University of Guelph Senate Tuesday, June 21,2005 18:30 Room 1714 Lifetime Learning Centre OVC
AGENDA
APPROVAL OF AGENDA
REMARKS FROM THE CHAIR
READING AND DISPOSING OF MINUTES OF THE SENATE MEETING OF May 17,2005.
IV BUSINESS ARISING FROM THE MINUTES v READING OF ENQUIRIES AND COMMUNICATIONS
VI QUESTION PERIOD
VII CAUCUS REPORT
VIII REPORTS OF STANDING BOARDS AND COMMITTEES
1. EXECUTIVE COMMITTEE page 11 For Information: Graduation Statistics
BYLAWS & MEMBERSHIP COMMITTEE page 15 For Action: Awards Committee Bylaw Amendment
BOARD OF UNDERGRADUATE STUDIES page 21 For Action: (a) Bachelor of Bio-Resource Management - Proposal for a Major in Environmental Management (b) Bachelor of Arts - Economics - Deletion of Applied Economics Major (c) Bachelor of Science in Engineering - Changes to Admission Requirements (d) Bachelor of Applied Science, University of Guelph-Humber - Changes to Admission Requirements (e) Academic Schedule of Dates, 2006-2007
For Information: (0 Course, Additions, Deletions and Changes (g) Editorial Calendar Amendments (i) Grade Reassessment (ii) Readmission - Credit for Courses Taken During Rustication
4. BOARD OF GRADUATE STUDIES page 9 1 For Action: (a) Proposal for a Master of Fine Art in Creative Writing (b) Proposal for a Master of Arts in French Studies For Information: (c) Graduate Faculty Appointments (d) Course Additions, Deletions and Changes
5. COMMITTEE ON AWARDS page 177 For Information: (a) Awards Approved June 2004 - May 2005 (b) Winegard, Forster and Governor General Medal Winners
6. COMMITTEE ON UNIVERSITY PLANNING page 181 For Action: Change of Name for Department of Human Biology and Nutritional Science
IX COU RE,PORT
X OTHER BUSINESS
XI ADJOURNMENT
Please note: The Senate Executive will meet at 18:15 in Room 1713 Lifetime Learning Centre OVC just prior to Senate
1r;ne Birrell, Secretary of Senate University of Guelph Senate Tuesday, June 21": 2005
REPORT FROM THE SENATE EXECUTIVE COMMITTEE Chair: Al Sullivan For Information: Graduation Statistics - June 2005 Membership: A. Summerlee M. Mancuso A. Joseph B. Pettigrew B. Allen T. Postan A. Sullivan A. Tucker Bylaws - P. Conlon Library - A. Wilson BUGS - J. Atkinson Petitions - H. Dobson BGS - R. Brooks Awards - D. Homsby Research Board - P. Menzies SCUP - G. MacPherson SIC - F. Ramprashad SCOL - R. Balahura Honora~yDegrees - J. Murray - .-- --n_.-_l___------,-=-=----"--.P-. Summer 2005 Summary Totalsfor Senate List of Graduands by Progranz Program College DiplDma GeneralHonours Totals Associate D~plomam Agr~culture OAC 5 5 , pzGq 5 5 Associate D~plomaln Turf Management I OAC 26 26 p-&&Gil 26 26 Bachelor of Appl~edSclence CSAHS 132 132 pzZ%q 132 132 Bachelor of Arts ARTS 78 204 282 CPES 4 12 16 CSAHS 189 334 523 pG&G?%q 2 71 550 821 Bachelor of Arts and Sc~ence I ARTS 11 11 pzGi] I1 11 CSAHS 298 298 p- -- OAC 2 1 2 1 IprDgrarnl 319 319 "elor of Computmg CPES 16 29 45 p&Gz%iiTofall 16 29 45 Bachelor of Landscape Archtecture I OAC 38 38 ]pGz%q 38 38 I~achelorof Sc~ence CPES 2 58 60 CSAHS 23 23 OAC 6 1 61 CBS 29 393 422 pGzzl 31 535 566 Bachelor of Sc~enceIn Agrtculture I OAC 54 54 1-1 1-1 54 54 Bachelor of Sc~encein Engmeenng CPES 88 88 p&zq 88 88 Bachelor of Sc~ence~n Environmental Sclences CBS 5 5 CPES 2 2 CSAHS 13 13 OAC 42 42 - Program Collepe- Dinloma GeneralHonours Totals 62 62 Bachelor of Science in Technology CPES 2 2 z 2 i )ProgramTofall L Jr of Veterinary Medicine I OVC 105 105 I05 105 (ProgwrmTofall -- - Grand Total 51 318! 19511 22741 . L ..i : J ------^-"--.-----.---..---~---* ------~ *------'.m--*.s.%> .-,".-* Summer 2005 Summary Totalsfor Senate List of Graduands by College - ColIege Diploma General Honours Totals ARTS 78 215 293 r 29 398 427 I 22 191 213 CSAHS 189 800 989 OAC 5 242 247 OVC ~ 105 105 Grand Total 5: 318' 1951; 2274; : - -~ L.-.~ Graduates: June 2005 Degree ARTS CBS CPES CSAHS OAC OVC Total PhD 3 2 1 5 9 6 26 DVSc 1 1 MA 21 MBA 3 MEng 1 MFA 0 MLA 7 MSc 3 91 MSc(P1anning) 15 MSc(Aquaculture) 1 Graduate Diploma .o Totals: 10 166 University of Guelph Senate Tuesday, June 21"' 2005 REPORT OF THE BYLAWS & MEMBERSHIP COMMITTEE Chair: Peter Conlon [email protected]> For Action: Senate Committee on Awards - Bvlaw Revision (see attached) MOTION: that the proposed revised bylaw for the Senate Awards Committee be approved, including the change of name to Committee on Student Awards and Financial Accessibility. In the last two years the Committee on Awards has raised concerns about its role and responsibilities. In response, the President asked the Bylaws and Membership Committee to review SAC'S bylaw with a view to providing a more strategic role for the committee and less focus on matters of administrative detail. A copy of the proposed revised bylaw is attached. A summary of the changes is as follows: . Committee now called Senate Committee on Student Awards and Financial Accessibility Membership changed to reflect more strategic responsibilities. Membership is modeled on Board of Undergraduate Studies. Bylaw expanded to include responsibility (in concert with Director of Strategic Enrolment Management and VP Alumni Affairs and Development) for strategic planning around fimdraising for awards. Reference to advocacy role in support for university initiatives with respect to government student aid programs. Changes in the regulations to reflect revised approval procedure for individual awards. . Section added re responsibilities of college awards committees. Unnecessa~yprocedural detail removed. Membership: I A. Summerlee C. Pearson U. Posluszny D. Thomas P. Conlon K. Woodside A. Wilson S. Iagallo S. Chenard COMMITTEE ON STUDENT A WARDS and FINANCIAL ACCESSIBILITY BYLAWS 1. Thc Committee on Student Awards and Financial Accessibility shall consist of: the Vice- President Alumni Affairs and Development or designate; the Dean of Graduate Studies or designate; the Registrar and Director of Strategic Enrolment Management or designate; the Associate Registrar, Student Financial Services or designate; two representatives from college awards committees; one college dean and nine members of Senate, two of whom shall be students, and one of whom shall be an alumni member. The chairs of all college awards committees shall have the right to attend and speak at meetings of the Committee and shall receive agenda materials and minutes. 2. The Committee on Student Awards and Financial Accessibility shall, in close co-operation with the Office of the Registrar and Director of Strategic Enrolment Management and the Department of Alumni Affairs and Development: (a) formulate policies respecting awards, subject to Senate approval where required. (b) develop strategic plans for fundraising for university-wide awards, including setting priorities for such fundraising. Such plans should be in accordance with the university's enrolment plans and with identified areas of priority for financial accessibility to the university. (c) advise on the effective use of funds designated for awards for both student recruitment and student support. (d) provide advice on and advocacy and support for university initiatives with respect to government student support programs. (e) supervise the administration of awards in the gift of Senate. 3. Subject only to subsequent report to Senate, the Committee on Student Awards and Financial Accessibility is empowered to approve the terms and conditions attached to awards in such a manner and through such procedures as it may, from time to time, establish. REGULATIONS 1. Unless specifically requested by the donor(s) or by the Committee that the title of the gift(s) contain the word "Award", an award shall be described as one of the following: (a) Scholarships -based on academic performance and given for further study (graduate or undergraduate). While the merit component is normally academic, it may include such non-academic aspects as leadership, demonstrated originality, and community service. (b) Scholarships with a Needs Component - these awards are based on the same criteria as scholarships but also take into account demonstrated financial need. (c) Prizes or Medals - these awards are based on completed achievement that does not require the student to engage in fkrther study. (d) Bursaries - a monetary award given solely on the basis of financial need, rather than on the basis of academic achievement. (el Travel Grants - these travel awards are based on academic performance. (9 Travel Grants with a Needs Component - these travel awards are based on academic performance but take into account demonstrated financial need. 2. The Committee has three standing sub-committees: (a) University Bursary Sub-committee Bursaries are administered by the University Bursary Sub-committee, which is standing sub- committee of the committee. The composition of the University Bursary Sub-committee shall be: Associate Registrar, Student Financial Services (Chair), and two financial aid counsellors chosen by the Registrar. When necessary, the Sub-committee will consult academic counsellors from the appropriate colleges of the University to make its decisions. (b) Editorial Subcommittee The Editorial Subcommittee is responsible for the detailed review of terms and conditions of awards (new and revised). Its membership shall include: the Chair of the Senate Student Awards and Financial Accessibility Committee (or designate), a representative from the Office of Graduate Program Services, a member representing college awards committees, the Associate Registrar Student Financial Services (or designate), a representative of the Department of Alumni Affairs and Development, two members of the Senate Student Awards and Financial Accessibility Committee (one of whom must be a student), the Secretary of Senate, and the Manager, Student Business Services who shall be secretary of the subcommittee. The Subcommittee is struck on an annual basis by the Committee. The subcommittee's responsibilities are as follows: (i) The Editorial Subcommittee is responsible for reviewing the terms and conditions of awards (either new or revised) on the Committee's behalf. Subject to a subse~uent report td the Committee and accordance with the procedures-approved by the Committee, the Subcommittee may approve terms and conditions of awards that meet established policies and regulations. Awards whose terms and conditions contain exceptions to established policies and regulations, or which have unusual features, or are of significant value must be forwarded to the full Committee for final approval. (ii) In reviewing the terms and conditions of an award, the Subcommittee shall take into consideration the wishes of the donor or donors, but may refer any proposed terms and conditions to the donor or donors and the college in which the award is to be established (if a college award) for review or consideration. (iii) The Subcommittee may recommend to the Committee that an award not be approved if, in the opinion of the Subcommittee, the proposed terms and conditions are contrary to the interests of the University. (c) President's and Chancellor's Scholarship Selection and Review Committee The membership of the Committee includes: the Associate Vice-President Academic (Chair), the Associate Vice-President Student Affairs, the Registrar and Director of Strategic Enrolment Management, the Associate Registrar Student Financial Services, the Chair of the Committee on Student Awards and Financial Accessibility, three faculty and two Scholars. The PCSSRC is struck on an annual basis by the Senate Awards Committee. The Committee is responsible for: (i) the annual selection of scholarship recipients. (ii) review of scholars' performance at the end of each semester to determine eligibility to continue to receive the scholarship. (iii) review of the scholarship terms and conditions. Proposed changes to the terms and conditions are forwarded to the Senate Awards Committee for approval. (iv) annual selection of candidates for the Rhodes Scholarship to be supported by the University. 3. College Awards Committees Each college shall have an awards committee which will: (i) through the direction of the dean and in accordance with established college processes, assist in the administration of the college awards program and provide advice and analysis to the dean, Alumni Affairs and Development and the Senate Committee on Student Awards and Financial Accessibility. (ii) in concert with the dean, provide vision and leadership for prioritizing the development of future awards, taking into account university policies and strategic plans for fundraising developed under bylaw #2, above. (iii) review and approve proposed terms and conditions for awards for submission to the Editorial Subcommittee. (iv) select award recipients where required by terms and conditions, and arrange for presentation of awards as required. (v) provide advice and input to the Committee on Student Awards and Financial Accessibility on university awards policy. The membership of the college awards committees and the committees' procedures, including the striking of sub-committees as required, shall be established by each college and the committee appointed by the dean. 4. The terms and conditions of any award shall be recorded in a form approved by the Committee on Student Awards and Financial Accessibility and the completed form shall become part of the official record of awards. The original record of all awards shall be maintained by the Manager, Student Business Services. Duplicate records of undergraduate, in-course or graduating awards shall be maintained by the Registrar's Office and the College Awards Committee in which the award is established. Duplicate records of graduate awards shall be maintained by the Faculty of Graduate Studies and the respective College Awards Committee. 5. The Committee shall, from time to time, review awards, and shall report to the Senate upon any that have been withdrawn or have lapsed by their own terms or because of discontinuance or exhaustion of available hds. The official record of awards shall be revised accordingly. 6. Notice of lapse or withdrawal of an award shall be given to the appropriate College in which the award was established and to the Secretary of Senate. 7. Any award which is given only once or the value of which is less than one hundred dollars shall be administered by the appropriate College Awards Committee providing its terms and conditions have been approved by the Senate Awards Committee. Such an award (excluding medals) shall not be listed in the University Calendars. 8. Nothing in these regulations affects the validity of any continuing award established before August 31, 1974. University of Guelph SENA TE Tuesday, June 21", 2005 REPORT FROM THE BOARD OF UNDERGRADUATE STUDIES Chair: Jim Atkinson For Action: (a) Bachelor of Bio-Resourcc Management - Proposal for a Maior in Environmental Management (see attached) The Board approved the major in Environmental Management in principle some time ago, but had delayed forwarding it to Senate until the proposed new courses were more fully developed, and until some questions had been resolved about the differentiation between diploma and degree students in shared courses, and about delivery of core introductory biology courses. These matters have now been addressed to the Board's satisfaction. MOTION: that the proposal for a major in Environmental Management in the BBRM program be approved. (b) Bachelor of Arts - Economics - Deletion of Applied Economics Maior (see attached) MOTION: that the deletion of the major in Applied Economics in the BA program be approved. (c) Bachelor of Science in Engineering - Change to Admission Reauirements (see attached) The Program is proposing to delete the requirement for Grade 12U Geometry and Discrete Mathematics. This will bring the program into line with other engineering programs in the province. Algebra is picked up in MATH and ENGG requirements elsewhere. MOTION: that the proposed change to the admission requirements for the Bachelor of Science in Engineering be approved. (d) Bachelor of Avvlied Science. University of Guelvh-Humber - Changes to Admission Reauirements (see attached) As with Engineering, Guelph-Hurnber is proposing to amend its admission requirements, in part to remain consistent with requirements of other programs in the province, particularly in the GTA. Full details are outlined in the attachment for this item. MOTION: that the proposed changes to the admission requirements for the BASc I , , programs offered at University of Guelph-Humber be approved. (e) Schedule of Dates 2006-2007 (attached) MOTION: that the Schedule of Dates for 2006-2007 be approved. For Information: (f) Course and Promam Additions, Deletions and Changes (attached) The Board approved course and program additions, deletions and changes as outlined in the attached report. Full course descriptions and details for changes can be obtained from the Senate Office upon request. (g) Editorial Calendar Amendments (see attached) (i) Grade Reassessment (ii) Readmission - Credit for Courses Taken During Rustication Membership: J. McCutcheon K. Revington H. Lane Vetere V. Gray L. Schnarr R. Bergart B. Pettigrew J. Morgan M. Emes J. Atkinson D. Pennee M. Moussa H. Marmurek K. Mathews K. Neale A. Abrams A. DeSira D. DiLiberto FORM A (April 2005) I Proposal for new BBRM Major: Environmental Management 1. Rationale: Introduction Environmental Management is proposed as a new major in the Bachelor of Bio-Resource Management (BBRM) degree. It will provide graduates with a grounding in applied aspects of the science, technology and business necessary to become knowledgeable managers of operations engaged in environmental maintenance, remediation and regulation.- The addition of an Environmental Management- maior- was foreshadowed in the documentation proposing the original BBRM major in Horticulture Management, and is consistent with OAC's strategic plan, in particular the recognition that the regional campuses continue to evolve into mature institutions with distinct histories, strengths, and community links. The BBRM in general, and the Environmental Management major in particular, offers a unique approach that integrates technical training in traditional OAC disciplines with a focus on management skills and hands-on experiential learning intended to prepare students for leadership in life science-related enterprises. The Environmental Management major is designed for those committed to urban, regional, and/or rural stewardship and management of living resources. Rationale and Principles The proposed new BBRM major in Environmental Management adheres to the two design principles of the BBRM, namely a) a fully integrated four year degree comprising approximately 10 credits of science and technology and four of business, economics and managment, and b) four semesters at a regional campus (in this case, Ridgetown) followed by four semesters at the Guelvh. camuus. The proposed major offers students a comprehensive range of skills training in the areas of Environmental Management, Nutrient Management, Environmental Protection and Environmental ~oni~liaice.The major embodies the biding principles of the BBRM, providing graduates with theoretical understanding of environmental management principles, competency in practical application and a solid foundation in the business aspects necessary to hlfil the needs of managerial and leadership positions. At the Ridgetown College campus, the courses will focus on primary skills development and introductory degree courses in the sciences and business. The final four semesters of the program will be offered at the Guelph campus, where the students will be able to focus more in their particular area of interest while gaining more depth in the core competencies. Need Increasing public concerns, and legislative requirements governing environmental protection, will require municipalities and industries to have knowledgeable trained managers developing, overseeing and expanding environmentally-sensitive operations. An aging workforce, early retirements, and previous drastic government cut-backs have stripped regulatory agencies, municipalities, industry and sewage and water treatment facilities of trained experienced managers, while new regulations being implemented in the light of current environmental concerns (exemplified by the Walkerton tragedy, the resulting O'Connor Report, and the Nutrient Management legislation) will drive the need for managers who understand environmental issues, practical implementation and fiscal responsibility. A Needs assessment document fiom March 2002 is available upon request and stated, in part, "There is a general consensus there will be an increasing demand for graduates with an environmental management skills set". A current assessment is underway and was to have been complete but is behind schedule and will be available by August 2005. on existinz Prozrammes Imwactz - - The proposed major will complement and enhance existing programmes. By offering two majors in the BBRM (Horticultural Management and Environmental Management), the university will achieve economies of scale in common core courses e.g. business, sciences. There will be similar advantages in recruiting efforts as we promote at least two programmes. In 2005, we will graduate our first trained Environmental Technicians from our new two-year diploma in Environmental Management. The diploma graduates will be able to operationalise various mandated environmental programs, addressing the shortage of trained and qualified sewage andlor water plant operators and interpreters of the new nutrient management regulations that will affect all farms across Ontario. The four-year degree will not compete for the same students, attracting instead candidates who meet the more stringent entrance requirements of the BBRM and who are attracted by the enhanced theory and strong business components that are the hallmarks of a BBRM degree. Equally, the BBRM provides an alternative experience and will not compete with the BSc(EnvSci) as the latter is almost wholly science-oriented, more specialised and more directed towards careers in research. Anticipated Enrolment We envision an initial intake of 25 students, rising to 35 by year 3, resulting in approximately 50 students enrolled in the Environmental Management major at any one campus per year. 2. Objectives. 1. To combine existing discipline-specific courses at both Ridgetown and Guelph campuses into a comprehensive cuniculum on environmental management. 2. To provide an encompassing framework that combines courses in business and economics with a management perspective, with courses in the sciences of environmental management. 3. To promote a participatory, experiential learning environment that will challenge the initiative of students. 4. To provide opportunities for practical, hands-on learning, skills development, and decision- making in a structured setting 3. University Learning Objectives. The overall program objective is to graduate students with a strong understanding in the fields of environmental protection, and environmental management in the rural, municipal and industrial sectors. These skill sets will enable the student to find employment in the industrial, agricultural or public sectors. The program allows students to choose a list of course electives that provide additional focus on either a rurallagriculture or a municipallindustrial stream. The University's specific Learning Objectives will be addressed as follows: Literacy Students will fulfil all levels of the literacy requirements. Students will write papers on assigned topics, and write research papers on topics of their choice. Students will complete several major written reports and give oral presentations. Introductory Environmental Issues, Environmental Law and Professionalism and Agrology are among the courses that would require the above levels of literacy. Numeracy Numeracy "may be defined as the ability to use mathematics at a level and in a manner appropriate to good citizenship and to vocational fitness." The BBRM has a strong Business component which will require competence in the numeracy skills needed by successful managers. Core courses reflect this emphasis at all levels of the program, including the Introductory Microeconomics, Survey of Natural Resource Economics, Land Economics, Resource Economics and Statistics for Business Decisions. Numeracy is also a critical requirement for science courses in the Environmental Management major. Examples of courses where numeracy is required include General Chemistry I, Environmental Hydrology, Sewage and Waste Water Treatment, Water Treatment, and Surveying and GIs. Sense of Historical Development A sense of historical development will be developed throughout the Environmental Management program. To understand environmental issues and problems/solutions the student must understand the historical development of the environmental movement and the perspective behind each issue discussed. Introductory Environmental Issues, Ecology, Industrial Waste Management and Environmental Law are examples of courses that have a strong historical perspective that must be explored to put the course in the proper,context for the students to appreciate current issues. Global Understanding It is important that students have a global perspective of Environmental Issues. Topics such as population, climate change and global warming, water and air pollution, environmental and waste management, have strong global perspectives. biology and ecology are founded on the principles that the Earth is one interrelated system. Moral Maturity Moral issues will be discussed and are an integral part of the Environmental Management Program. Courses such as Introductory Environmental Issues, Professionalism in Agrology and Survey of Natural Resource Economics are topics that lend themselves to the discussion of moral issues both on a local and global level. The constant challenge and conflict between economic development and environmental conservation and protection requires responsible decision making by environmental management practitioners. Through the use of case studies and other relevant examples students will explore moral issues and the consequences of decisions made and then discuss the positive and negative aspects of those decisions. Aesthetic Maturity Aesthetic valuing of the natural environment is critical to the sustainability of the Environmental movement. This topic lends itself to the study of Biological and Ecological Sciences, and Environmental Issues. The scientific method is covered in the environmental issues and science courses. However the Aesthetic Maturity and the subjective values stimulate student inquiry, search for truth, information and understanding will be developed through the use of case studies, research projects and the fourth semester environmental project in the Resource Economics course. Depth and Breadth of Understanding The objective of an Environmental Management Program must address topics of a multi- disciplinary nature. Problems facing society today cannot be understood or resolved within a single discipline framework. The nature of Environmental Management requires a working knowledge of many disciplines and their interrelationships that effect environmental quality. Class discussions, case studies, project assignments, oral presentations will require an interdisciplinary framework. Independence of Thought Environmental Management by its nature challenges different points of view and perceptions as to what is good environmental quality. Courses such as Agriculture and Environmental Stewardship, Environmental Law, and Experiential Education etc. force the student to form hisker own opinion and environmental philosophy and values. Love of Learning The number and quality of students that will apply for the proposed Environmental Management BBRM major will demonstrate the love of learning. The typical student will want to take the program because of hisker concern for the challenges presented by a threatened and deteriorating natural environment. This will be fuelled by the desire to make their contribution towards maintaining and improving environmental protection. The requirement for hands-on practical experience, both in project courses, and in the Experiential Education course is a key component of the curriculum. Consistent with the learner-centred focus of the University of Guelph, and specifically, with the independent decision-making aim of the Major, students will be expected to identify their own Experience Education opportunity, without the need for extensive administrative intervmntion. 4. Administration The Program Committee for the BBRM will oversee the pedagogical aspects of the major. Ridgetown College and the Department of Land Resource Science will have responsibility for counselling students on the Ridgetown and Guelph campuses, respectively. While administration will be extensively consultative, Land Resource Science will have ultimate administrative responsibility. There has been considerable discussion between the Dept. of Land Resource Science and faculty at Ridgetown College. As well, there has been consultation with the Departments of Environmental Biology and Agricultural Economics and Business. The degree as a whole, as well as the two specific majors proposed, have been discussed in the B.Sc.(Agr.) Program Committee, as well as approved by the BBRM Program Committee. Each new course, and the actualization of offering them, have been the subject of unprecedented collaboration among inshuctors at the Ridgetown and Guelph campuses, and have fostered a wonderful degree of collegiality. 5. Resources: It is anticipated that initial first-year intake into the program will be 25, rising to 35 by the third year of the programme. This new major will utilise faculty already present at both campuses for teaching and administration. Affected main campus departments have been consulted and have identified resources requirements associated with an increased enrolment resulting from the B.BRM. In addition to the personnel costs, there will be additional costs associated with the delivery of courses at the regional campuses by occasional live video from Guelph and through sporadic need for self-accessed/distance courses. Video technology will be upgraded, to deliver 100mBps via the Orion web, prior to commencement of classes. Discussions with the Director of the Office of Open Learning are underway to determine a protocol for the BBRM students for DE courses. It will also be necessary to establish the Colleague registration system at the regional campuses to ensure accurate accounting of degree students for Ministry funding purposes. Discussions with the Registrar are underway to determine a realistic implementation schedule and the full costs associated with this initiative. One option is to simply allow electronic access of Ridgetown College to the Guelph campus system, where necessary. We fully expect the increased enrolment in these programs to generate additional operating grant and tuition revenues to offset these one-time and ongoing costs. Enrolments in all BBRM majors will be submitted to MTCU for operating grant consideration through the Accessibility Fund. Tuition will be charged at the same level of the University of Guelph. Savings will be achieved through the simultaneous offerings of many core courses to BBRM students in the two majors (Horticulture Management and Environmental Management). The core courses in business and sciences will be efficiently taught by having all BBRM students (Horticulture and Environment) together, although problem-based assignments will be uniquely structured for the particular discipline. Some additional courses will be developed as electives for the Environmental Management major from on the basis of existing diploma courses. 6. Library Resources [in progress] An outline of the Environment Management Major has been submitted for Library Assessment. However, since the BBRM majors cover topic areas already taught in the University of Guelph's undergraduate and diploma programs, substantial new library resources should not be required. 7. Calendar copy: X - Degree Programs, Bachelor of Bio-Resource Management [B.BRM] The University of Guelph, in collaboration with the regional campuses at Alfred, Kemptville, and Ridgetown, offers a 20.00 credit program, normally completed over 8 semesters, leading to a Bachelor of Bio-Resource Management degree (B.BRM). This degree was designed for students who do not intend to pursue post-graduate studies and are strongly focussed on securing employment that makes use of the knowledge acquired in their bachelor's degree. This degree is a unique blend of applied and theoretical learning, with an emphasis on experiential learning opportunities. It is designed for those with a commitment to urban, regional, and/or rural stewardship and service of our living resources. At the present time, two majors, Horticulture Management and Environmental Management, are available in the program through University of Guelph's Ridgetown campus (with Semester 5 to 8 credits available at the Guelph campus). Program Information Students are required to follow the Schedule of Studies for the major in Environmental Management. A solid grounding in applied aspects of science, technology and business provides graduates with sufficient breadth of expertise to become knowledgeable managers in all aspects of the environmental management sector. The first 10.00 credits are available through the Ridgetown campus, and thejinal10.00 credits are available through the Guelph campus. Academic Advising and Counselling Program Counselling Program Counsellors are available at both the Ridgetown and Guelph campuses to assist students with course selection and other questions pertaining to the degree program. For information about how to contact a program counsellor, and for more information about academic advising and program counselling, see Section VII -- Academic Counselling of the current Undergraduate Calendar. Academic Advising On entering the program all students are assigned to a faculty advisor who will mentor them throughout their first two years. The faculty advisor is familiar with the academic requirements of the program and is aware of career opportunities. Students are strongly encouraged to attend all meetings called by their advisor, and to set up individual meetings with himher when they have questions or concerns about their performance or progress in the program. Continuation of Study Students are advised to consult the regulations for Continuation of Study which are outlined in detail in Section VIII -- Undergraduate Degree Regulations & Procedures in the current calendar. Conditions for Graduation To qualify for the degree Bachelor of Bio-Resource Management, the student must satisfy the following conditions: O the student must have successfully completed the Schedule of Studies requirements for the specified major the student must have a cumulative average of 60% or higher Schedule of Studies Courses specified in the Schedule of Studies are required courses and must be successfully completed. A full time course load normally includes 2.50 credits (normally 5 courses). Students must successfully complete a minimum of 4.00 university credits and/or course equivalents at the 3000 level or higher, of which at least 1.00 credit must be at the 4000 level. In addition to core requirements, students must successfully complete at least 4.00 credits from the list of Restricted Electives available in Semesters 5-8. B.BRM Prograln Regulations Entrv Credits OSS Curriculum: Grade 12 U English; Grade 12 U Biology; 4 additional U or U/C credits. Recommendations and Notes: It is recommended that applica~tsinclude Grade 12 U level science or math in their course of study. Students entering the degree program who are deficient in U level Mathematics or Chemistry should consult with the program counsellor. Summer semester courses will be available through a Ridgetown campus Summer Institute, Distance Education or other means. It is recommended that prior to enrollment in the degree program, students lacking Grade 12U Advanced Functions and Introductory Calculus enroll in the non-credit course Getting Ready for Calculus@ offered through the Office of Open Learning ~ttp:Nwww.open.uoguelphhca/). Special Expenses Expenses for field trips can range from $20 to $50 per semester in the first 4 semesters and from $25 to $50 in each of the last 4 semesters. In certain courses modest expenses will he incurred for supplies. Environmental Management Major The major will require the completion of 20.00 credits Ridgetown College Faculty Advisor: Ron Fleming, Rm 207, Agronomy Building, Ridgetown College. 519-674-1612 Department of Land Resource Science Faculty Advisor: Paul Voroney, Rm 212 Richards Building, Ext. 53057 The Major in Environmental Management is designed to provide graduates with a comprehensive understanding of the applied aspects of environmental sciences and technology coupled with strong business training leading to diverse careers within a wide range of environmental fields. as of March 3 1 2005 Schedule of Studies for Bachelor of Bio-Resource Management Environmental Management Major This major will require the completion of 20.00 credits. Students deficient in U level Mathematics or Chemistry are required to enroll in the appropriate upgrading course(s), MATH*1000 or CHEM*1060 (available in a distanceformat) during their first year. MATH*1000 is to be completed before Semester 2 (may substitute for SOIL*2010 in Semester I and take SOIL*20IO as the restricted elective in Semester 2). CHEM*1060 must be completed before Semester 3. Students also may access summer distance education courses such as SOIL*2OIO or ECON*I050, to maintain their progress. Semester 1 - Fall [Semesters 1 to 4 offered at the Ridgetown campus] BIOL*1030 [0.50] Biology I CIS*1000 [0.50] Introduction to Computer Applications ENVM* 1000 [0.50] Introductory Environmental Issues ENVM*1050 [0.50] Surveying and GIs SOIL*2010 [0.50] Soil Science Semester 2 -Winter AGEC* 1100 [0.50] Introduction to Business AGR*1050 [0.50] Communication Skills ECON* 1050 [0.50] Introductory Microeconomics ENVM*1020 [0.50] Introduction to Environmental Microbiology 0.5 credits from Restricted Electives Semester 3 - Fall BIOL* 1040 [0.50] Biology I1 ENVM*2020 [0.50] Environmental Law ENVM*1090 [0.50] Occupational Health and Safety ENVM*1100 [0.50] Ecology 0.5 credits from Restricted Electives Semester 4 -Winter AGR*2100 [0.50] Human Resource Management CHEM*1040 [0.50] General Chemistry I ENVM*1150 [0.50] Water Resource Management ENVM*2500 [0.50] Integrated Project (Environmental) 0.50 credits from Restricted Electives Restricted Electives Available at Ridgetown: ENVM* 1120 [0.50] Environmental Monitoring W(2-3) ENVM*1070 [0.50] Nutrient Management W(3-2). ENVM* 2050 [0.50] Agriculture and Environmental Stewardship F(3-2). [0.50]. ENVM*2080 [0.50] Industrial Waste Management W(3-2). ENVM*2060 [0.50] Sewage & Waste Water Treatment F(3-2). ENVM*2090 [0.50] Spills Response Planning W(3-2). ENVM*2070 [0.50] Water Treatment F(3-2). Semester 5 - Fall [Semesters 5 to 8 offered on Guelph campus] AGR*3500 [0.50] Expericntial Education AGEC*2700 [0.50] survey of Natural Resource Economics AGEC*4290 [0.50] Land Economics SOIL*3080 [0.50] Soil and Water Conservation 0.50 credit chosen from selected course group or elective Semester 6 -Winter STAT*2060 [0.50] Statistics for Business Decisions SOIL*3300 [0.50] Environmental Issues in Agriculture and Landscape Management MET*2020 [0.50] Agrometeorology GEOL*3 130 [0.50] Agrogeology 0.50 credits from free electives Semester 7 - Fall SOIL*4110 [0.50] Natural Resources Management Field Camp or SOIL*4250 [0.50] Soils in the Landscape or ENVB*4420 [0.50] Problems in Environmental Biology GEOG*2480 [0.50] Mapping and GIS or SOIL*3600 [0.50] Remote Sensing 1.OO credits from selected course group 0.50 credits from free electives Semester 8 - Winter AGR*4050 [0.50] Professionalism and Agrology AGEC*4310 [0.50] Resource Economics GEOL*3060 [0.50] Groundwater 0.50 credits from selected course group 0.50 credits from free electives Course Groups - students would be required to take a minimum of four courses in one selected group, and would be required to consult with a faculty advisor in planning their choice. Students are advised to pay particular attention to pre-requisite requirements when choosing individual courses, and seek advice as needed. 1. Nutrient Management SOIL*3060 F(3-2) [0.50] Environmental Soil Chemistry SOIL*3070 F(3-3) [0.50] Environmental Soil Physics SOIL*3170 F(3-3) [0.50] Soil Processes in the Landscape SOIL*3200 W(3-3)[0.50] Environmental Soil Biology SOIL*4090 F(3-1) [0.50] Soil Management PBIO*4100 W(3-0)[0.50] Soil Plant Relationships ENVB*4020 F(3-3) [0.50] Water Quality and Environmental Management 2. Natural Resources Management SOIL*2120 F(3-2) [0.50] Introduction to Environmentai Stewardship ENVB*2030 F(3-0) [0.50] Current Issues in Forest Science SOIL*3050 F(3-0) [0.50] Land Utilization SOIL*3100 W(2-2) [0.50] Resource Planning Techniques GEOG*3610 W(3-1)[0.50] Environmental Hydrology ENVB*3300 F(2-2) [0.50] Applied Ecology and Environment ENVB*4020 F(3-3) [0.50] Water Quality and Environmental Management ENVB*4780 F,W(2-3) [0.50] Forest Ecology 3. Environmental Protection CHEM*2580 S,F,W(3-3) [0.50] Introductory Biochemistry ENVB*2040 W(3-0)[0.50] Biology of Plant Pests ENVB*2010 W(3-0)[0.50] Food Production and the Environment ENVB*3030 W(3-2)[0.50] Pesticides and the Environment ENVB*3300 F(2-2) [0.50] Applied Ecolcgy and Environment ENVB*4240 W(3-0)[0.50] Biological Activity of Pesticides MICR*4140 F(3-0) [0.50] Soil Microbiology and Biotechnology MICR*4180 F(3-0) [0.50] Microbial Processes in Environmental Management PBIO*4530 W(3-0)[0.50] Environmental Pollution Stresses on Plants Note: Students have three fall and one winter time slots available to take the courses above, and two fall and one winter spaces for free electives, during semesters 5-8. This meshes well with the course offerings except for the final group, where students may have to plan to use their winter free elective space for one of the courses. Degree Courses in the Environmental Management Maior to be taught at Ridgetown i College ENVM"1000 Introductory Environmental Issues F (3-2) [0.5] Students will explore a broad range of environmental issues facing society today with particular focus on Canadian and local agriculture. This course will provide an understanding of the living and non-living factors as well as social and economic constraints involved in correctly identifying and resolving environmental issues. The interdisciplinary approach of environmental science is reinforced with real life case studies designed to challenge students to critically assess alternatives andlor possible solutions. ENVMX1050Surveying and GIs F (3-2) [0.5] This course covers the basic principals of surveying, map reading and production. The student will learn how to read maps, take precise measurements, use basic survey instruments and create maps and site plans. The student will learn the basics of Geographic Information Systems (GIS) and the Global Positioning System (GPS) and use these tools to organize and store spatial data. Finally, the students will use Remote Sensing techniques for a range of applications. ENVM*1020 Introduction to Environmental Microbiology (2-3) [0.50] This course will introduce the students to environmental microbiology. Topics of discussion will include water and wastewater systems, soils and sediments; as well as the importance of bacteria in disease, nutrition, food and food processing. ENVM*1100 Ecology W (3-2) [0.5] This course is an introduction to the science of ecolom-. - the study of interactions between organisms and their environment. Major topics include adaptation, populations, communities, biodiversity.-. ecosystems and competition.* Students will analyze the effects of climate and human activities on ecological processes. A detailed analysis of case studies of several environmental problems will be carried out, using ecological principles. ENVM*115O Water Resource Management W (3-2) [0.5] This course will focus on the significance of the various elements of the hydrologic cycle (e.g. precipitation, runoff, infiltration, groundwater recharge and discharge, etc.). It will examine the role of water supply systems, wastewater treatment systems and compare Ontario systems to others in the world. The student will examine common water quality problems, including causes and pathways that contaminants follow to reach surface water and groundwater. ENVM*2500 Integrated Project (Environmental) F (3-2) [0.5] This course gives the student an opportunity to integrate the skills and knowledge gained in earlier courses in analyzing the environmental systems of an industry, municipality, agribusiness and/or agricultural enterprise. The student will complete a detailed Environmental Management System and create environmental policies and action plans. ENVMX2020Environmental Law F (3-2). [0.50]. The Environmental Law course will introduce the student to the Canadian legal process and how new laws are drafted and passed and regulations developed and administered in Ontario and across Canada. The course will focus on the development of environmental legislation at both the federal and provincial levels of government and how key pieces of legislation are administered and implemented. ENVMX1090Occupational Health and Safety This course explores both moral and ethical questions as they pertain to the role that persons can undertake to promote safe communities and work places. Technical, legislative, political and personal issues are explored. Students will examine and evaluate topics including the Workplace Hazardous Material Information System, Material Safety Data sheets, and the responsibilities of Joint Health and Safety Committees and confined space entry. Hazards to human health resulting from exposure to a variety of physical and chemical hazards found in the workplace will be examined Elective Courses Available at Ridgetown for the Environmental Management Major ENVM*2050 Agriculture and Environmental Stewardship F (3-2). [0.50]. A course that examines the impact and role of agriculture in the agroecosystem. Lectures and case studies will be used to explore potential pathways of soil degradation wd environmental contamination from agriculture, site assessment of environmental risk associated with specific farm operations and the utilization of best management practices for the conservation of soil, water and other natural resources. ENVM"2070 Water Treatment F (3-2). [0.50]. This course provides the student with the common design concepts and operational techniques of industrial and municipal water treatment systems. Treatment processes for ground and surface water, optimization and testing methodologies as well as auditing and analytical/operational calculations, legal requirements of water taking and operator responsibilities will be addressed. The course participants will be given the opportunity to write Provincial Certification Examination for the Water Operator-In-Training (O.l.T) Classification. ENVM'2060 Sewage & Waste Water Treatment F (3-2). [0.50]. This course provides the student with the basic design concepts and operational techniques of industrial and municipal wastewater treatment systems. Treatment processes, optimization and testing methodologies as well as auditing and analytical/operational calculations, legal I requirements and operator responsibilities will be addressed. The course participants will be given the opportunity to write the Provincial Certification Examination for the Wastewater Operator-in-Training (O.I.T.) Classification. ENVM*1070 Nutrient Management W (3-2). (0.501. This course will examine the best management practices associated with nutrient management on farms. Emphasis will be placed on the components and development of a nutrient management pan and the safe utilization of various nutrient sources (fertilizers, manures and biosolids) in agricultural production systems. ENVMh2080 Industrial Waste Management W (3-2). [0.50]. This course is designed to give the student a through understanding of the field of industrial waste management. From a regulatory perspective topics include Ontario non hazardous waste Statutes and Regulations. The course explores the various sub-sets within the field of industrial waste management. Topic areas include municipal and industrial recycling and waste minimization programs with emphasis on the development and design of programs that collect wastes generated in the Industrial, Commercial and Institutional sectors. Waste minimization, IS0 14001 and Environmental Management Systems methodologies are explored. ENVM*2090 Spills Response Planning W (3-2). [0.50]. This course explores both the moral and ethical questions pertaining to the management and abatement of spills reporting, spills remediation and prevention strategies. The course will introduce students to the field of spill response and spill response planning. The current Province of Ontario Spills Legislation will provide the legislative framework for this course. Students will examine the development of industrial contingency and emergency planning. ENVM*1120 Environmental Monitoring W (2-3) [0.50]. This course will introduce the Environmental Management students to various methods used to measure environmental impact. Students will achieve a summary understanding of the various government and municipal agency threshold limits and guidelines of the studied environmental parameters such as water quality, vegetation, terrestrial and social impact analysis. Toe Senate Fmm: Board of Undergraduate Studies Date June 2,2005 Ree Follow up to BBRM course approvals The Calendar Review Committee has now received revised and corrected versions of the Bachelor of Bio- Resource Management course additions. The committee therefore recommends the revised versions for approval. Issues regarding appropriate libraiy assessments at the Ridgetown campus are being handled by the Associate Dean of OAC and the head of Library Services and will be resolved before the courses proceed to Senate. Issues regarding the delivery of BIOL*1030 and 1040 on the Ridgetown campus have been negotiated See attached email. At the April 28,2005 meeting. BUGS requested clarification from the BBRM Program Committee on the different learning objectives for diploma and degree students and how these needs will be met in combined classrooms. Not all BBRM courses will be shared with diploma students. Attached is an example of how the differing diploma and degree expectations for students will be met in a shared classroom. RIDGETOWN - ONTARIO Diploma and Degree Delivery/Expectations Comparisons for the B.B.R.M. Degree Major Courses of Similar Title 1 Content Degree Course Code and Title: Vegetable Production I Corresponding Diploma Course Code and Title: Vegetable Production DAGR 3260 This degree course is being offered in the following venue: 1. lectures and labs are delivered separately to degree students compared to the diploma students El 2. combined lectures but separate labs taught to degree students O 3. combined lectures and labs taught to all students, both diploma and degree X Please indicate what requirements the degree level students will be expected to meetfachieve in comparison to the diploma level students. (ie. Additional research essay; more in-depth explanation and answers given by degree students on topics being discussed/taught; a differential in the marks scheme putting more weight in any one or more areas of assessment for degree students in comparison to the diploma students; separate tests administered, lab requirements more rigorous, etc.). Please be as specific as possible. Actual diploma vs. degree comparisons will be helpful. - additional assignments for degree students - a term paper will be prepared on a topic chosen fiom a restricted list - for example, innovative approaches to vegetable production (introduction of new crops, innovative marketing strategies, on farm value-added products), development of value chains for vegetable crops, or organic production - a short presentation on their term paper will be made to the entire class (degree and diploma) - extra reading assignments on specific topics will be given to degree students to give them a broader understanding of the subject matter - separate test will be administered for degree students, which will be more challenging of their depth and breadth of understanding, and will encourage them to explain for example, interrelationships in subject material - in all assignments, more depth and breadth of understanding will be required of degree students Date Prepared: January 28,2005 Re: BIOL*1030/1040 at regional campus Subject: Re: BIOL*1030/1040 at regional campus From: "Mary Buhr" thanks Dawn - I've passed this on the Ridgetown, and we'll be back in touch with you sometime in the latter half of June at the very latest. regards, Mary Mary M Buhr, PhD Professor and Associate Dean (Academic) Ontario Agricultural College University of Guelph Guelph, Ontario Canada N1G 2W1 email: [email protected] tel: 519-824-4120 ext 53492 fax: 824-0870 I ----- Original Message ----- I Subject: Re: ~ldi'1030/1040 at regional campus I Hi Mary, Sorry for the delay in sending you the attached files. I've finally found unused copies of the lab manuals and will send to you by campus mail. You have summarized the points discussed and agreed upon at our meeting. However, we also discussed that the midterm and final exams would be written at the same time. Dear Dawn, thank you for the very fruitful discusion we had yesterday, May 11. As you requested, I've attached the Schedules of Study for the two majors in the BBRM which should be starting in F06. As soon as I receive the outlines of the modules for the BlOL courses from you, I will send them to Ridgetown and review appropriate teaching faculty with them, and send you those names, brief CVs, and identify any gaps in expertise. I will also reveiw the BNN link you are to send me, and send the lab outlines to Ridgetown for the same sort of review as will be given the lecture material. As you and I discussed, I will be very clear that the material covered (lecture and lab) must be exactly what is in the syllabus, that we expect the students to write identical (or nearly identical) midterm exams and the identical final exam as do the students on the Guelph campus. Once the instructors from Re: BIOL* 1030/1040 at regional campus Ridgetown are confirmed, we will co-ordinate their working with you and your instrucitng team, and potentially 'taking' the courses in F05NV06 to better prepare them for the real offering. ' I anticipate that you and i will be in regular contact over teh next few months, and I am looking forward to the interaction. i regards, ' Mary I I Mary M Buhr, PhD 1 Professor and Associate Dean (Academic) Ontario Agricultural College University of Guelph Guelph, Ontario Canada N1G 2W1 email. [email protected] tel: 519-824-4120 ext 53492 fax: 824-0870 - - Dr. Dawn E. Larson, Academic Assistant to the Dean, B.Sc. Program Counsellor (Biological Sciences), Coordinator BIOL*1030/1040, College of Biological Science, McNally House, University of Guelph, Guelph, Ontario N1G 2W1 (519) 824-4120, ext. 56303, Fax: (519) 767-2044 CONFIDENTIALITY NOTICE: This email message, including any attachments, is intended only for the recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, dissemination, distribution, copying, disclosure or use is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. MEMO May 24,2005 To: Board of Undergraduate Studies , / - -" > s ///L 73 From: Stew Hilts # ,:,... yg*~., J.* Re: BBRM Degree 'Philosophy' Dear Colleagues: During the recent review of the Horticultural and Environmental Management Majors for the BBRM we were asked to provide a brief statement of the philosophy of this degree. The degree itself emerged from a desire to take advantage of the unique combinations of both learning experiences and faculty expertise available here at Guelph and at the regional campuses, (initially Ridgetown, but potentially Kemptville and Alfred). It also emerged from a conviction that students would benefit from a stronger combination of business and management skills with their disciplinary expertise in science. In both the Horticultural and Environmental Management Majors the program is structured to take advtintage of the more practical, hands-onlearning that is emphasized at Ridgetown combined with the more theoretical approach emphasized at Guelph. In both fields there is a rich grouping of degree-level courses available for the first two years of the program that will give students direct experience, and exposure to the real-world issues facing these disciplines. Similarly, in both fields students can gain a more advanced understanding to build on this practical foundation, during their final two years at Guelph, where we have extensive relevant expertise. The benefits of this combination became more and more central to discussions in the BBRM Program Committee as we finalized the programs for submission to you this winter. We carefully chose courses that would maximize this unique combination of learning experiences, and believe that we have come up with an outstanding new learning package. M'e realize that this will appeal to certain types of students, and see this degree as helping to attract a group of potential students with more hands-on interests who otherwise might not choose to attend university. Similarly, we have carefully built in a group of courses to emphasize the businessfmanagement side of skills students will require. On the horticultural side this is built on a package j emphasizing the operation ofa small business, the conventional employment~ppo&nity for students in this field. In the environmental management area, the probable- employment is in either the municipal government or local environmental consulting field. We have built in a group of courses that are more management oriented as background for these students. We believe that these combinations of oractical courses at Rideetown" and more theoretical courses at Guelph, in addition to the strong element of businessfmanagement skills, will make this degree package a unique and strong learning experience for students. I would be glad to answer further questions anytime. Sincerely, Stewart Hilts, Chair BBRM Program Committee UNIVERSITY of GUELPH COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES Department of Economics TO: Kate Revington, Coordinator of Undergraduate Curriculum Office of the Associate VP Academic Donna Pennee, Associate Dean of Arts and Social Science FROM: John Livernois, Chair Department of Economics . ~:,>,3 ..:. . Asha Sadanand, Economics , < 'I. Chair of Undergraduate Curriculum Committee DATE: March 30, 2005 RE: BA Applied Economics The Department of Economics is proposing to delete our BA APEC major due to very low enrolments, and the high resource requirements of the major. The low enrolments are displayed in the attached table, entitled W04 Specialization Enrolments, where we see that in the entire eight semesters of the program we have only 8 registered students. Some factors that might explain the enrolments is low visibility of the major and the high level of analytic demands of the program. Please see attached student survey. The high resource cost is apparent from the structure of the program. Looking at the detailed prggram description we see that there are five separate areas of emphasis. To support these we need to offer at all times all the required courses and enough of the restricted electives: in particular this implies that each year we offer a minimum of eleven 4000 level courses. This results in having 3000 and 4000 with veryfew students. We have considered the possibility of reducing the scope of the program (by such measures as concentrating the existing five areas of emphasis into just a couple of areas), in the short term to see whether enrolments can be improved. All such attempts have generally rendered the major into something that is not too different from one of our existing majors. Under the circumstances, the department agrees that the best action is to delete this major. The students currently enrolled in this major (and including any students that might join this major in the 2005-6 calendar year), will naturally be able to complete their studies in this major; the department will ensure that the courses they need will be offered until the point in time when all enrolled students will have completed their degrees. The other departments participating in this major have been informed of this decision Item #VIII 3(c) Bachelor of Applied Science and Engineering -Admission Requirements Excerpt from a memorandum from the Director of the School: It has become very clear that our enrolments (and those of other engineeringprograms) suffer from a lack of applicants who have the OSS course in Geometry and Discrete Algebra. Relativelyfew high school students take the prerequisite course for Geometry and Discrete Algebra and hence eliminate themselvesfrom applying to our program. The School wants to drop Geometry and Discrete Algebra as an entrance requirement, following the example of other engineeringfaculties in Ontario. We are taking steps to provide the students with the necessary background by offering tutorials on Saturday morningsfor theJirstfour or Jive weeks ofthe fall semester and to embed some ofthe material in thejrst couple of courses, such as ENGG*1210. -.. University of Guelph-Humber Memorandum To: Jim Atkinson, Chair, Guelph's Board of Undergraduate Studies From: Michael Nightingale, Chair, Guelph-Humber's Joint Program Committee Date: 02:06:05 Topic: Entrance Requirement Revisions for Guelph-Humber's Human Sewices Programs At a meeting earlier this year High School Guidance Counsellors expressed concern to the Guelph-Humber recruitment team , that Guelph-Humber entrance requirements for the Human Services Programs were discouraging keen applicants from applying to Guelph-Humber. They indicated we were the only institution in the GTA that required a grade 12 U level mathematics course for programs in the human services field, and that by the time students became aware of this requirement it was often too late to meet it. As a result of this feedback, a survey was undertaken of the entrance requirements of similar programs offered by other institutions in the GTA. The survey findings (see attached) confirmed that Guelph-Humber is the only institution that requires mathematics. Mathematics was included in the initial enhance requirements, as it was felt that this would provide a foundation for the social science research methods and statistics courses that form a part of each human service program. It is clearly the experience of other institutions that students without U level Mathematics can successfully master the concepts of research methods and statistics and in view of this the Joint Programs Committee is recommending the revisions set out on the attached form. In developing the proposed revision Professor Keny Daly, Chair of the Department of Family Relations and Aoolied Nutrition has been consulted. He has confirmed he is supportive of the entrance requirements for the BASc programs offered at Guclph-Humber beingdifferent than those required for the BASc Programs offered at Guelph. On the understanding that the Guclph- umber joint Programs committee is satisfied that students entering the program without a grade 12 U level mathematics course will be able to tackle and successfully complete the courses in research methods and statistics in the three human service programs. It is understood that in order for this to come into effect for Fall 2006, it will need to he approved by Senate this June. Otherwise the change will be first included in the OUAC material for Fall 2007 applicants. Given the increasing competition between institutions in the GTA for students in this field, support by BUGS for this revision would help Guelph-Humber to strengthen its enrolments in three of its smaller programs in Fall 2006. Admission Requirement Comparison Ryerson University York University UTM UTSC B.S.W. - OSSD or equivalent B.S.W. -Admission to the with six Grade 12 UIM courses school of Social work is including English based on a minimum of 6 (ENG4UIEAE4U preferred) with OAC credits or equivalent, a minimum grade of 70 percent plus non-academic criteria as or completion of the Ontario noted below. Subject to Secondary School Diploma competition, candidates may (OSSD), Or equivalent. be required to present Required are a minimum of averageslgrades above the six Grade 12 U or UIC minimum. courses including Grade 12 U English, all Faculty- specific prerequisites, and at least one Grade 12 U or U/C course from on of the Social Work (BSW) following disciplines: Canadian and World Studies; Classical Languages and International Languages: French; or Mathematics. Applicants must also meet Atkinson Faculty of Liberal and Professional Studies minimum grade requirement for admission (set yearly). Admission will be offered to at least 60 firsl year students and 20 second year students. Admission Requirement Comparison six Grade 12 UIM courses including English (ENG4UIEAE4U preferred) wit1 a minimum grade of 70 percent. Ryerson will allow the mixing of U. M, and OAC Criminal Justice courses as applicable, but comparable courses will not be double-counted. As well, Ryerson will not accept the "ou Of school" component of Grade 12 U/M co-op courses for admission consideration. B.A. -The program requires B.A. - OSSD at least six Grade 12 U or including 6 UIC courses, including subjects at the Grade 12 U English, and at 4UIM level least one Grade 12 U or including English. U/C course from one of the OAC courses are following disciplines: also acceptable. Criminology Canadian &World Studies; Classical Languages & International ~angua~es; French; Mathematics. The minimum average for admission to the program will normally range from 75% to 80% - . ~ - Admission Requirement Comparison Ryerson University York University UTM UTSC St.Georee B.A. - OSSD including 6 subjects at the 4UlM level including English. Crime and Deviance One Math is recommended. OAC courses are also acceptable. B.A. - OSSD or equivalentwith B.A. -Admission is based B.A. - OSSD including 6 B.A. - OSSD six Grade 12 UIM courses on a minimum of 6 OAC subjects at the 4UIM including 6 subjects including English credits or equivalent, or level including English. at the 4UIM level (ENG4U'EAE4Upreferred) with completion of the Ontario OAC courses are also including English. a minimum grade of 70 Secondary School Diploma acceptable. Recommend: percent. Ryerson will allow the mixing of U,M, and OAC (OSSD), or equivalent. Advanced courses as applicable, but Required are a minimum of Functions and lntro comparable courses will not be six Grade 12 U or UIC Calc., or Geometry double-counted. courses including Grade 12 and Discrete Math. U English, all Faculty- or Math and Data specific prerequisites, and Mgmt. OAC Sociology at least one Grade 12 U or courses are also UIC course from on of the acceptable. following disciplines: Canadian and World Studies; Classical Languagesand International Languages: French; or Mathematics; Social Science and Humanities; or Native BASc Admission Requirements: Program Present Proposed Early Childhood Credits in English (ENG 4U), any new Grade 12 U Credits in English (ENG 4U); one Grade 12 U level level Mathematics course (MGTA4U, MCB4U or science course piology (SBI4U), Chemistry (SCH4U), MDM4U), one Grade 12 U level science course Exercise Science (PSE4U) preferred]; plus 4 additional (biology strongly recommended), plus 3 additional Grade 12 U or UIC level courses (a U level Grade 12 U or UIC level courses. mathematics course strongly recommended). Family & Community Social Credits in English (ENG 4U), any new Grade 12 U Credits in English (ENG 4U); plus 5 additional Grade Services level Mathematics course (MGA4U, MCB4U, or 12 U or UIC level courses (a U level mathematics MDM4U), plus credits in 4 additional Grade 12 U or course strongly recommended). UIC level courses. Justice Studies Credits in English (ENG 4U), any new Grade 12 U Credits in English (ENG 4U); plus 5 additional Grade 12 U level Mathematics course (MGA4U, MCB4U, or or UIC level courses (a U level mathematics course strongly MDM4U), plus credits in 4 additional Grade 12 U or recommended. UIC level courses. & Memorandum To: Irene Birrell, Secretary of Senate From: Alex Goody, Associate Registrar, Undergraduate Program Services Date: May 12,2005 Extension: 56045 Re: Schedule of Dates for 200617 Attached is a copy of the proposed Schedule of Dates for 200617. These dates were prepared using the formula approved by Senate. I would request that these dates be presented to BUGS and Senate for approval. Please note the following: 1. In the summer term we have 60 teaching days. The last day of classes (60 days) is Friday, August 4; whereas, the formula sheet shows the S'06 term ending on Monday, August 7 which is the holiday Monday. 2. In the winter term we normally have 59 teaching days. The last day of classes (59 days) is Thursday, April 5; whereas, the formula sheet shows the W'07 term ending on Friday April 6 which is the holiday - Good Friday. 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT ' Ill. Schedule of Dates PDF& Summer Semester 2006 (12 Week Format) Friday, April 21 Last day of course selection for Summer 2006--NEW STUDENTS Tuesday, April 25 ' Last day to submit Requests for Academic Consideration - 3rd meeting Monday, May 1 Last day for applications for internal program transfer to Fall Semester 2006 for all programs except B.L.A., and D.V.M. Wednesday, May 10 Add period begins Thursday, May 11 Class schedule commences Friday, May 12 Last day to submit Requests for Academic Consideration--1st meeting Last day to submit co-op work performance evaluations for Winter Semester 2006 Thursday, May 18 Ridgetown College Convocation Friday, May 19 Add period ends Last day to drop bo-semester courses (WIS) Last day for clearance to graduate for Summer Convocation Monday, May 22 . Holiday-NO FULL-SEMESTER COURSES SCHEDULED--classes rescheduled to Thursday, August 3 Thursday, May 25 Last day to submit co-op work semester reports for Winter Semester 2006 Friday, May 26 Kemptville College Convocation Saturday, May 27 Alfred College Convocation Monday, June 5 Course selection period for Fall Semester 2006 begins--In-course students Thursday, June 8 Last day to submit Requests for Academic Consideration-2nd meeting Friday, June 9 Course selection period for Fall Semester 2006 ends--In-course students Monday, June 12 Summer Convocation Tuesday, June 13 Summer Convocation Wednesday, June 14 Summer Convocation LauIrtIrler acn~es~erLUUO (JLweeK rormar) - LUUO-LUUI unlverslty or tiuelpll Undergrad ... Yage 2 ot 2 Thursday, June 15 Summer Convocation Deferred examinations commence Friday, June 16 Summer Convocation Last day for applications to graduate for Fall Convocation Saturday, June 17 Deferred examinations scheduled Tuesday, June 20 Deferred examinations conclude Friday, June 30 Holiday-NO COURSES SCHEDULED--classes rescheduled to Friday, August 4 Friday, July 7 Fortieth class day--Last day to drop one semester courses Friday, July 21 ' Last day of course selection for Fall 2006--NEW STUDENTS Thursday, August 3 Classes rescheduled from Monday, May 22, Monday schedule in effect Friday, August 4 Classes rescheduled from Friday. June 30, Friday schedule in effect Classes conclude Monday, August 7 Holiday Tuesday, August 8 Examinations commence Saturday, August 12 Examinations scheduled Wednesday, August 16 Examinations conclude Thursday, August 17 Last day to submit Requests for Academic Consideration--3rd meeting Monday, August 21 ' Early add period for Fall Semester 2006 begins Last Revisicn: O 2006 Office of Registrarial Services, University of Guelph 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT Ill. Schedule of Dates PDF &j . Summer Session 2006 (6 Week Format) Thursday, May 11 Class schedule commences Monday, May 15 Last day to add Summer Session courses Wednesday, May 21 Holiday-CLASSES ARE SCHEDULED--Summer Session courses only Friday, June 2 Last day for dropping courses in Summer Session Wednesday, June 21 ' Classes conclude Monday, June 26 Examinations commence Friday, June 30 Examinations conclude Last Revision: O 2006 Office of Registrarial Services. University of Guelph lac, OGIIIGSLGI LWUU - LUUU-LUUI UIIIVCIYILY UI UUCI~II ulluergrauuare Lalenoar -- unnr I rage 1 or 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT Ill. Schedule of Dates Fall Semester 2006 Friday, July 21 Last day of course selection for Fall 2006-NEW STUDENTS Monday, September 4 Holiday Friday, September 8 Last day to submit Requests for Academic Consideration--1st meeting Monday, September 11 Class schedule commences , Tuesday, September 12 Last day to submit co-op work performance evaluations for Summer 2006 Friday, September 15 Add period ends Last day to drop two-semester courses (SIF) Friday, September 22 Last day to submit co-op work semester reports for Summer 2006 Last day for clearance to graduate for Fall Convocation (in absentia only--No Ceremony) Friday, October 6 Last day to submit Requests for Academic Consideration-2nd meeting Monday, October 9 Holiday--NO CLASSES SCHEDULED Tuesday, October 10 Deferred examinations commence Course selection period for Winter Semester 2007 begins-In-course students Friday, October 13 Last day for applications to graduate for Winter Convocation Saturday, October 14 Deferred examinations conclude Monday, October 16 Fall Convocation--No Ceremony Wednesday, November 1 Last day for applications for admission to Winter Semester 2007 for all programs with winter entry Course selection period ends--In-course students Monday, November 6 Fortieth class day--Last day to drop one semester courses Monday, November 13 Last day to apply for international exchange programs departing in Summer 2007 without late application fee Friday, November 17 Last day of course selection for Winter Semester 2007--NEW STUDENTS Friday, December 1 Classes conclude ' Last day for applications from in-course students for transfer (Wnter Semester 2007) into Co-op program for B.A. (Psychology), B.A. (Computing 8 Information Science), B.Sc., and BComp. rau aemesrer LUUO - LUUO-LUUI unlvers~ryor uuelpn unaergraauate Lalenaar -- UKAr 1 rage L or L Monday, December 4 ' Examinations commence Monday, December 11 Early add period for Wlnter Semester 2007 begins Friday, December 15 Examinations conclude Monday, December 18 Last day to submit Requests for Academic Consideration-3rd meeting Last Revision: O 2006 Ofice of Registrarial Services. University of Guelph I 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT f Ill. Schedule of Dates D.V.M. Fall Semester 2006 Monday, September 4 Hol~day Tuesday, September 5 Classes Commence (Phase 1, Phase 2, Phase 3) Rotations commence (Phase 4) Monday, October 9 Holiday--NO CLASSES SCHEDULED Rotations continue (Phase 4) Friday, December 15 Classes conclude (Phase 1, Phase 2, Phase 3) Monday, December 18 Rotattons conclude (Phase 4 ) Last Revision: O 2006 Office of Registrarial Services, University of Guelph 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT I Ill. Schedule of Dates . Winter Semester 2007 Friday, January 5 Last day to submit Requests for Academic Consideration--1st meeting Monday, January 8 Class schedule commences Tuesday, January 9 Last day to submit co-op work performance evaluations for Fall 2006 Friday, January 12 Add period ends Last day to drop two-semester courses (FNV) Friday, January 19 Last day for clearance to graduate for Winter Convocation Last day to submit co-op work semester reports for Fall Semester 2006 Friday, January 26 Last day to apply for international exchange programs departing in Fall 2007 or Winter 2008 without late application fee Thursday, February 1 Last day for applications for admission to D.V.M. Friday, February 2 Last day to submit Request for Academic Consideration-2nd meeting Thursday, February 8 ' Deferred examinafions commence Friday, February 9 Last day for applications to graduate for Summer Convocation Saturday, February 10 Deferred examinations scheduled Tuesday, February 13 Deferred examinations conclude Monday, February 19 Winter Break begins--NO CLASSES SCHEDULED THIS WEEK Wednesday, February 21 Winter Convocation Thursday, February 22 Winter Convocation Friday, February 23 Winter Break ends Monday, February 26 Classes resume Thursday, March I Last day for applications for admission to Fall 2007 for B.L.A. Friday, March 2 Course selection period for Summer 2007 and Fall 2007 begins--In-course students Friday, March 9 , Fortieth class day--Last day to drop one semester courses ....-. --,, IVYY-AYV, Vllllrli)lly ).,UU~~p~~ ulluclgrauudie vdlenaar -- UK... rage Lot 2 d Thursday, March 15 Last day for applications for admission to Summer 2007 for all programs with summer entry Friday, March 23 i Course selection period ends-In-course students Friday, March 30 Last day for applications from in-course students to transfer (Fall 2007 term) into the Co-op program for B.A. (Economics), B.A.Sc.. B.Comm., B.Sc.(Eng.) and B.Sc.(Env.) Thursday, April 5 Classes conclude Friday, April 6 Holiday Monday, April 9 ' Examinations begin Friday, April 20 Last day of course selection for Summer 2007--NEW STUDENTS Examinations conclude Monday, April 23 ' Last day to submit Requests for Academic Consideration-3rd meeting Last Revision: 0 2006 Office of Registrarial Services, University of Guelph 2006-2007 University of Guelph Undergraduate Calendar -- DRAFT ' Ill. Schedule of Dates PDF 4 D.V.M. Winter Semester 2007 Tuesday, January 2 Classes commence (Phase 1, Phase 2, Phase 3) Rotations commence (Phase 4) Thursday, February 1 Last day for applications for admission to D.V.M. Monday, February 19 E Winter Break begins--NO CLASSES SCHEDULED THIS WEEK (Phase 1, Phase 2, Phase 3) Friday, February 23 Winter Break ends Monday, February 26 Classes resume (Phase 1, Phase 2, Phase 3) Friday, March 30 Classes conclude (Phase 1, Phase 2) Monday, April 2 Laboratory evaluations commence (Phase 1, Phase 2) Thursday, April 5 classes conclude (Phase 3) Friday, April 6 Holiday Monday, April 9 Examinations commence (Phase 1, Phase 2, Phase 3) Friday, April 13 Rotations conclude (Phase 4) Monday, April 16 Summative examinations commence (Phase 4) Friday, April 20 Examinations and evaluations conclude (Phase 1. Phase 2, Phase 3, Phase 4) Mcnday, May 7 Externship course begins (Phase 4) Last Revision: 0 2006 Ofice of Registrarial Se~ices.University of Guelph L9, Uassu&rl Monday anuL.bourDay. Monday After New YuhMonday EARLIEST LATEST Days aner Labour day classes star(: 7 Days Fall Marks dueto Start of Wlntcr 17 Days Wlnter mrks due to start of Sumner 13 FalUWlnter Exam d8p 11 Sumner Exam days a 2001 2002 2003 2004 2006 2006 2007 ZOOS 20Q9 2010 Dale Day Dependency Labov Day Monday FIXED 2-SepOl 2-SepOZ ?-Ssp03 6-Ssp04 Ssp05 4~ep063.SepO7 t-Sep08 7-Sap09 6.sop IO sbit of cbssm Monday + 7 dap 10Sep41 S-SepM ESepDJ 13-Ssp44 12-Sep45 11-Sep-06 10-Sep47 8-Sep48 14Sepa9 13-Sep.10 End of cla88m Fflday * + 12 weeks 30-Nw-01 29-Nov-02 28-Nov03 %Dee44 2-Doc45 1-Dcc-06 30-Nova7 25Nov48 4Dec.09 3-Dec.10 Enm 8-h Monday ' + 3 dap 3-Ddl 2-0d2 1-0ec-W 6-Dn-04 SDecdS 4-Dec-06 3-Dec-07 1-Dec48 7.Dec.09 6Dec.10 Enm End Frlday '+Zweek 14-Dee-01 1SDec-02 12-Doc43 17-D+od4 lEDec-05 1SDec.06 14-Dcc47 12-Dec48 la~ec.0917-Dn.10 Fall Marlo dm Frlday A + 7 days 21-Dad1 20-Doc42 19Doc43 24-Dec-04 23;Doc45 22-Dec-06 21-Dec-07 19-Dcc48 25-Dec.09 24Dec.10 Sbft of classes Wlnter Monday + 17 dap 7-JanM Wan.03 5Jan-04 lWac-05 Wan- 8-Jan-07 7.Jan4.9 5-Jan49 11-Jan-lo 10-Jan.11 End of cbsaa Fflday * + 13weeln (lwk break) SApr-02 4-Apr-03 2-Apr-04 8-Apr-05 7-Apr-06 6Apr-07 bApr-08 3-Apr-09 SApr-lo 5~pr.l1 Exam8 Bcgln Monday A + 3 days 8-Apr-02 7-Apr43 SApr-04 11-Apr-05 10-Apr48 PApr.07 7-Apr48 6-Apr49 12.Apr-lo 1 1 .Apr.li Exam End Frlday* + 11 days 19-Apr-02 lMpr-03 lEApr-04 22-Apr-05 21-Apr-08 20Apr-07 18-Apr-08 17-Apr49 ZSApr-lo 22-Apr.1 I Wer Mark. due Frlday '+ 7 days 28-AprM ZSApr-03 23-Apr-04 29-Apr-05 28-Apr-06 27-Apr47 25.Apr-08 2bApr09 3C-Apr.10 29-Apr.11 Sulnmrr Wtns Thurday * + 17 dap &May42 &Maya3 bMay-04 12-May-05 11-May-08 10-May-07 8-May48 7-May49 1SMsy-10 12-May.11 Summer- Monday * + 12 weeks + 4 dap 5Aug-02 4-Aug43 2-Aug04 Mug45 7-Aug-25 6Aug47 4-Aug-08 3-Aug49 BAug-lo aAug.11 Enm Begin Thunday * + 3 dap Wugm 7-AupO3 SAug-04 11-Aug-05 10-Aug46 Mug47 7-Aug-08 6Aug-W 12-Aug-10 11-Aug-11 Exam End January February March April Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1234567 i 8 9-10 It 12 13 14 2345678 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 June July August September October November December Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1234567 1234 12 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3456789 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 January February March April Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 123 123 1234567 4 5 6 7 8 9.10 4 56 78 910 8 9 10 11 12 13 14 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 21 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28 25 26 27 28 25 26 27 28 29 30 31 29 30 June July August September October November December Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 123456 123 1 7 8 9 10 11 12 13 4 56 78 910 2345678 14 15 16 17 18 19 20 11 12 13 14 15 16 17 21 22 23 24 25 26 27 18 19 20 21 22 23 24 28 29 30 31 25 26 27 28 29 30 i ITEM #VIII 3 (9 To: Senate From: Board of Undergraduate Studies Dak June 13.2005 ~ac Changes to the 06-07 Underaraduate Calendar The following changes, additions, and deletions to the 2006-2007 Underqraduate Calendar are recommended for approval by the Calendar Review Committee, in some cases with minor editorial amendments. The full submissions are available for members to review in the office of the Coordinator of Undergraduate Curriculum University of Guel~h-Humber Course Additions DCCT 4130 Distributed Programming II -..DCCT 4140 Internet Technoloaies DCCT 4160 Distributed lnform>tion Systems Architecture FCSS 4010 Agency Administration and Community Relations BADM 4000 Business Policy BADM 4200 Project Management BADM 4040 E-Commerce BADM 4060 Investment Finance BADM 4070 Personal Financial Planning BADM 4130 Board, Community & Govt. Relations BADM 4150 Fundraising BADM 4050 Marketing Research Project BADM 4170 Asia Pacific - Regional BADM 4180 Latin America - Regional BADM 4190 Europe - Regional BADM 3040 International Finance MDST 4060 Journalism lnternship MDST 4070 Public Relations lnternship ECS 4030 Professional Issues in ECS AHSS 3010 Leadership in ECS DCCT 4100 Human-Computer Interaction DCCT 4120 Computer Graphics BADM 4360 Negotiation in Business BADM 4030 Applied Business Project BADM 4100 Small Business Management BADM 41 10 Planning a Small Business BADM 4090 Portfolio Management BADM 4340 Leadership & Business BADM 4080 Insurance & Risk Management BADM 4900 lndependent Study in Business Administration DCCT 419112 Seminar on Technology & Society DCCT 4010 Computer Telephony Integration DCCT 4050 Wireless Service DCCT 4030 Personal Communications Systems DCCT 4060 lndependent Study in Telecommunications DCCT 4200 lndependent Study in Computer Science DCCT 4070 Advanced lnformation System Architectures DCCT 4090 lnformation Storage and Retrieval Systems MDST 31 10 lnterrnediate Theory & Location Photography MDST 3130 Applied Commercial & Studio Portraiture MDST 3140 Intermediate Commercial & Studio Portraiture MDST 3150 Advanced Prepress & Digital Imaging MDST 3160 Industrial Location Production MDST 4910 lndependent Study in Journalism MDST 4920 lndependent Study in P~blicRelalons MDST 4930 lndependent Study in Image Arts MDST 402112 Senior Research Project MDST 4130 Image Arts lnternship MDST 3200 Photo-Based Practices JUST 3030 Investigative Techniques JUST 3090 Immigration Policy & Practices JUST 4040 Private Security & Society AHSS 4090 Ethics and the Justice System JUST 4010 Senior Seminar JUST 4900 lndependent Study in Justice Studies ECS 3070 Community Development in ECS ECS 4900 lndependent Study in Early Childhood FCSS 490 lndependent Study in Family & Community AHSS 3240 Special Topics with an International Perspective Program Chanaes Changes to the Schedule of Studies for Justice Studies due to accommodate student placement courses better, to adjust credit weighting, and to better accommodate potential articulation agreement student (graduation in a timely fashion). Changes to the Schedule of Studies for Business to better sequence courses. Course Deletions MDST*4090 Contemporary Issues Workshop (.5 credit now replaced in lnternship course; this course was listed in the original "provisional" Schedule of Studies and was never developed subsequently) BADM'4310 Management lnformation Systems (this course was listed in the original "provisional" Schedule of Studies and was never developed subsequently) BADM*4330 Financial Statement (this course was listed in the original "provisional" Schedule of Studies and was never developed subsequently) BADM*4320 Public Sector Financial Management (this course was listed in the original "provisional" Schedule of Studies and was never developed subsequently) AHSS"3030 Community Research Techniques (this course was listed in the original "provisional" Schedule of Studies and was never developed subsequently) Bachelor of Arts Course Deletions Phil'4320 Value Theory Course Additions Phil*2170 Existentialism PW3W Philosophy of Technology Page 68 Should be listed as Phil '3240. PW3-W Philosophy of Language Should be listed as Phil *3250 Phil*4060 Philosophy of Feminism II Course Chanaes ARTH *2050 Arts of the Americas: Latin America Title changed to Modern Latin American Art ARTH*2060~~~ Arts of the Americas:Aboriainal Persoectives Title changed tiAboriginal Arts in the kericas ' ARTH *2070 Arts of the Americas: The USA Title changed to Art of the USA ARTH *2120 Museology Title changed to lntroduction to Museology ARTH '2150 Western Art: Greece Title changed to Art and Archeology of Greece ARTH *2280 Western Art: Modern Architecture Title changed to Modern Architecture ARTH *2290 Western Art: Photographic Media Title changed to History of Photographic Media ART*2460 lntroduction to Art Theory and Criticism Change in prerequisites ARTH'2490 Arts of the Americas:Canada Title change to History of Canadian Art ARTH'2450 Western Art: Medieval Title change to Medieval Art ART '2550 Western Art: Italian Renaissance Title change to The Italian Renaissance ART '2580 Western Art: Late Modern Title change to Late Modern Art ARTH *2600 Western Art: Early Modern Title change to Early Modern Art to 1900 ARTH '2950 Western Art: Baroque Title change to Baroque Art Add to end of calendar description "is covered. ARTH*3010 Americas: Canada Title change to Contemporary Canadian Art ARTH "3050 Americas: Meso America Title change to Pre-Columbian Art ARTH '3060 Americas: Public Art Title change to Public Art ARTH *3200 Colour: Practice and Meanings in Western Art Change to calendar description ARTH '3210 Critical Issues Title change to Critical lssues in Art History ARTH '3540 lmage: The Arts in the High Middle Ages Title change to lmage: The Arts in the Medieval Era ARTH *3570 Display: Visual Culture in Late lgmCentury Europe Change to calendar description Proaram Chanae Art History Schedule of Studies History Schedule of Studies Course Deletions HIST*2601/2- - Canadian Historv HIST *2601 Canadian ~istory' HlST *2602 Canadian History Page 69 HlST *3220 Canadian Cultural ldentity HlST * 3290 Europe in the Age of Revolutions HlST *3930 Black America in the 20' Century HlST "3970 Independent Reading II HlST *4210 Seminar in American Political History HlST *4640 Canadian Urban History Course Additions HlST '2100 Pre-Confederation Canada HlST '2600 Post-Confederation Canada HIST '3080 United States in the World HIST '3420 Colonial Latin America HlST *4090 Modern European History HlST "4180 American Identities HIST '4220 Canadian Cultural ldentity Course Chanaes HIST '1010 Europe in the Age of Expansion Change in title to Europe and the Early Modern World HISTa2020 Film as History Change of semester designation from F to W HlST- *2110- The Atlantic World 1500-1800 HlST 2150 USA Revolution to Civil War Change in title to USA Revolution to Reconstruction; Modification to calendar description HlST 2550 Environment and History Change of semester designation HlST 2260 Religion and Society Change of semester designation HlST 2390 Imperial and Soviet Russia sine 1800 Drop MUSC 2390 reference as that course no longer exists HlST 2450 Historical Methods Change in title to the Practising Historian HlST 2390 Women and Cultural Change Modifications to course description HlST 3010 Government and Society in Tudor-Stuart England 1529-1689 Course title change to Monarchy and Political Culture in Early Modern Britain 1455-1689; Change in course description HlST 3060 American Society Course description change; Prerequisite changes HlST 3160 Canadian Political History Since 1867 Change in course title to Canadian Political History; Add prerequisites HlST 3450 Representations of History Change in course title to The Public Face of History; Change in course description HlST 3540 World War Two Change of prerequisite HlST 3580 Women's History in AsiaIAfrica Title change to Women's History in Asia ;Description modification HlST 3600 Modern Quebec since 1850 Change in title to Quebec History; Course description modified HlST 3650 Twentieth Century America Course description change HlST 3660 Canadian Social History Since Confederation Change in title to Canadian Social H~story;Modify course description and change in prerequisites HlST 4160 Seminar in Canadian Political History Change in prerequisite HlST 4190 The American South Page 70 Add a prerequisite HlST 2650 HlST 4450 History with Numbers Add (H) at end of course description as with all other History 4000 level Honours courses HlST 4620 Seminar in North American Rural History Title change to Seminar in Canadian Rural History; Add prerequisites HlST 4670 Seminar in Science and Society Add (H) and 70% average as with other History 4000 level courses HlST 4680 The US in the Era of Urbanization Add a prerequisite HlST 4900 Imperialism and National in South Asia Add (H) HlST 4030, Hist 4100, HlST 4120 Add (H) and 70% average restriction as with other History 4000 level courses HlST 2100 Pre-Confederation Canada Change to calendar description. HlST 2600 Post Confederation Canada HlST 3080 United States in the World HlST 4090 Modern European History HlST 4180 American Identities Course Chanaes SART 1050 Integrated 2-D Media - deletion of S offering SART 1060 Media Convergence - deletion of S offering SART 2090 Drawing - deletion of S offering SART 2710 Drawing Graphics on the Computer - deletion of S offering SART 3800 Experiential Learning Leave in restriction as preamble to course descriptions SART 4230 Special Topics in Painting Leave in restriction as preamble to course descriptions SART 4800 Special Topics in Sculpture Leave in restriction as preamble to course descriptions SART 4830 Interactive Multimedia Leave in restriction as preamble to course descriptions SART 4870 Special Topics in Sculpture Leave in restriction as preamble to course description Proaram Chanaes Schedule of Studies for Music - editorial, and addition of new topics course. Course Chanaes MUSCa1060 lntroduction to Music - elimination of Summer offering MUSC'2280 Mastelwords of Music - adding Fall offering and deleting Summer offering [SCOL must be informed] MUSC*1250,1500,2100,2600,2610,2620,3740,3750,3820,3830,4401,4402 - changes to prereq's, titles, calendar descriptions in order to bring- curriculum up to date. Course ~eletions ' MUSC '1 120 lntroduction to Musicianship - this 0.25 version is being deleted and replaced with 0.50 version MUSC*1130. MUSC 3160 Music In London II Course Additions MUSC *I130 lntroduction to Musicianship - Trial requested MUSC '2220 Electronica: Music in the Digital Age - Trial requested MUSC *3550 Advanced Music Ensemble I -Trial requested [CRC suggests that calendar description be re-written] MUSC "3560 Advanced Music Ensemble II -Trial requested MUSC *3860 Topics in Digital Music - Trial requested MUSC *3870 Topics in Digital Music - Trial requested Page 71 Course Chanaes PSYC '1 100. '1200 and "31 10 : Minor changes to course descriptions GEOG *3090 Slight change to wording in description POLS *I400 Issues in Canadian Politics - title and description change [CRC questions whether this is not in fact a new course] ~ ------POLS *2250 - orereauisite8~ -~-~ chanae POLS*3410 and PO~S*3050 - jitle and Prerequisite changes Proaram Chanqes Marketing Management Minor - Addition of 70% requirement to declare the minor. Course Deletions POLS *2010 The Art of Politics POLS '302112 History of Political Thought (this two semester course is being replaced with two regular semester courses that represent each half of this course) POLS "3200 Canadian Provincial Politics POLS *4750 Theories and Problems in Com~arativePolitics Course Additions POLS'4720 TOD~CSin international Relations POLS *2150 ~enderand Politics POLS *3220 Classical Political Thought POLS *3230 Modern Political Thought POLS 3490 Conflict and Conflict Resolution POLS *4160 Multi-level Governance in Canada POLS *4710 ToDics in Comparative Politics Proaram Chanaes Political Science Schedule of Studies to reflect course changes, deletions and additions. Criminal Justice and Public Policy Schedule of Studies to reflect POLS' course changes, additions, and deletions. Bachelor of Landscape Architecture Course Chanqes LARC *2100 Landscape Analysis -prereq change LARC *3060 Landscape Architecture II - prerequisite was not listed in calendar Proaram Chanaes Editorial - CRC suggests moving note re: total number of credits required to top of Schedule of Studies. Studio Arts and Social Science req~irementsclarifed. Change to current calendar material - change alpha order of isting - LARC.2330 moved to correct semester offering ENVS *3320 needs to be listed in both sem 5 and sem 7 to reflect even-numbered year offering - alternates with elective in odd-years Bachelor of Ap~liedScience Course Chanaes FRHD "3150 Add W offering FRHD "3180 Add Fall offering, and choice of prerequisites FRHD "4020 Editorial - Delete old code of FRHD * 2010 and add new code of *I020 FRHD *4400 Add 15.00 credits to prerequisites so that course is available to fourth year students only. Proaram Chanaes Program Requirements CYF Maior: Delete 1.00 credits, and add 0.50 credit to reflect change in restricted electives. Program Requirements Gerontoloav Maior: Semester 4: Delete COST "2100 Personal Financial Management (this course will no longer be offered in Winter - adding it to complementary electives list instead) Page 72 [CRC recommends that FRAN review the list of "complementary electives" because some courses no longer exist e.g. ENGL*2840. Review is underway.] Delete I.OO elective, Add 1.50 electives Semester 5: Add FRHD *3400 Comm and Counselling Skills Delete 1.50 electives, Add I.OO elective Semester 6: Delete FRHD '3400 Cornm and Couns Skills Add HTM '2200 Organizational Behaviour I Semester 7: Delete HTM Organizational Behaviour I *Coop Schedules of Studies have been returned for correction and will come to the next BUGS for approval* lnterdisciplinaw University Courses (res~onsibilityof the AVPA's office) Course Chanaes UNiV"2050 The 5000 Days Title change to ~nvironmentalPerspectives and Human Choices I Offering changes from S.F, W to Fall only. OOL now informed. UNiV *3250 Beyond the 5000 Days Title change to Environmental Perspectives and Human Choices iI Offering changes from S,F,W to Winter only. OOL now informed. Bachelor of Science (Tech) Proaram Chanae Change to the Schedule of Study in order to make prerequisites required line up in sequence for required courses in upper semesters. Bachelor of Science (Engineerin41 Proqram Chanae Change to Admission requirements - Deletion of requirement for Grade 12 U Geometly and Discrete Mathematics. This is in line with other engineering programs in the province. Algebra is picked up in MATH and ENGG requirements elsewhere. Course chanaes ENGGY210 Engineering Mechanics I. Deletion of prerequisite requiring OAC Algebra and Geometry ENGG*4450 Large-Scale Software Architecture Engineering. Prereq change to reflect editorial change: CIS'2420 changed to CIS *2520 Bachelor of Science Course Chanaes GEOL "1050 Geoloav and the Environment - F, W offering changes to Fall only. PHYS *4500 ~dvancedPhysics Laboratory- add prereq iothat B.SC.T~C~stubents can take this course. Proaram Chanaes Earth Surface Science major - to reflect change of offering of GEOL*1050. Biophysics Major and Coop - deletion of BIOC*4570 and addition of BIOC'4050. Physics Major - editorial clean up of footnotes. Addition of PHYS*4540 and 4560 to List B restricted electives. Course Chanaes FOOD '3700 changed from W to F, and offered yearly FOOD '4400 changed to an every year option Course Chanaes FOOD *2620 Food Engineering Principles: course description has been abbreviated; stale restriction removed. FOOD "301 0 Food Chemistry - description edited FOOD '3160 Food Processing - description edited FOOD "3170 Food Processing II -description edited Page 73 FOOD '3700 Sensory Evaluation of Foods: - changed from W to F, now offered yearly. FOOD *4010 Food Plant Sanitation and Quality Control - remove redundant prerequisite FOOD *4070 Food Packaging - prerequisite statement clarified FOOD t1110 Meat and Poultry Processing - description edited FOOD "4120 Food Analysis - prerequisite statement clarified FOOD '4400 Dairy Processing - description edited, change to yearly offering, remove prereq of MICR"2030 FOOD "4520 Cereal Technology - change to 3-3 to reflect practice FOOD "4700 Food Product Development - change to 3-3 to reflect practice, course description modified, FOOD *3100 changed to FOOD*3010 in prerequisite Course Deletion FOOD '4340 Cheese and Fermented Dairy Foods. Course material integrated into FOOD'4400 Proaram ~hanaes Food Science maior (includina Cooo) Add FOOD *3700 to semester 7 toieflect accreditation assessment Elective reduced by 0.50 credit Restricted Elective listing changed to remove FOOD*3700 and FOODe4340 Food Science minor to reflect course changes- and deletions. Course Chanaes BlOC"4540 - lecliab hour change- Course Deletions BIOC*4550 Biochemistry and Structure of Macromolecules . . Course Chanaes BOT*3310 Plant Growth and Development - change to semester offerinn to Winter only, course desciption, and prerequisites Course ~eletions BOT*4820 Research Opportunities in Botany I (replaced by IB10*4500) BOTe4830 Research Opportunities in Botany II (replaced by IBIO*4510) Course Chanaes HKt4410 Research Concepts - change from W to F HK'4420 Research Modules -change from F to W (consultation on file) Course Additions 1B10*4010 Adaptational Physiology (trial course offering W06) IB10*4500 Research in lntegrative Biology I IB10*4510 Research in lntegrative Biology II Course Deletions MICR*4260 Microbial Technology (replaced by MCB"4080) Course Additions MCB*4010 Advanced Cell Biology (trial course offering W06) MCB*4050 Protein and Nucleic Acid Structure MCB'4080 Applied Microbiology and Biochemistry Course Chanaes MBG"2020 Introductory Molecular Biology - adding S semester Course Deletions MBG*4620 Molecular Cytogenetics (replaced by MCB*4010 ~dvancedCell Biology) - deleting as W06 MBG*4350 Structural Molecular Biology (replaced by MCB'4050) Course Chanaes Z00a2070 Invertebrate Zoology - delete W offering Course Deletions ZOO"4390 Environmental Physiology (replaced by IB10*4010) Z00*4490 Teaching in Zoology (replaced by IB10*4500) I Page 74 200*4500 Research Problems in Zoology I (replaced by IBIO*4500) 200*4510 Research Problems in Zoology II (replaced by IB10*4510) Course Chanaes 200*4540 Marine and Freshwater Research -add W offering change prerequisites and restrictions) Course Deletions 200'4560 Marine and Freshwater Research (replaced by 1B10*4010) - request to cancel as of W06 Proqram Chanae Biochemistry - major - regular and coop, minor: integrating course changes into Schedule of Studies. Add MCB"4080 as a requirement and reduce electives. Editorial corrections to minor. For Stream A coop program, move MBG"2020 to Summer Semester 4 and BIOL*2210 to Fall Semester 5; for Stream B, same change affecting Summer Semester 4 and Winter Semester 5. EcoloaV - BIOC*2580 moved to Semester 4. In Area of Emphasis Comparative Animal Physiology integrate course changes. Functional Foods and Nutraceuticals - minor - integrating changes from Economics (previously approved with consultation on file) Marine and Fresh Water Biology - major - integrating course changes. Microbioloqy Coop and minor Molecular Bioloav and Genetics - major - integrat'ng course changes; aod tion of BIOC'3560 to Subject Area Electives list from Science Elective ist. Neuroscience - minor - integrating course changes. Genetics - minor - change in name to "Molecular Biology and Genetics". Adding courses to the choices and integrating course changes. Plant Bioloqy - major and minor - integrating changes from AGR* and CROP*, and adding BOT*3310 and BOT"3410 as required courses in Plant Physiology and Plant Anatomy. Changes to restricted elective groupings. (BOT*4380 also added to minor) Plant Biotechnoloay - major - changes to Schedule of Study switching courses in semesters and incorporating changes from other departments. Adjusting elective counts. Changes to Restricted Elective listings. Wild Life Biology - incorporating course changes. - incorporating course changes Bioahvsics - regular and coop - deleting BIOC*4570 and adding MCB*4050. Course Deletions PBIO*4600 Plant Environment and Stress Physiology (course has not been offered for past 3 vears) ~roaram'chandes ' Honours Proaram Minors - program information. Genetics minor deleted and new Molecular Bioloav and Genetics minor added. Addition of Plant Biotechnoioav-. minor (previously missing). Bio-Medical Science - major - revised wording to make requirements clearer. Molecular Bioloav and Genetics - minor (formerly Genetics). Incorporating course changes. Course ~dditions HK*2100 Anatomy for Artists (trial course offering W06) *CRC notes that while the course is suppoked by the Director of SOF~,it should still go to BAPC for information so that it may be listed in the Studio Art .program - information area. Proqram Chanaes Mathematics - minor - to bring the requirements of the B.Sc. minor closer to the requirements of the B.A. minor. Incorporates course changes. Course Chanaes MATH'3100 Differential Equations - change to prerequisites. Page 75 MATH"2150 Applied Matrix Algebra -offered S.F,W, and may be offered in DE format. ENVB"3000 Nature Interpretation -change from S,F to F, W. ENVBa2040 Biology of Plant Pests - title change to Plant Health and the Environment. ENVB"3090 Insects in Relation to Wildlife - title change to Insect Diversity and Biology -calendar description also expanded. Course Additions ENVB3010 Climate Change Biology ENVB*3330 Ecosystem Processes and Applications ENVB*3250 Forest Health and Disease Associate Diploma in Turf Management Course Chanaes DTM *I500 Communication Skills: change title to Turf Communication Skills DTM *2500 Arboriculture: Change lecture lab hours to 3-2 DTM *4800 Special Study Project II: Change prerequisite Course Deletions DTM "2300 Business and Finance for Turf DTM *4100 Turf Environmental Management Course Additions DTM 4500~~~ Business~~ and Finance for Turf DTM *2600 Turf Environmental Management Bachelor of Arts Course Chanaes DRMA*2080 Actina I - Drerea chanae DRMA*3220 ~echiicalproduction I-- descript and prereq DRMA*3240 Theatrical Organization - prereq DRMA"3320 Applied Criticism of the Theatre - prereq DRMA"3410 Special Studies in Production I - prereqs DRMA'3430 Theatrical Design: Sets and Props - prereq DRMA'3530 Canadian Film - prereq DRMA'3550 Theories of Drama and Theatre - prereqs DRMA"3600 Directed Readings and Special Independent Studies - prereqs DRMA'3620 Special Studies Seminar - prereqs DRMA*3630 Special Studies Seminar - change to Special Studies in Studio Practice, and prereq change DRMA*3700 Fundamentals of Directing - prereq DRMAa3320Applied Criticism of Drama and Theatre - prereq DRMA*3950 Drama in London -restriction DRMA"4250 Honour Project in Theatrical Production I - drop "I" from title, change description, prereqs and restriction DRMA'4320 Seminar in Dramatic Literature - change title to "...and Theory", change offering W to F and strike even-numbered years. Change prereqs. DRMA*4330 Seminar in Canadian Drama and Theatre - strike odd-numbered year offering and change prerequisites. DRMA*4340 Playwriting - prereqs DRMA*4650 Honours Essay - prereqs Course Deletions DRMA"1000 lntroduction to Theatre (replaced by DRMA*1040) DRMA*1050 Script Analysis (replaced by DRMA*2120) DRMA*1090 Public Presentation DRMA"1500 lntroduction to Film (replaced by DRMA*1200) DRMA*2220 lntroduction to Technical Theatre and Design (replaced by DRMA*2230 and 2240) Page 76 DRMA*2300 lntroduction to Theatre History, Criticism and Theory (replaced by DRMA*2010,3650,3660) DRMA"2400 Theatre for Young Audiences (replace by DRMA*3030) DRMAt2620 Special Studies in Theatre Practice DRMA'3180 Concepts and Methods of Theatre History (replaced by DRMA*2010) DRMA*3440 Theatrical Design: Costume and Lighting (replaced by DRMA*3480) DRMA'3610 Directed Reading and Special Independent Studies DRMA'4210 Scenography (replaced by DRMA*4280) DRMA*4260 Honours Project in Theatrical Production II DRMA'4300 Seminar in Theatre History (replaced by seminars at the third and fourth year levels) DRMA'4310 Seminar in Theory of Drama and Theatre (replaced by seminars at the third and fourth year levels) Proaram Chanaes Change in name of major from Drama to Theatre Studies and revised program information. Course Additions DRMA*1040 lntroduction to Theatre Studies DRMAal150 Seminar in Theatre Studies DRMA*1200 The Languages of Media DRMA*2010 Theatre Historical Studies DRMA"2120 Dramaturgy and Playwriting DRMA"2230 lntro to Techincal Theatre DRMA*2240 lntroduction to Theatre Design DRMA"2450 Approaches to Media Studies DRMA*2650 History of Communication DRMA*3030 Theatre for Young Audiences DRMAa3280 Theatrical Space DRMA73300Sexuality and The Stage DRMA*3360 Political Intervention Theatre DRMA*3460 Costume DRMA*3480 Lighting, Sound, Theatre Media DRMA*3540 World Theatre Cultures DRMA"3650 Theatre Historical Studies Seminar DRMA*3660 Dramatic Literature and Theory Seminar DRMA*4050 Voice and Movement DRMA"4280 Ensemble Project Proaram Chanaes Bachelor of Arts - Program Information Mathematics International De~el~~ment Course Chanaes ANTH*I 150 - title change ANTH*2160 - change to W offering ANTH'3670 - prereq ANTH*3690 - offering, description, and prereqs ANTH*3770 - change to W, and prereq ANTH*4300 - change to F, and prereq ANTH*4440 - change to title, offering, description, and prereq ANTH"4700 -title, description Course Deletions ANTH"2650 Prehist0~of Canadian Native People (replaced by ANTH*3650) ANTH*4230 ~e~ional-~thnogra~h~(replaced by ~~~H*2230). Proqram Chanae Page 77 Chanaes- to the Schedule of Studies for Anthroooloav Course Additions ANTH*2230 Reaional Ethnoaraohv ANTHe3650 ~reiistorvof ~GnadianNative Peooles Proaram Chanae Changes to the Schedule of Studies for Sociology Course Chanaes ECON*3720 -editorial and prereqs ECON*4560 - prereq ECONa4640- prereq ECONa4710- prereq ECONi4750 - prereq ECON*4780 - prereq ECON*4790 - prereq ECON*4810 - prereq ECONa4870- prereq ECON'4950 - prereq and restriction Course Deletions ECON"2150 Introduction to Business Economics ECON*3770 Mathematical Economics and Game Theory (replaced by ECON*3100 Game Theory) Proaram Chanaes Deletion of Applied Economics major Changes to Schedule of Studies for Economics and Coop Changes to Schedule of Studies for Mathematical Economics Course ~dditions ECON*3100 Game Theory ECON*4400 Economics of Organizations and Corporate Governance Course Chanaes ARTH*4050 -title, description, prereqs ARTH'4060 - title and prereqs ARTH*4150 - title and prereqs ARTH*4160 - title and prereqs MUSC'2500 - prereqs Proaram Chanae Changes to the Schedule of Studies for Studio Art Course Chanaes ENGL'1080 - offerina. descriotion.. . restriction ENGL*I~OO - descriiion ENGL*1410 - restriction ENGL'2080 - offering, ledlab hours ENGL'2120 - description, prereqs ENGL*2130 - description ENGL*2740 - description and prereq ENGL"2880 - description and prereq ENGL"3020 - prereq ENGL'3080 - orerea 3670; 3680; 3690,3740,3750,3760,3820,3860,3870,3880, - prereq and sometimes "reading- intensive" added, Course Deletions ENGLe2840Literature and Aging (replaced by ENGL*2190) Page 78 ENGL"2860 Science Fiction (replaced by ENGL*2230) Course Additions ENGL*2190 Representation and Sexuality ENGL"2230 Popular Genres Course Chanaes HUMN*3020 Myth and Fairy Tales in Germany - lecllab hours Course Addition HUMN"2100 Renaissance Lovers and Fools (in English) Course Deletions ITAL'3530 Business Italian (course has never been offered) Course Addition SPAN*4200 Spanish American Sociolinguistics (trial course offering requested for Fall 05) , Page 79 SENATE OFFICE Item #VIII 3 (g) (i) MEMORANDUM To: Senate From: Board of Undergraduate Studies Date: June 3,2005 Re: Grade Reassessment Attached is a further revision to the calendar statements on grade reassessment to address some concerns raised by a member of Senate that were discussed at the last meeting of the Board. Additional revised text is in bold type. GUEWH . ONTARIO . CANADA NIG2W1 . TEL:(519)824-4120. EXT. 56760 . FAX(519)767-1350 Methods or Criteria Used in Establishing Final Grades i The course outline distributed to the class at the beginning of the semester defines the methods and criteria used in establishing final grades for a course. The methods and criteria must conform to the grading procedures established by Senate and be continually reviewed by the department (see Final Grades). Students who believe that the methods or criteria used by an instructor in determining a final grade or in determining the mark on a particular piece of work have been unfair, unreasonable or inconsistent with the course outline, should first attempt to resolve the matter with the instructor. If a student remains unsatisfied, hel'she should request in writing and with reasons that the chair of the department offering the course review the methods or criteria used. In the case of a final grade, the request to the chair should be submitted by the 10th day of the subsequent semester. In the case of an individual piece of work, the request should be submitted within 10 working days of its return by the instructor. The chair shall make an effort to resolve the matter to the satisfaction of both parties as soon as possible. One possible resolution may be the submissioll of the student's work to another faculty member for a re-read. Both the instructor and the chair are free to discuss the student's work with the student or another instructor in the department, but are not obliged to do so. If both parties are able to come to an agreement, the chair shall prepare a statement of the agreement to be signed by both parties. If the agreement results in a change to the grade of the student, the chair shall inform Undergraduate Program Services, Office of Registrarial Services. If at any time the chair decides that helshe cannot resolve the matter informally, helshe will terminate all efforts at reconciliation and notify both the student and the instructor of this decision. The chair will advise the student to make an appeal to the Senate Committee on Student Petitions. The student must appeal to the committee within 10 days of being advised of the termination of the chair's efforts. Misavvlication of an Academic Rewlation or Procedure Academic regulations and procedures pertaining to grades can be found in the subsection of the "Grades" section entitled "Grading Procedures". Students who believe that the misapplication of an academic regulation or procedure has affected their final grade in a course should discuss their concern with the instructor. If the concern is not resolved to their satisfaction they may submit a complaint in writing to the chair of the department offering the course. The student may appeal subsequently to the college dean and to the Provost and Vice-President (Academic). If the chair has reason to believe that the instructor has not adhered to the grading procedures established by Senate (see Final Grades) or other academic regulations of Senate, the chair should consult with the faculty member and, if necessary, the college dean. Ultimately, the Provost and Vice President (Academic) may have to take the necessary action to ensure compliance with the academic regulations of Senate. SENATE OFFICE Item #VIII 3 (g) (ii) MEMORANDUM To: Senate From: Board of Undergraduate Studies Re: Credit for Courses Taken While on Rustication Date: June 3,2005 The Academic Misconduct Policy unequivocally bars students from registering at the University while suspended for academic misconduct and from receiving credit for any academic work done elsewhere while on suspension. However, in the section on "Readmission", the current calendar statement on credit for courses taken while under suspension could be interpreted to mean that students suspended for academic misconduct are permitted to enroll in open learning courses. The Board has approved a revision to the calendar text to prevent this from occurring. Proposed changes are underlined in the attached calendar excerpt. 85 GUELPH . ONTARIO . CANADA . NIG 2Wl TEL:(519) 824-4120,EXT. 56760 . FAX (519) 767-1350 Credit for courses taken while Required to Withdraw 1. Students who have been required to withdraw and who take university credit courses during the rustication period will be eligible for up to 1.OO credit (one fkll-year course) provided they meet the criteria for readmission and the criteria for the transfer of credit. 2. Students who take university courses after the two-semester rustication period may transfer all these credits provided the student meets the criteria for readmission and the criteria for the transfer of credit. 3. Students who have been suspended for academic misconduct are not permitted to register for anv courses offered bv the Universitv of Guelph and will not receive credit for courses taken elsewhere during the suspension period. Note: The provisions in 1 and 2 above apply to any university credit course taken during the rustication period, be it distance or on-campus, taken in open learning programs from either our university or at another university. 44 VI11. Undergraduate Degree Regulations and Procedures, Prior Learning Assessment suthorizingenhytbtheeounewith asignature on a8'Course Waiver Request" form using application fee is payable at the timetheapplicationissubmiHed(see Seetian VI--Schedule the "Coune Restriction Waiver" bm. Prior Learning Assessment Prior Leaming Assessment (P.L.A.) is a mechanism whereby students who have acqui substantial experience in a non-traditional environment have an opportunity to challenge ole: This policy applies to any university credit course taken during the lustication : whether such learning is equivalent to a coune(s)affered at the University. Note: P.L.A. will only be available toa student if suficientevidenee is provided that thecourse mate was acquired outside a degree program at a University. A request to challenge a course that has alreadv been anemoted at universi& will not normallv. be -manted. P.L.A. is not open to students who simply wish to challenge a course. Students will be A student is considered as registered for a panicular semester only when courses lo be reauired N sien a contract statine" that the leamine occurred other than in a universiw attemoted far~ that~ semester have been mooned to the Registrar" no later than the end of CJU~WN.11ill1 POU~L\.are ippn~printcfur ch~lla~geLachdvpm~nent has the resilonribil~ry the add period and financial arrangements, satisfactory to Student Financial Services, t,fJrtcnltlnl~lg\rh~;hofitscwrscs mhy hc rubjer! to^ P LA chlllcngr.. Tl~rchillcngr have been msde forthe associated tuition and other fees. Coincident with the registration process could include one or more assessment methods, including standardized tests, process, students may complete other business arrangemenl with the University such as written and/or oral examinations, Derformsnce evaluations, interviews, and ponfolio repaning ofaddress information, residence payments, meal card conmcts,parkingpermiU, .Isrcr?mrol ,\I1 therr arscsrmescs rcqlurr lhnt the indn dual dcm~nirmt~,to a ~lur11lir.J and receipt of identification cards. licully mclttbcr(i).(hot prc-dutel 30"Aufthi .wulic.atr rr.,lu~remc~ttfor open lelr~arrCrud~tr ncqulrcd ihnluph I' I. ,\ .v$ll All~~ ~ in-course~-~~~~~~~ students must comolete the reeistration oracedures ~riorto the deadline hc i.i,t#lwd crrdu ,trtur (CRDJ3nd \vtll he an ihr dIiildl lrsn~cropt dates as published in Section Ill--Schedule of Dates. Students wishingtochalleng~acourse(s)shouldcontactUnder~raduateProgramSe~vicesWhile advance billings will be available on WebAdvisar, ta students who have to obtain anapplication form. Arequest must includeaclearstatement as to thecoune(s) indicated an intention to register in a particular semester, il is the responsibility of the student wishes to challenge, an explanation of how the knowledge necessary for the all in-course and returning students to ensure fhaf shtisfaetory arrangemenls are course~~ ~ was~- eained. -. and anv relevant suooonine. , .. documentation to validate the claim, msde with Student Financial Services prior lo the deadline. Students who have not Kc~~t~esonbli hi io~~urJr.J!oih~xp~~ropriacJ:pdn!~lcnl(r) 1.v ~\al~latbnl:pon~e:~~p~ receised thc A~\.IIICPbilling \IIuuI~~unlait Student Finnnsi~tSrnlrcs in order tu of the rcspt,u\r from all ih: dcpa!!ln~.nts .'l,n;c8ncd, I'nJrrgradd;~tr.Prugtam Scrvl:ci makrpn)#n~tnt.Atra#~g~~~~~~~I.lorrrpi~trati~n :#rtrrIhcBtadliocdate~~ill t~carr~rrcd will inform the student which, if any, courses have been approved for challenge. an additional late registration fee challengehas heengranted,thedepament will determine thenanlreoftheassessment Shldents who are readmitted will be advised of registration procedures. Questions should 'he deadline by which time the work must be complete. It is the student's responsibility be directed to Undergraduate Program Services. "tact the de~anmentwith remeet to the details ofthe assessment within three weeks Note: In-course shldents who complete the registration procedures are advised that this or heing informed by Undergraduate Program Services of being granted the privilege. registration is conditional on their eligibility for continuation of study into that semester. Upon completion of the assigned task(s), the department will inform the Office of A student who is required to withdraw will not be allowed to anend classes, the registration RegisIrarial Services as to the student's success or failure of the challenge. will be cancelled and an appropriate adjustment automatically will be applied to the 'fllose rludcots (.I) rl8orr ilpplicauon fur 2 chsllcngc I. rc\.cued h) Iiae flc!lll) mctflbbcrr student's account (see also--Withdrawal). ofthe d~p~ntorntc.,n.crnrd,mJ \\hnarc cahrc4uclttly dcntcd thr.uppomn~cytorh?llr.ngc, The procedure is as follows: ur (b, nI>ohtl ., challrt~grcx:+min;8tlctn, ,way appcdl !he Jcs~slonfirrt to thr. rhalr ol thc I. Approximately 2-3 weeks before the deadline, a billing staremcnl is oz WebAdvisor, department, and subscqu~ntly,if necessary, to the dean of the college. to students who have selected courses. Chapter VI Schedule ofFees- outlines theapplicablefeesforPriorLeaming Assessment. 2. Shtdents must make payment to Student Financial Services by the deadline. PaymenU Readmission received afier the deadline will be assessed a late registration fee. I'rc\~ouil)rcg~ncrrd rcuJel~ts muit apply td ,\dnttsslo#t Seni;~rfor rr.nJousr~onunder General System In-course Students (Fees) any ofthe following conditions: I. If they were requnred to withdraw from their program for a period of two or more seleaion data, also ywr accommodation and meal plan status if available, and is to be 2. If they were suspended from the University for academic misconduct. returned withsuitable arraneement to Student Financial Services.The deadline foroavment. . 3. If they have graduated from this University and wish to register in order to take is indicated in Section lll--Schedule of Dates, ofthis calendar. Failure to meet the deadlines additional courses. will result in anadditional feeudjrlstrnent. Mailings by the University will be made tothe 4. Ifthey registered in aprogram at another post-secondary institutionand wish to return University email account, the on-campus P.O. Box, andior the mailinghome address per to the University of Guelph. the University's student address policy. 5. If they have not registered at the University of Guelph for sin or more consecutive Registrationisconditional on heing eligible tocontinue in yourprogramofstudy. Students semesters. who are required to withdraw will not be allowed to attend classes as their registration 6. If they are attending the University of Guelph on a letter of permission and wish to will be cancelled immediatelv and a full refund of fees will be made as soon as oassible. continue past the term of the lener ofpermission agreement. Studcsl. rkquirrd tu \\ithaIran shu ~ut~\cque~ltl!arc rr-ddutiltrd ur nhu 1ra11sIcr Reodn~issionro oprogrom at the Univer-siryofGtdelph isrrol arlonzatic. Sftrderztswho are la anulhcr pn~grulnor sho btc<#vnreligible to iprurrrd threugh alrl,enl nlu,t reporl required ro ivi~lzdm,~.nrurl apply for rendmissiorr fo Be Urriversiry ajer conzpleting the to Undrrgraduote I'rupmm Srrvirrr, Orlicr or llc~istrar#~lService5 tu hd\e tltcir nsininrtm n~ semprrers ofn~slication.Srtldenrr s6ozzld co,rsuit Seerion IV- Admi3sion registration status confirmed and add their cotBrses. Infornlotio,t regarding appropriale admission requirements and dendline dares. Registration may be completed by one of the followin$ methods: Applicnrio,~~for r-end,nission shotrld inelr,de de ataternen1 wlrich oullines tlre basis for Onreceipt ofpayment. DO NOT SEND CASH IN THE MAIL .qd~nissioa.Criteria zrsed for read,r,issio,z nloy dger by nrodentic progrorn. Srcrdenls Anapproved "Staff Registration and Tuition Waiver Request'' farm (for qualified -iderjng rendnrirslon sho~!ldo?mtdr~irh the opproprinleprogmm cozrttsellorregarding full-time University employees only). !:dtrrer otzd crireria/or readmission to tbarpro~roa. PAYMENTS RECEIVED THROUGH THE MAIL MUST BE POST-MARKED , llrntr rr,o~r~n~rrrJ~tusrn>n 111~sl :tppl) 11, Adllnlsrldn \rnirc,. Olli.'c of Ksyortrallal S~lrtrrr, 11,\r.r,lr) C 2005-2006 University of Guelph Undergraduate Calendar Last Revision: April 8, 2005 Viri. ilnJergraduate Degree Regulations and Procedures, Academic Misconduct Students have the responsibility to leam and use the conventions of documentation 3, Improper Access suitable to the discipline, and are encouraged to consult with the instructor of the course, the academic supervisor, or the department chair for clarification if needed. lnslmctors should include in the materials they. .orovide to studenu about academic academic advantage as a result ofsuch behaviour. Integrity, lnhln~al~on;about any unique, dtrc~pl~nc-specificundcr\undingr abth 4, Improper Disseminstion ~C:~FCI to what mull hc 3~kn011lcdgcd~rciled [Uole: Is~llllllun to lbcingcon.'rmrd It is an offence~~~ to oublish. disseminate or othenvire make oublic to a third DarN >bout appropriate citation, students who wish to use the work of others, from any ' ~~. . . 'source, should be aware of copyright laws and conventions governing intellectual without prior wrinen consent, confidential information. Confidential information includes but is not limited to academic information, data or documents which are not property. See the Office of Research website, http://www.uoguelph,~dre~ear~Npoli~ie~/ind.htmfor links to the University's othenvise ~ubliclyavailable and which have been gathered or held with a reasonable intellectual property policies.] expectation of confidentiality 2. Copying 4. Aiding and Abetting Copying is similar lo plagiarism in that it involves the appropriation of others' work Knowingly aiding or abetting anyone in commitling any form of academic miscanduct as one's own. It includes copying in whole or in pan another's test or examination is ilself academic misconduct and subject to this policy. answer(s), laboratory report, essay, or other assignment. Penalties Copying also includes submitting the same work, research or assignment for credit on more than one occasion in two or more courses, or in the same course, without the Range of Penalties prior written permission ofthe insmctor(s) in all courses involved (including courses If a student is found guilty of academic misconduct, an Official Warning will be given taken at other post-secondary instimtions). that an offence is now noted in the snadent's record and that a subsequent offence will 3. Unauthorized Co.operation or Collaboration amact a more severe penalty. In addition, one or more ofthe following penalties may be assessed: Unauthorized Co-operation or Collaboration. It is an offence la ca-operate or collaborate in the completion of an academic assignment, in whole or in part, wheo 1. A requirement for submission ofn new or alternative piece ofwork. the instructor has indicated that the assignment is to be completed on an individual 2. The rescinding of University-funded scholarships or bursaries. basis. 3. Partial or total loss of marks on the examination or assignment in which the oflence 2. Misrepresentation and Fraud occurred. Thiscategory ofoffences coven a rangeofunacceptable activities, includingthe following: Pa*ia1 Or total loss Of marks for the course in Which[he offence Occurred. I. lmpersonatlan 5. Suspension from the University for a penod ot between one and six consecutive sernesten. For the period of suspension, a student will not be permined to register lmpenonation involves having someone impersonate oneself, either in person or and will %lain none of the privileges accorded to students with respect to right of electronically, inclass, inaneraminationor inconnection withany typeofacademic to faculty, facilities or requirement, course assignment or material, or of availing oneself of the results of A recommendation for expulsion from the such impersonation. Both the impersonator and the individual impersonated (if aware '. ofthe impersonation: are subject to disciplinary proceedings under this policy. 7. A recommendation for revocationlrescinding of a degree. A person who is found 2. Falsification guilty of academic misconduct sfler having been approved for graduation, or afler having a degree conferred, may be barred from graduating or may have the degree It is an submit Or present "Ise Or researrh2 rescinded orrevoked when, in the opinion ofthe dean, the offence, ifdetccted, would credentials, or other documents far any academic purpose. This includes, but is not have resulted in a sufficiently severe that the degree would not have bee,, limited to: granted at the time that it was. , - falsified research or lab resultsand data; 8. A requirement to complcte a remediation process. concocted facts or references; Notes with Respect to Penalties false medical or compassionate certificates; The following should be noted with respect to penalties: false letters of support or other leners of reference; I. Senate hasappraveda set ofGuidelin~sfar tho Assessment ofPenalticsfor Academic falsified academic records, transcripts or otherregistrarial records; Misconduct. These guidelines are used by chairs and deans to assist them in fraudulent submission practices (e.g., altering date stamps); determining appropriate penalties for individual cases. A copy of the guidelines can altering graded work for re-submission. be found at htrp:Nwww.uoguelph.cdsenateI, or may be obtained from the Senate It is also falsification to misrepresent the amount ofwork an individual has conhibuted Office or the office of any chair or dean. lo a group assignment or activity. Both the individual to whom work b falsely 2. Smdents who have been found puilty of a cmrse-based offence and who have been atmbuted and those who acquiesce in its attribution commit an academic offence. assessed a penalty in addition to an Official Warning will not be permitted to drop 3. Withholding the course or lo withdraw with failure. A student who has dropped the course prior lt is an off,nce to withholdrecords, or ,,[her *acuments to to the offence's being detected will have hisiher enrolment in the course reinstated if or gain unfair academic advantage, found guilty and if the penal? assessed is other than an Offi~ialWarning. 4. Unauthorized Aids and Assistance 3. Students who have been suspended for academic misconduct will not receive credit for any courses taken whileunder suspension. This policy applies to any credit course It is an offence to use or possess an aid, to use or obtain unauthorizd assistance, or to use or obtain material in any examination or taken duringthesuspensionp~riod,beitdistance,oron-campus,takeninopenlearning p"grams at the University of Guelvh or at another ~osf-secondar~institution. In test or in connection any other ofacademic work, aids or material addition, in the case of graduate students, any research or writing completed during may include, ba are not limited to, specific documents, electronic equipment or the suspension period may not be submitted in fulfillment of prowm requirements devices, and commercial (such as writing, editorial, sofhvareor research Once the Of suspension is conc'uded' survey services). Students should assume that any such aid is prohibitedunless they are specifically advised othenvise by [he insmctor or invigilator, N~~~ that 4. Astudent who wishes to be considered farreadmission after a suspensionmust make unauthorized assistance does not include student suppon offered by [he an application that will be judged on the basis of eligibility lo continue. A student University, such as the Learning Commons. who is suspended for academic misconduct and also fails tomeet thecontinuation of study requirements will normally be required to serve the associated penalties 3. Improper Access and Obstruction consecutively. 1. Preventing Acesnr fa Materials 5. A student who has been expelled from the University of Guelph is not eligible for It is an offence to alter, destroy, hide, remove without authorization, or in any ather readmission to the University for at least five years. A student who wishes to be way improperly restrict access to library, electronic or other materials intended for considered for readmission must petition the President to have the expulsion status general academic use. removed. The President will form a hearing committee to review the case for lining 2. Obstruclion and Interference the readmission restriction. lfthe committee decides to remove the expulsion status, thesmdentwho wishestobecansidered forreadmissionmustthenmakeanapplication It is an offence to obstruct or otheMiise interfere with [he scholarly activities ,,f or to alter or falsify the work of others, in order to gain ",,fair thal bvill be judged on the basis ofeligibility to contbue. If the committee decides to jdvantage, This incl,,des, but is limited to, deleting data or files, interferingor leave the expulsion status in place, the smdent must wait at least another two years tampering with experimental data, with a human or animal subject, with a written or before submittinga petition. other creation (for example, a painting, a sculpture, a film), with a chemical used for 6. Penalties may be applied retroactively if an offence is discovered stabsequent to research, or with any other object of smdy or research device. completion of8 coune or after graduation. Last Revision: April 8,2005 2005-2006 University of Guelph Undergraduate Calendar qo University of Guelph Senate Tuesday, June 21", 2005 REPORT OF THE BOARD OF GRADUATE STUDIES Chair: Robert Brooks For Action: (a) Proposal for a Master of Fine Arts in Creative Writing Some years ago, Senate and OCGS approved a proposal for a Master of Fine Arts in Creative Writing. That program was never mounted. It has now been revised and is being brought back by the School of English and Theatre Studies for approval. A copy of the proposal is attached along with a memorandum from Dr. Alan Shepard addressing some questions raised by the Board of Graduate Studies when it discussed the proposal earlier this year. MOTION: that the revised proposal to establish a Master of Fine Arts in Creative Writing be approved. (b) Prouosal for a Master of Arts in French Studies MOTION: that the proposal for a Master of Arts in French Studies be approved. For Information: (c) Avuointments to the Graduate Facultv (attached) (d) Department of Agricultural Economics & Business Deletion: AGECa6411 Operations Management I1 Department of Molecular & Cellular Biology The proposed courses are central to the underpinning of the new department and will be integral to the development of the new graduate program that will be submitted to OCGS for accreditation. The new courses: (1) are interdisciplinary in nature and involve several faculty from the four founding units that contributed to the Department MCB, (2) provide broad taxonomic coverage (eukaryotes to prokaryotes, microbes through plants and animals), and (3) focus on material at the interface between biochemistry, cell biology and molecular biology. All of these points emphasize the significant content changes that have gone into the development of these courses previously taught by both the biochemistry faculty , when they were in CPES and faculty within other units of CBS. Additions: MCB*6010 Advanced Topics in Biochemistry MCB*6110 Protein Structural Biology and Bioinformatics MCB*6210 Structure and Function of Biological Membranes Department of Physics Change: PHYS*7470 Optical Electronics (formerly Quantum Electronics) Department of Plant Agriculture Deletions: HORT*6000 Projects in Horticultural Science HORT*6480 Colloquium in the Environmental Physiology of Horticultural Plants CROP*6050 Cytogenetics in Plant Breeding CROP*6060 Cytogenetics in Plant Breeding Laboratory CROP*6180 Application of Plant Breeding Principles CROP*6300 Current Research Problems and Field Techniques CROP*6660 Teaching Practicum in Crop Science Changes: PLNT*6250 Colloquium in Genetics, Biotechnology and Plant Breeding (formerly Colloquium in Genetics, Cytogenetics and Plant Breeding) Department of Population Medicine Addition: POPM*6230 Applied Clinical Research Department of History Additions: HIST*6150 Scottish Archival Research HIST*6200 Topics in Scottish History HIST*6310 Topics in Modem Europe II HIST*6380 Topics in Early Modem European History HIST*6500 Topics in Global History HIST*6520 Topics in Latin American History HIST*6540 Topics in South Asian History Changes: HIST*6190 Topics in Scottish History I (formerly Topics in Scottish History) HIST*6230 Canadian History I (formerly Canadian Historiography) HIST*6280 Canadian History I1 (formerly Topics in Canadian History) HIST*6300 Topics in Modem Europe I (formerly European History in the 191h and 20Ih Centuries) HIST*6370 Topics in Cultural History (formerly History and Popular Culture) Deletions: HIST*6080 Topics in Tudor-Stuart History HIST*6090 The Reformation in the 16" Century HIST*6340 The Enlightenment HISTe6390 Historical Conceptions of the City Membership: I. Heathcote A. Clarke B. Mancini J. Norris J. Marvin L. Mahood R. Brooks R. Geor P. Padanyi G. Van Der Kraak S. Miller J. Wells S. Weaver A. Tucker M. Schumaker School of English and Theatre Studies University of Guelph 3 June 2005 TO: Irene Birrell, Secretary of Senate FROM: Alan Shepard, Director, SETS SUBJ: MFA Queries In advance of Senate on June 21,2005, I am writing to address questions from the Board of Graduate Studies and Senate Executive regarding the proposed MFA in creative writing. 1 Question regarding the reliance on writers who are not Guelph faculty members. In creative writing programs in North America, it is customary to build programs that offer students a mix of regular full-time faculty and prominent sessional instructors, generally tagged as "visiting writers," "writers in residence," and the like. While this is sometimes a matter of enrolment management, principally it is a pedagogical and artistic choice to ensure that a dynamic and constantly changing mix of writers - with their very different styles, assumptions, and preoccupations - is available to students. Graduate students in creative writing programs benefit tremendously from the all-too-rare opportunities to interact intellectually with major writers of our time. MFA programs offer graduate students what is virtually unique access to full-time writers with stellar careers who often prefer not to join university faculties on a full-time basis. The program we propose would integrate prominent writers into the faculty complement each year on a "vlsltlng . .. basis". In a rigorous and controlled independent project; the student would work one-on-one with such writers as Michael Ondaatje and Carolyn Forchk to produce a discrete publishable manuscript. Normally, seminars constituting the majority of coursework would be taught by full-time Guelph faculty. Concern had been expressed regarding the monitoring of teaching quality in the independent studies. The responsibility for academic quality in these courses, as in all others, would ultimately rest with the Director of SETS. In the MFA program, the program director, reporting to the School Director, would bear responsibility, too. How solid is the interest in the program by writers who are not members of the Guelph faculty? We have gathered letters from prominent Canadian writers who express support for the proposed program and in several cases willingness to teach in the program on a sessional basis on occasion. On the list are Susan Swan*, Jane Urquhart, Rosemary Sullivan*, Esta Spalding, Russell Smith*, Shyam Salvadurai*, Ellen Seligman*, P. K. Page*, Michael Ondaatje*, John Metcalf*, Michael Helm*, Susan Glickman*, Camilla Gibb*, Carolyn Forche*, Clark Blaise*, David Bezmozgis*, Margaret Atwood, Barbara Gowdy*, Russell Banks* (* =willing to teach in the program). Part-time teaching is a common and welcome experience for even the most prominent modern writers, and we believe we would have no difficulty recruiting for the sessional needs of the program. 2 Question regarding the status of Dr. Constance Rooke. Dr. Rooke is presently an adjunct faculty member in SETS as well as an associated member of the graduate faculty of the University of Guelph. Although she does not currently hold a tenured position, obviously she has done so in the past as a former chair of the then Department of English and later as AVPA. The position of Director ofthe MFA Program would report to the Director of SETS. 3 Question regarding the viability of the proposed distance education version of the MFA program. We do not have quantitative data from extensive market research because the cost of doing so would be prohibitive, but we do have significant qualitative data to substantiate our conviction that a distance version of the program would be viable. Such programs have become significant in the United States in the past several years. The concept of a low-residency MFA in creative writing is several decades old. The distance version will obviously make it possible to admit students from across Canada and the world who do not have proximate access to a program in their own communities. Because MFA programs in creative writing frequently attract students of nontraditional ages, we believe the distance version of the program will be robust - almost as robust as a face-to-face version. 4 Question about the use of faculty from other departments. The OCGS brief makes mention of a handful of faculty members from across the University who have expertise and publications in creative writing. I have had discussions some time ago with the Chair of the Department of Sociology and Anthropology regarding arrangements for Cecil Foster and the Director of the School of Languages and Literatures regarding arrangements for Stephen Henighan, and both of the chairs as well as the faculty members are enthusiastic about opportunities to participate in the program. Dr. Henighan is already a graduate faculty member in SETS and has recently taught a graduate course in our units by mutual arrangement with SOLAL. 5 Question about the location of the program at Guelph Humber, Toronto is one of the major centres of creative writing in Canada and North America, and locating the program at Guelph Humber will serve as an additional admissions attraction, and will also encourage writers who are already visiting the city to interact with our students and faculty. Because it is designed to work in tandem with Humber's School for Writers, proximity to Humber is also useful. If the proposed program is approved, it would constitute the first graduate offering at Guelph Humber. Students in the proposed MFA program would be eligible and encouraged to attend graduate courses in SETS on the Guelph campus, and graduate students in SETS' existing MA and PhD programs would be encouraged and eligible to attend graduate courses in the MFA program at Guelph Humber. I would be pleased to address any additional questions prior to the next meeting of Senate. 1 INTRODUCTION 1.1 Brief Listing of Proposed MFA Program The proposed program, to be offered by the School of English and Theatre Studies at the University of Guelph, will lead to an MFA degree in Creative Writing conferred by the University of Guelph. An earlier version of this program was approved by the University of Guelph Senate in February 1992 but never submitted for approval by OCGS because of concerns about available resources. The current proposal has been updated in form and content from that original version, but is based very substantially upon it. The proposed MFA program will be practice oriented, placing emphasis on the development and demonstration of specific creative writing skills, and culminating in a creative thesis (or, in the on-line distance program, a creative project). There will be both a full-time residential program and a low-residency distance program that facilitates part- time study. The program is proposed in two forms: 1. As a stand-alone MFA program offered by the University of Guelph in both campus-based and on-line distance versions, and 2. As a combined program offered in partnership with the Humber Institute of Technology and Advanced Learning through its School of Creative and Performing Arts and School of Media Studies. The combined program will be linked with Humber's two-semester Graduate Certificate in Arts Journalism or its two-semester Graduate Certificate in Creative Writing. Students graduating from the proposed combined program will have attained both the MFA degree from the University of Guelph and a graduate certificate from the Humber Institute. The combined program will be campus-based only. Location of the Program a? The University of Guelph-Humber The proposed MFA program will be located in Toronto, at the University of Guelph- Humber on the north campus of the Humber Institute, and build upon the association that now exists through the entity of the University of Guelph-Humber between the University of Guelph and the Humber Institute. This fruitful partnership will be developed within the MFA program through the proposed combined program and through the appointment as associated graduate faculty in the MFA program as a whole of some regular members of Humber faculty and of many professional writers who have taught on an occasional or sessional basis in Humber's well-regarded writing programs. The location of the MFA program at the University of Guelph-Humber facilitates our partnership, brings us closer. to the rich resources of Toronto that are particularly relevant to this program, and also makes it possible to provide appropriate contiguous space for program faculty and students (a resource that is currently in short supply on the University of Guelph campus). In addition, this location will be convenient for many prospective students and for many writers teaching in the program--not only visiting writers and those employed on a sessional basis, but also centrally involved members of the core faculty such as Dionne Brand, Janice Kulyk Keefer, Constance Rooke, and Judith Thompson, all of whom live in Toronto. The location of the program should therefore have some distinct advantages in terms of student-faculty interaction. Relationship to Existing Graduate Programs at the University of Guelph The School of English and Theatre Studies at Guelph presently offers a joint PhD program with Wilfrid Laurier University as well as an MA in English and an MA in Drama. The primary area of concentration for the MA in Drama is Canadian Drama and Theatre. Fields specified for the MA in English and the PhD program that are particularly relevant to the proposed MFA program include Canadian and Post-Colonial Studies, Literarv Theorv/Cultural Studies. and Studies in Gender and Genre. There is a strong- commitment in all three of these programs to contemporary writing and to cultural issues that surround the production and reception of literature.~hus,the nature of the three existing graduate programs suggests an obvious opportunity for mutual enrichment between those programs and the proposed MFA in Creative Writing. It should be noted here that a creative writing thesis (or a creative writing research project within the coursework degree) is currently possible within our MA programs in English and Theatre. Since 1995, 14 of 184 students enrolled in the programs have completed (or are presently completing) creative theses or projects. It is our intention is to continue to allow students in our MA programs to pursue a creative writing thesis or research project. Our reason for continuing this option following the establishment of the MFA is simply that we wish to maintain reasonable flexibility for students who want to pursue an MA degree program rather than the MFA, but who also want this opportunity to develop their creative writing skills. It should be noted that (as is always the case) approval of the proposed subject of the thesis or research project must be sought and obtained. With the introduction of the MFA program, we may see a decline in the number of students seeking and obtaining permission to do a creative thesis or project within the MA. As discussed in Section 4 of this brief, students in existing University of Guelph programs may, with permission, enroll in MFA courses; similarly, MFA students may, with permission, enroll in relevant courses outside the MFA program at the University of Guelph. This intended flexibility-like the continuation of the creative thesis or research project option discussed above-is a response to our recognition that some students with a primary interest in either the MA or the MFA wiIl nevertheless also have a well-judged interest in opportunities for learning that are available within the other degree program. While the opportunity to take courses outside their own program may not be important for very many of our students, it will certainly be important for some. The location of the MFA program at the University of Guelph-Humber will not preclude I interaction between the MFA and other graduate programs based in Guelph. A regular and free shuttle service between the two campuses is already in effect for the use of both students and faculty engaged in existing undergraduate programs at Guelph-Humber, and would be available also to graduate students. It is our view that such ease of transportation is critical to the success of the program. Students on each campus should have physical access not only to occasional courses but also to extra-curricular events that occur on the other campus. Some of the literary events associated with the MFA will be held on the Guelph campus and open to all, while students in other University of Guelph programs will be welcome to attend MFA program events held on the Guelph- Humber campus. The stimulation for both students and faculty that will follow from contact with numerous writers whose work is studied in the existing graduate programs will significantly strengthen the present work of the School. Conversely, the specific critical and theoretical expertise of regular faculty in the School of English and Theatre Studies will be relevant to the interests of the MFA program. The synergies that are sure to occur in these circumstances will enhance the attractiveness to students and the quality of all four degree programs. The proposed MFA program, involving both continuing faculty and rotating faculty, has been designed to tap rather than drain the resources of the School. The participation of a changing group of well-established writers from outside the University who are employed for a limited time and a specifictask will contribute very significantly to the program. These writers, appointed as members of the associated graduate faculty, may be employed to teach a workshop or to provide supervision for the individual study courses in the third semester of the program; in addition, for the distance version of the program, they will provide supervision for the creative project (which takes the place of the thesis requirement in the campus-based program). Much of the work will be concentrated in members of the core faculty who are well- established professional writers and who were hired largely with the MFA program in view. Other regular members of faculty will serve in various capacities, but the burden on them should not be onerous. Additional resources are being provided, workloads at Guelph will be adjusted to compensate for work done in the MFA program, and we do not expect the total workload of Guelph faculty to increase as a result of this new program. All theses in the campus-based program will be supervised by regular members of the core faculty, and faculty who are centrally involved in the MFA program will be able to focus their supervisory activities within that program. 1.2 Objectives of the MFA Program Need for the Program Any account of our objectives must begin by demonstrating the need for such a program within the province and within the country. Since the burgeoning of Canadian literature and publishing in the 1970s, there has been a strong and growing demand for creative writing courses at both introductory and advanced levels, for writers' workshops (such as the one week summer workshop offered by the Humber School for Writers), and for more intensive writing programs (such as those offered by the Banff School of Fine Arts). While such learning experiences (often intermittently accessed and generally of brief duration) can make good sense for aspiring writers, and while some are exemplary in themselves. it is clear that they flourish in such numbers .vartly - because existing BA and master's level programs in Canadian universities do not meet an accelerating' demand. While there are over 200 graduate programs in creative writing in the United States, there are very few in Canada. A number of universities in Canada-including Alberta, Calgary, Concordia, Guelph, New Brunswick, Toronto, and Windsor-have graduate programs in English that include a creative writing option. What this involves and the number of students able to access it varies by institution; at the University of Toronto, for example, seven students were admitted this year to a new creative writing stream within the MA in English. This stream offers one creative writing workshop and the opportunity to write a creative thesis; students must also take a number of "academic" MA courses, such as a course in bibliography. Approximately 100 students applied for admission to the creative writing stream, and many of these (we are told by its Director) would have preferred to enroll in an MFA program had one been available in Ontario; it is clear that many others with an interest in graduate work in creative writing would not have applied to this program at the University of Toronto because they were not interested in (or perhaps qualified for) admission to an English MA program. The only MFA program in creative writing in Canada is at the University of British Columbia-a truly astonishing fact, given the level of student interest here and the successful proliferation of such programs in the United States and elsewhere. (UBC will launch a low residency distance version of its MFA program in creative writing in September, 2005.) The Director of the UBC program has welcomed our proposal for a new MFA program in Canada and confirmed that the demand is very strong. Students in the UBC program are drawn from all over Canada. There is, then, a clear need for another MFA creative writing program in Canada-to increase the number of places overall, to serve students in this region of the country, and to provide choice with respect to program design. In developing this degree program, we have been concerned both with ensuring access for the most talented of prospective students and with ensuring subsequently the greatest possible development of their talent. By offering an MFA in Creative Writing, we make it possible for students to do much more intensive work in creative writing than is possible within a traditional MA program I in English, and also for students with undergraduate degrees in fields other than English (the sciences, fine art, social sciences, and other disciplines in the humanities, for instance) to enter the program. (This second point is of considerable importance, since talented and committed writers may emerge from any academic background.) We are also proposing that a limited number of students without an undergraduate degree can be admitted to the MFA program on the basis of a strong portfolio and prior learning assessment and recognition (PLAR). Again, our concern is to ensure access for the most talented students; and we recognize that such students will come from a wide variety of academic, cultural, and professional backgrounds. These points are discussed in more detail in Section 4. Access is also served through the choice of a campus-based or low-residency distance program. ~y offering a distance version of our program, we make it possible for students from all across Canada and abroad to pursue an MFA degree in Creative Writing from the University of Guelph without having to leave their homes or places of employment for an extended period, and also to pursue their studies on a part-time basis. By offering a campus-based MFA program in Ontario, we meet a very clear pent-up demand in this province and also significantly increase the number of campus-based MFA places available in the country as a whole. Objectives ofthe Progrnm The over-arching objective of the program is to prepare students for careers in creative writing, by exploring and developing as far as possible their skills as writers. Our ambition is to develop the best master's level program in creative writing in Canada. We believe that the university of Guelph, throughAitsiistinguished faculty idthrough the collaborative, innovative, and pedagogically sound nature of the proposed program, is well-positioned to achieve that goal. The program's specific objectives can be stated in the following way: 1. To assist new writers to place their work within a global context. A particularly important aspect of the proposed program is its global focus. While we feel strongly that Canadian writers should be fully conversant with the literature and traditionsif their own country and its various regions, and with the possibilities of their particular historical situation, we are concerned also with encouraging students to regard themselves as part of a global community and to consider broader questions of cultural practice. Such questions include issues of social and political responsibility (including those of writers living under oppressive regimes), the concepts of universality and cultural specificity, the complex relations between writer and reader, and the role of state funding and other means of support for the production, publication, and reception of literary texts. We will ensure that students read widely and that they have opportunities to meet and work with writers from around the world. The global focus will be strongly reflected in both the plenary courses and the extensive reading component of workshops. This focus is especially appropriate in an increasingly globalized world, at a time when Canadian literature is prominent on the world stage, and in a country that prides itself on great cultural diversity. It is also appropriate for a degree program to be offered by the University of Guelph, which has embraced internationalization as a strategic direction; and it is appropriate in light of the existing graduate programs of the School of English and Theatre Studies as well as the strongly multicultural, cosmopolitan nature of the area our MFA program will most particularly serve. 2. To assist new writers to place their work within a national context, and to contribute to the development of Canadian literature. Our graduates will be well-equipped, in part through the extent and quality of their exposure to Canadian writing and writers, to position themselves in the more immediate context of Canadian society. Literature is one of the best means a society has for knowing itself: its past, its present energies, and its future possibilities. The kind of imaginative energy that literature generates is critical to the ongoing invention of Canada. Writers do not produce anything so monolithic as a national identity, but they do very significantly contribute to something that Mavis Gallant has called "a national sense of self." Over the past forty years, Canadian literature has resoundingly come of age, with the production of texts that have become increasingly complex, sophisticated, and disruptive of habitual or ossified ways of seeing and being. In the early 1960s, the appearance of a fine book of poetry could seem to Northrop Frye to be an event of historical significance. Now the appearance each year of dozens--or hundreds--of Canadian literary works of real distinction has become commonplace. It is no accident that the past forty years have also seen the establishment of a variety of respected venues for the teaching of creative writing. The desire of aspiring writers to hone their skills and make their own contributions to our vibrant literary culture becomes stronger as the excellence and remarkable diversity of Canadian writing becomes more evident to them. We recognize the extraordinary achievement of Canadian writers as both an impetus to the study of creative writing in this country and a necessary subject of study within our program. We have seen in Canada the development of a phenomenon that Milan Kundera has described as graphomania-a dramatic increase in the number of persons who not only engage determinedly in the writing of literary texts, but also expect to publish or produce them. While not every student will achieve the prominence and distinction of a Nino Ricci-whose creative writing thesis from Concordia won him both the Books in Canada First Novel Award and the 1990 Governor General's Award for Fiction, and has now been made into a feature film-many who pursue the study of creative writing at the I graduate level will be helped to contribute significantly to the cultural life of this country, whether through a full-time career as a creative writer or in other and often closely related ways. The MFA must set high standards both of admission and of achievement within the program, in order to ensure that genuine talent is developed as far as possible in a program that is designed to support both the legitimate aspirations of our students and the continuing development of a great literature and a vibrant culture in Canada. 3. To assist new writers to become successful in related fields of work, including the teaching of creative writing and the practice of arts journalism. While writers are an indispensable part of the burgeoning "arts industry," it remains the case that many are unable to make a living exclusively from creative writing; many writers also want to teach. A working life that combines the practice of creative writing with the teaching of it-perhaps intermittently or on a part-time basis-is the most common reality for literary writers. Thus, it is important that our students acquire the skills not only to produce publishable texts but also to teach creative writing to the considerable numbers of Canadians who are demanding opportunities to become acquainted with the challenging and life-enhancing process of writing. The MFA is a credential that is particularly useful in securing such employment, and we are concerned to ensure by every means possible that our graduates are equipped to teach writing well. A unique feature of the proposed MFA program is the inclusion of an optional arts journalism component, which recognizes both the great importance of fostering quality in arts journalism and the fact that many creative writers seek paid employment as arts journalists, often in a free-lance or part-time capacity. Arts journalists typically come to such work either from a background in the creative arts or through journalism programs. The provision ofjournalism training to creative practitioners recognizes the advantage of bringing both kinds of knowledge to bear on the practice of arts journalism, and responds to a need that has been clearly identified and strongly felt. (No MFA program anywhere in the world has offered concentrated instruction in arts journalism, and few journalism programs devote much time to it). Students with an interest in arts journalism can simply take the workshop in arts journalism as one of their three required workshops, or they may apply to the Combined Program in Arts Journalism, which involves additional work and leads to the granting of a Graduate Certificate from Humber as well as the MFA degree from Guelph. 1.3 Method Used for the Self-Study and Preparation of the Brief In developing this proposal, and seeking advice on the components of an ideal MFA program, we have consulted very widely with members of the Canadian writing and publishing communities, as well as with people outside Canada. We have had extensive i conversations with undergraduate and graduate students interested in creative writing (at the University of GueIph and elsewhere), and with University of Guelph faculty members, including those most immediately and those more peripherally involved. Constance Rooke,.Janice Kulyk Keeker, Thomas King, Judith Thompson, and Dianne Brand have been centrally involved in the shaping of the program from its beginnings. The strong approval of those external persons with whom we have consulted was evidenced first in the many letters of support that were appended to the original proposal that was approved by the University of Guelph's Senate in February, 1992. The program in its present form reflects further extensive consultation with the same groups, as well as with faculty at Humber-including, most particularly, Joe Kertes, Antanas Sileika, William Hanna, and Basil Guinane. Again, our plans have met with widespread and enthusiastic support. This brief was prepared by Dr. Constance Rooke on behalf of the School of English and Theatre Studies, in consultation with SETS colleagues who will form the core faculty of the MFA program as well as the relevant people at Humber. It was then reviewed by the Director of the School, Dr. Alan Shepard; the Dean of Graduate Studies, Dr. Isobel Heathcote; the Dean of Arts, Dr. Jacqueline Murray; the Associate Provost for the University of Guelph-Humber, Michael Nightingale; and the Provost of the University of Guelph, Dr. Maureen Mancuso. Copies of the draft brief were available in the SETS office beginning in August 2004, for review by faculty, staff, and students; a slightly revised version of the draft brief has been available in the SETS office since the beginning of March. The brief has been reviewed [and endorsed] by the Board of Graduate Studies on [date]. 1.4 Fields in the Program The proposed program has no declared fields. 1.5 Review concerns expressed in previous appraisal and actions taken Not applicable. 1.6 Special Matters and Innovative Features Tradition and Innovation The design of the proposed program incorporates a number of innovations, as well as the traditional components of any good creative writing program. We recognize that writers grow through careful, constant reading of the work of others; through the arduous, repeated, and solitary act of writing itself; through rigorous and sensitive critique; and through the painstaking process of revision. We recognize also that the commitment of spirit and discipline necessary for such work is strengthened by a sense of community i with other writers both new and well-established; by steady affirmation of the value of such work; and by exposure to previously untried or unimagined directions, both creative and professional. The innovations in the program are largely aimed at greater connectedness-with the texts of other writers, with writers themselves, with the cultural scene, with the world of work, and with a global literary community-and greater access. *** By offering a low-residency on-line distance program as well as a campus- based program, and by openness to alternate admissions criteria, we increase access to the program for talented new writers and support both ethnic and demographic diversity. *** By designing a program that places an unusuaIly strong emphasis upon the need for writers to read, we ensure that our graduates are well acquainted with the literary traditions within which they are working. (While MA programs include substantial reading through English courses, these are not taught from the perspective of the writer.) *** By implementing for the campus-based program as well as the distance program mentoring possibilities which extend access beyond our own distinguished faculty to writers from across Canada and abroad, we increase the likelihood that each student will be able to work closely with the writer who is best placed to help that particular student achieve optimum growth as a writer. *** By making extensive use of visiting writers, both as course instructors and as short-term visitors to the program, we extend the range of writerly voices and advice available to our students. *** By entering into a number of partnerships, especially the proposed combined program with the Humber Institute of Technology, we bring to the program additional human resources and exceptional opportunities for students. *** By offering instruction in the teaching of creative writing and the practice of arts journalism, we seek not only to prepare students for working lives that will often necessarily include more than the production of literary texts, but also to improve the quality of such teaching and such journalism. * * * By choosing for our program a unique global focus-as reflected in the signature plenary courses, in readings assigned, and in'the writers who participate in the program-we help our graduates to take their place in a larger community of writers. Access to a Wide Range of Writers The proposed program is intended to guarantee that students will have access to a very wide range of writers, among whom they may discover those best able to assist in the development of their own particular talents. Indeed, from the earliest stage in the design of this program, we were determined that we would make extensive use of a rotating staff of professional writers who are not in the regular employ of the University, and whose expertise would not normally be available to students. While such writers will be drawn from all over Canada and beyond, the physical location of the MFA program in Toronto 1 (in which many writers live, and which many others visit) as well as our appointment of special and associated graduate faculty from Humber's well-established writing programs, will be helpful in this regard. The decision to offer a program that taps into the expertise of the writing community at large is not a function of weakness with respect to faculty resources at the University of Guelph; in fact, there is probably no university in Canada that is better positioned in terms of its own faculty resources to offer an MFA in Creative Writing. The core faculty for the program will include Dionne Brand, Thomas King, Janice Kulyk Keefer, and Judith Thompson--each of whom is a distinguished and widely celebrated Canadian writer and a tenured faculty member at the University of Guelph. These four very prominent writers were originally employed by the University of Guelph in large part because of our desire to offer an MFA in Creative Writing. But the University's complement of writers able to make contributions to the MFA has grown larger and stronger over time, and includes such colleagues as Robert Enright, Cecil Foster, Stephen Henighan, Smaro Kamboureli, Pablo Ramirez, Sandra Sabatini, Mary Swan, and David Waltner-Toews-as well as Constance Rooke, who will serve as the first Director of the MFA Program. Diversity We are particularly pleased that members of our core faculty will provide an extraordinary level of ethnic and cultural diversity as well as gender balance. These are matters of special importance in a creative writing program. Of the four distinguished writers who fo~mthe "core.' of our core faculty, one is African-Canadian, one is Aboriginal, and three are women. In putting together a core faculty for the MFA that reflects such diversity as well as clear excellence, we have acted in accordance with principles that are firmly held in the School of English and Theatre Studies as a whole. This is a School that is particularly strong in feminist scholarship and that is committed through its curriculum to the study of writing by marginalized groups. The knowledge of and sensitivity to the multicultural nature of Canadian society that is strikingly evident in our MFA faculty as a whole will be reflected in the curriculum of the program, as well as in other instructors, mentors, and visitors whom we bring into the program (in both campus-based and distance versions). Very importantly, this commitment to diversity will be a powerful means of attracting to the program an unusually diverse group of talented writing students. It is also our intention to be diligent in seeking out talented students from a wide range of ethnicities. The Distance Program While we anticipate September 2006 as the start-up date for the campus-based version of the MFA program, it is our intention to wait for at least a year before introducing the on- line distance version of the program. The decision to offer a low residency distance version of our MFA program is a recent one; it was not part of the proposal that was I approved in 1992. Over the last decade and a half, however, such programs have been proliferating and flourishing in the United States-for a number of very good reasons. Among these are the strong interest in MFA programs on the part of mature students, the heavy concentration of writing in an MFA program that can be done wherever a student lives, the advances in technology that have greatly facilitated interaction between students and teachers, the greater flexibility for students that taking a degree by distance permits, and the ability of institutions to make use of the skills of writers who would not be available to teach on campus. The need for face-to-face contact with teachers and fellow students is addressed in such programs by a residency component. We anticipate that students who choose to apply to the distance program rather than the campus-based program will be primarily mature professionals who have employment and other responsibilities they cannot or do not wish to leave behind. The student group served will therefore be very different from the group served by the campus-based, full- time program, where we anticipate that most students will be recent graduates not yet launched upon a career. For mature students, the distance program has very clear advantages. The pursuit of another career while writing in one's spare time is a common pattern; as the years pass, the passion for writing-especially when accompanied by genuine talent--often becomes compelling. But doubts about one's ability to make an adequate living as a creative writer, and concern for the sizable financial responsibilities that accumulate over time, make it hard to contemplate abandoning one profession for another that is less certain. The distance version of the proposed MFA program addresses such circumstances directly, making it possible for mature students (often mid-career professionals) to develop and test their talents under expert guidance without cutting existing ties. Within the group of mature students likely to be attracted to the distance program are the ever-increasing numbers of late-career professionals with a passion and talent for creative writing who anticipate writing full-time upon retirement. The ability to pursue this program on a part-time basis and to do so without abandoning employment and/or family responsibilities for a new locale will be a strong attraction for these individuals, as will the opportunity to interact with other mature students in similar life circumstances. The distance program allows us to reach out to a different demographic group in which strong talents that are worthy of further development very clearly reside. The higher fees that we anticipate charging for the distance program should not present a barrier for this group of students. Higher fees for the distance program are justified by the development and delivery costs associated with ensuring a very high level of quality in the program, and include the costs of mounting a first-rate residency component. The distance version of the program will no doubt also attract some younger students from across Canada and abroad who for various reasons cannot or do not wish to leave their places of residence. In addition, we anticipate a high level of interest from aspiring writers in the United States, where low-residency distance programs in creative writing have enjoyed great success. The location of the residential component in Toronto is expected to appeal to many prospective students from the United States. ) Writers appointed as associated graduate faculty will be employed specifically to teach in the distance program, and will play a larger role in the distance version of the program than in the campus-based program. Our core faculty will be responsible for ensuring the high quality of course design and materials, and to that end will also be involved in any revision of courses and updating of materials, will as members of the program committee have an ongoing role in the selection of students and faculty, and will teach in the distance program as their schedules permit. . Our distance program will mirror the campus-based, stand-alone program to a very considerable degree. (The combined program will not be offered in a distance version.) As in the case of the campus-based program, the quality of the admissions portfolio will be the essential evidence upon which admissions decisions are made; while other qualifications are likely to vary from those of younger students applying to the campus- based program, the standard applied to the assessment of the portfolio will be identical. The distance program and the campus-based program will have the same broad learning objectives. As in the campus-based program, students will be required to take three workshops, two plenary courses, and one individual study course. Instead of a thesis, however, students in the distance program will be required to complete a creative project course. In most cases, the creative project will be supervised by a member of the associated graduate faculty rather than by a regular University of Guelph faculty member. We are confident that our distance program will be of exceptional quality, both because of the quality of our faculty (including those who design and those who teach the courses) and because courses will be designed in collaboration with the exceptionally sophisticated learning technologists and course designers of the University of Guelph's Office of Open Learning (OOL) and strongly supported by OOL. We will also be able to build on the experience of the Number School for Writers, garnered though its Graduate Certificate in Creative Writing, which is a distance program. Continuing support from OOL for each course offering will ensure that all technical and 3ther support issues are addressed with a high level of professional competence and in a spirit of student-centredness. OOL's record in providing this kind of exemplary, hands-on service-for example, in support of the University's executive MBA programs-is both clear and well-established. OOL will also be centrally involved in supporting and providing necessary training for faculty teaching in the on-line distance mode. Access to library resources and other such materials will also be assured with the support of OOL. Curricular materials will be more extensive than is common in most such programs, and will include extensive audio-visual materials (e.g., materials in Humber's archives and new materials recorded from the campus-based plenary courses). Building a strong learning community will be a high priority of the distance program. Courses will be delivered online and permit asynchronous interaction among students and between students and faculty. We recognize the importance of class size in online distance programs, with respect to both student-teacher ratios and online discussion groups, and will ensure that pedagogically appropriate limits are maintained. 1 We also recognize the importance not simply of providing a residential component in the program, but of ensuring that its design results in a particularly rich and fruitful experience for our students. This component will support those learning outcomes (such as effectiveness in public reading) that can only be addressed or are best addressed in a face-to-face environment. The program will involve two residential periods, each of approximately ten days in length. They will occur in the summer terms, and we anticipate that students will be housed in the new dormitories on Humber's Lakeshore Campus. The residency periods will involve intensive face-to-face work and a wealth of opportunities, both day and night, to interact with members of the writing community. Our partnership with Humber makes it possible for MFA distance students to participate in the afternoons and evenings in the sessions that are the centerpiece of the Humber School's acclaimed Summer Workshop; in the mornings, they will participate in workshops designed particularly for them and building on the work they have done at a distance. Students will have opportunities during the residency periods to develop their public reading skills and to give prepared talks on literary subjects (including their own work). Combined Program in Arts Journalism As discussed in Section 1.l, we are proposing to mount a combined program in arts journalism that would link the Humber Institute's proposed two-semester Graduate Certificate Program in Arts Journalism with the MFA in Creative Writing. The Humber program is expected to be operational in September 2006, when the MFA is also expected to begin. Students admitted to the MFA program who wish to pursue a combined program in arts journalism would receive both the MFA degree from Guelph and the Graduate Certificate in Arts Journalism from Humber. Such students would be required to satisfy all the requirements of the MFA and to take the workshop in Arts Journalism as one of the three required workshops in either their first or their fourth semester of study. Students in tlie combined program would normally use the individual 'study course in the third semester of the program to complete, under the supervision of Humber's srts journalism faculty, a number of individualized modules drawn from the curriculum of Humber's Graduate Certificate in Arts Journalism. But they could also work on the required modules ir. other semesters, in addition to or instead of employing the third semester course for this purpose. If it is deemed appropriate by Humber staff assessing what work is necessary for MFA students to achieve the knowledge and skill base required for the granting of the certificate, they can also participate in courses (or portions of courses) within the certificate program. Both the University and Humber recognize that students enrolled in the MFA who wish to take the combined program will have advanced writing skills and that some may also have prior training or experience in journalism that makes it reasonable for them to omit certain components of the certificate program. Thus, it will be legitimate to grant the certificate as well as the degree provided that Humber is assured that MFA students possess by the end of the combined program all of the knowledge and skills that the granting of the certificate affirms. The components of the certificate program that will be required of students in the combined program will be determined on an individual basis. Both the arts journalism workshop and any modules required by Humber arts journalism faculty will normally be completed by the end of the fourth semester of the program, and must be completed by the end of the fifth semester. All other MFA coursework will have been completed by the fourth semester. A typical program sequence for students enrolled in the combined program is provided in Section 4. As a further point of information, students enrolled in Humber's Graduate Certificate in Arts Journalism, but not in the MFA, will also take the arts journalism workshop within the MFA program. Humber does not anticipate a large number of students in its certificate program, but if the total number of students wishing to register in the arts journalism workshop (students in the MFA only, in the certificate program only, or in the combined program) is greater than expected, we will mount an additional section rather than permit student numbers to exceed a pedagogically desirable level. Interaction between the three categories of students taking the workshop in arts journalism should be productive for all concerned. Combined Program in Partnership with Humber S Graduate CertiJicate in Creative Writing Students who are admitted to the MFA program and who already hold Humber's Graduate Certificate in Creative Writing will be required to take only two workshops within the MFA program. For students wishing to pursue both the Humber certificate (a correspondence program) and the campus-based Guelph MFA, a combined program is proposed. A significant practical advantage of this combined program for some students would be that students registered in the certificate program for what would otherwise be the third and fourth semesters of the MFA program will be able to complete the workshop requirement of the MFA program with only lwo semesters on campus. They would have to be on campus at Guelph-Humber in th2ir fourth semester of study only for their second plenary course. Participation in the combined program wou!d mean that these MFA students would not be required to take either the individual study course in the third semester or the third workshop in the fourth semester, but could do either or both if they chose to do so. Anticipated completion time for the combined program would therefore be less than anticipated completion time for the two programs taken separately. Students in the combined program would have the advantage of working on a lengthy manuscript with a writerlmentor employed through the Humber certificate program prior to embarking on the MFA thesis with a member of our core faculty in the role of thesis advisor; the thesis would often in such cases build directly on - but not be the same as - the manuscript produced in the certificate program, in very much the same way that writing done in workshops is further developed in the thesis. Harbourfront and Other Partnerships i We have entered into a very promising partnership with Toronto's Harbourfront, involving Harbourfront's International Festival of Authors held in the fall and their year- round Reading Series. Our MFA students will have free admission to Harbourfront's many literary events, will be able to work as volunteers if they choose, and will be invited to social events such as the party that opens the International Festival of Authors. This partnership will provide our students with many rich opportunities for exposure to and interaction with writers from around the world and a wide range of Canadian writers. Harbourfront's standard contract with writers who perform in their venues severely restricts other engagements in the area. As a result of the partnership with Harbourfront, however, this restriction will not apply to any form of participation in our MFA program. Thus, we will be able to take full advantage of writers visiting Toronto who would also be interested in short-term employment in our MFA program. Very importantly, Harbourfront and our program will collaborate as appropriate in the recruitment of writers who are of interest to us both. Both Harbourfront and the MFA program will benefit from a joint approach to writers, their publishers, and funding agencies in the writers' home countries, as the offer of both a Harbourfront appearance and paid employment as a visitor to the MFA program will often be a stronger inducement than one of these offers alone. This approach will lead to greater efficiency as well as greater success in the recruitment of international writers especially, but it will also help us attract to our campus many Canadian writers who live in distant regions of the country. Although writers generally travel a good deal, where they go is largely determined by the number of professional opportunities that can be arranged in a particular locale. The MFA program will be entering into a number of other partnerships whose essential purpose is to provide our students with additional access to working writers, the creative and cultural community generally, and volunteer or paid work experience. Opportunities arising from these more or less formal associations will not be installed as program requirements; rather, they will open doors to students and help us to expand opportunities for hands-on learning beyond the classroom. For example, we will also have a partnership with the well-regarded Eden Mills Writers' Festival, with which members of the core faculty have had extensive involvement from its beginnings. Opportunities for our students to be involved may include liaison with writers and the judging of entries to the Festival's annual literary competition. We have also had promising discussions with two Toronto magazines-Eye and Fuse-both of which cover arts and culture extensively. The editors of both magazines have suggested that interested MFA students might apply for internships, and they will also welcome submissions of arts journalism from our students. In the months ahead, we will be meeting with a number of other magazines, theatres, and other such organizations in order to provide (at minimal or no cost) broad access to cultural events as well as volunteer or employment-related opportunities for our students. Discussions with Tarragon Theatre and Theatre Passe Muraille, for example, are imminent. Workshops and Productions We will vigorously pursue opportunities at the University of Guelph and elsewhere for aspiring-. playwrights . in the MFA program to have their plays workshopped or produced and to in a variety of ways in the world of theatre. In the past, a number of MA students in our theatre program have had opportunities to assist playwright Judith Thompson in professional workshops for productions of her plays at Tarragon Theatre in Toronto. It is Professor Thompson's intention to extend such opportunities to MFA students in the future. Six of Judith Thompson's plays have premiered at Tarragon, and her relationship with that theatre is ongoing. We note here that MFA students primarily interested in writing for the theatre will benefit not only from active theatre programs at both the University of Guelph and Humber, but also from the University's extraordinary Canadian theatre archives, from the dramaturgical expertise of SETS faculty, and from the editorial work of Professors Alan Filewod, Ric Knowles, Harry Lane, and Ann Wilson on journals such as Canadian Theatre Review, Essays in Theatre, and Modern Drama. MFA students interested in screen-writing will have access to the very successful summer workshops in screen- writing that are offered by Humber. Readings Public readings-performances-of a writer's work have become an important part of a writer's vocation and career. We will ensure that our students have effective training in the art of public reading as well as numerous opportunities to put their skills into confident practice. Training will include instruction from a professional voice coach. Students will also attend (and be given opportunities to reflect upon) public readings by writers associated with the program and niany others. There is ar. exceptionally wide range of such opportunities in our area, in a variety of venues. The Writer in Residence Program The School of English and Theatre Studies will continue to participate in the Writer in Residence program funded by the Canada Council for the Arts. Through this program, the costs of which are shared between the University and the Council, one or two distinguished writers-most commonly two, with one being in residence each semester- are made available to consult with students and to give public readings on campus. The Writer-in-Residence Program of the Canada Council was established over twenty years ago, and is intended to support residencies in such institutions as public libraries and universities. A few years ago the funding for the program was temporarily withdrawn, but it has now been reinstated. Over the years, this cost-sharing program has brought numerous writers such as Austin Clarke and Dionne Brand to the University of the Guelph campus; Guillermo Verdecchia and Djanet Sears are the writers-in-residence at Guelph in the 2004-05 academic year. Students in the MFA program will have access to writers-in-residence. 2 THEFACULTY The composition of the faculty associated with the MFA program will differ markedly from that of the School's MA and PhD programs in that highly qualified persons who are not regular members of the faculty at the University of Guelph will do a significant proportion of the teaching, in both the campus-based and distance versions of the ' program. This decision has been taken primarily because we want to offer our students the greatest possible range and quality of influences. We believe that academic rigour and creative vitality are ideally served by the combination of faculty envisioned for the proposed program, including (a) core MFA faculty who have strong academic (including graduate advising) and research experience as well as very strong creative records, (b) a rotating group of highly respected working writers drawn from the larger literary community, some of whom will bring additional university-level teaching and advising experience, and (c) the richly varied expertise of other Guelph and Humber faculty. The mix of continuing faculty and rotating faculty is an essential feature of the program, providing an optimal balance between continuity and variety. Many creative writing programs are dependent on a small group of writers and on the deployment of English department faculty who have creative writing as a secondary, sometimes quite peripheral area of expertise. The University 6f~uel~his unusual in the strength, number, and range of expertise of the writers on staff at the University who will be available to teach (and otherwise participate) in the MFA. Although these individuals have other demands on their time, it would have been possible to design an MFA program exclusively around them. However, from the beginning our intention has been to mount a program that would draw much more broadly on the expertise of the writing community at large. Our ability to attract many of the writers we wish to hzve involved in the program is dependent upon their being able to work both part-time and for limited periods. Thus, the advantage of variety obtained through the use of "rotating" faculty is also an imperative in terms of the quality of such faculty. Our challenge has been to design a program that is strong enough and flexible enough to interest writers of the calibre we wish to attract. We know that many writers will welcome the opportunity this program presents to supplement their own incomes and to serve gifted ncw writers without compromising their own creative work. Rotating faculty would be employed as workshop instructors for a single semester, as supervisors of the independent study course required of students in the third semester, or as short-term visitors to the program. We have wanted writers to be free to assume a variety of roles within the program and to become involved to the degree that other commitments permit; and we are confident that the proposed program, in its campus-based and distance versions, achieves that goal. Certainly our preliminary discussions have indicated a high level of interest from excellent writers both within and beyond Canada. It is important to emphasize, however, that sessional hiring will be determined not only by the excellence of the writer's work, but also by his or her reputation as a teacher of creative writing. We believe strongly that creative writing, particularly in an MFA program, should be taught only by those who are themselves very accomplished writers. We recognize that many of this country's strongest writers and most effective teachers of creative writing lack graduate (and sometimes undergraduate) degrees, that such teaching occurs in a wide variety of venues, and that not all good writers teach writing well. To hire solely on the basis of academic credentials and experience in university teaching would be unwise. Our intention is to hire on the basis of demonstrated excellence in the practice and teaching of creative writing, wherever such teaching may have occurred. Effectiveness in this very specialized form of teaching is richly prized and well- recognized in the writing community. Members of our core faculty have widely varied expertise. Dionne Brand and Janice Kulyk Keefer have well-established reputations in fiction, poetry, and creative non- fiction. Thomas King offers strength in fiction (including stories, novels, and detective fiction), creative non-fiction, and script-writing (for radio, television, and film). Judith Thompson and Dionne Brand also have extensive experience in screen-writing, and Judith Thompson is one of Canada's most distinguished playwrights. Constance Rooke provides expertise as an editor, short story writer, writer of creative non-fiction, and arts journalist. Joe Kertes and ~ntanasSileika are well-established novelists, and Antanas Sileika also has wide experience as an editor and arts journalist. Robert Enright is one of Canada's most distiuguished arts journalists, and Cecil Foster is a well-established cultural journalist. Sandra Sabatini and Mary Swan are well- established fiction writers. David Waltner-Toewes is a widely published poet. Stephen Henighan is a well-known author of fiction and creative non-fiction. And Pablo Ramirez has graduate level training and expertise in fiction. Joe Kertes, founder of the Humber School for Writers, and Antanas Sileika, its present Director, have contributed very significantly to the recent development of the program. We expect that they will continue to make important contributions as members of our associated graduate faculty and members of the program committee. Part of their interest in the MFA program is the opportunity for further study that it may provide for their own students. While all applicants to the MFA will compete for admission on a strictly equal basis, those who are admitted and who have successfully completed the Humber School's Graduate Certificate in Creative Writing will be able to receive advanced standing credit for one of the three MFA workshops; and students who are admitted to the Combined Program will pursue this Graduate Certificate and the MFA degree simultaneously, receiving both credentials in a shorter time than would otherwise be possible. Humber faculty will also he involved in supporting the arts journalism and screen-writing components of the MFA program. A further possible avenue for collaboration relates to a new post-graduate program in Book Publishing that Humber will be launching in May of 2005. 2.1 List of Core Faculty The following capsule biographies provide an overview of the proposed core faculty in the stand-alone and combined programs. Table 2.1 gives additional information in tabular form. Category 1 Tenure or Tenure-Track Core Faculq whose Graduate lnvolvement is Exclusively with the Program under Review The proposed program will have no Category 1 faculty; all proposed tenured or tenure- track core faculty are also active in other programs. Category 2 Non-Tenure Track Core Faculty whose Graduate Involvement is Exclusivelv with the Pronram under Review Sandra Sabatini (University of Guelph - Research Officer, College of Arts) Creative strengths: fiction Researchlteaching fields: Canadian literature Caterrorv 3 Tenure or Tenure-Track Core Faculty Involved in Teaching and/or Supervision in other Graduate Programs Dionne Brand (University of Guelph - SETS) Creative strengths: poetry, fiction, creative non-fiction, drama, screen-writing Researchlteaching fields: Canadian and Commonwealth literature; Black studies Robert Enright (University of Guelph - SOFAM) Creative strengths: artslcultural journalism Researchlteaching fields: Art criticism Cecil Foster (University of Guelph - Sociology and Anthropology) Creative strengths: artslcultural journalism Researchlteaching fields: Blackness and Multiculturalism; Issues of Identity, Culture, Immigration, Citizenship, Democracy, and Belonging in Canada and the Americas Stephen Henighan (University of Guelph - SETS and SOLAL) Creative strengths: fiction Researchlteaching fields: Latin American literature and culture; Canadian literary debates and institutions: Romanian and Moldovan studies Smaro Kamboureli (University of Guelph - SETS) Creative strengths: fiction, poetry Researchheaching fields: Canadian literature, postcolonial theory Thomas King (University of Guelph - SETS) Creative strengths: fiction, detective fiction, children's literature, creative non-fiction, screen-writing Researchheaching fields: Native studies Janice Kulyk Keefer (University of Guelph - SETS) Creative strengths: poetry, fiction, creative non-fiction Researchlteaching fields: Contemporary Canadian literature; Twentieth Century British literature; Central European literature Pablo Ramirez (University of Guelph - SETS) Creative strengths: fiction Researcwteaching fields: Nineteenth-century American Literature; U.S. Latinalo Literature Judith Thompson (University of Guelph - SETS) Creative strengths: drama, screen-writing Researchheaching fields: Canadian drama; Acting David Waltner-Toews (University of Guelph - Population Medicine, OVC) Creative strengths: poetry, fiction Researchlteaching fields: Veterinary medicine Category 4 Non-Tenure Track Core Faculg Involved in Teaching and/or Supervision in other Graduate Programs Not applicable Category 5 Other Core Faculty Joe Kertes (Dean of the School of Creative & Performing Arts, Humber College) Creative strengths: fiction, arts journalism Researchheaching fields: Constance Rooke (Director, MFA Program in Creative Writing) Creative strengths: fiction, creative non-fiction, arts journalism Researchheaching fields: Contemporary Canadian and American literature; Women Writers; Old Age and Literature Antanas Sileika (Artistic Director of the Humber School for Writers) Creative strengths: fiction, arts journalism Researchfteaching fields: Mary Swan (University of Guelph Library - Information Services) Creative strengths: fiction Category 6 Non-Core Faculty who Parficipafe in fhe Teaching of Graduate Courses Not applicable TABLE 2.1: FACULTY MEMBERS ' Level of supervisory privileges held by each faculty member: e.g. full, master's only, co-supervision 2 Home Unit - the budget unit paying the salary 3 Retirement Date, if within the next seven years Humber School for 2.2 Research Funding TABLE 2.2 U of Michigan Rackham Merit ompson ($1.000) P. Ramirez ($2.000USD) Canada Council J. Kulyk Keefer ($10,000) J. Thompson ($1.500) Toronto Arts Council J. Thompson ($1,000) Distinguished Professor Award S. Henighan ($2.000) J. Kertes Grant J. Thompson ($10,000) P. Ramirez ($750 USD) Canada Council T. King ($11.500) U of Michigan American Culture J. Thompson ($600) Program Departmental Research Award P. Ramirez ($500 USD) 2001102 Travel and U of Guelph President's Maintenance Grant. Distinguished Professor Award Centre for Canadian S. Henighan ($4.000) Studies. U of Athens S. Henighan (E600) U of Guelph College of Arts Research Enhancement S. Henighan ($4.000) U of Michigan Rackham Travel Grant P. Ramirez ($1,000 USD) Canada Council U of Guelph President's 2002103 T. King ($15,000) Distinguished Professor Award S. Henighan ($4,000) Ontario Arts Council U of Michigan American Culture J. Kertes Program Director's Summer Grant P. Ramirez ($1.000 USD) U of Michigan Dissertation Fellowship P. Ramirez ($6,000 USD) SSHRC Aid to Scholarly 2003104 S. Henighan ($53,162) (2004-07) Publications Program U of Guelph College of Arts S. Sabatini ($7,000) Research Enhancemen S. Henighan ($5,000) U of Guelph President's Distinguished Professor Award S. Henighan ($4,000) Totals: $1,220,690 $305.300 $8,185 $206,156 NB: Specific date and amount data remain pending for Antanas Sileika's applications to the Toronto and Ontario Arts Councils, the Dept. ofCanadian Heritage, and the Canada Council. 2.3 Graduate supervision TABLE 2.3 MASTER'S DOCTORATE POST-DOCTORAL PROFESSOR Career Current Career Current Career Current (completed) (completed) (completed) Category 1 (Tenure & Tenure-track core faculty) Category 2 (Non-tenure-track core faculty) Sandra Sabatini PROFESSOR * Supervision of Research Projects (major paper completed as part of course-work degree) ** Dionne Brand and Robert Enright share a University Research Chair position, and both Thomas King and Janice Kulyk-Keefer have 213 time appointments of long standing; part-time arrangements were made for these four distinguished writers to provide time required for writing. 2.4 Current Teaching Assignments TABLE 2.4 Sessional ENGL 2130 Basis . - ~ . 1 . '>< -. , i.G2feg@$?:&,:: , . <.. Dionne Brand Distinguished ENG. 347* 4 Unless otherwise indicated, members of graduate faculty teaching at the University of Guelph 'Unless otherwise indicated under Faculty Member, graduate courses are from the MA program at the University of Guelph. Please also note that all undergraduate and graduate courses listed are worth 0.5 credits, representing 3 contact hours per week for one semester. (St. Lawrence Visiting ENG. 3 1O* University, ENG. 411* TBA ENGL 6201 I SOC 1100 Professor SOC 4740 SOAN 2290 1 I SOC 2390 Thomas King Professor ENGL 2550 213 ENGL 4700 appointment I On leave ENGL 2640 Ramirez* * Professor ENGL 3940 ENGL 3540 ENGL 3960 Judith DRMA 3080 I DRMA 6190 Thompson Professor 362013630 DRMA 3080 DRMA 4340 **Pablo Ramirez was a new appointee to the University of Guelph, July 1,2003 Sessional Basis (University of Residence Guelph) Steohen I Associate 1 TBA 1 TBA Henighan Professor Cecil Foster Assistant SOC 1100 Professor.. . ------SOC 4300 SOAN 2290 Thomas King Professor On Leave Janice Kulyk Professor ENGL 2940 a Keefer ENGL 3470 appointment ENGL 3960 I Judith Associate DRMA 3080 Thompson Professor DRMA 4340 DRMA 2080 DRMA 3080 DRMA 362013630 ENGL 2920 appointment Janice Kulyk Professor ENGL 3660 213 Keefer ENGL 3960 appointment ENGL 4720 Judith Associate DRMA 2080 Thompson Professor DRMA 3080 DRMA 3080 DRMA 362013630 DRMA 4340 *Credits the same weight as those listed at the University of Guelph 2.5 Commitment of Faculty members from other Graduate Programs andlor from Other Institutions As indicated previously, the proposed MFA program will benefit from the participation of several distinguished Humber faculty. Joe Kertes and Antanas Sileika will be members of the core faculty. Other Humber faculty will be appointed, at the appropriate times, as non-core associated graduate faculty. As shown in Table 2.1, a number of individuals at the University of Guelph with expertise relevant to the MFA have appointments in units other than SETS and will he involved in the program as core or additional faculty. Members of core faculty outside of SETS include Robert Enright (School of Fine Art and Music), Stephen Henighan (School of Languages and Literatures), Sandra Sabatini (Office of the Dean of Arts), Mary Swan (Library), and David Waltner-Toews (Population Medicine, OVC). 3. PHYSICAL AND FINANCIAL RESOURCES 3.1 Library Resources The University of Guelph's Chief Librarian has provided a separate statement regarding the library's relevant holdings and services; it is attached as Appendix A. We note here only that in addition to its excellent holdings in contemporary (especially Canadian) literature, the University of Guelph collection includes the most significant and complete Canadian theatre archives in existence anywhere. These archival materials will clearly be of great importance for MFA students with a particular interest in drama. This report also contains information concerning the relevant library resources and services at Humber and the University of Guelph-Humber. 3.2 Laboratory Facilities Not Applicable. 3.3 Computer Facilities All Guelph faculty and students are assigned an e-mail address. As a resource allocated by the University of Guelph's College of Arts, the College's Graduate Computer Lab (MacKinnon 050) is available to SETS graduate students, who may acquire a key to the lab for access anytime during regular building hours. The College of Arts computer lab includes ten Pentium IV workstations (running Windows XP 2002, with both Wordperfect Office 2000 and Open Office 1.1). These workstations'are connected to the University's internet service and to an in-house laser printer for which students need only supply their own paper (as opposed to payment per copy). One additional workstation here, an HP x86 (running Windows 2000, with Microsoft Office 2000 and both CD- and DVD-ROM drives) is connected to an HP ScanJet ADF scanner. The lab is attached to the College of Arts network and to the campus high-speed network, and thus-like the various other workstation pools on campus (e.g. in the Library)-allows students access to the Internet. The College of Arts Media Centre, also located in the MacKinnon Building, provides an additional nineteen workstations to all College of Arts students; these are Pentium I11 machines running Windows 98, with software for CD applications and Internet use (but no office suites). In addition, SETS itself has two workstations for the use of SETS graduate students: one legacy Pentiurn R machine (running Windows 95, with WordPerfect Office 2000), in the GTAs' office; and one Pentium 111 machine (running Windows 98, with both WordPerfect and Microsoft Office 2000 suites) in the SETS graduate students' lounge. Thus, a total of thirty-two workstations are available to the approximately one hundred College of Arts graduate students (estimated on the basis of Summer 2004 enrolment)- of which SETS students comprise 3 1--on the Guelph campus alone. In addition to computer resources within the College of Arts, the University of Guelph Library has one hundred wireless networked laptop computers available to all registered library users, and approximately four hundred workstations located the library's public computer pools. At Guelph-Humber, graduate study space to be provided will include one computer workstation for every three graduate students. It is anticipated that initially this will mean approximately 8 to 10 workstations. Students will also be able to link laptops to the computer network through either cable or wireless modes. In the Learning Commons, a further 42 workstations (connected to four printers, electronic resources, and online data resources), are available to all Guelph-Humher students. 36 computer workstations, connected to one printer, are also available in the Humber library, but these computers are restricted to Internet access, library and inter-library search functions, and databases. The workstations currently available at Guelph-Humber are predominantly Pentium 4 machines, with a smaller remainder of Peutium 3 machines. Guleph-Humber's IT department updates the campus hardware on a four-year cycle (i.e. no work station on campus is older than four years). 3.4 Space As discussed in Section 1, we propose to house the new MFA program on the University of Guelph-Humber campus in Mississauga. At present, the College of Arts is experiencing a shortage of space for faculty and students, and although expanded space is planned, those renovations will not be complete until 2006 at the earliest. The University of Guelph-Humber moved into a new, purpose-built, 140,000 square-foot facility in Fall 2003. Features of the building presently include a splendid four storey atrium (used for public gatherings and ceremonial occasions), twelve classrooms (with capacity varying from 40 to 65), two lecture theatres (with a capacity of 20 each), four studio-style computer classrooms, four seminar rooms (with a capacity of 20 each), an extensive learning commons, and a number of specialized labs. The MFA program will have full use of these spaces as appropriate to its needs. The facility also has ample space that has not yet been developed. The finishing of this space could be deferred because the University of Guelph-Hurnber does not expect to achieve its projected steady-state enrolment until Fall 2007-a useful circumstance that makes it possible for the remaining space to be developed in stages and in accordance with particular programmatic needs as these become more clear. The MFA program's need for support space will be met through the construction of graduate student carrels, a program resource centre, and a meeting area, comprising approximately 1600 square feet, by Fall 2005. In addition, office space will be provided at the Guelph-Humber campus for the MFA program Director, for the Secretary who supports the Director and the MFA Program, and for MFA program faculty. For its part, SETS at the Guelph campus allocates one private office to each full-time faculty member (approx. 130 sq ft. in size); each office is equipped with a network- connected Pentium workstation and telephone. Offices for English Program faculty are located on the fourth floor of the MacKinnon Building; offices for Drama Program faculty are in Massey Hall. Graduate students are furnished with office space to meet and consult with students, and students working on GRAs frequently use faculty offices or other project-specific spaces for their work. Students holding GTAs are assigned office space in either Massey Hall or the MacKinnon Building. Specific research offices allocated to major research projects (e.g. Canadian Adaptations of Shakespeare, The Orlando Project) offer graduate students holding GRAs with those projects additional facilities. In addition, all U of Guelph graduate students have the option to book a library carrel or closed study in McLaughlin Library (normally for the semester in which the student is writing the thesis, dissertation, or major research paper). Faculty and graduate students have access to fax machines in the SETS office. All gr~duatestudents are provided with a personal mailbox for both internal and external mail. The University is planning a nlassive expansion to the MacKinnon Building (which houses SETS staff, faculty, and some related research project offices), in order to provide much-needed extra faculty office space. Current projections estimate this plan will be completed as early as 2006. 3.5 Financial Support of Graduate Students The University has made a commitment to provide support for MFA students at a level at least equal to that which is now in place for MA students in the School of English and Theatre Studies. MFA students would be eligible to apply for Graduate Teaching 29 1 as' Assistantships (GTAs) in undergraduate courses. Normally the courses in which MFA students are awarded GTAs will be SETS courses on the Guelph campus or courses at Guelph-Humber involving SETS faculty, but where MFA students have the appropriate expertise other assignments (for example, within College of Arts courses more broadly) may be possible. Exceptionally well-qualified MFA students may apply for GTA positions in support of undergraduate creative writing courses. They will also be eligible to apply for Graduate Service Assistantships (GSAs) that provide a wide range of valuable learning experiences. GSAs may be based at either the Guelph or Guelph- Humber campus, and will include (for example) opportunities for work in the Guelph- Humber Writing Centre, on the Humber School for Writers' archives, and in the organization of various literary events. These positions involve the rendering of a service for not more than 10 hours per week or a total of 140 hours per semester. The current (2004-5) pay rate for GTAs and GSAs is $4,606.13 per appointment. Of this, $3,500.66 is designated as salary, and $1,105.47 is designated as a non-taxable bursary. Students may also be awarded a partial GTA or GSA. For each student entering the program, the minimum guaranteed funding would be $9,212.26, the amount earned through two GTAIGSA appointments, for those students who choose to pursue such opportunities for support. We would seek, however, to provide funding amounting to approximately $5,000 in the first year of study and $10,000 in the second year of study. MFA students will also be eligible for employment under the terms of a faculty member's research grant (such as a SSHRCC grant or a Canada Council grant) as Graduate Research Assistants (GRAs). The dollar values of GRA stipends are based on the external granting agencies' guidelines on support of graduate students through research operating grants. While GRA pay rates vary among research projects, SETS encourages faculty research project directors to pay GRAs approximately $20 per hour. MFA students mav also be eligible- for a range- of internal and external awards. The University of Guelph Graduate Calendar contains a complete listing of scholarships and fellowships available to graduate students. Internal awards-both scholarships and bursariesLfor which MFA students may be considered include the following: 1. Board of Graduate Studies: University Graduate Scholarships The University of Guelph provides 720 awards on a competitive basis to graduate students who have achieved at least a first-class average in the previous year of academic study. The award is valued at $2,000 per semester. Students do not apply for these awards; graduate programs nominate students each semester, and all eligible students may be considered for nomination by programs. Preference may be given to entering and first-year students. 2. Board of Graduate Studies: Research Scholarships The University of Guelph provides 125 awards on a competitive basis to graduate students who have achieved at least a first-class average in the previous one-year of full-time, or equivalent, study. The award is valued at the semester rate of domestic tuition at the time of the award. Students do not apply for these awards; departments present nominations, and all eligible students may be considered for nomination by departments. Preference may be given to entering and first-year students. A limited number of emergency bursaries and/or student loans are available for students who unexpectedly find themselves in difficult circumstances. These funds are specifically designed to cover emergency/acute/unexpected/one-time-onlysituations requiring compassion and are not designed to cover registration and living costs associated with the normal continuation of study. In addition, we hope to establish several scholarships specifically for our creative writing MFA students; tentative approaches to persons who might endow such scholarships have already been made, and more will follow. 4. PROGRAM REGULATIONS AND COURSES 4.1 Intellectual Development and Educational Experience of the Student Many of the ways in which the proposed program will meet the learning objectives set out in Section 1.2 of this brief, and more generally support the intellectual development and educational experience of the student, are discussed under "Special Matters and Innovative Features" (Section 1.6). The discussion of "extracurricular" activities and opportunities that are specific to the needs of our MFA students seemed more appropriate under that heading, where we detail the strategic partnerships and affiliations that allow us to support our students in this way. Other aspects of the intellectual development and educational experience of the student-including activities to promote these which in many other graduate proqrams would be extracurricular-are addressed in Section 4.2, under the Description of Courses. Note particularly that the plenary courses have been designed to incorporate "professional development" activities and to introduce students to the wider community of practitioners in the discipline. However, a variety of practices and initiatives related to professional developmcnt in general and literary production in particular is in place at the University of Guelph-and these too will be open to MFA students and supportive of their intellectual development and educational experience. This section of the brief is therefore devoted primarily to providing detail on some of the initiatives on the Guelph campus from which MFA students based at the Guelph-Humber campus students might benefit. The resulting interaction between MFA students and students in our other programs (also discussed in 1.l, under "Relationship to Existing Graduate Programs") will build a stronger learning community for all students. Such interaction will be facilitated and strongly encouraged. Both faculty and students within SETS have demonstrated leadership in these practices and initiatives. SETS organizes regular orientation seminars, social receptions, public lectures and readings, and other special events to foster networking and collegiality among graduate students. For example, the School's Director of Graduate Studies organizes two annual colloquia for our graduate students, and the inaugural colloquium featured talks by and discussion with creative writers Di Brandt, Daphne Marlatt, Roy Miki, and George Elliot Clarke. The School's Director administers an annual series of professional development seminars that include topics relevant to MFA students (e.g., networking, grant applications, and non-academic career options), and that will provide a valuable supplement to other professional development activities that are specific to the MFA program. A recently founded, student-run MA and PhD Society (MAPS) within the School of English and Theatre Studies will be open to our MFA students as well. MAPS assists with the aforementioned seminar series and organizes a number of program-oriented and social events for SETS graduate students, ranging from informal gatherings and study groups to colloquia. However, MAPS is only one of several student-led groups conducive to cultivating literary talent on campus and in the wider community. Carousel, a student- edited (and student-fee financed) independent literary journal which celebrated its twentieth anniversary in 2004, is dedicated to the promotion of new writing and publishes mainly work by Guelph undergraduate and graduate students. Carousel is an ideal venue to which unpublished or modestly published MFA students may look in seeking publication for their work. Other forms of involvement with Carousel would also be open to MFA students. In 2002, a group of SETS senior undergraduates formed the Creative Writing Society (CWS) as a student club; the organization now includes a mix of graduate and undergraduate students from programs across the University among its members. The CWS organizes regular student reading events on campus, and half its regular meeting schedule throughout the school year is devoted exclusively to peer critique of work in progress (other meetings include writing exercises and workshops with invited authors and publishers). The CWS hosted its Second Annual Symposium for Aspiring Canadian Writers in May 2004, featuring workshops with Natalee Caple and Sky Gilbert, and assumed responsibility for administering the 2004 Eden Mills Writers' Festival Literary Contest. The critiques, reading events, and symposium workshops constitute spaces for dialogue, performance, and constructive criticism where students can test their voices and their own creative boundaries, as well as those of the genres in (or around) which they work. CFRU, the University of Guelph's community radio station, now broadcasts a number of dramatic and literary programs, and is looking to expand such programming. Carousel, CFRU, and the CWS (which maintain a strategic affiliation) together speak to the high degree of student interest and investment in local literary culture, and represent valuable extracurricular resources for MFA students, particularly those interested in editorial practice and student leadership. The opportunities tliat such initiatives as these in Guelph provide, and that will be expanded and enriched through a wide-range of literary events and activities generated (on both campuses) by the new MFA program, will contribute significantly to the intellectual development and educational experience of all graduate students in SETS. The interaction of students in various SETS graduate programs will lead to productive cross-pollination and durable networks. The leveraging of institutional opportunities for professional development that are outlined here will be important for the MFA program. In addition, however, as described in Section 1.6, MFA students will have extraordinary opportunities arising from our partnerships with Humber and with a number of organizations devoted to arts and culture. These will lead to enhanced access to the writing community at large, cultural events, and paid or volunteer work opportunities for MFA students. The location of the program in Toronto, as well as the relationships already established between members of the core faculty and many organizations devoted to arts and culture in the Toronto area, position us very strongly to forge other partnerships aimed at enhancing the intellectual (and professional) development and educational experience of students in the MFA program. 4.2 Program Regulations Administration Both the stand-alone program (campus-based and distance versions) and the combined program will be administered by the Director and the MFA program committee. The Director of the MFA program reports to the Director of SETS. It will be the responsibility of the program committee, chaired by the Director, to assess applications for admission to the program, to advise the Director on such matters as the hiring of associated graduate faculty, to approve in advance all requests for the assigning of credit within the MFA program for courses taken outside the program, to establish advisory and examining committees, and to coordinate and review the curriculum. Members of the program committee will be members of the core faculty appointed for one or two year terms. The committee will have four or five members, in addition to the Director. Although students will not serve on the program committee, because the nature of most of its work precludes that, they will be urged to provide advice and to raise any issues of concern whenever they wish to do so. In addition, there will be formal occasions on which their advice is specifically sought, and these will include special meetings of the program committee involving student representation. Admission Standards and Policy To be eligible for admission to the stand-alone MFA or the combined program, the normal minimum requirement is a baccalaureate degree, in an honours program or the equivalent, from a recognized degree-granting institution. There will be no requirement as to the discipline in which the degree has been earned. Heterogeneity-a difference of background and vision-will be a strength of the student body, reflecting the rich diversity of backgrounds among the most accomplished of professional writers. SuccessfUl applicants will be expected to have achieved an average standing of at least second-class honours (B-) in the work of the last four semesters or the last two years of study (or full-time equivalent thereof). In accordance with provisions made in University of Guelph graduate policies, applicants may apply for and be evaluated for admission to the MFA program under a set of approved alternative admissions criteria. A limited number of such students-up to 15% of students in the program-may be admitted to the MFA without having satisfied the degree requirement and/or academic standing requirement set out above, if they are assessed as qualified to undertake graduate studies in creative writing on the basis of other experience and practice. Again, we believe that our decision to make use of approved alternate admissions criteria will contribute to a healthy level of heterogeneity among our students and that it is consistent with our determination to admit students on the basis, above all, of their exceptional ability and promise as creative writers. Admission to the MFA program, whether as a regular, provisional, or special student, is based upon the recommendation of the School of English and Theatre Studies and is subject to the approval of the Dean of Graduate Studies on behalf of the Board of Graduate Studies. Admission to a particular course within the MFA program-which may be granted, for example, to a student enrolled in one of the School's MA programs or to Number students pursuing the Graduate Certificate in Arts Journalism-does not imply admission to candidacy for the MFA degree. Students will be selected for admission to the MFA program primarily on the basis of a substantial portfolio. These portfolios will be assessed by the MFA Program Committee, which makes recommendations on admission to the Director of the School of English and Theatre Studies. Admission portfolios may contain both published and unpublished work as well as work-in-progress. The portfolios will between 40 and 70 pages in length and must include a minimum of three separate works (or excerpts from separate works). Students will be strongly encouraged but not required to submit works in more than one genre (e.g., poetry and fiction). Considerations of balance over the program as a whole, with respect to the genres in which applicants are particularly interested and particularly strong, will also have some impact on admissions decisions. Applicants will be required to submit two letters of reference as well as a letter of application in which they describe their aspirations as writers. Prospective students who are applying to the MFA program under alternate admissions criteria will be required to participate in an interview, in order to clarify qualifications and to answer any questions the Program Committee may have. In cases where a face-to- face interview creates hardship for the applicant, a telephone interview will be arranged. For international students whose first language is not English, the University requires certification of English language proficiency (e.g., TOEFL, CAEL, MELAB) as stipulated by graduate policies. Degree Requirements Students in the campus-based program will be required to complete a total of 4.0 graduate credits and a thesis on an approved topic, for which no credits are assigned. Requirements for students in the on-line distance program will be identical, except that these students will be required to complete (in lieu of a thesis) a creative project course, for which 0.5 additional credits are assigned. Required courses are of three types: *** three semester-long workshops, each involving a substantial reading component as well as extensive writing, and each worth 1.0 credits, *** two plenary courses, each worth 0.25 credits, and *** one individual study course, worth 0.5 credits The on-line distance version of the program is intended to facilitate part-time study. For the distance program, the only requirements with respect to sequence are that all other coursework must be complete before work on the creative project course begins, and that the individual study course is taken after at least one workshop has been completed. In neither version of the program is there any requirement of sequence with respect to particular workshops chosen; in both versions, a selection of workshops will be available in any given semester. The campus-based version of the program is conceived as full-time and will normally involve six semesters of study. The sequence of courses will be as follows: TABLE 4.2.1 Sequence of Courses - Standalone MFA Program Semester 1 2 3 4 5 6 (Fall) (Winter) (Spring) (Fall) (Winter) (Spring) One One Workshop One Individual Workshop Thesis Thesis and one Workshop Study and one Plenary Course Plenary Course Course TABLE 4.2.2 Sequence of Courses - Combined MFA-CW Certificate Program Semester 1 2 3 4 5 6 (Fall) (Fall) (Winter) -(Wlnter) pppp (Spring) (Spring) One One Humber Humber Workshop Workshop Certificate Certificate Thesis Thesis and one Program Program Plenary and one Course PIenarv TABLE 4.2.3 Sequence of Courses - Combined MFA-Arts Journalism Program Semester 1 2 3 4 1(Fall (Fall) Arts I One I Modules I Arts I Journalism I Workshoa I from 1 Journalism or other Humber or other Workshop Certificate Workshop and one Program and one Plenary in Arts Plenary Course Journalism Course Workshop Requirement. Students are required to take three workshops. Five workshops will be offered each year, three in the fall semester and two in the winter semester. The Arts Joulnalism workshop will be offered each fall semester, and can be taken in either the first or fourth semester of study. The content of the other four workshops offered in any given year may vary in accordance with student interest. Workshops may be devoted to a single genre (such as Fiction or Poetry) or to a combination of genres (such as Fiction and Non-Fiction, or Drama & Screenwriting). In fulfilling the workshop requirement, students will be required to select workshops (whether combined genre or single genre workshops or both) that involve them in the close study and extensive practice, over the degree program as a whole, of at least two and preferably three of the following six genres: fiction, poetry, drama, screen-writing, creative non-fiction, and arts journalism. (The individual study course in the third semester can be used to provide either more intensive work in a genre of primary interest, or to extend the range of genres pursued.) The requirement that workshops be taken in at least two separate genres is important because sustained exposure to and practice in a second or third genre may reveal and develop new creative strengths, and also because such varied knowledge and expertise is highly desirable for MFA graduates who may wish to seek employment as teachers of creative writing. The requirement that workshops be taken in at least two different genres is particularly meaningful in two other special circumstances, both of which may involve the student's taking only two workshops: *** Students in the Combined Program involving the Humber School for Writers' Graduate Certificate in Creative Writing will be required to take only two workshops. *** Students may request permission to take one or two advanced-level courses at the University of Guelph in lieu of one of the workshops. Because the workshops carry a credit weight of 1.O, two courses of 0.5 credits each would be thz equivalent of one workshop. However, a student whose best interests are served by taking only one such course can be granted permission to do so; the missing 0.5 credits could then be earned through a specially arranged independent study course. Alternatively, a student who wishes to take one 0.5 credit course at the University of Guelph, and also wishes to take three workshops, can apply for permission to take the Guelph course in lieu of the individual study course in semester three of the MFA program, a course to which 0.5 credits are assigned. Typically, these substituted Guelph courses would be MA courses in English or Theatre offered through SETS, but they could also be courses offered by other departments or schools. In exceptional cases, permission to take an undergraduate course may be granted. Our intention in providing such flexibility is to satisfy as far as possible the diverse learning needs of individual student writers, who will enter the MFA program from a variety of backgrounds and have varying trajectories in mind for their writing careers. (Some, for example, may have an interest in literary forms that are characteristic of certain South American writers; others may wish to pursue an interest in music or i visual arts which they expect will be relevant to work in arts journalism or indeed to their own creative writing.) Roles and Responsibilities of Faculty The roles articulated below indicate how faculty will be deployed within the program: 1. Director The Director will have a critical role as the animator as well as the administrator of the program. Constance Rooke was Chair of the Department of English at the University of Guelph when this program was first proposed, and has been responsible for leading its further development. She will serve as the program's first Director. The Director will chair the MFA program committee. With the assistance of this committee, the Director will be responsible for the administration and ongoing development of the MFA program, course allocation (in consultation also with the heads of the relevant zcademic units), the recruitment of associated graduate faculty and visitors to the program, and other matters discussed below under "Program Committee." In addition, the Director may serve as an instructor or co-advisor. 2. Instructor Courses within the program will be taught by core faculty and by writers employed for a single semester as associated graduate faculty. The term instructor is used also for faculty (nomally associated graduate faculty) employed to supervise the creative project course in the distance program. 3. Visitor Visiting writers from Canada and abroad will be brought in on a regular basis, for periods ranging from a day to a week or more. Visitors will give readings, will participate in courses, and will consult with individual students. They will play a critical role in the plenary courses described below. 4. Advisor or Co-Advisor Regular members of the core faculty will serve as advisors for the thesis component of the campus-based program. Occasionally a member of the core faculty classified as associated graduate faculty (e.g., Constance Rooke, the first Director of the MFA program) may serve as co-advisor, with a regular member of the core faculty being assigned as the other co-advisor. Normally, the student will have been paired with an advisor (or co-advisors) by the third semester of study, and must be paired before the fifth semester. 1 5. Mentor The term mentor is used for the instructor assigned to supervise the individual study course in the third semester of the program. Normally this role will be performed by professional writers employed as associated graduate faculty for this specific purpose. NOTE: The use of associated graduate faculty as mentors and as instructors supervising the creative project course in the distance program will greatly increase the number of writers available to do intensive individualized work with students and so help to ensure the best possible match for the student. Thesis Requirement The thesis is the most important single component of the campus-based MFA-"thesis" being the term traditionally applied to the sustained creative project that comes at the end of the MFA degree. An oral examination, in which the student's critical awareness of his or her creative practice will be assessed, is the final phase of the thesis requirement and of the program. The standard to be applied to the thesis is that it should be at least of publishable quality in the estimation of the examiners. The thesis might be a book-length manuscript of poems, a novel, a collection of short stories, a full-length play or screen-play, or a memoir-to offer only a few examples. It must be a completed work, rather than a work- in-progress. The thesis may be entirely new work; it may also be based on work done in the workshops, or indeed on work done before the student enters the program. It will frequently be the case that a student enters the program with an unpublished, book-length manuscript in hand. While such work may emerge after extensive revisions as the thesis, a manuscript that is essentially finished before the student enters the program cannot satisfy the thesis requirement. Each student will have a thesis advisor and a two-person advisory committee made up of the advisor and one additional faculty member. At least one member of the committee must be a regular member of faculty. If a student is assigned co-advisors, the two co- advisors will constitute the advising committee. When it has been determined by the advisory committee and the student that the thesis is ready for examination, the thesis will be evaluated by a three-person examining committee, including two persons who were not members of the advisory committee. An oral examination will be the obligatory final phase of the thesis requirement. The examining committee, whose first and most crucial task is to assess the merits of the thesis itself, will conduct this examination. A grade is not assigned to the thesis. Although some students may be able to complete the thesis in one semester, most will require two or more semesters. After two semesters of thesis work, and at the end of each semester thereafter until the thesis is complete, students are required to submit a progress report to which the thesis advisor attaches his or her comments. Residence Regulations As stated in the University of Guelph Graduate Calendar, the residency requirement is for a minimum of two semesters. Language Requirement The MFA program will not have a language requirement. Although we will require the reading of texts that were written in languages other than English, these will be read in English translations. 4.3 Part-time Studies The campus-based program has been designed as a full-time program. In special circumstances, students may be permitted to drop down to part-time status. The distance program has been designed to facilitate full-time or part-time study. 4.4 Total Graduate Courses Listed and Level Description of Courses 1. Workshops The workshops will be strongly focused on writing, but each will also involve a substantial reading component. In the campus-based version of the program, separate class times may be scheduled for the reading and writing components, as arranged between the instructor and the students; in total, students will spend about five hours in class each week-and many more hours writing and reading. Students will also consult individually with their workshop instructors. An important part of the workshops is the interaction between students and the responses they will be asked to provide to one another's work; attendance is therefore mandatory. (In the distance version of the program, such interaction will be achieved on-line.) The writing requirement of the workshops will be very substantial, in terms both of new creative work assigned and of requirements for revision. The guided and evaluated practice that students will have in providing constructive criticism for other students within the workshops is a significant component of their training as teachers of creative writing; and whether they teach or not, it will help them to respond productively to editorial suggestions about their own work. The reading component of the workshops will involve students in the active and writer- oriented reading and analysis of representative texts drawn from Canada and the world. Readings assigned will be a combination of texts that students read and discuss together, and others that are specific to the needs of individual students. It is worth noting here that the most consistent and urgent advice given to new writers by established professionals is simply to read-widely, voraciously, and well. Models drawn from the readings will form the basis of numerous writing exercises. Through the reading component of the workshops, students will grow in an understanding of technical and other aspects of the writer's craft; they will be able to discuss technique knowledgably and to incorporate the insights gathered from their reading into the writing they produce for the workshop. We believe that it is important for students (as writers and potential teachers of creative writing) not only to develop but also to articulate an understanding of textual practice Written and oral assignments related to the reading component of the workshop will demand from students a mastery of skills requisitifor asophisticated discussion of literary texts, including their own. (This learning objective is also addressed to some extent through the plenary courses.) The genres in which workshops will be offered are fiction, poetry, drama, screen-writing, creative non-fiction, and arts journalism. A single workshop will focus on one or two of these six genres. Workshops will be scheduled and genres combined in such a way as to ensure that all students have access over three semesters of workshop study to more than one workshop that addresses any genre in which they may have a primary interest, as well as sufficient choice among others genres. The admissions process will be used to identify interests and to achieve a reasonable level of balance within the program. Only one single-genre workshop is fixed: the arts journalism workshop will be offered in each fall semester, and can be taken either in the first or fourth semester of study. Five workshops will be offered each year, three in the fall semester and two in the winter semester. There will be more workshops in the fall semester because there will be more students taking a workshop in that semester: a new cohort will be taking their first workshop in their first semester of study, and the previous cohort will be taking their third and final workshop in their fourth semester of study. Thus, students will have not simply the five workshops offered in a single year but the eight workshops offered over three semesters from which to select three. (Arts journalism, however, will be offered twice within that time period-in each fall semester-so that in terms of access to the various genres students will be choosing three out of seven options.) Students are required to ensure through- their selection of workshops that they work in a minimum of two separate genres and are strongly encouraged to take workshops that include work in at least three genres. They can take two (but not three) workshops that treat the same genre, either alone or in combination with another genre (for example, one workshop in fiction and another in fiction and creative non-fiction). In making workshop assignments to faculty, we will take care to ensure that a student working in the same genre twice will do so with different instructors. Within the broad areas that are defined by the workshop titles, there are many options for students. We provide only examples here. Writing for children or young adults (in a variety of genres) can be pursued within workshops (as well as in the individual study course, thesis, or creative project). Fiction may include not only work of varying lengths-story, novella, novel-but also specialized kinds of fiction, e.g., fantasy or detective fiction. Creative non-fiction might include travel writing, memoir, biography, etc. Screen-writing could include documentary as well as feature films, and television as well as film. With respect to the arts journalism workshop, we note that our students are likely to be particularly interested in print journalism and in journalism related to the literary arts, but that the workshop is not restricted to these topics. We will strongly encourage students who have an interest in other arts (e.g., painting, architecture, music) to pursue these interests. Students enrolled in the Combined Program in Arts Journalism may be provided with further instruction in broadcast journalism through modules drawn from Humber's certificate program. We note here that the required individual study course, the scope provided for individualized (as well as common) reading assignments within the workshops, and the writing of a thesis or creative project provide ways in which students can develop knowledge and expertise in sub-genres that are not emphasized strongly within the workshops. 2. Plenary Courses The plenary courses ("Writers on Writing" and "Writers in the World") are so-called because a full cohort of MFA students will be registered in these courses, in which visiting writers are often featured, and also because others (MFA students in another cohort, SETS students from the Guelph campus, faculty, etc.) will be encouraged to attend. One plenary course will be offered each year in the fall semester, and students are required to take both plenary courses (one in the first semester of study, and one in the fourth semester of study). Thus, students will take both "Writers on Writing" and "Writers in the World," but the order in which these courses are taken will vary according to which of the plenary courses is offered in the first semester of study and which in the fourth semester for that particular cohort. The two plenary courses have been designed to make frequent use of short-term visitors to the program. At least in the first instance, responsibility for the plenary courses will be assigned to the Director of the MFA program, who will coordinate these visits, set and evaluate assignments, and be responsible for ensuring that the learning objectives are met. Although the two courses have different titles and different emphases, they involve content that overlaps to a significant degree. For this reason and because we will need to make use of distinguished visitors at times that are possible for them, the issues and learning objectives to be addressed will overlap to a significant degree, especially in the campus-based program. The plenary courses for the distance version of the program will be developed and mounted after the plenary courses have been offered on campus for the first time. They will incorporate audio-visual materials that provide distance students with exposure to the course visitors, and these materials will grow with future offerings of the plenary courses on campus, involving different visitors. Plenary courses will normally involve two hours of class-time each week. Often but not always, this will involve a one hour presentation from a visitor, or the instructor responsible for the plenary course, or a member of the core faculty, followed on a subsequent day by an hour-long opportunity for reflection upon the ideas developed in that presentation. On a rotating basis, students registered in the course who have been identified in advance as respondents will provide their own responses to the presentations and lead discussion. Panels may also be employed. 50% of the student's grade in the course will be based on the quality of participation in discussion, including work performed in the role of respondent; the remaining 50% will be derived from formal written assignments. Learning objectives for the plenary courses include increased sophistication in the understanding of concepts and debates relevant to the world of writing and greater ease in speaking and writing about such matters; more particularly, our goal is to help students develop and articulate more fully their own positions. Each of the two plenary courses will also have a substantial component addressing practical matters associated with the progress of a writing career. a) Plenary Course-Writers on Writing This plenary course will allow students to acquaint themselves with and vigorously debate the "writing theories" of artists such as Henry James, Virginia Woolf, Anton Chekhov, Milan Kundera, Octavio Paz, John Gardner, Nicole Brassard, and a great many others-including the contemporary writers from Canada and abroad who will participate in the course as visitors. The course will examine how writers understand and describe their own creative processes and aims, and how they create or respond to the prominent literary theories of their time. A significant portion of the course-at least two weeks-will be devoted to a consideration of strategies for the teaching of creative writing; this will arise naturally out of consideration of the "advice" given by writers on writing. b) Plenary Course-Writers in the World This plenary course will involve students jn significant, often highly contentious debates on the nature and role of writingdebates that form a context within which the solitary writer creates his or her own imaginative worlds. Issues to be considered will include the varying conceptions of the writer's role, the relationship of writer and readers, writing as an instrument for social change, and writing as an occasion for pleasure. Differences in the concept, role, and status of the artist in different societies will be examined through the examples and writings of figures such as Vaclav Havel, Gabriel Garcia Marquez, Margaret Atwood, Duo Duo, and Salmon Rushdie. Again, visiting writers will make a major contribution. A significant portion of the course--at least two weeks-will be devoted to another set of issues involving writers in the world: practical issues such as the writing of grant applications; the politics of publishing and relationships between writer, agent, and editor; copyright, Public Lending Rights, and reprography; and giving public readings and interviews about one's work. 3. Individual Study Course The individual study course, required in the third semester of the program, is intended to install within the curriculum a critical opportunity to address the variable learning needs of individual students. The design of individual study courses will be arrived at through consultation between the Director, the student, and the mentor assigned to the student, and will require approval by the MFA program committee. It should be noted that this is decidedly not an independent study course. Rather it offers students a very significant mentoring opportunity beyond that which is offered by work on the thesis or creative project. The word "individual" in the title of the course refers to the work of an individual student with the individual writer who has been carefully selected to mentor that particular student. Students will be working very closely with their mentors and will have regular contact with them through whatever combination of face-to-face meetings, telephone consultation, and mail or e-mail works best for the individuals concerned. For students whose need to read more is deemed paramount, it will be primarily a reading course, with ample practice in writing in relation to particular models. For students enrolled in the Combined Program in Arts Journalism, the individual study course will often involve the completion of required modules drawn from the Humber Graduate Certificate in Arts Journalism. For the majority of students, however, it is likely to be an intensive v~ritlngcourse. Recent experience at the University of British Columbia, for example, indicates that many MFA students in creative writing now aim at completing (or nearly completing) two book-length manuscripts over the course of the degree program (the manuscript that is presented as a thesis and one other). The individual study course supports that ambition, since it means that the student will have two distinct opportunities to work closely with professional writer (the mentor and the thesis advisor) in developing a lengthy manuscript. If a student wishes to use the individual study course essentially to do preliminary work on the manuscript that will ultimately become the thesis, it will be necessary to appoint a thesis advisor before the mentor is assigned so that the two may consult. The individual study course provides other kinds of flexibility as well. It offers an opportunity for students either to do additional work in a genre of primary interest, or to work in a genre not yet studied. For students who wish to take a non-MFA 0.5 credit course at the University of Guelph, but also wish to take three workshops, that course may, with permission, be substituted for the individual study course. NOTE: As previously set out, an independent study course worth 0.5 credits may be paired with a 0.5 credit course at Guelph to replace a 1.0 credit workshop. Such a course would not be identical to the individual studv course described above. since the level of supervision would be significantly less for an independent study course. However, there would be similar flexibility as to the content of the course. Proposed Teaching Assignments The matching of courses to individual instructors below does not represent actual allocation of courses to core faculty; neither does it imply that core faculty not named here will not teach courses. Rather, it is provided to give a sense of how faculty might be deployed over the first two years of the program. Asterisks (***) indicate a course staffed by a writer not regularly employed by the University who is hired specifically to teach that course in that semester. Note that in the first fall semester of the program's existence, only two workshops will he offered; in all subsequent fall semesters, when students from two different cohorts will be taking workshops, three workshops will be offered. It is possible that the arts journalism workshop will not be offered in the first year of the program, in which case students in the first cohort would to take that workshop in their fourth semester. Further discussion of enrolment patterns appears in Section 5.1. TABLE 4.4 Semester 1 2 3 4 5 6 Course Faculty Member Responsible Fiction Thomas Individual Individual Workshop King Study Study Screenwriting Workshop Poetry and ~ictidn Workshop Fiction and Creative Non-Fiction Workshop Arts Journalism Workshop Writers on I Constance I Writing Rooke (Plenary Course) Writers in the World (Plenary Course) Note that in Semester Six (Spring), students from the first cohort will be in their second semester of thesis work and studcnts in the second cohort will be enrolled in individual study courses. The question of whether or not to offer the arts journalism workshop (see ? in table above) in the first semester of the program's existence will be answered in consultation with Humber faculty involved in the certificate program in arts journalism. 4.5 Collateral and Supporting Departments As noted above, the program will be housed on the campus of the University of Guelph- Humber and will benefit from the participation of several senior Humber faculty as Associated Graduate Faculty at Guelph. In addition, as discussed in Section 2.5, several members of our core faculty at the University of Guelph are based in units other than SETS. No other substantive participation from other Guelph or Humber departments is envisioned at this time. 5. OUTCOMES 5.1 Enrolment and Graduations We anticipate an intake of 15 students for the campus-based program for each fall semester. The program is designed to be completed within six semesters (two years), although some students may require more to complete the thesis requirement. Note that in the fourth semester of study for a given cohort-the semester in which these students will be taking their third and final workshopa new cohort will have arrived, and each of these students will also be taking a workshop in that fall semester. This means that at steady state there will be thirty students enrolled in workshops in the fall semester, and fifteen students enrolled in workshops in the winter semester. It is for this reason that we plan to offer three workshops in the fall semester and two in the winter semester. Disregarding the possibility of additional students being enrolled in a particular workshop (e.g., certificate-only students in the arts journalism workshop, or students who have been permitted to take more than three workshops), average enrolments in fall semester workshops will be ten students; average enrolments in the winter semester workshops will be seven or eight students. In any year where applications are of exceptionally high quality or the admission of a few additional highly qualified students is considered desirable in order to achieve reasonable balance with respect to genres, intake may increase to about 18 students. The average workshop size described above for an intake I of 15 students would easily permit this additional intake. In the distance version of the program, which is designed to facilitate part-time study, we anticipate that many students will choose to take longer to complete the program. Maximum duration would normally be five years, and we anticipate that most students would complete their degree requirements well before that. Intake in the distance program would not be restricted to the fall semester. We anticipate annual intake would begin at about twenty-five students and increase slightly over time. 5.2 Employment We anticipate that graduates of the MFA program in Creative Writing will be self- employed as creative writers. Many will require or desire other employment as well. For example, they will find work as teachers of creative writing and/or as arts journalists. Some will find other employment that is related to arts and culture (e.g., arts administration) or that makes use of their advanced writing skills. 5.3 Publications We anticipate that many students entering the MFA program in Creative Writing will have already published some work; more publications (for these students and for previously unpublished student writers) will no doubt occur over the period in which students are enrolled in the program. Small literary magazines (where most creative writers get their start) are the most likely outlet, especially for fiction and poetry. Students interested in the publication of arts journalism will be assisted by the partnerships previously discussed. All students will be offered advice and support as they seek to publish their work. The plenary courses will address this matter formally. There is, however, no formal requirement for publication. As previously stated, the standard to be applied to the thesis is that the work is deemed to be of publishable quality. We therefore anticipate that the publication of much of the work done in the context of the thesis will occur at some time following graduation. As previously noted, the experience of other MFA programs in Creative Writing indicates that many students aim at producing more than one publishable, full-length manuscript in the course of their studies. 5.4 Projected graduate intake and enrolments As noted above, we plan an initial intake of approximately 15 students for the campus- based version of the program, and propose to admit approximately 15 students in each subsequent year. For the distance version of the program, we anticipate an initial intake of approximately 25 students and expect that to increase to an intake of 30 in the second year, 35 in the third year, and 40 in the fourth year. 1 APPENDIX C: Thesis Regulations As per the 2004-2006 University of Guelph Graduate Calendar Thesis Each candidate for a graduate degree, with some exceptions, is required to submit a thesis based upon the research conducted under the supervision of a member of the graduate faculty. Details as to numbers of copies and arrangements for submission are given under the appropriate degree regulations. General specifications as to paper, format, order and binding are available from Graduate Program Services. Submission of Thesis When the thesis, in its final form, has been prepared after the final oral examination, the candidate will bring two unbound copies to Graduate Program Services. Each copy must be submitted in a separate folder with the pages numbered and arranged in the appropriate order. The thesis must be free from typographical and other errors. When accepted by the dean, one copy will be retained for microfilming and for deposit in the McLaughlin Library after being bound. The second copy will be retained for evenrual submission to the department. Circulation and Copying of Thesis In normal circumstances, as a condition of engaging in graduate study in the university, the author of a thesis grants certain licences and waivers with respect to the circulation and copying of the thesis: 1. to the chief librarian a waiver permitting the circulation of the thesis as part of the library collection; 2. to the university a licence to make single copies of the thesis under carefully specified conditions; 3. to the Nationai Library of Canada a licence to microfilm the thesis under carefully specified conditions. Provision is made for the circulation and the copying of a thesis to be delayed for a period of up to twelve months from the date of successful final examination, good cause being given. Copyright Provision Copies of the thesis shall have on the title page the words "In partial fulfilment of requirements for the degree of Master of Arts" (or Master of Science, etc.). The International Copyright notice (O ), which consists of three elements on the same line (a) the letter c enclosed in a circle, (b) the name of the copyright owner (the student) and (c) the year should appear as the bottom line on the title page of the thesis. Copyright Policy Consistent with the foregoing, the Board of Governors has established an administrative policy on copyright. The policy statement may be consulted in the Research Policies Handbook at http://~.uoguelph.ca/research/ Unacceptable Thesis In the event that a candidate is unable to prepare a suitable thesis, the advisory committee will so report to the graduate faculty of the department (the candidate will receive a copy of the report). The department chair is responsible for ensuring that the dean of Graduate Studies is promptly and fully informed of the circumstances. Publications Arising from Research Graduate students share with other researchers the responsibility of disseminating information obtained in the course of their research. Accordingly, the university encourages graduate students to publish the results of their research projects without undue delay. In several departments, publication of journal articles is critical for their research programs. Such departments may establish procedures whereby the graduate student's advisor may arrange for submission of journal articles based on the graduate student's research, should the graduate student fail to make such submissions. The procedures should be in writing and should be made known to graduate students on entry into the program. 1 MEMORANDUM To: Senate From: Irene Birrell, Secretary of Senate Re: MFA in Creative Writing - Library Assessment Date: June 14,2005 Attached is an addendum to the brief for the MFA in Creative Writing. APPENDIX A: Report of the Chief Librarian, University of Guelph Dr. lsobel Heathcote Faculty of Graduate Studies University of Guelph Dear Dr. Heathcote: This letter describes the University of Guelph Library support for the new Master of Fine Arts in Creative Writing program. The collection of materials developed by the University of Guelph Library supports the teaching and research in the MFA in Creative Writing program. The University collection contains a variety of access tools, both automated and print, to make the collected information readily available to the students and faculty. Currently, the entire Library system comprises approximately 1,531,281 paper volumes (including books and bound journals). The library provides access 6,489 journals in print and microform formats, and approximately 9,000 in electronic format. Special note must be made of the various co-operative projects now arising from the consortium document signed in 1995 by the Presidents and University Librarians of the TriUniversity Group (TUG) of the libraries of the Universities of Guelph, Waterloo, and Wilfrid Laurier University. One of these projects is a co-operative storage facility, the Annex, which is located centrally to all three campuses in the north-west corner of Guelph, and which stores low use materials (e.g., back issues of journals) which can be used on-site or retrieved overnight at the request of users. Consortia1 purchasing through partnerships within the Ontario Council of University Libraries and the Canadian Association of Research Libraries has also resulted in greatly expanded access to a broad range of materials (particularly electronic journals and databases). TUG has also jointly implemented a state-of-the art, client-centred, fully automated library system named TRELLIS. Catalogue access to all of the Library's collections is available from one integrated database which accesses the total holdings of the TriUniversities' Group of Libraries. All formats (books, periodicals, audio-visual material, archival materials, government publications and maps) are included in TRELLIS. Approximately 306 computer workstations are distributed throughout the McLaughlin Library and in the Veterinary Science Section. The library has recently introduced a laptop loan program, with 100 laptop computers available for two-hour in library use by students and faculty. We have also installed a wireless network, enabling Internet access for portable computers and PDAs suitably equipped with a wireless network card. The TRELLIS catalogue facilitates co-operation in purchasing, eliminating unnecessary duplication and overlaps in serial subscriptions, and significantly enhances easy consultation of all three libraries' catalogue holdings (including the storage materials) by faculty and students at all three institutions. Access to all major Library services (TRELLIS, Journal databases, Web resources, etc.) is available remotely through the University of Guelph Library's web gateway, via the University's High Speed Network. As a result, users have ready bibliographic access from anywhere and need not personally visit the library to access needed information resources. Relevant resources of the University of Guelph Library support the teaching of M.A. level programs in English and in Drama, as well as Ph.D. level programs in the areas of English and Theatre Studies. Major areas of concentration supported by the library and relevant to the proposed MFA program are Canadian studies, Colonial/PostcoloniaI literatures, Literary Theory/Cultural Studies, and Studies in Gender and Genre. In each of these areas there is a strong collection focus on contemporary writing and cultural issues that surround the production and reception of literature. Materials purchased on behalf of the Media Studies program at the University of Guelph-Humber are also relevant to the study of creative writing, and are fully accessible to students registered at the University of Guelph through the Library Services agreement which exists between the University of Guelph, the University of Guelph-Humber, and the Humber College Institute of Technology and Advanced Learning. Selection and de-selection of journals and monographic resources at both the University of Guelph and the University of Guelph-Humber is a collaborative responsibility; faculty and librarians work together to acquire materials that will support research and teaching at appropriate collection levels (see enclosed collection policy statements for English and Drama). Collection development for monographs has been rationalized and strengthened at Guelph by the use of vendor approval plans which, together with firm ordering of books by librarian subject specialists, ensures the regular arrival of appropriate materials in designated subject areas. Overall, the Library's collection development activities strive to achieve even and consistent development of the collections in all program areas offered at this University. Collection development is overseen by academic liaison librarians whose primary responsibility is collection development and liaison with faculty and graduate students for designated departments. Financial support for library resources, although eroded by inflation and devaluation over the past decade, has been such that the Library has been able to maintain its holdings in support of the English &Theatre Studies program. Over the past seven years, acquisition funding in direct support of monographs and serials* in English has averaged $ 66,423 per year; in Drama the average has been $28,526 per year. (*Please note that the expenditure figures for the past two years do notactually include costs for journals, since spending for journals has been centralized and includes many e-journal packages.) Reference materials and government publications are paid for by the Library and are not included in this average. Although the Library annually targets low-use journals for cancellation, the journal holdings in relevant subject fields for this department are sufficient to sustain all of its degree programs. Currently, the Library subscribes to approximately 400 periodical titles of direct relevance to English Literature and Drama. Students and faculty also may utilize related and interdisciplinary serials purchased by departments such as Fine Arts, Philosophy, Languages and Literatures, Women's Studies, Sociology, and others. Assistance with database searching is a part of the Library's information service intended to provide in-depth, comprehensive, selective access to information. Faculty and students have access to the world literature in a wide spectrum of disciplines in the arts, humanities and social sciences; the pure, applied and natural sciences; international and domestic government publications; and information that would be difficult to trace in other ways. Nearly all databases are now provided by the library via the Internet and may be searched by registered users themselves in the library, from offices, computer classrooms, or from home. For example, the Library provides access to Humanities Abstracts Full Text, MLA International Bibliography, Digital Dissertations, Books in Print, Canadian Business and Current Affairs Full Text, Contemporary Women's Issues, Expanded Academic Index, IStor, Literature Online (LION), and Project Muse. Many of these databases offer full-text versions of journal articles, allowing users to access the journal literature directly from their desktop whether or not Guelph subscribes to a paper version of the title. The majority of Guelph's journal databases also provide direct matching of citations to the TRELLIS catalogue, so that users have a seamless way of checking local availability of articles within TUG. As noted, the University of Guelph Library now subscribes to approximately 9,000 electronic journal titles, and these can be accessed by web linking through the TRELLIS catalogue or by direct linking from citations found in journal databases. The Archival & Special Collections area of the library has several strengths which may also be useful to students enrolled in the MFA in Creative Writing program. For example, the Native Earth Performing Arts Archives will support the program's focus on Native writers. Other Archival collections include the L. M. Montgomery collection, large collections of late nineteenth- and early twentieth-century children's literature, the Dan H. Laurence and Augustin Hamon collections of materials relating to Bernard Shaw, and a large collection of Scottish and Scottish/Canadian literature. In addition, Guelph's collection of theatre archives is the largest in the world. Beyond Guelph's own collections, a variety of delivery modes provide students and faculty with rapid access to external materials for research purposes: Access to titles held at other TriUniversity Group libraries and to Guelph-Humber volumes held at the Humber College Library are provided free of charge through the TUGdoc (journal articles) and TUGbook (monographs) ordering services, with a typical turnaround time of one to two days. Journal articles not available at any TriUniversity Group library can be ordered directly by faculty and grad students from two commercial Document Delivery services - CISTISource and Ingenta, with a typical turnaround time of one to three days. Uncover provides access to more than 18,000 journal titles, with over half of these titles relating to the social sciences and humanities. CISTISource provides access to 14,000 journal titles (mainly in the Sciences, but with 35% coverage in the Social Sciences and Humanities). It is administered by the Canada Institute for Scientific and Technical Information, National Research Council, Ottawa, and is linked by computer to the British Library's Supply Centre at London, UK. By greatly expanding the range of journal titles that Guelph users have access to, commercial document delivery directly supports research and teaching at the University. When unavailable within TUG or from a commercial source, journal articles and books are borrowed from other libraries through the Library's Document Delivery and Interlibrary Loan department. Interlibrary loan requests are supported both by the use of electronic requests (through a new co- operative University library system called ' RACER') and the use of Ariel software for Internet transmission of documents. Access to information available only at other institutions beyond the TriUniversity partnership has been made possible through the Library's involvement and leadership in co- operative ventures extending back many years. The Direct Borrowing Agreement is an arrangement for direct in-person borrowing by students, faculty and staff among the Ontario University libraries while the Inter-University Transit Service permits return of these materials at the borrower's home library. The Inter-University Borrowing Project allows graduate students and faculty to borrow directly from Ontario University libraries and some of the University libraries in the Province of Quebec. All of these agreements facilitate quick access by Guelph users to needed resources, allowing researchers at this University to borrow or to request copies of relevant materials from other libraries and information providers across the country or around the world. Turnaround time on delivery of interlibrary loan requests is typically ten working days. The University of Guelph Library is committed to the development of students who are informed users of appropriate access tools and electronic information technologies and who have knowledge of the role and function of libraries as gateways to information retrieval. Students should have the skills to critically analyze and identify an information need and to develop suitable strategies to locate and access the resources that will meet their need. Continuous evaluation throughout the process is an important component of developing students' information literacy. The Library's information literacy program includes tours of the building, generic classes open to all users, course-specific instruction at the request of faculty, and a variety of web-based support tools. The Library's graduate orientation program offers assistance in research methodology and an in-depth introduction to research materials crucial to thesis preparation and course work. These sessions include reference to materials available at this University and to search/retrieval methods for both print and electronic information resources available throughout the world. Since 1999, the Library has housed a Learning Commons which provides a range of student learning support services. Current partners in the Learning Commons include the Learning Commons Computing Lab, Learning Services, and Library Centre for Students with Disabilities. Library Instruction Services, Reference Services, Student Technology Consultant Program, Supported Learning Groups Program, Writing Services and ESL Support. The goal of the Learning Commons is to create an environment in one location where students can get assistance with many aspects of the learning process. The University of Guelph-Humber also has a Learning Commons which is located in the new Guelph-Humber building, and which offers equipment and integrated support services which enhance student learning and research. To provide more effective communication and working relationships with the university community, the Library has taken a number of important steps. The Senate Library Committee has endorsed a policy outlining collaborative collection development that enables librarians and faculty to identify and develop resources for disciplines in a co- operative manner. Library services at the University of Guelph-Humber are similarly integrated into the academic governance structure, and the Learning Commons at Guelph-Humber is managed by a University of Guelph librarian who works closely with faculty, staff and students to ensure that student learning and library needs are well-met. At both Guelph and Guelph-Humber, a group of Academic Liaison librarians provide personalized contact with university departments regarding library collections and services. Library resource assessments required for courses at the undergraduate and graduate level are directly reported to university committees through the Senate's Board of Graduate Studies and Board of Undergraduate Studies. The Library also posts important documents and notices, such as our Mission Statement and Strategic Goals, on its web site (www.lib.uoguelph.ca). The reference and study facilities available to the faculty and students in the University of Guelph Library and at the University of Guelph-Humber are also supportive of the teaching and research programs in English and Theatre Studies. Reference service is provided from reference desks on the first and second floor of the Library at the University of Guelph, and from reference desks in the Humber College Library and in the Guelph-Humber Learning Commons. Additional reference assistance is available at the University of Guelph Library from the Government Publications & Data Resources reference desk, in Archival & Special Collections, and from the OVC Learning Commons help desk. Computers are located adjacent to reference desks so that students and faculty can receive help searching for resources, checking the availability of materials, placing holds/recalls, and querying their own circulation records. Individual unassigned carrels are available for the use of students: approximately 350 undergraduate carrels, 250 individual or group tables and 9 group studies are available at the University of Guelph Library. In addition there are approximately 325 research carrels and 112 closed studies assignable to graduate students as need warrants. Both campuses also maintain an adequate array of photocopiers, networked computer printers, audio-visual, and microform reader and reader-printer equipment in their libraries. At the University of Guelph Library, there are also laptop computers available for loan by students and faculty. We are prepared to answer any further questions and we would be pleased to provide additional information or answer specific queries if consultants are invited to take part in the appraisal process. In the meantime, we believe that the Library's holdings of monographs, journals, archival and special collections, government publications, and technical research reports along with the facilities and services available are generally sufficient for a positive appraisal of the MFA Program in Creative Writing. Yours truly, Michael Ridley, Chief Librarian cc: -Dr. Constance Rooke, Director, MFA in Creative Writing Program -Dr. Alan Shepard, Director, School of English &Theatre Studies -Scott Gillies, Acting Manager, Library Information Resources -Lorna Rourke, Academic Liaison Librarian, School of English &Theatre Studies -Gohar Ashoughian, University of Guelph-Humber Librarian UNIVERSITY OF GUELPH A PROPOSAL FOR AN M.A. PROGRAM IN FRENCH STUDIES Submitted to the Ontario Council on Graduate Studies by the Dbpartement d'btudes franqaises within the School of Languages and Literatures June 2005 VOLUME I : THE PROGRAM \ J Table of Contents THE PROGRAM 1. INTRODUCTION 1.1 Listing of program 1.2 Objectives of the program 1.3 Method used for the preparation of the brief 1.4 Fields of studies in the program 1.5 Concerns expressed in last evaluation 1.6 Special matters and innovative features 2. THE FACULTY 2.1 List of faculty by field 2.2 External operating research funding 2.3 Thesis supervison 2.4 Current teaching assignments 2.5 Commitment of faculty members from other graduate programs andor from other institutions. 3. PHYSICAL AND FINANCIAL RESOURCES 3.1 Library resources 3.2 & Laboratory & computer facilities 3.3 3.4 Space 3.5 Financial support 4. PROGRAM REGULATIONS AND COURSES 4.1 The intellectual development and the educational experience of the student 4.2 Program regulations 5. OUTCOMES 5.1 Previous enrolment figures 5.2 Enrolment 5.3 Publications 5.4 Projected graduate intake and enrolments Appendix I - Letters of support fkom undergraduate students Appendix Il - Library reports Appendix III - Enrolment figures OCGS Proposal Brief 1 INTRODUCTION The Dbpartement d'6tudes franqaises within the School of Languages and Literatures at the University of Guelph proposes to offer a new M.A. program in French Studies, which will provide students with an intensive and innovative introduction to graduate work in this area. 1.1 Listing of the Proeram The proposed program is a one-year (three semesters) M.A. for students with a four-year undergraduate honours degree in French Studies, obtained at a recognized university or college. Current admission requirements and procedures approved by the Office of Graduate Studies at the University of Guelph will apply. Applicants to the program must have achieved an average standing of at least B+ (a mark of 77%) in the work of the last four undergraduate semesters or the last two undergraduate years. Applicants wishing to upgrade their honours degree may be allowed to do so under procedures outlined by the Office of Graduate Studies. 1.2 Obiectives of the Promam The objective of the proposed M.A. program in French Studies is to offer professional education and training for students who wish to pursue careers in post-secondary teaching, research, administration, federal and provincial government service, national and international organizations, and other areas in which advanced bilingual and multicultural skills are required. Over the next twenty years, Canadian universities and colleges will experience a shortage of qualified faculty in all fields. The introduction of a new graduate program in French Studies is, therefore, both necessary and timely. The nature of a French Studies curriculum at the graduate level must reflect the complexity and richness of the Francophone cultures, in Canada and in other parts of the world. The working language of the proposed program will be French. The proposed Guelph program will be particularly open to the converging and diverging historical and linguistic forces at play in diverse cultural environments sharing French as a common language. Students will be encouraged to see their investigation of these cultures in terms of interconnected issues of social and political institutions, gender, pedagogy, and intermediality. More generally, the M.A. program will focus on the ability to analyse, communicate and apply knowledge on literature and language. The emphasis on current research in literary studies and language pedagogy will be complemented by an experiential learning component, tailored on the student's career development needs. The curriculum of courses, seminars and modules, will also provide the necessary preparation and background to students who wish to pursue work at the doctoral level. 1.3 Method Used for the Preoaration of the Brief The idea of an M.A. Program in French Studies at the University of Guelph dates back to the late ) 1970s. Some members of what was then the Department of Languages and Literatures produced a short proposal which was eventually abandoned when the department focussed its attention on the development of strong undergraduate programs. A graduate program in French Studies could be a later development. The issue resurfaced in the late 1980s at a time when severe cutbacks were affecting all Ontario universities: the faculty complement in French Studies was so depleted that the successful implementation of a graduate program became highly improbable. Since the early to mid-1990s, with the restructuring process leading to the creation of the School of Languages and Literatures (SOLAL), a considerable effort has been made, with the support of the College and University administrations, to hire new faculty and ensure the French Studies program's renewal and expansion. The timing is now right for the development of a strong M.A. program in French Studies. While it is true that the Dkpartement d'ktudes kanqaises within SOLAL is experiencing a fairly deep transformation with the recent departure and impending retirement of two active full professors, this process is making way for a young and energetic faculty in more diversified fields of research. In September 2002, with that context of renewal in mind and with the support of the Director of the School of Languages and Literatures, the Dkpartement d'ktudes franqaises created a small committee to prepare a proposal to be submitted to the Office of Graduate Studies at the University of Guelph, and ultimately, to the Ontario Council on Graduate Studies in 2005. The committee sought the input of faculty and students in the French Studies program. Both the deans of Graduate Studies and of the College of Arts were informed of the committee's work and were invited to comment on the proposal. In the summer of 2003, a French Studies undergraduate student was hired by the committee to assist in the research and preparation of the briefs appendices and tables. Former students who had undertaken graduate work at other institutions were also approached for comments and suggestions. In addition, in June and July 2003, a focus group of twenty undergraduate students in their second and third years was consulted via e-mail exchanges. Some of the responses from these two groups are appended. [ Please see Appendix I ] 1.4 Fields of Studv in the Promam Having taken into consideration the strengths and the research profiles of the French Studies faculty, we propose the following two fields of specialization: Politics and Aesthetics of Literature and Language in Context. It is important to note that these fields intersect one another and share many common theoretical foundations. In their research, the French Studies faculty often move from one field to another, thus contributing to the flexibility and richness of the proposed program. Although literary interpretation, intermedial studies, translation and sociolinguistics are undoubtedly distinct research areas, these fields are interrelated in various ways. For example, the study of gender has, in the past two decades, significantly influenced scholarship in the humanities. In the wake of feminist theory and criticism, a gendered approach has become recognized as a crucial factor in the creation, circulation and interpretation of literature and other cultural productions. In the proposed program, therefore, the study of gender spreads across both fields, as do notions of post-colonialism, identity, boundaries, transgression, and institutionalization. These particular approaches to the study of literature also strongly apply to the study of language and language pedagogy. Recent sociolinguistic studies emphasize issues of language survival and contact, globalization, national and gender identity. 1.4.1. Politics and Aesthetics of Literature (PAL) This field offers both diachronic and synchronic .versvectives on French.. Ou6bbcois.. Caribbean. and African literary works from all historical periods, past and present. In grouping together these national literatures we seek to displace the relatively- rigid- comvartmentalization of literatures written in French, thereby opening up the critical discourse to wider theoretical issues. Nevertheless, students in the proposed program will be encouraged to be sensitive to cultural specificity within the francophone sphere. The Politics and Aesthetics of Literature (PAL) stream will focus on French and Francophone literatures in relation to various key approaches including: gender and feminism, transgression, (post)colonialisms, identity and otherness, the literary institution and genres. French feminist criticism refers to the varied body of thought and the diverse theortical works on woman and the feminine that appeared in France, Qu6bec and Belgium beginning in the late 1960s and which have shaped intellectual discourse in the rest of the world. Women's studies has opened up new vistas in contemporary scholarship regarding pornography, eroticism, sexual and literary transgression. While the @ost)colonial theory is clearly a product of the Anglophone world, there is no doubt that the writings of Francophone African and Caribbean theorists such as Frantz Fanon, Albert Mernmi, Aim6 C6saire and ~douardGlissant are at the core of the critical strategies used to examine the cultures of the former and present colonies of the European empires and the relations to the Western world. There is much scholarship on issues related to @ost)colonialism such as the study of cultural hierarchies, identity, otherness, creolization, rnitissage, errance, migrance. New links have been forged between literary studies and sociological approaches to culture in order to explore the function of literature as a socio-political institution. In Quibec, for example, an interest in recent immigrant writers has drawn our attention to how the literary canon is fashioned around linguistic and national criteria. The concentration on genre has been an established area of study in the humanities; however, recent developments, especially since Gbrard Genette's seminal books, have centred on the interconnectedness and the porosity of literary genres. The study of the theatre, whether in contemporary Qubbec or in 17Ihcentury France, shows the importance of narrative and poetic forms in the construction of the dramatic text. All of these strategic approaches make use of the extraordinary richness and vibrancy of French and Francophone literary theory since the emergence of French existentialism in the late 1940s. This spectrum of approaches reflects the past and present contribution of French Studies faculty members at the University of Guelph as well as the School and Languages and Literatures' hiring commitments. For instance, a new position was filled recently in the area of French Caribbean literatures and @ost)colonial studies. Most core or supporting faculty have completed or are in the midst of completing important research projects in those fields. Many have published books related to identity and otherness, the literary institution, aesthetics (tragedy, the baroque)-. and genres (the post-war French novel, epistolary writing in the 1gth century). Canadian Children $ Literature/Littirature canadienne pour la jeunesse, co-edited until recently by members of the Dbpartement d'ktudes fianqaises &d the ~choolof English and Theatre studies, has received \ , many significant grants from SSHRC, Industry Canada and the Ontario Arts Council and has published theme issues on several of the approaches central to the proposed program. French Studies faculty have served on editorial boards of national and international journals i such as L 'Annuaire thkritral, Renaissance et Rqorme, ~tudesfranGaises, and APFUCC's Electronic Journal. A major conference was held in 2004 on the work of Franco-Ontarian writer, Jean Marc DalpB, one of French Canada's leading playwrights. Also, since the mid nineties, the Departement d'btudes frangaises has coordinated a very successful tri-university lecture series by prominent fraticophone writers from Qubbec and the rest of French Canada. This program will soon include visits by writers from France as well. 1.4.2. Language in Context (LIC) This field explores intersections and points of contact between the French language and the various contexts in which it is used. Notions of transposition, movement, displacement, and alterity (altirite? are associated with its different aspects. Whether we are dealing with translation theory, intermediality, sociolinguistics or applied linguistics, the conventional interpretation of written or spoken texts is confronted with a 'foreign' element (be it another language, register, culture or another artistic medium) with all the tension, cross-fertilization and innovation that this may create. From the Renaissance to the present, translation theory has largely focused on the issue of power relations between the translated and translating cultures and languages, seeing this fundamental struggle also in terns of gender relations, colonization, submission and domination in general, and resulting in a series of theses and antitheses associated with the historical realities and cultural presumptions of each particular period. Over the centuries, literary translation has continued to evolve and has progressed from loose imitation or unwieldy tracing to informed reproduction that seeks balance between readability and "fidelity" to its original. This course of study will lead the student to become familiar with the history of this craft, then to reflect upon the literary work itself in both its theoretical and practical contexts, and finally to make the critical connections that are the true evidence of an ethical and thoughtful translation. In the late 20" century, the notion of intemediality was introduced within the domain of literq theory in order to describe the intersection of artistic expression taking place in literature, theatre, film, television and the new media. For the past decade, the field of intermedial studies has grown exponentially, as can be witnessed by the creation of a number of research centres (at the Universitb de MontrBal, the Sorbonne and the ~coledes Hautes ~tudesen Sciences Sociales in Paris), as well as the publication of important and exciting theoretical works. In this program, course offerings and reading groups dedicated to the study of interart practices will explore topics such as the means by which textual boundaries are extended, the contamination of discourses as well as methodologies for the critical study of intermedial works. In the future, this work will also come to include language pedagogy and the learners reactions to multi-dimensional approaches to teaching French language and Literature. The proposed offerings, unique in English Canada, will reflect the expertise of participating faculty whose research has developed and enriched the areas of interrelations between artistic practices (specifically music in literature, iconic and linguistic texts in children's literature, as well as theatre), literary translation and translation in post/colonial contexts. Published 152 translations by Guelph faculty have appeared as book chapters, and in such journals as Yale French Studies, and Poetly Magazine. The study of intermediality is also supported by the annual Guelph International Jazz Festival colloquium, with the active participation of French Studies faculty. Sociolinguistics studies language in its social context. Language is symbolic of a community's values, history, and cultural practices and it helps us understand how a society constructs multilingualism, language rights, ethnicity, and linguistic norms. For instance, the status of French in Canada, particularly in Qubbec and Ontario, provides numerous and interesting opportunities for theorization and field work. This research area arose in the 1960s as a reaction to mainstream structural linguistics, which assumed that the systematic character of language was confined to matters of competence. Instead, linguistic performance and variation must be seen in their socio-cultural context, in relation to issues such as migration,- creolisation, power hierarchies, gender, social class and minority groups. Far from being random and exceptional, variation is one of the most revealing characteristics of language,- - and it is to a large extent predictable. Patterns can best be ob&ed through quantitative analysis, where aggregate data are used instead of the individual utterances which led to the early Chomsky theories. Among other benefits, this approach directs linguistics back to what people actually say, as opposed to what they are expected to say in idealized forms of communication. Also, the understanding of sociolinguistic factors affecting the status of a language in a given society can shape the learners' perception of that language, and ultimately determine many aspects of language pedagogy. Relevant research by University of Guelph French Studies faculty has concentrated on the influence of social categories such as age, gender, ethnicity, and social class on linguistic utterances and variations. Over the past twenty years, sociophonetic case studies have been conducted by a core member of the Guelph French studies faculty, on the relationship between pronunciation and the speakers' social attributes, in both French-speaking Ontario and Southern France. This area of work continues to benefit from the long-standing relationship between this faculty member and a graduate French sociolinguistics research group at York University in Toronto. In addition, following the undergraduate French curriculum at the University of Guelph, the proposed M.A. program will focus on the historical evolution of the French language in France and in Qukbec, and on the conditions of language survival in minority contexts. Several Guelph faculty members regularly publish critical and theoretical studies in the areas of bilingualism, linguistic identity, cultural contacts, and translation. Applied linguistics brings together various theoretical and practical approaches to the learning of French as a second language. For many years, the University of Guelph has been at the forefront of the development of FSL teaching resources and the production of Technology-Enhanced Language Learning (TELL) materials in French. TELL addresses the needs of learner-centred approaches as well as technologically supported learning methods. The proposed M.A. program will present a unique opportunity to combine FSL pedagogy with TELL'S emphasis on the development of online resources and other distance education modes. The field of TELL is a large and growing one. Students in the proposed M.A. program will be encouraged to participate in its innovations and successes in the sociocultural contexts specific to Francophone cultures. As early as 1981, the University of Guelph hosted a groundbreaking conference on Computer- \ Assisted Language Learning (CALL), the printed proceedings of which are still referenced by researchers in the field. Since then, several original FSL software packages have been created by a French Studies faculty member. This work, supported by the Office of Open Learning, now extends into the production of distance education Internet-based courses at the elementary and intermediate level, in the hope that students at various levels of technological proficiency will learn to perfom as individuals or in small groups. In 2002, Professor Dana Paramskas received the American University Continuing Education Association's Distinguished Course Award for her FREN 1100 on-line course. In 2003, she won the prestigious 3M award for excellence in university teaching and course design. Although Professor Paramskas is scheduled to retire in 2006, the School of Languages and Literatures' hiring plans show a commitment to maintaining excellence in TELL. 1.5 Concerns expressed in last evaluation. NIA since this is a new program. 1.6 Special Matters and Innovative Features While the scope of the proposed M.A. program in French Studies will be broad enough to attract a sufficient number of applicants each year, its unique fields of specialization and its experiential component (the Breakaway course option) will make this program distinctive in the Ontario and the larger Canadian contexts. With its emphases on the interconnectedness of literary disciplines, on the intricacy of Francophone postcolonial cultures in a global economy, and on the socio- political foundations of language practices, this program will offer students an opportunity to studv French and Francophone cultures as shifting- discursive environments. Through- the introductory modular course, students applying to the program will be encouraged to develop an understanding of French-speaking- cultures and literatures, not only in Europe, but in North America andAfrica as well. This wide scope will also make the p;ogram compatible with related initiatives at the University of Guelph in the areas of Latin American and European studies. Listed below are some of the more innovative aspects of the proposed M.A. program: 1.6.1. The breakaway course option: A practicum enzphasizing national or international involvement During their first semester, students will be encouraged to consider the program's unique practicum emphasizing national or international involvement. Although the practicum will not be a required element of the program, each student will be offered the opportunity to develop hisiher own experiential learning initiative and submit it to the SOLALErench Studies Graduate Committee for approval. It is expected that students will be involved in not-for-profit Francophone or bilingual organizations at the local, provincial, national or international levels. With the help of the Centre for International Programs and national/provincial registries of not- for-profit organizations, a list of possible placements will be created for students registering in the proposed practicum course (FREN*6052). Students will normally register for the breakaway course option in the Spring semester of their program and be expected to produce a substantial report on their activities at the end of their placement. The report must include a detailed description of the student's work and the context in which it was performed, as well as an analysis of the practicum's relevance to national or international issues. It will be graded on cultural awareness, sophistication of analysis, and level of language skills. While the University of Victoria presently offers a Co-op component in its M.A. program in French Studies, the proposed Guelph program will be the only one in Canada to emphasize a nationallinternational involvement and community-based practicum. List of sample organizations: Association des enseignantes et enseignants haytiens du Quibec Habitat for Humanity International Centre Communautaire Francophone, Cambridge Alternatives to Violence Project - AVP Canada Canadian National Institute for the Blind Museums and Francophone Cultural Centres Bilingual literary or artistic festivals 1.6.2. Uniquefields of specialization The fields of specialization in the proposed program will be unique in Canada, in their applied and interdisciplinary approach to the teaching of French Studies at the graduate level. The University of Guelph will be the only university outside Quebec to offer a graduate program in French with a focus on intermediality and literary translation. Issues of linguistic and artistic boundaries are extremely important in our contemporary globalized environment, and the proposed program will be at the forefront of research and education in an emerging field. In addition, Language in Context will build on the University of Guelph's groundbreaking research in Technology Enhanced Language Learning. The proposed M.A. program will be the only program in Canada and one of only a few in North America to focus partially on technology- enhanced second-language learning. 1.6.3. Learner centredness The proposed program will present ample opportunity for students to build their own leaming objectives and environment, through a careful blend of standard graduate seminars, independent reading and research, and an individually developed practicum. 2 FACULTY The core faculty members in the proposed M.A. program in French Studies have established excellent scholarly credentials to support the two designated fields of specialization. All those participating as core faculty have completed or are completing substantial research projets. Many have published or edited books with major publishers, and all have published articles in refereed journals with national and international readerships. A number of faculty is and has been involved in editorial committees of important journals, such as L 'Annuaire thiitral, Canadian Children's Literature, Renaissance and Reformation, and ~tudesfranGaises; others are involved in national and international organizations, such as the Association des Professeurs de Frangais des Universitis et Coll6ges du Canada (APFUCC) or the Conseil International d'~tudes Francophones (CIEF). With the support of the College of Arts, French Studies faculty regularly apply for research or publication grants from the SSHRC and the Humanities and Social Sciences Federation of Canada. For many years, some core faculty in the proposed program have contributed considerably to graduate studies in neighbouring universities, supervising theses, 1, teaching courses and serving as external examiners. Several faculty members have received or been shortlisted for substantial awards in recent years, including the Governor General's Award and the United States Continuing Education Association Award. 1 2.1 List of Facultv bv Field The following is a list of core faculty for each of the two designated fields of specialization. As stated above, the proposed fields are interconnected, and it is important to recognize as a strength the fact that some faculty members have scholarly experience and publications in more than one field. Their names therefore appear twice in the list. In order to support further the proposed program, the Committee has approached several French-speaking colleagues who, although they teach in other departments or do not have regular status in French Studies, will contribute their research interests and their supervising skills to this program. This external contribution is particularly useful in the field of Language in Context, a highly specialized area in which one core faculty member is scheduled to retire in the near future. In August 2003, another senior French Studies professor took up a position in a neighbouring university, but he will continue his involvement in the program as adjunct faculty with teaching and supervisory privileges. Details on the above appear in table 1 below. Core Faculty (French Studies) Politics and Aesthetics of Literature Frbd6rique Arroyas Daniel Chouinard, Dawn Comelio Margot Irvine St6phanie Nutting Joubert Satyre Lanmaae in Context Frederique Arroyas Dawn Cornelio Dana Paramskas Alain Thomas Non-Core Faculty (all fluent in French) Rosario Gomez (Spanish linguistics) Stephen Henighan (Spanish literature) Leonard Adams (French literature, professor emeritus) Peter Goddard (History) Jay Lampert (Philosophy) Franqois Par6 (French literature, adjunct, from the U. of Waterloo) Donna Pennee (English) Don Webb (French literature, retired, contractual appointment) Table 1 Leonard Adams M DEP Co-superv. J University Emeritus Professor Franqois Park M University of Co-superv. J Professor Waterloo Don Webb, retired, M DEF Co-superv. J Sessional Instructor DEF Dipartement d'itudes franqaises SOLAL School of Languages and Literatures Field 1 Politics and Aesthetics of Literature Field 2 Language in Context 0 Adjunct faculty from a neighbouring university 2.2 External Overatina Research Funding (see table 2) Table 2 Operating Research Funding by Source and Year University of Guelph Source Year' Granting CouncilsZ Others Contracts Others4 (external) (internal) 2003-04 SSHRCC Consulat de France U of G research grant S. Nutting ($9,300) D. Cornelio ($1,000) F. Arroyas ($3,500) S. Henighan ($53,162) Fondation franco-ontarienne D. Comelio ($3,500) S. Nutting ($900) J. Satyre ($2,500) Quebec government R. Gomez ($4,900) S. Nutting ($900) Conference grant S. Nutting ($4,300) SSHRCC minor grant F. Arroyas ($700) 2002-03 SSHRCC Industry Canada U of G research grant D. Comelio ($5,000) D. Chouinard ($10,600) F. Arroyas ($16,000) S. Henighan ($5,000) Travel, equipment S. Nutting ($10,000) J. Satyre ($500) Instructional D. Paramskas($15,000) S. Nutting ($1,678) SSHRCC minor grant R. Gomez ($2,025) 2001-02 SSHRCC U. of Toronto bursaries Travel D. Chouinard ($45,000) R. Gomez ($6,000) S. Nutting ($2,400) U. of Athens (Grece) S. Henighao ($2,000) S. Henighan ($1,000) Inshuctional D. Paramskas($10,000) SSHRCC minor grant F. Arroyas ($3,790) 2000-01 Heritage Canada Writers' Reserve Grant Instructional D. Paramskas ($53,000) S. Henighan ($2,000) F. Arroyas ($4,000) 1999-00 SSHRCC U. of Montreal U. of G. Lab fund S. Nutting ($3,000) J. Satyre ($5,000) D. Paramskas ($33,000) F. Arroyas ($7,000) S. Henighan ($3,000) 1998-99 SSHRCC CLEF group Travel D. Chouinard ($6,000) D. Paramskas ($2,000) S. Nutting ($600) U. of Montreal J. Satyre ($3,000) M. Buchanan research grant R. Gomez ($4,400) 1997-98 U. of Toronto Doctoral Fellowship R. Gomez ($8,000) ' Year is academic year. 2 Not included in this column.are equipment grants, conference grants or grants allocated by the University such as SSHRCC minor grants 3 university allocated grants (such as SSHRCC minor grants) 4 Canadian Federation for the Humanities (currently HSSFC Humanities and Social Sciences Federation of Canada) 5 Program for International Research Links (sponsored by the International Council for Canadian studies Secretariat to encourage Canadianlinternational cooperation in research). 2.3 Thesis supervision (see table 3) Table 3 Daniel Chouinard Dawn Cornelia Alain Thomas 1 Franqois Par6 6 2 Don Webb 4 ' As per OCGS guidelines, supervisory committee activity is not included in this table. As per OCGS guidelines, faculty members are listed under the categories specified in the footnotes to Table 1 Important note: As the proposal for a graduate program is new, it should come as no surprise that the faculty have limited advising experience overall. This challenge will be addressed by a policy of mandatory co-supervisions. In short, this means that junior faculty will be required to team up with more experienced faculty until they have successfully supervised at least one MA student. The Faculty of Graduate Studies has agreed to hold semesterly training workshops for graduate faculty in the School of Languages and Literatures, and the Dean of Graduate Studies also agreed to personally attend one advisory committee per semester to provide support for advisory committee in case questions arise. This kind of support and training will be invaluable for our faculty, and will help make them the transition to their supervising role both collectively and individually. 2.4 Current teaching assiments (2001-2004) Table 4 lists the total undergraduate and graduate teaching assignments of core faculty, from 2001 to 2004. Evidently, most faculty did not have a chance to teach at the graduate level, but some were invited to teach courses in other units and neighbouring universities. Until recently, all members of the School of Languages and Literatures had a normal teaching load of six courses per academic year. However, the School adopted in the fall of 2003 a new allocation scheme which reduces the normal teaching load to five semester-long courses, in line with other humanities programs at Guelph and elsewhere. The reduced teaching assignments will allow faculty members to devote more time to research and graduate student supervision. Table 4 \ Frbdhique Arroyas Dana Paramskas Associate FEN*1100(2) Half-time Professor FEN*2020 Alain Thomas Associate FREN*2030 Half-year sabb. Professor FEN*4900 LING* 1000 Frbdbrique Arroyas FREN*2520 FREN*3500 Stephanie Nutting Associate FREN*F2060(2) Professor 4-3 seminars(2) FREN*3200 FREN*3210 Dana Paramskas Associate FREN* 1100(2) Half-time Professor FREN*2020 Alain Thomas Associate FREN*3230 Professor FREN*3500 FREN*3530 FREN*2540 FREN*4500 LING*lOOO Faculty Member Fridirique Arroyas Daniel Chouinard Stephanie Nutting Associate Sabbatical Professor Dana Paramskas Associate FREN*1100(2) Half-time Professor FREN*2020 Alain Thomas Associate FREN*3230 Professor FREN*3530 FREN*4520 FREN*4900 LING* 1000 After a short period of decline in the mid-1990s, the undergraduate enrolment in French studies has reached healthy levels at the University of Guelph, with a total of about a hundred majors and minors in the last two years (see Appendix 1 for details). SOLAL's Dkpartement d'ktudes franqaises has been particularly successful in the development of a lively and cohesive program to which students are personally committed. The Committee anticipates that in the next five years 50% of its graduate enrolment will come through the undergraduate program. It is worth noting that a good number of graduate students in neighbouring graduate French programs (Waterloo, Western Ontario, McMaster) completed their undergraduate work at Guelph. These students would have likely stayed at the University of Guelph, had a graduate program in French studies been offered (see letters in appendix). As for the other 50% of the projected graduate enrolment, the Committee expects that, after a vigorous recruitment campaign, students will come not only from neighbouring southern Ontario cities and counties but also from outside the province. In this regard, the practicum as defined in 1.6.1, is viewed as a strong incentive that could play an essential role in making the MA eminently attractive to all potential candidates. 3 PHYSICAL AND FINANCIAL RESOURCES 3.1 Libraw resources [ See library reports in Appendix I1 ] An excellent information collection is available to support the proposed M.A. programme. The library has been acquiring resources in the areas of emphasis for some time, and it holds substantial, relevant, in-house collections which are described in Appendices E and F. Those holdings are supplemented by access to an outstanding array of resources in electronic format, and resources accessible and deliverable with the assistance of modem technology. In January 1995, the libraries of Guelph, Waterloo, and Wilfrid Laurier, formed the TriUniversity Library Group (TUG), which is a consortium with total holdings (in excess of six million equivalent volumes) transparently available to all library users on the three campuses as a single library collection. TUG is recognised throughout North American academic library circles for the progressive approach to information sharing which the consortium allows. In May 1998, the single installation of a state-of-the-art, electronic Information (Library) system from Endeavor Information Systems effectively merged the holdings of the three Libraries. Users accessing the Library catalogue, which is called TRELLIS, from any of the three universities or remotely from anywhere off campus, are in fact accessing the catalogue records of the full combined collection of six million items. Titles retained anywhere other than the user's home site can be requested electronically and are normally delivered within one business day. The same applies to older and low-use materials housed in the shared storage facilities, the Library Annex. Users can also travel to the Annex to access the materials directly. The merger has facilitated the TriUniversity Libraries' access to a growing number of electronic resources. Since the autumn of 1998, they have shared an Electronic Joumals Indexes server, and have arranged cooperative purchases for a number of ERL and non-ERL databases. This has made it possible to increase the number of electronic databases accessible from the three Libraries. The system supports hyperlinks in catalogue records, allowing resources not retained by the Libraries (but accessible electronically either free of charge or by subscription) to be catalogued, with Web access to and retrieval of the full text. The TriUniversity Libraries have just begun to exploit the system's electronic capabilities. With specific reference to the proposed M.A. program in French Studies, the TRELLIS system offers wide access to bibliomavhic-. and online resources. The three uarticiuating- libraries are surprisingly complementary in regard to their present collections in French. For many years prior to the TriUniversity arrangement, the Dana Porter Library at the University of Waterloo had supported Waterloo's M.A. program in French Studies, with a large concentration of books in French literature, early modem women's texts, and books on French literary theory. Through TRELLIS, the Porter Library will serve the proposed Guelph program in the same way. Wilfrid Laurier University Library offers access to collections on French literature, music and cinema, while Guelph's McLaughlin Library holds strong collections in Quebec and French-Canadian \ I literature, and in postcolonial theory, among others. With the recent hiring of a faculty member in the area of Francophone Caribbean and African literatures, the University of Guelph will be in an excellent position to develop the library holdings in those fields. All three university libraries subscribe to a number of important online information sites, including L'ile (on Quebec literature), D'ile-en-ile (on French Caribbean literatures), and many important journals in both fields of specialization. Other more general resources available for research and retrieval include the following: Art Index Contemporary Women's Issues Current Contents Dissertation Abstracts International Educational Resources Information Center Historical Abstracts Humanities Abstracts M.L.A. International Bibliography Finally, at the University of Guelph, the interlibrary loan service, involving the 19 Ontario university libraries and the National Library of Canada, is free of charge to graduate students. Guelph students have also on-site access to other Canadian libraries, including university libraries in Qukbec, and the Bibliothkque Nationale du Qubbec. 3.2 and 3.3 Laboratorv and Comvuter Facilities The School of Languages and Literatures will initially maintain one personal computer with access to a printer for the use of the first group of graduate students (we expect about three). A second computer will be added as need arises. All computers will be linked to the university networks and to the Internet. In addition, French studies graduate students will have access to the Humanities Graduate Computing Lab in the MacKinnon building, and to the College of Arts Media Centre with its multilingual PC's, CD-ROM drives, audio and video collections and other relevant services and materials. Graduate students can also make free use of the computer pools available at the College of Arts and the MacLaugblin Library. Study space will be allocated to SOLALFrench Studies graduate students on the basis of need. Teaching assistants whose responsibilities require that they meet with students will be assigned a regular faculty office which they will normally share with other graduate assistants, or assistants from France. They may also be assigned office space in the MacLaughlin Library. It is expected that the initial phase of the proposed program will be difficult in terms of space, due to a shortage of offices in the MacKinnon Building. In 2006, after the completion of new buildings on campus, office space will become available for research and teaching assistants in the program. All graduate students will have mailboxes in the SOLALErench Studies office. 3.5 Financial Suvoort \ The proposed program will offer funding to its graduate students in the form of teaching and research assistantships, up to $1 1,212 per student over three semesters. A three-year projection is outlined in table 5 below. Table 5 *Based on the current remuneration of $4,606.13. This may change in September 2005 when a new collective agreement will be negotiated. All assistantships will be awarded through an application protocol devised and supervised by the Graduate Studies Committee. While it is expected that not all students will obtain fir11 funding, the proposed program will be competitive with similar Canadian M.A. programs in terms of financial support. Students will be encouraged to apply for external financial awards, most notably the Ontario Graduate Scholarships and the SSHRC M.A. Scholarships. In addition, students will be encouraged to participate in scholarly conferences, with some travel allowance provided by the School. The College of Arts also offers a graduate scholarship which provides some support for research and conference travel. Finally, it is expected that a few graduate students in the proposed program will be supported through faculty research grants. The French Studies faculty has a long history of hiring undergraduate students to serve as research assistants. It is expected that this excellent practice will extend to the graduate level. 4 PROGRAM REGULATIONS AND COURSES 4.1 The intellectual development and the educational exverience of the student The core and non-core faculty in the program will provide intellectual and professional leadership and a strong commitment to graduate studies through sustained publications and participation in research involving graduate students. One of the goals of implementing a graduate program in the School of Languages and Literatures is to foster the creation of an integrated community of scholars (faculty and students) who will in turn enrich the School's life. ) To meet these goals, the following elements of the program will be featured components of the student's academic environment: a. the introductory modular course (FREN*6010) will allow students and faculty to interact with each other at an early stage and, hopellly, lead to common projects. b. regular faculty-student colloquia reflecting, on a rotating basis, issues discussed within the proposed fields c. a strong program of visiting speakers, including the existing Quebec writers series d. a commitment to offer students a coherent combination of theoretical and applied knowledge, through experiential and international learning opportunities Each Fall, an orientation session will welcome new students to the program and inform them of its regulations, offerings and researchlexperiential opportunities. One elected student will serve on the M.A. Program Committee and will be in close contact with the School's graduate officer. The Dbpartement d'ktudes franqaises seeks to offer its graduate students the same vibrant and structured learning environment consistently offered to generations of undergraduate students since the founding of the program in the late 1960s. 4.2 Promam Regulations The proposed M.A. program will be administered by the Dbartement d'btudes franqaises's Graduate Committee within the larger structure of the School of Languages and Literatures (SOLAL). The Graduate Committee will include the School's Graduate Officer (usually a member of the French Studies faculty), one French Studies core faculty member, one elected graduate student, and one SOLAL member from a section other than French Studies. The Committee will be chaired by the School's Graduate Officer. According to OCGS regulations, the Graduate committee will have authority with respect to "admissions, cumculum, degree- procedures, supervisors and supervisory committees." The Graduate Committee will also coordinate the allocation of scholarships and assistantships. The student member of the committee will participate fully, except in deliberations concerning admissions and appeals. Admission Admission standards and procedures will ensure that entering students have the capacity, and the linguistic and academic preparation, to meet the challenges of the program. In accordance with the admission policies at the University of Guelph, only students who have obtained an overall average of B+ or equivalent in their undergraduate degree will be considered. They will also need to demonstrate fluency both in oral communication and written communication. If students do not have an Honours BA in French from a Canadian university, they will be required to take a short competence test. It is not current practice in Canadian departments of French to test oral competence at entry level. A BA in this discipline vouches for that. The initial aim, given existing resources and demand, is to admit three students per year to the program. That number should increase to the optimal level of ten within two years of the program's inception. We are committed to accepting students who have a strong academic background and an expressed I interest in the special features of the M.A. program. Degree requirements Students will have to take a minimum of six semester courses (3.0 credits), and write a 40-60 pp. mimoire (mini-thesis). Courses must be approved by the Graduate Officer and will normally be completed in three semesters (see proposed list and distribution in table 6) on a full-time basis, with four years as the maximum span for completion of the degree. No provisions for part-time or distance-delivery options are envisaged at this time. The minimum average required for graduation in this particular program will be 73% or B. For their mimoire, students will submit a 500-word proposal and a short bibliography at the end of their first semester, and select a suitable faculty advisor from the list of core and non-core faculty in the program. The mimoire itself will consist of about 10,000 words or 50 pages, involving original research, on a topic approved by the Graduate Studies Committee. It will be evaluated by the advisor (passlfail), with input from another faculty member chosen by the Committee. The proposal and the mimoire will be written in French. There are no third-language requirements in this program. Table 6 Proposed list of courses FREN"6010 Introduction to graduate studies in French (research tools and methods; French literary criticism and theory). Team-taught structure. COMPULSORY. (Faculty) FREN*6020 Topics in French literature (Arroyas / Chouinard / Irvine). This course will focus on European French Literatures in relation to various key approaches including: gender and feminism, transgression, @ost)colonialisms,identity and otherness. FREN*6021 Topics in Quebec and French Canadian Literatures (Nutting / Chouinard). This course will be centred on how, in Qukbec and French Canada, the literary canon is fashioned around linguistic and national criteria and will underscore the ways in which literature functions as a socio-political institution. FRENX6022Topics in Caribbean and African Literatures (Satyre I Par&). Students will study the writings of important Francophone African and Caribbean theorists with particular attention given to forging links between notions of cultural hierarchies, identity, mitissage and creolization. FREN*6030 Topics in Literary Translation (Comelio / Paramskas). This course will lead the student to become familiar with the history of this craft, then to reflect upon the literary work itself in both its theoretical and practical contexts, and finally to make the critical connections that are the hue evidence of an ethical and thoughtful translation. FREN*6031 Topics in Intermediality (Arroyas / Nutting / Satyre). In the late 20th century, the notion of intermediality was introduced within the domain of literary theory to describe the intersection of artistic expression taking place in literature, theatre, film, television and the new media. This course will explore topics such as the extension of textual boundaries and the contamination of discourses and will provide a theoretical background for further study of intermedial works. FREN*6041 Topics in French and French Canadian Sociolinguistic (Thomas) This field will allow students to explore, through sociolinguistics and applied linguistics, how a society constructs multilingualism, language rights, ethnicity and linguistic norms. FREN*6042 Topics in FSL Pedagogy (Paramskas / Thomas) \ i FREN*6050 Reading course (Faculty) Content to be determined by the student and approved by the Graduate coordinator. FREN"605112 Mdmoire (Faculty). COMPULSORY. 50 page in-depth research paper. FREN*6053 Experiential Learning Practicum Course Includes a semester-long, community- based practicum. Students will be expected to take this "breakaway" course option in the Summer semester and submit a report at the end of this period. The report must include a detailed description of the student's work and the context in which it was performed, as well as an analysis of the practicum's relevance to national or international issues. Proposed semester distribution' Fall Winter Spring 6010' 6030 6041 6020 6021 6022 6031 6050 6051/2 6053 Notes: 1. Underlined courses are compulsory 2. Fall admission only, to ensure proper sequencing and efficient use of resources. 5 OUTCOMES 5.1 Previous enrolment firmres. Obviously not applicable to a new program. Recent undergraduate enrolments in French Studies, however, can be found in Appendix III. 5.2 Emalovment Again, as this is a nascent program, there are no past statistics on prospective employment. It is reasonable to assume, however that about a third of the graduates will go on to pursue teaching careers, especially given the current and rather acute need for French teachers in Southern Ontario. Not only does a Master's degree provides an opportunity to develop linguistic competence in French and to deepen cultural knowledge of the francophonie, it also places aspiring teachers in an advantageous financial position, as a graduate degree generally places candidates in a higher remuneration bracket. Furthermore, one can reasonably expect that another third will continue on to the doctoral level. The remaining third will likely be split between translation for industry or government and international trade and tourism. 5.3 Publications Although we do not currently have Master's students, we do have excellent senior undergraduates and we are pleased to report that one of our fourth-year students, Erin MacDougald, has just received the prize for the best student essay awarded each year by Women in French, an international association of university scholars. Ms. MacDougald will receive a monetary award and have the pleasure of seeing her essay published on-line. In winter 2000, another student, Lydia Lamontagne, was awarded a prize for best student essay, this time by the Association des auteures et auteurs de I'Ontario frangais (AAOF) . Her essay was subsequently published in Liaison. \ We hope to build on this tradition of excellence and are confident that it will carry over to the i graduate level once it is established. In specific terms, Master's students will be strongly encouraged to become members of the Canadian Association of University and College Teachers of French. which has a clear mandate to support- - new researchers. Our students will be encouraged to present scholarly papers at the annual meeting, held within the framework of the Social Sciences and Humanities Congress.- This represents a watershed for new scholars and often results in the publication of a first article. ~ndeed,in the past, two of our undergraduate students, Stephanie Clarke and Kara Schmidt, have given papers in this context. Finally, various faculty, who are already on editorial committees (Voix aupluriel (Electronic journal of l'APFUCC), L 'Annuaire thkitral, Canadian Children 's Literature, Journal for Critical Studies in ~m~rovisation/~tudescritiques en improvisation ) are in a strong position to guide the students by suggesting various avenues and overseeing the submission process for articles, book reviews, published translations and journalism pieces, where appropriate. 5.4 Proiected maduate intake and enrolments (see table 14 below) Table 14 Appendix III - Enrolment figures Majors/Minors/Areas of Concentration in French over the past five years@ U. of Guelph Possible evaluators for the French Studies M.A. proposal Full CV's available on request )A. 1. Greg LESSARD 2. Professor since 2002 3. Etudes frangaises I French Studies, Queen's University, Kingston, Ontario, K7L 3N6 Tel: 613-533-2448 Fax: 613-533-6522 [email protected] http://post.queensu.ca/-lessardg/CV.hl 4. Ph.D. in Linguistics at Universit6 Laval, Quebec, 1984 5. Computer-assisted analysis of lexis, syntax or morphology in spoken language and literature. Mr. Lessard's publications - notably his "Concordances" volumes - generally require advanced skills in both language and literature. He is therefore in a unique position to appreciate both areas of interest in our proposal. 6. Mr. Lessard has taught 7 graduate courses (3 by himself, 4 co-taught), has directed 2 Ph.D. and 11 M.A. theses, has been Head of French Studies and, most recently, Acting Dean of Arts and Science at Queen's. 7. Since 1991, in collaboration with J-J. Hamrn: 11 volumes of concordances, the latest of which was published in 2004 (Concordances de Lamiel. Hildesheim: Georg Olms Verlag). Other sample publications: - 2004, with M. Levison: "Computer-based analysis and testing of second language acquisition in a naturalistic context: the VINCI environment". In J. Colpaert et al. (eds.) CALL and Research Methodologies, Antwerp: Universiteit Antwerpen, 217-223. - 1996: "Informatique et littbrature: quelques consbquences bpist6mologiques", in Le Livre: De Gutenberg 2 la carte &puce/ The Book: From Gutenberg to the Microchip (J. Bbnard and J. J. Hamm, eds). Ottawa: Legas, 162-176. 8. No known affiliation with the U. of Guelph. 9. No major blocks of unavailable time expected in the near future. B. 1. Janet PATERSON 2. Professor since 1993 3. Department of French, Odette Hall, room 213,50 St-Joseph St. University of Toronto, Toronto Ontario, M5S 1J4 Tel: 416-926-2303 janet.vaterson@,utoronto.ca 4. Ph.D. in French Literature, U. of Toronto, 1981 5. French Canadian literature, especially author Anne Hbbert. Ms. Paterson's postmodemist approach to literature has taken her beyond her field of specialization, and she is therefore well qualified to evaluate our literature offerings. Her work in semiotics assumes some knowledge of linguistics. 6. Ms. Paterson has taught 6 graduate courses, was primary supervisor for 11 doctoral theses, secondary supervisor for 22 others, has supervised 16 M.A. theses, was Associate Chair of Graduate Studies (French, 4 years), Associate Dean (Humanities, 2 years), and has been Chair of French since 1998, at the U. of Toronto. Outside her university, Ms. Paterson has been very active as member of editorial boards, search committees, national associations, and external evaluator in various capacities (theses, tenures, promotions, grants, manuscripts). Most relevant to our purpose, Ms. Paterson has evaluated the French departments at UWO, UQAM, U of Ottawa, UBC and U. of Victoria. 7. Ms. Paterson has edited 4 books and one journal, published numerous articles, dictionary entries, book introductions, book reviews and book chapters, as well as 5 monographs, of which: - 2004. Figures de l'autre duns le roman quibicois. Qubbec: Nota Bene. - 1993, reprinted in 1999. Hubert Aquin, Trou de rnimoire, critical edition with M. Randall. ) Montreal: LemBac - 1994. Postmodernism and the Quebec Novel. Toronto: U. of T. Press. 8. No known affiliation with the U. of Guelph. 9. No major blocks of unavailable time expected in the near future. C. 1. Aline GERMAIN-RUTHERFORD 2. Associate Professor 3. Institute of Second Languages, University of Ottawa aeermain@,uottawa.ca 4. Doctorate in second-language/culture teaching ("Didactologie/Didactique des langues et des cultures secondes"), La Sorbonne Nouvelle, Paris III, France, 1992. With distinction. 5. Second-language pedagogy, especially the computer-assisted variety. Considered a leader in that field, Ms. Germain-Rutherford is very well positioned to evaluate the "technology-enhanced language learning" part of our proposal and, in a more general sense, our Language in Context area of interest. 6. Currently a member of the faculty of graduate and post-doctoral studies at the U. of Ottawa, Ms. Germain-Rutherford has supervised 4 doctoral theses and secured frequent research grants. She has also directed the Graduate French Summer school, at Middlebury College (Vermont) and the Centre for University Teaching at the U. of Ottawa (past 4 years). She was course coordinator of I the masters program (phonetics and FSL teaching methodology) at Middlebury for 7 years and undergraduate chair of French and Modem Languages at Trent. She has been a member of various boards and committees relevant to her field, both at the local and the national levels, and has been invited as expert consultant by universities interested in information technologies for distance-education programs (U. of Madison-Wisconsin and U. of Waterloo). She has been the external referee for several tenure and promotion committees and - more to the point here - the external evaluator of the Masters Program for Professional French, U. of Madison- Wisconsin (USA). 7. Books. - 1998. Petit manuel d'introduction ii la transcriptionphonitique. Toronto: Canadian Scholars'Press. - 1997. Echanges: mkthoded rnultimidia de FLSpour dibutants. Toronto: Prentice-Hall Canada. One of many articles: - 2003 "Teaching and Learning Oral Communication in a Distance Learning Setting: A Case Study. Contact. 29 (2) 74-89. 8. No known affiliation with the U. of Guelph. 9. No major blocks of unavailable time expected in the near future. BOARD OF GRADUATE STUDIES PROGRAMS COMMITTEE May 10,2005 ) Approved bv the Dean Special Graduate Faculty Furgal,- Christopher M. BSc Western Ontario; MSc, PhD (1999) Waterloo 40-Director, Nasiwik - Centre for Inuit Health and Changing ~nviroiments,Univ. Laval, Ste-Foy, Quebec1 Geography (Serve on MSc advisory comm. of E. Pratley) Full Graduate Faculty Ablett, Gary R. BSc Waterloo; MSc, PhD (1987) Guelph -Interim Chair and Associate ProfessorPlant Agriculture Bent, Leah R. BSc, MSc Guelph; PhD (2002) British Columbia -Assistant Professor (June, 2005)l Human Biology and Nutritional Sciences Bonen, Arend BA Western Ontario; MS, PhD (1973) Illinois (Champaign) -Canada Research Chair/ Human Biology and Nutritional Sciences Bradshaw, Benjamin E. BA Trent; PhD (1999) Guelph -Assistant ProfessorlGeography de Kerckhove, Diane G. BSc McGill; PhD (1999) Oxford -Assistant ProfessorIPhysics FitzSimons, John BA Wales; MA McMaster; PhD (1979) Western Ontario -Associate ProfessorRural Planning and Development Garrett, Paul E. BSc Queen's; MSc, PhD (1993) McMaster -Associate ProfessorPhysics Genc, Talat BS, MA Bogazici (Istanbul, Turkey); MA, MS, PhD (2003) Arizona -Assistant Professor/Economics Jiang, De-Tong BSc Jilin (China); PhD (1991) Simon Fraser -Assistant ProfessorIPhysics Mau, Tim A. BA, MA Guelph; PhD (1999) Oxford -Assistant Professor/Political Science Miglo, Anton PbD St. Petersburg State (Russia); PhD (2005) Quebec (Montreal) -Assistant ProfessorlEconomics Poma, Roberto DVM Turin (Italy); DVSc (2001) Guelph -Assistant ProfessorlClinical Stud~es Thomson, Judi R. BEd, BSc, MS, PhD (2000) Saskatchewan -Assistant ProfessorlComputing and Information Science Wright, Amanda BSc, PhD (2004) Guelph -Assistant Professor (July 2005)lHuman Biology and Nuhitional Sciences Special Graduate Faculty Al-Khateeb, Basim BSc Salahaddin (Iraq); MSc Baghdad; PhD (1989) Birmingham (England) -Water & Wastewater Design Engineer, Gamsby and Mannerow Ltd., GuelphIEngineering (Serve on PhD advisory comm. of C. Barajas-Olalde) Deny, Margaret E. BA Western Ontario; MA, PhD (1997) Toronto -Historian, Caledon, Ont./History (Serve on MA advisory comm. of C. Bazley) Dille, Johanna A. BSc, MSc Guelph; PhD (1998) Nebraska (Lincoln) -Associate Professor, Agronomy Dept., Kansas State Univ., Manhattan, KansasIPlant Agriculture (Serve on PhD advisory comm. of D. Vermey) Eberl, Dennis D. BA Dartmouth College; PhD (1971) Case Western Reserve -Project Chief, Minerals- Water Reactions Project, U.S. Geological Survey, Boulder, ColoradoILand Resource Science (Serve on PhD advisory comm, of M. Budiono) Habash, Marc BSc Toronto; MSc Western Ontario; PhD (2003) Guelph -Post-doctoral Fellow, The Hospital for Sick Children, Centre for Infection & Biomaterials Research, Toronto1 Environmental Biology (Serve on MSc advisory comm. of T. Shireen & incoming students) Kort, John MSc Manitoba; PhD (2005) Toronto -Shelterbelt Biologist/Agroforester, Agriculture and Agri-Food Canada, Indian Head, Saskatchewan/EnvironmentalBiology (Serve on ) MSc advisory comm. of M. Dougherty) Mandell, Deena BA Toronto; MSW Carleton; PhD (1998) Toronto -Associate Professor, Faculty of Social Work, Wilfrid Laurier Univ., Waterloo/Family Relations and Applied Nutrition (Serve on PhD advisory comm. of D. Whitehead) Parreira, Valeria BSc Campinas (Brazil); MSc, PhD (1998) Sao Paulo (Brazil) -Research Associate, Univ. of Guelph/Pathobiology (Serve on MSc advisory comm. of A. Uamhrani) 1 Reynolds, John W. BSc Wilmington College (Ohio); MSc Purdue (Indiana); PhD (1973) Tennessee -0TR Driver, Schneider National Carriers, KitchenerIZoology (Serve on MSc advisory comm. of J. Porter) Stark, Ken D. BSc Toronto; MSc, PhD (2002) Guelph -Assistant Professor, Dept. of Kinesiology, Univ, of WaterlooIHuman Biology and Nutritional Sciences (Serve on MSc advisory comm. of A. Di Tullio) Szijarto, Laszlo F. BSc Hungary; MSc, PhD (1977) Guelph -Retired Research ScientistEood Science (Serve on MSc advisory comm. of J. Melichercik) Thevathasan, Naresh BSc Eastern (Sri Lanka); PhD (1998) Guelph -Research Associate, Univ. of GuelpW Environmental Biology (Serve on MSc & PhD advisory comms. of current & incoming students) Turner, Susan M. BA, MA Guelph; PhD (2003) OISEIToronto -Program Coordinator, Rural Women Making Change Program, Centre for Families, Work & Well-Being, College of Social and Applied Human Sciences, Univ. of GuelpWSociology and Anthropology (Serve on advisory comms.) Woodrow, Lorna BSc, MSc, PhD (1989) Guelph -Research Scientist, Agriculture and Agri-Food Canada, Greenhouse and Processing Crops Research Centre, Harrow, 0nt.Plant Agriculture (Serve on MSc advisory comm. of S. Murphy) Wright, Harold BSc, MSc (1989) Guelph -Field Development Manager, Eastern Canada, Syngenta Crop Protection Canada Inc./Plant Agriculture (Serve on MSc advisory comm. of R. Riddle) Associated Graduate Faculty Anand, Madhur BSc, PhD (1997) Western Ontario -Associate Professor, Biology Dept., Laurentian Univ., Sudbury, Ont./Mathematics and Statistics (Serve on MSc advisory comm. of S. Wow) Conlin, Michael V. BA, MBA, LLB (1979) Western Ontario -Associate Professor, Okanangan University College, Kelowna, British Columbia/Faculty of Management (Serve on MA advisory comm. of V. Hodgkinson; MBA advisory comms. of E. Gamer, S. Horvath & H. Ranson) Croy, Anne DVM Guelph; PhD (1974) Toronto -Professor, Dept. of Anatomy and Cell Biology, Queen's Univ., Kingston, Ont./Human Biology and Nutritional Sciences (Serve on MSc advisory comm. of S. Leonard) Fine, Marshall BA Waterloo; MSW Wilfrid Laurier; EdD (1982) East Texas StatelTexas A&M -Professor, Faculty of Social Work, Wilfrid Laurier Univ., Waterloo/Psychology (Serve on PhD advisory comm. of A. Gousse) McBride, Murray B. BSc Guelph; MS, PhD (1974) Michigan State -Professor, Dept. of Soil Crop and Atmospheric Sciences, Cornell Univ., New YorkILand Resource Science (Serve on PhD advisory comm. of X. Gu) Moss, Michael R. BSc Leeds; PhD (1973) Sheffield -Consultant (Environmental Educatibn), Fergus, Ont./Rural Studies (Serve on PhD advisory comm. of T. Walsh) Okatcha, Frederick M. BA, MA, PhD (1968) Michigan State -Professor, Dept. of Educational Psychology, Kenyatta Univ., Nairobi, KenyaPsychology (Serve on MSc advisory comm. of B. Onyura) Psenner, Roland PhD (1976) Innsbmck -Associate Professor, Inst. of Zoology and Limnology, Univ. of Innsbmck, Austria/Environmental Biology (Serve on MSc advisory comm. of N. Gantner) University of Guelph SENATE Tuesday, June 21", 2005 REPORT OF THE SENATE AWARDS COMMITTEE Chair: David Homsby For Information: (a) Avvroved Awards : June. 2004 to May 2005 See attached (b) Medal Winners. 2005 Winegard Medal Ramy Nassar CPES Forster Medal Aaron C. H. Schat CSAHS Governor General's Gold Roland Haas . CPES Governor General's Silver Lin Yang CPES Governor General's Bronze Nicholas Bennett 0AC Membership: G. Correia P. Sinclair P. Landoni D. Hornsby B. Grodzinski P. Conlon D. Larson L. Allen B. Frisbee K. Racine P. Tremaine P. Boerlin T. Crease M. Durkee J. Goddard A. Tucker ...... ...... -- ...... ...... ...... ...... ...... -~...... The.G_0_"4e!Family %!2L=!!hi~...... - ... - ...... - ... The HAFA HTM Alumni +sociafion. Recognilion of Achievemenl Prize...... The William Furlong Sch?!a!shi~ i?Mjcroeconomics ...... Ye~nd!e~~amily,lny2ourse Scholarship ...... Class of Mac '65 Scholarship ...... - ...... ...... --...... . ~ ~~ ...... ...... ...... F ...... s2o.o~($lp,pap per yea!foc? yearsl.. .. ...... ...... Vetoqu.inoi Scnolarghip in Geri,atrics, ...... !!etogu./?o( Scholarshiein Swine Heal%...... Vetoquinol Travel Schgarship in Avian Medicine . . . . ~ Veloquinol TrgvelSch~a+hi~inBovine Reproduction ...... . ~~-.~ ~ ~ .. - ...... ...... -.... ? - ., Pagego University of Guelph Senate Tuesday, June 21"' 2005 REPORT FROM THE COMMITTEE ON UNIVERSITY PLANNING Chair: Gilian MacPherson For Approval: Name Channe for the Department of Human Biologv & Nutritional Sciences The Department of Human Biology and Nutritional Sciences has requested that its name be changed to the Department of Human Health and Nutritional Sciences. The CBS Dean's Council has approved the proposal and other divisions with an interest in the area have been consulted (see attached for rationale for the change and details of consultation). In addition, the Chair of the Department, Dr. Teny Graham, sent information about the proposal to the department's alumni and received back indications of support from them. MOTION: that the proposal to change the name of the Department of Human Biology & Nutritional Sciences to the Department of Human Health & Nutritional Sciences be approved. Membership: M. Mancuso N. Sullivan G. Craney C. Brown E. Carter J. Fryxell J. Murray P. Purslow G. Smith J. Willcox A. Lister G. MacPherson