PSYC = Psychology COURSE LIST JURI 4207 E Independent Studies II SOCI = Sociology JURI 4236 E Youth in Conflict with STAT = Statistics See course descriptions for all prerequisites. the Law Prerequisites for non-JURI courses on the JURI 4246 E Women in Conflict with LAW AND JUSTICE COURSE following list are waived for Law & Justice the Law DESCRIPTIONS students, except PSYC 3606/3607 E (PSYC JURI 4286 E Judicial Institutions 1106/1107 E required) and PSYC 4026/4207 E JURI 4386 E Great Trials JURI 1105 E Introduction to Legal Studies (PSYC 1106/1107 E & 3606/3607 E required). JURI 4486 E Legal Professions This course will introduce students to Students may not take 2000- or 3000-series JURI 4716 E Life and Death Decisions the basic concepts necessary to the courses from this list before 2nd year JURI 4816 E Selected Topics in Law and understanding of a critical study of law (completion of 30 credits) nor 4000-series Justice I and the legal system. Topics to be covered courses before 3rd year (completion of 60 JURI 4826 E Selected Topics in Law and will include the nature and function of law, credits). Where prerequisites are waived, Justice II legal reasoning, the origins and fundamental students are responsible for any other work JURI 4836 E Selected Topics in Law and principles of Canadian common and civil necessary to meet course requirements. Justice III law systems and the relationship of law JURI 4846 E Selected Topics in Law and to other disciplines such as economics, Admission to 3000-series JURI courses Justice IV history, philosophy, politics, and sociology. is normally limited to 3rd -year students. JURI 4856 E Selected Topics in Law and (LEC 3) (6 cr) Permission of the instructor and the Justice V department chair is required for admission to JURI 4866 E Selected Topics in Law and JURI 2106 E Introduction to Private Law any 4000-series courses on this list. Although Justice VI This course will introduce students to students with 70% may be admitted to these NATI 3105 E Canadian Law, Politics and private law principles, focusing on the law courses in 3rd year, they are not normally Aboriginal People as a facilitator and regulator of relationships admitted before 4th year or without an NATI 3116 E Aboriginal People and the between individuals - including contractual appropriate background for the course. Criminal Justice System relationships, property relationships, and NATI 3117 E Social Policy and Family personal injury claims - as well as the origins

Students may not retain credit for more Law with Native People and functioning of common law. Prerequisite: 4-LAW & JUSTICE than one of POLI 2126 E, PSYC 2126 E or PHIL 2505 E Critical Thinking and JURI 1105 E with 60%. (LEC 3) (3 cr) SOCI 2126 E, STAT 2126 E. Students may Argumentation not retain credit for both NATI 3105 E and PHIL 2575 E Philosophy of Law JURI 2107 E Introduction to Public Law POLI 3105 E. POLI 2705 E Canadian Government and This course will introduce students to the field Politics of public law. It will look at constitutional law, CESD 3216 E CESD and the Law POLI 3105 E Canadian Law, Politics and administrative law, public international law, CLAS 3406 E Roman Law Aboriginal People and criminal law as a means of structuring JURI 2136 E Introduction to Interpersonal POLI 4315 E International Law the relationships between the state and the Dispute Resolution POLI 4725 E Canadian Constitutional Law citizen, and between states. Prerequisite: JURI 2306 E Commercial Law PSYC 3606 E Psychopathology I JURI 1105 E with 60%. (LEC 3) (3 cr) JURI 2316 E Environmental Law PSYC 3607 E Psychopathology II JURI 2426 E The Nature of Legal PSYC 4026 E Forensic Psychology JURI 2136 E Introduction to Interpersonal Authority PSYC 4027 E The Psychology of Criminal Dispute Resolution JURI 2506 E Property Law Conduct This course explores the central role that JURI 3126 E Theories of Judicial SOCI 2086 E Crime and Punishment I: conflict plays in society, along with the wide Decision Making Explanations of Crime variety of legal and quasi-legal disputing JURI 3136 E The Adversary System and SOCI 2087 E Crime and Punishment II: processes that have been devised to deal its Critique Police, Courts, Prisons, and with it through time and across cultures. JURI 3206 E Introduction to Criminal Rehabilitation Prerequisite: JURI 1105 E. (LEC 3) (3 cr) Law and Procedure SOCI 3086 E Sociology of Law JURI 3216 E Themes in Criminal Law SOCI 3307 E Social Problems: JURI 2306 E Commercial Law JURI 3306 E Legal Rights in Criminal Legal Issues This course examines the legal rights Proceedings SOCI 4286 E Youth and the Law and duties of buyers, sellers, employers JURI 3506 E Legal Regulation of Close SOCI 4287 E The Family, State & the Law and employees in Canadian law. Topics Adult Relationships STAT 2126 E Introduction to Statistics discussed will include contracts, insurance, JURI 3606 E Legal Regulations of Parent- negotiable instruments, business forms, Child Relationships CESD= Community Economic and Social property and credit. Prerequisite: JURI JURI 3616 E Labour Law Development 1105 E or admission to year 2 of the B.B.A. JURI 3626 E Labour Law and the Modern CLAS = Classical Studies program. Students may not retain credit for State ENGL = English more than one of COMM 4715 E and 4716 E; JURI 3706 E Rights and Law NATI = Native Studies JURI 3200 E, 2207 E, ADMN 2306 E and JURI JURI 4026 E Wicked Legal Systems PHIL = Philosophy 2306 E. (LEC 3) (3 cr) JURI 4126 E Legal Reasoning POLI = Political Science www.algomau.ca ALGOMA UNIVERSITY 103 Chapter 4

JURI 2316 E Environmental Law JURI 3216 E Themes in Criminal Law JURI 3616 E Labour Law Analyzes Canadian environmental law This course will consider aspects of the Traces the evolution of employment and through a study of federal and provincial criminal justice system as they affect both labour law in the context of the justification statutes, and jurisprudence. Topics include: adult and young offenders. Topics covered for modern labour legislation, industrial safety federal and provincial jurisdiction; the in this course may include Charter rights of regulation and employment standards. implications of the Charter; the interaction of accused and convicted persons, concepts Prerequisite: JURI 1105 E. (LEC 3) (3 cr) federal and provincial statutes; the economic of punishment, and the goals of sentencing. and political factors affecting the decision Prerequisite: JURI 3206 E. Students who have JURI 3626 E Labour Law and the Modern to prosecute for environmental infractions; taken JURI 3306 E may not take JURI 3216 E State and the adequacy of the current legal for credit. (LEC 3) (3 cr) The course traces the emergence of protection of the environment as reflected Canada’s present labour law in the context in cases applying environmental statutes. JURI 3306 E Legal Rights in Criminal of the mobilization and discipline of workers Prerequisite: JURI 1105 E. Students may not Proceedings from the first master and servant laws to retain credit for both JURI 4306 E and 2316 This course will focus on the rights of the contemporary laws relating to collective E. (LEC 3) (3 cr) suspect, the accused and the convicted bargaining. Prerequisite: JURI 1105 E. (LEC person in the criminal justice system 3) (3 cr) JURI 2426 E The Nature of Legal Authority and how these rights are protected at This course will examine the nature of legal common law, by statute and under the JURI 3706 E Rights and Law authority through a study of classical and Canadian Charter of Rights and Freedoms. Examines rights-oriented approaches to contemporary jurisprudence. Prerequisite: It will include a consideration of criminal law. Topics may include: theoretical and JURI 1105 E. (LEC 3) (3 cr) procedure, the application of the Charter in historical foundations of rights-oriented criminal proceedings, police investigative approaches, the evolution of charters, JURI 2506 E Property Law procedures, the criminal trial, sentencing, declarations, and bills of right, and critiques Examines theories, forms and regulation and probation and parole. Prerequisite: of rights-oriented approaches. Prerequisite: of property. Prerequisite: JURI 1105 E. (LEC JURI 1105 E. Students who have taken JURI JURI 1105 E. (LEC 3) (3 cr) 3) (3 cr) 3216 E may not take JURI 3306 E for credit. (LEC 3) (3 cr) JURI 3906 E Special Topics in Law & JURI 3126 E Theories of Judicial Decision Justice I Making JURI 3506 E Legal Regulation of Close The topic of the course will vary depending This course will consider theoretical Adult Relationships upon the faculty member offering the course. perspectives on the process of judicial This course will look at the legal regulation It will be based upon the specialization decision making and its implications for of close adult personal relationships from and research interests of the professor. the policy and law making role of judges. a historical and theoretical perspective. Prerequisite: JURI 2106/2107 E. (SEM 3) Prerequisite: JURI 1105 E. (LEC 3) (3 cr) Students may not retain credit for both (3 cr) 4-LAW & JUSTICE 4-LAW JURI 3505 E and 3506 E. Prerequisite JURI JURI 3136 E The Adversary System and its 1105 E. (LEC 3) (3 cr) JURI 3907 E Special Topics in Law & Critique Justice II This course explores the historical JURI 3606 E Legal Regulation of Parent- The topic of the course will vary depending development of the adversarial legal system Child Relationships upon the faculty member offering the course. from its beginnings in Norman times to This course will look at how and why the It will be based upon the specialization the present. The Common Law will be law regulates parent-child relationships and research interests of the professor. compared and contrasted with alternative and the competing interests of parents, Prerequisite: JURI 2106/2107 E. (SEM 3) legal systems, particularly the Civil Law. The children and the state in such regulation. (3 cr) ethical implications of the model of zealous Students may not retain credit for both JURI advocacy will be explored. Contemporary 3505 E and 3606 E. Prerequisite: JURI 1105. JURI 4026 E Wicked Legal Systems movements toward delegalization through (LEC 3) (3 cr) This course considers the dilemma facing alternative dispute resolution will be judges when they confront immoral laws. introduced. Prerequisite: JURI 2136 E. (LEC Prerequisite: JURI 2106 E, 2107 E, 2136 E, 2426 3) (3 cr) E, 3126 E (min 60%) and permission of chair and instructor. (LEC 3) (3 cr) JURI 3206 E Introduction to Criminal Law and Procedure JURI 4126 E Legal Reasoning This course looks at the theoretical An advanced consideration of the appropriate foundations of criminal responsibility of roles of rationality and various types of both adults and young offenders, as well as logical inference in dispute resolution basic criminal procedure. Prerequisite: JURI processes. Restricted to 4th year Law & 1105 E. (LEC 3) (3 cr) Justice students. Prerequisite: JURI 2106 E, 2107 E, 2136 E, 2426 E, 3126 E (min 60%) and permission of chair & instructor. (LEC 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 104 Chapter 4

JURI 4206 E Independent Studies I JURI 4486 E Legal Professions JURI 4846 E Selected Topics in Law and An opportunity for qualified students to The course is designed to give students a Justice IV do special studies in the field of law and general understanding of the circumstances Same description as JURI 4816 E. justice beyond or outside the regular course under which modern law firms function with Restricted to 4th year Law & Justice students. offerings in Law and Justice. A member of reference to concepts like specialization, Prerequisite: JURI 1105 E, 2106/2107 E (min the program supervises the students’ work. marginalization and stratification. Themes 60%) & permission of chair and instructor. Written work and periodic discussions explored may include the impact an (LEC 3) (3 cr) are required. Prerequisite: JURI 1105 E, expansion of state structures had historically 2106/2107 E (min 60%) and permission of on the profession, the legal construction of JURI 4856 E Selected Topics in Law and chair. (3 cr) gender and family, the relationship between Justice V the legal profession and the economy, the Same description as JURI 4816 E. JURI 4207 E Independent Studies II difference between professional ideas Restricted to 4th year Law & Justice students. Same description as JURI 4206 E. and professional reality, judges and the Prerequisite: JURI 1105 E, 2106/2107 E & Prerequisite: JURI 1105 E, 2106/2107 E (min process of judicial selection, and the impact 2126 E (min 60%) & permission of chair and 60%) and permission of chair. (3 cr) the growth of the modern law firm had on instructor. (LEC 3) (3 cr) lawyers. Prerequisite: JURI 2106 E, 2107 E, JURI 4236 E Youth in Conflict with the Law 2136 E, 2426 E, 3126 E (min 60%) & permission JURI 4866 E Selected Topics in Law and This course considers the Canadian legal of chair and instructor. (LEC 3) (3 cr) Justice VI response to crimes committed by children Same description as JURI 4816 E. and young people from a theoretical and JURI 4716 E Life and Death Decisions Restricted to 4th year Law & Justice students. historical perspective. Prerequisite: JURI This course considers the justification for Prerequisite: JURI 1105 E, 2106/2107 E & 2106 E, 2107 E, 2136 E, 2426 E, 3126 E (min legal intervention in personal beginning 2126 E (min 60%) & permission of chair and 60%) and permission of chair and instructor. and end of life decisions and the competing instructor. (LEC 3) (3 cr) (LEC 3) (3 cr) interests and values involved in such decisions. Topics may include the history JURI 4246 E Women in Conflict with the of the control of reproduction, abortion, Law forced medical treatment of pregnant This course explores varying recent women, modern reproductive technologies, 4-LAW & JUSTICE explanatory frameworks for, and applications forcing or withholding medical treatment, of theories of, women’s criminality in differ- euthanasia and human biotechnology. ing contexts with the intent of fostering Prerequisite: JURI 2106 E, 2107 E, 2136 E, 2426 critical analyses of the interconnections E, 3126 E (min 60%) & permission of chair and among women’s criminal actions, gendered instructor. (LEC 3) (3 cr) social relations and responses by the police, prosecutorial, judicial and correctional JURI 4816 E Selected Topics in Law and systems. Prerequisite: JURI 2106 E, 2107 Justice I E, 2136 E, 2426 E, 3126 E (min 60%) and The content varies from year to year, permission of chair and instructor. (LEC 3) depending on which faculty member teaches (3 cr) the course. Prerequisite: JURI 1105 E, 2106/2107 E (min 60%) & permission of chair JURI 4286 E Judicial Institutions and instructor. (LEC 3) (3 cr) A study of the role and function of courts and judges. Prerequisite: JURI 2106 E, 2107 E, JURI 4826 E Selected Topics in Law and 2136 E, 2426 E, 3126 E (min 60%) & permission Justice II of chair and instructor. (LEC 3) (3 cr) Same description as JURI 4816 E. Restricted to 4th year Law & Justice students. JURI 4386 E Great Trials Prerequisite: JURI 1105 E, 2106/2107 E (min This course examines some of Canada’s 60%) & permission of chair and instructor. and the world’s best known trials, placing (LEC 3) (3 cr) them in historical, social, religious and political context. Prerequisite: JURI 2106 JURI 4836 E Selected Topics in Law and E, 2107 E, 2136 E, 2426 E, 3126 E (min 60%) Justice III and permission of chair and instructor. (LEC Same description as JURI 4816 E. 3) (3 cr) Restricted to 4th year Law & Justice students. Prerequisite: JURI 1105 E, 2106/2107 E (min 60%) & permission of chair and instructor. (LEC 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 105 Chapter 4 LIBERAL SCIENCE ASSOCIATE PROFESSOR(S) PROFESSOR(S) EMERITUS The degree program is flexible, so therefore D. Brodbeck, B.A. (Hons) (Western T. A. Allaway, B.A (Hons) (Swarthmore), it is possible to design a program to fit Ontario), M.A., Ph.D. (Toronto); M.A., Ph.D. (Pennsylvania), C. Psych.; divergent career plans. W. Osei, B.A. (Ghana), M.A. (Carleton), I. W. Brown, B.A., M.A. (McGill), Ph.D. Ph.D., (Western Ontario); (Lehigh); DEGREE REQUIREMENTS A. Perlini, B.A.(Hons) (Western Ontario), J. A. Dunning, B.A. (Grinnell), M.A. To graduate with a Bachelor of Science M.A., Ph.D. (Carleton); (Western Michigan); (Liberal), a student must: C. Reed-Elder, B.Sc. (Mount Saint Vincent), R. G. Ewing, M.A. (Hons), Ph.D. (Edinburgh); 1. Satisfy all stated requirements for the B.Sc. (Hons) (St. Mary’s), M.A., Ph.D. F. R. Guth, B.A. (Hons), M.A., L.Ph. (Ottawa), degree. (Dalhousie), Reg. Psychologist (Ontario); Ph.D. (Toronto); 2. Complete 90 credits in no more than 132 L. Sorensen, B.A., M.A., Ph.D., (Western A. W. Hepburn, B.A., M.A., C.P., Ph.D. credit attempts with a minimum overall Ontario), Reg. Psychologist (Ontario); (Minnesota), C. Psych. ; average of 60 per cent on all passed G. Townsend, B.Sc. (LSSU), M.Sc. M. A. Keppel-Jones, B.Sc. (Natal), B.A. courses (only courses taken at (Waterloo), Ph.D. (Technishe Universitat (Hons) (Toronto), M.Sc. (Queen’s), Ph.D. Algoma University/Laurentian University Graz); (Cornell); are to be included in the calculation of J.J. Rajnovich, B.A. (Hons), M.A. (Toronto), averages). ASSISTANT PROFESSOR(S) B.Sc. (LSSU), M.Sc. (McMaster), Ph.D. 3. Complete a minimum of 54 credits in G.W. Davies, B.Eng., M.Eng. (Royal Military (Western Ontario); science courses chosen from at least College); S. W. Sanders, B.Sc. (Hons) (Hillsdale), three departments. Y. Feng, B.E. (Anhui), M.E. (Chinese M.Sc., Ph.D. (Michigan) 4. Complete at least six credits in each of Academy of Science), Ph.D. (Montreal); two of the following disciplines: I. Imre, B.Sc. (Hons), M.Sc. (Guelph), Ph.D. BACHELOR OF LIBERAL SCIENCE Biology, Chemistry, Mathematics, and (Concordia) This highly adaptable, three year program Physics. E. W. James, B.Sc. (Texas), Ph.D. (Iowa is most suitable for students interested 5. Complete two continuations in different State); in acquiring a basic understanding of a science disciplines (a continuation is a B. Schamp, B.Sc.(Hons) (Wilfred Laurier), number of disciplines. The program leading sequence of 18 credits in one discipline M.Sc. (Queen’s), Ph.D.(Queen’s); to the degree of Bachelor of Science with six credits taken from the first- S. Xu, B.Sc., M.Sc. (Peking), M.Sc. (Liberal) is offered on a full-time and part- year level and 12 credits taken from (Windsor), Ph.D. (Liege), Ph.D. (Wayne time basis, as well as through Co-operative upper-year courses). State) Education. Within the requirements of the 6. complete six credits from among the program considerable flexibility exists to following courses: ADJUNCT PROFESSORS accommodate the various thematic interests M. Abou–Zaid, B.Sc. (Cairo), M.Sc. (Al- of students. In the sections which follow, ENGR 4117 E Engineering, Technology Azher), Ph.D (Cairo); students are directed to the regulations and Society 4-LIBERAL SCIENCE F. J. J. MacWilliam, B.A. (Laurentian), B.Ed. which apply to this degree, the various HIST 2245 E History of Science (Nipissing), M.Math (Waterloo), M.Ed. subjects and their specific requirements, and PHIL 2215 E Environmental Ethics (Victoria); the courses which may be included as a part PHIL 2216 E Philosophy and S. McLeod, B.Sc., M.Sc. (Queen’s); of the science component of the degree. Technology S. Meades, B.A. (Rutgers), M.Sc. (Eastern PHIL 2345 E Bioethics: Human Life Illinois); PURPOSE OF THE PROGRAM Issues A. Pang, B.Sc. (Hons) (Hong Kong), M.Sc. A liberal education has been defined as an PHIL 2505 E Straight Thinking and (Windsor), Ph.D. (Queen’s); education which develops a broad-based Argument K. Peltsch, B.Math (Hons) (Waterloo), intellectual, moral and aesthetic maturity. PHIL 2915 E Philosophy of Science M.Sc. (Western Ontario), M.B.A. (LSSU); The Liberal Science degree is designed PHIL 2916 E Science and Philosophy R. Schwarz, B.Sc., Ph.D. (San Diego); to serve the needs of students who wish RLST 3306 E Religion and Science C. Whitfield, B.Sc. (Eng), M.Sc. (Queen’s), to emphasize, in the context of a liberal Ph.D. (Case Western Reserve) education, an understanding of the status, 7. Complete 30 additional credits in concepts, and orientations of modern elective courses, 12 credits of which AFFILIATE RESEARCH science. must come from non-science courses PROFESSOR(S) (if the student is required to take B. M. Arif, B.Sc. (Quees-Belfast), M.Sc., A Liberal Science degree is a suitable language course(s) as part of his/her Ph.D. (Queen’s-Kingston); background for a number of professions. admission requirement, these language L. Duchesne, B.Sc. (Laval), M.Sc. (Toronto), Students with Liberal Science backgrounds course(s) may count as non-science Ph.D. (Guelph); can go into science information processing credits to fulfil this elective A. Retnakaran, M.S. (Madras), M.S., Ph.D. careers (science librarians, public relations, requirement). (Wisconsin); journalism); some use the degree as an 8. Achieve at least a 60% average D. Swayne, B.Sc. (Waterloo), M.A. (York), entry point into other professions such as on the courses presented for each Ph.D. (Waterloo) teaching, law, and medical fields; some continuation. students already in the work force use the 9. Not exceed a maximum of 48 credits at degree as a basis for professional upgrading. the first year level.

ALGOMA UNIVERSITY www.algomau.ca 106 Chapter 4

SCIENCE CONTINUATIONS Other CHMI 1006 E General Chemistry I A continuation is a sequence of 18 credits Other continuations may be possible. CHMI 1007 E General Chemistry II in one discipline; normally, six credits Students who acquire credits through CHMI 1041 E Chemistry Concepts are taken from the first-year level and 12 correspondence or credit transfer may be CHMI 1202 E Organic Chemistry and credits taken from upper-year courses. The able to designate continuations in other Biochemistry for the exception to this regulation is Mathematics. science disciplines, such as Astronomy or Health Sciences Continuations are available at Algoma U in Physics. However, Algoma U offers courses CHMI 2227 E Biochemistry I the following areas: in these areas only at the first year level, CHMI 2426 E Organic Chemistry I and these are normally used to complete CHMI 2427 E Organic Chemistry II Biology the elective science requirements of the CHMI 3226 E Biochemistry II Continuations in Biology may begin with degree. COSC 1046 E Introduction to Computer any of BIOL 1000 E, 1506/1507 E, or 1700 Science I E. Continuations may be arranged in SCIENCE AND RELATED COURSES COSC 1047 E Introduction to Computer consultation with the Biology Department, AVAILABLE AT ALGOMA U Science II and will be governed primarily by prerequisite Please consult the separate subject sections COSC 1701 E Computer Applications I considerations. A Biology continuation in for course descriptions, prerequisites, and COSC 1702 E Computer Applications II Liberal Science may include up to 9 credits other information about individual courses. COSC 2006 E Data Structures I from among PSYC 2606 E, 2617 E, 2906 E, 2907 BIOL 1000 E Canadian Environmental COSC 2007 E Data Structures II E, 3506 E, and 3507 E which are available at Biology COSC 2036 E Computer Game Design I Algoma U. BIOL 1506 E Biology I COSC 2406 E Machine Structures BIOL 1507 E Biology II COSC 2831 E Computer Software for the Chemistry BIOL 2017 E Applied Cartography and Sciences Continuations should begin with any of CHMI Introduction to GIS COSC 2306 E The UNIX (TM) Operating 1006/1007 E, 1041 E or 1202 E. Continuations BIOL 2105 E Human Anatomy and System may be arranged in consultation with the Physiology COSC 2307 E Database Programming Chemistry Department, and will be governed BIOL 2126 E Cell Biology COSC 2936 E Programming in APL primarily by prerequisite considerations. BIOL 2215 E Environmental Ethics COSC 2946 E Object Oriented BIOL 2345 E Bioethic: Human Life Programming using Java 4-LIBERAL SCIENCE Computer Science Issues COSC 2947 E Programming Using C++ Continuations in Computer Science must BIOL 2347 E Diversity of Prokaryotes, COSC 2956 E Internet Tools include COSC 1046 E and 1047 E, plus 12 Fungi, and Lower Plants COSC 2976 E Mathematical credits of upper-year Computer Science BIOL 2356 E Principles of Ecology Computation using Maple courses. No more than nine credits may be BIOL 2606 E Brain and Behaviour COSC 3036 E Computer Game Design II taken from the Service & Practical Courses BIOL 2617 E Human Neuropsychology COSC 3106 E Theory of Computing list . BIOL 2706 E Comparative Vertebrate COSC 3127 E Programming Languages Anatomy COSC 3136 E Non-procedural Geology BIOL 2716 E Introduction to Programming Continuations in Geology are possible Invertebrates COSC 3406 E Computer Organization only by taking some of the credits through BIOL 2727 E Introduction to Vertebrates COSC 3407 E Operating Systems I correspondence or by transferring credits BIOL 2757 E Biology of Human Sex COSC 3416 E Numerical Methods I from Laurentian or another university. The BIOL 2906 E Sensory Processes COSC 3426 E Digital Design Geology continuation may include GEOG BIOL 2907 E Perception COSC 3706 E Directed Studies I 2106 E and 2107 E (available at Algoma U). BIOL 3006 E Evolutionary Biology COSC 3707 E Techniques of Systems BIOL 3017 E Genetics Analysis Mathematics BIOL 3025 E Microbiology COSC 4036 E Computer Game Artificial Continuations in Mathematics may consist BIOL 3115 E Biogeography Intelligence of MATH 1036 E, 1037 E, 1056 E, 1057 E, and BIOL 3306 E Vascular Plant COSC 4086 E Fourth Year Project six credits of Mathematics electives at the Systematics COSC 4106 E Analysis of Algorithms upper-year level. Other combinations may be BIOL 3317 E Plant Ecophysiology COSC 4107 E Program Verification acceptable; please consult the department BIOL 3327 E Experimental Methods in COSC 4116 E Language Processors for further information. Biology COSC 4117 E Artificial Intelligence BIOL 3336 E Plant Ecology COSC 4126 E Computer Assisted BIOL 3346 E Ethnobotany Instruction BIOL 3406 E Learning COSC 4226 E Discrete-Event Simulation BIOL 3506 E Neuropharmacology COSC 4235 E Thesis in Computer BIOL 3507 E Behavioural Neurobiology Science BIOL 3706 E General Entomology COSC 4306 E Computer Graphics BIOL 3807 E Applied Entomology COSC 4406 E Microcomputer Systems BIOL 3397 E Biodiversity and COSC 4407 E Operating Systems II Conservation COSC 4416 E Numerical Analysis I BIOL 4726 E The Scientific COSC 4417 E Computer Architecture Enlightenment www.algomau.ca ALGOMA UNIVERSITY 107 Chapter 4

COSC 4426 E Topics in Computer PHYS 1907 E General Astronomy II Science I PSYC 2606 E Brain and Behaviour COSC 4427 E Topics in Computer PSYC 2617 E Human Neuropsychology Science II PSYC 2906 E Sensory Processes COSC 4436 E Computer Networks PSYC 2907 E Perception COSC 4506 E Software Engineering PSYC 3106 E Evolutionary Approaches COSC 4516 E Symbolic Computation to Behaviour COSC 4606 E Data Management PSYC 3107 E Behavioural Ecology Systems PSYC 3506 E Neuropharmacology GEOG 2106 E Geomorphology I PSYC 3507 E Behavioural Neurobiology GEOG 2107 E Geomorphology II GEOL 1006 E Introductory Geology I GEOL 1007 E Introductory Geology II GEOL 1021 E Understanding the Earth - The Planet and its Internal Processes GEOL 1022 E Understanding the Earth - The Earth’s Crust: Rocks and Minerals HIST 2245 E History of Science and Technology MATH 1036 E Calculus I MATH 1037 E Calculus II MATH 1056 E Discrete Mathematics I MATH 1057 E Linear Algebra I MATH 1911 E Finite Mathematics MATH 1912 E Elementary Calculus MATH 2037 E Advanced Calculus MATH 2056 E Discrete Mathematics II MATH 2057 E Linear Algebra II MATH 2066 E Introduction to Differential Equations MATH 2086 E Geometry MATH 2236 E Probability and Statistics 4-LIBERAL SCIENCE MATH 2261 E Statistics for Scientists MATH 3036 E Real Analysis I MATH 3046 E Complex Analysis MATH 3056 E Algebra I MATH 3066 E Differential Equations MATH 3236 E Probability and Statistics II MATH 3416 E Numerical Methods MATH 3706 E Directed Studies PHIL 2215 E Environmental Ethics PHIL 2216 E Philosophy and Technology: Reality, Values and the Environment PHIL 2345 Bioethics: Human Life Issues PHIL 2505 E Straight Thinking and Argument PHIL 2916 E Science and Philosophy PHYS 1006 E Introductory Physics I: Properties of Matter, Thermodynamics and Waves PHYS 1007 E Introductory Physics II: Geometrical Optics, Electricity and Modern Physics PHYS 1906 E General Astronomy I

ALGOMA UNIVERSITY www.algomau.ca 108 Chapter 4 MATHEMATICS Department of Computer Science and Mathematics FACULTY GENERAL INFORMATION Second Year ASSOCIATE PROFESSOR(S) 1. For entry into the Mathematics • MATH 2066 E, MATH 2037 E, MATH G. Townsend, B.Sc. (Lake Superior State), program, it is recommended that 2056/MATH 2057 E, MATH 2236 E M.Sc. (Waterloo), Ph.D. (Graz, Austria) secondary school students include • 15 elective credits (see note 8 above) calculus and one other mathematics ASSISTANT PROFESSOR(S) course in their program at the OAC/ Third Year G. W. Davies, B.Eng., M.Eng. (Royal Military U level. • MATH 3036 E, 3416 E and 6 additional College); 2. Students lacking OAC/U level calculus credits of third year MATH Y. Feng, B.E. (Anhui), M.E. (Chinese will be required to complete MATH 1912 • 18 elective credits (see note 8 above) Academy of Sciences), Ph.D. (Montreal); E before enrolling in MATH 1036 E. E. W. James, B.Sc. (Texas), Ph.D. (Iowa 3. Students with a credit in calculus, COMBINED CONCENTRATION State); but with a grade of less than 60% are Please refer to the general regulations S. Xu, B.Sc., M.Sc. (Peking), M.Sc. advised to take MATH 1912 E before pertaining to combined concentration (Windsor), Ph.D. (Liege) proceeding to MATH 1036 E. programs. A combined concentration in 4. When selecting courses students Mathematics and Computer Science, in the ADJUNCT PROFESSOR(S) should pay particular attention to the three-year B.A. program, requires: F. Coccimiglio, B.A. (Laurentian-Algoma); prerequisites for courses they may wish • MATH 1036/1037 E, 1056/1057 E, F. J. J. MacWilliam, B.A. (Laurentian), M. to take in later years. 2037 E, 2056 E, 2066 E Math (Waterloo), M.Ed. (Victoria), B.Ed. 5. All upper year students must have their • COSC 1046/1047 E, 2006/2007 E, (Laurentian - Nipissing); programs approved by the department 2406 E K. Peltsch, B.Math. (Hons) (Waterloo), before registration. • 6 credits from among COSC 3106 E, M.Sc. (Western Ontario), M.B.A. (Lake 6. Students wishing to concentrate in 3127 E, 3406 E, 3407 E Superior State); Mathematics will not be allowed credit • MATH 3416 E and 3 credits in third year C. Whitfield, B.Sc. (Eng), M.Sc. (Queen’s), for the following: MATH 1911 E, 1912 E, MATH/COSC Ph.D. (Case Western Reserve) and 2261 E. 7. Students registered in degree The Mathematics requirements for a SESSIONAL FACULTY programs in Mathematics or combined concentration with another M. DeFazio, B.Sc.(Hons) (Brock), M.A., Computer Science may not receive subject are: 4-MATHEMATICS Ph.D. (York); credit for any “Introductory Statistics” • MATH 1036/1037 E, 1056/1057 E, D. Lawson, B.Sc. (Toronto), M.Math. courses as listed in the general 2066 E, 2037 E, 2056 E, either 2057 E or (Waterloo), Ph.D. (Waterloo); regulations for the B.A. except under 2236 E, and 6 credits of third year Lan Li, B.Sc. of CS (Windsor), M.A. of CS such Senate Committee on Academic MATH (Wayne State); Regulations and Awards. • 3 credits from among COSC 1046 E, R. McTaggart, B.Sc. (Eng) (Waterloo), 8. Students in B.A. programs must 1701 E, 2831 E B.Sc. (Laurentian - Algoma), M.A. include 42 credits of electives in the (Michigan State); Humanities and Social Sciences. S. Silberberg-Pochtaruk, B.Sc. (Laurentian- 9. Students in B.Sc. programs must BACHELOR OF SCIENCE Algoma), M.MSc. (Waterloo) ; include 12 credits of electives from (GENERAL PROGRAM) R. Pepin, B.Sc. (Quebec-Trois-Rivieres), subjects in the Humanities and Social B.Ed. (Laurentian), M.Ed. (Toronto), Ph.D. Sciences and 18 credits of electives SINGLE CONCENTRATION (Laval) from subjects in Science and Engineering with at least three credits First Year AFFILIATE RESEARCH in each of three subjects other than • MATH 1036/1037 E, 1056/1057 E, PROFESSOR(S) Mathematics. COSC 1046 E D. Swayne, B.Sc. (Waterloo), M.A. (York), 10. MATH 2066 E has replaced MATH 2036 • CHMI 1006 E (or 1041 E), and PHYS Ph.D. (Waterloo) E. Students may not obtain credit for 1006/1007E both. • 6 elective credits Professor(S) Emeritus M. A. Keppel-Jones, B.Sc. (Natal), B.A. BACHELOR OF ARTS Second and Third Years : (Hons) (Toronto), M.Sc. (Queen’s), Ph.D. (GENERAL PROGRAM) • MATH 2037 E, 2056/2057 E, 2066 E, (Cornell); 2236 E, MATH 3036 E, 3416 E and 6 J. J. Rajnovich, B.A. (Hons), M.A. (Toronto), SINGLE CONCENTRATION credits in third year MATH B.Sc. (LSSU), M.Sc. (McMaster), Ph.D. • 33 elective credit (Western Ontario); First Year • MATH 1036/1037 E, 1056/1057 E, MATHEMATICS DEGREE COSC 1046 E REQUIREMENTS • 15 additional credits, of which 6 must Please refer to the general regulations be from Group I (Humanities) and 6 pertaining to academic programs from Group II (Social Sciences) (Chapter 3, p 25).

www.algomau.ca ALGOMA UNIVERSITY 109 Chapter 4

COMBINED CONCENTRATION MATH 1056 E Discrete Mathematics I MATH 2037 E Advanced Calculus A combined concentration in Mathematics This course will cover the following topics: This course begins with a review of vectors, and Computer Science, in the B.Sc. (General) elementary logic; set theory and functions; lines, and planes. This is followed by a study requires: equivalence relations; partial orders; of scalar functions of several variables • MATH 1036/1037 E, 1056/1057 E, mathematical induction; combinatorics including such topics as: multiple integration; 2037 E, 2056 E, 2066 E (including permutations, combinations, Jacobians; gradient and application to • COSC 1046/1047 E, 2006/2007 E, selections, and distributions); binomial curves, surfaces and volumes. Vector 2406 E theorem; formal power series and generating functions will be studied with particular • CHMI 1006 E (or 1041 E) and functions; partial fractions and the solution attention given to: divergence, curl, the PHYS 1006/1007 E of elementary recurrence relations. theorems of Green, Gauss and Stokes and • 6 credits from among COSC 3106 E, Prerequisite: OAC or 4U Math credit or applications. Prerequisite: MATH 1037 E and 3127 E, 3406 E, 3407 E equivalent. (LEC 3, TUT 1) (3 cr) MATH 1057 E. (LEC 3, TUT 1) (3 cr) • MATH 3416 and 3 additional credits of third year MATH. MATH 1057 E Linear Algebra I MATH 2056 E Discrete Mathematics II This course will cover the following topics: This course will cover the following topics: The Mathematics requirements for a simultaneous linear equations; matrices countability of sets; first order logic; algebra combined concentration with another and determinants; vector spaces and of relations; graph theory (including path subject in the B.Sc. (General) are: linear transformations; eigenvalues and problems, chromatic number, trees, • MATH 1036/1037 E, 1056/1057 E, eigenvectors; applications to analytic planarity, directed graphs and directed 2037 E, 2056 E, 2066 E geometry and complex numbers. Prerequisite: trees); recurrence relations; O (f), o (f), and • CHMI 1006 E (or 1041 E), and PHYS OAC or 4U Math credit or equivalent. (LEC 3, ~ (f) notations. Prerequisite: MATH 1056 E. 1006/1007E TUT 1) (3 cr) (LEC 3, TUT 1) (3 cr) • Either MATH 2057 E or 2236 E, and 6 credits of third year MATH MATH 1911 E Finite Mathematics MATH 2057 E Linear Algebra II • 3 credits from among COSC 1046 E, The following topics will be studied: This course begins with a review of matrix 1701 E, 2831 E introductory algebra and trigonometry; algebra and systems of linear equations. This matrices and systems of linear equations; is followed by abstract vector spaces and MATHEMATICS descriptive statistics and elementary linear transformations including eigenvalues COURSE DESCRIPTIONS probability. Antirequisite: Students registered and eigenvectors, norms and inner products. in degree programs in Mathematics or Selected applications will be included. MATH 1036 E Calculus I Computer Science or B.Sc. or B.Eng. (Formerly MATH 3057 E). Prerequisite: MATH This is a problem-solving course in which an programs may not receive credit for 1057 E and 2056 E. Students may not retain extensive treatment of differential calculus MATH 1911 E except under such special credit for both MATH 2057 E and MATH 3057

4-MATHEMATICS and an introduction to integral calculus is circumstances as may be approved by E. (LEC 3) (3 cr) given. The course covers limits, continuity approved by the Committee on Academic and differentiation of functions including Regulations and Awards. As a prerequisite, MATH 2066 E Introduction to Differential exponential, logarithmic, trigonometric and this course is equivalent to the Finite Equations inverse trigonometric functions. Emphasis Mathematics OAC and may not be taken by This course begins with a rigorous treatment is placed on practical applications of the students with credit in the Finite Mathematics of first order linear DEs, higher order DEs derivative such as graph sketching, extrema OAC. Prerequisite: Grade 12 Mathematics or with constant coefficients, systems of first and related rate problems. Other topics will permission of the department. Students may order linear DEs, the Laplace transform, include: anti-derivatives; area under curves; not retain credit if OAC or U Math has been Taylor series solutions, and an introduction indeterminate forms and l’Hopital’s rules. completed. (LEC 3, TUT 1) (3 cr) to Fourier Series. Students may not obtain Prerequisite: OAC or 4U credit in Calculus credit for both MATH 2036 E and MATH 2066 or equivalent (MCV4U and/or MHF4U). (LEC MATH 1912 E Elementary Calculus E. Prerequisite: MATH 1037 E. (LEC 3) (3 cr) 3, TUT 1) (3 cr) The differentiation and integration of simple functions will be studied. Students registered MATH 2086 E Geometry MATH 1037 E Calculus II in degree programs in Mathematics or This course will begin with a review of This course begins with various techniques Computer Science or B.Sc. or B. Eng. analytical geometry. It will continue with of integration, applications of the integral programs may not receive credit for an axiomatic study of euclidean, affine, to areas between curves, and arc length of MATH 1912 E except under such special and projective geometries. Topics will curves (including polar curves), volumes of circumstances as may be approved by include transformations, co-ordinatisation, solids of revolution, volumes by slicing and the Committee on Admissions, Promotions and computational geometry. Prerequisite: areas of surfaces of revolution. The course and Requests. As a prerequisite, this MATH 1056 E and 1057 E. Students may continues with solving some first-order course is equivalent to the Calculus OAC not retain credit for both MATH 3086 E and differential equations and concludes with and may not be taken by students with MATH 2086 E. improper integrals and aspects of functions credit in the Calculus OAC. Prerequisite: of several variables. Prerequisite: MATH Grade 12 Mathematics or permission of the 1036 E. (LEC 3, TUT 1) (3 cr) department. Students may not retain credit if OAC or U Math has been completed. (LEC 3, TUT 1) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 110 Chapter 4

MATH 2261 E Statistics for Scientists MATH 3056 E Algebra I STAT 2606 E Business Statistics An introduction to probability and statistics This course will present a study of algebraic Statistics and Probability, statistical with emphasis on the design of experiments systems including partially ordered sets, measures of central tendency and dispersion, in the Sciences is given. Prerequisite: MATH lattices, boolean algebras, monoids, groups, graphical and numerical measures, random 1036 E or MATH 1912 E. Students registered rings and fields. Prerequisite: MATH 2056 E variables and probability distributions, in degree programs in Mathematics or (Formerly MATH 2057 E). (LEC 3) (3 cr) binomial, Poisson, and normal distributions. Computer Science may not receive credit The central limit theorem, point estimation, for MATH 2261 E except under such special MATH 3236 E Probability and Statistics II confidence levels, test of hypothesis, circumstances as may be approved by the This course studies the mathematical correlation. This course replaces ADMN Committee on Academic Regulations and foundations of probability and statistics: 2606 E, ECON 2126 E. (LEC 3) (3 cr) Awards. (LEC 3, TUT 1) (3 cr) approximations, distribution theory, generating functions, multivariate MATH 2236 E Probability and Statistics I distributions, transformations, principles of This course is intended for students majoring estimation. Students are also introduced to in Mathematics or Computer Science. The topics such as correlation and regression, laws of probability, discrete distributions analysis of variance, non-parametric (hypergeometric, binomial, Poisson), methods. Prerequisite: MATH 2236 E and continuous distribution (uniform, normal, MATH 2037 E. Students may not retain gamma family) and the Central Limit theorem, credit for both MATH 3236 E and 3227 E. are studied. Students are introduced to the (LEC 3) (3 cr) statistical techniques of hypothesis testing and estimation as they relate to means, MATH 3416 E Numerical Methods variances, proportions, and frequency tables. This course begins with a study of number An introduction to stochastic processes, systems, errors and the numerical solution including applications to queuing problems of non-linear equations and systems of and simulation, is provided. Prerequisite: linear equations. Further topics will include MATH 1037 E and MATH 1056 E. Students Lagrange and spline interpolation, numerical may not retain credit for both MATH 2236 E integration and differentiation and an 4-MATHEMATICS and 2226 E. (LEC 3) (3 cr) introduction to the numerical solution of ordinary differential equations. Prerequisite: MATH 3036 E Real Analysis I MATH 1057 E, MATH 2066 E, and COSC 1046 This course begins with a rigorous treatment E. (Cross-listed with COSC 3416 E) (LEC 3) of the real number system including (3 cr) completeness. It then goes on to cover sequences and series, limits, continuous MATH 3706 E Directed Studies functions, differentiability, Riemann This course consists of a detailed study of a integration, sequences of functions and the topic in Mathematics under the direction of topology of R. The course concludes with an a faculty member. The material will normally introduction to metric spaces. Prerequisite: be consistent with a third year MATH course MATH 2066 E and 2037 E. (LEC 3) (3 cr) not formally listed in the department’s current offerings. The course will involve MATH 3046 E Complex Analysis some combination of assignments, mid- This course will begin with the following terms, a final exam, a seminar, and a formal topics: functions of a complex variable; final report. Prerequisite: Permission of the analyticity, the Cauchy-Riemann equations, department and of the prospective faculty special functions (trigonometric, exponential, member. (EXP 3) (3 cr) hyperbolic and logarithmic), compositions, mappings, inverse and branch functions. This is followed by contour integration, the STATISTICS COURSES Cauchy-Goursat theorem, Cauchy’s integral formula, singularities, an introduction to STAT 2126 E Introduction to Statistics residue theory and Laurent series, Liouville’s This course provides an introduction to Theorem and the fundamental theorem of basic statistical concepts and techniques algebra. Prerequisite: MATH 2037 E. Students that are common to all disciplines in the may not retain credit for both MATH 3046 E Social Sciences. The principle topics and MATH 4046 E. (LEC 3) (3 cr) include data collection and description, the characteristics and features of the normal probability distribution, the formulation and testing of hypotheses, linear correlation and regression analyses. This course replaces PSYC 2126 E, SOCI 2126 E, GEOG 2026 E, POLI 2126 E. (LEC 2, TUT 1) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 111 Chapter 4 MODERN LANGUAGES FACULTY COMBINED CONCENTRATION - FREN 2556 F Grammaire du français ASSOCIATE PROFESSOR(S) ANISHINAABEMOWIN écrit II C. Ross, B.A.(Hons) (Queen’s), M. es L., Students should refer to the general FREN 2006 F Poésie et théâtre au XIXe Doctorat e cycle (Litterature) (Bordeaux regulations pertaining to combined siècle III), A. Mus. (Western Ontario), President of concentrations. A combined concentration FREN 2007 F Le roman au XIXe siècle Algoma U in the three-year B.A. program requires FREN 2207 F Du Roman psychologique 30 credits in each of two disciplines. au roman de la condition ASSISTANT PROFESSOR(S) Students must consult the Department humaine H. Webkamigad, B.A. (Laurentian), B.Ed. for Anishinaabemowin requirements for a FREN 2236 F La poésie française de (Laurentian-Nipissing), M.A. (Michigan combined concentration. Baudelaire au surréalisme State) FREN 2386 F Littérature et culture dans SINGLE CONCENTRATION - le monde francophone I SESSIONAL FACULTY FRENCH FREN 2387 F Littérature et culture dans L. Mariru-Wurdemann, B.A. (Algoma) le monde francophone II M. E. Pichot, B.A. (Andrews), A.M. First Year FREN 2556 F Grammaire du français (Western Michigan), Ph.D. (Michigan); • FREN 1206/1207 F, 1406/1407 F écrit II A. Rasaiah, B.A. (Queen’s), B.Ed. • 18 additional credits, of which 6 must FREN 2557 F Explication de texte I (Laurentian-Nipissing); be from Group II (Social Sciences) and FREN 2606 F Survol de la littérature A. T. Ruiz Gomes, B.A., B.Ed., Lic. (English) 6 from Group III (Sciences) canadienne-française des (Camaguey, Cuba); origines à 1940 P. Torgenson, B.A. (McMaster), B.Ed. Second and Third Years FREN 2607 F Survol de la littérature (Toronto) • 24 credits in upper-year French canadienne-française de literature and language, excluding 1940 à aujourd’hui ESL INSTRUCTOR(S) FREN 2021/2022 F, 3021/3022 F FREN 2717 F Thèmes de la littérature J.C. Elvy, B.A.A. (Ryerson), B.Ed., M.Ed. • 36 elective credits canadienne-française (Queen’s), ESL Director; FREN 3006 F Le théâtre classique N. Gadja, B.Sc., B.A., CYW Dip., OCT COMBINED CONCENTRATION - FREN 3007 F Elaboration du roman et certified, TESOL certificate; FRENCH pensée de l’époque A. Gallop, B.J., TESL certificate; Students should refer to the general classique K. Lappage, B.A., B.Ed., TESL certificate; regulations pertaining to combined FREN 3106 F Oeuvres d’imagination au D. Welz, TESOL Cert., Dip., H.Dip. concentrations. A combined concentration XVIIIe siècle in the three-year B.A. program requires FREN 3107 F La pensée philosophique DEGREE REQUIREMENTS 30 credits in each of two disciplines. The FREN 3316 F Le roman contemporain en Students should refer to the general French requirements for the combined France regulations pertaining to academic concentration are: FREN 3317 F Etude thématique sur le 4-MODERN LANGUAGES programs. The department offers a single XIXe siècle concentration in the Anishinaabe, and First Year FREN 3326 F Le théâtre français French languages. Knowledge of several • FREN 1206/1207 F, 1406/1407 F moderne languages is considered to be an asset FREN 3726 F La chanson québécoise to students pursuing advanced language Second and Third Years FREN 3826 F Initiation à la traduction studies. Courses are offered in Spanish • 18 credits in upper year French littéraire and Italian. literature and language, excluding ITAL 1005 N Introductory Italian FREN 2021/2022 F, 3021/3022 F ITAL 2005 N Intermediate Italian BACHELOR OF ARTS ITAL 2606 N Nineteenth Century Italian (GENERAL PROGRAM) Elective Courses Literature SINGLE CONCENTRATION - Students may take Anishinaabe, French, ITAL 3005 N Advanced Italian ANISHINAABEMOWIN Italian, and/or Spanish courses, for which ITAL 3017 N History of the Italian they have the prerequisites, as electives. Language First Year ITAL 3106 N Dante’s Divine Comedy • ANIS 1016/1017 E or 2016/2017 E (with COURSE LIST and the Medieval Tradition permission of the department) FREN 1021 F Introductory French I ITAL 3206 N Petrarch and Boccaccio • SOCI 1016 E, ANTR 1007 E FREN 1022 F Introductory French II ITAL 3517 N The Idea of the Italian • 12 - 18 additional credits, of which 6 FREN 1206 F Grammar I Renaissance must be from Group III (Sciences) FREN 1207 F Grammar II ITAL 3905 N Seminar in Advanced FREN 1406 F Communication I Language Studies Second and Third Years FREN 1407 F Communication II ANIS 1016/17 E Introductory Ojibwe • ANIS 2016/2017 E (if not already taken), FREN 2021 F Intermediate French I ANIS 2016/17 E Intermediate Ojibwe 2006/2007 E, 3016/3017 N, 3025 N, and FREN 2022 F Intermediate French II ANIS 2015 E Anishinaabe Culture and 3105 N Civilization • 30 - 36 elective credits FREN 3021 F Advanced French I ANIS 3016/17 E Advanced Ojibwe FREN 3022 F Advanced French II ANIS 3015 E Seminar in Advanced Language Studies

ALGOMA UNIVERSITY www.algomau.ca 112 Chapter 4

ANIS 3105 E Anishinaabe Oral FREN 2022 F Intermediate French II FRENCH - LANGUAGE AND Literature Conclusion of a review of the principles of LITERATURE COURSES ESPA 1005 N Introductory Spanish grammar. Extensive practice in conversation These courses may be included for credit in ESPA 2005 N Intermediate Spanish and composition. Study of literary and cultural a French concentration. ESPA 3005 N Advanced Spanish materials. Laboratory work concentrates ESPA 3155 N Spanish Golden Age (XVI- on practice in pronunciation, grammar, FREN 1206 F Grammar I XVII) and listening-comprehension. Conducted This course reviews the main grammatical ESPA 3255 N Modern Spanish Literature in French. Prerequisite: FREN 2021 F or parts of the French discourse. The different ESPA 3505 N Spanish American equivalent. Students may not retain credit types of nouns are studied: genders, Literature from for both FREN 2022 F and FREN 2005 F. (LEC numbers. The uses of noun and pronoun Independence to the 4, LAB 1) (3 cr) definers such as articles, possessive, Mexican Revolution demonstrative, indefinite and the descriptive FREN 3021 F Advanced French I adjectives are seen in depth. Verb tense such COURSE DESCRIPTIONS Review of grammar. Specialized exercises: as present, passé compose, the imperfect, phonetics, conversation, composition, and their different uses are seen. The uses FRENCH-BASIC LANGUAGE translation. Study of literary and cultural of adverbs and their syntax will also be COURSES materials. Language laboratory work and seen. An emphasis is placed on personal These courses may not be included for written and oral class assignments help pronouns as subject, direct and indirect credit in a French concentration. All students the student acquire a fluent and idiomatic objects. Learning is done through numerous contemplating registration in FREN 1021 F, command of French. Conducted in French. written exercises on the different grammar 1022 F, 2021 F, 2022 F, 3021 F, and/or 3022 Prerequisite: FREN 2022 F or equivalent. rules studied in class. Students may not F must take a preregistration test which Students may not retain credit for both retain credits for FREN 1561/1527 and 1206. will determine placement in courses at FREN 3021 F and FREN 3005 F. (LEC 4, LAB (LEC 3) (3 cr) an appropriate level. Please consult the 1) (3 cr) Le cours portera sur une étude des department for details. principales parties du discours. Le nom, les FREN 3022 F Advanced French II

déterminants, les adjectifs, les verbes et 4-MODERN LANGUAGES FREN 1021 F Introductory French I Review of grammar. Specialized exercises: adverbes, les accords des participes passés, Introduction to the basic elements of the conversation, composition, business pronoms personnels sont au programme. French language. Oral and written practical documents and letters, translation. Study L’étudiant fera de nombreux exercices écrits exercises. The language laboratory provides of literary and cultural materials. Language sur les divers éléments de la grammaire vus special assistance with oral practice and laboratory work and written and oral en c1asse. (LEC 3) (3 cr) pronunciation. (Registration is limited to class assignments stress the correction of students with no previous experience with students’ individual weaknesses. Conducted FREN 1207 F Grammar II the French language.) Students may not in French. Prerequisite: FREN 3021 F or This course will emphasize verb tenses such retain credit for both FREN 1021 F and FREN equivalent. Students may not retain credit as: future, present and past conditional, the 1005 F. (LEC 4, LAB 1) (3 cr) for both FREN 3022 F and FREN 3005 F. (LEC if-clauses, the uses of present and past 4, LAB 1) (3 cr) subjunctive, and the literary tenses. We see FREN 1022 F Introductory French II the uses of possessive, demonstrative, and Development of the four language skills: indefinite pronouns. The difference between reading, listening-comprehension, writing, present and past participles and their and speaking. Extensive conversation agreements are also studied. The acquisition practice. The language laboratory provides of learning is done through many exercises special assistance with pronunciation, done during class. Prerequisite: FREN 1206. grammar and listening-comprehension. Students may not retain credit for FREN Registration is limited to students with very 1516/1527 and FREN 1207 (LEC 3) (3 cr) little previous experience with the French language. Prerequisite: FREN 1021 F or Ce cours fait suite à I’étude des principales equivalent. Students may not retain credit parties du discours. Les modes et temps for both FREN 1022 F and FREN 1005 F. (LEC des verbes, les pronoms : possessifs, 4, LAB 1) (3 cr) démonstratifs, indéfinis, prépositions et conjonctions sont au programme. Les FREN 2021 F Intermediate French I étudiants font de nombreux exercices de A thorough review of the principles of grammaire en c1asse. (LEC 3) (3 cr) grammar. Extensive practice in conversation, reading and composition. Laboratory work concentrates on practice in pronunciation, grammar, and listening-comprehension. Conducted in French. Prerequisite: FREN 1022 F or equivalent. Students may not retain credit for both FREN 2021 F and FREN 2005 F. (LEC 4, LAB 1) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 113 Chapter 4

FREN 1406 F Communication I FREN 2236 F La poésie française de FREN 2607 F Survol de la littérature This course will examine French oral and Baudelaire au surréalisme canadienne-française de 1940 à written expression. Understanding the text Les caractères de l’écriture moderne vus à aujourd’hui will be achieved through analysis of various travers l’étude détaillée de textes poétiques Le roman de la ville, le roman psychologique, contemporary articles dealing with general de Baudelaire, d’Apollinaire, de Claudel, de le nouveau roman. L’évolution de la poésie et to scientific themes. Practice of the oral Valery et des surréalistes. Cours préalable: du théâtre.Cours préalable: FREN 1516 F et expressions will be done through in-class FREN 1516 F et 1527 F. (LEC 3) (3 cr) 1527 F. Le cours FREN 2607 F ne pourra être presentations that will analyze different crédite pour les étudiants ayant déjà suivi le written documents and short films. Written FREN 2386 F Littérature et culture dans le cours FREN 2105 F. (LEC 3) (3 cr) documents such as: a summary of texts, monde francophone I essays and business writings will be studied. Moments privilégiés de l’histoire littéraire. FREN 2717 F Thèmes de la littérature Dictations will also be an important part of L’oeuvre littéraire comme témoin de la canadienne-française this course. Students may not retain credit for pensée et de l’histoire d’une époque; ses Les grands thèmes universels à travers le FREN 1516/1527 and FREN 1406 (LEC 3) (3 cr) relations avec sciences et les idéologies; prisme des oeuvres canadienne-françaises. l’oeuvre littéraire au carrefour des cultures Études de thèmes propres à la littérature FREN 1407 F Communication II populaire et savante; comparaison entre d’ici. Cours préalable: FREN 1516 F et 1527 F. This course provides the student with an oeuvres de nations différantes; oeuvres Le cours FREN 2717 F ne pourra être crédité introduction to French literature and films littéraires et autres formes d’expression pour les étudiants ayant déjà suivi le cours of the world. Practice of the oral component artistique. Choix d’oeuvres représentatives FRAN 2707 F. (LEC 3) (3 cr) is done through in-class analysis of various de la francophonie. Cours préalable: FREN short novels. Research of critical articles on 1516 F et 1527 F. (LEC 3) (3 cr) FREN 3006 F Le théâtre classique the different authors is done through the use La preparation des chefs-d’oeuvre of the library databases. The writing of short FREN 2387 F Littérature et culture dans le dramatiques du XVIIe siecle. La grande essays and dictations are also an integral monde francophone II époque. Étude detaillée d’une oeuvre dè part of this course. Prerequisite: FREN 1406. Étude approfondie d’une littérature Corneille, Moliere et Racine. Cours préalable: Students may not retain credit for FREN francophone hors-Québec et hors-France. FREN 1516 F et 1527 F. (LEC 3) (3 cr) 1516/1527 and FREN 1407 (LEC 3) (3 cr) Cours préalable: FREN 1516/1517 F. (LEC 3) (3 cr) FREN 3007 F Élaboration du roman et FREN 2006 F Poésie et théâtre au XIXe pensée de l’époque classique siècle FREN 2556 F Grammaire du français Du roman précieux à la Princesse de La révolution romantique. Étude de poèmes écrit II Clèves. Le rationalisme de Descartes et son choisis de Lamartine, Hugo, Vigny, Musset; Le cours portera sur une étudé approfondie influence sur la littérature de l’époque. La voies nouvelles de la poèsie: Baudelaire, de la phrase complexe. Y seront question religieuse: Pascal et Bossuet - Les Rimbaud, Verlaine; du classicisme au notamment étudiés: l’analyse des rapports moralistes: La Rochefoucauld et La Bruyère. romantisme dans le théâtre: Préface de sémantiques marqués par les conjonctions La querelle des Anciens et des Modernes. 4-MODERN LANGUAGES Cromwell, bataille d’Hernani, le théâtre de et les prépositions, le discours indirect et Cours préalable: FREN 1516 F et 1527 F. Musset. Cours préalable: FREN 1516 F et la concordance des temps sans oublier (LEC 3) (3 cr) FREN 1527 F. (LEC 3) (3 cr) les raisons de l’orthographe des participes passés. Cours préalable: FREN 1516 F. (LEC FREN 3106 F Oeuvres d’imagination au FREN 2007 F Le roman au XIXe siècle 3) (3 cr) XVIIIe siècle Les origines du roman moderne. Du roman Du roman picaresque au roman sentimental: romantique au roman réaliste et naturaliste: FREN 2557 F Explication de texte I Lesage, l’Abbé Prévost. Naissance du Balzac, Stendhal, Flaubert, Zola (un roman L’étudiant fera de l’analyse orale et écrite drame bourgeois - comédie d’amour et au choix pour chaque auteur). Perspectives de texte d’intérêt général en insistant sur la comédie sociale: Marivaux, Beaumarchais. sur le roman au XXe siècle. Cours préalable: pratique du vocabulaire, de la syntaxe et du Renouveau de la poésie lyrique: Chenier. FREN 1516 F et FREN 1527 F. (LEC 3) (3 cr) sens. Il étudiera la composition du paragraphe Cours préalable: FREN 1516 F et 1527 F. et des techniques d’argumentation et sera (LEC 3) (3 cr) FREN 2207 F Du Roman psychologique au initié au compte-rendu critique. Cours roman de la condition humaine préalable: FREN 1516/1527 F. (LEC 3) (3 cr) FREN 3107 F La pensée philosophique Intensité de la vie intérieure: Proust, Gide, Critique des institutions sociales, religieuses Colette; l’homme moderne face au problème FREN 2606 F Survol de la littérature et politiques: Montesquieu, Voltaire, Diderot; de la foi; Mauriac, Bernanos, Green. Le canadienne-française des origines à 1940 revendications sociales de la fin du siècle: problème de la condition humaine: Malraux Écrits de la Nouvelle-France: explorateurs, Rousseau. Cours préalable: FREN 1516 F et et Camus. Cours préalable: FREN 1516 F et missionaires, colons. Les conteurs et les 1527 F. (LEC 3) (3 cr) FREN 1527 F. (LEC 3) (3 cr) poétes. Le roman de la terre et les premiers romans contestataires.Cours préalable: FREN 1516 F et 1527 F. Le cours FREN 2606 F ne pourra être crédité pour les étudiants ayant déjà suivi le cours FREN 2105 F. (LEC 3) (3 cr)

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FREN 3316 F Le roman contemporain en ITALIAN - LANGUAGE COURSES ITAL 3106 N Dante’s Divine Comedy and France the Medieval Tradition Le roman traditionnel au XXe siècle: vue ITAL 1005 N Introductory Italian A study of the Divine Comedy with emphasis d’ensemble. Remise en question des Intensive study of the basic elements on its roots in the European literary and formules romanesques. Nouveaux principes of Italian grammar; development of four philosophical tradition, and on the critical esthétiques: le nouveau roman. Cours language skills. (6 cr) problems of the medival mind. Selections préalable: FREN 1516 F et 1527 F. (LEC 3) from Dante’s minor works will also be (3 cr) ITAL 2005 N Intermediate Italian considered. Prerequisite: ITAL 2005 N. (LEC A thorough review of the principles of 3) (3 cr) FREN 3317 F Étude thématique sur le XIXe grammar. Intensive practice in conversation, siècle composition. The tutorial hour concentrates ITAL 3206 N Petrarch and Boccaccio Manifestation de quelques grands thémes on conversation and cultural issues. This course will study the changing forms de la poésie humaine dans les oeuvres Prerequisite: ITAL 1005 N or equivalent. of fourteenth century Italian literature and contemporaines. Leur expression littéraire. (LEC 3, TUT 1) (6 cr) the underlying causes as reflected in the Cours préalable: FREN 1516 F et 1527 F. major works of Petrarch (The Canzoniere) ITAL 2606 N Nineteenth-Century Italian and Boccaccio (The Decameron). Special FREN 3326 F Le théâtre français moderne Literature consideration will be given to the relationship Situation du théâtre durant la première moitié A study of the major currents of Italian between the author’s vision of humanity du siècle. Dramaturges contemporains. literature in the nineteenth century from and history and the structure of his work. Théâtre existentialiste. Nouveau théâtre. the pre-romantics to Verismo. The poetry of Prerequisite: ITAL 2005 N. (LEC 3) (3 cr) Étude d’oeuvres représentatives appartenant Monti, Foscolo and Leopardi, along with the à une ou à plusieurs tendances ou périodes. prose of Manzoni and Verga will be treated. ITAL 3517 N The Idea of the Italian Cours préalable: FREN 1516 F et 1527 F. (LEC Prerequisite: ITAL 2005 N. (LEC 3) (3 cr) Renaissance 3) (3 cr) This course examines Italian Renaissance ITAL 2616 N Everyday Life in writings with the objective of formulating an FREN 3517 F Syntaxe du français Contemporary Italy idea of the Italian Renaissance. Areas to be contemporain This course examines cultural practices studied may include philosophy, literature, 4-MODERN LANGUAGES Ce cours insistera sur la correction of contemporary Italy as made manifest art, architecture, science, religion, magic des deficiences orthographiques, in everyday life. Attention may be given to or linguistic issues. Authors to be studied morphologiques et syntaxiques par une étude Italian social institutions, sport, culinary may include Guicciardini, Ficino, Castiglione, aprofondie des carences des étudiantes habits and other practices including fashion Stampa. Students may not retain credit for et étudiants. Ils apprendront en outre à and the production and consumption of both ITAL 3506 N and 3517 N. (LEC 3) (3 cr) exploiter les modes et les temps (notamment cultural artifacts. Students may not retain les temps litteraires) et à maîtriser les règles credit for both ITAL 2605 N and 2617 N. (LEC SPANISH - LANGUAGE COURSES des ponctuation et leurs utilisations à des 3) (3 cr) fins stylistiques. Ils étudienront les fonctions ESPA 1005 N Introductory Spanish grammaticales. Cours préalable: FREN ITAL 2617 N The Italian Cultural Intensive study of the basic elements of 2556/2557 F. (LEC 3) (3 cr) Imagination Spanish grammar; development of the This course is a survey of Italy through its four language skills: reading, listening- FREN 3726 F La chanson québécoise various cultural manifestations from the comprehension, writing and speaking. Étude des auteurs, compositeurs et Middle Ages to the present. The focus is on Introduction to Spanish and Latin-American interprètes les plus représentatifs des literature, the figurative and performing arts, culture. The language laboratory is an différents mouvements de la chanson and the intellectual and scientific traditions essential component for oral practice and québécoise. Étude thématique et stylistique of Italy. Students may not retain credit for pronunciation. (LEC 3, LAB 1) (6 cr) de la chanson folklorique traditionnelle, both ITAL 2605 N and 2617 N. “lyrique”, militante, engagée et poetique. (LEC 3) (3 cr) ESPA 2005 N Intermediate Spanish Vocation de la chanson d’ici. Cours préalable: A thorough review of the principles of FREN 1516 F et 1527 F. Le cours FREN 3726 ITAL 3005 N Advanced Italian grammar. Intensive practice in conversation, F ne pourra être crédité pour les étudiants Intensive practice in the skills of reading, composition, and translation. Study of literary ayant déjà suivi le cours FRAN 2697 F. (LEC listening-comprehension, writing and and cultural materials. Laboratory work 3) (3 cr) speaking. Extensive discussion focusing concentrates on practice in pronunciation, on cultural issues and literary writings. grammar, and listening-comprehension. FREN 3826 F Initiation à la traduction Prerequisite: ITAL 2005 N or equivalent. (LEC Prerequisite: ESPA 1005 N or equivalent. littéraire 3, TUT 1) (6 cr) (LEC 3, LAB 1) (6 cr) Initiation aux différences stylistiques des deux langues. Le travail consistera en ITAL 3017 N History of the Italian ESPA 3005 N Advanced Spanish traductions de textes contemporains de Language Intensive practice in reading, listening l’anglais au français et du français à A diachronic study of the evolution of the comprehension, writing, and speaking. l’anglais. On insistera non seulement Italian language in its various stages of Extensive reading in literary and cultural sur la correction grammaticale mais development and a synchronic analysis texts. Prerequisite: ESPA 2005 N or equivalent. aussi sur les nuances stylistiques des of contemporary Italian and its dialects. (LEC 3) (6 cr) textes. Cours préalable: FREN 1516/1527 F Prerequisite: ITAL 2005 N. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 115 Chapter 4

ENGLISH - LANGUAGE COURSES ENGL 0003*: Intermediate II: non-credit, ENGL 0005**: Advanced II: non-credit, pre- (non-credit) pre-academic English as a Second academic English as a Second Language Language Level 0005 integrates the skills of listening, ENGL 0001*: Introductory: non-credit, pre- The 0003 integrated classes will focus on speaking, reading, writing, and study skills. academic English as a Second Language themes related to school, social life, work, The intent is to view the English language This course is an introduction to the basic and leisure. With these themes, students as a means of communication and a tool elements of the English language. Emphasis will acquire natural and useful language to be used by students in the furthering of will be placed on functional vocabulary, for everyday situations and purposes. their education. Emphasis will be placed grammar, and basic written and spoken Thorough review of grammar will be used on meeting the academic requirements for language. Pronunciation and specialized in the context of the four skills of listening, entering first-year college or university. The attention to oral language will also be speaking, reading, and writing. Speaking class will be organized around units, each covered. This introductory level prepares skills include pronunciation exercises with a central theme taken from academic for the upper levels of pre-academic English in the classroom and both speaking and disciplines; and each incorporating a and/or the required English “survival” skills. listening will be practiced in the lab. By variety of research skills required for a No prerequisite; this is a beginner-level reading the daily newspaper and listening Canadian university classroom. Students course intended for students with limited to educational broadcasts, students will will incorporate what they learn in all of knowledge of English. (SEM) (0 cr) recognize the meaning of words in context those activities for class assignments. and understand the main ideas. Through While the necessary techniques of each ENGL 0002*: Intermediate I: non-credit, pre- small group activities, students will practice skill area will still be taught, the students academic English as a Second Language reading, writing, listening and speaking. are expected to apply the knowledge in all In this class students learn English Prerequisite: ENGL 0002 or permission of the other aspects of their language acquisition. conversation in everyday situations. For Registrar. (SEM) (0 cr) Students will participate in comprehensive, each function, students learn the appropriate interdisciplinary projects and activities. grammar, vocabulary, and pronunciation to ENGL 0004*: Advanced I: non-credit, pre- help them listen, speak, and write. Students academic English as a Second Language Completion of ENGL 0005 with 70% or will listen to audio and video tapes that At this level, students are starting to look at better satisfies the English language will model dialogues for them. Students how material is organized into patterns such proficiency requirement for admission to will write about the themes and read their as listing, cause/effect, and comparison/ undergraduate programs at Laurentian- compositions to their classmates. Students contrast. Each unit explores a different Algoma. will participate in pairs and small group work topic and is based on one of these patterns. Prerequisite: ENGL 0004 or permission of to give them more time to practice speaking. Students will read about a topic, look at the the Registrar. (SEM) (0 cr) The language lab offers student additional organizational pattern that is used, learn the time to listen to taped materials and to vocabulary that is related to the topic and * 60% or better is considered a passing make recordings of their speech for play- the grammar and transitional words related grade for ENGL 0001 - 0004. Scores lower back. Emphasis is placed on providing the to the organizational pattern. Sentence than 60% for ENGL 0001 – 0004 are not 4-MODERN LANGUAGES basic skills to solving language challenges combining activities will help the student eligible to move into the next SPELL level. through resources, instruction, and exposure write more complex sentences that clearly to diverse activities and language usage. show the relationships of increasingly ** 70% or better is considered a passing Prerequisite: ENGL 0001 or permission of the complex ideas. Authentic materials such as grade for ENGL 0005. Registrar. (SEM) (0 cr) newspapers, newscasts, and documentaries are used in listening and reading activities. Finally, speaking includes discussions, surveys, interviews, and presentation. These skills lead to cultural presentations or interviews in a local school. Prerequisite: ENGL 0003 or permission of the Registrar. (SEM) (0 cr)

ALGOMA UNIVERSITY www.algomau.ca 116 Chapter 4 MUSIC Department of English, Fine Arts Studies, and Music FACULTY C. Vanin, A.R.C.T. (Royal Conservatory Third Year ADJUNCT PROFESSOR & of Music), B.A. (Laurentian), B. Mus. • 9 additional credits in Music at the CO-ORDINATOR OF THE MUSIC (Ottawa), Ph.D. (Western Ontario); upper-year level PROGRAM J. Wilkinson, B.M.E. (Nebraska), M.M., • MUSC 3406 E or 3407 E D. Innes, A.R.C.T. (Royal Conservatory of D.M.A. (Michigan); • 18 elective credits Music), B.Mus. (Performance) (McGill), Rino Zorzi, B.M.E. (Northern Michigan) M.A. (Mus.) (York, Ontario) COMBINED CONCENTRATION DEGREE REQUIREMENTS Please refer to the general regulations ADJUNCT PROFESSOR(S) Students should refer to the General pertaining to combined concentration P. Dingle, B.Mus. (Memorial), M.Mus. Regulations pertaining to academic programs. A combined concentration in (Performance) (Brandon); programs. the three-year B.A. program requires 30 R. C. Ollikkala, A. Mus. (Western Ontario credits in each of two disciplines. The Conservatory of Music), B.A., B.Mus., ADMISSION REQUIREMENTS music requirements for the combined M.Mus. (Performance) (Western Ontario), In addition to the normal admission concentration are: Ph.D. (Illinois- Urbana) requirements for B.A. programs, candidates for admission to Music should have First Year PROFESSOR(S) EMERITUS completed Advanced Rudiments (R.C.M.) • MUSC 1115 E, 1015 E, 1406 E or 1407 E T. Hahn, Mus. Dip. (Davis), (Manhattan or the equivalent, and must undertake a College of Music), Pius X School placement audition and interview with the Second Year (Pontifical) of Liturgical Music Music Coordinator. Only after the completion • MUSC 2115 E or 6 credits Music (Manhattanville College) of this process, may a student register for History, upper-year applied Music major courses. An audition • MUSC 2406 E or 2407 E SESSIONAL FACULTY /interview can be arranged by contacting L. Cescon, A.R.C.T. (Royal Conservatory of the Music Coordinator at 949-2301, ext. 4345. Third Year Music), B.A. (Laurentian), Diploma in Early Those who lack the theory background will • 6 additional credits in Music at the Childhood Education (Fanshaw College); be required to take MUSC 1101 E and 1102 E, upper-year level F. Deresti, B. Mus. (Carleton); introductory courses in theory and dictation. • MUSC 3406 E or 3407 E R. Deresti, A.R.C.T. (Royal Conservatory of These may be taken during the first year of a

Music), B. Mus. (Saskatchewan), M. Mus. program, but do not replace the mandatory NOTES: 4-MUSIC (Performance) (Toronto); MUSC 1115 E “Materials of Music I” which 1. The performance requirements for the R. Gosse; would normally then be taken during the degree include a sequence of at least M. Gough, B.Mus., B.Ed. (Western Ontario); second year. three 3-credit courses. E. Greenwood, B.A. (Mus.) (Algoma), B.Ed. Students holding credits from accredited (Nipissing); conservatories, colleges and universities MUSIC AS ELECTIVES J. Greenwood, B.A. - (Music) (Laurentian- may be eligible for advanced standing. Such A selection of courses in Music, including Algoma); credits will be considered on their individual private instruction, will be offered in each J. Holmes, B.Sc. (Lake Superior State merits and auditions and examinations year from among those described below. University), C.A. (Province of Ontario); may be required to demonstrate levels of Students may be admitted to these courses E. Hooper, B.Mus. (Toronto); competency in particular subject areas. as electives providing they meet the M. Hooper, B.Mus. (Performance); prerequisites and/or at the discretion of the (Toronto), Advanced Studies (Banff); BACHELOR OF ARTS (GENERAL department. K. Kettles, A.R.C.T. (Royal Conservatory PROGRAM) of Music), B.Mus. (Wilfred Laurier), B.Ed. (Western); SINGLE CONCENTRATION K. LaRoue, B.Ed. (Michigan); A. Mallinger, B.A. (Mus.) (Performance) First Year (Toronto), M.Mus. (Performance) (Western • MUSC 1115 E and MUSC 1015 E Ontario), Advanced Studies (Banff); • MUSC 1406 E or 1407 E S. Mallinger, B.Mus. (Western Ontario); • 15 additional credits, of which 6 must K. Malone, B.Mus. (Vicent D’Indy); come from Group II (Social Sciences) A. McCarthy, B.Mus., B.Ed. (Memorial), and 6 from Group III (Sciences) M.Mus. (McGill); B. Merritt, (Wroclau Academy of Music, Second Year Poland); • MUSC 2115 E or 6 credits in Music K. Piirtoniemi, B. Mus., B.Ed. (Western History, upper-year level Ontario); • MUSC 2406 E or 2407 E V. Suriano, B.A. (Laurentian), B.Ed • 21 elective credits (Nipissing); G. Traficante, Lic.Mus. (McGill);

www.algomau.ca ALGOMA UNIVERSITY 117 Chapter 4

COURSE LIST PERFORMANCE COURSES MUSC 1021 E Music Appreciation I: MUSIC HISTORY AND MUSC 1406 E Applied Major Ia Listening Fundamentals APPRECIATION COURSES MUSC 1407 E Applied Major Ib This course introduces some of the MUSC 2406 E Applied Major IIa basic philosophies underlying musical MUSC 1015 E Introduction to the History MUSC 2407 E Applied Major IIb composition and performance, and examines of Music in Western MUSC 3406 E Applied Major IIIa the elements of music in detail. Through Culture MUSC 3407 E Applied Major IIIb lectures, discussions and a wide range MUSC 1021 E Music Appreciation I: MUSC 1416 E Applied Minor I of reading and listening assignments, the Listening Fundamentals MUSC 2416 E Applied Minor II course provides the student with the tools for MUSC 1022 E Music Appreciation II: MUSC 3416 E Applied Minor III intelligent listening, and the understanding Cultural Survey of musical structures and forms. This course MUSC 2006 E Music of the Baroque APPLIED MUSIC PROFICIENCY cannot count towards a concentration in Period MUSC 1401 E Applied Music Music. (LEC 3, EXP) (3 cr) MUSC 2007 E Music of the Classical Proficiency I Period MUSC 1402 E Applied Music MUSC 1022 E Music Appreciation II: MUSC 2056 E Music in Popular Culture I Proficiency II Cultural Survey MUSC 2057 E Music in Popular Culture II This course is an examination of the societal MUSC 2066 E Music as Culture I: World APPLIED MUSIC FOR NON- development of music from earliest times Music CONCENTRATION STUDENTS to the present. Studies of both Western MUSC 2067 E Music as Culture II: Native MUSC 1420 E Applied Music for and non-Western musical cultures will Music Non-Concentration be included. This course cannot count MUSC 2076 E History & Appreciation of Students I towards a concentration in music. (LEC 3, Jazz MUSC 2420 E Applied Music for EXP) (3 cr) MUSC 2507 E History of Music in Video Non-Concentration Games Students II MUSC 2006 E Music of the Baroque MUSC 2706 E Sociology of Music MUSC 3420 E Applied Music for Non- Period MUSC 3005 E The History of Opera Concentration Students III An analytical and historical study of music MUSC 3016 E Music in the Romantic of the Baroque, from the beginning of opera Period ENSEMBLE COURSES with special emphasis on the works of Bach MUSC 3017 E Music of the Twentieth MUSC 1611 E, 2611 E, 3611 E - Algoma and Handel. Prerequisite: MUSC 1015 E or Century University Choir permission of the department. (LEC 3) (3 cr) MUSC 1621 E, 2621 E, 3621 E - Instrumental 4-MUSIC MUSIC THEORY COURSES Chamber Ensemble MUSC 2007 E Music of the Classical MUSC 1101 E Introduction to Music I MUSC 1631 E, 2631 E, 3631 E - Sault Period MUSC 1102 E Introduction to Music II Symphony Orchestra An intensive study of the forms and music MUSC 1115 E Materials of Music I MUSC 1641 E, 2641 E, 3641 E - Musical of the classical period beginning with pre- MUSC 2115 E Materials of Music II Theatre Ensemble classical composers such as D. Scarlatti, MUSC 1651 E, 2651 E, 3651 E - Jazz Stamitz, and the sons of J.S. Bach, climaxing PEDAGOGY AND PRACTICAL Ensemble with works of Haydn, Mozart, and Beethoven. MUSICIANSHIP COURSES Prerequisite: MUSC 1015 E or permission of MUSC 2205 E Music as Therapy MUSIC HISTORY AND the department. (LEC 3) (3 cr) MUSC 2216 E Introduction to Conducting APPRECIATION COURSE MUSC 2236 E Introduction to The Music DESCRIPTIONS MUSC 2056 E Music in Popular Culture I Business This course will examine some of the MUSC 2255 E Elementary School MUSC 1015 E Introduction to the History principal forms of North American popular Music I of Music in Western Culture music since the late nineteenth century: MUSC 2275 E Jazz Practicum I A formal and stylistic survey of the history ragtime, blues, jazz, swing, music hall, MUSC 2506 E Introduction to Audio Arts and literature of Western music. Prerequisite: Tin Pan Alley and the musical. It will also MUSC 2511 E Piano Accompanying Grade 2 theory (R.C.M.T.) or equivalent, or provide an overview of all these styles from MUSC 3216 E Choral Conducting permission of the department. (LEC 3, LAB a Canadian perspective. (LEC 3) (3 cr) MUSC 3217 E Instrumental Conducting 1) (6 cr) MUSC 3246 E Performance Literature MUSC 2057 E Music in Popular Culture II MUSC 3247 E Performance Pedagogy This course will examine the origins and MUSC 3255 E Elementary School development of rock and roll into the 1980’s, Music II and will also look at the new developments MUSC 3506 E Video Game Audio in electronic instruments, country, folk MUSC 3507 E Composing Music for music, and Canadian popular music from Video Games both the English and French perspectives. MUSC 3606 E Environmental Audio for (LEC 3) (3 cr) Games

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MUSC 2066 E Music as Culture I: World MUSC 2507 E History of Music in Video MUSC 3017 E Music of the Twentieth Music Games Century This course examines the role of music as a This course is an historical survey of game An intensive study of styles and techniques reflection of cultural value, past and present, music from the days of Penny Arcades of twentieth century music, beginning with in several world areas including India, Latin to the most recent developments in the post-Romantic through to the developments America (Brazil, Peru, Mexico), Indonesia industry. There will be an examination prior to World War II. Prerequisite: MUSC and Africa. It introduces the student to of how and why game music (and other 1015 E or permission of the department. (LEC the primary concerns, methods and ethics nonlinear forms of classical music) is 2, SEM 1) (3 cr) involved in the field of ethnomusicology, different than established genres of film which is commonly defined as “the study music and traditional audiovisual art of music as culture.” Issues addressed forms. This examination will highlight MUSIC THEORY COURSES will include: (i) music as a reflection of the unique demands of interactivity that social structure (ii) the use of music as a composing gaming music requires and the MUSC 1101 E Introduction to Music I mechanism for cultural retention and revival challenges this presents the composer. An introduction to the basic vocabulary of (iii) the legacy of colonialism in music (iv) This course is designed to give students music and to basic musicianship skills. Topics the preservation of music either through an understanding of how music and include notation, meter and rhythm, intervals, an oral tradition or in the form of written sound affects interactivity in the gaming scales, chords, etc. Special emphasis will notation (v) the relationship between musical environment. Prerequisites: MUSC 1015 be placed upon aural perception. This style and gender and (vi) the relationship E or permission of the department. (LEC course cannot count toward fulfilling the between social context and musical style. 3/EXP) (3 cr) requirements for a concentration in Music. The course is based in the conviction Students who have successfully completed that an understanding of music involves MUSC 2706 E Sociology of Music MUSC 1115 E may not enroll in MUSC 1101 an awareness of its relationship to other The sociology of music is a discipline that E. (LEC 3) (3 cr) aspects of the human experience, including deals with music as a social phenomenon. poetry, dance, drama, prayer, literature, The issue of the social nature of music MUSC 1102 E Introduction to Music II legend, gender roles and social hierarchies. including the complex multi-faceted social This course is a continuation of MUSC 1101 (LEC 3, EXP) (3 cr) interactions that form the environment in E, expanding upon musical vocabulary and which music is produced, disseminated, the basic skills of musicianship through MUSC 2067 E Music as Culture II: Native appreciated and used, the socially written work, analysis, and ear training. 4-MUSIC Music constructed definitions and implications of Topics include the C-clefs, scales, triads, This course studies Native culture through the word “music” in various cultures, and seventh chords, simple and compound time, the prism of music, where sound, art, the characteristics of music in a particular non-harmonic tones, cadences, transposing politics, social relations, myth, philosophy, culture will be examined. All types of instruments, instrumental and vocal scores, and religion intersect. An overview of native music and the environments in which they and musical terms and signs used to indicate music in North America will be followed by are created and disseminated are to be tempo, dynamics, articulation, style, etc. This a general survey of Canadian native musical reviewed and studied as social constructs. course cannot count toward fulfilling the styles. The course will focus, in particular, on Prerequisite: SOCI 1016/1017 E and/or first requirements for a concentration in Music. music in the Anishinaabe tradition. Special year MUSC course. Students may not retain Students who have successfully completed emphasis will be placed on the pow wow credit for both MUSC 2706 E and SOCI 2706 MUSC 1115 E may not enroll in MUSC 1102 - its format, music, importance, history, E. (LEC 3) (3 cr) E. Prerequisite: MUSC 1101 E or permission and current manifestations. Students will of the department. (LEC 3) (3 cr) be expected to participate in field trips MUSC 3005 E The History of Opera to regional pow wows. The role of music The study of Opera from the Florentine MUSC 1115 E Materials of Music I in residential schools, and the sacred Camerati to the present. While the Study of the parameters of music structure role of “drums” from various local native interdisciplinary aspects of opera will - melody, rhythm, voice-leading, harmonic communities (Garden River, Batchawana, be stressed, the student will also be progression, texture, etc. through analytical Serpent River) will also receive attention. responsible for an in depth study of one area. and written work, ear training, and sight- (LEC 3, EXP) (3 cr) Prerequisite: MUSC 1015 E or permission of singing and keyboard drills. Prerequisite: the department. (LEC 3) (6 cr) Grade 2 theory (R.C.M.T.) or equivalent, or MUSC 2076 E History and Appreciation permission of the department. (LEC 4) (6 cr) of Jazz MUSC 3016 E Music in the Romantic By combining an historical survey and a Period MUSC 2115 E Materials of Music II sociological emphasis with musical analysis, An analytical and historical study of the A continuation and further development of this course will introduce students to the music of the nineteenth century, beginning MUSC 1115 E. Prerequisite: MUSC 1115 E or basic terms and concepts of jazz, and with Beethoven, Schubert, and Schumann, equivalent. (LEC 4, EXP) (6 cr) the various stylistic manifestations that and ending with such post-Romantic appeared as it developed throughout the composers as R. Strauss and Mahler. twentieth century to the present. (LEC 3) Prerequisite: MUSC 1015 E or permission of (3 cr) the department. (LEC 2, SEM 1) (3 cr)

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PEDAGOGY AND PRACTICAL MUSC 2275 E Jazz Practicum I MUSC 3216 E Choral Conducting MUSICIANSHIP COURSES This course is a practical study of basic A study of conducting techniques, rehearsal improvisational techniques, the fundamentals procedures, and related problems, and MUSC 2205 E Music as Therapy of jazz transcription, and preliminary an introduction to choral repertoire. This course provides an introduction to the repertoire development. Students will Prerequisite: MUSC 2216 E or permission of development of fundamental skills as they receive weekly classroom instruction to the department. (LEC 1, EXP 1) (3 cr) apply to the therapeutic use of music. This supplement their practical participation in course will focus on the special educational ensemble situations. Students will normally MUSC 3217 E Instrumental Conducting needs of handicapped children or the needs be expected to be registered concurrently A study of problems related to the conducting of other individuals requiring palliative care in the AUC Jazz Ensemble. Prerequisite: of instrumental ensembles, including basic in hospitals or institutions. Emphasis will be audition and permission of the department. instrumental techniques, score reading, placed on adapting musical activities to meet (6 cr) rehearsal procedures, and musical style a wide range of abilities and functioning and interpretation. Prerequisite: MUSC 2216 levels in order to promote the non-musical MUSC 2506 E Introduction to Audio Arts E or permission of the department. (LEC 1, goals of the individual. Opportunities will be This course will introduce students to EXP 1) (3 cr) provided for observation and participation in the expressive medium of sound through special education settings, and/or hospitals the study of structures, properties and MUSC 3246 E Performance Literature and nursing homes. Prerequisite: Permission applied techniques of live sound, recorded This course examines the performance of the department. (LEC 3, EXP 1) (6 cr) sound, and the application of protocols literature of a particular medium, either such as MIDI as an organizing tool in the piano, voice, woodwind, brass, string, or MUSC 2216 E Introduction to Conducting artistic creation of music. Using desktop percussion. The emphasis will be given to the This course serves as an introduction to computer-based audio software, the performace literature of various important the fundamental technique of ensemble student will apply these principles in composers of a medium, discussing styles, conducting. (LEC 1, EXP 1) (3 cr) an original multichannel mix as a final forms, and interpretations of their works project. Prerequisite: MUSC 1101/1102 or chronologically in a historical context. MUSC 2236 E Introduction to The Music permission of the department. Students Students will acquire a broad awareness Business may not retain credit for both MUSC 2506 of a particular repertory. The medium of the This course is designed to provide students and MUSC 2237. (LEC 3/EXP) (3 cr) performance literature will vary, depending with the knowledge and skill necessary on the instructor’s expertise in a given to enable them to succeed in the music MUSC 2511 E Piano Accompanying performance area. Prerequisite: MUSC business. It will provide practical tools, A practical course involving discussion of literacy and the permission of the instructor. guidelines and reference material that problems related to the art of accompanying, (LEC 3) (3 cr) 4-MUSIC will help them to utilize their artistic and supervised rehearsal and public accomplishments in a financially-driven performance of works for voice, strings, MUSC 3247 E Performance Pedagogy market. Topics will include the development brass, woodwinds, etc. The level of difficulty This course examines the teaching and assessing of legal contracts, the study will be compatible with the student’s pianistic techniques of an instrument through of copyright regulations and protection, ability. Prerequisite: Grade 8 (R.C.M.T.) or contributions of pedagogical works by publishing mechanism and approaches, equivalent, or permission of the department. various important composers as well as marketing tools, the relationship with (EXP 2, 2 terms) (3 cr) recent method books and the contributions managers and agents, studio and recording by famous pedagogues chronologically in a approaches and techniques, media and MUSC 2706 E Sociology of Music historical context. In addition, this course is business connections and opportunities, The sociology of music is a discipline that designed to give students practical aspects retail and wholesale approaches, business deals with music as a social phenomenon. of teaching music and establishing a private management issues and strategies and The issue of the social nature of music studio. The medium of the pedagogy will vary, songwriting/arranging approaches and including the complex multi-faceted social depending on the instructor’s expertise in a opportunities. The format will involve interactions that form the environment in given performance area. Prerequisite: MUSC lectures, reading assignments, discussion which music is produced, disseminated, literacy and the permission of the instructor. sessions and frequent presentations by appreciated and used, the socially (LEC 3) (3 cr) professionals from the musical, business and constructed definitions and implications of legal communities. (LEC 3) (3 cr) the word “music” in various cultures, and MUSC 3255 E Elementary School Music II the characteristics of music in a particular Continuation of MUSC 2255 E, with special MUSC 2255 E Elementary School Music I culture will be examined. All types of emphasis on pedagogical problems A survey of materials and techniques music and the environments in which they encountered in dealing with children in the appropriate for use in the elementary are created and disseminated are to be upper grades. Prerequisite: MUSC 2255 E or school classroom, with special emphasis reviewed and studied as social constructs. permission of the department. It is strongly on pedagogical problems encountered in Prerequisite: SOCI 1016/1017 E and/or first recommended that students who have no dealing with children in the lower grades. year MUSC course. Students may not retain music theory background also take MUSC Prerequisite: Permission of the department credit for both MUSC 2706 and SOCI 2706. 1101 E “Introduction to Music”. (LEC 3) It is strongly recommended that students (LEC 3) (3 cr) (6 cr) who have no music theory background also take MUSC 1101 E “Introduction to Music I”. (LEC 3) (6 cr)

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MUSC 3506 E Video Game Audio Performance Courses APPLIED MINOR This course is an introductory course for Applied Major, Applied Minor, Applied Music Secondary study in performance medium musicians, programmers and future game Proficiency, and Applied Music for Non- other than that chosen for Applied Major. project developers of how the medium of Concentration Students courses are offered These courses are open only to students sound functions within the context of a video in the following areas: pursuing a concentration in music and must game. Students will explore how both sound be taken concurrently with an Applied major and music are used in a games context. Performance Medium (except where special permission is granted Through study of basic analog and digital Section Letter by the department). Each course requires a recording techniques, protocols such as piano A half-hour private lesson each week for the MIDI, mono/stereo/surround-sound fields, organ B entire session. (EXP 1/2) (3 cr) basic sound editing processes, and various guitar C Prerequisite: Permission of the digital file formats, students will develop voice D department. the necessary skills to create and edit violin E sounds in a desktop computer digital editing viola F MUSC 1416 E Applied Minor I software. Prerequisite: MUSC 2506 E/2507 cello G MUSC 2416 E Applied Minor II or permission of the department. string bass H MUSC 3416 E Applied Minor III (LEC 3/EXP)(3 cr) flute I oboe J NOTES: MUSC 3507 E Composing Music clarinet K 1. Admissions to these Applied Major and for Video Games saxophone L Applied Minor courses is by special This course is designed as a continuation bassoon M permission of the department and is of and companion to MUSC Video Game trumpet N normally restricted to students Audio. The unique challenges of organizing horn O majoring in Music. musical ideas for the fluid computer gaming trombone P environment will be explored, including tuba Q the study of conventional linear musical percussion R APPLIED MUSIC PROFICIENCY structures to establish which ones (if jazz piano S Please consult course descriptions any) adapt to non-linear techniques and jazz guitar T treatment; the use of protocols such as MUSC 1401 E Applied Music Proficiency 4-MUSIC MIDI as an organizational tool; electronic APPLIED MAJOR A course designed for students intending synthesis versus using live musicians. Each course requires a one-hour lesson and to pursue a concentration in music, who, Students will examine composing for two hours of performance class per week upon the recommendation of the department, different game environments and how for one term. Prerequisite: Audition and require improved performance skills for audio mixing techniques create different permission of the department. (3 cr.) acceptance into Applied Major courses. emotional responses. Prerequisite: MUSC Please see course descriptions. This course cannot count toward fulfilling the 3506 E or permission of the department. (LEC MUSC 1406 E Applied Major Ia requirements for a concentration in music. 3/EXP)(3 cr) MUSC 1407 E Applied Major Ib One hour private lesson and two hours of MUSC 2406 E Applied Major IIa performance class per week for one term. MUSC 3606 E Environmental Audio for MUSC 2407 E Applied Major IIb Prerequisite: Audition and permission of Games MUSC 3406 E Applied Major IIIa the department. (EXP 3) (3 cr) This course will provide students with MUSC 3407 E Applied Major IIIb the understanding of how ambient sound MUSC 1402 E Applied Music Proficiency II and digital effects can be used to create Continuation of MUSC 1401 E. Prerequisite: convincing sonic spaces within a video game. MUSC 1401 E or audition and permission of The historical context of the Foley Artist in the department. (EXP 3) (3 cr) radio and film will be examined as a means of establishing how everyday sounds are most commonly produced. Through discussion of microphone placement, creative filtering, reverberation, and panning techniques, illusions of two and three-dimensional sound placement will be created. Through the use of audio hardware and software, students will create a portfolio of sound effects, strings of dialogue, and ambient sounds that can function in an interactive manner. Prerequisite: MUSC 3506 E or permission from the department. (LEC 3/EXP)(3 cr)

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APPLIED MUSIC: ENSEMBLE COURSES NON-CONCENTRATION All ensemble courses require a minimum of These courses are designed for students two hours of participation per week for the who are not majoring in music who wish to entire winter session. (It is expected that pursue the study of an applied instrument. students will also attend occasional extra They do not count toward a concentration rehearsals as may be deemed necessary in music. Each requires a one-hour private by the conductor or coach, as well as all lesson and two hours of performance class performances, recording sessions, etc.) per week for the entire winter session. The courses are graded on a SAT/FAIL Please consult course descriptions. basis. Prerequisite: Audition. (EXP 2, 2 (EXP 3) (6 cr) terms) (3 cr) Prerequisite: Permission of the Department. MUSC 1611 E, 2611 E, 3611 E - Algoma University Choir MUSC 1420 E Applied Music for MUSC 1621 E, 2621 E, 3621 E - Instrumental Non-Concentration Chamber Ensemble Students I MUSC 1631 E, 2631 E, 3631 E - Sault MUSC 2420 E Applied Music for Symphony Orchestra Non-Concentration MUSC 1641 E, 2641 E, 3641 E - Musical Students II Theatre Ensemble MUSC 3420 E Applied Music for Non- MUSC 1651 E, 2651 E, 3651 E - Jazz Concentration Students III Ensemble

NOTES: 1. Students wishing to take Applied Music: Non-Concentration must obtain permission from the Music department. Please contact the Music Coordinator at 949-2301, ext. 4345. 2. Prerequisite for progression through the Applied Music for Non-Concentration Students courses is the successful 4-MUSIC completion of the last-taken Applied Music for Non-Concentration Students course in the same performance area. Students may not undertake Applied Music for Non-Concentration Students studies in more than one performance area.

Group Lessons MUSC 1701 E Class Piano MUSC 1801 E Class Guitar MUSC 2701 E Class Piano II MUSC 2801 E Class Guitar II

ALGOMA UNIVERSITY www.algomau.ca 122 Chapter 4 PHILOSOPHY Department of History and Philosophy FACULTY Third Year COMBINED SPECIALIZATION ASSOCIATE PROFESSOR(S) • 18 credits in Philosophy, upper-year Please refer to the general regulations W. Newbigging, B.A. (McMaster), Cert. level. pertaining to combined specializations. A traduction (Paris), M.A. (McMaster), Ph.D. • 12 elective credits combined specialization in the four-year B.A. (Toronto); program requires 42 credits in each of two R. Rutherdale, B.Ed. (New Brunswick), COMBINED CONCENTRATION disciplines. The Philosophy requirements for M.A. (McMaster), Ph.D (York) Please refer to the general regulations the combined specialization are: pertaining to combined concentration ASSISTANT PROFESSOR(S) programs. A combined concentration in First Year W. Johnston, B.A., M.A. (Sask), Ph.D. the three-year B.A. program requires 30 • PHIL 1116/1117 E (Cambridge) credits in each of two disciplines. The Philosophy requirements for the combined Second Year SESSIONAL FACULTY concentration are: • PHIL 2276/2286 E (or 2325 E) PHIL 2305 A. Fabiano, B.A. (Hons), B.Ed., M.A. (or 3306)*, PHIL 2505 E (Windsor); First Year J. W. T. Moody, B.A. (Greenville), M.A. • PHIL 1116/1117 E Third Year (Michigan State); • 12 credits in Philosophy, upper-year A. Muncaster, B.A. (Hons), M.A. (Laurier) Second Year level. • 12 credits from PHIL 2276/2286 E (or PROFESSOR(S) EMERITUS 2325 E) PHIL 2305 (or 3306)*, PHIL Fourth Year J. R. Abbott, B.A. (Hons), M.A., Ph.D. 2505 E • 12 credits in Philosophy, at least 6 at (Toronto); the 4000 level L. Bannerman, B.A. (Hons), M.A. (British Third Year Columbia), M.A. (East Asian Studies), Ph.D. • 12 credits in Philosophy, upper-year NOTE: * If students replace 2305 by 3306 or (Toronto), Cert. School of Chinese Studies level. 2325 by 3326, they must take an additional (Toronto); 3-credit philosophy course for each I. W. Brown, B.A., M.A., (McGill), Ph.D. BACHELOR OF ARTS -PHILOSOPHY replacement.

(Lehigh); (SPECIALIZED PROGRAM) 4-PHILOSOPHY F. R. Guth, B.A. (Hons), M.A., L.Ph. (Ottawa), NOTE: The specialized program is not PHILOSOPHY COURSE Ph.D. (Toronto); currently offered at Algoma; however, DESCRIPTIONS J. J. Rajnovich, B.A. (Hons), M.A. (Toronto), students should consult the department for Prerequisites: Unless otherwise noted, B.Sc. (LSSU), M.Sc. (McMaster), Ph.D. advice on completing the degree. registration in courses beyond the first (Western Ontario) year level normally requires completion of SINGLE SPECIALIZATION an introductory level course in Philosophy DEGREE REQUIREMENTS or permission of the department. Students Course offerings may not enable students First Year should consult the department for further to complete the Philosophy program on a • 12 credits from PHIL 1116/1117 E information. full-time basis. Students considering this • 24 additional credits, of which 6 must program should consult their academic be from Group II (Social Sciences) and Course offerings will not guarantee that advisor to confirm plans to complete the 6 from Group III (Sciences). the Philosophy program will be available degree. on a full-time basis. Students considering Second Year this program should consult their academic BACHELOR OF ARTS • PHIL 2276 E/2286 E (or 2325 E) PHIL 2305 advisor to confirm plans to complete the -PHILOSOPHY (or 3306)*, PHIL 2505 E degree. (GENERAL PROGRAM) • 12 elective credits SINGLE CONCENTRATION PHIL 1116 E Critical Thinking Third Year This course will introduce the basics of First Year • 6 PHIL credits at the 3000 level. informal logic, including analytical reading, • PHIL 1116/1117 E • 12 credits in Philosophy, upper-year critical thinking, argument analysis and • 24 additional credits, of which 6 must level. construction, and problem solving. Enough be from Group II (Social Sciences) and • 12 elective credits of the rudiments of formal logic will be 6 from Group III (Sciences). presented to assist in critically evaluating Fourth Year inferences. (LEC 3) (3 cr) Second Year • 6 PHIL credits at the 4000 level. • 12 credits from PHIL 2276/2286 E (or • 18 credits in Philosophy, upper-year PHIL 1117 E Introduction to the Problems 2325 E) PHIL 2305 (or 3306)*, PHIL level. of Philosophy 2505 E • 6 elective credits This course introduces students to the “Big • 18 elective credits Questions” in Philosophy. Questions on reality, God, self, mind, knowledge, values and freedom will be explored, and the great philosophers and schools of philosophy will be introduced. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 123 Chapter 4

PHIL 2106 E Philosophy of Love and Hope PHIL 2286 E Intellectual History of the PHIL 2345 E Bioethics: Human Life Issues This course is a philosophical inquiry into Modern World Since 1850 Examines current controversies about the the nature of love and hope, drawing on both A historical examination of the men and ideas benefits and dangers to human life arising classical and contemporary sources. The which have influenced the contemporary from recent developments in the biomedical course will provide both phenomenological world, from Marx, Darwin, and Comte to sciences. Special attention is given to issues descriptions and ontological/categorial the age of popular culture. Students may in the reproductive technologies, genetics, analyses of love and hope. (LEC 3) (3 cr) not retain credit for more than one of PHIL the care of the terminally ill, AIDS, research 2286 E, PHIL 2325 E, and HIST 2286 E. (LEC with human subjects, and to questions of PHIL 2215 E Environmental Ethics 2, TUT 1) (3 cr) abortion and euthanasia. Comprehensive This interdisciplinary course explores our understanding of the issues at stake and problematic relation to nature in applied PHIL 2305 E Origins of Western ability to evaluate the positions taken in science and technology. Can we defend an Philosophy these controveries define the aims of the environmental ethic that extends our moral The philosophers of ancient Greece course. Students may not retain credit for obligations beyond members of the human developed many of the themes which have both PHIL 2345 E and RLST 2345 E. (LEC 3) species, to include individual animals and dominated ethical, political, metaphysical, (6 cr) plants, species and whole ecosystems? If and psychological debates down to modern so, what limitations will this set to industrial times. In this course, we will study these PHIL 2505 E Critical Thinking and culture’s use of the environment? A case- and other major trends in Greek thought, Argumentation study approach is taken to look at specific with special emphasis on the work of Plato The central goal of this course is to help environmental problems such as waste and Aristotle, in order to examine them as students develop interpretive and evaluative disposal, acid rain, global warming, ozone philosophical arguments in their own right skills and dispositions that will be useful to depletion and pesticide use. The relation of and to address the legacy of Greek thought them in their courses and in their personal such problems to each other, and to human in shaping contemporary culture. (LEC 3) lives. Various aspects of language and logic population growth, are examined. A focus of (6 cr) will be studied in order to evaluate correctly the course is on students developing their arguments and explanations from a variety own skills in moral decision making and PHIL 2325 E Reason and Experience in of disciplines and contexts. Prerequisite: policy formation. (LEC 3) (6 cr) Early Modern Philosophy Permission of the instructor. (LEC 3) (6 cr) In the seventeenth and eighteenth centuries, PHIL 2216 E Philosophy and Technology: European thought was transformed by PHIL 2527 E Current Ethical Issues Reality, Values and the Environment revolutions in scientific discovery and A critical normative examination of This course is a philosophical enquiry into method and by the withering of religious significant current ethical issues such as the relationship between modern science authority in the political and moral spheres. abortion, euthanasia, suicide, war, pollution, and modern technology and their underlying In response to this, philosophy began to affirmative action, capital punishment, bio-

4-PHILOSOPHY metaphysical and value suppositions. It will rethink its own pivotal questions: what can technology, censorship and pornography, compare the western “dominational” value be known; what is it to be human, and what Aboriginal rights, etc., will be undertaken. and reality paradigm which is responsible actions are morally justified? In this course Students may not retain credit for both PHIL for current environmental degradation, with we will examine representative works of this 2525 E and 2527 E. (LEC 3) (3 cr) other, eg. primal and non-western, including period, emphasizing three distinct but related religious, paradigms. (LEC 3) (3 cr) approaches to answering these questions; PHIL 2546 E Values, Ethics and Morality that knowledge is confined to what is The course comprises a critical examination PHIL 2245 E Philosophy of Art and given to us immediately in our perceptual of moral reasoning, argument and decision; Literature experience, or empiricism; that knowledge and the process and ingredients of a moral How are we to distinguish between art and is concerned only with what conforms to judgement. A survey of major moral theories non-art? It is held by some that works of art the laws of reason, or rationalism; and the and their role in moral reasoning will be and literature neither require nor are capable claim, made by Immanual Kant, that the two undertaken. Formerly PHIL 2526 E. Students of explanation: their sense is shown in the together make up what can be known and may not retain credit for more than one of works themselves. Yet critical interpretations what must be done. (LEC 3) (6 cr) PHIL 2526 E, 2545 E or 2546 E. (LEC 3) (3 cr) and theories of art proliferate. The focus of the course will be on the possibility that the meaning of a work depends on, perhaps is even co-created by our looking, reading, listening, etc., in appropriate ways. Classical and contemporary theories of art will be explored, in a wide range of philosophical traditions. (LEC 3) (6 cr)

PHIL 2276 E Intellectual History to 1850 A historical examination of men and ideas in Europe and America, from Copernicus to Hegel. Students may not retain credit for more than one of PHIL 2276 E, PHIL 2325 E, and HIST 2276 E. (LEC 2, TUT 1) (3 cr)

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PHIL 2746 E Communications Media PHIL 3316 E Medieval Philosophy PHIL 3485 E Marx, Marxism and Socialism and Values Beginning with early Western European A study of the foundations of Karl Marx’s wide This course is a philosophical exploration philosophers and continuing up to the ranging critique of modern society, stressing of the ethical and cultural implications Renaissance, the course will trace, in the its philosophical roots and implications, of the rapid growth and proliferation of writings of some of the more important both in substance and in method; and the diverse new communication media, such as Medieval authors, the assimilation and subsequent diversity of interpretations in computers and electronic networks. Specific transformation of several important ideas Socialism from the nineteenth century to topics of interest may include: virtual reality, of Greek philosophy. Students may not the present day, with special emphasis on virtual community and multiple identities on retain credit for both PHIL 2315 E and 3315 Canadian Socialist theory and theory of the electronic networks; artificial intelligence; E. (LEC 3) (3 cr) labour movement. (See also POLI 3485 E.) comparing information and knowledge; (LEC 3) (6 cr) programming codes and language; ethical PHIL 3326 E Topics in Early Modern issues surrounding privacy, data quality, Philosophy PHIL 3635 E Philosophy of Religion database security, and intellectual property; This is an advanced course on the A systematic inquiry into the meaning electronic communications, the global philosophical issues arising from the rise of religious language. Current tools of village, and changes in the nature of of scientific thinking in the seventeenth and philosophical analysis are used to interpret civilizations. (LEC 3) (3 cr) eighteenth centuries. (LEC 3) (3 cr) classical and modern texts which deal with religious truth, structures of pain and PHIL 2876 E Business Ethics PHIL 3335 E History of Modern Philosophy alienation, death, and other selected topics. The aim of this course is to explore ethical II: the Continental Tradition (LEC 3) (6 cr) issues which arise in the management In the wake of attempts to create a kind of of a modern corporation, such as the antagonism between rational thought and PHIL 3875 E Philosophy and Psychology goals and functions of the firm, corporate bodily experience, philosophers in Europe Some main philosophical problems social responsibility, conflicts between in the latter part of the eighteenth century, concerned with everyday explanations personnel, organizational and societal and throughout the nineteenth century, of human behaviour; and explanations values, international and environmental argued for a set of radical affinities between found within experimental and clinical issues, and the firm’s duties to workers, the rational and the empirical, between psychology. How do methods of verification, consumers and other stakeholders. Students the way we think and the way we live. As types of concepts, prediction, etc., differ 4-PHILOSOPHY may not retain credit for both ADMN 4066 E a result, the philosophical project that has from one case to the other? What bearing and PHIL 2876 E. (LEC 3) (3 cr) come to be called transcendental philosophy do questions in philosophy of mind have identifies as areas of philosophical concern on explanations in psychology of human PHIL 2877 E Professional Ethics a wide range of social, political and historical behaviour? A representative variety of The aim of this course is to explore ethical themes. These themes include the nature of psychological theories and techniques will issues which arise in the conduct of the time, the relationship between politics and be discussed. (LEC 3) (6 cr) professions. It will examine the notion of a history, the essence of community, and the profession itself and the role of technical/ impact of one’s historical situation on the HIST 3926 E History and Historians: scientific expert knowledge in modern way one thinks. (LEC 3) (6 cr) Ideas and Methods society. Professions considered will be Will be accepted as a half-course philosophy drawn primarily from medicine and health PHIL 3415 E Contemporary Philosophical credit for philosophy majors. See History care, the law, engineering, social work and Analysis 3926 E. Prerequisite: A first year course in psychological counselling. (LEC 3) (3 cr) A study of selected authors and problems History or Philosophy or permission of the in twentieth century English and American department. (LEC 3) (3 cr) PHIL 2916 E Science and Philosophy philosophy. Areas from which topics will be This course is a philosophical study of the drawn include philosophy of mind, language, approaches to the material world by modern and value. (LEC 3) (6 cr) physical science. The nature of modern science, elements of the scientific method, PHIL 3475 E Existentialism and other epistemological issues will be Existentialism is one of the most important emphasized. Students may not retain credit philosophical currents of our times. Its origin for both PHIL 2916 E and PHIL 2915 E. (LEC is traced through the thought of Kierkegaard 3) (3 cr) and Nietzsche and through the contribution of Heidegger. Other authors will also be PHIL 3306 E Topics in Ancient Philosophy discussed. Principal themes studied will be This is an advanced course on the philosophy existence, freedom, absurdity, and search of Plato and Aristotle. (LEC 3) (3 cr) for meaning. (LEC 3) (6 cr)

www.algomau.ca ALGOMA UNIVERSITY 125 Chapter 4 PHYSICS & ASTRONOMY FACULTY COURSE LIST PHYS 1027 E Special Topics in Forensic ASSISTANT PROFESSOR(S) Science, Part II E. James, B.Sc. (Texas), Ph.D. (Iowa State); CHMI 1006 E General Chemistry I The term forensic science has a broad G.W. Davies, B.Eng., M.Eng (Royal Military CHMI 1007 E General Chemistry II meaning encompassing many different College) COSC 1046 E Introduction to Computer disciplines as they apply for legal issues. In Science I Part I of the course students were introduced ADJUNCT PROFESSOR(S) MATH 1036 E Calculus I to some of the specialized fields of forensic K. Peltsch, B.Math (Hons) (Waterloo), MATH 1037 E Calculus II science, the principles of science and M.Sc. (Western Ontario), M.B.A. (Lake MATH 1057 E Linear Algebra I technology upon which they were based, and Superior State) PHYS 1006 E Introductory Physics I the application of these principles to various PHYS 1007 E Introductory Physics II analyses of crime scene evidence. Part LAB COORDINATOR(S) PHYS 1905 E General Astronomy II delves further, looking at contemporary S. Valli, B.Sc. (Hons) (Laurentian) issues that encompass the field of forensic COURSE DESCRIPTIONS science. Topics will include techniques to PROFESSOR(S) EMERITUS analyze fire and explosive debris, forensic M. A. Keppel-Jones, B.Sc. (Natal), B.A. PHYS 1006 E Introductory Physics I pathology, forensic entomology, forensic (Hons) (Toronto), M.Sc. (Queens), Ph.D. This is an introductory physics course for psychology, forensics and the internet. In (Cornell) students who have taken the OAC Physics addition ethical conflicts facing forensic course. Knowledge of mechanics, vectors scientists working in the legal system are SESSIONAL FACULTY and energy is assumed. The course begins explored. (LEC 3) (3 cr) A. Cappelli, B.Sc. (Hons), M.Sc. (Guelph) with a brief review of these topics. There are three main topics in the course: Properties PHYS 1906 E General Astronomy I DEGREE REQUIREMENTS of Matter, Heat and Thermodynamics, and An introduction to the science of Astronomy Please refer to the general regulations Waves. Students may not retain credit at a general level. Topics include: motion and pertaining to academic programs. for both PHYS 1006 E and PHYS 1206 E. configuration of the sun, moon and planets Prerequisite: OAC Physics or equivalent. with respect to the stars; the nature of light BACHELOR OF LIBERAL SCIENCE (LEC 3, LAB 3) (3 cr) and the design and use of astronomical This highly adaptable, three year program is telescopes and instruments; properties of most suitable for students desiring a basic PHYS 1007 E Introductory Physics II the sun and other members of the solar knowledge of a number of disciplines. At This is an introductory Physics course for system. This survey course is a suitable the present time, 18 credits in Physics are students who have taken the OAC Physics science elective. Students may not retain available at Algoma U, but continuations course or a university physics course with credit for more than one of ASTR 1005 E, are available in other disciplines. Additional mechanics. A knowledge of mechanics, PHYS 1905 E and PHYS 1906 E. (LEC 3) (3 cr) Physics courses taken elsewhere may be vectors, and energy is assumed. The topics used for credit transfer to Algoma U. covered are: Geometrical Optics, Electricity PHYS 1907 E General Astronomy II and Modern Physics. Students may not A continuation of PHYS 1906 E. Topics 4-PHYSICS AND ASTRONOMY BACHELOR OF SCIENCE (GENERAL retain credit for both PHYS 1007 E and PHYS include properties of stars, their distances, AND SPECIALIZED PROGRAMS) 1207 E. Prerequisite: OAC Physics or PHYS dimensions, masses and compositions; NOTE: The first year of the B.Sc. (General) 1206 E or PHYS 1006 E or equivalent. (LEC 3, stellar spectra, binary stars, variable stars, and (Specialized) programs in Physics is LAB 3) (3 cr) star clusters, and an outline of stellar presently available at Algoma U. evolution; interstellar matter, the structure PHYS 1026 E Special Topics in Forensic of the Milky Way; the study of neutron stars SINGLE CONCENTRATION Science, Part 1 and black holes, normal and active galaxies, The term forensic science has a broad galactic evolution, cosmology and theories First Year meaning encompassing many different of the universe. Prequisite: PHYS 1907 E. This • PHYS 1006/1007 E, or PHYS 1206/1207 E; disciplines as they apply to legal issues. survey course is a suitable science elective. CHMI 1006/1007 E; MATH 1036/1037 E The focus will be to introduce some of the Students may not retain credit for more than and 1057 E specialized fields of forensic science, the one of ASTR 1005 E, PHYS 1905 E and PHYS • COSC 1046 E, or ENGR 1077 E principles of science and technology upon 1906 E. (LEC 3) (3 cr) • 6 elective credits Second, Third and which they are based, and the application Fourth Years of these principles to various analyses • see current Calendar of Laurentian of crime scene evidence. Topics will University include techniques to analyze fingerprints, hairs, fibers, paints, glass, body fluids, COMBINED CONCENTRATION firearms, toolmarks. The interpretation and Please refer to the general regulations presentation of findings to courts of law, pertaining to combined concentration as well as the role of the expert witness in programs. Courses to be selected in the courtroom will also be presented. (LEC consultation with the department. 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 126 Chapter 4 POLITICAL SCIENCE Department of Law and Politics FACULTY BACHELOR OF ARTS - POLITICAL COMBINED SPECIALIZATION ASSOCIATE PROFESSOR(S) SCIENCE (GENERAL PROGRAM) D. A. Jackson, B.A. (Hons), M.A. (Toronto); SINGLE CONCENTRATION First Year • POLI 1006 (minimum 60%) ASSISTANT PROFESSOR(S) First Year • POLI 1007 (minimum 60%) N. Cruickshank, B.A. (Hons), M.A. • POLI 1006/1007 E • 24 additional credits, of which 6 must (Wilfrid Laurier), M.Sc. (Edinburgh), Ph.D. (minimum 60% required.) be from Group I (Humanities) and 6 (St. Andrews); • 24 additional credits, of which 6 must be credits from Group III (Sciences) T. McDowell, B.A. (Hons) (Laurentian), from Group I (Humanities) and 6 from M.A., M.A.J. (Western) Group III (Sciences) Second Year • POLI 2405 E, 2705 E ADJUNCT PROFESSOR(S) Second and Third Years • 18 elective credits (including credits J. D. Greco, A.A. (Port Huron), B.A., • POLI 2705 E toward second specialization) LL.B., J.D. (Detroit), LL.B (Osgoode Hall), • 24 credits in POLI, upper-year Provincial Court Judge for Sault Ste. Marie • 30 elective credits Third Year (retired); • 12 credits, POLI, upper-year E. G. Sadowski, Eng. Tech. (Lakehead), COMBINED CONCENTRATION • 18 elective credits (including credits B.A. (Hons) (Laurentian - Algoma), M.Sc. Please refer to the general regulations toward second specialization) (London School of Economics and Political pertaining to combined concentration Science); programs. A combined concentration in the Fourth Year C. B. Willson, B.A. (Toronto), LL.B. three-year B.A. program requires 30 credits • 12 credits, POLI, 4000-series (Western Ontario), LL.M. (London School of in each of two disciplines. The Political • 18 elective credits (including Economics and Political Science) Science requirements for the combined credits toward second specialization) concentration are: (42 credits are required for each PROFESSOR(S) EMERITUS combined specialization) J. T. Ross, B.A. (Hons) (Carleton), M.A. First Year (Toronto) • POLI 1006/1007 E CANADIAN GOVERNMENT/ 4- political science (minimum 60% required.) PUBLIC ADMINISTRATION SESSIONAL FACULTY J. Fontaine, B.A. (Manitoba), M.A. (Paris); Second and Third Years • POLI 2606/2607 E, POLI 3646/3647 E, POLI A. Jackson, B.A. (Laurentian-Algoma), M.A. • POLI 2705 E 3656/3657 E, POLI 3706/3707 E, POLI 3716 (York); • 18 credits in POLI, upper-year E, POLI 4605 E, POLI 4626 E, POLI 4635 E, J. Karhi, B.A. (Laurentian-Algoma), M.P.A. POLI 4645 E, POLI 4656/4657 E, POLI 4715 (Carleton) BACHELOR OF ARTS - POLITICAL E, POLI 4725 E, POLI 4736 E SCIENCE (4-YEAR)(SPECIALIZED DEGREES AVAILABLE: PROGRAM) INTERNATIONAL RELATIONS/ Political Science (General) COMPARATIVE POLITICS Political Science (Combined Specialization) SINGLE SPECIALIZATION • POLI 2206 E, POLI 2306 E, POLI 3206/3207 E, POLITICAL SCIENCE • POLl 1006/1007 E* POLI 3215 E, POLI 3316/3317 E, POLI 3325 E, DEGREE REQUIREMENTS • POLI 2405 E POLI 3336/3337 E, POLI 4325 E, POLI 4345 Please refer to the general regulations • POLI 2705 E E, POLI 4355 E pertaining to academic programs. Students • 48 credits upper year POLI of which should plan their programs in advance with 18 credits must be at the 4000 series advice from the department. POLI 1006/1007 and at least 6 credits in each of the E or POLI 1005 E is a prerequisite for all two streams (Canadian Government/ other courses in the Department, and only Public Administration [2615, 3706/3707, under exceptional circumstances may this 3716, 3646/3647, 3656/3657, 4626, 4635, requirement be waived. Up to one full course 4656/4657, 4675, 4715, 4725, 4736, 4746] (6 credits) with a JURI designation may be International Relations/Comparative credited towards a concentration program Politics [2206, 2306, 3206/3207, 3316, in Political Science. JURI 1105 E may not 3336/3337, 4205, 4325, 4345, 4355] be counted. Elective Credits (54 credits) • 6 credits from Group I (Humanities) • 6 credits from Group III (Sciences) • 42 elective credits

*minimum 60 percent Students can complete a maximum of 42 credits at the first year level for credit towards the program. www.algomau.ca ALGOMA UNIVERSITY 127 Chapter 4

BACHELOR OF BUSINESS POLI 1007 E Introduction to Political POLI 2606 E Introduction to Public ADMINISTRATION Science II: Ideas, Principles and Administration Institutions A survey of the main theories and practices of SPECIALIZATION IN PUBLIC This course introduces the student to the managment and adminstration in the public POLICY AND ADMINISTRATION meaning and purpose of politics. Politics sector. The course will include the history are a central feature in our lives and many and development of public administration The Bachelor of Business and Administration of the problems confronting our world. in Canada, theories on organization and program offers a B.B.A. with a Public Politics are also a means through which we bureaucracy, responsibility in accountability Policy & Administration Specialization. This develop and implement solutions to these in government and ethical considerations specialization is designed to complement problems. Through a study of political theory in public adminstration. Students may not the compulsory business courses while and practice and through participation in a retain credit for both POLI 2606 E and POLI providing students with the opportunity to political simulation exercise, students will 2615 E. (LEC 3) (3 cr) develop a strong foundation in the area of be able to examine the fundamentals and Public Policy & Administration. Students are importance of politics. Students cannot POLI 2607 E Introduction to Public Policy allowed to customize their electives over the retain credit for both POLI 1007 E and POLI An introduction to the basic elements of four years of the B.B.A. program from the 1005 E. (LEC 3) (3 cr) public administration in the Government broad range of Political Science courses of Canada, including the organization of available, subject to program guidelines. POLI 2206 E Comparative Politics: the public service, planning and financial Students will receive formal recognition An Introduction administration, personnel administration of the specialization on their transcripts at Introduces students to comparative political and political and administrative control. graduation. analysis, and provides a background Students may not retain credit for POLI 2605 on governments and politics of several E, 2606/2607 E and 2615 E. (LEC 3) (3 cr) POLITICAL SCIENCE COURSE countries. Included in this selection are DESCRIPTIONS countries that have played a pivotal role in POLI 2705 E Canadian Government and Canada’s history and political development, Politics Prerequisite: Unless otherwise noted, namely, the United Kingdom, France and A basic, comprehensive analysis of the registration in courses beyond the first year the United States. Central themes for the principal features of the Canadian Political level normally requires completion of POLI course are patterns of governance and system: political parties, elections, pressure 1006/1007 E or POLI 1005 E or equivalent or transformation, as well as trends such as groups, the mass media, the Constitution and permission of the department. democratization and globalization. Students federalism, Parliament, the Prime Minister may not retain credit for both POLI 2206 E and and Cabinet, the courts, and the Charter of POLI 1005 E Introduction to Political POLI 2205 E. (LEC 3) (3 cr) Rights and Freedoms. (LEC 3) (6 cr) Science Nature and methods of political science. POLI 2305 E International Relations POLI 3105 E Canadian Law, Politics and

4- political science Canadian environment and society in This course will serve as an introduction Aboriginal People relation to civil liberties, parlimentarianism, to: (1) the structure and functioning of the This course explores the political, legal, and the constitution, federalism, administration, contemporary international political system constitutional status of Aboriginal people in justice, political life and external relations. and its component parts: the nation-state, Canada. It includes an examination of the Comparison will be drawn with foreign regional and international organizations effects of laws and policies on their individual countries. This course is a prerequisite for (N.A.T.O., U.N.) and the multi-national and collective rights. The Constitution Act, all other courses in the department. Students corporation; (2) the formulation of foreign Indian Act, International law and Aboriginal may not retain credit for both POLI 1005 E policy with emphasis upon domestic customary law are studied. Issues such as and POLI 1006 E. Students cannot retain determinants; and (3) strategic aspects self-government, self-determination, Treaty credit for both POLI 1005 E and POLI 1007 of international politics (deterrence and rights and Aboriginal rights are discussed. E. (LEC 3) (6 cr) disarmament). (LEC 3) (6 cr) Prerequisite: NATI 1105 E or POLI 1006/1007 E. (LEC/SEM 3) (6 cr) POLI 1006 E Introduction to Political POLI 2405 E History of Political Thought Science I: Ideas, Principles, and An introductory survey of some of the main POLI 3225 E Government of the United Institutions concepts and problems in the development States This course employs a political economy of political philosophy, focusing upon the Survey of constitution and social structure approach to examine the various systems of thought of such major philosophers as of the U.S. federal government; parties politics that have existed and that continue to Plato, Hobbes, Locke, Rousseau and Marx. and elections; relations between federal exist. The importance of ideas and ideology (LEC 3) (6 cr) government and states; government and in the formation and functioning of different citizens. Prerequisite: POLI 2205 E or institutions will receive special attention. permission of the instructor. (LEC 3) (6 cr) Students will be exposed to a variety of viewpoints addressing issues from the local POLI 3285 E Chinese Government and to global levels which should provide a better Politics understanding of the world and our place in Origins and development of the political it. Students cannot retain credit for both POLI systems which emerged in 1949. The 1006 E and POLI 1005 E. (LEC 3) (3 cr) organization and exercise of political power on the mainland. (LEC 3) (6 cr)

ALGOMA UNIVERSITY www.algomau.ca 128 Chapter 4

POLI 3316 E Regional Governance: POLI 3407 E The State and Power POLI 3567 E Politics and the Media The European Union Through an examination of the concept in This course examines the powerful influence This course will examine different theories of Hegel, Marx and subsequent thinkers, this the media has on shaping attitudes and political and economic integration. The focus course investigates the role of the state in setting the agenda for decision-making and is on the origins, development, institutional society. In order to clarify the connection policy formation. Topics will include the structure and policies of the European between the state and the behaviour of increasing concentration of ownership in Union, comparing it with that of other less individual subjects, recent work on the both print and electronic media, the future developed examples of regional integration notion of power is examined. Students may of public broadcasting (CBC, TVO) and the (NAFTA, ASEAN, etc.). It will conclude with not retain credit for both POLI 3407 E and 4407 Internet and future trends in communication. an analysis of the current challenges facing E. Prerequisite: POLI 2405 E or instructor’s (LEC 3) (3 cr) the Union. Students may not retain credit for permission. (SEM 3) (3 cr) both POLI 3315E and 3316 E. Prerequisite: POLI 3706 E Canadian Municipal Politics POLI 2305 E. (LEC/SEM 3) (3 cr) POLI 3427 E Persuasion and Propaganda An examination of politics and administration Examines the significance of argument and at the level of local government; this will POLI 3317 E Global Governance: rhetoric in political life and addresses the include municipalities and those elements The United Nations System question whether it is possible to draw a of First Nations’ governments which are This course will examine different concep- meaningful distinction between legitimate municipal in nature. The emphasis will be tions of international politics (e.g. international persuasion and manipulative propaganda. on smaller communities in Canada. Some system, international society). As well as the The effectiveness of the mass media in field study will normally be included in this origins, development, institutional structure, shaping the terms of contemporary political course. (LEC 3) (3 cr) activities and proposals for reform of the discourse is also assessed. United Nations. It will conclude with an Students may not retain credit for both POLI 3716 E Government and Politics of evaluation of the role the U.N. has played POLI 3427 & 4427. PREREQ: POLI 2405 or Ontario in international politics. Students may not instructor’s permission. (SEM 3) (3 cr) A study of the Ontario political system, retain credit for both POLI 3315 E and POLI including its geographic, demographic and 3317 E. Prerequisite: POLI 2305 E (LEC/SEM POLI 3485 E Marx, Marxism and Socialism economic setting, political culture, political

3) (3 cr) A study of the foundations of Karl Marx’s wide institutions, political evolution, party and 4- political science ranging critique of modern society, stressing electoral systems and pressure groups. POLI POLI 3336 E Canadian Foreign Policy: its philosophical roots and implications, 3716 E cannot be taken for credit if credit Process and Formulation both in substance and in method; and the has been given for POLI 3705 E. Prerequisite: An analysis of the making of Canadian subsequent diversity of interpretations POLI 2705 E or permission of the instructor. foreign policy, with a detailed examination in Socialism from the 19th century to the (LEC 3) (3 cr) of the domestic and external determinants. present day, with special emphasis on Prerequisite: POLI 1006/1007 E (or equivalent) current critical theory. (LEC 3) (6 cr) POLI 3756 E Politics of the Environment or permission of the instructor. (LEC 3) (3 cr) This course examines the range of discourses POLI 3515 E Political Modernization, that characterize the politics of the earth. POLI 3337 E Canadian Foreign Policy: Political Change, and Stability Having established a broad context, the Major Themes The development of complex political course then focuses on environment politics An analysis of the major elements in the institutions and societies, their roles and and policy-making in Canada, including development of Canadian foreign relations function. (LEC 3) (6 cr) federal and provincial conflicts, the role and with the United States, Western Europe, interests of Aboriginal peoples, Canadian- the Third World and selected International POLI 3566 E Politics of Work American relations, and the implications of Organizations. Prerequisite: POLI 3336 E or This course examines the “politics of work” globalization. This course is intended for 3rd permission of the instructor. (LEC 3) (3 cr) in contemporary society. At a micro level, year students. Prerequisite: POLI 1006/1007 the course examines the changing work E (or equivalent) or permission of instructor. POLI 3405 E Theories of Politics and place, technology and downsizing, employee (LEC 3) (3 cr) Society ownership and management, and worker An in-depth examination of some major health and safety. At a macro level, the POLI 4315 E International Law theories of politics in modern society. course will explore the post-industrial society Nature, origin, and development of Prerequisite: POLI 2405 E or consent of the generated by the electronic revolution and International Law. Principles analyzed and instructor. (LEC 3) (6 cr) the future of work. Students may not retain illustrated with case studies. Prerequisite: credit for both POLI 3566 E and SOCI 3035 E. POLI 1005 E (or equivalent), POLI 2306 E or POLI 3406 E Political Economy and its (LEC 3) (3 cr) permission of the instructor. (LEC 3) (6 cr) Critique Presents a survey of the theoretical foundations of classical political economy as well as an investigation of some of the political and philosophical issues that arise from Marx’s critique of political economy. Students may not retain credit for both POLI 3406 E and 4406 E. Prerequisite: POLI 2405 E or instructor’s permission. (SEM 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 129 Chapter 4

POLI 4325 E Comparative Foreign Policy POLI 4417 E Democracy and Political POLI 4635 E Human Resources This course introduces students to the use Theory Management in the Public Sector of the comparative method in analyzing Drawing upon the resources of classical Designed to examine the multi-faceted and understanding the foreign policies and/or contemporary political theory, this approaches and methods used in the of selected states, e.g., United States, course offers a critical examination of effective deployment and management of United Kingdom, France, Russia and China. philosophical issues that arise in connection human resources. In Canada’s post-industrial The course provides an overview of the with democratic politics. Prerequisite: POLI economy, success for many public and para- major theoretical approaches to foreign 2405 E or permission of the department. public organizations depends ultimately policy analysis, and examines how these (SEM 3) (3 cr) on the effective and efficient management approaches are applied to the study of of their human resources. Topics such as foreign policies of the selected states. POLI 4427 E Persuasion and Propaganda strategic human resource management, Prerequisite: POLI 2206 E and 2306 E or - Seminar corporate culture, performance management, instructor’s permission. Examines the significance of argument and employment equity, pay equity, human rights, rhetoric in political life and addresses the organizational development/behaviour, and POLI 4345 E International Theory question whether it is possible to draw a labour-management relations are explored, Examines the role of the empirical theory meaningful distinction between legitimate amongst other relevant issues challenging and recent research in the study of persuasion and manipulative propoganda. the effective management of the human international relations. Emphasis is placed The effectiveness of the mass media in asset. The course not only examines human upon quantitative research in the field. shaping the terms of contemporary political resource management from a theoretical Prerequisite: POLI 2305 E. (LEC 3) (6 cr) discourse is assessed. Students may not perspective, but also provides the student retain credit for both POLI 3417 E and 4417 with a practical point of view. Accredited POLI 4355 E Global Political Economy E. Prerequisite: POLI 2405 E or instructor’s by the Human Resources Professionals A critical examination of the role of the permission. (SEM 3) (3 cr) Association of Ontario (HRPAO). Students economic issues in international relations as must obtain a min. 70% (B) average to receive well as various attempts on the part of states POLI 4436 E War and Political Theory credit from the HRPAO (Tier I-Compulsory). and international organizations to manage - Seminar Prerequisite: POLI 2615 E or 4605 E, or an increasingly global economic system. Drawing upon the resources of classical instructor’s permission. (LEC 3) (6 cr) Previous knowledge of economics is helpful. and contemporary political philosophy, the Prerequisite: POLI 2305 E. (LEC 3) (6 cr) course examines issues in the political ethics POLI 4656 E Introduction to Research in of war and conduct in war. Prerequisite: Program Evaluation POLI 4406 E Political Economy and its POLI 2405 or equivalent or instructor’s A general introduction to program Critique - Seminar permission. Students may not retain credit evaluation, especially its methodological Presents a survey of the theoretical for both POLI 4436 E and 3436 E. POLI 4436 E characteristics. The course deals with foundations of classical political economy places somewhat greater expectations upon general design issues, such as various

4- political science as well as an investigation of some of the students, including a heavier emphasis upon forms of experimental design. In addition, political and philosophical issues that arise student seminar papers. evaluability assessment, needs assessment, from Marx’s critique of political economy. program implementation, service delivery Students may not retain credit for both POLI POLI 4605 E Topics in Public quality and issues of measurement in 3406 E and 4406 E. Prerequisite: POLI 2405 E Administration outcome evaluation are discussed. The or instructor’s permission. (SEM 3) (3 cr) A survey of public administration with influence of social and political factors on special emphasis on the major concepts in program design, delivery and evaluation POLI 4407 E The State and Power the science and art of government. Topics are treated briefly. Contrasting theoretical - Seminar include: organizational theory and practice, approaches to program evaluation are Through an examination of the concept in decision making, executive leadership, the reviewed. Prerequisite: POLI 2615 E or 4605 E, Hegel, Marx and subsequent thinkers, this political aspects of administration with or instructor’s permission. (LEC 3) (3 cr) course investigates the role of the state in particular attention to material relating to society. In order to clarify the connection public administration in Canada. Restricted POLI 4657 E Program Evaluation Policy between the state and the behaviour of to students in the Public Administration and Practice the individual subjects, recent work on the program. Students may not retain credit for The seminar examines Canadian evaluation notion of power is examined. Students may more than one of POLI 2605 E, 2606/2607 E or policy and practice in the context of recent not retain credit for both 3407 E and 4407 4605 E. (LEC 3) (3 cr) developments in the U.S., Scandinavia and E. Prerequisite: POLI 2405 E or instructor’s Western Europe. The evolution of policy and permission. (SEM 3) (3 cr) POLI 4626 E Policy Analysis the changing purposes of evaluation are An examination and discussion of the discussed as well as the relationship between classic literature on policy analysis. The the type of political system, the institutional seminar uses the literature as a basis for location of the evaluation function and the understanding the nature of the policy focus of evaluation policy. This context process and the types of policy it produces. provides a basis to examine critically current Prerequisite: POLI 2615 E or 4605 E, or directions in evaluation policy and practice instructor’s permission. (LEC 3) (3 cr) in Canada. Prerequisite: POLI 2615 E or 4605 E or instructor’s permission. (LEC 3) (3 cr)

ALGOMA UNIVERSITY www.algomau.ca 130 Chapter 4

POLI 4675 E Health Policy POLI 4985 E Honours Essay This course is a policy seminar focusing An opportunity for qualified students to on different aspects of health policy, such write a major essay based on independent as health and federal-provincial relations; research. The research is supervised by a health, funding and professions; innovations faculty member qualified in the student’s in technology and pharmacology, intellectual area of study. Prerequisite: Permission from property rights and patent protection. both the department and supervisor. (6 cr) Students will focus on the selected aspect of health policy, informing themselves of POLI 4995 E Directed Studies the issues, leading class discussions, and Students have an opportunity to pursue writing essays. (SEM 3) (6 cr) detailed studies in the core areas of political science under the guidance of an instructor. POLI 4715 E Selected Issues in Canadian The subject matter of study is noted on Politics official transcripts.(6 cr) A seminar on selected topics in Canadian politics. Prerequisite: POLI 2705 E. (LEC 3) (6 cr)

POLI 4725 E Canadian Constitutional Law A study of the development and interpretation of the original Canadian constitution, especially the division of powers between the federal and provincial governments, and the adoption, provisions and interpretation of the Canadian Charter of Rights and Freedom as they affect the Canadian political system.

Prerequisite: POLI 2705 E. (LEC 3) (6 cr) 4- political science

POLI 4736 E Canadian Political Economy A seminar course focusing on the development and contribution of the political economy tradition in Canada from Innis and MacKintosh to contemporary scholars such as Wallace Clement. Prerequisite: POLI 2705 E. (LEC 3) (3 cr)

POLI 4746 E Selected Issues in Local Government This seminar will examine conceptual issues derived from contemporary theories and/or practices in local government and apply them to the City of Greater Sudbury. The applied element of the course may involve the analysis of existing practices or the development of proposals that might be put into practice in the municipality. Prerequisite: Successful completion of POLI 3706 E or permission of the instructor. (SEM 3) (3 cr)

POLI 4905 E Political Science Placement/ Internship Students work on a project in a federal, provincial, municipal or para-public/non- governmental institution for the equivalent of eight hours per week. They submit a report related to their work assignment, which is graded by the course coordinator and the student’s work supervisor. In the event of a disagreement regarding the appropriate grade, the decision of the course coordinator will apply. (EXP) (6 cr) www.algomau.ca ALGOMA UNIVERSITY 131 Chapter 4 PSYCHOLOGY FACULTY BACHELOR OF SCIENCE 18 credits from Group II listed below: ASSOCIATE PROFESSOR(S) (HONOURS) • PSYC 2606 E Brain and Behaviour D. Brodbeck, B.A. (Hons) (Western For students with a strong background and • PSYC 2617 E Human Neuropsychology Ontario), M.A., Ph.D. (Toronto); interest in the sciences, a B.Sc. in Psychology • PSYC 2906 E Sensory Processes A. H. Perlini, B.A. (Hons) (Western Ontario), is available as a four-year degree. The • PSYC 2907 E Perception M.A., Ph.D. (Carleton); program is recommended for those who • PSYC 3106 E Evolutionary Approaches C. Reed-Elder, B.Sc. (Mount Saint Vincent), plan to pursue a Master’s in experimental to Behaviour B.Sc. (Hons) (St. Mary’s), M.A., Ph.D. psychology, or for those interested in • PSYC 3107 E Behavioural Ecology (Dalhousie), C. Psych.; medicine. In addition to the psychology • PSYC 3306 E Learning L. Sorensen, B.A., M.A., Ph.D. (Western courses required, the B.Sc. in Psychology • PSYC 3307 E Laboratory in Learning Ontario), C. Psych. must include a minimum of 36 credits from 3 and Memory different science subjects with a minimum of • PSYC 3506 E Neuropharmacology ASSISTANT PROFESSOR(S) 3 credits in each of these subjects. • PSYC 3507 E Behavioural L. Bloomfield, B.A. (Hons) (Laurentian- First Year Neurobiology Algoma), M.A. (Queen’s), Ph.D. (Alberta); • PSYC 1106*/1107 E* • PSYC 3706 E Cognition and Memory P. Dupuis, B.Sc. (Hons) (Saint Mary’s Minimum 18 credits (max. 21 credits) normally • PSYC 3707 E Language University), M.A., Ph.D. (Queen’s) taken in first year from the following list: • PSYC 3716 E Knowledge and Thought • BIOL 1506 E • PSYC 3717 E Memory ADJUNCT PROFESSOR(S) • BIOL 1507 E • 9 credits of electives of upper-year D. Haig, B.A. (New Brunswick), M. Ed. • CHMI 1006 E or CHMI 1202 E Psychology (Toronto), Ph.D. (Michigan State); • CHMI 1007 E • 15-18 upper-year science credits (only D. W. Jones, B.A. (Laurentian - Algoma), • COSC 1046 E 15 needed if first year included 21 M.Ed. (Northern Michigan) • COSC 1047 E credits from list) • MATH 1036 E SESSIONAL FACULTY • MATH 1037 E BACHELOR OF ARTS (GENERAL P. Gordier, B.S. (LLS), M.A., Ph.D. (SHSU); • MATH 1056 E PROGRAM) P. Roberts, B.A. (Hons), Ph.D. (Ottawa); • MATH 1057 E R. Searight, B.A. (Butler), M.S., M.P.H., • PHYS 1006 E or PHYS 1206 E SINGLE CONCENTRATION Ph.D. (Saint Louis); • PHYS 1007 E R. Thompson, B.A. (Laurentian-Algoma), First Year M.A. (Lakehead); Second to Fourth Years • PSYC 1106*/1107 E* P. Van Hoof , B.A. (Hons) (Laurentian– • STAT 2126 E* and PSYC 2127 E • 24 additional credits, of which 6 must Algoma), M.A. (Western Ontario) • PSYC 3206 E Fundamentals of be from each of Group I (Humanities)

4-PSYCHOLOGY Psychometrics and Group III (Sciences) AFFILIATE RESEARCH • PSYC 3256 E Design and Analysis I PROFESSOR(S) • PSYC 3286 E Advanced Research Second Year L. Rosine, B.A. (Hons) (Winnipeg), M.A. Analysis • STAT 2126 E* and PSYC 2127 E. (Manitoba), Ph.D. (Carleton) • PSYC 4006 E History of Psychology • 6 credits in Psychology, upper-year • PSYC 4007 E Contemporary Theory level PROFESSOR(S) EMERITUS and Research in • 18 elective credits T. A. Allaway, B.A. (Hons) (Swarthmore), Psychology M.A., Ph.D. (Pennsylvania), C. Psych.; • PSYC 4105 E Student’s Investigation Third Year J. A. Dunning, B.A. (Grinnell), M.A. • PSYC 3206 E (Western Michigan); 6 credits from Group I listed below: • 15 credits in Psychology, upper-year A. W. Hepburn, B.A., M.A., C.P., Ph.D. • PSYC 2006 E Childhood Development level, including at least 3 credits at the (Minnesota), C. Psych. • PSYC 2007 E Adolescence, Adulthood 3000 level and Later Life • 12 elective credits DEGREE REQUIREMENTS • PSYC 2706 E Emotion Please refer to the general regulations • PSYC 2707 E Motivation Cognate courses are SOCI 1016/1017 E pertaining to academic programs. • PSYC 3006 E Introduction to the Study and BIOL 1700 E, students are strongly of Personality advised to take the latter course to fulfil the • PSYC 3007 E Advanced Study of science requirements for the B.A. degree in Personality Psychology. • PSYC 3606 E Psychopathology I • PSYC 3607 E Psychopathology II *a minimum grade of 60% is required • PSYC 3806 E Social Psychology • PSYC 3807 E Social Behaviour in Groups

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COMBINED CONCENTRATION C. Electives in Psychology HONOURS DIPLOMA IN Students should refer to the general 9 additional credits from any Psychology PSYCHOLOGY regulations pertaining to combined concentration courses including the lists Students who have obtained a B.A. General concentrations. A combined concentration above. degree with a concentration in Psychology in the three-year B.A. program requires with an average of at least 70% in all courses 30 credits in each of two disciplines. The Combined Specialization required for the General B.A. and who wish Psychology requirements for the combined Students should refer to the general to prepare themselves for graduate work concentration are: regulations pertaining to combined in Psychology may be admitted by the specializations. A combined specialization Department to the program. STAT 2126 E First Year in the four-year B.A. program requires and PSYC 2127 E or Social Science STAT • PSYC 1106*/1107 E* 42 credits in each of two disciplines. The equivalent is a prerequisite for admission. Department of Psychology requires the Students will be required to complete a Second Year following: minimum of 30 credits specified by the • STAT 2126 E* and PSYC 2127 E department, with an overall average of • 6 credits in Psychology, upper-year PSYC 1106/1107 E ; 2126/2127 E; 3206 E at least 70%. The program of courses level or 3207 E; 3256 E; 3286 E; 4105 E; 6 required for the diploma will be selected by credits from each of groups 1 and 2, and the department for each student and will * a minimum grade of 60% is required. 3 additional credits of PSYC electives. ensure that a diploma recipient will have Third Year covered the same material as a student • PSYC 3206 E With permission from the department, graduating with a B.A. (Honours) degree in • 9 credits in Psychology, upper-year an independent, supervised research Psychology. level project course in the program of the other concentration can be substituted for PSYC COURSE DESCRIPTIONS BACHELOR OF ARTS (HONOURS 4105 E, in which case PSYC 4006/4007 E will PROGRAM) be required. Prerequisites: Except as noted below, PSYC 1106/1107 E is the normal SINGLE SPECIALIZATION BACHELOR OF ARTS prerequisite for any upper-level course.

(Specialization PROGRAM) Other than PSYC 1106 E and/or 1107 E, 4-PSYCHOLOGY To graduate from the Bachelor of Arts (Non-honours) prerequisites may be waived with the (Specialized Program) in Psychology, permission of the department for the the student must complete 66 credits in Single Specialization–66 PSYC credits following courses: PSYC 1107 E, 2007 E, Psychology, selected as follows: required 2017 E, 2107 E, 2206 E, 2207 E, 2807 E, 2907 • PSYC 1106*/1107 E* E, 3107 E, 3627 E, and 3807 E. A. Required Courses • STAT 2126 E* PSYC 1106 E* Introduction to • PSYC 2127 E PSYC 1106 E Introductory Psychology I Psychology I • PSYC 3206 E This course provides an introduction to the PSYC 1107 E* Introduction to • PSYC 3256 E study of behaviour, with reference to its Psychology II • Minimum of 12 credits Group I historical development and emphasis on its STAT 2126 E* Introduction to Statistics Psychology. present status and scientific methodology. PSYC 2127 E Scientific Method and • Minimum of 12 credits Group II Topics covered include the biosocial basis Analysis II Psychology. of behaviour, sensory and perceptual PSYC 3206 E Fundamentals of • 24 credits of PSYC electives (minimum processes, learning and cognition, motivation Psychometrics of 12 credits at the 4000 level). and emotion. (LEC 3) (3 cr) PSYC 3256 E Design and Analysis I PSYC 3286 E Advanced Research Combined Specialization–42 PSYC credits PSYC 1107 E Introductory Psychology II Analysis required This course consists of a study of complex PSYC 4006 E History of Psychology • PSYC 1106*/1107 E* behaviour, with particular emphasis on PSYC 4007 E Contemporary Theory • STAT 2126 E* methods for studying humans. Topics and Research in • PSYC 2127 E include human development, intelligence, Psychology • PSYC 3206 E personality and psychopathology, and social PSYC 4105 E Student’s Investigation • PSYC 3256 E behaviour. (LEC 3) (3 cr) • Minimum of 6 credits Group I * a minimum grade of 60% is required Psychology. PSYC 2006 E Childhood Development • Minimum of 6 credits Group II This course covers physical, intellectual, B. Core Course Groups Psychology. emotional, and social growth from At least 12 credits from Group I as listed • 12 credits of PSYC electives (minimum conception through infancy and childhood. under B.Sc. (Hons). At least 12 credits from of 6 credits at the 4000 level). Major theories of development and methods Group II as listed under B.Sc. (Hons). • Second specialization courses and of study applicable to developmental electives required. processes will be discussed. (LEC 3) (3 cr)

* a minimum grade of 60% is required. www.algomau.ca ALGOMA UNIVERSITY 133 Chapter 4

PSYC 2007 E Adolescence, Adulthood and PSYC 2206 E The Psychology of Social PSYC 2345 E Bioethics: Human Life Issues Later Life Issues I This course examines current controversies An overview of the development processes Students will discuss various psychological about the benefits and dangers to human of adolescence and adulthood will be approaches to issues relevant to life arising from recent developments in presented. Topics to be covered include contemporary society. Topics include the biomedical sciences. Special attention norms of intellectual, emotional, social, and institutions, education, building design, is given to issues in the reproductive sexual development, and major theories of artistic expression, drug use and abuse, and technologies, genetics, the care of the adult development and aging. Prerequisite: biological and environmental differences. terminally ill, AIDS, research with human PSYC 2006 E. (LEC 3) (3 cr) Students may not retain credit for more subjects, and to questions of abortion and than one of PSYC 1400 E, 2200 E, or 2206 E. euthanasia. Comprehensive understanding PSYC 2016 E Behavioural Problems in (LEC 3) (3 cr) of the issues at stake and ability to evaluate Childhood and Adolescence the positions taken in these controversies This course surveys the objective and PSYC 2207 E The Psychology of Social define the aims of the course. Prerequisite: interpersonal determinants of behaviour, Issues II PSYC 1106/1107 E. Students may not retain with discussion of symptoms, etiology, Students will discuss various psychological credit for more than one of BIOL 2345 E, development, and psychological advice for approaches to issues relevant to PHIL 2345 E, RLST 2345 E, PSYC 2345 E. (LEC most psychological problems. Problems contemporary society. Topics include 3) (6 cr) surveyed include eating, sleeping, elimin- friendship and love, marriage and divorce, ation, aggression, and sexuality. (LEC 3) human sexuality, and group interactions PSYC 2606 E Brain and Behaviour (3 cr) of various types. Prerequisite: PSYC 2206 An introduction to the general relationships E. Students may not retain credit for more between human brain and human behaviour. PSYC 2017 E Developmental Disorders in than one of PSYC 1400 E, 2200 E or 2207 E. Human behaviour, including sleep, dreams, Childhood and Adolescence (LEC 3) (3 cr) memory, thought, motivation, and emotion This course surveys mental retardation, will be discussed in terms of brain structure, learning disabilities and hyperactivity, PSYC 2306 E Industrial/Organizational chemistry and electrical activity. Both known depression, suicide, and childhood Psychology facts and realistic possibilities of brain psychosis, with discussion of symptoms, This course covers the social psychology function will be considered. Some emphasis etiology, development and psychological of industry and other working institutions. will be placed upon the contribution of advice. Prerequisite: PSYC 2016 E. (LEC 3) Topics include organization theory, psychological (and social) factors to brain (3 cr) formal and informal processes, human structure, physiology and human disease. A engineering, effects of working conditions, general introduction to psychopharmacology PSYC 2106 E Basic Principles of consumer behaviour, and group dynamics will be available. (LEC 3, LAB 3) (3 cr) Behaviour Modification in organizations. Students may not retain

4-PSYCHOLOGY This course introduces the fundamental laws credit for more than one of ADMN 3137 E, PSYC 2617 E Human Neuropsychology of learning as they are applied to behaviour in COMM 2401 E, 3405 E, PSYC 2305 E or 2306 Normal behaviour and psychological home, educational, and other environments. E. (LEC 3) (3 cr) correlates of the human brain. Pathological Emphasis will be placed on application of behaviours following trauma to different brain simple principles of behavioural change in PSYC 2307 E Personnel Psychology regions will be discussed. Special emphasis natural settings. (LEC 3) (3 cr) This course includes an examination of will be placed upon the neurological aspects theories and research regarding employee of psychosis, epilepsy, genetic disorders, PSYC 2107 E Application of Behavioural selection and recruitment, career and demyelinating diseases. Diagnostic Principles development, performance appraisal, tests, simple neurological evaluations, and This course presents more advanced motivational systems, labour relations, and phylogenetic comparisons of brain function behavioural principles in home, educational, training programs. Students may not retain will be considered. The student is expected and other settings, with emphasis on credit for more than one of ADMN 3137 E, to have a fair understanding of brain designing coordinated programs to change COMM 2401 E, 3405 E, PSYC 2305 E or 2307 nomenclature. Prerequisite: PSYC 2606 E. significant behaviours in those settings. E. (LEC 3) (3 cr) (LEC 2, LAB 1) (3 cr) Prerequisite: PSYC 2106 E. PSYC 2126 E has been replaced with STAT 2126 E. (LEC PSYC 2706 E Emotion 3) (3 cr) The study of emotion in human beings and animals. Includes the many theories PSYC 2127 E Scientific Method and and experiments concerning behavioural, Analysis II instinctual, physiological and cognitive The course will examine research methods aspects of emotion and the study of emotional and design of experiments. Students will conflicts and defense mechanisms. study a variety of inferential statistical (LEC 2, LAB 1) (3 cr) procedures. Prerequisite: A minimum grade of 60% is required in PSYC 2126 E or equivalent statistics course. (LEC 2, TUT 1) (3 cr)

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PSYC 2707 E Motivation PSYC 3007 E Advanced Study of PSYC 3207 E Psychometric Measurement The study of motivation in human beings Personality Theories Creation and evaluation of psychological and animals. Includes the many theories The course will provide students with tests and other measures. Scaling and and experiments concerning behavioural, an in-depth study of major theories of measurement. Principles of test construction, instinctual, physiological and cognitive personality from each of the four major item analysis. Introduction to factor analysis aspects of motivation. (LEC 2, LAB 1) (3 cr) strategies: psychoanalytic, behavioural, and linear prediction. Techniques for the phenomenological, and dispositional. assessment of reliability and validity. PSYC 2806 E Communications in Prerequisite: PSYC 3006 E. (LEC 3) (3 cr) Controversies and current developments in Human Relations psychological testing. Prerequisites: PSYC This course involves the study of interpersonal PSYC 3106 E Evolutionary Approaches to 2126/2127 E and 3206 E or consent of the communication, emphasizing perception of Behaviour department. (LEC 2, TUT 1) (3 cr) self and others, communication patterns, and This is an introductory course in animal non-verbal communication. Emphasis will be behaviour that combines biological and PSYC 3256 E Design and Analysis I placed on dyadic interactions. (LEC 3) (3 cr) psychological approaches to behaviour Univariate analysis of variance including through the use of evolutionary theory. The factorial designs. Multiple regression. PSYC 2807 E Human Relations in Groups primary focus is on how the organism works, The design of complex psychological This course involves the study of interpersonal with discussion of data from behaviour experiments. The gathering, scrutiny, and communication, including sociometric genetics, development, and the physiology transformation of psychological data. methods, the influence of the physical of behaviour. (LEC 3) (3 cr) Performance and interpretation of advanced environment on groups, and theories of computer analyses. Prerequisites: PSYC interpersonal relations. Prerequisite: PSYC PSYC 3107 E Behavioural Ecology 2126/2127 E. (LEC 3, TUT 1) (3 cr) 2806 E. (LEC 3) (3 cr) This course addresses the evolutionary bases of behaviour. Students will discuss concepts PSYC 3257 E Design and Analysis II PSYC 2906 E Sensory Processes drawn from the literature on behavioural The logic and interpretation of multivariate This course consists of the scientific study ecology, with consideration of how animals and other statistical designs including of how organisms, especially humans, obtain will behave in ways that advance the survival factor analysis, analysis of covariance, information about their internal and external of their genes. Prerequisite: PSYC 3106 E. discriminant analysis, canonical correlation

environments. Topics include structure (LEC 3) (3 cr) and lag design. Applications to psychological 4-PSYCHOLOGY and function of sensory systems, and research. Performance and interpretation experimental and psychophysical methods. PSYC 3115 E Biogeography of computer analyses. Prerequisites: PSYC (LEC 2, LAB 1) (3 cr) This course will cover the study of dynamic 2126/2127 E and PSYC 3256 E. (LEC 3, TUT responses of plant and animal distributions 1) (3 cr) PSYC 2907 E Perception to physical factors such as climate and soils, This course consists of the study of as well as to human environmental factors. PSYC 3286 E Advanced Research Analysis perceptual processing of stimuli received Emphasis will be placed on conservation Students will analyse research reports from from the external and internal environments, studies. Prerequisite: PSYC 1106/1107 E. the psychological literature in a wide range including theories of how experience Students may not retain credit for more of fields with the intent of critically assessing influences the organization of information. than one of BIOL 3115 E, GEOG 3115 E, PSYC research design and its importance in Topics include object perception, perceptual 3115 E (LEC/LAB/EXP 3) (6 cr) influencing research results. Students will constancies, and distortions. (LEC 3) (3 cr) conduct an intensive review of literature in a field of interest.Prerequisite: PSYC 2126/2127 PSYC 3006 E Introduction to the Study of PSYC 3206 E Fundamentals of E. (SEM 3) (3 cr) Personality Psychometrics Students will be introduced to the study The theoretical background of tests; the PSYC 3287 E Advanced Research Design of personality theory and personality nature of psychological measurement; Students will develop a number of research development. Special attention will be consistency and validity. Interpretation of proposals based on reviews of psychological given to the issue of personality research test scores. Measurement of achievements, literature and directed at answering questions and methodology, including case-study, abilities, personality and interest. Using raised by that literature. This course is correlational, and experimental methods. psychological tests in education, industry intended to develop skills in research design The course will also provide a broad and clinic. Description of some widely and written and oral communication of overview of the four basic strategies used psychological tests. Ethical issues in technical information. Prerequisite: PSYC of personality theory: psychoanalytic, psychological testing. Prerequisites: PSYC 2126/2127 E. (SEM 3) (3 cr) behavioural, phenomenological and 2126/2127 E or consent of the department. dispositional. Prerequisite: PSYC 1106/1107 (LEC 2, TUT 1) (3 cr) PSYC 3306 E Learning E and 6 credits in Psychology at the upper- Types and mechanisms of learning, the year level. (LEC 3) (3 cr) variables and conditions which contribute to learning processes. Review of experimental findings and theoretical issues related to learning. Prerequisites: PSYC 1106/1107 E and 6 credits in Psychology at the upper-year level. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 135 Chapter 4

PSYC 3406 E Psychology of Education PSYC 3606 E Psychopathology I PSYC 3716 E Knowledge and Thought Students will examine the learner and the Students will be introduced to the broad This course surveys current research educational environment, with emphasis questions pertaining to the study of abnormal and theory on knowledge and thought. on the physical, intellectual, emotional, and behaviour. Special emphasis will be placed Topics include: representation, reasoning, social development of the individual. Other on the following topics: the historical and problem-solving, decision-making, topics include an introduction to the research contemporary views of abnormal behaviour, comparative cognition and development in educational psychology, assessment the concept of normality, and the causes of cognition. Students may not retain credit of attitudes, abilities, and achievement, of abnormal behaviour. The study of milder for more than one of PSYC 3706 E and PSYC creativity and originality, and interpersonal patterns of abnormal behaviour will then be 3716 E. Prerequisites: PSYC 1106/1107 E. relations and group dynamics of educational undertaken: stress and adjustment disorders (LEC 3) (3 cr) situations. Prerequisite: PSYC 2006/2007 E, or and anxiety-based disorders with special EDUC 2005 E, or PSYC 1106/1107 E and three attention given to the proposed treatment PSYC 3717 E Memory years relevant professional experience and strategies for these disorders.Prerequisite: This course surveys current research consent of the department. (LEC 3) (3 cr) PSYC 1106/1107 E and 6 credits in Psychology and theory on memory. Topics include at the upper-year level. (LEC 3) (3 cr) coding and organization in various memory PSYC 3407 E Learning and Teaching in systems, physiological and comparative Education PSYC 3607 E Psychopathology II perspectives on memory, mnemonic system, In this course, students will examine theories Students will study other patterns of and practical applications of memory of learning and teaching in depth, discussing abnormal behaviour such as personality research in educational, therapeutic, and research on different teaching techniques disorders, substance use and other addictive forensic situations. Students may not retain and styles, and conduct an evaluation disorders, sexual disorders and variants. credits for more than one of PSYC 3706 E of contemporary educational practices. The more severe disorders, such as mood and PSYC 3717 E. Prerequisites: PSYC Prerequisite: PSYC 3406 E. (LEC 3) (3 cr) disorders and suicide, schizophrenias, and 1106/1107 E. (LEC 3) (3 cr). delusional disorders will also be examined. PSYC 3506 E Neuropharmacology Special attention will be given to proposed PSYC 3806 E Social Psychology A detailed description and evaluation of treatment strategies for these disorders. Students will examine human social drugs that influence human behaviour. Prerequisite: PSYC 3606 E. (LEC 3) (3 cr) behaviour, with emphasis on two-person Although the greatest emphasis is upon the interaction. Topics include impression biochemical mechanisms and psychological PSYC 3626 E Humanistic Psychology formation and attribution, development effects of drugs used within clinical settings, This course consists of an inquiry into the of social behaviours, and relationships, all major pharmalogical classes will be growth and development of the healthy, including liking and loving, and the structure covered. Since prediction of drug effects or full-functioning personality. Topics and change of attitudes. (LEC 3) (3 cr) requires an understanding of chemical covered include self-actualization, mature

4-PSYCHOLOGY pathways and their location within the functioning, peak experiences, and personal PSYC 3807 E Social Behaviour in Groups human brain, the student should have a growth. (LEC 3) (3 cr) Students will examine human social basic understanding of chemistry and behaviour, with emphasis on groups. Topics neuroanatomy. Prerequisites: PSYC 2606 E PSYC 3627 E Humanistic Approaches to will include group dynamics, aggressive and 2617 E or permission of the department. Personal Expression and altruistic behaviour, effects of (LEC 3) (3 cr) This course consists of an examination architectural environments, and cross- of influences of humanistic-existential- cultural comparisons. Prerequisite: PSYC PSYC 3507 E Behavioural Neurobiology phenomenological approaches in 3806 E. (LEC 3) (3 cr) The precise study of neuroanatomical contemporary psychology. Topics discussed details, neurochemistry and neuroelectricity. include creativity, altruism, fantasy, and PSYC 3906 E Special Topics in Comparisons of human and rat brains will sex roles. Prerequisite: PSYC 3626 E. (LEC Psychology I be discussed in terms of both gross and 3) (3 cr) Advanced coverage of particular topics in specific behavioural patterns. Emphasis psychology with accompanying practical will be placed upon acquiring sufficient PSYC 3707 E Language work. Specific content will vary from year information to allow a more profound and This course surveys the principal concepts to year depending on which faculty member versatile prediction of normal and abnormal and findings concerning human language. teaches the course. Prerequisites: PSYC behaviour. May not be taken for credit by a Topics discussed include language 1106/1107 E and consent of the department. student who has completed PSYC 2600/2605 structures, perception and understanding (LEC/TUT 3) (3 cr) E or 2607 E before Spring 1982. Prerequisites: of speech, and the development of linguistic PSYC 2606 E and one of BIOL 1700 E or ability. Prerequisite: PSYC 1106/1107 E and 6 PSYC 3907 E Special Topics in 1306/1716 E, or permission of the department. credits in Psychology at the upper-year level. Psychology II (LEC 3, LAB 3) (3 cr) (LEC 3) (3 cr) See PSYC 3906 E.

PSYC 3926 E Special Topics in Psychology III See PSYC 3906 E.

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PSYC 3927 E Special Topics in PSYC 4026 E Forensic Psychology PSYC 4726 E The Scientific Enlightenment Psychology IV This course addresses issues on the An historical examination of the rise of the See PSYC 3906 E. interaction between psychology and law. new approaches to studying, recording and Community mental health, court and prison documenting the physical world of natural PSYC 3916 E Advanced Readings in milieus will be studied. The course will phenomena, in England and America and Psychology include a consideration of case studies on the continent, from origins, through the This course is intended for the advanced and investigations focusing on offender pivotal years and main protagonists, from student interested in a particular topic of populations. Prerequisite: PSYC 1106/1107 E Descartes to L aplace c. 1600 - 1800, to psychology. The course can only be given and 3606/3607 E. (LEC 3) (3 cr) the enduring tradition in the 19th and 20th with the written consent of the instructor centuries. Prerequisite: related 2000 series following arrangements made between the PSYC 4027 E The Psychology of Criminal course or permission from the department. student and the instructor prior to registration. Conduct Students may not retain credit for more Prerequisites: Restricted to third or fourth While many researchers have argued than one of BIOL 4726 E, HIST 4726 E, HIST year students in the specialized program with that “nothing works”, there is mounting 4725 E, and PSYC 4726 E. (SEM 3) (3 cr) at least an overall “B” average in Psychology evidence that criminal behaviour is subject courses and permission of the department. to modification using scientific principles. STAT 2126 E Introduction to Statistics (TUT/EXP 3) (3 cr) The psychology of criminal conduct (PCC) This course provides an introduction to conceptualizes criminal behaviour from basic statistical concepts and techniques PSYC 3917 E Special Projects Course the social learning theory perspective that are common to all disciplines in the Advanced students who have demonstrated that antisocial behaviour is under the Social Sciences. The principle topics above average ability to design and execute control of antecendent and consequent include data collection and description, the empirical investigations may apply for this event such that criminality is the likely characteristics and features of the normal course through the department. Before outcome when the reinforcers for antisocial probability distribution, the formulation and registration, the student will submit a behaviour outweigh the costs of the testing of hypotheses, linear correlation and proposal to the department for approval. behaviour. Treatment programs grounded regression analyses. This course replaces Upon approval, the experiments are expected in this theoretical framework have been PSYC 2126 E, SOCI 2126 E, GEOG 2026 E, to be completed under the supervision of a demonstrated repeatedly to be effective POLI 2126 E. Students may not retain credit

faculty member. The final product will with offender populations. The analysis of for STAT 2126 E and any other Introductory 4-PSYCHOLOGY be submitted in a form compatible for psychological variables has substantively statistics course. (LEC 2,TUT 1) (3 cr) submission to a referred scientific journal broadened our understanding of criminality and will be reviewed as specified by the as well as our attempts to reduce it. This department. Prerequisite: Restricted to third course offers an in-depth exploration of or fourth year students in the specialized issues related to the practice of psychology program with at least an overall “B” average in the prison milieu.Prerequisite: PSYC in their Psychology courses and permission 1106/1107 E and 3606/3607 E. (LEC 3) (3 cr) of the department. (TUT/EXP 3) (3 cr) PSYC 4205 E Fundamentals of Clinical and PSYC 4006 E History of Psychology Counselling Psychology This course consists of a survey of the An introduction to psychology in applied historical development of psychology, with settings with an emphasis on the mental an introduction to major theories influential health field. Clinical assessment procedures, during that development. Prerequisite: including psychometric devices, are Completion of at least 42 credits in Psychology examined as are the major theoretical in the specialized program or permission of positions in counselling and psychotherapy. the department. (LEC 3) (3 cr) Students are introduced to the scope of the work of the clinical psychologist in PSYC 4007 E Contemporary Theory and sessions with practitioners in the field. Research in Psychology Prerequisite: Completion of at least 42 credits This course consists of a survey of major in Psychology in the specialized program theoretical approaches in contemporary including PSYC 3606/3607 E or 3006/3007 E, or psychology, with examination of major permission of the department. (LEC 3) (6 cr) research questions and theories in different specialty areas. Prerequisite: Completion of at least 42 credits in Psychology in the specialized program or permission of the department. (LEC 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 137 Chapter 4 SOCIOLOGY Department of Sociology and Social Welfare/Social Work FACULTY Third Year Summary of Degree Requirements by course ASSOCIATE PROFESSOR(S) • SOCI 3016 E credit – specialized program L. Savory-Gordon, B.A. (Queen’s), M.S.W. • SOCI 3126 E (minimum 60%) SOCI credits = 66 (McGill), R.S.W., Ph.D. (Bristol) • SOCI 3127 E (minimum 60%) Group I (Humanities) = 6 credits • SOCI 3526 E Group III (Sciences) = 6 credits ASSISTANT PROFESSOR(S) • 6 additional credits from SOCI 3000 elective credits = 42 credits G. Broad, B.A. (Laurentian - Algoma), Ph.D. series (Bristol); • 12 elective credits Summary of Degree Requirements by course H. Briggs, B.A. (York), M.A. (York), Ph.D. credit – combined specialization (abd-York); Fourth Year SOCI credits = 42 J. Clarke, B.Sc. (Western), B.A. (Ottawa), • SOCI 4105 E Second concentration = 42 credits M.A. (Queen’s), Ph.D. (York); • 6 credits SOCI 4000 series Group I (Humanities) = 6 credits D. Woodman, B.A. (Concordia), M.A. • 12 additional credits SOCI, upper-year Group III (Sciences) = 6 credits (Manitoba) • 6 elective credits elective credits = 24 credits

SESSIONAL FACULTY Combined Specialization BACHELOR OF ARTS (GENERAL G. Beausoleil, B.S.W. (Laurentian), M.S.W. PROGRAM) (Carleton); First Year T. Binda, B.A. (Laurentian-Algoma), B.S.W. • SOCI 1016/1017 E (minimum 60%) SINGLE CONCENTRATION - (Laurentian); • 24 additional credits of which 6 credits SOCIOLOGY A. Jackson, B.A. (Laurentian-Algoma), must be from Group I (Humanities) and 6 M.A. (York); credits Group III (Sciences) First Year S. Redmond, B.A., M.A., Ph.D. (Ottawa) NOTE: Students are strongly • SOCI 1016/1017 E (minimum 60% in each) encouraged to select electives from • 24 credits of which at least 6 must be PROFESSOR(S) EMERITUS ANTR 1007 E, ANIS 1016/1017 E from Group I (Humanities) and 6 from H. N. Gardezi, B.A. (Lahore), M.A. (Punjab), Group III (Sciences) Ph.D. (Washington State); Second Year A. Rajput, M.A. (Punjab), M.A. (Indiana • SOCI 2016/2017 E Second Year State), Ph.D. (Minnesota); • SOCI 2127 E (minimum 60%) • STAT 2126 E or SOCI 3127 E (minimum A. Rauf, M.A. (Punjab), M.A. (Western • 21 elective credits (including credits 60%) Ontario), Ph.D. (Toronto) toward second specialization) • SOCI 2016/2017 E • 18 elective credits

4-SOCIOLOGY DEGREE REQUIREMENTS Third Year Please refer to the general regulations • SOCI 3016 E Third Year pertaining to academic programs. • SOCI 3126 E (minimum 60%) • SOCI 3016 E • SOCI 3127 E (minimum 60%) • 15 credits SOCI upper-year or 9 credits New Program: • SOCI 3526 E SOCI & 6 credits ANTR upper-year BACHELOR OF ARTS – SOCIOLOGY • 3 additional credits SOCI, upper-year • 12 elective credits (HONOURS) • 15 elective credits (including credits toward second specialization) COMBINED CONCENTRATION Single Specialization SOCIOLOGY Fourth Year A combined concentration in the three-year First Year • SOCI 4105 E B.A. program requires 30 credits in each of • SOCI 1016/1017 E (minimum 60%) • 6 additional credits SOCI upper-year two disciplines. The Sociology requirements • 24 additional credits of which 6 credits • 18 elective credits (including credits for the combined concentration are: SOCI must be from Group I (Humanities) and 6 toward second specialization) 1016/1017 E, 2016/2017 E, 3016 E, 9 credits in credits Group III (Sciences) upper SOCI or 3 credits in upper SOCI and 6 NOTE: Students are strongly 1. The maximum number of first year level credits in upper-year ANTR. encouraged to select electives from credits which may be applied to a B.A. ANTR 1007 E, ANIS 1006/1007 E degree program is 42 credits. Students are encouraged to select electives 2. A single honours or specialization consists from a diversity of sociological sub-fields Second Year of 66 credits in a subject area. such as gender and sexuality, work, • SOCI 2016/2017 E 3. A student may take a maximum of 78 globalization and criminology. • SOCI 2127 E (minimum 60%) credits in a single subject area for credits • 6 credits from SOCI 2036 E, 2086 E, toward the degree. 2156 E, 2506 E, 2636 E, 2756 E 4. A combined specialization consists of 42 • 3 additional credits from SOCI 2000 credits in each of two subject areas. series • 12 elective credits

ALGOMA UNIVERSITY www.algomau.ca 138 Chapter 4

SINGLE CONCENTRATION ANTHROPOLOGY COURSE SOCIOLOGY COURSE ANTHROPOLOGY DESCRIPTIONS DESCRIPTIONS NOTE: The first two years of the B.A. Prerequisites: Unless otherwise noted, Prerequisites: Unless otherwise noted, (General) program in Anthropology are registration in courses above the first year registration in courses beyond the first available at Algoma U on a part-time basis. level normally requires completion of a year level requires completion of SOCI university level course in Anthropology 1016/1017 E (minimum of 60% in each) or First Year or approval of the Department. Students permission of the department. • ANTR 1006 E, 1007 E should consult the Department for further • 24 additional credits of which 6 must be information. SOCI 1016 E Understanding Society I: from Group I (Humanities) and 6 from Principles and Processes Group III (Sciences) ANTR 1007 E Introduction to Cultural This course will provide a close examination Anthropology of basic sociological concepts and Second Year Provides a general introduction to social/ investigate the methodology and theoretical • 6 credits from among ANTR 2015 E, cultural anthropology (a general survey perspectives employed in the acquisition of 2025 E, 2065 E, or 2085 E of the field, with a concentration on the sociological knowledge. The major focus • 6 credits from among ANTR 2005 E, comparative analysis of culture, using will be placed on how human potential 2035 E, 2036 E, 2906 E, or 3045 E examples from different societies around the and nature become transformed into a • 18 elective credits world); anthropological linguistics (focusing wide range of patterned behaviour among on the origin, structure and distribution and different members of society. These social Third Year social/cultural aspects of human languages) issues will be examined comparatively • ANTR 3106 E, 3017 E. and applied anthropology (the identification and with particular reference to Canadian • 12 credits in Anthropology, upper-year and resolution of practical problems via society. (LEC 3) (3 cr) level anthropological methods). Students cannot • 12 elective credits retain credit for both ANTR 1005 and ANTR SOCI 1017 E Understanding Society II: 1007. (LEC 3) (3 cr) Institutions and Issues COMBINED CONCENTRATION The course will aim at producing a systematic ANTHROPOLOGY ANTR 2015 E Physical/Biological understanding of societal institutions such A combined concentration in the three-year Anthropology as family, religion, education, economy B.A. requires 30 credits in each of the two An introduction to the study of human and politics, with particular reference to 4-SOCIOLOGY disciplines. The Anthropology requirements evolution and human variation within a Canadian society. The course will also for such a degree are: ANTR 1006 E, 1007 biological science framework. Includes a critically examine major issues of our E; ANTR 3016/3017 E; 6 credits from among discussion of the major subfields of physical/ time such as inequality, social conflict, ANTR 2015 E, ANTR 2035 E, ANTR 2036 E, biological anthropology: human genetics, urbanization, ecology, and population ANTR 2906 E, ANTR 3045 E; and 12 credits in evolutionary dynamics, human growth and growth. (LEC 3) (3 cr) Anthropology, upper-year level. development, primatology (the study of non-human primates), human paleontology SOCI 2006 E The Child and Society Honours Diploma in (the human fossil record), skeletal biology, A course in the sociology of childhood with Sociology and human adaptability. Integrated a focus on the social factors which affect The Diploma program has been developed laboratory sessions familiarize students the behaviour and development of children. for graduates of the 3-year general B.A. with the research methods and techniques (LEC 3) (3 cr) who wish to pursue further studies in of physical/biological anthropology. (LEC 2, Sociology. To be admitted, students must LAB 1) (6 cr) SOCI 2007 E The Adolescent and Society have successfully completed a general B.A. A course in the sociology of adolescence in Sociology, with a minimum 70% overall ANTR 2025 E Elementary Archaeology with a focus on the social factors which average in required SOCI courses. The Archeaology, as the study of past cultures affect the behaviour and development of Diploma program includes a minimum of 30 through their material remains, surveys basic adolescents. (LEC 3) (3 cr) upper-year credits in Sociology. The program concepts of the discipline and uses examples of study must be approved by the Department from key periods in human prehistory to SOCI 2016 E Thinking Sociologically Chair and meet the equivalent requirements illustrate how archeaologists investigate Examines the different types of sociological of a 4-year specialized B.A. in Sociology. past human behaviour. Integrated laboratory reasoning used to answer questions about Please see the Office of the Registrar for sessions, together with a brief field trip social behaviour, social programs and social specific requirements. and excavations, familiarize students with policies. Students gain an appreciation of basic archeaological research methods, the value of the sociological perspective techniques of analysis, and the effective through the application of critical thinking. communication of results. (LEC 2, LAB 1, Prerequisite: SOCI 1016/1017 E or instructor’s EXP) (6 cr) permission. (LEC 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 139 Chapter 4

SOCI 2017 E Emergence of Sociological SOCI 2087 E Crime and Punishment II: SOCI 2506 E Social Problems Theories Police, Courts, Prisons, and Rehabilitation The course is concerned with a Presents the context which gave birth to The institutions and policies of the Criminal theoretical and empirical examination sociology, as well as a general overview Justice System of Canada, that is, the police, of major contemporary social problems of the classics which contributed to the courts, prisons, and various rehabilitation and their international and national inter- development of sociology. Students may programs, are the subject matter of the connections. Such problems as poverty, not retain credit for SOCI 3015 E, 3016 E and course. Evaluation of programs to reduce effects of industrialization, living and working 2017 E. Prerequisite: SOCI 1016/1017 E or crime and rehabilitate offenders receive conditions, population growth, alienation, instructor’s permission. (LEC 3) (3 cr) special attention. (LEC 3) (3 cr) urbanization, will be discussed. Various views/programs generated to deal with SOCI 2026 E The World of Work SOCI 2127 E Introduction to Social such problems will also be analyzed and A survey of the ways in which people’s Research Methods evaluated. (LEC 3) (3 cr) changing experience of work is shaped by Examines research methods including gender, race, ethnicity, class and culture in observational techniques, survey research, SOCI 2626 E Social Stratification Canada and the wider global context. (LEC and advanced sampling methodology. In this course, theories of social 3) (3 cr) Students will study a variety of inferential stratification and mobility patterns will statistical procedures. (LEC 3) (3 cr) be investigated along with the study of SOCI 2036 E Family Sociology recent trends in occupational, ethnic The primary focus of this course is the SOCI 2156 E Critical Analysis of the and gender stratification in Canadian micro-processes within families and family- Canadian Health System society. Students may not retain credit for life groups including family formation and This course will provide an introduction more than one of SOCI 2626 E, 3065 E or dissolution and interaction patterns across to the sociology of health. This course 3066 E. (LEC 3) (3 cr) the life course. These are reviewed in will provide a thorough discussion and relationship to the major non-familial roles examination of the Canadian health system SOCI 2636 E The Social Making of Gender assumed by family members with special from multiple perspectives. Prerequisite: The primary objective of this course is to attention to the effects of inequalities at the SOCI 1016/1017 E or instructor’s permission. develop an understanding of the social micro- and macro-levels. Students may not Students may not retain credit for both SOCI making of gender in contemporary society. retain credit for both SOCI 2036 E and 2035 E. 2156 E and 4156 E. (LEC 3) (3 cr) As a basis for this, anthropological and Prerequisite: SOCI 1016/1017 E or permission historical perspectives will also be covered. of the instructor. (LEC 3) (3cr) SOCI 2296 E Sociology of Education The focus of this course will be on a critical Issues investigation of the social creation of gender SOCI 2046 E Minority Groups in Canada This course is aimed at students who plan and of the gendered division of labour and The course investigates the relationships to consider a degree in education. It will patriarchal social organization. The social 4-SOCIOLOGY between various cultures (ethnic, religious, provide venue for exploration of a range making of normality and deviance in relation linguistic, etc.) in Canada where conflict of social issues that relate to education. to gender will be explored. Prerequisite: or collaboration exists between majorities Prerequisite: SOCI 1016/1017 E or instructor’s SOCI 1016/1017 E or instructor’s permission. and minorities. Formerly SOCI 2045 E. permission. (LEC 3) (3 cr) Students may not retain credit for SOCI 3626 Students may not retain credit for both SOCI E, 3627 E (3625 E) and 2636 E. (LEC 3) (3 cr) 2046 E and 2045 E. (LEC 3) (3 cr) SOCI 2306 E Introduction to Globalization This course introduces students to the SOCI 2656 E Social Inequality: Gender, SOCI 2047 E Minority Groups Throughout complex connections between different Race, Class and Power the World countries in the world and the way these This course will examine the theoretical The course investigates the relationships connections are increased over time. perspectives on the intersection of social between various cultures (ethnic, religious, The main objective of the course is to class and gender, race, ethnicity. With linguistic, etc.) in different societies of expose students to the current debates reference to both Canadian and international the world where conflict or collaboration about collective identities, citizenship, and studies, the course will analyze how class exists between majorities and minorities. globalization and to encourage students and identity are constructed through Students may not retain credit for both SOCI to think critically about these topics. the intersections of gender, race and 2047 E and 2045 E. (LEC 3) (3 cr) Prerequisite: SOCI 1016/1017 E or instructor’s ethnicity.Students may not retain credit for permission. Students may not retain credit SOCI 2626 E, 3066 E and 2656 E. Prerequisite: SOCI 2086 E Crime and Punishment I: for both SOCI 2306 E and 2407 E. (LEC 3) SOCI 1016/1017 E or instructor’s permission. Explanations of Crime (3 cr) (LEC 3) (3 cr) A study of the causes of crime with an emphasis on crime in Canada. The Criminal Code is studied and crime is defined. Types of crime are described and their quantity estimated. After considering causal explanations generally, the several theories of crime are analyzed and evaluated. (LEC 3) (3 cr)

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SOCI 2706 E Sociology of Music SOCI 3016 E Modern Sociological SOCI 3126 E Qualitative Methods The sociology of music is a discipline that Theories: Manifestations and Issues This course examines the qualitative deals with music as a social phenomenon. A comparitive study of modern sociological traditions of sociological research and The issue of the social nature of music theories based on original texts. This links the epistomological underpinnings of including the complex multi-faceted social course presents the current issues in the research to practical techniques. A variety interactions that form the environment in sociological theories. Prerequisite: SOCI of data collection techniques are examined which music is produced, disseminated, 2016/2017 E. Students may not retain credit and compared including participant and non- appreciated and used, the socially for both SOCI 3016 E and 3015 E or 3017 E. participant approaches to data gathering. constructed definitions and implications of (LEC 3) (3 cr) The development and administration of the word “music” in various cultures, and interviews are discussed along with content the characteristics of music in a particular SOCI 3035 E Sociology of Labour and analysis and other semantic analysis culture will be examined. All types of Labour Movements approaches. Prerequisite: SOCI 2127 E or music and the environments in which they The historical development of trade unionism permission of the instructor. (LEC 3) (3 cr) are created and disseminated are to be with special reference to Canadian society. reviewed and studied as social constructs. The theoretical roots of labour movements. SOCI 3127 E Quantitative Research Prerequisite: SOCI 1016/1017 E and/or first The structure and organization of trade Methods and Analysis year MUSC course. Students may not retain unions. The social role of organized labour Students will learn research design and credits for both MUSC 2706 E and SOCI 2706 especially in Canadian society. Key issues in application of techniques in quantitative E. (LEC 3) (3 cr) trade unionism today. It is the intention of the research methodology for the field of course to include consultation with labour sociology. This course introduces basic SOCI 2756 E Rural Sociology organizations in the planning and conducting descriptive and inferential techniques used This course will introduce students to basic of specific lectures, group discussions and in quantitative social research. Students will concepts used in the study of sociology as related activities. (LEC 3) (6 cr) acquire the skills needed to perform basic it is applied to rural areas. This course will analyses and read the research literature. build on the growing disciplinary knowledge SOCI 3045 E Urban Sociology They will also acquire skills in using a from Rural Sociology by using local, national Analysis of the city and its role and standard computer package to perform and international examples. This course functions in pre-industrial and industrial data analyses (SPSS). Topics include: will examine the impact of colonialism on society. Processes of industrialization, research design and problem formulation, rural societies, rural and remote areas and urbanization, and suburbanization. The sample description, sampling methods, 4-SOCIOLOGY their relationship to urban centres, and the dynamic relationship between rural and measurement and scaling, research ethics, relationship between domestic commodity urban areas. Patterns of social organization data organization, data analysis such producers and the capitalist market in rural in urban society. Planned and unplanned as hypothesis testing and measures of communities. Special emphasis will be change in the urban environment. Students association. Prerequisites: SOCI 1016/1017 E, placed on Northern Ontario and Canada. may not retain credit for both SOCI 3045 E SOCI 2127 E, SOCI 2016 E. (LEC 3) (3 cr) Prerequisites: SOCI 1016/1017 E. (LEC 3) and SOCI 3046 E. (LEC 3) (6 cr) (3 cr) SOCI 3136 E Sociology of Self, Mind and SOCI 3075 E Mass Culture and Mass Identity SOCI 2805 E Sociology of Health and Media This course will examine the sociological Medicine The role of mass media such as radio, press, views on the self, mind and identity in An analysis of different facets of healing and magazines, television and movies on modern both local and global contexts. Students in medicine as these affect human behaviour society. Mass media as a means of social sociology, psychology and education will find in group contexts. The primary focus is on control and socialization. The effects of the course of interest. Discussions of theories social interactions between and among mass media on political, social and economic and research of self, mind and identity will patients, doctors, nurses and other medical behaviour. (LEC 3) (6 cr) illuminate such sociological issues as: functionaries both in the institutional and pedagogy; power and powerlessness: community contexts. Detailed study of SOCI 3086 E Sociology of Law thought and knowledge; narrative and the structure and formal organization of Comparative and historical treatment art; the politics of identity; interpersonal the hospital, the health clinic, the medical of the socio-economic bases of legal communication; psychotherapy; mental school and the nursing school will be structures. The social, political and economic health; and the mind of the corporation. made. A historical analysis of relationships implications of legal systems. Law as a Prerequisite: SOCI 1016/1017 E or instructor’s between medicine and other institutions mechanism of social control. The political permission. Students may not retain credit will be done by utilizing cross-cultural data. economy of “crime”. (LEC 3) (3 cr) for both SOCI 4126 E and 3126 E. (LEC 3) (LEC 3) (6 cr) (3 cr) SOCI 3095 E Canadian Society SOCI 2855 E Sociology of Sports and Study of Canadian Society with emphasis SOCI 3196 E Social Movements Games on processes of industrialization, patterns A study of the processes of development, An analysis of sports and games as social of regional development and ties with evolution and impact of organizing which phenomena, their relationship with other American and world capitalism. Profiles tend to influence (within a Canadian social institutions and their significance in of major institutions. Special attention context) political decisions and history, e.g. contemporary society. (LEC 3) (6 cr) to English Canada/Quebec relations and labour, feminist, anti–nuclear movements. Northern Ontario. (LEC 3) (6 cr) Prerequisite: SOCI 1016/1017 E or instructor’s permission. (LEC 3) (3cr) www.algomau.ca ALGOMA UNIVERSITY 141 Chapter 4

SOCI 3206 E Demography I: Methods SOCI 3296 E Sociology of Education SOCI 3536 E Racialization, Migration and This course is an introduction to demography, Deals with formal and informal social Identity theory and methods. Particular emphasis structures of education and their influences This course links theories of racialization, is placed on using models of population on personnel with particular references migration and identity in a Canadian and change, population projections, and vital to Ontario. The social factors determining global context. The course begins by tracing statistics to predict, explain and assess the success in upward mobility through the a social history of Canada’s immigration impact of changes in this composition of the educational system are considered in relation practices as they shape a nation from a population. Students may not retain credit to the overall structure of stratification colonial to a postcolonial and multicultural for more than one of SOCI 2075 E, 2076 E or in society. Prerequisite: SOCI 2127 E or society. This Canadian framework is 3206 E. (LEC 3) (3 cr) instructor’s permission. Students may not explained by critical analysis of ‘race’, retain credit for both SOCI 3926 E, and ethnicity, multiculturalism and identity. SOCI 3207 E Demography II: Population 2905 E. With this background, contemporary issues Distribution of ethnicity and identity linked to migration This course will involve an examination of the SOCI 3306 E Globalization and the New are critiqued in a context of globalization. structure and distribution of the population World Disorder Pre-requisites: SOCI 1016/1017 E, SOCI 2016 in the light of core demographic factors, The spread of global capitalism sustains E. (LEC 3) (3 cr) such as fertility, mortality and migration. relations of underdevelopment and global The major focus will be on Canadian inequality. Students will be introduced to SOCI 3616 E Class and Power society. Students may not retain credit for the theories and practices which shape An examination of the concept of class within more than one of SOCI 2075 E, 2076 E or local and global political contexts. Topics different theoretical traditions is a central 3207 E. (LEC 3) (3 cr) to be covered include post-industrial, post- focus of this course. Attention is paid to the fordist, and post-modern society; patterns of structure of elites which form the basis of SOCI 3226 E Sociology of Development economic restructuring and the state; global decision-making and the exercise of power Theories of socio-economic development. space; and systems of governance in a at different levels of society. An emphasis is Relations between socio-economic globalized world. Students may not retain for placed on Canadian society. Students may development and the demographic, cultural SOCI 3226 E, 2065 E and 3306 E. Prerequisite: not retain credit for both SOCI 2616 E and and social condition which promote or SOCI 1016/1017 E or instructor’s permission. SOCI 3616 E. Prerequisites: SOCI 1016/1017 retard this development. Social conflict (LEC 3) (3 cr) E and SOCI 2126/2127 E or permission of the as a catalyst or obstacle to development. instructor. (LEC 3) (3 cr) Ideologies of development and myths. SOCI 3307 E Social Problems: Legal Students may not retain credit for more Issues SOCI 3636 E The Social Making of than one of SOCI 2065 E, 3226 E and 3225 E. This course is designed to investigate Sexuality (LEC 3) (3 cr) legal social problems such as legal aid, The primary objective of this course is to 4-SOCIOLOGY language laws, prostitution, pornography, develop an understanding of the social SOCI 3227 E Environmental Sociology environment, freedom, civil liberties, medical construction of sexuality in contemporary This course will introduce the basic technology. (LEC 3) (3 cr) society. As a basis for this, anthropological sociological theories and concepts which and historical perspectives will also be are used to understand relations between SOCI/LBST 3516 E In and Out of Work in covered. The focus of this course will social actions and interactions and the the Global Economy be on denaturalizing gender, sexuality, natural environment. The major focus will This course examines paid and unpaid desire, masculine and feminine sexualities, be placed on contemporary environmental work in globalizing capitalist societies heterosexualities and homo-sexualities to problems such as demography, consumption including advanced post industrial and new understand how these create and sustain, of food and energy, biodiversity, and waste industrializing societies. Students may not and are created and sustained, by the management. These social issues will be retain credit for both SOCI 3506 E, & 3516 E. gendered division of labour and patriarchal examined comparatively and with particular Prerequisite: SOCI 1016/1017 E or instructor’s social organization. The social making of reference to the Canadian society and permission. normality and deviance in relation to desire Northern Ontario. Students will be invited and sexuality will be explored. Students to do a collective social research project on SOCI 3526 E Diversity, Community may not retain credit for SOCI 3626 E, 3627 E, one of these issues, and diffuse its results to Resistance and Collective Action 3625 E and 3636 E. Prerequisite: SOCI the community. (LEC 3) (3 cr) This course will continue developing basic 1016/1017 E and 2636 E or instructor’s concepts used in the study of sociology by permission. (LEC 3) (3 cr) exploring social inequality of power, through an examination of specific connections like SOCI 3706 E The Contemporary Marriage race, class and gender. This course examines and Family the interaction between power, resistance Focuses on contemporary marriage and and collective action. Students will be able family developments; parent and adolescent to link arguments and discussion points relationships; experimental alternatives to that integrate theoretical perspectives and marriage; single parenting. Prerequisite: research findings, and advance reasonable SOCI 1016/1017 E and SOCI 2036 E or conclusions. Prerequisites: SOCI 1016/1017 permission of the instructor. (LEC 3) (3 cr) E, SOCI 2016 E. (LEC 3) (3 cr)

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SOCI 3817 E Sociology of Aging STAT 2126 E Introduction to Statistics The study of aging and the aged in a cross- This course provides an introduction to cultural perspective with special attention basic statistical concepts and techniques to Canada. Prerequisitie: SOCI 1016/1017 E that are common to all disciplines in the and SOCI 2036/2037 E or permission of the Social Sciences. The principle topicsinclude instructor. (LEC 3) (3 cr) data collection and description, the characteristics and features of the normal SOCI 3906 E Selected Topics I probability distribution, the formulation and The topic of the course varies with the testing of hypotheses, linear correlation and instructor and the year. Usually the regression analyses. This course replaces course includes the professor’s research. PSYC 2126 E, SOCI 2126 E, GEOG 2026 E, Prerequisite: SOCI 1016 /1017 E or permission POLI 2126 E. Students may not retain credit of the instructor. (LEC 3) (3 cr) for STAT 2126 E and any other introductory statistics course. (LEC 2, TUT 1) (3 cr) SOCI 3907 E Selected Topics II The topic of the course varies with the instructor and the year. Usually the course includes the professor’s research. Prerequisite: SOCI 1016/1017 E or permission of the instructor. (LEC 3) (3 cr)

SOCI 4105 E Research and Critical Analysis The purpose of this course is to prepare students to successfully engage in critical study and theory discussion at an advanced undergraduate level. Each student will submit an essay based on independent research. Various forms of research (e.g. 4-SOCIOLOGY survey, interview, secondary analysis of existing data or studies) may be proposed. The work will involve a public presentation of the main findings and conclusions. Restricted to students in the four-year Sociology program. (LEC 3) (6 cr)

SOCI 4906 E Selected Topics in Sociology I The topic of this course will vary each year, dependent on the faculty member offering the course. It will be based on the research interests and specialization of the professor’s research. Prerequisite: Restricted to students in the four-year program or permission from the instructor. (LEC 3) (3 cr)

SOCI 4907 E Selected Topics in Sociology II The topic of this course will vary each year, dependent on the faculty member offering the course. It will be based on the research interests and specialization of the professor’s research. Prerequisite: Restricted to students in the four-year program or permission from the instructor. (LEC 3) (3 cr)

www.algomau.ca ALGOMA UNIVERSITY 143 Chapter 4 SOCIAL WELFARE / SOCIAL WORK Department of Sociology and Social Welfare/Social Work FACULTY PROGRAM OF STUDY CESD 1006 E Introduction to Community ASSOCIATE PROFESSOR(S) The following is the recommended pattern Economic and Social L. Savory-Gordon, B.A. (Queen’s), M.S.W. of courses for a full-time student, leading Development (McGill), Ph.D. (Bristol) to the Bachelor of Social Work (Honours) CESD 1007 E Introduction to Community degree. Deviations from this pattern must Economic and Social ASSISTANT PROFESSOR(S) be discussed with the student’s academic Development G. Broad, B.A. (Laurentian - Algoma), Ph.D. advisor, and approved by the Laurentian SWLF 3106 E Social Policy (Bristol); School of Social Work. Generally, the SWLF 3116 E Social Welfare and Public program consists of 66 credits in Social Health SESSIONAL FACULTY Work (SWRK, SWLF) and 54 credits in the SWLF 3126 E Social Welfare and the G. Beausoleil, B.S.W. (Laurentian), M.S.W. arts and sciences taken over four years. Church (Carleton); SWLF 3136 E Social Welfare and T. Binda, B.A. (Algoma), B.S.W. First Year Education (Laurentian); • SWLF 1006 E1 / 1007 E1 SWLF 3296 E Post-Industrial Society C. Fernandez, B.Sc. Eng. (Hons), M.Sc. • PSYC 1106 E/1107 E and Social Welfare (Guelph); • SOCI 1016 E/1017 E SWLF 3306 E International Perspectives J. Morris, B.A. (Laurentian-Algoma), • 12 additional credits, Groups I, II, or III on Social Welfare M.S.W. (Grand Valley); SWLF 3356 E Social Welfare and M.W. O’Donnell, B.A. (Laurentian-Algoma), Second Year Women M.A. (Carleton) • SWLF 2106 E / 2107 E1 and SWLF 3406 E Concepts of Wellness in SWRK 2315 E2 First Nations’ DEGREE REQUIREMENTS • 6 credits in Psychology (upper-year) Communities: Please refer to the general regulations • 6 credits in Sociology (upper-year) An Historical Exploration pertaining to academic programs. • 3 credits Introduction to Statistics SWLF 3407 E Concepts of Wellness in • 3 credits Introduction to Research First Nations’ BACHELOR OF SOCIAL WORK Methods Communities: (HONOURS) The Contemporary Context Note: The first two years, and some third Third and Fourth Years SWLF 3707 E Law and Social Welfare year electives, of the B.S.W. are available • See current Calendar of Laurentian SWLF 3746 E Social Work and Health at Algoma U. University SWLF 3756 E Human Values in Multi- Students should refer to the general Cultural Social Welfare ARE / SOCIAL WORK regulations pertaining to the B.S.W. degree NOTES: SWLF 3806 E Child Abuse and Neglect as published in the current Calendar of 1. B.S.W. students must complete SWLF SWLF 3807 E Violence Against Women Laurentian University, where the 1006/1007 E and SWLF 2106/2107 E with a and the Elderly professional years 3 and 4 are offered. minimum grade of 70%. SWLF 3815 E Social Welfare and the 2. SWRK 2315 is not available at Algoma Family ADMISSION TO THE U. Students intending to apply for the SOCI 2016 E Thinking Sociologically 4- SOCIAL WEL F PROFESSIONAL YEARS professional years of the B.S.W. are SOCI 2086 E* Crime & Punishment I: (YEARS 3 AND 4) advised to complete a third year elective Explanations of Crime During the year in which they complete and to complete SWRK 2315 in third year at SOCI 2087 E* Crime & Punishment II: their first year, students may apply Laurentian. Police, Courts, Prison and to Laurentian for admission to the Rehabilitation professional years (years 3 and 4) of CERTIFICATE IN SOCIAL WELFARE SOCI 2506* E Social Problems the program. Students may also apply The Certificate in Social Welfare may during their second year or as second be taken as a stand-alone program or * a maximum of 6 credits of the SOCI degree students. March 1 is the annual it may be taken in conjunction with a courses may be applied toward the deadline for submitting applications to degree program in another subject. The certificate Social Welfare. the professional years. Students who certificate consists of 30 credits. All are accepted into the professional courses taken for the certificate may APPLYING FOR THE CERTIFICATE years at the end of first year can receive also count toward a B.A. or B.S.W. Upon completing all requirements, permission from the School of Social Work degree program. The following are the students should apply to the Registrar’s at Laurentian to complete the second requirements for the Certificate: Office for the Certificate. Students are year at Algoma U. For the third and fourth • SWLF 1006/1007 E and 2106/2107 E not required to have completed a degree years students may choose to commute • 18 additional credits from the following program to be eligible to receive the to Sudbury on a weekly basis. Required list: Certificate. field placements can be arranged in Sault Ste. Marie. Please consult the Calendar of ELECTIVES Laurentian University for program details Social Welfare courses are also available and admission procedures. as NON-ARTS electives in other programs. Prerequisites must be observed.

ALGOMA UNIVERSITY www.algomau.ca 144 Chapter 4

SOCIAL WELFARE COURSE DESCRIPTIONS SWLF 3106 E Social Policy SWLF 3406 E Concepts of Wellness in Prerequisite: Unless otherwise noted, Examination in depth of approaches to poli- First Nations’ Communities: An Historical registration in courses beyond the first cy making, and critical analysis of selected Exploration year level requires completion of SWLF welfare policies in Canada.Prerequisites: The course explores the issues which 1006/1007 E with a minimum grade of SWLF 2106 E or permission from the depart- have historically affected the relation- 60% or permission from the department. ment. Students may not retain credit for ship between the First Nations Peoples Students should consult the department both SWLF 3105 E and SWLF 3106 E. (LEC and the social welfare system in Canada, for futher information. 3) (3 cr) particularly the effects of the colonization process on health and well-being. The SWLF 1006 E Introduction to Social SWLF 3116 E Social Welfare and Public traditional Native family and community is Welfare Health viewed as an intricately balanced ecosys- A survey of the history and development Examination of areas of concern common to tem which was placed in jeopardy after of social welfare in Canadian society. The and relations between the health and wel- European settlement occurred. Traditional course will examine various social policies fare sectors including the effect of social helping and healing practices are studied. and their relevance for social welfare. policy, legislation, administrative structures Special attention is given to the power of Students may not retain credit for both and availability of services on a communi- the medicine wheel as a vehicle for achiev- SWLF 1006 E and SWLF 1005 E. (LEC 3) (3 cr) ty’s health and welfare. Prerequisite: SWLF ing spiritual, physical, social and environ- 1006/1007 E. (LEC 3) (3 cr) mental well being. (LEC 3) (3 cr) SWLF 1007 E Introduction to Social Work A survey of the profession of social work, SWLF 3126 E Social Welfare and the SWLF 3407 E Concepts of Wellness in First including early influences, the relationship Church Nations’ Communities: The Contemporary between social analysis and social work Examination of areas of concern common Context practice, values and ethics and the factors to and relations between social welfare and The course explores the contemporary that shape contemporary social work religious institutions, including the church’s issues which affect the relationship 4- SOCIAL WEL F practice. The course also examines issues role in social welfare. (LEC 3) (3 cr) between First Nations Peoples and the related to the delivery of social services. social welfare system in Canada, ranging Students may not retain credit for both SWLF 3136 E Social Welfare from the effects on health and well- SWLF 1007 E and SWLF 1005 E. (LEC 3) and Education being of colonization to the current move (3 cr) Examination of areas of concern common ment toward self-determination. Past and

to and relations between social welfare present government policies and programs ARE / SOCIAL WORK SWLF 2106 E Political Economy of Social and educational institutions including the are examined. New First Nations-controlled Welfare role of the educational system in furthering services in the area of education, health The course begins with a review of the the social welfare of Canadians of all ages. and child welfare are examined. Special emergence of the welfare state and traces (LEC 3) (3 cr) attention is given to the power of the the development of social programs in medicine wheel as a vehicle for achieving Canada from our colonial inheritance to SWLF 3296 E Post Industrial Society and spiritual, physical, social and environmental the present day. It includes an analysis of Social Welfare well-being. (LEC 3) (3 cr) the origins, influences, present forms and Examination in depth of the effects of tech- SWLF 3707 E Law and Social Welfare relative effectiveness of social programs nology on employment, leisure time, the Examination of relationship between judi- designed to meet human needs. Specific environment, and the quality of life, and cial systems and social welfare, the role of attention is given to issues related to social the social work response to these. (LEC 3) social work in the administration of justice. inequality, the impact of globalization, race, (3 cr) Basic legal concepts useful to social work- gender and class. Students may not retain SWLF 3306 E International Perspectives ers. (LEC 3) (3 cr) credit for both SWLF 2106 E and SWLF 2105 on Social Welfare E. Prerequisite: SWLF 1006 E and SWLF A comparative examination of social wel- SWLF 3746 E Social Work and Health 1007 E. (LEC 3) (3 cr) fare policies and programs in selected Examination of areas of concern common countries. (LEC 3) (3 cr) to the social welfare and health sectors. SWLF 2107 E Human Service Organiza- Topics include social and health sectors, tions SWLF 3356 E Social Welfare and Women social and health policy, legislation, admin- This course focuses on issues related to The impacts of historical and contemporary istration and service delivery, and the way the delivery of human services, includ- social welfare policies and social work these affect health and social services in ing agency mandates, structures, inter- practices on girls and women are analyzed. communities. The course examines struc- relationships, and professional practice Individual and societal strategies for tural issues related to health and well-be- issues. It is expected that by the end change are analyzed. Diversities of race, ing, including issues related to race, class, of the course, students will be able to ability, sexuality, and culture are given gender and the health issues facing north- assess agency goals, roles, methods and particular attention in this course. Issues ern , rural, isolated and developing commu- effectiveness, and to recommend changes such as poverty, child care, taxes, sexuality, nities. Prerequisite: SWLF 1006 E and 2107 that will benefit people who rely on the and feminist practice will be selected by the E or equivalent with instructor’s permission. human service delivery system. Students class for detailed examination in seminars, (LEC 3) (3 cr) may not retain credit for both SWLF 2107 E field trips, assignments, and lectures. and SWLF 2105 E. Prerequisite: SWLF 1006 (LEC 3) (3 cr) E. (LEC 3) (3 cr) www.algomau.ca ALGOMA UNIVERSITY 145 Chapter 4

SWLF 3756 E Human Values in Multicultural Social Welfare This course will examine intercultural values and their significance for the delivery of social services and social welfare programs. The concept of universal values and values as they are adapted and understood in different societies will be studied. Students may not retain credit for both SWLF 3755 E and SWLF 3756 E. (LEC 3) (3 cr)

SWLF 3806 E Child Abuse and Neglect This course will allow students to analyze the causes, the dynamics and the con- sequences of child abuse and neglect as well as to study the related strategies of intervention and prevention. This course is open to all university students who are concerned with this problem. Students may not retain credit for both SWLF 3805 E and SWLF 3806 E. (LEC 3) (3 cr)

SWLF 3807 E Violence Against Women and the Elderly This course will allow students to analyze the causes, the dynamics and the consequences of violence against women and the elderly as well as to study the related strategies of intervention and prevention. This course is open to all

ARE / SOCIAL WORK university students who are concerned with this problem. Students may not retain credit for both SWLF 3805 E and SWLF 3807 E. (LEC 3) (3 cr)

SWLF 3815 E Social Welfare and the 4- SOCIAL WEL F Family This course will provide a comprehensive analysis of the interrelationship of the institutions of Social Welfare and the fam- ily system and society’s response to its changing needs will be examined. (LEC 3) (6 cr)

ALGOMA UNIVERSITY www.algomau.ca 146 APPENDIX

Key to Course Codes

First DIGIT Last DIGIT Language indicates in what study-year indicates credit value* of instruction the course is normally taken English, French, or Neither (1st, 2nd, 3rd, or 4th) (i.e., another Modern Language)

Department

BIOL 1 7 0 0 = 6 cr (not counted for specialization) E or 5 (counts toward specialization)

FREN 2 0 2 1 = 3 cr F or 2 (not counted for specialization)

ESPA 3 0 0 5 = 6 cr N (counts toward specialization)

ENGL 4 x x 6 = 3 cr E

4- APPENDIX or 7 (counts toward specialization)

*Most courses are 3 cr or 6 cr, with the corresponding last digit as noted above; a few courses have less common weighting, and are indicated by these last digits:

xxx8 = 1 cr xxx9 = 1.5 cr xxx4 = 2, 4, 5, or 9 cr

Following course descriptions in each Program area, at least one of these codes is used to indicate the TYPE of instruction (the # of class hours per week that are spent with the instructor follows in parentheses):

LEC (3) = Lecture, 3 hours/week CST (6) = Case Study, 6 hours/week SEM (1) = Seminar, 1 hour/week LAB (4) = Laboratory, 4 hours/week TUT (2) = Tutorial, 2 hours/week EXP = Experiential (field work, clinical work, studio work, or activity based)

13.2 Student Protection Policies

13.2.1 Dispute Resolution

The following policies pertain to the resolution of student’s academic appeals, complaints, grievances, and/or other disputes:  Grade Appeals Policy  Code of Student Conduct (Non-Academic) Policies and Procedures  Human Rights Policy

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Algoma University Grade Appeals Policy

Approved by Algoma University Senate June 2007

APPEALS COMMITTEE

Membership

Members consist of a) three faculty members, one from each division; and b) two students selected by the Students’ Union. The Chair (faculty member) and secretary of the Committee will be determined by the Appeals Committee.

Alternates must be named for each of the members from each constituencies indicated above. At the outset of each appeal case, the chair will determine that the regular members of the Committee (including the Chair) do not have a real or perceived conflict of interest. In the event that a conflict of interest is revealed, the chair will replace such a member with the designated alternate for that particular case.

Terms of Reference

To consider student appeals with respect to grades, including examinations, term assignments and tests, academic dishonesty, and the general conduct of the course involved.

Normally an official appeal should be preceded by an informal attempt by the student to resolve the issue by discussing it with the faculty member. If that is not feasible or acceptable for either party, (in which case it is desirable that reasons be given in writing), or if such attempt is unsuccessful, the student may proceed to stage two of the informal process. In this stage, the divisional chair is contacted by the student; s/he will then attempt mediation involving a meeting with the student, the faculty member and him/herself. It is recommended that the student, the divisional chair, and the faculty member keep records of the informal contacts made.

If at this point the student is not satisfied with the outcome, s/he may initiate a formal appeal. A formal appeal comprises a written statement by the student detailing the ground for the appeal and what would constitute a satisfactory outcome from his/her point of view. Such a statement must be given to the Divisional Chair of the department involved, and to the Dean.

At their discretion and in communication with each other, the Divisional Chair and the Dean negotiate further mediation between the student and faculty member. This may involve bringing the parties together face to face. If such mediation is deemed unacceptable or futile by either or both parties, a written rational must be provided to the Dean and Divisional Chair.

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Failing a successful mediation attempt, or in the case of refusal of such an attempt, the appeal is sent to the Appeals Committee by the Dean with a record of the mediation attempt or the reasons for the refusal of said mediation.

Initiating an Appeal:

A student may initiate an appeal under any of the aspects of the above terms of reference at any time before or within 60 days of the release of an official report of grades for the course involved.

Informal Resolution

Stage One Informal attempt must be made by the student to resolve the issue by discussing it with the faculty member. Student and faculty member ought to review the grading procedures and the student’s grades in individual assignments, exams and essays. If this review is not feasible or acceptable to either party, the student may proceed directly to stage two. It is recommended that both the student and the faculty member keep records of the informal contacts made.

Stage Two If the student and the faculty member cannot come to a satisfactory solution, either party may take this dispute to the divisional chair. The Divisional Chair ought to try to resolve the dispute in any way that s/he feels is appropriate to the satisfaction of both parties. If a satisfactory solution is not reached, a formal appeal may be initiated within 30 days of the informal meeting/attempt. It is recommended that the student, Divisional Chair, and the faculty member keep records of this informal contact. A meeting between student, faculty member and divisional chair is mandatory before proceeding to stage three.

Formal Resolution

Stage Three If satisfactory results are not met in either of the above-mentioned stages of the review process, the student may initiate a formal appeals process. A formal appeal comprises a written statement by the student detailing the grounds for the appeal and what would constitute a satisfactory outcome from his/her point of view. Such a statement ought to be given to both the Divisional Chair of the department involved, and to the Dean.

Stage Four At this point, the Dean (in consultation with the divisional chair) may attempt further mediation between the student and the faculty member. This mediation would involve bringing the parties together face to face. If such a meeting is deemed unacceptable or futile, by any of the parties involved, the Dean must give written reasons for this failure to meet.

Failing a successful mediation attempt, or in the case of refusal of such an attempt, the appeal is sent to the Appeals Committee by the Dean with a record of the mediation attempt, or the

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reason for the refusal of said mediation. Strict adherence to these stages of initiating an appeal is mandatory.

Appeals Committee Procedure

The Appeals Committee will meet and:

1) Ensure Stages One and Two and Three have been completed. If they have not, the appeal will be suspended until Stages One and Two and Three have been completed.

2) Ensure that both parties have a copy of this by-law

3) Examine the formal statement of the student and satisfy itself that it falls within the guidelines and timeframe as indicated above; that is not frivolous; and that the recommended mediation attempts were made, or cogent reasons were given for these not having been made.

4) Provide the faculty member with a copy of the written appeal statement of the student.

5) Gather whatever other relevant information it may deemed necessary.

6) If deemed necessary, hold a meeting, or meetings, with both the student and the faculty member separately and/or present together, to afford them the opportunity to answer each other’s claims. If no prior meeting between faculty and student has been held, it is imperative to hold one at this point; if such is deemed unacceptable or futile by either or both parties they must give written reasons for this. Failure to do meet this requirement cannot halt proceedings, but may affect the outcome.

7) Obtain comparative materials from other students in the class and utilize external examiners as required at the discretion of the Committee.

8) Arrive at a final internal decision and report it to the Dean. The Dean will implement the decision, and through the Coordinating Committee, may report to Senate concerning the case, keeping the names of the parties involved confidential.

9) May make general recommendations geared to precluding situations that could otherwise lead to future appeals.

10) After completing a case, return all original documents to their sources, keep one copy of all documents and a record of Committee proceedings to be placed in secure confidential storage with the Dean’s Office, and destroy all other copies. The records will be kept for as long as is required by applicable statutes of limitations.

If either party is not satisfied with the decision s/he may appeal to the Laurentian Senate Committee on Student Appeals within 30 days of the decision.

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The Committee has the right to do whatever is reasonable and fair, including interpreting and applying this policy. It is an informal, internal mechanism that relies on the cooperation of all parties concerned. In the case of academic dishonesty, the appeals committee will refer to the regulations for guidance on making final recommendations. It is not, and is not meant to be, a juridical or quasi-juridical process.

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Code of Student Conduct (Non-Academic)

Category: Student Number: ST2 Responsibility: Director of University Services Approval: March 10, 2005 – Board of Governors

PURPOSE:

Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. Algoma University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non-Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non- academic, social, or recreational settings, whether on or off campus.

SCOPE:

The Purpose of this Student Code of Conduct is to outline the limits of conduct considered in line with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers.

This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus.

Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University.

Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations.

Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system.

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Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit- status, or non-credit student who, in her or his status as student, has access to University services, programs or activities.

POLICY:

Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to:  Residence  Health and safety  Campus Bar  Athletics and Recreation  All other Algoma University policies and protocols

Students are expected to be responsible for their actions whether acting individually or in a group.

A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour;

Behaviour must not harm or threaten harm to any of the following: a) the safety and well-being of members or guests of the University community; b) the rights of members or guests of the University community; c) the proper functioning of University programs or activities, both on or off campus; d) the property (physical and intellectual) of the University or members or guests of the university community.

PROCEDURES:

Procedures are outlined in detail in Code of Student Conduct (Non-Academic) – Procedures.

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ALGOMA UNIVERSITY

Procedures for the Code of Student Conduct (Non-Academic) Policy

When a student fails to meet the accepted standards of conduct, as outlined in the Code of Student Conduct (Non-Academic) Policy (Appendix A), policy procedures are in effect. This procedural guide includes examples of breaches and penalties as well as the institutional procedure for breaches to the Code of Student Conduct (Non-Academic).

Breaches:

Examples of breaches under this Code of Student Conduct (non-academic) include, but are not limited to, the following:  Gaining unauthorized access to or unauthorized use of University facilities, equipment or services  Obstructing University officials in the legitimate exercise of their duties or authority;  Knowingly or willfully bringing a false charge against any member of the University community under this Code;  Misrepresenting oneself or the University name;  Threat of bodily harm to another person, or knowingly causing another person to fear bodily harm;  Acts which include the endangerment of the health and safety of other persons;  Damaging or threatening damage to a person’s property or knowingly causing a person to fear damage to her or his property;  Harassment: as defined in the Algoma University Harassment Policy;  Behavior on University property (or off University property if behavior is related to university functions or concerns), which cause a person or persons to fear for their own safety or the safety of persons known to them, and/or adversely affects the freedom to participate in the University’s academic or non-academic activities. Such conduct includes but is not limited to: i. Engaging in physical altercations; ii. Possessing illegal substances or weapons on University property; iii. Retaliating or attempting to retaliate against any person or persons for making a complaint under this Code; iv. Theft, destruction or damage of any University or personal property, including intellectual property and information. v. Misusing identification. Possible infractions include, but are not limited to, misusing any kind of identification card, credit card, meal card, password, or other form of prioritized access control. vi. Unauthorized accommodation in an Algoma University building or on University property.

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Penalties: The DUS on behalf of the University may impose discipline as appropriate, including but not limited to: . a formal written warning . a monetary fine . an order for restitution or compensation to the University or other aggrieved party . a probationary period with or without conditions, during which any further misconduct will result in a further penalty . a restriction on a student's access to campus facilities or the hours during which access is permitted including restrictions from attending academic courses with the following additional procedures: 1) recommendation to the Registrar that the student be withdrawn from one or more courses 2) recommendation to the Registrar that the student be suspended from a course, courses, or the University 3) recommendation to the Registrar that the student be expelled from a course, courses, or the University: a) The Registrar, upon receiving a recommendation from the Director of University Services, shall promptly review the recommended sanction and, as if applicable, inform the student in written form of the discipline imposed and details thereof. b) Algoma University reserves the right to withhold the release of official grades and/or transcripts until disciplinary requirements have been fulfilled.

Reporting Complaints: Any member of the University community may file a complaint of misconduct against a student or students under this Code (APPENDIX B). (Students having complaints against any university staff member would exercise their rights according to other appropriate policies and protocols – see the University Policies section on the web site).

Complaints of non-academic misconduct should be reported forthwith to the Director of University Services.

In situations involving assault or other misconduct, the Director of University Services (DUS) or his/her designate will notify Security without delay. Upon consulting with the complainant, the DUS/designate shall make any necessary referrals to the University's Security Protocol, Equity Officer, or police, and/or initiate the appropriate intervention.

1. The complaint will be received on an official Conduct Complaint Form (a sample form will be attached), to the Director of University Services. The respondent must be notified in writing concerning the existence of the complaint. The signed complaint should contain the following information: the name or names of the alleged perpetrator(s) of the misconduct, the date and location of the incident(s), the name or names of witnesses to the incident(s) as well as the description of the alleged misconduct or incident. 2. The DUS will notify, in writing, the person (s) to whom the complaint has been filed.

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3. A mutually convenient time, date and location to discuss the incident will also be included in the letter to the student (s). The student (s) involved will meet with the Director of University Services and Officer of Student Affairs where the student (s) will present their case. All parties involved will attempt to resolve the incident at this time. 4. If the incident is resolved and sanctions apply, the student and any other University office 5. deemed appropriate or necessary shall be informed of the sanctions in writing.

CONDUCT REVIEW APPEAL COMMITTEE: If the incident is not resolved, the Director of University Services will form a Conduct Review Appeal Committee consisting of the DUS, Officer of Student Affairs, AUSU Ombudsperson, and when necessary can also include: the Registrar, the Indigenous Student Advisor, Housing Coordinator OR Equity Officer.

Hearing Process: A) Confidentiality and Record Keeping: Any individual involved in a Code of Conduct complaint, hearing, and/or appeal shall keep all information heard, read, or otherwise acquired absolutely confidential and will not discuss or share such information with anyone outside of the procedural parameters outlined above.

The Director of University Services will keep all documents related to a Code of Conduct case in strict confidentiality within his/her physical office. Records will be protected in keeping with Algoma University’s policy on disclosure of information and will follow the CSA Model Code for the Protection of Personal Information.

B) Procedures: i. Prior to the Hearing, the Conduct Review Appeal Committee may seek additional information or recommend further investigation. A hearing should be held within 15 working days of the first meeting with the Director of University Services. ii. During the Hearing, the respondent shall be given a full and fair opportunity to address the alleged complaint and the evidence arising from it. This meeting shall be conducted in an informal and fair manner. iii. The respondent has the right to be accompanied by a representative(s) or person(s) acting in an advisory or supportive capacity.

C) Responsibilities: The Conduct Review Appeal Committee will ensure that the respondent:  Is made aware of the nature of the allegations and the identity of the complainant(s) by providing her or him with a copy of the complaint(s);  Has been given adequate notice of the hearing so that he or she has had sufficient time to prepare her or his case.  Understands the types of penalties which may be levied for non-academic conduct, and specifically any sanctions which would be applicable in this case if the allegation is upheld;  Is provided with the opportunity to respond orally and/or in writing to the allegation(s) or to possible sanction(s). Should a respondent refuse or fail to appear before the Conduct 341

Review Appeal Committee, without due notice or just cause, a decision will be rendered in the student’s absence, and such refusal or failure to appear shall be noted in the decision.

D) Decision: Having weighed the evidence in accordance with the accepted standard of “balance of probabilities" or the respondent’s admission of responsibility for the misconduct, the Director of University Services shall inform both the respondent and complainant in writing within 10 working days following the Hearing that:  The complaint is being dismissed; or  The complaint is being upheld; or in an uncontested finding of responsibility for misconduct, one or more sanctions will be applied in accordance with the provisions of the Code.

The Director of University Services must inform the complainant and respondent in writing of the possible delay and of the expected date of issuance of the decision.

A copy of the Notice of Decision shall be forwarded to appropriate officials of Algoma University including those in the area the offence has occurred.

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APPENDIX A

Policy on Code of Student Conduct (Non Academic)

Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. The University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non- Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non-academic, social, or recreational settings, whether on or off campus.

TO WHOM THIS CODE APPLIES: The Purpose of this Student Code of Conduct is to outline the limits of conduct considered inline with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers.

This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus.

Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University.

Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations.

Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system.

Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit- status, or non-credit student who, in her or his status as student, has access to Algoma University services, programs or activities.

Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to:

 Residence  Health and safety  Campus Bar

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 Athletics and Recreation  All other Algoma University policies and protocols

Students are expected to be responsible for their actions whether acting individually or in a group.

A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour;

Behaviour must not harm or threaten harm to any of the following: a) the safety and well-being of members or guests of the Algoma University community; b) the rights of members or guests of the Algoma University community; c) the proper functioning of Algoma University programs or activities, both on or off campus; d) the property (physical and intellectual) of Algoma University or members or guests of the university community.

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APPENDIX B

Conduct Complaint Form

Date of Complaint: ______

Complainant: Name ______Address ______Phone # ______Email ______

Please Describe: What happened? ______When did this occur? ______Where did it occur? ______How did it happen? ______Who was involved? Please provide as much contact information as possible: ______

What breaches of the Student Code of Conduct (Non-Academic) were violated? ______

Witness (s) name; phone #; email ______

Signature of Complainant ______For Office Use Only Date Complaint Received: ______

Received by:

______

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Human Rights Policy

Category: Human Resources Number: HU2 Responsibility: Director Human Resources Approval: April 9, 2009 Board of Governors Revised: January 11, 2009

PURPOSE

Algoma University promotes teaching, scholarship and research, and the free and critical discussion of ideas. The University is committed to providing a working and learning environment that allows for the full and free participation of all members of the University community in an atmosphere where academic freedom is paramount.

The Board of Governors of Algoma University believes that all members of the University community have the right to study, to work, and to live in an environment free from all forms of harassment and discrimination. This policy promotes a pro-active approach that includes education and prevention.

This Policy responds to the University’s responsibility under the Human Rights Code to prevent discrimination, to provide procedures to handle complaints, to resolve problems, and to remedy situations when a violation of this policy occurs.

This policy outlines the responsibility that all sectors of Algoma University have to co-operate in maintaining a work and educational environment based on mutual understanding and respect, to eliminate discrimination, and to work together to prevent it.

SCOPE

This policy applies to the entire Algoma U community, including faculty, employees, students, members of the Board of Governors and Foundation Board of Directors, volunteers, contractors, permit-holders and visitors to Algoma U locations.

This policy applies at all Algoma U locations, including but not limited to:

 Algoma U educational sites and offices  Algoma U-related social functions  All buildings under the jurisdiction of Algoma U  In the course of work-related assignments off of University campus 347

 At work-related conferences or training sessions  During work-related travel, e.g. field trips  By telephone or other means of electronic (e-mail, voice mail, Internet or fax) or written communication.

This policy is applicable university-wide and includes discrimination, harassment and bullying under the Student Code of Conduct (Academic and Non-Academic).

Academic freedom is a basic tenet of University life. It includes the right to examine, question, teach and learn freely. It is supported by the provisions of the Canadian Charter of Rights and Freedoms, which guarantees everyone freedom of thought, belief, opinion and expression. Algoma U acknowledges that situations arise in which there is a perceived conflict between academic freedom and human rights. It is the position of Algoma U that, notwithstanding the value of both academic freedom and protection of human rights, academic freedom does not include the right to deny equality to or harass individuals on grounds protected by the Human Rights Code and this policy.

In compliance with the Human Rights Code, Algoma U acknowledges its responsibilities to strive for an environment free of discrimination and harassment and to take reasonable steps to ensure this. Administration, Departmental Chairs and Supervisors in positions of responsibility have a particular duty to take steps to prevent discrimination and harassment on the grounds covered by this policy and to support the implementation of its procedures. These individuals will receive appropriate training in this regard.

The foregoing statement does not excuse personal respondents (individuals) from liability.

Algoma U acknowledges its obligation to make reasonable accommodation, where appropriate, on grounds covered in this policy.

POLICY

Algoma University (“Algoma U”) (“the University”) values the uniqueness and diversity of its students, employees, and community. Algoma U is committed to providing a safe, positive, and respectful working and learning environment that upholds the principles of equality rights.

All sectors of the University have a responsibility to co-operate in maintaining a work and educational environment based in mutual understanding and respect.

Algoma U is committed to promoting and adhering to the province’s human rights statute (Human Rights Code). This policy is supported with a complaints process as well as Complainant and Respondent Guide to Discrimination and Harassment Complaints.

It is Algoma U’s policy that all those involved with the University - the Board of Governors, all employees, students, volunteers, contractors, and visitors – must share responsibility for eliminating discrimination and must work together to prevent it.

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This policy does not interfere with any person’s right to seek assistance from their union, or any enforcement bodies under the Human Rights Code, even when steps are being taken under this policy.

Every student and staff member is expected to respond in a timely and cooperative manner to requests for information relating to a complaint of discrimination under this policy.

The detailed procedures, outlined in Human Rights Procedures, will be adhered to when applying this policy.

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13.2.2 Fees and Charges

The policies and procedures pertaining to the schedule of fees and charges, as outlined in Chapter 1 of the academic calendar, are included for review. These policies were approved on January 8, 2009 by the Algoma University Board of Governors.

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13.2.3 Student Dismissal

The following policies pertain to student dismissal:  Code of Student Conduct (Non-Academic) Policies and Procedures  Disciplinary Regulation on Academic Dishonesty

Code of Student Conduct (Non-Academic)

Category: Student Number: ST2 Responsibility: Director of University Services Approval: March 10, 2005 – Board of Governors

PURPOSE:

Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. Algoma University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non-Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non- academic, social, or recreational settings, whether on or off campus.

SCOPE:

The Purpose of this Student Code of Conduct is to outline the limits of conduct considered in line with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers.

This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus.

Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University.

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Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations.

Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system.

Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit- status, or non-credit student who, in her or his status as student, has access to University services, programs or activities.

POLICY:

Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to:  Residence  Health and safety  Campus Bar  Athletics and Recreation  All other Algoma University policies and protocols

Students are expected to be responsible for their actions whether acting individually or in a group.

A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour;

Behaviour must not harm or threaten harm to any of the following: a) the safety and well-being of members or guests of the University community; b) the rights of members or guests of the University community; c) the proper functioning of University programs or activities, both on or off campus; d) the property (physical and intellectual) of the University or members or guests of the university community.

PROCEDURES:

Procedures are outlined in detail in Code of Student Conduct (Non-Academic) – Procedures.

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ALGOMA UNIVERSITY

Procedures for the Code of Student Conduct (Non-Academic) Policy

When a student fails to meet the accepted standards of conduct, as outlined in the Code of Student Conduct (Non-Academic) Policy (Appendix A), policy procedures are in effect. This procedural guide includes examples of breaches and penalties as well as the institutional procedure for breaches to the Code of Student Conduct (Non-Academic).

Breaches: Examples of breaches under this Code of Student Conduct (non-academic) include, but are not limited to, the following:  Gaining unauthorized access to or unauthorized use of University facilities, equipment or services  Obstructing University officials in the legitimate exercise of their duties or authority;  Knowingly or willfully bringing a false charge against any member of the University community under this Code;  Misrepresenting oneself or the University name;  Threat of bodily harm to another person, or knowingly causing another person to fear bodily harm;  Acts which include the endangerment of the health and safety of other persons;  Damaging or threatening damage to a person’s property or knowingly causing a person to fear damage to her or his property;  Harassment: as defined in the Algoma University Harassment Policy;  Behavior on University property (or off University property if behavior is related to university functions or concerns), which cause a person or persons to fear for their own safety or the safety of persons known to them, and/or adversely affects the freedom to participate in the University’s academic or non-academic activities. Such conduct includes but is not limited to: i. Engaging in physical altercations; ii. Possessing illegal substances or weapons on University property; iii. Retaliating or attempting to retaliate against any person or persons for making a complaint under this Code; iv. Theft, destruction or damage of any University or personal property, including intellectual property and information. v. Misusing identification. Possible infractions include, but are not limited to, misusing any kind of identification card, credit card, meal card, password, or other form of prioritized access control. vi. Unauthorized accommodation in an Algoma University building or on University property.

Penalties: The DUS on behalf of the University may impose discipline as appropriate, including but not limited to: 355

. a formal written warning . a monetary fine . an order for restitution or compensation to the University or other aggrieved party . a probationary period with or without conditions, during which any further misconduct will result in a further penalty . a restriction on a student's access to campus facilities or the hours during which access is permitted including restrictions from attending academic courses with the following additional procedures: 4) recommendation to the Registrar that the student be withdrawn from one or more courses 5) recommendation to the Registrar that the student be suspended from a course, courses, or the University 6) recommendation to the Registrar that the student be expelled from a course, courses, or the University: a) The Registrar, upon receiving a recommendation from the Director of University Services, shall promptly review the recommended sanction and, as if applicable, inform the student in written form of the discipline imposed and details thereof. b) Algoma University reserves the right to withhold the release of official grades and/or transcripts until disciplinary requirements have been fulfilled.

Reporting Complaints: Any member of the University community may file a complaint of misconduct against a student or students under this Code (APPENDIX B). (Students having complaints against any university staff member would exercise their rights according to other appropriate policies and protocols – see the University Policies section on the web site).

Complaints of non-academic misconduct should be reported forthwith to the Director of University Services.

In situations involving assault or other misconduct, the Director of University Services (DUS) or his/her designate will notify Security without delay. Upon consulting with the complainant, the DUS/designate shall make any necessary referrals to the University's Security Protocol, Equity Officer, or police, and/or initiate the appropriate intervention.

1. The complaint will be received on an official Conduct Complaint Form (a sample form will be attached), to the Director of University Services. The respondent must be notified in writing concerning the existence of the complaint. The signed complaint should contain the following information: the name or names of the alleged perpetrator(s) of the misconduct, the date and location of the incident(s), the name or names of witnesses to the incident(s) as well as the description of the alleged misconduct or incident. 2. The DUS will notify, in writing, the person (s) to whom the complaint has been filed. 3. A mutually convenient time, date and location to discuss the incident will also be included in the letter to the student (s). The student (s) involved will meet with the

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Director of University Services and Officer of Student Affairs where the student (s) will present their case. All parties involved will attempt to resolve the incident at this time. 4. If the incident is resolved and sanctions apply, the student and any other University office 5. deemed appropriate or necessary shall be informed of the sanctions in writing.

CONDUCT REVIEW APPEAL COMMITTEE: If the incident is not resolved, the Director of University Services will form a Conduct Review Appeal Committee consisting of the DUS, Officer of Student Affairs, AUSU Ombudsperson, and when necessary can also include: the Registrar, the Indigenous Student Advisor, Housing Coordinator OR Equity Officer.

Hearing Process: A) Confidentiality and Record Keeping: Any individual involved in a Code of Conduct complaint, hearing, and/or appeal shall keep all information heard, read, or otherwise acquired absolutely confidential and will not discuss or share such information with anyone outside of the procedural parameters outlined above.

The Director of University Services will keep all documents related to a Code of Conduct case in strict confidentiality within his/her physical office. Records will be protected in keeping with Algoma University’s policy on disclosure of information and will follow the CSA Model Code for the Protection of Personal Information.

B) Procedures: i. Prior to the Hearing, the Conduct Review Appeal Committee may seek additional information or recommend further investigation. A hearing should be held within 15 working days of the first meeting with the Director of University Services. ii. During the Hearing, the respondent shall be given a full and fair opportunity to address the alleged complaint and the evidence arising from it. This meeting shall be conducted in an informal and fair manner. iii. The respondent has the right to be accompanied by a representative(s) or person(s) acting in an advisory or supportive capacity.

C) Responsibilities: The Conduct Review Appeal Committee will ensure that the respondent:  Is made aware of the nature of the allegations and the identity of the complainant(s) by providing her or him with a copy of the complaint(s);  Has been given adequate notice of the hearing so that he or she has had sufficient time to prepare her or his case.  Understands the types of penalties which may be levied for non-academic conduct, and specifically any sanctions which would be applicable in this case if the allegation is upheld;  Is provided with the opportunity to respond orally and/or in writing to the allegation(s) or to possible sanction(s). Should a respondent refuse or fail to appear before the Conduct Review Appeal Committee, without due notice or just cause, a decision will be rendered in the student’s absence, and such refusal or failure to appear shall be noted in the decision. 357

D) Decision: Having weighed the evidence in accordance with the accepted standard of “balance of probabilities" or the respondent’s admission of responsibility for the misconduct, the Director of University Services shall inform both the respondent and complainant in writing within 10 working days following the Hearing that:  The complaint is being dismissed; or  The complaint is being upheld; or in an uncontested finding of responsibility for misconduct, one or more sanctions will be applied in accordance with the provisions of the Code.

The Director of University Services must inform the complainant and respondent in writing of the possible delay and of the expected date of issuance of the decision.

A copy of the Notice of Decision shall be forwarded to appropriate officials of Algoma University including those in the area the offence has occurred.

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APPENDIX A

Policy on Code of Student Conduct (Non Academic)

Algoma University is committed to establishing and maintaining an environment conducive to effective teaching and learning. The University also encourages social activities and recognizes the freedom of expression and the rights of individuals. The Code of Student Conduct: Non- Academic deals with the general Non-Academic behavior of students, individually and collectively, as members of the University and/or its constituent parts, in non-academic, social, or recreational settings, whether on or off campus.

TO WHOM THIS CODE APPLIES: The Purpose of this Student Code of Conduct is to outline the limits of conduct considered inline with the goals and the well-being of the University community, and to ensure established procedures are followed when students fail to meet the accepted standards. The Director of University Services is responsible for the Procedures to which this Policy refers.

This code applies to unacceptable conduct by students while on campus or when acting as a delegate or designated representative of Algoma University and/or of a recognized student organization in events off-campus.

Students have the responsibility to familiarize themselves with the Code of Student Conduct: Non-Academic and the conduct expected of them while studying at Algoma University.

Students are both members of Canadian society in general and of the University community. Therefore, they must observe not only Federal, Provincial and Municipal laws but also Algoma University policies and regulations.

Students should also recognize that membership in one community does not confer any form of immunity from the requirements or sanctions of the other. Regardless of the actions or inaction of any authority outside the university, a student found responsible for misconduct under this Code is subject to its disciplinary sanctions within the university system.

Definition of a Student: For the purposes of the Code, a student is any full-time, part-time, distance-education, audit- status, or non-credit student who, in her or his status as student, has access to Algoma University services, programs or activities.

Standards of Conduct: Behaviour must adhere to all policies and procedures established by Algoma University, including but not limited to:

 Residence  Health and safety  Campus Bar 359

 Athletics and Recreation  All other Algoma University policies and protocols

Students are expected to be responsible for their actions whether acting individually or in a group.

A student host is responsible for the conduct of his/her authorized guest including any violation(s) of this Code to the extent that s/he could have (i) reasonable foreseen the problem and/or, (ii) taken steps to prevent the violation and/or (iii) minimized the effect of the guest’s behaviour;

Behaviour must not harm or threaten harm to any of the following: a) the safety and well-being of members or guests of the Algoma University community; b) the rights of members or guests of the Algoma University community; c) the proper functioning of Algoma University programs or activities, both on or off campus; d) the property (physical and intellectual) of Algoma University or members or guests of the university community.

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APPENDIX B

Conduct Complaint Form

Date of Complaint: ______

Complainant: Name ______Address ______Phone # ______Email ______

Please Describe: What happened? ______When did this occur? ______Where did it occur? ______How did it happen? ______Who was involved? Please provide as much contact information as possible: ______

What breaches of the Student Code of Conduct (Non-Academic) were violated? ______

Witness (s) name; phone #; email ______

Signature of Complainant ______For Office Use Only Date Complaint Received: ______

Received by:

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ALGOMA UNIVERSITY (AU) ADOPTED BY ALGOMA UNIVERSITY SENATE – FEBRUARY 4, 2005 DISCIPLINARY REGULATION ON ACADEMIC DISHONESTY

Aim 1. (a) The aim of the “Disciplinary Regulation on Academic Dishonesty” is to preserve the credibility of conferred certificates, diplomas or degrees by ensuring that the grade reports demonstrate the true competence and training of students. (b) This regulation shall be interpreted and applied in a manner that is consistent with this aim. (c) This regulation shall apply to any work submitted by a student in part or complete performance of any course requirement.

Definitions 2. For the purposes of this regulation, the following terms shall be defined as follows: “failing grade of X”: a grade of academic dishonesty for the course; “committee”: the Appeals Committee as provided by the regulations adopted by the AU-Senate Appeals Committee; “degree”: a certificate, diploma, degree or other attestation of academic accomplishment; “expulsion”: i. the denial of the right to enrol for a minimum of three semesters and a maximum of three years with no right to request readmission during the minimum period of expulsion; ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including any confirmation of previous studies or the completion of course equivalencies for his or her student record; iv. the cancellation of academic assessments previously completed for courses which have not yet been completed; v. the cancellation of enrollment in courses and activities which have not yet been completed; vi. the denial of any degree; and vii. the denial of all student rights and privileges. “probation”: a minimum of three semesters and a maximum of three years during which a student who has been found to have committed an act of academic dishonesty is subject to a further and greater penalty if he or she is found to have committed another act of academic dishonesty;

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“professor”: the person or persons given responsibility by a Dean for the conduct of a course with regard to offences under sections 5 to 10 of this regulation; “repeal of a degree or degrees”: the revocation of the degree by Senate upon recommendation by the AU-Senate Appeals Committee; “semester”: the period of an academic session from September to December, January to April, or May to August; “suspension”: i. the interruption of the enrolment or of the right to enrol for a minimum of one semester and a maximum of three semesters; ii. the cancellation of all registrations and activities from the date set by the Committee; iii. the denial of any type of academic assessment leading to a diploma or degree including any confirmation of previous studies or the completion of course equivalencies for his or her student record; iv. the cancellation of academic assessments previously completed for courses which have not yet been completed; v. the cancellation of enrollment in courses and activities which have not yet been completed; vi. the denial of any degree; and vii. the denial of all student rights and privileges; and “work”: any activity, assignment, dissertation, document, essay, performance, presentation, project, rendition, thesis or any other work accomplished, performed, prepared or submitted by a student for evaluation

Determination of academic dishonesty 3. a) Upon determining that a student has committed an act of academic dishonesty, the professor: i. shall assign a grade of “0” for the work in question; ii. may assign a grade of “0” for the course; iii. shall inform the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation. b) If, in addition to the penalties set out in the above paragraph section 3 (a), the professor seeks to have imposed further penalties as set out in section 4 (a) iii to vi of this regulation, the professor shall make a recommendation for the application of a sanction of academic dishonesty to the AU-Academic Dean on the prescribed form set out as “Appendix A” to this regulation. c) The AU-Academic Dean shall forward the prescribed form to the Secretary of the AU- Senate Appeals Committee and shall send a copy to the AU-Registrar. The Secretary of the AU-Senate Appeals Committee shall send a copy to the student.

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d) When a hearing is held, the AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the professor. e) The AU-Senate Appeals Committee may impose a combination of penalties for any single determination of academic dishonesty. f) Where it is alleged that a student has committed an offence set out in sections 11, 12 or 13 of this regulation, the AU-Academic Dean or the AU-Registrar shall make a recommendation for the application of a sanction of academic dishonesty to the Chair of the AU-Senate Appeals Committee on the prescribed form set out as “Appendix A” to this regulation. The Chair shall send a copy to the student. The AU-Senate Appeals Committee shall not impose a penalty which is more severe than the one recommended by the AU- Academic Dean or the AU- Registrar.

Penalties

4. (a) For the purposes of this regulation, the following penalties, in order of severity from least to greatest, shall apply when it has been determined by the Committee that the student is found to have committed an act of academic dishonesty: i. a grade of “0” for the work in question; ii. a grade of “0” for the course; iii. a failing grade of X for the course in which the offence was committed; iv. probation; v. suspension; vi. expulsion; and vii. repeal of the degree. b) The Committee or the Senate Committee on Student Appeals may impose a combination of penalties for any single determination of academic dishonesty. c) Suspension may be retroactive to the date of the infraction, may be immediate from the date of the decision, or may take effect at the end of the session from which the final decision is rendered. d) Repeal of the degree shall only be allowed when the act of academic dishonesty allowed the student to obtain the degree. e) Readmission after suspension shall be according to normal procedures to complete studies or to obtain the degree which may have been withheld during this period. f) Readmission after expulsion shall be subject to the absolute discretion of the Senate Committee on Academic Regulations and Petitions and, if granted, shall be subject to a period of probation as the Senate Committee on Academic Regulations and Petitions may determine in its absolute discretion. g) The mention of academic dishonesty shall be struck from the file of the student when the first of either of the following occurs: i. the student successfully completes all the requirements for graduation; or

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ii. a period of five years has elapsed since the determination of academic dishonesty.

Infractions 5. (a) A student shall not: i. falsify a work submitted for evaluation; ii. use in whole or in part the work or significant passages drawn from the work of another person, in a work submitted to evaluation, without having expressly identified these as quotations; iii. submit the same work or several similar documents to two or more professors responsible for a university activity for evaluation, without their knowledge of it; iv. submit for evaluation a work which contains data that the student has falsified; v. modify, without approval of the professor, a work already submitted for evaluation, in order to make corrections or additions; or vi. submit, without the approval of the professor, projects, essays, dissertations or theses for evaluation which have essentially been previously submitted for evaluation to the university or to another post-secondary institution with the intention of obtaining a different degree on the strength of the same work.

Penalties

a) A student who is found to have committed any of the acts of academic dishonesty in subparagraphs section 5 (a) i to vi shall be: i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course; iii. subject to the failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.

Infractions 6. (a) During the evaluation or exam period, a student shall not: i. obtain, whether individually or collectively, any kind of unauthorized help;

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ii. use, view or refer to the copy of another student, even if its contents are proven to be erroneous or useless; or iii. have or use any unauthorized document or apparatus.

Penalties a) A student who is found to have committed any of the acts of academic dishonesty in paragraphs section 6 (a) i to iii shall be: i. assigned a grade of “0” for the work in question; ii. subject to the grade of “0”in the course; iii. subject to a failing grade of X for the course in which the offence was committed; iv. subject to probation; v. subject to suspension; vi. subject to expulsion; and vii. subject to the repeal of his or her degree.

Infraction and penalties 7. Where the work in question constitutes the method of final evaluation in the course, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. subject to probation; iii. subject to suspension; iv. subject to expulsion; and v. subject to the repeal of his or her degree.

Infraction and penalty 8. Where the work in question is a dissertation or a thesis for attaining a Master’s or Doctoral degree, the student who is found to have committed any of the acts of academic dishonesty in paragraphs 5 (a) or 6 (a) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.

Infraction 9. (a) A student shall not obtain or accept from any source whatsoever, or distribute, the questions or answers to a test, an exam or laboratory experiments, without previous authorization from the professor.

Penalty

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A student who is found to have committed any of the above acts of academic dishonesty in section 9 (a) shall be i. assigned a failing grade of X for the course in which the offence was committed; ii. suspended; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.

Infraction 10. a) A student shall not conspire to substitute oneself, attempt to substitute oneself or substitute oneself for another student in order to accomplish work in that other student’s name. b) A student shall not conspire to allow another student to attempt to substitute oneself, allow a student to attempt to substitute oneself or allow a student to substitute oneself for herself or himself in order to accomplish work in her or his name.

Penalty c) A student who is found to have committed any of the above acts of academic dishonesty in section 10 (a) or (b) shall be: i. assigned a failing grade of X for the course in which the offence was committed; ii. placed on probation; iii. subject to expulsion; and iv. subject to the repeal of his or her degree.

Infraction 11.a) A student shall not attempt to obtain or obtain an advantage with respect to the requirements or the applicable regulations of the programme of study or with respect to the course in which she or he is attempting to enrol, is enrolled or has been enrolled, by means of a threat or any other illicit means.

Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 11(a) shall be subject to: i. suspension and a further period of probation; ii. expulsion; iii. the repeal of his or her degree.

Infraction 12. (a) A student shall not: i. fail to disclose or submit all information or documentation needed for admission to the University which has been requested by the University;

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ii. alter, fabricate, falsify, forge, or tamper with a document in any way whatsoever which is destined for the University, or to use or submit such a document to the University; iii. alter, fabricate, falsify, forge, or tamper with University documents stating acquired privileges or rights conferred by the University. Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 12 (a) shall be subject to: i. suspension for three semesters and a further period of probation; ii. expulsion; and iii. the repeal of his or her degree.

Infraction 13. (a) No student shall produce a document which may lead another person to believe that she or he is a faculty or administrative member of the University.

Penalty b) A student who is found to have committed any of the above acts of academic dishonesty in section 13 (a) shall be subject to: i. suspension for three semesters and a further period of probation; and ii. expulsion.

Second offence: penalty 14. a) On finding that a student has committed a second act of academic dishonesty or two acts of academic dishonesty, the AU-Senate Appeals Committee may impose a penalty which is more severe than the one recommended by the Professor. b) A student who is found to have committed a second act of academic dishonesty or two acts of academic dishonesty shall be subject to further penalties including a failing grade of X for the course in which the offence was committed, suspension, expulsion and repeal of his or her degree. c) When the AU-Registrar receives the prescribed form set out as “Appendix A” to this regulation and the AU-Registrar is in possession of a previous form with regard to the same student, the AU-Registrar may initiate a recommendation for further and more severe penalties according to section 11(a) and (b) by using the prescribed form set out as “Appendix A” to this regulation.

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13.2.4 Withdrawals and Refunds

Withdrawal and refund policies, as outlined in Chapter 1 of the academic calendar, are included for review. These policies were approved by the Algoma University Board of Governors on January 8, 2009.

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13.3 Student Protection Information

The notice below is placed on the first page of the academic calendar to ensure that, prior to registration, students are provided with and confirm in writing their awareness of Algoma University’s policies and procedures. Regulations and policies are also outlined in the policy section of the Algoma University website at www.algomau.ca/policies.

NOTICE

Students have a responsibility to:  Familiarize themselves with degree requirements;  Familiarize themselves with the regulations and policies of the university and its departments; and  Ensure they register for the courses necessary to satisfy their degree requirements.

Students agree by the act of registration to be bound by the regulations, policies and bylaws of Algoma University that are in effect at the time of registration.

Because this calendar is prepared several months before the beginning of the academic year, the Senate and the Board of Governors of Algoma University reserve the right to make necessary changes to the Academic Calendar in either print or electronic form without prior notice. Please refer to www.algomau.ca/programs for an electronic version of the 2009-2010 Algoma University Academic Calendar.

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14 Optional Material

14.1 Other Relevant Information

The following documents are included in Appendix 14 as other relevant information:

14.1 Algoma University 5-year Academic Plan 14.2 Algoma University, Sault College of Applied Arts and Technology, and Northern College of Applied Arts and Technology Inter-Institutional agreement 14.3 NORDIK Institute research study on a Proposed Honours Bachelor of Social Work

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14.1 Algoma University 5-year Academic Plan

Algoma University’s 5-year Academic Plan is included for reference.

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14.2 Algoma University, Sault College of Applied Arts and Technology, and Northern College of Applied Arts and Technology Inter-Institutional agreement

Inter-Institutional agreement between Algoma University, Sault College, and Northern College is included.

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14.3 NORDIK Institute research study on a Proposed Honours Bachelor of Social Work

Research study conducted by the NORDIK Institute on a Proposed Honours Bachelor of Social Work in Northern Ontario is included.

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