1.0 ORGANIZATION AND PROGRAM INFORMATION
1.1 Submission Title Page Full Legal Name of Organization: Breakwell Education Association Operating Name of Organization: The Stratford College of Liberal Arts Common Acronym of Organization: SCLA URL for Organization Homepage: Not applicable Degree to be awarded for the program or part Baccalaureate: Honours of program: Proposed Degree Title and Nomenclature: Bachelor of Liberal Arts, Honours Date of Submission: August 13, 2004. 1st Revision: September 29, 2004. 2nd Revision: December 22, 2004. Location of where program is to be delivered: 45 Waterloo Street South Stratford, Ontario N5A 4A8 Contact Information: Dr. Todd Smith Secretary, Breakwell Education Association 210 Water Street Stratford, ON N5A 3C5 See Above Tel: 519-273-9217 Cell: 519-777-1707 (mobile) Fax: 519-273-2419 Email: [email protected] Site Visit Coordinator: Same as above.
1.2 Quality Assessment Panel Nominees Name and Full Tel: Academic Professional Designations Nominee Arm’s length Address Fax: Credentials accepted from E-mail organization’s organization nomination for past 7 years Pierre-Yves Tel: (403) 220-3674 Dean, Faculty of Humanities, Mocquais Fax: (403) 284-0848 Ph.D. University of Calgary, 1999-2004 Yes Yes Email: Associate Dean, Faculty of Arts, [email protected] University of Regina, 1997— 1999 Andy Knight Tel: (780) 492-9970 Full Professor, Dept. of Political 816 Ryan Pl, North Fax: (780) 492-2586 Ph.D. Science, University of Alberta Yes Yes West Edmonton, Email: Editor, Global Governance Alberta T6R 2K3 [email protected] Journal
Todd Lawson Tel: 416-978-3080 Associate Professor of Islamic University of Fax: 416-978-3305 Ph.D. Thought, University of Toronto Yes Yes Toronto Email: Dept. of Middle [email protected] Eastern Civilizations 4 Bancroft Ave. Toronto ON M5S 1C1
Kamran Sedig Tel: (519) 661-2111 Assistant Professor, Faculty of Middlesex College, x86612 or 88487 Ph.D. Information and Media Studies & Yes Yes UWO, London, Fax: none Dept. of Computer Science, Ontario, N6A 5B7 Email: [email protected] UWO Don Rogers Tel: (613) 476-9707 Instructor, and then full RR #2 Milford ON Fax: none B.Sc. professor - University of Sask. Yes Yes K0K 2P0 Email: M.SC. 1959 – 1988. Head of [email protected] Department of Art and Art History for two terms
SCLA Quality Assessment Review, December 22, 2004 (Revision) 2 Anne Boyles Tel: (902) 894-5503 Assistant Professor, Dalhousie 86 McGill Ave Fax: (902) 894-8797 B.Ed. English Department, 1989—94 Yes Yes Charlottetown PEI Email: M.A. Currently Sessional Lecturer in C1A 2K4 [email protected] Ph.D. the English Department, UPEI Senior editor of "The Bahá’í World" volumes and Executive Editor of "One Country". Arash Abizadeh Tel: 514-278-8438 M.Phil Assistant Professor, McGill 5118 Hutchison St. Fax: (514) 398-1770 Oxford University, Depart. of Political Yes Yes QC H2V 4A9 Email: Ph.D. Science [email protected] Harvard
SCLA Quality Assessment Review, December 22, 2004 (Revision) 3 1.3 Table of Contents 1.0 ORGANIZATION AND PROGRAM INFORMATION...... 1 1.1 SUBMISSION TITLE PAGE ...... 1 1.2 QUALITY ASSESSMENT PANEL NOMINEES ...... 2 1.3 TABLE OF CONTENTS ...... 4 2.0 EXECUTIVE SUMMARY...... 6 2.1 EXECUTIVE SUMMARY...... 6 3.0 PROGRAM ABSTRACT...... 26 3.1 PROGRAM ABSTRACT...... 26 4.0 PROGRAM DEGREE LEVEL STANDARD...... 27 4.1.1 Degree-Level Summary...... 27 4.1.2 Samples of Student Work...... 33 5.0 ADMISSIONS, PROMOTION, GRADUATION STANDARD ...... 34 5.1.1 Program Admission Requirements...... 34 5.1.2 Mature Students Policy ...... 36 5.1.3 Credit Transfer/Recognition Policy...... 36 5.1.4 Entrance Examinations and Prior Learning Assessment Policy ...... 38 5.2 PROMOTION AND GRADUATION REQUIREMENTS POLICY ...... 39 5.2.1 Grade Point Average Calculation...... 39 5.2.1 Warnings, Suspensions and Dismissals ...... 40 6.0 PROGRAM CONTENT STANDARD ...... 42 6.1 PROGRAM ADVISORY COMMITTEE (WHERE APPLICABLE) ...... 42 6.1.1 Program Advisory Committee Membership...... 42 6.1.2 Program Advisory Committee Minutes...... 44 6.2 PROFESSIONAL/ACCREDITATION OR OTHER ORGANIZATIONAL SUPPORT ...... 45 6.2.1 Current Professional/Accreditation or Other Requirements ...... 45 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements...... 45 6.3 PROGRAM COMPARISON STATEMENT AND TABLES ...... 46 6.3.1 Program Comparison Statement...... 46 6.3.2 Program Comparison ...... 46 6.4 PROGRAM LEVEL LEARNING OUTCOMES ...... 56 6.5 ACADEMIC COURSE SCHEDULE INFORMATION ...... 58 6.5.1 Program Hour/Credit Conversion ...... 58 6.5.2 Academic Course Schedule – Honours Baccalaureate...... 59 6.5.3 Academic Course Schedule - Graduate ...... 68 6.6 COURSE OUTLINES AND OTHER GRADUATION REQUIREMENTS ...... 69 6.6.1 Calendar Course Descriptions...... 69 6.6.2 Course Outlines...... 124 6.6.3 Online Course Information ...... 281 6.7 WORK EXPERIENCE/INTERNSHIP PLACEMENT EXPERIENCES REQUIRED FOR DEGREE COMPLETION ...... 281 6.7.1 Work Experience/Internship Outcomes...... 281 6.7.2 Work Experience/Internship Commitments...... 281 7.0 PROGRAM DELIVERY STANDARD ...... 282 7.1 COURSE/REQUIREMENT DELIVERY POLICIES ...... 282 7.2 POLICY ON STUDENT FEEDBACK ...... 284 7.2.1 Policy on Student Feedback...... 284 7.2.2 Student Feedback: Criteria and Instruments ...... 285 7.3 ON-LINE LEARNING POLICIES AND PRACTICES...... 287 7.4 ACADEMIC COMMUNITY POLICY...... 287
SCLA Quality Assessment Review, December 22, 2004 (Revision) 4 8.0 CAPACITY TO DELIVER STANDARD ...... 288 8.1 CURRICULUM VITAE OF CURRENT FACULTY ASSIGNED TO THIS DEGREE PROGRAM ...... 288 8.1.1 Curriculum Vitae Exception Statements ...... 288 8.1.2 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses...... 288 8.1.3 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses...... 288 8.1.4 Curriculum Vitae for Program Development Consultants ...... 363 8.1.5 Curriculum Vitae for Faculty Responsible for On-Line Learning Professional and Technical Staff ...... 420 8.1.6 Curriculum Vitae for Faculty Responsible for Thesis/Dissertation Supervision...... 420 8.2 FACULTY CURRICULUM VITAE RELEASE FORM...... 421 8.3 POLICIES ON FACULTY ...... 431 8.3.1 Academic/Professional Credentials...... 431 8.3.2 Academic/Professional Credentials for Faculty Acting as Supervisors ...... 432 8.3.3 Evidence on File...... 432 8.3.4 Regular Review of Faculty Performance ...... 432 8.3.5 Means of Ensuring Currency of Faculty Knowledge...... 433 8.3.6 Faculty Teaching and Supervision Roles...... 433 8.3.7 Faculty Availability to Students ...... 434 8.3.8 Professional Development of Faculty ...... 434 8.4 ENROLMENT PROJECTIONS AND STAFFING IMPLICATIONS...... 436 8.5 RESOURCES ...... 438 8.5.1 Library Resources...... 438 8.5.2 Computer Access...... 441 8.5.3 Classroom Space...... 442 8.5.4 Labs/Equipment ...... 442 8.5.5 Resource Renewal and Up-Grade Plans...... 442 8.6 SUPPORT SERVICES ...... 443 9.0 CREDENTIAL RECOGNITION STANDARD...... 445 9.1 PROGRAM DESIGN AND CREDENTIAL RECOGNITION ...... 445 9.2 CONSULTATION...... 447 10.0 REGULATION AND ACCREDITATION STANDARD ...... 481 10.1 REGULATORY/LICENSING REQUIREMENTS...... 481 10.1.1 Current Regulatory or Licensing Requirements ...... 481 10.1.2 Letters of Support from Regulatory/Licensing Bodies ...... 481 11.0 PROGRAM EVALUATION STANDARD ...... 482 11.1 PERIODIC REVIEW POLICY AND SCHEDULE...... 482 11.1.1 Review Process and Content...... 482 11.1.2 Annual Student Program Evaluation ...... 485 12.0 OTHER RELEVANT INFORMATION ...... 486 12.1 BLOCK PLAN AT SCLA ...... 486 12.1.1 Block Plan Design...... 486 12.1.2 Block Plan Advantages ...... 486 12.1.3 Academic Year, 2005—2006...... 488 12.2 BREAKWELL HISTORY ...... 490 12.3 PROGRAM APPROPRIATENESS...... 492
SCLA Quality Assessment Review, December 22, 2004 (Revision) 5 2.0 EXECUTIVE SUMMARY
2.1 Executive Summary
Proposed Program Title: Liberal Arts
Proposed Credential Nomenclature: Bachelor of Liberal Arts, Honours
Disciplines/Fields of Study: Interdisciplinary with a focus on the Social Sciences, Humanities,
Peace and Conflict Studies, Ethics and Contemporary Studies.
Is a work experience/work placement term required for degree completion? No.
Anticipated Program Start Date: September 2005.
Program Description:
History
Since 1994, a group of professional educators and Canadian entrepreneurs have been creating and delivering Bahá’í-inspired educational initiatives to serve youth and children in
Ontario. This group, led by Mr. Gordon Naylor, and recently incorporated as Breakwell
Education Association (BEA), founded Nancy Campbell Collegiate Institute (NCCI) in 1994, which today is a highly successful international K-12 day / residential school in London, Ontario.
Ranked by the independent Frasier Report, NCCI currently holds the #1 ranking in Ontario. It shares this position with only fifteen of the over eight hundred schools that were assessed.
BEA, operating as The Stratford College of Liberal Arts (SCLA) has developed this proposal for the purpose of obtaining permission to offer a degree program in Liberal Arts. The general aim of BEA is to begin as a college and to evolve into a University College when the Ministry has given consent for a sufficient number of programs, and then finally into the University of
Stratford when the breadth of programs and research endeavours warrant such a change in institutional status.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 6 Briefly, the success of the NCCI model and, more recently, its Advanced Placement program, along with ready access to classrooms, facilities and other requisite resources in
Stratford, as well as the availability of qualified professionals, led to the idea and rendered it timely to offer programs of higher learning in Ontario. Given that clear guidelines and criteria for creating and delivering degree-programs offered by private institutions of higher learning in
Ontario were established under the Postsecondary Education Choice and Excellence Act, 2000, an ad-hoc group of highly qualified academics and professionals experienced in higher education and university administration began the process of preparing a proposal for submission to the Ministry of Training, Colleges and Universities in Ontario. Under the Direction of Dr. Todd Smith, Director of Postsecondary Education at NCCI, this group has been researching and preparing this proposal for the past 16 months. For more detailed information on the background and history of Breakwell Education Association, see section 12.0 of this document.
Overview
Breakwell Education Association, operating as The Stratford College of Liberal Arts (SCLA), recognizes the high quality of postsecondary education already being delivered across Ontario.
There are, undoubtedly, many solid, stimulating and effective programs in both the Humanities and Social Sciences. Ontario universities are producing graduates with sound knowledge and skills.
To date, however, only a few programs can claim to be significantly interdisciplinary. In
Ontario, these include Wilfrid Laurier’s Contemporary Studies, Ryerson’s Art and Contemporary
Studies, Carleton’s Directed Interdisciplinary Studies, Waterloo’s Independent Studies, York’s
Individualized/Multidisciplinary Studies, Brock’s Integrated Studies, Laurentian’s Liberal
Science, Nipissing’s Liberal Arts, Windsor’s Liberal and Professional Studies, and Waterloo’s
SCLA Quality Assessment Review, December 22, 2004 (Revision) 7 Spirituality and Personal Development Studies. Besides these, and a few others, most programs are discipline specific, influencing students to specialize.
Specialization certainly has its place and value. Nevertheless, there is considerable merit to both undergraduate and graduate education that allows for meaningful, in-depth, cross- disciplinary exploration. Programs are needed that attune students to a wide range of socio- philosophical-scientific thought, that promote both keenness and versatility of mind, and that foster intellectual acuteness while engendering profound appreciation for a diversity of paradigms within which to experience, reason and discover. Through such programs, participants learn to analyze the familiar along with the extraordinary, and to synthesize diverse insights into novel ways of understanding and relating to the world.
These are essential capabilities in this day and age. Businesses, for example, are increasingly seeking graduates who possess versatility and breadth. Even the highly specialized technology industry is seeking personnel with this type of training and education.
The following statement recently signed by over 25 CEOs1 is telling:
As leaders of some of Canada’s growing high-technology companies, we have first-hand knowledge of the necessity for a balanced approach. Yes, this country needs more technology graduates, as they fuel the digital economy. But it is impossible to operate an effective corporation in our new economy by employing technology graduates alone. We have an equally strong need for those with a broader background who can work in tandem with technical specialists, helping create and manage the corporate environment.2 SCLA is first and foremost a teaching and learning-centred college that aims to deliver a range of interdisciplinary programs to help students meet this demand. Its objective is to do so, moreover, by employing a unique approach to postsecondary education, to the relationship
1 Including the likes of Pierre-Paul Allard, President and Managing Director, Cisco Systems Canada Co.; Everett Anstey, President, CEO and Chairman, Sun Microsystems of Canada Inc.; Kevin Bennis, President and CEO, Call-Net Enterprises Inc. (Sprint Canada);Micheline Bouchard, Chairman, President and CEO, Motorola Canada Co.; and John Wetmore, President and CEO, IBM Canada Ltd. 2 Found at http://www.socsci.mcmaster.ca/liberal_hitech.cfm.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 8 between science and religion, to the application of knowledge, and to building a healthy academic community. Inspired by the teachings of the Bahá’í Faith, this approach is summarized by the following five college goals.
College Mission and Five Academic Goals
Goal 1: Provide effective integrative programs that enable the analysis and synthesis
of knowledge from diverse branches of learning.
While specialization has its legitimate place in university education and in society as a whole, taken too far it leads to fragmentation, isolation, and discord. There is also much to be gained by achieving syntheses, or lucid correlations, between different fields of knowledge. Many recognize this as evidenced by the growing number of interdisciplinary degree programs in
Ontario (see above) and elsewhere.
Students who wish to obtain such degrees, however, must typically do so by extracting a number of discipline-based courses from several departments.3 SCLA’s goal is to offer
“integrative” courses that respond to, incorporate, and synthesize knowledge from diverse fields.
At least 10% of each course is devoted to interdisciplinary considerations. Most courses include a much greater percentage. Some are purely interdisciplinary.
Furthermore, courses are designed as components of an interrelated network, with each building upon and/or contributing to other courses in the program. The net result is an
“integrative program” in the sense that no matter which path of study a participant takes, the program retains coherence for him or her while cultivating both depth and breadth of learning.
3 Exceptions includes Laurier at Brantford’s Contemporary Studies program, and Ryerson’s Art and Contemporary Studies program.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 9 Goal 2: Facilitate integrative learning that embraces the complementarity of reason,
scientific inquiry, artistic expression, and religious insight.
Perhaps most unique to SCLA is the emphasis it places on how science and religion can complement and enrich each other, together contributing to knowledge and social development.
Certainly, this is a controversial stance with both science and religion currently sustaining attacks from skeptics on many sides. Science (and particularly, social science) has typically relegated religion to the realm of social construction, it being ostensibly fabricated to help humans cope with ambiguity, or reified to support the interests of the powerful, etcetera.
Similarly, science (including social science) has recently come under criticism by some post- structural, post-modern and critical theorists, who maintain that scientific knowledge is itself a mere social construct with no privileged access to reality. Many insist that its theoretical claims are simply the manifestations of power relations, or the embodiments of pragmatic convenience.
A major aim of SCLA is to encourage an exploration of the legitimate and problematic contributions that both science and religion make. A major conviction, informed by the writings of the Bahá’í Faith, is that science and religion are intrinsically compatible; that there is no necessary conflict between them. Both can be sources of valid knowledge. Both are answerable to reason. Each, moreover, is essential to the other. Science is capable of sustaining and inspiring confidence in rational faith. Religion, in turn, can illuminate the horizons of scientific endeavour. Functioning in harmony and stimulated by the creativity of artistic expression, they pave the way to truth, human progress and prosperity.
Goal 3: Cultivate the intellectual, moral and spiritual capabilities to generate,
communicate and apply knowledge for the betterment of the world.
Too often knowledge production is about self-advancement, and where this is the goal, pride and self-serving academic exercises result. Collective advancement occupies a distant
SCLA Quality Assessment Review, December 22, 2004 (Revision) 10 secondary concern. SCLA, on the other hand, is committed to graduating participants who take to heart, and possess the skills to implement, the following.
It is…urgent that beneficial articles and books be written, clearly and definitively establishing what the present-day requirements of the people are, and what will conduce to the happiness and advancement of society. These should be published and spread throughout the nation, so that at least the leaders among the people should become, to some degree, awakened, and arise to exert themselves along those lines which will lead to their abiding honour. The publication of high thoughts is the dynamic power in the arteries of life; it is the very soul of the world.4 SCLA also aims to provide a forum for participants to develop as knowledgeable and effective citizens of the world. Participants are encouraged to develop traditional academic skills as well as to refine various attributes consistent with a spiritual education. These include
“a good character, an enlightened nature, a pure intent, as well as intellectual power, brilliance and discernment, intuition, discretion and foresight…”5 The educated are also “…to be sincere, amenable, clement and compassionate; to have resolution and courage, trustworthiness and energy, to strive and struggle, to be generous, loyal, without malice, to have zeal and a sense of honour, to be high-minded and magnanimous, and to have regard for the rights of others.”6
Finally, the attributes of the educated include the capacity to work with others in a spirit of unity and common purpose; to consult and otherwise communicate with detachment, respect, calm and forbearance; to pursue excellence with humility; and to celebrate the accomplishments of others.
Goal 4: Employ program delivery systems and pedagogies that respond to participant
needs and learning styles.
SCLA aims to become a college known nationally and beyond for its teaching excellence.
The manner in which its programs are delivered is critical to this end. Consequently, SCLA has
4 `Abdu'l-Baha, Secret of Divine Civilization, ‘’ pp. 109—110 5 `Abdu'l-Baha, Secret of Divine Civilization, pp. 33—34 6 `Abdu'l-Baha, Secret of Divine Civilization, p. 38
SCLA Quality Assessment Review, December 22, 2004 (Revision) 11 adopted a number of measures to ensure its programs are as comprehensive, stimulating and accessible as possible. These include a commitment to recruit highly capable, devoted and approachable instructors that are in tune with the goals of the College. They also include a commitment to small class sizes and the implementation of innovative course delivery mechanisms. (See “Program Design and Strengths” below for more details on the College’s
“Block Plan”.) In addition, SCLA has adopted a small campus model, which ensures a level of intimacy not found at many postsecondary institutions. Taken together, these measures are essential to the first three goals of the College, as well as to the College’s fifth and final goal.
Goal 5: Build a dynamic community of professors, administrators, staff, students and
alumni committed to the over-arching principles of justice, unity, and excellence in all
things.
Building such a community involves each member striving to apply the following operational
Bahá’í –inspired principles outlined in the Institutional Code of Conduct.
1. Every human being is inherently noble, and this nobility is cultivated through both
material and spiritual education.
2. Every human being has the right and responsibility to pursue an unfettered search for
truth with due regard for the rights of others.
3. Dogmatism, or blind adherence to any sectarian perspective or belief system, whether
religious, scientific, political or other, is an obstacle to human progress.
4. Backbiting, calumny, fanaticism and other related practices that promote divisiveness,
factions, discord and prejudice, are affronts to human dignity and stifle social
development.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 12 5. Problems and conflicts are to be resolved through consultation characterized by
moderation, candor, mutual respect, detachment, tolerance, patience, and purity of
motive.
6. World unity, in which diversity is valued and cultivated, is an attainable goal towards
which a divided and conflicted humanity must strive.
7. True progress requires the recognition and the establishment of equal rights and
privileges for women and men.
8. Every child, youth, woman and man, as a global citizen, is responsible for advancing
the material, social and spiritual progress of humankind.
9. Collective decision-making should be guided by spiritual principles that promote the
cause of world harmony.
These nine principles are considered fundamental to achieving the first four goals of the
College, and consequently, to the learning success of every participant.
In summary:
The mission of The Stratford College of Liberal Arts is to facilitate integrative learning processes informed by the complementary nature of reason, science, art and religion, and that nurture each participant’s moral capabilities to advance, promulgate and apply knowledge for the betterment of the world and the promotion of the oneness of humankind.
Program Learning Outcomes
The Bachelor’s of Liberal Arts (Honours) is the College’s first major degree reflecting the
College’s mission and goals. Its aim is for participants to graduate with the knowledge, moral capabilities and volition to contribute effectively to academic, business, community and global progress.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 13 As with most interdisciplinary programs, the Liberal Arts degree offers a range of choice (see
Program Outline at the end of this section).7 Participants shape their own academic journeys by selecting from among a number of interdisciplinary courses. However, they do so while fulfilling certain core requirements that heighten the integrative nature of the program and ensure that the following ten program outcomes are met.
All ten outcomes pertain to the capabilities of an educated citizen of the world, and relate directly to the goals of the College (see section 12.3). They are organized into two categories: academic outcomes and moral leadership outcomes.
Academic Outcomes. Graduates will have the capability to:
1. demonstrate depth and breadth of knowledge regarding the material, social-
psychological, ethical, and spiritual dimensions of existence, and its relevance to current
world conditions;
2. access, analyze and synthesize information, including empirical data, premises,
logical arguments, beliefs, and theoretical concepts, from a variety of academic and
religious sources;
3. generate knowledge for the betterment of the world by framing strategic questions,
utilizing appropriate methods of research, analysis and correlation, and drawing upon
religion as a source of guidance and sustained motivation;
4. solve complex problems by employing various disciplinary and interdisciplinary ideas,
tools and techniques, and religious teachings, in innovative and integrative ways;
5. communicate effectively on a range of issues and their corresponding solutions in
logical, ethical, creative, and audience-appropriate ways.
7 Initially, the program will be of particular interest to those hoping to pursue contemporary, cultural, human development, ethics, peace, or conflict resolution studies. Courses more relevant to other areas will be introduced in the coming years.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 14 Moral Leadership Outcomes. By combining reason, scientific inquiry, artistic expression, and religious insight, graduates will have the capability to:
6. employ consultative methods for collective decision-making and the pursuit of truth,
unity, and justice;
7. build unity of purpose by facilitating processes that generate the visions, strategies,
and volition necessary to meet collective objectives;
8. pursue life-long learning characterized by an unfettered search for truth, and with the
attitude that every experience is an opportunity for individual and/or collective growth;
9. apply knowledge for the betterment of the world in thoughtful, discerning, creative,
trustworthy, resolute, sincere and strategic ways;
10. foster unity in diversity by recognizing and promoting the nobility and contributions of
every individual.
Program Design and Strengths
The curriculum is constructed to meet all ten of these learning outcomes in coherent and diverse ways. Each course addresses at least three of the learning outcomes in addition to its course specific outcomes (see course outlines under 6.6.2). Consequently, students are continually measuring themselves against the program outcomes, and doing so within a variety of learning contexts. Moreover,
• Regarding Outcome 1: Breadth is addressed by the “integrative” nature of each course, the
wealth of required and elective interdisciplinary courses, and the number of “Influential
Ideas” courses from which to choose. Depth is also promoted within each course.
Participants are encouraged to inquire into particular areas of interest through essays,
projects, and other forms of scholarly output. Participants must also write a 400F terminal
research paper demonstrating advanced knowledge in a focused area.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 15 • Outcomes 2 through 4 are similarly addressed by the interdisciplinary nature of the program,
as well as by the different elective areas independently. They are, moreover, directly
targeted by the required Science and Religion (SR) courses as well as by the required and
elective Reasoning and Communication (RC) courses covering analysis, critical thinking,
logic, problem solving, and research methodologies. Also highly pertinent are the 400F
Seminars (GS or AS). These courses are largely student driven and involve collective
interdisciplinary exploration, synthesis and creative application. The elective Skills and
Applications (SA) stream is particularly relevant to Outcome 4.
• Outcomes 2 and 3 are also concerned with the generation of beneficial knowledge. Of
particular note here is the 400F Terminal Research Paper, which challenges participants to
make unique contributions to academia in the form of major research papers. Doing so
develops competence at framing questions, accessing appropriate information, evaluating
data and concepts, correlation, and employing suitable methodologies. Participants receive
practice to this end in all their courses through essays and other assignments.
• Outcomes 5 and 6 are specifically addressed in the 200 and 300 level RC courses. The aim
of these courses is to train participants in the standard methods of argumentation and
communication while introducing them to newer, more inclusive methods, such as the
consultative approach. Also relevant are the GS- and AS-400F Seminars. Here,
participants consult together and collaborate on the design and implementation of projects
concerned with one of the four following themes: the advancement of women, human rights,
global prosperity, and moral development. Those interested can also benefit from the
optional Ethics, Peace and Conflict Studies (EPCS) courses dealing with conflict resolution
and moral reasoning.
• Outcomes 7 through 9 are touched on in various ways throughout the curriculum, although
more directly again in the Reasoning and Communication courses and the 400F Seminars.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 16 Both sets of courses promote the development of knowledge and moral capabilities for
effective individual and collective action. In addition, the required Knowledge and
Development (KD) courses highlight the moral application of one’s knowledge, and the role
of the educated in advancing human well-being. Structured as seminars, these courses
allot significant time for students to assess their progress and generate appropriate
strategies for meeting all ten of the program objectives. Both the elective Skills and
Application (SA) and the Arts and Society (AS) courses are also relevant to these outcomes.
• Finally, Outcome 10 is not addressed by any one specific course. Receiving perhaps the
most attention in the Knowledge and Development courses, the capability to promote unity
in diversity and the nobility of each person is an underlying theme that informs the entire
program as well as the operation of the College as a whole.
Program Delivery
SCLA is a teaching and learning-centred college dedicated to its five goals and the ten program outcomes articulated above. On the one hand, this requires SCLA to recruit and continually train the best teaching faculty possible. On the other hand, it means creating the circumstances in which effective teaching and learning can take place. With this in mind, SCLA has adopted an innovative approach to program delivery. There are four facets to this approach:
1. The Block Plan: Successfully employed by Colorado College since 1970, and recently
adopted by the newly founded Sea to Sky University in British Columbia (to open
September, 2005), the Block Plan offers a unique alternative to the traditional semester
system. Instead of taking multiple courses in parallel, students take one course at a
time in a sequence of “blocks”. Each block is three-and-one-half weeks in duration and
worth four credits hours. Students can complete eight blocks in an academic year
running from early September to late April, or four blocks per semester. Students also
SCLA Quality Assessment Review, December 22, 2004 (Revision) 17 have the option of completing up to three blocks during the summer semester. The
Block Plan has many benefits as discussed in detail under Appendix 12.0. Briefly, it
enables:
a. learners to focus. Free from the constraints and demands of other courses,
students can immerse themselves in their course content without distraction.
Faculty members, each teaching one course per block, are similarly free to
devote their energies to their respective courses. This encourages greater
faculty-student interaction, and therefore more in-depth learning. It also permits
greater opportunities for team teaching.
b. flexibility in program participation and duration. Students have the freedom to
take a break for a block or more at any time should they need to, or for the entire
summer as is traditionally the case. On the other hand, a more ambitious
student wanting to accelerate his or her program can do so by completing eight
blocks during the standard academic year plus one, two, or three additional
blocks over the summer. This structure has the added advantage of increasing
the number of program entry dates per academic year from two (September and
January), to eight (one for each block) plus summer entry dates. This feature,
along with the short duration of courses, is helpful for mature students, many of
whom are in the position of having to manage their academic schedules around
childcare or work commitments.
c. flexibility in choosing an area of concentration. Participants can sample a
course in a particular thematic area, test it for three-and-one-half weeks, and
then decide, should they wish, to take another path of study.
In short, the structure gives all participants greater control over the timing and content of
their learning, while matching it as closely as possible to their life circumstances and
SCLA Quality Assessment Review, December 22, 2004 (Revision) 18 interests. And: the closer the match, the greater their commitment to the learning
process.
2. Small Class Sizes: Except in exceptional circumstances, classes are small, ranging
from 12 to 30 students. Small class sizes mean more intensive student-professor,
student-student interaction on the course content. This in turn means deeper and more
meaningful exploration of critical ideas, how to communicate them, and how to apply
them. It also means greater attention to learning styles.
3. Attention to Learning Styles: Small class sizes free the professor to employ a diversity
of teaching strategies. A number of learning modes are employed that variously answer
key questions pertinent to different learning styles, such as: Why is this information
important to know? What do I need to know? What are the facts and relevant concepts?
How does this knowledge apply in the real world? How can I put it to work? And: What if
I change or manipulate this knowledge in any way? What happens then…?. Addressing
questions such as these on a systematic, ongoing basis is pivotal to the learning and
skill development process for all learning styles, and hence central to meeting the ten
program outcomes.
4. Attention to Depth and Breadth: The block system combined with small class sizes
and systematic attention to learning styles promotes breadth and depth of learning. The
Liberal Arts program is about avoiding two extremes: narrow specialization on the one
hand, and superficial generality on the other. Consequently, professors use a variety of
in-class learning, testing and assignment mechanisms in order to encourage students to
engage themes that interest them while assuring they achieve sufficient understanding
of a wide range of interdisciplinary issues. The point is for students to graduate as
evolving, yet competent, “integrative intellectuals or academics”. While breadth is
encouraged by the coherent nature of the program, students achieve both breadth and
SCLA Quality Assessment Review, December 22, 2004 (Revision) 19 depth through course essays and assignments, their terminal research papers, and
through their active participation in the 400F Seminars (either GS or AS), where students
design and implement group applicative projects devoted to one of the four following
themes: the advancement of women, human rights, global prosperity and moral
development.
Taken together, these four features help to build a vibrant community of scholars—faculty, administrators and students alike—committed to the values of unity in diversity and excellence in teaching, learning and the application of knowledge.
Work/Internship Experience
Not applicable.
Program Support and Recognition
As discussed under section 9.0, the program and college has received tremendous support from the City of Stratford as well as from many businesses, non-profit organizations, cities, officials, and others. The letters of support and recognition are listed under section 9.2.
Anticipated Employment Opportunities
As the world shrinks and cultures collide, the value of a liberal education, fueled by moral and spiritual purpose, is becoming more and more evident. Businesses, government, law schools, medical schools, etc., are looking increasingly to resourceful minds, innovative situational and abstract problem solvers, and communicators that can address, engage, and collaborate with groups representing different backgrounds and interests. They seek individuals able to critically analyze and then synthesize diverse opinions; graduates who can persevere in a variety of contexts, work independently but with genuine ethical regard for others, and engage others towards unity of purpose. While narrow specialists certainly play an essential role, businesses and other employers are after enthusiasts with an in-depth, yet versatile,
SCLA Quality Assessment Review, December 22, 2004 (Revision) 20 understanding of the humanities and social sciences, with a healthy appreciation for the sciences and its methods, and with far-reaching knowledge of current global issues. As the
CEOs referred to at the beginning of this executive summary continue to affirm:
A liberal arts and science education nurtures skills and talents increasingly valued by modern corporations. Our companies function in a state of constant flux. To prosper we need creative thinkers at all levels of the enterprise who are comfortable dealing with decisions in the bigger context. They must be able to communicate – to reason, create, write and speak – for shared purposes: For hiring, training, managing, marketing, and policy-making. In short, they provide leadership.8 Graduates of the Liberal Arts degree will have developed all these skills and talents and more, and will, therefore, be well prepared as leaders able to pursue a diversity of career paths.
Depending on their particular interests and course selections, the degree leads to, among others, jobs in journalism, conflict resolution, policy analysis, public relations, intercultural relations, human relations, communications, marketing and advertising, Foreign Service, project design and analysis, administration, the creative industries, and NGO management.
The degree also leads to careers in law, teaching and social work by preparing students for further studies in the appropriate professional programs. Students may also find the Liberal Arts degree more that suitable preparation for certain problem-based medical schools, and therefore, careers in medicine.
Finally, graduates can pursue interdisciplinary graduate studies in areas such as global studies, peace studies, conflict resolution studies, and communication studies, leading to professions in academia, mediation and arbitration, and in a host of other areas.
Capacity to Deliver
SCLA is principally a teaching and learning college. Its aim is to facilitate learning processes that are as meaningful as possible to each participant, and to do so in an environment that is friendly, respectful, responsive, stimulating, purposeful and world-embracing. Critical to its
8 Found at http://www.socsci.mcmaster.ca/liberal_hitech.cfm.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 21 capacity to deliver, therefore, are its faculty members and administrators, all of whom have been invited to participate in the project because of their eagerness and ability to contribute to such an environment. Specifically, they manifest the qualities outlined under section 8.3 of this document. They also bring a wealth of academic credentials and research accomplishments, and a world of expertise. The majority of those committed to being employed as faculty at
SCLA and/or serving as program consultants, either hold doctorate degrees or are ABD.
From the outset, SCLA will engage a core of at least three terminal degree faculty members that are committed full time to the Liberal Arts Program. As the program grows, this core will expand ensuring a solid presence of highly capable and approachable academics. This core faculty will be complemented and enriched by a diversity of accomplished instructors who may teach anywhere from one to four courses per year.
The people are the main resource at SCLA. Beyond this, SCLA has in place all of the requisite infrastructure resources for beginning an institution of higher learning, as described under section 8. These will evolve as the student numbers grow.
Projected Enrolment and Faculty Growth
The intake September 2005 is expected to begin at 38. By January 2009, with all four years operating, the total enrolment is expected to reach 446. The faculty will expand from the equivalent of two full-time instructors plus additional administrative staff and part-time instructors, to the equivalent of 22 full-time instructors plus administrative staff in January 2009.
See section 8.4 for details on the growth pattern.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 22 Program Outline: Bachelor of Liberal Arts, Honours In the requirements below, 1 block is equivalent to 4 credits. H refers to 1 block. F is equivalent to 1.5 blocks or 6 credits. Requirements: 1. The equivalent of 30 blocks (120 credits). 2. The equivalent of no more than 9 blocks at the 100-level. 3. The equivalent of at least 21 blocks at the 200-level or above, of which 2 must be 300- level electives. 4. Completion of the following required courses: Level 1: KD-100H Learning and Its Applications RC-100H Communication Theory One of RC-110H Communicating Effectively or RC-130H Reasoning and Communication SR-100H Approaches to Religion Level 2: KD-200H Approaches to Education RC-200H Foundations of Scientific Reasoning and Investigation SR-200H Science, Religion and Social Transformation Level 3: KD-300H The Responsibilities of Being Educated RC-300H Problem Solving and Ethical Communication SR-300H Integrating Science and Religion Level 4: One 400F Seminar (GS or AS) GR-400F Terminal Research Paper What follows is a list of the courses that are currently prepared for the College Handbook, and which are outlined under section 6.2. This is followed by a list of additional courses to be phased in between January 2006 and September 2006. All courses are offered on a student demand basis. Phase 1 Courses REQUIRED COURSES Arts and Society (AS) Knowledge and Development (KD) 200H Dramatic Techniques 100H Learning and Its Applications 300H Collective Creation 200H Approaches to Education 400F Seminar: Guided Project/Event/Performance 210H Social Change and Education*
SCLA Quality Assessment Review, December 22, 2004 (Revision) 23 220H Educating for Multicultural Culture and Society Studies (CSS) Understanding* 210H Women, Gender and Religion 300H The Responsibilities of Being Educated 220H Analyzing Representations and Reasoning and Communicating (RC) Discourse 100H Communication Theory 300H Media and Society 110H Communicating Effectively 310H Critical Media Literacy 120H Mediated Communication/Media Arts* 340H Health, Illness and Society 130H Reasoning and Writing Ethics, Peace and Conflict Studies (EPCS) 200H Scientific Reasoning and Investigation 220H Roots of Conflict and Violence 300H Problem Solving and Ethical 230H Conflict Resolution Strategies Communication 270H International Relations Science and Religion (SR) 320H Gender in War and Peace 100H Approaches to Religion 340H Principles and Practice of Inter-religious 200H Science, Religion and Social Dialogue Transformation 350H Peace and Conflict in the Middle East 300H Integrating Science and Religion Human and Development Studies (HDS) Guided Seminar (GS) 210H Lifespan Development 400F Seminar: Advancement of Women 300H The Psychology of Social and Moral 410F Seminar: Human Rights Development 420F Seminar: Global Prosperity 310H Principles of Spiritual Psychology 430F Seminar: Moral Development, Youth, 320H Culture and Psychology Children and Social Transformation 330H The Psychology of Mindfulness, Health Guided Research (GR) and Spiritual Development 400F Terminal Research Paper 340H Global Issues of Contemporary Moral Consciousness ELECTIVES Influential Ideas (II) Foundations (F) 200H Key Scientific Insights 100H Global Citizenship 201H Key Religious Insights 101H Introduction to Social Processes 202H Art and Social Transformation 103H Introduction to Psychology 204H Theories of Reality (Metaphysics) 107H The Twentieth Century 205H Theories of Knowledge (Epistemology) 113H World Religions I 206H Classical Social Theory 114H World Religions II 207H Contemporary Social Theory 116H Introduction to Influential Ideas 209H World Philosophies 117H Introduction to Philosophy 212H Theories of Global Development 118H Dramatic Foundations 214H Political Theory
SCLA Quality Assessment Review, December 22, 2004 (Revision) 24 Skills and Applications (SA) 210H Community Development In Theory and Practice 311H Project Management I 312H Project Management II * These are elective courses. As explained above, this is not an exhaustive list. Courses in the arts and social sciences will be phased in over the coming years. Courses in the natural sciences will be introduced as the resources become available. Emphasis will also be placed on developing courses in ethics. Courses that are under development at this time, and to be phased in between January 2006 and September 2006, include the following. Phase 2 Courses F-102H Human Geography HDS-200H The Individual and Society F-104H Social and Cultural Anthropology HDS-350H Cross-Cultural Psychology F-105H World History Part I HDS-360H Qualitative and Quantitative Approaches to Research in Psychology F-106H World History Part II HDS-370H Epidemiological Approaches to F-108H Comparative Government Psychopathology F-109H Micro Economics HDS-380H Introduction to Psychopathology: A F-110H Macro Economics Biopsychospiritual Approach F-111H Art History Part I KD-310H Human-Computer Interaction F-112H Art History Part II KD-320H Human Learning and Technologies F-115H English Literature of the Mind F-119H Introduction to Physics II-203H Key Economic Theories F-120H Environmental Science II-210H Classic Women Thinkers and Their Ideas CSS-200H Cultural Theory II-211H Current Women Thinkers and Their CSS-230H Philosophy of Medicine Ideas CSS-330H Science and Society EPCS-200H Classical Approaches to Moral Reasoning EPCS-210H Contemporary Approaches to Moral Reasoning EPCS-240H Bioethics EPCS-300H Contemporary Ethical Issues EPCS-310H Current Global Issues EPCS-330H Ethics and Mental Health
SCLA Quality Assessment Review, December 22, 2004 (Revision) 25
3.0 PROGRAM ABSTRACT
3.1 Program Abstract SCLA offers a four-year Honours Bachelor of Liberal Arts program aimed at developing the knowledge and skills employers and community builders are looking for in a fast-paced international community. A purely interdisciplinary program, you will develop your ability to solve complex problems, communicate and collaborate with people of different backgrounds and interests, and critically analyze and synthesize diverse opinions and knowledge. You will be well prepared to persevere in a variety of contexts, work independently but with genuine ethical regard for others, and engage others towards unity of purpose. Finally, you will graduate with a resourceful understanding of the humanities and social sciences, a healthy appreciation for the complementarity of science, religion, art and reason, and with an in-depth grasp of current global issues. As such, you will be well prepared for a variety of careers or professional and/or graduate studies in areas as diverse as journalism, conflict resolution, policy analysis, public relations, law, social work, intercultural and human relations, communications, teaching, marketing and advertising, foreign service, NGO management, sociology, cultural studies, and many more.
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4.0 PROGRAM DEGREE LEVEL STANDARD
4.1.1 Degree-Level Summary
The proposed Liberal Arts program, guided by its ten learning outcomes, has been designed to both meet and exceed the knowledge and skill requirements of the program degree level standard. This is best illustrated by comparing the program components and outcomes with each of the degree level standards outlined on page 25 of the “Handbook for Private
Organizations”. However, it is important to keep in mind that the specific requirements are addressed with an interdisciplinary degree in mind.
The Handbook states that honours baccalaureate degrees “are awarded to students who have demonstrated”:
1. “Depth and Breadth of Knowledge in the Field” with “a specialized knowledge and critical
understanding of...the principle assumptions, methodologies and applications of the
discipline and the field of practice and of the way it has developed; the main fields within the
discipline, and the discipline’s relationship and interaction with other disciplines”. This
standard alludes to a number of outcomes discussed below, but is most directly related to
program Outcome 1, according to which participants will be able to “demonstrate depth
and breadth of knowledge regarding the material, social-psychological, ethical, and
spiritual dimensions of existence, and its relevance to current world conditions.” The aim of
the Liberal Arts degree is for students to graduate with knowledge that is truly
interdisciplinary, steeped in various disciplinary classics, attuned to cutting-edge
developments in a variety of fields, and with the capability to apply that knowledge to current
societal developments and world issues. They achieve this through the integrative nature of
the program and its various elective courses, as well as by taking both the required Science
and Religion courses and Knowledge and Development courses. Participants are also
encouraged to pursue topics of interest in all classes, and to do so particularly during their
SCLA Quality Assessment Review, December 22, 2004 (Revision) 27
GS- or AS-400F Seminars and when writing their terminal research papers. In these ways,
they develop detailed familiarity and critical understandings of specific areas of study,
including “developments at the forefront” of learning today, but they do so always against an
interdisciplinary background—that is, they achieve depth within the context of
interdisciplinary breadth. Moreover, because the degree is integrative and concerned with
the application of interdisciplinary knowledge to real word conditions, as discussed in
Outcome 9 below, they achieve much more than an “introductory knowledge of the
distinctive assumptions and modes of analysis of one or more disciplines outside their main
field of study and of the society and culture in which they live and work...” Indeed, they
develop “an ability to interpret, critically evaluate, and apply new material relevant to” a
variety of disciplines, which is in direct alignment with Goal 5 of the College.
2. “an ability to review, present, and critically evaluate qualitative and quantitative data...and
apply underlying concepts, principles and techniques of analysis...”. This relates specifically
to Outcomes 2 and 3, which state, respectively, that participants will be able to “access,
analyze and synthesize information, including empirical data, premises, logical
arguments, beliefs, and theoretical concepts, from a variety of academic and religious
sources”, and “generate knowledge for the betterment of the world by framing strategic
questions, utilizing appropriate methods of research, analysis and correlation, and drawing
upon religion as a source of guidance and sustained motivation”. All courses contribute to
these outcomes in the sense that each, to varying degrees, challenges participants to
undertake research and generate essays, projects, presentations and other forms of output
that reflect appropriate techniques of inquiry and analysis (of data, concepts, and other
cross-disciplinary contributions). An even greater degree of analytical sophistication is
required of their terminal research papers and fourth level seminars, with the latter
expanding the processes of investigation and reasoning to the cooperative level in the form
SCLA Quality Assessment Review, December 22, 2004 (Revision) 28
of group projects. Additionally, and significantly, participants receive pointed training in
various techniques of analysis and inquiry when taking the four required Reasoning and
Communication courses. Of note here is the course RC-200H which, along with the GS- or
AS-400F seminars, also targets the ability to “apply the methods and techniques of the
discipline to extend their [inter-] disciplinary competence” and “initiate and carry out
discipline related projects”.
3. “a conceptual understanding that enables the student to:
i. devise and sustain arguments, and/or to solve problems, using ideas and techniques,
some of which are at the forefront of a discipline...”. Related to this are two subsequent
degree-level standards which states that degree holders will be able to: “...initiate and
undertake critical analysis of arguments, assumptions, abstract concepts, and data
(which may be incomplete);” and “frame appropriate questions to achieve a solution—or
identify a range of solutions—to a problem or a research question”. Once again,
Outcome 3 is highly relevant. So is Outcome 4. The latter states that participants will be
able to “solve complex problems by employing various disciplinary and
interdisciplinary ideas, tools and techniques, and religious teachings, in innovative and
integrative ways”. In addition, 0utcome 9 states that participants will be able to “apply
knowledge for the betterment of the world in thoughtful, discerning, creative,
trustworthy, resolute, sincere and strategic ways”. The program as a whole is about
providing a forum, through all its courses, for participants to develop the necessary
capabilities to systematically inquire, correlate different branches of learning, develop
ideas, present them clearly and persuasively, and apply them to the promotion of human
progress. The Reasoning and Communication courses are directly concerned with
these skills. The Knowledge and Development courses are also critical to meeting this
degree level standard. Through the KD courses, participants learn the attitudes and
SCLA Quality Assessment Review, December 22, 2004 (Revision) 29
moral capabilities to creatively formulate questions and apply solutions to issues of
pressing concern, which assumes the ability to “make judgments”. Again, because the
program and its courses are interdisciplinary, participants learn to evaluate and
otherwise reason from a variety of perspectives, as well as at different levels (notably at
both the macro and micro levels, which have traditionally distinguished disciplines like
sociology and psychology).
ii. “to describe and comment upon particular aspects of current research, or equivalent
advanced scholarship, in the discipline...”. In addition to the measures discussed above,
as well as to its relevance to Outcome 5 discussed below, this standard is met
specifically through the GR-400F Terminal Research Paper. The research paper
requires detailed consideration of current thinking, again from an interdisciplinary
perspective. Completing the paper means, additionally, that participants will meet a
further standard, or be able to “make use of scholarly review and primary sources”.
4. “an appreciation of the uncertainty, ambiguity, and limits of knowledge...”. This relates to
Outcome 8, which states that participants will be able to “pursue life-long learning
characterized by an unfettered search for truth, and with the attitude that every experience is
an opportunity for individual and/or collective growth”. Far from propounding dogmatism of
any kind, the proposed degree champions the independent search for truth, which is viewed
as a never-ending process. At the same time, skills can be developed to help limit the
ambiguity and uncertainty, and thus expand the parameters of knowledge. SCLA aims to
develop these skills by: 1. exposing participants to a meticulous comparison of differing
opinions, traditions, insights, evidence and theories, which helps them to widen their world-
views and see reality from different perspectives; 2. attuning participants to the power of
revelation to illumine both individual and collective rational endeavour and inquiry; and 3.
nurturing the moral and spiritual capabilities needed to generate knowledge, conscientiously
SCLA Quality Assessment Review, December 22, 2004 (Revision) 30
apply it, and then learn from its application. Outcome 6 describes one such capability: the
ability to “employ consultative methods for collective decision-making and the pursuit of
truth, unity, and justice.”
The Handbook also states that degree holders will be able to: c. “communicate information, arguments and analyses accurately and reliably, orally and in
writing, to specialist and non-specialist audiences...”. According to Outcome 5, participants
will be able to “communicate effectively on a range of issues and their corresponding
solutions in logical, ethical, creative, and audience-appropriate ways”. The Reasoning and
Communication courses are directly concerned with this outcome. In addition, participants
refine this skill through class discussions, course essays and projects, and through the GS-
and AS-400F Seminars. They also do so by taking the Knowledge and Development
courses, which are largely about the importance of sharing knowledge with the world. The
400R Terminal Research Paper must also demonstrate strategies of persuasion that
combine academic diligence with honesty, humility and a willingness to participate in
collective exploration. Meeting Outcome 5 along with Outcomes 1 through 4 also ensures
students will be able to communicate “using structured and coherent arguments, and where
appropriate informed by key concepts and techniques of” various disciplines.
And, finally, that they “will have:
5. qualities and transferable skills necessary for:
i. employment requiring the exercise of initiative, responsibility and accountability in both
personal and group contexts;.
ii. developing leadership and management skills;
iii. decision-making in complex and unpredictable contexts;
SCLA Quality Assessment Review, December 22, 2004 (Revision) 31
iv. The ability to manage their own learning in changing circumstances, both within and
without the discipline, and to select an appropriate program of further study.”
The program develops transferable skills related to those stated above. Again, Outcome 9 states that participants will be able to “apply knowledge for the betterment of the world in thoughtful, discerning, creative, trustworthy, resolute, sincere and strategic ways”. Outcome 7 states that they will also be able to “build unity of purpose by facilitating processes that generate the visions, strategies, and volition necessary to meet collective objectives”. These, combined with Outcome 6 above (employ consultative methods), Outcome 4 above (solve complex problems), and Outcome 10, or the capability to “foster unity in diversity by recognizing and promoting the nobility and contributions of every individual”, all represent skills that are critical for employment, effective moral leadership, and for furthering any individual, collective or global endeavour. While the entire program contributes to these outcomes, they are met head on by the Knowledge and Development courses (especially KD-300H), along with the Reasoning and Communication courses (especially RC-300H). The GS- and AS-400F
Seminars also promote these outcomes by placing the learning process and course content into the hands of the participants who must proactively, and in consultation with their classmates, take the initiative to design courses and projects of sufficient scope and consequence. This— along with the weight placed throughout the program on learning styles, accessibility, and maintaining participant exposure to a vast array of interdisciplinary thinking—has the additional consequence of meeting the final standard, that is, participants graduating with the ability to manage their own learning and undertake appropriate further training.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 32
4.1.2 Samples of Student Work Not applicable since this is a new program.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 33
5.0 ADMISSIONS, PROMOTION, GRADUATION STANDARD Note: The policies listed under section 5.0 were approved by Breakwell Education Association on July 30, 2004.
5.1.1 Program Admission Requirements Academic Within Ontario Minimum requirements: An OSSD or equivalent, with a minimum average of 68% on the six best Grade12 4U/M courses, or OAC courses. The average must include a minimum grade of 68% on a Grade 12 4U course (or OAC equivalent) in English (ENG4U/EAE4U). The College sets the cut-off average on an annual basis, which may be above the minimum requirements. Academic from Other Presentation of Grade 12 matriculation with an average of Canadian Provinces 68%, and at least a 68% in an equivalent grade 12 4U course in English. Quebec applicants must present 12 academic credits from an appropriate CEGEP program to be considered for admission. Applicants presenting more than 12 courses may be considered for admission with advanced standing. The College sets the cut-off average on an annual basis, which may be above the minimum requirements. Academic from the United A high school minimum average of B-, plus a minimum SAT States score of 1100 or ACT score of 24. Other Counties Applicants from other countries will be considered for admission upon sufficient proof that their secondary school background has adequately prepared them for studies in Canada. Students will typically be accepted to first year if their secondary school performance has resulted in the equivalent of 30 Ontario high-school credits, if it meets admission requirements at a university in their own country, and if they have met the English language requirements (see below). English Language All international applicants, or applicants whose mother tongue Requirements is not English, must provide evidence of their oral and written proficiency in English. To this end, they may either present: • transcripts indicating they have studied for the equivalent of three years in a high-school, college or university, in which the language of instruction was exclusively in English. • a score of 237 on the computer-based TOEFL, or a 580 on the paper-based TOEFL, plus a score of 5.0 on the TWE. • a score of 7.0 on the IELTS. Equivalent scores on other internationally recognized English
SCLA Quality Assessment Review, December 22, 2004 (Revision) 34
language testing exams are also considered. Related Work/Volunteer Not applicable. Experience International Baccalaureate Up to 15 transfer credits may be obtained for higher-level courses with grades of 5 or better (according to the 7 point scale). Advanced Standing Applicants may be granted up to 30 credits towards their degree for Advanced Placement (AP) exam scores of 3 or more. Person’s With Disabilities* Persons with disabilities are encouraged to apply and are subjected to the same admission requirements as all other applicants. The college recognizes the need to creatively facilitate students with disabilities, without compromising academic standards. To this end, reasonable on-going steps are taken to continually improve accessibility while making the learning environment as comfortable and as stimulating as possible.
* Note: As the current site is not suitable for those with disabilities, efforts are being made to either acquire or build a suitable campus. See Organization Review for more details, as well as the letter of support from Dan Mathieson, Mayor of Stratford, Section 9.0.
SCLA Quality Assessment Review, December 22, 2004 (Revision) 35
5.1.2 Mature Students Policy Applicants not meeting the standard minimum admission requirements may be considered for admission as mature students. To be considered a mature student, an applicant must: 1. be 19 years of age or older by the commencement of the program they wish to enter. 2. have been away from high school for at least 2 years. 3. demonstrate that they have the capacity to pursue university studies. As per point 3, the Admissions Committee considers mature student applicants on a case-by- case basis, seeking as much evidence as possible from applicants suggesting future program success. Such evidence includes resumes, work experience, volunteer and community service experience, any high-school transcripts, and personal and/or professional development and training. Mature applicants meeting the above requirements are required to take the equivalent of two block courses to test their ability to pursue postsecondary studies at SCLA. Upon successfully completing these courses with an average of 70% or more, and with neither course scoring lower than 68%, they are formally admitted into the regular degree program.
5.1.3 Credit Transfer/Recognition Policy Transfer credits may be granted for courses taken at other recognized Canadian and accredited American postsecondary institutions. Credits from other universities, colleges or other institutions offering postsecondary education programs, in any country, are evaluated on a case-by-case basis. The following guidelines typically apply to all requests for credit transfer: 1. Courses offered by any institution offering postsecondary programs shall be granted the maximum credit possible where i. both equivalency of course content and rigour can be demonstrated; and ii. equivalent program learning outcomes have been sufficiently addressed. 2. Only courses with a score of 65% or higher will be considered for transfer from a university. 3. Only courses with a score of 70% or higher will be considered for transfer from a College of Applied Arts and Technology. 4. Only courses with a score of 70% or higher will be considered for transfer from an institution which is neither accredited nor empowered to award degrees, but which offers courses with academic affinity to courses offered in SCLA’s degree level program(s). 5. Applicants must be in good standing at the postsecondary institution from which they wish to transfer. 6. Applicants must submit to the registrar: i. official certified transcripts of their academic records from the originating postsecondary institution; ii. official secondary transcripts; iii. course syllabi for all courses being considered for transfer. 7. Upon review of both postsecondary and secondary transcripts, and the course syllabi, decisions regarding credit transfers are made by the Program Director (or the Vice-
SCLA Quality Assessment Review, December 22, 2004 (Revision) 36
President of Academics and Learning until such time as Program Directors are warranted) in consultation with the registrar and one or more faculty members familiar with the course content under question. 8. Students may appeal decisions directly to the Program Director (or the Vice-President of Academics and Learning). Disputes over credit transfers are resolved according to the processes outlined under the policy for Dispute Resolution (see Section 21.1 of the Organization Review). The following guidelines also apply: 9. No more than 50% of any SCLA program requirements can be fulfilled through credit transfers. 10. Transfer credits are determined on a program-by-program basis, and are constrained by the specific requirements of each program. 11. Courses from other institutions are considered for transfer only when sufficiently comparable to one or more courses in the degree program. 12. Transfer credits are normally awarded in the form of elective credits. 13. SCLA transcripts do not list the original grades for transfer credits. 14. Transfer credits are therefore not used in the calculation of the grade point average.
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5.1.4 Entrance Examinations and Prior Learning Assessment Policy There are no policies pertaining to criteria for entrance into the degree level program, or for advanced placement, beyond those listed in sections 5.1.1—3 above.
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5.2 Promotion and Graduation Requirements Policy
Program Requirement Level of Achievement
Promotion Graduation
Courses in Disciplines A minimum grade of 50% for A minimum grade of 50% for Outside the Main Field(s) of each DO course. each DO course. Study*
Courses in Disciplines A minimum grade of 65% for A grade of 65% for each DW Within the Main Field(s) of each DW course. DW course. Study** courses below 60% must be repeated.
Other (Terminal Paper) Not applicable. Not applicable.
Overall Achievement A minimum grade of 65% for A minimum grade of 65% for all DW courses, a minimum all DW courses, a minimum grade of 50% for all DO grade of 50% for all DO courses, and minimum courses, and minimum cumulative GPA of 1.7. cumulative GPA of 1.7. Sufficient performance demonstrating that the 10 program learning outcomes, and therfore, the degree level standards outlined by the Ministry of Training, Colleges and Universities, have been sufficiently met.
* In the context of the Liberal Arts degree, DO courses refer to elective courses. **In the context of the Liberal Arts degree, DW courses refer to required courses.
5.2.1 Grade Point Average Calculation Grade Percentage Points A+ 90+ 4.3 A 85-89 4.0 A- 80-84 3.7 B+ 77-79 3.3 B 73-76 3.0 B- 70-72 2.7 C+ 67-69 2.3 C 63-66 2.0
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C- 60-62 1.7 D+ 57-59 1.3 D 50-56 1.0 F 0-49 0.0
The following formula is used to calculate a student’s grade point average: Total grade points Sum of (credit hours * grade points) for all courses ------= ------Total credit hours Total credit hours
For example, the GPA of a student having completed 3 courses and achieved a B (3.0 points) on the first, a D (1.0 points) on the second, and an A (4.0 points) on the third, with each course equivalent to one block or 4 credit hours, is 2.67.
(4*3.0)+ (4*1.0)+ (4*4.0) ------= 2.67 (4+4+4)
5.2.1 Warnings, Suspensions and Dismissals At the end of every semester, the Vice President of Academics and Learning convenes a task force of faculty members to review student progress. Because students may take up to 66 blocks to complete a degree, under normal circumstances, the benchmark for satisfactory progress is defined by the following four minimum criteria of success: 1. successful completion of at least 5 blocks per year; 2. a minimum GPA of 1.7; 3. required courses with passing scores of at least 65%; 4. elective courses with passing scores of at least 50%. The first criteria may be waved in circumstances where students have been granted an Excused Grade due to extenuating circumstances. The following steps apply to students failing to meet these four criteria9: 1. Academic Warning. A student receives an academic warning for a semester’s work that is inconsistent with the minimum criteria of success. The academic warning extends for the subsequent semester, or for the four subsequent blocks the student is engaged in active studies. If successful, the academic warning is dropped.
9 This process is a modified version of the process adopted by Colorado College.
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2. Academic Probation. Once the student receives an academic warning, he or she must meet the four minimum criteria without exception. Poor performance on any course during the academic warning period results in the student being put on academic probation. This status is entered onto the student’s transcript. It also extends for one semester, or for four blocks of active study. 3. Academic Suspension. Continued poor performance results in the student being suspended from the College for the subsequent fall semester (plus the summer semester) or winter semester (whichever comes first). Suspended students may only return to college after submitting a formal request for readmission, and after completing both an essay and an interview, both of which must convince the registrar and the Vice President of Academics and Learning that he or she is capable of and willing to pursue successful studies. This status is entered onto the student’s transcript 4. Dismissal. Finally, a student who has been suspended and readmitted may under no circumstances fail to meet any of the four minimum criteria. Any student who does is automatically dismissed from the College. This status is entered onto the student’s transcript. No courses taken from other institutions during periods of academic probation, suspension or dismissal will be recognized by SCLA for credit.
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6.0 PROGRAM CONTENT STANDARD Note: Any policies under section 6.0 were approved by Breakwell Education Association on July 30, 2004.
6.1 Program Advisory Committee (where applicable)
As per PEQAB’s instructions on page 28 of the Handbook for Private Organizations, it is not necessary to have a Program Advisory Committee for the Liberal Arts program since it is not an undergraduate program in an applied field. Nevertheless, SCLA has opted to create a committee of four qualified members to systematically assess and monitor the development of the program.
6.1.1 Program Advisory Committee Membership Name: Anne M. Pearson Occupation/Job title: Adjunct (Sessional) Professor of Religious studies Related Credentials: Ph.D. in Religious Studies Professional affiliations: McMaster University, University of Waterloo, and Wilfrid Laurier University this coming year. Name of Employer: Same
Name: Elaine K. McCreary Occupation/Job title: Educational Administration, Public Service / Education Officer-27 Related Credentials: Ed.D. Professional affiliations: IPAC (Institute for Public Administration, Canada), CES (Canadian Evaluation Society) Name of Employer: Ministry of Advanced Education, British Columbia
Name: Michael Karlberg Occupation/Job title: Assistant Professor Related Credentials: Ph.D. in Communication Professional affiliations: Association for Bahá’í Studies; National Communication Association Name of Employer: Western Washington University, Department of Communication
Name: Beth Bowen Occupation/Job title: Assistant Professor; Collaborator, United Nations Related Credentials: Ed.D., M.D.
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Professional affiliations: Alpha Omega Alpha National Medical Honor Society, American Academy of Family Physicians, Georgia Academy of Family Physicians, Health for Humanity, National Medical Society Name of Employer: Morehouse School of Medicine; World Health Organization: International Expert Consultant Assignments; UNICEF: International Expert Consultant Assignments
Name: Ross Woodman Occupation/Job title: Professor Emeritus of English Related Credentials: Ph. D. Professional affiliations: Name of Employer: University of Western Ontario
2. Mandate of the Committee The committee is responsible for conducting annual reviews and making official recommendations for program development as described under section 11.1.1. 3. Relationship of Committee’s Decisions to Program Decisions Made By Organization As described under Section 11.1.1, based on its annual assessments, the committee creates official reports that summarize its findings and list recommendations and suggested plans of action for program improvement. These reports are shared with the Programs and Research Council (see Organization Review, section 16.2.1), the senior administration overseeing the development of academic programs and policies. In response, the Programs and Research Council coordinates the development of an action plan, which is also shared with the senior administration and the Board of Directors.
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6.1.2 Program Advisory Committee Minutes Not applicable. The committee has been created to begin functioning as of September 2005. It should be mentioned, however, that the four members of the committee have been instrumental in the design of the Liberal Arts program.
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6.2 Professional/Accreditation or Other Organizational Support
6.2.1 Current Professional/Accreditation or Other Requirements The Liberal Arts program does not lead to specific occupations that are subject to professional regulations, nor is it designed to prepare students to meet the requirements of any accrediting organizations.
6.2.2 Letters of Support: Professional/Accreditation or Other Requirements Due to 6.2.1 above, SCLA has no letters of support from any professional/accrediting organizations.
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6.3 Program Comparison Statement and Tables
6.3.1 Program Comparison Statement The Applicant has on file and available upon request the research undertaken to complete Appendix 6.3.2—6.3.n. The Applicant found that there are more than five similar or related existing programs offered at Ontario universities and that there are more than three similar or related existing programs offered at universities in other jurisdictions which could have been included in Appendix 6.3.2—6.3.9.
6.3.2 Program Comparison
Appendix Institution: Wilfred Laurier Brantford 6.3.2
Program Name & Credential: Contemporary Studies, Honours Bachelor Degree
Program Description: As with SCLA’s Liberal Arts degree, the objective of this program is to provide students with an “understanding of the issues, opportunities and problems of the twenty-first century”, and to “develop the skills to tackle them.” Laurier’s Contemporary Studies (CT) is a highly interdisciplinary program of study that places emphasis on the ability to communicate, analyze, solve problems, situate issues in appropriate contexts, and use information technology effectively. Students in all programs at Laurier Brantford are required to take at least some CT courses. The program consists of 12.0 credits of required courses (of 20.0), of which 6.0 credits must be in CT courses. These include a broad range of offerings as varied as CT121 The World in the 21st Century, CT123 Mathematics and Teaching, CT202 Science and Its Critics, CT222 Navigating the Information Environment, and CT321 Representation and Its Realities. CT students must also take 1.5 credits in courses from each of the following categories: “Culture”, “Skills Courses”, “Society and Values”, and “World Issues”. These, along with various elective courses, provide students with the opportunity to learn about, and develop skills associated with, an array of themes as varied as world politics, Canadian fiction, scientific reasoning, the media and population geography. Taken together, the range of required and elective courses prepares students for post-graduate interdisciplinary studies as well as for a diversity of careers (journalism, law, teaching, etc.).
Similarities and Differences: Goals and Outcomes: The CT program is designed to develop the knowledge and skills necessary to function in and contribute to the world of the 21st Century. SCLA shares this goal. However, SCLA also specifies the need to examine these issues from the perspectives of both science and religion. In addition, the SCLA program aims to develop the moral leadership capabilities necessary to function in the world, and the ability to creatively apply them (through the dramatic arts, project design and implementation, etc.). Program and Courses: The approach at Laurier Brantford is interdisciplinary. This approach is reflected in both its courses and in the program as a whole. In this sense, it is similar to SCLA’s Liberal Arts program, although the latter is both interdisciplinary and integrative (as discussed under section 2.0).
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Both programs offer a wealth of courses from which to choose. The Laurier program currently offers more courses in the sciences and math, and has a stronger information technology component. Course Requirements: The Liberal Arts program includes more specific course requirements than the CT program does. Students in the CT program take 12.0 credits from within a range of choices, the choices being broken down into 5 categories, as discussed above. The selection is most restricted under the “Skills Courses” category, where students are required to take courses in “Reasoning and Argumentation”, “Applied Scientific Reasoning”, and “Strategies in Analysis of Effective Writing”. This requirement is similar to the Reasoning and Communication (RC) requirements of the Liberal Arts program. Beyond this, the Liberal Arts program requires the successful completion of specific courses in both Science and Religion (SR) and Knowledge and Development (KD). Students must also complete at least one 400 level seminar (GS or AS-400F) and a terminal research paper (GR-400F), which have, respectively, some similarity to the CT 330 Independent Studies course and the CT400 Contemporary Topics course. The GS-400F SCLA course, however, is devoted specifically to group projects and the application of knowledge. The same holds for the AS-400F course, which also taps the student’s artistic side. The GR-400F Terminal Research Paper results in a substantial piece of original interdisciplinary work. Delivery: The CT program is delivered on a traditional semester basis. The Liberal Arts program is delivered on a sequential block basis, with students choosing one course from a selection of courses during any given block. The manner of course delivery within each block is flexible but focused. Both the CT program and the Liberal Arts program are offered by universities committed to the development of small, united, vibrant communities of learning and interaction.
Appendix Institution: Ryerson University 6.3.3
Program Name & Credential: Arts and Contemporary Studies, Bachelor of Arts
Program Description: Another program dedicated to preparing students to be leaders in the 21st century, Ryerson’s Arts and Contemporary Studies aims to develop new kinds of thinkers “who can surf through complex and unmapped new spaces to make the connections no one has made before.” Students learn to appreciate the novel and even the strange, to “make sense of…different ideas, attitudes, cultures, and things.” Combining study in the humanities and social sciences with practical hands-on skill development, the aim of the program is to produce graduates “prepared to understand the past in a forward-looking way and to work toward exciting new horizons—a world of ethnic and cultural diversity, a global media environment, and radical developments in science and technology”. All students take five Ideas that Shaped the Contemporary World courses. This suite of courses provides an overview of thinkers from antiquity to the present. It forms the basis of the program upon which students develop the necessary “creative attitudes and vital skills” to pursue their specific areas of interest. After two years of common study, students then direct their energies by focusing on one of the four following thematic areas: culture and entertainment, diversity, globalization, and science and technology. All areas address the interconnection between the cultural, the social, the
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political, and to some extent, the economical. Students also specialize by taking one of the four following minors concerned with the practical and the applicable: human resource management, information systems and telecommunications, marketing, and nonprofit and voluntary sector management. No matter what the thematic area or minor, the program aims to develop the “ability to read precisely and critically; communicate effectively; examine spoken, numerical and computer languages; study the relationship between economic, political, and cultural groups; develop strategies for life-long learning; mediate conflict and work in teams; conduct analysis and research design; and develop critical thinking and ethics analysis.”
Similarities and Differences: Goals and Outcomes: The two programs are similar in aim: to graduate participants that are attuned to, and skilled to work within, a fast-paced multi-cultural world. Both, moreover, are concerned with training students to effectively communicate, analyze, draw connections, engage in life-long learning, solve problems, work in teams, think critically and act ethically. The Ryerson program currently places greater emphasis on the development of numerical and computer literacy skills than the SCLA program does (although SCLA’s RC-120H course does address communicative computer skills). The SCLA program, on the other hand, stresses outcomes associated with unity building and the application of knowledge for world betterment. Program and Courses: Again, both programs are highly interdisciplinary. The Ryerson program leans towards being integrative by exposing each of its students to the “Ideas that Shaped the Contemporary World” series. SCLA similarly grounds its students through its Science and Religion and Knowledge and Development streams. SCLA students also have access to “shaping” ideas through its Influential Ideas courses. Both programs encourage different paths of study. The Ryerson program, however, is more directed in the sense that beyond the specific course requirements taken more so in the first two years, students must variously choose from among professional electives, professionally-related electives, and liberal studies electives. Course Requirements: As mentioned, Ryerson students must take courses in “Ideas that Shaped the World” throughout their program. Ryerson students must also complete the following courses: Learning and Development Strategies, Informal Logic and Rational Discourse, Team Building and Conflict Resolution, Writing as a Cultural Act, Introduction to Research and Statistics, and Research Design and Qualitative Methods. The themes and skills these courses address are akin to those covered in SCLA’s Knowledge and Development courses, and Reasoning and Communication courses. SCLA, however, has more courses related to learning and development. During the final semester at Ryerson, students are also required to take ACS 800, a senior group project seminar. This seminar is described as the program’s “capstone course [that] brings students together for a collaborative project enabling application of various skills, competencies and knowledge acquired in the program.” Students showcase “on a critical issue or area of engagement in contemporary society”. This is similar to the Liberal Arts guided GS- or As-400F seminars, which basically ask the same of its students, but with regard to one of the following four themes: the advancement of women, human rights, moral education and global prosperity. In addition to the above, SCLA students produce a terminal research paper. Delivery: The Arts and Contemporary Studies program is delivered on a traditional semester
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basis. The Liberal Arts program is delivered on a sequential block basis as discussed above.
Appendix Institution: Carlton University 6.3.4
Program Name & Credential: Directed Interdisciplinary Studies, Honours Bachelor of Arts
Program Description: Carlton’s Directed Interdisciplinary Studies (DIS) program has been created for students who want to tailor their programs of study to their particular areas of interest. Addressing the student directly, the university states that DIS makes “it possible for you to create your own degree.” The university goes on to say “[y]ou can either propose an area of study drawn from a list of courses we provide or you can create a customized plan of study in an area of interest that you define for yourself.” Coordinated by the Institute of Interdisciplinary Studies at Carlton, students are given “a structure to work across Departments, Schools, and Institutes at Carleton, making use of the wealth of expertise and resources across campus.” Through DIS, students can take interdisciplinary degrees in subject areas as diverse as Urban Studies, Literature, Archeology, Sports Management, Middle Eastern Conflict, and Culinary Studies. Students create their own programs that reflect their “passions, abilities, and goals.” They also have the option of pursuing program themes that have been previously developed and refined. These themes include Urban Studies, African Studies, Aboriginal Studies and Labour studies. Because programs vary according to student interest, future employment opportunities also vary.
Similarities and Differences: Goals and Outcomes: The DIS program is highly individualized and not associated with any one set of goals. Rather, the individual student defines his or her goals and the program to meet them. As with most university programs, however, students will invariably develop depth of knowledge, as well as analytical and communication skills. Students are also required to take courses that relate their areas of interest “to the breadth of a university education”, one of which must cover interdisciplinary inquiry. In this way, breadth of knowledge is enhanced, as is interdisciplinary thought—both SCLA outcomes. Not part of the DIS program, however, is SCLA’s emphasis on moral leadership outcomes and the complementarity of reason, science, art and religion. Program and Courses: Students in the DIS program create their plans of study by extracting courses from various departments. They do so under the guidance of the DIS Committee, according to their areas of interest, and while ensuring certain breadth requirements are met. In this way, they achieve an interdisciplinary education around a particular theme. The DIS program has the further advantage of granting students an interdisciplinary education in an extensive range of areas, there being a plethora of departments from which to choose courses. Contrarily, the SCLA program, in its current state of development, will be of particular interest to those seeking a broad Liberal Arts education, and/or knowledge and skills related to peace and conflict resolution, contemporary and cultural studies, human development studies, ethics and the dramatic arts. On the other hand, the SCLA program has the advantage of being highly integrated. Students don’t merely piece together courses from a number of departments. They choose from an array of non-departmental courses that form a network of coherent learning. This provides further meaning and context to any one
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path of study. Course Requirements: DIS students enter the program after completing 5.0 credits of university studies. As indicated above, they are required to complete 4.5 credits in courses that relate their areas of “interest to the breadth of a university education”. In addition, they complete a second set of courses directly concerned with their areas of interest. Finally, all DIS students must complete an Honours essay. Again, the DIS requirements are more flexible. There is latitude even among the required courses. This contrasts to the ten integrative (KD, RC and SR) courses that SCLA Liberal Art students must take, all of which are geared towards ensuring the development of the ten program outcomes. The SCLA program also requires a group project seminar while the DIS program does not. Finally, both programs require a terminal paper. Delivery: The Carlton program is delivered on a traditional semester basis. The Liberal Arts program is delivered on a sequential block basis as previously discussed.
Appendix Institution: University of Waterloo 6.3.5
Program Name & Credential: Independent Studies, Bachelor of Independent Studies
Program Description: A three year degree program, the Bachelor of Independent Studies is the only degree of its kind that provides any one student “with the opportunity to delve deeply into a subject of intense personal interest, to explore a wide range of subjects which have attracted [his/her] attention, to pursue new lines of interests different from those [s/he] previously followed, to prepare for professional accreditation by some external body, or to enhance a career [s/he’s] already in”. The program allows for both intensive specialized study in new/evolving areas that involve interdisciplinary investigation. The program is also unique in that it is divided into two phases: pre-thesis and thesis. Addressing the student, the university explains that during the pre-thesis phase, “with guidance from Independent Studies Academic Advisors, you can explore a variety of subjects and research methods to develop a perspective beyond a single discipline, and then focus on particular topics of interest as these relate to your academic goals and objectives”. Then, in the thesis phase, “you carry out a major piece of work under the direction of 2 Thesis Supervisors who have been chosen because their expertise covers your area(s) of interest”. Students can pursue studies “in any of the areas where the University of Waterloo has professors with academic expertise: the humanities, fine and performing arts, social sciences, environmental studies, applied health studies, natural sciences, and mathematics. In some cases you may be able to work with professors in the professional schools, such as engineering and architecture”. The program is designed for students who enjoy carrying out their own projects, are highly motivated, spend time on creative activities, want to spend more time on specific courses and programs than normally allowed, have a passionate interest in a particular area, and own specific goals they want to accomplish. Because the degree is self-directed, it can lead to careers in numerous professions.
Similarities and Differences: Goals and Outcomes: As with Carlton’s DIS program, the objective of the program is to
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facilitate the accomplishment of individual goals. In addition, students are expected to develop “skills in analysis, research, organization and communication”. These outcomes overlap with the first five of SCLA’s outcomes. Beyond these, SCLA clearly articulates ten academic and moral leadership outcomes that all its Liberal Arts students are expected to meet. Finally, the Waterloo program places no emphasis on the complementarity of science and religion. Program and Courses: The Independent Studies Program is divided up into a pre-thesis stage and a thesis stage. The former ranges from four to six terms during which time students are “encouraged to study widely and explore a variety of methods of carrying out [their] pre-thesis projects”. The project can take on many forms, including scholarly reviews, a research project, a design project, a portfolio, and a business plan. During this phase, all students are encouraged to take an Independent Studies seminar titled “Introductory Independent Research”. Students also decide on their thesis project at this time. The second phase is the thesis phase. Here, students, under the guidance of thesis Supervisors, specialize in their areas of interest and produce their major academic projects. The Independent Studies program is therefore quite different from the Liberal Arts program. While both highlight the need for creative independent paths of learning, the former emphasizes much more the individualized journey while the latter emphasizes integrative learning. Students in the Liberal Arts degree, moreover, achieve breadth of learning while those in the Independent Studies program are more inclined to specialize, admittedly in unique and/or interdisciplinary areas. Course Requirements: The Independent Studies program has no specific course requirements. Students must complete both a pre-thesis project and a thesis project. In contrast, SCLA’s program consists of ten required courses, a group seminar, and a terminal research paper. Delivery: The delivery of the Independent Studies program depends on the direction each student takes. Work can be accomplished through self-directed study units, or through a combination of study units and regular university courses. Students also have access to distance education courses and can carry out field placements. The Liberal Arts program is delivered on a sequential block basis as discussed above.
Appendix Institution: Lakehead University 6.3.6
Program Name & Credential: Interdisciplinary Program in Religious Studies, Honours B.A.
Program Description: Students interested in pursuing interdisciplinary studies at Lakehead can do so by combining particular disciplines with special areas of interest. In this way, students are provided “with perspective and knowledge in complimentary areas of study”. Students majoring in other subjects such as history, music, philosophy, literature, sociology and psychology, can combine their studies with Religious Studies. This gives them access to both a specific discipline as well as to a program of study that “is designed to create a greater understanding of different religions”. Lakehead goes on to explain that Religious Studies: …is a program which examines the origin and theory and calls upon the resources of many disciplines in the humanities and social sciences. In order to deepen and broaden your
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understanding of religion, courses in textual analysis and other methods of study will be offered. Different descriptions and explanations of religious phenomena, and critical appraisal of different kinds of arguments and modes of comprehension enable you to develop an awareness of your own and other's viewpoints.
Similarities and Differences: Goals and Outcomes: No specific outcomes could be identified beyond the development of a deepened and broadened understanding of religion stemming from various perspectives, and the ability to critically appraise, analyze, and open oneself up to other viewpoints. Program and Courses: Consistent with SCLA’s philosophy, the Lakehead program focuses on the significance of religion. It also offers courses that consider particular religious issues and themes, and does so to a greater extent than the Liberal Arts program does. The relationship between science and religion, however, is not explored (at least in the same pointed way). The program as a whole, moreover, limits students to two major areas of study: Religious Studies combined with a particular major. This contrasts with the broad- ranging integrative approach to religion, the humanities and the social sciences that characterizes SCLA’s program. Course Requirements: The course requirements depend on the specific expectations of the major being combined with Religious Studies. For example, students doing a B.A. in philosophy and religious studies must complete 5 courses from each (of 15). The approach is very different from the Liberal Arts program, which prescribes courses in learning and development, science and religion, and reasoning and communication. Delivery: The Laurentian program is delivered on a semester basis. The Liberal Arts program is delivered on a sequential block basis as discussed above.
Appendix Institution: Concordia University, Liberal Arts College (LAC) 6.3.7
Program Name & Credential: Honours Bachelor in Western Society and Culture
Program Description: “The essence of Liberal Arts College is a unique great books, multidisciplinary Core Curriculum designed to provide the foundations of an education for life.” A unique program, students are required to read from the great books themselves. Less emphasis is placed on the writings of secondary sources. Students read the key ideas that have emerged from antiquity down to the present day, and do so on a range of issues in “the humanities and social sciences, the visual arts and music, and science”. The rational is that through reading "the best that has been thought and said", students develop the necessary critical and analytical skills to “make informed decisions about future educational pursuits.” The aim of the Liberal Arts College, moreover, is to “form a community of learners, seeking a better understanding of the complex relationships between ideas, reality and the pursuit of truth”. Why? Because learning “who we have been is crucial to understanding ourselves, and who, in the future, we might become”.
Similarities and Differences: Goals and Outcomes: The specific outcomes include the ability to write and otherwise
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communicate, engage in effective interpretive analysis, utilize the great ideas to understand where we have come to critically engage with the future, and evaluate and correlate a wide range of ideas in the pursuit of truth. In so doing, students are exposed to key thoughts stemming from many Western traditions, including religious ones. The academic goals of the SCLA Liberal Arts degree are similar. Beyond these, students are challenged to develop the necessary skills to apply knowledge for the betterment of society and the world. SCLA also aims to develop an appreciation for the power of science and religion to, in harmony, facilitate the quest for truth. This distinguishes it from the LAC programme as well as from all programs discussed in this section. Program and Courses: LAC students follow a prescribed sequence of courses, which ensures an integrative learning experience. The courses are all in the Western Tradition and cover the “intellectual, cultural and political traditions”, and the “literary, religious, and philosophical traditions”. In addition, students take courses such as Great Books, The Sciences in Society, History of Art, History of Music, and others. The content of these courses is very similar to that found under SCLA’s Influential Ideas stream. However, SCLA breaks the content down into more specific themes—such as economics, political theory, metaphysics, epistemology, etc.—while retaining integration (although SCLA has no courses at this time devoted to the history of music). Course Requirements: The LAC course sequence includes courses in Western Society and Culture. SCLA’s program includes required courses in three areas: KD, RC and SR. It also requires the final group seminar and an honours terminal paper. Delivery: The LAC program is offered on a semester basis, and delivered through lectures and seminars. LAC also includes annual summer learning trips. SCLA employs the block system as discussed above, which allows for the opportunity to incorporate short and long trips as necessary.
Appendix Institution: University of King’s College, Halifax 6.3.8
Program Name & Credential: Combined Honours in Contemporary Studies, B.A.
Program Description: “The Contemporary Studies Programme tries to make sense of the today's world as a whole by considering the important writers, thinkers and artists of the 19th and 20th century, both on their own terms and in relation to some of the fundamental themes of our time.” An interdisciplinary program that focuses primarily on the ideas and trends native to Europe and North America, the program aims to encourage “students to relate the various aspects of contemporary thought to one another, and to develop independent insights into the nature of today's world”. The course considers such pivotal questions as: “What is the place and role of tradition in contemporary culture? What is the nature of the relationship between science, culture and politics today? What do terms such as 'progress', 'truth', or 'humanity' mean to us? How do we relate to others with whom we co-exist?” Students enter the Contemporary Studies Programme after completing King’s Foundation Year Programme (FYP). FYP is a one-year program equivalent to 5.0 credits and is delivered through a “single challenging course”. Appropriate for students interested in pursuing English, Philosophy, History and/or Sociology at Dalhousie, or interdisciplinary programmes offered at King’s, FYP exposes students to a world of ideas simultaneously through guest lectures, small
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group tutorials and lots of reading in the Western Tradition. Combined with another major, the Contemporary Studies Programme builds on this year by immersing students in 19th and 20th century ideas concerned with science and culture, modern political thought, philosophy of technology, language and politics, etcetera.
Similarities and Differences: Goals and Outcomes: The goal is to provide an interdisciplinary education that helps students to make sense of the world. As with most programs, the Contemporary Studies program helps build analytical and communication skills. Beyond that, it encourages flexibility of thought, the ability to correlate ideas and information from a diversity of perspectives and domains, and the capacity to generate novel approaches to reality. It aims to do this in a small university setting intent upon “retaining [a] personal atmosphere, individual attention and [a] sense of community”. SCLA shares this objective and adds both its five moral leadership outcomes and its goal concerning the complementarity of reason, science, art and religion. Program and Courses: The Contemporary Studies programme is just that: an interdisciplinary program devoted to the world (and particularly western society) in this day and age. Its courses are also highly interrelated. The SCLA program, on the other hand, is more diverse, covering greater historic content, the relationship between science and religion, non-Western world-views (albeit this is an area of the program that needs to be strengthened), and skills in reasoning, communication, learning and development. The SCLA program also offers elective courses in peace and conflict resolution. Course Requirements: Contemporary Studies students are required to take the following three courses: Modern Social and Political Thought, Science and Culture, The Deconstruction of the Tradition in the 20th Century. They must also complete the requirements associated with their other chosen honours major (in, for example, International Development Studies, Sociology and Anthropology, Women’s Studies, or English). There are apparently no required courses equivalent to those found under SCLA’s Reasoning and Communication, Knowledge and Development, or Science and Religion streams. SCLA’s program also includes a fourth level group seminar and terminal research paper. Delivery: The Contemporary Studies Programme “builds on the teaching structure and content of King's Foundation Year Programme -- interdisciplinary approach, guest lecturers, team teaching, small classes, tutorials and lots of individual attention -- to explore ideas and concepts from many different viewpoints”. SCLA employs the block system as discussed above, which together with small class sizes, involves team teaching and lots of teacher- student interaction.
Appendix Institution: University of Calgary 6.3.9
Program Name & Credential: Bachelor of Arts in General Studies
Program Description: Delivered by the Faculty of Communication and Culture, “General Degrees offer students the opportunity to build a program around a variety of interests while maintaining a core of basic competencies.” While students are required to take a minor, the General Degree allows for flexibility and the opportunity for students to design their own programs. It is particularly
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attractive to students interested in concentrating on areas not offered as majors within a department, such as Museum and Heritage Studies, Film Studies, and African Studies. “The goal of the General Studies program is to maximize free exploration in the world of learning so students can pursue a variety of personal interests without the restrictions of more traditional studies.” At the same time, all students are expected to develop “the high standards of communication ability set by the Faculty of Communication and Culture”. Students can choose to take either a four-year Bachelor of Arts or Bachelor of Science, or a three-year Bachelor of General Studies.
Similarities and Differences: Goals and Outcomes: The aims of the General degree program are similar to the academic outcome objectives of SCLA. The University of Calgary states: “General degree graduates have strong written and oral communication skills, and are computer literate. They possess an enhanced understanding of Western cultural heritage, as well as the cultures of other civilizations. They are able to analyze and synthesize information from a variety of sources and disciplines, and possess a broad knowledge base that allows them to pursue a wide range of career options.” Aside from computer literacy, both programs emphasize skills in analysis, synthesis, effective communication, and depth and breadth of knowledge. SCLA specifically identifies the abilities to solve complex problems and generate knowledge. Again, SCLA stresses the development of moral capabilities and the need to engage in critical analysis within a framework that draws upon both secular and religious insights. Program and Courses: The General degree is student driven, and in each case, is created through the extraction of courses from various departments supplemented by specific required courses (see below). Students focus on a minor and take certain courses to ensure the development of core communication skills. In designing their programs, students are expected to have “an attitude of flexibility and eclecticism”. This same attitude is required of SCLA students, although the Liberal Arts program is more integrative rather than eclectic in nature. The courses are designed as parts of a network. Course Requirements: Students of the General degree must take a Foundations course in Western Heritage, which “introduces students to a wide range of ideas from diverse areas of thought including philosophy, literature, religion, science, technology, politics and the arts”. Students are also required to take a computer course and either a world area course or a language course. In this way, they develop computer literacy along with a broad appreciation and understanding for culture and diversity. In addition, students must complete 1. GNST 300, which has students “engage in reflexive observation where relevant experience can be assessed and placed into the appropriate context”, and 2. GNST 201, which “introduces the process of academic inquiry and discusses how students can take advantage of a research-driven environment”. The goals of the General degree are addressed in SCLA’s Liberal Arts program. Students are exposed to a broad range of ideas, and develop an appreciation for diversity of all types. The processes of academic inquiry receive particular attention in the RC courses. Delivery: Courses are offered on a semester basis. Certain courses, such as GNST 300 and GNST 201 are capped at 25 students, allowing for necessary faculty-student interaction and group consultation. This contrasts with the SCLA model of block delivery and small class sizes for every course.
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6.4 Program Level Learning Outcomes What follows is a summary of the course requirements that contribute to each of the twelve outcomes. However, it is important to note that because the program and each of the courses are integrative, and because learning is accomplished through small class sizes and attention to learning styles, all facets of the program contribute either directly or indirectly to each outcome. Program requirement(s), or segments of Academic Outcomes. Graduates will have requirements, that contribute to this outcome the capability to: Integrative and interdisciplinary nature of the Outcome 1: demonstrate depth and breadth program of knowledge regarding the material, social- psychological, ethical, and spiritual dimensions Integrative and interdisciplinary nature of each of existence, and its relevance to current world of the courses conditions. Influential Ideas courses Science and Religion course requirements Reasoning and Communication course Outcome 2: access, analyze and synthesize requirements information, including empirical data, premises, logical arguments, beliefs, and Level 400F Seminars theoretical concepts, from a variety of GR-400F Terminal Research Paper academic and religious sources; Integrative nature of the program Reasoning and Communication courses, Outcome 3: generate knowledge for the particularly RC-110H and 200H betterment of the world by framing strategic questions, utilizing appropriate methods of Science and Religion courses research, analysis and correlation, and Level 400F Seminars drawing upon religion as a source of guidance and sustained motivation; GR-400F Terminal Research Paper Reasoning and Communication course Outcome 4: solve complex problems by requirements and electives. employing various disciplinary and interdisciplinary ideas, tools and techniques, Level 400F Seminars and religious teachings, in innovative and SR-300H Integrating Science and Religion integrative ways; Knowledge and Development courses Elective Skills and Applications courses Reason and Communication course Outcome 5: communicate effectively on a requirements, particularly RC-100H, 110H and range of issues and their corresponding 130H solutions in logical, ethical, creative, and audience-appropriate ways; Level 400F Seminars GR-400F Terminal Research Paper
Moral Leadership Outcomes. By combining reason, scientific inquiry and religious insight, graduates will have the capability to:
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Reason and Communication course Outcome 6: employ consultative requirements, specifically RC-300H methods for collective decision-making and the pursuit of truth, unity, and justice; Level 400F Seminars Knowledge and Development courses, specifically KD-300H Selected Ethics, Peace and Development Studies courses Reason and Communication course Outcome 7: build unity of purpose by requirements, RC-300H facilitating processes that generate the visions, strategies, and volition necessary to meet Level 400F Guided Seminars collective objectives; Knowledge and Development courses, specifically KD-300H Elective Skills and Applications courses Elective Arts and Society courses Selected Ethics, Peace and Development Studies courses Elective Skills and Application courses Knowledge and Development course Outcome 8: pursue life-long learning requirements and electives characterized by an unfettered search for truth, and with the attitude that every experience is an opportunity for individual and/or collective growth; Level 400F Guided Seminars Outcome 9: apply knowledge for the betterment of the world in thoughtful, 400R Research Paper discerning, creative, trustworthy, resolute, Knowledge and Development course sincere and strategic ways requirements, particularly KD-100H and 300H Elective Skills and Applications courses Elective Arts and Society courses Knowledge and Development course Outcome 10: foster unity in diversity by requirements recognizing and promoting the nobility and contributions of every individual. Entire program and college approach
Note: as part of the Knowledge and Development courses, which are largely seminar driven, participants are challenged to assess themselves against the ten outcomes of the program, and to develop strategies to progress accordingly.
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6.5 Academic Course Schedule Information
6.5.1 Program Hour/Credit Conversion 1. Does the program include laboratory components? No. 2. Not applicable. 3. Not applicable. Proceeding to Appendix 6.5.2.
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6.5.2 Academic Course Schedule – Honours Baccalaureate Explanatory Notes 1. Courses: What follows is a list of courses with outlines that will be in place for September 2005. This does not exhaust the list of courses SCLA plans to offer. In addition to these, another set of courses (Phase 2) is being developed, which are to be introduced between January 2006 and September 2006. These courses are listed at the end of section 2.0. The additional instructors assisting with the development of these courses are listed in table 6.5.2.1. This is followed by another table of consultants who have either written courses or contributed their expertise in other ways (see 6.5.2.2). Because one of the goals of the Liberal Arts program is to deliver a wide range of interdisciplinary courses in the humanities, social sciences and sciences, new courses will be added on a continuous basis, and offered as student demand increases. 2. Course Categories: Because the aim of the Liberal Arts program is for students to be able to design their own programs while taking certain required courses, the DW, DO and DL categories do not apply in the sense outlined by PEQAB. Instead, DW courses here correspond to “required courses”. As well, there is no distinction between DO and DL courses; instead, all remaining courses are categorized as “elective courses”. The same holds for the category “breadth courses” which, in this case, is also the same thing as “elective courses”. 3. Course Prerequisites: In addition to the prerequisites indicated, students are typically expected to complete all required courses (KD, RC and SR courses) for a particular level before taking both required and elective courses in the subsequent level. 4. Course Hours: The total number of required course hours is (10 courses*48 hours) + (2 courses*72 hours) = 624 hours. The total number of elective course hours is the equivalent of 17 block courses (chosen from among the total list of elective courses offered) *48 hours = 816 hours. Together, the total number of program hours is 1440. However, 1440 is the absolute minimum number of instructional hours that students must receive. In addition, tutorials and other forms of formal and informal teaching hours take place, including excursions. The Block Plan both encourages and facilitates all sorts of instructor-student interaction and learning beyond the required 48 hours. 5. Course Schedule: All required courses are offered in Semester 1, which narrows the range of courses from which to choose during this semester. A much greater selection of elective courses is offered in Semester 2 of each year. 6. Semester 3: The following list is for the regular academic year (Semester 1 (autumn) and Semester 2 (winter)) only, recognizing that the College is scheduled to begin in January 2005 (January, 2005), pending Ministry approval. Courses to be offered in Semester 3 (summer) will be determined subsequent to Ministry approval.
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YEAR AND Course Title Total Total Course Proposed Highest Page SEMESTER Required Elective Prerequisites Instructor (or Qualifications Reference Course Course and Co- indicate if faculty earned, or in to CV Semester Semester Prerequisites to be recruited) progress Hours Hours KD-100H Learning and 48 None Cynthia Hanks M. Ad. Ed. 303 YEAR 1 Its Applications Semester 1 RC-100H 48 None William Hatcher Ph.D. 357
Communication Theory RC-110H 48 None To be recruited
Communication Effectively, or RC-130H Reasoning 48 None Todd Smith Ph.D. 342
and Writing SR-100H Approaches 48 None Anne Pearson Ph.D. 288
to Religion F-100H Global 48 None Elena Mustakova- Ed.D. 320 Year 1 Citizenship Possardt Semester 2 F-101H Introduction to 48 None Todd Smith Ph.D. 342
Social Processes F-103H Introduction to 48 None Todd Smith Ph.D. 342
Psychology F-107 The Twentieth 48 None William Hatcher Ph.D. 357
Century F-108 Comparative 48 None To be recruited
Government
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F-113 World Religions I 48 None Anne Pearson Ph.D. 288
(Religions of India and China) F-114H World Religions 48 None Anne Pearson Ph.D. 288
II (Religions of West Asia) F-116H Introduction to 48 None Todd Smith Ph.D. 342
Influential Ideas F-117H Introduction to 48 None William Hatcher Ph.D. 357
Philosophy F-118H Dramatic 48 None Valerie Senyk M.A. 349 Foundations RC-120F Mediated 48 RC-100H To be recruited
Communication/Media Arts RC-140F Critical 48 RC-100H William Hatcher Ph.D. 357
Thinking and Argumentation KD-200H Approaches 48 KD-100H Cynthia Hanks M. Ad. Ed. 303 Year 2 to Education Semester 1 RC-200H Foundations 48 RC-100H, plus Elaine McCreary Ph.D. 313
of Scientific Reasoning either RC-110H and Investigation or RC-130H. SR-200H Science, 48 SR-100H Todd Smith Ph.D. 342
Religion and Social Transformation CSS-210H Women, 48 SR-100H, plus Anne Pearson Ph.D. 288
Gender and Religion one of F-113H or F-114H
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II-200H Key Scientific 48 F-116H or F- To be recruited
Insights 117H. II-212H Theories of 48 One of F-102H, To be recruited
Global Development F-104H, F-109H, F-110H AS-200H Dramatic 48 F-108H Valerie Senyk M.A. 349 Year 2 Techniques Semester 2 CSS-220H Analyzing 48 One of F-101H, To be recruited
Representations and F-116H or F- Discourses 117H. EPCS-220H Roots of 48 One of F-100H, Cheshmak Ph.D. 296
Conflict and Violence F-101H, F-103H Farhoumand-Sims Candidate or F-117H EPCS-230H Conflict 48 EPCS-220H Cheshmak Ph.D. 296
Resolution Strategies Farhoumand-Sims Candidate EPCS-270H 48 One of F-100H, Babak Bahador Ph.D. 293
International Relations F-101H, or F- Candidate 107H HDS-210H Lifespan 48 F-103H Elena Mustakova- Ed.D. 320
Development Possardt II-201H Key Religious 48 SR-100H, or F- Anne Pearson Ph.D. 288
Insights 113, F-114; F- 116H an asset II-202 Art and Social 48 None Valerie Senyk M.A. 349
Transformation II-205H Theories of 48 F-116H or F- Todd Smith Ph.D. 342
Knowledge 117H II-206H Classical Social 48 F-101H or F- Todd Smith Ph.D. 342
Theory 116H.
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II-207H Contemporary 48 II-206H Todd Smith Ph.D. 342
Social Theory II-209H World 48 F-116H or F- To be recruited
Philosophies 117H II-214H Classical 48 F-101, F-116H Babak Bahador Ph.D. 293
Political Theory or F-117H candidate KD-210H Social 48 KD-100H, KD- Kamilla Bahbahani Ph.D. 328
Change and Education 200H KD-220H Education for 48 KD-100H, KD- Kamilla Bahbahani Ph.D. 328
Multicultural 200H Understanding SA-210H Community 48 Any three F-100 To be recruited
Development in Theory level courses. and Practice KD-300H The 48 KD-200H Cynthia Hanks M. Ad. Ed. 303 Year 3 Responsibilities of Semester 1 Being Educated RC-300H Problem 48 RC-200H Todd Smith Ph.D. 342
Solving and Ethical Communication SR-300H Integrating 48 SR-200H Todd Smith Ph.D. 342
Science and Religion CSS-300H Media and 48 CSS-200H or To be recruited
Society 220H EPCS-340H Principles 48 SR-200H, SR- Anne Pearson Ph.D. 288
and Practice of Inter- 300H plus F- religious Dialogue 113H or F-114H
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HDS-300H The 48 HDS-210H Elena Mustakova- Ed.D. 320
Psychology of Moral Possardt and Social Development SA-311H Project 48 RC-100H, One Duncan Hanks M.Ad. 307
Management 1 of RC-110H, RC-120H, or RC-130H AS-300H Collective 48 AS-200H Valerie Senyk M.A. 349 Year 3 Creation Semester 2 CSS-310H Critical 48 CSS-200H or To be recruited
Media Literacy 210H, CSS- 300H CSS-340H Health, 48 One of II-206H, Todd Smith Ph.D. 342
Illness and Society 207H, CSS- 200H, or 210H EPCS-320H Gender in 48 EPCS-220H Cheshmak Ph.D. 296
War and Peace Farhoumand-Sims Candidate EPCS-350H Peace and 48 EPCS-220H Cheshmak Ph.D. 296
Conflict in the Middle Farhoumand-Sims Candidate East HDS-310H Principles of 48 HDS-210H Rhett Diessner Ph.D. 333
Psychology HDS-320H Culture and 48 F-103H and Rhett Diessner Ph.D. 333
Psychology CSS-200H HDS-330H Psychology 48 HDS-210H Elena Mustakova- Ed.D. 320
of Mindfulness, Health Possardt and Spiritual Development
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HDS-350H Global 48 HDS-300H Elena Mustakova- E.D. 320
Issues of Contemporary Possardt Moral Consciousness SA-312H Project 48 SA-311H To be recruited.
Management II AS-400F Seminar: 72 AS-300H Valerie Senyk M.A. 349 Year 4 Guided Project, Event, Semesters or Performance 1 and 2 GS-400F Seminar: 72 Level 3 required Available faculty. Terminal
Advancement of courses. degree. Women, or GS-410F Seminar: 72 Level 3 required Available faculty. Terminal
Human Rights, or courses. degree. GS-420F Seminar: 72 Level 3 required Available faculty. Terminal
Global Prosperity, or courses. degree. GS-430F Seminar: 72 Level 3 required Available faculty. Terminal
Moral Development, courses. degree. Children, Youth and Social Transformation GR-400F 72 Level 3 required Available faculty. Terminal
courses. degree. Subtotal Course Hours (see notes 624 816 above) 1,440. Total Program Hours 57% Percentage of Program Offered in DO and DL Courses (“elective courses”) N/A (see notes Percentage of Breadth Courses above) Offered in DO Courses
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N/A (see notes Percentage of Breadth Courses above) Offered in DL Courses
6.5.2.1 Additional Instructors/Consultants Contributing to the Development of Phase 2 Courses Instructor Course Areas Highest Page Qualifications Reference earned or in to CV progress
Paula Chidwick EPCS (Courses in Ethics) Ph.D. in 398 Philosophy
Michael Penn HDS (courses in Ph.D. Clinical 391 Psychology) Psychology
6.5.2.2 Additional Course/Program Development Consultants (Phase 1) Consultant Areas Highest Page Qualifications Reference earned or in to CV progress
Anna C. Vakil, PhD (Urban, Technological and Environmental SA-210H, II-212H Ph.D. Urban, 363 Planning) Technological and Env. Planning
Beth Bowen Program Reviewer Ed.D. 410
Michael Karlberg F, RC and EPCS courses Ph.D. 385 Communications
Anne Marie Karlberg Overview of Program Pursuing Ph.D. 372 in Education
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in Education
Mark Vorobej RC-140H Ph.D. 377 Philosophy
Sandra Smith F-108H LLB 407
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6.5.3 Academic Course Schedule - Graduate Not applicable.
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6.6 Course Outlines and Other Graduation Requirements
6.6.1 Calendar Course Descriptions Please note that the “course learning outcomes” listed below are the outcomes specific to each course. In addition to these, and as part of ensuring an integrative program, each course is designed to address three or more of the ten “Program Learning Outcomes”. These outcomes are listed as “Academic” or “Moral Leadership” outcomes on each of the course outlines found under section 6.6.2. Year and Semester Course Title Calendar Course Description Course Learning Outcomes Learning and Its Applications Among other themes, learners will YEAR 1 KD-100H Learning and Its begins with an exploration of what have developed significant Applications Semester 1 is known about individual learning. knowledge of: The course focuses primarily on • the stages of child and cognition as learning, but also adolescent cognitive examines the impact of social and development religious contexts as personal learning venues. Topics include • andragogy or adult the learning cycle, learning styles, learning theory adult learning vs. child learning, different types of intelligence, • what is known about the recent neurological research on importance of the socio- how we learn, experiential cultural context of learning learning, and the role of praxis. • the relationship between The course also provides students religious belief systems with the opportunity to assess, and the importance of plan, and improve their personal individual learning learning and success at college, based on the 10 program learning • the different paths to outcomes, through the knowledge: cognitive, development and application of social, emotional, spiritual practical individualized tools and • the stages of perspective learning profiles. transformation and their interaction • the factors involved in different learning abilities
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in adult learners: cycle, styles, intelligences, praxis • the use of learning and planning tools in personalized learning plans • the role of learning in society This interdisciplinary course RC-100H Communication Theory • Develop a foundational introduces students to knowledge of foundational theories in the study communication theory and of human communication. The its practical application course integrates theories from a (refer to list of specific wide range of disciplines, covering theories below, in course intrapersonal, interpersonal, small outline section). group, organizational, public, mass-mediated, and intercultural • Develop an appreciation for communication contexts. interdisciplinary perspectives on a common subject. • Applying communication theory in ethical and socially responsible ways.
This course trains students in the RC-110H Communicating • Develop and refine public skills of effective oral and written Effectively speaking skills, including communication at a university speech preparation and level. research, developing audience awareness and sensitivity, organizing a presentation, delivering a presentation effectively, and interacting with audiences (see course
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description below for comprehensive list of topics). • Develop and refine analytical writing skills, including working with thesis statements, gathering and analyzing evidence, developing audience awareness and sensitivity, following appropriate writing conventions, refining style and usage, editing and documenting (see course description below for comprehensive list of topics).
This course is about developing The course outcomes are specific RC-130H Reasoning and Writing the critical powers to analyze and to the following program assess what you read and hear. outcomes: Covering strategies of voice, style, • Outcome #2: access, argumentation, and reasoning, analyze, synthesize you also learn how to write information including clearly, persuasively and empirical data, premises, engagingly, and to communicate logical arguments, beliefs, in a consultative and respectful and theoretical concepts, way that builds unity of purpose. from a variety of academic In addition, the course covers the and religious sources outline, research and (beginning level) documentation processes for writing major research papers. • Outcome #4: generate knowledge for the betterment of the world by
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applying religious teachings and employing various disciplinary ideas, tools, and reasoning techniques in an innovative and integrative way (beginning level) • Outcome #5: communicate effectively on a range of issues and their solutions in logical, ethical, creative, and audience-appropriate ways (beginning level) • Outcome #6: employ consultative methods for collective decision-making and the pursuit of Truth, unity, and justice (beginning) • Outcome #7: build unity of purpose by facilitating processes that generate the visions, strategies, and volition necessary to meet collective objectives (beginning) • Outcome #9: apply knowledge for the betterment of the world in a thoughtful, discerning, creative, Trustworthy, resolute, sincere and strategic way (beginning)
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What is the phenomenon of Students will: SR-100H Approaches to Religion religion? Why and how should we • have had an opportunity to study religion? How have scholars reflect on the broad in the past studied religion? question of what Through what lenses, using what constitutes “religion” methods, and for what purposes? These are some of the questions • become familiar with a that this course will address variety of definitions, through an examination of typologies and theories and approaches from the interpretations of religion disciplines of history, theology, from discrete disciplines philosophy, psychology, within the social sciences sociology, anthropology, women’s and humanities studies and religious studies. • learn about representative 19th and 20th century theorists of religion, such as Hume, Feurerbach, Nietzsche, Muller, James, Freud, Durkheim, Weber, Geertz, Eliade, W.C. Smith, Wiebe, R. Gross and Goldenberg • understand how wider social and political movements in the West influenced the study of religion
The goal of this course is to Students will develop an Year 1 F-100H Global Citizenship develop an understanding of the understanding of: Semester 2 condition and challenges of the st • the inter-relationship world at the beginning of the 21 between internal century, and to encourage (psychological) and
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reflection on global issues and on (psychological) and questions of moral and social external (population, responsibility in an interconnected health, economy, politics, world. It offers an opportunity to environment related) learn more about the complexities aspects of globalization of caring for the human family. • the nature of The course draws on psychology, interdependence comparative religion, medicine, and ecology, and allows students • local as global events to focus on specific aspects of globalization such as population, • the responsibility of the health and food production, individual in global society. sustainable social and economic development, the global environment and natural resources utilization, human rights, work with displaced populations, empowerment of women, indigenous people and children, education, and cross- cultural relations.
This course provides an overview Among other themes, learners will F-101H Introduction to Social of the major themes within have developed significant Processes sociology, covering the principal knowledge of: theories and methodologies • the major classical and underlying the discipline. It also contemporary theories in addresses the historical origins of sociology these theories, and the different directions sociology has taken • the differences between from the 20th century onwards. functionalism, conflict Themes include capitalism, theory, interpretive theory alienation, bureaucracy, deviance and feminist theory and labeling, religion, stratification, economic change, • various methodological social/political change and approaches to the study of
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social/political change and society revolution, race and ethnic • how the different theories relations, the family, the and methodologies can be construction of knowledge, and used to understand postmodernism. The course also institutions, social explores the interrelationship processes, order and between sociology and other conflict in society disciplines. • the relationship between the individual and society • how knowledge is socially constructed • how the micro and macro approaches to the analysis of society can be synthesized • how sociology can contribute to and benefit from other disciplines
The purpose of this course is to Among other themes, learners will F-103H Introduction to provide an overview of be able to: Psychology psychological theory and practice • meaningfully discuss the as it has developed from its philosophical origins to the present day. The underpinnings and societal course explores the scientific processes informing the study of human behaviour and discipline of psychology mental processes, and covers the influential theories, principles and • critically analyze and facts associated with each of the compare the different major sub fields of psychology. psychological approaches Topics include perception, as they apply to various memory, human development and psychological phenomena learning, cognition, biology and
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behaviour, and social psychology. • discuss, both abstractly Students also learn about the and with detail, the sub methods and ethics psychologists fields of psychology in use in both their research and audience appropriate ways practice. Finally, the relationship between the material and spiritual • relate secular and spiritual natures of humanity is explored. approaches to the human condition
• draw connections between the course content, themselves, their career pursuits, and the world of which they are citizens
This course traces the history of F-107 The Twentieth Century • Gain knowledge regarding the twentieth century through two significant developments, interpretive lenses: one secular crises, and and the other Bahá'í. Students accomplishments in the will explore the major twentieth century. developments, crises, and accomplishments of the twentieth • Gain an understanding of century through these contrasting the interpretative nature of interpretive lenses. all historical accounts. • Develop the capability to compare and contrast different historical accounts.
This course provides a Among other themes, learners will F-108H Comparative Government comparative exploration of the have developed significant various forms of government understanding of: found in the modern world. It • liberal democratic covers the key components of ideologies and their political analysis (namely the manifestations
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state, the citizen, and the society manifestations in which the former two interact), • communist theory and and relates them to the systems practical applications currently functioning in Great Britain, the United States, • the developing world Canada, France, Russia, China, Mexico, South Africa, Iraq and • nation building and India. The course also examines democratic participation the political framework and • colonization’s and dynamics of each of these globalization’s impact on nations. the development of nations • alternative models of government
World Religions (I) will examine Learners will: F-113H World Religions I the basic history, founders and (Religions of India and China) • acquire knowledge about central figures, beliefs, and the origins and historical practices of the religions developments of the originating from the Indian religions originating in subcontinent (Hinduism, India and China Buddhism, the Sikh Faith) and from China (Taoism and • become familiar with the Confucianism). founders and central figures of these religions • be able to identify the central doctrinal beliefs and ethical teachings of these religions, and describe a variety of their practices • become acquainted with some of the responses of these religious traditions to
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such issues as the nature of the universe, the human condition, religious ideals, and appropriate behaviour of human beings in the course of their lives
World Religions II will examine the Learners will: F-114H World Religions II basic history, founders and central (Religions of West Asia) • acquire knowledge about figures, beliefs, and practices of the origins and historical the religions originating from West developments of the Asia (or the “Middle East”): religions originating in Judaism, Christianity and Islam. West Asia
• become familiar with the founders and central figures of these religions • be able to identify the central doctrinal beliefs and ethical teachings of these religions, and describe a variety of their practices • become acquainted with some of the responses of these religious traditions to such issues as the nature of the universe, the human condition, religious ideals, and appropriate behaviour of human beings in the course of their lives.
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The purpose of this course is to Learners will have developed F-116H Introduction to Influential provide an overview of some of significant knowledge of: Ideas the influential ideas, both within • influential theories of and outside the western tradition, epistemology, that have shaped our world. metaphysics, the state, Crossing a variety of disciplines, and ethics the course explores the social/political ideas of Lao-Tsu, • key scientific ideas that Plato, Aristotle, Machiavelli, have transformed the Hobbes, Locke, Rousseau, Mill world and Marx; the epistemological ideas of Plato, Aristotle and Kant; • the processes underlying the ethical ideas of Aristotle, the humanity’s drive to grasp Buddha, Kant, Mill, Nietzsche and and organize reality Gandhi; the psychology of Freud • the importance of the 20th and Jung; and key scientific ideas century in reshaping and approaches from the likes of human thought Bacon and Darwin. A selection of critical social, psychological and • current political, ethical, feminist ideas that emerged within sociological and cultural the 20th Century are also approaches to considered, as is the power of globalization these ideas to facilitate the • the significance and power emergence of a global of interdisciplinary thought, community. The course ends with and how to foster it an overview of prominent religious contributions. • how religion has contributed to personal and global development
The course introduces the main Among other themes, learners will F-117H Introduction to Philosophy topics of philosophy: logic, theory have developed significant of knowledge, metaphysics and knowledge of: ethics. Time is also devoted to • various forms of reasoning the philosophy of religion and and logic; political philosophy. Through
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group work, discussions and • the historical significance exercises, philosophy is of philosophical thinkers approached as both an activity as diverse as Plato, and as a reflective enterprise. Its Aristotle, Descartes, significance to other disciplines Rousseau, Wollstonecraft, and for human betterment is also Nietzsche, Wittgenstein addressed. and Derrida • the major theories about the nature of reality • the major theories about how we know reality • the classical and current approaches to ethics and moral behaviour • philosophical approaches to religion and society • philosophy as it applies to recent world developments, such as the internet and global development • philosophy’s relationship to other disciplines Through practical exercises this F-118H Dramatic Foundations • To develop a foundational course provides the foundation for knowledge of physical and dramatic work through training of vocal techniques that the voice and body, and the create the being as an imagination and memory as instrument of expression. instruments of expression. Textual content will be derived • To exercise the from a variety of sources such as imagination and memory poetry, Shakespeare, drama, and through choreography and religious writings, as well as text work.
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sources the students supply from • To develop a disciplined other courses. approach to creativity.
This course provides students RC-120F Mediated • Develop basic multi-media with the training and practice to Communication/Media Arts presentation skills (e.g., MS become creative producers of PowerPoint) basic media content, using a variety of desktop media • Develop basic desktop technologies. The immediate publishing skills (e.g., MS objective is to provide students Publisher or PageMaker) with the skills needed to support • Develop basic web-editing other coursework by enhancing skills (e.g., MS FrontPage their presentation capabilities and or DreamWeaver) enabling them to fulfill writing assignments and other • Develop basic video- assignments in creative ways. editing skills (e.g., MS The broader objective is to Movie Maker or Abode introduce students to skills they Premier) can use to promote positive social change, through a variety of communication media, upon graduation.
Every day we are bombarded by The overarching concept around RC-140H Critical Thinking and countless arguments that are which this course is structured is Argumentation intended to influence our beliefs the concept of cogency. An and actions. How well we live our argument is cogent for you if, and lives depends, to some extent, only if, you ought to be persuaded upon how well we respond to to believe the conclusion of that such arguments, and how well we argument, on the basis of the construct arguments of our own. A evidence cited within that good critical thinker is able to argument’s premises. Every topic detect an argument when she covered in this course is therefore encounters one, portray its designed to enhance a student’s
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structure in a logical fashion, understanding of the conditions assess what type of an argument under which she ought (or ought it is, and appraise its cogency in not) to be persuaded by an an appropriate manner. A good argumentative proposal. To that critical thinker is more likely to end, students will critically engage in rational belief and examine action than a poor critical thinker. • the differences between You are already a critical thinker. argumentative and non- The aim of this course is to make argumentative prose you a better one. • the concept of rational belief • the concept of evidence • argument structure, and the different ways in which propositions can provide evidence • the concepts of Truth, relevance, validity and reliability • the nature of definitions • vagueness, ambiguity and other semantic phenomena • the nature of deductive, inductive, causal and analogical reasoning • the nature of moral reasoning • common forms of fallacious reasoning
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Approaches to Education traces Among other themes, learners will Year 2 KD-200H Approaches to the aims and purposes of have developed significant Education Semester 1 education historically through pre- knowledge of: industrialized society, • the aims and purposes of industrialized society, and post- education in the pre- industrialized society in the industrialized society, the contexts of informal, nonformal newly-industrialized and formal educational strategies. society, and the post- Education as a vehicle for industrialized society socialization and the transmission of current cultural values is • informal, nonformal and examined, as is the relationship formal educational between education, religion and strategies society. The prospect of a new society built on current values and • early education as a knowledge is also considered. vehicle for the Finally, students assess their transmission of current progress against the ten Liberal cultural values Arts program learning outcomes • industrial age education as through the application of various an experiment in pedagogical methodologies and socialization techniques, and the design of concrete instructional situations. • the relationship between education systems, religion and society • education as both a value system and a knowledge system • historical thought paradigms, value systems and the corresponding approaches to education • educational theory based
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on academic disciplines • the prospect of a new society built on current values and knowledge • popular methodologies and techniques in education • how to design instructional situations
This course requires the student Students will be able to: RC-200H Foundations of to look beneath the distinctions Scientific Reasoning and • describe elements among disciplines of physical, life, Investigation underlying all forms of behavioural, and social sciences, scientific inquiry to the fundamental features of science itself. It acquaints the • demonstrate the relevance student with the elements of of alternative approaches scientific thought, the relative to science merits of fundamental approaches to scientific procedure, a range of • define multiple functions legitimate outcomes to scientific that scientific research research projects, and issues that may fulfill accrue to scientific researchers. • discuss selected challenges to the integrity of scientific practice
This course explores the Among other themes, learners will SR-200H Science, Religion and relationship between science and have developed significant Social Transformation religion throughout history, paying knowledge of: particular attention to the periods • the relationship between of Antiquity, the Middle Ages, the science and religion at Scientific Revolution, the various stages in history Enlightenment, and the last 100
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plus years since Darwin. The • how some of the key course goes on to explore various thinkers in history have models concerning the interaction treated the relationship between science and religion, as between the two well as related contributions by both scientific and religious • current models for thinkers including the likes of understanding science, Faraday, `Abdu'l-Baha, Einstein, religion and the and Feynman. The course relationship between the concludes with an examination of two some of the main questions • the impact that both currently being discussed, such science and religion have as: Can one be a scientist while had on social believing in God? How did the transformation universe begin? And, Can evolution and God coexist? • some of the current debates highlighting the relationship between science and religion • the importance of religion for scientific progress • the importance of science for religious faith • the relationship between science, religion and reason
This course examines the history Learners will: CSS-210H Women, Gender and of women’s traditional religious Religion • gain a basic understanding roles and practices, and their of the issues that have contributions to the world’s affected the status, activity religions, from cross-cultural and and self-understanding of multi-religious perspectives. The women in religious course also reviews a variety of traditions from ancient modern challenges expressed in
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modern challenges, expressed in times to the present particular by feminist scholars of • become familiar with religion, to traditional role women’s roles according expectations for both men and to prescriptive religious women and to normative textual literature interpretations. Finally, new paradigms for understanding the • Be able to identify issues underlying gender and significant women whose religion are explored. religious convictions (expressed in their lives and/or writings) have influenced religion and society • learn about a variety of women’s practices (e.g., ritual) and activities in several religious traditions • assess historically and critically women’s experience of organized and alternative religions • learn what may be unique about the perspectives of women regarding human spirituality • gain a deeper insight into one’s own worldviews and perspectives, and • become familiar with new paradigms for understanding issues affecting gender and religion
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The course offers a thorough Among other themes, learners will II-200H Key Scientific Insights overview of the some of the key have developed significant scientific contributions that have knowledge of: influenced the ways in which we • the historical context see and relate to the world. leading up to the Scientific Accessible to the generalist Revolution enthusiast, the course explains the major scientific concepts, • some of the major situates them in their historical scientific discoveries of the contexts, and traces their impact last 500 years on the social, political and spiritual dimensions of reality. • the social-historical contexts in which these discoveries were made • the impact of these discoveries on the direction of the world and our consciousness as a human species • the implications of these discoveries for how we conduct ourselves as moral and spiritual citizens of the world
This course adopts a one-world Learners will have significant II-212H Theories of Global perspective to theories of global knowledge of: Development development that have been • The historical and applied in both the “developing” conceptual underpinnings and the “industrialized” countries. and attributes of three The course covers a broad range major approaches to of approaches to development, global development such as neo-classical economic (modernization, Marxism theory Marxist theory and post
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theory, Marxist theory and post- and civil society) modern theory, and includes • The role of the state, the perspectives grounded in the market, NGOs, the teachings and practices of some community and the religious communities, such as individual in these three Christian churches, Islamic approaches organizations and the Bahá’í community. Emphasis is placed Learners will have developed on the perspectives these some skills in: approaches offer on the role of • Recognizing different the state, the free market, civil approaches to society and the individual; the development theory and ethics of development; and on modes of practice concrete examples of how these perspectives are applied in the • Identifying strengths and field. weaknesses of these approaches • Presenting analytical summaries of case studies Learners will have enhanced insight into: • Why most development programs and policies have failed • The ethical and pragmatic features of promising approaches to global development • The value of a one-world perspective on development
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Theatre facilitates a perfect Year 2 AS-200H Dramatic Techniques • To learn text analysis for collaboration of all the arts. This ongoing dramatic work. Semester 2 course builds upon F-118H Dramatic Foundations to offer • To learn the basics of students an opportunity to learn a dramatic writing. range of techniques needed to • To have an understanding create theatre such as dramatic of various theatrical styles, text analysis, dramatic writing, both Western and Oriental. styles, interdisciplinary work, and Popular Theatre (social issue • To learn how to create theatre). using an interdisciplinary mode.
• To learn the techniques of Popular Theatre by which artists learn to involve the public in discussion of human/social issues.
This course examines the role CSS-220H Analyzing • Develop an understanding that representations and Representations and Discourses of the role that human discourses play in the communication plays in construction of social reality, as the social construction of well as the role of human agency reality. in this process. Semiotic analysis and discourse analysis are • Develop the ability to presented as theoretically critically analyze and informed methods for evaluate the deconstructing, evaluating, and representations, discursive reconstructing problematic constructs, and discourses aspects of our cultural that constitute our cultural environment. environment. • Develop the ability to articulate alternative representations and discursive constructs, and
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participate in the articulation of larger alternative discourses.
The course reviews a wide range EPCS-220H Roots of Conflict and • Students will develop an of theories exploring the nature Violence understanding of theories and root causes of conflict, the relevant to peace and possibilities for conflict resolution, conflict and the necessary foundations of peace, and post-conflict peace • Students will be exposed building. The course draws on to the multi-disciplinary / classic and contemporary interdisciplinary nature of literature from a wide range of peace and conflict studies disciplines – including • Students will learn how to sociobiology, anthropology, use theory to ascertain the sociology, social psychology, root causes of conflict and economics, political science and develop strategies for the study of religion – to provide sustainable peace and students with a set of theoretical reconciliation and practical tools for the analysis of contemporary civil and international conflicts. In an atmosphere of mutual learning, we discuss how evidence and theory can be effectively used in the understanding of peace and conflict, and develop a practical understanding of the strengths and weaknesses of current approaches to conflict resolution and peace building.
The course reviews the theory EPCS-230H Conflict Resolution • Students will develop an and practice of conflict resolution, Strategies understanding of theories
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Strategies highlighting its use and its efficacy relevant to conflict as a foundation for peacebuilding resolution and post conflict reconstruction. • Students will learn conflict The course draws on both classic resolution skills that can and contemporary literature and be applied at the provides students with a set of individual, organizational theoretical and practical tools for and international levels the analysis of contemporary civil and international conflicts, as well as steps for their resolution.
This course provides students Learners will develop knowledge EPCS-270H International with an understanding of the of: Relations forces that drive international • The origins and historical relations and the theories that developments of the have been formulated to account international political for them. It also outlines the system structures and processes at the heart of today’s international • The leading theories of system and reviews some of the international relations most important issues impacting our world at the beginning of the • The structures and twenty first century. processes of the international system
• The central issues influencing international affairs • The impact of globalization on international relations
This course studies the human Students will demonstrate HDS-210H Lifespan Development journey from infancy to late understanding of adulthood, and the critical issues • emotional and personality accompanying each stage in this development from a
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journey. The course development from a encompasses central Western psychodynamic and theories of development psychosocial perspective (psychoanalytic, psychosocial, • the nature of behavioral, cognitive, cognitive intelligence(s) and the developmental, ethological and socio-cognitive cultural), as well as non-Western development of and non-traditional approaches intelligence (feminist, Buddhist and Hindu, Native American). It integrates • the role of infant-mother different philosophical approaches attachment in later to ‘what’ develops over time, and development ‘how’, examines their respective strengths and limitations, and • the formation of behavior applies their concepts to • social and moral understanding individual development, and developmental journeys. predominant male and female orientations • the role of culture in development • the developmental challenges of adulthood • spiritual perspectives on personality integration • individual case studies of children, adolescents or adults, using central concepts from various schools of psychology
This course examines Students will: II-201H Key Religious Insights contributions to the history of • learn about key ideas and ideas provided by the major world insights provided by the religions These key ideas and
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religions. These key ideas and major world religions over insights, aimed at explaining the the last three millennia of human condition and its relation to recorded history the transcendent dimension of • identify the sources of reality, include notions of the these ideas, their contexts, sacred, God and the divine, the and some of the human soul, life after death, interpretations and creation and eschatology; applications of these ideas concepts of revelation, divine intervention in human history and • understand the impact and messianism; ideas of moral law influences of these ideas expressed in such concepts as on cultural world views karma and divine retribution; and the development of notions of evil and theodicy, of world civilizations sin, suffering, salvation and
redemption, of heaven and hell, and of sacrifice and detachment.
In both the Orient and the II-202H Art and Social • Develop a foundational Occident, religion was the genesis Transformation knowledge of how religion of most artistic traditions. This has given rise to artistic course examines the sources and traditions in the past, in evolution of art, and the reciprocal both the Occident and the nature of art and social (religious, Orient. moral, etc) transformation. The course concludes by considering • Develop an appreciation of how art might help to address the the intimate reciprocity needs of our contemporary world. between society (civilization) and art.
• Develop an awareness of current social needs and how the arts can address them in a positive, transformative way. • Develop the capability for
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creative solutions to problems involving socially conscious art.
This course provides an in-depth Among other themes, learners will II-205H Theories of Knowledge overview of the major have developed significant epistemological approaches from knowledge of: the Sophists to the • the differences and postmodernists. The content is similarities between the presented within the context of empiricist and rationalist two tensions: 1. rationalism traditions versus empiricism; and 2. relativism versus objectivism. • how Aristotle’s approach Although the ideas of the both reflects and detracts traditionally recognized great from Plato’s western philosophers receive the most attention, significant time is • why Descartes approach devoted to recent philosophical is so pivotal to the and anti-philosophical trends, and philosophical tradition to the status and role of Truth and • why Hume’s skepticism objectivity in an increasingly remains a significant interdependent world. challenge to knowledge Implications for the dynamic between science and religion are • the importance of Kant’s also discussed. approach for how we understand our relationship to reality • why the quest to represent the way things are, manifested by both empiricism and rationalism, fell into disrepute among some circles in the 20th Century • selected non-western
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approaches to knowledge and the role of religion • the status of science and social science, and whether they are progressive • what the Truth/objectivity versus relativism debate means in a shrinking world, and various attempts to resolve it • how epistemology and religious Truth interact
The purpose of this course is to Among other themes, learners will II-206H Classical Social Theory provide an overview of social have developed significant theory as it has developed from its understanding of: origins in the Enlightenment to the th • the philosophical beginning of the 20 century. The underpinnings and societal classical orientations of Durkheim, processes generating the Marx, Weber, Simmel and Freud discipline of sociology, and are covered, as are the influences social theory more of thinkers like Plato, Rousseau specifically and Montesquieu. The course concludes with an examination of • the classical sociological the impact of these theories on theories of social 20th century thought, and of their organization, change, and implications for understanding the the relationship between global processes underway in the the individual and society world today. • the impact of these theories on sociological thought in the 20th century and beyond
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• the relationship of these theories to Plato and other early social thinkers • how this knowledge can be utilized to help address the social issues of today • the relationship of these ideas to religious insight
This course provides an overview Among other themes, learners will II-207H Contemporary Social of social theory as it has have developed significant Theory developed since the beginning of knowledge of: the 20th century. It reviews • the philosophical contemporary macro approaches underpinnings and societal such as structural functionalism, processes generating the neo-Marxism and conflict theory, discipline of sociology, and and contemporary micro social theory more broadly approaches, such as symbolic interactionism and • the major sociological phenomenological sociology. The trends of the 20th century course continues with an examination of some of the • the differences between interdisciplinary work currently macro and micro social being done under the general theory, and their headings of feminist, critical and respective strengths and cultural theory. The implications weaknesses of this recent work for fostering • the significant more effective inter- contributions of feminist subjective/cultural collaboration social theory and functioning are also explored. • post-modern approaches to society, its evolution, and our understanding of it • the workings of power and
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their effects on inter- subjective communication • the application of contemporary social theory to current world issues • the relevance of religious insight to social theory
This course examines various Among other themes, learners will II-209H World Philosophies eastern philosophical traditions, have developed significant and compares them with their knowledge of: western counterparts. Beginning • the processes of historical with ancient philosophy and development ending with postmodernism and other current trends, the course • the major distinguishing takes a comprehensive historical features between the look at the philosophies of India, epistemologies and China, Africa, Japan, Judaism, metaphysical orientations Islam and the Bahá’í Faith. The of various world synergies between the different philosophical traditions approaches are highlighted, as is the relationship between religion • the relationship between and philosophy. western and eastern world views
• how philosophical thought is influenced by the historical situation in which it emerges • how ideas influence the processes of social evolution • the relationship between
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religion and philosophical development • how different world views assist in understanding both historical and current world conditions • eastern and western approaches to ethics and morality
This course provides students Learners will develop knowledge II-214H Classical Political Theory with a basic foundation of classic of: Western political thought by • How assumptions about reviewing some of its central human nature influence ideologies, philosophies and beliefs about politics and theories. It also introduces ideal forms of governance students to the political ideas of leading thinkers beginning from • The origins and historical the luminaries of Ancient Greece developments of Western to the end of the 19th century. political thought Furthermore, through group work, discussions and exercises, • The ideas, philosophies students are encouraged to and theories of key analyze the impact of these Western political thinkers political concepts on their lives • The foundational concepts and the world today. underlying political communities, states and the international system
KD-210H Social Change and This course takes a critical look at Learners will:
Education educational systems and • Recognize the social programs for learners to construction of education understand their social
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implications as institutions of • Identify implications of stability or change. The course various instructional also covers the impact of approaches on student education, both formal and empowerment, group informal, on social change in cohesion, and social society. Education’s historical change uses for domestication and indoctrination are contrasted with • Suggest methods of its potential for individual education which will empowerment and generation of enhance the social change social change. Key capability of various social characteristics of educational or community based programs that can result in programs empowerment and social change are examined.
This course introduces learners to Learners will: KD-220H Educating for theoretical and practical aspects Multicultural Understanding • be able to critique of providing educational multicultural education experiences that can enhance within the context of the understanding of other cultures. principles of the oneness The various purposes of of humanity, the multicultural education are advancement of examined, ranging from political civilization, and the requirements through economic requirements of a global necessity through the creation of society a viable global society. Next, the individual factor in multiculturalism • understand a typology of is examined, exploring the different approaches to capacities and challenges of multicultural education individual transformation. The course then moves to the • identify implications of spectrum of approaches to these different instructional multicultural education, many of approaches on student which will be critiqued in terms of outcomes
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their varying abilities to influence • reevaluate their own learner knowledge, attitudes and beliefs about self and skills of multicultural interaction. other in relation to Through engagement with their multiculturalism own knowledge, attitudes and
beliefs, and through experiential learning activities, learners will forge a personal statement as to how they can promote understanding with those of different backgrounds from their own. Finally, multiculturalism is examined in a global context to see what might characterize transnational multicultural education principles.
This course examines the history, Learners will have significant SA-210H Community principles, and processes of knowledge of: Development in Theory and community development from a Practice • various models of cross-cultural perspective, as well community development as many of the applicable spiritual values drawn from a range of • the nature of community religious belief systems. The change course incorporates some exercises used by community • principles of community development practitioners, and development reviews and analyzes case • tools for community studies of community development development programs and projects that illustrate specific Learners will have developed modes of practice. some skills in: • group-building and community creation Learners will have some insights
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into: • community development as both a science and an art
Who is an educated person? Among other themes, learners will Year 3 KD-300H The Responsibilities of What happens when a society have developed significant Being Educated Semester 1 becomes educated? This course knowledge of: considers the role of the educated • the development of a as active social agents and concept of knowledge, shapers of society. The building development and progress and molding of paradigms by through the United Nations communities of educated people definitions, campaigns, is examined, as is the relationship decades and summits between academic disciplines, systems of knowledge, trans- • current definitions of an systemic thought, and progressive educated person, and orders of consciousness. The cultural literacies challenge of establishing an integrated system of viewing • the Human Development reality is also explored along with Index and characteristics the benefits of integrative of highly educated investigation, the harmony of societies science and religion, and The • the educated as Responsibilities of Being revolutionaries in their Educated in bringing about global fields and in societies unity and prosperity. • the relationship between the educated society and the building of a perspective on society through academic disciplines • interdisciplinarity
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• the building and shaping of paradigms through communities of educated people • the relationship between academic disciplines, systems of knowledge, trans-systemic thought and progressive orders of consciousness • the challenge of an integrated system of viewing reality and possibility • possible benefits of integrative investigation • the harmony of science and religion • education as a catalyst for global unity and prosperity
This is a highly participative Among others, participants will RC-300H Problem Solving and course in which students have developed the cognitive and Ethical Communication research, present on, and contrast moral skills needed to: a number of different approaches • combine critical thinking to argumentation, decision- with ethical dialogue making and communication. Students finish the course having • evaluate complex developed their own models, and arguments in a variety of with the knowledge and capacities contexts to promote deliberative community building. These • solve both abstract and capacities include the ability to situational problems in a variety of contexts
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think critically, communicate variety of contexts ethically, and foster unity of • make decisions through an purpose and action among analysis and synthesis of diverse groups. Particular diverse information attention is also paid to the consultative approach to decision- • engage in dialogue that making. builds harmony and enables community building • pursue both individual and collective decisions in a diligent yet conscientious manner • manage diverse interpersonal relations in a way that promotes unity in diversity of action
Building on the historical and Among other themes, learners will SR-300H Integrating Science and contemporary themes addressed have developed advanced Religion in SR-200H, this course examines knowledge of: in depth many of the current • current models for issues surrounding the interaction understanding the between science and religion. relationship between Constructed as a seminar, science and religion students research, present on, and lead classes on topics of • numerous topics particular interest to them. concerned with the Current approaches to the relationship between dynamic between science and science and religion religion are also explored. The course finishes with students • the importance of religion writing a major paper on the for scientific progress relationship between science, • the importance of science
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religion and reason, and on the for religious faith significance of this relationship for • the interaction between facilitating individual, community science, religion and and world betterment. reason
• how the relationship between science, religion and reason is applicable to human advancement
This course examines the nature CSS-300H Media and Society • Develop an understanding and impacts of traditional mass of the socially constructed media, as well as emerging new nature of contemporary media, as dominant features of media industries and of contemporary cultural the way this shapes and environments. Toward this end, constrains media content. students analyze the relationships between media structures and • Develop an understanding media content, along with the of key theories regarding influence of contemporary media the impact of media on on human culture and human culture and consciousness. Students also consciousness. explore the relationship between • Develop a vision of a more media and democracy, as well as humane and democratic the role of human agency in media environment, along reforming our media environment. with an awareness of the emerging media reform movement that is motivated by such a vision.
Learners will: EPCS-340H Principles and Catholic theologian Hans Kung Practice of Inter-religious claimed that there can be no • become familiar with the Dialogue peace in the world until there is history of relations
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Dialogue peace between the religions, and between the religions, there can be no peace between inter-religious dialogue the religions until there is dialogue and the Inter-faith between the religions. Increasing Movement. numbers of people of faith have • acquire knowledge about come to agree with Kung. This the analytical frameworks interactive course provides an used by scholars of introduction to the history of the religion to describe relations between the world’s theological attitudes of major religions, and reviews early religions to one another forays into inter-religious dialogue and the modern Inter-Faith • become familiar with a Movement that began with the selection of statements first Parliament of the World’s about inter-faith relations Religions in Chicago in 1893. We by religious communities then examine concepts and and the issues raised analytical frameworks of inter- therein religious relations and dialogue common within the academic • acquire analytical, world as well as study statements organizational and about inter-faith relations by practical skills in the religious communities, concluding principles and practice of with the April 2002 letter entitled inter-faith dialogue “To the World’s Religious Leaders” from the world governing institution of the Bahá'í Faith. The last section of the course focuses on the practice of inter-faith dialogue.
This course explores the cross- Students will develop a solid HDS-300H The Psychology of cultural structure and understanding of the following Moral and Social Development psychological dimensions of the aspects of the moral self: moral self, and its evolving • the psycho-social and relationship with the cultural milestones of interdependent social world It
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interdependent social world. It moralization examines the dominant theoretical • social -cognitive frameworks in moral psychology, development, moral and links the discourses on moral reasoning, and the reasoning, moral character, evolution of values values, and motivation into an integrative understanding of • the universalism/relativism mature moral consciousness. It debate, and the nature of examines empirical studies of contextual (qualified) exemplary contemporaries from universalism all walks of life, and looks at how theoretical frameworks help • the inter-subjective nature understand more clearly the of morality nature of people’s lives and • moral voices: the role of choices in the ever-expanding dialogue and narrative radius of the global commons in structures the 21st century context of post- modern ethical relativism and • the development of moral global ethical challenges. affect • the formation of moral identity • the nature of moral motivation • moral action: from individual acts and pro- social behavior to moral commitment to service • the nature of mature moral consciousness
This course provides students SA-311H Project Management I • An understanding of the with a practical introduction to the importance and key discipline of project management. elements of formal project With the increasing complexity of management
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initiatives undertaken by management organizations of all kinds to meet • An understanding of the increasingly complex needs, an project lifecycle and the understanding of formal project five key Project management processes and Management Process methods is becoming an Groups: Initiation, important asset for entry-level Planning, Execution, professionals. The course focuses Controlling, and Closing on the development of core project management skills and a • A basic understanding of working knowledge of the the following Knowledge industry-standard Project Areas of the PMBOK: Management Body of Knowledge (PMBOK) developed by the • Project Integration Project Management Institute Management (PMI). • Project Scope Management As part of the program’s Skills and • Project Time Applications stream, this course Management provides students with the skills • Project Cost needed to apply the concepts and Management approaches developed in other parts of the program within • The ability to successfully concrete job environments. conduct the Initiation Combined with SA-312H, this phase of a project of course provides students with a medium complexity, solid foundation from which to including begin a career in project • Constructing a management or to undertake Project Overview further studies towards certification as a Project • Identifying a Management Professional (PMP). project’s goals, requirements, deliverables, stakeholders, constraints, and
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assumptions • Identifying the different kinds of Project Selection Criteria • Constructing a Project Charter • The ability to design a project plan and prepare the necessary documentation with respect to integration, scope, time, and cost management, including • Defining the project scope • Constructing a Scope Statement • Constructing a Work Breakdown Structure • Managing a simple Scope Change process • Resource Planning • Cost estimation and budgeting • A working knowledge of schedule development techniques, including the Critical Path Method
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(CPM), the Process Evaluation and Review Technique (PERT), and the use of Gantt Charts; • Familiarity with the skills necessary to manage the integration, scope, time, and cost aspects of a project of medium complexity from Initiation through Closing; • A working knowledge of the core features of industry-standard project management software (Microsoft Project 2002).
AS-300H Collective Creation Through consultation and Year 3 • The ability to effectively collaboration students will put consult and collaborate. Semester 2 theatrical techniques to use in small and large group collective • The ability to articulate creations. Participants will relevant issues. articulate themes and issues • The ability to create within (social, human, moral, spiritual) a community of artists. that are relevant to them, and create performances that • The ability to successfully effectively communicate these reach the public through issues to others. dramatic skills.
Critical media literacy refers to a CSS-310H Critical Media Literacy • Develop critical thinking set of critical thinking skills, as skills, as well as a well as a foundation of theory and foundation of theory and knowledge, which enables knowledge, to critically
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students to critically analyze, analyze, interpret, and interpret, and evaluate media evaluate media content; content and popular culture seek out high-quality messages; seek out high-quality media sources; and use media sources; and use the the media as instruments media as instruments for for communication in communication in democratic democratic societies. societies. In addition, critical • Develop a conceptual and media literacy includes the ethical framework for development of an informed and making informed decisions ethical framework for making regarding personal media decisions regarding personal consumption, media media consumption, media exposure within families exposure within families and and communities, and communities, and media policy media policy and reform and reform options. options.
• Expand one’s vision of a more humane and democratic media environment, and recognize practical opportunities to contribute to media reform toward that end.
Building on the Among other themes, learners will CSS-340H Health, Illness and sociological/philosophical theory have developed significant Society they have developed so far, knowledge of: students take a critical look at the • how the biological and the experience of health, illness and social interact to produce embodiment in society. The conceptions of health and social construction and meanings illness of illness are explored, as is the relationship between biomedicine • the factors causing the
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and the workings of western inequitable experience of society. The course also looks at health across society the connections between religion, • how illness is variously medicine, and the healing experienced process. • the dynamics of the doctor-patient relationship • how social organization impacts on health • the relationships between power, society and the construction/development of medical knowledge • the social and psychological causes of mental illness • women’s experiences of illness in a biomedical society • the relationship between mind, spirit and body as it pertains to health
The course focuses on the gender EPCS-320H Gender in War and • Students will develop a dimension of peace and conflict. It Peace better understanding of looks at war and the military gender dynamics in the structure as gendered in nature, world, especially as they and introduces the concept of pertain to peace and equality of the sexes as a pre- conflict issues requisite to peace by looking at the impact of war on women, and • Students will develop an the important role they can and do understanding of the play in peacebuilding and post literature discussing gender war and peace
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conflict reconstruction. The course gender, war and peace highlights relevant research and • Students will learn about international instruments to important international and support the claim that conflict legal instruments relevant prevention and sustainable peace to gender, war and peace require the active participation of and their application as women as equal partners in all advocacy tools levels of society • Students will develop an understanding of the relationship between the equality of the sexes and peace • Students will become advocates for gender equality
This course focuses on the EPCS-350H Peace and Conflict in • Students will develop a conflict in the Middle East and the the Middle East better understanding of the prospects for peace. It looks at Middle East conflict the history of the conflict, the role of religion and culture, various • Students will consider the attempts at resolution, and barriers to peace in the considers why these attempts Middle East and discuss succeeded or failed within the possible resolution context of peace and conflict strategies theory and practice. • Students will learn about external attempts at peace (US, UN intervention) • Students will develop a familiarity with UN resolutions and other relevant international legal approaches to the Middle
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East conflict • Students will discuss prospects for peace
This course explores the current Students will develop an HDS-310H Principles of Spiritual paradigmatic shift beyond the understanding of: Psychology limits of Western psychology as • the paradigm shift in we know it. It draws the blueprint psychology toward of the emerging Spiritual spiritual psychology Psychology of the 21st century from the Revelation of Bahá’u’lláh, • the nature of the psyche and helps students appreciate from the point of view of how other front-line work in spiritual psychology psychology has begun to articulate aspects of the • cognition and encompassing understanding of consciousness from the psycho-spiritual functioning point of view of spiritual contained in the Bahá’í Writings. psychology The course focuses on the notion • love and spiritual emotions of psycho-spiritual principles and from the point of view of processes, the nature of the self, spiritual psychology foundations of spiritual emotions, the psychology of beauty and • free will and the aesthetics, and the development development of the and nature of compassion and soul/psyche/self from the empathy, as well as the place of point of view of spiritual free will in psychology. It develops psychology a comprehensive theoretical • personality integration understanding of the from the point of view of macrodynamics of psycho- spiritual psychology spiritual processes, which parallels and complements the • collective dimensions of more experiential focus of HDS- spiritual development and 330H Psychology of Mindfulness, applied spiritual Health and Spiritual Development psychology.
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on the moment-to-moment microdynamics of psycho-spiritual personality integration.
Culture and Psychology primarily Students will be able to: HDS-320H Culture and explores the manner in which Psychology • understand “a definition” cultures create psyches and and the current psyches create cultures; that is, parameters of the the manner in which cultures and emerging field of Cultural psyches mutually constitute each Psychology other. The course specifically draws upon findings and theories • differentiate cultural in the fields of anthropology and psychology from cross- psychology, and a background in cultural psychology psychology (F-103H Psychology) and culture (CSS-200H Cultural • understand the Theory) are necessary to be contributions of culture to prepared for this course. The the construction of emerging field of Cultural cognition Psychology will be examined, and • understand the it will be differentiated from cross- contributions of culture to cultural psychology. Cognition, the development of emotion, volition, morality, and emotions and emotional spirituality, and the manner in syndromes which culture influences them, will be central to the course. The • understand the interactive effects of culture on contributions of culture to religion, and religion on culture, the expression of will and and their consequent influences autonomy on human development will be • evaluate “cultural examined. The course embraces practices” through the the concept of “unity in diversity,” universal foci of which in this context indicates the community, autonomy and recognition that there are human divinity universals, but these universals are diversely expressed within • demonstrate knowledge of
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are diversely expressed within a specifically Native each culture. Shweder’s (2003) American approach to fundamental claim, “The knowable psychology world is incomplete if seen from • demonstrate knowledge of any one point of view, incoherent a specifically African if seen from all points of view at approach to psychology once, and empty if seen from nowhere in particular (p. X),” will • understand the interactive be a leitmotif of the course. influence of culture and the psyche upon morality and spirituality
This course explores the Students will: HDS-330H Psychology of dynamics of mental health and Mindfulness, Health and Spiritual • develop a basic mindful living, beyond mindsets Development understanding of the and ordinary compulsive thinking. nature of psycho-spiritual It assists students in health and spiritual understanding the nature and development on both a process of thought as a spiritual micro- and a macro-level power through which we create our experience of reality, and the • understand the moment-to-moment nature of philosophical concepts of spiritual development. It studies Mind, Thought, and the nature of human resilience Consciousness, and and the ability to tap into it at any discover the underlying moment. The course combines convergence among an experiential and a conceptual seemingly disparate approach to transpersonal discourses on mind, development in the here and now, thought, and drawing on a range of sources consciousness from social psychology, health realization, literature, philosophy, • understand the Buddhist psychology, Bahá’í psychological principles spiritual psychology, and the new beneath the effectiveness field of positive psychology. of prayer and meditation, and other paths to health,
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wisdom and serenity • learn to recognize the fluctuating quality of moment-to-moment thinking, and the power of thought at the heart of healthy psychological functioning • learn to recognize and draw on the resiliency of others • learn of particular applications and interventions in a range of areas of human activity.
This course builds on the Students will develop an HDS-350H Global Issues of foundational understanding of understanding of: Contemporary Moral moral development established Consciousness • integrated and empowered through HDS-300H, and focuses ways of being in the on an in-depth cross-cultural complex context of examination of contemporary globalization issues of moral consciousness. It explores human motivation, and • the cross-cultural variation, the nature and developmental dimensions and universal dimensions of authentic moral ontogenesis of critical consciousness in a global age consciousness through an integrative approach to psychology, history, politics, and • the role of spirituality in the morality. The course establishes a development of critical connection among multiple consciousness domains of human and • the connection between community development, and individual and global examines the place of spirituality community development
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in psychology, politics, and community development everyday life. It explores the • the role of education in a dialectic between individual and global age. collective consciousness, and the pressing question of education for critical consciousness and global community development.
This course builds on Project SA-312H Project Management II • The ability to successfully Management I to provide students manage a project of with a solid grounding in the medium complexity from principles and Knowledge Areas Initiation through Closing; of the PMI Project Management Body of Knowledge (PMBOK) and • An understanding of the the skills required to manage a importance and key complex project. The course elements of formal Project focuses on the five Knowledge Management; Areas not covered in Project • An solid grounding and Management I, while reinforcing working knowledge of the the skills and knowledge project lifecycle and the previously acquired through five key Project integration into real-life Management Process assignments and projects. Groups: Initiation, Planning, Execution, Controlling, and Closing; As part of the program’s Skills and Applications stream, this course • An in-depth understanding provides students with the skills and practical knowledge of needed to apply the concepts and the Knowledge Areas of approaches developed in other the PMBOK: parts of the program within • Project Initiation concrete job environments. Management Combined with SA-311H, this course provides students with a • Project Scope solid foundation from which to Management bi ijt
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begin a career in project • Project Time management or to undertake Management further studies towards certification as a Project • Project Cost Management Professional (PMP). Management • Project Quality Management • Project Human Resource Management • Project Communications Management • Project Risk Management • Project Procurement Management • A working knowledge of the advanced features of industry-standard project management software (Microsoft Project 2002)
Students research one of the Year 4 AS-400F Seminar: Guided • An advanced ability to following four themes: the Project, Event, or Performance research both religious Semesters 1 and 2 advancement of women, human and secular writings rights, global prosperity and moral concerning one of the development. They then create following themes: the an artistic project/ event/ advancement of women, performance to communicate their human rights, global research to the general public. prosperity and moral development
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development. • The ability to articulate relevant concepts and ideas on one of these themes. • The ability to create an interdisciplinary project/event/performance that addresses one of these themes. • The ability to successfully reach the public through dramatic skills.
Building on the skills and Students will have: GS-400F Seminar: Advancement knowledge developed in the KD, of Women • developed all of the RC and SR courses, and knowledge and capabilities throughout the program as a described by the ten whole, participants in this student- program learning driven seminar examine and outcomes, and as applied discuss issues related to the to the advancement of advancement of women in a women in a global context global context. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their
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knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of women within a real-world community setting.
Building on the skills and Students will have: GS-410F Seminar: Human Rights knowledge developed in the KD, • developed all of the RC and SR courses, and knowledge and capabilities throughout the program as a described by the ten whole, participants in this student- program learning driven seminar examine and outcomes, and as applied discuss issues related to the to the advancement of human rights in a global context. human rights in a global The aim of the course is for context students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of human rights within a real-world community
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setting.
Building on the skills and Students will have: GS-420F Seminar: Global knowledge developed in the KD, Prosperity • developed all of the RC and SR courses, and knowledge and capabilities throughout the program as a described by the ten whole, participants in this student- program learning driven seminar examine and outcomes, and as applied discuss issues related to global to effecting global prosperity. The aim of the course prosperity is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of global prosperity in a real-world community setting.
Building on the skills and Students will have: GS-430F Seminar: Moral knowledge developed in the KD, Development, Children, Youth • developed all of the RC and SR courses, and and Social Transformation knowledge and capabilities throughout the program as a described by the ten whole participants in this student
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whole, participants in this student- program learning driven seminar examine and outcomes, and as applied discuss issues related to moral to the moral development development among children and of children and youth youth, and their relevance to
social transformation. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the moral development of children and youth in a real-world community setting.
Students will have demonstrated GR-400F Terminal Research The final stage in the degree Paper program, students write a • breadth and depth of substantial piece of knowledge as applied to interdisciplinary, yet focused, an area of interest scholarship, the fruit of which is a and an advanced ability to unique piece of contributive thinking. The result is a terminal • access, analyze and paper of sufficient focus, quality synthesize information and rigour to qualify as the work
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and rigour to qualify as the work • generate knowledge for of an evolving integrative the betterment of the world specialist. Students defend the paper to their advisor and one • solve complex problems other faculty member. • communicate effectively
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6.6.2 Course Outlines As explained above, the list of courses to be offered will evolve on a continuous basis. What follows are the outlines for the courses that correspond to the calendar descriptions listed in section 6.6.1. They are presented in the same order. Please note that, at this time, no percentage of any course is to be taught on-line. This category has, therefore, been excluded from each of the course outlines.
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KD-100H Learning and Its Applications Year 1, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: none Course Designer: Cynthia Hanks, M. Ad. Ed. Faculty to Teach: Cynthia Hanks, M. Ad. Ed. Course Description Learning and Its Applications begins with an exploration of what is known about individual learning. The course focuses primarily on cognition as learning, but also examines the impact of social and religious contexts as personal learning venues. Topics include the learning cycle, learning styles, adult learning vs. child learning, different types of intelligence, recent neurological research on how we learn, experiential learning, and the role of praxis. The course also provides students with the opportunity to assess, plan, and improve their personal learning and success at university, based on the 10 program learning outcomes, through the development and application of practical individualized tools and learning profiles. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the stages of child and adolescent cognitive development • andragogy or adult learning theory • what is known about the importance of the socio-cultural context of learning • the relationship between religious belief systems and the importance of individual learning • the different paths to knowledge: cognitive, social, emotional, spiritual • the stages of perspective transformation and their interaction • the factors involved in different learning abilities in adult learners: cycle, styles, intelligences, praxis • the use of learning and planning tools in personalized learning plans • the role of learning in society Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (beginning level) • Outcome #2: access, analyze and synthesize information (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue lifelong learning (beginning level) • Outcome #9: apply knowledge for the betterment of the world (beginning level) • Outcome #10: foster unity in diversity (beginning level)
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Content Outline • Piaget and the evolution of intelligence in children • Andragogy and adult learning theory • Cooperative and collaborative learning: an overview of themes in the socio-cultural context of learning • Perspectives on the importance of individual learning in the religious state: monks, scribes, scholars, mystics, rebels and leaders. • Bloom’s taxonomies as a first step in categorizing our complexity: cognitive, social, emotional • Is there a spiritual taxonomy? Alan Combs’ Radiance of Being: Complexity, Chaos, Evolution of Consciousness • Mezirow’s concept of perspective transformation: stages, and chronology • Is religious conversion a type of perspective transformation? • Bernice McCarthy’s learning cycle and styles • Howard Gardner’s theories of multiple intelligences • Social action, action research and the theory-application cycle called praxis • Learning and planning tools in personalized learning plans • Alan Bloom’s The Closing of the American Mind Methods of Delivery • Seminar discussion of readings (40%) • In class lectures (40%) • In class student and group presentations (20%) • Small group tutorials Methods of Evaluation • Short essays on specific course content (10%) • Class participation and discussion (15%) • Group assignments (10%) • Individual assignments and presentation (15%) • Major paper on breadth and integration (25%) • Final Exam (25%) Methods of Integration This introductory required course develops the outlook and skills necessary to understand, plan and assess learning as an individual activity in an educational context, as well as a personal activity. As such it is related to the required Reasoning and Communication (RC) courses, and serves as a practical basis for the Science and Religion courses, as well as for all elective courses.
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Both the seminar discussion of readings and the major paper are devoted to a personalized exploration of how the course content integrates with the other courses in the program. Group presentations and individual presentations address breadth as well as the application of knowledge. Resources and Textbook Requirements • Alan Bloom. The Closing of the American Mind • Alan Combs. Radiance of Being: Complexity, Chaos, Evolution of Consciousness. Paragon House. • Andrew Pettegree. Ed. The Reformation World. • Benjamin Bloom. Taxonomy of Education al Objectives. Cognitive Domain. l • Bernice McCarthy. About Learning. • Cooperative and Collaborative Learning: An Overview of Themes and in the socio- cultural context of learning • Ernest P. Springer. Action Research • Howard Gardner. Frames of Mind: The Theory of Multiple Intelligences • Jack Mezirow. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jossey Bass. 1990 • Jean Piaget. The Evolution of Intelligence in Children • Kenneth A. Bruffee, Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge • Lev Vygotsky. Thought and Language • Lev Vygotsky. Thought and Language • Spencer Kagan. Cooperative Learning. • Stephen Brookfield. Understanding and Facilitating Adult Learning. Classroom/Equipment Requirements Student laptops, whiteboard, overhead projector, DVD/ VCR player, multimedia projector for presentations Faculty Qualifications Masters or PhD in Education or related field
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RC-100H Communication Theory Year 1, Semester 1 Number of Contact Hours: 48 Prerequisites: none Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This interdisciplinary course introduces students to foundational theories in the study of human communication. The course integrates theories from a wide range of disciplines, covering intrapersonal, interpersonal, small group, organizational, public, mass-mediated, and intercultural communication contexts. Course Outcomes • Develop a foundational knowledge of communication theory and its practical application (refer to list of specific theories below, in course outline section). • Develop an appreciation for interdisciplinary perspectives on a common subject. • Applying communication theory in ethical and socially responsible ways. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning level) • Outcome #8: pursue life-long learning (beginning level) Content Outline
• Intro to communication theory, research, and ethics
• The Self and Messages
o Symbolic Interaction Theory
o Coordinated Management of Meaning Theory
o Cognitive Dissonance Theory
o Expectancy Violations Theory
• Relationship Development
o Uncertainty Reduction Theory
o Social Penetration Theory
o Social Exchange Theory
o Relational Dialectics Theory
o Communication Privacy Management Theory
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• Groups and Organizations
o Groupthink
o Adaptive Structuration Theory
o Organizational Culture Theory
o Organizational Information Theory
• The Public
o The Rhetoric
o Dramatism
o The Narrative Paradigm
o Cultural Studies
• The Media
o Cultivation Analysis
o Uses and Gratifications Theory
o Spiral of Silence Theory
o Medium Theory
• Culture and Diversity
o Face-Negotiation Theory
o Standpoint Theory
o Muted Group Theory
o Communication Accommodation Theory Methods of Delivery
• Seminar discussion of chapter readings (40%)
• Instructor presentations (30%)
• Student presentations (30%) Methods of Evaluation
• Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments:
o short essay assignments
o student presentations
o seminar participation Methods of Integration This course will serve as a foundational interdisciplinary theory course for many other courses in the curriculum. Subsequent courses will provide opportunities to expand, build on, and apply many theories covered in this course. Resources and Textbook Requirements
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• Richard West and Lynn Turner, Introducing Communication Theory: Analysis and Application, 2nd ed., McGraw Hill. Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Communication, sociology, psychology, or related field.
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RC-110H Communicating Effectively Year 1, Semester 1 Number of Contact Hours: 48 Prerequisites: none Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This course trains students in the skills of effective oral and written communication at a university level. Course Outcomes • Develop and refine public speaking skills, including speech preparation and research, developing audience awareness and sensitivity, organizing a presentation, delivering a presentation effectively, and interacting with audiences (see course description below for comprehensive list of topics). • Develop and refine analytical writing skills, including working with thesis statements, gathering and analyzing evidence, developing audience awareness and sensitivity, following appropriate writing conventions, refining style and usage, editing and documenting (see course description below for comprehensive list of topics). Program Academic Outcomes • Outcome #2: access, analyze and synthesize information (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #8: pursue life-long learning (beginning level) • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline • Oral Communication
o Intro to Public Speaking
Ethics and Listening
Topics, Purposes, and Audiences
Gathering and Using Supporting Materials
Organizing and Outlining the Speech
Language, Delivery, and Visual Aids
The Informative Speech
The Persuasive Speech
The Special-Occasion Speech
Small-Group Discussion
o Transformational Speaking
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Developing Interactional Goals
Analyzing the Speaking Environment
Focusing the Presentation
Constructing Connections
Elaborating Ideas
Disclosing Form
Making Plans
Delivering the Presentation
• Written Communication
o Writing and Thinking Analytically
Analyzing Evidence
Recognizing and Fixing Weak Thesis Statements
Making the Thesis Evolve
Matters of Form
Making Your Response to Topics More Analytical
Using Secondary Sources
Editing for Correctness
Editing for Style
Documentation Styles
o On Writing Well
Simplicity, Clutter, Style, Words, Usage, Unity Methods of Delivery • Public speaking instruction and practice (50%). o Each student will prepare and deliver bi-weekly speeches in class, as well as deliver at least one speech to a community group or other external audience. o Students will have opportunities to peer review one another’s speeches and essays, as well as self-evaluate their own speeches via video-taped playback. • Writing instruction and practice (50%). o Each student will write and submit essays on the same topics they are preparing speeches on. Methods of Evaluation
• Instructor evaluations, self evaluations, and peer-evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments:
o student speeches
o essays
• Formative evaluations will also be provided through preparation and revision stages.
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Methods of Integration This course will serve as a foundational skill-development course for all other courses in the curriculum. Subsequent courses will provide reiterative opportunities to further refine speaking and writing competencies. Resources and Textbook Requirements nd • David Rosenwasser and Jill Stephen, Writing Analytically, 2 ed., 2000, Hartcourt
• Sonja Foss and Karen Foss, Inviting Transformation: Presentational Speaking in a Changing World, 1994, Waveland Press th • Stephen Lucas, Student Workbook for the Art of Public Speaking, 6 ed., 1998, McGraw Hill th • Stephen Lucas, The Art of Public Speaking, 6 ed., 1998, McGraw Hill th • William Strunk and E.B. White, The Elements of Style, 4 ed., 1999, Allyn and Bacon th • William Zinsser, On Writing Well: An Informal Guide to Writing Nonfiction, 5 Ed. 1994, NarperPerennial Classroom/Equipment Requirements Video camera; digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Communication, English Composition, or related field.
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RC-130H Reasoning and Writing Year 1, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: None Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description This course is about developing the critical powers to analyze and assess what you read and hear. Covering strategies of voice, style, argumentation, and reasoning, you also learn how to write clearly, persuasively and engagingly, and to communicate in a consultative and respectful way that builds unity of purpose. In addition, the course covers the outline, research and documentation processes for writing major research papers. Course Outcomes See the Academic and Moral Leadership Outcomes listed below. Program Academic Outcomes • Outcome #2: access, analyze, synthesize information including empirical data, premises, logical arguments, beliefs, and theoretical concepts, from a variety of academic and religious sources (beginning level) • Outcome #4: generate knowledge for the betterment of the world by applying religious teachings and employing various disciplinary ideas, tools, and reasoning techniques in an innovative and integrative way (beginning level) • Outcome #5: communicate effectively on a range of issues and their solutions in logical, ethical, creative, and audience-appropriate ways (beginning level) Moral Leadership Outcomes • Outcome #6: employ consultative methods for collective decision-making and the pursuit of truth, unity, and justice (beginning) • Outcome #7: build unity of purpose by facilitating processes that generate the visions, strategies, and volition necessary to meet collective objectives (beginning) • Outcome #9: apply knowledge for the betterment of the world in a thoughtful, discerning, creative, trustworthy, resolute, sincere and strategic way (beginning) Content Outline Following the course text exactly (see below), the topics include: • “Communication and Persuasion: Logos, Pathos, Ethos” • “Style and Voice” • “Arguments and Controversies” • “Voice and Emphasis” • “Strategies of Argumentation” • “Strategies of Repetition”
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• “Thinking with Contraries” • “Style and Contraries” • “Problems in Reasoning” • “Analyzing Style” • Critical Thinking About Various Writing Genres • “Library Strategies “ • “Evaluating Evidence” • “Documentation” • “Writing Your Research Paper” • Various Points Concerning “Grammar, Mechanics and Usage” • The themes above are supplemented by selections from the secondary text, which covers issues specific to researching and writing in the social sciences. Topics include: • Research Design and Theory Development • Interpreting the Findings of Others • Writing Exams, Term Papers and Reports • Researching On-line Methods of Delivery • Seminar discussion of chapter readings (30%) • Group work (10%) • In-class lectures (20%) • In-class writing (40%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (20%) • Group Assignments and Presentations (10%) • Short essays/assignments on course specific content (40%) • Major Paper on breadth and integration (30%) Methods of Integration This interdisciplinary course builds directly upon and/or contributes to the skills and theoretical insights developed in RC-100H, RC-110H, RC-120H, SR-100H and KD-100H. It provides a solid basis for subsequent courses. Resources and Textbook Requirements • Primary Text: Dean Memering and William Palmer, Discovering Arguments: An Introduction to Critical Thinking and Writing with Readings, Prentice Hall, 2002.
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• Secondary Text: Margot Northey, Lorne Tepperman, James Russell, Making Sense in the Social Sciences: A Student’s Guide to Research and Writing. Oxford University Press, 2001. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Communication, English, Philosophy, Sociology, or related field.
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SR-100H Approaches to Religion Year 1, Semester 1 Contact Hours: 48 Prerequisites: none Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: To be hired. Course Description What is the phenomenon of religion? Why and how should we study religion? How have scholars in the past studied religion? Through what lenses, using what methods, and for what purposes? These are some of the questions that this course will address through an examination of theories and approaches from the disciplines of history, theology, philosophy, psychology, sociology, anthropology, women’s studies and religious studies. Course Outcomes Students will: • have had an opportunity to reflect on the broad question of what constitutes “religion” • become familiar with a variety of definitions, typologies and interpretations of religion from discrete disciplines within the social sciences and humanities • learn about representative 19th and 20th century theorists of religion, such as Hume, Feurerbach, Nietzsche, Muller, James, Freud, Durkheim, Weber, Geertz, Eliade, W.C. Smith, Wiebe, R. Gross and Goldenberg • understand how wider social and political movements in the West influenced the study of religion Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze and synthesize information (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Apply knowledge for the betterment of the world (beginning level) • Pursue life-long learning (beginning level) Content Outline • The concept of religion: what is religion? Definitions and typologies • Goals and approaches to the study of religion: Historical, comparative, phenomenological, confessional, empathetic, dialogical • History of the disciplines of theology, academic study of the Bible and comparative religious studies (Baur, Muller) • Theories and theorists of religion: - Philosophical: Hume, Otto
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- Sociological: Durkheim, Weber - Psychological: Freud, James - Anthropological: Frazier, Geertz - Comparative religious studies/ phenomenology: Eliade, W.C. Smith - Feminist: Gross, Goldenberg - Contemporary debates: Weibe, Sharpe • Alternative and integrative approaches to the study of religion: new paradigms • Introduction to the relationship between science and religion Methods of Delivery • In-class lectures (40%) • Student-led seminar discussion of readings (40%) • Student presentations (20%) Methods of Evaluation • Student-led seminar discussion (20%) • Research essay (35%) • Book review (20%) • Final exam (25%) Methods of Integration This introductory course will provide an interdisciplinary foundation for other SR courses and Influential Ideas courses such as II201H, II207H, II211H and II214H. Subsequent courses will provide opportunities to build on theories covered in this course. The seminar presentation, book review, and major paper will allow students to meet breadth and depth requirements as well as practice research skills and the application of their knowledge. Resources and Textbook Requirements • Daniel Pals, Seven Theories of Religion, Oxford, 1996 • Selected readings from theorists and scholars of religion Classroom/Equipment Requirements Whiteboard or chalkboard, overhead projector and screen Faculty Qualifications Ph.D. in Religious Studies or related social science discipline.
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F-100H Global Citizenship Year 1, Semester 3 Number of Contact Hours: 48 Prerequisites: none Course Designer: Elena Mustakova-Possardt, Ed.D., Psychology and Education Faculty to Teach: Elena Mustakova-Possardt Course Description The goal of this course is to develop an understanding of the condition and challenges of the world at the beginning of the 21st century, and to encourage reflection on global issues and on questions of moral and social responsibility in an interconnected world. It offers an opportunity to learn more about the complexities of caring for the human family. The course draws on psychology, comparative religion, medicine, and ecology, and allows students to focus on specific aspects of globalization such as population, health and food production, sustainable social and economic development, the global environment and natural resources utilization, human rights, work with displaced populations, empowerment of women, indigenous people and children, education, and cross-cultural relations. Course Outcomes Students will develop an understanding of: • the inter-relationship between internal (psychological) and external (population, health, economy, politics, environment related) aspects of globalization • the nature of interdependence • local as global events • the responsibility of the individual in global society. Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (beginning level) • Outcome #2: access, analyze and synthesize information (beginning level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning level) • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue life-long learning (beginning level) • Outcome #9: apply knowledge for the betterment of the world (beginning level) • Outcome #10: foster unity in diversity (beginning level) Content Outline
Part I: Globalization as an intrinsic feature of the evolution of human society • Interdependence, and its recognition in medicine
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• Principles of structural developmental change • Contemporary critical issues and constraints • Defining the global commons • The evolution of moral judgment and social consciousness • Compassion and tribalism
Part II: The Emergence of a Global Ethic • Religion, morality, and ethics • The Golden Rule in World Religions • New ethics for the public sector
Part III: Global Citizenship • Paradigms of the global society • Discussion on global problems and global decision-making based on The Economist • The UN and efforts at global justice • The power of commitment: compass points and future directions. Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures, supplemented by films and guest speakers (40%) • In-class student/group presentations (20%) Methods of Evaluation • Journal 20% • Quizzes 45% • Final paper 35% Methods of Integration This core interdisciplinary course will serve as a foundation for more advanced study in all areas of the curriculum. Resources and Textbook Requirements • Jackson, R. (220/2001). Global Issues. Guilford, CT: Dushkin/McGraw-Hill. • Rutstein, N. (1999). Coming of age at the millennium: Embracing the oneness of humankind. • Weekly issue of The Economist • Reading package: • Bushrui, S., Ayman, I. & Lazlo, E. (1993). Transition to a global society. • Daloz, Keen & Parks (1996): Common fire: Leading lives of commitment in a complex world
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• Lanza, R. (2000). One world: The health and survival of the human species. • Munsey, B. (1980). Moral development, moral education, and Kohlberg: Basic issues in philosophy, psychology, religion, and education. • Rost, H. (1986). The Golden rule: A universal ethic. Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ph.D./Ed.D. in the Social Sciences
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F-101H Introduction to Social Processes Year 1, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: None Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description This course provides an overview of the major themes within sociology, covering the principal theories and methodologies underlying the discipline. It also addresses the historical origins of these theories, and the different directions sociology has taken from the 20th century onwards. Themes include capitalism, alienation, bureaucracy, deviance and labeling, religion, stratification, economic change, social/political change and revolution, race and ethnic relations, the family, the construction of knowledge, and postmodernism. The course also explores the interrelationship between sociology and other disciplines. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the major classical and contemporary theories in sociology • the differences between functionalism, conflict theory, interpretive theory and feminist theory • various methodological approaches to the study of society • how the different theories and methodologies can be used to understand institutions, social processes, order and conflict in society • the relationship between the individual and society • how knowledge is socially constructed • how the micro and macro approaches to the analysis of society can be synthesized • how sociology can contribute to and benefit from other disciplines Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline (Note: the content outline follows very closely the chapter order in the required text) • Science and the Rise of Sociology
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• The Major Theories: Functionalism, Conflict Theory, Interpretive Theory and Feminist Theory • Testing the Different Theories: The Case of Gender Relations • The Methods of Sociological Research • Morality and Cohesion in Industrial Society • Sociological Approaches to Religion • Anomie, Conflict and Crime • Marx and the Analysis of Capitalism • Weber, Capitalism and Stratification • Social and Economic Change • Rationality and Bureaucracy • Applications: The Family, Race and Ethnic Relations, Education • Recent Trends in Sociological Theory, Including the Sociology of Knowledge • Media, Culture and Society • Postmodernism, Sociology and the Interdisciplinary Approach • Implications and Applications for World Betterment • Interconnections with Other Disciplines Methods of Delivery • Seminar discussion of chapter readings (30%) • In-class lectures (50%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (20%) • Short Essays/Assignments on course specific content (25%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This course builds directly upon the skills and theoretical insights developed in RC-100H, RC- 110H, RC-130H, and SR-100H. It provides a solid basis for all Influential Ideas courses, and especially II-206H and II-207H. Students interested in taking CSS and various EPCS courses will also benefit from this course. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge.
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Resources and Textbook Requirements • Sylvia M. Hale, Controversies in Sociology, Copp Clark Ltd., 1995. [or most recent edition] • Other supplementary sources. [To be determined] Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Sociology, Cultural Studies, or related field.
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F-103H Introduction to Psychology Year 1, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: None Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description The purpose of this course is to provide an overview of psychological theory and practice as it has developed from its origins to the present day. The course explores the scientific study of human behaviour and mental processes, and covers the influential theories, principles and facts associated with each of the major sub fields of psychology. Topics include perception, memory, human development and learning, cognition, biology and behaviour, and social psychology. Students also learn about the methods and ethics psychologists use in both their research and practice. Finally, the relationship between the material and spiritual natures of humanity is explored. Course Outcomes Among other themes, learners will be able to: • meaningfully discuss the philosophical underpinnings and societal processes informing the discipline of psychology • critically analyze and compare the different psychological approaches as they apply to various psychological phenomena • discuss, both abstractly and with detail, the sub fields of psychology in audience appropriate ways • relate secular and spiritual approaches to the human condition • draw connections between the course content, themselves, their career pursuits, and the world of which they are citizens Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline • A Brief History of Psychology • The Major Approaches to Human Behaviour and Consciousness • The Relationship Between Biology and Behaviour • How We Sense and Perceive
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• Topics Include: Thresholds, Adaptation, Attention, and Perception Processes • Our States of Consciousness • Topics Include: Sleep, Dreaming, Hypnosis and Mind Altering Drugs • How We Learn • Topics Include: Classical, Operant, Cognitive and Social Learning; the Impact of Biology • Our Processes of Cognition • Topics Include: Memory; the Role of Language; Thinking and Problem Solving • What Motivates Us and Our Emotions • Topics Include: Biological and Social Factors, and the Influence of Stress • How We Develop • Topics Include: Developmental Theories; the Role of Biology; the Physical, Cognitive, Social, Moral and Spiritual Dimensions of Growth; Sex/Gender Roles • How Our Personalities Develop • Topics Include: Personality Theories; Self-Assessment and Self-Esteem; Personality Change and Adjustment • Intelligence and How It is Tested • Topics Include: Heredity and Intelligence; the Environment and Intelligence; the Role of Diversity; Standardized Testing, Reliability and Validity; The Ethics of Testing • Abnormal Psychology and Various Disorders • Approaches to Treatment • Topics Include: Behavioural, Psychodynamic, Humanistic, Cognitive, Biological and Preventative Approaches • How We Interact with Others • Topics Include: Group Dynamics; Attribution; Attitudes; Anti-Social Behaviour; Organizational Behaviour • Mind/Body Dualism and the Spiritual Nature of Humanity Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%)
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• Short Essays/Assignments/Tests on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This course builds directly upon the skills and theoretical insights developed in RC-100H, RC- 110H, SR-100H. It provides a solid basis for certain Influential Ideas courses, as well as the HDS courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • Michael W. Passer et al, Psychology: Frontiers and Applications, McGraw-Hill Ryerson, 2003. • `Abdu’l-Bahà. Selections from Part 4 of Some Answered Question. • A compilation of original selections from each of the key authors being covered. [To be compiled] Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Psychology, Sociology, Cultural Studies, or related field.
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F-107H The Twentieth Century Year 1, Semester 2 Number of Contact Hours: 48 Prerequisites: None Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This course traces the history of the twentieth century through two interpretive lenses: one secular and the other Bahá'í. Students will explore the major developments, crises, and accomplishments of the twentieth century through these contrasting interpretive lenses. Course Outcomes • Gain knowledge regarding significant developments, crises, and accomplishments in the twentieth century. • Gain an understanding of the interpretative nature of all historical accounts. • Develop the capability to compare and contrast different historical accounts. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning level) • Outcome #8: pursue life-long learning (beginning level) Content Outline • The nature of historical interpretation. • Major historical developments of the twentieth century – comparative interpretations. • Material and spiritual dimensions of twentieth century history. • The twin processes of social integration and disintegration in the twentieth century. Methods of Delivery
• Seminar discussion of chapter readings (40%)
• Instructor presentations (30%)
• Student presentations (30%) Note: see Wilmette Institute’s Century of Light syllabus for assignment ideas. Methods of Evaluation
• Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments:
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o short essay assignments
o student presentations
o seminar participation Methods of Integration This course will complement themes examined in SR-100H, F-100H, F-101H, F-105H, and F- 106H, as well as skills developed in RC-110H. Resources and Textbook Requirements
• The Century of Light, 2001, Commissioned by The Universal House of Justice, Bahá'í World Center; Israel And ONE of the following, or equivalent:
• JM Roberts, Twentieth Century: The History of the World, 1901-2000, 1999, NY: Viking.
• Jonathan Glover, Humanity: A Moral History of the Twentieth Century, 2000, Yale University Press
• Martin Gilbert, History of the Twentieth Century, 2001, NY: W. Morrow
• Michael Howard and William Lewis, The Oxford History of the Twentieth Century, 1998, Oxford University Press th • Richard Bulliet, The Columbia History of the 20 Century, 1998, Columbia University Press
• William Keylor, The Twentieth-Century World: An International History, 2001, Oxford University Press Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in History or related field.
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F-108H Comparative Government Year 1, Semester 2 Number of Contact Hours: 48 plus Prerequisites: None Course Designer: Sandra Smith, B.A., LLB Faculty to Teach: To be determined. Course Description This course provides a comparative exploration of the various forms of government found in the modern world. It covers the key components of political analysis (namely the state, the citizen, and the society in which the former two interact), and relates them to the systems currently functioning in Great Britain, the United States, Canada, France, Russia, China, Mexico, South Africa, Iraq and India. The course also examines the political framework and dynamics of each of these nations. Course Outcomes Among other themes, learners will have developed significant understanding of: • liberal democratic ideologies and their manifestations • communist theory and practical applications • the developing world • nation building and democratic participation • colonization’s and globalization’s impact on the development of nations • alternative models of government Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline (Note: the content outline follows very closely the chapter order in the required text) • Political comparison • Great Britain • the United States • Canada • France • Russia
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• China • Mexico • South Africa • India • Iraq Methods of Delivery • Seminar discussion of chapter readings (30%) • In-class lectures (50%) • In-class student/group presentations (20%) Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (20%) • Random short essays/assignments on course specific content (25%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This courses builds upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H. Students interested in taking any courses concerned with government, global citizenship and conflict resolution will benefit from taking this course. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • Hauss, Charles. Comparative Politics, Scarborough: Nelson Thompson Learning, 2000. • Other supplementary sources. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Philosophy, Sociology, Psychology, Cultural Studies, or related field.
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F-113H World Religions I (Religions of India and China) Year 1, Semester 2 Contact Hours: 48 Prerequisites: None Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: Anne M. Pearson Course Description World Religions (I) will examine the basic history, founders and central figures, beliefs, and practices of the religions originating from the Indian subcontinent (Hinduism, Buddhism, the Sikh Faith) and from China (Taoism and Confucianism). Course Outcomes Learners will: • acquire knowledge about the origins and historical developments of the religions originating in India and China • become familiar with the founders and central figures of these religions • be able to identify the central doctrinal beliefs and ethical teachings of these religions, and describe a variety of their practices • become acquainted with some of the responses of these religious traditions to such issues as the nature of the universe, the human condition, religious ideals, and appropriate behaviour of human beings in the course of their lives Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, and synthesize information (beginning level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Apply knowledge for the betterment of the world (beginning level) • Foster unity in diversity (beginning level) • Pursue life-long learning (beginning level) Content Outline • Early Hinduism: historical roots, scriptures, central themes and concepts • Classical Hinduism: codification of tradition • Hindu sects; doctrinal developments; Hindu ethics • Hindu practice: worship, temples, domestic rituals and observances; the religious calendar, festivals and holy days • Early Buddhism: the life of the Buddha; scriptures, central themes and concepts
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• Later Buddhism: the rise of Mahayana and other sectarian and doctrinal developments • Buddhist ethics • Buddhist practices: worship, meditation; the religious calendar, festivals • Sikhism: history, teachings, practices • Confucianism: life of Confucius, texts and basic concepts • Confucianism: later developments, historical and doctrinal • Taoism: life of legendary founder, texts and basic concepts Methods of Delivery • In-class lectures, supplemented by films and guest speakers (60%) • In-class group assignments and discussions (30%) • Visits to local places of worship (10%) Methods of Evaluation • Quizzes (30%) • Group assignments (15%) • Research essay or report (30%) • Exam (25%) Methods of Integration This course provides a solid foundation for all courses that assume some understanding of the history of religious ideas and practices in cross-cultural perspective, as well as some experiential knowledge of several of the world’s religions. Quizzes will help learners to review and digest information. The exam will review and encourage the synthesis of information. Group assignments will gives learners opportunities to share ideas and lead discussions. The major essay will help develop learners’ skills in research and critical thinking. Resources and Textbook Requirements • Willard Oxtoby, ed. World Religions: Eastern Traditions, 2nd ed., Oxford, 2002. • Mary Pat Fischer and Lee Bailey, eds. An Anthology of Living Religions, Prentice Hall, 2002. Classroom Equipment Requirements Overhead projector, screen, VCR and monitor Faculty Qualifications Ph.D. in religious studies, or in anthropology, sociology or psychology with a specialty in the study of religion.
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F-114H World Religions II (Religions of West Asia) Year 1, Semester 2 Contact Hours: 48 Prerequisites: none Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: Anne M. Pearson Course Description World Religions II will examine the basic history, founders and central figures, beliefs, and practices of the religions originating from West Asia (or the “Middle East”): Judaism, Christianity and Islam. Course Outcomes Learners will: • acquire knowledge about the origins and historical developments of the religions originating in West Asia • become familiar with the founders and central figures of these religions • be able to identify the central doctrinal beliefs and ethical teachings of these religions, and describe a variety of their practices • become acquainted with some of the responses of these religious traditions to such issues as the nature of the universe, the human condition, religious ideals, and appropriate behaviour of human beings in the course of their lives. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, and synthesize information (beginning level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Apply knowledge for the betterment of the world (beginning level) • Foster unity in diversity (beginning level) • Pursue life-long learning (beginning level) Content Outline • Judaism: historical roots, Revelation and life of Abraham and Moses, Israelite religion – central themes and concepts • Judaism: codification of tradition – the Hebrew Bible • Diaspora and Rabbinic Judaism; the synagogue; doctrinal developments; Zionism • Judaism today: Jewish practice: worship, domestic rituals and observances; the religious calendar, festivals and holy days • Christianity: Revelation and the life of Jesus, central teachings
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• Early Christianity; the New Testament and doctrinal developments • History of Christianity: the Church, the clergy and the laity • Christianity today: worship, the religious calendar, festivals; sacraments • Islam: Revelation and the life of the Prophet Muhammad, central teachings • The Qur’an, Hadith and Shari’ah: the practice of Islam • History of Islam; sectarian developments, historical and doctrinal • Islam today • The Bahá'í Faith: a brief introduction Methods of Delivery • In-class lectures, supplemented by films and guest speakers (60%) • In-class group assignments and discussions (30%) • Visits to local places of worship (10%) Methods of Evaluation • Quizzes (30%) • Group assignments (15%) • Research essay or report (30%) • Exam (25%) Methods of Integration This course provides a solid foundation for all courses that assume some understanding of the history of religious ideas and practices in cross-cultural perspective, as well as some experiential knowledge of several of the world’s religions. Quizzes will help learners to review and digest information. The exam will review and encourage the synthesis of information. Group assignments will gives learners opportunities to share ideas and lead discussions. The major essay will help develop learners’ skills in research and critical thinking. Resources and Textbook Requirements • Mary Pat Fischer and Lee Bailey, eds. An Anthology of Living Religions, Prentice Hall 2002. • Willard Oxtoby, ed. World Religions: Western Traditions, 2nd ed., Oxford 2002. Classroom Equipment Requirements Overhead projector, screen, VCR and monitor Faculty Qualifications Ph.D. in religious studies, or in Middle-Eastern history, anthropology, sociology or psychology with a specialty in the study of religion.
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F-116H Introduction to Influential Ideas Year 1, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: None Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description The purpose of this course is to provide an overview of some of the influential ideas, both within and outside the western tradition, that have shaped our world. Crossing a variety of disciplines, the course explores the social/political ideas of Lao-Tsu, Plato, Aristotle, Machiavelli, Hobbes, Locke, Rousseau, Mill and Marx; the epistemological ideas of Plato, Aristotle and Kant; the ethical ideas of Aristotle, the Buddha, Kant, Mill, Nietzsche and Gandhi; the psychology of Freud and Jung; and key scientific ideas and approaches from the likes of Bacon and Darwin. A selection of critical social, psychological and feminist ideas that emerged within the 20th Century are also considered, as is the power of these ideas to facilitate the emergence of a global community. The course ends with an overview of prominent religious contributions. Course Outcomes Learners will have developed significant knowledge of: • influential theories of epistemology, metaphysics, the state, and ethics • key scientific ideas that have transformed the world • the processes underlying humanity’s drive to grasp and organize reality • the importance of the 20th century in reshaping human thought • current political, ethical, sociological and cultural approaches to globalization • the significance and power of interdisciplinary thought, and how to foster it • how religion has contributed to personal and global development Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline • The Greek Legacy Part 1: Plato, Aristotle, Knowledge and Reality • The Greek Legacy Part 2: Plato, Aristotle, the Individual and the State • Machiavelli’s Pragmatics and Hobbes’ Leviathan • The Social Contracts of Locke, Rousseau and Their Recent Manifestations
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• The Copernican Revolution, Galileo and Newton’s Clockwork Universe • Kant’s Categorical Imperative and His Rationalist-Empiricist Synthesis • Mill’s Utilitarianism • Marx’s Historical Materialism • Darwin’s Evolution • Freud’s and Jung’s Unconscious • Nietzsche’s Overman and the Revaluation of Morals • Einstein’s Theories of Relativity and Quantum Mechanics • Critical Theory and Feminism • Popper, Kuhn and Scientific Progress • Existentialism, Post-Modernism and Human Meaning • The Struggle for Community in a State of Global Diversity • The Contribution of Religion • Selected Topics on Nature and the Mind Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Short Essays/Assignments on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This course builds directly upon the skills and theoretical insights developed in RC-100H, RC- 110H, SR-100H. It provides a solid basis for all Influential Ideas courses, as well as many CSS, HDS and EPCS courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • Lee A. Jacobus, A World of Ideas: Essential Readings for College Writers, 6th ed., Bedford St. Martin’s, 2002. [Or most recent edition]
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• A supplementary compilation of original selections from each of the key authors being covered. [To be compiled] Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Philosophy, Sociology, Psychology, Cultural Studies, English Literature, or related field.
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F-117H Introduction to Philosophy Year 1, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: None Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description The course introduces the main topics of philosophy: logic, theory of knowledge, metaphysics and ethics. Time is also devoted to the philosophy of religion and political philosophy. Through group work, discussions and exercises, philosophy is approached as both an activity and as a reflective enterprise. Its significance to other disciplines and for human betterment is also addressed. Course Outcomes Among other themes, learners will have developed significant knowledge of: • various forms of reasoning and logic; • the historical significance of philosophical thinkers as diverse as Plato, Aristotle, Descartes, Rousseau, Wollstonecraft, Nietzsche, Wittgenstein and Derrida • the major theories about the nature of reality • the major theories about how we know reality • the classical and current approaches to ethics and moral behaviour • philosophical approaches to religion and society • philosophy as it applies to recent world developments, such as the internet and global development • philosophy’s relationship to other disciplines Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (beginning level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning) Content Outline • Being a Philosopher • Logic, Reasoning and the Socratic Method • The Nature of an Argument • Induction and Deduction
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• Fallacies • Metaphysics • Pre-Socratic Philosophers • Plato and the Forms • Aristotle’s Criticisms of Plato • Descartes on Mind, Matter and Dualism • Berkeley, Locke and Idealism • Materialism • Theories of Knowledge • Skepticism Yesterday and Today • Relativism • Reason and Knowledge • Experience and Knowledge • The Kantian Synthesis • Realism • Objectivity, Certainty and their Repudiation • Ethics and Morality • Challenges to Morality: Relativism, Determinism, Egoism, Existentialism and Hedonism • Utilitarianism • Kant and the Ethics of Duty • Virtue Ethics • Selected Topics on Religion • Selected Topics on Society Methods of Delivery • Seminar discussion of chapter readings (30%) • Group work (20%) • In-class lectures (40%) • In-class student/group presentations (10%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (20%) • Short Essays/Assignments on course specific content (25%)
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• Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This course builds directly upon the skills and theoretical insights developed in RC-100H, RC- 110H, SR-100H and F-116H. It provides a solid basis for many Influential Ideas courses, and specifically for II-204H and II-205H. Students interested in pursuing CSS courses will also benefit from this course. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • Adam Morton, Philosophy in Practice: An Introduction to the Main Questions, Blackwell, 2003. Supplemental: • Ed. L. Miller and Jon Jensen, Questions that Matter: An Invitation to Philosophy, McGraw Hill, 2004. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Philosophy, Sociology, Cultural Studies, or related field.
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F-118H Dramatic Foundations Year 1, Semester 1 Number of contact hours: 48 plus Prerequisites: none Course designer: Valerie Senyk, M.A. Drama Faculty to Teach: Valerie Senyk, M.A. Drama Course Description Through practical exercises this course provides the foundation for dramatic work through training of the voice and body, and the imagination and memory as instruments of expression. Textual content will be derived from a variety of sources such as poetry, Shakespeare, drama, and religious writings, as well as sources the students supply from other courses. Course Outcomes • To develop a foundational knowledge of physical and vocal techniques that create the being as an instrument of expression. • To exercise the imagination and memory through choreography and text work. • To develop a disciplined approach to creativity. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level). • Outcome #3: generate knowledge for the betterment of the world (beginning level). • Outcome #5: communicate effectively (beginning level). Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level). • Outcome #8: pursue life long learning (beginning level). • Outcome #10: foster unity in diversity (beginning level). Content Outline • Learning principles of the Alexander Technique as they apply to voice and movement. • Creative movement with music - group and individual work. • Creative movement and spatial relationships - group and individual work. • Movement and text work - group and individual work.
- poetry i.e. G.M. Hopkins, R.M. Rilke, W.B. Yeats, Tahirih - Shakespeare sonnets and monologues - contemporary dramatic monologues - Bahá’í sacred Writings i.e. The Hidden Words, etc. - sources from other religious texts - sources from other courses
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Methods of Delivery
• Lectures re: philosophy and techniques (10%) • Practical studio work which includes regular warm ups, both physical and vocal, experimental creative work, and creative assignments (90%) Methods of Evaluation • Instructor evaluations and self-evaluations will be employed based on clearly articulated templates that speak to the principals of being learned. • Instructor evaluations based on four creative assignments: - movement piece with music - movement piece and spatial relationships - movement piece with short text (3 minutes) - movement piece with longer text (10 minutes) Methods of Integration This course will serve as a foundational course for other dramatic arts courses as well as a textual resource for other courses concerned with learning and alternative methods of communicating ideas/principles/philosophies. Resources and Textbook Requirements • McEvenue, Kelly, The Alexander Technique for Actors • Rodenburg, Patsy, The Right to Speak • Bahá’u’lláh, The Hidden Words • Dramatic excerpts etc., as culled by the instructor Classroom/Equipment Requirements • Empty space with floor approximately 36' by 46' with possibility of being converted into a theatre performance space. Sprung floor preferable. • Wooden boxes, risers, stackable chairs. Faculty Qualifications M.A. or M.F.A. in dramatic/theatrical arts including vocal and physical training.
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RC-120F Mediated Communication / Media Arts Year 1, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: RC-100H Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This course provides students with the training and practice to become creative producers of basic media content, using a variety of desktop media technologies. The immediate objective is to provide students with the skills needed to support other coursework by enhancing their presentation capabilities and enabling them to fulfill writing assignments and other assignments in creative ways. The broader objective is to introduce students to skills they can use to promote positive social change, through a variety of communication media, upon graduation. Course Outcomes • Develop basic multi-media presentation skills (e.g., MS PowerPoint) • Develop basic desktop publishing skills (e.g., MS Publisher or PageMaker) • Develop basic web-editing skills (e.g., MS FrontPage or DreamWeaver) • Develop basic video-editing skills (e.g., MS Movie Maker or Abode Premier) Program Academic Outcomes • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline • Designing for Communication / Principles of Effective Design • Multi-Media Presentations Skills and Technology • Desktop Publishing Skills and Technology • Web-Editing Skills and Technology • Video-Editing Skills and Technology Methods of Delivery • Project based learning / Applied Instruction (100%) • speech component built into the multi-media presentation • writing components built into the desktop publishing and web-editing assignments Methods of Evaluation • Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments:
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• Multimedia presentation • Desktop publishing assignment • Web-site development assignment • Video-editing assignment Methods of Integration This course will build directly upon the oral and written communication skills developed in RC- 110H and will prepare students to produce creative and innovative projects in fulfillment of other class assignments throughout the curriculum, as an alternative to traditional essay-writing assignments. Resources and Textbook Requirements • John McWade, Before & After Page Design, 2003, Peachpit Press. • Michael Rubin, The Little Digital Video Book, 2001, Peachpit Press. • Robin Williams and John Tollett, The Non-Designer’s Web Book, 2000, Peachpit Press. • Robin Williams, The Non-Designer’s Design Book: Design and Typographic Principles for the Visual Novice, 2nd ed., 2004, Peachpit Press. • Robin Williams, The Non-Designer’s Scan and Print Book, 1999, Peachpit Press. • Sandee Cohen and Robin Williams, The Non-Designer’s Type Book, 1998, Peachpit Press. Classroom/Equipment Requirements Digital video projector and screen; student laptops with sufficient computing power for digital video, or 4-6 desktop computers with sufficient computer power; white board or chalk board; DVD/VCR player; digital camcorder(s), desktop scanner, laser printer, internet access, relevant software (e.g., MS PowerPoint, MS Publisher, MS FrontPage, MS Movie Maker – and Abode Photoshop or equivalent). Faculty Qualifications M.A. in Communication, Graphic Design, Computer Science, or related field; or equivalent professional experience. Course could be divided up into sub-sections taught by different instructors.
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RC-140H Critical Thinking and Argumentation Year 1, Semester 2 Contact Hours: 48 Prerequisites: RC-100H Course Designer: Mark Vorobej Faculty to Teach: William Hatcher Course Description Every day we are bombarded by countless arguments that are intended to influence our beliefs and actions. How well we live our lives depends, to some extent, upon how well we respond to such arguments, and how well we construct arguments of our own. A good critical thinker is able to detect an argument when she encounters one, portray its structure in a logical fashion, assess what type of an argument it is, and appraise its cogency in an appropriate manner. A good critical thinker is more likely to engage in rational belief and action than a poor critical thinker. You are already a critical thinker. The aim of this course is to make you a better one. Course Outcomes The overarching concept around which this course is structured is the concept of cogency. An argument is cogent for you if, and only if, you ought to be persuaded to believe the conclusion of that argument, on the basis of the evidence cited within that argument’s premises. Every topic covered in this course is therefore designed to enhance a student’s understanding of the conditions under which she ought (or ought not) to be persuaded by an argumentative proposal. To that end, students will critically examine • the differences between argumentative and non-argumentative prose • the concept of rational belief • the concept of evidence • argument structure, and the different ways in which propositions can provide evidence • the concepts of Truth, relevance, validity and reliability • the nature of definitions • vagueness, ambiguity and other semantic phenomena • the nature of deductive, inductive, causal and analogical reasoning • the nature of moral reasoning • common forms of fallacious reasoning Program Academic Outcomes • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level)
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• Outcome #8: pursue life-long learning (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline Part I: Identifying arguments and describing their structural components Part II: Evaluating arguments in terms of the generic cogency conditions Part III: Evaluating specific types of arguments, e.g. mathematical, causal, analogical, moral reasoning Part IV: Fallacious reasoning Part V: Students work together, in small groups, to compose a substantial and original argumentative essay in support of some interesting and controversial thesis of mutual concern. This essay is distributed to all students prior to class, and then defended in class in response to the questions and criticisms of fellow students. This exercise serves as a capstone experience that allows students to integrate and showcase the various analytical skills they have developed throughout the course. Methods of Delivery • One lecture per week (40%) • One tutorial session per week, where students work in small groups on assignments (40%) • Group presentations during approximately the final quarter of the course (20%) Methods of Evaluation • Three two-hour in-class tests (45% in total) • Ten group take-home assignments (40% in total) • One group presentation (15%) Methods of Integration This interdisciplinary course builds directly upon and/or contributes to the skills and theoretical insights developed in RC-100H, RC-110H, RC-120H, RC-130H, SR-100H and KD-100H. It provides a solid basis for all subsequent courses. Resources and Textbook Requirements Trudy Govier, A Practical Study of Argument (Wadsworth, 1997) Classroom/Equipment Requirements Whiteboard or chalkboard, overhead projector and screen Faculty Qualifications Graduate Degree in Philosophy
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KD-200H Approaches to Education Year 2, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: KD-100H Course Designer: Cynthia Hanks, M. Ad. Ed. Faculty to Teach: Cynthia Hanks, M. Ad. Ed. Course Description Approaches to Education traces the aims and purposes of education historically through pre- industrialized society, industrialized society, and post-industrialized society in the contexts of informal, nonformal and formal educational strategies. Education as a vehicle for socialization and the transmission of current cultural values is examined, as is the relationship between education, religion and society. The prospect of a new society built on current values and knowledge is also considered. Finally, students assess their progress against the ten Liberal Arts program learning outcomes through the application of various pedagogical methodologies and techniques, and the design of concrete instructional situations. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the aims and purposes of education in the pre-industrialized society, the newly- industrialized society, and the post-industrialized society • informal, nonformal and formal educational strategies • early education as a vehicle for the transmission of current cultural values • industrial age education as an experiment in socialization • the relationship between education systems, religion and society • education as both a value system and a knowledge system • historical thought paradigms, value systems and the corresponding approaches to education • educational theory based on academic disciplines • the prospect of a new society built on current values and knowledge • popular methodologies and techniques in education • how to design instructional situations Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (advanced level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #5: Communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: Pursue lifelong learning (beginning level)
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• Outcome #9: apply knowledge for the betterment of the world (beginning level) • Outcome #10: Foster unity in diversity (beginning level) Content Outline • Peter Senge. Schools That Learn. • An overview of Informal, nonformal and formal educational strategies • David B. Tyack. The One Best System: A History of American Urban Education. • Early Education as a vehicle for the transmission of current cultural values • The relationship between education systems, religion and society • Examination of Education as a value system and a knowledge system. • Historical thought paradigms and value systems and the corresponding changing approaches to Education • Educational theory based on academic disciplines • The prospect of a new society built on current values and knowledge • Popular Methodologies and techniques in education • Designing instructional situations. Methods of Delivery • Seminar discussion of readings (40%) • In class lectures (40%) • In class student and group presentations (20%) • Small group tutorials Methods of Evaluation • Short essays on specific course content (10%) • Class participation and discussion (15%) • Group assignments (10%) • Individual assignments and presentation (15%) • Major paper on breadth and integration (25%) • Final Exam (25%) Methods of Integration This required course will develop the outlook and skills necessary to understand, and interpret education as a societal activity, sometimes value-based and other times as a socialization process. As such it is related to the required communication courses, and serves as a practical complement to Reasoning and Communication courses, as well as to the Science and Religion courses. Both the seminar discussion of readings and the major paper are devoted to a personalized exploration of how the course content integrates with the other courses in the program. Group
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presentations and individual presentations address breadth as well as the application of knowledge. Resources and Textbook Requirements • Peter Senge. Schools That Learn. • Neil Postman. The End of Education • David B. Tyack. The One Best System: A History of American Urban Education. • Alfred North Whitehead. The Aims of Education • J. Dewey. Democracy and Education. • George L. Gutek. Philosophical and Ideological Perspectives on Education • J. Rousseau. Emile • George M. Marsden. The Soul of the American University: From Protestant Establishment to Established Nonbelief. • S. Alexander Rippa. Education in a Free Society: An American History. • Fritjof Capra. The Turning Point • Thomas Kuhn. The Structure of Scientific Revolutions. • Fritjof Capra. The Web of Life. Classroom/Equipment Requirements Student laptops, whiteboard, overhead projector, DVD/ VCR player, multimedia projector for presentations Faculty Qualifications Masters or PhD in Education or related field.
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RC-200H Foundations of Scientific Reasoning and Investigation Year 2, Semester 2 Contact Hours: 48 hours Prerequisites: RC-100H, and one of RC-110H or RC-130H Course Designer: Elaine McCreary, Ed.D. (Information Science) Faculty to Teach: Elaine McCreary Course Description This course requires the student to look beneath the distinctions among disciplines of physical, life, behavioural, and social sciences, to the fundamental features of science itself. It acquaints the student with the elements of scientific thought, the relative merits of fundamental approaches to scientific procedure, a range of legitimate outcomes to scientific research projects, and issues that accrue to scientific researchers. Course Outcomes Students will be able to: • describe elements underlying all forms of scientific inquiry • demonstrate the relevance of alternative approaches to science • define multiple functions that scientific research may fulfill • discuss selected challenges to the integrity of scientific practice Program Academic Outcomes • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #4: solve complex problems (intermediate level) • Outcome #5: communicate effectively (intermediate level) Content Outline Basic Elements of Scientific Creativity • Definition and function of Concepts, Constructs, Models, Theories, Hypotheses, and Laws Fundamental Approaches to Scientific Procedure • Positivist • Phenomenological • Ethnographic • Gender-focused • Humanistic Functions of the Scientific Process • to assess (approximate) • to describe (attribute) • to evaluate (compare/contrast)
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• to explain (causation) • to hypothesize (speculation) • to order (taxonomy) • to predict (extrapolate) • to orient (typologize) • to reconstruct (interpolate) • to understand (verstehen) Challenges to the Integrity of Scientific Practice • Issues related to accuracy, advocacy, analysis, application, implication, interpretation, observation, participation, respect, and reverence. Methods of Delivery • Students will familiarize themselves with the basic elements of scientific creativity through self-conducted pre-test, guided reading, questioning the instructor, and post-test. • Students will investigate definitive artifacts from the major approaches to scientific procedure, and produce a personal description, analysis, and evaluation of the differences among these artifacts. • Student teams will choose from a wealth of research domains provided to them, and design together 30 possible research projects to demonstrate the range of potential discoveries about a given domain. • Students will be oriented to their personal learning activities through a series of lectures, question periods, and interviews with guests who specialize in one of the major approaches to scientific research. Methods of Evaluation: • Group report 25% • Term paper 40% • Presentation 10% • Exam 25% Resources Requirements: • Popper, K.R. “Truth, Rationality, and the Growth of Scientific Knowledge” • Kuhn, T. The Structure of Scientific Revolutions • James, Wm. “Humanism and Truth” in The Meaning of Truth • Masaryk, T.G. Humanistic Ideals • Ehrenreich, Barbara & English, Deirdre. For Her Own Good: 150 Years of the Experts’ Advice to Women • Boulding, Elise. Women: The Fifth World, Foreign Policy Association. • Garfinkel, H. Studies in Ethnomethodology • Mehan, H. The Reality of Ethnomethodology
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• Hamrick, W.S. (ed.) Phenomenology in Practice and Theory • Stewart, D. & Mickunas, A. Exploring Phenomenology: A Guide to the Field Faculty Qualifications Ph.D. in Philosophy of Science, Library or Information Science; or related applications of interdisciplinary studies.
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SR-200H Science, Religion and Social Transformation Year 2, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: SR-100H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined Course Description This course explores the relationship between science and religion throughout history, paying particular attention to the periods of Antiquity, the Middle Ages, the Scientific Revolution, the Enlightenment, and the last 100 plus years since Darwin. The course goes on to explore various models concerning the interaction between science and religion, as well as related contributions by both scientific and religious thinkers including the likes of Faraday, `Abdu'l- Baha, Einstein, and Feynman. The course concludes with an examination of some of the main questions currently being discussed, such as: Can one be a scientist while believing in God? How did the universe begin? And, Can evolution and God coexist? Course Outcomes Among other themes, learners will have developed significant knowledge of: • the relationship between science and religion at various stages in history • how some of the key thinkers in history have treated the relationship between the two • current models for understanding science, religion and the relationship between the two • the impact that both science and religion have had on social transformation • some of the current debates highlighting the relationship between science and religion • the importance of religion for scientific progress • the importance of science for religious faith • the relationship between science, religion and reason Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Science and Religion in History. Major Topics Include Science, Religion and: • Science and Religion in History. Major Topics Include Science, Religion and: • Pre-Antiquity
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• Antiquity • Medieval Approaches • Copernicus and Galileo • The Scientific Revolution: Newton and the Clockwork Universe • Descartes, Mind, Body, God and Distinct Ideas • The Enlightenment • Darwin and Evolutionary Theory • Modernity • Post-Modernism • Overview of Religion and Science in the East • Approaches to Science and Religion. Includes: • Philosophical Approaches to Science • Arguments for the Existence of God • Arguments Concerning God and Human Agency • Arguments for God and Nature, and God in Nature • Models of the Interaction Between Science and Religion • Confrontational or Conflict • Independence • Interaction • Complementarity • Introduction to Current Topics in Science and Religion. Includes: • Science and Creationism • Religion and Evolution • Religion, Science and Purpose • Religion and Scientific Discovery • Faith and Reason • Religion, Science and Morality Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) Methods of Evaluation • Seminar Participation (15%)
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• Group Assignments and Presentations (30%) • Short Essays/Assignments on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and various foundation courses such as F-101H, F-103H, F- 104, and F-116H. It provides a solid basis for may II courses, and is a prerequisite for SR- 300H. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements Textbooks and readings under consideration include: • `Abdu'l-Baha, Promulgation of Universal Peace, Bahá’í Publishing Trust, 1982. • Alan Wallace, The Taboo of Subjectivity: Toward a New Science of Consciousness, Oxford University Press, 2000. • Alister E. McGrath, Science and Religion: An Introduction, Blackwell, 1999. • Colin Chant and John Fauvel, editors, Darwin to Einstein: Historical Studies on Science and Belief, Longman, 1980. • John Hedley Brooke, Science and Religion: Some Historical Perspectives, Cambridge University Press, 1999. • Michael Horace Barnes, Stages of Thought: The Co-Evolution of Religious Thought and Science, Oxford US, 2000. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Religious Studies, Sociology, Psychology, Cultural Studies, or related field.
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CSS-210H Women, Gender and Religion Year 2, Semester 1 Contact Hours: 48 Prerequisites: SR-100H, plus one of F-113H or F-114H Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: Anne M. Pearson Course Description This course examines the history of women’s traditional religious roles and practices, and their contributions to the world’s religions, from cross-cultural and multi-religious perspectives. The course also reviews a variety of modern challenges, expressed in particular by feminist scholars of religion, to traditional role expectations for both men and women and to normative textual interpretations. Finally, new paradigms for understanding the issues underlying gender and religion are explored. Course Outcomes Learners will: • gain a basic understanding of the issues that have affected the status, activity and self- understanding of women in religious traditions from ancient times to the present • become familiar with women’s roles according to prescriptive religious literature • Be able to identify significant women whose religious convictions (expressed in their lives and/or writings) have influenced religion and society • learn about a variety of women’s practices (e.g., ritual) and activities in several religious traditions • assess historically and critically women’s experience of organized and alternative religions • learn what may be unique about the perspectives of women regarding human spirituality • gain a deeper insight into one’s own worldviews and perspectives, and • become familiar with new paradigms for understanding issues affecting gender and religion Program Academic Outcomes • Demonstrate depth and breadth of knowledge (intermediate level) • Access, analyze and synthesize information (intermediate level) • Generate knowledge for the betterment of the world (intermediate level) • Communicate effectively (intermediate level) Moral Leadership Outcomes • Pursue life-long learning (intermediate level) • Apply knowledge for the betterment of the world (beginning level) • Foster unity in diversity (intermediate level)
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Content Outline (topics to be addressed in course) • Issues in the study of women and religion • Feminist theory and religious studies • Roles and images of women in the scriptures and other authoritative texts of Hinduism, Buddhism, Judaism, Christianity, Islam and the Bahá'í Faith • Being religious/ doing religion: women’s ritual practices (vows and fasts; pilgrimage; asceticism; women saints, mystics and heroes) • Women’s bodies and religion (menstruation; sexuality and reproduction; covering and seclusion) • Re-reading sacred texts: feminist theology; reinscribing women; language and the divine • Women and religious leadership • New paradigms for understanding gender and religion Methods of Delivery • In-class lectures, group discussions and group exercises (60%) • Student-led seminars (40%) Methods of Evaluation • Student seminar discussion (25%) • Research essay (40%) • Final examination (35%) Methods of Integration This course builds upon the skills and knowledge developed in SR-100H, and F-113/ 114H. It will serve as an informative basis for other courses in Influential Ideas, Culture and Society Studies, and Ethics, Peace and Conflict Studies. Student seminar presentations and research essays will help students to practice research and critical thinking skills, as well as address breadth and depth requirements. Attention is given to how the course content relates to the content or themes of other courses through lectures and seminar discussion. Resources and Textbook Requirements • Serenity Young, An Anthology of Sacred Texts by and about Women, Crossroads, 1994 • Ursula King, Religion and Gender, Blackwell, 1995 • A customized course pack of additional selected readings Classroom/Equipment Requirements Whiteboard of chalkboard, overhead projector and screen, vcr/dvd and monitor Faculty Qualifications Ph.D. in religious studies, women’s studies or related field.
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II-200H Key Scientific Insights Year 2, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: F-116H or F-117H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined Course Description The course offers a thorough overview of the some of the key scientific contributions that have influenced the ways in which we see and relate to the world. Accessible to the generalist enthusiast, the course explains the major scientific concepts, situates them in their historical contexts, and traces their impact on the social, political and spiritual dimensions of reality. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the historical context leading up to the Scientific Revolution • some of the major scientific discoveries of the last 500 years • the social-historical contexts in which these discoveries were made • the impact of these discoveries on the direction of the world and our consciousness as a human species • the implications of these discoveries for how we conduct ourselves as moral and spiritual citizens of the world Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Historical Approaches to the Nature of Reality • The Church and the Dominance of Aristotle • The Emergence and Nature of Science • The Copernican Revolution • Towards Newton • Newton’s Laws and the Clockwork Universe • Towards the Structure of the Atom
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• Bohr and the Structure of the Atom • Towards the Theory of Evolution, • From Empedocles to Darwin, Evolution and the Descent of Man • Towards the Discovery of Genetic Processes • Flemming, Mendel and Genetics • Watson, Crick and the Structure of DNA • The Human Genome and Cloning • Space and Time Since Parmenides • Einstein and His Special Theory of Relativity • Einstein and His General Theory of Relativity • Space, Time and Black Holes • Creationism and the Beginning of Time • Hubble, the Big Bang, and the Expanding Universe • An Introduction to Quantum Theory • Science in the 21st Century • How Science Affects our World Views • The Moral Dimensions of Science • Science, Religion and Spirituality Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Random short essays on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and in various foundation courses such as F-116H, F-117H. It provides a solid basis for interacting with much of the content in other courses, and particularly SR-200H and SR-300H.
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Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements To be determined, although likely in the tradition of the following: • David Eliot Brody and Arnold R. Brody, The Science Class You Wish You Had…The Seven Greatest Scientific Discoveries in History and the People Who Made Them, Perigee, 1997. • Roger S. Jones, Physics for the Rest of Us: Ten Basic Ideas of Twentieth-Century Physics That Everyone Should Know…and How They Have Shaped Our Culture and Consciousness, Contemporary Books, 1992. • Selected primary sources. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Philosophy or Sociology (of science is preferable), Physics, Biology, or related field.
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II-212H Theories of Global Development Year 2, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: One of F-102H, F-104H, F-109H, F-110H Course Designer: Anna C. Vakil, PhD (Urban, Technological and Environmental Planning) MCIP Faculty to Teach: Faculty to be hired Course Description This course adopts a one-world perspective to theories of global development that have been applied in both the “developing” and the “industrialized” countries. The course covers a broad range of approaches to development, such as neo-classical economic theory, Marxist theory and post-modern theory, and includes perspectives grounded in the teachings and practices of some religious communities, such as Christian churches, Islamic organizations and the Bahá’í community. Emphasis is placed on the perspectives these approaches offer on the role of the state, the free market, civil society and the individual; the ethics of development; and on concrete examples of how these perspectives are applied in the field. Course Outcomes Learners will have significant knowledge of: • The historical and conceptual underpinnings and attributes of three major approaches to global development (modernization, Marxism and civil society) • The role of the state, the market, NGOs, the community and the individual in these three approaches Learners will have developed some skills in: • Recognizing different approaches to development theory and modes of practice • Identifying strengths and weaknesses of these approaches • Presenting analytical summaries of case studies Learners will have enhanced insight into: • Why most development programs and policies have failed • The ethical and pragmatic features of promising approaches to global development • The value of a one-world perspective on development Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning level)
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• Outcome #8: pursue lifelong learning (intermediate) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • What is development? • Modernization and the Market o The Influence of Rationalism and The Enlightenment o Neo-classical Economics, Growth and the “Invisible Hand” o The 19th and 20th Century Colonialism o The 21st Century and Neo-liberalism • Marxism and the State o Inequality, the Distribution of Resources and Social Justice • Civil Society and NGOs o Development and Empowerment o The Influence of Postmodernism o Christian, Islamic and Bahá’í Perspectives on Development • Some Thorny Problems o Gender and Development o Environment and Development • Lessons learned and the path forward – we all live in a developing country Methods of Delivery • Seminar discussion of readings (40%) • In-class lectures (supplemented by audio-visual media and guest lectures) (40%) • In-class group presentations (20%) • Group tutorials Methods of Evaluation • Seminar presentation on readings (30%) • Individual case study analysis paper (20%) • Group presentation and report on case study (30%) • Final exam (20%) Methods of Integration This course builds on the knowledge, skills and insights acquired in the 100-level courses offered in the KD, RC and SR streams as well as Foundations courses in specific disciplines such as Geography, Anthropology and Economics (F-102H, F-104H, F-109H and F-110H). The course complements content included in 200-level and 300-level courses such as SA-210H, HDS-200H and EPCS-310H. It is a prerequisite for GS-420F. Seminar presentations are partly oriented to integrating course material with other courses.
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Resources and Textbook Requirements • Martinussen, John, Society, State and Market: A Guide to Competing Theories of Development, Zed, 1997. Selections from: • Bahá’í International Community, Valuing Spirituality in Development. Bahá’í Publishing • Trust, 1998 • Dahl, Arthur Lyon, The Eco Principle: Ecology and Economics in Symbiosis, Zed, 1996. • Moser, Caroline O. N., Gender Planning and Development: Theory, Practice and • Training, Routledge, 1993. • World Bank, various years, World Development Reports; UNDP, various years, Human • Development Reports • Journal articles, chapters from other books and web site resources Case study material will be taken mainly from websites such as: World Bank http://www- wds.worldbank.org/, UNDP, http://www.undp.org/, Agha Khan Foundation http://www.akdn.org/, Mennonite Central Committee http://www.mcc.org/ and the Bahá’í World Centre http://bwc.org. Classroom/Equipment Requirements Whiteboard or chalkboard, digital video projector and screen/overhead projector and screen, student laptops, DVD/VCR player Faculty Qualifications PhD in a social science discipline or applied area (e.g. Anthropology, Economics, Human Geography; Environmental Studies, International Relations, Urban Planning) with specialization in international development; or M. A. plus international experience with multilateral/bilateral aid agencies, governments or NGOs/NPOs.
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AS-200H Dramatic Techniques Year 2, Semester 2 Number of contact hours: 48 plus Prerequisites: F-118H Dramatic Foundations Course designer: Valerie Senyk, M.A. Drama Faculty to Teach: Valerie Senyk, M.A. Drama Course Description Theatre facilitates a perfect collaboration of all the arts. This course builds upon F-118H Dramatic Foundations to offer students an opportunity to learn a range of techniques needed to create theatre such as dramatic text analysis, dramatic writing, styles, interdisciplinary work, and Popular Theatre (social issue theatre). Course Outcomes • To learn text analysis for ongoing dramatic work. • To learn the basics of dramatic writing. • To have an understanding of various theatrical styles, both Western and Oriental. • To learn how to create using an interdisciplinary mode. • To learn the techniques of Popular Theatre by which artists learn to involve the public in discussion of human/social issues. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level). • Outcome #2: access, analysis and synthesize information (intermediate level). • Outcome #3: generate knowledge for the betterment of the world (intermediate level). • Outcome #5: communicate effectively (intermediate level). Moral Leadership Outcomes • Outcome #7: build unity of purpose (intermediate level). • Outcome #8: pursue life long learning (intermediate level). • Outcome #9: apply knowledge for the betterment of the world (beginning level). • Outcome #10: foster unity in diversity (intermediate level). Content Outline • An overview of theatre as a collaboration of all the arts. • The break down and analysis of dramatic and other texts into performable pieces. • The basics of dramatic writing explored through monologues and short scenes. • Creating and performing Popular Theatre with any group or audience in any venue. Methods of Delivery
• Lectures (20%)
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• Student research and analysis (15%) • Practical studio work that includes dramatic writing and workshopping of new work, playing dramatic styles and exploring the creation of Popular Theatre (65%) Methods of Evaluation • Student journal recording understandings and processes (20%) • Instructor evaluations based on four creative assignments: - playwriting (20%) - group interdisciplinary creation (20%) - group Popular Theatre scenes (20%) - individual style performances (20%) Methods of Integration Ongoing development and understanding of dramatic arts as they relate to other arts, and historical and current styles and current human/social issues. Resources and Textbook Requirements • Bruder et al, A Practical Handbook for the Actor • Harrop, J. and Epstein, S., Acting with Style • Boal, Augusto, Theatre of the Oppressed • Dramatic excerpts etc., as culled by the instructor Classroom/Equipment Requirements • Empty space with a floor approximately 36' by 46' with possibility of being converted into a theatre performance space. Sprung floor preferable. • Wooden boxes, risers, stackable chairs. Faculty Qualifications M.A. or M.F.A. in dramatic/theatrical arts including vocal and physical training, styles training, Popular Theatre training, and experience with interdisciplinarity.
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CSS-220H Analyzing Representations and Discourses Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: F-104H Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This course examines the role that representations and discourses play in the construction of social reality, as well as the role of human agency in this process. Semiotic analysis and discourse analysis are presented as theoretically informed methods for deconstructing, evaluating, and reconstructing problematic aspects of our cultural environment. Course Outcomes • Develop an understanding of the role that human communication plays in the social construction of reality. • Develop the ability to critically analyze and evaluate the representations, discursive constructs, and discourses that constitute our cultural environment. • Develop the ability to articulate alternative representations and discursive constructs, and participate in the articulation of larger alternative discourses. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Semiotic Theory and Analysis • The Field of Cultural Semiotics • The Signifying Order • The Body • Language • Metaphor • Space • Art • Objects • Narrative
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• Television and Advertising • Semiotic Analysis: A Practical Synthesis • Discourse Theory and Analysis • Language, Culture, and Discourse • Language, Identity, and Cultural Politics • Tools for Discourse Analysis • Varieties of Discourse Analysis • The Challenges of Discourse Analysis • Case Studies Methods of Delivery • Seminar discussion of chapter readings (40%) • Instructor presentations (30%) • Student presentations (30%) Methods of Evaluation • Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments: • short essay assignments • student presentations • seminar participation Methods of Integration This interdisciplinary course will build directly upon the skills and theoretical insights developed in RC-100H, RC-110H, F-104H, and CSS-200H, It will also provide opportunities for students to apply semiotic and discourse analysis to topics of student interest, drawing on theories, concepts, and insights from across the curriculum in the process. Resources and Textbook Requirements • Chris Barker and Dariusz Galasinski, Cultural Studies and Discourse Analysis: A Dialogue on Language and Identity, 2001, Sage. • Marcel Danesi and Paul Perron, Analyzing Cultures: And Introduction and Handbook, 1999, Indiana University Press • Nelson Phillips and Cynthia Hardy, Discourse Analysis: Investigating Processes of Social Construction, 2002, Sage. Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Communication, Sociology, Cultural Studies, or related field.
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EPCS-220H Roots of Conflict and Violence Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: One of F-100H, F-101H, F-103H or F-117H Course Designer: Cheshmak Farhoumand-Sims Ph.D. (ABD), International Relations, M.Sc. Conflict Analysis and Resolution Faculty to Teach: Cheshmak Farhoumand-Sims Course Description
The course reviews a wide range of theories exploring the nature and root causes of conflict, the possibilities for conflict resolution, and the necessary foundations of peace, and post-conflict peace building. The course draws on classic and contemporary literature from a wide range of disciplines – including sociobiology, anthropology, sociology, social psychology, economics, political science and the study of religion – to provide students with a set of theoretical and practical tools for the analysis of contemporary civil and international conflicts. In an atmosphere of mutual learning, we discuss how evidence and theory can be effectively used in the understanding of peace and conflict, and develop a practical understanding of the strengths and weaknesses of current approaches to conflict resolution and peace building. Course Outcomes • Students will develop an understanding of theories relevant to peace and conflict • Students will be exposed to the multi-disciplinary / interdisciplinary nature of peace and conflict studies • Students will learn how to use theory to ascertain the root causes of conflict and develop strategies for sustainable peace and reconciliation Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning) • Outcome #7: build unity of purpose (beginning) • Outcome #8: pursue life-long learning (intermediate) • Outcome #9: apply knowledge for the betterment of the world (intermediate) Content Outline • Overview of Main Concepts and Methods • Biological and Psychological Dimensions: Constructing the Enemy Other • The Making of a Soldier and the War Machine
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• Cultural and Religious Dimensions • Ethnocentrism, Stereotyping and Ethnic Conflict • Women, War and Peace • Children, War and Peace • The Role of International Organizations and Civil Society • The Role of the Media • Arms Race and Arms Control Issues • Theories of Civil Violence and Revolution • Theories of Violence and Non-violence • Peace Processes, Negotiations and Reconciliation. Methods of Delivery
Lectures and Seminar discussions Methods of Evaluation
• Instructor evaluations based on clearly articulated, criterion-based evaluation rubrics for the following assignments: Attendance and Participation (15%) Seminar discussion/presentation of chapter readings (15%) Research paper (20%) Journal assignments (25%) Final exam (25%) Resources and Textbook Requirements
Course reading package Classroom/Equipment Requirements
Digital video projector and screen, white board or chalk board, TV/VCR, flip chart Faculty Qualifications
Candidates will preferably have a Ph.D. in Peace and Conflict Studies, or a related field. Teaching experience, preferably in the area of Peace and Conflict Studies. Experience of application of knowledge in this area is a highly desirable asset.
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EPCS-230H Conflict Resolution Strategies Number of Contact Hours: 48 Prerequisites: EPCS-220H Roots of Conflict and Violence Course Designer: Cheshmak Farhoumand-Sims Ph.D. (ABD), International Relations, M.Sc. Conflict Analysis and Resolution Faculty to Teach: Cheshmak Farhoumand-Sims Course Description
The course reviews the theory and practice of conflict resolution, highlighting its use and its efficacy as a foundation for peacebuilding and post conflict reconstruction. The course draws on both classic and contemporary literature and provides students with a set of theoretical and practical tools for the analysis of contemporary civil and international conflicts, as well as steps for their resolution. Course Outcomes • Students will develop an understanding of theories relevant to conflict resolution • Students will learn conflict resolution skills that can be applied at the individual, organizational and international levels Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate) • Outcome #2: access, analyze and synthesize information (intermediate) • Outcome #3: generate knowledge for the betterment of the world (intermediate) • Outcome #5: communicate effectively (intermediate) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate) • Outcome #7: build unity of purpose (intermediate) • Outcome #8: pursue life-long learning (intermediate) • Outcome #9: apply knowledge for the betterment of the world (intermediate) Content Outline • Overview of Main Concepts and Methods • The Structure of Conflict: Issues, Actors, Perceptions, Behaviour • Substantive and Relationship Issues • Conflict Escalation • Conflict Termination • Settlement Strategies • The Structure of Negotiations • Outside Party Intervention
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• Global Governance and Conflict Resolution • NGO’s, Civil Society and Conflict Resolution • The Politics of Intervention: Peacekeeping and Humanitarian Intervention • Reconciliation Processes Methods of Delivery
Lectures and Seminar discussions Methods of Evaluation
• Instructor evaluations based on clearly articulated, criterion-based evaluation rubrics for the following assignments: Attendance and Participation (15%) Seminar discussion/presentation of chapter readings (15%) Research paper (20%) Journal assignments (25%) Final exam (25%) Resources and Textbook Requirements
Course reading package Getting To Yes (Fisher and Ury) Classroom/Equipment Requirements
Digital video projector and screen, white board or chalk board, TV/VCR, flip chart Faculty Qualifications
Candidates will preferably have a Ph.D. in Peace and Conflict Studies, or a related field. Teaching experience, preferably in the area of Peace and Conflict Studies. Experience in the application of knowledge in this area is a highly desirable asset.
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EPCS-270H International Relations Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: One of F-100H, F-101H or F-107H Course Designer: Babak Bahador, Ph.D. Candidate International Relations Faculty to Teach: Babak Bahador Course Description This course provides students with an understanding of the forces that drive international relations and the theories that have been formulated to account for them. It also outlines the structures and processes at the heart of today’s international system and reviews some of the most important issues impacting our world at the beginning of the twenty first century. Course Outcomes Learners will develop knowledge of: • The origins and historical developments of the international political system • The leading theories of international relations • The structures and processes of the international system • The central issues influencing international affairs • The impact of globalization on international relations Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline International History • 1900-1945 • 1945-1989 • 1989-2001 • 2001 to present Theories of International Relations • Realism • Liberalism • Neo-realism
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• Neo-liberalism • Marxist theories • Constructivist approaches Structures and Processes • The state • Foreign policy • Diplomacy • Conflict and war • International regimes • The United Nations system • International organizations transnational actors International Issues • The environment • Humanitarian intervention and peacekeeping • Global trade and finance • Poverty and development • Human rights • Terrorism Globalization • Theories of globalization • Domains of globalization • Global governance • Globalization and international relations Methods of Delivery • Seminar discussion of chapter readings (20%) • Group work (20%) • In-class lectures (40%) • In-class student/group presentations (20%) Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (20%) • Short Essays/Assignments on course specific content (25%) • Major Paper on breadth and integration (20%)
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• Final Exam (20%) Methods of Integration This course provides a solid foundation for future courses in international relations. Resources and Textbook Requirements • John Baylis & Steve Smith, The Globalization of World Politics, 2nd ed., Oxford, 2001. • Chris Brown, Understanding International Relations, 2nd ed., Palgrave, 2001. • Jan Aart Scholte, Globalization: A Critical Introduction, St. Martin’s Press, 2000. • Selected readings from journals and primary sources. Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. candidate in international relations or related field.
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HDS-210H Lifespan Development Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: F-103H Course Designer: Elena Mustakova-Possardt, Ed.D. Psychology and Education Faculty to Teach: Elena Mustakova-Possardt and/or Rhett Diessner Course Description This course studies the human journey from infancy to late adulthood, and the critical issues accompanying each stage in this journey. The course encompasses central Western theories of development (psychoanalytic, psychosocial, behavioral, cognitive, cognitive developmental, ethological and cultural), as well as non-Western and non-traditional approaches (feminist, Buddhist and Hindu, Native American). It integrates different philosophical approaches to ‘what’ develops over time, and ‘how’, examines their respective strengths and limitations, and applies their concepts to understanding individual developmental journeys. Course Outcomes Students will demonstrate understanding of • emotional and personality development from a psychodynamic and psychosocial perspective • the nature of intelligence(s) and the socio-cognitive development of intelligence • the role of infant-mother attachment in later development • the formation of behavior • social and moral development, and predominant male and female orientations • the role of culture in development • the developmental challenges of adulthood • spiritual perspectives on personality integration • individual case studies of children, adolescents or adults, using central concepts from various schools of psychology Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (beginning level)
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Content Outline
Part I: General Theories • Approaches to development; development in context • Freud’s psychoanalytic theory of personality and emotional development • Piaget and the socio-cognitive development of intelligence • Erikson and psychosocial identity development • The development of moral reasoning Multiple Intelligences Part II: Infancy and Childhood • Bowlby and Ainsworth: early attachment and anxiety • Vygotskian perspective on culture and development • Skinner and the formation of behavior. Bandura and social learning • Early social development in cultural contexts Part III: Adolescence and Young Adulthood • Challenges of identity formation • Adolescence in cultural contexts • Belenky et al, and development in oppressive contexts • Levinson and early adulthood
Part IV: Middle and Late Adulthood • Hindu and Buddhist perspectives on the lifespan • Transpersonal development and The Seven Valleys of the spiritual quest • Fowler and the development of faith • Native American perspective on the lifespan • The life cycle – the first stage and the last Methods of Delivery • In-class lectures, supplemented by films and guest speakers (40%) • Seminar discussion of chapter readings (40%) • In-class student/group presentations (20%) Methods of Evaluation • Quizzes (50%) • Student presentations (20%) • Final paper (case study) (30%)
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Methods of Integration This course provides a solid foundation for courses in KD, SR, CSS and EPCS. Seminar time will be devoted to exploring the relevance of individual development to issues of culture and society, global and community development and peace. Resources and Textbook Requirements • Cole, M., & Cole, S. R. (2001). The development of children, 4e. NY: W. H. Freeman & Co. • Crain, William (2000). Theories of Development: Concepts and Applications (Prentice- Hall) • Diessner, Rhett (2001). Sources: Notable Selections in Human Development (Dushkin/McGraw-Hill) • Gauvain, M. & M. Cole (2001). Readings on the Development of Children (Worth) Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ed.D/Ed.D. in Psychology or Human Development
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II-201H Key Religious Insights Year 2, Semester 2 Contact Hours: 48 Prerequisites: SR-100H, or F-113, F-114; F-116H an asset Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: Anne M. Pearson Course Description This course examines contributions to the history of ideas provided by the major world religions. These key ideas and insights, aimed at explaining the human condition and its relation to the transcendent dimension of reality, include notions of the sacred, God and the divine, the human soul, life after death, creation and eschatology; concepts of revelation, divine intervention in human history and messianism; ideas of moral law expressed in such concepts as karma and divine retribution; notions of evil and theodicy, of sin, suffering, salvation and redemption, of heaven and hell, and of sacrifice and detachment. Course Outcomes Students will: • learn about key ideas and insights provided by the major world religions over the last three millennia of recorded history • identify the sources of these ideas, their contexts, and some of the interpretations and applications of these ideas • understand the impact and influences of these ideas on cultural world views and the development of world civilizations Program Academic Outcomes • Demonstrate depth and breadth of knowledge (intermediate level) • Access, analyze and synthesize information (intermediate level) • Generate knowledge for the betterment of the world (intermediate level) • Communicate effectively (intermediate level) Moral Leadership Outcomes • Pursue life-long learning (intermediate level) • Apply knowledge for the betterment of the world (beginning level) • Foster unity in diversity (beginning level) Content Outline (topics to be addressed in course) • The concept of the sacred; sacred place, sacred time, sacred story; the transcendent and the mundane • God and the nature of ultimate reality; theism and monism • Divine revelation; divine intervention in human history • Time, creation and eschatology
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• Messianism and the concept of the ‘world saviour’ • Concept of the “imperishable self”: the soul and life after death • Moral law: nature, source, content, implications • Evil, sin, suffering and theodicy • Concepts of liberation and salvation; soteriology • Faith, detachment, martyrdom and sacrifice Methods of Delivery • In-class lectures, group discussions and group exercises (60%) • Student-led seminars (40%) Methods of Evaluation • Student seminar discussion (20%) • Two short research essays (40%) • Final examination (40%) Methods of Integration This course builds directly upon the skills and theoretical knowledge developed in SR-100H and F-116H. It will serve as a good basis for other courses in Science and Religion, Influential ideas, and Culture and Society Studies. Student seminar presentations and research essays will help students to practice research and critical thinking skills, as well as address breadth and depth requirements. Attention is given to how the course content relates to the content or themes of other courses through lectures and seminar discussion. Resources and Textbook Requirements • Moojan Momen, The Phenomenon of Religion: A Thematic Approach, Oneworld, 1999 • A customized course pack on additional selected readings (to be compiled) Classroom/Equipment Requirements Whiteboard of chalkboard, overhead projector and screen Faculty Qualifications Ph.D. in religious studies or related field.
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II-202H Art and Social Transformation Year 2, Semester 2 Number of contact hours: 48 Prerequisites: None Course Designer: Valerie Senyk, MA Drama Faculty to Teach: V. Senyk, or Faculty to be hired Course Description In both the Orient and the Occident, religion was the genesis of most artistic traditions. This course examines the sources and evolution of art, and the reciprocal nature of art and social (religious, moral, etc) transformation. The course concludes by considering how art might help to address the needs of our contemporary world. Course Outcomes • Develop a foundational knowledge of how religion has given rise to artistic traditions in the past, in both the Occident and the Orient. • Develop an appreciation of the intimate reciprocity between society (civilization) and art. • Develop an awareness of current social needs and how the arts can address them in a positive, transformative way. • Develop the capability for creative solutions to problems involving socially conscious art. Program Academic Outcomes
• Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) • Outcome #4: solve complex problems (intermediate level) • Outcome #5: communicate effectively (beginning level) Moral Leadership Outcomes
• Outcome #8: pursue life-long learning (beginning level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline
• Introduction to the history of religions and the various arts that sprung from them - Early beliefs of the Greeks and how they were expressed through dance, song and theatre - Shintoism and Buddhism, and the Japanese Noh Theatre - Christianity and Christian art - Islam and Islamic art
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• The development of art alongside religion and civilization; the reciprocal nature of this relationship • The challenges and needs today’s society presents to us - a world view - a community view • Creative solutions: how art can respond to world and community needs and cause social transformation Methods of Delivery
• Seminar discussion of chapter readings (30%) • Instructor presentations (25%) • Small group discussion/ consultation (20%) • Student presentations (25%) Methods of Evaluation
• Research essay assignment • Student presentations • Final examination (Breakdown to be determined) Methods of Integration This course covers theory relevant to other arts courses, particularly those in the Arts and Society and Influential Ideas streams. It utilizes the students’ ability to conduct research, analyze, and synthesize a range of knowledge and capabilities developed in the 100 level F, KD, SR and RC courses. Resources and Textbook Requirements To be determined. Classroom/Equipment Requirements DVD/VCR player; library resources; slide projector; screen. Faculty Qualifications MA or PhD in any of the arts, or Art History, supported by an interdisciplinary (interarts) BFA, or relevant experience.
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II-205H Theories of Knowledge Year 2, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: F-116H or F-117H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description This course provides an in-depth overview of the major epistemological approaches from the Sophists to the postmodernists. The content is presented within the context of two tensions: 1. rationalism versus empiricism; and 2. relativism versus objectivism. Although the ideas of the traditionally recognized great western philosophers receive the most attention, significant time is devoted to recent philosophical and anti-philosophical trends, and to the status and role of Truth and objectivity in an increasingly interdependent world. Implications for the dynamic between science and religion are also discussed. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the differences and similarities between the empiricist and rationalist traditions • how Aristotle’s approach both reflects and detracts from Plato’s • why Descartes approach is so pivotal to the philosophical tradition • why Hume’s skepticism remains a significant challenge to knowledge • the importance of Kant’s approach for how we understand our relationship to reality • why the quest to represent the way things are, manifested by both empiricism and rationalism, fell into disrepute among some circles in the 20th Century • selected non-western approaches to knowledge and the role of religion • the status of science and social science, and whether they are progressive • what the Truth/objectivity versus relativism debate means in a shrinking world, and various attempts to resolve it • how epistemology and religious Truth interact Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Skepticism, Historicism and Pluralism
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• Socrates and The Sophists: The Search for Truth Takes on Relativism • Plato: Innate Knowledge and the World of Ideas • Aristotle: Getting Down to Earth10 • Rationalism: Descartes’ Search for a Rock Solid Foundation, and His Dualism11 • The Empiricist Response I: Locke’s Tabula Rasa and Berkeley’s Idealism • The Empiricist Response II: Hume, Causality and the Impossibility of Certainty • Kant: Synthesis and Turning Point • Logical Positivism, Falsificationism and the Analytical Backdrop • Recent Trends I: Critical Theory and Its Roots in Hegel and Marx • Recent Trends II: Phenomenology, Existentialism and Their Roots in Nietzsche • Recent Trends III: Post-Structuralism and Post-Modernism as Articulated by Foucault, Derrida, Kristeva, Rorty, and others • Selected Non-Western Approaches to Epistemology • Science, Paradigms, Progress, and the Inter-Subjective Search for Truth • The Status of Social Science • Science, Religion, Reality and the Quest for Truth and Meaning Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Short essays on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and various foundation courses such as F-116H, F-117H. It provides a solid basis for many CSS and EPCS courses.
10 This unit will also briefly cover the medieval syntheses of Aristotle’s work with Church doctrine. 11 This unit will also touch on the theories of Spinoza and Leibniz.
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Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • An Anthology of Epistemology [TBD] • Adam Morton, A Guide Through the Theory of Knowledge, 3rd ed., Blackwell, 2002. • Gerard Delanty, Social Science: Beyond Constructivism and Realism, Open University Press, 1997. • Helen Longino, Science as Social Knowledge: Values and Objectivity in Scientific Inquiry, Princeton University Press, 1990. • Selections from `Abdu'l-Baha, The Promulgation of Universal Peace, Bahá’í Publishing Trust, 1982. • Selected readings, including Foucault from “Truth and Power”, Jean-Francois Lyotard from The Postmodern Condition, and Richard Rorty “Solidarity or Objectivity”. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Philosophy, Sociology, Cultural Studies, or related field.
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II-206H Classical Social Theory Year 2, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: F-101H, F-116H or F-117H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description The purpose of this course is to provide an overview of social theory as it has developed from its origins in the Enlightenment to the beginning of the 20th century. The classical orientations of Durkheim, Marx, Weber, Simmel and Freud are covered, as are the influences of thinkers like Plato, Rousseau and Montesquieu. The course concludes with an examination of the impact of these theories on 20th century thought, and of their implications for understanding the global processes underway in the world today. Course Outcomes Among other themes, learners will have developed significant understanding of: • the philosophical underpinnings and societal processes generating the discipline of sociology, and social theory more specifically • the classical sociological theories of social organization, change, and the relationship between the individual and society • the impact of these theories on sociological thought in the 20th century and beyond • the relationship of these theories to Plato and other early social thinkers • how this knowledge can be utilized to help address the social issues of today • the relationship of these ideas to religious insight Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Roots: Plato’s Ideal State • Roots: The Enlightenment and the Birth of Sociology • Enlightenment Attitudes: Montesquieu, the Contract Theories of Locke and Rouseau, and the Conservative Reaction • Durkheim: Social Cohesion, Anomie, Suicide, and the Science of Social Facts
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• Marx: The Structure of Capitalist Society, Alienation, Class Struggle and the Influence of Hegel and Feuerbach • Weber: Methods, Rationality and Bureaucracy • Simmel: Dialectical Thinking, Social Interaction and Social Structures • Freud: Civilization and the Sublimation of the Instinctual • Classical Feminist Contributions • 20th Century Trends Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Short Essays/Assignments on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and various foundation courses such as F-101H, F-103H, F- 104, and F-116H. It provides a solid basis for II-207H as well as for many CSS and EPCS courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • George Ritzer and Douglass J. Goodman, Sociological Theory, 6th ed., McGraw Hill, 2003, Part 1. • Irvin Zeitlin, Ideology and the Rise of Social Theory. • Selected readings from primary sources. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Sociology, Cultural Studies, or related field.
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II-207H Contemporary Social Theory Year 2, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: II-206H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description This course provides an overview of social theory as it has developed since the beginning of the 20th century. It reviews contemporary macro approaches such as structural functionalism, neo- Marxism and conflict theory, and contemporary micro approaches, such as symbolic interactionism and phenomenological sociology. The course continues with an examination of some of the interdisciplinary work currently being done under the general headings of feminist, critical and cultural theory. The implications of this recent work for fostering more effective inter- subjective/cultural collaboration and functioning are also explored. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the philosophical underpinnings and societal processes generating the discipline of sociology, and social theory more broadly • the major sociological trends of the 20th century • the differences between macro and micro social theory, and their respective strengths and weaknesses • the significant contributions of feminist social theory • post-modern approaches to society, its evolution, and our understanding of it • the workings of power and their effects on inter-subjective communication • the application of contemporary social theory to current world issues • the relevance of religious insight to social theory Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • 20th Century Macro Sociology: Structural Functionalism versus Neo-Marxism • 20th Century Micro Sociology: Interpretive Sociology, Including • Symbolic Interactionism
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• Phenomenology • Ethnomethodology • Social Constructionism • Feminist Theory and Its Roots12 • Critical Theory from the Frankfurt School to Habermas • Post-Structuralist Approaches to Power and Society, Including: • Foucault • Derrida • Behaviourism and Exchange Theory • Cultural Theory, Communication and Representation • Meta-Theories and Establishing the Macro-Micro Link • Applications to Global Processes • Social Theory and the Impact of Religious Insight Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Random short essays/assignments on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and various foundation courses such as F-101H, F-103H, F- 104, and F-116H, as well as II-206H. It provides a solid basis for many CSS and EPCS courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements
12 Wollstonecraft will also be discussed as an original feminist.
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• George Ritzer and Douglass J. Goodman, Sociological Theory, 6th ed., McGraw Hill, 2003, Parts 2—4, or • George Ritzer, Contemporary Social Theory and Its Classical Roots: The Basics, McGraw Hill, 2003. • Selected readings from primary sources. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Sociology, Cultural Studies, or related field.
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II-209H World Philosophies Year 2, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: F-116H or F117H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description This course examines various eastern philosophical traditions, and compares them with their western counterparts. Beginning with ancient philosophy and ending with postmodernism and other current trends, the course takes a comprehensive historical look at the philosophies of India, China, Africa, Japan, Judaism, Islam and the Bahá’í Faith. The synergies between the different approaches are highlighted, as is the relationship between religion and philosophy. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the processes of historical development • the major distinguishing features between the epistemologies and metaphysical orientations of various world philosophical traditions • the relationship between western and eastern world views • how philosophical thought is influenced by the historical situation in which it emerges • how ideas influence the processes of social evolution • the relationship between religion and philosophical development • how different world views assist in understanding both historical and current world conditions • eastern and western approaches to ethics and morality Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (beginning level) Content Outline (The outline is consistent with the sequence of topics covered in the required textbook). • Overview of World Philosophies • Ancient Philosophies from India, China and Greece
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• Topics Include Yoga, Advaita Vedanta, Buddhism, Confucianism, Taoism, Plato and Aristotle • Medieval Philosophy • Topics Include: Neo-Platonism, Early Christianity, Islamic and Jewish Philosophy, Thomism and Medieval Mysticism • Middle Period Asian Philosophy • Topics Include: Theistic Vedanta, Neo-Confucianism, Zen Buddhism • The Renaissance to the Enlightenment • Topics Include: Humanism, The Rise of Science, Skepticism, Materialism, Dualism and Monism • Kant and His Influence • Topics Include: Idealism, Nietzsche and Schopenhauer, Marx, Positivism and Pragmatism • Recent Non-Western Philosophies from India, China, Japan, Islam and Africa • Recent Western Philosophies • Topics Include: Phenomenology, Existentialism, Logical Positivism and Postmodernism Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (30%) • Short Essays/Assignments on course specific content (15%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in RC-100H, RC-110H, SR-100H, and various foundation courses such as F-101H, F-113H, F- 114, F-116H, F-117H as well as II-201H. It provides a solid basis for many CSS and EPCS courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements
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• David Cooper, World Philosophies: An Historical Introduction, 2nd ed., Blackwell, 2002. • Selected readings from primary sources. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Philosophy, Sociology, Cultural Studies, or related field.
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II-214H Classical Political Theory Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: One of F-101H, F-116H or F-117H Course Designer: Babak Bahador, Ph.D. Candidate International Relations Faculty to Teach: Babak Bahador Course Description This course provides students with a basic foundation of classic Western political thought by reviewing some of its central ideologies, philosophies and theories. It also introduces students to the political ideas of leading thinkers beginning from the luminaries of Ancient Greece to the end of the 19th century. Furthermore, through group work, discussions and exercises, students are encouraged to analyze the impact of these political concepts on their lives and the world today. Course Outcomes Learners will develop knowledge of: • How assumptions about human nature influence beliefs about politics and ideal forms of governance • The origins and historical developments of Western political thought • The ideas, philosophies and theories of key Western political thinkers • The foundational concepts underlying political communities, states and the international system Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Human Nature and Politics • Nature vs. nurture • Instinct vs. intellect • Competition vs. cooperation • Implications for an ideal political system • The State of Nature • Hobbes’ state of nature
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• Locke’s state of nature • Rousseau’s state of nature • Political Authority and Sovereignty • Divine right • Natural subordination • Authority from “the good” • Consent-based authority • Social Contract Theory • Origins from Plato • Voluntary consent • Tacit consent • Hypothetical consent • Alienation vs. agency theory • Democracy • Rousseau and the General Will • Plato and Mill’s critiques • Direct vs. representative models • Intrinsic vs. instrumental values • Liberalism and Freedom • Tyranny of majority • Mill’s Liberty Principle • Utilitarianism • Liberty and progress • Justice • Libertarian vs. welfare liberalism • Locke, property and justice • Free markets and justice • Nationalism • Phases (Enlightenment, French Revolution and German Romanticism) • Perennialist vs. modernist approaches • Impact of globalization • Key Thinkers • Aristotle
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• Plato • Machiavelli • Hobbes • Locke • Rousseau • Bentham • Marx • Mill Methods of Delivery • Seminar discussion of chapter readings (20%) • Group work (20%) • In-class lectures (40%) • In-class student/group presentations (20%) Methods of Evaluation • Seminar Participation (15%) • Group Assignments and Presentations (20%) • Short Essays/Assignments on course specific content (25%) • Major Paper on breadth and integration (20%) • Final Exam (20%) Methods of Integration This course provides a solid foundation for all courses that assume some understanding of political and social thought. Resources and Textbook Requirements • Jonathan Wolff, An Introduction to Political Philosophy. Oxford, 1996. • Jean Hampton, Political Philosophy, Westview Press, 1997. • Andrew Heywood, Political Theory: An Introduction, 2nd ed., St. Martin’s Press, 1999. • Andrew Heywood, Political Ideologies: An Introduction, 3rd ed., Palgrave Macmillan, 2003. • Selected readings from primary sources. Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. candidate in political science or related field.
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KD-210H Social Change and Education Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: KD-100H, KD-200H. Course Designer: Kamilla Bahbahani, Ph.D., Urban Services/ Education Faculty to Teach: Kamilla Bahbahani Course Description This course takes a critical look at educational systems and programs for learners to understand their social implications as institutions of stability or change. The course also covers the impact of education, both formal and informal, on social change in society. Education’s historical uses for domestication and indoctrination are contrasted with its potential for individual empowerment and generation of social change. Key characteristics of educational programs that can result in empowerment and social change are examined. Course Outcomes Learners will: • Recognize the social construction of education • Identify implications of various instructional approaches on student empowerment, group cohesion, and social change • Suggest methods of education which will enhance the social change capacity of various social or community based programs Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (beginning level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #4: solve complex problems (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (intermediate level) Content Outline • Education as socially constructed and a social force • Views of human nature and the purpose of life as factors driving educational systems • Views about the nature of knowledge and their impact on education systems • Constructivist education and direct instruction: impact of contrasting theories of human learning on an educational approach and outcomes • Education as a stabilizer of society Communist education system
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Western education system • Education as changer of society Communist education system Western education system • Case Studies of Education and Social Change Paolo Freire and literacy education in Brazil Ruhi Institute in Columbia Children’s Theatre of New York • Elements of Effective Education for Empowerment • Philosophy, assumptions and goals of the educational program (stated and unstated) • Content • Teacher Attitudes • Teaching methods • Group classroom processes • Involvement of community and real world experiences Methods of Delivery • Lecture and class discussions (40%) • In-class writing and reflection (10%) • Guest speakers/ field trips (10%) • Group work and presentations (30%) Methods of Evaluation • Journal of personal educational experiences (20%) • Social action in education fieldwork and paper (30%) • Critical evaluation of three educational programs (20%) • In-class presentations and group work (10%) • Final paper (20%) Methods of Integration The personal journal and class discussions will ask the students to draw on insights from other courses and link these with the topic of social change through education. The course is closely related to other courses in CSS and HDS. Resources and Textbook Requirements • Freire, Paolo (1993). Pedagogy of the Oppressed (30th Anniversary ed.). M. B. Ramos, Trans. New York: Continuum.
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• Ruhi Institute, The (1991). Learning About Growth: The story of the Ruhi Institute and large-scale expansion of the Bahá’í Faith in Columbia. Riviera Beach, FL: Palabra Publications. • A customized course pack of additional selected readings. Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ph.D. in Education or Sociology of Education, or Ed.D.
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KD-220H Educating for Multicultural Understanding Year 2, Semester 2 Number of Contact Hours: 48 Prerequisites: KD-100H, KD-200H. Course Designer: Kamilla Bahbahani, PhD, Urban Services/ Education Faculty to Teach: Kamilla Bahbahani Course Description This course introduces learners to theoretical and practical aspects of providing educational experiences that can enhance understanding of other cultures. The various purposes of multicultural education are examined, ranging from political requirements through economic necessity through the creation of a viable global society. Next, the individual factor in multiculturalism is examined, exploring the capacities and challenges of individual transformation. The course then moves to the spectrum of approaches to multicultural education, many of which will be critiqued in terms of their varying abilities to influence learner knowledge, attitudes and skills of multicultural interaction. Through engagement with their own knowledge, attitudes and beliefs, and through experiential learning activities, learners will forge a personal statement as to how they can promote understanding with those of different backgrounds from their own. Finally, multiculturalism is examined in a global context to see what might characterize transnational multicultural education principles. Course Outcomes Learners will: • be able to critique multicultural education within the context of the principles of the oneness of humanity, the advancement of civilization, and the requirements of a global society • understand a typology of different approaches to multicultural education • identify implications of these different instructional approaches on student outcomes • reevaluate their own beliefs about self and other in relation to multiculturalism Program Academic Outcomes • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #4: solve complex problems (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (advanced level) Content Outline • Purposes of multicultural education: essential knowledge, individual self-actualization, group identity formation, social justice and transformation, enhanced social functioning and economic productivity, creation of a viable global society
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• Role of the individual in multicultural transformation: personal prejudices, individual transformation, and the roles of experiential learning, spiritual beliefs, and intellectual arguments in transformation • History of multicultural policy and development of multicultural education • Current status and typology of multicultural education • Limitations of multiculturalism: too narrow and too integrative • Oneness of humanity and multiculturalism: implications for approaches • Multicultural education from an international perspective: different contexts and approaches Methods of Delivery Lecture and class discussions (30%) Individual work and presentations (30%) Guest speakers/ field trips (10%) Group work and presentations (30%) Methods of Evaluation Journal of personal experiences with multiculturalism (20%) Individual cultural presentation and paper (10%) Individual multicultural experience and paper (20%) In-class group work and participation (20%) Final paper (30%) Methods of Integration The personal journal and class discussions will ask the students to draw on insights from other KD courses and link these with the topic of multiculturalism education. The course is also closely related to courses in CSS and HDS, and particularly the Global Citizenship course. Resources and Textbook Requirements Banks, J.A., & Banks, M.A. (Eds.) (2000). Multicultural education: Issues and perspectives (4th. Ed.). New York: John Wiley & Sons. A customized course pack of additional selected readings. Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ph.D. in Education or social science, or Ed.D.
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SA-210H Community Development in Theory and Practice Year 2, Semester 2 Number of Contact Hours: 48 hours Prerequisites: Any three F-100 level courses. Course Designer: Anna C. Vakil PhD (Urban, Technological and Environmental Planning) MCIP Faculty to Teach: Faculty to be hired Course Description This course examines the history, principles, and processes of community development from a cross-cultural perspective, as well as many of the applicable spiritual values drawn from a range of religious belief systems. The course incorporates some exercises used by community development practitioners, and reviews and analyzes case studies of community development programs and projects that illustrate specific modes of practice. Course Outcomes Learners will have significant knowledge of: • various models of community development • the nature of community change • principles of community development • tools for community development Learners will have developed some skills in: • group-building and community creation Learners will have some insights into: • community development as both a science and an art Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (beginning level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (beginning level) Content Outline • What is community? • Historical approaches to community development • Community developer as servant-leader • Aspects of human systems transformation
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• Some community development principles • Basic community development processes (e.g. consultation, visioning, core group development, healing, facilitating learning, building organization) • Community Development as a Skill - Barriers and Pitfalls • Community-building for a New World Methods of Delivery • In-class lectures supplemented by guest lectures (30%) • Seminar presentations of readings (20%) • Films/videos followed by discussion and in-class written analytical exercises (30%) • In-class group exercises (20%) Methods of Evaluation • Seminar presentation of readings • In-class written exercises • Class participation • Final exam (Precise breakdown to be determined) Methods of Integration This course builds on 100-level and 200-level courses in the KD stream as well as Foundations courses such as F-101H and F-104H. It complements the content of II-212H, CSS-200H and HDS-200H and helps prepare students for GS-420F and GS-430F. In-class lectures and seminars are partly oriented to integrating the material with other courses. Resources and Textbook Requirements • Bopp, Michael and Judie, Recreating the World: A Practical Guide to Building Sustainable Communities, Four Worlds Press, 2001. • Hope, Anne and Sally Timmel. Training for Transformation: A Handbook for Community Workers. Vols. 1, 2, 3. Mambo Press, 1989. • Mattesich, Paul, and Barbara Monsey, Community Building: What Makes It Work, Amherst H. Wilder Foundation, 1997. • Freire Paulo, Pedagogy of the Oppressed, Continuum, 1986 (original in Portuguese, 1968). • Films of case studies, other website resources Classroom/Equipment Requirements VCR/DVD player, whiteboard/chalkboard, digital video projector and screen/ overhead projector and screen.
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Faculty Qualifications MA or PhD in Social Work, Adult Education or Planning with a specialization in non-formal education, community work, or community development. Experience as a practitioner of community development a definite asset.
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KD-300H The Responsibilities of Being Educated Year 3, Semester 1 Number of Contact Hours: 48 (or more, per block) Prerequisites: KD-200H Approaches to Education Course Designer: Cynthia Hanks, M. Ad. Ed. Faculty to Teach: Cynthia Hanks, M. Ad. Ed. Course Description Who is an educated person? What happens when a society becomes educated? This course considers the role of the educated as active social agents and shapers of society. The building and molding of paradigms by communities of educated people is examined, as is the relationship between academic disciplines, systems of knowledge, trans-systemic thought, and progressive orders of consciousness. The challenge of establishing an integrated system of viewing reality is also explored along with the benefits of integrative investigation, the harmony of science and religion, and The Responsibilities of Being Educated in bringing about global unity and prosperity. Course Outcomes Among other themes, learners will have developed significant knowledge of: • the development of a concept of knowledge, development and progress through the United Nations definitions, campaigns, decades and summits • current definitions of an educated person, and cultural literacies • the Human Development Index and characteristics of highly educated societies • the educated as revolutionaries in their fields and in societies • the relationship between the educated society and the building of a perspective on society through academic disciplines • interdisciplinarity • the building and shaping of paradigms through communities of educated people • the relationship between academic disciplines, systems of knowledge, trans-systemic thought and progressive orders of consciousness • the challenge of an integrated system of viewing reality and possibility • possible benefits of integrative investigation • the harmony of science and religion • education as a catalyst for global unity and prosperity Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (advanced level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #5: Communicate effectively (intermediate level)
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Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: Pursue lifelong learning (beginning level) • Outcome #9: apply knowledge for the betterment of the world (beginning level) • Outcome #10: Foster unity in diversity (beginning level) Content Outline • Tracing the development of a concept of knowledge, development and progress through the United Nations definitions, campaigns, decades and summits • Current definitions of an educated person, and cultural literacies • The Human Development Index and characteristics of highly educated societies • The educated as revolutionaries in their fields and in societies • The relationship between the educated society and the building of a perspective on society through academic disciplines • Interdisciplinarity • The building and shaping of paradigms through communities of educated people • The relationship between academic disciplines, systems of knowledge, trans-systemic thought and progressive orders of consciousness • The challenge of an integrated system of viewing reality and possibility • Possible benefits of integrative investigation • The harmony of science and religion • Education as a catalyst for global unity and prosperity • Social Capital Methods of Delivery • Seminar discussion of readings (40%) • In class lectures (40%) • In class student and group presentations (20%) • Small group tutorials Methods of Evaluation • Short essays on specific course content (10%) • Class participation and discussion (15%) • Group assignments (10%) • Individual assignments and presentation (15%) • Major paper on breadth and integration (25%) • Final Exam (25%)
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Methods of Integration This advanced course develops the outlook and skills necessary to appreciate, understand, and evaluate the relationship between education and progress, both societally and personally. As such, it is related to the required communication courses, and serves as a complement to and practical basis for the remaining required courses as well as the 400F level guided seminars and the 400R research paper. Both the seminar discussion of readings and the major paper are devoted to a personalized exploration of how the course content integrates with the other courses in the program. Group presentations and individual presentations address breadth as well as the application of knowledge. Resources and Textbook Requirements • Alan F. Chalmers. What is this thing called science: An Assessment of the Nature and Status of science and its methods. • Anirudh Krishna. Active Social Capital. • Barbara Leigh Smith, John McCann. Eds. Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. • Brian V. Street. Cross-cultural Approaches to Literacy • Derek Bok, Higher Learning • Farzam Arbab: The Learning Path: The Moral Option in Latin America • Francisco J. Varela, Evan Thompson And Eleanor Rosch. The Embodied Mind: Cognitive Science and Human Experience. • Fritjof Capra. The Web of Life • Humberto Maturana and Francisco Varela. Autopoiesis and Cognition: The Realization of the Living. • Humberto Maturana. The Tree of Knowledge • Jonathan Shear and Francisco J. Varela. Ed. The View from Within: First-person Approaches to the Study of Consciousness. • Peter G. Taylor. Making Sense of Academic Life: Academics, Universities and Change. • Robert Kegan, In Over Our Heads: The Mental Demands of Modern Life. • Sakiko Fukuda-Parr and A. K. Shiva Kumar (Eds.) Readings in Human Development. Concepts, Measures, and Policies for a Development Paradigm • Thomas Kuhn. The Structure of Scientific Revolutions • United Nations. Human Development Report 2003. Millennium Development Goals: A compact among nations to end human poverty Classroom/Equipment Requirements Student laptops, whiteboard, overhead projector, DVD/ VCR player, multimedia projector for presentations Faculty Qualifications Masters or PhD in Education or related field
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RC-300H Problem Solving and Ethical Communication Year 3, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: RC-200H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description This is a highly participative course in which students research, present on, and contrast a number of different approaches to argumentation, decision-making and communication. Students finish the course having developed their own models, and with the knowledge and capabilities to promote deliberative community building. These capabilities include the ability to think critically, communicate ethically, and foster unity of purpose and action among diverse groups. Particular attention is also paid to the consultative approach to decision-making. Course Outcomes Among others, participants will have developed the cognitive and moral skills needed to: • combine critical thinking with ethical dialogue • evaluate complex arguments in a variety of contexts • solve both abstract and situational problems in a variety of contexts • make decisions through an analysis and synthesis of diverse information • engage in dialogue that builds harmony and enables community building • pursue both individual and collective decisions in a diligent yet conscientious manner • manage diverse interpersonal relations in a way that promotes unity in diversity of action Program Academic Outcomes • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level) • Outcome #8: pursue life-long learning (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline Because this is a student driven seminar, there is no fixed order to the content. However, themes will naturally include: • The Elements of Reasoning and Argumentation • Types of Criticism
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• Evaluating Arguments • Making Personal Decisions • Reason and Choice • The Limits of Rational Choice • Multiple Actors and Choice • Power and Choice • Constructive and Cooperative Argumentation • Communicative Virtues and Ethical Dialogue • Approaches to Conflict Resolution • Facilitating Group Problem Solving and Decision Making • Culture, Gender and Communication • Engaging Diversity and Fostering Interdependence • Combining Reason with Religious Insight in Decision Making Methods of Delivery • Seminar discussion of chapter readings (50%%) • Group work (40%) • In-class lectures (10%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (20%) • Group Assignments and Presentations (40%) • Major Project Constructing a Model for Decision-Making and Communication (40%) Methods of Integration This interdisciplinary course builds directly upon and/or contributes to the skills and theoretical insights developed in RC-100H, RC-110H, RC-120H, RC-200H, SR-100H, SR-200H, KD-100H and KD-200H. It provides a solid basis for all subsequent courses. Resources and Textbook Requirements There are no required textbooks. Students research and contrast relevant books such as the following: • Infante, Dominic A., Arguing Constructively. • James G. March, Primer on Decision Making: How Decisions Happen. • Josina M. Makau, and Debian L. Marty, Cooperative Argumentation: A Model for Deliberative Community. • Kathy Domenici, and Stephen W. Littlejohn, Mediation: Empowerment in Conflict Management, Second Edition,
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• Malcolm O. Sillars, and Bruce E. Gronbeck, Communication Criticism: Rhetoric, Social Codes, Cultural Studies. • Thomas A. Hollihan and Kevin T. Baaske, Arguments and Arguing: The Products and Process of Human Decision Making. • William R. Cupach, and Daniel J. Canary, Competence in Interpersonal Conflict In addition, students are encourage to read: • Compilation on Consultation prepared by the Universal House of Justice. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in Communication, English, Philosophy, Sociology, or related field.
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SR-300H Integrating Science and Religion Year 3, Semester 1 Number of Contact Hours: 48 plus tutorials Prerequisites: SR-200H. Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined Course Description Building on the historical and contemporary themes addressed in SR-200H, this course examines in depth many of the current issues surrounding the interaction between science and religion. Constructed as a seminar, students research, present on, and lead classes on topics of particular interest to them. Current approaches to the dynamic between science and religion are also explored. The course finishes with students writing a major paper on the relationship between science, religion and reason, and on the significance of this relationship for facilitating individual, community and world betterment. Course Outcomes Among other themes, learners will have developed advanced knowledge of: • current models for understanding the relationship between science and religion • numerous topics concerned with the relationship between science and religion • the importance of religion for scientific progress • the importance of science for religious faith • the interaction between science, religion and reason • how the relationship between science, religion and reason is applicable to human advancement Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #4: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate level) • Outcome #7: build unity of purpose (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline The specific content is determined in consultation with the students. Topics will likely include: • The Universe and Creation • Nature and Order
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• Physics, Quantum Theory and Chance • God, Omniscience and Free Will • Evolution and the Soul • Religion, Evolution and Ethics • The Significance of Humanity’s Existence • Science and the Existence of God • Science, Religion and Morality • Science, Religion and Purpose • Science, Religion and Human Nature • Science, Religion and Human Progress • Science, Religion and Various Ethical Issues, such as Cloning Methods of Delivery • Seminar discussion of readings and presentations (40%) • In-class lectures (20%) • In-class student/group presentations (40%) Methods of Evaluation • Seminar Participation (25%) • Presentations (35%) • Major Paper on Interaction Between Science and Religion (40%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in the RC, KD and prerequisite SR-100H courses, as well as various F and II courses. It provides a solid basis for further studies in all 300 and 400 level courses. Both seminar time and the major paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Resources and Textbook Requirements Students will choose topics, research accordingly, and prepare handouts to accompany class presentations and seminar facilitations. Resource materials include: • `Abdu'l-Baha, Promulgation of Universal Peace, Bahá’í Publishing Trust, 1982. • Charles Birch, Biology and the Riddle of Life, South Wales University Press, 2000. • Ian G. Barbour, When Science Meets Religion, HarperCollins Publishers Inc., 2000. • John Bowker, Is God a Virus? Genes, Culture and Religion, Society for Promoting Christian, 1995. • John F. Haught, God After Darwin: A Theology of Evolution, Westview Press, 2000. • John F. Haught, Science and Religion: From Conflict to Conversation, Paulist Press, 1996.
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• Mary Midgely, Evolution as a Religion: Strange Hopes and Stranger Fears, Routledge, 2002. • Paul Davies, The Mind of God: The Scientific Basis for a Rational World, Touchstone, 1992. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. or Ph.D. Candidate in Religious Studies, Sociology, Psychology, Cultural Studies, or related field.
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CSS-300H Media and Society Year 3, Semester 1 Number of Contact Hours: 48 Prerequisites: CSS-200H or CSS-220H Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description This course examines the nature and impacts of traditional mass media, as well as emerging new media, as dominant features of contemporary cultural environments. Toward this end, students analyze the relationships between media structures and media content, along with the influence of contemporary media on human culture and consciousness. Students also explore the relationship between media and democracy, as well as the role of human agency in reforming our media environment. Course Outcomes • Develop an understanding of the socially constructed nature of contemporary media industries and of the way this shapes and constrains media content. • Develop an understanding of key theories regarding the impact of media on human culture and consciousness. • Develop a vision of a more humane and democratic media environment, along with an awareness of the emerging media reform movement that is motivated by such a vision. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Media and the Social World • Production: The Media Industry • Media Economics • Political Influence on Media • Media Organizations and Professionals • Content: Media Representations • Media and Ideology • Social Inequality and Media Representation
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• Audiences and Impacts: Meaning and Influence • Media Influence and the Political World • Active Audiences and the Construction of Meaning • Media Technology and Social Change • Globalization and the Future • Media in a Changing Global Culture • Agency: Media Reform as a Twenty-First-Century Social Movement Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class media analysis and screenings (30%) • In-class student presentations (30%) Methods of Evaluation • Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments: • in-class student presentations • student outreach presentations • seminar participation Methods of Integration This interdisciplinary course will build directly upon the skills and theoretical insights developed in RC-100H, RC-110H, F-104H, CSS-200H, and CSS-300H. It will also serve as a prerequisite for CSS-310H. Resources and Textbook Requirements • David Croteau and William Hoynes, Media / Society: Industries, Images, and Audiences, 3rd ed., 2003 PineForge. [or equivalent] • Meenakshi Durham and Douglas Kellner, eds., Media and Cultural Studies: KeyWorks, 2001, Blackwell. [or equivalent] • Media Education Foundation instructional videos (details at www.mediaed.org) [essential instructional aids] Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. or M.A. in Communication, Sociology, Cultural Studies, or related field.
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EPCS-340H Principles and Practice of Inter-religious Dialogue Year 3, Semester 1 Contact Hours: 48 Prerequisites: SR-200H and 300H, plus F-113H and/or F-114H Course Designer: Anne M. Pearson, Ph.D. Religious Studies Faculty to teach: Anne M. Pearson Course Description Catholic theologian Hans Kung claimed that there can be no peace in the world until there is peace between the religions, and there can be no peace between the religions until there is dialogue between the religions. Increasing numbers of people of faith have come to agree with Kung. This interactive course provides an introduction to the history of the relations between the world’s major religions, and reviews early forays into inter-religious dialogue and the modern Inter-Faith Movement that began with the first Parliament of the World’s Religions in Chicago in 1893. We then examine concepts and analytical frameworks of inter-religious relations and dialogue common within the academic world as well as study statements about inter-faith relations by religious communities, concluding with the April 2002 letter entitled “To the World’s Religious Leaders” from the world governing institution of the Bahá'í Faith. The last section of the course focuses on the practice of inter-faith dialogue. Course Outcomes Learners will: • become familiar with the history of relations between the religions, inter-religious dialogue and the Inter-faith Movement. • acquire knowledge about the analytical frameworks used by scholars of religion to describe theological attitudes of religions to one another • become familiar with a selection of statements about inter-faith relations by religious communities and the issues raised therein • acquire analytical, organizational and practical skills in the principles and practice of inter-faith dialogue Program Academic Outcomes • Demonstrate depth and breadth of knowledge (advanced level) • Access, analyze and synthesize information (advanced level) • Generate knowledge for the betterment of the world (intermediate to advanced level) • Solve complex problems (intermediate level) • Communicate effectively (advanced level) Moral Leadership Outcomes • Employ consultative methods (advanced level) • Build unity of purpose (intermediate level) • Pursue life-long learning (advanced level) • Apply knowledge for the betterment of the world (intermediate level)
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• Foster unity in diversity (intermediate level) Content Outline (topics to be addressed in course) • History of relations between the major world’s religions • History of the modern inter-faith movement • Statements on the ‘status’ of other religions, inter-faith relations and dialogue among faith communities (e.g., the Catholic Church’s Nostra Aetate and Dialogue and Proclamation; the Bahá'í universal House of Justice’s Letter to Religious Leaders) • Academic concepts and analytical frameworks of inter-religious relations and dialogue: inclusivism, exclusivism and pluralism • New paradigms for inter-religious dialogue • Approaches to the practice of inter-faith dialogue at local, national and international levels and in different contexts Methods of Delivery • In-class lectures, group discussions and group exercises (60%) • Student-led seminars (40%) Methods of Evaluation • Student seminar discussion on prescribed reading (20%) • Participation and analysis of role plays (20%) • Book review (10%) • Research essay (30%) • Final examination (20%) Methods of Integration This course builds upon the skills and knowledge developed in many of the Science and Religion, Influential Ideas, Culture and Society and Ethics, Peace and Conflict Studies courses. Student seminar presentations, role plays and essays will help students to practice research and critical thinking skills, as well as address breadth and depth requirements. Resources and Textbook Requirements • Harold Coward, Pluralism in the World Religions, Oneworld, 2000 • Michael Ingham, Mansions of the Spirit: The Gospel in a Multi-Faith World, Anglican Book Centre, 1997 • Udo Schaefer, Beyond the Clash of Religions: The Emergence of a New Paradigm, Zero Palm Press, 1995 • A customized course pack of additional selected readings, including selections from Willard Oxtoby, ed. Religious Diversity: Essays by Wilfred Cantwell Smith, Harper & Row, 1976; Darrol Bryant, ed., Pluralism, Tolerance and Dialogue: Six Studies, U. of Waterloo Press1989; and essays by Robert Stockman, Julio Savi, John Hick, Fethullah Gulen, Arvind Sharma and Phyllis Chew.
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Classroom/Equipment Requirements Lap top computer; Whiteboard of chalkboard, overhead projector and screen, vcr/dvd and monitor Faculty Qualifications Ph.D. or M.A. plus relevant experience in religious studies (or related field) and inter-faith dialogue.
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HDS-300H The Psychology of Moral and Social Development Year 3, Semester 1 Number of Contact Hours: 48 Prerequisites: HDS-210H Course Designer: Elena Mustakova-Possardt, Ed.D. Psychology and Education Faculty to Teach: Elena Mustakova-Possardt, Rhett Diessner or to be determined. Course Description This course explores the cross-cultural structure and psychological dimensions of the moral self, and its evolving relationship with the interdependent social world. It examines the dominant theoretical frameworks in moral psychology, and links the discourses on moral reasoning, moral character, values, and motivation into an integrative understanding of mature moral consciousness. It examines empirical studies of exemplary contemporaries from all walks of life, and looks at how theoretical frameworks help understand more clearly the nature of people’s lives and choices in the ever-expanding radius of the global commons in the 21st century context of post-modern ethical relativism and global ethical challenges. Course Outcomes Students will develop a solid understanding of the following aspects of the moral self: • the psycho-social and cultural milestones of moralization • social -cognitive development, moral reasoning, and the evolution of values • the universalism/relativism debate, and the nature of contextual (qualified) universalism • the inter-subjective nature of morality • moral voices: the role of dialogue and narrative structures • the development of moral affect • the formation of moral identity • the nature of moral motivation • moral action: from individual acts and pro-social behavior to moral commitment to service • the nature of mature moral consciousness Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue life-long learning (intermediate level)
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• Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (beginning level) Content Outline
Part I: Overview of the Territory • Milestones of moralization (Freud, Durkheim, Mead, Erikson, Maslow) • Behavioral models of moral development • Cognitive developmental approach to moral development (Piaget, Kohlberg) • Moral voices – social constructivist and interpretative perspectives (Gilligan, Noddings) • The development of moral affect (Hoffman) • Faith and moral development (Fowler) • Morality, religious education, and Kohlberg’s theory Part II: Moral development in context: Morality in the global age • The challenge of the new commons: The moral self at the turn of the century • Case studies of moral leaders • Moral traits and personal continuities • Theories of motivation & the motivational continuum • The formation of enduring moral commitments • The relationship between socio-moral and spiritual development: love, power and justice Methods of Delivery • In-class lectures, supplemented by films and guest speakers (40%) • Seminar discussion of chapter readings (40%) • In-class student/group presentations (20%) Methods of Evaluation • Journal 30% • Midterm examination 30% • Final integration paper 40% Methods of Integration This course builds on the understanding developed in F104H, SR200H, II206H, II207H, II209H, II210H, II211H, II212H, II214H, CSS210H. It will inform the deeper examination of questions of ethics, culture and society, and global peace. Students will explore these links in their presentations and final papers. Resources and Textbook Requirements • Colby, A. & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. • Daloz, L. P. et al (1996). Common fire: Lives of commitment in a complex world.
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• Freud, S. Civilization and its discontents • Kurtinez, W. & Gewirtz (1995). Moral development: an introduction • Hatcher, W. (1998). Love, power, and justice: The dynamics of authentic morality • Selected articles/book chapters Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ed.D/Ed.D. in Psychology or Human Development
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SA-311H Project Management I Year 3, Semester 1 Number of Contact Hours: 48 (or more, per block) Prerequisites: RC-100H, One of RC-110H, RC-120H, or RC-130H Course Designer: Duncan Hanks, M.A. International Development, and Jonathan Menon Faculty to Teach: Faculty to be hired Course Description This course provides students with a practical introduction to the discipline of project management. With the increasing complexity of initiatives undertaken by organizations of all kinds to meet increasingly complex needs, an understanding of formal project management processes and methods is becoming an important asset for entry-level professionals. The course focuses on the development of core project management skills and a working knowledge of the industry-standard Project Management Body of Knowledge (PMBOK) developed by the Project Management Institute (PMI). As part of the program’s Skills and Applications stream, this course provides students with the skills needed to apply the concepts and approaches developed in other parts of the program within concrete job environments. Combined with SA-312H, this course provides students with a solid foundation from which to begin a career in project management or to undertake further studies towards certification as a Project Management Professional (PMP). Course Outcomes By the end of this course, students will have developed • An understanding of the importance and key elements of formal project management • An understanding of the project lifecycle and the five key Project Management Process Groups: Initiation, Planning, Execution, Controlling, and Closing • A basic understanding of the following Knowledge Areas of the PMBOK: • Project Integration Management • Project Scope Management • Project Time Management • Project Cost Management • The ability to successfully conduct the Initiation phase of a project of medium complexity, including • Constructing a Project Overview • Identifying a project’s goals, requirements, deliverables, stakeholders, constraints, and assumptions • Identifying the different kinds of Project Selection Criteria • Constructing a Project Charter • The ability to design a project plan and prepare the necessary documentation with respect to integration, scope, time, and cost management, including • Defining the project scope
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• Constructing a Scope Statement • Constructing a Work Breakdown Structure • Managing a simple Scope Change process • Resource Planning • Cost estimation and budgeting • A working knowledge of schedule development techniques, including the Critical Path Method (CPM), the Process Evaluation and Review Technique (PERT), and the use of Gantt Charts; • Familiarity with the skills necessary to manage the integration, scope, time, and cost aspects of a project of medium complexity from Initiation through Closing; • A working knowledge of the core features of industry-standard project management software (Microsoft Project 2002). Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline The course content outline follows the main knowledge divisions of the Project Management Body of Knowledge (PMBOK) • The Definition of a “Project” • The Project Management Context • Project Management Processes • Initiation Processes, Planning Processes, Execution Processes, Controlling Processes, Closing Processes • Project Management Knowledge Areas • Project Initiation Management (Project Plan Development, Project Plan Extension, Integrated Change Control) • Project Scope Management (Initiation, Scope Planning, Scope Definition, Scope Verification, Scope Change Control) • Project Time Management (Activity Definition, Sequencing, Duration Estimation, Schedule Development, Schedule Control) • Project Cost Management (Resource Planning, Cost Estimation, Budgeting, and Control) • Core Features of Microsoft Project 2002
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Methods of Delivery • Small group projects, readings, and individual assignments (40%) • Seminar-based lectures and class discussions (40%) • Software practice lab (20%) Methods of Evaluation • Short individual and small group assignments (40%) • Major Project on designing project plan for a complex project (30%) • Final Examination (30%) Methods of Integration This course builds on the skills already learned within the Reasoning and Communicating area to provide practical tools that assist in applying the knowledge gained in other parts of the program to real-life situations. As part of the program’s Skills and Applications stream, this course provides students with the skills needed to apply newly gained concepts and approaches within concrete job environments. Combined with SA-312H, this course provides students with a solid foundation from which to begin a career in project management or to undertake further studies towards certification as a Project Management Professional (PMP). Resources and Textbook Requirements Guide to the Project Management Body of Knowledge (PMBOK), 2000 Edition. Microsoft Project 2002 Software (Educational Version) Textbook to be selected Classroom/Equipment Requirements Student laptops, Professor laptop, digital projector Printed class materials Faculty Qualifications PMP (Project Management Professional) Certification, or Master’s Certificate in project management and 5 years experience in managing complex projects using the PMI methodology in large organizations.
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AS-300H Collective Creation Year 3, Semester 2 Number of contact hours: 48 Prerequisites: AS-200H Course designer: Valerie Senyk, M.A. Drama Faculty to Teach: Valerie Senyk, M.A. Drama Course Description Through consultation and collaboration students will put theatrical techniques to use in small and large group collective creations. Participants will articulate themes and issues (social, human, moral, spiritual) that are relevant to them, and create performances that effectively communicate these issues to others. Course Outcomes • The ability to effectively consult and collaborate. • The ability to articulate relevant issues. • The ability to create within a community of artists. • The ability to successfully reach the public through dramatic skills. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (advanced level). • Outcome #2: access, analyze and synthesize information (intermediate level). • Outcome #3: generate knowledge for the betterment of the world (intermediate level). • Outcome #4: solve complex problems (beginning level). • Outcome #5: communicate effectively (advanced level). Moral Leadership Outcomes • Outcome #6: employ consultative methods (beginning level). • Outcome #7: build unity of purpose (intermediate level). • Outcome #8: pursue life long learning (intermediate level). • Outcome #9: apply knowledge for the betterment of the world (beginning level). • Outcome #10: foster unity in diversity (intermediate level). Content Outline • The principles of consultation. • The principles of artistic collaboration. • Develop an appreciation for diverse perspectives on a common subject. • Apply dramatic techniques to successfully communicate to the public. Methods of Delivery
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• Lectures re: Philosophy and techniques (15 %) • Exercises in consultation around articulated themes (15%) • Research into articulated themes/issues (10%) • Practical studio work in which students collaborate in creating (60%) Methods of Evaluation • Instructor evaluations and self-evaluations will be employed based on clearly articulated templates that speak to the principals being learned. • Student journals articulating their processes. • Student presentations of researched themes. • Instructor evaluations based on two creative assignments: - small group collective creation. - entire class collective creation. (Precise breakdown to be determined) Methods of Integration This course expands on previous dramatic arts courses in a more socially conscious way. Ideas, issues and principles being researched in other courses will find their way into this course. Learners’ consultative capabilities developed in RC-300H will also be enhanced. Resources and Textbook Requirements • TBD Classroom/Equipment Requirements • Empty space with floor approximately 36' by 46' with possibility of being converted into a theatre performance space. Sprung floor preferred. • Wooden boxes, risers, stackable chairs. • Library resources. Faculty Qualifications M.A. or M.F.A. in dramatic/theatrical arts including collective creation.
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CSS-310H Critical Media Literacy Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: CSS-200H or 210H, CSS-300H Course Designer: Michael Karlberg, Ph.D. Communication Faculty to Teach: Faculty to be hired Course Description Critical media literacy refers to a set of critical thinking skills, as well as a foundation of theory and knowledge, which enables students to critically analyze, interpret, and evaluate media content and popular culture messages; seek out high-quality media sources; and use the media as instruments for communication in democratic societies. In addition, critical media literacy includes the development of an informed and ethical framework for making decisions regarding personal media consumption, media exposure within families and communities, and media policy and reform options. Course Outcomes • Develop critical thinking skills, as well as a foundation of theory and knowledge, to critically analyze, interpret, and evaluate media content; seek out high-quality media sources; and use the media as instruments for communication in democratic societies. • Develop a conceptual and ethical framework for making informed decisions regarding personal media consumption, media exposure within families and communities, and media policy and reform options. • Expand one’s vision of a more humane and democratic media environment, and recognize practical opportunities to contribute to media reform toward that end. Program Academic Outcomes • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • Media Literacy Foundations • Knowledge Structures of Media Content • Knowledge Structures of Media Industries • Knowledge Structures of Media Effects • Putting It All Together • Children and Adolescents • Advertising
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• Media Violence • Electronic Games • Sexuality and the Media • Drugs and the Media • Eating and Eating Disorders • Music and Music Videos • The Internet • Solutions and Applications Methods of Delivery • Seminar discussion of chapter readings (40%) • Instructor presentations (30%) • In-class student presentations (30%) Methods of Evaluation • Instructor evaluations and self evaluations will be employed, based on clearly articulated, criterion-based evaluation rubrics for the following assignments: • in-class student presentations • student outreach presentations • seminar participation Methods of Integration This interdisciplinary course will build directly upon the skills and theoretical insights developed in RC-100H, RC-110H, F-104H, CSS-200H, CSS-300H, and CSS-300H. The course will also involve a substantial applied component of student outreach / community service. Resources and Textbook Requirements • James Potter, Media Literacy, 2nd ed., Sage 2001 • Victor Strasburger and Barbara Wilson, Children, Adolescents, & the Media, 2002, Sage. • On-line media literacy resources [ e.g., www.ac.wwu.edu/~karlberg/444/444resources.html ] • Media Education Foundation instructional videos (details at www.mediaed.org) Classroom/Equipment Requirements Digital video projector and screen; student laptops; white board or chalk board; DVD/VCR player. Faculty Qualifications Ph.D. in Communication or related field.
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CSS-340H Health, Illness and Society Year 3, Semester 2 Number of Contact Hours: 48 plus tutorials Prerequisites: One of II-206H, II-207H, CSS-200H or CSS-210H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: Todd Smith Course Description Building on the sociological/philosophical theory they have developed so far, students take a critical look at the experience of health, illness and embodiment in society. The social construction and meanings of illness are explored, as is the relationship between biomedicine and the workings of western society. The course also looks at the connections between religion, medicine, and the healing process. Course Outcomes Among other themes, learners will have developed significant knowledge of: • how the biological and the social interact to produce conceptions of health and illness • the factors causing the inequitable experience of health across society • how illness is variously experienced • the dynamics of the doctor-patient relationship • how social organization impacts on health • the relationships between power, society and the construction/development of medical knowledge • the social and psychological causes of mental illness • women’s experiences of illness in a biomedical society • the relationship between mind, spirit and body as it pertains to health Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #4: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: solve complex problems (intermediate level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • The Social Factors in Sickness and Death • Food, the Environment
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• Social Organization and Health • The Relationship Between Mind, Body and Society • The Social Construction of Health, Illness and the Body • Health, Illness and Meaning • Cross-Cultural Attitudes Towards, and Experiences of, Illness • Being Sick and Seeking Help • Medical Knowledge, Social Knowledge and Ideology • Mental Illness and Society • Women’s “Diseases” • Aging and Death • The Doctor-Patient Relationship • Power and the Health Care System • Religion and Medicine • The Relationship Between Mind, Body, Spirit and Healing Methods of Delivery • Seminar discussion on readings (40%) • In-class lectures (40%) • In-class student/group presentations (20%) • Plus small group tutorials Methods of Evaluation • Seminar Participation (20%) • Group Assignments and Presentations (40%) • Major Paper on breadth and integration (20%) • Essay Exam (20%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in SR-100H, SR-300H, and various Influential Ideas courses such as II-205H, 206H and 207H. It also builds on CSS-200H, and is of relevance to various HDS courses. Both seminar time and the Major Paper are devoted to personalized exploration of how the course content integrates with other courses in the program. Group projects address breadth as well as the application of knowledge. Resources and Textbook Requirements • Bryan S. Turner, Medical Power and Social Knowledge, 2nd ed., Sage Publications, 1995. • Bryan S. Turner, Regulating Bodies, Routledge, 1992.
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• Peter Freund, Meredith McGuire, Linda Podhurst, Health, Illness and the Social Body: A Critical Sociology, 4th ed., Pearson, 2003. • Selected articles concerning the debate over the social construction of medical knowledge. • Selected readings from the various works of Michel Foucault. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in Philosophy, Sociology, Cultural Studies, or related field.
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EPCS-320H Gender in War and Peace Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: EPCS-220H Course Designer: Cheshmak Farhoumand-Sims Ph.D. (ABD), International Relations, M.Sc. Conflict Analysis and Resolution Faculty to Teach: Cheshmak Farhoumand-Sims Course Description The course focuses on the gender dimension of peace and conflict. It looks at war and the military structure as gendered in nature, and introduces the concept of equality of the sexes as a pre-requisite to peace by looking at the impact of war on women, and the important role they can and do play in peacebuilding and post conflict reconstruction. The course highlights relevant research and international instruments to support the claim that conflict prevention and sustainable peace require the active participation of women as equal partners in all levels of society Course Outcomes • Students will develop a better understanding of gender dynamics in the world, especially as they pertain to peace and conflict issues • Students will develop an understanding of the literature discussing gender, war and peace • Students will learn about important international and legal instruments relevant to gender, war and peace and their application as advocacy tools • Students will develop an understanding of the relationship between the equality of the sexes and peace • Students will become advocates for gender equality Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (advanced) • Outcome #2: access, analyze and synthesize information (advanced) • Outcome #3: generate knowledge for the betterment of the world (advanced) • Outcome #5: communicate effectively (advanced) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate) • Outcome #7: build unity of purpose (intermediate) • Outcome #8: pursue life-long learning (intermediate) • Outcome #9: apply knowledge for the betterment of the world (intermediate) Content Outline • The War System • The Making of a Soldier
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• The Gendered Dimension of War • Confronting Structural Violence Against Women and Girls • United Nations Resolution 1325 on Women, Peace and Security • The Impact of War on Women (psychological, mental, physical) • Culture, Traditional Practices and Gender-Based Violence • Sexual Violence against Women and Girls: Rape as a Tool of War • Child Soldiers • The Protection of Women in Times of War • The Inclusion of Women in all levels of Decision Making • Gender Sensitive Training for Soldiers and Peacekeepers • Gender Mainstreaming within Nations and at the United Nations • The International Criminal Court • Equality of Sexes as a Prerequisite for Peace • The Role of Education • Other Relevant UN Documents: 1. Declaration on the Elimination of Violence Against Women 2. Convention on the Elimination of All Forms of Violence Against Women 3. Draft Convention against Sexual Exploitation 4. Beijing Platform for Action Methods of Delivery Lectures and Seminar discussions Methods of Evaluation
• Instructor evaluations based on clearly articulated, criterion-based evaluation rubrics for the following assignments: Attendance and Participation (15%) Seminar discussion/presentation of chapter readings (15%) Research paper (20%) Journal assignments (25%) Final exam (25%) Resources and Textbook Requirements Course reading package Penn, Michael and R. Nardos “Overcoming Violence Against Women and Girls: The International Campaign to Eradicate a Worldwide Problem” Classroom/Equipment Requirements Digital video projector and screen, white board or chalk board, TV/VCR, flip chart
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Faculty Qualifications Candidates will preferably have a Ph.D. in Peace and Conflict Studies, or a related field. Teaching experience, preferably in the area of Peace and Conflict Studies. Experience of application of knowledge in this area is a highly desirable asset.
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EPCS-350H Peace and Conflict in the Middle East Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: EPCS-202H Roots of Conflict and Violence, Recommended: EPCS-210H Conflict Resolution Strategies Course Designer: Cheshmak Farhoumand-Sims Ph.D. (ABD), International Relations, M.Sc. Conflict Analysis and Resolution Faculty to Teach: Faculty to be hired Course Description This course focuses on the conflict in the Middle East and the prospects for peace. It looks at the history of the conflict, the role of religion and culture, various attempts at resolution, and considers why these attempts succeeded or failed within the context of peace and conflict theory and practice. Course Outcomes • Students will develop a better understanding of the Middle East conflict • Students will consider the barriers to peace in the Middle East and discuss possible resolution strategies • Students will learn about external attempts at peace (US, UN intervention) • Students will develop a familiarity with UN resolutions and other relevant international legal approaches to the Middle East conflict • Students will discuss prospects for peace Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (advanced) • Outcome #2: access, analyze and synthesize information (advanced) • Outcome #3: generate knowledge for the betterment of the world (advanced) • Outcome #5: communicate effectively (advanced) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate) • Outcome #7: build unity of purpose (intermediate) • Outcome #8: pursue life-long learning (intermediate) • Outcome #9: apply knowledge for the betterment of the world (intermediate) Content Outline • Introduction to history of the conflict • Peoples and Cultures of the Middle East • The significance of the region to world affairs • The role of religion in the conflict
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• The Israeli perspective on the Israeli-Palestinian conflict • The Palestinian perspective on the Israeli-Palestinian conflict • The role of neighbouring states in exacerbating the conflict • The role of diaspora communities in exacerbating the conflict • Terrorism • The UN and the Middle East conflict • Attempts at resolution and why they have succeeded or failed • Future prospects Methods of Delivery Lectures and Seminar discussions Methods of Evaluation Instructor evaluations based on clearly articulated, criterion-based evaluation rubrics for the following assignments: Attendance and Participation (15%) Seminar discussion/presentation of chapter readings (15%) Research paper (20%) Journal assignments (25%) Final exam (25%) Resources and Textbook Requirements Course reading package Classroom/Equipment Requirements Digital video projector and screen, white board or chalk board, TV/VCR, flip chart Faculty Qualifications Candidates will preferably have a Ph.D. in Peace and Conflict Studies, or a related field. Teaching experience, preferably in the area of Peace and Conflict Studies. Experience of application of knowledge in this area is a highly desirable asset.
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HDS-310H Principles of Spiritual Psychology Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: HDS-210H Lifespan Development Course Designer: Rhett Diessner, Ph.D. and Elena Mustakova-Possardt, Ed.D. Faculty to Teach: Rhett Diessner and/or Elena Mustakova-Possardt, or to be determined Course Description This course explores the current paradigmatic shift beyond the limits of Western psychology as we know it. It draws the blueprint of the emerging Spiritual Psychology of the 21st century from the Revelation of Bahá’u’lláh, and helps students appreciate how other front-line work in psychology has begun to articulate aspects of the encompassing understanding of psycho- spiritual functioning contained in the Bahá’í Writings. The course focuses on the notion of psycho-spiritual principles and processes, the nature of the self, foundations of spiritual emotions, the psychology of beauty and aesthetics, and the development and nature of compassion and empathy, as well as the place of free will in psychology. It develops a comprehensive theoretical understanding of the macrodynamics of psycho-spiritual processes, which parallels and complements the more experiential focus of HDS-330H Psychology of Mindfulness, Health and Spiritual Development on the moment-to-moment microdynamics of psycho-spiritual personality integration. Course Outcomes Students will develop an understanding of: • the paradigm shift in psychology toward spiritual psychology • the nature of the psyche from the point of view of spiritual psychology • cognition and consciousness from the point of view of spiritual psychology • love and spiritual emotions from the point of view of spiritual psychology • free will and the development of the soul/psyche/self from the point of view of spiritual psychology • personality integration from the point of view of spiritual psychology • collective dimensions of spiritual development and applied spiritual psychology. Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level)
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Content Outline • Unit One: The Paradigm Shift in Psychology and the Nature of the Psyche • Unit Two: Cognition and Consciousness • Unit Three: Love and Spiritual Emotions • Unit Four: Free Will and the Development of Self • Unit Five: Collective dimensions of spiritual development and Applied Spiritual Psychology Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures, supplemented by films and guest speakers (40%) • In-class student/group presentations (20%) Methods of Evaluation • Journal 30% • Mid-term paper 30% • Final paper 40% Methods of Integration This course builds on the understanding developed in SR100H, SR200H, and the full range of courses in the Influential Ideas area. It will provide an enriching foundation for students to explore further aspects of culture and society, and issues of community development, conflict resolution and global peace. Students will explore these links in their presentations and final papers. Resources and Textbook Requirements • 'Abdu'l-Bahá. (1984). Some answered questions (L. Clifford Barney, trans.)Wilmette, IL: Bahá'í Publishing Trust. (Originally published in 1908) • Bahá’u’lláh (1978). The seven valleys and The four valleys, (3rd ed.) (A.K. Khan & M. Gail, Trans.). Wilmette, IL: Bahá'í Publishing Trust. • Bahá'u'lláh. (1976/1935). Gleanings from the Writings of Bahá'u'lláh (Shoghi Effendi, trans.). Wilmette, IL: Bahá'í Publishing Trust. • Danesh, H. B. (1997). The psychology of spirituality. Weinacht/AR: Landegg Academy Press and Hong Kong: Juxta Publishing Limited. • Papers and Selections from Book Chapters Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ed.D/Ed.D. in Psychology or Human Development
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Course Number and Title: HDS-320H Culture and Psychology Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: F-103H Psychology and CSS-200H Cultural Theory Course Designer: Rhett Diessner, Ed. D. Psychology & Education Faculty to Teach: Rhett Diessner and/or Elena Mustakova Course Description Culture and Psychology primarily explores the manner in which cultures create psyches and psyches create cultures; that is, the manner in which cultures and psyches mutually constitute each other. The course specifically draws upon findings and theories in the fields of anthropology and psychology, and a background in psychology (F-103H Psychology) and culture (CSS-200H Cultural Theory) are necessary to be prepared for this course. The emerging field of Cultural Psychology will be examined, and it will be differentiated from cross- cultural psychology. Cognition, emotion, volition, morality, and spirituality, and the manner in which culture influences them, will be central to the course. The interactive effects of culture on religion, and religion on culture, and their consequent influences on human development will be examined. The course embraces the concept of “unity in diversity,” which in this context indicates the recognition that there are human universals, but these universals are diversely expressed within each culture. Shweder’s (2003) fundamental claim, “The knowable world is incomplete if seen from any one point of view, incoherent if seen from all points of view at once, and empty if seen from nowhere in particular (p. X),” will be a leitmotif of the course. Learning Outcomes Students will be able to: • understand “a definition” and the current parameters of the emerging field of Cultural Psychology • differentiate cultural psychology from cross-cultural psychology • understand the contributions of culture to the construction of cognition • understand the contributions of culture to the development of emotions and emotional syndromes • understand the contributions of culture to the expression of will and autonomy • evaluate “cultural practices” through the universal foci of community, autonomy and divinity • demonstrate knowledge of a specifically Native American approach to psychology • demonstrate knowledge of a specifically African approach to psychology • understand the interactive influence of culture and the psyche upon morality and spirituality Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (intermediate level) • Outcome #2: access, analyze, synthesize information (intermediate level) • Outcome #4: generate knowledge for the betterment of the world (beginning level)
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• Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline • What is, and what should be, “Cultural Psychology?” • What Cultural Psychology is not • Culture and Cognition • Culture and Emotions • Culture and Volition • The Big Three: Autonomy, Community and Divinity • Native American Psychology • African Psychology • Cultural Psychology and Morality • Cultural Psychology and Religion • Cultural Psychology and Spirituality Methods of Delivery • Direct Instruction Lecture (30%) • Consultative Cooperative Learning in Small Groups (30%) • Case Study Analysis (20%) • Student Presentations (20%) Methods of Evaluation • Quizzes over content of lectures and readings (10%) • Case Study Analysis Papers (20%) • Major Presentation to Class (20%) • Music or Visual Art Interpretation and Presentation to Class (20%) • Major Final Paper (30%) Resources and Textbook Requirements • Akbar, N. (1991). The evolution of human psychology for African-Americans. In R. Jones (Ed.), Black psychology (3rd ed.) (pp. 99–123). Berkeley: Cobb & Henry Publishers. • Duran, E. F., & Duran, B. M. (1995). Native American postcolonial psychology. Albany, NY: State University of New York Press. • Shweder, R. A. (2003). Why do men barbecue? Recipes for cultural psychology. Cambridge: Harvard University Press. Classroom/Equipment Requirements • Tables and chairs that facilitate small group consultation
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• Overhead projector • Projection screen • Music CD player • Chalk board or white board and toxic pens • Optional: Computer Screen Projection equipment Faculty Qualifications Earned doctorate in Psychology, Human Development or Anthropology
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HDS-330H Psychology of Mindfulness, Health and Spiritual Development Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: HDS-210H Lifespan Development Course Designer: Elena Mustakova-Possardt, Ed.D. Psychology and Education Faculty to Teach: Elena Mustakova-Possardt Course Description This course explores the dynamics of mental health and mindful living, beyond mindsets and ordinary compulsive thinking. It assists students in understanding the nature and process of thought as a spiritual power through which we create our experience of reality, and the moment- to-moment nature of spiritual development. It studies the nature of human resilience and the ability to tap into it at any moment. The course combines an experiential and a conceptual approach to transpersonal development in the here and now, drawing on a range of sources from social psychology, health realization, literature, philosophy, Buddhist psychology, Bahá’í spiritual psychology, and the new field of positive psychology. Course Outcomes Students will: • develop a basic understanding of the nature of psycho-spiritual health and spiritual development on both a micro- and a macro-level • understand the philosophical concepts of Mind, Thought, and Consciousness, and discover the underlying convergence among seemingly disparate discourses on mind, thought, and consciousness • understand the psychological principles beneath the effectiveness of prayer and meditation, and other paths to health, wisdom and serenity • learn to recognize the fluctuating quality of moment-to-moment thinking, and the power of thought at the heart of healthy psychological functioning • learn to recognize and draw on the resiliency of others • learn of particular applications and interventions in a range of areas of human activity. Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level)
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Content Outline Part I: Current Discourses on Mindfulness • The elusiveness of mental health and wisdom • Positive psychology and mindfulness • The Western concept of reflection, and the Zen Buddhist tradition of mindfulness • Mindlessness Part II: The Microdynamics of Mindfulness (Health Realization) • Innate health and wisdom • Mind, Thought, Consciousness • Wisdom vs. Thought systems • Nature and levels of understanding • Feelings and emotions as feedback systems • The human condition: Insecurity as the illusionary barrier to wisdom • Living in the zone: Healthy functioning Part III: Spiritual Development • The spiritual nature of human reality • The nature of freedom • The question of spiritual development
Part IV: Integration and Applications • Redefining therapy and prevention • Addictions: The common denominator • Living without stress • Mindful relationships • Mindful parenting • Working mindfully • Mindful aging • Mindfulness, creativity, and flow • Integration: Equanimity and Peace in the World Methods of Delivery • Seminar discussion of chapter readings (40%) • In-class lectures, supplemented by films and guest speakers (40%) • In-class student/group presentations (20%)
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Methods of Evaluation • Journal 30% • Mid-term paper 30% • Final paper 40% Methods of Integration This course is, by definition, interdisciplinary in the range of areas of knowledge from which it draws. It builds on the understanding developed in KD200H, SR100H, SR200H, II204H, II205H, EPCS202H and EPCS210H. It will provide an enriching foundation for students to explore further aspects of communication, culture and society, and issues of community development, conflict resolution and global peace. Students will explore these links in their presentations and final papers. Resources and Textbook Requirements • Bahá’u’lláh & Abdu’l-Baha (1947). The Reality of Man. Wilmette: Bahá’í Publishing. • Bailey, Joseph (1990). The Serenity Principle. New York, NY: HarperCollins. • Carlson, R. & J. Bailey (1997). Slowing Down to the Speed of Life. Harper SanFrancisco. • Hahn, Thich Nhat (1987). The Miracle of Mindfulness. Boston, MA: Beacon. • Krishnamurti, J. (1969). Freedom From the Known. New York, NY: HarperCollins. • Langer, Ellen (1989). Mindfulness. Reading, MA: Perseus. • Mills, R. & E. Spittle (2001). The Wisdom Within. Renton, WA: Lone Pine Publishing. • Nakhjavani, Bahiyyih (2000). The Saddlebag: A Fable for Doubters and Seekers. Boston: Beacon. • Seligman, M. (2002). Authentic Happiness. New York: Free Press. • Selected articles Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector Faculty Qualifications Ed.D/Ed.D. in Psychology or Human Development
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HDS-350H: Global Issues of Contemporary Moral Consciousness Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: HDS-300H Course Designer: Elena Mustakova-Possardt, Ed.D. Psychology and Education Faculty to Teach: Elena Mustakova-Possardt Course Description This course builds on the foundational understanding of moral development established through HDS-300H, and focuses on an in-depth cross-cultural examination of contemporary issues of moral consciousness. It explores human motivation, and the nature and developmental dimensions of authentic moral consciousness in a global age through an integrative approach to psychology, history, politics, and morality. The course establishes a connection among multiple domains of human and community development, and examines the place of spirituality in psychology, politics, and everyday life. It explores the dialectic between individual and collective consciousness, and the pressing question of education for critical consciousness and global community development. Course Outcomes Students will develop an understanding of: • integrated and empowered ways of being in the complex context of globalization • the cross-cultural variation, dimensions and universal ontogenesis of critical consciousness • the role of spirituality in the development of critical consciousness • the connection between individual and global community development • the role of education in a global age. Program Academic Outcomes • Outcome #1: demonstrate breadth and depth of knowledge (intermediate level) • Outcome #2: access, analyze and synthesize information (intermediate level) • Outcome #3: generate knowledge for the betterment of the world (intermediate level) • Outcome #4: solve complex problems (beginning level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (intermediate level) • Outcome #7: build unity of purpose (intermediate level) • Outcome #8: pursue life-long learning (intermediate level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) • Outcome #10: foster unity in diversity (intermediate level)
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Content Outline • Ethical and philosophical issues in discussing moral consciousness • Critical perspectives in social science • Critical Theory and mass consciousness • The global tension in collective consciousness in East and West • The nature of critical consciousness • Cross-cultural variations • The relationship between socio-moral and spiritual development • Integrated and empowered ways of being in the complex context of globalization • Education for critical consciousness Methods of Delivery • In-class lectures, supplemented by films and guest speakers (40%) • Seminar discussion of chapter readings (40%) • In-class student/group presentations (20%) Methods of Evaluation • Journal 20% • Midterm examination 25% • Student presentations 20% • Final integration paper 35% Methods of Integration This course builds on the understanding developed in F104H, SR200H, II206H, II207H, II209H, II210H, II211H, II212H, II214H, CSS210H. It will provide a deeper foundation for students to explore further questions of ethics, culture and society, and global peace. Students will explore these links in their presentations and final papers. Resources and Textbook Requirements • Abdu’l-Baha (1982 ) Promulgation of Universal Peace. Bahá’í Publishing Trust. • Hatcher, W. (1998). Love, power, and justice: The dynamics of authentic morality. Bahá’í Publishing Trust • Lample, P. (1999). Creating a new mind. Palabra, • Mustakova-Possardt, E. (2003). Critical consciousness: A study of morality in global historical context. Greenwood/Praeger. • Prilleltensky, I. (1994). The morals and politics of psychology. • Taylor, C. (1991). The ethics of authenticity. Classroom/Equipment Requirements White board or chalkboard, VCR player, overhead projector
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Faculty Qualifications Ed.D/Ed.D. in Psychology or Human Development
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SA-312H Project Management II Year 3, Semester 2 Number of Contact Hours: 48 Prerequisites: SA-311H Course Designer: Duncan Hanks, M.A. International Development, and Jonathan Menon Faculty to Teach: “Faculty to be hired” Course Description This course builds on Project Management I to provide students with a solid grounding in the principles and Knowledge Areas of the PMI Project Management Body of Knowledge (PMBOK) and the skills required to manage a complex project. The course focuses on the five Knowledge Areas not covered in Project Management I, while reinforcing the skills and knowledge previously acquired through integration into real-life assignments and projects. As part of the program’s Skills and Applications stream, this course provides students with the skills needed to apply the concepts and approaches developed in other parts of the program within concrete job environments. Combined with SA-311H, this course provides students with a solid foundation from which to begin a career in project management or to undertake further studies towards certification as a Project Management Professional (PMP). Course Outcomes By the end of this course, students will have developed • The ability to successfully manage a project of medium complexity from Initiation through Closing; • An understanding of the importance and key elements of formal Project Management; • An solid grounding and working knowledge of the project lifecycle and the five key Project Management Process Groups: Initiation, Planning, Execution, Controlling, and Closing; • An in-depth understanding and practical knowledge of the Knowledge Areas of the PMBOK: • Project Initiation Management • Project Scope Management • Project Time Management • Project Cost Management • Project Quality Management • Project Human Resource Management • Project Communications Management • Project Risk Management • Project Procurement Management • A working knowledge of the advanced features of industry-standard project management software (Microsoft Project 2002)
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Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (beginning level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #5: communicate effectively (intermediate level) Moral Leadership Outcomes • Outcome #7: build unity of purpose (beginning level) • Outcome #9: apply knowledge for the betterment of the world (intermediate level) Content Outline The course content outline follows the main knowledge divisions of the Project Management Body of Knowledge (PMBOK) • Review of the Project Management Context • Review of Project Management Processes • Initiation Processes, Planning Processes, Execution Processes, Controlling Processes, Closing Processes • Project Management Knowledge Areas • Project Quality Management
Quality Planning, Assurance, and Control • Project Human Resource Management
Organizational Planning, Staff Acquisition, and Team Development • Project Communications Management
Communications Planning, Information Distribution, Performance Reporting, Administrative Closure • Project Risk Management
Risk Management Planning, Risk Identification, Qualitative Risk Analysis, Quantitative Risk Analysis, Response Planning, and Monitoring and Control • Project Procurement Management • Advanced Features of Microsoft Project 2002 Methods of Delivery • Small group projects, readings, and individual assignments (40%) • Seminar-based lectures and class discussions (40%) • Software practice lab (20%) Methods of Evaluation • Short individual and small group assignments (30%) • Major Project on designing project plan for a complex project (50%)
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• Final Examination (20%) Methods of Integration This course builds on SA-311H and the skills already learned within the Reasoning and Communicating area to provide practical tools that assist in applying the knowledge gained in other parts of the program to real-life situations. As part of the program’s Skills and Applications stream, this course provides students with the skills needed to apply newly gained concepts and approaches within concrete job environments. Combined with SA-311H, this course provides students with a solid foundation from which to begin a career in project management or to undertake further studies towards certification as a Project Management Professional (PMP). Resources and Textbook Requirements Guide to the Project Management Body of Knowledge (PMBOK), 2000 Edition. Microsoft Project 2002 Software (Educational Version) Textbook to be selected Classroom/Equipment Requirements Student laptops, Professor laptop, digital projector Printed class materials Faculty Qualifications PMP (Project Management Professional) Certification or Master’s Certificate in project management and 5 years experience in managing complex projects using the PMI methodology in large organizations.
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AS-400F Seminar: Guided Project/ Event/ Performance Year 4, Semesters 1 and 2 Number of contact hours: 72+ Prerequisites: AS-300H Collective Creation Course designer: Valerie Senyk, M.A. Drama Faculty to Teach: Valerie Senyk, M.A. Drama Course Description Students research one of the following four themes: the advancement of women, human rights, global prosperity and moral development. They then create an artistic project/ event/ performance to communicate their research to the general public. Course Outcomes • An advanced ability to research both religious and secular writings concerning one of the following themes: the advancement of women, human rights, global prosperity and moral development. • The ability to articulate relevant concepts and ideas on one of these themes. • The ability to create an interdisciplinary project/event/performance that addresses one of these themes. • The ability to successfully reach the public through dramatic skills. Program Academic Outcomes • Outcome #1: demonstrate depth and breadth of knowledge (advanced level). • Outcome #2: access, analyze and synthesize information (advanced level). • Outcome #3: generate knowledge for the betterment of the world (advanced level). • Outcome #5: communicate effectively (advanced level). Moral Leadership Outcomes • Outcome #9: apply knowledge for the betterment of the world (advanced level). • Outcome #10: foster unity in diversity (advanced level). Content Outline • Determined by the student in consultation with the instructor and with fellow students. Methods of Delivery
• Consultation with instructor (20%). • Individual research (25%). • Creation of project, etc. (55%). Methods of Evaluation • Student journals will articulate their research and processes. • Instructor evaluation according to aesthetic principles and effective artistic communication.
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Methods of Integration This courses challenges students to integrate the knowledge and creative skills they have developed through the AS courses with the knowledge and capabilities developed through their entire course load. Resources and Textbook Requirements • Student determined in consultation with the instructor. Classroom/Equipment Requirements • Empty space with floor approximately 36' by 46' with possibility of being converted into a theatre performance space. Sprung floor preferable. • Wooden boxes, risers, stackable chairs. • Library resources. Faculty Qualifications M.A. or M.F.A. in dramatic/theatrical arts including interdisciplinary and collective creation.
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GS-400F Seminar: Advancement of Women Year 4, Semesters 1 and 2 Number of Contact Hours: 72 Prerequisites: KD-300H, RC-300H and SR-300H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description Building on the skills and knowledge developed in the KD, RC and SR courses, and throughout the program as a whole, participants in this student-driven seminar examine and discuss issues related to the advancement of women in a global context. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of women within a real-world community setting. Course Outcomes Students will have: • developed all of the knowledge and capabilities described by the ten program learning outcomes, and as applied to the advancement of women in a global context Program Academic Outcomes • Outcome #1: develop breadth and depth of learning (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #3: generate knowledge for the betterment of the world (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level) • Outcome #8: pursue life-long learning (advanced level) • Outcome #9: apply knowledge for the betterment of the world (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline The students, in consultation with the instructor, determine the content and structure of the course. This being a student driven seminar, there are no specific guidelines to be followed except that the course must address the stated theme while affording each student the opportunity to meet each of the ten program learning outcomes. Methods of Delivery
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• Seminar discussions (50%) • Group project work (50%) Methods of Evaluation • Research and Seminar Participation (40%) • Group Project Participation (30%) • Group Project Presentation (30%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in all of the KD, RC, and SR courses. It is an opportunity to put into practice all of the knowledge and skills developed throughout the program. Resources and Textbook Requirements There are no required textbooks. Students research and discuss books and articles relevant to the theme of the course. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in a related field.
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GS-410F Seminar: Human Rights Year 4, Semesters 1 and 2 Number of Contact Hours: 72 Prerequisites: KD-300H, RC-300H and SR-300H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description Building on the skills and knowledge developed in the KD, RC and SR courses, and throughout the program as a whole, participants in this student-driven seminar examine and discuss issues related to the human rights in a global context. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of human rights within a real-world community setting. Course Outcomes Students will have: • developed all of the knowledge and capabilities described by the ten program learning outcomes, and as applied to the advancement of human rights in a global context Program Academic Outcomes • Outcome #1: develop breadth and depth of learning (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #3: generate knowledge for the betterment of the world (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level) • Outcome #8: pursue life-long learning (advanced level) • Outcome #9: apply knowledge for the betterment of the world (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline The students, in consultation with the instructor, determine the content and structure of the course. This being a student driven seminar, there are no specific guidelines to be followed except that the course must address the stated theme while affording each student the opportunity to meet each of the ten program learning outcomes. Methods of Delivery
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• Seminar discussions (50%) • Group project work (50%) Methods of Evaluation • Research and Seminar Participation (40%) • Group Project Participation (30%) • Group Project Presentation (30%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in all of the KD, RC, and SR courses. It is an opportunity to put into practice all of the knowledge and skills developed throughout the program. Resources and Textbook Requirements There are no required textbooks. Students research and discuss books and articles relevant to the theme of the course. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in a related field.
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GS-420F Seminar: Global Prosperity Year 4, Semesters 1 and 2 Number of Contact Hours: 72 Prerequisites: KD-300H, RC-300H and SR-300H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description Building on the skills and knowledge developed in the KD, RC and SR courses, and throughout the program as a whole, participants in this student-driven seminar examine and discuss issues related to global prosperity. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the advancement of global prosperity in a real-world community setting. Course Outcomes Students will have: • developed all of the knowledge and capabilities described by the ten program learning outcomes, and as applied to effecting global prosperity Program Academic Outcomes • Outcome #1: develop breadth and depth of learning (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #3: generate knowledge for the betterment of the world (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level) • Outcome #8: pursue life-long learning (advanced level) • Outcome #9: apply knowledge for the betterment of the world (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline The students, in consultation with the instructor, determine the content and structure of the course. This being a student driven seminar, there are no specific guidelines to be followed except that the course must address the stated theme while affording each student the opportunity to meet each of the ten program learning outcomes. Methods of Delivery
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• Seminar discussions (50%) • Group project work (50%) Methods of Evaluation • Research and Seminar Participation (40%) • Group Project Participation (30%) • Group Project Presentation (30%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in all of the KD, RC, and SR courses. It is an opportunity to put into practice all of the knowledge and skills developed throughout the program. Resources and Textbook Requirements There are no required textbooks. Students research and discuss books and articles relevant to the theme of the course. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in a related field.
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GS-420F Seminar: Moral Development, Children, Youth and Social Transformation Year 4, Semesters 1 and 2 Number of Contact Hours: 72 Prerequisites: KD-300H, RC-300H and SR-300H Course Designer: Todd Smith, Ph.D. Sociology/Behavioural Science Faculty to Teach: To be determined. Course Description Building on the skills and knowledge developed in the KD, RC and SR courses, and throughout the program as a whole, participants in this student-driven seminar examine and discuss issues related to moral development among children and youth, and their relevance to social transformation. The aim of the course is for students to refine each of their capabilities as described by the ten program learning outcomes, and as related to this vital goal. These capabilities include the ability to synthesize information, solve complex problems, think critically, communicate ethically, and foster unity of purpose and action. Students demonstrate their knowledge and skills through group work, seminars, presentations, and most importantly, by developing and implementing a comprehensive group project aimed at facilitating the moral development of children and youth in a real-world community setting. Course Outcomes Students will have: • developed all of the knowledge and capabilities described by the ten program learning outcomes, and as applied to the moral development of children and youth Program Academic Outcomes • Outcome #1: develop breadth and depth of learning (advanced level) • Outcome #2: access, analyze, synthesize information (advanced level) • Outcome #3: generate knowledge for the betterment of the world (advanced level) • Outcome #4: solve complex problems (advanced level) • Outcome #5: communicate effectively (advanced level) Moral Leadership Outcomes • Outcome #6: employ consultative methods (advanced level) • Outcome #7: build unity of purpose (advanced level) • Outcome #8: pursue life-long learning (advanced level) • Outcome #9: apply knowledge for the betterment of the world (advanced level) • Outcome #10: foster unity in diversity (advanced level) Content Outline The students, in consultation with the instructor, determine the content and structure of the course. This being a student driven seminar, there are no specific guidelines to be followed except that the course must address the stated theme while affording each student the opportunity to meet each of the ten program learning outcomes.
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Methods of Delivery • Seminar discussions (50%) • Group project work (50%) Methods of Evaluation • Research and Seminar Participation (40%) • Group Project Participation (30%) • Group Project Presentation (30%) Methods of Integration This interdisciplinary course builds directly upon the skills and theoretical insights developed in all of the KD, RC, and SR courses. It is an opportunity to put into practice all of the knowledge and skills developed throughout the program. Resources and Textbook Requirements There are no required textbooks. Students research and discuss books and articles relevant to the theme of the course. Classroom/Equipment Requirements Student laptops; white board or chalkboard; DVD/VCR player. Faculty Qualifications Ph.D. in a related field.
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6.6.3 Online Course Information Not Applicable.
6.7 Work Experience/Internship Placement Experiences Required for Degree Completion
6.7.1 Work Experience/Internship Outcomes Not applicable.
6.7.2 Work Experience/Internship Commitments Not applicable.
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7.0 PROGRAM DELIVERY STANDARD Note: All policies listed under section 7.0 were approved by Breakwell Education Association on July 30, 2004.
7.1 Course/Requirement Delivery Policies SCLA is committed to building a vibrant community of learners dedicated to, and capable of, helping to bring about unity in diversity and human prosperity. All aspects of the College serve this ultimate purpose. Notable are the following policies, guidelines and practices, common to all programs and the College as a whole. These policies are aimed at creating an environment in which a continuous, evolving, integrative and highly respectful discourse among students, faculty and staff can flourish, a discourse, moreover, devoted to addressing pressing human issues. These policies, moreover, are considered starting points and expected evolve as the College grows through hands-on experience and, specifically, in consultation with faculty members. 1. All programs and their respective courses must: a. engage students in inter-paradigmatic exploration and problem solving; b. as appropriate, draw upon both science and religion and explore the power of each to shed light on the subject matter; c. employ a diversity of teaching approaches, placing special emphasis on group work and projects; d. develop the skills and capabilities consistent with Goals 1, 2 and 3 of the College, and with the ten objectives of the Liberal Arts program; e. encourage extra-class learning that takes students beyond class lectures, discussions and readings; f. encourage praxis, or the application of knowledge to real-world situations; g. promote an environment in which the independent investigation of truth is accompanied by an ongoing exchange of diverse opinions and insights; h. encourage the use of consultation as the primary mode of communication in which the exchange of opinions is guided and tempered by detachment, humility, tolerance and respect. The above is achieved through the College’s commitment to: 2. small class sizes, consisting of no more than 30 students per class; 3. small campus settings; 4. recruiting faculty members that manifest the qualities listed under section 8.3.1; 5. the regular and frequent review of student feedback (see section 7.2). 6. regular review of faculty member performance (see section 8.3.4); 7. ensuring currency of faculty member knowledge (see section 8.3.5); 8. optimal availability of faculty members to students (see section 8.3.7); 9. the professional development of faculty members (see section 8.3.8);
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10. the regular review of course content, with course syllabi (complete with calendar description, objectives, weekly topical outline, resources and grading system) being submitted to the Program Director or VP of Academics and Learning at least two weeks prior to the start of the relevant block; 11. regular review of overall program effectiveness as outlined under section 11.1; 12. encouraging students to become active participants in the growth of knowledge and its application, and to see themselves as contributors with much to offer (rather than as passive consumers). To this end, professors are required to call attention to student: a. participation; b. initiative; c. respect towards others; d. willingness to investigate truth and the views of others in a spirit of humility, detachment and consultation. Finally, students: 13. are asked, on a voluntary basis, to provide feedback on their college experience and how it is assisting them to become active citizens of the world, either through private comments, or by completing a standardized form (see section 11.2); 14. undergo regular self-assessments as part of their Knowledge and Development course requirements, which measure their progress towards meeting the objectives of their program.
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7.2 Policy on Student Feedback
7.2.1 Policy on Student Feedback In an effort to ensure that participants are afforded the best possible education that: • is integrative, interdisciplinary and draws upon both science and religion, and encourages artistic expression; • establishes the relevance of the course content to the individual, society and the world; • encourages both breadth and depth of understanding; • effectively engages different learning styles, including student driven learning; • fosters the development of analytical, investigative, communicative, and moral citizenship skills; the following policies and practices have been put into place: 1. All courses are systematically evaluated. 2. Students are given a standard course evaluation questionnaire (see 7.2.1 below), which they complete during the last class of each course. (Students are also given an annual program evaluation questionnaire, discussed under section 11.0). 3. As new programs emerge, the standard course evaluation may be modified as necessary, although a common format to all programs and departments will be maintained. 4. Students are informed at the beginning of each course that they will have an opportunity to assess the course. They are also informed that the professor will be absent during the assessment, which will be conducted by a member of human resources. 5. Students have the choice of submitting either an anonymous or a signed questionnaire. 6. Once the questionnaires are collected, the Director of the Student Services Centre tabulates the numerical data and summarizes the comments into a report. 7. The report is then submitted to the Director of the relevant program (or the VP of Academics and Learning until such time that relevant Program Directors are employed), who then enters the report into the faculty member’s file. 8. The faculty member and the Program Director (or VP of Academics and Learning) meet three times per year to review teaching performance based on the reports collected, as well as to set appropriate strategies (if necessary) towards teaching performance improvement. 9. At the beginning of the course, professors are required to engage students in a more informal dialogue concerning expectations, styles of learning, and the students’ learning goals. Professors submit an informal report to the appropriate Program Director (or VP of Academics and Learning) summarizing the results of the dialogue. This report is entered into the faculty member’s file for reference, as well. 10. Finally, professors are trained and encouraged to monitor teaching effectiveness on an ongoing basis, engaging students in informal assessments throughout the course.
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7.2.2 Student Feedback: Criteria and Instruments COURSE EVALUATION
Professor Course Date
Please rate your class and/or professor on a scale of 1—6 concerning the following (where 1 = needs attention, 6 = to an exceptional degree, and N/A = not applicable). Rate the degree to which: 6 5 4 3 2 1 N/A 1. the objectives and course expectations were clearly outlined. 2. the grading system for the course was clearly outlined. 3. the attendance and participation requirements were clearly outlined. 4. class participation and group discussions were encouraged. 5. In-class questions were welcomed and effectively addressed. 6. the course content was covered in a coherent, well-organized manner, at an appropriate pace. 7. the course content was communicated effectively and clearly. 8. the instructor was engaging, enthusiastic and interested in the subject matter. 9. the material was challenging yet suitable to the level. 10. the students were encouraged to independently investigate beyond the material into areas of particular interest. 11. breadth of learning was encouraged. 12. meaningful links were drawn between the course content and material from other related courses. 13. insights were explored from a variety of perspectives and disciplines (as appropriate). 14. both science and religion were brought to bear on the subject matter covered (as appropriate). 15. the opportunity for students to contribute to interdisciplinary thought was provided. 16. the relevance of the material to the individual, society and the world, was discussed. 17. A variety of classroom techniques were utilized to engage different learning styles. 18. A reasonable diversity of testing/assignment mechanisms was employed.
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19. the professor sought student suggestions on teaching approaches. 20. the professor was accessible, approachable and created opportunities for individual assistance. 21. appropriate core and supplemental texts and readings were used. 22. tests/assignments were returned in a timely manner. 23. helpful comments on both assignments and general progress were provided. 24. Classes began and ended on time. 25. A climate of learning was established, one in which you felt like a valued contributor. As appropriate, the course enabled you to further develop your capability to: 26. demonstrate breadth and depth of knowledge. 27. Access, analyze and synthesize information. 28. generate knowledge for the betterment of the world. 29. solve complex problems. 30. communicate effectively. 31. Employ consultative methods. 32. build unity of purpose. 33. Pursue life-long learning. 34. apply knowledge for the betterment of the world. 35. foster unity in diversity. Finally, where 6 = exceptional and 1 = needs a lot of work, 36. Rate your overall assessment of the course. If you wish, please explain any of your responses below. Attach another sheet if necessary.
Name (optional) Signature (optional)
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7.3 On-Line Learning Policies and Practices At this time, all courses are offered on an in-class basis. On-line learning delivery is a goal of the College, but not relevant to the program at this time.
7.4 Academic Community Policy Because on-line learning is not offered at this point, appendices 7.3.2 and 7.4 are not relevant. For SCLA’s more general approach to nurturing a healthy academic community, see section 7.1 above. In addition to these practices, and because the College sees tremendous benefit to facilitating a discourse that transcends the classroom environment, SCLA: 1. encourages students to: a. attend college-wide conferences and program-wide seminars—many with guest speakers—on themes related to interdisciplinary studies, science, religion, art and reason, social issues, and the concrete application of knowledge towards human progress; b. participate in conferences and seminars in the wider community; c. create and run informal student-generated/driven discussion groups; 2. pursues opportunities in the wider community, such as volunteer placements, for students to apply their knowledge; 3. works to foster a student friendly atmosphere with accessible faculty members and staff, one in which students feel inclined to “drop in”, “hang out”, and share ideas; 4. engages both faculty and students in agreements which require them to state they understand and will strive to act in accordance with the goals of the College (see 2.0).
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8.0 CAPACITY TO DELIVER STANDARD
8.1 Curriculum Vitae of Current Faculty Assigned to this Degree Program
8.1.1 Curriculum Vitae Exception Statements All faculty members meet the minimum requirements that the board identifies in its Handbook. Particularly, each faculty member proposed to teach holds “an academic credential at least one degree higher than that offered by the program”; more than 50% of them hold terminal degrees. Moreover, because both the program and its courses are integrative, faculty members have been recruited that have an affinity for interdisciplinary studies along with advanced knowledge of particular fields/disciplines.
8.1.2 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses.
8.1.3 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses There are no DW, DO and DL courses as defined by PEQAB. The Liberal Arts degree consists rather of only “required” and “elective” courses. Moreover, some faculty members teach both required and elective courses. Therefore, all CVs for faculty members responsible for teaching are found in this section. Please note that certain CVs have lost their original formatting due to the difficulties of cutting and pasting documents from different sources.
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CURRICULUM VITAE
ANNE MACKENZIE PEARSON
ADDRESS: 107 Victoria St. TELEPHONE: (905) 628-6180 Dundas, ON L9H 2C1 E-MAIL: [email protected] EDUCATION: 1993 Ph.D. in Religious Studies (McMaster University); Dissertation on the history and practice of ritual vows (vrata) in Hinduism. 1983 M.A. in Religious Studies (McMaster University). 1981 B.A. (Honours) in Religious Studies (University of Toronto) 2002 Certificate in Alternative Dispute Resolution (Mohawk College) SCHOLARSHIPS AND FELLOWSHIPS: 1996-98 Canadian Ethnic Studies post-doctoral Fellowship (Heritage Canada) 1987 (Fall) McMaster Graduate Scholarship 1986-87 Ontario Graduate Scholarship 1984-85 Shastri Indo-Canadian Institute Junior (doctoral) Fellowship 1981-84 McMaster Graduate Scholarship AREAS OF TEACHING COMPETENCE: Introduction to world religions; South Asian religions (Hinduism, Buddhism, Jainism, Sikhism); History and culture of India; Gandhi; Women/gender and religion; Ethnic religions in Canada; Religion, peace and conflict; Health, healing and religion; The Bahá’í Faith RESEARCH LANGUAGES: French, Sanskrit, Hindi FIELDWORK: July - Dec. 1979: Hindi Language study at the University of Pune, India. Sept. 1984 - Dec.1985: Language study and PhD thesis research, Varanasi, India. 1996-1998 - Field interviews and research with the Hindu community in southern Ontario COURSES TAUGHT: Popular Religion in India (Rel.3AA3), McMaster University, 1987 Women and Religion (Rel.2SS3): McMaster University - 1988; 1989; 1991; 1994 (Winter and Spring) Native and Ethnic Religions in Canada (Rel. 3B03), McMaster, Winter 1994 Asian Mysticism (Re.337), Wilfrid Laurier University, 1994 (Fall term); 1997 (Summer) Asian Religions 1: India (RE 250), Wilfrid Laurier University, Winter 1999 Culture, History, Religions and Philosophies of India (Rel.2J6)
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1995-96 (with D. Waldock), McMaster University; 1996-97 Winter; 1997-98 Winter World Religions (RS 1B6), McMaster University, Spring 1996 (with E.Combs); Spring 1997; 1998; 1999; Spring 2000 (with P. Corey); 2001; 2002; 2003 Hinduism (RS 213), University of Waterloo, Winter 1999; 2000; 2001; 2002; 2003; 04 The Hindu Religious Tradition (RLG 205Y), University of Toronto, ‘99-‘00; ‘00-‘01 Individual Studies (RLG 491H; reading course on Hindu women and identity in contemporary Indian fiction), U. of Toronto, Winter ‘01 The Bhagavad Gita (RS 390), University of Waterloo, Winter 2003 University of Toronto School of Continuing Studies: 2001 “World Religions”; 2002 “Spirit, Health and Medicine”; 2003 “World Faiths: Judaism and Islam” M.K. Gandhi and the Spirituality of Non-violence (RS 390), University of Waterloo, Winter 2004 ACADEMIC/ ADMINISTRATIVE EXPERIENCE: 2001; 2002 Program Committee; 2000 Chief Conference Coordinator, Annual Conference of the Association for Bahá’í Studies (4 days; 1200 participants), Seattle (2001); Mississauga (2000; 2002), August 30 - Sept. 2. 1996 - 2001 Associate editor, Journal of Bahá’í Studies 1986-87 Departmental Affairs Committee graduate student rep., Dept. of Religious Studies, McMaster University ACADEMIC EVALUATOR: For SSHRC: 2000 Standard Research Grant “Authority and process in the quest for religious experience” [file 410-2000-1062] For State University of New York Press (book manuscripts): 1999 “Making Virtuous Daughters and Wives” by June McDaniel 2001 “Women in Ochre Robes: Gendering Hindu Renunciation” by Meena Khandelwal For SR (Studies in Religion/ Sciences Religieuses): manuscript evaluation ACADEMIC ASSOCIATION MEMBERSHIPS AND POSITIONS: Member, Canadian Advisory Council, Shastri Indo-Canadian Institute (2002 -) Member (1995 - 2002), Chair (1999 - 2001), Secretary (2001-2002) Executive Committee of the Association for Bahá’í Studies (North America) NON-ACADEMIC BOARD POSITIONS: Co-chair, Hamilton Interfaith Group (2001 - ) Member of the Working Committee and Strategy Team leader for the Mayor’s Strengthening Hamilton’s Community Initiative (2002 - ) Member, Board of the Community Dispute Resolution Services of Hamilton (2003 - ). Member, Board of the Citizen Protection Project, Hamilton (2003 - )
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Member, Community Diversity Committee of the Hamilton-Wentworth District School Board (2003 - ) and Advisory Committee on Religion in the Schools. SELECTED PUBLIC LECTURES AND COLLOQUIA: 2003 “Exploring the Link between Health and Spirituality,” University of Toronto Later Life Learning Lecture Series, Sept. 22, Innis College, Toronto. 2003 “L. B. Pearson and Mahatma Gandhi: Moral Leadership in the Quest for Peace,” Calgary Gandhi Society Annual Lecture, Oct. 5, Calgary. 2002 “The Root of All Religions is One: Gandhi and the Imperative of Inter-religious Dialogue,” Mahatma Gandhi Foundation for World Peace Annual Lecture, Edmonton, Oct. 2. 2002 “Women, Development and Education,” Conference on Non-Violence, Peace and Democracy (“Vaishali Sabha”), Vaishali, India (Feb. 23 -27). 2001 “Making a Difference: A personal reflection on the life and leadership of Lester B. Pearson,” Centre for International Security Studies, York U., March 28 2000 “Authority, Voice and Subject: Reflections on researching and teaching Hinduism in the Academy,” Departmental Colloquium, University of Toronto, Dec. 2 1999 “Hinduism and the Bahá’í Faith: Reflections on the Concept of God,” invited lecture, University of Western Ontario, November 12. 1996 “Peace of Mind, Peace of Body: Ritual Fasting in the Hindu Tradition”, Mahatma Gandhi Peace Festival, McMaster University, October 2 1996 Three lectures on Hinduism, Wilmette Institute, National Lewis University, Wilmette, llinois, July 22-24 1996 “Orientalism and Interpretation,” Departmental Colloquium on ‘Interpreters and Interpretations’, March 13 1995 “Religion, Peace and the ‘Next Generation’,” Colloquium on History, Culture and Power, McMaster University, October 2 1995 Resource Guide and Speaker, Workshop on Women and Ritual, St. Thomas University, Fredericton, NB, Nov.10-1 1989 Workshop Facilitator and speaker, Conference on Interfaith Dimensions of Canadian Multiculturalism, University of New Brunswick, Fredericton, October 25-28 1989 “Women and the Vrata Tradition in North India,” Departmental Colloquium on Women and Religion, McMaster University, February 14 CONFERENCE PAPERS: “Images of Women in Puranic Religion: the Rukmini Vrata-Katha,” (a) AAR Eastern Region, McMaster, May, 1984; (b) Conference on Religion in South India, Cape Cod, MA, June, 1986 “Women's Vratas in Banaras and Their Visual Aspects,” 15th Annual Conference on South Asia, University of Wisconsin, Madison, November, 1986 “Women's Vratas in North India: Worldly Asceticism”, American Academy of
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Religion annual meeting, Atlanta, November, 1986 “Not Just a Submissive Wife: the Tij Vrat”, CSSR annual meeting, Queens U., May 1991 “Religion and Star Trek: Where the gods fear to tread,” CSSR annual meeting, Brock University, May 1996 “Mothers and Daughters and Ritual Fasts: The Reconstruction and Transmission of Hindu Practices Among Immigrant Women in Southern Ontario,” Conference on Religion in South India, Victoria College, University of Toronto, June 12-14, 1997. “The Transmission of Religious Practice and the Formation of Hindu Identity Among Hindu Immigrant Women in Ontario,” International Conference on the Hindu Diaspora, Concordia University, Montreal, August 21-22, 1997. “Being Hindu in Canada: Case Studies of First and Second-Generation Hindu Women,” CSSR annual meeting, Lennoxville, Quebec, June 3-6, 1999 “David Kinsley as Teacher: Some Reflections on Pedagogy,” CSSR annual meeting, University of Laval, Quebec, May 24-26, 2001 PUBLICATIONS: Reviews and Commentary: 1990. Review: “Hinduism and the Bahá’í Faith” by Moojan Momen in the Journal of Bahá’í Studies, vol.2, no.4, 87-88. 1997. Commentary on Louise Holland’s “The Birth Circle,” Voices and Echoes: Canadian Women’s Spirituality, edited by Jo-Anne Elder and Colin O’Connell, Wilfrid Laurier University Press, pp. 209-211. 1998. Review: “Hinduism for our Times” by Arvind Sharma in Studies in Religion/ Sciences Religieuses. Vol. 27, 2, p.241 Articles and Book Chapters: 1994. “Aspects of Hindu Women's Vrat Tradition as Constitutive for an Eco-spirituality,” Journal of Dharma, Spring, 228-236. 1998. “Hinduism” in How Different Religions View Death and Afterlife, eds. C. J. Johnson and M. McGee, 2d edition, Philadelphia: The Charles Press, 109-131. 1998. “Religion, Peace, and ‘The Next Generation’,” Peace Research Reviews. Vol. XIV, no.5. Peace Research Institute, Dundas, 47-65. 1999. “Religion and Star Trek: From Exposed Gods to Reclaimed Mystery” in Star Trek and Sacred Ground: Essays on Star Trek, Religion and American Culture, eds. D. Mclaren and J. Porter. SUNY Press, 13-32. 1999. “Mothers and Daughters: The Transmission of Religious Practice and the Formation of Hindu Identity Among Hindu Immigrant Women in Ontario” in Hindu Diaspora: Global Perspectives, T.S. Rukmani, editor. Concordia University, 427- 442. 2002. “David Kinsley as Teacher: Some Reflections on Pedagogy.” Studies in Religion/Sciences Religieuses.Vol.30, Number 3-4/2001, pp. 403 - 07.
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2004. “The Mahila Shanti Sena: New Women’s Peace Movement in India.” Peace Magazine (Jan/Mar), 15-19). 2004. [forthcoming] “Being Hindu in Canada: Personal Narratives from First and Second- Generation Immigrant Hindu Women,” Journal of Religious Studies and Theology. Books: 1996.“Because it gives me peace of mind”: Ritual Fasts in the Religious Lives of Hindu Women. Albany: State University of New York Press.
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BABAK BAHADOR 278 Bloor Street East, Suite 2304, Toronto, ON, M4W 3M4, Canada Tel:/Fax: +1 416 927 8560 Email: [email protected]
EDUCATION PhD Candidate (degree expected in 2004) International Relations, London School of Economics and Political Science, UK • Dissertation: The Impact of Globalization on War: The CNN Effect and Western Policy before the Kosovo Intervention (Supervisor: Paul Taylor) MSc. (1995) London School of Economics and Political Science, UK BA Honours (1993) University of Western Ontario, Canada
RESEARCH INTERESTS International Relations Theory, Political Theory, Globalization, War, Media and Politics, Balkans
WORK EXPERIENCE Landegg International University, Switzerland – 2003 • Faculty Member of Department of Global Governance • Course Creator and Instructor “GGOV 610 - Theories of Governance” – a review of political, international relations and globalization theory • Teaching-assistant “CRES 656 – International Conflict Resolution” – examination of conflict resolution and decision-making between nation-states and within international institutions • Millennium Research Group (www.mrg.net), Toronto, Canada – February 1998 to present • Co-founder and Partner (Competitive Intelligence firm with 35 staff)
PUBLICATIONS Ghanea, Nazila and Babak Bahador, eds, Processes of the Lesser Peace, (Oxford: George Ronald, 2003). Review of Justin Rosenberg, “The Follies of Globalisation Theory” Millennium: Journal of International Studies, Vol.30, No.3, 2001. Review of Ian Clark, “Globalization and International Relations Theory” Millennium: Journal of International Studies, Vol.29, No.2, 2000. “Fragmentation in an Era of Globalization” Association for the Study of Ethnicity and Nationalism (ASEN) Bulletin, No.16, Winter 1999.
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Review of Manuel Castells, “End of Millennium: Volume III of The Information Age, Economy, Society and Culture” Millennium: Journal of International Studies, Vol.28, No.1, 1999. Review of Ian Clark, “Globalization and Fragmentation: International Relations in the Twentieth Century” Millennium: Journal of International Studies, Vol.27, No.3, 1998.
LECTURES AND CONFERENCE PRESENTATIONS “The CNN Effect”, Panel Presentation at the International Studies Association Annual Conference, Montreal, Canada, March 17, 2004 Guest Lecturer. “Introduction to Peace and Conflict Studies Course,” University of Toronto, Toronto, Canada, November 17, 2003 “The CNN Effect and Western Policy Before the Kosovo Intervention,”, Panel Presentation at the Canadian Political Science Association Annual Conference, Halifax, Canada, May 30 – June 1, 2003 Guest Lecturer. “Global Issues in Foreign Policy Course,” York University, Toronto, Canada, March 24, 2003 “The Impact of Media on Foreign Policy,” Foreign Policy Workshop, London School of Economics, May 15, 2002 “The Impact of Globalization on Inter-State War,” Panel Presentation at the International Studies Association Annual Conference, Los Angeles, USA, 14-18 March 2000. “The Role of Technology in Globalization,” Panel Presentation at British International Studies Association Annual Conference, Manchester, UK, 20-22 December 1999. “The Turning Point: Spheres on Globalization,” Panel Presentation at The New Millennium: Challenges and Strategies for a Globalizing World Studies (ISA-CISS) Conference, Paris, France, 9-10 August 1999. “Globalization as a New Conceptual Foundation for International Relations,” Panel Presentation at International Studies Association Annual Conference, Washington D.C., 16-20 February 1999. “Globalization: A Conceptual Clarification,” Panel Presentation at Annual Pan-European International Relations Conference Annual Conference, Vienna, Austria, 16-19 September 1998.
ASSOCIATION MEMBERSHIPS British International Studies Association Canadian Political Science Association International Studies Association
REFERENCES Professor Paul Taylor, International Relations Department, LSE, UK Professor Christopher Coker, International Relations Department, LSE, UK
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Professor Jan Aart Scholte, Department of Politics and International Studies, Warwick University, UK
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CHESHMAK FARHOUMAND-SIMS • 222 The Esplanade # 1005, Toronto, Ontario, M5A 4M8 • (416) 361-2050 • [email protected] EDUCATION York University, Toronto, Canada, ABD. Ph. D. candidate (ABD), Political Science, Major: International Relations Ph.D. Dissertation: Women’s Human Rights and Peacebuilding in Afghanistan: The Role of CEDAW and SCR 1325 Institute for Conflict Analysis and Resolution, George Mason University, Virginia, 1997. Masters of Science: Conflict Analysis and Resolution M.Sc. Thesis: The Psychological, Cultural and Religious Dimensions of Reconciliation in Ethnic Conflict University of Toronto, Toronto, Canada, 1993. Bachelor of Arts, Honours: Peace and Conflict Studies.
INTERNATIONAL STUDY AND INTERNSHIPS Intern, International Service for Human Rights Geneva, Switzerland, Summer 1999 United Nations Graduate Study Program, United Nations Geneva, Switzerland, Summer 1998 Intern, Institute for Multi-Track Diplomacy Washington D.C., Summer 1996 European University Centre For Peace Studies - Austria Spring 1994 EMPLOYMENT Academic Positions Syllabus Development, Proposed University, Stratford Ontario (April 2004)
Developed four syllabi to be included in the application to the Ministry of Colleges and Universities for a new proposed university. Courses included: Peace and Conflict Studies, Conflict Resolution Strategies, Gender, War and Peace, and The Middle East Conflict Course Director, Peace Studies: Introduction to the Study of War Centre for Interdisciplinary Studies, McMaster University (Jan – May 2004) Hamilton, Ontario, Canada
Responsible for designing course for first year introductory course, delivering lectures evaluating 300 students, and working with 6 teaching assistants. Course Director, Introduction to Peace and Conflict Studies
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The Pierre Elliott Trudeau Centre for the Study of Peace and Conflict, University of Toronto, (2003 – 2004) Toronto, Ontario, Canada
Responsible for designing course and syllabus for second year required course, delivering lectures and evaluating 50 students Course Director, Honours Seminar in Canadian Foreign Policy Department of Political Science, University of Western Ontario, (2003 – 2004) London, Ontario, Canada
Responsible for designing course and syllabus for third year Honours seminar, facilitating discussions, and evaluating 25 students. Teaching Assistantships: Department of Political Science, York University (1997 – 2002)
Prepared and teaching tutorial classes, marking assignments, and mentoring students. Courses included: Introduction to Politics; International Relations; Global Conflict and Security; Canadian Government and Politics; Human Rights and Minorities in Canada Field Experience (Afghanistan) Consultant, Rights and Democracy and Women Living Under Muslim Laws Afghanistan, March 2003 – ongoing
Assisted in planning a consultative workshop on the Family Code and the Afghan Constitution, which was held in Kabul in May 2003. Served as reporter and composed the internal report on the consultations; researched and wrote a memo on Affirmative Action; drafted a training handbook on CEDAW to be used in Afghanistan for training and advocacy purposes, and contributed to the final organization’s final report on the mission. Training Consultant, Afghan Women’s Organization Afghanistan, February – June 2003
Developed and delivered training in Kabul and Jalalabad on women and peacebuilding, gender and human rights and the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) for NGOs, the Ministry of Women’s Affairs, the Ministry of Foreign Affairs and UNIFEM in the local language of Dari. Gender/Peacebuilding Afghan Women’s Organization, International Projects Task Force
Proposal writing, meeting with funders, and supporting the implementation of overseas projects
Researcher and author of Media Project Report “Media Portrayals of Muslims and Afghans since September 11th.” (May to December 2002); Responsible for facilitating focus group sessions, conducting interviews, and analyzing media products
Developing training material and leading workshops on conflict resolution and human rights education
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General research and translation services Resource Person, Afghan Roundtables organized by Advocacy Subcommittee of the Canadian Committee on Women, Peace and Security (March – December 2002)
Helped to formulate the conceptual framework for a series of cross Canada roundtables on the implementation of UN Security Council Resolution 1325 on Women, Peace and Security in Afghanistan.
Authored the final report “A Stone in the Water” Assistant, Afghan Women’s Leadership and Governance Training Workshop, co- organized by International Women’s Rights Project, Afghan Women’s Organization (January to June 2002)
Assisted in putting together the program for a three day leadership and governance training for 20 Afghan women living in Canada
Arranged for debriefings in Ottawa from the Ministries of International Cooperation, Department of Defence, DFAIT, CIDA and Status of Women. Research Positions Researcher, York University (June 2000 to August 2000)
Explored the impact of the six major UN world conferences on global governance, with particular focus on Vienna Conference on Human Rights (1993) and Beijing Conference on Women (1995) Researcher, Enforcing International Human Rights Law: The Treaty System in the 21st Century, York University (November 1999 to June 2000)
A Ford Foundation funded two year research project looking at strengthening the United Nations human rights Treaty System. For full report, please see www.yorku.ca/research/crs/hurights.htm. Researcher, Institute for Conflict Analysis and Resolution (August 1996 - May 1997)
Conducted and summarized research for an annotated bibliography on Culture and Conflict, and assisted with preparation of course materials. Adventure Productions (September 1998 – July 1999) th Researching the lives of peacemakers of the 20 Century for a television documentary Dr. Anatol Rapoport (September 1992 - May 1993)
Responsible for recruiting subjects for an experiment exploring the factors that lead to the break-down of co-operation, after it has been established. MISCELLANEOUS Training/Workshops
Develop training material and lead workshops in conflict resolution, human rights education, UN human rights mechanisms and women’s human rights, UN treaty body system, and peace education.
Facilitation Training, Jewish-Muslim Women’s Dialogue Group, Spring 2004
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Gender and Mediation Workshop, Downsview Mediation Services, January 2004
Conflict Resolution Workshop, Jewish-Muslim Dialogue Group, University of Toronto, January and March 2004
Peace at the Community Level, Peel Peace Campaign, January 2004
Debriefing on Afghanistan for Canadian Military, Peace Support Training Centre, Kingston, Ontario, December 2003
“A World Fit for Children” Peel Peace Campaign, October 2003
Conflict Resolution Workshop, Afghan Students’ Association, University of Toronto, March 2003 Mediation
Completed Mediation Certificate
Provide mediation and conflict resolution services as an independent consultant Conference Coordination
Served on a number of committees organizing international conferences on topics as varied as “Religion and Community in a Time of Crisis” (2003), “Human Rights: Promoting Paths to Peace” (1997), and “The Evolution of World Order: Global and Local Responsibilities for Achieving World Peace,” 1999, 1998 Administrative Assistant, National Conference on Peace and Conflict Resolution (Summer 1996)
Worked with the Director to organize the 1997 NCCPR conference.
Responsibilities included sending out information and application packages, handling correspondence, maintaining and updating the NCPCR database, and other administrative duties pertaining to the organization of the 1997 conference AWARDS
Dissertation Fellow, Canadian Consortium for Human Security, $10,000 (2004-2005).
SDF Conference Travel Fund, $750.00, (October 2003)
Fellowship, Canadian Consortium for Human Security, Non-Academic Category, $45,000. Offered but declined. (2003-2004).
York Centre for International and Security Studies, Special Opportunities Fund Award (2001, 1999, 1998)
York University, Faculty of Graduate Studies, Travel Cost Fund Award (2000, 1999, 1998, 1987)
York University, Faculty of Graduate Studies, Research Cost Fund Award (2001, 1999, 1998).
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Dean’s Academic Excellence Scholarship, York University (1998); $2000
Entrance Scholarship, York University (1997 to 1998); $3,000 Graduate Research Fellowship, Institute for Conflict Analysis & Resolution (1996 to 1997); $ 15,000 NGO ADVOCACY/LEADERSHIP
Participant, Symposium on Canadian Perspectives on Security, Conflict and Gender: Advancing Research, Advocacy and Policy. Centre for International and Security Studies, York University, August 2003.
Member, Canadian Peacebuilding Coordinating Committee (CCPC)
Member, Canadian Committee on Women, Peace and Security
ECOSOC Representative, Canadian Voice of Women for Peace (Dec. 2002-)
NGO Representative, DFAIT/NGO consultations in preparation for the UN Commission on Human Rights (Feb. 2003)
NGO Representative, Advocacy Subcommittee on Women, Peace and Security (Jan. 2003-)
Representative, Afghan Women’s Organization in consultations with the International Children’s Institute (Jan. 2003)
Board of Directors, Association for Bahá'í Studies (Feb. 2002- June 2003)
Member, UN Circle, Canadian Voice of Women for Peace (1998 - )
Observer, Committee on the Elimination of Discrimination Against Women. (July 2001)
NGO Delegate, United Nations Commission on the Status of Women. (March 2001)
NGO Observer, ECOSOC, Sub-Commission, CERD and the HRC (Summer 1999)
Board of Directors, Science for Peace (Oct. 1997 to Nov. 1999)
NGO Delegate, Vienna+5 International NGO Forum (Ottawa, summer 1997)
Member, Interfaith Dialogue Committee, University of Toronto (1994 to 1995)
Member, City of Toronto Multi-Faith Anti-Racism Committee (September 1992 to May 1995) PUBLICATIONS “Perspectives on Peacebuilding: An Overview and Some Insights from the Bahá'í Writings.” with Charles Lerche. In, Lerche, Charles O. (ed.). Healing the Body Politic: Bahá'í Perspectives on Peace and Conflict Resolution. George Ronald Bahá’í Studies Series. Oxford: George Ronald, 2004. “The Media’s Portrayals of Muslims and Afghans since September 11th, 2001.” Published by the Afghan Women’s Organization, February 2003.
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“A Stone in the Water: Report of the Roundtables with Afghan Women on the Application of UN Security Council Resolution 1325 in Afghanistan.” Published by the Department of Foreign Affairs and International Trade, July 2002. “The Universal Declaration of Human Rights, Cultural Relativism and The Persecution of the Bahá'ís in Iran” in Tahirih Danesh, ed., E-Journal on Human Rights. (2001). www.juxta.com. “Bahá'í Conceptions of World Order” with Charles Lerche. In Dorn, W. ed., World Order for a New Millennium: Replacing the Law of Force with the Force of Law. New York: MacMillan Press, 1999. CONFERENCE and PRESENTATIONS Peacebuilding and Reconstruction in Afghanistan: Challenges Opportunities. Symposium on Afghanistan. University of Waterloo, April 2004. The Critical Role of Women in Afghanistan's Peacebuilding and Reconstruction Efforts. Annual Conference of Psychologists for Social Responsibility, “Rethinking Gender, War, and Peace: Feminist Perspectives,” Washington DC. October 2003. Using International Human Rights Instruments to Protect Women’s Human Rights at the National Level. Canadian Voice of Women For Peace, Human Rights Training, Toronto, January 2000. UNcreating the Other: The Psychology of Conflict Resolution. University of Minnesota, Centre for Austrian Studies Conference. Minneapolis, March 1999. The Role of NGOs in Reconciliation: The Case of Cyprus. ISA Convention Washington DC, February 1999. Reconciliation in Ethnic Conflict. ISA. Minneapolis, March 1998. Human Rights Problems and Issues. ISA. Minneapolis, March 1998. Human Rights Education. York Centre for International and Security Studies conference Human Rights, Ethics and Canadian International Security Policy. Toronto, November 1997. The Role of Women in Promoting a Culture of Peace. Canadian Voice of Women, Culture of Peace Roundtable. Toronto, January 1997. Peace, Justice and Responsibility in the Twenty-First Century: A Blueprint for Social Transformation. Centre for Iranian Research and Analysis Conference. Warwick, UK, 1996. PUBLIC TALKS “Reflections on Afghanistan: Prospects for Peace” Breaking Bread for Afghan Women, Peterborough, Apr 24, 2004 McMaster University, March 10, 2004 Breaking Bread for Afghan Women, Toronto, Nov 25, 2003 Trent University, Nov 14, 2003 Peace Week, University of Toronto Nov 10, 2003 Unity Gathering, Vaughan, Aug 9, 2003
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Rotary Club of Wellington County, Sept 13, 2003 Toronto Bahá'í Centre Public Talks, Sept 21,2003 International Coffee House, Sept 25, 2003 “Equality of Women and Men as a Prerequisite for Peace,” International Women’s Day Celebration, University of Toronto. March 2003 “Peace, Justice and Responsibility in a New World Order,” Rotary Club, November 2000 MEDIA Guest appearance, Faith Journal, “How religious prejudice develops?” (December 2003), “The difference between a cult and a religion” (March 2004) Presentation of the report, “Media’s Portrayals of Muslims and Afghans after September 11th” to CTV Editorial Board (October 2003) Commentator, CBC Television Benmergui Live (1997, 1998) LANGUAGES Fluent in English, Persian (Dari), Conversant in French HOBBIES Photography, pottery, traveling. References Available Upon Request
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CYNTHIA ANN HANKS Address: 172 Elgin St PO Box 61 Almonte On K0A 1A0 Telephone: 613 256 5300 E-mail: [email protected] Languages: English (native), Spanish (fluent) EDUCATION Jan. 1991- 1996 St. Francis Xavier University Antigonish, Nova Scotia Masters in Adult Education Area: Adult Literacy, Program Evaluation Mar. - Jun. 1989 Alianza Francesa Santa Cruz, Bolivia Introductory Spanish Sep. 1987 – Jun. 1998 Carleton University Ottawa, Canada Teaching English as a Second Language Certificate - Graduate Studies Program Jan. – May 1987 Université Laval Québec City, Québec Programme Speciale de Francais pour non-Francophones French Immersion Program Sep. 1985 – May 1986 Canada World Youth - International Youth Exchange Program Non-Formal Development Education Program Participant: St. Thomas, Ontario / Sumatra, Indonesia 1982 – 1985 St. Francis Xavier University Antigonish, Nova Scotia
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Bachelor of Arts Degree Major: Theology, Minor: English Literature EMPLOYMENT EXPERIENCE Oct 2003 - March 2004 English Teacher for Foreign Trained Teachers Ottawa Carleton District School Board (part time) Responsibilities: Assess English communication skills of a group of foreign trained teachers who are in the process of certification, and respond to their needs to improve their English in an educational context. Nov 2003 - Present English as a Second Language Teacher LINC level 2 – 3 Algonquin College Language Institute Responsibilities: Plan and teach an English as a second language course for new Canadians, according to the Language Instruction for New Canadians (LINC) program guidelines. Feb 2002 - Jan 2003 Academic Director Eagles School, Santa Cruz, Bolivia Responsibilities: Assure the effective learning environment of the school including design and implementation of programs, teacher training, classroom assessment, integration of English language teaching with content areas. Feb 2001 - Feb 2002 Pedagogical Advisor Eagles School, Santa Cruz, Bolivia Responsibilities: Assure the effective learning environment of the school including teacher training, classroom assessment, integration of English language teaching with content areas. Feb 2000 - Aug 2002 Coordinator, Masters Degree Program in University Teaching Nur University, Santa Cruz, Bolivia Responsibilities: Development and Coordination of a two year masters degree program in University Teaching Feb 1999 - Aug 2002 Coordinator, Curricular Development Department Nur University, Santa Cruz, Bolivia Responsibilities: Development and delivery of a University Teacher training program aimed at improving classroom interaction in the teaching - learning process. Feb 1999 - Aug 2002 Academic Supervisor, ESL Programs
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Cambridge University Local Examinations Syndicate Nur University chapter, Bolivia Feb. 1995 - Feb 1999 Coordinator, Non-Formal Education Department Nur University, Santa Cruz, Bolivia Responsibilities: Materials development in Adult Education for ongoing projects, supervision of adult education pilot project in family literacy Sept. 1994 - Dec. 1994 Adult Basic Literacy Instructor Board of Education, Continuing Education North York, Ontario, Canada July 1994 Teacher of English as a second language Board of Education, Continuing Education North York, Ontario, Canada Jan. 1994 - June 1994 Project Coordinator, Adult Literacy Assessment Methods Board of Education, Continuing Education North York, Ontario, Canada Responsibilities: research on learner-centred adult literacy assessment methods, conceptualization and composition of a manual "How Do We Measure Up? A Manual for Evaluation of Ongoing Learner Assessment in School Board Adult Basic Literacy Programs". AWARDS AND DISTINCTIONS National Award for Educational Initiative, 2000 Bolivian Center for Educational Research and Action (CEBIAE) Educational Leadership Program, Bolivia / Ecuador Bronze, Silver and Gold Duke of Edinburgh Awards, 1981-83 John and Mary Prize for Theology, St Francis Xavier University, 1985 PUBLICATIONS Hernández, J. de, C. Hanks. (2001). Estrategias Educativas para el Aprendizaje Activo II, El Aprendizaje Dinamico. (Educational Strategies for Active Learning II, Dynamic Learning). Santa Cruz, Bolivia: Universidad Nur . Hanks, C. (1999). Manual Guía para Facilitadores de la Educación Inicial. (Facilitator's Guide for Early Childhood Education). Santa Cruz, Bolivia. Programa de Educación Familiar del Centro de Investigación del Centro de Estudios Ambientales Dorothy Baker / Universidad Nur.
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Hernández, J. de, E. Arellano, C. Hanks. (1998). Evaluación Potencializadora. (Evaluation for Empowerment). Santa Cruz, Bolivia: Universidad Nur / Instituto Superior de Educación Rural. Hernández, J. de, D. Berest, C. Hanks. & K. Schrom. (1998). Estrategias Educativas para el Aprendizaje Activo, 2da Edicion. (Educational Strategies for Active Learning. 2nd Edition). Santa Cruz, Bolivia: Universidad Nur / Instituto Superior de Educación Rural / Plan Internacional Tarija. Hernández, J. de, D. Berest, C. Hanks, D. Tolaba. (1997). Diseño Curricular y la Creación de Materiales Educativos. (Curricular Design and the Creation of Educational Materials). Santa Cruz, Bolivia,Universidad Nur / Instituto Superior de Educación Rural. Hanks, C. (1996) Evaluation of Ongoing Learner Assessment: A Case Study in an Adult Literacy Program. Unpublished Masters Thesis. St. Francis Xavier University. How Do We Measure Up? A Manual for Evaluation of Ongoing Learner Assessment in School Board Adult Basic Literacy Programs. North York, Ontario: North York Board of Education. (ISBN 1-55000-438-7) Hernandez, Juanita de. , Anello, E., & Hanks, C. (1995). Evaluación Para el Aprendizaje Colectivo. (Evaluation for Collective Learning). Santa Cruz, Bolivia: Universidad Nur / Instituto Superior de Educación Rural. Hanks, C. (1994) How Do We Measure Up? A Manual for Evaluation of Ongoing Learner Assessment in School Board Adult Basic Literacy Programs. North York, Ontario: North York Board of Education. (ISBN 1-55000-438-7) VOLUNTEER EXPERIENCES Bahá’í Communities of Canada and Bolivia Secretary, National Children's Committee Responsibilities: conceptualization and development of a training program to train teachers of Bahá’í children's classes August 1993 - December 1994, May 2002-Jan 2003 North York Public Library Adult Literacy Program Literacy Tutor, North York, Ontario May 1992 - May 1993 Bahá'í World Congress Youth Task Force Member, Programme Committee Producer, Youth Service Opportunities Exposition Toronto, Canada / New York City, NY February 1991 - November 1992 REFERENCES Available upon request
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CURRICULUM VITAE DUNCAN HANKS 172 Elgin Street, PO Box 61 Almonte, ON Canada K0A 1A0 Tel. 613 / 256-5300 (h); 613/256-1839 (h) E-mail: [email protected] CAPACITIES Non-profit and NGO management; organizational conceptualization, development and restructuring; participatory strategic and operational planning; volunteer management; fund and resource raising; project conceptualization, coordination and management; sustainable social and economic development project design; proposal and grant writing; institutional and public relations; information and communication technologies for development; event production and coordination; conference planning; team leadership & empowerment training; excellent computer, verbal and written communication skills (international speaker, presenter, trainer; report writing).
EMPLOYMENT EXPERIENCE Mar 2003 – EXECUTIVE DIRECTOR Present Canadian Bahá’í International Development Services (CBIDS) Responsible for the overall management and administration of CBIDS, the non- profit social and economic development agency of the Bahá’í Community of Canada. As an international NGO, CBIDS supports local and sustainable social and economic development activities around the world. As part of a global network of development learning organizations, CBIDS assists local partners to access funding, offers appropriate technical assistance for program and project design, administration and evaluation, and assists with strengthening local and organizational capacity. CBIDS carries out its work with support from the Canadian International Development Agency. 2001 - DIRECTOR OF DEVELOPMENT PROGRAMS Feb 2003 Nur University (Bolivia) Responsible for the conceptualization and oversight of the Department of Development Programs (DIPRODES), designed to facilitate a national learning network of University faculty and project staff to develop and implement applied research and community action programs for sustainable social and economic development. The department was responsible for the coordination and organizational development of thematic working units in the areas of education and teacher training; public and primary health care; youth leadership; information and communication technologies; interactive youth; public administration, popular participation and governance; and the use of participatory methodologies for strengthening local, municipal and non-governmental organizations. Each unit managed collaborative relationships with other organizations and secured external funding for its activities, engaged students and faculty where possible, and documented and systematized their respective experiences, lessons learned and best practices, to enrich the content of the university’s academic programs.
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DIPRODES administered on average US$2m annually in funding from international, bilateral and multilateral sources, including the World Bank (InfoDev, IFC), InterAmerican Development Bank, UNDP, USAID, CIDA-ACDI (Canada), IDRC (ICA), GTZ (Germany), DfID (UK), UNICEF, CARE, Plan International, Kellogg Foundation, etc.. 1995 - EDUCATIONAL TECHNOLOGIES TEAM LEADER Feb 2003 DIPRODES, Nur University Responsible for developing the organizational capacity of Nur University to use new Information and Communication Technologies, specifically through infrastructure enhancements, training of faculty, multimedia production, and organizational collaboration with universities and international businesses.
Major accomplishments: Founding Director of DESATEL, S.A. (DEVELOPMENT, ALTERNATIVE ENERGY & TELECOMMUNICATIONS) DESATEL Inc. was created as a for profit company founded by three NGOs (Nur University, CARE Bolivia, and the Quipus Foundation) to facilitate the installation of a national infrastructure of community owned and operated telecenters in 300 municipalities in Bolivia. DESATEL works to bridge the digital divide through a viable economic and sustainable business model that uses state-of-the-art VSAT satellite equipment with high speed Internet connectivity to provide full VOIP, digital telephony, Internet, distance education and related development applications. Founding Director, QUIPUS–NUR EDUCATIONAL SERVICES LTD. Quipus – Nur was created to support the development and use of Information and Communication Technologies for social and economic development. Quipus-Nur owns and operates a national network of local CISCO Networking Academies, facilitates the introduction of second-hand PCs networked in public schools for access by high school youth in marginal neighbourhoods, and provides training and services to faculty and students. Founding member of a national, private multi-stakeholder foundation for ICT development and coordination in Bolivia (FUNDETIC) Negotiated cooperative agreements with CISCO, Oracle, and Microsoft and private software development companies Supervision and direction of “NetEquipo Nur”, a web and portal design service of the University 1995 - Part-time Faculty Feb. 2003 Nur University, Bolivia Courses: Strategic and Operational Planning, Learning Organizations, Information and Communication Technologies, Educational Technologies, Leadership, Team Work, Concepts of Development, Public Administration and Transparency, Project Design. 1995 - DIRECTOR OF ADMINISTRATION AND FINANCE 2001 Nur University (Bolivia)
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Responsible for the administrative and financial management of the university with an annual operating budget of US$3.5M, a part and full-time faculty and staff of 200, and a student population of 4000. Main responsibilities included planning, direction, organizational development and evaluation of the following departments: Administrative Services, Information Technology Systems, Human Resource Development, Marketing, and Finances. Specific institutional responsibilities: Participatory strategic and operational planning; organizational design; information and management systems design and development; provide leadership in information and communication technologies development and deployment; member of the University’s Director’s Council. Additional responsibilities included support to the Department of Development Programs (DIPRODES), offering assistance as team leader in the area of educational technologies and in program design and writing, international development cooperation / program development; training; development and supervision of administrative and project staff; project financial planning and management, and institutional representation & fund raising. Major achievements: Created “The Friends of Nur”, a US based not for profit corporation as a 501 (c)(3) to assist with resource and fund raising, and co- managed the development of a university campus design project, having negotiated and secured the services of internationally renowned Canadian architect Douglas J. Cardinal. 1992-94 EXECUTIVE DIRECTOR, COMMUNITY DEVELOPMENT Bahá’í Community of Canada (Toronto, Ontario, Canada) Responsible for the coordination and management of the principal advisory and executive agency for community development of the national governing council of the Baha’is of Canada. Specific responsibilities included coordinating an advisory group charged with developing and implementing policy and strategic plans for community development, and for facilitating and coordinating the work of 17 regional agencies through which national programs and plans were delivered and complementary regional strategies developed and implemented. Additional responsibilities included human resource development of regional agency staff and volunteers and the coordination of regional conferences. 1991-92 EXECUTIVE PRODUCER, BAHÁ’Í WORLD CONGRESS YOUTH MOVEMENT FORUM (New York, USA / Toronto, Canada)
Facilitated a twelve person creative team commissioned to design and deliver an innovative international youth experience for 5,000 youth from 170 countries attending the Bahá'í World Congress (Nov. 1992, Attendance: 30,000, New York City). The purpose of this Forum was to create a unique experience where youth could see themselves as part of a larger movement of youth across the planet working for positive global change. 1990-91 ADMINISTRATIVE DIRECTOR Nur University (Santa Cruz, Bolivia) Responsible to the Rector and Board of Trustees for all managerial and financial aspects of operating a private university. 1988-90 COORDINATOR OF INTERNATIONAL AFFAIRS
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Nur University (Santa Cruz, Bolivia) 1985-88 INTERNATIONAL CONFERENCE COORDINATOR AND PUBLICATIONS COORDINATOR Association for Bahá’í Studies (Ottawa, Ontario, Canada) Responsible for the coordination of annual international conferences, including all logistical, production and technical aspects, as well as program design consultant. Additional responsibilities included general administrative support for the Centre, and coordination of academic publications. Major international conferences: "Creating a Global Civilization: An International Conference on the Spiritual Foundations of Cultural Development". (Ottawa, Ontario, Canada; 1200 participants from 25 countries, 1988). Organized in response to the United Nations declaration of the Decade on Cultural Development. "Converging Realities: An International Conference on Science, the Humanities and Religion." (Princeton University, NJ, USA; 500 participants from 20 countries, 1987). "Let it be this Generation!: Youth and their role in the process of Peace". (London, Ontario, Canada; 1700 youth participants from 32 countries, 1987). Organized in response to the United Nations International Youth Year. "Creating a New World Order - Beyond the Quest for Peace." (London, Ontario; 2200 participants from 70 countries, 1986). Organized in response to the United Nations International Year of Peace – 1986. "Education", (University of British Columbia, British Columbia, Canada, 1985). "The Vision of Shoghi Effendi", (Ottawa, Ontario, Canada, 1984). 1985 CANADA WORLD YOUTH (CANADA / INDONESIA) Participated as a Canadian representative of Canada World Youth (CWY), an organization funded by the Canadian International Development Agency (CIDA), which offers youth a non-formal educational opportunity to learn about community development issues through exchanges in developing countries. Participation in the CWY program provided experience working with a help centre for the unemployed in a small rural Canadian community, and digging wells, planting family gardens, creating health education awareness activities, and many other community development related activities in Sumatra, Indonesia. 1984 EXECUTIVE ASSISTANT Association for Bahá’í Studies, Ottawa, Canada EDUCATION 2004 - Graduate certificate program – Module 1 Present “Constructing Conceptual Frameworks for Social Action” Centro Universitario de Bienestar Rural Cali, Colombia
1996 Master’s Program in Social Development (PRODES)
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Completed five courses Nur University, Santa Cruz, Bolivia
1995 Master's degree in International Administration Program in Intercultural Management / Areas of concentration: Development Management and Intercultural Training School for International Training, Vermont, USA 1987 Certificate: Programme Speciale de Francais pour non-Francophones Université Laval, Québec City, Canada 1984 Bachelor of Arts: Administrative and Commercial Studies Area of Concentration: Social Organization and Human Relations University of Western Ontario, London, Ontario, Canada
1981 High school Diploma St. John's Ravenscourt School Winnipeg, Canada
PRINCIPAL CONSULTING EXPERIENCE 2004 – Wavemill Energy Corp., Canada Present Invited to consult about designing a corporate social responsibility agenda for a newly created company using wave energy for desalination and energy production in developing countries. 2003 - Hatt’s Off Specialized Services, Canada Present Invited to consult about the creation of a Bahá’í-inspired private alternative Liberal Arts University in Canada and the creation of a new corporate structure for administering philanthropic and non-profit educational schools and programs. 2002 T Peru, Washington USA / Impact Alliance Invited to advise on the creation of a global network of learning NGOs to facilitate and systematize efforts in sustainable development. Founding member. 2002 International Institute for the Environment and Development (IIED), UK Regional Advisor for Latin America and Caribbean Region 2002 Program in Popular Participation and Decentralized Administration Vice-Ministerio de Planificación Estratégica y Participación Popular, InterAmerican Development Bank & PDCR II Lead Trainer, “Leadership, Local Management and Transparency”, Bolivia 1998 – Continental Board of Counsellors, Costa Rica (Head Office)
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2001 Advisor to the Bahá’í Youth Movement for Community Service and Social Change ( Chile, Bolivia, Paraguay, Ecuador, El Salvador, Dominican Republic, Panama, Canada, USA). 2001 CARE Bolivia (Santa Cruz) Contracted to develop a Participatory Strategic Planning process and provide initial training and orientation to the conceptual framework, 1999 World Bank / EB-PRODEC (Ministry of Education – Ecuador Contracted by UNDP as trainer / facilitator and evaluator of its Educational Leadership Program, Ecuador (national) 1997 Centro de Investigación Agropecuaraia Tropical (CIAT) – Department for International Development (UK) Contracted by DFID-UK to design and implement a Participatory Strategic Planning process for CIAT in Santa Cruz, Bolivia. (8 month consultancy). 1997 PLAN International – Universidad Nur Contracted as a trainer / facilitator in the Training Teachers as Community Development Agents project. Training in Educational leadership, Concepts of Development, Tarija, Bolivia
PERSONAL DATA Citizenship: Canadian (Also hold United Kingdom passport) Permanent Indefinite residency status - Bolivia Languages: English [fluent], Spanish [excellent], French [good]
Computer Skills: Information and communication technologies, computer literate: PC environment (Windows XP, MS-Office XP, Graphics software, Internet, etc.). Distance Learning and Instructional Technologies. Associations: International Environment Forum (IEF) (Member) Breakwell (Board of Directors) Wavemill Energy Corp. (Board of Directors) Awards: Development Administration Scholarship Award for graduate studies World Learning Foundation (Washington) Edith Blakely Scholarship for Graduate Studies in Development (NSA Canada, Toronto) Distinctions: Elected University Student Council President School for International Training (1991) Elected Student Council President St. John's Ravenscourt School (1981) References: Available upon request
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Dr. Elaine Kathryn McCreary, B.A., M.A., Ed.D. Victoria (250) 595-1202. [email protected] ver. 20.05.2004
PROFESSIONAL OBJECTIVE To exercise capacities developed through advanced education, and over the course of my professional life, in the service of an agency that promotes social and cultural advancement.
Qualifications Over 20 years of responsibility for training, research, management and leadership in complex organizations whose missions involve service to humanity on a large public scale. Author of 6 book chapters and monographs, 12 papers in refereed journals and proceedings, 30 technical reports, and 36 public talks and presentations in the fields of distance learning and adult lifelong education. Published by both NATO and the Soviet Academy of Scientists.
PROFESSIONAL HISTORY Ministry of Advanced Education (Training & Technology), Victoria, B.C. (2000-present) Currently I serve as Ministry Liaison to four Community Colleges that deliver postsecondary programs to a total of 25,774 FTE students annually, utilizing annual public allocations from our Ministry of over $148 million. Responsibilities include issues management and forward planning of their respective educational program profiles. I also serve as Provincial Coordinator for postsecondary programs in Computer and Information Science, Business and Commerce, Public Administration, Tourism / Hospitality, and issues related to K-12 Transitions to postsecondary. Maxwell International Bahá’í School, Vancouver Island, British Columbia (1998-2000) Founding Director, Community Service Institute – implementing action programs for youth and adults in aspects of social and economic community development. Bahá’í World Centre, Haifa, Israël (1991-97) Information Systems Management Group – One of team of 5, for staff of 650 (1994-96) Global Information Analysis – Department Coordinator (1993-97) Operations Re-engineering – Internal Management Advisor (1991-93) University of Guelph, Ontario Agricultural College (1984-91) International Development – Associate Professor, tenured International Development – Assistant Professor, tenured International Development – Assistant Professor, contractual Vancouver School Board, Research & Evaluation Dept. (1983-1984) Specialized Curricula in secondary Schools – Contract Evaluator Awards & Distinctions (1978-83) Doctoral Fellowship, Social Science & Humanities Research Council of Canada (1981-83)
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Graduate Research Award, Dept. of Adult Education, U.B.C. (1981) Graduate Fellowship, University of British Columbia, Faculty of Education (1978-80) Concordia University, Montréal, Québec (1978, 1981) Andragogy Program: Contracts to teach Lifespan Studies, and History of Adult Education Collège LaSalle, Montréal, Québec (1977-78) History of Schools of Western Philosophy – Contracted twice as Instructor Motherhood: Three daughters born & pre-schooled (Two are in Graduate School now) (1971- 1976) International Cinémedia Corporation, Montréal, Québec (1969-70) Secretary to the President
EDUCATION Ed.D. – Information Science / Community Development / Adult Education, U.B.C. 1980-1984 M.A. – History & Philosophy of Adult Education, University of British Columbia 1978-1980 B.A. – Andragogy – Educational program methods & evaluation, Concordia University 1975- 1978 Liberal studies: United College, Winnipeg; and Carleton University, Ottawa 1966-1969 International Experience Iceland, Sweden, Finland, England, Luxembourg, Germany, Czech Republic, Israël, Siberia, Philippines, Malaysia. Career Highlights Academic Research: Responsibility for 30 M.Sc. theses in Adult Education & International Development: • Supervised 12 M.Sc. field research projects in the public education aspects of agriculture, health, nutrition, and aspects of international development such as rural radio, micro- finance & telecoms. • Advised on committees of 10 M.Sc. theses including women’s studies and agricultural extension. • Served as external examiner for 8 M.Sc. defenses in ethnography, phenomenology, and historiography Provided closing summation of N.A.T.O. symposium on research in telecommunications: • One of two Canadians among 14 NATO experts to co-author a book on effects of on-line learning • Gave keynote addresses in Malaysia and England on telecommunications in development. • Chair steering committee of a Euro-American research conference on telecoms in distance education Funding received through grants: $101,535 Cdn.
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Applied Research: Conducted re-engineering studies of seven offices of a global Secretariat: Assigned lead role in this project which guided staff to streamline their own workflows, opening the way for more powerful technologies and significantly more efficient performance. Evaluated workflow of 32 departments of a multi-national headquarters: Served on primary investigative team for 9 depts., and on secondary cross-examining team for the remaining 23 depts. Provided corroboration, options, impact analyses, and recommendations Chaired 3 enterprise-wide forums for design of InfoTech systems to share knowledge among offices: Served on five-member team responsible for strategic planning, maintenance, and emergency readiness of InfoTech systems for offices dispersed city-wide. Assigned to chair three FORUMS of representatives from 40 offices to consult on technology issues. Team oversaw three multi-dept. database projects. Coordinated Dept. conducting Applied Global Research: Directed design, implementation and documentation of research methods for in-depth area studies and thematic studies across 176 nations. Delivered client-driven periodic reports. Staff of 8 & assistants. Graduate Teaching: • Foundations of Rural Extension / Adult Education – philosophies and social functions • Issues in Societal Communication – cultural processes of knowledge creation • Design of Social Research – philosophies of science, research objectives, formats, & data • M.Sc. Research Seminar – giving and receiving peer advice on research designs • Graduate Reading Programs – highly specialized to individual professional requirements Undergraduate Teaching: • Introduction to Higher Education – epistemology in humanities, natural and social sciences • Teaching & Learning in Extension Education – program planning, instructional design & evaluation • Andragogy Program, Concordia: Foundations of Adult Experience – personal & social aspects of lifespan • Andragogy Program, Concordia: History of Adult Education in Canada – church, state & NGO sponsors Professional In-Service Trainer: ( B.C.; Ontario; Israel; Russia. ) Designed & delivered training programs for executives and staff from 56 countries: These included continuous intake training for a world-class Secretariat; program-planning for 40 office directors; staff training for a management exhibition attended by reps from 176 national offices; and an orientation for new Directors conducting work in the Middle East. Chaired sensitive in-service programs on diversity issues.
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Introduced 75 Members of the Soviet Academy of Scientists to American Style Adult Education: One of three Canadians to attend a week of UNESCO working sessions in Western Siberia on social problems accompanying the industrialization of this petroleum rich region. The Soviet Academy sponsored translation of my research on methods of group, community and mass education into Russian in its entirety. Higher Education Administration & Governance: - over the period 1984 to 1991 Served multiple appointments on 11 departmental, 6 college, & 22 university-wide management committees. Negotiated with six Colleges to establish a new University-wide program: Appointed by the Vice-President Academic to recruit and lead the multi-disciplinary curriculum design team, chair the multi-college advisory group, and pilot the program through approval by the Boards of Undergraduate Studies of all six colleges. Delivered in 18 months with future projected enrolment of 1,600 / year.
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DR. ELAINE KATHRYN MCCREARY CONT. VICTORIA, 250-595-1202 Professional Responsibilities in Head Offices of a Multi-National Organization Member, Information System Management Group (seconded, 1994-96) This five-member management group, comprised of specialists in information technology, library science, and knowledge production was responsible for computer systems serving over 600 staff in 40 distributed offices, and for global communications on five continents including UN offices in NY and Geneva. • Overall strategic planning, maintenance, emergency preparedness. • Hosted enterprise-wide, consultative Forums -- with reps from all 40 depts. • Approved new technology requirements for all departments, offices and agencies • Managed internal issues in Dept. of Information System Services (~25 staff) • Project management for development of 5 multi-department databases • Introduction of Quality Assurance processes • Status reporting/advising presentations to governing Executive body. • Preparation of responses to international enquiries (“action-copies”) • Preparation of annual budget & operational plans including external agencies Coordinator, Information Analysis Department (1993-97) The department monitored elections and administration of 174 national Bahá’í communities including aspects of their demographics, geographic dispersal, educational activities, literature published or translated, location of expatriates, nationally owned properties, major historical milestones, and status of civil liberties. As Coordinator: • revamped all functions including the desks specializing in global thematic studies, and those doing in-depth area studies. • implemented new records management and retirement procedures • instituted cross-training among staff for purposes of quality assurance, organizational memory, and protection of vital functions. • prepared annual operational plan and budget for department • scheduled delivery of periodic reports, annual global review, national studies, and a stream of ad hoc research requests from 15+ client depts. • expectation management -- established all service agreements with client depts. Having inherited a dept. in disrepair, we managed an influx of new staff, and reversed the department’s reputation, making it a formally recognized model for high levels of operations clarity, staff commitment and positive morale resulting in requests for lateral transfers-in. Organizational Systems Analyst, Administrative Development Office (1991-93) The purpose of ADO was to implement authorized organizational principles and policies; and to advise Policy Committees and Dept. Coordinators on aspects of management and human relations with a staff from 56 countries. As one of three internal management consultants, our work included responsibilities to:
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• assist in the formulation of overall policies and procedures • document all aspects of organizational structure and functioning • identify and help resolve interdepartmental problems • study and recommend reassignment of functions between offices • develop and upgrade manuals for Coordinators on the BWC organization • assist offices with job descriptions and manuals • review and evaluate requests for additional personnel • provide assistance to departments in their staff training and re-training, as required. During my tenure we were assigned to conduct re-engineering studies of all 40 offices, and to implement the changes authorized.
COMPUTER & COMMUNICATION TECHNOLOGIES IN EDUCATION Published: • “Collaboration in International Online Teams” with M.Brochet, chapter in Collaborative Learning Through Computer Conferencing, Springer-Verlag, NATO series, 1992 • “Three Behavioural Models for Computer-Mediated Communication” chapter in Online Education: Perspectives on a New Environment, Praeger, 1990 • “Computer Mediated Communication and Organizational Culture”, chapter in Mindweave: Communication, Computers, and Distance Education, Pergammon Press, 1989 • “Ten Educational Applications of Computer Conferencing” in Canadian Journal of Educational Communications 1987; and four (4) other articles on computers in education, 1985-90. • “Use & Utility of 35 Information Channels for Self-Help Advocacy Groups” – dissertation combining information science, informal education, and community development models, 1984. Supervised: • Five M.Sc. theses on computer, communication, and information technologies in education. • Graduate studies (38:611) on “Communications Issues in the Information Society” which covered: technological infrastructure of globalization; cultural processes of knowledge creation; multiple roles played by individuals in the information society. Chaired: • Steering Committee, for symposium of 200 Euro-American leaders in telecoms in education • Cross-College Research Group on Computer Communications, comprised of 24 academics from 6 colleges. Keynote Addresses: • Ten year anniversary of Computing Faculty, University Pertanian Malaysia, Serdang, 1988
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• “How CMC Alters Organizational Culture”, Open University, Milton Keynes, U.K., 1988 • Summation of NATO symposium on collaborative learning, Copenhagen/Stockholm, 1991 Produced: • Co-authored for TV-ONTARIO an unprecedented, on-line software orientation and • group socialization for network of OSSTF Science Teachers, dispersed throughout 75 locations.
LIFELONG EDUCATION, KNOWLEDGE & CULTURE Published: • “Canadian Nonformal Development Education: A Typology of Educational Strategies”, co-author with Reimer & Shute in journal of Canadian and International Education, Vol.22, No.2, 1993. • “Heritage Ideals of Adult Education in Euro-America” for technical, interpersonal, transcendent, and citizenship aspirations. Proceedings of the Lifelong Learning Research Conference, Virginia, 1990 • “Information, Education, and Development” monograph contrasting these terms with “knowledge, training, and externally-driven social change” 1988. Also delivered at Maryland invitational series on International Agriculture; and at University of Los Banos, Philippines. • “The Last Refuge of Liberal Education” reviewing the millenial evolution of clients & contents, in Canadian Journal of University Continuing Education, Vol.XII, No.2, 1986 • “A Taxonomic Framework for Adult Education Practices in North America” AERC Proceedings, 1981 • “Educating the Whole Man in a Self-Conducted Learning Centre”, Concordia University, 1978 Supervised: • Graduate studies in epistemology 38-625 “The Design of Research” covering multiple paradigms of science (including objectivist, phenomenological, ethnographic, gender explicit, and humanist).
EDUCATIONAL LEADERSHIP & GOVERNANCE • Senate Committee on University Planning, Guelph: “Rural Resources Task Force” to assess capacity to respond to needs in agriculture, finance, rural health, social services, and governance. • For VP-Academic, chaired multi-disciplinary development team and advisory group for “flagship” course of newly established “University College”; championed course through six Boards of Undergraduate Studies in associated colleges. • President’s Task Force on Internal Communication. Appointed to address issues of low staff morale
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CURRICULUM VITAE Elena Mustakova-Possardt, Ed.D. Office Address: Department of Psychology State University of West Georgia 105 Melson Hall Carrollton, GA 30118 Phone: 770-836-4599 E-mail: [email protected]
CURRENT POSITION Associate Professor: Psychology Department, State University of West Georgia EDUCATION 1996 Ed.D. (Human Development), University of Massachusetts, Amherst 1983 M.A., English, Sofia University, Bulgaria 1982 B.A., English, Sofia University, Bulgaria GRANTS AND AWARDS Carter Campus Community Partnership Award 2003 - $10 000. Awarded for founding the Latino Initiative of State University of West Georgia, aimed at applying the insights of critical and community psychology theory and praxis to assisting the new Latino immigrant population of rural Carroll County in its empowerment, in improving its quality of life, and integrating into the life of the larger community. Fund for Southern Communities Grant 2003 for developing community programs at the Latino Community Center in Carrollton, Georgia - $ 2500. Mott Grant 2002 for Emerging Community Initiatives of the National Council of La Raza (NCLR) - $7500, awarded for the consolidation and psycho-social strengthening of a Latino immigrant grassroots organization in Carroll County, established through Mott Grant 2001. Mott Grant 2001 for Emerging Community Initiatives of the National Council of La Raza (NCLR) - $9000, awarded for founding an immigrant Latino community development and action research project in West Georgia. 1998 Outstanding Dissertation Award of the Association for Moral Education, awarded for study entitled The Ontogeny of Critical Consciousness. The association is the leading international forum that focuses on moral development and moral education. Henry A. Murray Dissertation Award, Radcliffe College, Harvard University, 1995. Granted to support cross-cultural research project on "Social Responsibility and Critical Consciousness in Bulgarian Midlifers", which explored adult social consciousness and citizenship in the context of economic, political, and social transformation. First Prize in the Annual Faculty Survey of Scholarly Student Research, Sofia University, Bulgaria, 1984. Granted for Masters Thesis "The Fall of Selfhood: A Comparative Study of Renaissance and Romanticism", a study of modern consciousness.
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ADDITIONAL PROFESSIONAL DEVELOPMENT Georgia Licensed Professional Counselor since December 2000 Trained Health Realization Counselor, Consultant and Practitioner, Founder of Georgia Health Realization Center EMPLOYMENT HISTORY Assistant Professor: Psychology Department, State University of West Georgia. Courses Taught: Community Psychology and Prevention (graduate), Cross-Cultural Community Development (graduate), Cross-Cultural Communication (senior/graduate), Lifespan Development (graduate), Health Realization Counseling and Psychotherapy (graduate), Counseling and Psychotherapy Process (graduate), Psychology of Mindfulness (senior/graduate), Moral and Social Development (senior/graduate), Eastern and Transpersonal Psychologies (senior/graduate), Human Growth and Development (undergraduate), Global Citizenship (undergraduate), Global Studies Capstone seminar (senior), XIDS: What Do You Know About the European Union, Personal Relationships (undergraduate). 2002- 2003 Associate Professor: Landegg International University, Wienacht, AR, Switzerland. MA Level Courses Taught: Principles of Spiritual Psychology (MA level), Qualitative Research, Psychopathology. Current Course Development: Psychology and the Capacity to Know. Theses and Dissertation Supervision 1999 Ph.D. Dissertation, Union Institute, Cincinnati, OH. The experience of participants after health realization training: a one- year follow up phenomenological study. 2001 M.A. Thesis, State University of West Georgia. Sujatha Venkatraman: Rethinking Participatory Approach to Social Change and Empowerment. 2003 M.A. Thesis, State University of West Georgia. Amy Bailey: Psychology and Global Change. 2003 M.A. Thesis, Landegg International University, Wienacht, Switzerland. Shalona Chandler-Merz: Chaos Theory and Psychology: The Dynamics of Chaos, its Similarity to the Psyche, and How it Can Be Applied in Psychological Therapy. Consultant and Trainer: Georgia Health Realization Center. Offered intensive continuing education credit workshops for helping professionals (counselors, marriage and family therapists, social workers, educators) in the greater Atlanta area and out of state. Workshops Taught: - The Nature of Human Resiliency: Towards an Understanding of Health Realization: Community and Prevention Services of Charleston Center, Charleston County, South Carolina, May 15-17, 2000. - The Essence of Well-Being: Improving Understanding in Work and Family: co-taught with Ken Manning, Ph.D., Douglas County Satellite Campus of Carroll Tech, Douglasville, GA, January 6-8, 2000.
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- Human Resiliency: The Power of a Secure Mind: Douglas County Satellite Campus of Carroll Tech, Douglasville, GA, November 19-20, 1999. - Psychology Of Mind: Foundations I: co-taught with Keith Blevens, Ph.D., Douglas County Public Library, Douglasville, GA , June 10, 11,12, 1999. - Beyond Coping: The Phenomenology of Mental Health and Well-Being: co-taught with Keith Blevens, Ph.D., Ridgeview Institute, Smyrna, GA , October 8-10, 1998. 1998-99 Consultant: The Union Institute, Graduate School, Doctoral Program. 1995-96 Research Associate: Radcliffe College, Harvard University. Conducted in-depth qualitative interviews of cross-section of US urban and suburban adults in midlife, and participated in data analysis, as part of Social Responsibility project, sponsored by the MacArthur Foundation Research Program on Successful Midlife Development. 1991-95 Teaching Associate: English Department University of Massachusetts, Amherst. Designed and conducted experiential writing courses oriented toward first-year college students self-discovery and empowerment. Developed techniques of process-oriented developmental writing with intensive feedback, collaborative exploratory writing, deep listening, peer response, and relating through written communication. 1993 Lecturer: Education Department, Smith College, Northampton. Course aught: Educational Psychology. 1992 Instructor: Psychology Department, Smith College, Northampton, MA. Courses Taught: Developmental Psychobiology and Experimental Psychology. 1990-91 Teaching Associate: American Culture and Language Program for Foreign Fellows and spouses, UMASS, Amherst. (Developed communicative methods of ESL in working with culturally diverse adult population). 1991 Research Assistant: Cognitive Psychology Laboratory, UMASS, Amherst, MA. Conducted computer experiments on memory. 1990 Lecturer: English Department, Hillside Teacher Training College, Bulawayo, Zimbabwe. Courses Taught: Psycholinguistics and Theory of Literature (involved developing culture- and context-specific approaches to the pre- service training of first-generation liberated Zimbabwean rural and urban teachers; integrating issues of social and economic development in the study of language and literature for teachers; provided in-service training to rural school teachers to transform inherited Rhodesian racially-biased and oppressive teaching practices). 1985-1989 Instructor: Foreign Language Center, Sofia, Bulgaria. Communicative ESL (English as a Second Language) intensive teaching of adult professionals, and in-service teacher training with emphasis on psycholinguistics and educational psychology. 1981 Instructor: Foreign Language Center, Al Ain, Abu Dhabi, United Arab Emirates.
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Intensive teaching of adult professionals.
PUBLICATIONS Mustakova-Possardt, E. (2003). Critical Consciousness: A study of morality in global historical context. Westport, CT: Greenwood. Mustakova-Possardt, E. (in press) Bahá’í Spiritual Psychology: A Comparative Analysis. Journal of Bahá’í Studies. Mustakova-Possardt, E. (2000). The construct of critical consciousness and its ontogeny in the life-span. In Miller, M. & West, A. (Eds.) Spirituality, ethics, and relationships: The emotional and philosophical challenges of the adulthood years. Madison, CT: Psychosocial Press/International Universities Press. Mustakova-Possardt, E. (1998). Critical consciousness: an alternative pathway for positive personal and social development. Journal of Adult Development, 5 (1), 13-30. New York: Plenum. Mustakova-Possardt, E. (1997). Consciousness and human development: Book review of Wade’s Changes of Mind: A Holonomic Theory of the Evolution of Consciousness. The Humanistic Psychologist, 25, (3), 323-327. Mustakova-Possardt, E. (1996). Ontogeny of critical consciousness. Doctoral dissertation, University of Massachusetts at Amherst. Mustakova-Possardt, E. (1995). Building critical consciousness in the context of an ever- advancing human civilization. Dialectics, Cosmos, and Society, 8, pp. 9-20. Mustakova, E. (contributor) (Spring 1996). Teaching in process: multimedia resources for writing teachers (CD RAM). Boston, MA: Houghton Mifflin Company. Mustakova, E. (1990). Aspects of Intrinsic Motivation in Foreign Language Teaching to Adults. Bulgarian Journal of Foreign Language Teaching, 4. Mustakova, E. (1988). Review of "Language and Literature Teaching", C. Brumfit, 1985. Bulgarian Journal of Foreign Language Teaching,3. Mustakova, E. (1987). Report on the 8th Conference in Applied Linguistics and Foreign Language Teaching. Bulgarian Journal of Contrastive Linguistics.
PUBLICATIONS IN PROGRESS Mustakova-Possardt, E. (under review). Education for critical moral consciousness. Journal of Moral Education. Mustakova-Possardt, E. (under review) Clash or marriage of East and West: Implications of 9/11 for global community psychology. Peace and Conflict: Journal of Peace Psychology. Mustakova-Possardt, E. (in preparation). Health Realization: A holistic approach to individual and community interventions. Mustakova-Possardt, E. (in preparation). A case study of action research on fostering empowerment and resilience in a marginalized Hispanic immigrant population in rural Georgia. Member of editorial team of Psychologists for Social Responsibility, revising for new publication: The psychology of enemy images: An educational resource manual on dismantling the mask of enmity.
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PRESENTATIONS The moral and spiritual challenges of our times. Series of talks given at Green Acre Bahá’í School, Eliot, Maine, December 26-31, 2003. Clash or marriage of East and West: Analysis of the post-9/11 challenges. Paper presented at the Symposium on Diabolical Enemy Images and Fundamentalism: The New East- West Conflict, Sponsored by Division 48, American Psychological Association 11th Annual Convention, Toronto, Ontario, Canada, August 7-10, 2003. Applied spiritual psychology and understanding fear. Series of talks given at Green Acre Bahá’í School, Eliot, Maine, August 25-27, 2003. Tapping into health, resiliency and empowerment: Avoiding burnout and doing short-term therapy. Workshop (3 CE credit hours) offered at the 15th Annual Convention of Licensed Professional Counselors Association, May 15-18, 2003, Atlanta, GA. Empowerment: How to overcome internalized oppression. Talk to the Bahá’í International Community Office, New York, March 2003. Lifting the veils: Discovering our health – Discovering who we are. Paper presented at the 3rd Annual Conference of Bahá’í Association of Mental Health Professionals (BAMHP), Nov. 14-17, 2002, Louhelen Bahá’í School, Flint, MI. Education for critical moral consciousness. Paper presented at the 28th Annual Conference of the Association for Moral Education (AME), November 7-10, 2002 Chicago, Illinois. The Spirit of love and the practice of fostering resilience. Paper presented at the 26th Annual Conference of the Association for Bahá’í Studies (ABS), August 30-September 2, 2002, Toronto, Canada. Beyond nationalism: The European Union & formation of larger identities. Talk given to West Georgia Current Events Forum, April 2002. Fostering equanimity: Principles of psycho-spiritual healing. Paper presented at the Fourth Annual Counseling and Spirituality Conference, Sept. 22, 2001, Erie, PA. Bahá’í spiritual psychology: A comparative analysis. Paper presented at the 25th Annual Conference of the Association for Bahá’í Studies – North America, August 31- September 3, 2001, Seattle, WA. Addressing racism as a psycho-spiritual disorder. Paper presented at the 108th annual Convention of the American Psychological Association, August 4-8, 2000, Washington, D.C. Depression. Talk given to the West Georgia Honors Society, Nov. 1999 A new health-oriented paradigm in the helping profession. A half-day workshop presented at the LPCA 11th Annual Spring Convention, May-13-16, 1999 on Jekyll Island, GA. The role of faith in the evolving of critical consciousness. Paper presented at 24th Annual Conference of the Association For Moral Education, November 18-22, 1998, Dartmouth College, Hanover, NH. Spiritual integration at the turn of the century. Talk given to the C.G. Jung Society of Atlanta, May, 1998.
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Psychology of Mind/Health Realization. Full-day workshop taught at the Atlanta District Winter Conference of Licensed Professional Counselors Association of Georgia, February, 1998, Ridgeview Institute, Smyrna, GA. The construct of critical consciousness: an integrated account of the ontogeny of self in a socio-historical context. Paper presented at 2nd Conference for Socio-Cultural Research, September 11-15, 1996, Geneva, Switzerland. Critical consciousness: an alternative pathway for positive personal and social development. Paper presented at the 11th Annual Adult Development Symposium, June 28-30, 1996, Boston, MA. Ontogeny of critical consciousness. Paper presented at 10th Annual Adult Development Symposium, June 16-18, 1995, Montreal, Canada. World peace begins with me. Keynote address at 21st Annual International Sunday Interfaith Service, February, 1995, First Congregational Church, Amherst, MA. Evolving of critical social consciousness. Paper presented at 8th Annual Adult Development Symposium, June 25-27, 1993, Amherst, MA. CURRENT PROFESSIONAL MEMBERSHIPS American Psychological Association Division 32 - Humanistic Psychology Division 48 - Society for the Study of Peace, Conflict and Violence: Peace Psychology Division 9 - Society for the Psychological Study of Social Issues Association for Moral Education Association for Bahá’í Studies (peer reviewer for its Journal of Bahá’í Studies) Psychologists for Social Responsibility Bahá’í Association of Mental Health Professionals CURRENT RESEARCH INTERESTS Principles of successful community interventions: on-going action research on empowering psycho-educational interventions at individual, couples and group levels, based on psycho-spiritual and socio-historical principles of health, resilience and well-being. Specific focus on work with marginalized and underserved groups in the US and internationally, as well as with cross-cultural tensions resulting from complex global processes under way. Some examples of current work include cross-cultural community development work with local immigrant Latino population in rural Georgia, development of psycho-social interventions to address the AIDS orphans crisis in Africa, as well as conceptualizing education for healing and peace in the Balkans. Internationalizing psychology: exploring the dimensions of transition from a primarily Western-based mainstream psychology, and an Asian-based transpersonal psychology to an emerging global community psychology as described by Marsella (1998), capable of meeting the complex global challenges of the 21st century. Examination of the implications of this significant shift in the field for training psychology professionals for work in the context of the radically new global realities of the 21st century.
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Peace psychology: ongoing study of the dynamics of peace on a global, systemic, interpersonal and individual level; development of increasingly encompassing paradigms in the field of peace psychology, able to speak coherently to the global process of moving toward unity in diversity. Principles of spiritual psychology: theoretical elaboration of the basic principles of psycho-spiritual functioning, based on a historical examination of the evolving thinking about human capabilities. Current book project in collaboration with Dr. Michael Penn, Associate Professor of Psychology, Franklin & Marshall College, PA, and Dr. Rhett Diessner, Professor of Psychology and Education, Lewis-Clark State College, Lewiston, ID, on The Spirit of Psychology.
COMMUNITY SERVICE Founder of Latinos United of Carroll County, Inc., a grass-root Latino community organization committed to helping the 3-4000 immigrant low-income Latinos in rural Carroll County, Georgia, to overcome their social marginalization, invisibility, voicelessness and disempowerment, and to develop the processes and resources to become a self-reliant and respected minority community. Weekly pro-bono Spanish counseling services for low-income Latinos individuals, couples and families in Carroll County. Work with issues of addiction, family violence, abuse, cross- cultural parenting and adolescent adjustment, cross-cultural relational adjustments, etc. Psycho-social educational groups for Latino immigrants on issues of successful cross- cultural transition, parenting, spousal and child abuse, depression and addictions. Invited member of a twenty-five-person expert Interfaith panel on Finding the Missing Zero, an initiative of Emory’s Rollings School of Public Health Interfaith Health Program and The Carter Center, geared at mobilizing Interfaith resources to address on an unprecedented scale the current crisis with African AIDS orphans – October 20-21, 2003, Carter Center, Atlanta. UN Commission on the Status of Women, 47th Session, Panel Discussion on violence against women, New York, March 2003. Learn-to-Live-Together Honors Leadership Academy for Young Women (Carrollton, summer 2002)
INSTITUTIONAL SERVICE AT STATE UNIVERSITY OF WEST GEORGIA University Student Services Committee (2001-2003) University Faculty Senate, Faculty and Staff Personnel Committee (‘98-‘99) European Union Certificate Committee (2000-) Latino Initiative: UWG/ Latinos United of Carroll County Inc. Partnership (2001-) Founder and Faculty Supervisor of Current Events Forum (2001-2003) Omikron Delta Kappa Student Leadership Organization (2001-) Founder of the Institute for the Healing of Racism and the Promotion of Unity (‘98-2000) College of Arts and Sciences Global Studies Committee (‘99-)
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Psychology Department Coordination of Department Colloquia (Fall 2003) Departmental Graduate Clinical Coordination Committee (2000-) Departmental Doctoral Program Committee (2000-) Jim Klee Forum Coordinator (‘98 and ‘99) Faculty advisor for graduate and undergraduate students (‘98-)
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KAMILLA BAHBAHANI
______1124-192A Bolling Ave., Norfolk, VA, 23508, (757) 675-5338 (cell) [email protected]
Education
PhD in Urban Services, Education. Old Dominion University. Norfolk, VA, USA 2001 – May 2004 • Areas of Focus: Curriculum Design; Teacher Education; Multiculturalism and Culture; Action Research. • Dissertation Title: Culture of Growth: Teacher Collaboration for the Empowerment of All Students. • Research addresses teachers’ thought and implementation of a problem-solving curriculum for young urban students through a qualitative case study. Major topics include teachers’ collaboration with other teachers, their ongoing reflections on practice, emphasis on philosophy, and beliefs about their students and the relationships between learning and teaching. Analysis of interview transcripts, field notes, and journal entries performed through NVivo software. • Advisor: Dr. Dwight Allen, Eminent Professor of Educational Reform. Committee members: Dr. Lynn Doyle, Dr. Alice Wakefield. Certificate in Advanced Russian Language Studies. Moscow State University. Moscow, Russia 1998 – 1999 • Emphasis in reading and professional communication. Master of Arts, Cultural Geography. University of Guelph. Guelph, ON, Canada 1996 – 1998 • Areas of Focus: Perception and Culture; Environment and Development; Russia. • Thesis Title: The Tips of Their Boots Were Turned Up: Environmental Worldview of the Buryats of Siberia. • Research used grounded theory methodology to develop a five-part model describing the Buryat conception of human relationship with the environment. In-depth, non-structured interviews were analyzed using NUD*IST software. Bachelor of Arts, Environmental Geography. University of British Columbia. Vancouver, B.C., Canada
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1990 – 1995 • Areas of Focus: Culture and Environment; Environmental and Physical Geography.
PROFESSIONAL EXPERIENCE
Graduate Assistant. Old Dominion University, College of Education. Norfolk, VA, USA 2001 - Present • Research and grant writing in collaboration with other professionals to alleviate the risk of school failure for children and families in poverty. Involved in six major grant proposals. • Program development for a new doctorate in education. Project Coordinator, Citizenship Education Program. Old Dominion University. Norfolk, VA, USA Spring 2003 • Coordinated educational and cultural exchange program for nine Kyrgyz educators for five weeks, funded by the Department of State through American Councils for International Education. • Managed budget of $27,000. • Follow-up visit to Kyrgyzstan for implementation support: Oct. 13 – 31, 2003. Co-Teacher. Old Dominion University, College of Education. Norfolk, VA, USA 2001 – 2003 • Co-designed and co-taught Master’s level courses in education addressing multiculturalism, instructional strategies, technology, and research methods for the classroom. • Managed Field-Based Master’s program in education: guided students through program requirements and registration, coordinated candidacy exams and program applications. Presidential Elections Monitor. Organization of Security and Cooperation in Europe. Moscow, Russia Mar. 2000 • Observed polling stations during the Presidential elections to identify violations of election laws. Fund Manager, Canada Fund for Local Initiatives and Election Fund. Canadian International Development Agency. Moscow, Russia 1999 – 2000 • Created publicity materials, publicized and promoted the funds. • Evaluated over twenty project proposals per month, in Russian and English.
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• Recommended projects for approval, developed proposals and budgets together with NGOs, evaluated project results, prepared final reports. Environmental Researcher. AGRA Eurasia Limited. Moscow, Russia 1998 – 1999 • Researched processes and structure of environmental decision-making in Russia. • Identified and catalogued data on over 200 international development projects in the fields of environment, agriculture, health, governance and business, in thirty regions of Russia. Social Researcher. University of Guelph, College of Social and Applied Human Sciences. Guelph, ON, Canada 1998 • Developed interview guide addressing faculty needs in research policy and support. • Interviewed sixty-five faculty members and analyzed responses using Atlas.ti software. • Prepared recommendations for research policy within the College. Teaching Assistant. University of Guelph, Geography Department. Guelph, ON, Canada 1996 – 1998 • Prepared and presented lab classes on physical geography and technical applications. • Graded lab reports, examinations, and papers in physical and human geography.
Publications & Citations
Bahbahani, K. (2003, December 3). Kyrgyzstan today: A nation of change. The Mace & Crown, pp. 3, 5. Bahbahani, K. (2002). Book review. B. Zhimbiev, History of the Urbanisation of a Siberian City: Ulan-Ude (2000). GeoJournal 57(4), pp. 344-345. Bahbahani, K., "A graphic illustration of a research strategy" and “Model of the integration of five constructs,” Figures 8.5 and 8.6 in M. Northey and D.B. Knight, Making Sense in Geography and Environmental Sciences. Toronto: Oxford University Press, 2001, p.100.
Papers in Preparation
Bahbahani, K. (manuscript in preparation). Environmental Worldview of the Buryats of Siberia.
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Doyle, L.H., & Bahbahani, K. (manuscript in preparation). Leading for inclusion: An unanticipated outcome of school improvement. Paper submitted for masked peer review to American Educational Research Association.
Hacker, D., Bol, L., & Bahbahani, K. (manuscript in preparation). The influence of incentives and reflection on calibration accuracy, achievement, and explanatory style. Proposal to be submitted to Annual Meeting of the American Educational Research Association and then submitted for publication.
Conference Presentations
Association for Bahá’í Studies 27th Annual Conference. San Francisco, CA, USA Sep. 2003 Topic: Spiritual Researcher, Spiritual Research: The importance of spirituality in researcher preparation. Unravel the Mysteries Youth Forum. Toronto, ON, Canada Apr. 2003 Topic: Getting Inside the Mind: Models of Integrating Work, Family and Spirituality. Association for Bahá’í Studies 24th Annual Conference. Toronto, ON, Canada Sep. 2000 Topic: Russian Election Systems in Transition. Canadian Annual Geographer’s Conference. Ottawa, ON, Canada Jun. 1998 Topic: Environmental Worldview of the Buryats of Siberia.
Professional Service and Community Involvement
Special Interest Group Coordinator. Association for Bahá’í Studies, North America 2002 – Present • Coordinated Special Interest Group (SIG) on Education for the 27th Annual Conference. • Coordinate ongoing discussion of SIG via web page postings. Educational Consultant. Evaluation Plan Design. Anisa Foundation. Mexicali, Mexico 2002 • Developed evaluation plan for a rural education project in consultation with indigenous NGO. Member. Portfolio Committee. College of Education, Old Dominion University. Norfolk, VA, USA 2002 • Developed guidelines for teacher candidate portfolios with College committee.
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Trainer. Social Action Dance Groups. Finland and Russia 1998 - 2000 • Designed and conducted seminars on communication, group functioning and goal setting. • Conducted over ten seminars, ranging from two hours to three days in length.
Scholarships and Awards
Peggy Woofter Hull Scholarship – Old Dominion University (~$2600 annually) 2001/ 02/ 03 Nominee: Best Master’s Thesis of the Year – University of Guelph 1998 Latornell Graduate Travel Grant – University of Guelph ($1000) 1997 International Studies Award – University of Guelph ($500) 1997 President’s Entrance Scholarship – Okanagan University College ($2000) 1990 British Columbia Provincial Scholarship ($1000) 1990
Media Interviews
WODU Radio on “The Sweet Spot” with Jonathan Lichenstein. November 19, 2003. Topic: Kyrgyzstan Today. 60 minutes. WHRV Radio on “Hearsay” with Cathy Lewis. January 30, 2004. Topic: Cultural Exchange Programs. 30 minutes. Estimated audience: 60,000.
Artistic Performances
Performances of Modern trio “Metamorphous” (dancer and choreographer) to music of Andreas Vollenweider. • American Alliance of Health, Physical Education, Recreation and Dance National Convention. Kaleidoscope Dance Gala. New Orleans, LA. (April 1, 2004) • Reflections on Glass at the Chrysler Museum. Norfolk, VA. (March 28, 2004) • American College Dance Festival. Non-adjudicated concert. Durham, NC. (March 2003) • Old Dominion University Student Choreography Concert. Norfolk, VA. (March 2003) • Old Dominion University Dance Association Concert. Norfolk, VA. (November 2002)
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2003-2004 Curriculum Vitae for Rhett Diessner Office Phone: 208-792-2338 Home Phone: 208-746-0273 Email: [email protected] FAX: 208-792-2820 EARNED DEGREES HARVARD GRADUATE SCHOOL OF EDUCATION, Cambridge, Ed.D. in Human Development, Moral/Cognitive Concentration, 1988. UNIVERSITY OF OREGON, Eugene, M.S. in Educational Psychology, School Psychology Concentration, 1983. B.S. in Psychology, Physiological Concentration, 1981. EMPLOYMENT LEWIS-CLARK STATE COLLEGE, Lewiston, ID, USA, 83501 Professor of Psychology and Education. Teaching introductory, developmental, advanced developmental, historical and contemporary issues, adult development, personality, and educational psychology; and human rights & ethics. Faculty Senator 1989-92; 1993-5; 1999- 2001. Chair of College Curriculum Committee, 1990-92. Director of the Psychology Department, 1996-1998. LANDEGG INTERNATIONAL UNIVERSITY, Wienacht, Switzerland Affiliate Professor. Taught Principles of Psychological and Spiritual Development, February 1997 and December 1997; Life of the Mind, F98; Foundations of Psychology Summers 1999- 2002. HARVARD GRADUATE SCHOOL OF EDUCATION, Cambridge, MA Teaching Fellow, Moral Development, with Lawrence Kohlberg, 1986 & 1987 Teaching Fellow, Psychology of Adolescent Development, with Carol Gilligan 1987. Senior Research Assistant to Profs. Kohlberg & Higgins, Just Community Schools in the Bronx, 1985-1988. Instructor, Moral Judgement Scoring Workshops, 1986-1988. YAKAMA INDIAN NATION TRIBAL SCHOOLS, Toppenish, WA School Psychologist, Head Start, Junior High School and High School, 1982-1985. HERITAGE COLLEGE, Toppenish, WA Lecturer in developmental, educational and personality psychology, 1983-1985, 1988. UNIVERSITY OF OREGON, Eugene, OR Research Assistant to the Social Behavior Skills Project with Prof. Hill Walker, 1982. Research Assistant to the Laboratory for Developmental Vision Research, with Prof. Barbara Gordon, 1980-81. HONORS AND AWARDS
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Elected “Outstanding Academic Instructor” by the Associated Student Body of Lewis-Clark State College, seven times: 2002-2003; 2000-2001; 1999-2000; 1998-1999; 1997-1998; 1996-1997; 1988-1989. Awarded Sabbatical leave, Fall 1998; served as scholar-in-residence at Landegg International University, Wienacht, Switzerland for the semester, 8/98-12/98. Granted tenure in fifth year of service at Lewis-Clark State College, April, 1993. Burlington Northern Foundation Faculty Achievement Award for outstanding commitment to teaching excellence, Lewis-Clark State College, 1990-1991. Granted early promotion to Associate Professor, in third year of service to Lewis-Clark State College, June, 1991. School of Professional Studies award for excellence in teaching, Lewis-Clark State College, 1989-1990. Teaching Fellowships with Lawrence Kohlberg, Harvard Graduate School of Education, 1986 & 1987. Teaching Fellowship with Carol Gilligan, Harvard Graduate School of Education, 1987. Award for Excellence in Bahá'í Studies, General Category, at the 1986 Annual International Meeting of the Association for Bahá'í Studies, Vancouver, B.C. Award for Excellence in service to Yakima Indian Nation Tribal Head Start, Toppenish, WA, 1985. PUBLICATIONS BOOKS and BOOK CHAPTERS Diessner, R. (in press). Differentiating physical, social and spiritual emotions. In M. Penn (Ed.), Applied Spirituality: An Interdisciplinary Approach to the Advancement of Scholarship & Culture. Wienacht, Switzerland: Landegg International University Press. Diessner, R. (in press). Materialism and Moral Development: Overcoming the Root Cause of Racism and Nationalism. In M. Penn (Ed.), Applied Spirituality: An Interdisciplinary Approach to the Advancement of Scholarship & Culture. Wienacht, Switzerland: Landegg International University Press. Diessner, R., & Tiegs, J. (2001). Sources: Notable selections in human development, (2nd ed.). Guilford, CT: Dushkin/McGraw-Hill. Diessner, R., & Tiegs, J. (2001). Instructor's manual for Sources: Notable selections in human development (2nd ed.) Teaching and Testing Suggestions. Guilford, CT: Dushkin/McGraw- Hill. Diessner, R., & Simmons, S. (2000). Sources: Notable selections in educational psychology. Guilford, CT: Dushkin/McGraw-Hill. Diessner, R., & Simmons, S. (2000). Instructor's manual for Sources: Notable selections in
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educational psychology. Teaching and Testing Suggestions. Guilford, CT: Dushkin/McGraw- Hill. Diessner, R. (2000). Crass Materialism: A crucial value education issue. A descriptive study of pre-service teachers' values. In M. Leicester, C. Modgil, & S. Modgil, (Eds.), Education, culture and values. Volume II: Institutional issues: Pupils, schools, and teacher education. London: Falmer Press. Chapa, J., and Diessner, R. (2000). Values Education in Bahá'í Schools. In M. Leicester, C. Modgil, & S. Modgil, (Eds.), Education, culture and values. Volume V: Spiritual and Religious Education. London: Falmer Press. Diessner, R. (1997). Sources: Notable selections in human development. Guilford, CT: Dushkin/McGraw-Hill. Diessner, R. (1997). Instructor's manual for Sources: Notable selections in human development. Teaching and Testing Suggestions. Guilford, CT: Dushkin/McGraw-Hill. Kohlberg, L. & Diessner, R. (1991). A cognitive developmental approach to Moral attachment. In J.L. Gewirtz & W.M. Kurtines (Eds.), Intersections with attachment. NJ:Erlbaum.
JOURNAL AND ERIC ARTICLES Diessner, R., Frost, N., & Smith, T. (in preparation). Ontological presuppositions in Sternberg’s triangular theory of love. Isbelle, B., & Diessner, R. (in preparation). A brief review of the causes and treatments of attention deficit disorder (ADD). Diessner, R. (under review). The Image of the Manifestation as the Ontological basis for a Bahá’í Psychology. Oneness as Absolute Oneness and Oneness as Unity-in-Diversity. Diessner, R., Yazdani, M., & Richel, T. (under review). A cross cultural comparison of Western and Middle Eastern psychological stage theories. Diessner, R., Adams, J., & Richel, T. (under review). Ontological presuppositions in Lickona’s and Ryan’s character education and in Gardner’s universal curriculum. Diessner, R. (2003). Sonnet to the seat of study. World Order, 34(3), 21. Diessner, R. (2001). Foundations of educational psychology: Howard Gardner’s neo-classical psyche. The Journal of Genetic Psychology, 162, 495-501. Diessner, R. (2000). Action Research. Converging Realities. A Journal of Art, Science and Religion [On-line serial], 1 (1). Available URL: http://converge.landegg.edu/. Pratt, M. W., Arnold, M. L., Pratt, A. T., & Diessner, R. (1999). Predicting adolescent moral reasoning from family climate: A longitudinal study using narrative and observational techniques. The Journal of Early Adolescence, 19, 148-175. Diessner, R., Washburn, K., and Mayton, D. (1998). Self and others' perceptions of "Crass
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materialism". The Journal of Social Psychology, 138, 137-8. Diessner, R. (1997). The Teacher as Professional: A Normative Position. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 413 304) Pratt, M., Diessner, R., Pratt, A., Hunsberger, B., & Pancer, S. M. (1996). Moral and social reasoning and perspective-taking in later life: A longitudinal study. Psychology and Aging, 11, 66-73. Mayton, D. M., Diessner, R., & Granby, C. D. (1996). Nonviolence, values, and moral reasoning: Empirical support for theoretical relationships. Peace and Conflict: Journal of Peace Psychology,2(3), 245-253. Diessner, R. (1995). [Review of the book The psychology of spirituality.] The Journal of Bahá'í Studies,6(4), 65-66. Higheagle, G., and Diessner, R. (1995). The Needs of Tribal Men and the Social Service Providers on or near the Nez Perce Indian Nation. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. SO 025411) Diessner, R. (1995). Cognitive-Developmental psychology and the Bahá'í Faith: Meaningful connections. Counseling and Values, 39, 169-176. Diessner, R. (1994). Ethical development during the College years: Theory and normative implications for practice. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 366 258) Diessner, R. (1994). The Bahá'í Faith and Peace Psychology: The potential for science and religion to collaborate. Peace Psychology Bulletin, 3(3), 18-22. Skoe, E., & Diessner, R. (1994). Ethic of care, justice, identity and gender: An extension and replication. Merrill-Palmer Quarterly, 40, 272-289. Diessner, R. (1994). Moral reasoning, teacher education and ideological critique. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 365 667). Diessner, R. (1994). Action research and teaching professors. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 366 257) Diessner, R., Mayton, D. M., & Dolen, M.A. (1993). Values hierarchies and moral reasoning. Journal of Social Psychology, 133, 869-871. Mayton, D. M., Diessner, R., & Granby, C. (1993). Nonviolence and moral reasoning. Journal of Social Psychology, 133, 745- 746. Diessner, R. (November, 1993). Double grouping: New strategies for collaborative learning. The Teaching Professor, 7(9), 1.
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Mayton, D. M., Diessner, R., & Granby, C. (1993). Nonviolence, values, and moral reasoning: Empirical support for theoretical relationships. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 352 296) Diessner, R. (May, 1992). Children, goats, or adults? The Teaching Professor, 6(5), 2. Pratt, M., Diessner, R., Hunsberger, B., Pancer, M., & Savoy, K. (1991). Four pathways in the analysis of adult development: Patterns of reasoning about personal moral and social dilemmas. Psychology and Aging, 6, 666-675. Diessner, R. (1991). Selflessness: Congruences between the Cognitive-Developmental Research Program and the Bahá'í Writings. Journal of Bahá'í Studies, 3, 3-12. Diessner, R. (1991). Kohlbergian Narratives: Comment on Vitz. American Psychologist, 46, 168-169. Diessner, R. (1990). The Mastery in Learning Project at Orchards Elementary School with the consultancy of Lewis-Clark State College. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 328 131) Diessner, R. (1990, November). Moral education: Pro. Teaching Today, p. 8. Diessner, R. (1990, November). Students and teachers share power and decision making in unique democracy project. Teaching Today, p. 5. Diessner, R. (1990). Curriculum for a democratic school. Lewiston, ID: Lewis-Clark State College, Division of Education. (ERIC Document Reproduction Service No. ED 320 872) Diessner, R. & Walker J.L. (1986). American Indian students: A pattern of cognitive abilities. Journal of American Indian Education, 25, 39-43. McCullough, C.S., Walker, J.L., & Diessner, R. (1985). The use of Wechsler scales in the assessment of Native Americans of the Columbia River basin. Psychology in the Schools, 22, 23-28. Diessner, R. (1985). The criterion-related validity of the Academic Ability Scale of the Armed Forces Vocational Aptitude Battery for a sample of American Indian students. Educational and Psychological Measurement, 45, 98-99. Diessner, R., Rotruulp, E.E., & Walker, J.L. (1985). English fluency via computers at Yakima Tribal School. Journal of American Indian Education, 25, 17-24. Diessner, R. (1984). Correlation of the Khatena-Torrance Creative perception Inventory and the Wechsler Adult Intelligence Scale-Revised. Creative Child and Adult Quarterly, 9, 28-32. Diessner, R. (1983). The relationship between cognitive abilities and moral development in intellectually gifted children. Gifted/Creative/Talented (G/C/T), May-June, 15-17. PRESENTATIONS Diessner, R. (2002, January). Action research. An invited presentation to the faculty of the Psychology Department of Seattle University, Seattle, WA. Diessner, R. (2001, August). The psyche: A hermeneutic investigation. A presentation at the
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annual meeting of the Association for Bahá'í Studies, Seattle. Diessner, R., Mayton, D., Washburn, K., Burklund, B., Murphy, J. and Peters, D. (1996, November). Crass Materialism: The 'root of all evil'. A descriptive study of pre-service teachers' levels of materialism. A presentation at the annual meeting of the Association for Moral Education, Ottawa, Ontario. Diessner, R. (1996, June). Caring as moral education: The work of Nel Noddings and Carol Gilligan. An invited presentation to the faculty and administrators of Le Jardin Academy, Kailua, Hawaii. Diessner, R. (1995, October). Materialism and moral development: Overcoming the root cause of racism and nationalism. An invited plenary presentation at the annual meeting of the Association for Bahá'í Studies, San Francisco. Pratt, M. & Diessner, R. (1994, November). Parenting style and parental scaffolding of adolescent-parent moral discussions. A poster presentation at the annual meeting of the Association for Moral Education, Calgary/Banff, Alberta. Diessner, R. (1994, November). Differentiating spiritual principles from Kohlbergian principles: A Bahá'í interpretation. A paper presentation at the annual meeting of the Association for Moral Education, Calgary/Banff, Alberta. Diessner, R. (1994, November). Introducing APA Division 48: Peace Psychology. A poster presentation at the annual meeting of the Association for Moral Education, Calgary/Banff, Alberta. Cortese, A., & Diessner, R. (1993, August). A longitudinal study of moral judgment in Asian American, African American, and Euro-american children. Presented at the annual meeting of the American Sociological Association, Miami, Florida. Larson, E. J., & Diessner, (1992, October). Teaching human rights and applied ethics using a microcomputer, a modem, and videotapes. Presented at the conference of the International Society for Exploring Teaching Alternatives, San Pedro, California. Mayton, D. M., Diessner, R., & Granby, C. (1992, July). Nonviolence, values, and moral reasoning: Empirical support for theoretical relationships. Presented at the XXV International Congress of Psychology, Brussels, Belgium. Diessner, R., Mayton, D. M., & Dolen, M. (1992, July). Value hierarchies and moral reasoning: Empirical support for theoretical relationships. Presented at the XXV International Congress of Psychology, Brussels, Belgium. Diessner, R. (1991, November). Teacher education for democratic classrooms. Presented at the meeting of the Association for Moral Education, Athens, GA. Skoe, E. E., & Diessner, R. (1991, November). Identity, care-based and justice-based moral reasoning in women and men. Presented at the meeting of the Association for Moral Education, Athens, GA.
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Diessner, R. (1990, November). Selflessness: Congruences between the Cognitive-Developmental Research Program and the Bahá'í Writings. Paper presented at the meeting of the Association for Moral Education, Notre Dame, IN. Diessner, R., & the Orchards Faculty (1990, April). Democracy and curriculum: A case study in a semi-rural elementary school. Paper presented at the meeting of the American Educational Research Association, Boston, MA. Diessner, R. (1989, November). Ethical development and critical thinking in the college years. Paper presented at the meeting of the Association for Moral Education, Los Angeles, CA. Pratt, M., Diessner, R., Hunsberger, B., Pancer, M., & Savoy, K. (1989, September). Four pathways in the analysis of adult development: Patterns of reasoning about personal moral and social dilemmas. Paper presented at the British Psychological Association Society Conference, Surrey, England. Diessner, R. (1987, June). Differentiating stages of post-conventional justice reasoning. In M.L. Commons (Chair), Third beyond formal operations symposium at Harvard: Positive development during adolescence and adulthood. Symposium conducted at Harvard University, Department of Human Development, Cambridge. Diessner, R. (1987, January). The actualization of the redemption of Habermas' four validity claims and Kohlberg's moral musical chairs: Argyris' action science. In M.L. Commons (Chair), From moral action to judgment and back: The relationships between action and stage. Symposium conducted at Harvard University, Cambridge. Kohlberg, L., Ignelzi, M., Diessner, R., & Higgins, A. (1986, July). Just Community interventions in two high schools in the Bronx. Paper presented at the Institute on School Climate and Governance, Harvard University, Cambridge, MA. Diessner, R. (1986, January). The Republic and Divine Civilization. Paper presented at the Meeting of the Association for Bahá'í Studies, Vancouver, B.C. DISSERTATION and THESES Diessner, R. (1988). A preliminary inquiry regarding the reliability and validity of the Moral elf Interview. Dissertation completed at Harvard Graduate School of Education, Robert Egan, advisor. Harvard University, Department of Human Development, Cambridge. Diessner, R. (1986). A constructive-development view of the moral self's ideals. Doctoral Qualifying Paper, Harvard Graduate School of Education, Lawrence Kohlberg, advisor. Diessner, R. (1983). Bias and the assessment of intelligence of Native Americans of the Columbia River basin. Master's thesis, Department of Educational Psychology, University of Oregon, Sue McCullough, advisor. CONSULTATIONS Moral judgment analyst for a longitudinal study focused on moral and social judgment in mid- and late-life, M. Pratt, principal investigator, Wilfrid Laurier University, 1995. Qualitative data analyst for a parent-teen discussion study focused on moral and social judgment, M. Pratt, principal investigator, Wilfrid Laurier University, 1994. Qualitative data analyst for a thesis regarding morality, friendship, and gender differences, M. Pratt, thesis advisor, Wilfrid Laurier University, 1993.
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Research consultant to Nee Mee Poom Ha Hum (Tribal Men's Coalition) and the Nez Perce Health and Human Service Department, concerning needs assessment of the Indian men on the Nez Perce Reservation, 1990-1991. Qualitative data analyst for a four year longitudinal study of aging and moral and social judgment, M. Pratt, principal investigator, Wilfrid Laurier University, 1991. Moral judgment analyst for a study concerning the moral judgment of students in Japan, A. J. Cortese, principal investigator, Southern Methodist University, 1991. Restructuring of Orchards Elementary School, Lewiston, ID, through the NEA's "Mastery-in-Learning Project", 1988-1990. Moral judgment analyst for the study, "A longitudinal study of moral judgment in Asian American, African American, and Euro-american children", A. J. Cortese, principal investigator, Southern Methodist University, 1989. Moral judgment analyst for "Orthopedic surgeons, medical malpractice, and moral development", co-sponsored by the AMA and UCSF School of Medicine, E. Adamson, project director, 1989. Moral judgment analyst for Moral Judgment Interviews, at Sacred Heart Medical Center, Adolescent Unit, James Murphy, pastoral care, 1988-1989. Developed and taught workshops on non-biased psychoeducational assessments and learning disabilities with Bureau of Indian Affairs Pacific Northwest Schools, 1984-1985. MANUSCRIPT and GRANT PROPOSAL REVIEWER The Journal of Bahá'í Studies 1991 to current. Member, Editorial Advisory Board, Journal of Bahá'í Studies, 1997 to current. World Order Magazine, 1995. Peace Psychology Bulletin, 1994. Social Sciences and Humanities Research Council of Canada, 1991. Society for Research in Adult Development, 1989. Bahá'í Studies, occasional volumes 1984-85. PROFESSIONAL ORGANIZATIONS Psychologists for Social Responsibility Association for Moral Education. Division of Peace Psychology, APA. Society for Research in Adult Development. FUNDED GRANT PROPOSALS State of Idaho Higher Education Research Council Grant for $34,952, entitled "Materialism and Post-Materialism: Mapping a Fundamental Value Dimension, 1995-6. LCSC Institutional Development Grant awarded for $660.00, to bring professional New York stage actor, Mr. Rainn Wilson, to Dr. Hennigan's acting classes and to provide workshops for local actors and high school drama students, 1993.
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"A Study of Teachers' Levels and Forms of Materialism", LCSC Seed Grant funded for $500.00, 1993 LCSC Institutional Development Grant proposal for Black History Month, for $1020.00, to bring award-winning documentary film director John Valadez to campus, 1993. "Principled thought and student-generated theories of development"; LCSC Seed Grant funded for $425.00, 1993. Cross-divisional study of Noddings' The challenge to care in schools; $440.00 funded through faculty development funds at Lewis-Clark State College, 1992. "Teaching for Principled Thought"; $489.00 funded through faculty development funds at Lewis-Clark State College, 1991. "The Development of Teachers' Moral Reasoning: A Review of the Literature"; $750 funded through faculty development funds at Lewis-Clark State College, 1990. "Moral and Ethical Development of Traditional and Non-traditional College Students: A Review of the Literature"; $750 funded through faculty development funds at Lewis-Clark State College, 1989.
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CURRICULUM VITAE TODD ONAM SMITH 210 Water Street Stratford ON, Canada [email protected] May 2004
EDUCATION 9/97 Ph.D. Behavioural Science, University of Toronto, Toronto Area of Specialization: The Sociology and Philosophy of Medicine Dissertation: The Relativity of Social Construction: Towards a Consultative Approach to Understanding Health, Illness and Disease Advisor: Dr. Robin Badgley, Emeritus Professor of Community Health 12/91 MA Sociology, University of Western Ontario, London Area of Specialization: The Sociology of Health Thesis: The Role of Education in Choice of Leisure Activity and in the Leisure/Life Satisfaction Relationship Among Older Persons Advisor: Dr. Gail Perry, Department of Sociology 5/89 BA Hon Anthropology, University of Western Ontario 5/88 Bahá’í Anthropology, University of Western Ontario 6/87 Certificate French 010, Trois Pistoles Summer Immersion Programme, Quebec
QUALIFICATION SUMMARY Areas of Specialization The sociology of health, illness and deviance The sociology and philosophy of knowledge Interdisciplinary studies and communication Areas of Competence Sociological, philosophical and cultural theory Bioethics Research Experience Doctoral level research addressing the medical model of deviance and disease, the social construction of deviance and illness, realism versus relativism and inter-paradigmatic communicative practices.
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Teaching Experience Over 15 years of effective teaching, much of it to multi-ethnic classrooms, at both the postsecondary and secondary levels. Curriculum Development Over 15 years of creating, developing and implementing Experience systematic curricula that blend comprehensiveness, rigour, interdisciplinary thought, and global mindedness, with the flexibility needed to facilitate different learning styles. Leadership/Administrative Over 12 years of organized, facilitative, service-oriented and Experience communicative administration that promotes unity in diversity of action aimed at local and international development and understanding.
HONOURS AND AWARDS 9/94—10/95 Social Science and Humanities Research Council Fellowship 9/91—10/94 University of Toronto Open Fellowship (3 consecutive years) 10/93 Peter Kong-Ming New Award, Behavioural Science, University of Toronto Awarded for writing the best graduate paper of the year. 9/90 Special University Scholarship, The University of Western Ontario
PROFESSIONAL EXPERIENCE 09/03— Director Advanced Placement Program, Nancy Campbell Collegiate present Institute Manage the Advanced Placement Program. Train instructors. Monitor classes. Teach AP classes in Psychology and English Composition. Guide students on future postsecondary education options. Oversee the admissions process. Manage funds. Coordinate student activities and other logistics. Coordinate the development of postsecondary programs for submission to the Ministry of Training, Colleges and Universities.
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9/97— President Global Awareness Through English Enterprises Inc. (G.A.T.E.), present Guelph Co-established a world citizenship English as a Second Language school for international adult students, plus summer, winter and spring camps for international youth and families. Designed a highly effective, unique, and integrated curriculum/program in which English is learned through the study of global issues. Developed a supportive atmosphere among teachers and staff, one free of backbiting. Created progress assessment tools. Taught classes. Hired and trained teachers. Organized the complementary host family program. Managed finances, student concerns, logistics. Marketed in, and travelled to, China, Japan, Taiwan, Korea, Thailand, Germany and the Czech Republic. Created the registration process. Established linkage agreements with King’s College, Brescia University College (via CultureWorks Inc.) and George Brown College. Over 1200 students have attended G.A.T.E.’s programs to date. 9/96—1/97 Acting Vice- Nancy Campbell Collegiate Institute, Stratford Ontario Principal Managed and co-developed the world citizenship based curriculum. Supervised teachers and students. Coordinated school operations. Refined administrative practices. Nurtured international relations. Oversaw the residence. Taught regular classes. Fostered the development of moral leadership among students and staff. 6/96—8/96 Director ESL Summer Homestay Program, Canadian International Student Services (a division of Jonview), Toronto Oversaw this summer camp for over 200 international students from Germany, France, Spain, Austria, Venezuela, Japan, etc. Created and refined the curriculum. Trained teachers. Coordinated classes, activities and transportation. Assisted with host family issues. Fostered an environment of international respect and learning.
30/10/95 Guest The Social Psychology of Health, Behavioural Science, Lecturer University of Toronto Invited by Dr. Joan Eakin. Lectured and facilitated class discussion on the social constructionist approach to health and illness. Focused on the theories of Freidson, Berger and Luckmann, Conrad and Schneider.
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6/94—8/94 Director ESL Summer Homestay Program, Canadian International Student Services (a division of Jonview), Toronto Oversaw this summer camp for over 200 international students from Germany, France, Spain, Austria, Venezuela, Japan, etc. Created and refined the curriculum. Trained teachers. Coordinated classes, activities and transportation. Assisted with host family issues. Fostered an environment of international respect and learning. 9/93—9/94 Consultant Department of Public Health for the City of Toronto Hired by Dr. Jack Lee to develop a graduate level course on community health. Wrote eleven lectures based on the required readings provided by Dr. Lee. Provided guidance on the general framework and goals of the course. 9/93—5/94 Teaching Introduction to Sociology, University of Toronto Assistant Conducted three tutorials a week. Taught on topics such as the principles of social organization, social change, social theory, the family and research methodology. Held office hours. Evaluated student essays. Dr. Lorne Tepperman, Professor. 6/93—8/93 Director ESL Summer Homestay Program, Canadian International Student Services (a division of Jonview), Toronto Oversaw this summer camp for over 200 international students from Germany, France, Spain, Austria, Venezuela, Japan, etc. Created and refined the curriculum. Trained teachers. Coordinated classes, activities and transportation. Assisted with host family issues. Fostered an environment of international respect and learning. 9/92—5/93 Teaching Introduction to Sociology, University of Toronto Assistant Conducted three tutorials a week. Taught on topics such as the principles of social organization, social change, social theory, the family and research methodology. Held office hours. Evaluated student essays. Dr. Lorne Tepperman, Professor. 5/92—8/92 Teaching Social Theory, University of Toronto Assistant Lectured on symbolic interactionism and the dramaturgical approach of Erving Goffman. Led tutorials on figures such as Hegel, Marx, Freud and Mead. Assisted students on an individual basis. Graded mid- term and final essay exams. Dr. Rick Helmes-Hayes, Professor.
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9/91—5/92 Teaching Introduction to Sociology, University of Toronto Assistant Conducted three tutorials a week. Taught on topics such as the principles of social organization, social change, social theory, the family and research methodology. Held office hours. Evaluated student essays. Dr. Lorne Tepperman, Professor. 9/90—5/91 Teaching Introduction to Sociology, University of Western Ontario Assistant Conducted three tutorials a week. Taught on topics such as the principles of social organization, social change, social theory, the family and research methodology. Held office hours. Evaluated student essays. Dr. Warren E. Hewitt, Professor.
SELECTED ADDITIONAL LEADERSHIP/ADMINISTRATIVE EXPERIENCE 11/97— Chairperson Bahá’í Council of Ontario Present Chaired this consultative body whose aim is to collaborate with local communities to devise and execute plans for promoting local and regional development. Planned and executed regional and sub-regional conferences. Worked at the grassroots level on various plans for community growth. Facilitated inter-community collaboration. Trained human resources serving on adjunct committees. Served on the Council’s previous incarnation, the Regional Teaching and Administrative Committee of Ontario, from 1994—1997. 1/93—5/94 Coordinator Non-Profit ESL Programme for Mainland Chinese Students, Toronto Co-developed a grass-roots initiative to offer ESL training to Mainland Chinese students at the University of Toronto. Developed the program. Tested and placed students. Monitored classes. Taught weekly classes for 16 months. 9/92—5/94 Chairperson Campus Association for Bahá’í Studies, University of Toronto Chaired the executive committee. Organized systematic seminars on relating current social theory with Bahá’í theory. Organized special events.
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1/92—5/94 Vice- National Teaching Committee of the Bahá'ís of Canada Chairperson, Vice-chaired and otherwise served on this consultative Member body whose aim is to devise and execute plans for promoting local, regional and national development. Planned and executed regional and sub-regional conferences. Collaborated at the grassroots level on various plans for community growth. Facilitated inter- community collaboration. Trained human resources serving on adjunct regional committees. Advised the National Spiritual Assembly, the overseeing national agency, on various strategies for growth. 7/90—8/90 Co-Director Onondaga Camp, Minden Co-directed a summer residential camp for over 500 campers and 80 staff (over the course of the summer). Managed and developed daily activities. Trained staff. Coordinated camp operations. Ensured health and safety standards were met. Monitored food and facilities. Assessed staff. 9/89—6/91 Chairperson Campus Association for Bahá’í Studies, University of Western Ontario Chaired the executive committee. Organized systematic seminars on relating current social theory with Bahá’í theory. Organized special events. 6/88—8/88 Overseas Cook Islands Volunteer Participated in development projects in the Cook Islands under the supervision of local authorities. Taught classes. Assisted with local endeavours. Created new networks. 9/87—6/88 Teacher Toronto Waldorf School, Thornhill Headed the high school physical and health education programme. Coached male and female volleyball and badminton. Wrote student reports. Substituted for other subjects. Held parent-teacher conferences. Organized special events. 9/87—6/88 Fundraising The Toronto Waldorf School, Thornhill Campaign Helped raise $1.2 million for a new sporting complex. Coordinator Advised campaign chairperson on strategies and plans.
REFERENCES Dr. Robin Badgley, Emeritus Professor of Community Health at the University of Toronto (Previously Chair of the Graduate Department of Community Health and cross-appointed as Full Professor of Sociology, at the University of Toronto) Department of Public Health Sciences, University of Toronto
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McMurrich Building, 12 Queen’s Park Crescent West 416-351-3746 [email protected]
Dr. Joan Eakin Department of Public Health Sciences, University of Toronto McMurrich Building, 12 Queen’s Park Crescent West 416-978-8502 [email protected]
Dr. Lorne Tepperman, Chair Department of Sociology, University of Toronto 725 Spadina Ave., Room 296 Toronto, ON M5S 2J4 416-978-3411 [email protected] (note, email address has only one ‘p’)
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CURRICULUM VITAE of VALERIE SENYK
Updated: January 2004
1. PERSONAL BACKGROUND NAME: Valerie S. Senyk DEPARTMENT: Theatre Arts PRINCIPAL SUBJECT TAUGHT: Studio courses for actors HOME ADDRESS: 251 Montcalm Ave., Sudbury, ON P3C 5C8 PHONE NUMBER: h (705) 670-9405; w (705) 673-1730 ex. 27 Email: [email protected] 2. HISTORY AT LAURENTIAN Date of Appointment: July 1, 1994 (Thorneloe University College) Rank when Appointed: Lecturer Date of Tenure: July 1, 1999 Date of Promotions: Assistant Professor, 1997; Associate Professor, 2003 3. ACADEMIC BACKGROUND MFA Equivalency: Drama 1991, University of Saskatchewan, Saskatoon Master's Thesis in Directing: Production of W.B.Yeats' Dance Plays BFA Drama (Great Distinction), 1988, University of Saskatchewan, Saskatoon RELATED TRAINING: National Voice Intensive with David Smukler and Judith Koltai, May/June 2003 Toronto School of the Alexander Technique with E. Kopman, August 2000-June 2001 Equity Showcase, Toronto: Classical Workshop; Movement with Yoshi Oida; Alexander Technique and Voice with Kelly McKevenue Dance and Movement in Mitzvah Techniques, Creative Movement, Choreography Voice Workshops with Yoshi Oida, Kristin Linklater, Pam Bartley-Haig, Jane Casson. Mask and Theatre with George Brandt, Shakespeare & Co., Keith Johnstone Popular Theatre techniques, Catalyst Theatre, Edmonton, 1986 4. TEACHING EXPERIENCE a) University: 1994-present Thorneloe College, Laurentian University Full 1989-94 University of Saskatchewan, Saskatoon Part-time
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1993-94 Saskatchewan Indian Federated College Saskatoon Part-time 1992 Northern Teachers Education Program Part-time La Ronge, Saskatchewan b) Research experience 1994 University of Saskatchewan, Saskatoon Part-time (1988-91) University of Saskatchewan, Saskatoon Full/ Part 1986 Catalyst Theatre, Edmonton Part-time c) Other teaching/professional experience Teaching: 1993-94 Saskatchewan Writers Guild, Regina Voice workshops for writers 1993-94 Designed and piloted Acting for Saskatchewan Indian Federated College 1990-93 Saskatchewan Drama Association, Regina Mask and Popular Theatre workshops 1981-83 Saskatoon Board of Education Teacher Aide II 1978-79 Saskatoon Dance Workshop Adult and children Professional: 2003 Northern Lights Festival Boreal, Sudbury Spoken Word artist performer 2002 Theatre Reviewer, CBC Radio North 1999 Last Rights (drama) FilmCrew Productions, Toronto Actor 1998 Elements of Fire Performance Poetry Festival Performer for two venues 1997 Hillside Festival, Guelph Performer 1995-96 CBC Radio North, Sudbury Journalism and broadcasting 1995-97 Northern Lights Festival Boreal, Sudbury Performer 1995 Pictures of Angels in the Dark Fringe Nord Festival, Sudbury ` Playwright/Actor/Director
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1993 25th Street Theatre, Saskatoon Actor for playwrights' workshops 1992 Saskatoon International Fringe Festival Playwright/Director/Actor 1990 Saskatoon International Fringe Festival Playwright/ Director/ Actor 1983-84 The Saskatoon Soaps, Broadway Theatre Actor 1977 CBC Radio (Toronto) Freelancer Acting (selected) 2002 Vagina Monologues Bosnian Woman 2001 Not I Mouth 2001 Aminta Dafne 1999 Last Rites (film) Nurse Peel 1995 Pictures of Angels in the Dark Nina 1994 This is for You, Anna Marianne 3 1993 The Conference of the Birds Hoopoe 1990-91 K's Story Kevin/Kitte 1988 Dogg's Hamlet Hamlet 1988 The Marat/Sade Jean-Paul Marat 1988 The Gethsemane of Manitou Anahareo 1987 The Prime of Miss Jean Brodie Miss MacKay 1987 A Midsummer Night's Dream Puck 1986 Happy Birthday Wanda June Paul 1986 Steaming Dawn 1986 Crimes of the Heart Lenny 1985 La Ronde Sweet Young Thing/Poet 1983-84 The Saskatoon Soaps Irena Pollyanna, Judy X 5. LEAVES: 2000-2001 Sabbatical used to train at the Toronto School of the Alexander Technique 6. ADMINISTRATIVE CONTRIBUTION TO LAURENTIAN 2003- Chair/Director Theatre Arts 2002-2004 Steward, Thorneloe University 2002-2004 Academic Advisor/Coordinator, Interarts BFA
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2001-2002 Thorneloe Academic Personnel Committee, Chair 1999-2000 Laurentian Institute of Interdisciplinary Arts 1999-2000 Senate Committee on Teaching and Learning 1998-99 Laurentian Curriculum Validation 1998 Academic Personnel Committee, Huntington University 1998 Inaugural Committee Thorneloe Theatre 1998-00 Theatre Arts Advisory Committee (founding member) 1997- BFA Interarts Committee 1996-99 Humanities Council 1996-99 Campus Ministry Board, Bahá’í Faith Representative 1996-00 Chair/Director Theatre Arts 1996-97 Residence Committee for Thorneloe 1996-97 Theatre Arts Search Committee 1996 Theatre Arts Appeals Committee Chair 1996-97 Thorneloe Academic Personnel Committee, Chair 1994- Thorneloe Faculty Council 1994- Thorneloe Senate 7. SCHOLARLY ACTIVITY/ ACADEMIC PUBLICATIONS Chapters in Academic Books: "The Voices of Five Women (Barbara's Voice, Marielle's Voice, Jeanette's Voice, Gina's Voice, Joy's Voice)" in Kechnie and Reitsma-Street (eds) Changing Lives: Women in Northern Ontario. Toronto: Dundurn Press, 1996. pp 18-25 Articles (in refereed journals): Canadian Woman Studies, "I Was Last Young in Kiev," Toronto: York Press, Spring 1998 Articles (in non-refereed journals): Bahá’í Canada, "Art, Spirituality and Community," Toronto, December 1999. p. 6 Book reviews: (Review of) Daniel MacIvor Marion Bridge (drama). Canadian Book Review Annual. p. 233, 2000. (Review of) Robin McGrath Escaped Domestics (poetry). Canadian Book Review Annual. p. 219, 2000. (Review of) Kit Brennan, ed. Going It Alone (drama). Canadian Book Review Annual. p.255, 1999. (Review of) A. Saddlemyer and R. Plant, ed. Later Stages: Essays in Ontario Theatre from the First World War to the 1970's. Ontario Women's History Network Newsletter. Volume 3 Number 2, p. 3, 1998.
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(Review of) John Murrell The Faraway Nearby (drama). Canadian Book Review Annual. pp. 248-249, 1998. (Review of) Joni Mitchell The Complete Poems and Lyrics. Canadian Book Review Annual. p. 235, 1998. (Review of) Colleen Wagner The Monument (drama). Canadian Book Review Annual. p. 252, 1998. (Review of) Bernie Warren (ed) Creating a Theatre in Your Classroom. Canadian Theatre Review. pp. 80-81, Winter 1995. Published Conference Proceedings (refereed): "Therapy in the Community: Popular Theatre" in From Artspeak to Artsaction. University of Saskatchewan Extension Division Publications, Saskatoon, 1993. pp 59-61 Presentations at academic/professional conferences, societies, workshops: May, 2002 “The Terror of Performing Beckett’s Not I:” Association for Canadian Theatre Research, The Learneds Congress, University of Toronto August, 2000, Poetry Performance and Dramatic Reading: 2000 Annual Conference of The Association for Bahá’í Studies, Mississauga, ON May, 1998 "Sleep, Speak, Turn Towards" : ACTR Theatre Practise and Reflection, The Learneds Congress, University of Ottawa December, 1998 “Transformation and the Arts: A Bahá’í Perspective,” Saskatoon Bahá’í Annual Winter School, Saskatoon, Saskatchewan April, 1996 "The Voices of Five Women": INORD Conference, Laurentian November, 1995 "The Role of the Artist in Society": Annual General Meeting of Northern Lights Festival Boreal, Sudbury March, 1993 "Therapy in the Community: Popular Theatre": From Artspeak to Artsaction Conference, University of Saskatchewan, Saskatoon 1993 and 1994, Voice workshops for writers: "Finding Your True Voice": for the Saskatchewan Writers Guild, Saskatchewan locations 1991-94, Acting workshops, i.e. Mask, Popular theatre techniques: for The Saskatchewan Drama Association, Saskatchewan locations 1982 Drama therapy for The Youth Services program, University Hospital, Saskatoon Community contributions e.g. workshops, field work, consulting...: Workshops, Sears Drama Festival, Sudbury Workshop “Art and the Soul:” Uxbridge, Sudbury, Manitoulin Island Collaboration and creation of short dramatic scenarios for video, under the auspices of the Sudbury Multicultural Association, January - March, 1999 Performance poetry for (W)rites of Spring, Canadian League of Poets, North Bay, ON, May 1998 Consultant/Performance Artist for the Art Gallery of Sudbury official unveiling ceremony, April-May 1997
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Performance poetry for (W)Rites of Spring, Canadian League of Poets, Sudbury, April 1997 Mask workshop for Debajehmujig Theatre Group, Manitoulin Island, June 1996 Member Board of Governors, Fringe Nord 1994-'95 Poetry performances for Take Back the Night, Sudbury, 1995 – 97 Poetry performances for International Women's Day, Sudbury 1994 - 97, & 1999 Theatre workshop for Saskatchewan Board of Education, 1988, the Sexual Assault Centre, Saskatoon, 1990 and Immigrant Women of Saskatchewan, 1991 Video director "Victims" for the Saskatchewan Board of Education, Audio-Visual Services, University of Saskatchewan 1990 Other scholarly activity representing a contribution to the discipline or field, e.g. literary and artistic works: Acting roles The Vagina Monologues,Sudbury Sexual Assault Centre fundraiser, 2002 Acting role The Mouth in Beckett’s Not I, Black Dog Productions, October 2001 Acting role Daphne in post-modern production of Aminta, The Graduate Centre for the Study of Drama, Toronto, March 2001 Acting role in dramatic film Last Rites by FilmCrew Productions, Toronto, 1999 "Anger" in Like Lemmings, Northern Ontario's First Poetry Journal, Sudbury, November 1998 Production of "Badasht" (as playwright and director), Toronto, July 1998 "I Was Last Young in Kiev" in (W)rites of Spring: Anthology of Northern Ontario Poets, Canadian League of Poets, April 1998 Workshop of playscript "Millennium Series", June 2-7, 1997 at the 25th Street Theatre Centre, Saskatoon with Artistic Director Tom Bentley-Fisher and Dramaturge Patti Shedden "Kissing" in (W)Rites of Spring: Anthology of Northern Ontario Poets, Canadian League of Poets, April 1997 Directing 2003 The Trojan Women, Thorneloe University Theatre 2003 Playing Genres: From Greek to Theatre of Cruelty, Thorneloe University 2002 WHAT HAPPENED: THE September 11th TESTIMONY Project, Canadian Premiere Nov 21, Thorneloe University Theatre 2002 Blood Wedding, Thorneloe University 2002 Stop Kiss, Thorneloe University Theatre 2000 Hamlet (a Blasphemous Version of...), Thorneloe University 1999 and Playwright Sleep, Speak, Turn Toward... Sudbury Theatre Centre 1999 The Trojan Women, Thorneloe University 1999 Our Country's Good, Mainstage, Thorneloe University Theatre
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1998 A Midsummer Night's Dream, Mainstage, Thorneloe University Theatre (Gala opening of new theatre) 1998 and Playwright, Badasht, Toronto Bahá’í Centre 1997 Tornado by Judith Thompson, Mainstage, Laurentian University 1997 The Persecution and Assassination of Marat as Performed by the Inmates of the Asylum of Charenton Under the Direction of the Marquis de Sade, Thorneloe University 1996 The Tempest, Mainstage, Laurentian University 1995 Romeo and Juliet, Mainstage, Laurentian University 1995 Pictures of Angels in the Dark, Thorneloe Chapel and Fringe Theatre Festival, Sudbury 1993 The Love Talker, Mainstage, Department of Drama, University of Saskatchewan 1992 and Playwright Badasht, Fringe Theatre Festival, Saskatoon 1991-1993 There's No Black or White, dramatic collage, various stages throughout Saskatchewan 1987 Christina/Phillippe, Second Stage, Department of Drama, University of Saskatchewan Discography: "Between Mouths" - bedtracks for CD, Hypmelodix, Toronto, 2001 "Lipskin Dance: Live in the Studio 1996" Sudbury, 1996 "Poemotion: Pre-Release Tape" Sudbury, 1995 "Poemotion: Full-Throated Verse Turned Electric Incantation,” 1991 Playwriting: (Book of Monologues for Women - in progress) Sleep, Speak, Turn Toward...(Performed at the Sudbury Theatre Centre 1999, workshopped at Twenty-Fifth Street Theatre, Saskatoon, 1997) Pictures of Angels in the Dark, (Thorneloe Chapel and Fringe Nord 1995) Of Angels, (Saskatoon Fringe Festival 1993) Badasht, (Toronto 1999 and Saskatoon Fringe Festival 1991) K's Story, with Balancing Act (various venues SK and MB) Woman on a Bridge (Saskatoon) The Pool (Bessborough Hotel, Saskatoon) A Fable (Toronto) The Couch: A Delicate Feeling, (Saskatoon) Founder/Director/Actor "Balancing Act", a Popular Theatre group that created and performed social issue theatre throughout Saskatchewan and Manitoba, 1986-1992. 8. CURRENT RESEARCH PROJECTS (including forthcoming publications):
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Awaiting permission to write English stage play adaptation from the novel Les Enfants Terribles by Jean Cocteau Organizing poetry manuscript to pursue publication 9. MEMBERSHIP AND CONTRIBUTION IN PROFESSIONAL ORGANIZATIONS: Music and Film in Motion, Sudbury Society of Composers, Authors and Music Publishers of Canada (SOCAN) Association for Canadian Theatre Research: Panel presentation: “The Terror of Performing NOT I” Learneds Congress, May 2002; dramatic reading of original play "Sleep, Speak, Turn Toward...", Learneds Congress, University of Ottawa, May 1998 Council of Ontario University and College Theatre Programs (COUCTP) Playwrights Guild of Canada (PGC), Full Member status April 2000: have contributed to Women's Pages, and been active member of the PUC Women's Caucus Saskatchewan Writers Guild: 1989-1994 - delivered voice workshops for writers and contributed to public readings 10. RESEARCH GRANTS: 1999 Laurentian University Research Fund (LURF): workshopping and staging an original play at Sudbury Theatre Centre 1981 Saskatchewan Arts Board Grant (to complete a body of paintings) 11. ACADEMIC/ PROFESSIONAL AWARDS, PRIZES: 1997 Twenty-Fifth Street Theatre, Saskatoon: playwright's travel award 1988 Fine Arts Award, University of Saskatchewan BFA Convocation 1988 Nominated for President's Medal, U of S Convocation 1988 and 1989, Scholarship from Department of Graduate Studies, University of Saskatchewan 1986 Scholarship, Banff School of Fine Arts, Advanced Acting 1984 First Prize Non-Fiction writing category: Corners and Absences, Saskatchewan Writers Guild, Regina 1981 First Prize Painting: "X", SGI Annual Art Exhibition, Saskatoon
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CURRICULUM VITAE Professor William S. Hatcher Docteur ès sciences Coordinates. Email in Canada, [email protected] and [email protected]. Email in Russia, [email protected]. Voice telephone and fax in Canada, 418 524 1335. Post-secondary education. Docteur ès sciences (mathematics), University of Neuchâtel, Switzerland, 1963. Thesis supervised by Professor Jean-Blaise Grize. Subject of thesis: A study, based on an original theoretical framework, of the structure of formal logical systems and of their equivalence. M. A. T. (Master's), Vanderbilt University, Nashville, Tennessee, U.S.A., 1958. B.A. cum laude, Vanderbilt University, 1957. Professional positions held. Chair, Department of Ethics, Landegg Academy, Switzerland, 1997-. Invited Researcher, Steklov Mathematical Institute, St. Petersburg, Russia, 1995-97. Professeur titulaire, Department of mathematics and statistics, Laval University, Quebec, Canada, 1972-1995. Invited Professor, Swiss Federal Institute of Technology, Lausanne, Switzerland, 1972-73. Professeur agrégé, Department of mathematics and statistics, Laval University, 1968-72. Associate Professor of Mathematics, University of Toledo, Ohio, United States, 1965-68. Instructor, University of Neuchâtel, Switzerland, 1964-65. Research. I am trained as a mathematical logician, and the majority of my mathematical research has been in this area. I have also done work in algebra and in computer science. In logic, my main interest has been model theory (preservation theory, and also the model theory related to nonstandard analysis), the lambda calculus, and the foundations of mathematics. My primary algebraic interests have been universal algebra and category theory. In computer science, my contributions have been to artificial intelligence, data structures, and programming theory. I also have a strong interest in philosophy, and have increasingly devoted my research efforts to that field. My main concerns in philosophy have been with the philosophical interpenetration of science and religion and with ethics. Regarding the latter, I have been particularly concerned with the development of a system of universal and transcultural ethics. I have published books, monographs, and articles in each of these various disciplines. Teaching. I have taught on the university level continuously for the last forty years. In mathematics, I have taught the following undergraduate courses: differential and integral calculus, differential equations, real analysis, algebra (linear algebra, group theory, commutative algebra), number theory, mathematical logic, foundations of mathematics, combinatorics, discrete mathematics, and elementary probability theory. On the graduate level, I have taught functional analysis, topological vector spaces, algebra (category theory, universal algebra, field theory), and mathematical logic (model theory, recursive function theory, proof theory, axiomatic set theory). In philosophy I have taught courses in ethics at both the undergraduate and graduate levels, and a course in philosophy of science and religion at the graduate level. Supervision of theses. I have successfully supervised the thesis research of three doctoral students and three master's students. Two of the doctoral theses and two of the master's theses were on model theory. The remaining doctoral thesis was on the lambda-calculus and its models, and the remaining master's thesis was on artificial intelligence (automatic theorem- proving).
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Research grants, scholarships, and honors. In 1953, I received an Honorable Mention in the Westinghouse Science Talent Search. During the academic year 1957-58, I was a Du Pont Fellow. For the years 1962-64, I received a scholarship from the Swiss National Fund for Scientific Research. During the academic year 1973-74, I received a research grant from the I.B.M. company. For a number of years I received grants from the F.C.A.R. granting agency in Quebec Province, and I was continuously supported by the National Science and Engineering Research Council of Canada from 1968 until 1990. I was an invited professor at the Swiss Federal Institute of Technology in Lausanne for the academic year 1972-73. In 1978, I was elected to a three-year term as a member of the Council of the Association for Symbolic Logic. I am one of eight Platonist philosophers listed for the second half of the twentieth century in the Encyclopèdie Philosophique Universelle (Presses Universitaires de France, 1992). Other professional activities. I am an author for several reviewing agencies in the mathematical sciences and in philosophy, and I have also acted as a referee and reviewer for numerous scientific and philosophical journals. I have given numerous invited scientific talks at universities in Europe, the United States, Russia, and Canada. I have frequently participated in scientific meetings and congresses in many different parts of the world. Administrative experience. I was interim department head of the mathematics department at Laval University (one year). I have served as an evaluator of new graduate programs in mathematics for the Quebec (Province) Ministry of Education. I was president (two years) and member (one year) of the mathematics grant committee of the F.C.A.R granting agency in Quebec Province. I served a three-year term on the Council of the Association for Symbolic Logic. I have been elected to serve on the National Spiritual Assemblies of the Bahá’ís of Switzerland, of Canada, and of Russia for a total of thirteen years of service, serving as vice- chairman in the first instance, and as chairman in the latter two. Lanuages. I can speak, read, and write both English and French. I can speak and read Russian. I have a rudimentary knowledge of German. Extra-professional interests and activities. Chess, bridge, swimming, tennis, bicycling, and cross-country skiing. Scientific Publications. The following is a list, in reverse choronological order, of the scientific publications of which I am the author or the co-author. Books and monographs are listed separately at the beginning. Books and monographs. 1. (With Michel Hébert) Preservation Theory, to appear. 2. The Logical Foundations of Mathematics, Pergamon Press, Oxford, l982, x+320 pages. 3. (With S. Whitney) Absolute Algebra, Teubner Texte zur Mathematik l7, Teubner, Leipzig, l978, x+126 pages. 4. Foundations of Mathematics, W. B. Saunders and Co., London and Philadelphia, l968, xiii+327 pages. 5. Theory and Applications of a Syntactical Notion of the Equivalence of Formal Logical Systems, L. A. Monnier, Neuchâtel, l964, 83 pages. Articles. 1. Causality, composition, and the origin of existence, in The Law of Love Enrshrined, George Ronald, Oxford, 1996, 19-42.
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2. (With Marc Bergeron) Models of linear logic, Proceedings of the Steklov Mathematical Institute, St. Petersburg, Russia, Vol. 9, 1995, 23-35. 3. (With M. Tonga) Pairings on lambda algebras, Zeit. Math. Log. Grund. Math., 37 (1991), 343- 352. 4. (With M. Tonga) Pairings on lambda algebras, Proceedings of the First International Conference on Algebraic Methodology and Software Technology, University of Iowa, 1989, 125- 128. 5. A certain measure of importance, in Pensée naturelle (refereed collection of articles in honor of Jean-Blaise Grize), Droz, Genève, 1987, 61-73. 6. Caractérisations algébriques des hyperréels R* et des hyperentiers N*, Comptes Rendus Acad. Sci. Paris, 305 (l987), Série I, l55-l57. 7. (With P. Scott) Lambda algebras and C-monoids, Zeit. Math. Log. Grund. Math., 32 (l986), 415-430. 8. Elementary extension and the hyperreal numbers, Mathematical Logic and Formal Systems, Marcel Dekker, New York, l985, 205-219. 9. (With S. Whitney) Characterizing categories of algebras, Algbebra Universalis, l9 (l984), 231-242. 10. Clone embeddings and the hyperreal numbers, Recent Trends in Mathematics, Kurke, Mecke, Triebel and Thiele, Ed., Teubner Texte zur Mathematik 50, Leipzig, l983, 164-173. 11. (With Claude Laflamme) On the order structure of the hyperreal line, Zeit. Math. Log. Grund. Math., 29 (l983), 197-202. 12. Calculus is algebra, Amer. Math. Monthly, 89 (l982), 362-370. 13. (With B. R. Hodgson) Complexity bounds on proofs, The Journal of Symbolic Logic, 46 (l981), 255-258. 14. A language for type-free algebra, Zeit. Math. Log. Grund. Math., 24 (l978), 385-397. 15 (With T. Rus) Context-free algebras, Journal of Cybernetics, 6 (1976), 65-77. 16. (With A. Shafaat) Categorical languages for algebraic structures, Zeit. Math. Log. Grund. Math., 21 (1975), 433-438. 17. (With G. Coray) A logical framework for large file information handling, Information Sciences, 8 (1975), 27-38. 18. A semantic basis for program verification, Journal of Cybernetics, 4 (1974) 61-69. 19. Les identités dans les catégories, Comptes Rendus Acad. Sci. Paris, Série A, 275 (1972), 495-496. 20. Foundations as a branch of mathematics, Journal of Philosophical Logic, 1 (1972), 349-358. 21. (With J. Corcoran et J. Herring) Variable binding term oprators, Zeit. Math. Log. Grund Math., 18 (1972), 177-182. 22. (With P. E. Réthier) Une application du langage APL au problème de démonstration de théorèmes par ordinateur, Colloque APL, IRIA (1971), Paris, 433-443. 23. Quasiprimitive subcategories, Mathematische Annalen, 190 (1970), 93-96.
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24. Birkhoff subcategories, Revue Roumaine de Math. Pures et Appliquées, 15 (1970), 1421- 1423. 25. Sur un système de da Costa, Comptes Rendus Acad. Sci. Paris, Série A, 268 (1969), 1443- 1446. 26. Remarques sur l'équivalence des systèmes logiques, Comptes Rendus Acad. Sci. Paris, Série A, 267 (1968), 529-530. 27. Logical Truth and logical implication, Journal of Symbolic Logic, 31 (1966), 561. 28. Systèmes formels et catégories, Comptes Rendus Acad. Sci. Paris, 260 (1965), 3525-3528. 29. La notion d'équivalence entre systèmes formels, L'Enseignement Mathématique, 10 (1964), 314-315. 30. La notion d'équivalence entre systèmes formels et une généralisation inductive du système dit «New Foundations» de Quine, Comptes Rendus Acad. Sci. Paris, 256 (1963), 563-566. Other Publications The following is a list, in reverse chronological order, of books, monographs, and articles on subjects other than the mathematical sciences. Unless otherwise indicated, I am the only author. 1. Minimalism : A Bridge between Classical Philosophy and the Baha’í Revelation, Juxta Publishing, Hong Kong, 2002, 128 pages. 2. (with Sara Clarke), Spirit and Gender, to appear in collection edited by Professor Michael Penn, 23 pages. 3. Love, Power, and Justice, Journal of Bahá'í Studies, 9;3 (1999), 1-23. 4. Love, Power, and Justice; the dynamics of authentic morality, Bahá'í Publishing Trust, Wilmette, 1998, xvii + 155 pages. Second edition, 2002, xxii + 165 pages. 5. The Ethics of Authenticity, IMEP (now Axios), St. Petersburg, Russia, 1996, vi + 104 pages. 6. (With John Hatcher), The Law of Love Enshrined, George Ronald, Oxford, 1996, xv + 285 pages. 7. A Scientific Proof of the Existence of God, Journal of Bahá'í Studies, 5;4 (1993-94), 1-16. *8. Logic and Logos: Essays on Science, Religion and Philosophy, George Ronald, Oxford, 1990, x + 147 pages. 9. Les valeurs économiques et les valeurs morales, Journal of Bahá'í Studies, 1; 4 (1988-1989), 41-58. 10. Scholarship: A Bahá'í perspective, Journal of Bahá'í Studies, 1; 2 (1988-89), 35-46. 11. (With Muhammad Afnán) Note on MacEoin's ‘Bahá'í fundamentalism’, Religion, 16 (l986), l87-l92.
* A descriptive and analytical résumé of this work has been included in Volume III of the Universal Encyclopedia of Philosophy, Presses Universitaires de France, 1992. *12. (With Douglas Martin) The Bahá'í Faith, Harper & Row, San Francisco, l985, xvii + 228 pages; first softcover edition, 1989; second, revised edition, Bahá'í Publishing Trust, Wilmette, 1998; republished 2002 by Bahá'í Publishing, xvii + 253 pages.
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13. (With Muhammad Afnán) Western Islamic scholarship and Bahá'í origins, Religion, 15 (1985), 29-51. 14. The Concept of Spirituality, Bahá'í Studies, 11, Association for Bahá'í Studies, Ottawa, 1982, iii+25 pages. 15. The Science of Religion (Rev. Ed.), Bahá'í Studies, 2, Association for Bahá'í Studies, Ottawa, 1980, iv +45 pages. 16. Science and the Bahá'í Faith, Zygon/Journal of Religion and Science, 14 (1979), 229-253. 17. (With H. Danesh) Errors in Jensen's analysis, World Order, 11; 1 (1976), 52-60. 18. The unity of religion and science, World Order, 9; 3 (1975), 22-29; 32-38. 19. The relative conception of good and evil, Zygon/Journal of Religion and Science, 10 (1975), 446-448. 20. Economics and moral values, World Order, 9;2 (1974), 14-27. 21. A logical solution to the problem of evil, Zygon/Journal of Religion and Science, 9 (1974), 61-69. 22. Science and religion, World Order, 3;3 (1969), 7-19.
* This work has been designated by the Encyclopaedia Britannica as one of ten recent books "that have made significant contributions to knowledge and understanding" in the domain of religion (see 1986 Britannica Book of the Year, pages 62-64).
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8.1.4 Curriculum Vitae for Program Development Consultants These include CVs for faculty not responsible for teaching, but who have developed courses to be launched September 2004, and/or are developing courses to be phased in September 2005.
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ANNA C. VAKIL PhD MCIP 2980 Academy Drive Windsor, Ontario N9E 2H3 CANADA Tel. (519) 966-9139 E-mail: [email protected]
EDUCATION AND PROFESSIONAL QUALIFICATIONS BA (Hon.) Psychology and Sociology, Carleton University (Ottawa, Canada), 1977 Masters in Urban Planning, McGill University (Montreal, Québec, Canada), 1983 PhD in Urban, Technological and Environmental Planning University of Michigan, (Ann Arbor, Michigan), 1991 Full Member, Canadian Institute of Planners and the Ontario Professional Planning Institute, 1999 - RECENT RESEARCH PROJECTS Community-based housing organizations in the Third World (funded) Non-profit housing organizations in Canada (funded) Neighborhood organizing in North America The role of the voluntary sector/ NGOs in development Development theory and ethics CURRENT POSITION 10/03 - Principal, Canopy Consulting and Research Windsor, Ontario, Canada Recently began seeking short-term contracts both domestically and abroad in housing research, community development, public participation planning and strategic planning. TEACHING EXPERIENCE 07/93-07/02 Planning Program, University of Windsor, Ontario, Canada (Associate Professor with Tenure, 1997-2002) From 1992 to 2002, the University of Windsor offered an accredited 4- year undergraduate program in Planning as well as a Masters in Geography (Planning). Both programs involved supervision of students conducting major research projects and theses. Courses Taught: Undergraduate: Housing Policy, Neighborhood Planning, (5 courses/year) Planning Theory and Methods, Introduction to Planning, Development in Africa (co-listed with Geography and Anthropology)
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Graduate: Housing Policy 07/93-01/98 Department of Geography (promotion and tenure granted 5/97- one year early) 01/98-07/02 Department of Sociology and Anthropology (Planning program moved to this department in 01/98) 09/92-12/92 Sessional lecturer, Department of Geography, Eastern Michigan University, Ypsilanti, Michigan: “Site and Location Analysis” 05/87-04/89 Teaching Fellow, College of Architecture and Urban Planning, University of Michigan: “Planning Workshop” (a revitalization project in the inner-city Woodbridge neighborhood of Detroit, Michigan) “Urban and Regional Planning in Developing Countries” “Introduction to Urban Geography” (undergraduate) 1980-1 Teacher, Grade Five, Mayan School, Tegucigalpa, Honduras. Responsible for three classes of pupils and supervision of two teaching assistants in a primary school which employed the ANISA model-- an integrated-curriculum arts-centred approach to children’s education. Received in-service training in this model throughout the school year. PROFESSIONAL DEVELOPMENT 1987 – 2002 While a faculty member at the University of Windsor as well as a doctoral student at the University of Michigan, I took advantage of numerous courses offered by both institutions to enhance teaching skills (such as Critical Thinking, Testing and Evaluation, Web- based Learning, the Multi-media Classroom) as well as courses on improving grant-writing skills. 4-day Professional Development Course in Negotiation and Mediation, Ontario Professional Planning Institute and the Society for Conflict Resolution of Ontario, Toronto, 1999 PROFESSIONAL EXPERIENCE 04/99 Presented a 6-day Workshop (in Spanish) on “Community-based Planning”, University of San José, Costa Rica (funded by DANIDA): Post-graduate Program in Architecture 01/98-07/98 Sabbatical Visiting Associate, Centre for Urban and Community Studies, University of Toronto, Ontario, Canada. 04/89-03/90 Research Associate, Department of Rural and Urban Planning, University of Zimbabwe, Harare, Zimbabwe. 05/87-08/87 Research Assistant, College of Architecture and Urban
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Planning, University of Michigan Conducted a literature survey of the role of international agencies in housing and infrastructure in developing countries. 05/86-07/86 Consultant, Canadian International Development Agency (CIDA) and the Government of Belize, Belize City, Belize Worked with a Belizean architect in conducting a feasibility study for a pilot project intended to facilitate residential connections to a piped water and sewerage system installed by CIDA in Belize City. Report produced: Vakil, A. and E. Lewis (1986) Pilot Sewer Connection Study: Belize City. (Belize: CIDA and Government of Belize). 06/86-09/86 Consultant, School of Urban Planning, McGill University, Montreal, Québec, Canada Assisted in the development and negotiation of a CIDA-funded institutional agreement between the School of Urban Planning, the Belize City Urban Development Corporation and the Belize campus of the University of West Indies in order to enable McGill students to conduct technical studies for Belize City. 05/85-04/86 Planning Officer, Ministry of Community Development, Government of Belize, Belmopan, Belize Responsible for formulation of a training program and funding strategy for a Village Council local government development program. 09/83-04/85 Urban Planner, Housing and Planning Department, Government of Belize, Belize City, Belize Helped with reinvigoration and implementation of national legislative framework for planning; assisted US-AID personnel in the formulation of a National Housing Policy and drafting of a 5-year National Development Plan; worked on review of site plans and conducted land use surveys in two cities. 05/83-08/83 Researcher, School of Urban Planning, McGill University Researched planning law as it pertained to shopping centers. 1982 Researcher, Naskapi Relocation Corporation, Montreal, Canada Conducted a comparative analysis of the planning processes for two First Nations villages (Cree and Naskapi) in northern Québec, both of which were constructing new settlements due to native land claims agreements resulting from the James Bay Hydroelectric Project. 1981 Researcher, Geography Department, McGill University Conducted a study of the impact of the iron ore industry on the Naskapi and Montagnais First Nations of northern Québec. 1975-77 Child Care Worker, Ottawa, Canada
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Worked on a full- and part-time basis as a case worker in publicly and privately operated assessment and treatment group homes with children who were wards of court. RESEARCH GRANTS 03/98-03/02 Social Sciences and Humanities Research Council of Canada, $20,300 A 4-year Standard Research Grant awarded for a project entitled: “Communities providing housing: case studies of private non-profit housing organizations in Windsor, Ontario” 2000 University of Windsor Research Board Grant, $4,000 Awarded for a third stage of fieldwork on five housing co-operative case studies in Zimbabwe. 1997 University of Windsor Research Board Grant, $2,500 Awarded for a project entitled: “The role of community-based organizations in urban revitalization: literature review and pilot study of Windsor, Ontario” 1995 University of Windsor Research Board Grant, $5,000 Awarded for a second stage of fieldwork on five housing co-operative case studies in Zimbabwe. INVITED ADDRESSES 08/02 Invited to present a lecture: “Sign of advancement or anarchy? What to do about an urbanizing world”, Chautauqua Institute, New York 03/00 Invited to attend a National Symposium, “Toward an Affordable Housing Policy for Canada”, sponsored by the Canadian Housing and Renewal Association (CHRA), Chateau Laurier Hotel, Ottawa, Canada. CHRA invited leading Canadian scholars and practitioners to offer suggestions for a proposal for a national affordable housing strategy that was later submitted to the federal government. 02/99 Invited to present a seminar on “Community-based housing in the developing world”, McMaster University, Hamilton, Ontario, Canada : Department of Geography 09/97 Invited to a “Colloquium on Politics and Planning” to give an address entitled “Planning for what?”, School of Urban Planning, McGill University, Montreal. PROFESSIONAL, COMMUNITY AND OTHER SERVICE 2002 - Member, Advisory Board, Ford City Discovery Centre, Windsor, Ontario, Canada A community economic development and service agency in a disadvantaged neighborhood in east Windsor.
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2001- Member, Editorial Advisory Board, Canadian Journal of Urban Research
11/02-10-03 Acting Secretary, National Planning and Advisory Committee of the National Assembly of the Bahá’ís of Canada, Toronto, Ontario, Canada Worked remotely from my home in Windsor as executive officer of this committee, which assists the National Assembly (the elected guiding institution of the Bahá’í community of Canada) in implementing the current Five-Year Plan (2001-2006). Responsible for coordinating and preparing research reports on a range of subjects including community development, youth development and progress of indigenous peoples.
1997- Refereeing of articles and research proposals for: Canadian Journal of Urban Research, Housing Studies, International Development Planning Review (formerly Third World Planning Review), Journal of Planning Education and Research, Journal of Urban Affairs, World Development, and the Social Sciences and Humanities Research Council of Canada. 05/98 Organizer of roundtable entitled “Filling the gap: the role of community organizations in urban development” for the Conference on Urban Research, University of Ottawa, Canada. 1997 External reviewer for PhD dissertation (in French), Political Science Department, Laval University, Québec City, Québec, Canada 08/96 Represented the University of Windsor with a colleague at the University of Port Elizabeth, South Africa, to negotiate a proposal for a University partnership agreement submitted to the Canadian International Development Agency and the Association of Universities and Colleges (Canada). 09/94 Represented the Planning Program of the University of Windsor at the Annual Meeting of the Association of Canadian Colleges of Urban Planning, Edmonton, Alberta, Canada. PUBLICATIONS Vakil, A. (book in progress; proposal to be submitted to Earthscan Press) Stirrings at the Grassroots: Community-based organizations, Housing and Development. - - - (submitted to Housing Studies) “Bridging worlds: comparing support systems for community-based housing in Ontario, Canada and Zimbabwe using case studies”. - - - (forthcoming) review of Asset Building and Community Development by Gary Paul Green and Anna Haines (Thousand Oaks: Sage, 2002), Canadian Journal of Urban Research. - - - (2002) review of The Myth of Development: the Non-viable Economies of the 21st Century by Oswaldo de Rivero (New York: Zed), Canadian Journal of Urban Research 11(2):353-4.
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- - - - (2001) “Natural stirrings at the grassroots: development, doctrine and the dignity principle”, Journal of Bahá’í Studies 11(1 / 2):23-76. Stoecker, Randy and A. Vakil (2000) “States, cultures and community organizing: two tales of two neighborhoods”, Journal of Urban Affairs 22(4):439-458. Vakil, A. (1999) “Problems and prospects of housing CBOs [community-based organizations]: an analysis of 30 case studies from Africa and Latin America, 1964-1994”, Cities 16(6):409-422. - - - - (1999) “Foreword” for Planning Progress: Lessons from Shoghi Effendi, by June Manning Thomas. Ottawa: Association of Bahá’í Studies. - - - (1998) Review essay, A City for All: Valuing Difference and Working with Diversity, ed. J. Beall, New Jersey, Zed, 1997, Canadian Journal of Urban Research 7(1):101-2. - - - (1997) “Confronting the classification problem: toward a taxonomy of NGOs”, World Development 25:2057-2070. - - (1997) “Housing CBO’s in the developing world: toward a policy agenda”, South African Geographical Journal, Special Issue, November, 1997:179-183. - - - (1996) “Understanding housing CBOs: comparative case studies from Zimbabwe”, Third World Planning Review 28(3):325-347. - - - (1995) “Housing co-operatives: an emerging trend in the search for shelter”, Department of Rural and Urban Planning Occasional Paper No. 27, University of Zimbabwe. - - - (1994) “Of designs and disappointments: some limits to participatory research in a Third World context”, The American Sociologist 29:4-19. - - - (1994) “Housing co-operatives in Zimbabwe: a contribution to women’s shelter and development”, Journal of Social Development in Africa 9(1):7-17. - - - (1993) “The contribution of community-based housing organizations to women’s shelter and development: evidence from Zimbabwe”, in Dandekar H. (ed.), Shelter, Women and Development: First and Third World Perspectives, Ann Arbor, MI: George Wahr, pp. 54-61. - - - (1992) Book review of Urban Inequality Under Socialism: Case Studies from Eastern Europe and the Soviet Union by David Smith (Cambridge: Cambridge University Press, 1989) in the Journal of Social Development in Africa 7(2):85-88. Vakil, A., Robert Marans and Allan Feldt (1990) “Integrative planning workshops: the Michigan experience”, Journal of Planning Education and Research 10(1):61-69. - - - (1990) “Planning for regional centres in Belize with special reference to Orange Walk Town,” in N. Huhn and H. O. Probst (eds.), Polarization and Capital Relocation in Belize: Case Studies in Urban Development and Planning, Hamburg, Germany: Wayasbah:103-137. - - - (1987) “Toward a development ethics”, Dialogue 1(4):14-17. - - - (1983) “The impact of the iron ore industry on the native peoples of Sept-Iles and Schefferville, Québec,” McGill Subarctic Research Papers 38:131-148. CONFERENCE PRESENTATIONS Vakil, A. (2002) “We all live in a developing country: why planning theory needs development theory”, Annual Conference of the Association of Collegiate Schools of Planning, Baltimore, Maryland, November 20-25.
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- - - (2002) “Private non-profit housing organizations in Ontario: requiem or revival?” Annual Conference of the Canadian Association of Geographers, University of Toronto, Ontario, Canada, May 31. - - - (2001) “The changing role of government in non-profit housing in Canada: case studies from Windsor, Ontario,” Annual Conference of the Association of Collegiate Schools of Planning, Cleveland, Ohio, November 8-11. - - - - (2001) “Governance and affordable housing: a Bahá’í perspective”, at “Cities, Suburbs and Countryside: Connecting the Spirit to the Environment”, a colloquium sponsored by the Institute for Bahá’í Studies, Wilmette, Illinois, October 26-28. - - - (2001) “Bridging worlds: a comparison of support systems for community-based housing in Canada and Zimbabwe”, First World Planning Schools Congress, Tongji University, Shanghai, China, July 11-15. - - - (2000) “Community-based development in civil society: an unexplained phenomenon?” Annual Conference of the Canadian Association of African Studies, University of Alberta, Edmonton, Alberta, Canada, May 27-30. Stoecker, Randy and A. Vakil (2000) “States, cultures and community organizing: two tales of two neighborhoods”, Annual Conference of the Urban Affairs Association, Los Angeles, California, May 3-6. Vakil, A. (1998) “Neighborhoods providing housing: some issues for consideration”, Annual Conference of the Canadian Housing and Renewal Association, Chateau Laurier Hotel, Ottawa, Canada, April 15-18. Vakil, A. and R. Stoecker (1998) “Coping vs. resistance in two neighborhoods in Windsor, Ontario and Toledo, Ohio”, Conference on Urban Research, University of Ottawa, Canada, May 31. Vakil, A. (1996) “The experience of community-based housing organizations in the Third World: some lessons for the First World”, Conference on Urban Research, Brock University, St. Catharines, Ontario, Canada, May 23-24. - - - (1996) “Confronting the urban shelter crisis in Africa: lessons from community-based organizations across the Third World”, Annual Conference of the Canadian Association of African Studies, McGill University, Montreal, Québec, Canada, May 1-5. - - - (1995) “Housing CBOs in the developing world: towards a policy and research agenda, International Conference on Squatters and Informal Settlements, Durban, South Africa, July 11- 15. - - - (1995) “Studying NGOs: toward a policy research agenda”, Annual Conference of the Canadian Association of African Studies, Trent University, Peterborough,, Ontario, Canada, May 10-13. - - - (1994) “The community-based approach to providing low-income housing in Third World cities: a meta-analysis of the case study literature”, paper presented at Habitat ’94, Joint Conference of the International Federation of Housing and Planning and the Canadian Institute of Planners, Edmonton, Alberta, September 18-23. - - - (1993) “Community empowerment for shelter: housing co-operatives in Zimbabwe”, paper presented at the Annual Conference of the Canadian Association of African Studies, University of Toronto, Ontario, Canada, May 12-15.
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- - - (1992) “The contribution of community-based housing organizations to women’s shelter and development: evidence from Zimbabwe”, paper presented at a Conference on Shelter, Women and Development, College of Architecture and Urban Planning, University of Michigan, Ann Arbor, Michigan, May 5-7. - - - (1988) “Assessment of an integrative field studies course at the University of Michigan”, Annual Conference of the Association of Collegiate Schools of Planning, Buffalo, New York, October. - - - (1984) “Planning in Belize”, Inaugural Meeting of the Caribbean Association of Physical Planners, Kingston, Jamaica, September. PERSONAL Conversational and reading proficiency in Spanish and French (plus some Shona); extended or brief periods of residence in Belize, Honduras, Zimbabwe, Guatemala and South Africa; extensive travel experience in Central America, Europe and southern Africa; instructional qualifications in swimming and canoeing; ten years of training in (Western) classical piano which I have taught to both adults and children; participation in choral groups in several countries for the past 20 years, currently sing with the Windsor Symphony Chorus. REFERENCES Veronika Mogyorody PhD Associate Professor, Department of Sociology and Anthropology University of Windsor 401 Sunset Windsor, Ontario N9B 2P4 Tel.: (519) 253-3000, ext. 2148 Fax: (519) 971-3621 E-mail: [email protected] (Capacity known: colleague in the Planning program at University of Windsor in both the Geography and Sociology/Anthropology Departments, 1993-2002) Randy Stoecker PhD Professor, Department of Sociology, Anthropology and Social Work University of Toledo, Toledo, Ohio 43606 USA Tel.: (419) 530-4975 Fax: (419) 530-8406 E-mail: [email protected] (Capacity known: worked with Randy on a joint comparative research project on neighborhood organizations in Toledo, Ohio and Windsor, Ontario, 1997-2000) June Thomas PhD FAICP Professor, Urban Program Director Urban and Regional Planning Program 208 UPLA Building
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Michigan State University East Lansing, Michigan 48824-1221 USA Tel.: (517) 355-1696 Fax: (517) 355-7697 E-mail: [email protected] (Capacity known: have known June on a personal level since 1987; contributed Foreword and provided comments on drafts of June’s book Planning Progress: Lessons from Shoghi Effendi (1999).
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ANNE MARIE KARLBERG 1749 Emerald Lake Way Bellingham, WA 98226 USA
(360) 738-9902
[email protected] March 2004
EDUCATION / CREDENTIALS
Ph.D. in Educational Studies (Institutional Assessment and Research) University of British Columbia, Vancouver, BC. Currently working on a Ph.D. focusing on institutional assessment and research as well as program monitoring and evaluation, statistical analysis, assessment, database management, research design, and survey design...... September 2003-Present
Masters in Public Health (Health Education / Research / Data Analysis / Assessment) Tulane University, New Orleans, Louisiana. Focused on health education, data collection and analysis, database management, research design, survey design, and report writing...... Graduated December 1989
Bachelor of Education / Teacher Certification University of Toronto. Grades 7-12. Physical and health education; biology, chemistry, physics...... Graduated May 1992
Bachelor of Science: Human Biology (Honors Program) University of Toronto...... Graduated May 1986
Washington State Teacher Certification (Expires June 2005) Physical Education: Grades K-12; Health Education: Grades 4-12; Biology: Grades 4-12
PUBLICATIONS Cooper, M., Karlberg, A.M., and Adams, L.P. (1992). Aboriginal Suicide in British Columbia: An Overview. Canada’s Mental Health, September, pp.19-23. Cooper, M., Karlberg, A.M., and Adams, L.P. (1991). Aboriginal Suicide in British Columbia. Burnaby, B.C.: B.C. Institute on Family Violence [200 page report].
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CONFERENCE PRESENTATIONS
Karlberg, A.M. (October 2000). Defining and Analyzing Drinking Water Issues with Geographic Information Systems. WA State Joint Conference on Health; Tacoma, Washington.
Karlberg, A.M. (April 2000). Drinking Water Issues and GIS in Whatcom County. WA State Environmental Health Association’s Annual Education Conference; Vancouver, Washington.
Karlberg, A.M. (December 1999). Using GIS to Assess Groundwater Contamination. A GIS Colloquium: Drinking Water and Geographic Information Systems; Ellensburg, Washington (Central Washington University).
PROFESSIONAL ASSOCIATIONS American Association of Higher Education (member) Canadian Evaluation Society (member) American Evaluation Association (member)
TEACHING / EDUCATION EXPERIENCE
Faculty / Assessment Coordinator: Northwest Indian College—Bellingham, WA Coordinate institutional assessment and educational research efforts for the college; determine indicators/measures for accreditation, grant and college outcomes...... March 2002 – present
Faculty: Western Washington University—Bellingham, WA Physical Education, Health and Recreation Department H.Ed. 456—Abuse Prevention for Secondary Education Teachers H.Ed. 455—Health Education for Elementary Teachers (Grades K-8) P.E. 201—Perspectives on Human Lifestyle and Wellness P.E. 422—Physical Education Administration and Management P.E. 301—Survey of Physical Education and Health H.Ed. 150—Consumer and Environmental Health H.Ed. 450—Materials and Methods in Health Education ...... September 1999 – March 2002
Physical Education Teacher: Bayside Montessori School—Bellingham, WA Teach physical education to children in grades 4 through 6. Focus on basic skill development, cooperative games, and conditioning. Developed the P.E. curriculum for the school...... September 2000 – present
Simon Fraser University Residence Association, Manager—Vancouver, BC Initiated coordinated and implemented programs to improve the university’s international student and family residence and community life; encouraged intercultural appreciation and
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awareness; prepared, tracked and reported on the status of budgets; interviewed and hired for staff positions; produced annual reports and quarterly newsletters. Managed the 600-person international and family residence in the evenings and on weekends...... December 1993 – August 1997
Teacher: Maxwell International High School—Vancouver Island, BC Taught P.E., Health, Biology, and Computers for grades 7-12 and coached girls’ basketball at this international school that emphasizes intercultural appreciation and community service...... August 1992 – May 1993
Community Development and Education Volunteer—Guyana, South America Lived in a Guyanese village and participated in locally-initiated education programs...... July 1990 – August 1990
Teacher / Program Developer: YMCA—Belize, Central America Developed and implemented a Remedial Education Program for primary school drop-outs. Students in the school were Garifuna, Afro-Belizian, and Mayan and had been sexually, physically or emotionally abused; some were disabled and most were malnourished. Also, conducted teacher-training sessions for Water Safety Instructors and Lifeguards...... September 1986 – May 1987
RESEARCH, ASSESSMENT, DATA MANAGEMENT AND DATA ANALYSIS EXPERIENCE
Institutional Assessment and Research Coordinator / Faculty: Northwest Indian College—Bellingham, WA Coordinate institutional assessment and educational research efforts for the college; determine indicators/measures for accreditation, grant and college outcomes. Also, teach computers...... March 200 – present
Data Analysis and Data Management Consultant: Self-Employed—Bellingham, WA Constructed a comprehensive database for the Health Department to track dental visits for children from low income families. Trained Health Department staff in the use of an Environmental Health database. Created documentation for a computer-based training program for an Environmental Health database...... September 2001 – present
Data Applications Specialist / Environmental Health Specialist: Whatcom County Health Department—Bellingham, WA Gathered, managed and analyzed data, created reports, and responded to requests for information. Developed extensive databases for tracking financial and health-related data for various programs. Developed a comprehensive policy and procedures manual, educational materials and a web page for the Drinking Water Program. Established a database for tracking private well information and drinking water quality data. Analyzed and mapped the extent of groundwater contamination of various chemicals in the county using ArcView GIS. Provided ongoing education to residents about specific water contamination issues. Evaluated program
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objectives. Collaborated with other agencies on projects and testing in the region and responded to their requests. Interacted with the news media...... February 1998 – September 2001
Researcher: British Columbia Institute on Family Violence—Vancouver, BC Evaluated the Gwa’sala Nadwaxda’xw Reservation’s Family Violence and Sexual Abuse Intervention and Education Program. Reviewed the program proposal and literature outlining operations, goals and objectives. Conducted public consultations regarding implementation. Assessed the etiology and severity of suicide, mental health illnesses and sexual abuse in the Native American community in British Columbia. Collaborated with government and community agencies and reservations. Developed the proposal, study design and statistical analyses methods. Conducted community interviews and surveys, coordinated the needs assessment and evaluation of services and health education programs, formulated recommendations and published the findings in a 200 page report for the B.C. Institute on Family Violence, the B.C. Ministry of Health and the B.C. Ministry of Native Affairs (titled Aboriginal Suicide in British Columbia, 1991). Assessed the need, utility, and feasibility of pilot-testing a residential facility in British Columbia for men who abuse their spouses. Created and conducted interviews and surveys. Compiled responses and formulated recommendations in a report...... September 1990 – October 1994
Researcher: Mental Health, Law and Policy Institute—Vancouver, BC Assessed the need for a Forensic Psychiatric Group Home. Created and conducted interviews and surveys. Compiled and summarized responses. Formulated recommendations in a report...... September 1993 – December 1993
ADMINISTRATIVE AND MANAGEMENT EXPERIENCE
Manager / Owner of a Reforestation Company – Northwestern Ontario Owned and managed a seasonal reforestation company responsible for the planting of 1.5 million trees annually and over 14 million trees in total. Developed, implemented and evaluated strategies, operating procedures, policies and regulations; obtained and negotiated contracts; hired, trained and supervised approximately 35 employees annually. Also, managed the budget, accounting, purchasing and payroll. Gross operating budget grew to $250,000 per year. Received an Ontario Ministry of Skills Development Award for Outstanding Student Venture in the second year of operation...... August 1984 – August 1997
Facilities Management Supervisor: International Centre for the Bahá’í Faith—Israel Trained and supervised 25 youth from 15 diverse nationalities in the maintenance and preservation of the administrative center, historical sites and facilities...... August 1987 – May 1988
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ATHLETIC EXPERIENCE
Coach / Instructor—Washington, Ontario and British Columbia Bellingham, Washington Girls’ and Women’s Ice Hockey Team...... 1998 – present Maxwell International High School, B.C (basketball)...... 1992 – 1993 Various teams, Ontario (ice hockey, soccer, softball, basketball)...... 1980 – 1986 Water Safety and Swimming Instructor (Ontario and BC) ...... 1983 – 1992 National Lifeguard Service Award (Ontario and BC) ...... 1983 – 1992
Referee (Ice Hockey)—Washington, Ontario and British Columbia Officiated men’s, women’s, boys’, and girls’ ice hockey at various levels...... 1979 – 2000 Canadian National Referee’s Certification—Ice Hockey ...... 1979 – 1996 USA Ice Hockey Referee’s Certification ...... 1999 – 2000
Athletic Competition—Ontario and British Columbia Canadian National Women’s Ice Hockey: Ontario Championship, MVP, Top Scorer, Rookie of the Year, Most Sportsmanlike Player...... 1977 – 1986 University of Toronto Athlete of the Week ...... 1983 British Columbia Women’s “AA” Ice Hockey Championship...... 1999 – 2000 New Orleans Calypso Soccer Club, MVP, Top Scorer...... 1988 – 1989 St. Andrews / Scarborough United Soccer Club, MVP, Ontario Championship ..1980 – 1988 High School—Athlete of the Year and Most Valuable Player for the Soccer, Basketball, Volleyball, Badminton, Tennis, Softball, Field and Ice Hockey Teams1977 – 1982
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CURRICULUM VITAE 2004 NAME: Mark I. VOROBEJ BUSINESS ADDRESS: Department of Philosophy, UH/311 McMaster University Hamilton, Ontario L8S 4K1 (905) 525-9140 Ext. 23460 EDUCATIONAL BACKGROUND: 1978 Carleton University, B.A. 1979 University of Toronto, M.A. 1983 University of Toronto, Ph.D. CURRENT STATUS AT McMASTER: Associate Professor, Department of Philosophy PROFESSIONAL ORGANIZATIONS: Canadian Philosophical Association Concerned Philosophers for Peace EMPLOYMENT HISTORY: 1985 to 1991 McMaster University, Assistant Professor 1991-present McMaster University, Associate Professor 1992-1993 Carleton University/Exchange 1996-1997 Acting Director, Centre for Peace Studies Feb. 1998 - Dec. 1998 Acting Director, Centre for Peace Studies Jan.1999 - June 2001 Director, Centre for Peace Studies SCHOLARLY AND PROFESSIONAL ACTIVITIES: Journal Referee: Occasional Referee for the Ontario Philosophical Society, the Canadian Philosophical Association, and the journals Informal Logic, Dialogue, and Argumentation. External Grant Reviews: 1988 Manuscript review for St. Martin's Press. 1997 Referee for SSHRC post-doctoral application 2001 Manuscript review for Rowman and Littlefield 2003 Manuscript review for Thomson-Nelson AREAS OF INTEREST: Logic, Ethics, Analytic Philosophy HONOURS:
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1978 University Medal in Arts, Carleton University 1978-79 Ontario Graduate Scholarship, University of Toronto 1979-83 SSHRCC Doctoral Fellowship, University of Toronto 1980-83 George Paxton Young Memorial Fellowship, University of Toronto 1983-84 SSHRCC Postdoctoral Fellowship, University of California at Berkeley 1984-85 SSHRCC Postdoctoral Fellowship, University of Toronto 1991 Arts and Science Faculty Finalist, McMaster Students Union Teaching Award 1999 McMaster Students Union Teaching Award, Arts and Science COURSES TAUGHT (last five years): i) Undergraduate: 1998-99 Arts and Science 1B06/Writing and Informal Logic 1999-00 Arts and Science 1B06/Writing and Informal Logic 2000-01 Philosophy 4B03/Theory of Value Arts & Science 1B06/ Writing and Informal Logic 2001-02 Philosophy 3G03/ Ethics Arts and Science 1B06/ Writing and Informal Logic 2003-04 Arts and Science 1B06/ Writing and Informal Logic Humanities 2C03/ Critical Thinking Humanities 2C03/ Critical Thinking Philosophy 3M03/ Argumentation Theory ii) Graduate: 2000-01 Philosophy 6B03/Theory of Value 2002-03 Philosophy 763/Topics in Epistemology iii) Other: Taught 13 Reading Courses (1986-2001) SUPERVISORSHIPS: i) Master: Completed: 7 ii) Doctoral: Completed: 2 iii) Supervisory Committees: In Progress: 4 Completed: 14 LIFETIME PUBLICATIONS: Contributions to Books
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"Double Effect and the Killing of Innocents" in Duane L. Cady and Richard Werner (eds.), Just War, Nonviolence and Nuclear Deterrence (Wakefield, New Hampshire: Longwood Academic, 1991) 25-33. Journal Articles "Deontic Accessibility", Philosophical Studies 41 (1982) 317-319. "The Robbery Paradox", Dialogue 22 (1983) 433-440. "Criteria and Conditionals", Southern Journal of Philosophy 22 (1984) 123-128. "Relative Virtue", Southern Journal of Philosophy 22 (1984) 535-541. "Conditional Obligation and Detachment", Canadian Journal of Philosophy 16 (1986) 11-26. "On the Central Principle of Deontic Logic", Philosophy and Phenomenological Research 47 (1986) 137-143. "Gauthier on Deterrence", Dialogue 25 (1986) 471-476. "Rationality and Time Preference", Southern Journal of Philosophy 25 (1987) 407-423. "Timeless Reasons", Philosophical Studies 53 (1988) 461-71. "Defining Deduction," Informal Logic 14 (1992) 105-18. "Pacifism and Wartime Innocence," Social Theory and Practice 20 (1994) 171-91. "True Test of Linkage", Informal Logic 16 (1994) 147-157. "Linked Arguments and the Validity Requirement", Argumentation 9 (1995) 291-304. “Hybrid Arguments”, Informal Logic 17 (1995) 289-296. “Monstrous Equivocation”, Film and Philosophy 3 (1996) 3-13. “Monsters and the Paradox of Horror,” Dialogue 36 (1997) 219-46. “Past Desires,” Philosophical Studies 90 (1998) 305-18. “Promoting the Past,” Philosophia 27 (1999) 507-18. “Prosaic Possibilism,” Philosophical Studies 97 (2000) 131-6.
Reviews Universalizability by W. Rabinowicz, Canadian Philosophical Reviews 2 (1982) 130-132. Deontic Logic by A. al-Hibri, Philosophia 13 (1983) 397-407. Taking Laughter Seriously by J. Morreall, International Philosophical Quarterly 24 (1984) 337-338. Omnipotence and Other Theological Mistakes by C. Hartshorne, Dialogue 24 (1985) 759-761. Pascal's Wager by N. Rescher, Canadian Philosophical Reviews 6 (1986) 299-301. The Thinking Self by J. Rosenberg, Canadian Philosophical Reviews 7 (1987) 524-526. Moral Vision by D. McNaughton, Ethics 100 (1990) 906. The Limits of Rationality by Cook and Levi (eds.), Canadian Philosophical Reviews 11 (1991) 387-389.
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The Validity of Values by N. Rescher, Canadian Philosophical Reviews 13 (1993) 336-338. Taking Chances by J.H. Sobel, Canadian Philosophical Review 16 (1996) 64-66. Justice and Justification by N. Daniels, Dialogue 37 (1998) 853-5. Argument Structure by D. Walton, Argumentation 12 (1998) 421-5. Formal Ethics by H. Gensler, Dialogue 38 (1999) 449-51. Logic on the Track of Social Change by D. Braybrooke, B. Brown and P. Schotch, Mind 110 (2001) 1054-7. Appeal to Expert Opinion: Arguments from Authority by D.N. Walton Argumentation 16 (2002) 251-255. Accepted for Publication (in final form): “Listening in the Beginning of Peace” -forthcoming in an anthology published by the University Press of America Review of I.Schlesinger, The Structure of Arguments - forthcoming in Argumentation. Submitted for Publication: “Moderate Universalizability” (24 pages) “Whither Evil?” PRESENTATIONS AT MEETINGS: Invited: "Relative Virtue", McMaster University, September 1984. "The Rationality of Nuclear Deterrence and Retaliation", University of Toronto, Oct. 1984. "Conditional Obligation and Detachment": (a) McMaster University, January 1985. (b) University of Saskatchewan, March 1985. Commentary on J. L. Cooke, "Parfit and the Self-Interest Theory", Canadian Philosophical Association, Hamilton, May 1987. Commentary on J. A. Blair, "The Adequacy Conditions of the Premises of Cogent Arguments," Ontario Philosophical Society, Waterloo, October 1987. Commentary on B. Brown, "The Logic of Deontic Conflict" Canadian Philosophical Association, Windsor, May 1988. Commentary on R. Imlay, "The Principle of Alternate Possibilities", Ontario Philosophical Society, Kingston, January 1989. "Defining Deduction", Third International Symposium on Informal Logic, University of Windsor, June 1989. "Past Desires", McMaster University, February 1990. Commentary on N. Zangwill, "Moral Motivation", American Philosophical Association (Central Division), New Orleans, April 1990. Commentary on D. MacIntosh, "Rationality and Prudence", Canadian Philosophical Association, Kingston, May 1991.
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"On Linked and Convergent Arguments", McMaster Summer Institute on Argumentation, McMaster University, June 1991. "Monsters and the Paradox of Horror", Carleton University, Spring 1992. Commentary on Leo Groarke, "Art and Informal Logic," Ontario Philosophical Society, York University, November 1994. Commentary on J.B. Freeman, "Premise Acceptability and Justification", Conference on Argumentation and Education, Brock University, May 1995. Commentary on Chris Reed, “Persuasion Monologue,” Conference on Argumentation and Rhetoric, Brock University, May 1997. Commentary on Bob Pinto, “Logical Form and the Link Between Premise and Conclusion,” Ontario Society for the Study of Argumentation, Brock University, May 1999. Commentary on Taeda Jovicic, “Static and Dynamic Aspects in Argument Evaluation,” Conference on Informal Logic @25, University of Windsor, May 2003.
CONTRIBUTED--PEER REVIEWED "Multiple Modalities and the Cartesian Eternal Truths", Canadian Philosophical Association, Montreal, June 1980. "Avoiding Moral Dilemmas", Canadian Philosophical Association, Halifax, May 1981. "Criteria and Conditionals", Canadian Philosophical Association, Ottawa, June 1982. "Conditional Obligation and Detachment": (a) Canadian Philosophical Association, Montreal, August 1983. (b) American Philosophical Association (Eastern Division), Boston, December 1983. "Rationality and Periodic Time Preference", American Philosophical Association (Western Division), Chicago, April 1985. "Unhappiness and Affliction", Canadian Philosophical Association, Montreal, May 1985. "On How Not to Escape the Paradox of Deterrence", Canadian Philosophical Association Peace Caucus, Montreal, May 1985. "Timeless Reasons", Canadian Philosophical Association, Hamilton, May 1987. "Promoting the Past", Canadian Philosophical Association, Windsor, May 1988. "Double Effect and the Killing of Innocents", Third National Conference of Concerned Philosophers for Peace, University of Notre Dame, September 1990. "Linked Arguments and the Validity Requirement": (a) Ontario Philosophical Society, Trent University, October 1990. (b) American Philosophical Association (Central Division), Chicago, April 1991. "True Test of Linkage", Canadian Philosophical Assoc., Kingston, May 1991. "Past Desires", Canadian Philosophical Association, Charlottetown, May 1992. "Monsters", Canadian Society for Aesthetics, Charlottetown, P.E.I., May 1992.
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"Hard-Core Horror": (a) Ontario Philosophical Society, University of Western Ontario, October 1992. (b) Society for the Philosophic Study of the Contemporary Visual Arts, Chicago, April 1993. "Hybrid Arguments": (a) Conference on Argumentation and Education, Brock University, May 1995. (b) Canadian Philosophical Association, Montreal, June 1995. “Fallacies on Film,” Conference on Argumentation and Rhetoric, Brock U, May 1997. “Means and Ends,” Eleventh Annual Conference of Concerned Philosophers for Peace, Washington, D.C., October 1998. “Thick Cogency,” Conference on Informal Logic @25, U. of Windsor, May 2003. ADMINISTRATIVE RESPONSIBILITIES: Department: Graduate Awards Committee, 1985 N.L. Wilson Library Committee, 1985-1986 Undergraduate Student Advisor, 1986-1989, 1994-96 Member, Undergraduate Curriculum Committee, 1986-87 Member, Ad hoc Committee on Advance Credit, 1986 Departmental Orientation Representative, 1986 Member, Ad Hoc Committee on Graduate Grading Scheme, 1987 Chair, Undergraduate Curriculum Committee, 1987-1989, 1993-96 Member, Ad Hoc Committee for Selecting a Departmental Chair, 1988 Member, Ph.D. Programme Committee, 1990-91 Students Abroad Committee, 1994-96 N.L. Wilson Library Representative 1996-97 Member, Chair Selection Committee, 2000-2001 Canadian Philosophical Association Departmental Representative, 1998-04 Member, Appointments, Tenure and Promotion Committee, 1998-02, 2003-04 Faculty: Member, Undergraduate Admissions Committee, 1986-1988 Member, Committee on Studies, 1986-1989, 1994-96 Counsellor for Level I Registration, 1988 Member, Undergraduate Reviewing Committee, 1989-91 Member, Ad Hoc Search Committee for Dean of Humanities 1990-91, 1995-96 Faculty of Humanities Undergraduate Hearings Committee, 1993-96 Undergraduate Curriculum and Calendar Committee, 1994-96 Chair, Faculty Awards Committee, 1995-96 Chair, Coordinating Council, Centre for Peace Studies, 1999-01
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Chair, Education Committee, Centre for Peace Studies, 1999-01 Chair, Russell Peace Lectures Committee, Centre for Peace Studies, 1999-02 Member, Gandhi Lectures Committee, Centre for Peace Studies, 1999-04 Member, Dean’s Advisory Council, 1999-01 Member, Faculty Nominating Committee, 2000-2002 Member, Women’s Studies Advisory Council, 2000-2002 Member, International Women’s Day Planning Committee, 2000-2001 Member, Selection Committee for Director of Russell Research Centre, 2000-2001 Member, Undergraduate Essay Prize Committee, 2002-04 University: Member, Subcommittee on Undergraduate Courses in Peace Studies, 1987 Member, Arts and Science Admissions Committee, 1988-91, 2003-04 Humanities Area Coordinator for Arts and Science Thesis Courses, 1988-91 Member, Council of Instructors, Arts and Science Programme, 1988-91, 93-95, 1998-01 Member, Search Committee for Director of the Arts and Science Programme, 1990 Member, Undergraduate Council, 1990-91 Member, Peace Studies MA Planning Committee, 1991 Search Committee for Dean of Graduate Studies, 1993-94 Arts and Science Awards and Review Committee, 1993-95 Member, Peace Studies Coordinating Council, 1995-96 Member, Peace Studies Executive Council, 1995-96 Chair, Peace Studies Education Committee, 1995-97, 1998-99 Chair, Peace Studies Coordinating Council, 1996-97, 1998-99 Member, Peace Studies Lectures and Publications Committee, 1996-99 Member, Peace Studies Gandhi Lectures Committee, 1996-99 Member, United Nations Bursary Award Selection Committee, 1996-01 Member, Senate, 1998-01 Member, Senate Subcommittee on Human Rights, 1998-00 Member, MUFA Nominating Committee, 1999-01 Member, Screening Committee for In-course and Graduand Awards, 1999-00 Member, Senate Committee on Appointments, 2000-2001 Member, Council of Instructors, Arts and Science Programme, 2000-2002 Member, Arts and Science Programme Advisory Council, 2000-2001 Chair, Hearings Committee, Arts and Science Programme, 2000-2001 Member, Selection Committee for Arts and Sciences Staff hiring, 2001-02
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Member, President’s Committee on Indigenous Issues, 2003-04 External: Member, International Development Volunteer Advisory Committee, YMCA, 1999-2001 Reader, Provincial OGS Scholarship Rankings, 2002-04 OTHER ACTIVITIES: Courses introduced at McMaster: (a) Philosophy 3P03 Philosophies of War and Peace (b) Philosophy 4L03 Logical Theory "Disarmament and the Politics of Transformation," Public Talk, Dundas, April 1989. Co-organizer, Ontario Philosophical Society Annual Conference, McMaster, 1989. Member, Organizing Committee for the 1991 Summer Institute on Argumentation at McMaster. Chair and Rapporteur, Project Ploughshares Community Roundtable on Canada and the Abolition of Nuclear Weapons, Hamilton, Ontario, 18 September 1996. Chair, Two day public forum on Nuclear Disarmament, featuring Douglas Roche, former Canadian Ambassador for Disarmament to the United Nations, in Hamilton, October 1997. Chair, Physicians for Global Survival Public Forum on Abolition 2000 and the Middle Powers Initiative, in Hamilton, February 1998. Chair, Science for Peace public forum calling for Sustained Action to End the War Against Iraq, in Toronto, February 1998. Member, McMaster’s Anti-Violence Network, 1998-01 Coordinator, Power/Culture/History Bi-weekly Seminar Series, 1998-00 Chair, Gandhi Peace Festival, Hamilton City Hall, October 2, 1999. Chair, Symposium on Globalization, the War in Yugoslavia and Canada’s Role In It, October 7, 1999. Assisted in arranging appointment of Ovide Mercredi as Visiting Professor at McMaster during winter term of 1999-2000. Sole responsibility for organizing the 13th annual meeting of the Concerned Philosophers for Peace, in October 2000 at McMaster. Coordinated four days of workshops with Johan Galtung in September 2000 at McMaster. Topics covered include: Conflict Transformation, Reconciliation, and Peace Journalism. Helped design and secure university approval for a new B.A. programme in Peace Studies at McMaster.
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Curriculum Vitae Michael Karlberg Assistant Professor Department of Communication Western Washington University Bellingham, WA ..98225-9102 (360) 650-7367 / (fax) 650-6529 karlberg @ cc.wwu.edu
Education
Ph.D. Communication, Simon Fraser University, School of Communication, 2000.
Conflict Mediation Training, Justice Institute of British Columbia, 1996..
M.A. Communication, Simon Fraser University, School of Communication, 1995.
B.Ed. Teacher Certification, University of Toronto, Faculty of Education. 1992.
B.A. Environmental Studies, University of California Santa Cruz, 1990.
Teaching Experience
Assistant Professor, Department of Communication, Western Washington University. Primary teaching area: Mass Communication / Media Literacy. Secondary teaching areas: Emerging Communication Technologies; Theories of Human Communication. Regular guest lecturer in gateway departmental survey course. Also a regular Fairhaven Concentration committee member for Fairhaven College students. September 2000 - present.
Lecturer (full time), Department of Communication, Western Washington University. Primary teaching area: Mass Communication / Media Literacy. Secondary teaching areas: Emerging Communication Technologies; Theories of Human Communication. September 1997 - July 2000.
Lecturer (part time), School of Communication, Simon Fraser University. Fall 1996
High School Teacher, Maxwell International Bahá’í School. Shawnigan Lake, BC, Canada. August 1992 - July 1993.
Scholarship BOOKS
Karlberg, M. (in press: August 2004 publication date). Beyond the Culture of Contest. Oxford: George Ronald. JOURNAL ARTICLES
Karlberg, M. & Farhoumand-Sims, C. (under review). "Global Citizenship and Humanities Scholarship: Toward a Twenty-First Century Agenda." International Journal of the Humanities. (refereed)
Karlberg, M. (under review). "The Power of Discourse and the Discourse of Power: Peace as Discourse Intervention." International Journal of Peace Studies. (refereed)
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Karlberg, M. (accepted pending revisions). "Elevating the Service in University Service Learning: A Cultural and Institutional Analysis." Journal of the Northwest Communication Association. (refereed)
Karlberg, M. (2003). "The Paradox of Protest in a Culture of Contest." Peace and Change, 28 (3) 319-347. (refereed)
Karlberg, M. (2002). "Partisan Branding and Media Spectacle: Implications for Democratic Communication." Democratic Communique, 18 (summer), 1-18. (refereed)
Karlberg, M. (1997). "News and Conflict: How Adversarial News Frames Limit Public Understanding of Environmental Issues." Alternatives: Perspectives on Society, Technology and Environment, 23(1), 22-27. (refereed)
Karlberg, M. (1996). "Remembering the Public in Public Relations Research: From Theoretical to Operational Symmetry." Journal of Public Relations Research, 8(4), 263-278. (refereed)
Karlberg, M., & Hackett, R. (1996). "Canceling Each Other Out? Interest Group Perceptions of the News Media". Canadian Journal of Communication, 21(4), 461-472. (refereed)
Karlberg, M. (1994). "Toward a New Environmental Stewardship". World Order, 25(4), 21- 32. CONFERENCES
Karlberg, M. & Farhoumand-Sims, C. (accepted for presentation July 2004). "Global Citizenship and Humanities Scholarship: Toward a Twenty-First Century Agenda." The Second International Conference on New Directions in the Humanities, Monash University, Truany, Italy. (competitive submission)
Karlberg, M. & Buell, L. (January 2004). "Constructing 'A War of All Against All': War Metaphors and Other Adversarial News Schema in TIME, Newsweek, and Maclean's" Paper presented at the Hawaii International Conference on the Humanities, Honolulu, Hawaii. (competitive submission)
Karlberg, M. (August 2003). "The Press as a Consultative Public Sphere." Paper presented at the Association for Bahá’í Studies 27th Annual Conference, San Francisco, CA.
Karlberg, M. (June 2002). "Reconciling Divergent Theories of Power." Paper presented at the Hawaii International Conference on Social Sciences, Honolulu, Hawaii. (competitive submission)
Karlberg, M. (August 2001). "Beyond the Culture of Contest." Paper presented at the Association for Bahá’í Studies 25th Annual Conference, Seattle, WA.
Karlberg, M. (May 2001). "Partisan Branding, Identity Formation, and Media Spectacle." Paper presented at the International Conference of the Union for Democratic Communication, Carlton University, Ottawa, Canada. (competitive submission)
Karlberg, M. (November 2000). "Cultivating a Service Ethic Through Service Learning." Paper presented at the National Communication Association’s 86th Annual Convention, Seattle, Washington.
Karlberg, M. (August 2000). From the Contest of Ideas to Consultative Inquiry. Paper presented at the Association for Bahá’í Studies 24th Annual Conference, Toronto, Ontario, Canada.
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Karlberg, M. (August 1997) "A Mediation Model for Evaluating Media Coverage of Environmental Conflict." Paper presented at the North American Association for Environmental Education's 26th Annual Conference, Vancouver, BC, Canada. (competitive submission)
Hackett, R., & Karlberg, M. (June 1996). "Interest Group Perceptions of the News Agenda." Paper presented at the annual conference of the Canadian Communication Association, Brock University. (competitive submission)
Karlberg, M. (March 1996). "Media Education and the Reconstruction of the Symbolic Environment." Paper presented at the Western Canada Graduate Communication Conference, Nelson, BC.
Karlberg, M. (October 1995). "Media, Conflict, and Culture: A Mediation Perspective." Paper presented at the conference on Consultation: Decision-Making and Conflict Resolution, Landegg Academy, Switzerland: Institute for International Education and Development.
Karlberg, M. (March 1995). "The Press as a Public Forum." Paper presented at the Western Canada Graduate Communication Conference, Nelson, BC.
Karlberg, M. (March 1994). "News Media and Paradigm Maintenance: How Environmental Reporting Has Been Compromised By the Modernist Paradigm." Paper presented at the Western Canada Graduate Communication Conference, Nelson, BC. INVITED LECTURES / RESEARCH PRESENTATIONS
Karlberg, M. (October 2003). "The United Nations and the United States ". Let's Talk public issues forum, Western Washington University.
Karlberg, M. (October 2003). "Media and Conflict: Deconstructing the 'War of All Against All' ". World Issues Forum, Fairhaven College, Western Washington University.
Karlberg, M. (April 2003). "The Paradox of Protest in a Culture of Contest." Stanwood Community Library, sponsored by the Stanwood Camano Community Forum.
Karlberg, M. (May 2002). "The Culture of Contest: Social and Ecological Implications." Bureau for Faculty Affairs, Faculty Research Presentation, Western Washington University.
Karlberg, M. (August 2001). "Media as Mediation: Toward a Socially and Ecologically Responsible Model of Journalism." Department of Journalism, University of Tartu, Estonia. THESIS SUPERVISION
Anthropology M.A. Thesis: Millicent O'Brien - Indigenous Media as Counter-Hegemonic Strategy (currently under supervision)
Communication B.A. Thesis: Leslie Buell - War as a Framing Metaphor in TIME magazine (currently under supervision)
Communication B.A. Thesis: Lara Strandberg, - Separate but Unequal: A Theoretical and Functional Critique of the United States Legal Adversary System (winter 2002)
Communication B.A. Thesis: Peter Gay - Content Analysis of Kaiser Aluminum Strike Coverage (winter 2000) SCHOLARLY ASSOCIATION MEMBERSHIPS
National Communication Association.
Western States Communication Association.
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Canadian Communication Association
Union for Democratic Communication
Association for Bahá’í Studies \ REVIEWING / EDITING FOR JOURNALS AND CONFERENCES
Blind reviewer: Journalism Studies. (European Journalism Association)
Blind reviewer: Journal of Bahá’í Studies. (Association for Bahá’í Studies)
Academic Service
Communications Facility Steering Committee. WWU. March 2000 - present.
Participant, Teaching and Learning Academy. WWU. 2000 - present.
Adjunct Faculty Mentor for Geddes Davis. WWU. Fall 2002 - present. Co-Facilitator of Gen-Ed Reform Dialogue Group and Co-author of Communication and Critical Literacies white paper. WWU. 2001 / 2002.
Coordinator / lead proposal writer for Department of Communication Curriculum Revision task force. WWU. 2002 - present.
Coordinator / lead proposal writer for Department of Communication Unit Evaluation Plan task force. WWU. 2002 - present.
Supervisor of Department of Communication web-master. WWU. 2002 - present.
Departmental Administration and Strategic Planning. Department of Communication, WWU. September 1997 - present.
Communication Major Student Advising. Department of Communication, WWU. September 1997 - present.
Communication Minor Student Advising. Department of Communication, WWU. September 1997 - present.
Talented Student Outreach Adviser. Department of Communication, WWU. 2000 - present.
Director of Forensics Search Committee Member. Department of Communication, WWU. October 2000 - May 2001.
Transfer Student Advising. Department of Communication, WWU. 1999 / 2000.
Ad Hoc University Writing Committee. Office of the Provost, WWU. 1998 / 1999.
Equipment Grant Writing. Department of Communication, WWU. January 1998, 1999, 2001, 2002.
University-Wide Writing Proficiency Examiner. WWU: General Education Requirement. 1998.
Conference Organizing: Western Canada Graduate Communication Conference Nelson, BC. Annual University of Calgary and Simon Fraser University graduate communication conference. March 1996.
Conference Organizing: Western Canada Graduate Communication Conference Nelson, BC. Annual University of Calgary and Simon Fraser University graduate
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communication conference. March 1995.
Grants, Awards, and Honors
Summer Research Grant, Bureau of Faculty Research, WWU. Summer 2003. Faculty Development Grant, Bureau of Faculty Research, WWU. Fall 2002. Summer Research Grant, Bureau of Faculty Research, WWU. Summer 2001.
Selected as Most Influential Faculty Member by Outstanding Graduate in Communication (Susan Muro). June 2001.
Selected as Most Influential Faculty Member by Outstanding Graduate in Communication (Peter Gay). June 2000.
President’s Diversity Grant, Western Washington University. May 1999 - August 1999.
Outstanding Faculty Award, Department of Communication, Western Washington University. 1998 - 1999.
President’s Ph.D. Research Fellowship, Simon Fraser University. May 1999 - August 1999.
Doctoral Fellowship, Simon Fraser University. May 1998 - August 1998.
Social Sciences and Humanities Research Council of Canada Doctoral Fellowship. September 1995 - August 1997.
Faculty of Applied Sciences Graduate Fellowship, Simon Fraser University. May 1995 - August 1995.
News-Watch Canada research fellowship. May - December 1995.
Arthur and Ancie Fouks Graduate Entrance Award in Public Service. Private Scholarship / Simon Fraser University. September 1995 - December 1995.
C.D. Nelson Memorial Graduate Entrance Scholarship. Simon Fraser University. September 1994 - August 1995.
Professional Development
Workshop: Book Seminars. Dr. Jim Harnish, sponsored by the Center for Instructional Innovation, WWU. November 2003.
Workshop: The Perry Scheme of Intellectual Development. Dr. William Moore (from the Center for the Study of Intellectual Development), sponsored by the Center for Instructional Innovation, WWU. January 2003. Workshop: Effective teaching. Dr. Thor Hansen, sponsored by the Center for Instructional Innovation, WWU. January 2003. Sexual Harassment Prevention training. Robbi Ferron, Equal Opportunity Center. WWU. July 2002.
Integrating Information Literacy into the Curriculum. Library, WWU. Invited participant. November 2001.
Teaching and Learning Academy, Center for Instructional Innovation, WWU. Invited participant. September 2000 - June 2001.
Course Portfolio Open House. Center for Instructional Innovation, WWU. Invited presenter. January 2001.
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Course Portfolio Summer Workshop. Center for Instructional Innovation, WWU. Invited participant. July 2000.
Workshop: Scholarly and Professional Writing. Bureau for Faculty Research, WWU. May 2000.
Workshop: Using Writing to Enhance Teaching and Learning. Provost’s Office, Carmen Werder, WWU. February 2000.
Workshop: Making Technology Work for You in the Classroom. Center for Instructional Innovation, Karen Castro, WWU. February 2000.
NCBI Diversity Training. WWU. January 2000.
Writing Instruction Workshop. Center for Instructional Innovation, WWU. October 1998.
Other Professional Experience
Facilitation/Mediation, Whatcom Watershed Resource Public Planning Process, 1999.
Freelance Desktop Publishing / Graphic Design (part time). 1991 - 1997.
Reforestation Contractor. May to July (seasonal) 1990 - 1997.
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CURRICULUM VITAE & BIO Michael L. Penn, Ph.D. DEPARTMENT OF PSYCHOLOGY
EDUCATION: B.A. Degree University of Pennsylvania, Magna Cum Laude, Phi Beta Kappa, 1986 Psychology, History and Religion MA Degree Temple University, Clinical Psychology, 1988 Ph.D. Degree Temple University, Clinical Psychology, 1991 AREAS OF INTEREST: Scientific and Philosophic Studies of Mind Behavioral Medicine/Public Health The Empirical and Philosophical Study of Hope and Hopelessness The Interpenetration of Psychology and Culture Adolescent Psychopathology Gender-Based Violence COURSE OFFERINGS: Introduction to Psychopathology [PSY 308] Collaborative Research in Psychopathology [PSY 488] The Nature of Hope [MSS 137] Introductory Psychology Lab [PSY 100] Social Processes [PSY 203] Psychology of Human Suffering (Freshman Seminar) [PSY 173] Citizenship Seminar (Faculty Associate) [INT 472] Psychology, Culture and Public Health [PSY 375] Psychology of African-Americans [PSY 273] Cross-Cultural Psychology [PSY 270] Psychology and Sacred Theatre: The Gospel at Colonus [PSY/TDF 272] GOVERNANCE/COMMITTEE WORK: Chair, Africana Studies Department (4 years) Counselor, College Counseling Center
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President, F&M Chapter of Phi Beta Kappa Honors Society Psychology 100 Lab Coordinator (4 years) Mueller Foundation Committee Women’s Studies Committee Africana Studies Committee Multicultural Task Force Martin Luther King Jr. Memorial Planning Committee Honorary Degree Committee Sexual Awareness/Student Health Committee Campus Events Committee Academic Review Committee Curriculum Review: Campus Ethos Working Group Psychology Department Ethics Review Board Participant, Liberal Education Program Governing Board, Bahá’í Association of Mental Health Professionals Governing Board, Tahirih Justice Center, Washington, D.C. Governing Board, Landegg International University, Switzerland Governing Board, Authenticity Project – U.S., Canada, Russia Faculty, Education for Peace Project – Bosnia/Herzegovina Reviewer, Journal of Black Psychology PUBLICATIONS: Penn, M. L. & Wilson, L. (2003). Mind, Medicine and Metaphysics: Reflections on the Reclamation of the Human Spirit. American Journal of Psychotherapy 57, 18-31. Penn, M.L. & Nardos, R. (2003). Overcoming Violence Against Women and Girls: The International Campaign to Eradicate a Worldwide Problem. Rowman & Littlefield Publishers. Penn, M.L. & Pharaon, A. (2002) Biological, Psychological and Social Factors in the Pathogenesis of Psychopathy. In G. Walker (ed.) The Science of Morality: Proceedings of the Royal College of Physicians, February 8-9, 2002. London: Royal College of Physicians. Penn, M. L. & Witkin, D. (2001). Pathognomic versus developmentally appropriate self-focus during adolescence: Theoretical concerns and clinical applications. In Diessner & Tiegs (Eds.), Sources: Notable selections in human development, (2nd ed.). Guilford, CT: Dushkin/McGraw- Hill, 265-276. Penn, M.L. (Winter, 2001). Oedipus Revisited. World Order, 32, 11-18. Penn, M. L. (2001). Reflections on Human Rights, Moral Development and the Eradication of Gender-Based Violence. In Tahirih Danesh (Ed.), Bahá’í-Inspired Perspectives on Human Rights. (Victoria, CA: Juxta Publications). Penn, M.L. (Spring, 2001). Eradicating Gender-Based Violence: Successes and Challenges. World Order, 32, No. 3, 33-54.
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Penn, M.L. & Sabet, B. (Editors) (in Progress). Converging Realities: Scholarship in the Service of Development. Landegg International University Press. Radpour, M. & Penn, M.L. (Summer, 1997). The Role of Religion in Eradicating Child Sexual Abuse. World Order, 28, 7-20. Penn, M.L. (Spring, 1995). Violence Against Women and Girls. World Order, 26, 43-54. Penn, M.L., & Witkin, D. (1994). Self Focus During Adolescence: Theoretical Concerns and Clinical Implications. Psychotherapy, 31, 368-374. Penn, M.L. (Winter, 1998). The Journey Out of the Racial Divide. World Order, 28, 7-21. Penn, M.L. (Summer, 1996). Reflections on the Future of International Relations. World Order, 27, 19-32. Penn, M.L. & Coverdale, C. (1996). Transracial Adoption: A Human Rights Perspective. Journal of Black Psychology, 22, 232-237. Penn, M.L. (1994). Toward A Global World Community: The Role of Black Psychologists. Journal of Black Psychology, 20, 398-417. Penn, M.L., Phillips, L., & Gaines, S.O. (1993). On the Desirability of Own-Group Preference [Feature Article]. Journal of Black Psychology, 19, 303-321. Phillips, L., Penn, M.L., & Gaines, S.O. (1993). A Hermeneutic Rejoinder to Our Critics and Ourselves. Journal of Black Psychology, 19, 350-357. Penn, M.L., Stahler, G., Shipley, T.E., Comfort, M.L., & Weinberg, A. (Winter, 1993). Returning Home: Reintegration of Substance-Abusing Homeless Women Following Detoxification. Contemporary Drug Problems. Penn, M.L. (Winter, 1991-92). Memory, Emotional Processing and Anxiety: A Critique. Current Psychology: Research and Reviews, 10, 253-262. Penn, M.L. (1992). World View, Hopelessness and Depression Among Adolescents and Young Adults. Ann Arbor, MI: UMI Press. Shipley, T.E., Shandler, I.W., & Penn, M.L. (Fall, 1989). Treatment and Research with Homeless Alcoholics. Contemporary Drug Problems. INVITED ADDRESSES: Reflections on the Emerging Field of “Positive Psychology.” Invited Address to the Faculty of the Humanities at the Hebrew University, Jerusalem, Israel, 7 January 2004. Overcoming Violence Against Women and Girls: Policy Recommendations at the International Level. Invited Address to the 47th Session of the UN Commission on the Status of Women, 3-14 March, 2003 United Nations, New York. The Psychology of African-Americans. A series of invited lectures as the Libra Visiting Professor at the University of Southern Maine, Center for the Study of Lives, April 10-11, 2003. Transcending the Abuse of Power: Reflections on the Nature and Dynamics of Healthy Human Relationships. Keynote Address presented at the “Everybody Deserves to Live in a Safe Home” State of Maine Domestic Violence Conference, October 27-28, 2003. The Ethics of Authenticity. Invited Address, Lancaster General Hospital. November 4, 2003. Does Conflict Have a Future? Invited Address to the 2003 Association of Bahá’í Studies Northeast Regional Conference on the Future of Conflict.
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The Development of Racial and Ethnic Identity: A Psycho-Historical Perspective. Invited Address to the BAMHP 4th Annual Conference, November 13-17, Flint, Michigan. Mind, Medicine and Morality: Reflections on the Biopsychosocial Dimensions of Anti-Social Personality Disorder. Invited Address to the Science of Morality Conference, February 11-13, 2003 at the Royal College of Physicians, London, England. Eradicating Gender-Based Violence: A Public Health Approach. A series of Invited Addresses. Sisimiut, Greenland. October 16-25, 2001. Hope and Hopelessness: Biological, Psychological and Social Dimensions. Invited Address, The Hebrew University of Jerusalem, Faculty of the Humanities, March 16, 2000. Jerusalem, Israel. The Pathogenesis of Human Hopelessness. Invited Academic Address, Federal University of Sergipe, February 3, 2000. Sergipe, Brazil. Human Identity in Crisis: A Psycho-Historical Analysis of Culture and Violence in the 20th Century. Invited Lecture – International Programs in Peace Studies, February 4, 2000, Bahá’í, Brazil. Reflections on the Promotion of Scholarship Across the East-West Divide. Invited Address – International Conference on Persian Culture at the De Poort Conference Center, 15 August 1999, De Poort, Holland. Inner Life and Private Character: The Role of Self-Mastery in the Prevention of Violence Against Women and Girls. Presented at the "Wings of an Eagle" Conference on Achieving Gender Equality. Louisville, Kentucky Wourstbourne Conference Center, May 23-27, 1996. Eradicating Gender-Based Violence: A United Nations Perspective. Presented at "Women in Bahá’í Perspective," Sponsored by the Research Department. Bahá’í National Center, Wilmette, Illinois, January 27-29, 1995. Links Among Violence in the Family, Community, and the State. Innocenti Global Seminar on Achieving Gender Equality in Families: The Role of Males. Sponsored by The United Nations Children's Fund, University of West Indies, May 6-17, 1995, Kingston, Jamaica. Eliminating Gender-Based Violence: From Nairobi, Kenya to Beijing, China. Keynote Address for the BIC/ UNICEF International Caribbean Conference on Family Violence, St. John, Antigua, May 21-26, 1995. African-American Issues in Mental Health. Department of Psychiatry, Montefiore Medical Center, Albert Einstein College of Medicine, Bronx, New York. May 19, 1995. A Psycho-Historical Analysis of Relationships Among Human Cultural Groups. Edinboro University of Pennsylvania Visiting Scholar Program in Psychology, February 10, 1995. Sacred Hunger: The Longing that Keeps the Dream Alive. 22nd Annual Memorial Lecture in Honor of Dr. Martin Luther King, Jr. for the City of Alexandria, Virginia, January 15, 1995. Confronting Violence Against Women and Children: On the Road to Beijing. Presented at the United Nations/ ECE High Level Regional Preparatory Meeting for the Fourth World Conference on Women, held at the United Nation’s Vienna International Center, October 11- 21, 1994, Vienna, Austria. Strategies for Creating the Violence- Free Family. International Symposium on Family Violence, Labouisse Hall, UNICEF House, New York, New York, May 23-25, 1994.
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Raising the First Generation of Prejudice-Free Children: Challenges and Opportunities. Presented at the 1995 Rabanni Charitable Trust Annual Conference, December 11, 1994, Disney World, Orlando Florida. Beyond Eurocentricity, Afrocentricity and Multiculturalism: Toward an Organic Model of Human Cultural Groups. Presented at the 22nd Annual Conference of the National Association of Ethnic Studies. Kansas City, Missouri, March 16-20, 1994. Hope and Healing: Diversity in Action – Keynote Address: Diversity Network Conference, Lancaster, PA. , October 30, 1993. Ethnic Preference Research: A Reconceptualization. Presented at the 1992 Convention for the National Association for Ethnic Studies, Boca Raton, Florida, March 5-8. Cross- Cultural Approaches to the Study of Depressive Disorders. (1992) St. Thomas Hospital Department of Psychiatry, January 8-11, St. Thomas Virgin Islands. On the Concept of Unity in Diversity. Wilson School of International Relations, Princeton University, Princeton NJ, March 1991. CURRENT RESEARCH: Penn, M.L. & Jayawickreme, E. “The Interpenetration of Philosophy and Clinical Psychology: An Interdisciplinary, Intercultural Perspective.” Penn, M.L., Anwar, S., & Yost, B. “The Mail Order Bride Industry in the United States: Its Scope and Psychosocial Impact.” Penn, M.L., Diessner, R., & Mustakova-Possardt, E. “A Human Capacities Approach to Mental Health and Mental Illness.” HONORS AND STUDENT COLLABORATIVE PROJECTS: HACKMANS: Anwar, S. (2003). The International Mail Order Bride Industry in the United States: An Empirical Study of Its Scope and Impact. This past summer my research assistant (Sania Anwar) and I undertook research to investigate the international marriage-broker agencies operating in the United States. We undertook this research because a mounting body of public health data have begun to suggest that mail order brides may be especially vulnerable to heinous forms of domestic violence because they do not enjoy the legal protections provided to US citizens who enter into marital unions that turn out to be violent. Our goal was to provide empirical data in support of a legislative proposal to Congress submitted by the Tahirih Justice Center, which is a human rights organization in Washington, D.C. that endeavors to protect women against various forms of abuse using the instrumentality of law. Over 100 organizations that provide legal services to abused immigrant women were contacted to obtain information about the nationality of the women and their sources of arrival in the United States. Through this research, we were able to compile sufficient information to substantiate the seriousness of the problem. These data were presented in a report to Congress and were among the first set of data ever aggregated to document the growing problems associated with the mail order bride industry. Jayawickreme, E. (2003). The Interpenetration of Philosophy and Clinical Psychology. Two hallmarks of intellectual life in the 21st century are interdisciplinary study and the interpenetration of science and philosophy. The efflorescence of F&M’s Philosophic and Scientific Studies of Mind program is a local example of similar undertakings underway around the world. In the Hackman research project undertaken with Eranda last summer, I continued,
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in book form, an examination of the impact of recent developments in the interpenetration of science and philosophy for research and practice in clinical psychology and psychopathology research. That book project is still underway. Wilson, L. (2002). Mind, Medicine and Metaphysics. This project, which resulted in a co-authored publication in the American Journal of Psychotherapy in 2003, sought to outline a new concept of mind that emerged in the 19th century and that made possible the emergence of psychiatry as distinct from neurology. In this paper we explore the nature and implications of this new theory of mind. Wilson, L. (2002). The Social Dimensions of Hope and Hopelessness: An Empirical Test Following the World Trade Center Bombing. The recent terrorist bombing of the World Trade Centers presented a unique opportunity to apply the hope/hopelessness construct that I had been studying for a number of years to the social world and to assess the impact of terrorism on hope and social action. This epidemiological study, which resulted in a conference presentation, conveyed a sense of the differential psychosocial impact of the WTC bombings on students proximal to (New York) and distant from (California) the epicenter of the explosions. PROFESSIONAL ASSOCIATIONS: President, F&M chapter of Phi Beta Kappa Member, Division 48, American Psychological Association Bahá’í Association of Mental Health Professionals
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CURRICULUM VITAE PAULA MARJORIE CHIDWICK, Ph.D. CONTACT INFORMATION Address: 20 Lynch St., Brampton Memorial Hospital, Brampton, ON, Canada Phone: 905 796 4066 x22060 pager 416-753-1855 E-mail: [email protected]
Citizenship: Canadian Date: November 26, 2003
EDUCATION 2001-02 Clinical Ethics Fellowship University of Toronto Joint Centre for Bioethics, Toronto, ON 1988-94 Ph.D. Philosophy (Bioethics) University of Guelph, Guelph, ON Thesis: ‘Approaches to Clinical Ethical Decision-making: Ethical Theory, Casuistry and Consultation.’ My thesis examined how decision-making should occur in the clinical setting. I argued that the consultative approach (a “unity in diversity” model for ethical decision-making) based on respect for the individual's view, equality and frank and honest discussion is the most effective approach to clinical ethical decision-making. This approach is specifically designed to incorporate a diversity of perspectives.
1991 Clinical Internship (May-September 1991) Clinical Ethics Centre, Sunnybrook Health Science Centre, Toronto, ON. This four-month internship included participation on Research Ethics Committee, Hospital Ethics Committee, Bioethics Interest Group, Ethics Rounds (Surgical ICU) and a Research Project. During this time I became knowledgeable of ethical decision-making in situations where there were deeply held conflicting views, skilled in initiating and promoting effective communication and experienced in working with a multidisciplinary team of health care providers.
1987-88 M.A. Philosophy (Ethics), University of Guelph, Guelph, ON 1986-87 Hon. B.A. Philosophy, McMaster University, Hamilton, ON 1982-86 B.A. Philosophy, University of Western ON, London, ON
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EMPLOYMENT EXPERIENCE Present Ethicist / Director of Clinical and Corporate Ethics William Osler Health Centre, Brampton, ON Ethicist / Director of Ethics Trillium Health Centre / University of Toronto Joint Centre for Bioethics, Mississauga, ON Director of Transitional Ethics Program, Trillium Health Centre, Mississauga, ON
2002-03 Ethicist Sunnybrook and Women’s College Health Sciences Centre / University of Toronto Joint Centre for Bioethics, Toronto, ON
July 2001 – 2002 Clinical Ethics Fellow – University of Toronto Joint Centre for Bioethics Fellowship in clinical ethics began July 1st , 2001 – 2002. My rotations were at Toronto Rehabilitation Institute (Dr. Barbara Secker), Centre for Addictions and Mental Health (Gordon DuVal, SJD), Mount Sinai Hospital (Dr. Kerry Bowman), St. Michael’s Hospital (Dr Hazel Markwell)and University Health Network (Dr. Kerry Bowman).
Sept. /98 – Jan. /01 Ethicist Directed the development of an Ethics Consultation Service at the Guelph General Hospital in Guelph, ON. This entailed developing and implementing an ‘Ethics’ Needs Assessment Survey. The results indicated a need for an Ethics Consultation Service and steps are now being taken to develop such a service July /99 – June 2000 Assistant Professor, University of Toronto (One year contractual-limited term appointment) Philosophy Department, University of Toronto, Toronto, ON - Bioethics (281Y), Ethics and Mental Health (383F), Ethics and Medical Research (381S) Sept./97- May/99 Course Instructor Akademia Program, Office of the First Year Studies, University of Guelph, Guelph, ON - Bioethics (58-102): Fall 97, 98, 99 Philosophy Department, University of Guelph, Guelph, ON - Philosophy of Medicine (74-203): Spring 98, Winter 99 Philosophy Department, Wilfrid Laurier University, Waterloo, ON - Business Ethics (PY247): Winter 99 Oct./96 - Jan./97 Ethicist Northland, New Zealand As a bioethicist consultant in a remote and rural area of New Zealand I held educational and informational seminars and workshops for a variety of health
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care professionals on ethical principles, current ethical issues and approaches to clinical ethical decision-making. Feb./94 - Jan./95 Ethicist Capacity Assessment Research Group, Hamilton Civic Hospitals, Hamilton, ON. As a bioethicist working on this project my responsibilities included developing a tool for fair and consistent assessment of persons who have had their capacity questioned; examining the ethical issues involved in capacity assessment; leading educational seminars on ethical issues in capacity assessment; conducting capacity assessments in a research context in the areas of personal care, residence shelter and finances. Jan./93, 94 Course Instructor Wilfrid Laurier University, Waterloo, ON Business Ethics (PY247): Winter 94, Introduction to Philosophy(PY111) Winter 93. May/91 Ethicist/Researcher Clinical Ethics Centre, Sunnybrook Health Science Centre Toronto, ON Project: “Survey on Guidelines for Appropriate Use of Life Sustaining Treatment. Sept./88 - May/92 Course Instructor Philosophy Department, University of Guelph, Guelph, ON I taught the following courses: Ethics (212), Summer/88; Social and Political Issues(101),Summer/89; Philosophy of Medicine (203),Winter/90; Philosophy of Medicine (203),Fall/90; Philosophy of Medicine (203),Fall/91; Philosophy of Medicine (203),Winter/92. PRESENTATIONS Peer Reviewed Paper Presentations 1. "Bernard Williams on Objectivity in Ethics" presented at the Second Annual Graduate Students' Conference, McMaster University, November 13, 1988. 2. "Ethical Considerations in Selective Reduction of Fetuses in Multiple Pregnancies" presented at the Karolinska Institute Nobel Conference: Third International Congress on Ethics in Medicine, Stockholm, Sweden, September 12-15, 1989. 3. "The Autistic Self" presented at the Annual Meeting of the Society for Phenomenology and the Human Sciences, Villanova, PA, USA, October 11-13, 1990. 4. "Comments on `Can Ethnography Save the Life Of Medical Ethics'" presented at the Learned Societies, Canadian Philosophical Association, Victoria, British Columbia, May 32- 26, 1990. 5. "How Should Ethics Committees Contribute To Our Knowledge of Right and Wrong?" presented at the Fourth International Conference On Ethics in Medicine, Jerusalem, Israel, October 13-18, 1991. 6. "Guidelines for Appropriate Use of Life-Sustaining Treatment" presented at the Fourth International Conference On Ethics in Medicine, Jerusalem, Israel, October 13-18, 1991.
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7. "Guidelines and Ethical Decision-Making" presented at the Bioethics Conference, University of Guelph, Guelph, ON, January 25, 1992. 8. "Ethical Issues in Assisted Suicide: The Case of Sue Rodriguez" presented at a Panel Discussion on Assisted Suicide at Wilfrid Laurier University, Waterloo, ON, March 25, 1994. 9. "Consultation: An Approach That Will Effectively Include Women's Perspectives in Clinical Decision-Making" presented at the Women's Health: Key Research and Health Care Issues Conference, McMaster University, Hamilton, ON, April 23, 1994. 10. "Capacity Assessment and Related Ethical Issues" presented at the Sixth Annual Canadian Bioethics Conference, Ottawa, ON, November 26, 1994. 11. “Consultation: A Model for Incorporating Diverse Perspectives in Ethical Decision-making” presented at the 11th Annual Canadian Bioethics Conference, Edmonton, AB, October 29, 1999. 12. “Teaching Equality in Clinical Ethical Decision-Making” presented at the Baitworm 2001 Conference on Teaching as if the World Mattered, OISEUT, Toronto, ON, May 11th, 2001. 13. “Bioethics Consultation at the Grassroots: Starting an Ethics Consultation Service at a Community Hospital” presented at the Canadian Bioethics Society Conference, Winnipeg, MN, October 2001. 14. “Cultural Considerations in End of Life” presented for Dr. Kerry Bowman at Hospice Palliative Care Conference, Toronto, ON, May 6, 2002. 15. “Clinical Ethics: How do we do the right thing?” presented at Critical Care Nurses Conference, William Osler Health Centre, Brampton, ON, May 2002. 16. “Caregiver Stress: Causes and Prevention” presented for Dr. Kerry Bowman at Bridging the Gaps: Living with Dying Conference, Sheridan College, Oakville, ON, May 2002. 17. “ ‘Clinical’ Ethics Education: Supervision, Support, and other Resources” presented with Laurie Hardingham at the Canadian Bioethics Society Conference, Victoria, B.C, October 2002. 18. “Forcing Treatment on Incapable Psychiatric Patients” presented with Dr. Gordon DuVal at the Canadian Bioethics Conference, Victoria, B.C, October 2002. 19. “Ethical Issues in the Care and Treatment of Persons with Alzheimer’s Disease” presented at Concerns for an Aging Population, University of Toronto Masters of Biotechnology Program, Mississauga, ON, October 2002. 20. “Integrating the “clinical” into the education of Bioethicist: The Role of the Clinical Ethics Fellowship” presented with Laurie Hardingham at the Clinical Ethics Consultation: First International Assessment Conference, Cleveland, Ohio, April 2003. Invited Lectures, Talks and Workshops 1. "Reproductive Technology" presented at Social Awareness Group, The Church of Saint Andrew Memorial, London, ON, May 6, 1989 with Gwen Frazer. 2. "Ethics, Pastoral Care in Crisis" presented at Woodstock General Hospital, Woodstock, ON, October 18, 1989 with Rev. P.F. Chidwick. 3. "Ethical Considerations in Selective Reduction of Fetuses in Multiple Pregnancies" presented at the Chedoke-McMaster Hospitals Ethics Committee, Hamilton, ON, March 13, 1990.
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4. "Guidelines for Decision-Making and Treatment Implementation Plans" presented at Sunnybrook Health Science Centre, Toronto, ON, April 17, 1991. 5. "How Should Care Be Rationed": Facilitator for Small Group Discussions at `The Right To Health Care' Conference, Centre for Bioethics, Toronto, ON, June 7, 1991. 6. "Ethics Committee and Consultation" presented at the Henderson General Hospital Clinical Ethics Committee, Hamilton, ON, March 11, 1992. 7. "Futility - Its Meaning and Implications" presented at Humber Memorial Hospital Ethics Committee, Toronto, ON, March 25, 1992. 8. "Introduction to Bioethics" presented at Introduction to Philosophy Course, University of Waterloo, Waterloo, ON, Fall 1992, Fall 1993. 9. "Margaret M. - An Ethical Dilemma" presented at Conestoga College, Doon Campus, Kitchener, ON, October 26, 1994. 10. “Consultation: A Model for Incorporating Diverse Perspective in Ethical Decision-making” presented at the Homewood Health Centre, Guelph, ON, December 1999. CME 11. “Ethical Issues in Reproductive Technology” presented at St. James High School, Guelph, ON, January 2000. 12. “Ethics and Landscape Architecture” presented at the University of Guelph, Masters of Landscape Architecture Professional Practice Graduate Seminar, Guelph, ON, February 2000. 13. “The Ragged Edges of Bioethics Consultation” presented at the University of Guelph, Bioethics Course, Akademia Program, Guelph, ON, November 2000. 14. “Everything you wanted to know about bioethicists but were afraid to ask” presented at the University of Guelph, Philosophy of Medicine Course, Guelph, ON, November 2001. 15. “What is Ethics” presented at Ethics Education Committee, Centre for Addiction and Mental Health Centre, Toronto, ON, November 2001. 16. “Making Ethical Decisions: How do you do the right thing?” presented at Grand Rounds at the Toronto Rehabilitation Institute, Toronto ON, November 2001. CME 17. “Ethics Committees and Ethics Consultation” presented at the Bioethics Seminar, University of Toronto Joint Centre for Bioethics, Toronto, ON, December 2001. CME 18. “What are you eating for lunch? Ethical Issues in Hiding Medications in Food” presented at the Homewood Health Centre, Guelph, ON, December 2001. CME Invited lectures continued: 19. “Making Ethical Decisions: How do you do the right thing?” presented at Everyday Ethics Seminar at the Hospital for Sick Children, Toronto, ON, January 2002. 20. “Making Ethical Decisions: How do you do the right thing?” presented at Rheumatology Rounds at the Hospital for Sick Children, Toronto, ON, January 2002. 21. “Ethical Issues in Dementia Care: Hiding Medications in Food” presented at Ethics Ground Rounds, Providence Centre, Toronto, ON, February 2002. CME 22. “Organizational Ethics: How do you do the right thing?” presented at the Guelph Wellington Rotary Club, Guelph. ON, March 2002.
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23. “Late Termination of Pregnancy: Making Ethical Decisions” presented at Mount Sinai Hospital, TOPAG, Toronto, ON, April 3, 2002 24. “Research Ethics: What do you need to consider for a research protocol” presented at Mount Sinai Hospital, Research Ethics Meeting, Toronto, ON, April 2002. 25. “Forcing Treatment on Incapable Psychiatric Patients” presented with Dr. Gordon DuVal at Ethics Grand Rounds, St Michael’s Hospital, Toronto, ON, June 2002. CME 26. “Cultural Considerations at End of Life” presented at Princess Margaret Hospital Palliative Care Unit In-service, Toronto, ON, June 2002. 27. “Medical Marijuana: Ethical Issues” presented with Dr. Kerry Bowman at Pain Management Group, Toronto, ON, June 2002. 28. “Cultural Considerations in End of Life” presented at Medicine: Out of the Box, McMaster University, Hamilton, ON, October 2002. 29. “Cultural Considerations in End of Life” presented at Radiation Oncology Palliative Care Rounds, Toronto Sunnybrook Regional Cancer Centre, Toronto, ON, November 2002. CME 30. “How To Do The Right Thing: The Role of Consultation” presented at University of Guelph, Guelph, ON, November 2002. 31. “Professional Obligation and The Use of Medical Marijuana” presented with Shawn Richards, Dr. Kerry Bowman at Pain Management Group, Toronto, ON, December 2002. 32. "Transitional Ethics Program at Trillium Health Centre" (Keynote) presented at 3rd Annual Performance Excellence Awards, Trillium Health Centre, Mississauga, ON, October 2003. Workshops Presented 1. "Dealing With Inappropriate Treatment Decisions", presented at 'Ethics in the 90's: Making Ethical Decisions' Conference, Guelph, ON, CA April 14, 1993. 2. "Ethical Issues with Hydration and Nutrition" and "Ethical Issues with DNR Orders" presented at the Management/Leadership Program for Health Professional organised by the Faculty of Health Sciences at McMaster University and Affiliated Teaching Hospitals, Niagara Fall, ON, CA April 21, 1993. 3. "Unity in Diversity' in Bioethics Consultation" presented at the Seventh Annual General Meeting for the Society of Bioethics Consultation, September 9-12, 1993, Cleveland, Ohio, USA. 4. "Ethical Issues in Capacity Assessment" presented at the Hamilton Civic Hospitals, Henderson Division, Geriatric Research Group, Hamilton, ON, CA Fall 1994. 5. “Nursing Ethical Dilemmas: Weighing the Issues” presented at the Whangarei Area Hospital, Whangarei, Northland, New Zealand. October 5, 1996. 6. “Ethical Issues in Medicine: The Role of a Chaplain” presented at the Kaitaia Hospital, Kaitaia, Northland, New Zealand. October 9, 1996. 7. “Ethical Issues in the Clinical Setting: The New Zealand Experience” presented at the Kaitaia Hospital, Kaitaia, Northland, New Zealand. November 10, 1996. 8. "Analgesics and Sedation in End of Life Care" presented at William Osler Health Centre (all sites) "Lunch and Learn", January 2003
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9. "Disclosure of Adverse Medical Events and Unanticipated Outcomes" presented at William Osler Health Centre, (all sites), Fall 2003 (see dates below) Management Forums - Sept. 17, 24 and Oct. 9 Front Line Staff - Oct. 7, 14 and 30th Managers/Director's Meeting - Aug. 26th MAC Meeting - Sept. 15th Corporate Meetings - Sept. 16, 24, 25, Oct. 7, Nov. 10, 20, 26, Dec. 1 Departmental Meetings - Oct. 1 Speakers - Sept. 26 and Nov. 24 Articles Published Chidwick, P.: Bernard Williams on Objectivity in Ethics, The Student Journal of Philosophy 1989:12(1): pp 13-28. Chidwick, P.: The Third Annual Meeting of the Canadian Bioethics Society, Humane Medicine1992:8(2): pp.152. Chidwick, P.: Guidelines on Appropriate Use of Life-Sustaining Treatment, Ethical Effects, Premiere Issue 1993: pp 3. Chidwick, P.: Ethics Committee Needs Your Input, General Expressions 1999:pp 8. Chidwick, P.: Final Report: Ethics Needs Assessment Survey, Guelph General Hospital, 2000. Refereed Paper (submitted) Chidwick P., DuVal GR: Forcing Treatment on Incapable Psychiatric Patients. Submitted to the British Medical Journal. November 2003. Chidwick, P., Hardingham, L., Faith, K., Godkin, D.: Clinical Education of Ethicists: The role of a Clinical Ethics Fellowship. Submitted to Journal of Medical Ethics, November 2003. MacRae, S., Chidwick, P., Berry, S., Secker, B., Hebert, P., Zlotnick Shaul, R., Faith, K., Singer, P.: Bioethics Integration, Sustainability and Accountability: The Hub and Spokes Strategy. Submitted to the Journal of Medical Ethics, November 2003. Manuscripts in preparation *”Building Ethics Programs at Community Hospitals” *”Ethics Consultation: When is a consult over?” RESEARCH Peer Reviewed 1. A Qualitative Study of Conflicts of Interest Among Bioethicists in Canada. Chidwick, P., Frolic, A. $1,000 (submitted funding). Canadian Bioethics Society 2002. Co-Investigator. Non-Peer Reviewed 1. Model contract for Bioethicists in Canada. Connolly E., Oosterhoff, D., Chidwick, P. (not funded). Canadian Bioethics Society 2003. Co-Investigator. PROFESSIONAL ACTIVITIES Ethics Committees
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2002-Present Brampton/Georgetown Ethics Committee, William Osler Health Centre, Brampton, ON Etobicoke Ethics Committee, William Osler Health Centre, Etobicoke, ON Corporate Ethics Committee, William Osler Health Centre, Brampton, ON Research Ethics Committee, William Osler Health Centre, Brampton, ON 2001-2002 Research Ethics Committee, Centre for Addictions and Mental Health, Toronto, ON. This committee reviewed research protocols. 1998-2001 Hospital Ethics Committee, Guelph General Hospital, Guelph, ON. This committee focuses on policy formulation, i.e. Level of Care Document; reviewing research protocols; providing education programs and developing a Consultation Service. My responsibilities include consulting on research protocols when needed and directing the development of the Consultation Service. To date, I have developed and implemented an ‘Ethics’ Needs Assessment Survey. The Final Report has been discussed and the results indicate a need for an Ethics Consultation Service. Further steps are now being taken to determine the best service for the Guelph General Hospital and the appropriate education program for the hospital, staff, physicians, patients and families. 1990-1996 Hospital Ethics Committee, Sunnybrook Health Science Centre, Toronto, ON. This committee focused on policy formulation, i.e. No CPR Policy and case review. I sat on the Subcommittee for New No CPR Policy and the Subcommittee on Policy Review. 1990-1991 Research Ethics Committee, Sunnybrook Health Science Centre, Toronto, ON. This committee reviewed research protocols. 1989-1991 Chedoke-McMaster Hospitals Ethics Committee, Chedoke- McMaster Hospitals, Hamilton, ON. This committee focused on policy formulation and case review by providing a forum for health care professionals to discuss particular ethical issues. Canadian Bioethics Society (CBS) 2002-present Co-Chair of the Canadian Bioethics Society Working Conditions Group. 1997-2003 Executive Member of the Canadian Bioethics Society, Communications Officer, Editor of the Canadian Bioethics Society Newsletter. This position is a three-year appointment and includes general society correspondence and the publishing of the CBS Newsletter three times a year. The purpose of the newsletter is to foster and promote communication among the members of the Society. It features articles on current ethical issues facing Canadians, case studies, legal decisions, book reviews, and announcements. I am currently serving my second three-year term. 1990-1992 Executive Member of the Canadian Bioethics Society. Included membership on the Canadian Bioethics Planning Committee, Hamilton Civic Hospitals, General Division, Hamilton, ON. As the Student Representative for the CBS Executive I founded the Student Network. The purpose of the Network was to promote and support student interests and involvement in the bioethics community in Canada.
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Among other things the Network provides financial support for students attending the annual general meeting. The Network continues to be an important part the CBS and its future. General 2003-present AMS Bioethics Advisory Committee Adjudicating grants for research in bioethics. 2002 Canadian Bioethics Society - Essay competition for working conditions (2004) Committee Adjudicating papers for competition 2003 Performance Excellence Internal Board, Trillium Health Centre, Mississauga, ON. Ethics Programs 1. William Osler Health Centre Clinical Ethics Internship Program, Brampton, ON. The goals of the WOHC Clinical Ethics Internship Program are to provide clinical experience and training for upcoming ethicists; broaden the ethics resources available to William Osler Health Centre; support and strengthen the existing Ethics Program; provide leadership in ethics education at community hospitals; build ethics capacity throughout the organization through the development of ethics education programs. 2003 - 2005 Candidate - Eoin Connolly 2004 - 2006 Submitted Candidate - Sandy Auld Awards Associated Medical Services - Eoin Connolly. Internship Grant $7,756 Associated Medical Services - Submitted for Sandy Auld 2. Trillium Health Centre Clinical Ethics Internship Program, Mississauga, ON. The goals of the Trillium Clinical Ethics Internship Program are to provide clinical experience and training for upcoming ethicists; broaden the ethics resources available to Trillium Health Centre; support and strengthen the existing Ethics Program; provide leadership in ethics education at community hospitals; build ethics capacity throughout the organization through the development of ethics education programs. 2004 - 2006 Submitted Candidate - Shawn Richard Awards Associated Medical Services - Submitted for Shawn Richard. Community Service 1998-2000 Past Board Member on the Subcommittee for Relocation for the Guelph Community Health Centre, Guelph, ON. This committee oversees all relocation requirements for the Guelph Community Health Centre. This includes: arranging a functional program assessment; finding a new site; negotiating with new tenant occupants; hiring an architect; assessing performance; negotiating with municipal government on tax issues, etc. This is a 4 million dollar project. 1996 Treasurer of the Guelph Community Health Centre, Guelph, ON.
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Included membership on the Search Committee and Nominations Committee for the Guelph Community Health Centre. As a member of this board I have experience with a community approach to healthcare that seeks to strengthen the roles and responsibility of the individual and the community in health and to improve access for Guelph residents to appropriate health services. The priority groups the Centre serves are women, lower socio-economic groups, multicultural community and children. 1995-1996 Executive Board Member of the Guelph Community Health Centre, Guelph 1994-1995 Board Member of the Guelph Community Health Centre, Guelph, ON. MEDIA ACTIVITIES Press Releases Newspaper: Another Osler First … introducing Dr. Paula Chidwick, Ethicist. The Voice of Osler Newsletter. 2002 Issue Six. Another Osler First. The Osler Connection Newspaper. Issue 1, Spring 2003. Enhancing our Services- Ethics Intern. The Voice of Osler Newsletter. August/September 2003. Clinical Ethics Internship. The Osler Connection Newspaper. Issue Three, Fall 2003. REFERENCES Dr. Carole Stewart, Dean of Arts, University of Guelph, Guelph, ON, CA (519) 824-4120 Current e-mail address: [email protected] Dr. Christine Harrison, Director, Bioethics Department, Hospital for Sick Children, Toronto, ON, CA (416)813-5000 Current e-mail address: [email protected] Dr. Peter Singer, Sun Life Chair, Director, and Sue MacRae, Deputy Director, University of Toronto Joint Centre for Bioethics, Toronto, ON, CA (416)-978-1395 Current e-mail address: [email protected]
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SANDRA KAY SMITH 451 Ridout Street North, London, Ontario N6J 2P6 CANADA Tel: 519-641-6224 Email: [email protected]
Education
Business Diploma (SEB Program), The Laurier Institute, Wilfrid Laurier University, Waterloo, Ontario, 05/1998.
4MAT Certification, 4MAT Training Institute, Barrie, Ontario, 01/1997.
Introduction to Windows, Mohawk College, Hamilton, Ontario, 05/1995.
Bachelor of Law, University of Western Ontario, London, Ontario, Dean’s Honour Role (1989/90), 06/1991. French 381 (French Culture and Literature), Université de Nice, Nice, France, 07/1989. Bachelor of Arts, Honours (Anthropology and History), University of Western Ontario, London, Ontario, Brescia College Admission Scholarship Recipient (1984), 05/1988. French 271 (Grammar) and French 242 (Quebec Politics), Trois Pistoles Summer Immersion Program (sponsored by the University of Western Ontario), Trois Pistoles, Quebec, 1985 and 1987 respectively.
Experience
Teacher, Nancy Campbell Collegiate Institute, London, Ont. 09/2003—date. Taught a range of Advanced Placement courses, equivalent to first-year-university courses, in the areas of American and International Politics and Human Geography. Taught senior high school courses in the areas of English, History and Exercise Science. Assisted with various extra-curricular activities. Implemented an exchange program with Grade 6 students from China.
Founder/Director of Business & Finance, Global Awareness Through English Enterprises, Guelph, Ont., 07/1997—date. Co-established and directed an English as a Second Language school offering instruction to adults year-round and to youth and families during vacation periods. Researched and developed a highly effective, unique, and integrated curriculum/program combining the study of English with the exploration of various global issues. Fostered a welcoming but challenging atmosphere. Taught beginner to advanced learners. Hired and trained teachers. Supervised the accommodation program. Managed finances, student concerns, and logistics. Marketed in Asia. Established linkage agreements with King’s College, Brescia University College (via CultureWorks Inc.) and George Brown College.
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Residence Administrator, Nancy Campbell Collegiate Institute, Stratford, Ont., 08/1996— 06/1997. Oversaw the day-to-day functioning of a residence for international and out-of-province high school students between the ages of 14 and 18. Maintained an educational and uplifting atmosphere. Ensured that students were striving to achieve their goals in a variety of areas such as discipline, exercise, hygiene, diet, and schoolwork. Ancillary duties included budgeting, directing cleaning and kitchen staff, and assisting with extra-curricular events.
Instructor, Nancy Campbell Collegiate Institute, Stratford, Ont., 08/1996—06/1997. Wrote and implemented a new English as a Second Language Program curriculum under the Ministry of Ontario guidelines for international high school students. Evaluated and placed students. Instructed students. Assisted with extra-curricular activities aimed at incorporating the students into the culture of the school and the surrounding community.
Teacher, E.S.L. Summer Homestay Program, Richmond Hill, Ont., 06/1996—08/1996. Taught English as a Second Language to students aged 14—18 from Europe, South America and Asia. Assisted with, and organized, off-campus afternoon and evening activities. Contributed to the decision-making process through consultations in such areas as discipline, scheduling, and the welcoming and placement of students.
Senior Interpretive Guide, Woodside National Historic Site, Kitchener, Ont., 09/1994— 05/1995. Delivered education programs to school groups of students between the ages of 5 and 16. Offered individual historical interpretation to various visitors in both official languages. Organized special events. Coordinated staff and volunteers. Designed and implemented marketing strategies. Monitored and reported statistical data. Participated in and assisted with training around workplace issues such as cultural sensitivity and equality between the sexes.
Director, Nine Point Cooperative Homes Inc., North York, Ont., 03/1993—09/1994. Initiated a 34 unit non-profit housing project to house low-income earners in North York, Ontario. Directed a team of experts working on site surveys, rezoning applications, environmental assessments, architectural reviews, and construction. Handled all internal and external correspondence. Project funded by the Ministry of Housing under the Jobs Ontario Program.
Administrative Assistant, Bahá’í World Congress, Music Task Force, Toronto, Ont., 10/1991—11/1992. Assisted the Musical Director of the Bahá'í World Congress, an event held in New York City in November 1992 for approximately 30,000 representatives from around the globe. Identified artistic talent overseas, reviewed musical and theatrical submissions, secured travel and immigration documentation, drafted letters and reports, and booked venues and equipment. Corresponded with other members of the organization around the world. Fulfilled various other secretarial duties.
Receptionist, International Tele-Film, Toronto, Ont., 05/1992—09/1992. Offered bilingual service to all customers of this educational film company. Directed all incoming correspondence from local and international sources. Performed various secretarial and accounting functions such as filing, billing and cataloguing. Member of the in-house quality management team.
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Additional Experience Facilitator, Community Development Training Institute, Guelph, Ont., 05/2000—date. National University Campus Coordinator, Association for Bahá'í Studies, Ottawa, Ont., 03/1993—09/1994.
Researcher, Faculty of Law, The University of Western Ontario, London, Ont., 05/1991—09/ 1991. Library Assistant, Law Library, Faculty of Law, The University of Western Ontario, London, Ont., 09/1990—06/1991. “Inci” Section Head and Counsellor, Onondaga Camp, Minden, Ont., 05/1990—08/1990. Researcher, Faculty of Law, University of Western Ontario, London, Ont., 05/1989— 09/1989.
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ELIZABETH L. BOWEN, M.D., Ed.D.
CURRICULUM VITAE
PERSONAL INFORMATION
Elizabeth Linville Bowen, M.D., Ed.D. E-mail addresses: [email protected], [email protected] Phone 770-632-6381 Fax 770-632-7318 126 Barberry Lane Peachtree City Georgia 30269-4290 EDUCATION • Doctor of Medicine, Jefferson Medical College, Philadelphia, Pennsylvania, 1983-1987 • Doctor of Education, University of Massachusetts, Amherst, Massachusetts, 1974-1977 • Master of Education, University of Massachusetts, Amherst, Massachusetts, 1973-1974 • Fellowship in Computers in Medicine, Jefferson Medical College Summer 1984 • Research Assistant in Epidemiology, Harvard School of Public Health, Summer 1970 • Undergraduate Education: Smith College, Northampton, Massachusetts; University of Dela- ware, Newark, Delaware; and Southampton University, England, 1969-1973 • Family Medicine Internship and Residency, Medical Center of Delaware, 1987-1990 BOARD CERTIFICATION Board-Certification by the American Board of Family Practice, 1990 Recertification by the American Board of Family Practice, 1997
Faculty Appointments • Assistant Professor of Family Medicine, Preventive Medicine, and Community Health, Morehouse School of Medicine, September 2001 to present. • Adjunct Clinical Assistant Professor of Family Medicine, Morehouse School of Medicine, September 2000 to December 31, 2000 • Adjunct Clinical Assistant Professor of Preventive Medicine and Community Health, More- house School of Medicine, September 1999 to June 30, 2001 • Assistant Professor and Medical Student Program Director, Department of Family and Preventive Medicine, Emory University School of Medicine, Atlanta, Georgia. April 1996- April 1997 • Assistant Professor and Medical Student Program Director, Department of Family Medicine and Assistant Professor of Medical Education, Morehouse School of Medicine, Atlanta, Georgia. July 1990 to March 1996
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• Field Faculty, Graduate Program in Nutrition and Community Health, Goddard College, Plainfield, Vermont. 1977-1979 • Instructor, School of Education, University of Massachusetts, 1977-1978 HOSPITAL APPOINTMENTS • Medical Staff, Grady Memorial Hospital, Atlanta, Georgia. 1993-present • Medical Staff, Crawford Long Hospital, Atlanta, Georgia, 1996-1997 • Medical Staff, Southwest Community Hospital, Atlanta, Georgia. 1990-1998
OTHER EMPLOYMENT • Practice of Family Medicine, Pediatrics, and Urgent Care. Atlanta, Georgia. 1997 to 2001. • World Health Organization: International Expert Consultant Assignments, 1997 to present • United Nations: International Expert Consultant Assignments, 1997 to present • UNICEF: International Expert Consultant Assignments, 1994 to present • Nutrition Researcher and Health Educator, Medical Department, Gesell Institute of Human Development, New Haven, Connecticut. 1978-1980 • Faculty Member, fulltime, School of Education, University of Massachusetts, Amherst, Feb 1977-Sept 1878.
HONORS AND AWARDS • Medical Honor Society of Jefferson Medical College, for Excellence in Academic and Clinical Medicine. High Honors (Top 1%) in Family Medicine, Pediatrics, Child Psychiatry, Adult Psychiatry, and Orthopedic Surgery, 1985-1987. • Alpha Omega Alpha National Medical Honor Society, 1993 to present • Physicians for Social Responsibility (PSR), National Presidency, 1993 • Third Year Teacher of the Year, Morehouse School of Medicine, 1992 • Excellence in Teaching Awards, Morehouse School of Medicine, 1993-1996. • American Medical Women’s Association Award for Promoting Equal Opportunities for Women in Medicine, 1995 • National Institutes of Medicine and the National Medical Library awarded Dr. Bowen a Fellowship in Medical Informatics, completed at the Marine Biological Laboratory, Woods Hole, Massachusetts, in September 2002.
PROFESSIONAL SOCIETIES • Alpha Omega Alpha National Medical Honor Society • American Academy of Family Physicians • Georgia Academy of Family Physicians • Health for Humanity • National Medical Association
INTERNATIONAL PROFESSIONAL SERVICE
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UNITED NATIONS: COLLABORATION Dr. Bowen travels worldwide six months per year to promote education, and development, and public health. Dr. Bowen participated as an expert consultant in technical consultations, as a medical speaker, as an expert panelist, and as a seminar and workshop facilitator, in the following United Nations conferences: • The UN Conference on Environment and Development. Rio, 1992 • The International Conference on Population and Development. Cairo, 1994 • The World Summit for Social Development. Copenhagen, 1995 • The Fourth World Conference on Women. Beijing, 1995 • The UN Conference on Human Settlements. Istanbul, 1996 • The World Food Summit. Rome, 1996 • The World Health Assembly of the World Health Organization. Geneva, 1997-2001 • The UN/WHO Expert Group Meeting on Women and Health. Tunisia, 1998 • The Commission on the Status of Women. United Nations, New York, 1998-2003 • The Millennium Forum. United Nations, New York, May 2000 • The United Nations Special Session on Children, New York, May 2002 • The United Nations Commission on Sustainable Development, New York, April 2004.
WORLD HEALTH ORGANIZATION: COLLABORATION • In May 1997, Dr. Bowen was invited to the World Health Organization’s Formal Consultation with Non-Governmental Organizations (NGOs) in Geneva to review the progress of the WHO Renewal Strategy and the “Health for All by the Year 2000” Program. Dr. Bowen participated in formal working groups and served as Rapporteur for the NGO Forum for Health Symposium on “Health for All Means Women and Men: A Gender Perspective.” • In September 1997, Dr. Bowen was one of five NGO representatives invited to participate in a WHO formal consultation and working group in Geneva on “Equity in Health and Health Care,” and wrote and electronically circulated widely an NGO Summary. • In October 1997, Dr. Bowen was invited by the NGO Forum for Health and the NGO Committee on the Status of Women (Geneva) to speak on a panel in Geneva on “Health for All Means Women and Men: A Gender Perspective.” • In December 1997, Dr. Bowen was invited to speak by the United Arab Emirates Medical School in Al Ain, the Ministry of Health in Abu Dhabi, and the Family Medicine Residency Program in Dubai. She spoke and facilitated discussions on “The Emerging Global Health Policy,” as a guest lecturer and representative of Health for Humanity. • In February 1998, the WHO Policy Action Coordination Team invited Dr. Bowen to prepare and present a report as a plenary speech at the WHO/AFRO Regional Meeting in Dakar, Senegal, on “The Relationships Between WHO, Governments, and National and International NGOs: An NGO Perspective.” Dr. Bowen also shared: “Developing Service- Oriented Leadership: An NGO Perspective.” Both reports were published in English and French and distributed by the World Health Organization.
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• In May 1998, Dr. Bowen participated in the 50th Anniversary of the World Health Organiza- tion in Geneva and was invited to serve as Rapporteur for the NGO Forum for Health Sym- posium on “The Effects of Globalization on Health.” She also wrote and sent press releases electronically to medical journals and international NGOs. • In August 1998, Dr. Bowen was invited by WHO/AFRO to participate in the African Regional Committee Meeting of 48 Ministers of Health in Harare, Zimbabwe, representing Health for Humanity. • In October 1998, Dr. Bowen was invited to Tunisia to participate in an Expert Group Meeting on “Women and Health: Mainstreaming the Gender Perspective into the Health Sector,” co- sponsored by WHO and the United Nations Division for the Advancement of Women. • In May 1999, Dr. Bowen was invited to serve as a speaker, workshop leader, and rapporteur for the NGO Forum for Health Symposium at the United Nations in Geneva on the World Health Organization’s Tobacco-Free Initiative and on a proposed Global Health Watch. • In November 1999, Dr. Bowen was invited by WHO to serve as a Plenary Panel Speaker and medical consultant for an international conference on “Making a Difference to Tobacco and Health: Avoiding the Tobacco Epidemic in Women and Youth,” in Kobe, Japan. • In May 2000, Dr. Bowen was invited to serve as Rapporteur for the NGO Forum for Health Symposium on “Breaking the Grip of Poverty on Health” at the United Nations in Geneva. • In March 2001, Dr. Bowen was invited to serve as a consultant for a WHO/AFRO River Blindness Eradication Program in Yaounde, Cameroon. • In May 2001, Dr. Bowen was invited as Plenary Panel Speaker and Rapporteur for the NGO Forum for Health Symposium at the United Nations in Geneva on “Violence and Health.” UNICEF: United Nations Children’s EMERGENCY Fund: COLLABORATION • In May 1994, Dr. Bowen was invited to serve as a consultant and Rapporteur for an interna- tional symposium, “Creating Violence-Free Families,” co-sponsored by UNICEF, UNIFEM, the United Nations Women’s Development Fund, and the Bahá’í International Community at UNICEF Headquarters in New York. • In March 1996, Dr. Bowen was invited to prepare and present a report for submission to the first World Congress on the Elimination of the Commercial Sexual Exploitation of Children, held in Stockholm in August 1996. The World Conference on Religion and Peace (WCRP) invited Dr. Bowen to write and present the report on behalf of the Bahá’í International Community for the planning meeting co-sponsored by UNICEF and WCRP and held at the UNICEF Headquarters in New York. • In November 1997, Dr. Bowen was invited to speak in Nepal on behalf of UNICEF and the Bahá’í Office for the Advancement of Women on “Creating Violence-Free Families.” • In March 1998, Dr. Bowen met with UNICEF officials in Japan, Singapore, Korea, and the Philippines to share perspectives on implementing the Convention on the Rights of the Child. HEALTH FOR HUMANITY: INTERNATIONAL LIAISON • For nine years, Dr. Bowen served as International Liaison for Health for Humanity, a non- governmental organization with physician members in 60 countries. Its mission is to unite people for the advancement of world health. Its approach is to build capacity to improve public health by creating partnerships among medical schools and public health institutions worldwide.
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• Dr. Bowen has been directly involved in the process of developing institutional partnerships in Africa, Asia, and the Americas between WHO, medical schools, and schools of public health. • For example, in June 2001, the World Health Organization entered into formal consultation with Nur University of Santa Cruz, Bolivia, to explore a partnership in Indigenous Health Research. Dr. Bowen was instrumental in cultivating that partnership. She met with WHO staff members in Geneva annually for four years and consulted on Bolivian public health priorities and Nur’s potential to be a WHO Collaborative Center. • On behalf of Health for Humanity, Dr. Bowen served as a visiting professor in the Department of Public Health at Nur University for two weeks yearly, for four years. Her roles included strategic planning, curriculum development, faculty development, and lecturing for the Masters in Public Health Program. She also served as an external evaluator, visiting and evaluating public health projects in child survival and parasite control of malaria and Chagas disease in urban and rural Bolivia, sponsored by the U.S. Agency for International Development (USAID).
HOPE FOR AFRICAN CHILDREN INITIATIVE OF THE GATES FOUNDATION • In June 2002 and January 2003, Dr. Bowen was invited to Nairobi, Kenya, to participate in the Pan-African “Hope for African Children Initiative” for Children Infected and Affected by AIDS, funded by the Bill and Melinda Gates Foundation. Save the Children, CARE International, and PLAN International are also key players in this $52 million initiative. Dr. Bowen was invited to serve on a Pan-African Task Force on HIV/AIDS in Children to determine which programs for children are the most effective and how the best programs can be rapidly “scaled up” throughout the 48 countries of Sub-Saharan Africa and the world. In this initiative, Dr. Bowen served as a representative of the Bahá’í International Community, which has consultative status with the Economic and Social Council of the United Nations.
INTERNATIONAL PROFESSIONAL SERVICE GEOGRAPHIC SUMMARY Africa: Cameroon, Egypt, Ethiopia, Kenya, Malawi, Senegal, South Africa, Tunisia, Zimbabwe Asia: China, India, Japan, South Korea, Malaysia, Nepal, the Philippines, Singapore, Thailand Latin America and the Caribbean: Bahamas, Brazil, Bolivia, Mexico, Panama, Puerto Rico, Trinidad and Tobago, and the Virgin Islands. The Middle East: Israel, Jordan, Turkey, United Arab Emirates
Travel, Alphabetically: All fifty of the United States except Alaska, Albania, Austria, Bahamas, Belgium, Belarus, Bolivia, Brazil, Cameroon, Canada, China, Croatia, Czech Republic, Denmark, Ethiopia, Egypt, Faroes Islands, France, Germany, Greece, Hong Kong, Hungary,
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India, Ireland, Israel, Italy, Japan, Jordan, Kenya, Korea, Kosovo, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malawi, Malaysia, Malta, Marshall Islands, Mexico, Navajo nation, Nepal, Netherlands, Panama, Philippines, Poland, Puerto Rico, Russia, Senegal, Singapore, Slovak Republic, South Africa, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, Vatican City, Virgin Islands, Yugoslavia, and Zimbabwe.
PROFESSIONAL SERVICE: NATIONAL LEVEL PHYSICIANS FOR SOCIAL RESPONSIBILITY • In 1993, Dr. Bowen served as national President of Physicians for Social Responsibility. Dr. Bowen is the third woman elected to that post since 1961. • PSR has more than 20,000 physician members. It is the U.S. affiliate of the International Physicians for the Prevention of Nuclear War. IPPNW is a federation of affiliated medical organizations in 60 countries. IPPNW and PSR won the Nobel Peace Prize in 1985. • For nine years, Dr. Bowen served on the Board of Directors of PSR. • Dr. Bowen then served as one of PSR’s official representative liaisons with the United Nations for several years. • She also served as the President of the Atlanta Chapter of PSR. • The main aims of Physicians for Social Responsibility are to prevent nuclear war, to eliminate weapons of mass destruction, to create sustainable environments with environmental justice, and to reduce violence and the causes of violence. UNIVERSITY SERVICE: MOREHOUSE SCHOOL OF MEDICINE From 1990-1996, Dr. Bowen served on eleven Morehouse School of Medicine committees. This service included major Committees on Curriculum, Curriculum Development, and Primary Care. NATIONAL ACADEMIC AND REVIEW COMMITTEES • External Reviewer, Family Medicine Residency Training Program Grant Proposals, Primary Care Medical Education Branch, Division of Medicine, U.S. Department of Health and Hu- man Services. Washington, DC. 1995.
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• National Committee on Curriculum Development in Environmental Medicine, Institute of Medicine, National Academy of Sciences. Washington, DC. 1993-1995. • National Review Committee on Risk-Related Research, National Research Council, National Academy of Sciences. Washington, DC. 1994. • External Reviewer for Residency Training and Continuing Medical Education Curriculum, American College of Environmental and Occupational Medicine. Curriculum Development Committee. Atlanta. 1993. • External Reviewer for Clinical Fellowship Scholarship Grant Proposals. Agency for Toxic Substances and Disease Registry (ATSDR). U.S. Department of Health and Human Services. Atlanta. 1992.
TEACHING RESPONSIBILITIES COURSES AND CLERKSHIPS From 1990 to 1996, Dr. Bowen’s teaching responsibilities at Morehouse School of Medicine were the following: • Teaching, directing, and coordinating the required Family Medicine clerkship for third- and fourth-year medical students • Teaching, directing, and coordinating an elective for senior medical students and residents in Academic Medicine and Computers in Medicine. • Precepting medical students and residents in outpatient clinics and hospital settings • Teaching second-year medical students the skills of the medical history and physical exam in the “Introduction to Primary Care” course • Teaching clinical correlations seminars for first- and second-year medical students to corre- late basic sciences such as anatomy, biochemistry, and pathology to clinical cases • Teaching seminars for medical students and residents on the applications of computers in clinical medicine, environmental medicine, and medical nutrition • Teaching evaluation of environmental exposures and diagnosis and treatment of heavy metal toxicities to practicing physicians in continuing medical education programs CURRENT CLINICAL ACTIVITIES Since September 2001, Dr. Bowen has practiced family medicine and served as a preceptor for residents and medical students at Grady East Pont Health Center in the Atlanta area. For the Department of Preventive Medicine and Community Health, she also provides family medicine coverage at Grady South Dekalb Health Center and Grady Center Hill Health Center, Atlanta.
TRAINING AWARDS • Predoctoral Training in Family Medicine. Bureau of Health Professions United States Department of Health and Human Services Each award was approximately $100,000. Principal Investigator, 1992 and 1993
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SELECTED PUBLICATIONS JOURNAL ARTICLES Bowen, E. L. "Nutrition and Development." Co-authored with S. P. Raman, in The Journal of the American Montessori Society, 2(2), pp. 41-46. 1975. Bowen, E. L. "Health, Nutrition, and the Future of Children." World Order, 13(l), pp. 42-55, 1978. Bowen, E. L. "Physicians and the Environment." Atlanta Medicine: Journal of the Atlanta Medi- cal Association, pp. 47-48. Fall 1993.
BOOKS AND REPORTS Environmental Medicine in the Medical School Curriculum: Policy Report of the Committee on Curriculum Development in Environmental Medicine, Institute of Medicine, National Academy of Sciences, National Academy Press, Washington, DC. 1993. Dr. Bowen was one of twelve physicians to co-author this report. Environmental Medicine: Integrating a Missing Element into Medical Education. Andrew M. Pope and David P. Rall, Editors. Committee on Curriculum Development in Environmental Medicine, Institute of Medicine, National Academy of Sciences, National Academy Press, Washington, DC. Dr. Bowen was one of twelve physicians to co-author this textbook. 975 pages. 1995. Bowen, E. L. Author. "Look Before You Leap: Assessing Community Needs and Resources." In National Childhood Lead Poisoning Prevention Education Conference Proceedings. Centers for Disease Control and Prevention, Atlanta, pp. 21-27, 1996. Bowen, E. L. Author. Equity in Health and Health Care: An NGO Summary. Geneva. Health for Humanity. 1997. Bowen, E. L. Editor. Health for All Means Women and Men: A Gender Perspective. Geneva. NGO Forum for Health. 1997. Bowen, E. L. Author. The Relationships Between WHO, Governments, and National and International NGOs: An NGO Perspective. Dakar, Senegal. World Health Organization. 1998. In English and French. Bowen, E. L. Author. Developing Service-Oriented Leadership: An NGO Perspective. Dakar, Senegal. World Health Organization. 1998. In English and French. Bowen, E. L. Editor. The Effects of Globalization on Health. Geneva. NGO Forum for Health. 1998. Bowen, E. L. Author. NGO Report on the Expert Group Meeting on Women and Health: Main- streaming the Gender Perspective into the Health Sector. Geneva. Health for Humanity. 1998. Bowen, E. L. Editor. NGOs’ Role in the Development of the Framework Convention on Tobacco Control. Geneva. NGO Forum for Health. 1999. Bowen, E. L. Author. “Highlighting NGO Linkages to Promote the Tobacco Free Initiative.” In NGOs’ Role in the Development of the Framework Convention on Tobacco Control. Geneva. NGO Forum for Health. 1999.
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Bowen, E. L. Editor. Breaking the Grip of Poverty on Health. Geneva. NGO Forum for Health. 2000. Bowen, E. L. Editor. Violence and Health. Geneva. NGO Forum for Health. 2001. Bowen, E. L. Author. “Overcoming the Violence of Silence.” In Violence and Health. Geneva. NGO Forum for Health. 2001.
BOOK CHAPTERS Bowen, E. L. and Carney, M. M. "Implications for National Policy Decisions: The Black Family Perspective." In Parenting in a Multicultural Society. Edited by Mario D. Fantini and René Cardenas, New York, pp.120-137. 1980. Bowen, E. L. "The Health, Safety and Nutritional Requirements of Young Children," in Administering Day Care and Preschool Programs. Edited by Donald Streets, Boston, pp. 127- 161. 1982. Bowen, E. L. and Hu, H. "Food Contamination due to Environmental Pollution." In Critical Con- dition: Human Health and the Environment. Edited by Eric Chivian et al., Massachusetts Institute of Technology Press, Cambridge, pp. 33-46. 1993. SELECTED PRESENTATIONS • Presented testimony to the United States Senate Committee on Environment and Public Works regarding Super Fund Reauthorization on the public health impact of certain toxins, with specific policy recommendations to investigate issues of environmental justice and to serve the most vulnerable communities first. United States Senate. Washington, DC. Broad- cast nationwide on C-Span Television. 1993. • “Environmental Health and Environmental Justice.” Plenary Panelist by invitation of the Con- gressional Black Caucus. United States Congress. Washington, DC. Broadcast nationwide on C-Span Television. 1993. • “Roles of Family Physicians in Improving the Health Status of Women.” Department of Fam- ily Medicine, University of North Carolina. Chapel Hill. 1996. • “Roles of Physicians in Violence Prevention.” Medical presentations to physicians in Indore, India; Kathmandu, Nepal; and Pusan, Republic of South Korea. Nov. 1997 and March 1998.
CV updated June 6, 2004
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8.1.5 Curriculum Vitae for Faculty Responsible for On-Line Learning Professional and Technical Staff Not Applicable.
8.1.6 Curriculum Vitae for Faculty Responsible for Thesis/Dissertation Supervision All faculty listed under 8.1.2, most notably those holding terminal degrees (see section 8.3.2, below).
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8.2 Faculty Curriculum Vitae Release Form Each faculty/consultant was sent a separate release form to sign and return. Each form was returned by fax or email, and then scanned below. Please note that Breakwell Education Inc. is now Breakwell Education Association.
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8.3 Policies on Faculty Note: All policies were approved by Breakwell Education Association on July 30, 2004. The aim of SCLA is to create an exceptional teaching and learning environment committed to integrative investigation and development. It is therefore critical that each of SCLA’s programs are driven and controlled by an academically autonomous yet responsive community of faculty who are knowledgeable in their fields, who excel at engaging students in the learning process, and who are proactive contributors the development of effective curricula and programs. It is with this in mind that the following policies have been developed. However, it should be emphasized that these policies are provisional and that it is expected that as the College grows and more faculty are recruited and their expertise engaged, these policies will evolve.
8.3.1 Academic/Professional Credentials A critical mass of dynamic full-time faculty members with terminal degrees is essential to the evolving design and implementation of curricula and programs. At least 60% of the College’s full-time and guest faculty members must hold Ph.D.s or equivalent degrees. All remaining faculty members must hold a degree at least one level higher than the degree level being taught. In most cases, this means at least a Master’s degree. In certain cases, exceptions are made for those with professional degrees, such as LL.B.s, as long as such faculty members have completed the equivalent of at least 6 years of full-time university studies as judged by the standard delivery system in Ontario. Given the interdisciplinary nature of the Liberal Arts degree, with its focus on the contributions of science, social science, the humanities and religion, faculty members are sought with expertise in a given area, but who can, more importantly: 1. integrate knowledge from a wide range disciplines; 2. draw connections between the content of their courses and other courses in the program; 3. bring religion to bear on the subject matter in ways consistent with the principles outlined under Goal 5 of the College. Moreover, because SCLA is a teaching and learning-centred college, and therefore committed to teaching excellence along with creating an academic community informed by an open yet integrative search for truth, its faculty members must also: 4. possess an exceptional ability to mobilize a classroom, engage different learning styles, and enable participants to meaningfully work towards the objectives of the program; 5. design and teach courses that foster the intellectual, moral and spiritual development of their students; 6. work and consult with the administration, fellow staff and students alike towards building unity of vision and purpose; 7. implement strategies consistent with commonly determined goals; 8. take creative initiative when appropriate, and with consideration for others; 9. conduct themselves with a spirit of service towards others, with the moral fortitude consistent with the principles outlined under Goal 5 of the College, and in line with SCLA’s policies on academic freedom and dispute resolution; 10.engage in research and the application of knowledge in a manner that truly considers, respects and, if possible, builds on, the contributions of others.
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Because the degree program neither leads to a professional degree nor requires a professional license, no professional credentials are required.
8.3.2 Academic/Professional Credentials for Faculty Acting as Supervisors Relevant only to GR-400F course, two credential options are possible. Either: 1. supervisors must hold a Ph.D., or 2. supervisors holding either a Master’s or a professional degree, must in turn consult with, and otherwise seek advice on a systematic basis from, a designated faculty member holding a Ph.D. and occupying the role of GS-400F coordinator. In this arrangement, the former supervises students on behalf, and under the guidance, of the latter.
8.3.3 Evidence on File Evidence on file for all faculty members consists of: 1. a curriculum vitae/resume; 2. three letters of reference; 3. original transcripts from the institution granting the most recently completed degree; 4. notes taken during the interview process; 5. a statement by the faculty member of no more than 2,000 words conveying his/her approach to: a. teaching; b. interdisciplinary investigation; c. the relationship between reason, science, religion and art; d. the role of knowledge in the advancement of society; e. being a part of a learning community. The file should also include: 6. a Personal Tax Credit Return (form TD1) 7. a signed contract confirming the faculty member understands his or her role as a faculty member at SCLA. 8. reports of student evaluations, regular performance reviews and performance goals (as per 8.3.4, below).
8.3.4 Regular Review of Faculty Performance Faculty performance is reviewed on a systematic basis during: 1. semester teaching appraisal meetings with the Program Director or VP of Academics and Learning, during which time student course evaluations are reviewed, strategies for improvement are discussed, and performance goals are established and agreed upon. Reports from student course evaluations are shared with each faculty member at least two weeks prior to a scheduled review. 2. annual performance appraisals, organized by the VP of Academics and Learning or the appropriate Program Director, including an evaluation of the faculty’s efforts to remain active in his or her field, and ensure currency of knowledge.
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3. random classroom observations, conducted by the VP of Academics and Learning, the relevant Program Director, or designated senior faculty.
8.3.5 Means of Ensuring Currency of Faculty Knowledge The development of faculty knowledge is viewed as a continuous concern. As such, faculty members are required to attend and contribute to meetings, conferences, workshops, seminars, journals, books, development projects, and other forms of scholarly or community service output concerned with: 1. their particular fields of interest; 2. the advancement of interdisciplinary and integrative studies; 3. the harmony of science and religion; 4. teaching effectiveness; 5. knowledge, praxis, and human progress. In addition, SCLA arranges an annual college-wide conference, as well as regular seminars, devoted to the above themes, with faculty members serving as the main contributors. Currency is also achieved through regular interaction between faculty members in the planning of courses, joint research, etc. Given the integrated nature of the curriculum, and the interdisciplinary thrust of the College, such interaction is both expedient and necessary, encouraging a team approach to knowledge development and curriculum design/implementation. Finally, development of knowledge currency is reviewed at the annual performance appraisal (see 8.3.4 above).
8.3.6 Faculty Teaching and Supervision Roles Faculty members teach a maximum of 1 course per block (i.e. 48 plus contact hours per four weeks). Classes are small, generally ranging in size from 12 to 24 students, with no class consisting of more than 30 students. Faculty members that are supervising students carrying out their GS-400F research papers typically do not teach a course if supervising more than ten students. Faculty members may supervise up to 16 students each. As both teachers and supervisors, faculty members are responsible for the just and consistent treatment of all their students. This involves the timely and thorough: 1. preparation of all class materials, including: a. course outlines, including: i. contract information (name, office number, telephone/fax number, email address) ii. office hours iii. a statement on academic integrity iv. course title, description and prerequisites v. content outline vi. learning objectives and outcomes
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vii. assignment schedule viii. methods of evaluation ix. methods of course delivery x. methods of course integration xi. resources and textbook requirements b. course materials 2. evaluation of all class assignments, tests and exams; 3. notice to students of class cancellations or changes; It also involves ensuring accessible faculty member availability to students (see next section).
8.3.7 Faculty Availability to Students Faculty members are required to: 1. establish, in consultation with their classes, and at the beginning of each course, the communicative mechanisms and schedules necessary to adequately assist their students; 2. arrange at least the equivalent of three one-hour sessions per week as office hours; 3. respond, within 48 hours, to written notices from students requesting assistance; 4. provide written feedback on all assignments, and reasonable opportunity for students to discuss their progress; 5. ensure an open yet tactful exchange of ideas between students and themselves; 6. maintain confidentiality of student progress.
8.3.8 Professional Development of Faculty Faculty members are expected to spearhead their own professional development by attending professionally organized conferences, seminars, etc., as described under section 8.3.5. At the same time, and as also outlined under section 8.3.5, the College provides seminars, conferences and other forums geared towards the development of effective teaching, the advancement of interdisciplinary studies, how to effectively integrate science and religion in the quest for knowledge, and the application of knowledge towards human progress. Headed by the VP of Academics and Learning, or by a nominated deputy, the College organizes at least one college-wide conference per year on these themes, with the professors serving as the main contributors. In addition, program-wide seminars are held three times per year to provide particular training on, and address: 1. teaching strategies; 2. curriculum development; 3. issues emerging from external examiners’ reports; 4. general trends emerging from student evaluations; 5. how to further achieve the overall aim of facilitating students to meet program objectives. The review process outlined under section 8.3.4 further supplements these initiatives. With its emphasis on regular accountability, the systematic setting of goals and the appropriate
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strategies to meet those goals, professional development is enhanced, especially as it pertains to teaching effectiveness. Finally, placing all faculty members on the same career path encourages professional development. Unless coming to the College with notable experience and qualifications, faculty members enter the College on a provisional basis as lecturers. After a successful year, they are promoted to the rank of Assistant Professor. Three years later, again if successful, they are promoted to the rank of Associate Professor. Finally, after two more years of first-rate teaching and professional work, they achieve the rank of Professor. In all cases, success is determined by the extent to which the candidate has: 1. achieved teaching excellence as determined by student evaluations and other appraisals; 2. contributed to curriculum and/or program design and implementation, paying particular attention to learning styles, the interdisciplinary approach, the role of both science and religion in advancing knowledge, and the development of intellectual, moral and spiritual capacities; 3. contributed to the overall development of the College, doing so in a spirit of unity; 4. maintained and contributed to currency of knowledge; 5. worked towards the application of knowledge to human advancement, doing so in a way consistent with integrative practice.
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8.4 Enrolment Projections and Staffing Implications Because the program operates on a block system, all faculty members are hired on a full-time basis per block. These include a core of regular full-time faculty members as well as visiting faculty who instruct specific block courses. Students also study on a full-time basis per block. The columns for part-time enrolment and faculty are therefore not relevant. This column does not include other administrators (such as the Vice-President of Academics and Learning) that will also carry various teaching loads, thus reducing the ratio of students to faculty to, in all cases, less than 20 to 1. For example, to each of the numbers in the first year should be added at least one more FTE. Staffing Requirements—Projected Cumulative Cumulative Cumulative Technical Ratio of Full- Enrolment* Full-Time Part-Time support. time Students
Faculty Faculty to Full-time Full- Part- Equivalents Equivalents Faculty Time Time Year/Semester (F.T.E.) (P.T.E.) 1-Fall 38 1.9 .333 20 1-Winter 57 N/A 2.9 Not .333 20 Applicable. 1-Summer 20 1.0 .333 20 2-Fall 115 5.8 1 20 2-Winter 142 7.1 1 20 2-Summer 50 2.5 1 20 3-Fall 229 11.4 1 20 3-Winter 266 13.3 1 20 3-Summer 93 4.7 1 20 4-Fall 393 19.7 1 20 4-Winter 446 22.3 1 20 4-Summer 156 7.8 1 20 5-Fall 551 27.5 1.5 20 5-Winter 584 29.2 1.5 20 5-Summer 199 10.0 1.5 20
Assumptions: • The Fall Semester intake of new students is 140% of the previous Fall Semester intake up until the Fall Semester intake in Year 4. • The Winter Semester intake of new students is 140% of the previous Winter Semester intake up until the Winter Semester intake in Year Four. • The ceiling for intake is set at 220 students per year.
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• The Summer Semester intake of new students is 25% of the total summer enrolment • The total summer enrolment is 35% of the total year enrolment • The attrition rate is 5% • Given the Block nature of the program, student intake is not restricted to the beginning of the three semesters. • The FTEs are set in order to sustain a ratio of 1 to 20. Obviously, there will be some variability since it is impossible to hire down to the precise decimal points indicated above.
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8.5 Resources
8.5.1 Library Resources The table has not been reproduced because it is not applicable to SCLA’s strategy. To explain: The Stratford College of Liberal Arts is committed to building an accessible e-library solution for all its programs. To this end, it has decided to purchase the Thomson Gale Expanded Academic Index. This index currently consists of 3527 journals, 2161 of which are full texts and include over 6,000,000 full-text articles. The journals cover a range of subjects in the humanities, social sciences, as well as in other fields, including the natural sciences and education. In addition to this journal database, SCLA will subscribe to the World e-Book Library, which offers access to over 60,000 full-text books. Both databases will be available to all staff, students and faculty, all of whom will have unrestricted access. SCLA will take the first year of its operation to assess the utility of both databases. As the needs of both the students and professors become clearer, the utility of switching to, and/or adding, other databases will be considered, including those offered by: Project Muse ProQuest JSTOR EBSCO and, ScholarsPortal The utility of adding Ingenta’s database will also be assessed, as will the feasibility of entering into agreements with other universities to access their e-based databases. Ultimately, the aim is to provide all members of the SCLA community with the best on-line library solution possible. In addition to these on-line strategies, SCLA has established a relationship with the Stratford Public Library. This opens up a number of other possibilities for students, including access to the holdings of both public and academic libraries in Ontario “through the use of INFO, the provincial library interloan network.” See attached letter and description from the Stratford Public Library.
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8.5.2 Computer Access All students are strongly encouraged to own personal laptop computers for flexible research and class purposes, and for unfettered access to the College’s wireless environment. The college will negotiate on a semester basis quantity purchasing of laptop computers with the requisite software for students, making them available at cost plus financing on a monthly payment plan. While the College expects students to have their own laptop computers, it is understood that this may be impossible for some students. Therefore, the College is also committed to maintaining a modest number of computers on site with Internet access, as described by the following table. Year Number of # of PCs # of PCs (with Location of Computers Students Available to Internet
(Cumulative) Students in Access) Proposed On Site Other Program (specify) 1 57 12 12 √ - 2 142 12 12 √ - 3 266 24 24 √ - 4 446 36 36 √ -
(Note: The cumulative number of students equals the cumulative amount achieved in the winter of each year—see 8.4 above.)
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8.5.3 Classroom Space Year Number of Number of Location of Classrooms Students Classrooms
(Cumulative) On Site Other (specify) 1 57 2 2 - 2 142 7 7 - 3 266 10 10 - 4 446 15 15 -
Note: Because some classes will be offered in the morning and some in the afternoon, the number of classes required is less than that suggested by a ratio of 1 classroom to 20 students.
8.5.4 Labs/Equipment Not applicable.
8.5.5 Resource Renewal and Up-Grade Plans Educational and instructional technologies including multimedia projectors, overhead projectors, whiteboards, televisions, VHS / DVD players, portable sound systems, digital still / video cameras, internet ready multimedia PCs, etc., and student access computers depreciate over a 3-5 year period, depending on the type of resource. Scheduled renewal of these technologies is programmed and budgeted accordingly. Software licensing will be secured through campus licensing agreements with major software providers for their specific products. The plan for the constant improvement of library resources includes the expansion of subscription services to available and relevant virtual resource centers related to the program areas of study the College offers. The section 8.5.1 above provides more details. Provision for the constant improvement of classroom and recreational spaces will be included in the annual planning and budgeting process. Given the support of the City of Stratford as expressed in its letter dated July 15 and signed by Mayor Dan Mathieson (see Section 9.2), Breakwell plans to build a larger campus to accommodate the projected growth in student numbers, and therefore, in the number of classrooms required. See Organization Review for more details. It is understood that such a plan will invariably have to meet with Ministry approval.
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8.6 Support Services Consistent with Goal 5, SCLA is committed to building a dynamic community of learners. This entails every member of the SCLA community being treated as a respected person capable of acquiring skills critical to facilitating the betterment of the world. Academic advice, personal counselling and other student support services are essential for helping students to develop their inherent capabilities. Because the College will begin with small numbers, the College will hire a qualified, student- focused professional to oversee its Student Services Centre (SSC). This person will collaborate with faculty and staff to deliver all of the services listed below. As student numbers grow and the demand increases, additional staff will be hired and the support services will be devolved to sub departments as appropriate. These departments, however, will remain under the overall coordination of the SSC.
Support Service Brief Description of Service Academic Advising The SSC coordinates seminars and workshops that assist students to develop various study skills, such as time management skills, note taking, reading, research, exam preparation, writing, working in groups, and oral presentations. One-on-one tutorials can also be arranged. Career Counselling The SSC assists students to identify jobs categories or service areas appropriate to their interests and talents. The Centre offers a comprehensive program of career counselling, providing regular workshops and individual assistance aimed at helping students with resume and cover letter writing, job search techniques, and interviewing skills. The Centre also arranges seminars on the job market, including panels of employers that share information about their industries, the direction of the job market, and the skills and orientation students require in order to be successful as both professionals and world citizens. Personal Counselling Students with any personal, health or financial problems can arrange to meet with the director of the SSC for assistance. Highly trained in counselling, the director either assists the student with his or her problem directly or, in consultation with the student, by connecting him or her to appropriate professional help. The director maintains a list of accessible medical professionals, mental health professionals, social workers, and financial consultants. Placement Not applicable at this time. Services for Students In line with the principle that each student is an inherently noble with Disabilities being and a valuable member of the learning community, the SSC proactively works with students with disabilities. Reasonable steps are taken in all cases to ensure that students with disabilities are as comfortable as possible, and integrated into the community. Tutoring Coordinated by the SSC, peer student tutoring can be offered to students having difficulties with certain subjects. The SSC director of staff can also serve as tutors for specific courses.
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Other(s) Not applicable at this time.
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9.0 CREDENTIAL RECOGNITION STANDARD
9.1 Program Design and Credential Recognition The Liberal Arts degree is novel for three reasons. First, it is an interdisciplinary degree, its courses designed to be as integrative as possible. Second, it places emphasis on the complementarity of reason, science, art and religion. Unlike most university programs, the role of religious insight figures strongly throughout the curriculum. Third, the program aims to cultivate both the academic and moral capabilities of its participants. The overall objective of the program is for participants to graduate as educated, moral citizens, capable of helping to bring about, in a diversity of ways, human betterment in an often tumultuous, ever changing, world. These three features, taken together, make the program highly unique in Ontario. As such, it is not directly comparable to any other program, which is, to a large extent, the point: to offer a program that addresses a constellation of needs not already being systematically met by other postsecondary institutions. This said, every effort has also been made to ensure that the program facilitates credential recognition by other postsecondary institutions while not compromising the integrity of its objectives. To this end, the following steps were taken very seriously: 1. Much effort has gone into researching many other interdisciplinary programs, both in and outside of Ontario, to ensure as much consistency with them as possible. Part of this research is discussed under section 6.3.2 where only eight of the many programs explored are highlighted. As noted there, the interdisciplinary programs are very diverse. However, all of them aim to develop basically the same academic outcomes while facilitating exposure to a range of disciplinary views. The Liberal Arts degree does this as well. As such, it is one among an emerging class of interdisciplinary programs. 2. The program and its objectives were designed to be highly consistent with the PEQAB degree level standards. The correlations between the Liberal Arts program outcomes and the degree level standards are discussed under section 4.0. While the Liberal Arts degree outcomes are unique to the program—taking into consideration the interdisciplinary nature of the degree and the goals of the College—they are also decidedly compatible with the aims and objectives of the degree level standards. This is critical to the credential recognition of the program. 3. The courses were designed again with the goals of the College and the objectives of the program in mind. However, they were also constructed by highly competent academics to be as compatible as possible with similar courses offered at other universities. This ensures the transferability of most of the courses in the program to programs at other universities. Exceptions may include courses that are unique to the program, such as the three SR courses in science and religion. Given the unique goals of the College, this could not be avoided. However, it should be noted that many novel interdisciplinary programs at other universities also consist of unique courses. One example is the Ideas that Shape the Word series that form the core of the Arts and Contemporary Studies program at Ryerson. 4. In addition to the above, credit recognition relies heavily on the internal coherence of the program. This has been discussed at length throughout this submission, receiving particular attention under sections 6.4 and 12.3. In short, the courses, the ways in which they are structured and delivered, the human resources, and the
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infrastructure systems and arrangements, all serve to meet the objectives of the program, the goals of the College, and by extension the degree level standards of PEQAB. As such, the program offers participants a solid product that combines excellence with integrity. 5. Finally, as discussed under the next section, there is ample evidence from a diversity of sources that the credential will contribute to the professional advancement of the graduate.
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9.2 Consultation Graduates of the Liberal Arts program will be well prepared and uniquely positioned for roles in business, non-profit, and government organizations, including immediate entry-level positions in education and training, project management, policy analysis and development, communications and public relations, sales, social entrepreneurship, fundraising, media and the creative industries, marketing and advertising, research and analysis, and a wide range of administrative and corporate support functions. Graduates will also possess a distinct advantage in pursuing graduate and professional programs in disciplines as diverse as law, teaching, social work, planning, international development, journalism, conflict resolution, various interdisciplinary studies, and, in some cases, medicine. Beyond these opportunities, our students will also develop a breadth of knowledge, interests and skills that represent the foundation for building the global competitiveness of Canada’s high technology industries. The recent declaration of Canada’s high-tech CEOs and corporate leaders, quoted under section 2.0 of this submission, once again comes to mind. As these same leaders go on to assert “many of our technology workers began their higher education in the humanities, and they are clearly the stronger for it.”13 And yet unlike the corporate world, with its focus on short-term business cycles and quarterly results, our country’s higher education institutions bear a long-term responsibility for the future of our nation and the high standing of its citizens in the world. The traditional capacity of Canadians to offer a kinder, more humane perspective on difficult global questions than is normally forthcoming from wealthy countries has endeared Canadians to people everywhere, opening up opportunities worldwide for our young people. This is both an asset and a responsibility that we must guard and nurture with vigilance. The greatest challenges to our country in the twenty-first century will not be found in the need to increase our technical skills nor to build our capacities to innovate. They will rather be in the skillful, insightful deployment of the tools in hand to solve, and not exacerbate, critical local, national and global problems. Indeed, a broad, values-based intellectual foundation is now a prerequisite for leaders in every field for the successful application of political, economic and technological instruments in a rapidly integrating world, since It is—or by now should be—a truism that, in every sphere of human activity and at every level, the insights and skills that represent scientific accomplishment must look to the force of spiritual commitment and moral principle to ensure their appropriate application.14 It is the cultivation of this type of leader that lies at the core of the Bachelor of Liberal Arts program. What follows is a compilation of letters of support from, cities, regions, a variety of businesses and non-profit organizations, and other individuals and agencies. They all confirm the value of SCLA’s Liberal Arts degree to contribute to the professional development of its graduates, and to its capacity to “provide graduates with the knowledge, moral capacities and volition to contribute effectively to academic, business, community and global progress”.
13 http://www.socsci.mcmaster.ca/liberal_hitech.cfm 14 Bahá’í International Community, The Prosperity of Humankind. (New York: Bahá’í International Community, 1995) 13. http://www.bic-un.bahai.org/list.cfm
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Please note that the letters refer to Breakwell Education Inc. and a privately funded university in the city of Stratford. The former was the working name of the organization at the time the letters were written. The legal name is now Breakwell Education Association. Regarding the term university, originally (on August 13, 2004) BEA submitted this proposal to the Minister of Training, Colleges and Universities for the University of Stratford. Having received advice from the Dr. Terry Miosi of PEQAB immediately after this submission was made, this proposal is now being submitted under the operating name The Stratford College of Liberal Arts, which would offer degree-programs beginning with the Bachelor of Liberal Arts, Honours. The goal, however, is for the College to evolve to a university college and then perhaps university status once its programs and resources warrant it. There is full support and understanding on the part of the community of Stratford and those who have written the following letters of support for this evolutionary approach.
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10.0 REGULATION AND ACCREDITATION STANDARD
10.1 Regulatory/Licensing Requirements
10.1.1 Current Regulatory or Licensing Requirements The Liberal Arts program does not lead to occupations that are subject to government regulations, nor is it designed to prepare students to meet the requirements specified by any regulatory bodies.
10.1.2 Letters of Support from Regulatory/Licensing Bodies Due to 10.1.1 above, SCLA has no letters of support from any regulatory/licensing bodies.
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11.0 PROGRAM EVALUATION STANDARD Note: The policies listed under section 11.0 were approved by Breakwell Education Association on July 30, 2004.
11.1 Periodic Review Policy and Schedule SCLA is committed to maintaining consistency between its program delivery approach, program outcomes, college goals, and the Ontario degree-level standards. Appropriate policies and procedures have been put into place to ensure the Liberal Arts courses, the program as a whole, and the College support structure and systems, are evaluated on a regular basis and refined accordingly.
11.1.1 Review Process and Content The college will undergo systematic and ongoing assessments of its program through: 1. Semester Reviews. Coordinated by the Vice-President of Academics and Learning (or the appropriate Program Director), an Internal Program Review Committee consisting of program faculty members meets the beginning of December, April and August, to review the following. a. Student Course Evaluation Summaries (see student course evaluation template under section 7.2). b. Informal Student Feedback. c. Faculty Feedback (Informal). Informal feedback is gathered on a regular basis at faculty meetings, during casual discussions, etcetera. Notes are taken as appropriate and filed for committee reference. d. Other relevant data. The purpose is to assess the degree to which: a. the program outcomes are being met; b. the College goals are being implemented as applicable to the program; c. the program is as integrative and as effective as possible; d. the program delivery and teaching are effective; e. each course contributes to the success of the learner; f. the College administration and community is supportive of the program and the learning process. 2. Annual Reviews. The Annual Program Advisory Committee meets every June to review the program based on data from the following sources. a. Annual Student Program Evaluations. Every April, students are asked to complete an evaluation assessing their college experience over the course of the academic year. A draft evaluation form is found under section 11.2 below. b. Student Course Evaluation Summaries. As above. c. Informal Student Feedback. d. Faculty Feedback (Formal). Every April, all faculty members are asked to provide formal feedback on the program, its effectiveness, and
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recommendations for improvement. The precise mechanism for obtaining this feedback is to be determined. e. Faculty Feedback (Informal). As above. f. Student Focus Groups. Randomly selected students are interviewed for their comments on: the strengths and shortcomings of the program; the degree to which they feel the program is helping them to meet the program outcomes; the extent to which they are meeting the Ontario degree-level standards; their recommendations for improvement. The committee organizes the interview. (To be implemented May 2006). g. Exit Focus Groups. Randomly selected graduating students are interviewed for their comments on: the strengths and shortcomings of the program; the degree to which they feel the program helped them to meet the program outcomes; the extent to which they have achieved the Ontario degree-level standards; their recommendations for improvement. The committee organizes the interview. (To be implemented May 2009.) h. Faculty Focus Groups. Randomly selected faculty members are interviewed for their assessments and recommendations. The committee organizes the interviews. (To be implemented May 2006.) i. External Feedback. The review consists of information gathered from employers, graduate programs, volunteer agencies, and other sources, pertaining to the preparedness, knowledge and capabilities of the program’s graduates at work and in other life activities. (To be implemented May 2010.) j. Alumni Feedback. The review consists of information gathered from alumni pertaining to their assessment of the suitability of the program for work, volunteering, and being of service to humanity. (To be implemented May 2010.) k. Course Outlines. The committee reviews all course outlines to ensure rigour, integration and consistency with program outcomes. l. Evidence of Faculty Qualifications and Currency of Knowledge. The committee reviews faculty CVs and evidence of knowledge currency regularly. m. Program Observation. Program Committee members attend a sampling of classes for hands-on experience. n. Sample Student Products. Student essays, exams, projects, etcetera, are reviewed to provide the committee with an appreciation for the level of work being produced. The purpose of this review is to assess the degree to which: a. the program outcomes are being met; b. the program is integrative and effective; c. the teaching increases student capabilities; d. each course contributes to the success of the learner; e. the College administration and community is supportive; f. the five college goals are being implemented through the program;
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g. the program meets the following criteria as adapted from the standards set out by the Postsecondary Education Quality Assessment Board. Namely, the program: i. results in superior graduate rates; graduate employment rates; graduate satisfaction; employer satisfaction; post-graduate acceptance rates; ii. is relevant to a wide range of work, volunteer, and community endeavours; iii. meets the program outcomes through an appropriate structure, delivery mechanism, and curriculum; iv. welcomes qualified students through suitable admission policies and procedures; v. consists of relevant methods for evaluation of student progress and achievement; vi. is supported through an efficient and effective utilization of human resources; vii. is supported through an efficient and effective utilization of material resources; viii. includes appropriate indicators of faculty performance and currency of knowledge; ix. graduates students who produce work reflecting the expectations set by both the program outcomes and the Ontario degree-level standards. 3. Four-Year External Reviews. In addition to the above, a separate 4-Year Program Evaluation Committee conducts reviews every four years, beginning in June 2009. The committee membership is chosen by the Programs and Research Council, and consists primarily of academic peers with terminal degrees in relevant disciplines who are free of any conflict of interest. Reviews are based on the information listed above, site visits, and include meetings with employers, faculty, and university administrators as necessary. All three committees create official reports summarizing their findings and listing recommendations and suggested plans of action for program improvement. Reports stemming from Annual Assessments and the Four-Year External Reviews are shared with the Programs and Research Council. Semester Reviews are also shared with the Programs and Research Council. In response to these reports and the Semester Reviews, the Internal Program Review Committee designs appropriate changes to the program. These changes are then submitted to the Programs and Research Council for comment and/or ratification. All decisions are referred to the Senate for its reference and/or consideration.
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11.1.2 Annual Student Program Evaluation Please rate your experience this year on a scale of 1—6 concerning the following (where 1 = needs attention, 6 = to an exceptional degree, and N/A = not applicable). Rate the degree to which you feel the College: 6 5 4 3 2 1 N/A 1. provides effective integrative programs that enable the analysis and synthesis of knowledge from diverse branches of learning. 2. facilitates integrative learning that embraces the complementarity of scientific inquiry, religious insight, artistic expression, and reason. 3. cultivates the intellectual, moral and spiritual capabilities to generate, communicate and apply knowledge for the betterment of the world. 4. employs program delivery systems and pedagogies that respond to student needs and learning styles. 5. is building a dynamic community of professors, administrators, staff, students and alumni characterized by justice, unity, and excellence in all things. Rate the degree to which the program has enabled you to further develop your capability to: 6. demonstrate breadth and depth of knowledge. 7. access, analyze and synthesize information. 8. generate knowledge for the betterment of the world. 9. solve complex problems. 10. communicate effectively. 11. employ consultative methods. 12. build unity of purpose. 13. pursue life-long learning. 14. apply knowledge for the betterment of the world. 15. foster unity in diversity. Finally, where 6 = exceptional and 1 = not adequate, rate: 16. your program’s ability to accommodate your learning style. 17. the content of your program. 18. the effectiveness and accessibility of your faculty. 19. your overall college experience.
Should you wish, please explain any of your responses on the back of this page.
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12.0 OTHER RELEVANT INFORMATION
12.1 Block Plan at SCLA Fundamental to SCLA is its goal to “employ program delivery systems and pedagogies that respond to student needs and learning styles” (SCLA Goal 4). To this end, and after much exploration and consultation, the College has decided to adopt the innovative “Block Plan” that has proven so successful at Colorado College, and which is being adopted by Sea to Sky University in British Columbia. The system promotes a stimulating and highly interactive learning environment that combines flexibility of delivery with the ability to focus; nurtures both breadth and depth of understanding; and creates distinctive opportunities for the application of knowledge.
12.1.1 Block Plan Design Academic Year: The academic year runs from early September to late April, as is the case with many semester-based universities. Students take four blocks per semester in sequence, or eight blocks during the academic year. Students also have the option of taking up to three additional blocks over the summer semester (Semester 3) if they want to accelerate their degree. Blocks: Each block is three-and-one-half weeks long, running from Monday morning the first week until noon on Wednesday of the fourth week. All exams and final assignments are completed by 5:00 PM on the fourth Wednesday unless otherwise determined by the course instructor. Most courses are one block in duration. Some courses run one-and-one-half or two blocks. Block Breaks: A “block break” follows each block. The break extends from Wednesday noon until the following Monday morning. Credit Hours: Each block is equivalent to four credit hours under the standard semester system. Degree Requirements: Students must complete the equivalent of 30 blocks, which equals 120 credits. Teaching Hours per Block: The minimum number of face-to-face teaching hours is 48. The number of teaching hours usually adds up to more, however, due to the variety of ways in which classes can be conducted (see below). Class Sizes: The maximum number of students per class is 30. The standard class size ranges from 12 to 24 students.
12.1.2 Block Plan Advantages Focus: The block plan allows students to focus on the content and obligations of a specific course without being distracted or overwhelmed by competing course load demands. In other words, the sequential nature of the block system encourages students to give equal attention to each course since they are under no pressure to take time away from any given course in order to catch up on another one. Students are free to truly immerse themselves
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in their material. Teaching one course per block, faculty members are similarly free to give each of their courses the full attention it deserves. The block structure enables them to foster greater student-faculty interaction, and heighten the creative element of the learning process. Flexibility: Many courses follow a typical class schedule of, say, three hours of lectures/seminars in the morning followed by an afternoon of reading, tutorials, and/or informal assistance. However, because there are no competing course load demands, delivery schedules can vary to suit the unique nature of the material being taught. Courses can include seminars, educational videos, educational tours to other cities, computer lab work, fieldwork, evening dinner sessions, team teaching, classes held outside, etcetera. There is only one common requirement: each block must include at least 48 hours of formal teaching and learning. The structure also has the positive side effect of formal learning easily spilling over into informal learning. If, for example, a class is engaged in an exciting discussion, there is no need to end it at a designated time. Discussions can naturally continue into “non- class time” without everyone feeling compelled to rush off to another class. Attention to Learning The flexibility of the block system coupled with small class sizes Styles: encourages increased attention to individual learning styles. This is critical since learners are inclined to experience and process information in different ways, all of which are valid. Both within and out of the classroom, faculty members are able to experiment with different methods of delivery that: • make the learning process as meaningful as possible for each student; • create opportunities for students to integrate what they are learning with science, religion and reason (SCLA Goal 2), and with the rest of their program (Goal 1); • strategically relate the content of the course to the learning outcomes of their program (as appropriate). Doing so creates a highly responsive learning environment that promotes each participant’s ability to: • appreciate the relevance of the content being taught; • understand its salient features; • apply and otherwise use it to solve problems (Goal 3); and • take it beyond its current academic boundaries (Goal 1). Through such attention to styles, students become active and enthusiastic contributors to their own, and each other’s, learning.
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Other Features: Focus on Writing: Because the system affords greater amounts of faculty-student interaction, faculty members can spend more time on the writing and other communication skills of their students. These skills are highly emphasized in most, if not all, courses. Visiting Scholars: While maintaining a core faculty, the block system is more likely to attract visiting scholars to teach courses, since it is much easier for them to commit to three or four weeks at a time than it is to an entire semester. Block Breaks: Blocks are divided by four-and-one-half-day breaks. Each block break provides breathing space and a chance to rejuvenate after an intense period of learning and teaching. Flexible Exit and Entry: As with most universities, students typically enter a program in September, January or May. However, with the Block Plan, they also have the option of joining the program at the beginning of any given block. Similarly, students needing a break can choose to take one or more blocks off at a time, and then cycle back into the program at the beginning of a subsequent block. This is an important feature for mature students who may appreciate more flexible, short-term course schedules due to childcare and/or work constraints. This feature also allows for flexible accelerated learning. Ambitious students can take extra blocks over the course of the summer without committing their entire summer to any given course. For these reasons and more, SCLA considers the Block Plan to be essential to the academic and skill development success of each of its Liberal Arts degree students. By heightening the interactive nature of learning, the Plan also contributes significantly to building a vibrant, unified community of learners who strive for excellence (Goal 5).
12.1.3 Academic Year, 2005—2006 Semester 1, September 2005 Block 1 Begins Tuesday September 5 Block 1 Ends Wednesday September 28 Block 2 Begins Monday October 3 Block 2 Ends Wednesday October 26 Block 3 Begins Monday October 31 Block 3 Ends Wednesday November 23 Block 4 Begins Monday November 28 Block 4 Ends Friday December 16* Winter Break December 19—January 6, 2006 * Block 4 is condensed into three weeks in order to accommodate a three-week winter break.
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Semester 2, January 2006 Block 5 Begins Monday January 9 Block 5 Ends Wednesday February 1 Block 6 Begins Monday February 6 Block 6 Ends Wednesday March 1 Block 7 Begins Monday March 6 Block 7 Ends Wednesday March 29 Block 8 Begins Monday April 3 Block 8 Ends Wednesday April 26 Spring Break May 1—19 Semester 3, May 2006 Block 9 Begins Tuesday May 23 Block 9 Ends Wednesday June 14 Block 10 Begins Monday June 19 Block 10 Ends Wednesday July 12 Block 11 Begins Monday July 17 Block 11 Ends Wednesday August 9 Summer Break August 14—September 4
No Classes*: Monday September 5 Monday October 10 Thursday October 20 Friday November 11 December 19—January 6, 2006 Tuesday March 21 Friday April 14 Friday April 21 May 1—19 Monday May 22 Monday July 3 Monday August 7 August 14—September 4 *The College is closed for regular statutory holidays as well as for Bahá’í holy days that fall on weekdays.
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12.2 Breakwell History In 1994, Canadian entrepreneur Gordon Naylor and his family decided to advance the cause of education by creating Bahá’í-inspired, nondenominational learning institutions that would foster both academic excellence and moral leadership. Soon thereafter, the Naylor family invited a group of qualified and like-minded experts to guide and facilitate these endeavours. A decade later, this advisory body, known today as Breakwell Education Association (BEA), has assisted with the creation and development of several educational institutions and programs. In so doing, BEA’s approach has been to pursue a staged growth model such that projects gradually evolve and grow in complexity over time. It has thus avoided the pitfalls often associated with launching a diversity of ventures too quickly. A decade ago, a private secondary school called Nancy Campbell Collegiate Institute (NCCI) was launched as the group’s first project. Stressing the need for unique secondary education that combines quality academic programming with an emphasis on moral education, NCCI began as an accredited Canadian private school offering curricula for grades nine through twelve that meet all Ontario Ministry of Education standards and lead to the Ontario Secondary School Diploma (OSSD). A couple of years later, it added grades seven and eight. Within five years of its founding, Nancy Campbell Collegiate Institute scored a perfect 10 and was ranked #1 along with fifteen other schools across Ontario according to the report on high schools released by the Fraser Institute. The Fraser Institute's report entitled 'The Report Card on Ontario's Secondary Schools' analyzed 815 schools in Ontario. In July 2003, a second NCCI school was established in the city of London, Ontario. This facility opened as an international boarding and day school for JK-12 students, thereby broadening NCCI’s commitment to education by introducing a primary school as part of its programming. Plans to merge the Stratford campus into the larger and better-equipped London facility took effect in September 2004, at which time NCCI also introduced early childhood education programs. Given the rapid success and academic distinction of NCCI, the school was encouraged by parents and students to offer Advanced Placement® (AP®) courses at its new facility in London. NCCI therefore became a member of the Advanced Placement Program® sponsored by the College Board. With the availability of professionally and academically qualified faculty who shared the vision and mission of NCCI, AP courses were offered for the first time in 2003 to highly motivated students seeking credit, advanced standing and/or sophomore standing at universities or colleges in Canada, the United States and internationally. These AP Courses are designed to meet the requirements of either 1- or 2-semester introductory courses at universities/colleges in small class size settings. The success of the NCCI model and the AP courses, along with ready access to classrooms and educational infrastructure, and the availability of qualified professionals, led to the idea and rendered it timely to offer programs of higher learning in Ontario. Given that clear guidelines and criteria for creating and delivering degree-programs offered by private institutions of higher learning in Ontario were established under the Postsecondary Education Choice and Excellence Act, 2000, an ad-hoc group of highly qualified academics and professionals experienced in higher education and university administration began the process of preparing a proposal for submission to the Ministry of Training, Colleges and Universities in Ontario. Under the Direction of Dr. Todd Smith, Director of Postsecondary Education at NCCI, this group has been researching and preparing this proposal for the past 16 months. It is being submitted by BEA under the operating name The Stratford College of Liberal Arts. The mission of The Stratford College of Liberal Arts is:
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to facilitate integrative learning processes informed by the complementary nature of reason, science, art and religion, and that nurture each participant’s moral capabilities to advance, promulgate and apply knowledge for the betterment of the world and the promotion of the oneness of humankind. The College is a private, non-profit, Canadian institution, initially offering one undergraduate Liberal Arts (honours) degree program. The aim is for the College to evolve to the point where it is offering a number of degree programs at both the undergraduate and graduate levels. The College is incorporated in the Province of Ontario and is governed by the Board of Directors of BEA. It should be noted that the original plan of Breakwell Education Association had been to found a university from the outset, as indicated in its submission of August 13, 2004. However, these plans have evolved since the project began, and particularly since the first meeting between BEA representatives and Dr. Terry Miosi of PEQAB in early September 2004. The current thinking is to offer postsecondary degree programs under the name The Stratford College of Liberal Arts. It is anticipated that the College will evolve into a University College, and then eventually into a University. While no fixed timeline for this evolution has been determined, as the College gains experience with postsecondary degree education, adds a diversity of degree programs, and develops its academic and administrative capacities, it will apply, as appropriate, to the Ministry of Training, Colleges and Universities to request changes in its institutional status. Breakwell Education Association maintains a very close and collaborative relationship with the City of Stratford, including its elected officials. The Town Council has unanimously endorsed BEA’s proposal to establish an institution of higher learning in their city, and has formed a fifteen-person committee to support the initiative. In addition (see section 15.4 of the Organization Review), the City of Stratford has indicated its willingness “to explore a contribution by the City of Stratford for cash or land to build a campus, or services in kind to further enhance [the] application and provide the needed support.” In addition, other cities and regions, the Chamber of Commerce, local businesses, the Stratford Festival, and numerous other community leaders are lending their support to BEA’s initiative. Many of these have provided letters to this effect, as found under section 9.2 of the Quality Assessment Review. At its 30 July 2004 meeting held in Toronto, Canada, the Board of Directors of Breakwell Education Association approved all aspects of the proposal, including all policies pertaining to academics and the operation of The Stratford College of Liberal Arts. These policies will be refined once the College becomes operational. Their refinement will also involve the close and regular input of faculty members.
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12.3 Program Appropriateness The proposed Liberal Arts program directly addresses SCLA’s mission and goals. To explain, the following table outlines some of the principle relationships between the College goals, the program outcomes, and the corresponding program elements. College Academic Goals Relevant Relevant Program Elements. Program Outcomes *(see descriptions below) Goal 1: Provide effective 1, 2 and 4 The diversity of interdisciplinary courses integrative programs that from which to choose. enable the analysis and The integrative nature of each course and synthesis of knowledge from the program as a whole. Courses are diverse branches of learning. taught, where appropriate, from a variety of disciplinary perspectives, encouraging breadth of learning. They are also taught with sufficient time allotted (in the form of class discussions, journals, assignments, group projects, direct teaching, etc.), for participants to draw meaningful correlations between the course content and other courses. Courses are designed to encourage in-depth integrative thinking. Students are challenged to delve into areas of interest, doing so with constant attention to how those areas are informed by a variety of disciplinary perspectives. Depth is also achieved through: The GR-400F Terminal Research Paper, which requires a terminal paper of sufficient focus, quality and rigour to qualify as the work of an evolving integrative intellectual or academic. The GS- or AS-400F Seminars, in which students develop group projects that bring to bear science, religion, and various perspectives on particular themes. Successful completion of all three Science and Religion courses, their general focus being the mutually reinforcing power of science, religion and reason to illuminate the path to knowledge and the progress of humanity.
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Goal 2: Facilitate systemic 1, 2, 3 and 4 Successful completion of all three Science learning that embraces the and Religion courses, as above. complementarity reason, The underlying emphasis throughout the scientific inquiry, artistic program and the College as a whole on the expression and religious fundamentally harmonious relationship insight. between science and religion. Goal 3: Cultivate the 3 through 10 Successful completion of the Reasoning intellectual, moral and spiritual and Communication courses, with their capabilities to generate, foci on reasoning and analysis, personal and communicate and apply group decision-making, unity building, knowledge for the betterment communication and strategy formulation of the world. informed by detachment, humility and patience, and the moral application of solutions appropriate to community, societal and global development. These courses also develop the ability to communicate in a way that combines efficiency, influence, objectivity, humility, and empathy with the goal of advancing beneficial thinking. The GS- and AS-400F Seminars, which challenge students to access and integrate knowledge around a particular issue, develop unity of vision concerning possible solutions(s), devise corresponding strategies for action, and, where appropriate, proceed with collective volition to apply agreed upon solution(s). The aim of these seminars is knowledge production and promulgation through group consultation and implementation. The GR-400F Terminal Research Paper. Students must produce a substantial piece of interdisciplinary, yet focused, scholarship, the fruit of which is a unique piece of contributive thinking. The integrative nature of the program, which 1. exposes participants to a diversity of thought, thus enhancing their capabilities to approach issues from different angles; and 2. nurtures their abilities to synthesize knowledge. Both are paramount skills for problem solving in a shrinking, yet paradigmatically diverse, world. All elective courses contribute to this goal. The Skills and Applications courses, and certain Arts and Society courses, however, are directly concerned with the systematic yet creative application of
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knowledge. Goal 4: Employ program N/A As stated in the “Executive Summary”, one delivery systems and of the major objectives of SCLA is to offer pedagogies that respond to accessible programs. This is accomplished student needs and learning through the Block Plan. Through this mode styles. of delivery, students focus their energies for more concentrated periods of time while retaining the luxury of flexible timing, and while not sacrificing program consistency. The Block Plan is complemented by small class sizes and teaching approaches that respond to different learning styles.
It should be clear that the relationship described above between the College goals, program outcomes, and program elements is in no way exhaustive. The connections are much more numerous, and many of them are indirect. This is to be expected from a program the operating principle of which is integrative coherence. The various program elements blend and reinforce each other in many ways, all towards the achievement of the ten program outcomes, and therefore, the five college goals. One program element not mentioned so far is the Knowledge and Development stream. This consists of three required courses directly concerned with the benefits of integrative investigation, the harmony of science and religion, the material, moral and spiritual application of one’s knowledge, and the role of the educated in helping to bring about global unity and prosperity (Goals 1, 2 and 3). These courses are unique in that they provide participants with mediums for self-reflection and goal setting. Participants complete journals to this end, as well as learning assessment tools they construct themselves. The KD courses represent the core of the Liberal Arts program. They systematically highlight for participants their progress towards fulfilling the ten outcomes, all of which are relevant to the fifth and final goal of the College, which is about building “a dynamic community of professors, administrators, staff, students and alumni characterized by justice, unity, excellence in all things”. *Outcomes. Academic Outcomes. Graduates will have the capability to: 1. demonstrate depth and breadth of knowledge regarding the material, social- psychological, ethical, and spiritual dimensions of existence, and its relevance to current world conditions; 2. access, analyze and synthesize information, including empirical data, premises, logical arguments, beliefs, and theoretical concepts, from a variety of academic and religious sources; 3. generate knowledge for the betterment of the world by framing strategic questions, utilizing appropriate methods of research, analysis and correlation, and drawing upon religion as a source of guidance and sustained motivation; 4. solve complex problems by employing various disciplinary and interdisciplinary ideas, tools and techniques, and religious teachings, in innovative and integrative ways; 5. communicate effectively on a range of issues and their corresponding solutions in logical, ethical, creative, and audience-appropriate ways;
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Moral Leadership Outcomes. By combining reason, scientific inquiry and religious insight, graduates will have the capability to:
6. employT consultative methods T for collective decision-making and the pursuit of truth, unity, and justice; 7. build unity of purpose by facilitating processes that generate the visions, strategies, and volition necessary to meet collective objectives; 8. pursue life-long learning characterized by an unfettered search for truth, and with the attitude that every experience is an opportunity for individual and/or collective growth; 9. apply knowledge for the betterment of the world in thoughtful, discerning, creative, trustworthy, resolute, sincere and strategic ways; 10. foster unity in diversity by recognizing and promoting the nobility and contributions of every individual.
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