AGENDA for the University of the Fraser Valley SENATE October 12, 2012 - 2:30 pm Mission Campus, Room D245 Page
1. CALL TO ORDER
2. ITEMS FOR APPROVAL 2.1 Agenda THAT the agenda for today's meeting of Senate be approved as presented. 4-14 2.2 Minutes THAT the minutes of the September 14, 2012 meeting of Senate be approved as presented.
3. PRESENTATION 3.1 Karin Jager, Program Co-ordinator, Graphic and Digital Design
4. DECISION ITEMS
4.1.Education Plan Update - Peter Geller 15-153 4.1.1 2012 Update THAT Senate approve and recommend to the Board of Governors the 2012 Update to the 2011-15 Education Plan, as presented.
4.2.Senate Governance Committee - Gerry Palmer 154-158 4.2.1 Course Loads, Academic Program Policy (63) - Revisions THAT Senate approve the revisions to the Course Loads, Academic Program policy (63) to change the measurement of student workload from courses to credits, as recommended by the Senate Governance Committee. 159 4.2.2 Standing Committees of Senate - Nomination of Chairs for 2012-13 160-167 4.2.3 Senate and Board Election Procedures Document Revision THAT Senate approve the revisions to the procedures document for the conduct of elections at Senate and the Board of Governors, pursuant to amendments to Board Bylaw 110.07 Board Composition, Appointments, Elections, and Succession which specifies the terms for faculty membership on the Board of Governors.
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168-169 4.2.4 Graduate Studies Committee - Addition to Membership THAT Senate approve the Senate Governance Committee’s recommendation to add the chairs of graduate programs as ex officio non- voting members of the Senate Graduate Studies Committee.
4.3.Academic Planning and Priorities Committee - Chantelle Marlor 170-176 4.3.1 Mathematics and Statistics THAT Senate approve the changes to the Mathematics major (BA) as recommended by the Academic Planning and Priorities Committee, effective September 2013.
THAT Senate approve the changes to the Mathematics minor (BA), extended minor (BA), minor (statistics option) (BA), and extended minor (statistics option) (BA) as recommended by the Academic Planning and Priorities Committee, effective September 2013. 177-178 4.3.2 English Programs - Arts 100 THAT Senate approve ARTS 100 as an alternative to ENGL 105 in the English Honours, majors (English Literature, Drama, Creative Writing, and Writing and Rhetoric concentrations), extended minor, and minor as recommended by APPC, effective immediately. 179-180 4.3.3 Electrical Entry Level Trades Training Program THAT Senate approve the changes to the Electrical Entry Level Trades Training program, including a name change from Electrical Work certificate to Construction Electrician certificate, as recommended by APPC, effective November 5, 2012. 181-182 4.3.4 Automotive Collision Repair and Refinishing Certificate THAT Senate approve the changes to the Automotive Collision Repair and Refinishing certificate completion report, as recommended by APPC, effective immediately.
4.4.Undergraduate Education Committee - Samantha Pattridge 183-191 4.4.1 Delegation of Course Approvals to the Undergraduate Education Committee THAT Senate delegate the authority to approve new courses and course changes to the Undergraduate Eduation Committee. 192-253 4.4.2 Course Approvals
4.5.University Secretary and Registrar - Al Wiseman 254-258 4.5.1 Approval of Graduands - THAT Senate approve the appropriate graduation award for the candidates listed in the report presented at Senate.
4.5.2 2013-14 Sessional Dates - exhibit to be distributed at meeting THAT Senate approve the 2013-14 sessional dates for semester-based
Page 2 of 319 UFV Senate Meeting, Public Session October 12, 2012 Page courses as presented. 259-263 4.5.3 Standing Academic Appeal Committee under the Academic Appeals Policy - exhibit to be distributed at meeting Approval for an interim solution for the Standing Academic Appeal Committee (SAAC) under the Academic Appeals (61) Policy
5. REPORT 5.1 Report from the President and Vice-Chancellor - Mark Evered
6. INFORMATION ITEMS 264-268 6.1 Bachelor of Arts in Global Development Studies - Revisions to Curriculum 269-272 6.2 Changes to June 2012 Final Graduation Roll 273-316 6.3 Board of Governors Information Items 317-319 6.4 Senate Governance Committee Information Items
7. IN-CAMERA SESSION - Agenda under separate cover
8. ADJOURNMENT and NEXT MEETING
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Minutes for the University of the Fraser Valley SENATE September 14, 2012
PRESENT: Alumni: Kelly Chahal
Deans: Sue Brigden John English Rosetta Khalideen Joanne MacLean Ian McAskill Jacqueline Nolte
Faculty Members: Trudy Archie Tom Baumann Maria Bos-Chan Steven Marsh Sylvie Murray Gerry Palmer (Vice-Chair) Teresa A. Piper Christine Slavik Maggie Theron John Todrick Noham Weinberg Zoe Dennison
President: Mark Evered (Chair)
Provost/VP Academic: Eric Davis
University Secretary Al Wiseman and Registrar:
Staff: Colleen Bell Mark Brosinski
Students: Alycia Bradley Theresa Coates Brad Derbyshire
University Librarian: Kim Isaac
Guests: Peter Geller Kathy Gowdridge
Regrets: Tim Cooper Dan Harris Kamal Moghrabi
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1. CALL TO ORDER
Chairman Evered welcomed members, new members, and guests to today's meeting and called the meeting to order at 2:35 pm.
Vice-Chairman Palmer congratulated Chairman Evered for receiving the Diamond Jubilee.
2. ITEMS FOR APPROVAL
2.1. Agenda
The agenda for today's meeting was approved with the following addition: Senate election updates, as University Secretary and Registrar item 5.3.7.
MOTION: THAT the agenda for today's meeting of Senate be approved as revised. T. Baumann/J. Nolte CARRIED
2.2. Minutes
MOTION: THAT the minutes for the public session of the June 1, 2012 meeting of Senate be approved as presented. A. Bradley/S. Brigden CARRIED
MOTION: THAT the minutes for the August 22, 2012 orientation of Senate be approved as presented. C. Slavik/K. Isaac CARRIED
3. SENATE BUDGET COMMITTEE REPORT - Chief Financial Officer Jackie Hogan
3.1. 2013-14 Budget Principles
Chief Financial Officer Jackie Hogan presented the 2013-14 budget principles and timelines prepared by the Senate Budget Committee for information and comments.
4. BUSINESS ARISING
4.1. Senate Standing Committee for Student Appeals: Membership Composition Revision - SGC Recommendation - Gerry Palmer
Membership composition requirements for the Senate Standing Committee for Student Appeals are five faculty members of Senate, none of whom are from the same faculty and two faculty members who are not members of Senate. The Senate Governance Committee recommended amending the terms of reference to add one more Senate faculty position to the appeals committee to serve in a
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one-year term, ending July 31, 2013. This Senate faculty member may be from a faculty already represented on the appeals committee. At its August 22, 2012 orientation, Senate approved the nomination of Senator Zoe Dennison, faculty member from the Faculty of Social Sciences, to serve in this one-year position to assist the committee with inaugural tasks and procedures.
The Senate Governance Committee's motion was approved at Senate with a friendly amendment to the motion to clarify that the terms of reference were being revised to include one more Senate faculty position to the appeals committee, to serve in a one-year term, ending July 31, 2013.
MOTION: THAT Senate approve an amendment to the terms of reference of the Senate Standing Committee for Student Appeals to allow the addition of one faculty member of Senate to serve in a one-year term, ending July 31, 2013, on the Senate Student Committee for Student Appeals, and that this membership may be from a faculty already represented on the appeals committee. G. Palmer/ T. Baumann CARRIED
5. DECISION ITEMS
5.1. Senate Governance Committee Recommendations - Gerry Palmer
5.1.1. Faculty Council for Health Sciences - Inaugural Nominations and Elections Procedures
The Senate Governance Committee has reviewed the inaugural nomination and election procedures for the faculty council of Health Sciences and recommended them to Senate for approval.
MOTION: THAT Senate approve the inaugural nominations and elections procedures for the Faculty Council for Health Sciences as recommended by the Senate Governance Committee. G. Palmer/ T. Baumann CARRIED
5.1.2. Revisions to the Rules for the Conduct of Business for Standing Committees of Senate
The Senate Governance Committee, in consultation with the University Secretary, recommended that the attendance requirement procedures in the rules for the conduct of business for the standing committees of Senate be revised.
MOTION: THAT Senate approve revisions to the rules for the conduct of business for standing committees of Senate to amend the attendance requirement procedures, as recommended by the Senate Governance Committee in consultation with the University Secretary. T. Baumann/J. Todrick
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CARRIED
5.2. Academic Planning and Priorities Committee Recommendations - Eric Davis
5.2. English Program Review 1. http://ufv.ca/Assets/Senate/Academic+Planning+$!26+Priorities+Committee/Progra m+Reviews/English+Program+Review.pdf
At the November 2011 APPC meeting, Jacqueline Nolte, Dean of Arts, presented the English program review. APPC accepted the documentation related to the English program review as presented and recommended acceptance by Senate.
MOTION: THAT Senate accept the English program review. E. Davis/T. Baumann CARRIED
5.2.2. Institutional Learning Outcomes
E. Davis presented the UFV Institutional Learning Outcomes document for Senate approval. The document is the product of a collective and democratic year-long exercise that was composed by the entire UFV community. It was suggested at Senate that the Academic Planning and Priorities Committee look at producing a timeline for revising the learning outcomes and the process by which they be revised. The learning outcomes were well received and E. Davis, Deans, the writers and editors received positive mention at Senate.
MOTION: THAT Senate approve the Institutional Learning Outcomes as presented. E. Davis/R. Khalideen CARRIED
5.3. University Secretary and Registrar Recommendations - Al Wiseman
5.3.1. Approval of Graduands
MOTION: THAT Senate approve the appropriate graduation award for the candidates as presented in the report to Senate. A. Wiseman/R. Baumann CARRIED
5.3.2. Honorary Doctorate Selection Committee - call for Senate volunteers
The campaign to nominate recipients for the 2013 honorary doctorate degrees is underway. Senate Secretary Al Wiseman made a call for the nomination of one student and two faculty members of Senate to be part of the selection committee. Tom Baumann and Alastair Hodges volunteered as faculty
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members, and Brad Derbyshire volunteered as the student member.
MOTION: THAT Senate appoint Tom Baumann and Alastair Hodges as faculty members of Senate, and Brad Derbyshire as the student member of Senate for membership on the Honorary Doctorate selection committee. A. Wiseman/C. Slavik CARRIED
5.3.3. Teaching Excellence Award Selection Committee - call for one student senator
The 2012-13 campaign to nominate a recipient for the 2013 Teaching Excellence Award will be underway shortly.
Senate Secretary Al Wiseman made a call for the nomination of one student senator to join the Teaching Excellence Award selection committee. Alycia Bradley volunteered for the position.
MOTION: THAT Senate appoint student senator Alycia Bradley to participate on the 2013 Teaching Excellence Award selection committee. A. Wiseman/T. Coates CARRIED
5.3.4. Joint Chancellor Selection Committee - Membership Request
The Joint Chancellor Selection Committee has reconvened to work on creating the terms of reference and criteria for selection of the Chancellor. The committee requires representation by one faculty member and one student member of Senate to participate on the committee. Maggie Theron volunteered as the faculty member, and Brad Derbyshire volunteered as the student member.
MOTION: THAT Senate appoint Senator Maggie Theron and student Senator Brad Derbyshire to participate on the Joint Chancellor Selection Committee. A. Wiseman/ S. Brigden CARRIED
5.3.5. Vacancy on the Senate Standing Committee for Student Appeals
Senate Secretary Al Wiseman made a call for expressions of interest for one faculty member of Senate from the Faculty of Health Sciences, Humanities, or Science to serve a three year term on the Senate Standing Committee for Student Appeals, ending July 31, 2015. Alastair Hodges expressed interest for the position.
MOTION: THAT Senate approve Senator Alastair Hodges, Faculty of Health Sciences, for membership on the Senate Standing Committee for Student Appeals for a three-year term, ending July 31, 2015.
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A. Wiseman/T. Coates CARRIED
5.3.6. Academic Planning and Priorities Committee - Membership Approval
A call for expressions of interest was made for one dean or associate dean to serve a three-year term on the Academic Planning and Priorities Committee. One expression of interest was received from Joanne MacLean, Dean, Faculty of Health Sciences.
MOTION: THAT Senate approve the nomination of Joanne MacLean, Dean, Faculty of Health Sciences for membership on the Academic Planning and Priorities Committee for a three-year term, ending July 31, 2015. A. Wiseman/A. Bradley CARRIED
5.3.7. Senate election updates (appended to the agenda as item 5.3.7. and to the minutes as appendix a and appendix b)
a. Call for nomination results: The Secretariat office received one nomination for one faculty member from the Faculty of Health Sciences to serve a three-year term on Senate from Alastair Hodges, thus declaring him elected.
b. Senate vacancy: Notice of a student vacancy on Senate was declared. A call for nominations to fill the vacancy will go out shortly.
6. REPORTS
6.1. Report from the Provost and Vice-President, Academic - Eric Davis
1. UFV conference on Indigenizing the Academy-- S’iwes Toti:It Q’ep — Teaching and Learning Together The conference was held on August 27 & 28, 2012. It was co-sponsored by the Nicola Valley Institute of Technology and was the inaugural event at UFV’s Gathering Place in the Chilliwack Education Park. The conference was very successful and brought together teams of senior administrators, senior advisors on Indigenous affairs, deans, faculty, students, Elders, and community members from 33 Canadian institutions with the goals of sharing best practices of Indigenizing post- secondary education and brainstorming transformative solutions to the outstanding challenges. These challenges include reconciling governance, academic freedom, tenure, promotion, and collective agreements with Indigenization and Indigenous community culture; recruitment and retention of Indigenous faculty, administrators, staff, and students; and the role of partnerships, alliances, and community advisory councils. The two keynote speakers were Dr. Jo-Ann Episkenew (University of Regina, Director of Indigenous Peoples Health Research Centre,) and
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Dr. Lynne Davis (Trent University, Program Director Indigenous Studies PhD Program). Dr. Eber Hampton (University of Regina, Professor Emeritus), a pioneer of Indigenizing the Academy, facilitated a general discussion on Reconciling University Culture with Indigenous Culture(s). There was a Sto:lo Feast on the evening of August 27 at which our Lieutenant-Governor, Steven Point, spoke. About 275 people attended this sold-out conference from institutions as far away as Memorial University of Newfoundland. It was structured using Indigenous protocol, with Sto:lo Longhouse practices and Sto:lo witnesses at each workshop who later reported back to the whole group in the Gathering Place. The conference showcased UFV and the Sto:lo community. Attendees thought that UFV has now set the bar for such Indigenizing conferences. An article about the conference appeared in the Vancouver Sun, and it even made Academica’s Top Ten. Dr. Davis expressed his gratitude to the UFV volunteers who helped out in a variety of capacities. Videos of the keynote addresses and the notes from the workshops will soon be available on the web.
2. The Province’s Aboriginal Postsecondary Education and Training Policy Framework and Action Plan The framework and action plan was completed in the summer. It requires all BC post-secondary institutions to include Aboriginal ways of knowing, culture, and language in their curriculum and Aboriginal voice and vision in governance.
3. Dr. Davis has proposed creating an Indigenization Standing Committee of Senate. P. Geller, Vice Provost/ Associate Vice President, Academic, is working on proposed terms of reference and membership.
4. The Ministry has also released its call for proposals for Community-based Aboriginal Programming.
5. Education Plan Update will go to APPC next week, and then to Senate in October.
6. GDS Degree proposal was approved by the Minister in mid-summer. There has been no update on Exempt Status application or BECE.
7. The search for a Dean of the Faculty of Access and Open Studies is underway.
8. The search for an AVP Research, Engagement, and Graduate Studies will be launched shortly. Dr. Adrienne Chan has kindly agreed to serve in an acting capacity until the search is completed.
9. There will be a site visit in November for the advising review.
10. Katherine Watson and Elizabeth Dennis are heading the Student Experience
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project.
11. Notice of New Universities of BC and Alberta Conference, Calgary September 30 to October 2.
12. Voices for peace concert Taking place September 27 at the Peace Lutheran Church, 2029 Ware St., Abbotsford. This is a free concert featuring cello, chamber music and poetry to celebrate the development of a Peace Studies program at the University of the Fraser Valley.
13. Quality Assurance Framework Workbook The workbook was completed by all PSE institutions in BC over the summer. The Province plans to have a new Quality Assurance Framework centering around learning outcomes in place by early 2013.
6.2. Report from the President and Vice-Chancellor - Mark Evered
Dr. Evered reminded Senators to review the Board of Governor information package (item 7.1.); Dr. Evered noted that item 7.2. President's Report to the Board of Governors should read The Dean of Arts Report to the Board of Governors.
1. New Minister John Yap, Richmond-Steveston, is the new Minister of Advanced Education; Dr. Evered had the pleasure of speaking with him on the phone last week.
2. Recent Appointments Jody Gordon joins UFV as the new Vice-President, Students; Adrienne Chan is acting AVP Research and Graduate Studies; Lucy Lee joins UFV as the new Dean of Science; Rocky Olfert joins UFV as the new Athletics Director.
3. Farewells Karola Stinson, recently served as Vice-President, External; Karen Evans, recently served as Vice-President, Students; Yvon Dandurand, recently served as the Associate Vice-President, Research and Graduate Studies. Yvon will be returning to UFV as a faculty member.
4. Convocation Another successful year holding convocation in AESC; Thank you to Betsy Terpsma, Auriel Heron and colleagues and to Leslie Courchesne and colleagues for the wonderful new convocation program; Thank you to all the volunteers who helped; Honorary Doctorates were awarded to Ray Silver, Red Robinson, and
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Sheldon Kennedy; A dinner was hosted for the Honorary Doctorates and students receiving major awards.
5. Welcome Events: New Academic Year A welcome back BBQ was held at the new CEP campus for Faculty, Staff, and Retirees; Orientation events for new students, and welcome back to returning students were held last week and this week; Thank you to Student Services, Campus Life, Residence staff, SUS, clubs, associations, and university departments for organizing the activities; Parent Orientation was held on June 19 & 21 in Abbotsford and Chilliwack.
6. Aboriginal Initiatives Will be celebrating the opening of the Gathering Place and Aboriginal Student Services wing of the new CEP building; Sponsored and participated in the 36th Annual BC Elders Gathering at the Tradex in Abbotsford; The Board Policy on fulfilling our commitment will be brought to the next Board meeting; The conference on Indigenizing the Academy was a success with nearly 300 people from coast to coast in attendance; Ministry of Advanced Education’s new action plan to support Aboriginal learners was introduced in the summer (in the information package as item 2.2) Released a new Aboriginal emergency-based delivery program with funding (in the information package as item 2.6); Aboriginal emergency assistance funding. $87, 400 will be given to UFV; Mourning the loss of Millie Silver, wife of Honorary Doctorate Ray silver. The funeral will be held tomorrow at the Sumas Longhouse.
7. Other Events UFV sponsors and participants attended the Harrison Festival of the Arts. Hosted a visit by Scott Slessor, Canadian Consulate General for Chandigarh, who is a great supporter of our program and other activities in Chandigarh; Attended the Indo-Canadian Business Association Annual Scholarship Dinner. A number of awards went to students proudly attending UFV; The UFV Awards ceremony for donors and recipients, focusing on UFV’s strategic plan – changing lives, building community, occurred on Wednesday evening. Around 350 attended the event. Thank you to University Advancement and Alumni Engagement, Betsy Terpsma and Auriel Heron from Marketing and Communication.
8. Meetings and hosted visits on behalf of UFV Will be hosting a series of sponsored lunches and tours for the Rotary Clubs; Met with the Chambers of Commerce;
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Met with Municipal leaders; Met with ministers Mike DeJong, Pat Bell, and Don McCrae; Hosted a day-long visit in July with Deputy Minister Cheryl Wenezenki- Yolland, Advanced Education; Met with MLA Gwen O-Mahony, Chilliwack-Hope and Michelle Mugall, NDP Advanced Education critic. Mungall and O’Mahony toured CEP Trades and Technology facilities; Adrian Dix, NDP Leader, visited CEP in July to raise public awareness for screening of colon cancer.
9. Upcoming Events and Opportunities CEP Grand Opening on September 20 and everyone are encouraged to attend. Thank you in advance to the community; Public Launch of Peace Studies Initiatives with a free concert on September 27, 2012. The program is based on diversity in approach and practice, interdisciplinary curriculum, multicultural, and multi-faith; UFV is participating in the Reach Gallery Gala: Making News, Making History; UFV will support Mission in hosting the BC’s 2014 Winter Games; UFV will support Abbotsford in its bid for the 2016 Summer Games, and the 2016/18 Winter Games.
10. Budget Update and Challenges Budget letter for 2012-13 was received, confirming what had been conveyed to us informally. About $54 mil, half of the annual operating costs. Not anticipating any increases in the coming years, in fact may face reductions as funding for AVED reduces (by $20 min in 2013-14, $30 mil in 2014-15); Received additional funding for some capital costs for special projects (see Information package); AVED’s Administrative Services Review is currently still in data gathering and analysis stage. There may be some savings in sharing in purchasing, and some services; Priorities – 2 key for the coming year Resources –will be seeking and discussing with the Board increases in salary and benefits; Enrolment management – have to address the conflict in commitment and values.
7. INFORMATION ITEMS
7.1. Board of Governors Information Items Copy distributed at Senate
7.2. The Dean of Art's Report to the Board of Governors - September 2012 Appended to agenda package
7.3. Senate Governance Committee Minutes Minutes appended to agenda package
7.4. 2011-12 Scholarship Sharing Initiative Report
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Appended to the agenda package
8. ADJOURNMENT and NEXT MEETING
Senator Tom Baumann moved to adjourn the meeting at 4:00 pm. The next meeting of Senate will take place on October 12, 2012 at 2:30 pm on the Mission campus, in room D245.
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MEMO
To: Senate From: Eric Davis, Provost and Vice-President, Academic Date: October 4, 2012 Re: 2012 Update to the 2011-15 Education Plan
Our current Education Plan, Students and Community: Education Planning at UFV, 2011-2015, was approved by the Board of Governors in the spring of 2011. I am pleased to present our first annual Update to the Plan. The Update outlines the central issues that currently shape our educational planning and identifies examples of new initiatives that respond to these issues and advance our achievement of the strategic goals laid out in Students and Community: Education Planning at UFV, 2011-2015.1
The Appendices that follow include FTE Performance Charts, an updated list of planned new programs, and Updates from each of our Faculties. These Updates were developed in the Faculties over the course of the spring and completed in the summer by the Deans. In addition, as a parallel to our budgeting process, our Update to the UFV Education Plan begins with a statement of Academic Planning Principles. Both the Principles and the Update and Appendices were discussed and approved at our central academic planning body, the Academic Planning and Priorities Committee.
MOTION: THAT Senate approve and recommend to the Board of Governors, the 2012 Update to the 2011-15 Education Plan, as presented.
1 These strategic goals are: Student Recruitment, Retention, and Success; Enrolment Management; Indigenization; Internationalization; Environmental Sustainability; Indo‐Canadian and South Asian Studies; Mennonite Studies; The Integration of Research and Teaching; Strengthening the Culture of Teaching and Learning; Community Partnerships, Forums, Events, and Conferences; Interdisciplinarity and Cross‐Departmental/Faculty Cooperation; Recruitment and Retention of Faculty; Creative Resourcing.
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Students and
Community: An
Update to the UFV
Education Plan
September 2012
Submitted by: Eric Davis Provost and Vice-President, Academic
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Table of Contents
Academic Planning Principles ...... 4 Assumptions ...... 4 Principles ...... 4 Strategic directions ...... 4 Student and program considerations ...... 4 Context ...... 5 Funding ...... 5 Increased competition ...... 5 The unsustainability of the traditional university and the need to reinvent it ...... 6 Setting priorities: identifying strengths and weaknesses ...... 6 UFV’s strengths...... 7 Online Learning and Educational Technology ...... 7 Serving Non-Traditional Students...... 8 British Columbia's Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan ...... 8 Learning Outcomes, Accountability, and Quality Assurance ...... 9 Integration and Interdisciplinarity ...... 10 Planning and Programming Initiatives...... 11 Institutional Learning Outcomes and Program Reviews: UFV’s Guarantee of Educational Quality ...... 11 Institutional Learning Outcomes ...... 13 Program Reviews ...... 14 Internationalization ...... 15 Student Engagement and Success ...... 16 Innovative and Entrepreneurial ...... 17 Indigenization ...... 19 Enrolment Management ...... 20 Advising ...... 23 Reducing Waitlists ...... 23 Access ...... 23 Improved Coordination of Timetable ...... 23 Workshops for At-Risk Students ...... 24 Students and Community ...... 24
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Students and Community: An Update to the UFV Education Plan
“The benefits of post-secondary education accrue to individuals, communities and society, and are associated with better labour market outcomes, better health outcomes, better outcomes for children, lower crime rates, and higher levels of civic participation.” I quote from the Ministry of Advanced Education’s Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan: 2020 Vision for the Future. I do so not only because it is an inspiring statement that few post-secondary educators and perhaps no one at UFV would disagree with, but also because it brings together several factors which determine the shape of education planning at post-secondary institutions in British Columbia: the Ministry, perceptions of labour market needs, the growing and implacable demands of health care, and the concern with “outcomes” and, hence, accountability and quality assurance. Moreover, by referencing “lower crime rates” and “higher levels of civic participation,” the statement reminds us of the fundamental purpose of higher education—the development of active, ethical citizens—and its compatibility with education for careers and employment. And the fact that the statement appears in the Ministry’s Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan underlines how high a priority Aboriginal Education and Indigenizing the Academy have become for the Province.
All of these themes will be echoed in this document, our first Update to our multi-year education plan, Students and Community: Education Planning at UFV, 2011-15, which was approved by the University of the Fraser Valley Board of Governors in the spring of 2011.The Board expects annual updates to the plan until we create a brand new one for 2016 and beyond.
This Update begins with a set of Academic Planning Principles and includes an outline of the fiscal and political realities, contextual factors, and post-secondary trends that should shape our thinking as we engage in planning, followed by a review of the major planning and programming initiatives of the recent past and immediate future at UFV. Much of the material is drawn from the Appendices, which contain the Updates of our Faculties and some of our support services. These Appendices form the substance of this report on how far we have implemented the plans laid out in Students and Community: Education Planning at UFV, 2011-15, and what factors, if any, have required a modification of our plans. But I want to begin by recognizing that UFV’s incredibly dedicated faculty and staff have been exceptionally able to adapt to and anticipate the external changes and developments. We face numerous challenges, but we are in a comparatively strong position to overcome them thanks to our committed, creative, and collegial UFV community.
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Academic Planning Principles University of the Fraser Valley
Assumptions The following assumptions underlie the academic planning process at UFV and are reflected in our planning practice. The planning process is:
1. guided by our commitment to student success and an integrated student experience; 2. responsive to and consistent with UFV’s mandate and strategic directions; 3. collegial and consultative, grounded in UFV’s collegial governance processes; 4. integrated and attentive to UFV’s foundation plans; 5. evidence based; 6. linked with quality assurance; and 7. informed by the principle of program sustainability.
Principles The following principles are organized around two key themes: Strategic Directions and Students and Program Considerations.
Strategic directions The following principles relate to UFV’s strategic directions and priorities as outlined in Changing Lives, Building Community (April 2010); Students and Community: Educational Planning at UFV, 2011-15; and the Strategic Research Plan.
Academic planning will:
1. respond to and anticipate 21st-century challenges; 2. respond to the local and regional needs of the Fraser Valley; 3. enhance indigenization of the academy and respond to the needs of Aboriginal students; 4. enhance internationalization and respond to the educational needs of international students and immigrants; 5. foster the integration of research and teaching and the development of inquiry-based learning; and, 6. foster collaboration that is multi- and inter-disciplinary and multi-institutional.
Student and program considerations The following principles relate to educational programs and learning experiences at UFV.
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Academic planning will:
7. reflect our primarily undergraduate teaching focus and the comprehensive nature of UFV programming; 8. meet our commitment to access and transition programs; 9. ensure institutional and program learning outcomes are attained; 10. foster multiple, efficient pathways to completion that enhance flexibility; and, 11. integrate new and emerging technologies into teaching and learning.
Context
Funding There continues to be no growth funding and no prospect of any coming from the Province. Indeed, the Province has announced budget reductions to post-secondary education of $20 million in 2013-14 and a further $30 million in 2014-15.
Together, the Ministry of Advanced Education and the Industry Training Authority supply about half of all our funding. A little over a quarter comes from tuition. The rest is "entrepreneurial," that is, we must find ways of raising the remaining quarter of our resources. And that's just to stand still. Actually, as we receive no funding for inflationary costs, it doesn't even allow us to do that.
This means that if we want to do something new, we either have to find ways to generate new resources or we have to reduce existing resources in one area and move them to support the new initiative or we have to stop doing something we currently do.
Or we need radically to change the way we operate, the way we practice being a university. More on this later.
Increased competition First, competition among post-secondary institutions (for students, faculty, staff, administrators, and resources) is intensifying, and in relation to salaries in the rest of the country, British Columbia is not in a strong position. Second, the kinds of competitors we face are changing. These include private for- profit institutions and new public universities willing and able to offer innovative curricula and ways of doing business. In particular, high quality online education is making it possible for some of our competitors to provide customized education that meets the diverse learning styles and needs of students at a comparatively lower cost. Moreover, they demonstrate their advantages in a way that increasingly has the most currency with accrediting bodies: learning outcomes. More on this later. But perhaps our most fundamental competitor is the internet itself. In the youtube video that quickly went viral, an undergraduate dropout from the University of Nebraska, Dan Brown, states that, "in the
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information age, facts are free."1 Actually, more than "facts" are free. Complete courses and entire programs from M.I.T. and a growing number of institutions are free. "If institutional education [that's us] refuses to adapt to the landscape of the information age, it will die and it should die." Brown adds that education should "stoke creativity and new ideas"; "education is about empowering students to change the world for the better." In his experience, universities should be doing this, but they are not; the internet is.
The unsustainability of the traditional university and the need to reinvent it As I write this, universities in the U. K. are disappearing. Many more in North America and around the world will disappear in the next decade or so. This is because, as scholarly studies have argued, the traditional university has become unsustainable. All of the factors mentioned in the previous two sections--declining public funding, rising costs, inexpensive (or free) online learning, and "more outcome-oriented accreditation standards,"2 have produced this unsustainability. Universities without multi-billion dollar endowments will not survive without reinventing themselves. A few facts to keep in mind: a few decades ago, 80% of our funding came from government. Now, about 50% comes from AVED and the percentage will continue to drop. At the same time, the internet has reduced the costs of learning to zero, while our students take out thousands and thousands of dollars worth of loans to pay for the learning we offer.
In their recent "study of the top 10 issues facing higher education institutions," the Deloitte professional services firm states the case as follows:
Higher education institutions are in the midst of a perfect storm. Amidst shrinking resources, [intense competition] and rising demands, it is becoming clear that higher education institutions can no longer maintain the status quo. To achieve their mandates and serve their constituencies, they must transform the way they do business. . . . and reinvent themselves to meet the educational needs of the future.3 (emphasis mine)
Setting priorities: identifying strengths and weaknesses Given these challenges around funding, costs, and competition, post-secondary institutions need to identify priorities and get clear on their strengths and weaknesses.
The economic environment can no longer support a culture where everyone asks for their unique wants and the administration strives to provide that. Although cultural change can be
1 Dan Brown, "An Open Letter to Educators," http://www.youtube.com/watch?v=-P2PGGeTOA4
2 Clayton M. Christensen and Henry J. Eyring, The Innovative University: Changing the DNA of Higher Education from the Inside Out (San Francisco: Jossey-Bass, 2011). For a Canadian perspective, see Ian D. Clark, David Trick, and Richard Van Loon, Academic Reform: Policy Options for Improving the Quality and Cost-Effectiveness of Undergraduate Education in Ontario, (Montreal: McGill-Queen's U.P., 2011) on the unsustainability of Ontario's university sector. 3 http://www.deloitte.com/view/en_CA/ca/industries/059379bd1286f210VgnVCM1000001a56f00aRCRD.htm
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painful and slow, institutions must get better at aligning their programs with their strategic priorities.4
As the Appendices to this Update reveal, UFV Departments have kept this alignment with university strategic directions front and centre in their education planning. Moreover, Departments, Faculties, and the University as a whole have begun to identify and prioritize the strengths that distinguish UFV. The most recent Provost’s Retreat, for example, produced the following list of suggestions:
UFV’s strengths
1. UFV is student-centred; 2. UFV is able to adapt to change; 3. UFV has strong social values and a commitment to community; 4. UFV has great breadth of programming; 5. UFV’s size enhances our sense of community; 6. UFV does not follow what other institutions are doing; 7. UFV’s faculty; 8. UFV has created a model for a teaching university where teaching, research, and scholarship work together; 9. UFV retains employees; 10. UFV has one union; 11. UFV has good labour relations; 12. UFV has a collaborative and democratic governance system.
Online Learning and Educational Technology It should now be obvious that more and more students are seeking online and hybrid options for their learning. This can no longer be an ad hoc add-on to what Departments do; hence they have begun to plan their participation in UFV's online campus, a campus that is larger than some of our physical ones and growing from semester to semester.
This participation is supported by our Teaching and Learning Centre. To quote from the Director of Teaching and Learning’s Update:
One of the central responsibilities of Teaching and Learning is to support faculty in the application of emerging technologies to enhance teaching and learning. Developing hybrid courses (a blend of online and face-to-face instruction), flipped courses (where students study online in order to engage in experiential activities when they are face-to-face), and fully online courses are options to increase flexibility of course offerings, streamline program offerings, improve access and space utilization, and address the issue of Time to Graduation. We provide
4 http://www.deloitte.com/view/en_CA/ca/industries/059379bd1286f210VgnVCM1000001a56f00aRCRD.htm
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support through workshops, consultation, and strategic planning for the development of online learning opportunities. (See Appendix.)
Online options are only one of the expectations today's tech-savvy, social media-using students expect. A Harvard administrator makes the following prediction for the near future at his university:
There will be a major shift in instruction from the classic large-lecture format to an asynchronous electronic format that can be accessed by students on their computers on campus and globally through online distance education. The shift will be to more electronic and modular instruction in many fields, as faculty members exploit new education technologies. Harvard Summer School, for example, just went global with a distance course, “Social Development in Pakistan,” that linked local summer students with Pakistani students through real-time video conferencing between Cambridge and Islamabad.5
UFV now has video-conferencing capabilities that allow us to develop a truly global educational experience.
Serving Non-Traditional Students "More than two-fifths of students in higher education today are nontraditional, part-time adult students." This population is growing faster than any other. By 2036, it is predicted that the majority of students at Harvard "will most likely be nontraditional."6 It would be wise to plan for programming and delivery methods that target this population. According to David Attis, the program characteristics most valued by non-traditional students are:
• Flexible delivery and schedule options • Online courses • Career focused programs • Accelerated programs • Convenient locations7
British Columbia's Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan The Province’s Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan was completed in the summer. It "was developed by a working group of British Columbia’s Aboriginal Post- Secondary Education Partners, including the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, the Métis Nation BC, BC Colleges, BC Association of Universities
5 Michael Shinagel, "Nontraditional Students Surge," Harvard Magazine (September-October 2011) http://harvardmagazine.com/2011/09/nontraditional-students-surge. 6 Ibid. 7 David Attis, "The Changing Landscape of US Higher Education," presentation to the Canadian Council of Deans of Arts, Humanities and Social Sciences, University of Victoria, April 13, 2012.
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and Institutes, and the Research Universities’ Council of British Columbia." 8 I believe this policy framework has legs, not just because the government has devoted a lot of time and resources to it, but because the fundamental motivation behind it is economic. The Province believes that we are facing a serious shortage of skilled workers at a moment when the retirement population that these workers' taxes support will soon reach historic proportions. Economists and demographers have identified only two growing populations: immigrants and Aboriginals. Hence the second paragraph in the Policy Framework:
British Columbia faces a decade of economic change, with over a million new job openings anticipated. Due to changing demographics, a shortage of newly trained skilled workers in British Columbia’s labour market is anticipated. First Nations, Métis and Inuit peoples are the fastest growing segment of British Columbia’s population. Investing in post-secondary education and training for First Nations, Métis and Inuit peoples will help address forecast labour market shortages, position Aboriginal British Columbians to take advantage of the economic opportunities that exist in the province, and enhance their participation in the social, cultural and economic life of their communities, the province and global society.9
The Policy Framework contains ten guiding principles and five goals. They include the aim of integrating Aboriginal ways of knowing and their languages and culture into our curricula and ensuring Aboriginal voice and vision in our governance system. The last principle states: "Recognition that the work needed to achieve systemic change is significant and will take time, thus long term investments are required to ensure programs, policies and services that meet the needs of Aboriginal learners are systemic, strategic and sustainable." While one might be skeptical about the promise of "long term investments," it is clear that if funding is forthcoming from government in the coming years, this file will be a major priority.
One can also expect that we will be held accountable for achieving the goals of this Policy Framework. Our education planning, therefore, should be looked at through the lens of Indigenization. Our efforts to Indigenize curriculum design, hiring processes, the governance system, major public events, and more, will shape education planning for years to come. Furthermore, our recognition, stated on all public occasions, that we sit on the traditional unceded territory of the Stó:lō people means that we will measure our own reinvention of the university against Stó:lō values and customs.
Learning Outcomes, Accountability, and Quality Assurance Around the world, there has been an increasing government and employer emphasis on accountability and quality assurance. In the spring, the B.C. government announced their plan to develop and implement a new Quality Assurance Framework for all post-secondary institutions in B.C. by the end of 2012. This date has now been revised to sometime in early 2013. The stated goal is "Excellence in
8 http://www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf, 2. 9 Ibid., 1. See also the BC Jobs Plan (http://www.bcjobsplan.ca/) and Skills for Growth: British Columbia’s Labour Market Strategy to 2020, (http://www.aved.gov.bc.ca/skills_for_growth/).
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quality learning outcomes for students."10 This goal will be achieved, they believe, by adopting a new and universal regulatory system.
A reading of the Quality Assurance document makes it clear that learning outcomes will be central to the new accreditation and quality assurance framework that will govern us. "Articulating, measuring and reporting outcomes provide increased accountability to students and their families, employers, the public, government and other stakeholders. Of increasing prominence are learning outcomes."
"Greater consistency of learning outcomes across the entire system will make it easier for students and employers to assess the value of these credentials."11 This document, combined with BCCAT's recommendation that British Columbia post-secondary institutions consider basing the transfer system on learning outcomes, means that we can expect that we will be mandated to develop learning outcomes at the course, program, and institutional level (and do not be surprised if our funding is linked to outcomes). Fortunately, we have completed our exercise in developing outcomes at the institutional level. Departments will now focus on establishing program and course outcomes that our consistent with our ILOs.
We exist and compete in an increasingly competitive post-secondary marketplace where our competitors, including private online institutions, exhibit their quality by ensuring that their graduates can demonstrate their learning--something that grades, the fabulousness of their curriculum, the number of publications produced by their faculty, etc., do not do, certainly not in a way that employers care about, but that learning outcomes do, and in a way that employers, prospective students, and governments find convincing. More than convincing, they increasingly regard it as essential. If post- secondary institutions want to continue receiving annually diminishing public funds from governments, they must show that they are accountable. Governments are ever more concerned that we can demonstrate our quality in measurable terms. Hence, our need to offer them measures--in measurable learning outcomes—that satisfy their requirement for quality assurance and accountability and that make educational sense to us and are relevant to the peculiar nature of UFV.
Integration and Interdisciplinarity "As students and parents increasingly come to assess degrees based on the economic value they confer, institutions will need a way to demonstrate the practical outcomes of the programs they offer."12 We are uniquely well placed to respond to demands that our programs become more relevant to marketplace and employer needs. Consider that more students in Alberta transfer from universities to colleges than the other way round and that we have nearly reached this point in B.C. It's because they want a job and probably have a mountain of university debt to pay off. But at UFV, students can find "university" and vocational programming in the same institution. They shouldn't need to transfer to get that extra credential that, combined with their university degree, makes them far more employable than
10 http://www.aved.gov.bc.ca/education_quality_assurance/docs/pse_framework.pdf, 3.
11 Ibid., 5. 12 http://www.deloitte.com/view/en_CA/ca/industries/059379bd1286f210VgnVCM1000001a56f00aRCRD.htm
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other graduates. We need to take advantage of the fact we have both trades and traditional (and non- traditional) university programming. We need, therefore, greater integration among our programs. We also need to recognize that the world outside, including the corporate world, is far more interdisciplinary than we are. If the solution to public policy issues requires an interdisciplinary approach, our students need to be equipped to provide it.
"Faculty members over time will erode the artificial boundaries of departments and divisions and schools in evidence today and create greater synergies through interdepartmental and interfaculty collaboration in research and teaching, at both the undergraduate and graduate levels."13
Though we still have much to do to facilitate entrance of one program’s students to courses in another program, the following section and the Appendices clearly demonstrate the progress we have made in “interdepartmental and interfaculty collaboration.”
Planning and Programming Initiatives
Institutional Learning Outcomes and Program Reviews: UFV’s Guarantee of Educational Quality The UFV Institutional Learning Outcomes document is the product of a collective and democratic year- long exercise. The process was launched with a Provost’s Forum in September 2011 at which we identified May 1, 2012 as the date for an institution-wide PD Day by the end of which a statement of Institutional Learning Outcomes would be completed. When the document was finalized in May, it was only after the most full and extensive consultation had occurred. As the following timeline of the process makes clear, it is no exaggeration to say that this document was composed by the entire UFV community.
ILO Timeline
September 2011: Provost’s Forum on Institutional Learning Outcomes; the Teaching and Learning Advisory Council is directed to facilitate a process of establishing ILOs by May 2012; on May 1, 2012, a PD Day is scheduled at which we will complete this task. Following the Provost’s Forum in September, 2011, a blog was created for the Institutional Learning Outcomes. In September and October, the Director of Teaching and Learning, Wendy Burton, was invited to Faculty Councils and meetings of Department Heads and Departments to discuss Institutional Learning Outcomes.
13 Michael Shinagel, "Nontraditional Students Surge," Harvard Magazine (September-October 2011) http://harvardmagazine.com/2011/09/nontraditional-students-surge.
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Provost and Vice-President, Academic, Eric Davis, made presentations on the ILO process at Senate and the Board of Governors’ meeting. The Theatre Department, preparing for a Program Review, invited Wendy Burton to facilitate a process of establishing department learning outcomes. On behalf of the Centre for Teaching and Learning, Scott Varga conducts a workshop on UFV ILOs at the Student Leadership Conference in October. All units at UFV are invited to submit suggested ILOs to the Teaching and Learning Advisory Council by January 2012. Student Services asked for a “mini-charrette” to develop their submission in November. Scott Varga presented the ILO project to the Minister of Advanced Education. Wendy Burton presented the project to the Alumni Board. In November a by-invitation demonstration charrette was held at the Reach Gallery in Abbotsford, with 34 participants from every division of UFV. Wendy Burton, Ruby Ord, and Scott Varga visited community groups, churches, temples, and mosques, as well as Rotary Clubs, Kinsmen clubs, Abbotsford Community Services, Mission Indian Friendship Society, Soroptomist clubs, and Aboriginal Community Council. These visits began in September and culminated in the community-wide charrette on early February 9. The blog was available from September to May, and provided a forum for anyone to submit ILO ideas. A UFV community-wide charette was held from 2:00 to 8:00. All ILO submissions wee posted on the wall of B121 and attendees were given stars to stick next to their favourites. They were also provided with blank posters and the opportunity to suggest new ILOs. Sheryl MacMath, of the Teacher Education Program, agreed to take all submissions up to February 10, 2012 and create a synthesis draft. This draft was available on the blog and at the Academic Planning and Priorities Committee meeting, faculty councils, Department Head meetings, and Provost’s Council on Student Success. This draft was discussed at another Provost’s Forum on ILOs on March 5. March-April: all of UFV had the opportunity to send in revisions to the draft ILOs. A UFV-wide professional development day was held on May 1, and at the end of that day a penultimate draft was created by four volunteer editors, using all feedback and suggestions to that date: Linda Pardy, Sheryl MacMath, Sylvie Murray, and Gregory Schmaltz. 152 participants attended this event. This team of editors worked on the document for an additional two weeks, and Sylvie Murray and Gregory Schmaltz presented their final version at Teaching and Learning Advisory Council on May 18, 2012. This version was discussed at that meeting, and circulated for final approval between May 22 and May 30.
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The ILOs are not only our guarantee to our students and our communities that our graduates will possess the stated abilities. It is also an expression of our identity. These nine ILOs are who we say we currently are.
Institutional Learning Outcomes
The University of the Fraser Valley (UFV), located on traditional Stó:lō territory, recognizes and respects Indigenous ways of knowing. UFV is committed to providing our communities with a variety of high quality, student-centered programs that honour diversity and foster a passion for learning. Each UFV graduate possesses the following abilities and, therefore, can demonstrate the following interconnected institutional learning outcomes. Graduates...
1. Demonstrate information competency Graduates gather, organize, and critically examine written, oral, visual, and numerical information. They efficiently use technology as a tool to gather and evaluate information. Graduates utilize relevant and credible sources, recognizing the need to gather information from a variety of perspectives. Graduates use information ethically, respecting the legal restrictions that exist when using published, confidential, and/or proprietary information.
2. Analyze critically and imaginatively Graduates engage in the examination of ideas, issues, and problems, drawing on established bodies of knowledge and means of analysis. Graduates organize information logically and consider alternate strategies. They recognize the need for multiple voices and seek opportunities for those voices to be heard. Graduates are creative and generative. They use divergent or lateral thinking to expand on ideas and create new ways of looking at a situation.
3. Use knowledge and skills proficiently Graduates demonstrate competence in the knowledge and skills specific to their area of study. They productively apply their knowledge and skills to a variety of situations.
4. Initiate inquiries and develop solutions to problems Graduates demonstrate a curiosity that results in inquiry. They propose questions that encourage deliberation and the formulation of solutions to problems, in theoretical or applied fields. They evaluate the benefits and challenges of different solutions when proposing specific courses of action.
5. Communicate effectively Graduates communicate respectfully. They listen attentively, seek clarification, and work to understand the points of view of others. Graduates effectively present information using a variety of modes and media. They adapt their method of presentation to suit specific audiences.
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Graduates accurately convey their intended message using a variety of oral, written, and visual strategies.
6. Pursue self-motivated and self-reflective learning Graduates are confident and initiate action. They work independently and productively. They set personal and professional goals and establish a plan of action to attain those goals. Graduates continually reflect on their growth and development and utilize reliable and practical strategies to learn from that reflection.
7. Engage in collaborative leadership Graduates work cooperatively, in that they are aware of and appreciate diversity, work with diverse peoples, and demonstrate strong interpersonal skills. Graduates motivate, include, and support others, demonstrating leadership skills. They seek opportunities to collaborate.
8. Engage in respectful and professional practices Graduates behave ethically and equitably, in that they act with integrity and take responsibility for their actions. Graduates engage in professional dialogue and participate in learning communities.
9. Contribute regionally and globally Graduates are socially just, in that they are prepared to participate in their regional and global communities. They demonstrate knowledge of their region and the world. Graduates initiate change. Graduates demonstrate that they can use what they have learned at UFV to impact their community positively.
As the Update from the Director of Teaching and Learning indicates, the next phase of the Institutional Learning Outcomes project will involve accountability, alignment, measurement, and assessment. Under the direction of the Teaching and Learning Advisory Council, and with the support of the Teaching and Learning Centre, we will provide workshops and consultations for departments and Faculties on how to develop and align program outcomes with our ILOs, and how to measure and assess outcomes. Over the next two years, we will collectively determine the best methods for assessment at UFV.
Program Reviews Over the past two years, we have completed seven reviews of the following programs: Criminology and Criminal Justice, Kinesiology and Physical Education, Physics, Continuing Studies, English, Child and Youth Care/Early Childhood Education, and Mathematics and Statistics. All reviews were very positive; review panels were extremely impressed with our programs, though they also made numerous recommendations for improvements. The External Review Panels in the Biology and History Program Reviews performed their site visits in May. Theatre’s site visit will take place in September 2012. In addition, we have completed two professional accreditation reviews, one in Nursing and one in Social Work. Both received the highest level of re-accreditation.
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Internationalization In September 2011, Premier Christy Clark announced her goal of boosting employment by increasing the number of international students in British Columbia by 50% in the next four years. This made international education one of the highest priorities of the post-secondary sector. More recently, the British Columbia Jobs and Investment Board (BCJIB) released an interim report outlining recommendations in support of the 8 economic sectors of advantage for BC, including international education.
Over thirty UFV students are studying abroad this semester, and 900 international students from 45 different countries are on our campuses. Moreover, the percentage of international students enrolled in academic programs continues to rise as a result of targeted admission policies, diversified partnerships with universities abroad, and a continued focus on student retention.
UFV continues to increase its internationalization efforts in a variety of ways. Details of these efforts can be found in the Faculty Updates appended to this Introduction, but a few examples follow:
• In Spring 2012, 18 Kinesiology students participated in the “Champions for Health” program in Antigua; the program is a collaborative effort between the Kinesiology and Physical Education Department and the Ministry of Education in Antigua Barbuda, West Indies. The students volunteered at elementary schools across the island, teaching life skills using physical and health education programs that encompass physical, affective, and cognitive, skills: the three aspects of the ‘Whole Child Approach’. • A study tour for Nursing students in Belize took place in 2012; • With support of our Internationalization Fund, Science faculty have visited China, Ecuador, Hawaii and Paraguay, and field schools have now been established in Ecuador and Hawaii; • As a result of our Diaspora Studies Consortium with Northampton University (UK), the University of Münster (Germany), and York University (Canada), fourteen students were funded by the Diaspora Studies scholarship, sponsored by Human Resources and Skills Development Canada (HRSDC), receiving $5,000 each to study at partner universities in Germany and the UK. The Consortium is an international, interdisciplinary network and exchange program for students and faculty from Canada and the European Union who are committed to learning, teaching and research about – and working with – diaspora communities; • A visiting scholar from Shanghai has been working with our Computer Information Systems Department since January; • Four business students received $5,000 scholarships awarded through the Tradewinds exchange program, also sponsored by HRSDC, to travel to France and Ireland. Created in 2010, the Tradewinds program links UFV with Waterford Institute of Technology (Ireland), Glamorgan University (Wales), and l’École Supérieure de Commerce (France) in partnership with Memorial University of Newfoundland and Fanshawe College in Ontario to encourage student mobility and provide business students with international experience;
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• Child and Youth Care and Geography collaborated to arrange a student practicum in centres for children and youth in Zambia and Tanzania; • Geography has arranged over a dozen internships in Tanzania and India over the past year.
Student Engagement and Success There are numerous examples of student success in the Faculty Updates. Over the past year, UFV has been involved in a number of major educational planning initiatives: Institutional Learning Outcomes (already discussed), an ongoing Advising Review, and an ongoing Review of Student Experience. Each of these projects is aimed at improving student engagement and success.
To quote from the Scope Letter for the Advising Review, its purpose
is to provide an opportunity to critically assess and evaluate the current role, structure, and function of advising services at UFV. Reviews ensure that our activities remain closely aligned with institutional priorities and directions, that innovative and collaborative practice are considered, and that optimum use is made of our resources. . . . The review is to be carried out assuming existing resources, and will identify opportunities for more effective resource utilization through structural change and the implementation of technological solutions.
Advising services are crucial to the recruitment, retention, and success of students. We began our review of advising services across the institution with a self-study that was completed last winter. The site visit of the External Review Panel will take place this November.
The purpose of the Student Experience Review, which began last year, is to conduct a study of the quality of student experience at UFV. It will critically assess the degree to which our campus environment “promote[s] students’ active engagement in their social, intellectual and personal development while enabling their educational goals.”14
Our mission as a university, and all of our education and strategic planning, are ultimately about student success. One measure of this success, and of our success as educators, is retention. Though we have excellent retention rates for students once they get beyond first year, it is in this first year of university that we experience our poorest retention rates. We lose about 40% of our students between first and second year. While this figure is the norm for open access institutions such as ours, it is not a figure to be proud of.
One student engagement and retention initiative that has been making a difference for the past four years is our Supported Learning Groups (SLGs). SLGs are a form of co-curricular academic support in which senior students who have taken a difficult course previously and done well, attend the lectures again and then facilitate out of class, regularly scheduled study groups.
14 Elizabeth Dennis and Katherine Watson, “Review of Student Experience at UFV.”
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When it began in September 2008, the SLG initiative looked to be one very demonstrable way to improve our retention rates and the success of our students, and our review of the program suggests our hopes were not misplaced:
During the pilot year, SLGs were offered for students in 7 courses (17 sections) in the Faculties of Arts and Science: Computer Information Systems 192; Computing Science 150; Geography 101 and 130; Mathematics 104 and 105; and Psychology 101. The total final graded enrolment for these courses was 518 with 191 students participating in SLG (37%). The total number of session hours offered was 295. The student contact hours totaled 1203.
The combined mean course grade for the SLG participants was 2.54 as compared to 2.20 for the non-participants. The rate of P, NC, and W’s in the SLG participant group (10%) was lower than for the non-participant group (21%). . . . When students learn and achieve higher course grades for their learning, particularly in first year courses, we know that they tend to stay in higher education at a higher rate, thus affecting retention on campus.15
Improving what universities refer to as the First Year Experience for students has become an institutional priority; it means more than improved study skills, time management, a deeper understanding of course material, and higher grades--all of which SLGs deliver; it also refers to the quality of the overall student experience on campus. One of the interesting surprises about SLGs is that the focus on collaborative learning has the effect of creating community. In the long run, this might turn out to be the most important ingredient in student success.
The benefits to SLG Student Leaders are dramatic. Developing leadership abilities and confidence, learning how to learn, and becoming aware of different learning styles are some of the advantages they attribute to their SLG Leader experience.
Innovative and Entrepreneurial With no growth funding for the past three years and none on the horizon, and with a $50 million cut to the post-secondary system over the next two years, there is growing pressure on departments not only to provide an excellent educational experience for their students, but to seek alternate sources of funding and take the time to plan to reduce their program’s cost per FTE or the cost of educating a student. These costs are directly influenced by (among many things) class sizes, capital requirements (facilities, labs, computers, etc.), the number of faculty and staff in a program, class fill rates, and the time it takes students to graduate.
With the support of the University Advancement Office, our Faculties have been successful in securing a number of important donations which have funded or will fund educational initiatives. The many examples include the $12,000 donation to support the MSW Program from the RBC Foundation, $22,000 to fund student scholarships in that program, and a $229,000 contract with Stó:lō Aboriginal and Skills
15 Supported Learning Groups–First Year Report www.ufv.ca/Assets/President$!27s+Office/SLG+report.pdf, 1.
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Training to enable Early Childhood Education to offer its Childcare Certificate program. Scholarships from the Tradewinds exchange program have supported international exchanges for eight students and two faculty members.
One way to increase efficiency and be educationally innovative is to engage in collaborations between Faculties and departments. This includes cross-Faculty, cross-departmental, and cross-disciplinary hiring and programming. Math and Computer Information Systems have collaborated to offer a Data Analysis Certificate which will provide students with a unique edge when entering the job market. This program is the first of its kind in Western Canada, and was created by UFV in response to industry demand. The demand for data analysis skills is growing so rapidly (and notably among international students) that SAS Canada, a leader in business analytics, has equipped UFV with the software for this program.
Our Global Development Studies Degree proposal was approved by the Minister of Advanced Education in summer 2012. New program proposals that involve cross-faculty collaborations include degrees in Media Arts, Indigenous Studies, a Biology degree option with Agriculture, and in Physic, an engineering physics/mechatronics diploma with Trades. Planning work continues on a Bachelor of Environmental Studies that draws on expertise from the Faculties of Science, Trades, and Arts.
Combining the resources of several disciplines is not simply the result of fiscal exigencies. The interdisciplinary and multidisciplinary aspects of these initiatives are consistent with an intentional planning priority that is meant to respond “to pressing new issues facing human beings” (see the Faculty of Arts Update). The world outside, including the corporate world, is far more interdisciplinary than most post-secondary institutions. If the solution to public policy issues requires an interdisciplinary approach, our students need to be equipped to provide it.
The College of Arts has responded to this need with ARTS 100, a 9 credit, team-taught interdisciplinary course designed for first year arts students. Rather than centre the course around a subject, ARTS 100 is structured around a theme, combining several courses into an interdisciplinary syllabus. The very first section, offered in the Fall 2012 semester, has a theme of “Homes and Homelands.” ARTS 100 will also introduce students to the skills and resources they need to succeed in university and meets the writing and reasoning requirements for the Bachelor of Arts.
Collaboration extends beyond the walls of UFV to include a variety of domestic and international partnerships. We have partnerships with clinical agencies, School Boards and School Districts, Science World, Indigenous communities and institutions, the Nicola Valley Institute of Technology; government agencies, non-profits, corporations, the RCMP, the Dalai Lama Centre, and universities around the world.
Being “innovative, entrepreneurial, and accountable,” to quote from our Strategic Goals, requires a prudent use of scarce resources. This requires difficult decisions. A shortage of students and an
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uncertain job market has led us to recommend the discontinuation of our excellent Dental Hygiene Program.
To meet the program development needs of the whole institution, we have moved the position of Program Development Coordinator from the College of Arts to the Provost’s Office.
Indigenization Students and Community: Education Planning at UFV, 2011-15 spoke of discussions with SFU about co- hosting a conference on “Indigenizing the Academy.”16 This idea came to fruition, but the co-host was the Nicola Valley Institute of Technology, British Columbia’s Aboriginal Post-secondary Institute Our conference on Indigenizing the Academy-- S’iwes Toti:It Q’ep — Teaching and Learning Together— was held on August 27 and 28, 2012. It was the inaugural event at UFV’s Gathering Place in the Chilliwack Education Park and was successful beyond our wildest dreams.
The Conference had a practical focus and brought together teams of senior administrators, senior advisors on Indigenous affairs, deans, faculty, students, Elders, and community members from 33 Canadian institutions with the goals of sharing best practices of Indigenizing post-secondary education and brainstorming transformative solutions to the outstanding challenges.
These challenges include reconciling governance, academic freedom, tenure, promotion, and collective agreements with Indigenization and Indigenous community culture; recruitment and retention of Indigenous faculty, administrators, staff, and students; and the role of partnerships, alliances, and community advisory councils.
About 275 people attended this sold-out conference from institutions as far away as Memorial University of Newfoundland. It was structured using Indigenous protocol, with Stó:lō Longhouse practices and Stó:lō witnesses at each Workshop who later reported back to the whole group in the Gathering Place.
The Conference showcased UFV and the Stó:lō community like never before. Attendees thought that UFV has now set the bar for such Indigenizing conferences.
An article about the Conference appeared in the Vancouver Sun, and it was noted as one of Academica’s Top Ten.
The final session was called “Next Steps” and we are continuing these next step conversations, not least because the Conference will have raised expectations in the community and we will need to raise our game in order to meet them.
16 “Indigenizing the Academy” refers to the multifaceted process of transforming post-secondary institutions into welcoming places for Aboriginal students and communities, into schools where Aboriginal students do not have to deny their culture, values, history, and identity in order to be successful.
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Videos of the keynote addresses and the notes from the Workshops will soon appear on the web. There are many other Indigenizing initiatives identified in the Faculty Updates, including:
• the Lens of Empowerment Project, which explores women’s citizenship and identity in Stó:lō territory; • the visit of Tomson Highway to UFV for a staged reading of his play, the Rez Sisters; Aboriginal Student Handbook; • the production of an Aboriginal Student Handbook for Spring 2013; • the hiring of faculty of Indigenous (and in one case, Stó:lō) heritage in Upgrading and University Preparation, Library and Information Technology, and Indigenous Studies (History Department); • a plan to hire an Open Studies advisor of Indigenous heritage; • the third delivery in the community of the Family Childcare Certificate to Aboriginal Students; this was previously done in collaboration with BladeRunners, but this delivery will be in partnership with Stó:lō Aboriginal Skills and Employment Training; • the offering of the Math Mania program in Deroche Elementary School, which has a largely Aboriginal population; • Science Rocks and Super Science Club, which also have the goal of providing science education opportunities for Aboriginal children; • the move of Aboriginal Access Services from Student Services to the Faculty of Access and Open Studies in order to integrate these services more closely into our academic programming and planning.
Enrolment Management
We have devoted considerable attention to this issue for the past two years, especially in 2011-12 when we organized a series of Provost's Retreats devoted in whole or part to this issue. While all departments and programs have the task of managing their enrolments, it is a considerably easier task for cohort and specialized programs. These can be found principally in Health Sciences, Professional Studies, and Trades and Technology. The task, however, is especially difficult in Arts, Science, and Open Studies. Because the most pressing challenges in Arts and Science concern the status of Open Studies students, they have been the focus of our recent efforts.
The central enrolment management issue at UFV concerns the status of our roughly 3500 Open Studies students. An Open Studies student is one who is permitted to enrol in regular credit courses, but does not have acceptance into any particular program of study that leads to a degree or diploma. These students are found in Adult Basic Education, English as a Second Language, and, principally, Program Paths.
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Most of our "at-risk" students, those with GPAs of less than 2.0, are found in these program paths. Yet, until now, these students have not been monitored and they continue to enrol in university-level courses without restriction and the supports needed to ensure their academic success. Managing program enrolments and especially reducing the lengthy waitlists for courses/sections at the beginning of every semester, but particularly the Fall, is impossible without reducing the number of students in program paths--through admissions controls, by moving these students into programs as quickly as possible, and by reducing the number of program path students who take seats that should go to program students. Achieving these tasks is complicated, but decisions we have made over the last year should make it possible to accomplish our goal of reducing the number of Open Studies students over the coming years.
Such a reduction involves measures to increase our support for Open Studies students and will, therefore, improve our ability to connect our twin commitments to access and student success. They are the necessary first step to accomplishing strategic enrolment management at UFV. At the same time, we need to provide the support and advice to Open Studies students that will enable their success. Without doing so, we are not fulfilling our commitment to access (which must mean more than simple access to our campuses).
To these ends, we have taken a number of steps and made several decisions.
In November 2010, we made the case for moving program path students into the same faculty as Continuing Studies, ESL, and UUP; that is, into a faculty dedicated to providing access to non-traditional students where they would be monitored and supported. As a result, the Faculty of Access and Open Studies (FAOS) was proposed, approved by Senate, and established in September 2011, thus giving a home to our 3500 Open Studies students.
Ever since program path students became the responsibility of FAOS, the Dean's Office has worked with other deans, advisors, and Admissions and Records to understand how students are placed in the paths, who they are, and how they can be better supported. Although there is still much more to learn about these students, a plan is under development that proposes changes to program path criteria, admission processes, and student support services.
This plan emerged in 2011-12 after a series of Provost's Retreats devoted wholly or in part to the issues of Enrolment Management, Program Mix, and Admissions Review.
At the Retreats and in numerous Deans' meetings, the following were reviewed:
• Acceptance of Offer Requirements • Increasing commitment of admitted students to register for classes • Registration concerns (late-registering students, the order of registration)
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• Reducing the number of Open Studies Students Registered in Courses (so waitlisted program students can be enrolled in courses) • The comparative likelihood of program path students ever entering their program of choice
In addition, for enrolment planning purposes, it was suggested at the January 2012 Provost's Retreat on Enrolment Management that including additional "intent" questions directly on our general application form could be a method to understand better the intentions of our applicants at an earlier stage in the process. The Director of Enrolment Management was asked to conduct some research on the topic. As a result, we will be revising our application forms and should, therefore, obtain better information on our prospective students.
It was also suggested that research be carried out on the feasibility of the following proposals:
• Students should be accepted into a program by 30 credits but must do so by 60 credits. • Students have to declare their program (major or minor) by 60 credits. (Note: This only affects Arts and Science.)
Following further investigation and discussion, the Director of the Arts Advice Centre put through a change to the BA that will require students to declare their major by 60 credits; this will help us determine more accurately the appropriate number of upper-level sections for Arts courses.
For the Faculty of Access and Open Studies, the primary goal for the next year is to ensure the purposes and processes of the programs and services residing within the Faculty are clearly defined and articulated so students using our paths understand where they need to enter, what they must do to stay on them, and where those paths can take them in the future. This will build on the work of the past year.
Our deeper understanding of UFV’s current Program Paths indicates that their purposes, requirements, and benefits are not well defined. Given this, FAOS will work with the rest of UFV to review, revise, and/or develop the following:
• descriptions for and the purposes of all Program Paths; • admission criteria and procedures for all Program Paths; • continuance requirements for Program Path students; • priority admission processes and procedures for Program Path students who meet the admission requirements of their programs of choice; • mechanisms that promote coordination between A&R and FAOS; and • targets for the number of students to be admitted to each Program Path.
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Advising Efficient and effective advising services are crucial to Enrolment Management efforts in all of our Faculties. As previously mentioned, in Fall 2011, we launched an Institutional Advising Review with the goal of optimizing the use and allocation of advising resources across the university. A self-study has been completed, a Report prepared, and an External Review Panel created. The Panel will conduct a site visit in November. The entire review process has been coordinated between the Offices of the Provost and the Vice-President, Students and should be completed early in the Winter Semester. Since last year, advising has been facilitated by the introduction of the Business Intelligence (BI) tool and we now have Degree Audit software. This constitutes a vast improvement. The BI tool empowers department assistants, heads, advisors and the Deans' offices to work together with a clearer understanding of student records and pathways. Unlike manual tracking of academic requirements, which was very time-consuming, Degree Audit software facilitates advising by enabling both advisors and students immediately to see a hierarchical representation of a student's degree requirements, those they have fulfilled, and those remaining to be fulfilled. It frees up advisors to perform “higher order” advising while enabling students to access their audits in a more user-friendly and interactive manner. And by making advising software available on the Internet, students can actually view their progress toward graduation from anywhere.
Reducing Waitlists In addition to the strategies focused on Open Studies students, other measures have been taken by individual Departments to address the waitlist problem. These include the following:
• Communications is working on reserves for minors and certificate students. • Criminology is offering more summer courses. • Of the $457K that the Ministry sent our way as a one-time grant for Trades, we are using about half of it to deal with waits lists in Welding and to provide access to Culinary apprentices who have their time-in-trade but not their technical training. • We are trying to realign Trades program lengths to the shorter durations the ITA pays for and we propose using some of the financial dividend to increase throughput and lower wait times.
Access Beyond the work of the FAOS, other Faculties are also addressing access issues.
Improved Coordination of Timetable Departments are working together on CEP timetables. Geography is scheduling courses to fit with the Business timetable; condensing some classes and making greater use of Saturdays and evenings. Criminology is creating block schedules for Mission and CEP. Communications is offering courses in Mission for Graphic and Digital Design students.
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Workshops for At-Risk Students Arts Academic Success workshops are organized by one of the Arts Advisors and a Counselor from Student Services. The workshop is designed to provide academically at-risk students with the necessary skills required to succeed in university.
Students and Community
There has been much handwringing across the continent about the diminishing quality of undergraduate education. But the solutions that editorialists and politicians and public policy experts are calling for already exist. They exist in the form of the new universities in B.C. and Alberta (and elsewhere). We all concentrate on undergraduate education and we are all student- and community-focused. And as government funding diminishes, we will become more and more reliant on community support. Accordingly, we need to make sure our programs are relevant to our communities and that we fulfill the transformative goal indicated in the title to our Strategic Directions Statement, Changing Lives, Building Community.
We are becoming a model that others will copy and this copying has already begun. We, the new universities in BC and Alberta, are the future. Hence, we need to think outside the box and not find our models in tradition, but be bold and innovative and confident that we are or can be at the cutting edge of post-secondary education and New Model Universities. Building on the examples outlined in the previous pages and appendices, our education planning must increasingly be inspired by the future, rather than ruled by the past.
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2012 UPDATE TO EDUCATION PLAN 2011-2015
Appendices
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Table of Contents
FTE Performance Charts ...... 27
Program List from the 2011 – 2015 Education Plan ...... 42
Best Practices: Addressing BC’s Jobs Skills Needs ...... 45
Faculty of Access and Open Studies ...... 56
College of Arts ...... 65
Faculty of Health Sciences ...... 87
Faculty of Professional Studies ...... 94
Faculty of Science ...... 105
Faculty of Trades and Technology ...... 128
Teaching and Learning Centre ...... 133
Writing Centre ...... 136
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FTE Performance Charts
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2012 Update Page 42 of 319 2012 Update ...
2010‐11 FTE Performance
115.0% 109.1% 110.0% 107.4% 104.2% 104.3%104.4% 105.0% 100.2% 100.0% 98.3% 97.2% 95.7% 95.0% 93.5%
90.0% Agenda Item#4.1.1 85.0% Page 43 of319
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2011/2012 FTE Report (AVED)
Program FTETarget Actual Utilization Nursing 284 335 118.0% Practical Nursing 35 40 114.3% Health Care Asst 55 52 94.5% Agenda Item#4.1.1 Health 90 94 104.4% Developmental 519 441 85.0%
Page 44 of319 Aboriginal 10 10 100.0% AVED General 5,684 6,041 106.3% AVED Sub Total 6,677 7,013 105.0%
- 29 - ... 2012 Update University of the Fraser Valley FTE by Fiscal Year
9,000 8,000
7,000
6,000 FTE 5,000 International 4,000
Domestic Agenda Item#4.1.1 Student 3,000
2,000
Page 45 of319 1,000
‐ 06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
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Humanities
Social Science
Access & OS
Health Sci Domestic Prof Studies
International Agenda Item#4.1.1 Science
Trades Page 46 of319 Other
0 500 1000 1500 2000 Student FTE
- 31 - ... 2012 Update Faculty of Access & Open Studies FTE by Fiscal Year
1,000 900 800 700 600 FTE
500 International
400 Domestic Agenda Item#4.1.1 Student 300 200 Page 47 of319 100 ‐ 06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
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College of Arts FTE by Fiscal Year
1,800 1,600 1,400 1,200 FTE 1,000 800
Student 600 International
Domestic Agenda Item#4.1.1 400 200 ‐ Page 48 of319
06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
- 33 - ... 2012 Update Faculty of Professional Studies FTE by Fiscal Year
1,400
1,200
1,000 FTE
800 International 600 Domestic Agenda Item#4.1.1 Student 400
200 Page 49 of319
‐ 06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
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Faculty of Science FTE by Fiscal Year
1,400
1,200
1,000 FTE
800 International 600 Domestic Agenda Item#4.1.1 Student 400
200 Page 50 of319
‐ 06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
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Faculty of Health Science FTE by Fiscal Year
800
700
600
500 FTE
400 International
Domestic Agenda Item#4.1.1
Student 300
200
Page 51 of319 100
‐ 06/07 07/08 08/09 09/10 10/11 11/12 Fiscal Year
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Abbotsford 66% Agenda Item#4.1.1
Page 52 of319 Other Chilliwack 4% 13% Mission & CEP Online Hope 8% 3% 6%
- 37 - ... 2012 Update Top 10 Domestic FTE Producing Programs 2011/2012
Bachelor of Arts Bachelor of Science Bachelor of Bus Admin Arts Studies Diploma in General Studies Bachelor of Arts (Crim) Program Agenda Item#4.1.1 Bachelor of Kinesiology Science Studies Adult Basic Education Page 53 of319 Bachelor of Sci in Nursing
‐ 200 400 600 800 1,000 1,200 Student FTE
- 38 - ... 2012 Update Top 10 Domestic FTE Producing Departments 2011/2012
Bus Admin English Crim Psychology KPE Math Agenda Item#4.1.1 Department SCMS Biology
Page 54 of319 UUP History
‐ 100 200 300 400 500 600 Student FTE
- 39 - ... 2012 Update Top 10 International FTE Producing Programs 2011/2012
Certificate in ESL Diploma in Bus Admin University Foundation Cert Bachelor of Comp Info Sys Bachelor of Bus Admin Business Admin Studies Program Agenda Item#4.1.1 Science Studies Diploma in General Studies
Page 55 of319 Arts Studies Bachelor of Arts
‐ 50 100 150 200 Student FTE
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ESL Bus Admin CIS Math Cmns Economics Agenda Item#4.1.1 Department English Visual Arts
Page 56 of319 Crim Modern Lang
‐ 50 100 150 200 Student FTE
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Programs List from
the 2011 – 2015 Education Plan
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Program List from the 2011 – 2015 Education Plan
College of Arts Priority/ Program Name/Description Anticipated Rating Implementation Date 1. BFA Minors 2011/2012 (implemented) 2. Global Development Studies Fall 2012 (implemented) 3. Media Arts Degree Fall 2013 4. Indigenous Arts Degree Fall 2013 5. Diaspora Studies Certificate 2011/2012 (implemented) 6. Mennonite Studies Certificate 2011/2012 (implemented) 7. Economics major 2013 8. Peace Studies major and minor 2014 9. Environmental Studies degree 2014/2015 10. Professional Communication degree 2014/2015 11. French major 2014 12. MA in Migration and Citizenship 2014/2015
Faculty of Professional Studies
Priority/ Program Name/Description Anticipated Rating Implementation Date 1 ECE/CYC: Bachelor of Early Childhood Education Winter 2012 2 Teacher Education Program: secondary school teacher Summer 2012 program 3 School of Business: post-degree certificates and diplomas Fall 2012 4 School of Business: Bachelor of Applied Management degree Fall 2013
Faculty of Science
Priority/ Program Name / Description Anticipated Rating Implementation Date 1 Data Analysis Certificate Fall 2012 2 Certificate in Medical Physics Fall 2014 3 Molecular Modeling Major and Minor Fall 2014 4 Biochemistry Major Fall 2014 5 Applied Statistics Minor Fall 2013 6 Minor in Electronics 2014 7 Engineering Physics Diploma Fall 2014
Interfaculty Program Priority (Faculty of Science)
Priority/ Program Name / Description Anticipated Rating Implementation Date 1 Bachelor in Applied Biology Fall 2014
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Faculty of Trades and Technology
Priority/ Program Name/Description Anticipated Rating Implementation Date 1 Electronics Specialty (formerly referred to as Automated Fall 2012 or 2013 Systems) 2 Agriculture 2015 3 Hospitality Event Planning Fall 2012 or 2013
Program List from the 2011 – 2015 Education Plan Page | 3
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Best Practices: Addressing BC’s Jobs Skills Needs
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Best Practices: Addressing BC’s Jobs Skills Needs
(This document was developed in response to a request from Human Resources & Skills Development Canada Economic Policy Directorate for examples of best practices that we are doing to respond to BC’s skills needs.)
Program Development
Employers play a significant role in curriculum design for new programs and program revisions. New programs are developed after research into employer needs, learning outcomes are determined with employer needs in mind, and courses are designed to meet those needs and integrated into the curriculum. For example, the new Global Development Studies degree contains several communication courses to build communication skills, including intercultural and media skills. These are required in addition to the fundamental development studies curriculum. The courses reflect the needs of potential employers, who were consulted extensively in the development process.
The specific needs of particular industries are considered as all new programs are designed, and industry trends are examined so that emerging areas of employment are planned for. In the forthcoming Media Arts degree for example, the need for well-trained interactive media programmers was identified through consultation with employers and reports on this particular sector, and a particular stream of studies designed to meet the need. This kind of planning cannot be based on labour force statistics that look backward to identify shortages, and have no categories to count shortages in emerging areas, but on consultation with employers who currently experience shortages that labour force statistics have not measured.
The approval process for new programs includes a step where developers must demonstrate that there is demand for graduates, and that the demand will be met by the program. This is generally established through a combination of labour force research, and consultation with employers. A program proposal that meets a critical labour shortage is ranked higher in the order of implementation for new programs. As a regional institution, critical labour shortages in the region are considered in this assessment as well as more general shortages.
The credentials required for employment (level, associated training required, and speciality) are considered and built into the design of the program, so students are not over-trained or undertrained for the field. Programs are designed to provide both a broad education and specific skills, so that graduates have the ability to move into new emerging areas of employment in a sector without extensive retraining. The recent adoption of institutional learning outcomes is designed to ensure that all graduates, whatever program they graduate from, can function in an economy that is changing very rapidly.
New programs are designed to integrate or ‘ladder’ into programs that offer higher level credentials, so that students can continue to study for further credit as they progress through their careers and need higher-level skills. A diploma in Agriculture, for example, can be applied toward a degree in Business,
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and a diploma in Human Services toward a degree in Social Work. Students are assured that the credits they have obtained will be applied to the higher-level program when they need to get more education.
At UFV, students are encouraged in many ways to get job experience as a part of their educational experience, and few if any leave UFV without having some exposure to the needs of the employers. Most degrees offer practicum courses or internship courses to help students become familiar with their fields of study, and most programs offer courses in which students work with clients in the community on joint projects (e.g. Criminology, Business, Visual Arts, Social Work, History, Mathematics, Media and Communication Studies). The UFV cooperative education program, for which students are given credit, also helps to ensure that students leave UFV with employment skills and connections.
Programs for Aboriginal students, who will provide a significant labour force in British Columbia in future, are actively encouraged, and the curriculum of the university as a whole is being transformed by a process of ‘Indigenization’ to ensure that Aboriginal students see themselves and their issues represented throughout their studies. New programs must demonstrate that they have made an effort to include indigenous content. This effort is intended to ensure that students feel at home in the university and find the programs relevant and engaging. A community based advisory committee from the Aboriginal community helps to keep the university in touch with the training needs of local communities, and to provide the kinds of support systems that Aboriginal students need.
Support for student research interests is provided in several disciplines, and this research brings students and community organizations together in joint projects to build the research skills of students and provide them with practical applications for their work. The ability to collect and synthesize information is integrated into degree programs. In Geography, for example, students can work with community organizations on environmental projects, or community planning projects, bringing them into relationships with employers and improving their job-readiness. Annual student research awards are presented, and funding is available to help faculty and students work together on various projects. Many undergraduate students are prepared so well in terms of their research skills that they present successfully at professional conferences.
Programs
Post-Degree Certificates
These have been developed (and more are in development) to add employment-ready skills to those provided by degree programs. Examples include our Professional Communications Essentials Certificate (the 2012 Convocation included 66 graduates from this program and it has proven popular with employers) and our TESL Certificate (many grads from this program have secured work in the field).
Professional Cook Program
We are currently setting up an alternate delivery method for Profession Cook 1 and Professional Cook 2 program. We hope to run this program on an ‘work place entry model’ for folks working in the culinary industry as cooks . They would be able to attend class 2 days per week in an afternoon shift. This would
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allow them to complete their studies without having to give up their full time jobs. The classes are planned to run Monday and Thursday nights when restaurant activity is not great, and they would more likely be able to get away for class.
Agriculture
The School of Business partners with the Agriculture program to offer a BBA in Agriculture Management. This program allows students to gain the expert knowledge in Agriculture after which they can hone their management skills, for example in the areas of marketing, human resource and financial management to be better prepared for the competitive advantage of the industry.
Industry Partnerships
Our professional programs e.g Social work, Teacher Education, Early Childhood Education, Applied Business Technology have Advisory Committees made up of external representatives from industry. These committees provide advice on program development so that programs can stay in tune with the needs of industry and graduates can be better prepared for jobs.
Also, our professional programs have partnered with industry to provide “practicum” experiences for students as a part of their program completion. Many agencies and organizations end up hiring our graduates who have done their practicum placements at their sites.
Aviation
The School of Business offers a Business and Aviation program (4-year BBA or 2-year Diploma) in partnership with Coastal Pacific Aviation, a local flight training school located at the Abbotsford International Airport. Completion of the Business Aviation program leads to employment in the aviation industry in careers such as test pilots, commercial pilots, agriculture pilots, business pilots or other employment in the tourism based business.
Providing Skills to Aboriginal People
Our Early Childhood Education program has been partnering with Blade Runners (an Aboriginal Community Group funded through the Aboriginal Community Career Employment Services) and the Sto:lo Aboriginal Skills and Employment Training (SASET) to offer its Early Childhood Education Certificate within the Aboriginal community. This partnership has provided a number of Aboriginal students with employment as certified Childcare Workers. BladeRunners works with a mandate "to provide unemployed marginalized at-risk youth with ongoing support, job readiness skills, and work- place training so they can overcome their barriers to employment and achieve long-term attachment to the workforce" (http://www.bladerunners.info). BladeRunners is hosted in Chilliwack by the Stó:lō Nation.
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Responding to Community Training Needs
Based on community consultations, our Adult Education Program is offering an Adult Education and Workplace Training Certificate that could be completed on site at the participant’s place of employment (face to face or online). This 15- credit Certificate targets employees who need to have the skills to work with adult learners in a variety of learning/training contexts e.g. Correctional Services; BC Housing; RCMP etc. The program also recognizes and credits the skills and knowledge employees bring from their places of employment.
International Education
The School of Business offers a BBA program at UFV’s satellite campus in Chandigarh, India. This program allows students to begin their BBA in India and to smoothly transition to UFV in their 2nd, 3rd or 4th year to complete their degree. The students who come to UFV significantly contribute to the socio- economic development of the Fraser Valley. After the completion of their program, many of them go on to find employment within the region and beyond.
Also, the School of Business admits and retains a significant number of international students. About 30% of the School’s population are international students who go on to find employment after the completion of their studies.
Partnerships with School Districts:
Our partnerships with the Fraser Valley School Districts have produced job-training programs. The best example is the Career Technical Centre Programming:
The Career Technical Centre Programming is a joint project of School District #34 (Abbotsford) and the University of the Fraser Valley. Students enter at the Grade 11 level, spend two years enrolled in a specialized career or technical program, and graduate having fulfilled the requirements for both high school graduation and a university-level one-year certificate.
The purpose of CTC programming is to prepare students directly for employment in their chosen field upon graduation. Or, in some programs they may choose to “ladder” their UFV credits into the second year of a two-year diploma or four year degree program at UFV or another post-secondary institution.
Programs CTC Programs currently offered through the District Career Programs Office include: • Applied Business Technology • Architectural Drafting Technician • Automotive Service Technician • Electrical Work • Health & Human Services • Welding
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We have offered a concurrent studies model to school districts in our University region for trades students. An interested student can complete his/her grade 12 graduation requirements in their grade 11 school year. Those students can attend our trades foundations (ELTT) programs during their grade 12 high school year and receive credits at the high school level from the program they take in trades at UFV. The Industry Training Authority (ITA) recognizes the training and awards level one credit and some work experience hours to these students. We currently refer to this as Regional Career Programming (RCP) which works in conjunction with the CTC programs available through SD 34.
Continuing Studies
Continuing Studies UFV offers a variety of programs designed to help people gain the skills, knowledge, and attitudes needed to obtain employment and/or move up in their chosen field. The following certificate and diploma programs include practicum placements that allow students to apply their newly-acquired knowledge and skills, gain practical experience, and make contact with potential employers: Dental Office Reception Certificate, Legal Administrative Assistant Certificate, Library Technician Post Diploma Certificate, Medical Office Receptionist Certificate, Nursing Unit Clerk Certificate, Paralegal Diploma, Teaching English as a Foreign Language (TEFL) Certificate, and Teaching English as a Second Language (TESL) Certificate.
As a member of the BC College Consortium, Continuing Studies UFV is part of the 18-month Workplace Training Program - Retail and Tourism project funded by the Ministry of Jobs, Tourism and Innovation. The goal of the project, which is targeted at both the Retail and Tourism sectors, in particular, food and beverage workers, retail salespersons, salesclerks and cashiers is to enhance Essential Skills of employees in the retail and tourism sectors while improving the business performance of each employer
Continuing Studies is also offering the Customer Service Worker Training Program. This program is designed to provide participants with the training, skills, knowledge, and certification required to gain employment in a service industry occupation. The program will provide all participants with a 4-week Core Customer Service Training module, followed by a specialized module focused on one of the following three occupations: Front desk worker; Call Centre operations worker and, Parts Inventory clerk
Research Skills
Providing opportunities for undergraduate students to be involved in research:
• Research assistants • Student led research • Student micro lectures • Student poster presentations • Students presenting their research at professional conferences • Awards for excellent research projects • Working with faculty researchers on course projects. • Working on contracted research projects, grants projects, etc.
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Students are able to apply the skills they learn in the classroom to real life projects:
• Research skills. • Critical thinking and analytical skills are honed. • Important skills such as attention to detail and accuracy are developed. • Public speaking and presentation skills. • Professional writing skills. • Confidence and advanced skill level when entering graduate level studies.
Job Skills Provided by the College of Arts
Communications
Industry/Education partnerships
• long-running relationship with Rise and Shine Toastmasters, part of Toastmasters International - promotes effective oral communication and presentation skills as well as fosters connections between the Abbotsford community and UFV
• partnered with Piping Industry Apprenticeship Board (PIAB) in a multi-year collaboration to develop materials for Essential Skills Training (see "9 Essential Skills" http://abclifeliteracy.ca/nine-essential-skills) in the apprenticeship program at the PIAB training facility at Annancis Island
• CMNS delivers a workplace communication course as part of the core curriculum to 4 programs offered at the UFV Trades and Technology Centre in Chilliwack (Automotive, Heavy Transport, Carpentry, Drafting)
Cooperative Education, Practica
• upper-level UFV students are encouraged to consider the CMNS Practicum course CMNS 412, which pairs students with area businesses and organizations including Telus, City of Abbotsford, City of Mission, RE/Max, CIVL Radio, KPMG, UFV Centre for Education and Research on Aging, Abbyfest, Rugby Sevens World Cup, etc.
• Upper-level CMNS courses (such as CMNS 375: Understanding Design for Print Publications, CMNS 390: Designing End-user and Technical Documentation and CMNS 430: Project Management Communication in Action) are oriented to providing workplace-ready skills and are project-driven using examples and scenarios taken from business and industry
Courses, programs, initiatives
• development of hybrid courses reflect evidence that integrating online with classroom-based instruction leads to better student success
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• offering fully online versions of a range of 100-, 200- and 300- level courses responds to the learning needs of students at UFV, many of whom are mature learners with careers or family obligations that make conventional full-time university study an impossibility
• strong demand for the Professional Communication Essentials Certificate, particularly among UFV Business students, indicates the importance placed on demonstrated workplace communication skills by employers
Fashion Design
Industry/Educational Partnerships
• Partnerships with a variety of local companies such as Releventions, Bare Naked and Champion Jack’s where students have to the opportunity to work on a number of projects including design and marketing or volunteer work. Champion Jack’s is a local retail store owned by an Alumni. • Students have worked on projects for the city including the Abbotsford Tartan and national competitions such as Telio Design Competition which provides the student with a real life experience in Product Design and Innovation. • Students work and volunteer with Vancouver Fashion Week • Volunteer for local community events at the Tradex Centre , local fashion shows, fibres west, • UFV Fashion Show – students assist in organizing and planning a fashion show, learn to market showcase and market themselves and their market.
Practicum Placement
• Second year students have the opportunity to work in the Apparel industry through practicum placements. As part of the course FD 360 Professional Practices student actively engage in the process by researching employers, developing a resume and participating in an interview. Students work approximately 40 hours (week). Many of these opportunities result in an employment opportunity. • As our industry is changing we see more students exploring entrepreneurial goals. Tapping into our Alumni base we see the potential to building life-long relationships as mentors for students. • Since fashion has become a web-based market place, we provided upper-level students with the skills to develop their own website and introduced other social media platforms to market themselves and their products.
Courses, programs, initiatives
• Work study students work closely alongside faculty in our textile program and core courses learning a variety of industry specific skills. • Collaborative and innovative curriculum development. Examine linkages between our program with other disciplines such as Computer Information Systems, science, agriculture, art, media art technology, business, and culture. Explore areas of interest for collaborative research and
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projects for example -3D textile drape and animation with CIS. Research the impact dyes have on the environment and how it impacts industry choices possible link with agriculture.
History
The History Department at the University of the Fraser Valley actively works to ensure that our students graduate with a set of marketable skills. Our course objectives and program focus on the following fourteen learning outcomes:
Skills
1. Research historical topics systematically and effectively 2. Recognize and effectively use primary and secondary sources 3. Interpret research results critically and with relevance to a particular field of academic History 4. Recognize and demonstrate the conventions of academic historical writing 5. Write clearly and effectively with audience expectations in mind 6. Speak clearly and effectively to and in a group
Historical Consciousness
7. Recognize the difference between the past and the products of historians 8. Recognize that the past is different than the present and attempt to take historical perspectives 9. Recognize that the past takes place within a complicated and interconnected context that changes over time 10. Recognize the causes and consequences of historical events
Knowledge and Disciplinary Understandings
11. Recognize the major fields of historical study both across the discipline and within narrower regional or national areas 12. Identify the broad historical outlines of four regional breadth areas: Canada, US/Latin America, Europe, and Asia 13. Recognize the range of historical work inside and outside the academic setting 14. Equip students to apply and communicate historical knowledge, methods, and the values of cultural diversity outside the university classroom
While these learning outcomes clearly reflect the emphasis on learning about the past and on communicating within the discipline, several more general skills are apparent here:
• Research • Critical Analysis • Development of an argument • Rational thought • The use of evidence and logic to support arguments • The ability to work with diverse materials and to reflect often contradictory perspectives
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• Synthesis of large amounts of material • Organizational skills • Communication skills, whether oral or written (in many different forms) • Cultural awareness • Historical consciousness
Beyond these larger program goals, the department also focuses on the development of additional skills via specific courses and programs:
Applied Studies in History: History 301 and 401
• History 301 and 401 offer students the opportunity to gain skills in public history and in the application of historical skills in a variety of settings via a practicum. Both courses focus on industry and educational partnerships.
• History 301: This course introduces students to public history, which concerns itself with the applications of history outside academia. Students are given a chance to examine the conceptual issues around historical representation outside the classroom, and they will critically assess a range of historical sites, including museums and historical re-creations, as well as popular history in print, film, and television histories, on the Web, and as taught in the school system.
• History 401: This course is designed to integrate applied experience and training into students’ academic studies in history. Through a semester-long practicum, students participate in supervised, unpaid work experience with a local employer or institution to apply or build upon their historical skills and open up employment opportunities through work contacts. HIST 401 can be taken as either a regularly scheduled classroom course or in a directed studies format.
History 440: Local History for the Web
• The department is particularly proud of History 440 which offers students the chance to work with local organizations, archives, and individuals. Further, rather than presenting research in the form of essays, students learn how to create their own web sites. These sites have become part of the public domain. The course, therefore, encourages industry and educational partnerships in a “hands on” course which teaches students how to create web sites. Please see: http://app.ufv.ca/fvhistory/ for examples of the wonderful projects students completed this past year.
• History 440: This course allows students in groups or individually to conduct archival research on select Lower Mainland and Fraser Valley historical themes, and present their research as web pages for public consumption. Students will work closely with local history providers, including museums and historical sites, such as Fort Langley National Historic Site and Coqualeetza Cultural Education Centre, community and regional archives, and local public historians, to
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investigate their chosen topics. Students will learn to properly structure and publish their research findings as basic websites.
Supported Learning Groups (SLG) at UFV
• The History Department has been an active proponent of the SLG initiative because of the benefits it offers, both to students in courses that have an SLG leader and for the SLG leaders, who learn a variety of skills associated with teaching and learning. Each term at least one History course has an SLG leader. For more information, please see: http://www.ufv.ca/slg
Finally, the History Department strongly encourages students to enhance their studies and their industry experience by engaging in paid or unpaid work within the historical community. We actively promote job and volunteer openings at local organizations and maintain contacts with these groups. Students can then be placed in practicums, earning course credit, or can make their own arrangements. These groups include, but are not limited to, The Reach Gallery; Mission, Abbotsford, Chilliwack, and/or Langley historical associations and museums; the History Group; and public schools.
Social, Cultural, and Media Studies
The SCMS Department has worked at opening departmental specializations such as our Research Concentration, currently offered only to Sociology majors, to additional students both within SCMS (e.g. Sociology/Anthropology majors) and students outside SCMS. The SCMS Department has intent to create an Applied Research Internship which would be included within our Applied Social Research Concentration.
Our focus is enhancing the skills of students beyond what is offered at most universities, through more hands-on assignments using state-of-the-art technology and software and internships to build job- related skills on course-derived skills
Many of our SCMS faculty members are working to ensure their courses are the best they can be, creating assignments and methods of course delivery that increase student engagement, providing considerable chances for interaction with faculty members, involving hands-on research, problem- solving and creative work, and generally helping students towards their career goals.
We promote the professional/academic development of our students through mentorship, involvement of students in research, active class assignments, and encouraging students to present at professional conferences and submit to journals, encouraging them to pursue grad school (and funding) and supporting them in their applications.
SCMS faculty are involved in several partnerships with other departments at UFV to develop new interdisciplinary programs (e.g. GDS, Diaspora Studies, Media Arts) or to offer enhanced learning to students (e.g. Mexico Study Tour). Some of these programs (e.g. GDS) will require ongoing partnerships with a local and an international community in order to offer students practical experience through internship opportunities. We as well are actively seeking internship opportunities for students within the SCMS program.
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Faculty of Access and Open Studies
2012 UPDATE TO EDUCATION PLAN 2011-2015
Submitted by: Sue Brigden, Dean
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Table of Contents
Table of Contents ...... 2 Overview ...... 3 Program Initiatives ...... 3 Program Paths ...... 3 UUP and ESL Departments ...... 4 Continuing Studies ...... 5 University Foundation Program ...... 6 Aboriginal Access Services ...... 6 Assessment Services ...... 6 Summary of Access and Open Studies Initiatives ...... 8
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Overview
The Faculty of Access and Open Studies (FAOS) is dedicated to helping people from our local communities and beyond move forward in their lives. Our programs and services provide the paths and bridges people need to function better in their everyday lives as well as to reach their personal, career, and educational goals. Often, we help people uncover strengths and talents they never knew they had, allowing them to set and attain goals they believed were beyond their reach. Formerly called the Faculty of Access and Continuing Studies, FAOS came into existence in September 2011 when nearly 4000 Program Path students became its responsibility. With the addition of two other units during the past year, the Faculty now includes the Continuing Studies (CS), English as a Second Language (ESL), and Upgrading and University Preparation (UUP) departments; Aboriginal Access Services; and Assessment Services. All of the units within FAOS support the University’s goal “to provide the best undergraduate education in Canada” by providing “services for students that enable their successful transition into the University; enable successful progress toward their educational goals; guide career selection and transition to employment; and build life-long relationships with the University” (Changing Lives, Building Community, 2010). The primary focus for the next year will be on the purposes and processes of the programs and services residing within our Faculty. We will review and revise, as needed, the policies and processes related to the services we provide to students, faculty, and staff. We will clearly define and articulate the admission and continuance requirements of all FAOS programs so students understand what they need to do to enter and remain our programs and where those programs can lead them FAOS will also work with other academic units to ensure the Developmental FTE target set by the Ministry is met.
Program Initiatives
Program Paths Since the fall of 2011, FAOS faculty and staff have worked with others throughout the university to learn more about UFV's 12 Program Paths and the students currently enrolled in them. Because these students had not been assigned to a Faculty prior to September 2011, the vast majority have not been monitored while taking courses at UFV. As a result, a large proportion of them have never sought advice from educational advisors to set goals and plan their programs of study, or sought the support they need to be successful at a post-secondary institution. Indeed, in many cases these students are not aware that support is available to them. Through our contact with them, it is clear that many Program Path students do not understand the implications of a poor academic standing or how to interpret their GPAs. During Winter 2012 semester, FAOS personnel developed and offered workshops for “at-risk” Program Path students. They also developed an Open Studies website that includes online advising resources. The workshops, website, and resources will be further developed and refined during the next year. In addition, the Faculty plans to hire a FAOS Educational Advisor. Depending on the funds available, the advisor will be given anywhere from a 50% to a 100% contract. To support indigenization and our aboriginal students, we will endeavor to hire an advisor of aboriginal heritage. Our deeper understanding of UFV’s current Program Paths indicates that their purposes, requirements, and benefits are not well defined. Given this, FAOS will work with the rest of UFV to review, revise, and/or develop the following: • descriptions for and the purposes of all Program Paths;
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• admission criteria and procedures for all Program Paths; • continuance requirements for Program Path students; • priority admission processes and procedures for Program Path students who meet the admission requirements of their programs of choice; • mechanisms that promote coordination between A&R and FAOS; and • targets for the number of students to be admitted to each Program Path.
UUP and ESL Departments In addition to reviewing the academic histories of Program Path students, FAOS personnel have reviewed the academic histories of students in the ABE and ESL programs. Our reviews show that there are many students listed as ABE and ESL students who no longer need to take developmental-level courses but need to apply to university-level programs. There are also some students with weak English language skills taking university-level courses without restriction and often with poor results. To ensure that only students who demonstrate the skills needed to be successful in university-level courses are permitted to enroll in such courses, the Dean and heads of the UUP and ESL departments have been working with the Registrar to define and implement program restrictions. The 2012-13 academic year will be dedicated to defining and articulating the ESL and UUP programs so that students and others better understand the opportunities and intentions of these programs. Throughout the Fall 2012, a new program code for upper-level Adult Basic Education (ABE) students will be implemented. The current ABE code will be used for students at the Fundamental, Intermediate, and Advanced levels of the BC ABE program; and program restrictions will be put in place that will prevent ABE students from enrolling in any university-level courses. The new code (ABEUP) will be for students at the Provincial level of the ABE program; ABEUP students will be able to enroll in up to three courses so they can meet the requirements of the BC Adult Graduation diploma. In light of the upcoming changes to the ABE program and the restrictions to be placed on its students and to ensure a broader selection of courses is available for students needing full-time programming due to funding and other requirements, the UUP department will develop additional upper-level ABE courses. To better support student access and success, the department will develop and implement the following during the next year: • advising practices and resources that will educate UUP students about university policies, procedures, and expectations; • additional supports for “at-risk” students (e.g., increased student tracking; student success courses); • a “bridging” or “foundations” program for aboriginal students; • increased UUP programming at the Mission campus; and • additional community contacts and partnerships throughout the region. A program restriction will also be placed upon ESL-program students so that they will not be able to enroll in university-level courses. ESL program students who meet the University Foundation Program (UFP) language requirements will be required to apply for the UFP program, which gives them access to university-level courses included within the program provided they meet criteria and course prerequisites.
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At a number of recent provincial meetings, Brenda Lohrenz, the Executive Director of BC’s English Language Services for Adults (ELSA) program, has cited UFV’s ESL department as an example of how post-secondary ESL programs at can work with local ELSA programs to provide choices and transitions for domestic ESL students. The ESL department will continue to work in collaboration with local ELSA programs to develop information material about our respective programs, promote site visits among providers, and organize PD workshops for UFV and ELSA instructors. This continued collaboration is imperative in light of the funding source changes for adult English language programs in BC. UUP and ESL instructors have come to recognize the value of technology in classrooms. They will continue to work with technology, not only in the increased delivery of hybrid and on-line courses, but also through the use of technology in classroom assignments and activities with a view to ensuring its students are techno-literate. None of the initiatives described above will require additional resources.
Continuing Studies Over the next year, Continuing Studies (CS) will work to expand its support to the institution. Through partnerships with other UFV departments, businesses, and community organizations, CS will work to increase its offerings to students. To do this, additional personnel will be hired, including a CS Manager whose position was approved in the 2012-2013 budget. The Manager will support the Director with many aspects of CS operations and will create and sustain linkages with UFV departments and the broader community; bring in a variety of training contracts; and explore additional entrepreneurial opportunities. CS has successfully offered programs through funding initiatives available through the BC government but has not been able to take advantage of some initiatives due to personnel constraints. The Manager will expand CS’s capacity to respond to and apply for new initiatives and calls for program proposals. Currently, CS has two full-time Program Coordinators and a 50% Program Coordinator scheduling and organizing more than 250 courses and certificate programs each year. CS would like to increase the 50% Program Coordinator to 100% in the 2013-2014 fiscal year so CS can better serve the needs of CS students and instructors, expand its course and program offerings, and generate additional revenue for UFV. To meet the needs of our students and communities, CS will revise some existing programs and develop new ones. The Human Resources Management and Management Skills for Supervisors programs will, with the approval of the Undergraduate Education Committee, be converted to certificate programs, and the Medical Office Assistant and the Family Child Care programs will be reviewed and revised. The Teaching English as a Second Language (TESL) certificate program will be revised by replacing ENG 209, LING 101, and LING 202 with upper-level courses. These changes are required because the Teacher Qualification Service (TQS) does not recognize UFV’s TESL certificate due to the lower-level courses and because all courses must be upper level. As a result, school district teachers cannot use the certificate for TQS qualification. By revising the TESL program, it will be more appealing to teachers and, therefore, more popular and profitable. In addition, CS will begin developing the following new programs: • Addictions in Society Certificate program in partnership with Social Services • Marketing Certificate program in partnership with MARCOM • Medical Office Manager Certificate program • Veterinary Administrative Assistant Certificate program • TESL Diploma program in partnership with ESL All new CS programs will be offered on a cost-recovery basis.
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University Foundation Program Recently, a multi-department Program Committee was struck to review and revise the University Foundation Program (UFP). Over the next year, the Committee will work to ensure that • the program meets the needs of domestic and international students who have graduated from high school; • its admission and continuance requirements are clearly articulated and implemented; • university-level courses available to UFP students are those in which such students can reasonably be expected to succeed; and • the routes UFP students take to move from the University Foundation program, through the Program Paths, and in to university-level programs are clearly described. No new funds will be required to accomplish the above.
Aboriginal Access Services Now that Aboriginal Access Services (AAS) has joined FAOS, the next few months will be dedicated to getting to know each other better and learning more about the AAS services. Over the course of the next year, AAS will • clearly articulate its mandate and clarify its priorities; • review and assess its resource and personnel requirements; • identify opportunities for collaboration with other departments across the University; • help develop a bridging program for aboriginal students; and • work with people across the institution to support Indigenization of UFV and the goals outlined in British Columbia's Aboriginal Post-Secondary Education and Training Policy Framework. No additional funds will be required to undertake these activities. For the past several years, AAS has employed a student academic mentor to work with students by helping them through their course requirements, deconstructing their assignments, and coaching them through the world of academia. The support provided by the mentor has been invaluable to students in a variety of courses and programs. Because the mentor position is not a permanent position, contracts have been issued each semester by accessing various pockets of money, including position allocation vacancy savings. The Faculty is recommending that a part-time permanent base-funded position be created in time for the 2013/14 academic year to ensure that students have the support they need to be successful in the post-secondary environment.
Assessment Services Since taking on Assessment Services in October 2011, the Dean’s office has reviewed all aspects of its activities and discussed its mandate and services with other deans and the VP Academic and Provost. As a result, the following will be implemented during the next year: • Assessment Services personnel will report to directly to the Dean’s office rather than to an Assessment Services Coordinator. • The clerk position will be increased from a 50% to 100% position to ensure personnel are available for invigilation and office support during business hours. • Assessment Services policies and procedures will be updated to ensure consistency with other UFV policies and procedures.
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• The fees charged for services will be reviewed and recommendations for changes to them will be submitted to the Board. The funds that have been put aside for an Assessment Services Coordinator will be used to increase the clerk position to 100% and hire the above-mentioned FAOS Faculty Advisor. In addition, the role and placement of the Prior Learning and Assessment Recognition Coordinator will be reviewed to ensure the Coordinator is situated within the academic structure where s/he can best support and promote institution-wide and student-related PLAR activities.
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Summary of Access and Open Studies Initiatives
Department/U Anticipated Resources Initiative nit Completion Date Required Aboriginal • Articulate mandate and clarify priorities • Winter 2013 • None Access Services • Review and assess resource and personnel • Winter 2013 • None requirements • Hire part-time permanent student mentor • Fall 2013 • $36,000 Assessment • Increase clerk position from • Fall 2012 • Uses existing Services 50% to 100% funds • Update policies and procedures • Fall 2012 • None • Review fees charged for services • Fall 2012 • None Continuing • Hire CS Manager • Fall 2012 Studies • Increase 50% CS Program Coordinator • Fall 2013 position to 100% • Convert Human Resources Management • Fall 2013 program to a certificate program • Convert Management Skills for Supervisors • Fall 2013 program to a certificate program • Revise Medical Office Assistant program • Fall 2013
• Revise Family Child Care program • Fall 2013 • All CS initiatives • Revise TESL program • Fall 2013 will be funded on a cost- • Develop a Addictions in Society Certificate • Fall 2013 recovery basis program in partnership with Social Services • Develop a Marketing Certificate program • Fall 2013 in partnership with MARCOM • Develop a Medical Office Manager • Fall 2013 Certificate program • Develop a Veterinary Administrative • Fall 2013 Assistant Certificate program • Develop a TESL Diploma program in • Fall 2013 partnership with ESL English as a • Develop materials and strategies to inform • Winter 2013 • None Second students, advisors, and the broader Language community about UFV’s ESL program
• Develop strategies to collaborate with English language and immigrant • Winter 2013 • None settlement programs in UFV’s local communities
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Program Paths • Determine and articulate the purposes and • Winter 2013 • None requirements of the Program Paths • Winter 2013 • None • Set admission targets for Program Paths Upgrading & • Create and implement new ABEUP • Winter 2013 • None University program code Preparation • Articulate the purposes and requirements • Winter 2013 • None of the ABE and ABEUP programs
• Revise and/or develop UUP advising practices and resources • Winter 2013 • None
• Develop and implement additional supports for “at-risk” students • Fall 2013 • None
• Develop a “bridging” or “foundations” program for aboriginal students • Fall 2013 • None
• Develop additional upper-level courses • Fall 2013 • None University • Review and revise program • Fall 2013 • None Foundation Program
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College of Arts
EDUCATION PLAN 2012 UPDATE
Submitted by: Jacqueline Nolte, Dean
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Table of Contents
HIGHLIGHTS AND PRIORITIES ...... 3 CHANGES IN THE POST-SECONDARY CONTEXT ...... 4 NEW PROGRAM INITIATIVES...... 8 New Programs in 2012 ...... 8 Plans to Introduce New Programs in 2013 ...... 9 Masters Programs ...... 10 Certificates...... 10 QUALITY OF PROGRAMS AND DELIVERY ...... 10 Program Reviews ...... 10 Student Experience ...... 11 Access ...... 12 Online ...... 12 Indigenization ...... 12 Internationalization...... 14 RESEARCH AND SCHOLARSHIP RELATED TO PROGRAM DELIVERY ...... 15 Preparation for workplace and further study...... 17 STUDENT SUCCESS STORIES ...... 18 Fostering Undergraduate Student Research ...... 18 MAINTAINING AND BUILDING COMMUNITY PARTNERSHIPS ...... 19 Educational Partnerships...... 20 RESOURCE NEEDS ...... 21 Human Resources ...... 21 Physical and Tech Resources ...... 21 FUNDING AND ENTREPRENEURIAL INITIATIVES ...... 22
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HIGHLIGHTS AND PRIORITIES
Launch of new programs: • Completely re-designed Graphic and Digital Design Diploma in Mission, Fall 2012. • BA in Global Development Studies, approved Fall 2013. • Economics Major, awaiting a site visit and ministry approval.
Continuing development: • Moving forward the BA in Indigenous Studies. • Moving forward the BA in Media Arts. • Moving forward the Major in Professional Communications. • Moving forward the Major in French. • (Please see the main text under “Program Initiatives” for details on development of the Environmental Studies Degree, Peace Studies, and Theatre Major.)
Special project: • In collaboration with Nicola Valley Institute of Technology (beginning in Fall 2013), the College of Arts plans to deliver upper-level courses to students holding an NVIT Chemical Addictions Advanced Diploma that will enable the students to ladder their diploma into the UFV Bachelor of General Studies degree. • UFV courses will be taught by UFV instructors at the NVIT Vancouver campus. • This is a unique and innovative contribution to Indigenizing the Academy.
Curriculum renewal: • Preliminary proposal for a renewed BA to be submitted by BA Task Force in summer 2013. • ARTS 100 will be launched in Fall 2012, reviewed and revised in Winter 2013, and offered again in Fall 2013. • Renewal of curricula in English and History to address recently completed program reviews. • Program reviews of Theatre, Modern Languages, Sociology and Anthropology, Geography, and the Bachelor of General Studies.
Criteria for evaluation of teaching, service and scholarship: • Draft template of criteria for evaluating teaching, service, and scholarship in the College of Arts will be completed by the end of the Winter 2013 semester.
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CHANGES IN THE POST-SECONDARY CONTEXT
The delivery of educational programs within the College of Arts is guided by the UFV strategic plan, embodied in the overarching title, “Changing Lives, Building Community”. In accordance with the UFV statement of Institutional Learning Outcomes, we are committed to providing our communities with a variety of high quality student-centred programs that honour diversity and foster a passion for learning. In fulfillment of our mandate as a newly formed regional teaching intensive university, the College of Arts will reach out to the communities in the Valley to inform ourselves of regional needs while at the same time demonstrating how a liberal arts education contributes to and helps shape the culture and economy of the region. This coming year, we will publicize our successes and continue to develop the narrative of the university as a public good. By tracking our graduates and documenting their achievements we will contribute to this public narrative. “Changing Lives, Building Community” also suggests a need to support the professional development of staff and faculty so that personal fulfillment and enjoyment infuse the combined delivery of our education plan. The College of Arts is structured upon a commitment to work across faculties and as a collegial community bound by our dedication to the liberal arts. We will deliver our educational objectives by working in a spirit of collaboration, by sharing our resources and by respecting the unique contributions and talents of one another.
Demand
Expectations of the region, our students and faculty remain high and measures of accountability have intensified. UFV’s reputation as a regional provider of post-secondary education continues to grow, and with this comes increasing pressure to provide more seats, without additional growth funding. The challenge of accommodating student applications has intensified. Notwithstanding these pressures, faculty, staff and students continue to excel in their delivery. Building on our strengths, we plan to reallocate resources to improve the student experience and to realize our educational plan.
Learning Outcomes This Education Plan is guided by a commitment to identifying and measuring learning outcomes so as to arrive at a framework for the evaluation and comparison of the credentials that we offer. Within the international, national and local context, there have been increasing conversations about learning outcomes in postsecondary education.1 These learning outcomes provide measures for accountability in delivery and serve to deliver an important message to the public as to the relevance of a liberal arts education. This past year, the College has engaged in a series of retreats and meetings to discuss learning outcomes at the program, college and institutional level. The learning outcomes and general requirements of all of its degrees have been, or are currently, under review. This is in addition to the regularly scheduled program reviews of the various majors.
This quality assurance framework is being applied to all of the programs in the College of Arts: the BA; the MA and BA (Criminal Justice)-reviewed last year; the BFA; the BGS. In addition, over six year cycles, we plan Program Reviews of the three honours programs in the BA (English -completed this year;
1 As a result of the conversation in the European Higher Education Area in the 1990s, in 2007, the Council of Ministers of Education, Canada (CMEC) published a Quality Assurance document and now the government of British Columbia is looking to introduce a British Columbia Quality Assurance of Post-Secondary Education Framework. College of Arts – 2012 Update to Education Plan (2012-15) Page | 4
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Geography; Psychology), the following majors in the BA (English –completed this year; History – near completion; Geography ; Philosophy; Political Science; Psychology; Sociology; Sociology/Anthropology), the 19 extended minors and 22 minors in the BA. The BFA major and six minors are new programs so these will not be reviewed for another five years. We are currently reviewing the Associate of Arts Degree, three of the five diplomas and three of the 19 certificates that we offer. The General Arts Diploma has moved to the Faculty of Access and Open Studies. We will work with the Faculty of Access and Open Studies to review this program, as well as to explore how a foundation year in Access can ladder into Arts.
The College of Arts aims to graduate students with respect for academic freedom and integrity, appreciation of diversity and commitment to social justice and environmental stewardship. Guided by the 2007 Canadian Degree Qualifications Framework (from the Canadian Council of Ministers of Education) and in correlation with the UFV Institutional Learning Outcomes, our graduates will demonstrate: • depth and breadth of knowledge • knowledge of methodologies and research • application of knowledge • awareness of the limits of their knowledge • communication skills • critical understanding of and engagement in responsible citizenship • historical consciousness and consideration of diverse cultural and personal ways of knowing • creativity and imagination • professional capacity/autonomy • ingenuity and problem-solving
The College will continue to promote innovation, ingenuity, cross-disciplinary problem-solving and enquiry-based learning. The growth of multi-disciplinary and interdisciplinary programs in the College is in response to pressing new issues facing human beings - the digital revolution, environmental sustainability, the struggle for self-determination among indigenous peoples, peace and conflict resolution, globalization and development, new technologies- and the need to combine the resources of several disciplines to respond. We remain in a good position, in terms of human resources, to deliver and develop these new programs. Departments will be asked to contribute sections to the realization of these interdisciplinary and multi-disciplinary degrees. Strategically, they are largely cost neutral, drawing from a range of disciplinary-based majors and attractive to partnerships, local and international. Students are able to choose courses and programs from a highly competitive post-secondary sector and they are searching for the quickest way to attain their credentials. . Related to this, we strive to deliver simple and streamlined program offerings with the best possible use of resources. This has led to the development of a three year Environmental Studies degree proposal still to be approved by internal committees. Departments have been asked to be more selective in the courses they offer, the number of credits required and how they allocate and rotate 1st, 2nd and 3rd year courses.
The delivery of accelerated programs is but one strategy in catering for the growing number of non- traditional part-time students. Other strategies that the College of Arts departments are experimenting with include flexible delivery and schedule options, plus online and hybrid courses. The College will also work closely with the Faculty of Access and Open Studies and Aboriginal Access Services.
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New Governance and Faculty Structures The College of Arts houses the Faculty of Humanities and the Faculty of Social Sciences. The terms of reference of the College of Arts Council have been amended and we now have four members of faculty seated at Senate. The terms of reference of the College of Arts Curriculum Committee have been amended and the following program committees continue to report to this committee: the BA Program Committee; the BGS Program Committee; the BFA Program Committee; the BA (Crim) Program Committee; the Certificates Program Committee. Once the interdisciplinary programs are approved these will also report to the College of Arts Curriculum Committee.
A number of senior administrative searches occurred in the College this past year resulting in the appointment of a Dean of Arts, an Associate Dean of Students and an Associate Dean of Faculty. The Associate Dean of Faculty has been seconded to the position of Executive Director of Development so the College of Arts will be operating with an acting Associate Dean of Faculty for the duration of 2012- 13. The establishment of the College has ensured continued collaboration with regard to the delivery and development of inter- and multi-disciplinary programs and has allowed for cross appointments. It has allowed for a continued sharing of services of the Arts Advice Centre, the Manager of Academic and Administrative Services, the College of Arts Committees Assistant, the newly appointed Assistant to the Dean and the administrative assistant in the Dean’s Office. This past year, the Program Developer was moved out of the College into the Provost’s Office to serve the needs of the institution as a whole. Departments that are housed in the faculties have undergone a slight shift since the development of the Majors in Philosophy and in Political Science. Philosophy continues to be located in Humanities but Political Science is now part of the Social Sciences. Each discipline has its own department head. There have been some shifts in the administration of interdisciplinary offerings. The administration of the Global Development Studies degree will be housed temporarily in the Geography department. Conversations will continue with regard to the establishment of a School of Creative Arts: Visual Arts (including Graphic Design, Art History and Film); Theatre; Fashion Design. Developments in campus planning have resulted in a decision to expand Theatre offerings to Abbotsford with the expectation that the primary delivery of the program will be in Abbotsford once a new facility is built in Abbotsford.
Multi-disciplinary degree programs in development in the Faculty of Arts, as prioritized in previous education plans, include: the Global Development Studies Degree (approved by DQAB); the Media Arts Degree (ready for internal approval); the Indigenous Studies degree (ready for internal approval); the Environmental Studies degree (in process). Each degree will have its own program working group that reports to the College of Arts Curriculum Committee. Upon implementation, each will require at least one course release (contingent on enrolment) for a program coordinator as well as the program resources specific to the degree and a shared administrative assistant.
Coordinated Advising Our aim is to coordinate advising in the Arts, with a view to having a Director of Advising attending to advising needs in Arts. The implementation of this plan is contingent on both the Advising Review and budget. In accordance with the Strategic Plan, the Arts Advice Centre is committed to providing services for students that will enable their successful transition into the University and their successful progress toward their educational goals and toward employment. As the institution has developed more programs to provide a comprehensive and competitive selection of liberal arts options, so the Arts Advice Centre has struggled to keep up with the requirements of this range and combination of credentials. Course planning for the attainment and enhancement of credentials has become more
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complex and time consuming. Arts Advisors provide advising on Chilliwack campus at least once a month will need to do the same for students in Mission. Advisors need increased assistance in numbers of advisors and staff. Since last year, advising has been facilitated by the introduction of the BI tool and we now have Degree Audit software. This constitutes a vast improvement. The BI tool empowers department assistants, heads, advisors and the Dean’s office to work together with a clearer understanding of student records and pathways. Notwithstanding the above, it is essential that additional resources be directed to Arts Advice so that advisors can catch up with the growth of majors and minors and so as to be able to provide advice related to new interdisciplinary programs. These additional resources will assist in those areas and programs that, historically, have not had advisors attend to students. We anticipate that the Institutional Advising Review will reinforce our request for a reallocation of advising resources to the Arts Advice Centre, which caters for arts students as well as for students requiring minors from across the other faculties.
The move of the Chilliwack Campus to the Canada Education Park The move to the south CEP campus has taken effect but the teaching/performance theatre has remained at its current location on the Chilliwack North campus. This move has effectively split the department geographically, with students, staff and faculty having to travel 20 minutes each way to access teaching/performance space, classes, library, student services etc. The Theatre department is struggling to maintain morale and student numbers have dropped significantly in the face of public uncertainty as to the future of the program. Faculty are insecure due to not knowing what will take place when a sale of the north campus occurs and not knowing when a new facility will be built. The College of Arts has worked over the past year with a range of faculty from within Arts to develop a collaborative vision of a Centre for Teaching, Innovation and Performance to be built on Abbotsford campus- currently conceived of as the “U-Hub”. This vision has been incorporated into the Five year Capital Plan. A presentation has been made to the Abbotsford Parks, Recreation and Culture Commission to partner with the City in conducting a joint needs assessment for a performance facility as an anchor building for the U District.
Arts Centres
The focus of the Mennonite Studies Centre has, to date, been on the delivery of the Mennonite Studies certificate and the organization of a speakers series related to the promotion of Mennonite Studies. The certificate has not been attracting students and so the centre has decided to shift its focus to that of promoting Peace Studies. To this end, the centre will work to support the activities of the Peace Studies Curriculum working group, recently approved by the Dean.
The BC Centre for Safe Schools and the BC Centre for Socially Responsible Communities have been merged to create a single UFV Centre for Safe Schools and Communities. While this center will continue to operate out of the School of Criminology and Criminal Justice, it will serve all areas of the Arts and work with other faculties toward the promotion of safe schools and communities in BC, and particularly the Fraser Valley. The Centre will network with schools and communities to strengthen and build capacity among adult caregivers and responders, such as teachers, police officers, social and health professionals, and parents who serve children and youth in various capacities. The Centre will continue to offer a variety of services from live and on-line support of educational resources, research, and regular semi-structured networking opportunities to facilitate best practices so that all children and youth can live more joyful and productive lives.
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The Centre provides regular and on-going support to K-12 school district personnel offering direct and web-based support for teachers, administrators, safe school managers, or superintendents. The Centre maintains and coordinates the Safe School Network. This network consists of designated contacts from each district involving senior level school district administrators who hold a district school safety portfolio. The Network offers educators a safe and collegial venue for receiving support, sharing best practices, and learning through educational opportunities addressed at regional meetings. Examples of topics and activities covered over the past year include regional critical incident training, substance use prevention, sexual assault prevention, cyber safety, and mental health in schools. The Centre will continue to provide leadership to the formation of a provincial threat/risk assessment strategy in BC that has just been released as a focal area for the Ministry of Education in 2012 – 2017. It has also inspired further innovation in BC school districts. For example, a state of the art on-line reporting tool developed through consultation with the Centre and the district’s local partners is being piloted in this mid-sized school district. To support school staff in the unfolding of a broader safe school strategy, the school district Safe School Manager has encouraged all elementary and secondary school counselors to maintain a connection to the Centre . The Centre continues to support police in their efforts to provide a criminal justice system that is more fair and responsive to youth. The Centre developed a formal partnership with the RCMP in early 2010 to reach a joint goal of encouraging police officers to work more closely with community agencies in addressing the criminal behaviour of teens and particularly for behaviours of a non-serious and non- violent nature. This initiative continues to generate dialogue and interest from police department across Canada. An immediate outcome of this project led to developing a Mental Health training component for officers at the National Youth Officer Training event in May 2012. The Centre was also instrumental in supporting the RCMP in the development of the iSMART toolkit for officers. iSMART stands for Internet + Social Media Awareness Resource Toolkit. This tool was created by the Centre in response to community needs for Internet safety training in schools and communities. The Centre has built very positive relationships with police forces; both locally in Abbotsford and provincially. This coming year the Centre will also work with partners on the Peace Studies initiative and will be exploring a partnership with the Dalai Lama Centre for Peace and Education, in line with their 2012 Bold Vision for BC's Children and Youth.
NEW PROGRAM INITIATIVES
New Programs in 2012 The proposal for the five new BFA minors was successful and these have been offered this past year. Related to this and in accordance with last year’s Ed Plan, the position of Program Advisor was replaced with that of an Educational Advisor for Fine Arts programming. The Global Development Studies degree was approved by Senate and by the Minister of AVED. Departments have donated sections to run the core courses. The Director of the Global Development Institute will continue to coordinate and supervise practica with the release offered through the Global Development Institute. The degree will be temporarily administered out of the Geography department.
A Criminology and Criminal Justice Honours program was introduced within a cost-neutral scenario.
The Graphic and Digital Design Diploma was redesigned, posted on the DQAB website and a request submitted to Ministry for an increase in fees for this program. This has now been approved. The delivery
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of the program has entailed a major acquisition of hardware and software, renovation of classrooms in Mission and the hire of a Graphic Design instructor who will coordinate the program plus a part-time technician. The renovations and capital investment was financed by a $500 000 donation from Mission Council.
Plans to Introduce New Programs in 2013
The Economics major has been approved by Senate. We are awaiting a site visit, hoping that the degree can be introduced in 2013. One of the defining characteristics of the proposed Economics major will be its focus on preparing students for employment. Typical entry level positions at financial firms include account managers and assistants to investment advisors. The following two features develop employment skills for students: firstly, the economics courses in the major will provide software training in an integrated manner; secondly, the program will allow students to take a significant number of business courses in their upper level studies. This will allow students to focus their studies in areas of applied economics such as marketing or finance. No significant costs have been identified in relation to the delivery of this major. The full budget requirement is that of three additional courses.
The Media Arts Degree (involving six disciplines) was originally anticipated for implementation in Fall 2012. Fall 2013 is more likely. The newly acquired Graphic and Digital Design hardware and software will benefit students who choose to take the Media Arts Degree.
The Indigenous Arts Degree is behind schedule. Implementation will likely be Fall 2013. Advances have been made toward delivery of the program through the hire of an Indigenous Studies B faculty member (Wenona Victor) whose area of expertise is Indigenous Governance.
The Environmental Studies/Science degree has been redesigned as a three year degree with an optional Honours year and has yet to be approved by internal committees.
The Professional Communications major and the French major have been approved by the Dean for development but they are still in early stages of development. Both of these are in line with the strategic goal of fostering the development of the critical-thinking, leadership, and practical skills that students require for employment, entrepreneurship, further education, and responsible citizenship – locally and globally. Currently, the Communications minor is an attractive option for students; a major will build upon this. The emphasis on applied communication skills for the workplace in the proposed degree will prove attractive to students in ways which differ from the emphasis on self-expression and self-direction in the writing and publishing stream offered in the Media Arts Degree. The delivery of this degree will occur at a minimal cost to the institution. The courses students will require to complete this major are currently offered.
Program initiatives that are underway in the Faculty, without formally approved curriculum working groups, include the Theatre major, the FD major, the Spanish minor, the Indo-Canadian Studies minor; the Honours in Sociology and Soc/Anth and the Honours in History. Approval of the Theatre major will be considered in light of the Program Review that is underway.
Masters Programs Departments in favour of Masters programs have argued that the presence of graduate students will enhance the university’s profile and reputation and have a positive impact on undergraduate programs and recruitment efforts. The College of Arts recognizes the need to direct resources to undergraduate
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programs rather than to graduate programs but will support Masters programs where these are effectively cost neutral. Graduate programs are being encouraged when such programs are proposed in the form of partnerships with local and/or international partners and where there is funding attached to these initiatives.
Master’s of Arts in Research and Teaching History (MARTH). The MARTH program has been on the Education Plan for a number of years. The MA proposal still faces several internal challenges. With agreement from Finance and senior administration, the History department has proposed that teaching resources be shifted from the undergraduate program to the MARTH program. Support for this proposal will be contingent of the program review that is currently underway. Note: the review is now complete and the panel has recommended that an Honours program should be developed in place of an MA.
Master’s in English: The Program Review panel submitted a recommendation last year that this not be pursued at this time. This recommendation was included in the Dean’s summary delivered to Senate.
Master’s in Migration and Citizenship: an interdisciplinary Master’s in Migration and Citizenship is being explored as a dual degree initiative involving local and international partners. Representatives from the University of Münster recently visited UFV to discuss the possible shape of this dual degree.
Certificates
The certificates that were approved last year have had varying success. The Diaspora Studies Certificate delivered positive results; the Mennonite Studies Certificate drew very little interest from students and is under review; the Early Modern Studies Certificate has yet to be assessed; the Professional Communications Essentials Certificate has proved successful; the Animation Certificate (offered through Science) appears to be doing well as does the GIS Certificate offered by Geography.
It is unlikely that further certificates will be developed until such time as a more thorough evaluation is conducted of existing certificates.
QUALITY OF PROGRAMS AND DELIVERY
Program Reviews A report on the Criminology and Criminal Justice Program Review was submitted to Senate in the Fall. Final implementation of the undergraduate and graduate recommendations from the program review (including a new course in qualitative research) is underway. Successful implementation of revisions of the MA has taken place with 28 MA students having convocated last June and another 8 this June The English Department completed its review and this report was lodged at Senate this past year. The department has been presented with timelines for the implementation of these recommendations. The Theatre self-study has been completed and the site review will take place in Fall. In 2012-23 Theatre will launch its re-designed practicum program The History Program Review has been completed but the department has yet to respond to the review panel’s report. In 2012-13 MOLA, Geography and SCMS (Anthropology and Sociology only) will conduct program reviews. Both departments have started curriculum mapping in preparation for the program review. MOLA has already reviewed its learning outcomes in French, and will continue with its other
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languages, to align with new internationally accepted learning outcomes, which are being adopted by the B.C. Ministry of Education. The BGS self-study has been completed. The review panel will comprise one internal and two external members. The BA Program Committee has undergone a full year of internal review, accompanied by panel discussions to inform the thinking of the BA Task Force (a committee of the BAPC). These panel discussions centred on how to promote science literacy within the BA, what education for citizenship entails and creativity as a general education requirement. The BAPC will discuss the recommendations of the task force in the Fall. The College plans to introduce writing intensive courses across a number of disciplines, e.g. History 100, which will meet the BA writing requirements. The College of Arts will be coordinating an institution-wide Writing Council Task Force. A pilot interdisciplinary first year course has been designed for Direct entry BA students. Arts 100 will provide students with 9 credits, including the reasoning and writing requirement, in one team taught course.
Student Experience This coming year, work on enriching the student experience will commence or continue in the following areas: The Arts Advice Centre (AAC) works collaboratively with all departments in the College of Arts as well as with other service departments at UFV to promote the success of the Arts students, to offer students the resources and tools they need to achieve their personal and academic goals. AAC continues to offer evening appointments once a week and drop-in appointments during peak registration times. It also provides advising on the Chilliwack campus monthly and is researching online advising. AAC contacts BA and AA students regularly to remind them of important events, dates and to remind them of the various services provided.
AAC will establish a Faculty mentor program. AAC will offer co-curricular support workshops for ARTS 100. AAC will create videos and web support material to supplement the in-person services offered. Arts Meet & Greet is incorporated with Student Life’s “Six Weeks to Student Success” and introduces new and returning Arts students to the various Arts programs and disciplines, campus services, clubs, associations, etc., available at UFV. Arts Academic Success workshops are organized by one of the Arts Advisors and a counselor from Student Services. The workshop is designed to provide academically at-risk students with the necessary skills required to succeed in university.
Arts Orientation Sessions are held for new BA & AA students; so too for BA (Crim) students, for BFA, Theatre and Fashion Design students.
Criminology will develop peer mentoring, a blog, Twitter and Facebook to improve communications with students. Psychology will work with peer tutors. Numerous active student associations exist, e.g. Philosophy; VA; MACS etc.
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Access Improved coordination of timetable Departments are working together on CEP timetables. Geography is scheduling courses to fit with the Business timetable; condensing some classes and making greater use of Saturdays and evenings. Criminology is creating block schedules for Mission and CEP. Communications is offering courses in Mission for Graphic and Digital Design students.
Reducing waitlists Communications is working on reserves for minors and certificate students. Criminology is offering more summer courses.
Improving space utilization Geography is condensing field studies. Communications has “flipped” hybrid courses to double up on the use of classrooms. Psychology will offer lecture/tutorial sections if lecture rooms become available. Criminology has increased summer offerings with block schedules at CEP and Mission. Geography and Fashion Design are reviewing possibilities for block transfers from smaller institutions. Political Science will resume offering courses in Chilliwack. Psychology is redirecting resources from 1st year to upper- levels to serve PSYC majors/ minors. SCMS is opening a Sociology Research concentration to students from other disciplines and offering a moderately increased range and rotation of courses online, on weekends or in the evening, so as to permit more “non-traditional students” to enroll. The department is also exploring how graduation can be facilitated for these students by relaxing or waiving residency requirements so that they can pick up more credits from distance education specialists. Visual Arts continues to work on laddering of various diplomas into the BFA degree. Arts Advice is working with the registrar on an admissions procedures task force.
Online The Online Foundation Plan has had varied response across the Arts however departments have been reminded of the importance of developing online or hybrid modes of delivery. The following plans are in place: Geography will deliver a new hybrid lab science course; by Winter 2015, Criminology will have 15 courses online; Communications will continue to offer several online sections; English will survey online students in Fall 2012 to assess demand and, in the interim, have established a target of 20% of courses online; Psychology already offers about half of its courses online and plans to continue developing online versions; Social, Cultural and Media Studies will add two new Sociology courses to its online offerings in 2012/2013, and will also develop a number of hybrid courses in its various disciplines (Online delivery will be assessed during the SCMS program review); Modern Languages already teaches several courses in hybrid form, but focus will be on classroom instruction; Theatre is developing 3 online courses; Economics is working on getting a couple of courses, ECON 100 and ECON 101 running online.
Indigenization The BC Aboriginal post-secondary education framework includes the aim of integrating Aboriginal ways of knowing, languages and culture into our curricula. This has, and will continue to inform educational planning and recruitment in the College of Arts.
Achievements this past year:
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• All departments have indigenizing initiatives underway, including reviews of course content, development of strategies for recruiting indigenous students and workshops on indigenizing curriculum.
• Arts Advice has established initiatives to engage the Aboriginal student population and will be working closely with the Aboriginal Access Centre. The centre will explore ways in which to help Aboriginal students transition from high school into UFV.
• The Lens of Empowerment project was offered in Fall 2011 and Winter 2012 with a cohort of students to explore women's citizenship and identity in Stó:lō territory through three courses in photography and video. The topic was explored through field trips, film screenings, meetings with Elders, and group discussions and students acquired technical skills in photography and video in studio based courses. The project culminated in a Stó:lō community-based art exhibition and was be featured at a conference in July in Loughborough, UK. The Dean, three students and three faculty members presented at the conference on this project and on the success of indigenous methods of delivery. The presentation was a major success with many international delegated subsequently expressing interest in visiting UFV.
• The Indigenous Studies: Maps, Films, Rights and Land Claims certificate is well enrolled for Summer 2012
• English and Theatre departments hosted two day visit by renowned First Nations playwright, Tomson Highway. The visit included a staged reading of his play, The Rez Sisters
• English Department faculty invited and organized the visit of Cheryl Suzack (UVic, U of Toronto), who spoke about Indigenous women, literature, and the law.
Plans for 2013
The College of Arts will continue to encourage attention to hiring practices so as to recruit more indigenous faculty and staff, as well as students.
An Aboriginal Student Handbook is in development and will be ready for spring 2013. It is being developed with Access and Open Studies and Aboriginal Access Services.
Workshops on indigenizing by design are being held for interested departments to explore how course content, teaching methods, and evaluation can be indigenized (notably in the English and Criminology departments).
Discussions are underway to ladder the Chemical Addictions and Diploma at NVIT into the BGS degree and to provide 30 credits (including 27 upper level credits) for NVIT students in condensed forms of delivery with indigenized content.
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THEA will be presenting Tomson Highway’s play Ernestine Shuswap Gets her Trout for the next Season of Theatre.
A panel on “writing indigeneity” is planned by the English department for Summer 2013. Halq'eméylem courses continue to be offered by Modern Languages.
The Indigenous Arts Certificate will be delivered in Fall 2012.
Theatre and English plan to launch a new storytelling course in Fall 2012, co-developed with Gabriel George, grandson of Chief Dan George and planned for delivery in the new longhouse at CEP. Psychology plans to recruit indigenous student peers.
Anthropology and Geography faculty will continue research with First Nations partners.
College of Arts will partner with Deroche Elementary School and UFV Science for after-school enrichment, Fall 2012.
The College will explore opportunities to build upon the concept of ARTS 100 to develop ARTS 100-First Nations in which students would learn about Aboriginal culture, community, and the interaction between First Nations and western culture.
The College intends to explore the possibility of creating a partnership with the Abbotsford School district around the concept of creating a bridging year for Aboriginal students. This would help promote best practices in supporting Aboriginal high school students and their transition to UFV.
Some departments plan to begin department events with acknowledgement of Sto:lo territory (English) And will invite guest speakers (i.e. elders-in-residence, members of community) to speak to classes, especially first year classes.
Internationalization Achievements this past year Geography has organized research and field studies in Africa, India, Latin America. There have been two dozen student internships in Tanzania, India and Canada over the past year. The department has developed an International Studies concentration for their major and a special bi-national Borderlands course (GEOG 421)—the only of its kind in North America.
MOLA, Visual Arts and Fashion Design conducted a field trip to Paris in 2011
The Diaspora Studies Certificate was an offshoot of the Diaspora Education Consortium, a project facilitated by International Education through the Canada-EU Transatlantic Exchange Partnership project. This Student Mobility Program was funded by Federal HRSDC funding to provide $5,000 scholarships to support students to study abroad in Diaspora Studies. Arts hosted eight students from Muenster University and Northampton and one student from Muenster has since requested that one of our faculty act as a reader for her Masters.
Plans for 2013
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SCMS and Geography continue to research future partnerships in Bolivia, Paraguay, Mexico. SCMS is developing internships in Latin America with NGOs serving indigenous communities and partnering with BC First Nations on joint archaeology field schools. A Geography faculty member was awarded an AUCC grant for a three year exchange in partnership with Ardhi University in Tanzania (16 students to travel to Tanzania and 4 students from Tanzania to travel to Canada). This is in addition to the 20 unfunded internships that have taken place in Tanzania. MOLA field studies are planned for Japan in 2013. MOLA is also building exchange and joint programs with universities in Belgium, China, Quebec, Mexico Psychology has plans for collaborative research (students and faculty) with UK universities FD is planning a its annual field trip to New York Theatre has created exchange programs with the University of East London and the University of Galway Geography International Studies concentration is the best subscribed of all the Geography majors, indicating that the Global Development Studies degree is likely to be a popular student choice once approved The English department continues its long-standing productive relationship with International Education. Every effort is made to facilitate requests by International Education for credit transfer requests or other requests that aid students in completing their studies (Diaspora Certificate, for example)—this includes our students going abroad and those students coming to UFV from other countries. The department has a close working relationship with CICS, most recently in its choice of writer-in-residence Anosh Irani. There is ongoing research across faculties with international partners.
RESEARCH AND SCHOLARSHIP RELATED TO PROGRAM DELIVERY Geography offers lab and field-based research associated with the Paleoecology and the Luminescence Dating labs, involvement in Global Rivers Project, funded projects in India and Tanzania and Canada-US research with Western Washington University. Geography is revising all of its first year courses to promote inquiry-based learning. Students in Geography have enjoyed success in attaining the UFV Undergraduate Research award and NSERC Undergraduate Student Research Award (USRA). SCMS offers a social research concentration and research assistantships for students in a faculty research project with a local school district. Criminology has new and revised courses in research methods and offers work study research opportunities. Support for student travel to conferences is offered by Geography, SCMS and Criminology. Discussions and workshops of Race and Anti-Racism network include students and alert them to the importance of research in this area. The Scholarly Research initiative organized by Arts faculty brings together faculty and students to share research initiatives and methodologies. Student dialogue is facilitated through the Mennonite Studies Centre and at events organized through the centre, thereby promoting scholarship related to the Mennonite Studies certificate and the area of Peace Studies.
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The OPTITEX Fashion Design lab provides students with creative research facilities. Plans to establish new centres will result in opportunities for workstudy, research assistants and student research. These include the proposed Centre of Agri-Urban Studies to be led by the new CRC in Geography, the merging of the BC Centres into the UFV Centre for Safe Schools and Communities (name tbd), which will also form links with the proposed Peace Studies program. Faculty research programs inform classroom teaching and mentoring. A sample follows: • The program of research conducted by Canadian Research Chair in Food Security and the Environment Dr. Lenore Newman, which focuses on understanding the impacts of climate change on Canada’s food cultures (Newman).
• Garry Fehr and Cherie Enns have successfully pursued AUCC grants, plus a $150,000 multi-year grant for internships, exchanges, and research to take place in India.
• Olav Lian was the winner of the 2012 Research Excellence award at UFV. He has maintained and developed research partnerships with colleagues in Canada, the UK, New Zealand, Australia, Argentina, and the US. Olav works on postglacial landscape adjustment: south-central B.C.; environmental change – Patagonia; landscape stability – Canadian prairies; postglacial landscape adjustment: south-central B.C. His research is funded by approximately $200,000 in grants initiated in 2005 and 2007 from Natural Sciences and Engineering Research Canada (NSERC), supplemented by $16,000 in funds from the BCMEMPR, $36,000 from Natural Resources Canada, and $15,000 from SFU. Olav was awarded a NSERC Undergraduate Student Research Award (USRA) grant totaling $4,500 to help support undergraduate research assistants in summer 2010. In the fall of 2010, Olav applied to NSERC for an additional $200,000 to help support the UFV luminescence dating laboratory over the next 5 years. Olav has a number of student research assistants in his laboratory.
• Jonathan Hughes work on measuring, through paleoecologic methods, coring, and pollen counts, long term geologic, climatic, and sea level change. He researches Fraser River flood histories, wetlands and studies of past earthquakes in Cascadia as well fire histories in the southern Okanagan. Jonathan supervised six research students, two of them with NSERC USRAs and four of them Work-study positions. Jonathan secured two external grants, including a Tula Foundation grant of $20,000 for the Rivers Inlet ecosystem review, and $11,000 from a GEOIDE grant. Most of these funds went directly to supporting one or more of the six students.
• Garry Fehr researches Indian forest policy. Garry has also researched strategies to achieve specific UN Millennium Development Goals, including those related to child health. Garry worked with Satwinder Bains on a joint pilot project in urban agriculture in Janta Colony.
• Steve Marsh collaborates with Global Rivers Project, funded through the Woods Hole Oceanographic Institute. With Ehrenbrink, he monitors the geochemistry and quality of the Fraser River and its tributaries.
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• John Belec collaborates with Patrick Buckley at Western Washington University to investigate the unique challenges of governing our cross-border region.
• Scott Shupe researches remote sensing to measure urban and peri-urban change in the US-Mexico borderlands and works on analysis of Lower Mainland water quality and Kanaka Creek watershed.
• Cherie Enns researches the impact of natural disasters on informal settlements.
• Garry Fehr and Michelle Rhodes research the sustainability of resource communities and community forestry
• Adjunct professor Lionel Pandolfo researches global climate modeling.
• Edward Akuffo researches interregional cooperation and Canadian security and foreign policy in Africa; the security implications of underdevelopment in Africa; human security and international humanitarian law. His book, Canadian Foreign Policy in Africa: Regional Approaches to Peace, Security, and Development, was recently published by Ashgate.
• English department faculty member Trevor Carolan has published eight book reviews of World Literature and edited The Lotus Singers: Short Stories from Contemporary South Asia (Boston: Cheng & Tsui, 2011).
• Hilary Turner published “The Delicate Violence of the Dance,” a review of The Collected Poems of Patrick Lane in Pacific Rim Review of Books 16:8 (Spring 2012) 3-5, and “Three Brats, One Hero,” a review of three picture books in Canadian Literature 209 (Summer 2011) 141-142.
• Melissa Walter published “Translation and Identity in The Dialogues in the English and Malaiane Languages,” in Indography (NY: Palgrave, 2012) and presented “Reforming Civility in Measure for Measure (1604)” at the Shakespeare Association of America in Wolfenbuettel, Germany.
• Susan Fisher, Associate Dean of the College of Arts and faculty member of the English department, won the 2012 Canada prize for scholarly work in the humanities category, awarded by the Canadian Federation for the Humanities and Social Sciences for her book Boys and Girls in No Man’s Land: English-Canadian Children and the First World War, published by University of Toronto.
Preparation for the workplace and further study The College of Arts is committed to workplace learning. Students across the College of Arts are engaged in practicum placements and internships both locally and internationally. Such placements provide incomparable hands-on and in-depth learning opportunities for students, while benefiting the organizations they serve. Plans for 2013 include: • Geography will pace renewed emphasis on coop education, develop new skills courses and offer the GIS certificate
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• Criminology will develop more diverse practica; co-op designation now exists for the BA Crim degree • English is updating the honours program, improving information about honours and offering student experience on Louden Singletree Editorial Board • Psychology is revising the honours program and developing new courses needed for entry to graduate programs in counselling • History will place more focus on applied history and will develop the new HIST 100 course, which emphasizes skills • SCMS is developing more hands-on assignments using state-of-the-art technology and software and more internships to build job-related skills • Geography will provide work-study opportunities, research assistant positions funded through external grants, internship, unpaid research assistant positions, directed studies, Honours, and field study positions, all of which require project development and management skills needed for the workforce and graduate school
In some departments (e.g. Geography and Visual Arts) there will be increased emphasis on skills development at lower levels and on content at upper levels. Program Reviewers have recommended that History do likewise.
STUDENT SUCCESS STORIES
Fostering Undergraduate Student Research Student research, as well as the integration of research into the classroom and community is a priority in the College of Arts.
Recognizing the important skill sets that are developed through research, departments and faculty members throughout the College of Arts continue to develop opportunities for undergraduate student research. Student research projects and publications have been recognized for their excellence at the international, national, and local levels.
A number of English majors have gone on to graduate school. Last fall, Kendra Reynolds began her Master’s in Archival Studies at UBC, and Kristyn Krause began her P.D.P. at SFU. Julianne Mutimer and Grace Romund were accepted to grad school in Library and Information Studies at University of Western Ontario and UBC, respectively.
Paul Falardeau presented partial research from his Honours thesis, “‘The Turtle Island School’ and Its Influence on Contemporary Literature,” at the Cascadia Poetry Conference (Seattle, March 2012).
The following English majors published book reviews in Pacific Rim Review of Books, 2012: Marina Parapini, Paul Falardeau, Joel Smart, Chelsea Thorton, and Ali Siemens.
Honours student Miriam Huxley is currently working on an Honours project, incorporating the reading of Canadian historical fiction with writing a novella titled The Hat, exploring the Rosedale area of Toronto in the early twentieth century.
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The 2011/2012 Louden Singletree Editorial Board [students: Greg Eliason, Lian McIntyre, Sherylynn Niezen, Karen Aney, Riely Moore and Josh Frede] successful edited, produced and launched Issue 4 of the magazine in April 2012.
UFV Geography students (from 2010-12) have been accepted to graduate programs in Canada, the US, UK, and Australia. Programs include: Geography, Earth Sciences, Environmental Science, Planning, Biology, Resource Management, GIS, Urban Studies, Resources and Economics, and Architecture. Students have presented their research at regional, national, and international conferences.
MAINTAINING AND BUILDING COMMUNITY PARTNERSHIPS Departments and faculty members work collaboratively with organizations and agencies across the Lower Mainland and are committed to maintaining and building partnerships that further the goals of both the university and the region. Underscoring these partnerships is a commitment to understanding and fostering respect for cultural diversity and building community dialogue around common concerns. As indicated throughout our Education Plan, partnerships within and across faculties are vital to the success of our Arts students and to building successful interdisciplinary programs.
Ongoing and new initiatives to maintain and build community relations include: • Geography has 15 ongoing research projects with external partners and plans to offer courses at Clearbrook for municipal employees.
• Criminology has 17 external partners, including government agencies, other PSE institutions, local non-profits, corporations (examples include: RCMP, ICBC, My Safe Ride Home, Surrey Fire Service, Chilliwack Council, SFU, BCIT, Ministry of Citizenship, Vancouver Police Department, Ministry of Children and Family Development, Ministry of Public Safety, Chilliwack School District, Ministry of Education, and the Abbotsford Police Department and Police Board).
• Philosophy offers “philosophy cafes” in the local community.
• SCMS faculty members are engaged in a variety of community research projects in which they also involve students. Through Latin American Studies, Indo-Canadian Studies and Anthropology, students engage with issues in particular segments of the local community and develop a deeper understanding of these communities.
• Political Science faculty member, Rita Dhamoon, was nominated for an Abbotsford Community Services Diversity Award The head of the department, Hamish Telford, provides frequent political commentary in the local media, while other members of the department have assumed leading roles in various community groups and organizations.
• The Writers Series and Writer-in-Residence workshops are all open to the public. Writer-in- Residence: Anosh Irani gave literary readings (Mission Arts Centre, Mission Writers Festival: Keynote Speaker, Itihass Writers Festival, Potpourri Poetry Society, Clearbrook Library), participated in events on campus (Chai Time at the Center for Indo Canadian Studies, WIR College of Arts – 2012 Update to Education Plan (2012-15) Page | 19
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residence public reading/Q&A at the beginning of the term), gave numerous guest lectures and class visits (Creative Writing, Historical Fiction, Intro to Literature, World Lit, Intro to Fiction, Chilliwack campus, Short Fiction, Intro to Drama, Canadian Drama, Can Lit), and had frequent drop-ins from students and people from the community to discuss poetry, short stories, novels, plays, and nonfiction/memoir. These events served English majors, UFV students, and members of the community interested in creative writing.
• The third public lecture of the Mennonite speaker series “Engagement” was held this past Fall (following on from the first “Perceptions” and the second “Reflections”). The lecture focused on Peace and Development. Speakers included Wayne Bremner, Executive Director of BC Mennonite Central Committee, Anita van Wyk (UFV) and Garry Fehr (Geography). The tensions between Peace and Development were explored as well as the relationship of Aid and Development. This was followed up in Winter with faculty meeting with invited speaker Ernie Regher to discuss peace and militarism and how issues of militarism might be addressed in a Peace Studies program. There are plans to build on this speaker series with a chamber concert and poetry reading on September 27th, centred on the theme of peace. This event is sponsored by an external donor, who has also paid for three members of UFV to attend a summer training program at the University of Notre Dame University, Indiana, centered on developing Peace Studies programs.
• A pilot program is being explored with the Dalai Lama Centre for Peace and Education, based in Vancouver. This program, if approved, will be launched through the UFV Centre for Safe Schools and Communities.
Educational Partnerships • UFV/Douglas BA Major Psychology – This partnership has run for six years and while it had many successes it is now coming to an end due resource challenges • Partnership with NVIT. See above. • Block transfers from colleges are being negotiated by the Geography department • The Fashion Design department is exploring a block transfer of UFV students into the FD degree at Kwantlen
RESOURCE NEEDS
Human resources: • Geography needs a Physical Geographer. The position has been requested for four years and is further needed due to nine of the department’s ten full-time faculty being eligible for sabbatical between 2012-14. • Political Science needs a Comparative Politics specialist for the delivery of the major. This position could include someone with preferred expertise in Latin American studies and/or Peace studies
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• A Graphic and Digital Design instructor is required for delivery of the GDD program in Mission • SCMS: Sociologist or Anthropologist specializing in Development Studies; cross appointed faculty(SOC and MACS) for new areas like social media and social movements • Communications is in need of a Communications instructor • Two English hires are required to teach the breadth and depth requirements of the program • A release is needed for the GDS practicum and internship coordination • A 50% assistant for Arts Advice is required • A 25% auxiliary assistant is required for the BGS • The BFA Advisor position needs to be increased from 50% to 80% • Psychology requires a permanent lab technician • The Psychology department assistant position needs to increase from 80% to 100% • Geography requires a part-time lab technician • An additional 50% technician is required in Graphic Design • Two releases are required to assist with the separation of the departments of Political Science and Philosophy • Three additional economics sections are required for the for the delivery of the Economics Major • SCMS requires a research methods lab assistant
Note: The College of Arts will continue to practice equity in its recruitment efforts. The College will continue to emphasis the importance of generalists so that faculty who enter with particular areas of expertise are able to teach a range of lower level sections. This is increasingly important with the growing number of faculty taking sabbaticals. Where appropriate, sessionals will be drawn from professional fields as in the School of Criminology and Criminal Justice. The College will explore ways of supporting the professional development of faculty so as to ensure retention.
Physical and Tech resources: • A new performance facility • Additional large (50+) student capacity classrooms for greater flexibility in class size • Geography needs specialized equipment to service the Physical Geog courses in the BSc and BA; a multi-disciplinary wet lab; licensing costs for software and more space for a student lab • Criminology and Geography require a modelling lab (GIS) • Visual Arts and Media and Communications (MACS) require a Mac lab on Abbotsford campus • Visual Arts requires the relocation of the Foundation studio to a space large enough to accommodate a class size of 25 and convert the current Foundation studio to a lighting studio • Arts Advice requires a larger physical space to provide an area for peer and faculty advisors, as well as more office space for advising staff. • SCMS requires qualitative software updates and licenses • The Theatre department needs new ticketing software • ENGL and HISTORY: student resource room • Office for the Assistant to the Dean in the College of Arts area • Visual Arts is still dealing with deficiencies related to the move to C building; these challenges continued to negatively affect the department. Below is a list of VA requirements:
i) The foundations room is not working out, as predicted at the time of design. It is too small and still not soundproof. The room cannot house 25 students thus class size has to be reduced to18 and additional sections run. Timetabling is compromised due to considerable sound pollution because of the
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woodworking tools right next door. This affects studio accessibility for sculpture classes and creates scheduling conflicts for timetabling instructors. The solution is to construct a new foundation space in C building and to convert the current foundation space into the lighting studio. ii) A collections storage and viewing room is required. The UFV Arts Acquisition Committee has recommended the cessation of all collection practice until such time as the collection can be cared for in a respectful manner. Arts acquisition monies will be directed toward framing in the interim. iii) The printer/scanner room needs to be expanded to accommodate 40” digital prints. iv) A VA seminar room has been requested for a number of years. This would expand studio access hours so that some disciplines (print media, sculpture) could convert classroom sessions into valuable studio space and gain lab time. v) The department still lacks student social spaces.
FUNDING AND ENTREPRENEURIAL INITIATIVES
UFV’s Strategic Plan calls for departments to be innovative, entrepreneurial and accountable. To this end, a number of departments have chosen to strengthen partnerships within and outside of the institution. For example, the Theatre department plans to explore the development of technical development courses by working with the Faculty of Trades and Technology. Geography has external research funding from 9 different agencies; and is in discussions with Business and CMNS about sharing faculty and other resources. Communications offers workplace training and other contract services. Oral Communications is offered through Continuing Education at Clearbrook campus. The department partners with Rise and Shine Toastmasters and Toastmasters Canada for the delivery of two courses, and for a Toastmasters Student Award. CMNS is working with PIAB School Board (Annacis Island) under a federal grant to assist in developing literacy and essential skills in the curriculum. In January, the department will begin workplace communication and training workshops for staff at Conair. Criminology will seek more partnerships through the new amalgamated centre. MOLA is investigating compressing first-year French courses to free up sections for new upper-level French courses.
Fashion Design is running a summer camp for 2013 and continues to investigate the possibility of developing a retail space in cooperation with Business and VA.
The English Department’s Creative Writing Committee is looking into ways to develop an entrepreneurial relationship with Continuing Studies.
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Faculty of Health Sciences
2012 UPDATE TO EDUCATION PLAN 2012-2015
Submitted by: Joanne MacLean, Dean
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Table of Contents
Preamble ...... 1 Need and Demand for Programs
Implementing UFV’s Strategic Plan ...... 2 Quality of Programs and Delivery (Best Undergraduate Education in Canada)…………………………………3 Leadership in the Development of the Fraser Valley Innovation, Entrepreneurialism, and Accountability ...... 4 Responding to Other Parameters for Academic Planning ...... 5 Indigenization of Curricula Enhance internationalization Foster Multiple Flexible Pathways to Completion Integrate New and Emerging Technologies into Teaching and Learning…..…………………………………..5 Faculty Recruitment, Retention and Review Integration of Research/Teaching……..…………………………………………………………………………………………6
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Education Plan Update
Faculty of Health Sciences
Preamble
UFV established the Faculty of Health Sciences in September 2011. The new Faculty comprises the Kinesiology and Physical Education (KPE) department from the Faculty of Science and the former School of Health Sciences which had been housed in the Faculty of Professional Studies. The new Faculty is substantial in size in terms of numbers of faculty and students served annually. It has also incorporated a Faculty Services contingent.
During the 2011/12 academic year, a Faculty Council was established and Terms of Reference were approved. Regular meetings of Faculty Council have taken place. Academic work completed has included ongoing academic changes of some type for all programs, as well as responses to new and existing policies of UFV and to academic issues as they arise. Faculty Council has begun to participate fully in the academic processes of UFV and has representatives on Senate, Senate sub-committees, and other groups. In the coming year, Faculty Council will establish a variety of committees to serve various purposes.
The majority of the programs of the Faculty of Health Sciences moved to a new building on the CEP campus in the spring of 2012. The new site provides expanded and updated facilities for research and students in the KPE department. The facility also houses a new and expanded Dental Clinic, new and expanded nursing lab and student and faculty instructional resource facilities for the three nursing- related programs, and state-of-the-art facilities for simulated learning with furnishings, software, and programmable mannequins.
During the 2011/12 academic year, the Faculty has been guided by an Interim Dean while recruitment to fill the permanent Dean position was underway. The new Dean began work in August 2012.
In 2012, the Faculty of Health Sciences is implementing organizational changes in some areas in order to update processes, take advantage of technology, and become more efficient and responsive to applicant, student, and programmatic needs. Administrative staff will be assigned to work with specific programs and the accountabilities of program leaders are being clarified, all with the goal of ensuring adequate and consistent academic and administrative coverage of programs. A small amount of new UFV funding for administrative positions has been assigned. The Faculty expects to seek resources for a permanent Educational Advisor position.
Need and Demand for Programs
With the exception of the Dental Hygiene program, both the need and demand for UFV’s Health Sciences programs continues. The existence of a significant number of seats in private for-profit post- secondary institutions in both the dental hygiene and practical nursing fields continues to influence those programs at UFV.
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Health sciences programs must continue to respond to ongoing changes in the health care system. Health services must have the human resources to respond to the growing proportion of seniors in the population who need alternatives to independent living arrangements. Health professionals are seeking new ways to continue their learning.
Implementing UFV’s Strategic Plan
Quality of Programs and Delivery (Best Undergraduate Education in Canada)
To ensure the ongoing currency and viability of health programs, quality assurance is essential in programs which prepare health care professionals.
Activities in the Faculty of Health Sciences that reflect one of the goals in UFV’s strategic plan, “to provide the best undergraduate education in Canada”, are described below.
Practical Nursing (PN) program: In 2011, UFV joined a consortium of other public post-secondary institutions in B.C. in order to develop generic Student Guides for all courses in the new provincial curriculum for the Practical Nursing program. The new curriculum is designed to ensure that program graduates meet B.C. and national competencies. The new program at UFV will begin in November 2012. Faculty are preparing to implement the new curriculum and to complete the first level of review in the Program Recognition process of the College of Licensed Practical Nurses of B.C. (CLPNBC). This will take place in September 2012. Subsequent reviews by the CLPNBC during program implementation will take place in 2013 and 2014. Faculty who do not already have a credential in teaching and learning must complete the Provincial Instructor’s Diploma program.
Health Care Assistant (HCA) program: Revisions to the courses in the program have been completed so that the program is now aligned with the provincial curriculum and will be able to meet anticipated external program approval processes. The program has been reconfigured to align start dates more advantageously for students and to support faculty renewal.
Bachelor of Science in Nursing (BSN) program: Changes to professional practice standards by the College of Registered Nurses of B.C. in 2012 will influence ongoing curriculum change in the BSN program. A revision of the BSN program philosophy and framework will be completed in the spring of 2013. Simulation experiences have been implemented across all eight semesters. In 2012, the program fully implemented a lab component in its anatomy and physiology course in collaboration with UFV’s Biology department.
CDA program: Release time (.15 FTE) is required in 2013 to complete a curriculum revision. This work, followed by implementation prior to the CDAC accreditation process in 2016, will also align program outcomes with UFV’s institutional learning outcomes, and is essential to ongoing program currency.
Establishment of the CEP campus: The move of Health Sciences programs to a building on the CEP campus in the spring of 2012 means that faculty and students will be working with improved, expanded, and up-to-date facilities such as “smart” classrooms, the Dental Clinic, nursing simulation labs, and research facilities for the Kinesiology and Physical Education department.
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Leadership in the Development of the Fraser Valley
Another goal in UFV’s strategic plan is for UFV to be “a leader of social, cultural, economic, and environmentally-responsible development in the Fraser Valley”. The activities described below reflect that goal.
Graduates of programs of the Faculty of Health Sciences continue to find employment in the Fraser Valley and use their knowledge and skills to contribute to their communities. Health care employers consistently advise that they preferentially hire graduates of UFV’s health programs.
Students in Faculty of Health Sciences programs participate in clinical placements in Fraser Health and some privately-managed health care organizations. Partnerships with clinical agencies, including active Program Advisory Committees with representation from those clinical agencies, are an important way to ensure that programs are meeting employer needs and that programs can access clinical placements. They also allow the health care community to have input into programs.
To provide practice experiences for students, the Certified Dental Assisting (CDA) program continues to offer dental services through its Dental Clinic. It also offers dental services to other clients through relationships with local School Boards and individual dentists. The program intends to continue to expand opportunities for student practice by working with local clients. The program area will not be entertaining a Refresher program for CDAs as Vancouver Community College is undertaking that activity.
As of the spring of 2012, the Kinesiology and Physical Education department has established a significant presence on the CEP campus. In September, the first year of the Kinesiology program will be offered to a “Chilliwack cohort” of high school graduates.
Innovation, Entrepreneurialism, and Accountability
The third goal of the UFV strategic plan is for UFV to be “innovative, entrepreneurial, and accountable in achieving our goals”. Several activities will contribute to that goal.
With the expanded and considerably updated Dental Clinic and nursing lab facilities available at the new CEP campus, opportunities for alternate uses emerge. The Certified Dental Assisting program will explore a relationship with the UBC School of Dentistry to provide additional practice opportunities for students and dental services for clients from Chilliwack. The new facilities are also an ideal location to help health professionals of many types to meet learning education requirements. This will be further explored in 2013.
In 2012, the use of simulation for learning experiences will be expanded to include the PN program. This is a requirement of the new provincial curriculum.
In addition to implementing curriculum changes, both the PN and HCA programs have been reconfigured from continuous year-round operations to more traditional academic scheduling. This will accommodate student and faculty needs.
The BSN program continues to expand its mentorship and orientation program for new sessional and permanent BSN faculty.
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The Dental Hygiene program is not admitting a class in 2012 and a recommendation to discontinue the program has been made. UFV has experienced low applicant numbers as have programs in other public institutions.
During 2012 and in subsequent years, the KPE department will carefully monitor the impact of becoming a dual-campus program which has a significant presence on the CEP campus. Parameters which will be tracked as indicators of the success of the transition include enrollments in courses offered on both campuses, waitlists, withdrawal rates, and the impact on students in terms of the need for travel between campuses. Findings will influence faculty deployment and future scheduling of classes.
In 2012, the Faculty of Health Sciences will set timelines for accomplishing its goals as set out in the Education Plan.
Responding to Other Parameters for Academic Planning
Indigenization of Curricula
BSN Program: In 2012, faculty completed a review of the aboriginal health content in the program so as to ensure current and relevant content and learning experiences. In 2012, for the first time, fourth year students were placed for aboriginal community health nursing experiences at the Seabird Island Health Centre.
Practical Nursing Program: The new provincial curriculum, which places increased emphasis on understanding and meeting the health care needs of aboriginal populations in a culturally-sensitive manner, will be implemented in 2012.
A Faculty of Health Sciences team participated in the UFV/NVIT conference, Are you Indigenizing your Academy, in August 2012.
Enhance internationalization
The KPE department and BSN program continue to offer successful study tour opportunities for students. In the spring of 2012, a group of 18 students participated in the “Champions for Health” program in Antigua. A second offering of an international nursing student experience through a study tour in Belize was offered in 2012.
Foster Multiple Flexible Pathways to Completion
Evaluation of the implementation of the Fast-track option of the BSN program continues. The first class will complete the program in August 2012.
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Integrate New and Emerging Technologies into Teaching and Learning
All KPE courses are now designated as “hybrid”. The department will add two new courses to its online offerings in 2012/13. The strategic use of distance technologies to minimize KPE student and faculty inter-campus travel requires exploration.
To maintain the educational currency of its program, the CDA program plans to explore online instruction for selected courses in 2012/13. In subsequent years, it will require resources for .15 FTE release for development of its first online course.
The use of simulation learning in the BSN program and a similar usage in the new PN program creates a significant opportunity for faculty to share facilities and learning.
Faculty Recruitment, Retention and Review
Health Sciences programs will collaborate with the Human Resources department to find ways to fill vacant faculty positions, using current institutional procedures. IPEC processes will be implemented, applying recently revised guidelines. Three-year faculty review processes will be consistently implemented. Review of program leaders will take place in the first and third years of their roles.
Integration of Research/Teaching
The KPE department continues to successfully engage students in collaborative and interdisciplinary research projects. Over the next three years, support for individual BSN faculty members to develop their own research agendas, particularly as they contemplate upcoming sabbaticals, is consistent with UFV’s goals. The potential of this activity to support student learning in the BSN program is significant.
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Faculty of Professional Studies
2012 ADDENDUM TO EDUCATION PLAN 2011-2015
Submitted by: Rosetta Khalideen, Dean
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Table of Contents
Preamble ...... 3 Review of 2011-12 Achievements ...... 3 Programs ...... 3 Space ...... 4 Staffing ...... 4 Entrepreneurship ...... 5 Internationalization ...... 5 Indigenization ...... 5 Student Engagement and Success ...... 5 Achievements in 2011-2012, by Program/School ...... 7 Revisions to 2011-15 Education Plan Activities, by Program/School ...... 8 Areas of Specific Focus for Education Plan Updates/Development in 2012-2015 ...... 9 Indigenization ...... 9 Interdisciplinarity...... 9 Learning Outcomes ...... 10 Student Engagement and Success ...... 10 Program Prioritization ...... 10 Entrepreneurship ...... 11 Accountability ...... 11
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FACULTY OF PROFESSIONAL STUDIES ADDENDUM TO EDUCATION PLAN 2011 – 2015
UPDATE TO FACULTY OF PROFESSIONAL STUDIES 2011-2015 EDUCATION PLAN September 2012
Preamble The Faculty of Professional Studies includes the School of Social Work and Human Services, the School of Business, the Teacher Education Program, and the Departments of Adult Education, Applied Business Technology, and Early Childhood Education/Child and Youth Care.
The Faculty of Professional Studies operates on the following guiding principles:
• The Faculty views itself as an integrated and holistic unit. • The Faculty is committed to the development of credible and recognized academic programs and to the personal and professional development of faculty and staff. • The Faculty prides itself on being learner centred. • The Faculty feels it is important to provide an enriching educational experience that prepares students for success in their career advancement and as citizens within a larger global context. • The Faculty designs and delivers programs that build on its strengths. • The Faculty’s programs must contribute to our local, provincial, national and international community. • The Faculty’s programs must be related to the institution’s strategic goals. • The Faculty believes in creating meaningful partnerships within our institution and within our wider community, including communities of indigenous people. • The Faculty’s programs integrate academic and professional experiences, using our communities as a “living laboratory.” • The Faculty believes that current educational technologies have a place in the learning environment. • The Faculty recognizes that change is integral to our development.
Review of 2011-12 Achievements
Programs - The Faculty is continuing to uphold its guiding principles, as outlined in the preamble of the 2011-2012 Education Plan. Some of these principles are being reviewed and refined. - Two major goals of the 2011-15 Education Plan were achieved: the implementation of the Master of Social Work (MSW) program, and the restructuring of the Bachelor of Arts in Adult Education program, including the development and implementation of a workplace training certificate.
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- Work has been completed on two other major initiatives included in the 2011-15 Education Plan: the Bachelor of Early Childhood Education degree program and the development of a secondary stream in the Teacher Education Program. These two initiatives have successfully passed through all required internal and external approval processes. However, approval from the Minister of Advanced Education has still not yet been granted. Despite several requests for a decision on these programs, there has been no final Ministry response. - The external accreditation review of the Bachelor of Social Work program has been completed. The program has been re-accredited for another seven years. (Seven years is the maximum number of years for which a program can be accredited.)
Space - Adequate space has been an ongoing challenge for the Faculty. The Teacher Education Program has now been relocated to Abbotsford so that all Professional Studies programs are based on the Abbotsford campus. This will greatly increase the cohesion of the Faculty. The move of this program to Abbotsford places it in a more central location so it continues to work with the Chilliwack, Mission, Abbotsford and Fraser Cascade School Districts and allows the program to better serve the needs of students west of the Fraser Valley, particularly in the Maple Ridge area. - The School of Social Work and Human Services will be moving into a new space on the ground floor of Building B in Abbotsford, where it will now be able to better meet the physical space requirement of the Canadian Association of Schools of Social Work Education (CASWE), its accrediting body. This improved facility will also support program enhancement and student success. - The Applied Business Technology program is one of the first tenants at the new Clearbrook campus.
Staffing - The Faculty has achieved some improvements in faculty staffing through permanent hires in Business, Social Work, and Adult Education. One full-time faculty member was hired in the School of Business, one full-time faculty member was hired, in Adult Education and one full-time faculty member was hired in the Library and Information Technology program. Full-time faculty positions are currently posted in Business (3 positions), Applied Business Technology, Social Work and Human Services, and the Teacher Education Program. Faculty staffing is an ongoing challenge, particularly in attracting candidates with appropriate academic and professional qualifications. - In keeping with the University’s goals related to internationalization and indigenization, the Faculty is very intentional in hiring practices which embrace diversity. The School of Social Work and Human Services has hired a visually impaired faculty member originally from Ethiopia to teach in the MSW program. (This is the first blind faculty member ever to be hired by UFV.) The School of Business has hired a faculty member of Iranian nationality who completed his graduate studies in Ireland (an Irish Iranian); and the Library and Information Technology program has hired a faculty member of Aboriginal heritage.
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Entrepreneurship - The RBC Foundation donated $12,000 to support the MSW program. - A total of $22,000 has been donated to fund student scholarships in the MSW program. - The ECE program has a $229,000.00 contract with the Sto:lo Aboriginal and Skills Training (SASET) to offer its Childcare Certificate
Internationalization - In summer 2012, a student from the Child and Youth Care program undertook a practicum in Zambia and Tanzania, working in two centres for children and youth. This practicum was arranged in collaboration with UFV’s Geography program, which has extensive experience with student projects in North Africa. - The School of Business is participating in the Tradewinds exchange program, involving institutions in the European Union and Canada collaborating on economic regional development initiatives. This program provides $55,000 in scholarships for students participating in exchanges. To date there have been two faculty exchanges and eight student exchanges, in addition to collaboration on program and course development. Ten students from UFV have gone to study in Wales, Ireland, France, Sweden, Switzerland, and Germany.
Indigenization - In September 2011, the Teacher Education Program signed the Canada-wide Accord on Indigenous Education, which provides a framework to recognize and promote indigenous knowledge. - In fall 2011, the Early Childhood Education/Child and Youth Care (ECE/CYC) department completed its third delivery of the Family Childcare Certificate to Aboriginal students. This program is operated in collaboration with BladeRunners. - ECE/CYC is also offering the Early Childhood Education certificate to Aboriginal students through a partnership with Sto:lo Aboriginal Skills and Training. This program started in fall 2011 and the students will be completing their studies in the winter 2013 term, after which they will be eligible for provincial licensing as Early Childhood Education professionals.
Student Engagement and Success - Dr. Sheryl MacMath (Teacher Education Program) was the recipient of UFV’s 2011-12 Teaching Excellence Award. - Bachelor of Business Administration (BBA) students Mindy Black, Justine Saran, and Nik Venema won a 2012 Undergraduate Research Excellence Award for their project on Canfor Corporation. They also received the Faculty of Professional Studies Award for their presentation of the project at UFV’s annual Student Research Day. Their work was supervised by Dr. Vladimir Dvoracek of UFV’s School of Business/Department of Economics.
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- Owen Nicholls received a 2012 Undergraduate Research Excellence Award for his project on the relationship between innovation and transformational leadership. This project was supervised by Dr. Joe Ilsever of UFV’s School of Business. - Erin McMurran, of the School of Social Work and Human Services, also received a 2012 Undergraduate Research Excellence Award for her study of collaboration and community partnerships as a means of reducing violence against women in family settings. This project was supervised by Dr. Lisa Moy. - At UFV’s 2012 convocation, BBA graduate Crystal Drouillard received the Faculty of Professional Studies’ Dean’s Medal for academic excellence. - Hala Elgammal, a student in the Library and Information Technology program, received the BC Library Association Annual Scholarship, the Pat Sifton Endowment Leadership Award, the Friends of the Chilliwack Library Annual Scholarship, and a UFV Faculty of Professional Studies Scholarship. - Beverly Braaten, a student in the Library and Information Technology Program, received the Friends of the Chilliwack Library Annual Scholarship and the Risa Deverell-Beaton Memorial Endowment Scholarship.
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Achievements in 2011-2012, by Program/School
Program/School Activity When Completed Relevance to Strategic Plan Adult Education Implement new New ADED PLAR rubric Quality of program and approach to PLAR credit completed in Fall 2011; delivery; innovation; assessment; create new new course (ADED 305) accountability course on portfolio added to BA ADED development program in Fall 2012 Create and implement ADED 210 (Foundations Quality of program and new program of Adult Education) delivery orientation course approved in Spring 2012; will be offered in Fall 2012 Implement new Redesigned BA ADED Quality of program and program delivery model program approved in delivery; innovation; Spring 2012, to be fully accountability; implemented by Fall responding to 2013 community needs Develop and offer a Program development Responding to Workplace Training and approval community needs; local Certificate completed in Spring and global community 2012; program to be development; offered starting in Fall innovation 2012 Business Program review Process started in Quality of program and Spring 2012 delivery; accountability Post Degree Certificate In development; to be Entrepreneurship; offered in Spring 2013 meeting local and international community needs Partnership with Training program Entrepreneurship; local University of Applied developed; and global community Sciences, Lucerne, on will be offered in development training program as part September 2012 of UAS’s Master of Business Administration program Early Childhood Bachelor of ECE degree Approved by Degree Innovation; Education/Child and program Quality Assurance entrepreneurship; Youth Care Board in October 2011; development of Fraser awaiting approval from Valley community Minister of Advanced Education Library and Information Post-diploma certificate Certificate program Innovation; Technology for library technicians started in Fall 2012; all entrepreneurship; courses offered online; quality of program and first graduates in June delivery 2012
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Social Work and Launch of Master of Program started Innovation; Human Services Social Work program January 2011; first entrepreneurship; cohort will complete development of Fraser program in 2012 Valley community Re-accreditation of Granted in 2012; Accountability Bachelor of Social Work highest level of re- program by Canadian accreditation, will be in Association of Schools effect until 2020 of Social Work Education Teacher Education Adding secondary Proposal approved by Innovation; Program cohort to the TEP BC College of Teachers development of Fraser program Spring 2012; awaiting Valley community approval from Minister of Advanced Education Redesign of Graduate To achieve greater Entrepreneurship; Teacher Leadership value for completed accountability; Certificate program certificate in Teacher development of Fraser Qualification Service Valley community (TQS); higher value awarded in June 2011
Revisions to 2011-15 Education Plan Activities, by Program/School Program/School Activity Anticipated Relevance to Strategic Implementation Date Plan and Needed Resources Adult Education Investigate formal Review of existing BA Quality of program and partnership with ADED block transfer delivery; innovation; Vancouver Community agreements taking accountability College for place in Fall 2012 incorporation of Provincial Instructor’s Diploma within BA ADED degree program Business Develop Master’s Development to begin Innovation; degree in Finance and Fall 2013 entrepreneurship; Accounting development of region Develop Bachelor of Development to begin Innovation; Applied Management Fall 2013; 1 faculty FTE* entrepreneurship degree Offer contract training Development to begin Innovation; to business and industry Fall 2013 accountability; entrepreneurship; development of region Offer post-degree Winter 2013 Innovation; certificates and entrepreneurship; diplomas regional and global development
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Library and Information Increase upper-level Fall 2014 Innovation; Technology course offerings to entrepreneurship; Library Tech students quality of program and and to students in other delivery faculties Develop Fall 2014 Innovation; interdisciplinary minor entrepreneurship in Information Studies Continue to explore 2012-2015; 1 faculty Innovation; possibility of FTE* entrepreneurship undergraduate degree Teacher Education Redesign current Fall 2013 Quality of program and Program program to include delivery; meeting additional five credits community needs for the Bachelor of Education *Funding for new faculty positions will be dependent on reallocation of resources from within the Faculty [and institution].
Areas of Specific Focus for Education Plan Updates/Development in 2012-2015
Indigenization • The Faculty recognizes the increased importance of indigenization as a result of the provincial government’s Aboriginal Post-Secondary Education and Training Policy Framework. • There is a dire need to create spaces where indigenous knowledge, culture and values are respected and where indigenous issues can be discussed. • The Faculty is completing an inventory of indigenous activities which it has engaged in, and is exploring how indigenization can be conceptualized and implemented in program design and delivery, while being cognizant that incorporating indigenous knowledge into teaching and learning is complex. • The Faculty also plans to develop concrete strategies for indigenous student and faculty recruitment and retention. The current posting for a faculty position in Social Work and Human Services specifies that preference will be given to Aboriginal candidates. This posting has also been circulated to various Aboriginal communities and groups regionally and nationally. The experience gained from this initiative will be used as information to guide the development of additional initiatives for recruitment and retention.
Interdisciplinarity • Although many programs in the Faculty are highly specialized, the Faculty would like to take advantage of the breadth of resources found in the Faculty and the University by creating opportunities for students to explore academic opportunities outside their own programs. • Research indicates that a university graduate will have at least three careers in his/her working life and will benefit from a broadened knowledge base. Thus, the Faculty is looking at opportunities for interdisciplinary collaborations between its programs and schools and programs and schools in other Faculties (beyond the Faculty of Trades and Technology). These initiatives will enhance, complement and support our traditional programs.
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• There is recognition that interdisciplinarity may be more challenging in Professional Studies because of the focus of many of its programs on preparation for a specific profession or occupation. Thus, students may be limited in the number or type of electives they can take within their programs, or may have to incur additional expense or time if taking programs whose requirements do not easily fit into their own programs. The Faculty plans to explore ways in which students can be encouraged or enabled to take advantage of the range of academic opportunities available at UFV, while completing the professional requirements of their programs in a reasonable time.
Learning Outcomes • The Faculty sees learning outcomes as critical to enhancing teaching and learning, and to the development of enriched student learning experiences. • The Faculty is aware that pressures for accountability and a “culture of evidence” are gaining momentum (as can be seen in the 2012 BC Government’s Quality Assurance Framework document). • The Faculty is preparing to incorporate the university’s framework for learning outcomes into its own programs and courses. • A key factor in successfully implementing learning outcomes will be to align curricula and learning outcomes, and link teaching and learning so that the learning outcomes are achieved. This will require course content and delivery to be continually assessed to ensure that they are aligned with the appropriate learning outcomes. It will be important to contextualize learning outcomes to specific programs/disciplines (particularly those programs which have to meet external accreditation requirements) and to determine a comprehensive approach to learning outcomes assessment.
Student Engagement and Success • Student success is integral to retention. The Faculty sees the importance of providing an enriched education experience for students so that they can meet the challenges of living in the twenty-first century. • The Faculty will refocus on writing-intensive activities in courses. The Faculty has appointed two representatives to the university’s new Writing Committee. • The Faculty will explore the potential to provide more “capstone” courses in its programs to merge theory and practice and to enhance students’ experiential learning in the workplace. • The Faculty is working with the international office to create appropriate student exchanges and study abroad experiences. • The Faculty is committed to providing better student advising across programs, and working with other units to provide timely advising for “studies/path” students.
Program Prioritization • The Faculty plans to engage in the institution’s discussions on program prioritization and to contribute to the development of criteria to determine how priorities will be assigned. • Given the constraints on funding for the foreseeable future, the Faculty is assessing its own program effectiveness/efficiency and appropriate program support and resource utilization. • The Faculty will continue to identify which of its own programs may need restructuring and refocusing to better contribute to the goals of the Faculty and the University [as was done with the Adult Education program].
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Entrepreneurship • The Faculty realizes that in tough economic times, entrepreneurship needs increased attention. To remain relevant in a competitive environment, it will be socially and economically beneficial to form partnerships and liaisons between business/industry and our academic programs. • The Faculty is currently exploring possibilities for faculty-wide fundraising initiatives. • The Faculty will also look at possibilities for expanded entrepreneurial activities within its own programs and schools.
Accountability • The Faculty recognizes the need for periodic review of its education planning. • The Faculty intends to develop an internal planning framework to include annual work plans for each of its units, including accountability measures. • Program reviews are an important part of accountability within the Faculty. Several schools/programs in the Faculty have recently undergone or are undergoing program reviews, some involving external accreditation bodies. The units in the Faculty scheduled for reviews between 2012 and 2015 are the School of Business; the Library and Information Technology program; the Teacher Education Program; the Applied Business Technology program; and the Master of Social Work program. • The Faculty would like to see a program approval process within UFV that allows implementation of programs in sufficient time to respond to funding availability, changing government priorities, and other opportunities.
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Faculty of Science
2012 UPDATE TO EDUCATION PLAN 2012-2015
Submitted by: Ian McAskill, Acting Dean
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Table of Contents CONTEXT ...... 3 BUDGET, PROGRAM AND ORGANIZATION CHANGES 2011-2012...... 3 PART 1: ENROLMENT MANAGEMENT ...... 3 Fill Rate ...... 4 Time to Graduation ...... 4 PART II: PROGRAM PLANS ...... 4 Department Updates ...... 5 Biology ...... 5 Chemistry ...... 5 Computer Information Systems ...... 6 Math ...... 6 Physics ...... 6 Science Advice Centre ...... 7 General Commentary on Departmental Plan Updates...... 8 Cross-Faculty Collaborative Initiatives...... 8 Part III: Student Engagement, Community and Outreach ...... 9 Part IV: Strategic Directions: UFV and the Faculty of Science ...... 10 Program Prioritization and Planning ...... 10 Institutional Learning Outcomes: Faculty of Science Plan for 2012-2013 ...... 10 Centre for Environmental Sustainability: Goals for 2012-2013 ...... 10 Table I: Student Application Cut-off Date for Entry to BSc for Fall Term ...... 11 Table II: Faculty of Science Enrolment Profile ...... 12 Table III Faculty of Science - Fill Rates and Section Counts ...... 13 Table IV: Faculty of Science Time to Graduation ...... 14 Appendix Table A: Math Course Enrolments of Students Repeating a Course ...... 15 Appendix 1: Student Engagement and Success ...... 15 Biology ...... 15 Chemistry ...... 15 CIS ...... 16 Math ...... 16 Physics ...... 17 Appendix 2: Community Engagement and Outreach ...... 17 2012 Math Contest ...... 17 Math Mania ...... 17 2012 Science Rocks!...... 18 Super Science Club...... 18 Science International ...... 18 Science Advice Centre ...... 19 Appendix 3: Program Proposal, Bachelor of Environmental Studies (BES) - BA, Minor and Extended Minor, Environmental Studies, BSc, Minor, Environmental Studies...... 19
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CONTEXT: Last year the Vice-President Academic and Provost presented a five year Education Plan (2011-2015). That plan incorporated the plans of all individual faculties including the Faculty of Science. At that time, the education planning process adopted, called for annual plan updates in the interim years to first, address new developments and changes in circumstances as they affect long term education plan directions, and second, to review progress toward plan goals. This update, while not comprehensive, does provide an opportunity to review progress toward plan goals, and performance, looking at some key indicators. 1
BUDGET, PROGRAM AND ORGANIZATION CHANGES 2011-2012: The no growth fiscal environment is again a constant, but additional resources were allocated in this current fiscal year to fund the Data Analysis Certificate Program (set to begin September), a joint initiative of the Math and CIS departments. Modest budget increases were also found to fund fractional increases in existing faculty and staff positions in CIS and Biology respectively. Four new faculty members have been recruited to fill replacement positions in Biology, Chemistry and CIS. An organizational change was also implemented at the beginning of the last academic year, repositioning the Department of Kinesiology and Physical Education to the newly established Faculty of Health Sciences, supporting a broadened strategic focus within Health Sciences to health, wellness and human performance. New lab facilities have been equipped in the CEP Phase II facility, which will come into operation in September. Given that this is a new facility, there will be facility deficiencies to be worked through this year, an inevitable part of new construction.
PART 1: ENROLMENT MANAGEMENT:
For the university, and for the faculties, enrolment management is a central focus in order to serve students’ needs. The rapid growth which UFV experienced after becoming a university in 2008 has heightened the need for precise course planning, scheduling, enrolment monitoring, and student advising. Many of the department plan updates, including the Science Advice Center, reflect attention to these planning issues and operational details, some of which are highlighted within this plan update.
The overall institutional and faculty environment is largely unchanged from last year. Over the previous four years (2007/08-2010/11), enrolment in the Science Faculty expanded dramatically, roughly 35%. Last year (2011/12) enrolment growth was less than 1%. In that year the University reached its budget “capacity” (at 105% of the FTE grant) and accordingly no new enrolment capacity could be created. Faced with continuing growth in student demand, and without the ability to expand, the Faculty of Science was forced to advance the closing date for applications for the fall term (from the usual end of August.) This year, the application cut-off date for BSc applicants was virtually unchanged over the previous year, closing April 2nd for entry in the fall term 2012.
Access to programs is a fundamental measure of our performance as a university. This metric is significant because it is indicative of the match between student demand and the supply of available
1 Complete departmental plan updates are available on the faculty drive.
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entering student spaces. While the earlier than desired cut-off date was again implemented in this past year, at least the problem did not worsen. (see Table I, Student Application Cut- Off Date for BSc Applicants.)
Within the faculty, enrolments by department and course level provide a telling illustration of our activity, its distribution and historical trend. Table II below shows an aggregate of five year enrolments by course level, by department and for the faculty as a whole. The near 35% growth in overall enrolment for the faculty over the past five years has not been uniform among the departments with the largest increase registered in biology, followed by math.
Fill Rate: Enrolment is an important descriptor (and comparator) of our activity as a faculty, but enrolment alone, does not reveal how well our course capacity is utilized. The “fill rate” (Table III) is one general measure indicative of the extent to which enrolments can be increased within existing funded course sections. More indicative of performance is the direction of the fill rate. Over the three year period for which data is provided, there is general consistency and generally very taut enrolment management of courses and capacity. There are few classes with extra capacity, and those are generally specialized courses at the upper level.
Time to Graduation: One of the significant efforts in enrolment planning and course scheduling at UFV is to ensure that students get the courses they need, when they need them in order to move through their studies and graduate expeditiously. Of course, the time to graduation is not a set four years or the equivalent 12 semesters as our students typically balance work and study throughout their time at UFV, and therefore take longer to graduate. For the purpose of this plan update, Institutional Research prepared a five year summary report of Time to Graduation (Table IV) 2. The measure of time to graduation of course varies widely among the student population, and the purpose of this metric is not to measure the life choices of students, but rather to understand how expeditiously incoming students (without any transfer credits) can get through their program of study. The aggregate tabulation for BSc and BCIS graduates over the previous five year period has shown improvement with an increased percentage (and number) of students graduating within the median duration of 15 semesters or 5 years. (The median value is shown in the shaded cells in Table IV, increasing from 49% in 2007-08 to 65% in 2011-12.)
PART II: PROGRAM PLANS:
Virtually all departments have new program plans, in this, the second year of no growth funding. The budget plan funding guidance for next year is equally static, even slightly negative. The challenge this year will be to shape the program plans in this budgetary context, ie: no new money. Many proposals already reflect this reality, developing options in partnership with other departments to realize some of the inherent synergies.
2 Max Nevill may be contacted for Individual department data.
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Department Updates
Biology: Two new faculty members are joining the Biology faculty complement. Vicki Marlatt, is an environmental toxicologist, and brings a new area of expertise to the department. James Bedard, begins in August in a replacement position bringing his expertise in molecular biology and genomics.
The department is working on two program proposals, both collaborations, one with Chemistry to develop a Biochemistry Major, the other with Agriculture to offer an applied degree option in agriculture. Both programs will be prepared using the new template process for program approvals and initial work on the Biochemistry Major proposal is planned to begin in the Winter Term, 2013. The applied agriculture degree is intended to be enabling for agriculture diploma students to transition into existing upper level courses leading to an applied degree. At this time of writing, there is no established timeline for this program development. In its plan update, the Biology Department also noted that it is working to develop and implement a student cohort in the field of environmental sustainability.
The Biology planning update document identifies once again the central challenge of sufficient space to meet its needs. The department is undertaking a pilot to address this problem, converting first year tutorials to an online format. The department remains committed to delivering labs in a, “hands-on, face to face” format.
An external review of the Biology program was completed in 2012, with a report and recommendations presented in June. The report gives the program an overall strong commendation along with a number of recommendations. The departmental response is pending currently. It is anticipated that implementation of the review recommendations will also be a focus of departmental planning this year.
Chemistry: The Faculty welcomes Dr. Jason Thomas, who has joined the Chemistry Department and will contribute his teaching and research expertise in organic and medicinal chemistry and biochemistry.
The education plan update for Chemistry reveals an ambitious agenda with the addition of two program majors, Molecular Modelling, and Biochemistry. Molecular Modeling (Major and Minor) is an interdepartmental initiative (Chemistry, CIS, Math, Physics), which is now at the full proposal stage. There is a possibility of extending it to include Bioinformatics, still at the exploratory stage. The Biochemistry Major proposal represents a cross disciplinary collaboration with Biology, utilizing existing courses and expertise, combined to enable a relevant new programming option for students. Both program proposals will be prepared using the new template process for program approvals. It is planned that the Molecular Modelling proposal will be drafted and presented to the Curriculum Working Group this fall. The Biochemistry Major proposal is planned to begin development in the winter term 2013. Both Chemistry and Biology have approved this collaboration, and a draft curriculum has been created. This proposal could be ready in late spring, 2013, with the approval process initiated, fall, 2013. A third programming concept in Medicinal Chemistry is also under consideration.
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An external review of the Chemistry program has also been initiated for this academic year. It is expected that this review work will be a central focus for the department this year.
Computer Information Systems: This academic year, the CIS Department welcomes new faculty member, Gabriel Murray to its complement. Gabe brings a diverse research expertise in computational semantics and computer science pedagogy.
At its recent retreat, the Computer Information Systems Department identified two new program initiatives, the development of a BSc in Computer Science, and a certificate in Computer Security. So far, consideration of these program initiatives is at the preliminary stages. The plan for the proposed BSc in Computer Science has been based so far on the assumption of additional funding. The proposal is therefore at a very preliminary stage, given the no growth fiscal environment presently. The department’s plan update does not indicate whether the department would proceed with this proposal if it would require a change in programming to accommodate the required curricula. Resource requirements have also not been identified for the certificate in computer security.
Math: Over the past year, the Math Department has maintained a very busy agenda of program changes and enhancements. An external program review was concluded in the fall, 2011, and a number of programming changes are underway arising out of that review to the Math Major and Minor programs. Courses in statistics are being relabelled from “MATH” to “STAT”, and the statistics program is proposing a Minor in Applied Statistics, designed to be accessible to students outside of math. The Math department is also working on the development of an honours degree.
The Data Analysis Certificate program is set to launch this fall, the result of collaboration between the Math and CIS Departments. This post degree credential offers a timely and relevant set of courses together in math and stats with courses in computing applied to the extraction and interpretation of data. This certificate is designed to provide relevant specific course training in a highly technical, high growth area, enabling students to successfully transition into specific employment in a high-valued, high demand field.
The Math Department noted that they are experiencing enrolment pressures and are continuing with initiatives to improve student success, and channel students who are unsuccessful as a means to improve capacity.
Physics: The Physics Department plan update notes the continued implementation of recommendations of the external program review (concluded in 2011). The faculty have continued to work on new programming options, but, like all departments, are limited with the allocated funding. It is noted for example in the Physics plan update, that the popular two year engineering program option cannot be expanded without additional funding. A degree minor in electronics was identified in the program review as relatively easy to develop, and a necessary course addition has been implemented. In this
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year’s education plan update document, again, it is noted that it is not possible to proceed without funding, as it would require the addition of certain upper level sections, which also typically enrol considerably below capacity.
The concentration (or certificate) proposal in medical physics is another programming proposal encouraged in the program review. Over the past year, the department has been exploring the suggested strategy to establish adjunct faculty status with personnel at the nearby B.C.Cancer Agency to deliver this program option. The Physics update reported reluctance among the Agency personnel to become adjunct faculty. Securing this faculty expertise is understood to be a precondition for the successful development of a program proposal. The Physics plan update also noted that the recommendation noted in the external program review for dedicated space for the delivery of Physics 382 and 383 has not been implemented. The building space constraint, especially in Abbotsford, is a problem not confined to Physics or to the Faculty of Science.
In this year’s Physics program update, the department has introduced a new proposal which it hopes to more fully develop over the course of this academic year, a three year diploma program in engineering physics and mechatronics. Mechatronics is an interdisciplinary field of engineering (originally combining mechanics with electronics—but now much more) that physics wishes to develop in collaboration with trades disciplines. This programming concept is innovative not just in its educational content, but also for its approach to integrating differing approaches to education, academic and trades training.
Science Advice Centre: The Science Advice Centre has two (part time) resident faculty as well as two full time advisors to serve the advising needs of students in the Faculty of Science. Science advisors attend all Department Heads and Faculty Council meetings and provide an effective coordinating function to address the numerous emergent issues that students confront as they proceed in their studies. Science advisors are key contributors to student retention initiatives for the faculty3. Science advisors are also key contributors to student recruitment initiatives for the faculty for such events as Careers in Science and Science in the Community, integral to promoting outreach and a sense of community both within the Faculty and with the broader community described in greater detail below in, Part III: Student Engagement, Community and Outreach.
The Bachelor of Science Early Applicant program has completed the 3 year pilot program (3 applicant intakes). The program is currently being evaluated and recommendations for continuation or expansion to other university programs will be completed prior to the start of Fall 2013 intake. Students admitted
3 Events, including the annual Science Social connect students to peers and faculty within the Faculty of Science and create a learning community and mentorship. Other important ongoing initiatives to support students academically and introduce them to resources on campus include the Careers in Science Night, ‘Applying to Graduate School’ workshops, Early Applicant Orientations, and Bachelor of Science Information Sessions (Orientation for the BSc & BCIS programs). The Science Advice Centre also functions as a central point from which to inform students of all important university events, deadlines, and resources.
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through this program will continue to be monitored over the next few years (2010 intake have just completed first year sciences).
UFV is continuing with the review of academic advising in the upcoming academic year. Faculty of Science advisors have participated in the UFV Advising Review by providing input into the review process (process, reviewer selection), completed the self-assessment questionnaire, and will participate in the upcoming September external review and follow-up of reviewers’ recommendations.
General Commentary on Departmental Plan Updates: While the enrolment profile of Tables II and III show a very effective faculty working close to capacity, the data also reveals some important areas of focus. Table II illustrates the distribution of enrolment from year 1 (100 level) to year 4 (400 level), and the evident contribution of the Faculty in its role supporting other program areas, illustrated most dramatically by the Math department. Over 85% of the total math enrolments are for first year courses, and until recently, enrolments in developmental courses exceeded enrolments in 3rd and 4th year courses combined. It is not surprising then, that the Math department is focused in its plan update to continue adjusting service courses to be timetabled and programmed to the needs of particular audiences.
In their plan update, the Math department continues to be challenged by the incoming preparation of students and the number of students faced with repeating courses. The faculty has rightly identified a need to more actively address this issue.4 Strategies developed in the Math department may have more general application in enrolment management.
Though not explicitly noted in their plan update, Biology enrolments at the developmental level have shown a marked dip in the past year, while the proportion of upper level enrolments has grown. This reveals an ongoing enrolment management issue, certainly not unique to Biology, in balancing the competing demands for both “service” courses at the developmental level and “program” courses. Over the course of this year, it is expected that focus will be given to the balance, incorporating the institutional commitment to university access as an enrolment management goal.
In Chemistry, third and fourth year enrolments are noticeably anemic, and more so in the past two years. While again, this has not been explicitly identified, the program plans under development are intended to address the available upper level course capacity by developing new options for students. (biochemistry major and molecular modeling specialization).
Cross-faculty Collaborative Initiatives: There are three new program proposals which involve cross faculty collaborations and will therefore require collaborative planning by the Deans as well as the proponents. Two have been noted above, in
4 Comparing the number of repeating enrolees in first year Math courses (Appendix Table A) with overall first year enrolments (Table II), repeat enrolments consistently constitute about 16% of the total.
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Biology, a degree option with Agriculture, and in Physics, an Engineering Physics/Mechatronics diploma with Trades. A third proposal for a Bachelor in Environmental Studies (BES) has been under discussion by a cross-disciplinary committee of faculty (the Environmental Studies Curriculum Working Group— CWG) since 2008. The latest revision of the proposal notes that the concept paper was approved by the Deans of Arts and Sciences in 2011.5 There is some ambiguity with all three proposals at this time, where the locus of administrative support should reside, or how it should be shared by the involved faculties to ensure the support that these interdisciplinary initiatives deserve.
Part III: Student Engagement, Community and Outreach:
In the plan updates, all departments submitted student success stories. These are compiled in Appendix1. True to form, The Faculty of Science has had an active year continued with its program of outreach and recruitment detailed in the five year plan. Notable this year was the Math Mania program which was organized for the first time at Deroche Elementary School. Deroche Elementary is a school with a largely aboriginal population and fits with the Faculty of Sciences initiatives to provide science education opportunities for aboriginal students. Science Rocks and the Super Science Club also have the goal of providing science education opportunities for aboriginal children (Appendix 1 –subsidized Science Rocks Camp in Chilliwack; and Super Science Club in Chilliwack Central Community School).
Activity reports are contained in Appendix 2. These activities are planned again for the coming year. With UFV’s collaboration with MDA on the Sapphire Project coming into the operational phase, some funding is now available, and discussions have been initiated with the Physics Department, to develop a plan and activity to further inspire the sciences at UFV, perhaps in space research.6 Plans were in place to continue to work with Science World and the Abbotsford and Chilliwack School Districts but with a recent cut to their provincial funding, programs such as Careers in Science (Opening the Doors brand for Science World) and the Science in the Community event will need another source for future funding if the events are to continue in the upcoming years. We are planning to expand the Science Days for Middle School students in the next year. For the past 3 years, the faculty from sciences and agriculture and advisors have hosted students from Rundle Middle School (Chilliwack School District) for a half day science talks and tour and plan to open this up to other middle school students in the district.
5 The Bachelor of Environmental Studies proposal (revised May, 2012) is included in Appendix 3. 6 UFV is the home of one of two ground antennas for Canada’s first independent space mission, the Sapphire Project < http://www.cfd-cdf.forces.gc.ca/sites/page-eng.asp?page=6250>, a collaboration with high-tech firm, MacDonald Dettweiler & Associates (MDA). Article 1, Scope in the Memorandum of Agreement, provides,” that MDA and UFV will meet four (4) times per year during the term of this Agreement and/or at such other times as mutually agreed to by the Parties, to consider opportunities for academic collaboration by MDA with UFV which include without limitation: a) co-operative programs for students of UFV with MDA; b) opportunities for employees of MDA to participate as guest lecturers at UFV; c) possibilities for research to be conducted for MDA by UFV students, Faculty and/or Staff; d) possible provision of data sets by MDA in support of GIS related research conducted by UFV; e) collaborative project courses for senior students; f) collaborative curriculum development.”
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Part IV: Strategic Directions: UFV and the Faculty of Science:
Program Prioritization and Planning: It is evident from all departmental plan update submissions, that the Faculty of Science is striving to contribute to the vision to provide the best undergraduate education in Canada. Demand for science education at the University has expanded significantly, and along with it, demand for more programming. Growth funding has ended for this time and the Faculty is challenged to continue the development of new programming options without additional resources. Course and program development proposals are now channeled through a new Senate governance structure. Both of these factors require detailed planning, collaboration and fine tuning. The stage is now set for a discussion within the Faculty to program priorities.
Institutional Learning Outcomes: Faculty of Science Plan for 2012-2013: Over the past academic year, the university and outside community were engaged to consider the learning outcomes that are to be expected of all UFV graduates. Institutional Learning Outcomes are increasingly on university planning agendas for two reasons. First, increasing attention is being given to using learning outcomes as a measure of competency to enhance student mobility and accreditation, in an increasingly globalized knowledge and labour market. Second, governments are increasingly turning to learning outcomes to measure program effectiveness in education.7
The result of UFV ‘s discussion of Institutional Learning Outcomes has culminated in a draft statement of nine proficiencies that all graduating students are expected to possess. With these nine key proficiencies identified, the challenge for the Faculty of Science this academic year will be to establish the reference framework for implementation, ie: should the agreed institutional learning outcomes (ILO’s) be implemented at the program level or at the department level. That decision will impact the process and timetable that would follow. It is a plan commitment for this year that a small committee be convened early in the Fall semester to lead this discussion within the Faculty, continuing the successful momentum the faculty has contributed in the ILO discussion last year.8
Centre for Environmental Sustainability: Goals for 2012-2013: Currently, the Centre for Environmental Sustainability is a cross-disciplinary collaboration of faculty and staff interested in promoting the University’s strategic direction, “to be a leader of social, cultural, economic and environmentally responsible development in the Fraser Valley,” and specifically to, “promote opportunities for dialogue and intellectual development”.9 Although it is a university-wide initiative, the activities of the centre are supported with modest funding by the Faculty of Science. Thus, annual plan for the Centre is presented here. The Chair of the steering committee, Patrick Harrison has submitted the following goals for the coming year:10
7 Reference the recent AVED DISCUSSION PAPER: BRITISH COLUMBIA’S QUALITY ASSURANCE OF POST‐SECONDARY EDUCATION FRAMEWORK April 4, 2012 8 Faculty of Science contributor, Gregory Schmaltz was among the contributors to the draft learning outcomes. 9 UFV Strategic Directions. see http://www.ufv.ca/president/UFV_Strategic_Directions.htm 10 Much of the plan presented is a continuation of existing activities of the center. At this time of writing (July, 2012) the plan has not been formally vetted by the steering committee.
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1. CES Lecture Series: It is proposed that this year’s Lecture Series will be thematically focussed on B.C. pipeline proposals, the Enbridge Northern Gateway, and the Kinder Morgan twinning projects. A three part series is proposed using different formats, with the goal of comprehensive faculty, student and community engagement in a respectful academic discourse that showcases a variety of disciplinary perspectives and addresses the strategic direction of the University, to be a leader of the social, cultural, economic and environmentally-responsible development of the Fraser Valley.
2. Integrate the CES activities with the work of the Sustainability Coordinator Assistant position, to help develop and maintain the CES website, to support the Students for Sustainability student club (as needed),
3 Provide support as required to the UFV Energy Manager in the green UFV energy conservation initiatives.
4. Provide support as required in the development and implementation of the Bachelor of Environmental Sciences programme and degree.
5. Develop and implement a governance structure for the Centre for Environmental Sustainability, including a representative leadership model.
Table I: Student Application Cut-off Date for Entry to BSc for Fall Term:
Program Fall 2009 Fall 2010 Fall 2011 Fall 2012
BSc early application n/a 1-Feb-10 31-Jan-11 31-Jan-12
BSc direct entry 31-Aug-09 21-Jun-10 31-Mar- 2-Apr-12 11
BSc post-secondary entry "min 30cr" 31-Aug-09 21-Jun-10 30-Apr-11 2-Apr-12 (admissions criteria is 9 cr)
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Table II: Faculty of Science Enrolment Profile:
Science Faculty Enrolment Profile Biology 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 Enrolment Dev 113 101 113 128 76 100 619 771 723 737 730 200 294 360 453 423 484 300 197 237 387 375 400 400 180 176 272 315 377 Biology Total 1403 1645 1948 1978 2067 Chemistry 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 Enrolment Dev 143 141 145 171 145 100 574 729 703 753 743 200 143 190 184 219 194 300 45 31 50 23 61 400 15 20 18 9 9 Chemistry 920 1111 1100 1175 1152 Total CIS Enrolment 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 100 1696 1981 1983 2220 2153 200 349 260 327 329 342 300 139 295 201 263 280 400 125 74 179 93 120 CIS Total 2309 2610 2690 2905 2895 Math 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 Enrolment Dev 150 152 146 158 120 100 1875 2184 2397 2697 2708 200 109 142 112 184 190 300 73 73 83 57 58 400 25 33 33 32 63 Math Total 2232 2584 2771 3128 3139 Physics 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 Enrolment Dev 20 47 44 47 25 100 511 612 633 699 692 200 38 39 49 68 86 300 58 84 77 99 97 400 68 14 50 30 49 Physics Total 695 796 853 943 949 Science 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 Enrolment Dev 426 441 448 504 366 100 5275 6277 6439 7106 7026 200 933 991 1125 1223 1296 300 512 720 798 817 896 400 413 317 552 479 618 Science Total 7559 8746 9362 10129 10202
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Table III Faculty of Science - Fill Rates and Section Counts (Academic Years 2009-10 to 2011-12)
Average Fill Rates Section Counts Crs 2009 - 2010 - 2011 - 3 Year 2009 - 2010 - 2011 - Subj Year 2010 2011 2012 Average 2010 2011 2012 ASTR 1 79% 92% 78% 83% 2 2 2 ASTR Total 79% 92% 78% 83% 2 2 2 BIO 1 94% 98% 94% 95% 21 21 22 2 90% 92% 100% 94% 14 14 15 3 88% 95% 107% 96% 12 10 9 4 90% 91% 91% 91% 9 8 11 BIO Total 91% 95% 97% 94% 56 53 57 BUS 1 88% 85% 91% 87% 29 35 23 BUS Total 88% 85% 91% 87% 29 35 23 CHEM 1 85% 90% 88% 88% 17 17 16 2 84% 85% 99% 89% 8 10 8 3 36% 32% 42% 38% 5 3 6 4 35% 33% 25% 32% 2 1 1 CHEM Total 74% 81% 80% 78% 32 31 31 CIS 1 84% 76% 79% 80% 45 50 48 2 100% 84% 94% 91% 8 11 9 3 73% 68% 79% 73% 6 9 8 4 82% 78% 89% 83% 3 3 3 CIS Total 85% 77% 81% 81% 62 73 68 COMP 1 82% 79% 77% 79% 19 18 18 2 100% 100% 93% 96% 1 1 2 3 73% 60% 53% 61% 2 2 3 4 49% 69% 54% 3 1 COMP Total 78% 78% 75% 77% 25 21 24 ENGR 1 97% 94% 85% 92% 4 4 4 ENGR Total 97% 94% 85% 92% 4 4 4 MATH 1 91% 88% 88% 89% 65 76 79 2 53% 69% 88% 70% 5 7 5 3 41% 41% 37% 40% 6 4 4 4 29% 33% 19% 26% 2 2 3 MATH Total 83% 83% 83% 83% 78 89 91
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PHYS 1 90% 89% 88% 89% 12 11 11 2 63% 92% 70% 74% 3 3 5 3 51% 62% 64% 59% 7 5 7 4 45% 40% 65% 50% 4 3 3 PHYS Total 69% 76% 75% 74% 26 22 26 Grand Total 83% 83% 84% 83% 314 330 326
Note: Sections designated as labs, directed studies, challenge/PLA were not included.
Table IV: Faculty of Science Time to Graduation
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Appendix Table A: Math Course Enrolments of Students Repeating a Course
Level 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012
Dev 15 19 11 18 13
100 327 316 395 426 433
200 7 2 6 6 6
300 0 0 0 1 4
400 0 0 0 2 5
Total 349 337 412 453 461
Appendix 1: Student Engagement and Success: (Adapted from 2012-13 departmental plan updates.)
Biology: We recently had five students accepted to medical school at UBC for the fall. Numbers are substantially higher than ever before. This reflects our growing reputation as an excellent undergraduate institution, our increasing ability to attract the strongest students from our catchment area, and the student’s own efforts at establishing a pre-med society to mentor students towards success. Two of our third year Biology students were accepted into UBC medical school for September 2011, and one graduate was also accepted. We have a strong group of courses for students taking our pre-med concentration, and we are constantly looking to increase our course selection for students, and we recently began offering Endocrinology. Two of our students were accepted to SFU and UBC as graduate students. We have a successful honours program, with our first students graduating 2011, and 6 students completing their honours in June 2012. We also have a significant number of students taking BIO 408 and 409 independent research courses. With many faculty members willing to supervise independent student research, our students are very successful in getting into grad school. The strengths of our department, like many at UFV, include the availability and willingness of faculty to interact closely with students, creating a very personalized educational experience. During our recent program review, one of the reviewers commented “wow, do you guys ever have a lot of labs!” We feel this truly is one of our strengths, as our students have a much greater hands-on skill set upon graduation than many other institutions and this is primarily because of the laboratory and field techniques and skills that they have become familiar with.
Chemistry: Leandra Chapman (nee Quiring), a recent graduate (Biology major and Chemistry minor), who won the Governor General’s academic silver medal in 2009, received an NSERC post-graduate scholarship. Two students, Brittany Tarras, and Melissa Prachnau have been accepted into medical school, and several others have been granted interviews over the past few years. Jacob Spooner, admitted to SFU MSc
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program in 2010, was allowed to switch to the PhD program this year in recognition of his academic preparation. Another student, Heather Martens, who graduated with a Chemistry major, has recently begun a graduate program at SFU. Previously she won an award for student research at a chemistry conference in Canada, and was able to travel to France a year ago, with Chemistry major Melissa Prachnau, to pursue research on oil chemistry (funded by the international department). Since then, Heather was selected by SFU as one of their applicants for the Vanier scholarship. These success stories, and more (students currently applying for medicine and graduate school, for example), involved students engaged in research with Chemistry faculty members during their 3rd and 4th years of study.
In applied research, Cory Beshara and Noham Weinberg received $25000 NSERC Engage grant to work on pyrolitic conversion of plastic waste into synthetic oil in collaboration with Maple Ridge company Plastic2Fuel. Meagan Beatty (Chemistry undergrad student) and Jeffery Perkins (2009 Chemistry graduate) are also actively involved in the project. Numerous recognitions of achievement were also earned this year. Brandon Wiebe and Brandon Yanciw (Chemistry undergrad students) each received an outstanding poster award at the 25th Canadian Symposium on Theoretical and Computational Chemistry this summer. Both Brendon Weibe and Brandon Yanciw received NSERC USRA (undergraduate student research awards) this year. Heather Wiebe (2011 Chemistry graduate, currently SFU PhD student) also received an outstanding poster award at the 25th Canadian Symposium on Theoretical and Computational Chemistry this year.
CIS: Ricardo Jahns Gigglberger who is a CIS graduate in the class of 2012 won the Governor General’s Silver Medal with a program GPA of 4.30. Ricardo has been accepted into the Computing Science Master’s at SFU. His graduate work is fully funded.
Math: We pride ourselves on our attention to students learning at every level. Very many students take mathematics courses as part of other programs, rather than as part of a mathematics program. Those students are not secondary, but rather our life-blood, and the very many students we’ve equipped with the tools needed to succeed in their programs (other than mathematics) counts as so many success stories. But we do also have stories that combine that attention to access at the lower levels with what we’ve built at the degree levels: Some quotes from faculty:
“We have many success stories, not only among present PhD or grad school students, but quite often among those who have changed their interests or/and profession since they started studied in our department.”
“KH - he was into theatre; I remember, when he just wanted to refresh his grade 12 math when he was helping me in the multilevel CCP class; then his interest in logic of mathematics rose so much that he completed a major in Math with flying colors!”
“I B - a music teacher, mother of 3 (nearly adult) children; she wanted to change her profession to become an accountant or possibly a high-school teacher, but at that time she didn't believe that she will be able to study so much math; she started from grade 11 math and I've seen her straggling through every course in the Math Centre for many years; with encouragement and help, she graduated this year and now she is in PDP program.”
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“MR- has just completed his PhD at UBC, having worked for BC Cancer for years (while doing his PhD), and now taking up a post doc in Montreal. He returned to U(C)FV [to do a mathematics major] after many years outside an academic environment the open and supportive environment at U(C)FV allowed him to return and thrive.”
2012: “WM – is currently enrolled in the Master of Mathematics program in the Pure Mathematics Department at the University of Waterloo. He has been accepted to begin his Ph.D. in the same department for Fall 2012. He was also accepted to some very prestigious research universities (Georgia Tech and Texas A&M, both considered to be in the top 20 for mathematics worldwide).
Physics: Last year, we added a $500 prize for the best 4th year physics student. This award, like all of our Physics Excellence Awards, is funded by members of the department. Meena Sharma graduated from UFV last year with a BSc in physics. This September, she will begin work on a MSc in particle physics at the University of Saskatchewan. Three upper-year physics students, Timothy Richards, Brendan Bulthuis, and Brie Mackovic, were awarded NSERC USRAs this summer. All three are currently engaged in summer research projects at UFV. Timothy Richards, a third year student studying towards a degree in physics and math, will be travelling to London, England at the end of the summer to participate in a science youth forum.
Appendix 2: Community Engagement and Outreach:
2012 Math Contest: Math Contest (for local high school students) is now in its fourteenth year, and continues to grow (it’s now the largest in the province.) It is an excellent way to develop and maintain relationships with our local schools, and good exposure for UFV generally. More specifically it can help recruit top students (contest winners receive tuition waivers).
Math Mania: (contributor: Susan Milner) Math Mania is an evening of mathematical demonstrations, puzzles and hands-on activities for elementary school children, held in their school gymnasium. It’s been designed to show children – and their parents – how much fun you can have playing with mathematical concepts.
Math Mania typically involves 18 – 25 volunteers, mostly faculty and students from the Department of Mathematics & Statistics. Other UFV faculty often join in, too. We generally have 150 – 250 people show up for one of these events, including children, parents, grandparents, and teachers. In this, our fourth year of Math Mania, we held events at: September 2011 Margaret Stenersen Elementary, Abbotsford February 2012 East Chilliwack Elementary, Chilliwack May 2012 Mt. Cheam Christian School, Chilliwack June 2012 Deroche Elementary, Deroche
Deroche Elementary is a school with a largely First Nations population. Some of the parents suggested we have a similar event, just for parents! Math Mania is partially supported by the Pacific Institute for the Mathematical Sciences (PIMS), of whom we are an educational associate.
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2012 Science Rocks! (contributor: Ora Steyn) This year is the fourth year we have offered Science Rocks! summer camp. We offer 4 weeks of camp in Abbotsford, two in Chilliwack of which one is a subsidized camp for Aboriginal youth. We employ 3-4 students in the winter and summer to prepare and facilitate the camp. This is the first year that our Aboriginal Youth camp has a waitlist.
Super Science Club: (contributor: Ora Steyn) We are in the process of preparing for the third year of our collaboration with the Chilliwack School District and Science World on the Super Science Club. This is an after school program at an inner city school, once a week during the school year. We have 5 students working there. The program is funded by the school district. Chilliwack Central Commmunity school has about 50% aboriginal population. Science World has similar programs in Vancouver and this is the only remote program with partners. They provide training for the students and mentoring.
We are currently negotiating with the Mission School District to launch a similar program likely in the fall at De Roche Elementary. The program will also include students from Dewdney Elementary. These schools have a very high percentage of Aboriginal students (78% in De Roche), and we hope to instill a love of science in the participants. We have seen our own students change from a career in high school education to elementary school after taking part in the program, which bodes well for the quality of science education at the lower levels.
Our students do internships, volunteer work and paid work all over the world. Two science students have been involved in exchanges to universities in Australia and one is currently director of a summer camp for in Dubai, using her Science Rocks! experience.
Science International: (contributor, Ora Steyn) Over the last 4 years there has been a push towards internationalization of the Faculty of Science. We now have transfer agreements with a number of foreign universities, and have received the first group of students this year. The Faculty of Science will also be involved in the Science Without Borders program, launched by the Brazilian and Canadian Governments, over the next 4 years. We hope to receive up to 25 students from Brazil for a one year international experience this fall.
The faculty has been active in applying and receiving funding for internationalization. Through the internationalization fund we have had faculty visit China, Ecuador, Hawaii and Paraguay. Field schools have now been established in Ecuador and Hawaii. Faculty members also have a wide range of connections through research with colleagues overseas. We currently have a visiting scholar from the University of Shanghai for Science and Technology in China and hope to welcome a visiting scholar from Korea in the fall who is working with Dr. Noham Weinberg on a research proposal.
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Science Advice Centre: (contributor, Karen Cooper) In collaboration with Science World, UFV’s Alumni Relations, UFV alumni and professionals from the Fraser Valley the Science Advice Centre has successfully hosted three Careers in Science/ Opening the Door events in 2010, 2011 and 2012 and plan to do so in the upcoming winter. We will however, need to look at ways to carry this out without Science World’s involvement as their funding for this program (Opening the Doors) has been recently cut by the provincial government. Note that Careers in Science is an excellent tool for recruitment as we invite high school students from schools across the Fraser Valley (Surrey to Hope), as well as being a great event for our own students so that they have a better understanding of the opportunities for science careers.
The advisors and science faculty have been working with Science World and the Chilliwack and Abbotsford School Districts on the Science in the Community Event put on in Chilliwack in 2010 and 2012 and Abbotsford in 2011. The initial idea for collaboration was for the period during the Olympics when Science World needed space to carry on their programs. This has developed into a multi-year plan to work with Science World on various science education programs (Super Science Club). Programs such as this result in exposure for UFV in the local communities as well as the opportunity to work with individuals in the school districts and government and non-profit science educators. Science World’s funding for this event was recently cut and thus if this type of event is to continue in the future, different revenue sources will need to be found.
Appendix 3: Program Proposal, Bachelor of Environmental Studies (BES) - BA, Minor and Extended Minor, Environmental Studies, BSC, Minor, Environmental Studies (Prepared by the BES. Curriculum Working Group)
I. Background Created in March 2008, the Environmental Studies Curriculum Working Group (EVST CWG) initially worked on a proposed program in Environmental Studies as part of a BA at UFV. This collaboration follows efforts on the part of UFV faculty members in past years (dating back to the mid-1980s) to do the same. The 2008 CWG recommended the creation of an Environmental Studies major, extended minor, and minor in the Bachelor of Arts. This concept paper was approved by the Dean of Arts. Following consultation with the Deans of Arts and Science in Fall 2010, the decision was made to broaden the scope of the proposal to craft a stand-alone Bachelor’s degree, and expand the number and types of options associated with it. The new degree proposal will be more integrative of the Sciences and Agriculture. The concept paper was approved by the Deans of Arts and Sciences in 2011. This paper represents a condensed revision of the 2011 concept paper.
II. Credentials to be Awarded 1. Bachelor of Environmental Studies, BES 2. Bachelor of Environmental Studies, Natural Sciences Emphasis, presented as: BES (Natural Sciences)
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3. BA, extended minor in Environmental Studies 4. BA, minor in Environmental Studies 5. BA, Global Development Studies, with a minor in EVST 6. BSc, EVST minor
III. Audience and Benefits to This Audience The primary audience for the BES as well as the BA/BSc minors and extended minors is current UFV and transfer students seeking a blended Arts and Sciences approach to Environmental Studies (EVST). These students are likely interested in pursuing employment and graduate studies in environmental fields and education. They are also more likely driven by engagement in environmental outreach, activism, and research than by academics alone. Currently, this audience is served by a number of programs at UFV, namely Geography, Biology, Agriculture, and Sociology/Anthropology. However, UFV students typically do not currently pursue courses on the environment in multiple disciplines, likely due to a number of factors, including: program requirements; awareness of courses; and the lack of recognition within one’s degree of emphasis on environmental issues and research. Further, Geography is the only one with majors that incorporates both Arts and Science studies. An EVST program, which provides pathways into these courses currently housed in multiple programs in the Arts and Sciences, is essential to helping students with a strong environmental interest plan their studies in accordance with career and research interests. IV. Length of Degree The BES is being proposed as a variable length degree. Most degree recipients will complete a minimum of 120 credits. A 90-credit BES, to which a variable 4th year option is added, is being considered. All students will be encouraged to complete an Honours year (120 credits); a Sciences emphasis (120 credits); a cooperative education certification (120 credits); and/or internship (100-106 credits). EVST minors and extended minors for the BA and BSc will follow the standards of length of the BA and BSc for these faculties. V. Relationship to Local Communities and Their Needs EVST programs are fundamental to responding to regional problems, e.g. air pollution or nitrate accumulation in the Fraser Valley. Regional universities are often the best able to identify and address unique and local environmental challenges, and are better positioned for implementing environmental sustainability measures in their region. Because EVST programs are often heavily engaged directly with institutional and community sustainability measures, they provide a means of bridging the gap that often develops between the institution and the community. Finally, an EVST program provides a flexible response to local employment demands by developing courses and field experiences in those employment fields. UFV’s BES program will bridge the Arts, Sciences, and Agriculture. It will integrate multiple courses in disciplinary methodologies, from communications to GIS to the lab sciences. The degree will require at least one course in Agriculture, reflecting the need for environmental graduates that have an understanding of regional agricultural needs. EVST students will engage in inquiry-based and service learning within the Fraser Valley.
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The BES degree also opens the door to innovation in terms of partnerships with other programs and institutions, through backward and forward linkages in Environmental Studies, Sciences, and Technology programs. The program can build off of one and two year programs in Environmental Studies at other institutions, such as Langara and College of the Rockies—both of whom have Arts-based EVST university transfer programs. Additional partnerships could be established within UFV with Trades and with institutions (e.g. BCIT, Camosun, Selkirk) that offer diplomas in environmental technology/sciences. A combination of a degree and a Trades certificate, for instance, has the potential to be invaluable for employment in the Fraser Valley and beyond. This combination would enable a student to pursue employment in emerging technologies, such as in green building, landscaping, and transportation, where the degree/certificate combination is complementary and capacity-building. VI. Relationship to UFV Strategic Plan The BES will most specifically address one of the components of strategic plan, goal #2: “To be a leader of social, cultural, economic, and environmentally-responsible development in the Fraser Valley”. One of the primary purposes of this program is to foster and develop student environmental citizenship and leadership in environmental engagement. The program is designed to facilitate mobility into graduate school and the workforce, as identified within goal #1a of the strategic plan (“provide the knowledge and foster the development of the critical-thinking, leadership, and practical skills that students require for employment, entrepreneurship, further education, and responsible citizenship— locally and globally”). EVST considers the relationships between people, their economies, and local, regional, and global environments. The proposed BES places a strong emphasis on a bioregional perspective—on learning to live with and within one’s natural environments; this requires inclusion of indigenous and non- indigenous perspectives on human-environment relations. Further, it builds on the current research interests of faculty in Biology (e.g. aquatic ecology), Geography (e.g. Fraser River monitoring), Agriculture, and other departments. At the same time, much of the existing environmental research at UFV (e.g. the Paleoecology and Luminescence Dating Labs) addresses global environmental issues, namely climate change and the challenges of sustainable economic development.
VII. Anticipated Links to Further Study, and to Employment BES students are ones interested in pursuing employment and graduate studies in environmental fields, such as environmental and resource consulting, environmental communications/ writing, evaluation and management, planning, and education. Students may move on to specific Environmental graduate programs, such as those in Environment and Management at Royal Roads University, Environmental Studies at UNBC, Agricultural Studies and Geography at the University of Lethbridge, and Environmental Education at Western Washington University. They may also continue into more discipline specific programs, e.g. Geography, Biology, etc. A master’s degree is increasingly necessary for many jobs that would have been attainable with a bachelor’s degree only a decade earlier. This is reflected in part in Eco Canada’s Environmental Practitioner (EP) certification scheme, in which specific skills and qualifications are evaluated for EP status that can be used for employment. Many of these qualifications for any one of the seven EP
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categories11 are best met through graduate in addition to undergraduate training, or, alternatively, through a combination of coursework and applied practice. Options within the BES will afford the student the opportunity to pursue applied education through co-op or practicum in a field in which they intend to seek or maintain employment. VIII. Relationship to Existing Programs at UFV The BES and related minors in the BA/BSc will build on multiple programs and faculties. Students completing a BES would be required to complete breadth requirements in the Social Sciences, Sciences, Humanities, and Trades (Agriculture). Like other Bachelor’s degrees at UFV, the proposed BES would also allow for Honours designations, concentrations and/or certificates, and internship possibilities.
IX. Delivery Methods The BES will build on existing courses, many of which are field and lab-based, applied, problem-based, and/or techniques-focused. Much of the first two years of the program will be dedicated to a combination of Arts and Science methods courses (e.g. GIS, Philosophy, etc.) as well as introductory courses on environmental issues, ecology, climate, agriculture, literature and communications, and socio-economic themes. The remainder of the degree will be dedicated to completing advanced coursework in Arts and/or Sciences, as well as completion of applied and research opportunities. Students will be able to tailor the end of their program to its ‘end uses’. For instance, students planning on continuing to graduate study should complete an Honours-research year. Students completing a BES (Natural Sciences) degree with an interest in seeking certification (in Applied Biology or from Eco-Canada) would complete more upper- level science courses than otherwise required. Students may also complete co-operative education, internships, or other placements, or a certificate in a related field.
X. Possible Resource Needs (labs, faculty, space, technical support) The proposed EVST program will be largely built using existing courses offered at UFV, with few new courses to be added. Those that will be added are cohort courses (EVST 100, 200, 300, and 400), although one of these is likely to be a Geography course that will be reintroduced (as it was previously retired) and subsequently cross-listed. The degree is expected to create demand for 300- and 400-level courses in some disciplines, courses that are currently undersubscribed, as these environmentally- themed courses (e.g. PHIL 318) are unique within their programs. Some courses, if developed, would make ideal additions to a list of electives, such as courses in Canadian Environmental History and Environmental Education. Additional needs are related to existing lab space needs in Biology and Geography. The curriculum working group has been working hard to identify ways to streamline 100-level lab science requirements so to reduce pressure on enrolments and lab space. No new faculty needs have been identified.
11 Eco Canada is a Government of Canada agency. The EP categories include: Environmental Protection; Resources Management; Environmental Sustainability; Environmental Manager; Environmental Auditing; Greenhouse Gas Reporting; Professional Meteorologist.
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XI. Curriculum Working Group Membership • Trevor Carolan, Ph.D. English. Teaching and research interests in the literature of the Pacific region, with specialization on the writings of Gary Snyder; literature, ecology, and eastern religions. • Christine Dalton, MSc. Biology. Lab instructor. Teaching and research interests in institutional sustainability, urban ecology. • Pat Harrison, MA, Biology. Lab instructor. Teaching and research interests in institutional sustainability, ecology, sustainable agriculture, mycology. Director of Federation of BC Mountain Clubs. President of Hike BC. • Paul Herman, BA, Philosophy. Teaching and research interests in environmental ethics, logic. • Steven Marsh, MSc. Geography. Teaching and research interests in climatology, water quality and management, and environmental sciences. Current collaborator on the World Rivers Project. • Rose Morrison. Agriculture (retired). Teaching and research interests in sustainable agriculture; former Agriculture program head. • Gabriela Pechlaner, Ph.D. Sociology. Teaching and research interests in biotechnology and food security, environmental justice, social science research methods. • Michelle Rhodes, Ph.D. Geography. EVST CWG chair. Geography department head. Teaching and research interests in economic and resource geography, and in North American environmental and regional geography. • Michelle Riedlinger, Ph.D. Communications. Teaching and research interests in scientific and environmental communications, particularly related to natural hazards and environmental risk. • Steven Thomas, Ph.D. Biology. Teaching and research interests in environmental microbiology, remediation. • Sven van de Wetering, Ph.D. Psychology. Teaching and research interests in environmental psychology, particularly as it relates to questions of narrative. • Luanne Yellowfly, M.A. Anthropology. Teaching and research interests in human-environment and human-animal relations, and in local aboriginal affairs.
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Faculty of Trades and Technology
EDUCATION PLAN 2012-2017
Submitted by: John English, Dean
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Table of Contents
Background ...... 2
Environmental Scan ...... 2
Going Forward...... 3
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Faculty of Trades and Technology Education Plan 2012 through 2017
Background:
The Faculty of Trades & Technology has recently undergone a leadership change with a new Dean as of January 2012. In addition to the usual duties, the new Dean has an assignment/mandate to “articulate and realize a vision of how to integrate trades into an evolving academic university environment.”
The Faculty is operating on the basis of an Education Plan that was filed last year with a unique caveat of a one year time horizon. This was done in anticipation of a new dean wanting to re- examine strategic directions based on a revised education vision. Notwithstanding that, the Faculty Council did identify new program priorities of an electronics specialty, agriculture, and hospitality event planning. Faculty Council also emphasized the requirement to establish program head positions as a means to function more efficiently, create developmental opportunities for faculty and succession planning.
Environmental Scan:
1) The kinds of graduates that the Faculty of Trades and Technology produce are vital to the health of the regional and provincial economies. Steady and growing demands for graduates (both in terms of quantity and range of disciplines) will only increase. This issue has been forefront in the minds of politicians for several years in a variety of ways, including the recent BC Jobs Plan, and all indications are it will receive even more attention over the next year. The strong suggestion that more resources may be devoted to the kinds of programming offered by the Faculty of Trades and Technology underscores the requirement to complete a strategic vision.
2) There appears to be growing interest in the kinds of practical teaching and learning that characterizes Trades and Technology programs in other areas of the education enterprise. This is especially so in programming that might transition a generic credential to a specific employment opportunity. Further, there is growing recognition that trades courses might add important value to other education pursuits say in business, science or the arts.
3) Transitioning learners from the K-12 system into career oriented education such as that found in Trades and Technology programs has always been important at UFV. In fact, some of the most successful activities in that regard provincially were founded at UFV. The K-12 system is anxious to strengthen those programs and expand them.
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Going Forward:
The Dean has committed to table a strategic vision draft with faculty and staff as a whole in the Fall of 2012. The draft will be based on:
o the series of internal individual and program consultations that have been underway since February that collect the advice, ideas and ambitions regarding the future directions, priorities and look-and-feel of the Faculty (including its relationship to the broader university);
o the series of priorities and directions of the University as expressed in various policies and academic initiatives (e.g., Indigenizing the Academy, deployment of ILO’s, etc.);
o an environmental scan of UFV’s serving region;
o the emerging realities of the larger external environment (e.g., funding, macro trends in post-secondary education, etc.); and
o current strengths and core mandate.
The draft vision will express a comprehensive picture of the future of the Faculty of Trades & Technology. It will present explicit and tangible strategies for how the Faculty will respond with respect to its responsibilities in meeting the institution’s strategic directions and goals, meet the challenges facing the university, realize the Dean’s mandate, and achieve a robust and adaptable presence.
The draft vision will undergo a series of reviews by Faculty Council for validation and upon adoption, will form the basis for a full five-year plan containing the more “tactical” aspects that will be actionable items (e.g., program proposals, succession planning, “creditizing” trades courses, etc.).
In spite of the linear and systemic development of a strategic vision leading to a five-year plan, there are things that must or are best to proceed without delay. The following captures those things that will be undertaken immediately and during the next year:
1) An examination of Continuing Studies programming with the goal of capturing a broader market and creating an industry services arm (essentially contract sales of services direct to businesses and industry). The principal objectives of the examination are to learn the overall market size, to learn which programs, courses, and potential clients to focus on, and determine the best business/operational model to build.
2) Conduct a process to examine succession planning with emphasis on a program head model. Faculty have made this a priority. The concept has never been in place in the Faculty of Trades &Technology so there is some learning to be done around the roles and
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responsibilities perspective, adjusting current practices and norms and creating the resources required to underwrite the initiative.
3) Some basic initiatives in applied research to start the ball rolling. The faculty in Trades & Technology represent a significant brain trust that can be brought to bear on research with the general view being that it will improve the learner experience. The strategy is to build on current models (as found in Agriculture) and support early adopters with the objectives of de-mystifying the activity and learning where and how research can apply to the trades and technology. This matter will be given much more attention in the Strategic Vision.
4) An examination and re-commitment to CTC/Dual Credit programming. All of the CTC programs have now been relocated to the Trades &Technology Centre as enrolments have been softening for some time. It is necessary to re-examine all aspects of CTC programming from funding to pedagogy to the underlying school district partnerships with a view to strengthening the programs.
5) Reconsider the length of the Entry Level Trades Training programs. UFV’s palette of the ELTT programs are offered over durations that are more than most of the other institutions. While UFV does, in most cases, offer some “value-added” material to account for that extra length, we need to rethink if this translates into a genuine “value- added” learning experience. We will be considering an adjustment to the length of the Electrical ELTT program this coming year.
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Teaching and Learning Centre
Submitted by: Wendy Burton, Director
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Teaching and Learning Centre
Response to Education Plan Update
The Office of Teaching and Learning encompasses Educational Technology Services, UFV Online, Teaching and Learning Centres, and Supported Learning Groups. We have grown to a department of eleven, with the addition of a full-time E-Room Technologist, a .8 coordinator of Supported Learning Groups, and a .5 Manager, Supported Learning Groups Program.
In 2011-12, the Office of Teaching and Learning facilitated a university-wide conversation to develop Institutional Learning Outcomes. Every Faculty of UFV refers to the next phase of institutional learning outcomes: accountability, alignment, measurement, and assessment. The Office of Teaching and Learning offers support to individual faculty members, department curriculum-mapping committees, and faculty-wide review committees intending to align course and program outcomes to our Institutional Learning Outcomes. This support comes in the form of facilitated sessions, information sessions, strategic planning sessions, and individual consultation.
All Faculties refer to indigenizing the academy and internationalizing the academy. The office of Teaching and Learning offers intensive workshops on Indigenizing by Design, Curriculum Re/Design, Internationalizing by Design, and Diversity by Design (focussing on accommodation).
One of the central responsibilities of Teaching and Learning is to support faculty in the application of emerging technologies to enhance teaching and learning. Developing hybrid courses (a blend of online and face-to-face instruction), flipped courses (where students study online in order to engage in experiential activities when they are face-to-face), and fully online courses are options to increase flexibility of course offerings, streamline program offerings, improve access and space utilization, and address the issue of Time to Graduation. We provide support through workshops, consultation, and strategic planning for the development of online learning opportunities.
As the pressure to provide learning space for larger classes (50+) increases, the Office of Teaching and Learning continues to investigate learning spaces that not only accommodate more students but also provide enhanced learning experiences, with amplification, multiple projection, interactive capability (i- Clickers), and effective use of mobile learning devices.
Faculty of Health Sciences acknowledge that “health professionals are seeking new ways to continue their learning” and online course offerings are a natural fit. UFV Online staff, skilled in developing learning objects and familiar with the health sector, will support the development of online instruction in Certified Dental Assisting. The Faculty of Science, committed to hands-on, face-to-face format, have a pilot to develop first year online tutorials. UFV Online offers support in the form of frequent workshops
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on Blackboard Learn (our learning management system), individual consultation, department level workshops, student orientation, learning object development, and help desk support.
In the 2012-13 Budget Proposal, we suggested “… the Director, Teaching and Learning could, upon consultation with the VP Students, take on some of the central tasks of the office of Assessment Services, especially the initiatives to do with Prior Learning Assessment. These initiatives are a very good fit with Teaching and Learning, especially with the increasing requests for e-portfolios for not only those seeking prior learning assessment but also those developing and maintaining a teaching portfolio for probationary appointments and also – potentially – for rank and tenure determinations.”
This proposal is still a sound suggestion to re-allocate responsibility, especially as the Office of Teaching and Learning continues to be directly involved with institutional learning outcomes and, consequently, program level learning outcomes. PLAR is a natural response to well-articulated program learning outcomes, and therefore the activities of prior learning assessment would be well housed in Teaching and Learning.
Finally, the proposed Centre for Teaching and Innovation and Performance will no doubt include the many activities of Teaching and Learning, especially Educational Media Services and UFV Online. We continue to be a central partner in the development of this proposal.
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Writing Centre
Submitted by: The Writing Centre
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Writing Centre Education Plan 2012 – 2013
New Program Initiatives
• Continue to collaborate with disciplinary areas to offer writing instruction within the contexts of courses and programmes • Increase involvement in institution wide discussions about programming of writing courses, writing in the disciplines approaches, and other forms of support (BA Task Force, Writing Council) • Increase involvement with Faculties of Science, Health Science, and Trades (representation on Faculty Councils, visits to department meetings, PR campaign with individual instructors)
Access and student experience
• Staggered hours to offer better access, including consultations in the evenings • Allowed students to make either half hour or one hour appointments to allow more flexibility, to a limit of one hour per week. • Improved Centre space (paint, art, furniture, plants) • Met with Scott Varga of ETS to seek advice about how to make the Centre even more accessible to students as an easy to navigate, inviting, exciting place to be on campus • Photo shoot of instructors working with students for web, posters, pamphlets • Promote the Centre as a space for talk about writing. Planned events include an open house in the fall, and a series of forums under the banner “Let’s talk about text!”
Indigenization
• Indigenize space through stencilling “Mi Kwetxwilem” (Halq’eméylem expression meaning “welcome”) on the wall. • Hired indigenous visual arts student to produce art, and design pamphlet with information about writing for Aboriginal students at UFV • Article about writing forthcoming in the next edition of S’olh Shxwleli’ Siya:ye • Continue liaising with Senior Advisor and Aboriginal Access Service
Interdisciplinarity
• Continue the now established Writing Across the Disciplines Reading Group, which meets monthly to discuss articles related to Writing in the Disciplines • Continue to enhance Writing Prize Competition through Awards Ceremony attended by administrators, faculty, staff, students, and community members. Students present their work and speak about their processes, struggles, rewards • Increase number of submissions, range of submissions, and number and range of judges from under-represented disciplines to foster more of an interdisciplinary discussion about writing.
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Accountability and assessment
• WCOnline software allows for reporting and analysis of data in ways we didn’t have before. We are currently running post-consultation surveys about users’ experiences • Workstudy students are conducting qualitative studies to measure students’ access and usage patterns. They are being mentored to produce a joint paper, which will be proposed for the Congress of Social Sciences and Humanities next spring in Victoria. • Continue to engage in scholarly activity • Foster publication of research through mentorship within WC
Online
• The Writing Centre is now fully available online. Acquired software to make the booking of appointments online as well as to offer online consultations as an option for all UFV students • Overhaul of the website is currently in progress
Internationalization
• Seek opportunities to promote internationalization, such as with contacts at the University of Belize who are starting a Writing Centre
Community engagement and partnerships
• Continue as member of the board for Mission Literary in Motion • Seek opportunities to engage with communities
Entrepreneurial initiatives
• Without the assistance of a department that can help us with legal and ethical issues involved, we hesitate to seek opportunities to be entrepreneurial
Resource Needs
• The Centre’s primary concern is its relocation and recognizes resource implications • To pursue initiatives in all of the priority areas, the Centre would need additional staffing in the forms of a) a part-time administrative assistant, and b) full time work for all of its faculty, or an additional hiring
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MEMORANDUM Chair: Gerry Palmer 604.504.7441 ext. 4196
Assistant: Monique Castonguay Phone: 604.854.4506
To: Mark Evered, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: October 12, 2012 Re: Course Loads, Academic Program (63) Policy
The Senate Governance Committee is satisfied that the required consultation has taken place for the proposed revisions to the Course Loads, Academic Program (63) policy, as outlined in the documentation presented at Senate. The current policy measures student workload by number of courses. The revisions will change the student workload measurement to credits.
MOTION: THAT Senate approve the revised Course Loads, Academic Program (63) policy as recommended by the Senate Governance Committee.
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NUMBER 63
APPROVAL DATE 10-21-1985
LAST AMENDMENT
REVIEW DATE MM-DD-YYYY
COURSE LOADS, ACADEMIC PROGRAM
AUTHORITY Senate
PRIMARY CONTACT Provost and Vice-President, Academic RELATED POLICIES
PURPOSE/PHILOSOPHY
This policy limits the number of credits that students can enrol in. Its purpose is two-fold: to ensure that students have a realistic workload and to prevent students from registering in more classes than they actually intend to take. POLICY
The university may limit the number of courses undertaken by a student.
Unless otherwise defined by a program, a full course load for an undergraduate student is normally fifteen (15) to twenty (20) credits per semester.
Students are encouraged to enrol in not more than five (5) courses per semester.
Students may not enrol in more than 20 credits of coursework per semester without prior permission.
PROCEDURES/GUIDELINES
1. The university calendar will advise students of the policy.
2. Students will be advised that they may not enrol in more than 20 credits of coursework per semester without prior consultation with an advisor or counsellor and written permission of a Dean. If a program requiring more than 20 credits of coursework in any given semester has been approved by the Senate, such permission is deemed to be granted to these students.
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MEMORANDUM
To: Gerry Palmer, Chair, Senate Governance Committee From: Susan Fisher (on behalf of Deans’ Council) Date: June 7, 2012 Re: Course loads, Academic Program (63)
PREAMBLE – The current version of Policy #63 measures student workload in terms of courses. Given that the credit value of courses at UFV can vary considerably, it makes sense to revise the policy so that it will be based on credits, which provide a more accurate measure of student workload. Susan Fisher and Elaine Harris drafted the revised policy, which went to Deans’ Council and was approved on November 7, 2011. It then went for consultation. Science Faculty Council was concerned that ambitious students in Science (which offers some 5-credit courses) would be restricted. But the policy only restricts students from taking more than 20 credits; students can get a waiver from the relevant Dean to take more. Since very few students, even in Science, go over 20 credits, it was felt that the revised policy would not pose a problem. (In April 2012, Donna Alary did a rough survey of students taking more than 20 credits: there were only 6 BSc students.) There was concern about how the revised policy would affect Engineering Transfer, a very credit-heavy program (memo from Ora Steyn to SGC October 13/11), but the revised policy specifically excludes students enrolled in a program that requires more than 20 credits of coursework in a semester. TEP felt that the revised policy was a good one. Concern was expressed by Faculty in Professional Studies that this policy might somehow force students to take on heavier loads, but that is not the intent or effect of the revised policy. The policy returned (with additional revisions that reverted to courses as a measure of workload) to Deans’ Council in March 26 2012. The policy was approved, but Elaine Harris and I felt the intent of the revision had been lost. The policy was revised yet again to use credits, not number of courses, as the measure. That revision returned to Deans’ Council on June 4 and was approved. It was agreed to forward the final version to Senate Governance.
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MOTION: THAT Senate approve the revised Course Loads, Academic Program policy
RATIONALE: This policy will ensure that students have a realistic workload and that they do not register in more classes than they actually intend to take. It uses credits, not number of courses, as the measure of total student workload.
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NUMBER 63
APPROVAL DATE 10-21-1985
LAST AMENDMENT 01-25-2008
REVIEW DATE 01-2013
COURSE LOADS, ACADEMIC PROGRAM
AUTHORITY Senate PRIMARY CONTACT Provost and Vice-President, Academic RELATED POLICIES
POLICY
The university may limit the number of courses undertaken by a student. Unless otherwise defined by a program, a full course load for an undergraduate student is normally fifteen (15) to twenty (20) credits per semester. Students are encouraged to enrol in not more than five (5) courses per semester. Students may not enrol in more than six (6) courses per semester without prior permission.
PROCEDURES/GUIDELINES 1. The university calendar will advise students of the policy. 2. Students will be advised that they may not enrol in more than six courses per semester without prior consultation with a counsellor and written permission of a Dean. If a program requiring more than six courses in any given semester has been approved by the Senate, such permission is deemed to be granted to these students.
Course Loads, Academic Program (63) Page 1 of 1 Editorial changes have been made to support the transition from university college to university. A full review of this policy is to be completed by the review date.
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MEMORANDUM Chair: Gerry Palmer 604.504.7441 ext. 4196
Assistant: Monique Castonguay Phone: 604.854.4506
To: Mark Evered, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: October 12, 2012 Re: Standing Committees of Senate – Nomination of Vice-Chairs for 2012-13
The standing committees of Senate have nominated chairs for the 2012-13 academic year. The Senate Governance Committee recommends their approval by Senate as follows:
MOTION: THAT Senate approve the 2012-13 chair nominations by the standing committees of Senate as recommended by the Senate Governance Committee:
Senate Graduate Studies Committee Sylvie Murray Senate Standing Committee for Student Appeals Zoe Dennison Senate Research Committee Noham Weinberg
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MEMORANDUM
To: Mark Evered, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: October 12, 2012 Re: Revisions to the Procedures Document for the Conduct of Elections to the Senate and the Board
The Secretariat office has revised the procedures document for the conduct of elections at Senate and Board of Governors, pursuant to amendments to Board Bylaw 110.07 Board Composition, Appointment, Elections, and Succession which specifies the terms for faculty membership on the Board of Governors. The Senate Governance Committee recommends that Senate approve the revised procedures.
MOTION: THAT Senate approve the revisions to the procedures document for the conduct of elections at Senate and the Board of Governors, pursuant to amendments to Board Bylaw 110.07 Board Composition, Appointments, Elections, and Succession which specifies the terms for faculty membership on the Board of Governors.
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A Procedure for the Conduct of Elections to the Senate and the Board
Approved by Senate: February 13, 2009
These procedures have been developed to meet the requirements for elections as set forth in the University Act of the Legislative Assembly of British Columbia.
1. DEFINITIONS
The following definitions have been drawn from the Act and applied to the University of the Fraser Valley (UFV).
1. "Faculty member" means a person employed by UFV as an instructor, lecturer, assistant professor, associate professor, professor, or in an equivalent position designated by the Senate. 2. "Support staff" means employees of UFV who are not (a) officers of the university, or (b) deans or faculty members. 3. "Student" means a person who is presently enrolled at UFV in a credit course or who is designated by resolution of the Senate as a student. 4. “Officer of the University” is the president, a vice-president or associate vice- president. 5. “Employee of UFV” refers to people who have a permanent or continuing employment contract with UFV.
2. TERMS OF OFFICE
2.1. Positions
2.1.1. The following positions are elected to the Senate:
a. two faculty members for each faculty, elected by faculty members of the faculty; b. four students elected by students; c. two support staff elected by the support staff.
2.1.2. The following positions are elected to the Board. Please refer to Board Bylaw BGB-110.07 for a listing of those persons not eligible to be members of the Board.
a. two faculty members elected by the faculty members; b. two students elected by students who are members of an undergraduate student society or a graduate student society;
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c. one person elected by and from the employees of the university who are not faculty members. (Using the definition of support staff.)
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2.2. Terms of Office
The terms of office are three years for faculty and support staff elected to the Senate or the Board, and one year for students elected to the Senate or the Board, and after that until a successor is elected.
Terms begin August first.
2.3. Vacancies
The Secretary of the Senate or the Board must enter a declaration of the vacancy in the minutes of the Senate or the Board as appropriate. This is conclusive evidence of the vacancy. (Attendance requirements for the Senate are specified in the Senate Bylaws. For the Board, unless excused by resolution of the Board, a member who does not attend at least half of the regular meetings of the Board in any year is deemed to have vacated his or her seat.)
The registrar will conduct by-elections in a timely manner. If three or fewer months are remaining in the term of office, the place will remain vacant until the regular annual elections take place.
A person elected to fill a vacancy holds office for the remainder of the term for which the person's predecessor was elected.
3. ELECTION PROCEDURES
The elections will be conducted by the registrar.
3.1. Nominations
1. A notice of the regular annual election and call for nominations shall be made at the Senate or the Board meeting in January. When a vacancy is identified the notice of the by-election and call for nominations shall be made at the same Senate meeting if appropriate.
Nominations will be open for three weeks.
If no candidates are nominated the call for nominations may be extended for two weeks. If no candidates are nominated after the extension, the position shall be filled by an appointment by the Chair of Senate or the Board that is confirmed by the Senate or the Board.
2. Candidates must be nominated to a position by five persons entitled to vote in the election. These nominators must be members of the group associated with the position.
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Candidates may not accept a nomination for more than one position.
Candidates must be members of the group which elects them. They must sign the nomination indicating a willingness to stand for the position and agreement to serve the term.
3. The registrar will request each candidate to provide the following information:
a. the candidate's degrees and the dates of them; b. the candidate's occupation; c. offices held by the candidate at a university or in any other organization; d. the candidate's other professional or business interests; e. the candidate's publications.
Each candidate may also provide a statement of up to 150 words on the candidate's views on matters rightfully falling under the jurisdiction of the Senate.
This information and the statement will be printed with the list of candidates and voting instructions. These will be posted no later than the week following nominations.
3.2. Election Registers or Voters’ Lists
1. Faculty and Staff
The registrar will, upon a call for nominations, prepare an election register or voters’ list, which is an alphabetical list of the names and UFV addresses of the faculty and staff who are entitled to vote at an election.
The election register will be open for inspection at all reasonable hours by all members entitled to vote.
2. Students
The registrar will also keep an alphabetical list of the names of all students, including those who are members of the Student Union Society. This list will be brought up to date at the call for nominations and just before voting begins.
3. Voters for a representative of an area must be members of that area.
4. Only those persons whose names appear in the election registers are entitled to vote at an election.
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3.3. Voting
1. The voting will be held at least four weeks after the close of nominations.
2. Candidates may conduct an election campaign until the voting begins. The candidates are responsible for removing all posters and campaign material within sight of any designated polling station prior to the start of voting.
3. Balloting will take place over at least a three day, but preferably a four day, period. The registrar will determine an appropriate method for voting that maintains the confidentiality of the process but allows a maximum amount of voter participation.
3.4. Results
1. The registrar must report the results of the election to the Senate or the Board at the first meeting following the election.
2. The candidate with the highest number of votes will be declared the winner.
3. If there is a tie vote between two or more candidates for an office, the Senate must cast the deciding vote.
4. APPEALS
1. Any appeal of the contents or classifications in the voters’ lists should be made to the registrar at least two weeks before voting begins.
2. Any appeal of the conduct of the election shall first be made to the registrar. If the matter is not resolved, then it may be referred to the Senate Elections Appeal Committee.
3. The Senate Elections Appeal Committee shall consist of four members of the Senate who shall consider any appeals of the conduct of elections. The decision of this committee will be final. The committee may ask the Board to participate in an appeal involving election to the Board.
5. CHANGES TO THE PROCEDURES
4. The registrar will review the procedures after each election and make recommendations for changes to the Senate.
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BYLAW NUMBER BGB-110.07 APPROVAL DATE 09-09-2010
LAST AMENDMENT REVIEW DATE 09-2015
BOARD COMPOSITION, APPOINTMENT, ELECTION AND SUCCESSION
PRIMARY Board of Governors CONTACT RELATED POLICY
PURPOSE/PHILOSOPHY
The highest standard of performance and effectiveness of the Board of Governors is dependent on the skills, ethical standards, and commitment of the individuals appointed and elected as members of this Board. In order to discharge its mandate and govern effectively, the Board relies on all of its members’ contributions to its work. Whenever possible, full membership will be maintained. BYLAW
Therefore, in order to create a Board with the appropriate combination of skills, experience, and personal attributes, the Board will define and develop selection criteria to guide the process of appointment and election of Board members. When a vacancy is declared, a replacement member will be appointed or elected as soon as possible.
1. Composition of Board
1.1 The Board of the university is composed of 15 members as follows: a. The Chancellor; b. The President; c. 8 persons appointed by the Lieutenant Governor in council, 2 of whom are to be appointed from among persons nominated by the alumni association; d. 2 faculty members elected by the faculty members; e. 2 students elected from students who are members of an undergraduate student society or a graduate student society; f. One person elected by and from the employees of the university who are not faculty members. 1.2 Persons not eligible to be members of the Board include: a. Members holding public office as identified in the University Act; S23(1)(a)(b)(d)(e) b. a person who is an employee of the university and who is a voting member of the executive body of, or an officer of, an academic or non-academic staff association of the university who has the responsibility, or joint responsibility with others, to (i) negotiate with the Board, on behalf of the academic or non-academic staff association of that university, the terms and conditions of service of members of that association, or (ii) adjudicate disputes regarding members of the academic or non-academic staff association of that university.
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2. Term of Office
2.1 Each appointed member of the Board holds office for a term of up to three years and after that until a successor is appointed.
2.2 Each faculty and staff member elected to the Board holds office for three years and after that until a successor is elected.
2.3 Each student member elected to the Board holds office for one year and after that until a successor is elected.
2.4 The Chancellor and President are members of the Board for so long as they hold their respective offices.
3. Reappointment or Re-election
3.1 The appointed members of the Board are eligible for reappointment and the elected members are eligible for re-election, but those members must not hold office for more than six consecutive years.
4. Vacancies on the Board
4.1 If a vacancy arises on the Board because of the death of a member or for any other reason before the end of the term of office for which a member has been appointed or elected, the Secretary of the Board must enter a declaration of the vacancy in the Minutes of the Board.
4.2 A declaration under subsection (4.1) is conclusive evidence of the vacancy.
5. Method of Filling Vacancies and Effect of Vacancy
5.1 If a vacancy exists in respect of an appointed member, the Lieutenant Governor in council must appoint a person to fill the vacancy.
5.2 If a vacancy exists in respect of an elected member, the appropriate body must elect a replacement.
5.3 A person appointed under subsection 5.1 or elected under subsection 5.2 holds office for the remainder of the term for which the person’s predecessor was appointed or elected.
5.4 A vacancy on the Board does not impair the authority of the remaining members of the Board to act.
The Nominating Committee of the Board has the responsibility of developing recommendations for the appointment or re-appointment of Order-in-Council members of the Board. These recommendations will be based on identifying the balance of competencies and personal attributes needed by a potential Governor in the specific time period. Working with the BRDO (Board Resourcing & Development Office) and the UFV Alumni Association, the Nominating Committee will submit a list of potential Governors to be ratified by the Board and forwarded to the BRDO.
Reference: University Act S. 19(1), 20, 21, 24, 25
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Senate Graduate Studies Committee
MEMORANDUM
To: Mark Evered, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: October 12, 2012 Re: Revisions to Graduate Studies Committee Membership
The Senate Graduate Studies Committee proposes that both the directors of Schools that offer graduate degrees and the chairs of graduate programs be given ex officio non-voting member status on the committee. The Senate Governance Committee recommends the addition of the chairs of graduate programs to the Senate Graduate Studies Committee.
MOTION: THAT Senate approve the Senate Governance Committee’s recommendation to add the chairs of graduate programs as ex officio non-voting members of the Senate Graduate Studies Committee.
Graduate Studies Committee - Page 168 of 319 Addition to Membership Addition to Membership Graduate Studies Committee ...
GRADUATE STUDIES COMMITTEE MEMBERSHIP 2012/13
AREA REPRESENTED Terms of Office MEMBER Voting Members 7 faculty members approved by Senate, at least 2 from Senate
- Faculty member of Senate 08-01-2012 to 07-31-2015 Noham Weinberg, Faculty of Science Faculty member of Senate 08-01-2012 to 07-31-2015 Sylvie Murray, Faculty of Humanities Faculty member of Senate 08-01-2012 to 07-31-2015 Dan Harris, Faculty of Science Faculty 08-01-2012 to 07-31-2014 Christine Elsey, Faculty of Social Sciences Faculty 08-01-2012 to 07-31-2014 Alastair Hodges, Faculty of Health Sciences Faculty Vacant Faculty Vacant One dean or associate dean, approved by Senate 08-01-2012 to 07-31-2015 Rosetta Khalideen, Faculty of Professional Studies One staff member, approved by Senate Vacant 2 graduate students, approved by Senate 08-01-2012 to 07-31-2014 Vacant 08-01-2012 to 07-31-2014 Vacant Associate Vice-President, Research & Graduate Studies On-going Adrienne Chan University Librarian (or designated Librarian) Patti Wilson On-going Agenda Item # 4.2.4 Ex-Officio Non-Voting Member Provost & Vice-President, Academic (or designate) On-going Eric Davis University Secretary & Registrar (or designate) On-going Al Wiseman Directors of Schools that offer postgraduate degrees: Director, School of Criminology & Criminal Justice On-going Irwin Cohen
Page 169 of 319 Director, School of Social Work & Human Services On-going Elizabeth Dow Administrative Support Office of the Associate Vice-President, Research & Graduate Studies Deborah Block CURRENT MEMBERSHIP: 17 members - 13 voting members and 4 non-voting member. Quorum: Shall be a minimum of fifty percent (50%) of voting membership Approved at Senate: May 11, 2012
... Agenda Item # 4.3.1
APPC Chair: Eric Davis APPC MEMORANDUM Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Dr. Mark Evered, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: October 2, 2012
RE: Mathematics and Statistics
At its September 19, 2012 meeting, APPC voted to approve changes to the Mathematics major, minors, and extended minors for the Bachelor of Arts. The proposal was approved at UEC on June 22, 2012 with no changes, SBC on September 27, 2012 with no budgetary implications noted, and at APPC on September 19, 2012 with no changes. APPC recommends that these changes be approved by Senate. Please see the attached documents for additional information.
MOTION: THAT Senate approve the changes to the Mathematics major (BA) as recommended by APPC, effective September 2013.
RATIONALE: A recent program review resulted in the recommendation that the department consider a broader list of course requirements for the Mathematics major for the Bachelor of Arts. The current requirements are quite non-specific, and leave open the possibility of a student taking many applied statistics courses, something not appropriate for a math major. The proposed requirements are more specific in ensuring breadth in a student’s mathematics education. These changes also reflect the recent relabeling of statistics courses as STAT, as approved by Senate on June 1, 2012.
MOTION: THAT Senate approve the changes to the Mathematics minor (BA), extended minor (BA), minor (statistics option) (BA), and extended minor (statistics option) (BA) as recommended by APPC, effective September 2013.
RATIONALE: These changes are related to the relabeling of statistics courses as STAT (and are similar to changes made to the Mathematics programs for the Bachelor of Science), as approved by Senate on June 1, 2012.
Mathematics and Statistics Page 170 of 319 ... Agenda Item # 4.3.1
MEMO
To: Arts Faculty Curriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics
Date: 01/05/2012 Re: GUIDE TO CHANGES TO MATH COURSE LABELS AND PROGRAMS
Following Pre-UEC consultation; We are proposing some significant changes both to the labeling of some of our MATH courses and to our program requirements, all recommended by the External Review Committee during our recent Program and Unit review. Since these changes are inter-related and must happen in the correct sequence, we present this memo as an over-all navigation guide. Details are presented in memos 1-5 below under: ‘Relevant Documents Attached for Consideration’.
Proposed approval steps:
Step 1: Some courses currently labeled MATH should be relabeled STAT. The prerequisites of a number of these courses also need corresponding modification.
Relevant documents (currently at Science Curriculum Committee): “MATH courses to STAT courses” Course outlines for MATH 104, 106, 271, 272, 315, 330, 331, 350, 402, 420, 430, 431,470, 488, 270, 370 and 450.
Step 2: Individual programs offered by the Mathematics and Statistics department need to be modified both to take into account the relabeling in step 1, and to respond to recommendations of our recent review.
Relevant Documents Attached for Consideration: 1. “Program changes memo BA math major” 2. “Program changes memo BA math minor” 3. “Program changes memo BA math extended minor” 4. “Program changes memo BA stats option minor” 5. “Program changes memo BA stats option extended minor”
Mathematics and Statistics Page 171 of 319 ... Agenda Item # 4.3.1
MEMO
To: Arts Faculty Curriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics
Date: 23/04/2012
Re: Proposed changes to BA mathematics major
One of the recommendations of our recent program review was
That the department consider a broader list of course requirements for the mathematics major.
This recommendation dealt with the issue of upper level requirements for the BA math major. Current requirements are quite non-specific, and leave open the possibility of a student taking many applied statistics courses, something not appropriate for a math major. Our proposal for modifications to the major deals with these issues, and is more specific in its requirements, towards ensuring breadth in a student’s mathematics education.
The language of the request assumes the success of our earlier request to re-label our statistics courses from MATH XYZ to STAT XYZ.
Proposed changes to the requirements for a BA mathematics major
We request that upper-level requirements be changed from
Upper-level requirements: 30 credits 30 upper-level credits of mathematics courses labeled above MATH 302, which must include MATH 340. At least nine of these upper-level credits must be 400-level (excluding Directed Studies or Job Practicum). Students may use PHYS 381 as part of the thirty upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
(Note that the above is current calendar language which includes statistics courses among those labelled MATH. The proposed language below assumes the statistics courses have been relabelled as STAT)
to the following:
Upper-level requirements: 30 credits of upper-level MATH or STAT courses:
1. 21 credits of 300 or 400 level MATH courses MATH which must include MATH 312, MATH 322, MATH 340 and one of MATH 339 or MATH 439. Nine of these credits must be at the 400 level.
2. a further 9 credits of 300 or 400 level MATH or STAT courses
Students may use PHYS 381 as part of the thirty upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
Mathematics and Statistics Page 172 of 319 ... Agenda Item # 4.3.1
MEMO
To: Arts Faculty Curriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics
Date: 23/04/2012
Re: Program Changes for BA Mathematics minor
We request permission to change the requirements of our BA mathematics minor, towards ensuring that they include a majority of credits of mathematics courses, while permitting up to two statistics courses. This request assumes the success of our earlier request to re-label our statistics courses from MATH to STAT.
Requested Changes
Change the upper level requirements of the BA math minor from
15 credits of courses of MATH courses labelled 308 or higher
Students may use PHYS 381 as part of the fifteen upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
(Note that the above is current calendar language which includes statistics courses among those labelled MATH. The proposed language below assumes the statistics courses have been relabelled as STAT.)
to
15 credits of 300 or 400 level MATH or STAT courses of which at least 9 credits must be MATH
Students may use PHYS 381 as part of the fifteen upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
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MEMO
To: Arts Faculty Curriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics
Date: 23/04/2012
Re: Program Changes for BA Mathematics extended minor
We request permission to change the requirements of our BA mathematics extended minor, towards ensuring that they include a majority of credits of mathematics courses, while permitting up to two statistics courses. This request assumes the success of our earlier request to re-label our statistics courses from MATH to STAT.
Requested Changes
Change the upper level requirements of the BA mathematics extended minor from
15 credits of courses of MATH courses labelled 308 or higher
Students may use PHYS 381 as part of the fifteen upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
(Note that the above is current calendar language which includes statistics courses among those labelled MATH. The proposed language below assumes the statistics courses have been relabelled as STAT.)
to
15 credits of 300 or 400 level MATH or STAT courses of which at least 9 credits must be MATH
Students may use PHYS 381 as part of the fifteen upper-level credits; however, PHYS 381 cannot be used to satisfy requirements of a math program as well as requirements of a physics program.
Mathematics and Statistics Page 174 of 319 ... Agenda Item # 4.3.1
MEMO
To: Arts Faculty Curriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics Date: 23/04/2012 Re: Program Changes for BA mathematics minor (statistics option)
The calendar language for the BA mathematics minor (statistics option) needs to be adjusted to reflect our (earlier requested) re-labelling of the department’s statistics courses from MATH to STAT.
Requested Changes
Change the upper level requirements of the BA math minor (statistics option) from:
To: 15 credits selected from any of the following courses: 300- or 400-level STAT courses, MATH 308, or MATH 360
Note that this does not have any substantive effect on program requirements, as all the courses listed in the current program requirement will have their labels changed to STAT, with the exception of MATH 308 and 360.
Mathematics and Statistics Page 175 of 319 ... Agenda Item # 4.3.1
MEMO
To: Arts FacultyCurriculum Committee, Arts Faculty Council, UEC, Senate
From: Greg Schlitt, Head, Mathematics and Statistics Date: 23/04/2012 Re: Program Changes for BA mathematics extended minor (statistics option)
The calendar language for the BA mathematics extended minor (statistics option) needs to be adjusted to reflect our (earlier requested) re-labelling of the department’s statistics courses from MATH to STAT.
Requested Changes
Change the upper level requirements of the BA math extended minor (statistics option) from:
To: 15 credits selected from any of the following courses: 300- or 400-level STAT courses, MATH 308, or MATH 360
Note that this does not have any substantive effect on program requirements, as all the courses listed in the current program requirement will have their labels changed to STAT, with the exception of MATH 308 and 360.
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APPC Chair: Eric Davis APPC MEMORANDUM Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Dr. Mark Evered, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: October 2, 2012
RE: English
At its September 19, 2012 meeting, APPC voted to approve changes to the English Honours, majors, extended minor, and minor programs. The proposal was approved at UEC on June 22, 2012 with no changes, SBC on September 27, 2012 with no budgetary implications noted, and at APPC on September 19, 2012 with no changes. APPC recommends that these be approved by Senate. Please see the attached documents for additional information
MOTION: THAT Senate approve ARTS 100 as an alternative to ENGL 105 in the English Honours, majors (English Literature, Drama, Creative Writing, and Writing and Rhetoric concentrations), extended minor, and minor as recommended by APPC, effective immediately.
RATIONALE: ART 100 is being offered as an alternative to ENGL 105 in the English department’s degree options. Students who take ARTS 100 cannot take ENGL 105 for further credit, but ENGL 105 is required for these programs. By adding ARTS 100 to the lower-level requirements for these options, students who take ARTS 100 to meet the Bachelor of Arts Writing requirement will be able to continue their studies in English. This was an oversight when ARTS 100 was originally approved for use in the BA.
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UEC RECOMMENDATIONS
English
English Honours lower-level requirements: 18-24 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170 • Six credits from ENGL 204-207 • Six credits from ENGL 208-280
English major, English Literature lower-level requirements: 18-24 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170 • Six credits from ENGL 204-207 • Six credits from ENGL 208-280
English major, Creative Writing concentration lower-level requirements: 21-27 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 108, 115, 120, 130, 150, 170, • Three credits from ENGL 104, 165 • Six credits from ENGL 204-207, 240, 280 • Six credits from ENGL 208, 211, 212, 213, 215
English major, Drama concentration lower-level requirements: 18-24 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170, THEA 101 • Nine credits from ENGL 204-280 • Three credits from ENGL 230, THEA 201, THEA 202
English major, Writing and Rhetoric concentration lower-level requirements: 18-24 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170 • Six credits from ENGL 204-280 • Six credits from ENGL 209, 210, 214
English extended minor lower-level requirements: 18-24 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170 • Six credits from ENGL 204-207 • Six credits from ENGL 208-280
English minor lower-level requirements: 12-18 credits • ENGL 105 or ARTS 100 • Three credits from ENGL 104, 108, 109, 115, 120, 130, 150, 165, 170 • Six credits from ENGL 204-280
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APPC Chair: Eric Davis APPC MEMORANDUM Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Dr. Mark Evered, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: October 2, 2012
RE: Electrical Entry Level Trades Training
At its September 19, 2012 meeting, APPC voted to approve changes to the Electrical Entry Level Trades Training program. The proposal was approved at UEC on August 24, 2012 with no changes, SBC on September 27, 2012 with no budgetary implications noted, and at APPC on September 19, 2012 with no changes. APPC recommends that these changes be approved by Senate. Please see the attached document for additional information.
MOTION: THAT Senate approve the changes to the Electrical Entry Level Trades Training program, including a name change from Electrical Work certificate to Construction Electrician certificate, as recommended by APPC, effective November 5, 2012.
RATIONALE: These changes will put this program more in line with the provincial standard and with Industry Training Authority (ITA) terminology. The program is currently offered at UFV for a duration of 34 weeks, but 24 weeks is the duration approved and funded by the ITA. This will bring the program into line with other programs in the province which offer the same credential. This change should not affect student loan eligibility.
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ELECTRICAL PROGRAM Electrical Work certificate - Entry Level Electrical Construction Electrician certificate (NEW) program (OLD) ELEC MOD 1: Fundamentals ELEC 101 Essential Skills ELEC MOD 2: DC Circuits ELEC 103 Safe Work Practices ELEC MOD 3: Electromagnetisms & Applications ELEC 105 Tools & Equipment ELEC MOD 4: Meters & Test Equipment – Part 1 ELEC 107 Circuit Concepts ELEC MOD 5: Prints & Drawings ELEC 109 Test Equipment ELEC MOD 6: Motor Control – Part 1 ELEC 111 Drawing & Manuals ELEC MOD 7: Electrical Code & Wiring – Part 1 ELEC 113 CEC, Regulations and Standards ELEC MOD 8: Industrial Power Electronics – Part 1 ELEC 115 Install Low Voltage Distribution Systems ELEC MOD 9: AC Fundamentals ELEC 117 Control Circuits ELEC MOD 10: Meters & Test Equipment Part 2 ELEC 119 Final Exam ELEC MOD 11: Single Phase AC Circuits ELEC MOD 12: Circuit Protection Devices ELEC MOD 14: AC Motor Controls Part 2 ELEC MOD 15 : Lighting ELEC MOD 17 : Electrical Code & Wiring – Part 2 ELEC MOD 24: Electrical Code & Wiring – Pt 3 ELEC MOD 25: Applied Trades Concepts Program duration: 34 weeks Program duration: 24 weeks
Electrical Entry Level Trades Page 180 of 319 Training Program ... Agenda Item # 4.3.4
APPC Chair: Eric Davis APPC MEMORANDUM Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Dr. Mark Evered, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: October 2, 2012
RE: Automotive Collision Repair and Refinishing Certificate
At its September 19, 2012 meeting, APPC voted to approve changes to the Automotive Collision Repair and Refinishing certificate program. The proposal was approved at UEC on August 24, 2012 with no changes, SBC on September 27, 2012 with no budgetary implications noted, and at APPC on September 19, 2012 with no changes. APPC recommends that these be approved by Senate. Please see the attached document for additional information.
MOTION: THAT Senate approve the changes to the Automotive Collision Repair and Refinishing certificate completion report, as recommended by APPC, effective immediately.
RATIONALE: As the Industry Training Authority (ITA) is now invigilating Certificate of Qualification exams for each of these areas, UFV’s exams have become redundant. Eliminating these exams means that the student completion report must be changed.
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Completion
Withdrawal
Name: Start Date: Student Number: End Date: STUDENT COMPLETION REPORT | AUTOMOTIVE COLLISION REPAIR (TRAC AUCR)
DATE MODULE LINE CREDIT INITIALS D-M-Y AUCR A: Skills & Shop Safety
AUCR B: Tools, Guns, Equipment
AUCR C: Oxy-Acetylene Welding
AUCR D: Vehicle Components, Glass, Interior
AUCR E: MIG Welding
AUCR F: Corrosion Repair, Protect
AUCR G: Sheet Metal Repair
AUCR H: Surface Preparation
AUCR I: Undercoats
AUCR J: Solvents
AUCR K: Topcoats
AUCR L: Masking Procedures
AUCR M: Paint Problems & Repairs
AUCR N: Plastic Repair/Treatments
AUCR O: Pre-Delivery
AUCR P: Future Trends & Technological Changes
AUCR Q: Collision Repair Level One Exam
AUCR R: Automotive Refinishing Prep Level One Exam
Date: Certificate to be Awarded YES NO Date: Date: Instructor: Dec.11.2023 May.11.2024 Date: Date: Department Assistant Dec.11.2023 May.11.2024
Automotive Collision Repair and Page 182 of 319 Refinishing Certificate ... Agenda Item # 4.4.1
UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177
UEC Assistant: Amanda Grimson Phone: 4571
TO: Dr. M. Evered, UFV Senate Chair
FROM: Samantha Pattridge, Undergraduate Education Committee Chair (Acting)
DATE: October 2, 2012
RE: Delegation of course approvals to UEC
At its September 28, 2012 meeting, UEC passed a motion to request that Senate delegate authority for course approvals to UEC, as per the Undergraduate Course and Program Approval policy.
MOTION: THAT Senate delegate the authority to approve new courses and course changes to the Undergraduate Education Committee.
RATIONALE: The Undergraduate Course and Program Approval policy stipulates that “Senate may delegate authority to approve new courses and course changes to a Senate standing committee”. Each year, an average of approximately 90 new courses and 270 course revisions are submitted to the course approval process.
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NUMBER 21
APPROVAL DATE 05-27-2005
LAST AMENDMENT 06-01-2012
REVIEW DATE 06-2017
UNDERGRADUATE COURSE AND PROGRAM APPROVAL
AUTHORITY Senate PRIMARY CONTACT Provost and Vice-President, Academic RELATED POLICIES
PURPOSE/PHILOSOPHY UFV employs a process to scrutinize new and existing courses and programs to ensure that they meet both UFV and legislated standards and requirements.
POLICY All new courses and programs and changes to existing courses and programs will undergo an approval process. Approval will be guided by interests as articulated in the Strategic Plan and the Education Plan. The internal process includes various consultations and approvals by academic units, support areas, administrators, the Senate and its committees, and the Board of Governors. This policy provides the guidelines and procedures pertaining to UFV’s internal program and course approval processes. Senate may delegate the authority to approve new courses and course changes to a Senate standing committee.
DEFINITIONS Academic Unit: An academic unit includes but is not limited to faculties, schools, libraries, programs, centres, departments, and institutes. Campus-Wide Consultation : The Campus-Wide Consultation process provides an opportunity for other academic units and service areas (e.g., Admissions & Records, Library, Student Services) to review and provide feedback about the course or program submission; it precedes consultation with faculty councils. Official Course Outline: A legal document used for calendar copy, articulation, and other official documentation purposes, the Official Course Outline establishes the parameters for the course syllabus that instructors develop and provide to students.
Lower-level Course: A course that is a first- or second-year course; lower-level courses are generally numbered in the 100s and 200s. Major Course Change: A modification to a course that affects the nature or focus of a course, options for students, or budget. Minor Course Change: A modification to a course that has no effect on the nature or focus of a course, options for students, or budget. Program: For the purposes of this policy, “program” refers to a collection of courses and associated requirements offered as a credential or an option within a credential. This includes, but is not limited to a certificate, diploma, minor, extended minor, major, honours, degree, specialization, option, or concentration.
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Program Budget Analysis: A summary of the budget implications of a proposed new program or revisions to an existing program. It is to be attached to all new and revised Program Proposals when the proposal is submitted to Senate and its standing committees for approval. The Budget Analysis Template is available from the Office of the Program Development Coordinator. Program Committee: A committee created to oversee the implementation and administration of a program and its courses. A Program Committee is approved by the Dean(s). Program Proposal: The detailed description for a new program prepared on the Template for the Development of Program Proposals. Program Working Group: A group of people formed in consultation with the Dean(s) (or the Provost) to proceed in the development of a course or program proposal for consideration in the approval process. This group may become the Program Committee, which will provide oversight of the program and its courses. The final composition of the group is approved by the Dean. Guidelines for the composition of Program Working Groups are found in the program and course approval resources provided by the Office of the Program Development Coordinator. Recommendation: Providing advice, positive or negative, to inform approval decisions by subsequent committees. Undergraduate Course: Any course numbered below 600, including continuing studies, vocational, and developmental courses. Undergraduate Education Committee (UEC): A Senate standing committee that provides Senate with advice on all matters related to the undergraduate educational programs of the university, including policies, practices, and criteria for admission, evaluation, and promotion of undergraduate students. Upper-level Course: A course that is a third- or fourth-year course; upper-level courses are usually numbered in the 300s and 400s.
PROCEDURES/GUIDELINES 1. The process to approve programs and courses shall include a series of structured consultations and approvals that give the UFV community opportunity to examine a program or course in terms of the quality of the curriculum, consistency of standards, attention to student needs, and adherence to UFV’s Strategic Plan, mandate, and Institutional Learning Outcomes. 2. Changes made to the procedures and guidelines of this policy require the approval of Senate. 3. A new course requires the approval of Senate according to the process outlined in Appendix A. 4. Course changes will be classified as either minor or major. 5. A minor course change is to be approved by Faculty Council and submitted to UEC as an information item and for inclusion in the Calendar. The process for making minor changes to an undergraduate-level course and descriptions of minor changes are presented in Appendix A. 6. A major course change requires the approval of Senate upon recommendation by UEC according to the process outlined in Appendix A. 7. A new program requires the approval of Senate according to the process outlined in Appendix B. 8. All changes to programs require the approval of Senate according to the process outlined in Appendix B. 9. The Office of the Program Development Coordinator will be responsible for developing and reviewing the program and course approval templates and guidelines in consultation with UEC. UEC will approve the templates and guidelines and any subsequent revisions. Reference: Section 35.2 (6) (b) of the University Act
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APPENDICES
Appendix A: Undergraduate Course Approval Process
Appendix B: Undergraduate Program Approval Process
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APPENDIX A: UNDERGRADUATE COURSE APPROVAL PROCESS This appendix includes 1) the process for developing and obtaining approval for a new undergraduate course; 2) the process for making major changes to an existing undergraduate course; and 3) the process for making minor changes to an existing undergraduate course. 1. Approval Process for New Courses 1.1. The process for introducing a new course, generally, begins with the department/school or Program Working Group or Program Committee, which develops the Course Outline and prepares a memo that outlines the rationale and any financial implications of the new course using the Memo Template. 1.2. Upon department/school or Program Working Group/Committee approval, the Course Outline and Memo are submitted to the Dean or designate for approval. 1.3. Upon Dean’s approval, the Course Outline and Memo are submitted to the UEC Assistant for Campus-Wide Consultation for a period of one to four weeks. 1.4. Following the Campus-Wide Consultation, the department/school or committee sends the Course Outline and Memo to Faculty Council(s) for approval. Course developers must also respond to all comments submitted during the Campus-Wide Consultation process and include this response in the submission to Faculty Council(s). 1.5. Upon approval by Faculty Council(s), the Course Outline and Memo are submitted to UEC for review and recommendation to Senate. 1.6. Upon Senate approval, the UEC Assistant makes all necessary calendar changes and posts the new Course Outline on the web. 2. Approval Process for Major Changes to Existing Course The following are considered to be major course changes: • a change for which new resources are required to deliver the course • course deletions • a change to a course title that reflects a change in the nature or focus of the course • changes to the calendar description of a course that reflect a change in the nature or focus of the course • changes that move a lower-level course to an upper-level course and vice versa • change to the total number of credits for a course • change to the hours assigned to components (e.g., total student contact hours, lecture hours, seminar hours) and/or length of a course • change to the prerequisites or co-requisites for a course that restricts options for students or affects the students or programs of other academic units • changes to learning outcomes that change the nature or focus of the course • changes to the course content that change the nature or focus of the course • change in the maximum enrolment for a course if it affects the quota for an educational program within the academic unit or students or programs of other academic units • changing or adding a delivery method for a course when the extra cost of the added delivery
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method will not be absorbed by the academic unit delivering the course • changes that affect the students or programs of other academic units 2.1. The process for making major changes to an existing course, generally, begins with the department/school, Program Working Group, or Program Committee, which revises the Course Outline and prepares a memo that outlines the rationale and any financial implications of the course changes using the Memo Template. If there is no department/school responsible for the course, a committee representing the relevant discipline(s) will be struck. 2.2. Upon department/school or Program Working Group/Committee approval, the Course Outline and Memo are submitted to the Dean(s) or designate for approval. 2.3. Upon Dean’s approval, the Course Outline and Memo are submitted to the UEC Assistant for Campus-Wide Consultation for a period of one to four weeks. 2.4. Following the Campus-Wide Consultation, the department/school or committee sends the Course Outline and Memo to Faculty Council(s) for approval. Course developers must also respond to all comments submitted during the Campus-Wide Consultation process and include this response in the submission to Faculty Council(s). 2.5. Upon approval by Faculty Council(s), the Course Outline and Memo are submitted to UEC for approval, then to Senate for information if approved. If there are significant budgetary implications, the Dean(s) may submit the Course Outline and Memo to the Budget Committee for review and recommendation to Senate. In such case, UEC will recommend its decision to Senate rather than approve the Course Outline. 2.6. Upon Senate approval, the UEC Assistant makes all necessary calendar changes and posts the revised Course Outline on the web. 3. Approval Process for Minor Changes to Existing Course The following are considered to be minor course changes: • a change to an existing course that has no impact on programs or students of other academic units • a change for which all associated costs will be covered by the academic unit • a change to a course title for the purpose of correction or clarification • change(s) to the calendar description of a course for the purpose of correction or clarification • change of a course level from 1st to 2nd year (or 2nd to 1st year) and from 3rd to 4th year (or 4th to 3rd) • change to the prerequisites or co-requisites for a course that expands options for students • change to the frequency of a course offering • changes to learning outcomes that do not change the nature or focus of the course • changes in course content that do not change the nature or focus of the course • changing or adding a delivery method for a course that does not affect the cost of delivering the course 3.1. The process for making minor changes to an existing course, generally, begins with the department/school or Program Committee, which revises the Course Outline and prepares a memo that outlines the rationale and any financial implications of the course changes using
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the Memo Template. 3.2. Upon department/school or Program Committee approval, the Course Outline and Memo are submitted to the Dean(s) or designate for approval. 3.3. Upon approval by the Dean(s), the Course Outline and Memo are submitted to Faculty Council(s) for approval. 3.4. Upon approval at Faculty Council(s), the revised Course Outline and Memo are submitted to the UEC Assistant who will make all necessary calendar changes, post the revised Course Outline on the web, and forward the changes as information items to Senate and standing committees as required.
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APPENDIX B: UNDERGRADUATE PROGRAM APPROVAL PROCESS This appendix includes 1) the process for developing and obtaining approval for a new undergraduate program; and 2) the process for making changes to an existing undergraduate program. 1. Approval Process for New Programs 1.1. The process for introducing a new program, generally, begins when a Program Working Group presents its notice of intent to develop the program to the Dean(s) of the appropriate academic unit(s). 1.2. In the event that an appropriate Program Working Group does not exist and/or to ensure faculty representation on the Program Working Group, the Dean(s) will strike a Program Working Group. A Program Working Group must consist of a minimum of three people with teaching or research expertise in the subject area. If a new program is entirely discipline-based, at least one additional member from another discipline with teaching or research expertise in the subject area or related area should be added. The composition of a Program Working Group must be approved by the Dean before it submits any proposals to any approval body. 1.3. With the assistance of the Program Development Coordinator and in consultation with appropriate academic units and Dean(s), the Program Working Group will develop a Concept Paper. 1.4. The Concept Paper is presented to Faculty Council(s) for discussion. 1.5. After discussion at Faculty Council(s), the Concept Paper is presented to the Dean(s) for review and approval. In the case of a multi-disciplinary program involving more than one Faculty, approval is required from the Dean(s) who will have administrative responsibility for the program. If the Dean(s) do(es) not recommend approval, that decision can be appealed to the Provost or Vice-Provost. 1.6. Upon approval by the Dean(s), the program proposed in the Concept Paper is included in the Faculty’s (or Faculties’) submission to the Education Plan. Only upon inclusion of the program concept in the Education Plan, as approved by the Board, should a Program Working Group proceed with developing the Program Proposal. 1.7. The Program Proposal and draft calendar copy are submitted on the appropriate template to the Undergraduate Education Committee (UEC) Assistant for Campus-Wide Consultation, including the Dean(s), for a minimum of four weeks. Developers must respond to all comments submitted during the Campus-Wide Consultation process and include this response in the submission to Faculty Council(s). 1.8. Upon completion of the Campus-Wide Consultation, the Program Working Group submits the Program Proposal, accompanied by responses to comments submitted during Campus- Wide Consultation, to the appropriate Faculty Council(s) for approval. For multi- disciplinary programs, the proposal is submitted to the Faculty(ies) that will have administrative responsibility for the program. 1.9. Upon approval of the program by the Faculty Council(s), it is forwarded to the Dean(s) for approval. 1.10. Upon approval by the Dean(s), the development of the program budget is overseen by the Dean(s) and the Program Development Coordinator.
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1.11. The Program Proposal and responses to comments submitted in the Campus-Wide Consultation are submitted to UEC for review and recommendation to APPC. Simultaneously, the Program Budget is sent to the Senate Budget Committee for review and recommendation to APPC. 1.12. APPC will review the recommendations from UEC and the Budget Committee, determine if the proposed program is in line with UFV’s institutional priorities, and make its recommendation to Senate. Programs will be prioritized by the Academic Planning and Priorities Committee. 1.13. Upon Senate approval, the Program Proposal is sent to the Program Development Coordinator for review and submission through the Office of the Provost and Vice- President, Academic to external agencies (e.g., Ministry or accreditation bodies) for approval. Normally, only proposals that are included in the Education Plan’s implementation list are sent for external approval. 2. Approval Process for Changes to an Existing Program 2.1. The process for changing a program, generally, begins with the relevant academic unit or Program Committee, in consultation with the Dean(s) responsible. The changes and the rationale for the changes are outlined. NOTE: If the program changes require the approval of the Ministry, a full Program Proposal must be prepared and go through the process outlined for new programs. 2.2. Upon approval by the department/school or Program Committee, the proposed changes and rationale are submitted to the UEC Assistant for Campus-Wide Consultation, including the Dean(s), for a minimum of four weeks. Developers must respond to all comments submitted during the Campus-Wide Consultation process and include this response in the submission to Faculty Council(s) and UEC. 2.3. After Campus-Wide Consultation, the revised program, accompanied by responses to comments submitted in the Campus-Wide Consultation, is submitted for approval to the appropriate Faculty Council(s). 2.4. Upon approval of the program change by the Faculty Council(s), it is forwarded to the Dean(s) for approval. 2.5. Upon approval by the Dean(s), the development of the program budget is overseen by the Dean(s) and the Program Development Coordinator. 2.6. The program change and responses to comments submitted in the Campus-Wide Consultation are submitted to UEC for review and recommendation to APPC. Simultaneously, the program change budget is sent to the Senate Budget Committee for review and recommendation to APPC. 2.7. APPC will receive the recommendations from UEC and the Budget Committee, review them as deemed appropriate, and make its recommendation to Senate.
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UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177
UEC Assistant: Amanda Grimson Phone: 4571
TO: Dr. M. Evered, UFV Senate Chair
FROM: Samantha Pattridge, Undergraduate Education Committee Chair (Acting)
DATE: October 2, 2012
RE: Course approvals
At its August 24 and September 28, 2012 meetings, UEC reviewed and approved a number of new and revised course outlines. As per the Undergraduate Course and Program Approval policy, UEC recommends that Senate approve these courses. Please see the attached documents for additional information. (Rationales are included in the attached individual memos.)
MOTION: THAT Senate approve the new AGRI 390 and AGRI 490 course outlines as recommended by UEC.
MOTION: THAT Senate approve the new BIO 315 course outline as recommended by UEC.
MOTION: THAT Senate approve the revised GEOG 340/GDS 340, GEOG 346, GEOG 402, GEOG 470, and GDS 100 course outlines as recommended by UEC.
MOTION: THAT Senate approve the new and revised IPK 331/POSC 336, IPK 444/ANTH 444/SOC 444, IPK 477/BIO 477, and IPK 486 course outlines as recommended by UEC.
MOTION: THAT Senate approve the revised MATH 440 course outline as recommended by UEC.
MOTION: THAT Senate approve the revised VA 180 and VA 371 course outlines as recommended by UEC.
Course Approvals Page 192 of 319 ... Agenda Item # 4.4.2
From: Deborah Hawkes, Faculty of Trades and Technology To: UEC Subject: New Directed Studies courses in Agriculture
Two Directed Studies courses for Agriculture: AGRI 310 & 410 were created to update ourselves to student inquiries, that have asked for upper level credit research projects and directed studies, which these two courses will cover. There is no budget attached as they are falling under the directed studies category. The creation of these two courses also aligns us for the future agriculture degrees, which are in development for fall 2013 delivery. They are to be taught by the appropriate faculty when approached by students, as well as with consent of the faculty, as these are not regular scheduled classes.
Course Approvals Page 193 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2012 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: August 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
AGRI 390 Agriculture Technology 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Directed Studies in Agriculture COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION:
Under the guidance of one of the agriculture faculty members, students may pursue an advanced research project in agriculture. Regular reports will be required as the project develops, and a final written report must be presented to the supervising faculty member.
PREREQUISITES: 30 credits that apply to an Agriculture program, a minimum overall GPA of 2.5, and instructor's permission. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 45 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: Hrs Hours per day: Seminar: Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 5 Student directed learning: 35 Hrs Expected frequency of course offerings: yearly Other (specify): faculty interact 10 Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Tom Baumann Department Directo Rolf Arnold Date approved: June 2012 Supporting area consultation Date of meeting: June 15, 2012 Curriculum Committee chair: Date approved: August 8, 2012 Dean/Associate VP: John English Date approved: August 9, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: August 24, 2012
Course Approvals Page 194 of 319 ... Agenda Item # 4.4.2
AGRI 390 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. outline project selected in consultation with faculty 2. describe the usefulness of field/lab/greenhouse or literature work 3. plan and implement a research plan 4. apply the science background (biology, physics, chemistry) to specific designs and crops 5. design and describe appropriate experimental design and statistical treatments 6. compare and contrast null hypothesis vs. alternate hypothesis 7. identify problem areas and seek help to solve them 8. propose appropriate methodology 9. determine appropriate timing for research work 10. present outcomes of research in literature background
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Problem solving exercises, field/greenhouse/library work, consultation with industry specialists.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. An example of texts for this course might be:] Required: outline, provided readings by instructor Reading (in library): statistics guides, guides to writing a scientific publication (ASHS example in Writing Centre in Chilliwack)
SUPPLIES / MATERIALS: As needed for physical research in the fields, greenhouse or lab.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Planning of research project 20% Layout and execution of trials 40% Reading of provided materials 10% Written report in scientific format 30%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Varies greatly with project objectives: 1. Outline 2. Project objectives and design 3. Execution of trials/search 4. Scientific paper written 5. Problem solving 6. Debriefing
Course Approvals Page 195 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2012 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: August 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
AGRI 490 Agriculture Technology 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Directed Studies in Agriculture COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION:
Under the guidance of one of the agriculture faculty members, students may pursue an advanced research project in agriculture. Regular reports will be required as the project develops, and a final written report must be presented to the supervising faculty member.
Note: Students are expected to perform at a higher level for this course than for AGRI 390.
PREREQUISITES: 60 credits that apply to an Agriculture program, a minimum overall GPA of 2.5, and instructor's permission. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 45 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: Hrs Hours per day: Seminar: Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 5 Student directed learning: 35 Hrs Expected frequency of course offerings: yearly Other (specify): faculty interact 10 Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Tom Baumann Department Directo Rolf Arnold Date approved: June 2012 Supporting area consultation Date of meeting: June 15, 2012 Curriculum Committee chair: Date approved: August 8, 2012 Dean/Associate VP: John English Date approved: August 9, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: August 24, 2012
Course Approvals Page 196 of 319 ... Agenda Item # 4.4.2
AGRI 490 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. outline project selected in consultation with faculty 2. describe the usefulness of field/lab/greenhouse or literature work 3. plan and implement a research plan 4. apply the science background (biology, physics, chemistry) to specific designs and crops 5. design and describe appropriate experimental design and statistical treatments 6. compare and contrast null hypothesis vs. alternate hypothesis 7. identify problem areas and seek help to solve them 8. propose appropriate methodology 9. determine appropriate timing for research work 10. present outcomes of research in literature background
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Problem solving exercises, field/greenhouse/library work, consultation with industry specialists.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. An example of texts for this course might be:] Required: outline, provided readings by instructor Reading (in library): statistics guides, guides to writing a scientific publication (ASHS example in writing centre inn Chilliw
SUPPLIES / MATERIALS: As needed expenses for physical experimentation in lab, greenhouse, nursery or field.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Planning of research project 20% Layout and execution of trials 40% Reading of provided materials 10% Written report in scientific format 30%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Varies greatly with project objectives: 1. Outline 2. Project objectives and design 3. Execution of trials/search 4. Scientific paper written 5. Problem solving 6. Debriefing
Course Approvals Page 197 of 319 ... Agenda Item # 4.4.2
33844 King Road Abbotsford, BC V2S 7M8 Tel: (604) 504-7441
MEMORANDUM
TO: UEC
FROM: Sharon Gillies, Biology Department Head
DATE: February 20, 2012
SUBJECT: BIO 315, New Course
Description: The Biology Department requests consultation on the attached new course, BIO 315. Previously this course has been offered as BIO 420e (Special Topics in Biology).
Rational: Due to the frequent offering of this course we would like to officially assign a topic & course number. This course has been changed from a 4th year to a 3rd year course as it is not a seminar course and is more suitable as a 3rd year course.
Implementation Date: September 2012
Q:\UEC\UEC meetings\2012-09-28\Course outlines\BIO 315 Memo.doc
Course Approvals Page 198 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2013 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
BIO 315 Biology 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Equine Biology COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course relates basic biology and biochemistry to applied principles and problems in the management of the domestic equine. Metabolism, nutrition, locomotion, genetics, reproductive and digestive anatomy, and physiology will be discussed, as well as common ailments of the horse. Note: Students with credit for BIO 420E cannot take this course for further credit.
PREREQUISITES: Any three biology courses numbered 200 or above, or AGRI 238, or permission of the instructor. COREQUISITES: PRE or COREQUISITES
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: BIO 420E (b) Cross-listed with: (c) Cannot take: BIO 420E for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 40 Hrs Hours per day: Seminar: 20 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 36 Student directed learning: Hrs Expected frequency of course offerings: annually Other (specify): student seminars Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Ernest Kroeker Department Head: Sharon Gillies Date approved: January 20, 2010 Supporting area consultation Date of meeting: January 29, 2010 Curriculum Committee chair: David Fenske Date approved: June 22, 2012 Dean/Associate VP: Lucy Lee Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 199 of 319 ... Agenda Item # 4.4.2
BIO 315 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to : • Describe the anatomy and physiology of the equine digestive tract. • Relate cellular metabolism to utilization of nutrients. • Formulate a ration for horses using a variety of different feeds as well as assess the suitability of existing rations. • Describe the anatomy and physiology of the female reproductive tract in horses. • Explain the role of reproductive hormones in breeding and pregnancy both natural and artificially manipulated. • Predict outcomes of crosses in horses using basic Mendelian genetics. • Generate breeding programs to improve athletic ability in horses. • Describe how a horse moves at three basic gaits. • Identify major muscles and elements of the skeletal system involved in movement. • Identify major intestinal parasites of horses. • Diagnose select common ailments of horses and implement appropriate treatments.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Lectures and student presentations.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. An example of texts for this course might be:] Horses by J. Warren Evans, Horse Management – The official handbook of the German National Equestrian Federation, Current therapy in Equine Medicine by Robinson and Sprayberry, Veterinary notes for horse owners by Captain M. Horace Hayes FRCVS
SUPPLIES / MATERIALS:
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Midterm exam 25% Presentation 25% Final exam 50%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] • Anatomy and physiology of the digestive tract • Energy and protein metabolism • Nutrition and ration formulation • Equine locomotion • Anatomy as it relates to locomotion • Coat colour genetics of horses • Selection for athletic ability in horses • Anatomy and physiology of the female reproductive tract • Artificial insemination, in vitro fertilization, and embryo transfer in horses • Intestinal parasitology • Causes, prevention, diagnosis and treatment of common ailments in horses
Course Approvals Page 200 of 319 ... Agenda Item # 4.4.2
MEMORANDUM
TO Chair, CACC and FCC FROM: Garry Fehr, Geography Department DATE: August 28, 2012 SUBJECT: Revision of GEOG 340 and Cross List as GDS 340
Rationale for Revision and Cross List of Geography 340 as GDS 340:
As part of the DQAB Review of the proposed Bachelor of Arts in Global Development Studies the Expert Panel recommended that all core development theory courses (GDS 100; 250; 340 and 363) be revised so that core development theory and content ladder and increase in complexity as an integrated program of study rather than operate as individual courses in their disciplinary homes. Secondly, GEOG 340 was recommended to become the courses that provides an essential environmental perspective to the program. The revisions reflect the recommendations of the DQAB Expert Panel Review.
Course Approvals Page 201 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2009 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GEOG 340 GEOGRAPHY 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UCFV CREDITS Geographies of Poverty and Development COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course uses a geographical approach to examine the spatial patterns of development and analyze the numerous models and programs that have been used to ameliorate poverty. In particular, the course demonstrates how questions of scale and multiple perspectives influence the design, implementation, and outcomes of sustainable development programs, with an emphasis on the environment, climate change, and Non-Governmental Organizations. Note: Field trips outside of class time will be required. Note: This course is offered as GEOG 340 and GDS 340. Students may take only one of these for credit.
PREREQUISITES: One of GEOG 240, GEOG 241, GEOG 242, or SOC 250/GDS 250. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: GDS 340 (c) Cannot take: GDS 340 for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 22 Hrs Laboratory: Hrs OTHER: Field experience: 8 Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: every other year Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Garry Fehr and Cherie Enns Department Head: Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 202 of 319 ... Agenda Item # 4.4.2
GEOG 340 OFFICIAL UNDERGRADUATECOURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Discuss the geographical context of development and underdevelopment in both the Global South and the dominant North from a multi-scalar spatial perspective. 2. Describe how global processes are leading to progressively unequal patterns of development and change. 3. Critically evaluate the implications and impacts of development methods, programs and poverty alleviation projects on the environment and marginalized communities. 4. Identify key sources for information on topics within international development geography, and how to critically utilize these sources in a research project; 5. Clearly convey the findings of one’s research to a general audience.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) The format of the course will include lectures, assigned readings, discussion groups and oral presentations. Special emphasis will be placed on student participation in seminars, group projects and field observation and reporting. Audio visual materials and case studies will support lecture material.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Course Pack Chambers R. 2008. Revolutions in Development Inquiry. London: Earthscan. Gupta, J. & Grijp, N. Eds. (2010). Mainstreaming Climate Change in Development Cooperation. Cambridge. Holmen, H. (2009). Snakes in Paradise: NGOs and the Aid Industry in Africa. Kumarian Press. Ljung, P. and G. Tannerfeldt (2006) More Urban Less Poor: An Introduction to Urban Development and Management, London, UK: Earthscan Pub. Nichols, P. (2006) Social Survey methods: A Fieldguide for Development Workers. London, Oxfam. Sachs, J. (2005) The End of Poverty: Economic Possibilities for Our Time. New York: Penguin Books. Sheppard, E. et. Al. (2009). A World of Difference: Encountering and Contesting Development.2nd Ed. Guilford.
SUPPLIES / MATERIALS: This course will have a mandatory field trip requiring an additional fee. Details are available on course outlines distributed in class.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Class participation 10% Research proposal 10% Research paper 25% NGO evaluation 20% Exams 35%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] 1. Patterns of poverty and underdevelopment 2. Alternative institutions of development – NGOs and civil society 3. Challenges for NGOs 4. Role of the environment and development – resource constraints, environmental impacts and sustainability 5. Contested environments 6. Vulnerability and climate change 7. Rural spaces – rural livelihoods, households and communities 8. Urban spaces – the Brown Agenda and sustainable urbanization 9. Rural-Urban linkages – regional inequalities, peri-urban areas, and migration 10. Aligning micro, meso, and macro level strategies
Course Approvals Page 203 of 319 ... Agenda Item # 4.4.2
CROSS-LISTED COURSE OUTLINE
COURSE IMPLEMENTATION DATE: September 2009 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
CROSS-LISTED COURSE OUTLINE INFORMATION
This is a cross-listed course. Only one official course outline exists for this course, listed under the original course name and number. Please refer to the official course outline for full course information. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GDS 340 Global Development Studies 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Geographies of Poverty and Development COURSE DESCRIPTIVE TITLE
OFFICIAL COURSE OUTLINE: This is a cross-listed course. Please refer to GEOG 340 for the official course outline.
CALENDAR DESCRIPTION: This course uses a geographical approach to examine the spatial patterns of development and analyze the numerous models and programs that have been used to ameliorate poverty. In particular, the course demonstrates how questions of scale and multiple perspectives influence the design, implementation, and outcomes of sustainable development programs, with an emphasis on the environment, climate change, and Non-Governmental Organizations. Note: Field trips outside of class time will be required. Note: This course is offered as GEOG 340 and GDS 340. Students may take only one of these for credit.
PREREQUISITES: One of GEOG 240, GEOG 241, GEOG 242, or SOC 250/GDS 250. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO (department/program): (a) Replaces: (b) Cross-listed with: GEOG 340 (c) Cannot take: for further credit. GEOG 340
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Garry Fehr and Cherie Enns Department Head: Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 204 of 319 ... Agenda Item # 4.4.2
MEMO
To: CACC & Faculty Council From: Michelle Rhodes, Head, Geography Department
Date: August 28, 2012
Re: Course update: GEOG 346
Rationale
GEOG 346 is up for its 4/6 year review. The changes that have been made reflect the way in which the course is taught by Garry Fehr, who will be taking over the course from David Gibson. Learning outcomes have been updated.
Budget Implications
None. Revisions more accurately reflect current structure of GEOG 346.
1
Course Approvals Page 205 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2005 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GEOG 346 Geography 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Geography of Religion COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: A study of the geographical expression of religion and belief systems, this course covers the origins, diffusion and changing impacts of belief on cultural patterns and landscapes. Field trips outside of class time may be required. Please refer to the department website for field trip scheduling information. Note: Students with credit for GEOG 400C cannot take this course for further credit.
PREREQUISITES: One of GEOG 240, GEOG 241, or GEOG 242. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: GEOG 400C (b) Cross-listed with: (c) Cannot take: GEOG 400C for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 20 Hrs Laboratory: Hrs OTHER: Field experience: 10 Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: Once every second year Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Garry Fehr Department Head: Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 206 of 319 ... Agenda Item # 4.4.2
GEOG 346 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Describe and discuss the origin, diffusion and present patterns of belief systems. 2. Explain the creation of landscapes through the examination of religious experience, sacred places and pilgrimage. 3. Critically analyze the role of religion in defining environmental attitudes and political movements. 4. Identify and interpret local religious landscapes and discuss their spatial evolution in relation to belief systems. 5. Demonstrate fundamental skills in geographic research, analysis and synthesis.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Teaching methods will include lectures, guest speakers, seminar activities, audio-visual materials, student presentations and fieldtrips.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Chris C. Park.1994. Sacred Worlds, An Introduction to Geography and Religion. London: Routledge Hitchcock, S. & Esposito, 2004. J. Geography of Religion: Where God Lives, Where Pilgrims Walk. Washington: National Geographic. Stump, R. 2008. The Geography of Religion: Faith, Place and Space. Rowman & Littlefield Publishers. Eck, D. 2012. India: A Sacred Geography. New York: Harmony Publishers.
1. Diffusion and Dispersion John J Saunders, (ed)1966, The Muslim World On The Eve Of Europe’s Expansion. 83-94.Englewood Cliffs NJ: Prentice-Hall. Michael K Steinberg, 2002, “The Second Conquest: Religious Conversion and the Erosion of the Cultural Ecological Core among the Mopan Maya”, Journal of Cultural Geography. 20(1) 91-105. Robert Voeks, 1993, “African Medicine and Magic in the Americas”, The Geographical Review. 83 (1) 67-78.
2. Belief and Action in the Environment Jenkins, W. & Chapple, C. 2011. Religion and Environment. Annual Review of Environment and Resources, 36, 441-463. Lynn White Jr.1967,”The Historical Roots of Our Ecologic Crisis”, Science. 155 (3765): 1203-07, Yi-Fu Tuan, 1970,“Our Treatment of the Environment in Ideal and Actuality”, American Scientist 58 (3): 244-49. Robin W. Doughty, 1994,“Environmental Theology: Trends in Christian Thought”, in Re-Reading Cultural Geography. Kenneth E. Foote et al (eds.) 313-322. Austin, Texas: University of Texas Press. Kong, L. 2010. Global Shifts, Theoretical Shifts: Changing Geographies of Religion. Progress in Human Geography, 34(6), 755-776.
3. Sacred Places A. The Meaning of Place Yi-Fu Tuan, 1974, “Topophila and Environment”, in Topophilia: A Study of Environmental Perception, Attitudes, And Values. 92-112. Englewood Cliffs, NJ: Prentice Hall Miles Richardson, 2000, “The Gift of Presence”, in Alexander Murphy, Douglas L Johnson, and Viola Haarmann (eds), Cultural Encounters with the Environment: Enduring and Evolving Geographic Themes . 257-272. Lanham: Rowman & Littlefield. B. Pilgrimage Philip L. Wagner, 1997, “Pilgrimage: Culture and Geography”, in Robert H. Stoddard and Alan Morinis (eds.), Sacred Places, Sacred Spaces: The Geography of Pilgrimages. 299-323. Baton Rouge LA: Dept of Geography and Anthropology, LSU.. Hiroshi Tanaka, 1976, “Religious Merit and Convenience, The Resolution Of A Conflict Within A Pilgrimage Through Spatial-Temporal Adjustments”, Occasional Papers in Geography 22 (New Themes in Western Canadian Geography: The Langara Papers) 109-118. Joseph J. Hobbs, 1993, “Sacred Space and Touristic Development At Jebel Musa (Mt. Sinai), Egypt”, Journal of Cultural Geography. 14(1) 99-113. Daniel R. Weir and Irisita Azary, 2001, “Quitovac Oasis: A Sense of Home Place and the Development of Water Resources”, Professional Geographer. 53(1) 45-55. C. Architecture Charles A. Heatwole,1989 “Sectarian Ideology and Church Architecture”, The Geographical Review. 79 (1) 63-78. D. Spiritual Geography Martha L. Henderson, 1993, “What is Spiritual Geography”, The Geographical Review 83(4). 469-472.
4. Regions and Landscapes Elaine M. Bjorklund, 1964, “Ideology and Culture Exemplified in Southwestern Michigan”, Annals of the Association of American Geographers. 54 (2) 227-241 Richard V. Francaviglia, 1971, “The Cemetery as an Evolving Cultural Landscape”, Annals of the Association of American Geographers. 61 (3) 501-509. Ingolf Vogeler, 1976, “The Roman Catholic Culture Region of Central Minnesota”, Pioneer America. 8, 71-83. Park, C. 2004. Religion and Geography. Chapter 17 in Hinnells, J. (ed.) Routledge Companion to the Study of Religion. London: Routledge.
Course Approvals Page 207 of 319 ... Agenda Item # 4.4.2
GEOG 346 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 3) COURSE NAME/NUMBER
Textbooks, references, materials continued:
5. Emerging Patterns Jay Johnson and Frank J Costa,1998, “Hindu Temple Development in the United States: Planning and Zoning Issues”, Journal of Cultural Geography, 17 (2) 115-124. Barbara A Weightman, 1992, “Changing Religious Landscapes in Los Angeles”, Journal of Cultural Geography, 12 (2), 1-20.
SUPPLIES / MATERIALS: Minimal fieldtrip fee.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Midterm 25% Final exam 25% Critical essay on assigned topic 25% Field projects 25%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] 1. Introduction: The geographic study of religion 2. Historical Patterns of Religion - 3. Spatial Patterns of Religion 4. Migration, Ethnicity and Religion 5. Sacred Places 6. Pilgrimage 7. Architecture 8. Landscapes of Death 9. Religious Regions and Landscapes 10. Religion and Development 11. Religion and Politics 12. Presentations 13. Conclusions and Review
Course Approvals Page 208 of 319 ... Agenda Item # 4.4.2
MEMO
To: Science Faculty Council From: Michelle Rhodes, Head, Geography Department
Date: August 28, 2012
Re: Geography 402 pre-requisite changes
Rationale for Pre-requisite Changes, Geography 402
For GEOG 402:
The instructor of this course has noted that students that enter this course directly from GEOG 202 on average tend to struggle with the difficulty of the material. However, those students that excel in GEOG 202—the A and B students—usually have far fewer challenges with the material. Thus, the proposed change will continue to allow for those GEOG 202 students to continue directly into GEOG 402 provided they received high marks in the former course.
Other changes include a new text, and revisions that clarify learning outcomes.
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Course Approvals Page 209 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 1997
COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GEOG 402 Geography 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Quaternary Geology and Geomorphology COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course will examine selected aspects of stratigraphy, geomorphology, glacial geology, and long-term climate history of the Quaternary Period. Glacial and fluvial sedimentary models introduced in GEOG 202 and 302 will be reviewed. Regional emphasis will be placed on southwestern British Columbia and adjacent regions. Fieldwork is an essential component of this course.
Note: Field trips outside of class time will be required. Please refer to the department website for field trip scheduling information.
PREREQUISITES: GEOG 302 or GEOG 304; or GEOG 202 with a grade of B or better. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 75 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 40 Hrs Hours per day: Seminar: Hrs Laboratory: Hrs OTHER: Field experience: 35 Hrs Maximum enrolment: 20 Student directed learning: Hrs Expected frequency of course offerings: Every other year Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Dr. Olav Lian Department Head: Dr. Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: April 13, 2012 Curriculum Committee chair: Dave Fenske Date approved: June 22, 2012 Dean/Associate VP: Lucy Lee Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 210 of 319 ... Agenda Item # 4.4.2
GEOG 402 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: • Apply, and build on, many of the field and laboratory data collection and analysis skills and techniques developed in this course and earlier physical geography courses to solve various field problems. Demonstrate in field reports and independent research an advanced understanding of regional Quaternary geology and geomorphology, and the mechanisms and evidence of long-term environmental (e.g., climate) change. • Discuss and present a working knowledge of how Earth scientists date past environments and how fossil evidence can be used to reconstruct those environments. • Provide an explanation and demonstrate an appreciation of how real research (in the field and the laboratory) is undertaken to solve problems in environmental science.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) This course will be organized around a series of lectures, laboratory exercises, and field trips. The course will consist of a two-hour lecture, followed by a three-hour laboratory session. On many of the days, field trips will replace both the lecture and the lab components; at least one weekend field trip will be scheduled. In total, a minimum of five days will be spent in the field. The field trips will be to key sites in the Fraser Lowland and surrounding regions where research has been done to reconstruct environmental history. Field trips will also introduce the student to active research laboratories (e.g., Royal BC Museum, Pacific Geoscience Centre, Geological Survey of Canada).
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Benn, D.I, and Evans, D.J.A. 2010. Glaciers & Glaciation (2nd ed.). Hodder. London Evans, D.J.A., and Benn, D.I. 2004. A practical guide to the study of glacial sediments. Arnold. London Bennett, M.R. and Glasser, N.F., 1996. Glacial Geology: Ice Sheets and Landforms. Wiley. London.
SUPPLIES / MATERIALS: All-weather clothing for field work; water-proof notebook; camera.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Field trip reports 80%* Review (essay) of a selected research topic 15% Oral presentation of the selected research topic 5%
* 4 reports in total; typically, reports are based on data collected, and observations made, on one three-day trip and three one-day trips.
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Lecture Topics 1. The Quaternary Period - an overview. 2. Mechanisms and records of long-term climate change 3. Quaternary sedimentological processes 4. Quaternary stratigraphy, facies analysis 5. Quaternary soils and fossil organic matter; microfossil and macrofossil records 6. Paraglacial sedimentation 7. Quaternary geochronological techniques and their uses and limitations 8. Glacial geology (structural geology of glacigenic sediments) 9. The Quaternary of North America with emphasis on southwestern BC. 10. Soils in the Quaternary record.
Course Approvals Page 211 of 319 ... Agenda Item # 4.4.2
MEMO
To: CACC & Faculty Council From: Michelle Rhodes, Head, Geography Department
Date: August 28, 2012
Re: Course update: GEOG 470
Rationale
GEOG 470 is a course that Geography uses for its field schools and study tours. After internal discussion regarding learning outcomes, it was determined that students taking this course often lack the core skills of the discipline needed to complete work in the course. This is because they are taking the course earlier in their program, or they have chosen to take their GIS requirement (GEOG 253) in the last term or two.
As a result, we have added a pre-requisite of either GEOG 250 or GEOG 253. Both are skills-training courses, and thus are highly applicable to this course. This will allow the instructors of GEOG 470 to anticipate and expect a certain level of application and output for assignments from students.
Further, this course has over the past several years become much more integrative of the full program (human and physical geography) and this is now reflected in the course description.
The change in hours reflects the reality of current instruction, given that students now spend 5-6 days in the field for this course, rather than 4-5. A greater lecture component is included in order to provide more preparatory time for the trip. As a 5-credit, 4th year course, the students have realistically been expected to complete approximately 30 hours of self-directed learning, and thus, this change reflects nature of how course is offered.
Additional examples have been included in order to update the sample materials lists and evaluations.
Budget Implications
None. Revisions more accurately reflect current structure of GEOG 470.
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Course Approvals Page 212 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2002 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GEOG 470 Geography 5 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Advanced Field Studies in Geography COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: In this capstone course of intensive field study, students will apply concepts and techniques attained in their previous human and physical geography courses to the study of a region outside of Southwest British Columbia. Students will define and formulate research questions, collect and analyze appropriate data from primary and secondary sources, and communicate their findings for both academic and general audiences. Classroom meetings and independent research completed before and after field study are required. GEOG 470 is offered in multiple versions as part of study tours and Adventures in Geography (AIG) field excursions. Please refer to department website for dates and locations of study tours and AIGs.
PREREQUISITES: 60 credits, including at least 4 credits of upper-level Geography; application to an acceptance in study tour or field school. Note: As of September 2013, one of GEOG 250 or 253 must also be included in the 60 credits. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 92 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 12 Hrs Hours per day: Seminar: Hrs Laboratory: Hrs OTHER: Field experience: 50 Hrs Maximum enrolment: Variable; up to 18 with 3 instructors Student directed learning: 30 Hrs Expected frequency of course offerings: Annually Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Michelle Rhodes Department Head: Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 213 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Critically define and discuss the geographic character and regional boundaries of a region under study; 2. Identify field problems and develop testable hypotheses for purposes of further research; 3. Identify the larger significance of case study and field research, as well as the transferability of this research designs and findings, to new research situations; 4. Maintain a field journal, make relevant observations, and support the journal with appropriate visual evidence collected in the field; 5. Identify and use a range of appropriate research techniques (e.g. mapping, statistical analysis, GIS, participant observation, etc.) needed for completing a field-based research project; 6. Combine primary and secondary source information into visual and written presentations for both academic and non- academic audiences; 7. Work effectively and collaboratively in a non-local and potentially foreign environment.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) GEOG 470 is designed in support of geography study tours, including both the 5-6 day Adventures in Geography study tours, and the 2-3 week study tours further afield. Students completing a longer study tour will take GEOG 470 in conjunction with other courses. GEOG 470 requires the completion of field research in combination with library and online research, almost all of which takes place outside of the traditional classroom setting. Each day, students gain an understanding from direct field observations, landscape interpretation, on-site presentations from instructors, field measurements, and other activities. Students are expected to complete field exercises while on the tour.
During a typical field study, students can expect to: • Participate in a variety of field experiences, whether urban, rural, or occasionally wilderness. Some exercises require physical exertion, but the instructors make the best efforts to make activities as all-abilities as practical; • Work together in groups (on certain assignments) to solve general or particular research problems in the field; • Answer questions posed by instructors in the field that address specific geographic patterns; • Participate further in group discussions on topics and issues associated with locations on the tour.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify): Presentation of equivalent research or course work that demonstrates completion of research project in geography
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Highly variable, depending on nature of the research project and/ or study tour. Readings include a combination of assigned materials and additional research materials. Below are some of the materials used to support GEOG 470J on the Yellowstone-Glacier (Montana) study tour:
Journals and online resources: • Glacier National Park website • Montana: A Magazine of Western History • National Park Service, Geology Field notes (Glacier National Park) • USGS website • Yellowstone Science • Yellowstone National Park Archives • Yellowstone National Park Spatial Analysis Centre • Yellowstone Science Bibliography (maintained by Washington State University): http://www.wsulibs.wsu.edu/yellowstone/
Articles: • Barrack, KA. 2010. Protecting the geyser basins of Yellowstone National Park: toward a new national policy for a vulnerable environmental resource. Environmental Management 45: 192-202. • Binnema, Ted, and Melanie Niemi. 2006. “Let the Line Be Drawn Now”: Wilderness, Conservation, and the Exclusion of Aboriginal People from Banff National Park in Canada” Environmental History 11: 724-50. • Bottomly-O`Looney, J. and D. Shaw. 2010. Glacier National Park: People, a Playground, a Park. Montana: A Magazine of Western History
Course Approvals Page 214 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 3) COURSE NAME/NUMBER
Textbooks, references, materials continued: • Dilsaver, Larry. 2010. Yellowstone and the Snowmobile: Locking Horns over National Park Use. Montana: A Magazine of Western History 60 (1): 79-81. • Hall M.H. and Fagre, D.B. 2003. Modeled Climate-Induced Glacier Change in Glacier National Park, 1850– 2100. BioScience 53: 131–140 • Halofsy, Josh, et al., 2008. Recoupling fire and aspen recruitment after wolf reintroduction in Yellowstone National Park, USA. Forest Ecology and Management 256 (8): 1004-1008. • Harper, Andrew. 2010. Conceiving Nature: The Creation of Montana`s Glacier National Park. Montana: A Magazine of Western History 60(2): 3-24. • Kellert, S., Black, M., Rush, C., and A. Bath. 1996. Human Culture and Large Carnivore Conservation in North America. Conservation Biology 10 (4): 977-990. Available on-line. • Kendall, Katherine, et al., 2008. Grizzly Bear Density in Glacier National Park, Montana. Journal of Wildlife Management 72 (8): 1693-1705. • Kilpatrick, A. Marm. 2009. Wildlife–livestock conflict: the risk of pathogen transmission from bison to cattle outside Yellowstone National Park. Journal of Applied Ecology • Man, AY. 2011. Julius Seyler and the Blackfeet: An Impressionist at Glacier National Park. American Indian Culture and Research Journal 35 (2): 212-217. • Mansfield, Carol, et al. 2008. Preferences for Public Lands Management under Competing Uses: The Case of Yellowstone National Park. Land Economics 84(2): 282-305. • Millspaugh, Sarah, and Cathy Whitlock. 1995. A 750-year fire history based on lake sediment records in central Yellowstone National Park, USA. Holocene 5(3): 283-292. • Nash, Roderick. 1970. The American Invention of National Parks. American Quarterly 22 (3): 726-35. • Painter, Luke, and William Ripple. 2011. Effects of bison on willow and cottonwood in northern Yellowstone National Park. Forest Ecology and Management 46 (2): 476-485. • Power, Thomas Michael. 1991. Ecosystem Preservation and the Economy in the Greater Yellowstone Area. Conservation Biology 5 (3): 395-404. Available through JSTOR. • Ripple, William, and Robert Beschta. 2011. Trophic cascades in Yellowstone: The first 15years after wolf reintroduction. Biological Conservation. • Varley, J. and P. Schullery. 1994. The reality and opportunity in the Yellowstone fires of 1988, in The Greater Yellowstone Ecosystem: Redefining America’s Wilderness Heritage, reissue ed., edited by R. Keiter, 105-122. New Haven, CT: Yale University Press. • Wicks, C., Thatcher, W., Dzurisin, D. and J. Svarc. 2006. Uplift, thermal unrest, and magma intrusion at Yellowstone caldera: Nature 440: 72-75. Available on-line.
Videos: • Hawes-Davis, Doug, dir. 2011. Facing the Storm: The Story of American Bison. High Plains Films.
Books: • Barker, R. 2005. Scorched Earth: How the fires of Yellowstone changed America. Island Press/ Shearwater Books. • Barringer, M. 2002. Selling Yellowstone: Capitalism and the Construction of Nature. University Press of Kansas. • Butler, David, Malanson, George, Walsh, Stephen, Fagre, Daniel, ed. (2009). The Changing Alpine Treeline, Volume 12: The Example of Glacier National Park, MT, USA. Elsevier Science. • Corbin, Annalies. 2010. Historical Archaeology of Tourism in Yellowstone National Park. Springer. • Ecological Dynamics on Yellowstone`s Northern Range. 2002. National Academy Press. • Hungry Wolf, Adolf. 1971. Good Medicine in Glacier National Park: Inspirational Photos and Stories from the Days of the Blackfoot People. Good Medicine Books. • Johnson, Jerry. 2010. Knowing Yellowstone: Science in America`s First National Park. Taylor Trade Publishing. • Kinsey, Joni. 2006. Thomas Moran`s West: Chromolithography, High Art, and Popular Taste. University Press of Kansas. • Meagher, Margaret. 1998. Yellowstone and the Biology of Time: Photographs Across a Century. University of Oklahoma Press. • Meyer, Judith. 1996. The Spirit of Yellowstone: The Cultural Evolution of a National Park. Rowan and Littlefield. • Nabokov, P, and L. Loendorf. 2004. Restoring a Presence: American Indians and Yellowstone National Park. University of Oklahoma Press. • National Park Service. 2011. Yellowstone Resources and Issues Handbook, or latest edition. • Prato, Tony, and Dan Fagre, ed. 2007. Sustaining Rocky Mountain Landscapes – Science, Policy, and Management for the Crown of the Continent Ecosystem. Washington D.C.: Resources for the Future. • Schullery, P. 2004. Searching for Yellowstone: Ecology and wonder in the last wilderness. Helena, MT: Montana Historical Society Press.
Course Approvals Page 215 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 4) COURSE NAME/NUMBER
Textbooks, references, materials continued: • Siegel, L. 2000. Windows into the Earth: The Geologic Story of Yellowstone and Grand Teton National Parks. Oxford University Press. • Smith, D., and G. Ferguson. 2005. Decade of the Wolf: Returning the Wild to Yellowstone. The Lyons Press. • Wallace, Linda. 2004. After the Fires: Ecology of Change in Yellowstone National Park • Webb, Robert. 2010. Repeat Photography: Methods and Applications in the Natural Sciences. Island Press. • Wondrak, Alice. 2006. Do Not Feed the Bears: The Fitful History of Tourists and Wildlife in Yellowstone National Park. University of Kansas Press.
SUPPLIES / MATERIALS: Additional trip fee is required, and is dependent on location and numbers of students and instructors.
Supplies required will depend on the location and nature of study. For example, supplies required for the Mt. St. Helens and Channeled Scablands Adventures in Geography study tour included: • Reading List • Carry-on sized suitcase or backpack (approx. 55 cm x 23 cm x 40 cm)* • Daypack (waterproof) • TWO (2) water bottles (should be larger than 500ml) • Rain jacket and rain pants • Rite-in-rain books (available at UFV bookstore) • Hiking boots (high-ankles are recommended)** • Sleeping bag • Small pillow • Camera with extra batteries and film/memory card (cell phone photos are not acceptable) • Sunscreen • Insect repellant • Passport for internstional travel or Driver’s License for domestic travel AND birth certificate • Photocopy of passport or driver’s license and birth certificate • Fleece jacket or similar • Hat and gloves (could be chilly) • Mess kit (non-breakable plate, bowl, mug and cutlery) • Flashlight/lantern • Personal gear (including medications etc.) • Spending money (US funds)
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Trip preparation: 15% • Written responses (2) to core readings and videos (10%) • Annotated bibliography (5%) In the field: 50% • Active participation in daily discussion and presentation of ideas and research (from complementary courses) while on the study tour or AIG; demonstrated ability to work in team for completing field work and daily tasks associated with travel (10%) • Planning, execution, and presentation (post-trip) of field exercises (40%) o Journal records (10%) o Climate data analysis and discussion (5%) o Cultural landscape survey and analysis (5%) o Mapping exercise (5%) o Trail map and guide (15%) Post-trip analysis and synthesis: 35% • Topical field report or research analysis, with literature review (15%) • Research poster (15%) • Class presentation (5%)
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Course content presented is highly generalized, and is presented both in the classroom and in the field. The list of topics below is based on content included in previous study tours:
Course Approvals Page 216 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 5) COURSE NAME/NUMBER
Course content continued:
Topic 1: Introduction to regional studies and fieldwork in Geography; Introduction to the region to be visited Topic 2: Techniques in the field; documenting the region; how to keep field notes, journaling, etc. Topic 3: The Biophysical elements of regional landscapes; Understanding physical processes past and present; local ecology, landforms, and climate Topic 4: Human Interaction with the physical environment; resource quality, use, and conservation Topic 5: Demographic patterns and processes; history of settlement and patterns in the landscape today; rural and urban contrasts Topic 6: Explorations and experiences in cultural, social, and economic geography, including agriculture, religion, ethnicity, political systems, foodways Topic 7: Planning and preparation; dealing with natural hazards, appropriate development; wildlife management
Field studies are conducted in different world regions. GEOG 470 is designated with letters to indicate the subject region:
Course Title GEOG 470 Advanced Field Study in Geography GEOG 470A Advanced Field Study: South America GEOG 470B Advanced Field Study: British Columbia GEOG 470C Advanced Field Study: Hawaii and Pacific GEOG 470D Advanced Field Study: East Asia GEOG 470E Advanced Field Study: Pacific Northwest GEOG 470F Advanced Field Study: Australasia GEOG 470G Advanced Field Study: Europe GEOG 470H Advanced Field Study: American West/Hawaii GEOG 470I Advanced Field Study: South Asia GEOG 470J Advanced Field Study: National Parks GEOG 470K Advanced Field Study: Mexico and Central America GEOG 470L Advanced Field Study: Great Lakes/Central Canada GEOG 470M Advanced Field Study: Atlantic Canada GEOG 470N Advanced Field Study: United States GEOG 470O Advanced Field Study: Western Canada GEOG 470P Advanced Field Study: Western Europe GEOG 470Q Advanced Field Study: Southern Europe GEOG 470R Advanced Field Study: Eastern Europe GEOG 470S Advanced Field Study: Russia GEOG 470T Advanced Field Study: Southwest Asia/Middle East GEOG 470U Advanced Field Study: Southeast Asia GEOG 470V Advanced Field Study: Canada GEOG 470W Advanced Field Study: Sub-Saharan Africa GEOG 470X Advanced Field Study: East Africa GEOG 470Y Advanced Field Study: Circumpolar North/Canada's North
This lettering is consistent with GEOG 433.
Course Approvals Page 217 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2002 COURSE REVISED IMPLEMENTATION DATE: September 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GEOG 470 Geography 5 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Advanced Field Studies in Geography COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: In this capstone course of intensive field study, students will apply concepts and techniques attained in their previous human and physical geography courses to the study of a region outside of Southwest British Columbia. Students will define and formulate research questions, collect and analyze appropriate data from primary and secondary sources, and communicate their findings for both academic and general audiences. Classroom meetings and independent research completed before and after field study are required. GEOG 470 is offered in multiple versions as part of study tours and Adventures in Geography (AIG) field excursions. Please refer to department website for dates and locations of study tours and AIGs.
PREREQUISITES: 60 credits including GEOG 250 or 253, and at least 4 credits of upper-level Geography; application to an acceptance in study tour or field school. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 92 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 12 Hrs Hours per day: Seminar: Hrs Laboratory: Hrs OTHER: Field experience: 50 Hrs Maximum enrolment: Variable; up to 18 with 3 instructors Student directed learning: 30 Hrs Expected frequency of course offerings: Annually Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Michelle Rhodes Department Head: Michelle Rhodes Date approved: February 16, 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 218 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Critically define and discuss the geographic character and regional boundaries of a region under study; 2. Identify field problems and develop testable hypotheses for purposes of further research; 3. Identify the larger significance of case study and field research, as well as the transferability of this research designs and findings, to new research situations; 4. Maintain a field journal, make relevant observations, and support the journal with appropriate visual evidence collected in the field; 5. Identify and use a range of appropriate research techniques (e.g. mapping, statistical analysis, GIS, participant observation, etc.) needed for completing a field-based research project; 6. Combine primary and secondary source information into visual and written presentations for both academic and non- academic audiences; 7. Work effectively and collaboratively in a non-local and potentially foreign environment.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) GEOG 470 is designed in support of geography study tours, including both the 5-6 day Adventures in Geography study tours, and the 2-3 week study tours further afield. Students completing a longer study tour will take GEOG 470 in conjunction with other courses. GEOG 470 requires the completion of field research in combination with library and online research, almost all of which takes place outside of the traditional classroom setting. Each day, students gain an understanding from direct field observations, landscape interpretation, on-site presentations from instructors, field measurements, and other activities. Students are expected to complete field exercises while on the tour.
During a typical field study, students can expect to: • Participate in a variety of field experiences, whether urban, rural, or occasionally wilderness. Some exercises require physical exertion, but the instructors make the best efforts to make activities as all-abilities as practical; • Work together in groups (on certain assignments) to solve general or particular research problems in the field; • Answer questions posed by instructors in the field that address specific geographic patterns; • Participate further in group discussions on topics and issues associated with locations on the tour.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify): Presentation of equivalent research or course work that demonstrates completion of research project in geography
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Highly variable, depending on nature of the research project and/ or study tour. Readings include a combination of assigned materials and additional research materials. Below are some of the materials used to support GEOG 470J on the Yellowstone-Glacier (Montana) study tour:
Journals and online resources: • Glacier National Park website • Montana: A Magazine of Western History • National Park Service, Geology Field notes (Glacier National Park) • USGS website • Yellowstone Science • Yellowstone National Park Archives • Yellowstone National Park Spatial Analysis Centre • Yellowstone Science Bibliography (maintained by Washington State University): http://www.wsulibs.wsu.edu/yellowstone/
Articles: • Barrack, KA. 2010. Protecting the geyser basins of Yellowstone National Park: toward a new national policy for a vulnerable environmental resource. Environmental Management 45: 192-202. • Binnema, Ted, and Melanie Niemi. 2006. “Let the Line Be Drawn Now”: Wilderness, Conservation, and the Exclusion of Aboriginal People from Banff National Park in Canada” Environmental History 11: 724-50. • Bottomly-O`Looney, J. and D. Shaw. 2010. Glacier National Park: People, a Playground, a Park. Montana: A Magazine of Western History
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GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 3) COURSE NAME/NUMBER
Textbooks, references, materials continued: • Dilsaver, Larry. 2010. Yellowstone and the Snowmobile: Locking Horns over National Park Use. Montana: A Magazine of Western History 60 (1): 79-81. • Hall M.H. and Fagre, D.B. 2003. Modeled Climate-Induced Glacier Change in Glacier National Park, 1850– 2100. BioScience 53: 131–140 • Halofsy, Josh, et al., 2008. Recoupling fire and aspen recruitment after wolf reintroduction in Yellowstone National Park, USA. Forest Ecology and Management 256 (8): 1004-1008. • Harper, Andrew. 2010. Conceiving Nature: The Creation of Montana`s Glacier National Park. Montana: A Magazine of Western History 60(2): 3-24. • Kellert, S., Black, M., Rush, C., and A. Bath. 1996. Human Culture and Large Carnivore Conservation in North America. Conservation Biology 10 (4): 977-990. Available on-line. • Kendall, Katherine, et al., 2008. Grizzly Bear Density in Glacier National Park, Montana. Journal of Wildlife Management 72 (8): 1693-1705. • Kilpatrick, A. Marm. 2009. Wildlife–livestock conflict: the risk of pathogen transmission from bison to cattle outside Yellowstone National Park. Journal of Applied Ecology • Man, AY. 2011. Julius Seyler and the Blackfeet: An Impressionist at Glacier National Park. American Indian Culture and Research Journal 35 (2): 212-217. • Mansfield, Carol, et al. 2008. Preferences for Public Lands Management under Competing Uses: The Case of Yellowstone National Park. Land Economics 84(2): 282-305. • Millspaugh, Sarah, and Cathy Whitlock. 1995. A 750-year fire history based on lake sediment records in central Yellowstone National Park, USA. Holocene 5(3): 283-292. • Nash, Roderick. 1970. The American Invention of National Parks. American Quarterly 22 (3): 726-35. • Painter, Luke, and William Ripple. 2011. Effects of bison on willow and cottonwood in northern Yellowstone National Park. Forest Ecology and Management 46 (2): 476-485. • Power, Thomas Michael. 1991. Ecosystem Preservation and the Economy in the Greater Yellowstone Area. Conservation Biology 5 (3): 395-404. Available through JSTOR. • Ripple, William, and Robert Beschta. 2011. Trophic cascades in Yellowstone: The first 15years after wolf reintroduction. Biological Conservation. • Varley, J. and P. Schullery. 1994. The reality and opportunity in the Yellowstone fires of 1988, in The Greater Yellowstone Ecosystem: Redefining America’s Wilderness Heritage, reissue ed., edited by R. Keiter, 105-122. New Haven, CT: Yale University Press. • Wicks, C., Thatcher, W., Dzurisin, D. and J. Svarc. 2006. Uplift, thermal unrest, and magma intrusion at Yellowstone caldera: Nature 440: 72-75. Available on-line.
Videos: • Hawes-Davis, Doug, dir. 2011. Facing the Storm: The Story of American Bison. High Plains Films.
Books: • Barker, R. 2005. Scorched Earth: How the fires of Yellowstone changed America. Island Press/ Shearwater Books. • Barringer, M. 2002. Selling Yellowstone: Capitalism and the Construction of Nature. University Press of Kansas. • Butler, David, Malanson, George, Walsh, Stephen, Fagre, Daniel, ed. (2009). The Changing Alpine Treeline, Volume 12: The Example of Glacier National Park, MT, USA. Elsevier Science. • Corbin, Annalies. 2010. Historical Archaeology of Tourism in Yellowstone National Park. Springer. • Ecological Dynamics on Yellowstone`s Northern Range. 2002. National Academy Press. • Hungry Wolf, Adolf. 1971. Good Medicine in Glacier National Park: Inspirational Photos and Stories from the Days of the Blackfoot People. Good Medicine Books. • Johnson, Jerry. 2010. Knowing Yellowstone: Science in America`s First National Park. Taylor Trade Publishing. • Kinsey, Joni. 2006. Thomas Moran`s West: Chromolithography, High Art, and Popular Taste. University Press of Kansas. • Meagher, Margaret. 1998. Yellowstone and the Biology of Time: Photographs Across a Century. University of Oklahoma Press. • Meyer, Judith. 1996. The Spirit of Yellowstone: The Cultural Evolution of a National Park. Rowan and Littlefield. • Nabokov, P, and L. Loendorf. 2004. Restoring a Presence: American Indians and Yellowstone National Park. University of Oklahoma Press. • National Park Service. 2011. Yellowstone Resources and Issues Handbook, or latest edition. • Prato, Tony, and Dan Fagre, ed. 2007. Sustaining Rocky Mountain Landscapes – Science, Policy, and Management for the Crown of the Continent Ecosystem. Washington D.C.: Resources for the Future. • Schullery, P. 2004. Searching for Yellowstone: Ecology and wonder in the last wilderness. Helena, MT: Montana Historical Society Press.
Course Approvals Page 220 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 4) COURSE NAME/NUMBER
Textbooks, references, materials continued: • Siegel, L. 2000. Windows into the Earth: The Geologic Story of Yellowstone and Grand Teton National Parks. Oxford University Press. • Smith, D., and G. Ferguson. 2005. Decade of the Wolf: Returning the Wild to Yellowstone. The Lyons Press. • Wallace, Linda. 2004. After the Fires: Ecology of Change in Yellowstone National Park • Webb, Robert. 2010. Repeat Photography: Methods and Applications in the Natural Sciences. Island Press. • Wondrak, Alice. 2006. Do Not Feed the Bears: The Fitful History of Tourists and Wildlife in Yellowstone National Park. University of Kansas Press.
SUPPLIES / MATERIALS: Additional trip fee is required, and is dependent on location and numbers of students and instructors.
Supplies required will depend on the location and nature of study. For example, supplies required for the Mt. St. Helens and Channeled Scablands Adventures in Geography study tour included: • Reading List • Carry-on sized suitcase or backpack (approx. 55 cm x 23 cm x 40 cm)* • Daypack (waterproof) • TWO (2) water bottles (should be larger than 500ml) • Rain jacket and rain pants • Rite-in-rain books (available at UFV bookstore) • Hiking boots (high-ankles are recommended)** • Sleeping bag • Small pillow • Camera with extra batteries and film/memory card (cell phone photos are not acceptable) • Sunscreen • Insect repellant • Passport for internstional travel or Driver’s License for domestic travel AND birth certificate • Photocopy of passport or driver’s license and birth certificate • Fleece jacket or similar • Hat and gloves (could be chilly) • Mess kit (non-breakable plate, bowl, mug and cutlery) • Flashlight/lantern • Personal gear (including medications etc.) • Spending money (US funds)
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Trip preparation: 15% • Written responses (2) to core readings and videos (10%) • Annotated bibliography (5%) In the field: 50% • Active participation in daily discussion and presentation of ideas and research (from complementary courses) while on the study tour or AIG; demonstrated ability to work in team for completing field work and daily tasks associated with travel (10%) • Planning, execution, and presentation (post-trip) of field exercises (40%) o Journal records (10%) o Climate data analysis and discussion (5%) o Cultural landscape survey and analysis (5%) o Mapping exercise (5%) o Trail map and guide (15%) Post-trip analysis and synthesis: 35% • Topical field report or research analysis, with literature review (15%) • Research poster (15%) • Class presentation (5%)
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Course content presented is highly generalized, and is presented both in the classroom and in the field. The list of topics below is based on content included in previous study tours:
Course Approvals Page 221 of 319 ... Agenda Item # 4.4.2
GEOG 470 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 5) COURSE NAME/NUMBER
Course content continued:
Topic 1: Introduction to regional studies and fieldwork in Geography; Introduction to the region to be visited Topic 2: Techniques in the field; documenting the region; how to keep field notes, journaling, etc. Topic 3: The Biophysical elements of regional landscapes; Understanding physical processes past and present; local ecology, landforms, and climate Topic 4: Human Interaction with the physical environment; resource quality, use, and conservation Topic 5: Demographic patterns and processes; history of settlement and patterns in the landscape today; rural and urban contrasts Topic 6: Explorations and experiences in cultural, social, and economic geography, including agriculture, religion, ethnicity, political systems, foodways Topic 7: Planning and preparation; dealing with natural hazards, appropriate development; wildlife management
Field studies are conducted in different world regions. GEOG 470 is designated with letters to indicate the subject region:
Course Title GEOG 470 Advanced Field Study in Geography GEOG 470A Advanced Field Study: South America GEOG 470B Advanced Field Study: British Columbia GEOG 470C Advanced Field Study: Hawaii and Pacific GEOG 470D Advanced Field Study: East Asia GEOG 470E Advanced Field Study: Pacific Northwest GEOG 470F Advanced Field Study: Australasia GEOG 470G Advanced Field Study: Europe GEOG 470H Advanced Field Study: American West/Hawaii GEOG 470I Advanced Field Study: South Asia GEOG 470J Advanced Field Study: National Parks GEOG 470K Advanced Field Study: Mexico and Central America GEOG 470L Advanced Field Study: Great Lakes/Central Canada GEOG 470M Advanced Field Study: Atlantic Canada GEOG 470N Advanced Field Study: United States GEOG 470O Advanced Field Study: Western Canada GEOG 470P Advanced Field Study: Western Europe GEOG 470Q Advanced Field Study: Southern Europe GEOG 470R Advanced Field Study: Eastern Europe GEOG 470S Advanced Field Study: Russia GEOG 470T Advanced Field Study: Southwest Asia/Middle East GEOG 470U Advanced Field Study: Southeast Asia GEOG 470V Advanced Field Study: Canada GEOG 470W Advanced Field Study: Sub-Saharan Africa GEOG 470X Advanced Field Study: East Africa GEOG 470Y Advanced Field Study: Circumpolar North/Canada's North
This lettering is consistent with GEOG 433.
Course Approvals Page 222 of 319 ... Agenda Item # 4.4.2
MEMORANDUM
TO CACC and Faculty Council FROM: Stephen Piper and Garry Fehr, GDS Curriculum Working Group DATE: April 26, 2012 SUBJECT: Revision of GDS 100
Rationale for Revision of GDS 100:
As part of the DQAB Review of the proposed Bachelor of Arts in Global Development Studies the Expert Panel recommended that all core development theory courses (GDS 100; 250; 340 and 363) be revised so that core development theory and content ladder and increase in complexity as an integrated program of study The revisions to GDS 100 reflect the recommendations of the DQAB Expert Panel Review.
Course Approvals Page 223 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2011
COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
GDS 100 Global Development Studies 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS A World of Development COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION:
This course introduces the processes and practices of development in global and local contexts. Examples from around the world are used to illustrate both “natural” and planned development activities and their consequences. The course may be team taught by faculty from the different departments involved in the GDS program.
Note: Field trips outside of class time will be required. Please refer to the department website for field trip scheduling information.
PREREQUISITES: None COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: N/A (b) Cross-listed with: N/A (c) Cannot take: N/A for further credit.
TOTAL HOURS PER TERM: 45 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 15 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 36 Student directed learning: Hrs Expected frequency of course offerings: Annually Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Garry Fehr & Stephen Piper Department Head: GDS Curriculum Working Group Date approved: May 2012 Supporting area consultation Date of meeting: May 18, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 14, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 224 of 319 ... Agenda Item # 4.4.2
GDS 100 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Define the processes and practices of global development 2. Explain basic concepts of development and underdevelopment 3. Apply an interdisciplinary approach to current development issues 4. Discuss the nature and causes of major development problems and the measures that have been taken to deal with them 5. Articulate an understanding of the interconnectedness of global and local dimensions of development 6. Use a set of basic concepts essential for further studies in Global Development Studies
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) The course employs a combination of lectures, seminars and active learning methods like simulation exercises and popular education techniques. When possible, guest speakers, field trips, and a-v materials will be used to enhance learning. At least part of the course will be team taught by GDS faculty from participating departments.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] GDS 100 Coursepack Desai, Vandana and Robert Potter (2008). The Companion to Development Studies, Second Edition. Oxford University Press. Jackson, Robert (2009). Annual Editions: Global Issues 08/09. McGraw-Hill.
SUPPLIES / MATERIALS: No extraordinary supplies or materials will be required. However, students will be responsible for all costs associated with any field trips and may have to spend a small amount on display or project materials.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Quiz 1 5% Midterm exam 25% Quiz 2 5% Final exam 25% Term project and report 30% Participation 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] 1. Introduction 2. History of “Development” and Underdevelopment 3. Development as economic growth 4. The impasse in development studies 5. Development and basic needs 6. Development as human rights 7. Participatory approaches 8. Short, medium and long-term strategies for development 9. Crisis and humanitarian relief 10. Globalization or global partnership?
Course Approvals Page 225 of 319 ... Agenda Item # 4.4.2
MEMO
To: Amanda Grimson
From: Shirley Hardman
Date: July 16, 2012
Re: IPK 331
IPK 331: Indigenous Leadership: Yesterday for Today and Tomorrow
This course is being revised to update the readings, clarify the content, and fit into the upcoming major program in Indigenous Studies. It has also been reworded to explicitly welcome non-Indigenous students. It is cross-listed with POSC 336, as the number 331 was already in use.
1
Course Approvals Page 226 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
IPK 331 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Indigenous Leadership: Yesterday and Today for Tomorrow I COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: In a collaborative learning environment, students and instructor will examine their understandings of history, leadership, and themselves. With an anti-colonial lens, students will examine and engage with knowledge of the interaction of the State, non-Indigenous, and Indigenous peoples. This course is open to everyone. Building from the framework of knowledge acquired in previous coursework, students will expand their awareness, understanding, and knowledge of Stó:lõ and Canadian history, realities, and challenges for today and tomorrow.
Note: This course is offered as IPK 331 and POSC 336. Students may take only one of these for credit.
PREREQUISITES: 45 university-level credits including one of the following: HIST 103, FNST 202, POSC 100, POSC 110, POSC 120, or FNST 275/EDUC 275. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: POSC 336 (c) Cannot take: POSC 336 for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 20 Hrs Hours per day: Seminar: 40 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: Once per year Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): William J. Mussell , redesigned by Shirley Hardman and Rita Dhamoon Department Head: (Chair, PWG) Shirley Hardman Date approved: April 6, 2012 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 227 of 319 ... Agenda Item # 4.4.2
IPK 331 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: • describe the social and leadership dynamics prior to colonization • draw on previous course work in Indigenous histories to make meaningful links between the reality of the past with the present • recognize and identify strategies used in Indigenous communities to develop new community lifestyles and to organize leadership to face new political and social realities • identify and provide definition of culture as a dynamic phenomenon • explain the disruptive forces of state laws and practices that have shaped policies on and about Indigenous peoples in relation to Indigenous leadership • explain culture dimensions of holistic health, renewal and empowerment by focusing on traditional knowledge, ways of knowing, and core values • explain the strategies and approaches of Indigenous leaders defending of their land, rights, communities, and cultural practices • describe the effects of disruptive forces in their lives and the importance of healing and personal growth
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Formal, non-formal, informal and incidental learning methods will be used including: Discussions, guest speakers, student-centred activities, readings, and lectures. Indigenous leaders as guest lecturers.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s): Traditional teaching methods of experiential learning will be the focus of this course. Additionally, students in this course are on a journey of self discovery which they embark on with the educator and their peers. Grading in this course is contingent upon the self reflective practice and the teach back exercises.
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] A Gathering of Wisdoms:Tribal Mental Health A Cultural Perspective: Swinomish Tribal Mental Health Project Bill Mussell
A Course pack to include a selection from: Manuel, George, Alfred, T. & Corntassel, J. Being Indigenous: Resurgences Against Contemporary Colonialism. Suina, S. (2000). “Linking Native People and Spirituality of all Life: The Gifts of our Grandmothers and Grandfathers” in Indigenous Educational Models for Contemporary Practice: In Our Mother’s Voice. Maenette kape ‘ahiokalani Padeken Ah Nee-Menham and Joanne Elizabeth Cooper (eds). Little Bear, L. (2000). “Jagged Worldviews Colliding,” in M. Battiste (Ed.), Reclaiming Indigenous Voice and Vision. Monture-Angus, P. (1999). “To Break with the Past, Searching For the Meaning of Self Determination.” In Journeying Forward, Dreaming First Nations Independence. Green, J. and Thomas R. (2005). “Learning Through Our Children, Healing For Our Children: Best Practice in First Nations Communities.” In Lena Dominelli (Ed.) Communities in a Globalizing World: Theory and Practice for Community Empowerment. Boldt, M. (1993). Surviving as Indians: The Challenge of Self-Government. Miller, J.R. (2000). Skyscrapers Hide the Heavens: a History of Indian-White Relations in Canada. (3rd. ed) Waters, Anne (2003). American Indian Thought: Philosophical Essays. Timpson, Annis May (2009). First Nations, First Thoughts: The Impact of Indigenous Thought in Canada McKegney, Sam (2007). Magic Weapons: Aboriginal Writers Remaking Community after Residential School, (foreword: written by Basil Johnston) Weaver, Sally. (1986). The Quest for Justice: Aboriginal Peoples and Aboriginal Rights. “Federal Difficulties with Aboriginal Rights Demands” pp. 139-148 Memmi, Albert (2006). Decolonization and the Decolonized. McIlwraith, David (dir.), 2005, The Lynching of Louie Sam (film, 52 mins) Welsh, Christine (dir.), 2006, Finding Dawn (film, 73 mins) Obomsawin, Alanis, 1993, Kanehsatake 270 years of Resistance (film, 119 mins)
Course Approvals Page 228 of 319 ... Agenda Item # 4.4.2
IPK 331 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 3) COURSE NAME/NUMBER
SUPPLIES / MATERIALS: None
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Participation/engagement 10% Presentation: assigned readings (small groups) 20% (leadership reframing) Teach-back 25% Journal 25% Course reflection and self-evaluation of leadership 20%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Weeks 1-2 Case Study Purpose, Methodology, and Findings Frames of leadership Including pre-European history: elders, matriarchs, and other leaders; Indigenous v. non-Indigenous forms of leadership; government structures e.g. Ministries and Indigenous structures.
Weeks 3-4 Family and Community Context of Indigenous Life and Historical Disruptive Forces Examining the threats and the resistance to capitalism and liberal assimilationist forces: Indian Act, residential system, vote, current context – DIAND, Bill C31, US-American Border, Oka, Meech Lake and constitutional debates, White Paper, and indigenous leadership.
Weeks 5-6 Indigenous Philosophies and Traditions Issues of Authenticity and Essentialism Indigenous teachings, traditional knowledge, and political philosophy. Mental, physical, spiritual, and emotional components of effective leadership.
Weeks 7-9 Grieving, Healing, and Personal Growth Engaging with the psycho-social impacts of historical and contemporary traumas: murdered and missing women, TRC, residential schools, grieving of “loss” of Indigenous knowledge on leadership because of colonialism including connections to land, seven generations linkages, language and resilience, reconciliation-reclamation-redress, apology, Declaration of the Rights of Indigenous Peoples.
Weeks 10-12 Personal and Cultural Identity A tradition of resistance: Indigenous and State policies of citizenship and how they divide and organize leadership, Métis Council, AFN, Inuit Women’s organization, NWAC – women as leaders; Indigenous strategies of defense of their land, rights, communities, and cultural practices.
Week 13 Closing Circle
Course Approvals Page 229 of 319 ... Agenda Item # 4.4.2
CROSS-LISTED COURSE OUTLINE
COURSE IMPLEMENTATION DATE: January 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
CROSS-LISTED COURSE OUTLINE INFORMATION
This is a cross-listed course. Only one official course outline exists for this course, listed under the original course name and number. Please refer to the official course outline for full course information. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
POSC 336 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Indigenous Leadership: Yesterday and Today for Tomorrow I COURSE DESCRIPTIVE TITLE
OFFICIAL COURSE OUTLINE: This is a cross-listed course. Please refer to IPK 331 for the official course outline.
CALENDAR DESCRIPTION: In a collaborative learning environment, students and instructor will examine their understandings of history, leadership, and themselves. With an anti-colonial lens, students will examine and engage with knowledge of the interaction of the State, non-Indigenous, and Indigenous peoples. This course is open to everyone. Building from the framework of knowledge acquired in previous coursework, students will expand their awareness, understanding, and knowledge of Stó:lõ and Canadian history, realities, and challenges for today and tomorrow.
Note: This course is offered as IPK 331 and POSC 336. Students may take only one of these for credit.
PREREQUISITES: 45 university-level credits including one of the following: HIST 103, FNST 202, POSC 100, POSC 110, POSC 120, or FNST 275/EDUC 275. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO (department/program): (a) Replaces: (b) Cross-listed with: IPK 331 (c) Cannot take: for further credit. IPK 331
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): William J. Mussell, redesigned by Shirley Hardman and Rita Dhamoon Department Head: Hamish Telford Date approved: September 22, 2011 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 230 of 319 ... Agenda Item # 4.4.2
MEMO
To: Amanda Grimson
From: Shirley Hardman
Date: July 16, 2012
Re: IPK 444
IPK 444: Indigenous Methodology
This course constitutes one of the methods courses for the upcoming major in Indigenous Studies. It is cross-listed with Anth 444 and Soc 444. It prepares students to consider alternative ways of understanding knowledge, and gaining a critical perspective on research practice.
1
Course Approvals Page 231 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
IPK 444 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Indigenous Methodologies COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course examines the complexities of Indigenous research frameworks. Students will learn to identify how Indigenous methodologies differ from historical mainstream western approaches. Successful students will be able to make meaningful links between Indigenous philosophies, knowledges, identities, and policies examined in the course and their own practice as researchers.
Note: This course will include field trips.
Note: This course is offered as IPK 444, ANTH 444, and SOC 444. Students may take only one of these for credit.
PREREQUISITES: 60 university-level credits COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: ANTH 444/SOC 444 (c) Cannot take: ANTH 444/SOC 444 for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 39 Hrs Hours per day: Seminar: 12 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: Bi-annually Other (specify): longhouse 9 Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Chantelle Marlor, Shirley Swelchalot Shxwha:yathel Hardman, Luanne Yellowfly Department Head: (Chair, PWG) Shirley Hardman Date approved: April 6, 2012 Supporting area consultation (Pre-UPAC) Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Program Advisory Committee (UPAC) approval Date of meeting: September 28, 2012
Course Approvals Page 232 of 319 ... Agenda Item # 4.4.2
IPK 444 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: • Identify and describe a number of methods and techniques appropriate to doing research from an indigenous perspective • Articulate the ethical aspects of research as related to Indigenous peoples • Articulate the tensions that exist within Western discourse as Indigenous peoples and academic researchers (and others) seek to re-evaluate traditional knowledge • Articulate a critical understanding of the historically contentious relationship between research and Indigenous Peoples and how this affects research projects today • Identify research practices that will contribute to the empowerment of Indigenous Peoples • Describe the “Power of Place”, with meaningful links to “homeland” in Indigenous identities and identify ways to incorporate this into how research is done
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Lecture, seminar, presentations, and field trips.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify): Methods will be considered on a case-by-case basis.
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Basso, Keith. (1996). Wisdom Sits in Places: Landscape and Language Among the Western Apache. Albuquerque: University of New Mexico. Brown, Leslie & Susan Strega. (2005). Research as Resistance: Critical, Indigenous, & Anti-Oppressive Approaches. Toronto: Canadian Scholars Press. Denzin, Norman K., Yvonna S. Lincoln, Linda Tuhiwai Smith. (2008). Handbookk of Critical and Indigenous Methodologies. Los Angeles: SAGE Kovach, Margaret. (2009). Indigenous Methodologies: Characteristics, Conversations, and Contexts. Toronto: University of Toronto. Kuokkanen, Rauna J. (2007). Reshaping the University: Responsibility, Indigenous Epistemes, and the Logic of the Gift. Vancouver: UBC. Smith, Linda T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. New York: Zed Books Wilson, Angela W., & Michael Yellow Bird. (2005) For Indigenous Eyes Only: A Decolonization Handbook. Santa Fe: School of American Research.
SUPPLIES / MATERIALS:
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Proposal presentation 30% Short essay I 30% Short essay II 30% Class participation 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:]
Week 1 Introduction: Colonialism and Research Weeks 2-3 Longhouse experience (local Stó:lō context and epistemology) Weeks 4-5 Cross-cultural perceptions and sensitivities Weeks 6-7 Decolonizing Methodologies, Counter-Colonial Research Week 8 Storytelling, Oral traditions, the “power of place” Week 9 Protocols and Principles: Respect, Relevance, Reverence, and Reciprocity. Week 10 OCAP, Social Justice and the Tri-partite Policy Agreements Weeks 11-12 Contemporary models for success Week 13 Examining our own practices
Course Approvals Page 233 of 319 ... Agenda Item # 4.4.2
CROSS-LISTED COURSE OUTLINE
COURSE IMPLEMENTATION DATE: September 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
CROSS-LISTED COURSE OUTLINE INFORMATION
This is a cross-listed course. Only one official course outline exists for this course, listed under the original course name and number. Please refer to the official course outline for full course information. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
ANTH 444 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Indigenous Methodologies COURSE DESCRIPTIVE TITLE
OFFICIAL COURSE OUTLINE: This is a cross-listed course. Please refer to IPK 444 for the official course outline.
CALENDAR DESCRIPTION: This course examines the complexities of Indigenous research frameworks. Students will learn to identify how Indigenous methodologies differ from historical mainstream western approaches. Successful students will be able to make meaningful links between Indigenous philosophies, knowledges, identities, and policies examined in the course and their own practice as researchers.
Note: This course will include field trips.
Note: This course is offered as IPK 444, ANTH 444, and SOC 444. Students may take only one of these for credit.
PREREQUISITES: 60 university-level credits. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO (department/program): (a) Replaces: (b) Cross-listed with: IPK 444/SOC 444 (c) Cannot take: for further credit. IPK 444/SOC 444
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Shirley Swelchalot Shxwha:yathel Hardman and Luanne Yellowfly Department Head: Stephen Piper Date approved: September 23, 2011 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 234 of 319 ... Agenda Item # 4.4.2
CROSS-LISTED COURSE OUTLINE
COURSE IMPLEMENTATION DATE: September 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
CROSS-LISTED COURSE OUTLINE INFORMATION
This is a cross-listed course. Only one official course outline exists for this course, listed under the original course name and number. Please refer to the official course outline for full course information. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
SOC 444 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Indigenous Methodologies COURSE DESCRIPTIVE TITLE
OFFICIAL COURSE OUTLINE: This is a cross-listed course. Please refer to IPK 444 for the official course outline.
CALENDAR DESCRIPTION: This course examines the complexities of Indigenous research frameworks. Students will learn to identify how Indigenous methodologies differ from historical mainstream western approaches. Successful students will be able to make meaningful links between Indigenous philosophies, knowledges, identities, and policies examined in the course and their own practice as researchers.
Note: This course will include field trips.
Note: This course is offered as IPK 444, ANTH 444, and SOC 444. Students may take only one of these for credit.
PREREQUISITES: 60 university-level credits. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO (department/program): (a) Replaces: (b) Cross-listed with: IPK 444/ANTH 444 (c) Cannot take: for further credit. IPK 444/ANTH 444
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Shirley Swelchalot Shxwha:yathel Hardman and Luanne Yellowfly Department Head: Stephen Piper Date approved: September 23, 2011 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 235 of 319 ... Agenda Item # 4.4.2
MEMO
To: Amanda Grimson
From: Shirley Hardman
Date: July 16, 2012
Re: IPK 477
IPK 477: Traditional Ecological Knowledges
This course will be offered as a part of the upcoming Indigenous Studies major. It is cross-listed with Biology as Biology 477. It offers students the opportunity to understand the traditional relationship of Indigenous people to the natural world.
1
Course Approvals Page 236 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
IPK 477 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Traditional Ecological Knowledges COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course explores in depth Indigenous approaches to botany, zoology, and ecology. Topics may include: Indigenous systems of classification; contexts in which Indigenous peoples develop and utilize traditional ecological knowledge; methods of learning about traditional ecological knowledge from knowledgeable Indigenous elders and harvesters; traditional and new Indigenous approaches to natural resource (co)management; methods of caring for, harvesting, and/or using plants and animals; and the relationship of traditional ecological knowledge to other aspects of Indigenous ways of life, culture, and territorial claims. There will be an emphasis on the traditional ecological knowledge of the North West Coast. Note: This course includes class field trips. Note: This course is offered as IPK 477 and BIO 477. Students may take only one of these for credit.
PREREQUISITES: 60 university-level credits COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: BIO 477 (c) Cannot take: BIO 477 for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 15 Hrs Hours per day: Seminar: 30 Hrs Laboratory: Hrs OTHER: Field experience: 15 Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: Annually Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Chantelle Marlor and Shirley Swelchalot Shxwha:yathel Hardman Department Head: (Chair, PWG) Shirley Hardman Date approved: April 6, 2012 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 237 of 319 ... Agenda Item # 4.4.2
IPK 477 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: • Differentiate the nature, sources, and characteristics of traditional ecological knowledge • Identify and describe specified plants and animals and the ecological relationship among them from an Indigenous perspective • Interpret key differences between scientific and indigenous styles of knowing about the environment • Illustrate the larger empirical and theoretical implications of using traditional ecological knowledge within natural resource management • Compare and contrast Indigenous and scientific philosophies as related to the environment • Explain the complex relationship between culture and biology in traditional ecological knowledge and natural resource management • Describe issues around indigenous knowledge and intellectual property rights
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Formal, non-formal, informal, and incidental learning methods will be used including: Discussions, guest speakers, field trips, student-centred activities, readings, and lectures.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Anderson, E.N., Deborah Pearsall, Eugene Hunn, Nancy Turner (editors). 2011. Ethnobotany. Wiley-Blackwell. And a course pack to include a selection from: Angayuqaq Oscar Kawagley ( ). A Yupiaq Worldview: A Pathway to Ecology and Spirit, Second Edition. Turner, N.J. 2005. “The Earths Blanket: Traditional Teaching for Sustainable Living.” Douglas and McIntyre Ltd. Pierotti Raymond. (2010). Indigenous Knowledge, Ecology, and Evolutionary Biology. Routledge. Menzies, Charles (Translator) 2006. Traditional Ecological Knowledge and Natural Resource Management. University of Nebraska Berkes Fikret. (2008) Sacred Ecology. Routledge.
SUPPLIES / MATERIALS: None
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Midterm 30% Project 25% Final 35% Participation/engagement 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Week 1 Introduction to traditional ecological knowledge Week 2 Elder teachings and river walk at Blue Heron Reserve Week 3 Lifestyles: Being out on the land and water Week 4 Who has the knowledge and who can learn it Weeks 5-9 Examples of traditional ecological knowledge (including fieldtrips and guest lectures) Week 10 Indigenous methodologies, epistemology, classification, and ontology Week 11 Traditional technologies, ceremonies and sacredness Week 12-13 Indigenous peoples and natural resource management
Course Approvals Page 238 of 319 ... Agenda Item # 4.4.2
CROSS-LISTED COURSE OUTLINE
COURSE IMPLEMENTATION DATE: September 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
CROSS-LISTED COURSE OUTLINE INFORMATION
This is a cross-listed course. Only one official course outline exists for this course, listed under the original course name and number. Please refer to the official course outline for full course information. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
BIO 477 Arts/Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Traditional Ecological Knowledges COURSE DESCRIPTIVE TITLE
OFFICIAL COURSE OUTLINE: This is a cross-listed course. Please refer to IPK 477 for the official course outline.
CALENDAR DESCRIPTION: This course explores in depth Indigenous approaches to botany, zoology, and ecology. Topics may include: Indigenous systems of classification; contexts in which Indigenous peoples develop and utilize traditional ecological knowledge; methods of learning about traditional ecological knowledge from knowledgeable Indigenous elders and harvesters; traditional and new Indigenous approaches to natural resource (co)management; methods of caring for, harvesting, and/or using plants and animals; and the relationship of traditional ecological knowledge to other aspects of Indigenous ways of life, culture, and territorial claims. There will be an emphasis on the traditional ecological knowledge of the North West Coast. Note: This course includes class field trips. Note: This course is offered as IPK 477 and BIO 477. Students may take only one of these for credit.
PREREQUISITES: 60 university-level credits. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO (department/program): (a) Replaces: (b) Cross-listed with: IPK 477 (c) Cannot take: for further credit. IPK 477
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Chantelle Marlor and Shirley Hardman Department Head: Allan Arndt Date approved: July 13, 2012 Supporting area consultation Date of meeting: September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Ora Steyn Date approved: September 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 239 of 319 ... Agenda Item # 4.4.2
MEMO
To: Amanda Grimson
From: Shirley Hardman
Date: July 16, 2012
Re: IPK 486
IPK 486: Worldviews of Indigenous Peoples in North America
This course will be offered as a part of the upcoming Indigenous Studies major. It introduces students to the worldviews of the Indigenous peoples of North America.
1
Course Approvals Page 240 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: September 2013 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
IPK 486 Indigenous Studies Centre 4 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Worldviews of Indigenous Peoples in North America COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: This course will explore the teachings of Indigenous knowledge holders, the ancestral and contemporary knowledge regarding the origins of the world, cosmology, and power. This course will focus primarily on the teachings of the first peoples of North America, though connections will be made with Indigenous peoples from other parts of the world. Students will develop an understanding of the key topics and questions of the Indigenous philosophies. This course will encourage a student to develop a more critical stance towards his or her own culture(s) and the ability to evaluate ideas within a cultural and historical context.
PREREQUISITES: 60 university-level credits COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 30 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 28 Student directed learning: Hrs Expected frequency of course offerings: Annually Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Shirley Swelchalot Shxwha:yathel Hardman Department Head: (Chair, PWG) Shirley Hardman Date approved: April 6, 2012 Supporting area consultation Date of meeting September 7, 2012 Curriculum Committee chair: Tetsuomi Anzai Date approved: September 14, 2012 Dean/Associate VP: Jacqueline Nolte Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting September 28, 2012
Course Approvals Page 241 of 319 ... Agenda Item # 4.4.2
IPK 486 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, a student will be able to: • identify the key topics and questions of Indigenous (North American) philosophies • analyze the ontological, ethical, political, epistemological, and metaphilosophical issues raised within the context of Indigenous philosophies • articulate the interplay between his/her own culture/world experience & the teachings of Indigenous peoples • identify contemporary Indigenous Philosophers and summarize their contributions to the canon
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Formal, non-formal, informal, and incidental learning methods will be used including: Discussions, guest speakers, student-centred activities, readings, and lectures. Indigenous leaders as guest lecturers.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] A Course pack to include a selection from: Angayuqaq Oscar Kawagley (1995). A Yupiaq Worldview: A Pathway to Ecology and Spirit, Second Edition. : Waveland Press. Baker, Simon, Nerna Kirkness. (1994). Khot-la-cha: An Autobiography of Chief Simon Baker. Vancouver: Douglas and McIntyre. Miller, Bruce Granville (Ed.). (2007). Be of Good Mind: Essays on the Coasst Salish. Vancouver: UBC Press. Deloria, Vine. (1994) God is Red: A Native View of Religion. : North American Press Waters, Anne (Ed.). (2004). American Indian Thought. Mass., USA.: Blackwell Publishing. Warrior, Robert A. (1995). Tribal Secrets: Recovering American Indian Intellectual Traditions. Minneapolis: U of M Press. Fixico, Donald. (2003). The American Indian Mind in a Linear World: American Indian Studies and Traditional Knowledge. Routledge. Turner, Dale. (2006). This Is Not a Peace Pipe: Towards a Critical Indigenous Philosophy. Churchill, Ward (Ed.). (1984). Marxism and Native Americans. Boston: South End Press.
SUPPLIES / MATERIALS: None
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Midterm paper 30% Reflexive/reflective journal 25% (could be quizzes, short assignments, and presentations) Final paper 35% Participation/engagement 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Week 1 Introduction to Indigenous (North American) Philosophies Week 2 What is Indigenous Philosophy (Who Defines It?) Week 3-4 Representations and Stereotypes (Otherness & Differences) Week 5-6 Ancestral Sources of Philosophical Thought (Origins, Cosmology, Power) Weeks 7-9 Indigenous knowledges, Epistemology, and Pedagogies Week 10 Indigenous Philosophy & Personal Practice (Ethics, Preservation & Maintenance of Indigenous Teachings) Week 11-13 Contemporary Indigenous (North American) Philosophers
Course Approvals Page 242 of 319 ... Agenda Item # 4.4.2
MEMO
FSCC, Science Faculty Council, UEC, Senate To:
.
The proposal is to drop the MATH 255 prerequisite and replace the MATH 340 prerequisite with MATH152 or MATH 221 (linear algebra), MATH211 (Calculus III), and MATH 265 (Transition to advanced mathematics). These second year courses are already co-requisites or pre-requisites for the existing prerequisites MATH 255 and MATH 340. This suite of second year courses will be sufficient in providing the necessary mathematics topics needed in MATH 440 and also will continue to provide the necessary mathematical maturity. Some technicalities that would have been more appropriate with a MATH 340 background will be de-emphasized. This particularly applies to some of the convergence theorems. Also, the course will not cover applications to differential equations. Some of these applications are already included in PHYS 381.
The course is now being restructured as a seminar. There are currently no seminar courses in Mathematics or Statistics. The Department feels that having a designated seminar course will provide mathematics students with some useful skills. The course has a core of material that will be covered in lectures. Once this fundamental material has been established there are numerous independent topics that can be explored, based on student interest and background. Each student will run a seminar in class, accompanied by a written report. This will give students the opportunity to explore a facet of Fourier analysis for which they have an inclination. This course is especially well suited to run as a seminar since from the core material it can branch out into areas of pure mathematics (such as summability), numerical methods (such as wavelets) or applications (such as to music). From: Cynthia Loten, Head, Mathematics and Statistics
and Date: 25/09/2012
Re: Revisions to prerequisites, outcomes, maximum enrolment for Math 440, 6 year review
This outline went through Pre-UEC without any suggestions for change. We have made major revisions to Math 440 to make it more accessible to students and to restructure it as a seminar-based course. Acting Dean of Science, Ian McAskill approved the maximum enrolment from 36 to 24. Proposed prerequisite change From: Math 255 and one of Math 320 or Math 340. To: Math 211, Math 265 and one of Math 221 or Math 152 Proposed change in maximum enrolment: from 36 to 24. Proposed change in outcomes: See course outline
MATH~440, Fourier analysis, was implemented in January 2006. It has never been offered as a regular course but has been offered twice as a Directed Studies class (winter 2006, fall 2008). In each case there were two students. The prerequisites are MATH 255 (Ordinary differential equations) and MATH 340 (Introduction to Analysis). At no time has there been more than three or four students who have met these prerequisites. This combination of prerequisites makes it improbable we will ever be able to offer MATH 440 as a regular lecture course since so few students qualify.
Fourier analysis is an important part of mathematics. It has a strong history of applications to problems in pure and applied mathematics such as approximating functions by polynomials and signal processing. It is also an excellent place to introduce the infinite dimensional Hilbert spaces
Course Approvals Page 243 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: January 2006
COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2011 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
MATH 440 Mathematics and Statistics 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Fourier Analysis COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: Fourier analysis involves the breakdown of functions into sine and cosine components. This can be done on the circle, real line, or on groups. These expansions have many applications in mathematics to areas such as signal processing and rapid numerical computations. Topics will include Fourier series and their properties, Fourier transforms, types of convergence, distributions, filtering, noise reduction, reconstruction of musical tones, and Fast Fourier transform. This will be a seminar-based course. Students will develop their presentation skills, will engage in in-depth class discussion of the course materials, and will write an independently-researched paper.
PREREQUISITES: MATH 211, MATH 265, and one of MATH 152 or MATH 221 COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 45 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: Hrs Hours per day: Seminar: 45 Hrs Laboratory: Hrs OTHER: Field experience: Hrs Maximum enrolment: 36 24 Student directed learning: Hrs Expected frequency of course offerings: Every three years. Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Erik Talvila Department Head: Cynthia Loten Date approved: April 2, 2012 Supporting area consultation Date of meeting: April 20, 2012 Curriculum Committee chair: David Fenske Date approved: June 22, 2012 Dean/Associate VP: Lucy Lee Date approved: September 7, 2012 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 244 of 319 ... Agenda Item # 4.4.2
MATH 440 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Prove properties of Fourier expansions in three settings: the circle, the line, and finite Abelian groups. 2. Compute Fourier series and Fourier transforms of representative functions and distributions. 3. Demonstrate the differences and uses of pointwise, mean-square and summability convergence. 4. Implement the Fast Fourier Transform and use it to quickly compute products of large numbers. 5. Construct a digital filter using convolutions. 6. Conduct a seminar on a topic agreed upon with the instructor. 7. Conduct independent research on a top topic agreed upon with the instructor, write their results in a research paper and present these results to the class in a seminar.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Lectures, facilitated discussion, student-led discussion, student presentations, individual assistance in producing a seminar, and a research project.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s)
Other (specify): Please see departmental challenge policy
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] The text is chosen by a departmental curriculum committee.
Recommended texts are: D. Kammler. 2000. A First Course in Fourier Analysis. Prentice-Hall T.W. Korner. 1998. Fourier Analysis. Cambridge University Press. E.M. Stein and R. Shakarchi. 2003. Fourier Analysis. Princeton University Press. A. Vretblad. 2003. Fourier Analysis and its Applications. Springer-Verlag.
SUPPLIES / MATERIALS:
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Assignments 20% Seminar presentation and research project 20% Term tests 20% Final exam 40%
Students must achieve at least 40% on the final exam in order to pass this course.
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] 1. Periodic functions, Fourier coefficients, differentiation and integration of Fourier series. Proofs of basic properties. 2. Pointwise convergence, summability of Fourier series. 3. Orthogonal functions, mean-square convergence, Parseval equality, Bessel inequality, Hilbert spaces. 4. Fourier transforms, Riemann-Lebesgue Lemma, convolution. 5. Applications chosen from: isoperimetric problem, Poisson summation formula, Weierstrass approximation theorem, etc. 6. Distributions: linear functionals, test functions, Fourier analysis of tempered distributions. 7. Discrete Fourier analysis, Fast Fourier Transform, Fourier analysis on groups. 8. Signal processing: filtering, noise reduction, applications to musical tones.
Course Approvals Page 245 of 319 ... Agenda Item # 4.4.2
M E M O R A N D U M
To: AFCC/UPAC From: Tetsuomi Anzai, Dept Head; Blaine Campbell and Sarah Ciurysek, Course reviewers Date: May 25, 2011 Re: VA 180 Digital Photography I
The Visual Arts Department proposes the following revisions to its Official Course Outline for VA 180:
• Calendar Description has had minor wording adjustments made. • Structure of Hours have been adjusted to reflect current practice. • Enrolment has been changed to reflect current class size based on computer lab facilities • Learning Outcomes have been reworded to incorporate current wording practice • Texts have been updated • Supplies have been updated
DEPT. APPROVAL DATE: May 20, 2011
PRE-UPAC DATE: May 27, 2011
AFCC DATE: June 3, 2011
UPAC DATE:
Course Approvals Page 246 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: May 2006 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
VA 180 Faculty of Arts – Visual Arts 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS Digital Photography I COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: Emphasis is on the basics of digital imaging techniques beginning with scanning procedures and progressing through to the production of a final print. Techniques covered include the use of palettes, tools, layers and masks, as well as the application of text to images. The functional and aesthetic impact of digital photography in today’s society is investigated. This course is aimed at users with little or no experience of photo imaging software. Students must have access to their own digital camera.
Note: Students with GD 158 cannot take VA 180 for further credit.
PREREQUISITES: None COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: GD 158 for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 25 Hrs Hours per day: Seminar: 10 Hrs Laboratory: 25 Hrs OTHER: Field experience: Hrs Maximum enrolment: 20 Student directed learning: Hrs Expected frequency of course offerings: annual Other (specify): Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Grace Tsurumaru/Tetsuomi Anzai (reviewed by Blaine Campbell/Sarah Ciurysek) Department Head: Tetsuomi Anzai Date approved: May 2011 Supporting area consultation Date of meeting: June 3, 2011 Curriculum Committee chair: John Carroll Date approved: June 2011 Dean/Associate VP: Jacqueline Nolte Date approved: June 2011 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 247 of 319 ... Agenda Item # 4.4.2
VA 180 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: • Use appropriately the basic vocabulary used in digital photography • Identify and apply the features of a typical photo imaging software such as Adobe Photoshop • Develop strategies for the scanning of negatives, prints, and slides • Prepare and print images for final presentation • Demonstrate alternate digital presentations and techniques (web, projections, installations) • Articulate the function of digital images in terms of their historical and contemporary contexts
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Lectures/demonstrations, readings/discussions, technical exercises and assignments, class critiques.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
PLAR cannot be awarded for this course for the following reason(s):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Martin Evening, Adobe Photoshop CS6 for Photographers Focal Press, 2012 Chavez, Conrad, Blatner, David, Real World Adobe Photoshop CS4 for Photographers, Berkeley.CA: Peachpit Press, 2009
SUPPLIES / MATERIALS: Students must have their own digital camera and external file storage
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Technical exercises 30% Midterm project 30% Final project 35% Participation/attendance 5%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Week: 1. Basics of menu navigation, preference settings, and file browser. Introduction to tools and palettes. Digital image formats. 2. Scanning operations, pixel basics and colour modes. Technical exercise. 3. Paint tools and other graphic tools. Editing and repairing images. Colour balancing and rescaling. 4. Layers and masks. Technical exercise. 5. Project #1 assigned and lab time. Lecture: Photography in the digital age - Part I. 6. Lab time. 7. Midterm critique. 8. Creating type and applying text. Technical exercise. 9. Printing. Project #2 assigned. 10. Lecture: Photography in the digital age - Part II. 11. Lab time. 12. Lab time. 13. Final critique.
Course Approvals Page 248 of 319 ... Agenda Item # 4.4.2
The Visual Arts Department proposes the following revisions to its Official Course Outline for VA 371.
Course Title: changed to better reflect the content of the course. Calendar Description: changed to update course material to current practice. Pre-requisites: changed to follow the changes being requested for all 300-level VA course (sent to Pre- UPAC August 25, 2011) Learning Outcomes: changed to bring them into current wording (see attached course outline). Course Content: changed to align with course description & learning outcomes
Course Approvals Page 249 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: May 2006 COURSE REVISED IMPLEMENTATION DATE: January 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
VA 371 Visual Arts 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS New Media III – Interactive Art COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: The objective of this course is to explore interactive media through engagement in individual and collaborative interdisciplinary work. Grounded in interactive media design, students will develop interactive participatory media and media performance projects from conception to final presentation, including documentation of concept through final production. Options for individual or collaborative projects are supported.
PREREQUISITES: VA 271 (formerly VA 171) or VA 272 (formerly VA 172). Note: As of September 2013, prerequisites will change to the following: VA 272, VA 113, VA 115, VA 116, and one of either VA 160 or VA 180. Students in programs outside of the BFA or the Visual Arts diploma who do not have the 100-level pre-requisites may seek permission of the department. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 6 Hrs Laboratory: Hrs OTHER: Field experience: 8 Hrs Maximum enrolment: 17 Student directed learning: 7 Hrs Expected frequency of course offerings: Other (specify): Critiques 9 Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Toni Latour, reviewed by Kenneth Newby Department Head: Tetsuomi Anzai Date approved: June 17, 2011 Supporting area consultation Date of meeting: September 23, 2011 Curriculum Committee chair: Tetsuomi Anzai Date approved: October 14, 2011 Dean/Associate VP: Jacqueline Nolte Date approved: October 14, 2011 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 250 of 319 ... Agenda Item # 4.4.2
VA 371 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Demonstrate fluency in the use of interactive media technologies for sound and visual images. 2. Utilize compositional skills in the integration of interactive media in performative situations. 3. Demonstrate theoretical grounding in interactive media and media performance. 4. Document, present, and reflexively discuss the creative processes and final project. 5. Contextualize creative work within cultural currents of 20th and 21st century art and performance practices.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Course content is explored through student presentations, proposal writing, visual presentations of time-based interactive or performative work, individual projects, class critiques and discussions.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Course packages assembled by the instructor.
SUPPLIES / MATERIALS: Materials to be determined by the student.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Completed projects 70% Individual or team presentation 20% Attendance/participation 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Week 1. Introduction - Course Overview and Introduction to Interactive Art and Performance Workshop: Machine Vision Week 2. Participation, Dialogue, Performance, Presence Workshop: Machine Listening Activity: Mapping Exercise I - controlling visible images interactively Week 3. Sensitive Environments - social spaces Workshop: Creating and accessing databases of media objects Activity: Mapping Exercise II - controlling audible images interactively Week 4. Interface - Metaphor and Action Workshop: Novelty - randomness and constraints Activity: Metaphor Exercise - making meaning through interaction Week 5. Play - Finite, Infinite and Deep Workshop: embodied interaction Activity: generative video composition Week 6. Relation and Reaction Workshop: synchronization across media (image, text, sound) Activity: generative audio composition Week 7. Braided Media - Open Works and the Heterographic Voice Workshop: Live Video Technique - capture, sequencing, compositing, processing Week 8. Project Proposals: Interaction Model, Media Design/Diffusion and Production Plan - Presentations and Discussion Workshop: Live Audio Technique - capture, sequencing, mixing, processing Week 9. Project Development I Workshop: Live Typography - letter, word, sentence, animation Week 10. Project Development II Week 11. Project Prototype Presentations Week 12. Open Class for Project Refinements Week 13. Final Presentations I Week 14. Final Presentations II
Course Approvals Page 251 of 319 ... Agenda Item # 4.4.2
OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)
COURSE IMPLEMENTATION DATE: May 2006 COURSE REVISED IMPLEMENTATION DATE: September 2013 COURSE TO BE REVIEWED: September 2018 (six years after UEC approval) (month, year)
OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION
Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor
VA 371 Visual Arts 3 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS New Media III – Interactive Art COURSE DESCRIPTIVE TITLE
CALENDAR DESCRIPTION: The objective of this course is to explore interactive media through engagement in individual and collaborative interdisciplinary work. Grounded in interactive media design, students will develop interactive participatory media and media performance projects from conception to final presentation, including documentation of concept through final production. Options for individual or collaborative projects are supported.
PREREQUISITES: VA 272, VA 113, VA 115, VA 116, and one of either VA 160 or VA 180. Note: Students in programs outside of the BFA or the Visual Arts diploma who do not have the 100-level pre-requisites may seek permission of the department. COREQUISITES: PRE or COREQUISITES:
SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.
TOTAL HOURS PER TERM: 60 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 30 Hrs Hours per day: Seminar: 6 Hrs Laboratory: Hrs OTHER: Field experience: 8 Hrs Maximum enrolment: 17 Student directed learning: 7 Hrs Expected frequency of course offerings: Other (specify): Critiques 9 Hrs (every semester, annually, every other year, etc.)
WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No
Course designer(s): Toni Latour, reviewed by Kenneth Newby Department Head: Tetsuomi Anzai Date approved: June 17, 2011 Supporting area consultation Date of meeting: September 23, 2011 Curriculum Committee chair: Tetsuomi Anzai Date approved: October 14, 2011 Dean/Associate VP: Jacqueline Nolte Date approved: October 14, 2011 Undergraduate Education Committee (UEC) approval Date of meeting: September 28, 2012
Course Approvals Page 252 of 319 ... Agenda Item # 4.4.2
VA 371 OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2) COURSE NAME/NUMBER
LEARNING OUTCOMES: Upon successful completion of this course, students will be able to: 1. Demonstrate fluency in the use of interactive media technologies for sound and visual images. 2. Utilize compositional skills in the integration of interactive media in performative situations. 3. Demonstrate theoretical grounding in interactive media and media performance. 4. Document, present, and reflexively discuss the creative processes and final project. 5. Contextualize creative work within cultural currents of 20th and 21st century art and performance practices.
METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.) Course content is explored through student presentations, proposal writing, visual presentations of time-based interactive or performative work, individual projects, class critiques and discussions.
METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR): Examination(s) Portfolio assessment Interview(s) Other (specify):
TEXTBOOKS, REFERENCES, MATERIALS: [Textbook selection varies by instructor. Examples for this course might be:] Course packages assembled by the instructor.
SUPPLIES / MATERIALS: Materials to be determined by the student.
STUDENT EVALUATION: [An example of student evaluation for this course might be:] Completed projects 70% Individual or team presentation 20% Attendance/participation 10%
COURSE CONTENT: [Course content varies by instructor. An example of course content might be:] Week 1. Introduction - Course Overview and Introduction to Interactive Art and Performance Workshop: Machine Vision Week 2. Participation, Dialogue, Performance, Presence Workshop: Machine Listening Activity: Mapping Exercise I - controlling visible images interactively Week 3. Sensitive Environments - social spaces Workshop: Creating and accessing databases of media objects Activity: Mapping Exercise II - controlling audible images interactively Week 4. Interface - Metaphor and Action Workshop: Novelty - randomness and constraints Activity: Metaphor Exercise - making meaning through interaction Week 5. Play - Finite, Infinite and Deep Workshop: embodied interaction Activity: generative video composition Week 6. Relation and Reaction Workshop: synchronization across media (image, text, sound) Activity: generative audio composition Week 7. Braided Media - Open Works and the Heterographic Voice Workshop: Live Video Technique - capture, sequencing, compositing, processing Week 8. Project Proposals: Interaction Model, Media Design/Diffusion and Production Plan - Presentations and Discussion Workshop: Live Audio Technique - capture, sequencing, mixing, processing Week 9. Project Development I Workshop: Live Typography - letter, word, sentence, animation Week 10. Project Development II Week 11. Project Prototype Presentations Week 12. Open Class for Project Refinements Week 13. Final Presentations I Week 14. Final Presentations II
Course Approvals Page 253 of 319 ... Agenda Item # 4.5.1
MEMORANDUM
To: Dr. Mark Evered, Chair of Senate
From: Al Wiseman, Registrar
Date: October 12, 2012
Re: Senate Approval of Graduands
I would like to make the following motion at the next meeting of Senate.
MOTION:
THAT Senate approve the appropriate graduation award for the candidates listed in the attached report.
RATIONALE:
Students completing courses in the summer semester or other times during the year require credentials for continued education or employment opportunities.
Students will convocate at the June 2013 Convocation.
Approval of Graduands - Page 254 of 319 ... Agenda Item # 4.5.1
2013 Grads for Senate Approval
Masters Degree Bachelor Degree
Master of Social Work Bachelor of General Studies Diane Keegan Ching Yuan Fu
Jai-Inder Pangli Sun Yong Nam
Sukhcharan Sabeena Saran Sukhpreet Sandhu Geography minor Silvia Patricia Villacorta Sociology minor
I Ju Su Bachelor Degree Roberto Yui Jon Su Bachelor of Arts Kinesiology minor for Arts Jacqueline Klassen English major Bachelor of Kinesiology Communications minor Dejan Erakovic Biology minor Michelle Kimberly Mankovits Honours Psychology Trang Duong Luu
Amanda R.V. Mundt Political Science major Bachelor of Science Criminal Justice minor Kevin David Eggen Danielle Peters Biology major English major Pre-medicine concentration Visual Arts minor Huyen Thi Le Lucas Jeremiah Sandve Smith Chemistry major English major Biology minor History minor Shelley Manning Physical Geography major Bachelor of Arts in Child & Youth Care Cody Ravenstein Tacee Ann Francis Biology major Business minor Bachelor of Business Administration Cellular & Molecular Genetics concentration Rachel Lynsie Kruger Accounting option with Co-operative Education option
Bachelor of Computer Information Systems Arjang Salimzadeh Mathematics minor Software Development concentration
Approval of Graduands - Page 255 of 319 ... Agenda Item # 4.5.1
2013 Grads for Senate Approval
Bachelor Degree Diploma
Bachelor of Science in Nursing Diploma in Criminal Justice Charmayne Allen Keeton Grant
Jocelyn Saloma Bedard Amrit Paul Sadhra
Sarah R. Cuthbertson Kyle Walterhouse
Leah M. Hembrough Diploma in General Studies Candice Brooke Nolan Jun Jie Guo
Cristina Luisa Pereira Sukhdeep Kaur Sandhu
Marlene Pontes Marjorie Savino
Kayla Rithaler Andrew John Yakiwchuk
Amanda Rodger Xiaoming Zhou
Gaye Ann Schmidt Zhu, Tan
Jennifer Anne Taylor Diploma in Liberal Arts Catherine Elizabeth Tomaszewicz Marin Ingalise Beck
Sydney Jayne Wiens Lindsey Kathleen Cowie
Darren Liam Halligan Associate Degree Anna Hejrova Associate of Arts Degree Larissa Dyble Courtney Danelle Kennedy
Brittany Hackett Jacqueline Klassen
Amanda R.V. Mundt Associate of Science Degree Lucas Jeremiah Sandve Smith Heng Tao Tan
Yasuko Togawa Diploma in Social Services Natalie Dodd Diploma Amber Kirkby
British Columbia Adult Graduation Diploma Vanessa Lynn Skotnitsky Jeff A. Ewart
Diploma in Visual Arts
Karalee Storness-Bliss
Approval of Graduands - Page 256 of 319 ... Agenda Item # 4.5.1
2013 Grads for Senate Approval
Certificate Certificate
Aircraft Structures Technician Certificate Health Care Assistant Certificate Julius Martin Patasin Christina Marie Castle
Katie Hogan Certificate in Computer Information Systems Gurdeep Singh Joinery Certificate Japteshwar Singh Gill David Alan Barratt Web Design and Animation option
Christopher R.J. Peters Milker Technician Certificate Alexander David Edward Norman Lee Pavanjit Kaur Singh
Tania Veitch Welding (Level B) Certificate Web Design and Animation option Creigh David Sullivan
Certificate in Early Childhood Education Welding (Level C) Certificate Kayla Kiselich Zachary Vaughan Sanchioni
Certificate in Geographic Information Systems Certificate (5 to 30 credits) Erica Hartling
Shelley Manning Bookkeeping for Small Business Certificate Erika Gautschi
Certificate in Livestock Production Amanda Nicole Lavigne-Ellison Olivia Lynn Dayton Allan Lin
Alexander David Edward Norman Lee Brandi Plaxton
Timothy J. Pellow Mona J. Robertson
Michelle Schuurman Rebecca Schmitt
Certificate in Practical Nursing Michelle Stosek Melissa Carson Breanna Nicole Wiebe
Katelyn Grace Sara Datema Roy Wilcox
Ruth Marie Herman Jenine Jessica Wright
Tracy Lynn McQueen Certificate in Media Literacy Rebecca Sasges Caitlyn Marie Therrien
Christa Dawn Sharman
Approval of Graduands - Page 257 of 319 ... Agenda Item # 4.5.1
2013 Grads for Senate Approval
Certificate (5 to 30 credits)
Certificate of Advanced Proficiency I in English as a Second Language Sivdeep Rai
Certificate of Advanced Proficiency II in English as a Second Language Suji Jung
Computer Assisted Drafting Certificate Sunny Bhogal
Keith B. Hansen
Modern Languages Intermediate Proficiency Certificate Laura-Jayne Born in French
Nursing Unit Clerk Certificate Allison R. Wilson
Professional Communications Essentials Certificate Laura Marie Chomiak
Laurene Enns
Susan Hartford
Anastasia Andrea Mroz
Don Vantari Peterson
Teaching English as a Second Language Certificate Sun Yong Nam
Approval of Graduands - Page 258 of 319 ... Agenda Item # 4.5.3
NUMBER 61
APPROVAL DATE 04-05-1994
LAST AMENDMENT 04-13-2007
REVIEW DATE 04-2012
ACADEMIC APPEALS
AUTHORITY Senate PRIMARY CONTACT Provost and Vice-President, Academic RELATED POLICIES Appropriate Use of Computing and Network Resources (14) Harassment Prevention (BRP-220.02) UFV Statement on Institutional Ethics (22) Course Loads, Academic Program (63) Change in Program Content (68) Student Conduct (70) Advance Placement (77) Admissions to Undergraduate Programs (80) Course Withdrawal (81) Course Challenge (106) Transfer Credit (107) Conflict of Interest (142)
POLICY
The University of the Fraser Valley (UFV) recognizes that students have the right to appeal decisions that directly affect their academic standing and shall provide an appropriate process for this purpose.
This policy applies to matters of student evaluation, placement, transfer, accommodation of disability, admission, course challenge, academic policy, assessment, or any other decision made by a UFV faculty member, staff member, or committee affecting grades or standing, providing the decision being appealed was made or was purported to be made on academic grounds (see related policy list below).
Appeals for penalties imposed based on the Student Conduct policy - Student Conduct, such as cheating, plagiarism, inappropriate collaboration, or misrepresentation of academic achievement, are also heard by the Standing Academic Appeal Committee.
Formal complaints made under the Student Instructional Complaint policy will also be heard by the Standing Academic Appeal Committee should the parties fail to reach a consensus using the informal resolution process.
Appeals that arise under the Harassment Prevention policy are not heard by the Standing Academic Appeal Committee.
PROCEDURES/GUIDELINES
It is expected that all parties to an appeal behave in a calm and respectful way toward the other parties, and recognize that students have a right to appeal and faculty or staff to defend their decisions. Where the Student Affairs Officer (SAO) or the Chair of a Hearing Panel determines that the behaviour of any Academic Appeals (61) Page 1 of 5 Editorial changes have been made to support the transition from university college to university. A full review of this policy is to be completed by the review date.
Standing Academic Appeal Page 259 of 319 Committee under the Academic ... Agenda Item # 4.5.3
of the parties is inappropriate, the Student Conduct policy will be invoked in the case of a student, and the behaviour reported to the appropriate Vice President for further investigation and appropriate action in the case of a faculty or staff member. Where either party behaves inappropriately, the matter will be decided on the basis of written submissions in their absence.
Step A Facilitated Resolution
Participants in the facilitated resolution stage of an appeal are entitled to bring one support person with them to meetings, but that person is not permitted to speak. No other persons are entitled to be part of any proceeding unless the SAO or designate invites them to be. 1. A student who wishes to appeal a decision (the appellant) must file a written description of the problem (Notice of Appeal) with the SAO within 30 working days of the end of the term in which the decision was made. The deadline may be extended, by no more than 30 working days, if the SAO, in his or her judgment, believes that the student was prevented from filing the appeal earlier due to circumstances beyond his or her control. 2. Upon receipt of the Notice of Appeal, the SAO or designate will determine whether or not the appeal falls within the scope of this policy. If it does, the appeal is accepted, and the Notice will be sent, within 10 working days, to the person (or persons) who made the decision (the respondent(s)). In the case of decisions made by committee, any committee members may be included as respondents and the chair of that committee will be asked to speak for the committee. If the appeal does not fall within the scope of this policy, the SAO or designate will advise the student of the applicability of any other UFV policies. 3. Within 10 working days of the receipt of the Notice, the respondent shall send a written response to the Notice, setting out the reasons for the decision (Response to Notice of Appeal), to the SAO. Where the respondent is no longer employed by UFV, or is not able to respond, the Department Head will provide, to the best of his or her ability, a response in the respondent’s stead. 4. Upon receipt of the ‘Response to Notice of Appeal’, or sooner if possible, the SAO or designate may attempt a facilitated resolution, which may involve an external marker, an outside evaluation of a student’s performance, the intervention of a Dean or Department Head, facilitated meetings, formal mediation, investigation of the facts, or any other strategy likely to produce a satisfactory resolution for all concerned. If it appears unlikely to the SAO or designate that a facilitated resolution is possible, or if either party is not willing to engage in a resolution process, the matter will be referred by the SAO to Step B of this process. The appellant, or the respondent, or the SAO, may end Step A by filing an ‘End to Facilitated Resolution’ form of which all parties must be notified. The decision to end the Facilitated Resolution stage of this process will be communicated to both parties of the dispute by the SAO, and the appellant will be notified that the next step, should he or she wish to proceed, is to file an ‘Application for Panel Decision.’ 5. Normally, the Facilitated Resolution stage will not exceed 30 working days. The SAO may extend this period if the resolution appears to be progressing. Otherwise, the ‘End to Facilitated Resolution’ form will be filed by the SAO. 6. Because of the university academic year and legitimate periods of vacation and professional development, the time lines referred to above may be extended by a maximum of 40 working days, by the SAO or designate, where necessary. This possibility for extension applies to both appellants and respondents, at the discretion of the SAO. Step B Panel Decision 1. To initiate a request for a decision from an Academic Appeal Panel, the appellant must file an ‘Application for Panel Decision’ with the SAO within 10 working days of receiving notice that Academic Appeals (61) Page 2 of 5 Editorial changes have been made to support the transition from university college to university. A full review of this policy is to be completed by the review date.
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Step A of this process is ended. This deadline may be extended, by no longer than 10 working days, if the SAO believes that the student was prevented from filing earlier due to circumstances beyond his or her control. 2. This ‘Application for Panel Decision’ must include a statement regarding the nature of the appeal, the respondent’s name, the appellant’s name and address and contact information, the remedy sought, the names of any witnesses along with a summary of the evidence to be presented by each, and all relevant arguments. The appellant can have a support person present during the Hearing but this must be indicated in the Application, along with the name of the support person. The appellant must speak for him or herself. The support person is not permitted to speak at the Hearing. 3. The SAO will send the Application to the respondent, who will send back a written response within 10 working days of receipt (Response to Application for Panel Decision). This period may be extended, at the discretion of the SAO, due to circumstances such as those outlined in A.6. However, if no response is received within a reasonable length of time, and no extenuating circumstances appear to exist, the appeal documents will be forwarded without further notice to the Chair of the Standing Academic Appeal Committee (SAAC). 4. The ‘Response to Application for Panel Decision’ will consist of all items included in the ‘Application for Panel Decision’ – the arguments, the witnesses, a summary of the evidence to be presented by each witness, other evidence, and the name of the support person. 5. The Application and the Response, and a report from the SAO, if appropriate, reviewing the facilitated resolution phase, will be forwarded to the Chair of the SAAC, the appellant, the respondent, and the Dean of the area. The appellant and the respondent each have 5 working days from the date they receive their packages to submit any additional evidence to the Chair of the SAAC, who will provide copies of the additional materials to the Hearing Panel and the other party. No additional evidence or arguments, beyond what is contained in these documents, will be considered by the Panel, other than that provided orally at the Hearing by the respondent and the appellant, with the exception of additional evidence which the Panel may seek after a review of the materials. Evidence given orally at the Hearing is expected to follow the evidence summary in the ‘Application for Panel Decision’. 6. Upon receipt of the appeal documents, the Chair of the SAAC will draw a Hearing Panel of 3-5 members from the SAAC membership, including at least one faculty member and preferably at least one student member. Only in the last resort will a Hearing Panel not have at least one student member. The Hearing Panel members will then select a Hearing Panel Chair from among themselves. The Chair of the SAAC will forward all the appeal documents to the members of the Hearing Panel. The Hearing Panel will be formed and review the evidence presented within 10 working days. When necessary a list will be compiled of any additional information required. Where appropriate, witnesses or expert advice may be sought by the Panel. The Chair of the SAAC or designate will seek from the parties involved, or elsewhere in the institution, any additional evidence that the Hearing Panel would like to consider. The appellant and respondent will be advised of such additional evidence at least 5 working days before the Hearing. All the evidence must be available to the Hearing Panel at least 5 working days before the Hearing. 7. The Hearing shall be conducted as soon as possible after all the evidence has been submitted or collected by the Panel, at a regularly scheduled monthly meeting, which shall be set at least one semester in advance. Additional meetings may be called by the Chair of the SAAC. 8. Only in exceptional circumstances will Hearings be held outside the normal Hearing schedule. The Chair of the SAAC will set the date and time of the Hearing, and will inform the parties involved. If either party fails to appear, the matter will be decided in his or her absence on the basis of the submitted information. In unavoidable circumstances, the appellant or
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respondent may attend the Hearing via telephone. The respondent must speak for him or herself, with the exception of the case where the respondent is no longer employed by UFV, or is not able to respond, when the Department Head will provide, to the best of his or her ability, a response in the respondent’s stead. 9. The Hearing Panel shall consider the appeal and render a decision according to the following procedural rules: a. Parties to the appeal will be given written (including email) notice of the time and date of the Hearing, together with a description of Hearing procedures. b. The appellant, respondent, and Panel members will all be provided with the same information in advance, and no information will be used at the Hearing that is not shared with all parties. c. A written record of the Hearing proceedings will be kept by the Chair of the Hearing Panel or designate. d. Parties may bring with them to the Hearing one person only to act as a support person in the process. However, the appellant and respondent must speak for themselves, and no legal representation is permitted. Support people will not be permitted to speak, and cannot also act as witnesses. If the Hearing is disrupted in any way by a support person, the support person will be asked to leave. e. The university may be represented by legal counsel at the Hearing to advise the Panel on procedural matters. f. Witnesses are allowed to enter the Hearing only to provide evidence, and must leave the Hearing when their evidence is complete. Where a witness cannot attend as expected, a letter may be submitted, but the content must reflect the summary provided in the appeal documents. No new evidence will be considered. g. Observers are permitted only with the permission of all the parties, including the Panel. h. Neither the appellant nor the respondent may introduce evidence that was not presented prior to the Hearing in the documents submitted to the SAO or the Chair of the SAAC. However, if in the questioning of witnesses or in some other way relevant new evidence is presented, the Panel may choose to adjourn and reconvene later to allow all the parties adequate time to respond. i. The appellant makes the first presentation, presents arguments, and calls witnesses as desired. Each witness may be questioned by the Panel members, and also by the respondent. j. On completion of the appellant’s case, the respondent makes a statement and calls witnesses as desired. k. Both the appellant and the respondent will be invited to make concluding arguments, after which they may be questioned by the Panel. The Hearing will then be closed, and the Panel will retire to a private session. The appellant and the respondent will leave. Where the Panel sees a need to reconvene due to a need to provide notice to all parties of new evidence, they may advise the parties of the date of the next Hearing. Normally, the Panel will render a decision within 10 working days. l. A written statement of the decision, including the reasons for the decision, will be sent to the appellant and the respondent within 10 working days of the Hearing. A copy will be sent to the Dean of the area, who will be responsible for implementing any remedy the Panel determines. The Panel may also make recommendations regarding policy or departmental practices, and these recommendations will be sent to the relevant parties for their consideration. The Panel decision is final, unless procedural errors adversely Academic Appeals (61) Page 4 of 5 Editorial changes have been made to support the transition from university college to university. A full review of this policy is to be completed by the review date.
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affected the decision, or compelling new evidence which could not have been presented at the Hearing appears. m. If either party wants to challenge the Panel decision on procedural grounds, a description of exactly which procedure was not followed, and how this omission adversely affected the decision, should be sent to the Vice-President, (Academic) and Provost. This should be submitted within five working days of the decision. If the procedural error is deemed, by the Vice-President, (Academic) and Provost, to have adversely affected the decision, then a new hearing may be called to rehear the appeal. The same procedure will be followed as for the first appeal, with care taken to correct the procedural error. n. Where new evidence appears that could not have been presented at the original Hearing, and where this evidence may have affected the decision, a new Panel may consider the case again, at the discretion of the Chair of the SAAC.
Standing Academic Appeal Committee (SAAC)
The Standing Academic Appeal Committee (SAAC) comprises 10 members of the UFV academic community, including faculty, students, staff, and the Chair. The Chair of the SAAC is appointed by the VP, (Academic) and Provost. Members of the SAAC are appointed jointly by the VP, (Academic) and Provost and the Chair of the SAAC. The membership will have approximately equal numbers of faculty, staff and students. Membership on the committee will normally be for a renewable 2 year term. The Chair of the SAAC is responsible for conducting or arranging for ongoing training of committee members.
Reference: Section 35.2 (5) (j) of the University Act
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September 25, 2012
Update to the UFV Senate
The BC Ministry of Advanced Education approved the Bachelor of Arts in Global Development Studies as recommended by the DQAB panel. However, the DQAB panel required some minor modifications to the curriculum which were approved by the ministry. This document includes the original curriculum grid as approved by Senate and the revised curriculum grid as recommended by DQAB and approved by the ministry.
The curriculum revisions include: 1. Changed requirement of either ECON 100 or ECON 101 to requiring both courses.
2. Changed recommended elective ANTH 220 to become a required course in the program.
3. Removal of VA 180 and include CMNS 180 as a choice of one of CMNS 180; CMNS 212; and CMNS 251.
Note None of these changes will have budget implications as all of the approved changes include existing courses and did not require the creation of new courses or sections. Secondly, any future curriculum changes will follow the established curriculum approval process. This memo is meant for information purposes only.
Respectfully Submitted
Garry Fehr, PhD GDS Program Coordinator
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UFV Senate Approved Curriculum Grid
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BC Ministry of Advanced Education Approved Curriculum Grid
Semester I Semester II Skill CMNS 155: Introduction to Knowledge ECON 100: Principles of Microeconomics One of: Workplace and Academic (3)* Communication (3), or English 105: Reading & Writing of Prose (3 credits) Knowledge GDS 100: A World of Development (3) Knowledge ECON 101: Principles of Macroeconomics(3)
Language Modern Language (3) Language Modern Language (3) Statistics MATH 104: Introductory Statistics (4), Knowledge POSC 260: International Relations and One of or One of: Global Politics (3), or MATH 106: Statistics I (4), or POSC 230: Comparative Politics (3) PSYC 110: Statistical Analysis in Psychology (3 credits) Elective Elective BA Lab Science Requirement (4) Total: 15-16 credits Total: 16 credits Semester III Semester IV Skill BUS 100: Introduction to Business Skill (3) CMNS 180: Intercultural One of: (3), or One of: Communication(3), or BUS 204: Introduction to Non- CMNS 212: Public Relations and Profit Management (3) Advocacy (3), or CMNS 251: Professional Report Writing (3)* Knowledge GDS/SOC 250: Sociology of Skill SOC/ANTH 255: Introduction to Social Development (3) One of: Research (3)*, or GEOG 252: Explanation in Geography: Quantitative Methods (4), or CRIM 220: Research Methods in Criminology (3) Language Modern Language (3) Language Modern Language (3) Elective Knowledge GDS/ANTH 220: Culture Change: Accommodation, Resistance and Transformation (3) Elective Elective Total: 15 - 17 credits Total: 15 – 17 credits
Semester V Semester VI Skill SOC/ANTH 355: Quantitative Skill CMNS 445: Facilitation Skills for One of: Research Methods (4), or One of: Professionals (4), or CRIM 320: Quantitative Research CMNS 365: Grant and Proposal Writing Techniques (4), or (3), or SOC/ANTH 356: Qualitative CMNS 360: Advocacy Writing (4)* Research Methods (4) Knowledge GDS/SOC 363: Processes of Knowledge GDS/GEOG 340: Geographies of Poverty Development and & Development (4) Underdevelopment (4) Elective Elective Elective Elective Total: 14-16 credits Total: 13 - 16credits
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Semester VII Semester VIII Skill SOWK 380: Community Knowledge GDS 400: Global Development Seminar Development (3) (4) Knowledge ECON 398: Development Elective Economics (3) Internship (6) GDS 311: International Internship, Elective One of: or GDS 310: Canada Internship Either GDS310 or GDS311 must be completed by every student prior to Final Semester Elective Elective Total: 15-16 credits Total: 13-16 credits Total Upper Level: minimum of 45 credits Total Program credits: minimum of 120 credits Depending on electives chosen, students may have to complete more than the minimum number of credits. *Taking one of CMNS 251 or 360 and one of ECON 100 or SOC/ANTH 255 will satisfy the BA reasoning requirement. Otherwise students can satisfy the requirement by taking PHIL 100, ARTS 100 or combinations of other courses (see the UFV Calendar).
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MEMORANDUM
To: Mark Evered, Chair Senate
From: Al Wiseman, University Secretary and Registrar
Date: October 12, 2012
Re: Changes to Convocation Roll
The following students were added to the convocation roll, after the June 1, 2012 Senate meeting, as they met the requirements for graduation and were approved by the Senate Chair, Senate Vice Chair, and the Registrar.
Bachelor Degree
Bachelor of Arts Elizabeth Margaret Viefhues Geography major History minor
Bachelor of Business Administration Samantha Lynn de Silva With Co-operative Education option Accounting option
Bachelor of General Studies Samantha D. Gunson Theatre minor Media & Communication Studies minor Communications thematic option
Pang Lai Yin Justine
Bachelor of Science Amanda Lynn Whelihan Biology major Ecology concentration Cellular Molecular Genetics concentration
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Bachelor of Social Work Carly Patricia Bailey Child Welfare specialization
Alison Nicole French Child Welfare specialization
Lesley Hitchcock Child Welfare specialization
Carey-Jane Kerkhoff Child Welfare specialization
Susan D. McKamey Child Welfare specialization
Gabor Oboczki Child Welfare specialization
Reshmi Madhu Prasad Child Welfare specialization
Lisa Michelle Robic Child Welfare specialization
Kathleen Grace Snyder Child Welfare specialization
Jennifer Teigen Child Welfare specialization
Diploma in Early Childhood Education Julie Benthé Gerbrand Special Needs specialty
Sabrina Spencer Special Needs specialty Infancy specialty
Diploma
Diploma in Library and Information Technology Michelle Xuan Hui Tang Youth Services concentration
Allan Charles Webner Records Management concentration
Certificate
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Home Support/Resident Care Attendant Certificate Lindsay Michelle Hall
Welding Level A Certificate Jesse Allan James Mazurick
The students indicated with an asterisk on the June 1, 2012 list had not yet fulfilled their graduation requirements. Most students met the requirements; however the following students did not meet the conditions and were not added to the convocation roll.
Bachelor Degree
Bachelor of Arts Natasha L. Smith
Bachelor of General Studies James Robert Inglis
Diploma
British Columbia Adult Graduation Diploma Claire Rachel Tait Katerberg
Certificate
Architectural Drafting Technician Certificate Raina Nareg Pardeep Kumar Notay
Certificate in Applied Business Technology Ramanjot Haer Karen Roy Kim VanderVeen
Community Support Worker Certificate Colleen Denise Ciochetti Kaitlyn Kehler
Electronics Technician – Common Core Certificate Jordan Hank Robinson Colin James Tilley
Health and Human Services Certificate Sydney Allemeersch Jennifer Frost
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Hailey Starr Ledward Camilla Pagowski Mariah Joy Ratzlaff Tobi Steward Allysa Van Den Broek
Heavy Duty/Commercial Transport Certificate Harman Kahlon
Hospitality Event Planning Certificate Hailey Wautier
Joinery Certificate Collin Anderson
Professional Cook Certificate Patrick Combes
Welding (Level C) Certificate Dylan Edward Fredrickson Tony Mitchell
Certificate (5 to 30 credits)
Certificate in Integrated Pest Mgmt Essential Megan Cushing
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PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS
October 2012
President’s Report
Reports received from academic and service units are included below. An update of the President’s activities for the month of September will be presented at the meeting.
College of Arts (Jacqueline Nolte, Dean)
Arts 100:
Our new pilot course, ARTS 100, began this term. The class is fully enrolled with 60 students. Melissa Walter from English and Nicola Mooney from Anthropology are team-teaching ARTS 100, with a focus on the theme of "Home and Homelands." We held an orientation day for the ARTS 100 students on September 7. Bob Searle, Aboriginal Coordinator, got the day off to a good start by acknowledging Stó:lō territory and introducing students to the services offered by Aboriginal Access. A panel of upper-level students offered some advice on succeeding at university. All the student panelists stressed the advantages of studying at a teaching-intensive university like UFV, where students can get to know their instructors, participate in class discussion, and even be part of research teams. A panel of instructors, Vlada Dvoracek (Economics), Alisa Webb (History), and Michelle Rhodes (Geography), also addressed the ARTS 100 students, offering advice on how to get the most out of the university experience. Wendy Burton, Director of the Teaching and Learning Centre introduced students to a three-part "learning model" we've adopted for ARTS 100: prepare, teach one another, reflect. A team from the Arts Advice Centre also spoke to the students about the services and support available at UFV. Dr. Eric Davis gave an inspiring talk about the value of a liberal arts education, and Dr. Jacqueline Nolte spoke to the students about the importance of developing both a critical intelligence and a compassionate heart. The students, instructors, and guests finished the morning off with a lunch together. It was a great start to the term.
Economics:
Dr. Ding Lu is a faculty member in the Economics department. He came to UFV in 2008 from Sophia University in Japan. He was also previously a faculty member at the National University of Singapore and the University of Nebraska at Omaha. He holds a PhD from Northwestern University.
This past year, Dr. Lu has been the president of the Chinese Economists Society (registered in USA). In his capacity as president, Dr. Lu organized two conferences in China, and presentation sessions at both the Canadian Economics conference and at the American Economic Association annual meeting. Ding also presented papers at conferences in China and this fall he is invited to Nagoya and Tokyo in Japan to give two presentations including the keynote speech on the prospect of China-Japan economic relations at the International Symposium on the 40th anniversary of Normalization of Japan-China Diplomatic Relations. Dr. Lu brings his research and academic experience to the classroom to the benefit of his students. The Economics department is pleased to have a member who is so involved in the academic community.
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History:
Instructor Molly Ungar has been named manager of the UFV Press and general editor of the UFV Research Review.
Instructor Steven Schroeder’s book To Forget it All and Begin Anew: Reconciliation in Occupied Germany, 1944-1954 will be released December 2012. From the publisher: “Drawing on underutilized archival materials, To Forget It All and Begin Anew reveals a nuanced mosaic of like-minded people – from Germany and other countries, and from a wide variety of backgrounds and motives – who worked against considerable odds to make right the wrongs of the Nazi era. While acknowledging the enormous obstacles and challenges to reconciliatory work in postwar Germany, Steven M. Schroeder highlights the tangible and lasting achievements of this work, which marked the first steps toward new modes of peaceful engagement and cooperation in Germany and Europe.”
Lens of Empowerment:
The Lens of Empowerment exhibit is a collection of videos and photographs created by UFV students during a three-course program last year. The UFV art exhibit depicted themes of women and identity in Stó:lō territory.
The program was part of a bigger international project called The Lens of Empowerment: Gender and Nation in Contemporary Photography, which included contributing partners from South Africa, Palestine and England. These are places where there are multiple histories of settlement and contested territories.
Eleven students worked on the UFV project, and their work was first exhibited in March.
In July, four students and several UFV faculty members traveled with the exhibit to Loughborough University in England for a three-day international conference called Home/Land: Women, Citizenship, Photographies.
Three of the UFV students (Jennifer Janic, Jessica Bennett and Andrea Smith) spoke on a panel about their seven month Lens of Empowerment experience.
"It really gets you in the heart," said UFV senior advisor on indigenous affairs Shirley Hardman of the conference. "The speakers were all talking about land that just isn't there anymore - land that's been appropriated."
The exhibit was also displayed at UFV's Indigenizing the Academy conference at the end of August, which involved representatives from over 33 institutions across Canada.
Geography:
UFV and NASA
Scientists associated with NASA’s Ames Research Center in California have begun collaboration with instructor Dr. Olav Lian on understanding the natural environment in and around Pavilion and Kelly lakes in south-central British Columbia. The NASA team, led by Dr. Darlene Lim, has been studying peculiar life forms called microbialites that live in the bottoms of these deep and cold lakes. Microbialites, which resemble coral, represent some of the earliest life to evolve on
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earth, and they have been found in the fossil record dating between 2.5 billion and 540 million years ago. The discovery of modern and living microbialites has given scientists an opportunity to study the environments in which these organisms flourish. To study the microbialites NASA employs sophisticated one-person submarines that resemble small spacecraft, and this allows them to also test navigation and communication systems that they are developing for space exploration. Pavilion and Kelly lakes have therefore become valuable laboratories for earth scientists and astro-biologists who are interested in the application of this research to the search for life within, and beyond, our solar system. Dr. Lian has been added to the project to help understand the long-term environment in which the lakes formed and evolved. In the summer of 2012 Dr. Lian and four UFV students accompanied NASA scientists and students to extract long cores from the bed of Kelly Lake. It is hoped that these cores hold evidence of the nature of the environment in the area going back several thousand years.
UFV and Sustainable Settlements in India Project
The Sustainable Settlements in India Project is funded by the Association of Universities and Colleges of Canada (AUCC) Students For Development program to send a total of ten UFV students to work on an urban agriculture and environmental hazards mapping project in the Janta Colony slum located in Chandigarh, India. In the first semester of this three-year project, UFV has sent three students to initiate urban agriculture training with teens and children in partnership with Panjab University, Sikhya School and the non-governmental organization (NGO) Developing Indigenous Resources (DIR). This group of students began their internships on this project August 28 and will continue until the end of November. The next group of two interns will arrive shortly after Christmas to begin another semester of work with our project partners.
UFV instructors Garry Fehr and Satwinder Bains started a pilot project in November 2011 with a demonstration garden at the Janta Colony offices of DIR and the distribution of planter pots to 40 households with the assistance of the Geography department at Panjab University. This pilot project was funded by the Shastri Indo-Canadian Institute. Currently, the demonstration garden is being expanded and households in the slum are being encouraged to start their own gardens. The challenge is that the slum has very little space on the ground to grow vegetables and herbs. Part of the challenge the UFV interns are facing is to find innovative techniques to grow gardens on available roofs, trellises constructed of recycled materials and against walls. In addition, the students are working with Panjab University students and global positioning system (GPS) technology to construct geographic information system (GIS) maps of the slum so as to identify environmental hazards, such as standing water and insufficient infrastructure which act as breeding grounds for communicable diseases. The third component of the project has students teaching middle-school-age students at Sikhya School the basic science of urban agriculture and also valuable lessons on health and nutrition. This group of interns is also aiming to establish a large composting system to enable the school to profit from their large quantities of yard waste instead of spending money to have the waste trucked off-campus.
These internships are extremely valuable learning opportunities for our students as it provides applied learning experiences, development of cross-cultural communication skills and the establishment of international networks for future collaboration. Perhaps more importantly, these internships demonstrate to students that their education has provided sufficient knowledge and skills to make a positive impact in the world around them.
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Furthermore, these internships are valuable components of the newly approved Global Development Studies (GDS) degree.
Scholarly Sharing Initiative:
Inspired by discussions among a small group of faculty, the Scholarly Sharing Initiative (SSI) was started as an inter-disciplinary, informal, everyone-welcome initiative aimed at fostering an intellectual community for those working in the humanities and social sciences at UFV. With sponsorship from the Research Office and support from the College of Arts, Rita Kaur Dhamoon and Chantelle Marlor initiated and organized the first year. During the academic year of 2011- 2012, the organizers ran seven gatherings and one day of research workshops. Overall, the initiative was incredibly well received. In fact, the presentation schedule for the gatherings filled up far faster than anticipated and an additional meeting date was added to the schedule. Gathering presenters were at various stages of development (some had already published books on the topic; whereas, others were in the initial conceptualization stage). Gatherings were on a wide range of topics (everything from economic change in China to indigenization here at UFV). The Research Workshop day, set on a date shortly after the end of winter term, was intended as a way to “kick start” UFV humanities and social science faculty members’ key research period, the summer months. Four mini-workshops were organized. All presentations were by UFV faculty members, thus capitalizing on existing expertise at UFV. Chantelle Marlor and Rita Kaur Dhamoon both organized and facilitated the workshops. Yvette Fairweather from the Research Office helped with the logistics of the event. The workshops were filled to capacity. In general, strong positive feedback was received from participants of both the gatherings and the workshops.
Michelle Riedlinger and Melissa Walter are coordinating Scholarly Sharing Initiative activities for 2012-2013, with support from Chantelle Marlor. Six gatherings have been organized for 2012- 2013, with themes ranging from indigenizing the university, to playwriting and immigrant experience, to research on classroom culture and online teaching. In addition we will start off the year with a "read around" workshop session, where faculty can bring along their writing in progress, get an "at-a-glance" sense of what others are doing, and obtain feedback from peers. Any faculty writing is welcome at the session, and the session is timed shortly before the deadline for SSHRC proposals for 2013-2014.
Theatre: (Provided by UFV Info)
The popular Vancouver Theatresports League comedy team made a much anticipated return visit to the University of the Fraser Valley Theatre on the Chilliwack campus on September 21.
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The annual visit of this crowd-pleasing troupe of professional improv performers always sells out, and has become one of the highlights of the UFV theatre department’s season of events. This year’s event was co-sponsored by the UFV Student Union Society.
Using audience suggestions, the Theatresports performers create hilarious improvised situation comedy that has audience members in stitches.
There also was a special Theatresports workshop, taught by the Vancouver professionals, in the Theatre on the Chilliwack campus September 21. This was also open to members of the public.
Visual Arts: (Provided by UFV Info)
UFV Art Students Present Gallery Showing
This past summer, several directed-studies students began to explore the formation of their own studio practice under the instruction of UFV Visual Arts instructor Chris Friesen.
This process involved research, consultation, group critiques and presentations of the students’ ideas and projects over a four-month period.
This exhibition was the culmination of those efforts. The goal of the summer semester is for the students to develop a sustained studio practice, which would guide them towards the next phase of their visual arts education.
Their work was on display until September 21, on the Abbotsford campus.
Faculty of Professional Studies (Rosetta Khalideen, Dean)
SPARK! Event:
The Faculty of Professional Studies hosted its 3rd annual SPARK! event on September 14. The event featured six presenters sharing research and other “enlightened information” to spark us all into a new academic year. Topics ranged from: Are We Disabled, Posed for Success, Can You See What I See, Red Pen Blue Pen, A Place Called School and The Value of Play. The event also featured opening remarks from UFV’s Vice Provost and Associate Vice President, Dr. Peter Geller.
Internationalization:
School of Business
Canada-European Union partnership with the School of Business and universities from Waterford, Ireland; Glamorgan, Wales; and Bretagne, France (Human Resources and Skills Development Canada grant): this program for faculty (collaborative research and curriculum development) and student exchanges generated $75,000 in student scholarships; and, developed three courses in regional economic development.
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There has been an increase in student exchanges in the School of Business. There are ten incoming and 11 outgoing students for the fall semester. Outgoing students will be studying in Wales, Ireland, France, Switzerland, and Australia.
Teacher Education Program
Some student teachers in the Teacher Education program are preparing for a practicum placement in Antigua. These students will join the KPE students in their program that has an international component with activities conducted annually in Antigua.
Space Utilization:
The Teacher Education department has relocated from Chilliwack to the Abbotsford campus. This move was contemplated over four years ago with the intent of allowing the program to better serve the needs of students west of Abbotsford. The program is still maintaining its close ties with the Chilliwack School District as well as with the other districts in the Fraser Valley.
The School of Social Work and Human Services has moved into its newly renovated space in B Building (former B121). This new facility will help to meet the physical space requirements recommended by the Canadian Association of Social Work Educators (CASWE) and will allow for enhanced programming for both the BSW (which was recently reaccredited for the full seven years) and the MSW which will soon be seeking accreditation.
Student Success:
School of Social Work & Human Services
Almost all of the Master of Social Work students in the first cohort have successfully the requirements for the program. We still have part-time students who will be completing shortly.
On August 24, there was a Master of Social Work celebration, organized by the students. Dr. Eric Davis, our Academic and Provost attended.
The Master of Social Work program has just admitted another 21 students for the 2012-2014 cohort.
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INFORMATION PACKAGE for the University of the Fraser Valley BOARD OF GOVERNORS October 11, 2012
Page
1. UFV INFORMATION ITEMS 3-6 1.1 October Activities at UFV 7-8 1.2 Joint Statement on Current Discussions of Criteria for Teaching, Scholarship, and Service 9-10 1.3 UFV Celebrates Giving at Annual Changing Lives Awards Ceremony 11-13 1.4 UFV Distinguished Alumni Winner 2012: George Hemeon 15-17 1.5 Inaugural UFV Young Distinguished Alumni Award Presented to Alex McAulay 19-20 1.6 UFV and NASA Collaborate on Research Project
2. PROVINCIAL ITEMS and MINISTRY CORRESPONDENCE 2.1 Current News Releases from the Ministry of Advanced Education. Current Ministry News Releases can be found at: http://www.news.gov.bc.ca/Default.aspx?organization_obj_id=3f0e9034- 6d42-410c-a908-f75203e4f1a8 21-22 2.2 Ministry of Advanced Education - Change to the Leadership Team in the Post-Secondary Programs Branch 23 2.3 Deputy Minister of Advanced Education - RSVP_Indigenizing the Academy 25-26 2.4 Ministry of Advanced Education - Developmental Programs Consultation
3. CORRESPONDENCE 27-36 3.1 AUCC President's Letter, September 11, 2012
4. PUBLICATIONS AVAILABLE FROM THE BOARD OFFICE 37-38 4.1 University Affairs, October 2012
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October activities at UFV BY ANNE RUSSELL ON OCTOBER 1, 2012
A non-comprehensive guide to what’s going on at the University of the Fraser Valley’s multiple locations in October.
Thurs, Oct 4
UFV hosts at Canadian Citizenship ceremony, in partnership with Citizenship and Immigration Canada, in partnership with the University of the Fraser Valley, will take part in a special citizenship ceremony. Approximately 55 newcomers will be receiving their Canadian citizenship at this ceremony. 10:30 am; Envision Athletic Centre, Abbotsford campus.
Fri, Oct 5
UFV Cascades men’s soccer hosts UVic. 7:15 pm. Chilliwack Exhibition field. Free!
Wed, Oct 10
Author reading featuring Shauna Singh Baldwin, who will be reading from her newest book, Selector of Souls. This latest novel is a deeply imagined, enthralling work, where two fascinating, strong-willed women deal with the relentless logic forced upon them for survival: Damini, a
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Hindu midwife, and Anu, who flees an abusive marriage for the sanctuary of the Catholic church. 7 pm, Centre for Indo-Canadian Studies, UFV Abbotsford campus (Building F)
Fri, Oct 12
Indian classical dance performance and workshop. The UFV Theatre department and Centre for Indo-Canadian Studies present a performance and workshop of Bharata Natyam, by Shakti Dance artistic director Anusha Fernando on Fri, Oct 12 in the new studio theatre on the Chilliwack campus at Canada Education Park.
1 pm; free and open to the general public. However, seating is limited and entrance will be on a first- come first-served basis. For more information call local 2814 or email [email protected]
Fri, Oct 12
UFV Cascades women’s soccer hosts UVic. 5 pm. Chilliwack Exhibition field. Free!
Tues, Oct 16
BC Jobs Start Here Job Fair — Helping to Connect Employers and Employees in British Columbia. The job fair runs from noon to 7 pm at UFV’s new Chilliwack campus at Canada Education Park, 45190 Caen Ave., Chilliwack. For additional information on the BC job fair contact Marina Knez, Project Coordinator [email protected] 604 646-3571.
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Thurs, Oct 18
University Lecture Series, featuring Dr. Heather Davis-Fisch. She will speak on Competing Performances, Competing Histories: Survival Cannibalism and the Franklin Expedition, commenting on the remarkable power of performance to preserve cultural memory, but also on how this power can be dangerous. 4 pm; Abbotsford campus lecture theatre (B101)
Fri, Oct 19
UFV Cascades women’s soccer hosts Trinity Western. 5 pm; Chilliwack Exhibition field. Free! UFV Cascades women’s volleyball hosts Camosun. 6 pm; Envision Athletic Centre. UFV men’s volleyball hosts Camosun. 8 pm. Envision Athletic Centre.
Sat, Oct 20
UFV Cascades women’s soccer hosts UBC. 5 pm; Chilliwack Exhibition field. Free! UFV Cascades men’s soccer hosts UBC. 7:15 pm. Chilliwack Exhibition field. Free! UFV women’s volleyball hosts Camosun. 1 pm; Envision Athletic Centre. UFV men’s volleyball hosts Camosun. 3 pm. Envision Athletic Centre.
Wed, Oct 24
Café Philosophique: What is the function of a university?
The modern university is in an identity crisis, not only in Canada. The question society is trying to answer is what is the function of a university? Is it the dissemination of knowledge, as implied by the Enlightenment? Is it vocational training, as implied by the Industrial Revolution? Or is it something else?
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Café Philosophique is a public discussion forum. Everybody is welcome and encouraged to attend. Noon–1 pm; B121, Abbotsford campus
Wed, Oct 24
Movie night: Addicted to Plastic. Accompanied with a discussion hosted by the Biology and Chemistry Student Association, who will provide insights from the perspective of UFV’s scientific community. 7 pm; U House; Abbotsford Campus – Building F. Free!
Thurs, Oct 25–Sat, Oct 27
UFV Cascades men’s basketball team hosts Honda Way tournament at the Envision Athletic Centre.
Fri, Oct 26
UFV Cascades Tailgate Party. Parking lot adjacent to the Envision Athletic Centre, Abbotsford campus. 4–6 pm, followed by men’s basketball game (vs. Lakehead) at 6 pm. Come be a part of the fun at the second annual UFV Cascade Tailgate Party! UFV mens’ soccer team hosts Winnipeg at Chilliwack’s Exhibition Field. 7:16 pm. Free!
Sat, Oct 27
UFV Cascades men’s soccer team hosts Mount Royal; 7:15 pm, Chilliwack’s Exhibition Field. Free! Men’s basketball Honda Way tournament continues.
Wed, Oct 31
Arts Majors Expo. A fun, informal and interactive expo for all UFV students. Representatives from the various departments within the College of Arts will be on hand to answer questions, as well student associations, the Career Centre, Student Life and Study Abroad.
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From: [email protected] on behalf of UFV Info To: UFV Info Subject: Joint Statement from Provost and FSA President Date: Wednesday, September 19, 2012 2:58:41 PM
Joint statement on current discussions of criteria for teaching, scholarship, and service and how these discussions relate to future contract negotiations
September 19, 2012
Some faculty and departments have asked both the FSA and UFV administrators about the current departmental discussions of “criteria” and expectations concerning teaching, service, and scholarship, and how these discussions relate to contract negotiations, specifically the bargaining of a possible system of tenure and faculty ranking. In order to provide some clarification, the FSA Executive and Management are jointly issuing this communication.
The fact that conversations about both Rank and Tenure and about Criteria are occurring simultaneously can seem somewhat confusing. Further, there is a confluence of other pressures and initiatives: the Ministry of Advanced Education has introduced pressures for “quality assurance,” and UFV is engaged in the process of developing and publishing institutional “Learning Outcomes.” Even the various program reviews are requiring discussions of what the expectations and outcomes are within departments. All of these initiatives may involve discussions of criteria for measuring what is expected and/or what the “best practices” are for teaching, service, and scholarship. All of these initiatives and discussions can tend to become mixed and muddled so that faculty are unsure of what use will be made of their deliberations.
The FSA, in all recent communications with faculty regarding both rank and tenure, has emphasized that the FSA is not charged with developing criteria that would eventually be used either for tenure or for promotion. Those criteria should originate at the department level, and should reflect the values and expectations of the academic disciplines; they should also be based on the description of faculty work as outlined in Articles 18 and 19 of the Collective Agreement. What would be decided in the course of bargaining (which would then have to be ratified by both parties, and would therefore be subject to faculty vote) would be structures and processes to make certain that criteria are applied fairly and equitably. The FSA’s role would thus be to negotiate transparent and fair timelines, composition of promotion and tenure committees, appeals processes, and the like.
It is important to emphasize that neither management nor the union can establish the criteria on which faculty would ultimately be assessed for successful completion of tenure or for promotion, should these systems be put in place. Nor can either management or the union impose criteria. Criteria themselves would fall under the auspices of the departments, faculty councils, and the Senate.
Discussions of both potential criteria and of rank and tenure will be proceeding in a parallel fashion, but where and when do these discussions intersect? Perhaps negotiations on tenure and rank will proceed smoothly and come to faculty and the Board for ratification just as the criteria decided on at the department and faculty levels are ready to come forward to the Senate for approval. Such timing would represent an ideal convergence. If, for some reason, a system of rank and tenure is not successfully bargained in this round of negotiations, then
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presumably criteria would be ready to go forward at some future point. In the meantime, we hope that these discussions may have intrinsic value for departments and faculties.
Both the FSA and the UFV administration would encourage faculty to continue in these discussions, being mindful of who we are as an incredibly diverse institution, and of the workload demands on our faculty. In all discussions of criteria, UFV will respect the primary importance of teaching; the value of research and scholarship and their relationship to teaching; the diversity of both teaching and research and scholarship among our various disciplines; and the value of a wide range of service.
Eric Davis Virginia Cooke Provost and Vice-President, Academic President, Faculty and Staff Association
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UFV celebrates giving at annual Changing Lives awards ceremony BY ANNE RUSSELL ON SEPTEMBER 21, 2012
In what was described as a cross between a blind date and speed dating, UFV benefactors and the recipients of their generosity got together recently to meet, greet, thank, and celebrate philanthropy.
The university held its annual Changing Lives awards ceremony at the Ramada Inn recently. The casual meet-and-greet format groups donors and recipients together, giving donors the chance to see who their scholarship or bursary benefits and students the opportunity to say thanks.
“I hope that you get the chance to meet the student you’ve helped tonight,” said UFV executive director of advancement services Madeleine Hardin. “But if you don’t, just grab any student and chat… their stories are all wonderful.”
Hardin related how criminology student Nikki Dionne had wowed the crowd at a University Women’s Club meeting earlier that week by sharing her story of how a scholarship had helped her.
“It meant the difference between working 50 hours a week and 30 hours a week,” said Hardin. “Your gifts help our students in profound ways. We do change lives at UFV, and your generosity helps us to do so.”
President Mark Evered also addressed the gathering, saying that the support of community partners helped UFV evolve from the “college that could” to the “university that did.”
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“I see passion, commitment, and talent in this room. I also see our future. Together we are truly changing lives and building communities.”
Two students illustrated how important the support of the university and its donors had been to them.
UFV basketball star Nicole Wierks of Chilliwack, who is majoring in biology, minoring in kinesiology, and hoping to attend medical school, recalled the “sticker shock” of finding out that one textbook could cost $200.
“It’s difficult to be successful without the support of people who want you to be,” she said. “Not just family and friends, but donors too. You are investing in the growth and betterment of our community, and removing financial burdens and barriers has a cascading effect on other parts of our lives. I was dancing in the kitchen when I found out about my scholarship. We send our heartfelt appreciation to our donors.”
Nik Venema, who recently graduated with a Bachelor of Business administration with an economics minor, is now enrolled in graduate studies. But, as he related at the ceremony, he almost didn’t make it through university.
“I had my choice of universities when I graduated high school and went off to one of the larger ones. But I tripped on the threshold, and was given a swift kick back out. UFV gave me a second chance. There will always be a place in my heart for this university and what it stands for. UFV has an amazing culture of being real. You’ll find real human beings here, with real problems, who find the courage to stand out on a limb and rise above them. It truly is the best university in Canada. Through your generosity, please know that you are deeply and profoundly changing lives, mine included.”
Satwinder Bains, the director of the Centre for Indo-Canadian Studies and a key player in the fundraising campaign that launched the centre, spoke from the donor’s perspective.
“When we were fundraising for our centre, we knocked on doors the old-fashioned way with a theme of ‘higher education for a future generation.’ It was based on a dream, and our donors’ dream was that what they didn’t know, their children would know. While money talks, philanthropy has an echo.”
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UFV Distinguished Alumni winner 2012: George Hemeon honoured for career and artistic accomplishments BY ASHLEY WRAY ON SEPTEMBER 18, 2012
Typically, awards recognize a major strength of the individual receiving them. The winner of this year’s Distinguished Alumni award from the University of the Fraser Valley is being lauded for multiple strengths.
George Hemeon (BA ’04) is being honoured for both his career achievements and his artistic merit.
Hemeon has accomplished a lot in the past decade. The former landscaper earned his Bachelor of Arts degree from UFV in 2004, majoring in criminal justice and minoring in applied ethics and political philosophy.
During his time at UFV he studied the theories of politics and public policy, but also put them into practice by serving on the Student Union Society and the university-college council.
His experiences at UFV, along with some encouragement from his professors, led to a move across the country to earn a Master of Public Administration from Dalhousie University in Halifax.
Currently a senior aboriginal advisor for TransCanada Corporation in Calgary, Hemeon has also been senior procurement advisor for BC Hydro, where he took a lead role in implementing BC Hydro’s aboriginal procurement policy and strategy.
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He’s playing a similar role at TransCanada.
“I’m still in a position where I can influence positive change in aboriginal communities by opening up economic opportunities for them.”
His former criminology professor Darryl Plecas has high praise for Hemeon.
“George has a leadership style that strives toward consensus, mutually positive outcomes, and sustainable action.”
While building a career in administration and aboriginal affairs, Hemeon has concurrently been developing as an artist, gaining growing acclaim as an aboriginal carver.
While working as a teaching assistant with a special focus on aboriginal curriculum for the Abbotsford school district, he dug out some carving tools and learned along with the students. He had tried carving earlier in his life, but didn’t have the patience for it then.
Now he has exhibited and/or worked on carving projects in Japan, at the Vancouver 2010 Olympic Games, and in his hometown of Mission. During the Olympics he and his sons carved a Salish spindle whorl at BC Hydro’s Powersmart Village.
“I am fortunate to have had the opportunity to watch George develop into a highly skilled, exceptionally talented and respected Salish carver in a short period of time,” said Nancy Arcand, executive director Mission Arts Council.
Like many of his generation, Hemeon, whose mother is aboriginal, grew up without much knowledge of his culture and history.
“During my time at UFV, I started to learn about the relationship between the First Nations and the Crown, and I began to appreciate our history. I was interested, and began looking into the Supreme Court of Canada decisions addressing aboriginal rights and title. Then, when I was working as an aboriginal teaching assistant, I began to connect with aboriginal colleagues and Sto:lo culture.”
Although Hemeon’s award recognizes his career and artistic achievements, he also used the occasion to reflect on the good fortune he’s had along the way and the support he’s received from his wife Teresa and sons Harrison and Garrett.
“We often find ourselves working hard at living, and constantly balancing life and career,” he notes. “Receiving this great honour gives me and my family a moment to pause and reflect on the paths we’ve
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taken. I still have lots of goals I want to achieve, but this is a great moment to share with my family and friends. I’m not entirely comfortable with all the attention, but it’s nice just the same.”
“The Distinguished Alumni Award was established by the UFV Alumni Association to recognize an alumnus of UFV who has achieved outstanding distinction in career, educational achievement, or community service,” said UFV Alumni Relations manager Nancy Armitage.
“Though there were a number of exceptional nominations this year we were very pleased to select George to receive this year’s award. George has an impressive record of achievement, and we are very proud to be able to present George with this important award. We look forward to seeing his name stand in UFV’s Alumni Hall as an example of leadership to our students.”
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Inaugural UFV Young Distinguished Alumni award presented to Alex McAulay BY ASHLEY WRAY ON SEPTEMBER 18, 2012
Alex McAulay has always been a hardworking, multi-tasking individual. From his time spent studying and volunteering at the University of the Fraser Valley, to his involvement with the community of Chilliwack, he’s been a busy guy with multiple things on the go. Now, he’s taken his drive and education and is applying it to the world of business.
As the CFO of Naked Underwear, he has appeared on CBC’s Dragons’ Den, and helped raise over a million dollars in funding for the successful start-up.
On Wednesday evening, UFV recognized McAulay’s accomplishments by presenting him with the Young Distinguished Alumni award.
While the Distinguished Alumni award has been handed out since 2003 — highlighting the achievements of alumni who have outstanding distinction in career, educational, and community service — this is the first Young Distinguished Alumni award.
It is presented to a UFV graduate under the age of 35 who has demonstrated excellence in volunteer work, humanitarian efforts, community contributions, commitment to others, leadership, and innovation, among other points.
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“We’ve discovered that many of our young graduates are doing really great things,” said UFV alumni relations manager Nancy Armitage. “We’re a young institution, and we’ve only been graduating our students for a short number of years. But we see them achieving excellence in their lives and really being worthy of this honour.”
While several strong nominations were submitted, McAulay came out on top.
For McAulay, receiving the award is an honour – so much so that he and his new wife Kaila decided to delay their honeymoon to accept the award on Wednesday evening.
“I think that speaks to how honoured I am to receiving the inaugural award,” said McAulay. “It’s such a nice opportunity to reflect on where I’ve been in my short life. And it really forces me to look forward to determine how I’m going to continue to make more meaning.”
During his time at UFV, McAulay was enrolled in the Bachelor of Business Administration program. He pursued the accounting avenue to develop a strong financial understanding so he could build a business after graduation.
As he entered his third year of studies, he became heavily involved in the university. Already representing the citizens of Chilliwack on the Board of Education, McAulay also became president of the Business Administration Student Association President.
McAulay also sat on the Board of Governors, and took part in the presidential search, which helped in the process of hiring UFV president Mark Evered.
McAulay has since worked as a chartered accountant, and as the president of Chilliwack Community Services.
He also helped start The Naked Brand Group (operating as Naked Underwear). As the company’s CFO, he has helped the brand expand into department stores across North America, and become publicly traded on the stock market.
“It’s a pretty amazing experience being able to put all your university and professional training into your work like I have, and I’m only 28,” said McAulay. “So it’s hard not to be excited about life.”
Looking to the future, he is focused on building a strong marriage with his wife Kaila. In the business world, he’s looking towards more growth with Naked, but also has the hopes of starting his own tech company. And later in life, he’s interested in starting a donor-funded private school, and re-entering politics.
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He credits UFV with giving him the time to learn to be more humble, and motivate others.
“Everyone at university is so intelligent and strong mentally, so it becomes painfully obvious that you can accomplish so much more working with people then trying to do things on your own,” said McAulay. “I truly learned how to delegate and empower once I had that mindset.”
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UFV and NASA collaborate on research project BY ASHLEY WRAY ON AUGUST 28, 2012
Working with NASA is a dream for most scientists. And it’s something a group of University of the Fraser Valley (UFV) students were able to experience during a recent research trip to south central B.C.
The group spent two days at Kelly Lake, near Clinton, in late July, collecting data to learn more about the lake’s history. The lake is of interest to NASA as it contains unique rock formations called microbialites, which are considered to be rare carbonate rock structures formed by microorganisms.
The four students associated with UFV were joined by UFV Geography instructor Olav Lian, and two students linked with NASA Ames Research Center. With the help of University of Northern British Columbia (UNBC) Geography instructor Brian Menounos, and his master’s student, the group used a boat and special equipment to carry out their research.
The expedition’s purpose was to core the lake’s bottom to collect sediment that has accumulated over time.
NASA’s Darlene Lim explained the coring process as similar to putting a straw in a glass of coke, capping the top, and then bringing the straw upwards.
“The coke that’s trapped in the straw is essentially your sample,” she said, adding that in the lake’s case, the sample at the bottom is the oldest, and the top is the youngest.
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“So to understand the history of this aquatic system, you can tap into that sediment as a record, or historical book, of what’s happened to this environment over long periods of time,” said Lim. “That’s essentially what we’re interested in — that history of accumulation, and what’s happened surrounding the lake, and also within the lake, over long periods.”
While NASA has been working in the Kelly Lake area since 2004 with the Pavillion Lake Research Project, learning more about the microbialites, Lian has been conducting geology research in the area for nearly 20 years.
The collaboration is important to NASA in determining the region’s history, which they believe will assist them in understanding more about the formations, such as how they’re created and why they are here.
Another key aspect in the collaboration is involving the students.
“We always try to bring as many students with us as we can,” said Lian. “We’re not the type of scientists that like to work in isolation — mentorship of students is incredibly important to us.”
“Students are extremely important to any field team and research group,” added Lim. “Otherwise things just stagnant, and don’t move on and get published, so we totally believe in bringing students in all cases.”
Daniel Huesken, who graduated from UFV in June with a science degree in geography, was one of the students on the trip. Currently working in UFV geography’s Luminescence Dating Lab for the summer, he was grateful for the opportunity to work with other students and gain field experience, all without having to be a graduate student.
“It’s pretty exciting to get out in the field and collect data, because you learn so much about it in the classroom,” said Huesken. “To get out here and get your hands dirty, playing with the dirt and sediments, it’s pretty fun.
“I feel super fortunate that UFV has a really great undergrad commitment. So it’s been a great experience.”
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From: Lori Ann Waites To: Lori Ann Waites Subject: FW: A change to the leadership team in the Post-Secondary Programs Branch Date: Thursday, October 04, 2012 9:08:13 AM
Subject: A change to the leadership team in the Post-Secondary Programs Branch
I am writing to let you know that, after 14 years with the Ministry of Advanced Education, Deborah Hull is leaving AVED on a temporary basis to take on the role of Executive Director, Labour Strategy with the Public Sector Employers’ Council. Deborah’s last day with AVED is Sept 7, 2012.
Deb has been a valuable and respected member of the AVED team since August 1998. Over the past several years Deb has made many significant contributions throughout the Ministry, including establishing the DQAB criteria, establishing the teaching universities and guiding the development of the new aboriginal policy framework, and she has provided leadership to various branches within AVED, most recently as the Executive Director for the Post-Secondary Programs Branch.
We will miss Deb’s knowledge, wisdom and warmth, and we have all benefitted from her commitment to post- secondary education and to the public service. Many thanks, Deb, for the countless great things you’ve done here at AVED, and sincere best wishes for success and happiness in your new role.
Please join me in welcoming Mariana Diacu to AVED. Mariana will start on August 27, 2012 on a temporary basis as Executive Director, Post Secondary Programs Branch. Mariana will be responsible for building on the solid foundation and momentum achieved by the Branch team under Deb Hull’s leadership.
Mariana holds two law degrees from the University of Bucharest (Romania) and the University of Victoria, British Columbia and has completed a Master in Arts in Leadership for Health at the Royal Roads University.
Mariana worked as a lawyer in private practice with Straith and Co. and focused her practice on civil litigation, contract law and family law. She joined the BC government in 1998 and since then she held a number of positions with the Ministry of Health, Ministry of Attorney General and Ministry of Public Safety and Solicitor General in the legislation and professional regulations, information and privacy area and commercial law. Most recently, Mariana held the position of Executive Director of Intergovernmental Relations, Ministry of Health.
Mariana loves playing tennis, hiking, running and learning new languages. She has lived in Victoria for the past 21 years with her husband and son.
I would like to welcome Mariana to her new role. She will be responsible for working with the team to deliver on the plans we’ve been discussing over the past several months – to demonstrate and realize our Ministry’s Mission: We provide leadership to a dynamic, integrated and responsive post-secondary system to maximize benefits to all British Columbians.
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Please note that Mariana will be on vacation from September 4 to October 5. Steven Rumpel will be acting Executive Director while she is away.
Dawn
Dawn Minty Assistant Deputy Minister Post-Secondary Regions & Programs Division
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From: Lori Ann Waites To: Lori Ann Waites Subject: FW: RSVP: Indigenizing the Academy Date: Thursday, October 04, 2012 9:08:50 AM
Good morning,
Thank you for the invitation to participate in the two-day Indigenizing the Academy conference being held on August 27 and 28, and the traditional Sto:lo Feast on the evening of August 27.
Unfortunately, due to other obligations, I am unable to participate in this event; however, have asked Tony Loughran, Executive Director of the Fraser Valley / Interior Region, to attend on my behalf.
I am impressed with the leadership your institution is showing in this area and would like to extend my best wishes for a successful sharing of knowledge and building of partnership.
Sincerely, Cheryl Wenezenki-Yolland Deputy Minister Ministry of Advanced Education
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Minutes for the University of the Fraser Valley SENATE GOVERNANCE COMMITTEE June 19, 2012 Room C1429 Abbotsford Campus
PRESENT: Sue Brigden, Mark Brosinski, Peter Geller, Rod McLeod, Sylvie Murray, Gerry Palmer (Chair), Norm Taylor, Al Wiseman
1. CALL TO ORDER
Chairman Palmer called the meeting to order at 2:42 pm.
2. ITEMS for APPROVAL
2.1. Agenda for today's meeting
MOTION: THAT the agenda for today's meeting of the Senate Governance Committee be approved as presented. S. Brigden/R. McLeod CARRIED
2.2. Draft minutes for the May 22, 2012 meeting of SGC
MOTION: THAT the minutes for the May 22, 2012 regular session of the Senate Governance Committee meeting be approved as presented. S. Murray/S. Brigden CARRIED
3. CONTINUING BUSINESS
3.1. Faculty Council for Health Sciences - nomination and election procedures
SGC reviewed all faculty councils' inaugural terms of reference for nomination and election procedures. In keeping with this established precedence, the inaugural terms for the nominations and election procedures for the Health Sciences faculty council were reviewed by SGC. SGC recommended that the terms be brought to Senate for approval, pending some punctuation changes in criteria two and three under Duties to have the colons changed to semi-colons.
SGC made a decision to review its interpretation of the University Act to guide its decisions in establishing areas of responsibility falling under the purview of faculty councils, SGC, and Senate; in particular, Section 41, whereby a general rule made by a faculty is not effective or enforceable until a copy has been sent to the senate and the senate has given its approval. An ad hoc or sub-committee of SGC will be assigned to begin work on this task in September.
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MOTION: THAT Senate Governance Committee has reviewed the nomination and election procedures for the Faculty Council of Health Sciences and recommends their approval by Senate. R. McLeod/S. Brigden CARRIED
3.2. Procedures for Membership on Standing Committees of Senate - Faculty Expressions of Interest Process (as requested by Senate)
At its June 1, 2012 meeting, Senate approved the procedures for membership on Senate standing committees. Senate requested that SGC further review the procedures to clarify the nomination process for faculty membership on standing committees. The process implies that expressions of interest will be sought first from faculty members then secondly at faculty councils.
Vice-Provost Geller will share, for SGC's consideration, some procedures and guidelines which are in place at other universities. This item will be brought back to SGC in the fall.
3.3. Senate Bylaws and Rules for the Conduct of Business on Standing Committees - ex officio non-voting membership rules
Senate approved revisions to its bylaws on June 1, 2012, as recommended by SGC. SGC agreed to continue work on the bylaws; in particular, the attendance requirement for Senate members. In addition, attendance requirements for standing committees of Senate were also reviewed.at SGC:
Current wording of Senate bylaws A voting member who misses three consecutive regular meetings per year, without prior arrangement with the chair, will be deemed to have resigned from the Senate and will be replaced. When a member has missed two meetings, the chair will notify the member in writing that he or she is in danger of losing his or her place on the Senate.
Current wording in Rules for the Conduct of Business on Standing Committees Any member, not including ex officio, who misses three consecutive regular meetings per year, without prior arrangement with the chair, will be deemed to have resigned from the committee and will be replaced. When members have missed two meetings, the chair will notify the member in writing that he or she is in danger of losing his or her place on the committee.
SGC made the following recommendations to amend the attendance requirements at Senate and at standing committees:
MOTION: THAT SGC recommends the following revisions to the Senate attendance requirements as outlined in the Senate bylaws:
An elected or appointed voting member of Senate who misses two consecutive
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regular meetings per year, without prior arrangement with the chair, shall receive written notice from the chair. An elected or appointed voting member who misses three consecutive regular meetings without prior arrangement with the chair, and who has received written notice, will be deemed to have resigned. N. Taylor/R. McLeod CARRIED
MOTION: THAT SGC recommend the following attendance requirement revisions to the rules for the conduct of business on standing committees:
Any member of a standing committee of Senate who misses two consecutive regular meetings per year, without prior arrangement with the chair, shall receive written notice from the chair. Any member of a standing committee who misses three consecutive regular meetings, without prior arrangement with the chair, and who has received written notice, shall have his/her membership in the standing committee reviewed by the Senate Governance Committee. N. Taylor/R. McLeod CARRIED
3.4. Graduate Program and Course Approval Policy
SGC accepted the graduate program and course approval policy submitted by the Senate Graduate Studies Committee. The policy will be reviewed by SGC in September.
4. INFORMATION ITEMS
4.1. Director, International Education - change to position title - details appended to agenda package
4.2. Summary of SGC ad hoc committee meeting - May 15, 2012 - appended to agenda package
4.3. Graduate Studies Committee - Terms of Reference (reviewed by SGC with a recommendation to forward to Senate for approval)
5. IN-CAMERA SESSION - Agenda under separate cover
6. ADJOURNMENT of the last meeting for 2011-12
Sue Brigden moved to adjourn the meeting at 4pm.
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