Agenda
MEETING OF THE SENATE September 29, 2020, 3:30 pm, Zoom: https://us02web.zoom.us/j/84591602640 Meeting ID: 845 9160 2640
I Opening Session 1. Adoption of Agenda (2 min)
a. Agenda: September 29, 2020
That the Senate adopt the agenda as circulated, with the provision that items 2 to 5 in the Consent portion of the agenda be approved or received for information by consent.
CONSENT AGENDA 2. Approval of Minutes
3 - 8 a. Minutes: May 19, 2020
That Senate adopt the minutes of May 19, 2020.
3. Reports
a Standing Committees of Senate 9 - 15 i Senate Standing Committees - Work Plans and Contact Information 2020/21
16 - 22 ii Senate Agenda and Summer Action Committee
23 - 30 iii Senate Committee on Academic Development
31 - 45 iv Senate Committee on Academic Procedures
46 v Senate Advisory Research Committee
47 - 52 vi Senate Educational Equity Committee
53 - 54 vii Senate Governance and Nominating Committee
55 - 59 viii Senate Committee on Scholarships and Student Aid
60 ix Senate Orientation Activities Review Board
b Committees to Which Senate Elects Members
61 - 64 i Provost's Advisory Committee for the Promotion of the Arts
65 - 66 ii Non-Academic Misconduct Subcommittee
4. Ratification of Electronic Vote
Queen's University at Kingston
Agenda
67 - 71 a. David Sharpe Professorship in Indigenous Law
5. Matters Referred to Standing Committees - None
REGULAR AGENDA
II Committee Motions and Reports 1. Senate Committee on Academic Procedures 72 a. AI Cases Reviewed 2019/20 [ Information] (10 min)
2. Senate Governance and Nominating Committee
73 a. Nominations Report [ Action] (5 min)
That Senate approve the nominations as recommended by the Senate Governance and Nominating Committee.
74 - 76 b. Senate Effectiveness Survey - Report [ Information] (10 min)
3. Senate Orientation Activities Review Board
77 - 78 a. Orientation Week Policy Manual - Amendment [ Action] (10 min)
That Senate approve the Orientation Week Policy Manual be amended as indicated in Appendix A of this report as recommended by the Senate Orientation Activities Review Board.
III Motions - None Received IV Question Period - None Received
V Administration Reports and Presentations 1. Principal's Report a. Principal's Verbal Report [ Information] (20 min)
2. Provost's Report
a. Provost's Verbal Report [ Information] (10 min)
3. Research Report 79 - 81 a. Research Report September, 2020 [ Information] (5 min)
VI Reports of Faculties and Schools 82 1. Faculty of Law - Faculty Board Report [ Information] (5 min)
VII Communications
83 - 88 1. Aboriginal Council of Queen's University - 2019 Annual [ Information] (10 min) Report
89 - 97 2. COVID Guidelines - Teaching and Learning [ Information] (20 min)
98 - 102 3. Queen's University Board/Senate Advisory Committee - [ Information] (5 min) 2020 Retreat Report
VIII Other Business - None
IX Closed Session - Not Required X Adjournment
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MEETING OF THE SENATE May 19, 2020
Senators in Attendance: P. Deane (Chair), J. Aman, S. Arniel, C. Bannerman, D. Beauchemin, D. Borschneck, B. Brouwer, A. Chakrabarti, Y. Chan, P. Collins, B. Crow, L. Daneshmend, J. Davies, M. Dean, K. Deluzio, J. den Otter, D. Detomasi, S. Dickey, J. Downie, R. Egan, P. Fachinger, A. Fam, M. Finlayson, R. Fleming, E. Flowers, R. Fonesca-Velazquez, M. Green, E. Hanson, D. Hunter, J. Hutchinson, W. Khoury, A. Kotsopoulos, B. Kutsyuruba, M. Lafrenière, C. Lemmon, R. Luce-Kapler, J. MacLeod, P. Matthews, J. Mennell, J. Morelli, K. Moriah, P. Mousavi, D. Niddam-Dent, L. Notash, J. Ortiz, D. Parker, F. Quadir, R. Reeve, R. Reznick, D. Robinson, C. Sau, C. Schilstra, S. Smith, A. Tierney, K. Timmons, M. Vandenburg, A. Vasanthakumar, M. Walters, M. White, X. Zhu, L. Knox (Secretary), R. Coupland (Associate Secretary)
Regrets: B. Fickling, Z. Lunetta, R. Murty, K. Novakowski, K. Pyke, C. Stone, S. White
Also Attending: S. Bennett-Dwara, N. Brinklow, D. Bruce, H. Cole, S. den Otter, T. Easter, M-B. Gauthier, J. Harmsworth, J. Hill, L. Hood, D. Janiec, K. Julien-Michels, K. Logan, P. Oosthuizen, J. Pierce, S. Pinchin, D. Santeramo, T. Shearer, G. Smith, L. Stewart, K. Woodhouse
I Opening Session Senators observed a moment of silence in recognition of the recent death of Dr. John Gordon, professor emeritus and Dean of the School of Business from 1978 to 1988.
1. Adoption of Agenda a. Agenda: May 19, 2020
That the Senate adopt the agenda as circulated, with the provision that items 2 to 4 in the Consent portion of the agenda be approved or received for information by consent. J. Downie/P. Fachinger 20-26
CONSENT AGENDA 2. Approval of Minutes a. Minutes: April 14, 2020 That Senate adopt the minutes of April 14, 2020.
3. Reports
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a Standing Committees of Senate i Senate Agenda and Summer Action Committee
ii Senate Committee on Academic Development
iii Senate Committee on Academic Procedures
4. Matters Referred to Standing Committees – None
REGULAR AGENDA
II Committee Motions and Reports 1. Senate Committee on Academic Development a. Proposal to Establish a Bachelor of Arts (Honours) Medial and Major in Indigenous Studies, Faculty of Arts and Science
That the Senate approve the establishment of a Bachelor of Arts (Honours) Medial and Major in Indigenous Studies, Department of Languages, Literatures and Cultures, Faculty of Arts and Science, effective, September 1, 2020.
D. Niddam-Dent/P. Fachinger 20-26
There were no questions on the item.
b. Amendments to Sir Edward Peacock Professorship(s) in Political Studies, Faculty of Arts and Science
That the Senate approve the proposed amendments to the academic terms of the Sir Edward Peacock Professorship(s) in Political Studies, Department of Political Studies, Faculty of Arts and Science, subject to ratification by the Board of Trustees.
D. Niddam-Dent/F. Quadir 20-27
There were no questions on the item.
c. Major Modification to the Master of Public Administration/Juris Doctor Combined Degree Program, Faculty of Arts and Science and Faculty of Law
That the Senate approve the Major Modifications to the Master of Public Administration/Juris Doctor combined degree program, Faculty of Arts and Science and Faculty of Law, effective, September 1, 2020.
D. Niddam-Dent/E. Flowers 20-28
There were no questions on the item.
2. Senate Committee on Academic Procedures a. Sessional Dates Framework 2020-21 - Update
That the Senate allow the Senate Committee on Academic Procedures to depart from the approved sessional dates framework with respect to the scheduling of the 2020 fall term break provided that such break is not less than the currently approved two days in length.
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S. Arniel/C. Sau 20-29
Vice-Provost (Teaching and Learning) J. Pierce explained that an extensive discussion has taken place among the Academic Program Regulations Subgroup of the COVID-19 Steering Committee as well as with associate deans, Student Affairs staff, and individuals involved in supporting student health and wellness regarding the potential impact a fully remote Fall term may have on some students. When reviewing the 2020-21 sessional dates, it was noted that an extended Fall term break would be one way to provide a time for both students and faculty members to rest and catch-up on academic activities in what may be a stressful term. All those consulted, including students, agreed with the proposal and the need to also consult with Senate.
III Motions - None
IV Question Period - None Received
V Administration Reports and Presentations 1. Principal's Report a. Principal's Verbal Report Principal Deane confirmed that the university has begun to shift from reacting to the immediate effects of the COVID-19 pandemic to planning for the coming academic year and the thoughtful reopening of campus spaces when safe and appropriate. The COVID-19 Steering Committee has now been disbanded and three groups headed by vice-principals have been established with the goal of working to normalize operations as much as possible. Several research laboratories have reopened via a process administered by the Office of Research Services and planning for the Fall term is underway. Communications from the Principal and Provost were recently issued and will soon be followed by communications from Deans of the various Faculties and Schools.
The province has released its phased reopening plan and the federal government has made a number of announcements regarding funding that are relevant to the post-secondary education sector, including the confirmation of a $450 million fund to retain research staff funded by industry or philanthropic sources who do not have access to other government support measures. Both levels of government have recognized that universities are vital to the prosperity and success of Ontario and Canada.
Principal Deane reminded Senate of his ongoing conversation on the future direction of the university and that he had planned to reflect the results of the conversation and possible options for Queen’s future in the early fall. Rather than delaying this process, the COVID-19 pandemic has instead revealed much about Queen’s that is relevant to the conversation and has prompted the writing of an interim conversation document, which will be provided to the university community for its review in later summer.
2. Provost's Report a. Provost's Verbal Report Provost Green confirmed the university’s expectation that physical distancing requirements implemented in response to the COVID-19 pandemic will persist well into the Fall term and that they will have a significant impact on classroom capacity, with some estimates that classrooms will only be able to hold 10-20% of the normal number of students. Although the original 2020- 21 course timetable has been produced, it has become evident that it will most likely not be able to be used for the coming year. Queen’s is now expecting that the majority of Fall term courses will be delivered remotely, with a minimal number of exceptions. Work is being done to ensure that the Queen’s experience of a close-knit campus community can still be provided in several innovative ways, including interaction between the university’s alumni body and incoming and current students.
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Provost Green informed senators that approximately 2,500 future undergraduate students have accepted the university’s offer of admission to date. This figure is lower than at this time in 2019, which is likely attributable to the change in response deadline for out-of-province applicants from May 1 to June 1. Acceptances by domestic students for offers of admission to graduate programs are up by 13% year-over-year and acceptances by international students for the same are up 15%. The university is committed to meeting the enrolment targets approved by Senate and has established various plans with respect to the number of offers of admission that need to be made in order to do so.
Senators engaged in discussion related to several items relevant to the coming academic year. Given the changing nature of the impact of the pandemic on Queen’s and the broader society, it was confirmed that Senate would continue to be updated on the issues detailed below over the Summer term. • Provost Green confirmed that planning for most the university’s Fall term classes to be delivered remotely is moving forward. Faculty deans will soon communicate directly with their students and faculty members regarding specifics related to their own programming. Individual Faculties, Schools, and departments will likely also be the units communicating about any technology-related teaching and learning requirements. Provost Green also confirmed that there will be no change to faculty members’ pay scale based on whether teaching is done remotely or in-class. • Several senators expressed concern with a recent communication from the university’s central timetabling team that all courses offered remotely will be done so asynchronously (i.e., without fixed class times), noting that such a delivery method would hamper Faculty and School objectives to offer high quality remote delivery through a combination of synchronous and asynchronous mechanisms and would also download responsibility for course scheduling to faculty members. Vice-Provost (Teaching and Learning) J. Pierce confirmed that a final decision regarding delivery timing has not yet been made and that the timetabling team, in consultation with various stakeholders, is working on a number of scenarios that will take into account the potential challenges of synchronous delivery, including disadvantaging students living in different countries and time zones, as well as those with challenges accessing reliable high-speed internet service or who need academic accommodations. Work is still being done to liaise with those Faculties and Schools that have expressed a desire for a combination of synchronous and asynchronous course delivery. • Dr. Pierce confirmed that all Faculties and Schools recently received a request to provide the timetabling team with confirmation of the courses that will be offered in the 2020-21 year, acknowledging that this information may have changed from what was originally planned given that remote delivery of the majority of courses is likely. The information provided by Faculties and Schools will be echoed back by the timetabling team and a concerted focus will be made to develop the timetable within two months, a significant contrast to the usual seven months needed to produce the timetable. This would mean that courses will be listed for students to select in mid-August, rather than the normal June/July timeline. Dr. Pierce also confirmed that he will provide senators’ feedback on timetabling options, including the proposal that the original Fall term timetable be used, to the timetabling team. Faculty members should continue to plan the basic academic foundations of their courses and consider how they can then be translated to a remote model while awaiting final timetabling information. The proper governance processes will be followed if any changes to academic programming that require Senate approval are proposed. • Vice-Provost and Dean of Student Affairs A. Tierney confirmed that planning for a variety of scenarios within the university’s residences is underway and being guided by requirements and advice from the Kingston, Frontenac, Lennox, and Addington Public Health unit. At this point in time, the most optimistic scenario will likely result in approximately one-quarter of the residence’s capacity able to be in use, which is
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equivalent to approximately 1,200 students, given requirements for physical distancing and cleaning. Work is also taking place to review which groups of students may be provided with priority for residence spaces. Updates are provided regularly to all incoming students acknowledging that the university has their health and wellness as its first priority. • It was noted that some students have expressed concern in response to being charged fees for services they are not currently able to access and worry this may continue into the Fall term. Vice-Provost Tierney confirmed that applicable refunds related to Athletics and Recreation Centre Summer term access will be provided to graduate students and that the university has committed to working closely with the AMS and SGPS on the full slate of ancillary fees to see if adjustments need to be made based on what is operational in September. • Planning is also underway to ensure the thorough cleaning of teaching spaces once classes return. Increased effort has been in place since mid-March and most buildings have been deep cleaned since that time. Cleaning and sanitizing protocols for high-touch surfaces and research laboratories are already in place and these will be used to develop classroom cleaning protocols. Although capacity does not exist for classrooms to be deep cleaned between every class, efforts will be made to ensure that opportunities exist for students and faculty to use disposable sanitizing wipes and hand sanitizer to wipe off desks, chairs, and other equipment. Contingency plans are being developed in the case of an outbreak of COVID-19 among teaching and academic support staff, as directed by Public Health. • Vice-Principal (Research) K. Woodhouse informed senators that labs are being reopened based on a priority system highlighted on the University Research Services’ website and that almost 350 researchers have now returned to campus. This process has provided the university with experience that will be applied when it is confirmed that a slow reopening of the entire campus is permissible. Close to 15 buildings’ pathways have been mapped with respect to physical distancing measures, which has confirmed for the university that building capacities will soon become the primary determinant when considering the reopening of research spaces. • With most incoming students learning remotely in the Fall term, Orientation will look very different from what current students experienced when coming to campus. The university has been liaising with student leaders regarding the remote delivery of courses and the potential impact of this on Orientation, and will continue to work to support their planning and ensure that incoming students are welcomed to the Queen’s community. • It was remarked by several senators that many students feel they have not been communicated with directly and that some are under the impression that the shift to remote delivery for most Fall term courses is not yet official. It was emphasized that direct and clear communication with students is particularly important at this time with so much uncertainty in all aspects of life because of the pandemic.
That the Senate meeting be extended by one hour. J. Morelli/J. Davies
• Several faculty senators noted that they saw an increase in potential breaches of academic integrity in the most recent Winter term, likely attributable to the sudden shift to remote learning and associated stressors for students. Vice-Provost Pierce confirmed that Queen’s has been working with the University of Waterloo for several months on the development of online academic integrity modules, which could be delivered within or outside of academic classes. It is hoped these will be ready for the Fall term. • Provost Green noted that some units are planning to offer skills development modules for students, especially those in their first year, and that transition support programming and other student learning and support services offered by the Division of Student Affairs have already moved to remote delivery models, which many students accessed once the Winter term classes were moved off-campus. These support services will continue to
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evolve to meet students’ needs and will be offered in ways that ensure they can be accessed by as many individuals as possible. • Provost Green remarked that early thinking related to the coming Winter term envisioned many more on-campus classes than in the Fall term, but that more may have to be offered remotely than was initially hoped. Uncertainty with respect to the pandemic’s progress and the potential confluence of COVID-19 with the regular winter influenza season poses great difficulty for decision-making. The university is several months away from knowing what may be possible for Winter 2021. • Principal Deane acknowledged the significant challenges that all members of the Queen’s community who have children have been facing with the necessity of working or learning from home while also caring for children. Human Resources and Faculty Relations have been asked to work together to develop recommendations related to the types of support that the university can provide for these families.
The Principal and University Secretary confirmed that Senate would continue to be updated on planning for the 2020-21 academic year over the summer, and that an update session for senators will soon be scheduled for mid to late June.
VI Reports of Faculties and Schools – None
VII Communications - In Consent
VIII Other Business – None
IX Closed Session - Not Required
X Adjournment
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Senate Standing Committee Agenda Topics 2020-21
Senate Agenda and Summer Action Committee Chair: D. Detomasi Secretary: R. Coupland • Consider and approve draft Senate agendas. • Determine the appropriateness of questions submitted to the Senate agenda and rule on their inclusion or exclusion. • Act on behalf of Senate during the summer months (May to August) in dealing with time- sensitive Senate agenda items.
Senate Governance and Nominating Committee Chair: L. Daneshmend Secretary: R. Coupland • Review results from the 2019-20 Senate Effectiveness survey and 2020 Senate Equity Census and, if applicable, recommend changes to Senate to enhance its inclusiveness, accessibility, and effectiveness as a governance body. • Discuss the inclusiveness of current Senate committee application forms. • Review a proposal for the merging of the Senate Committee on Academic Development and Senate Committee on Academic Procedures • Review a request regarding the number of Senate seats set aside for graduate student senators • Review the existing timing of Senate meetings to ensure their accessibility for all members of the Queen’s community • Review the final report of the SOARB Governance Review Working Group and consider its recommendations regarding the governance functions of the Senate Orientation Activities Review Board. • Continue to evaluate applications for Senate committees, and committees with Senate- appointed representatives, and recommend nominations to Senate.
Senate Committee on Academic Procedures Chair: S. Pinchin Secretary: A. Arciero Easter As a matter of routine annual business, in 2020-2021 SCAP will approve the following: • Fall 2020 and Spring 2021 degree lists • 2022-2023 academic sessional dates
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In additional business, SCAP will: • For individual cases of a breach of academic integrity, in which no appeal has been brought to the University Student Appeals Board, to conduct a review according to s.10 of the Senate Policy on Student Appeals, Rights and Discipline, and consider for approval any recommendation that a student be required to withdraw from the University. • Report (in summary form) to Senate the number and types of cases of academic integrity. The Academic Integrity Subcommittee will be involved in the production of the annual report. • Support the efforts of the ongoing joint subcommittee on academic integrity, created by the Office of the Provost and Vice-Principal (Academic), as per the Senate approved recommendations of the Academic Integrity Report (April 2017). • Review change requests to the official transcript, for example, academic milestone requests. • Approval of hood designs for new programs. • Address matters referred to the committee, by Senate which currently includes: • Review of the recommendations of the Fall Term Break Task Force (February 28, 2017), and a comprehensive recommendation regarding the continuation of the Fall Term break in years subsequent to 2021 to Senate by February 2021. • Review and make recommendations to Senate regarding the Student Appeals, Rights and Discipline Policy (SARD) policy by the SARD Working Group reporting to SCAP. • The performance of O’ Canada at convocation. • If approved by Senate, support the efforts of the Secretariat’s Office in the creation of a newly formed academic committee, replacing both SCAD and SCAP.
Senate Committee on Academic Development Chair: J. Pierce Secretary: P. Watkin • Address all matters within its mandate, including recommendations to Senate regarding the approval of new and modified academic programs; the establishment of any faculty, school, centre, institute, department, or endowed chair/professorship; proposed names or changes to existing names of academic units, academic degrees, and/or programs; and, proposed enrolment plans developed by the Strategic Enrolment Management Group. • In consultation with SEEC, advance Principal Deane’s commitment to addressing systemic racism by exploring new academic initiatives such as EDII course tagging and adding an EDII category to the Degree Level Expectations for both approval of new programs and review of existing programs. • Participate in Equity, Diversity, Inclusion, and Indigeneity training designed by the Human Rights and Equity Office. • Appoint a SCAD Representative to the Academic Integrity Roundtable. • Receive annual report from the SCAD/SCAP Subcommittee on Academic Integrity.
Senate Cyclical Program Review Committee Chair: J. Pierce Secretary: P. Watkin • Address all matters within its mandate including reviewing, receiving, and evaluating cyclical program review materials for the School of Nursing.
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• Draft Final Assessment Reports and Implementation Plan (FAR) for the academic programs in the School of Nursing. • Review Developmental Report on the Cyclical Program Review Implementation Plans for the Jewish Studies program. • Review amendments to the Cyclical Program Review template. • Make recommendations to the Provost that will assure academic programs’ ongoing improvement.
Senate Orientation Activities Review Board Co-Chairs: M. Birchard / I. Garner Secretary: R. Coupland • Review Orientation 2020 and provide detailed feedback to organizers in preparation for Orientation 2021 • Provide a final report on Orientation 2020 to Senate • Develop a series of recommendations regarding issues of racism, diversity, and inclusion in the context of Orientation • Review and act upon recommendations from the SOARB Governance Review Working Group when provided by Senate
Senate Educational Equity Committee Chair: P. Fachinger Secretary: J. Christie • Review results of the Diversity and Equity Assessment and Planning (DEAP) Tool re: Educational Equity Policy - individual departments and offices to develop and implement policies and practices to achieve educational equity within their units. • Review the following reports: the Human Rights and Equity Office annual report, the Student Applicant Census Report, the Orientation Survey Report. • Work towards improved understanding of the composition of the student body in collaboration with appropriate stakeholders within Queen’s. (Student Census in Solus) • Review guidelines for the university for best practices on evaluating student applications and in particular personal statements Thriving on Campus: Identify and eliminate gaps in support and resources for 2SLGBTQ+ students, staff and faculty • Explore new academic initiatives such as EDII course tagging and adding an EDII category to the Degree Level Expectations for both approval of new programs and review of existing programs
Senate Advisory Research Committee Chair: K. Woodhouse Secretary: K. Logan • Develop new procedure to support the newly revised Policy for the Creation of Research Centres and Institutes. • Select recipients of the university’s Prizes for Excellence in Research.
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• Review annual reports and five-year reviews of university and faculty-based research centres and institutes, and recommend renewal of research centres and institutes to Senate.
Senate Committee on Scholarships and Student Aid Chair: P. Oosthuizen Secretary: J. Wilson • Review and approve proposals for new awards, review modifications/retirements of existing awards. • Continue to review and determine options for revision for almost 500 awards, bursaries, and scholarships that have no living donor and work on revising a further 53 awards in Arts and Science that have living donors. • Continue handling scholarship and bursary eligibility appeals in the Appeals Working Group as they arise, and award Summer Work Experience Program (SWEP) positions in the SWEP Working Group. • The Policy Working Group will review the Renewable Awards Policy.
Queen’s Univeristy Board-Senate Advisory Committee Chair: C. Bannerman Secretary: K. Logan • Approve the program for the annual Board-Senate Retreat (March 6, 2021). • Act as a sounding board for the Principal, providing advice and feedback as requested from time to time.
Senate Residence Committee Chair: C. Pulling Secretary: M. Hamilton The Senate Residence Committee will continue its primary focus on educating and informing members about residence operations, with a particular emphasis on Covid-19 impacts in the residence environment. The following will be additional areas of focus for the year: • Enhancing Equity, Diversity, Inclusion & Indigeneity initiatives within the residence system. • Monitoring revised responsibilities for Residence Society student staff, particularly changes to the Residence Facilitator position implemented this year. • Monitoring student conduct within context of Covid-19 safety measures as outlined in revised Community Standards. • Reviewing admissions guidelines in context of potential ongoing impacts to occupancy • Monitoring budget implications from reduced occupancy in 20-21, recommending residence fees for 22-23 year to the Board of Trustees for approval, including consideration of revised annual capital expenditures.
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• Monitoring feedback from meal plan holders, in the context of transition to Aramark in their first year of operation (new service provider) and Covid-19 changes such as reduced seating, and emphasis on takeout service.
Page 13 of 102 ITEM: Senate Standing Committees - Work Plans and Contact Information 20... Senate Committees, as of September 2020
Senate Advisory Research Committee (SARC) Dr. Kim Woodhouse Chair Ms. Rebecca Coupland Secretary [email protected] 613-533-6000 x77441
Senate Agenda and Summer Action Committee (SASAC) Dr. Patrick Deane Chair Mr. Lon Knox Secretary [email protected] 613-533-6000 x77226
Policy Advisory Subcommittee (PASC) Mr. Lon Knox Chair [email protected] Ms. Rebecca Coupland Secretary [email protected] 613-533-6000 x77441
Queen’s University Board-Senate Advisory Committee (QUBSAC) Ms. Courtney Bannerman Chair Ms. Rebecca Coupland Secretary [email protected] 613-533-6000 x77441
Senate Governance and Nominating Committee (SGNC) Dr. Laeeque Daneshmend Chair Ms. Rebecca Coupland Secretary [email protected] 613-533-6000 x77441
Senate Honorary Degrees Committee (HDC) Dr. Patrick Deane Chair Mr. Lon Knox Secretary [email protected] 613-533-6000 x77226
Senate Orientation Activities Review Board (SOARB) Mackenzie Birchard/Ian Garner Co-Chairs Ms. Rebecca Coupland Secretary [email protected] 613-533-6000 x77441
Senate Committee on Academic Development (SCAD) Dr. John Pierce Chair Ms. Peggy Watkin Secretary [email protected] 613-533-6000 x75322
Senate Committee on Academic Procedures (SCAP) Mr. Stuart Pinchin Chair Ms. Antonietta Arciero Easter Secretary [email protected] 613-533-6000 x77129
Senate Cyclical Program Review Committee (SCPRC) Dr. John Pierce Chair Ms. Peggy Watkin Secretary [email protected] 613-533-6000 x75322
Senate Educational Equity Committee (SEEC) Dr. Petra Fachinger Chair Ms. Jill Christie Secretary [email protected] 613-533-6000 x78940
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Senate Library Committee (SLC) Dr. Amitava Chowdhury Chair [email protected] Mr. Joseph Lee Secretary [email protected] 613-533—6000 x 32519
Senate Residence Committee (SRC) Ms. Cheryl Pulling Chair Ms. Maureen Hamilton Secretary [email protected] 613-533-6000 x 74553
Senate Scholarships and Student Aid Committee (SCSSA) Dr. Patrick Oosthuizen Chair Ms. Judy Wilson Secretary [email protected] 613-533-6000 x 78204
University Senate Dr. Patrick Deane Chair Dr. David Detomasi Vice-Chair Mr. Lon Knox Secretary [email protected] 613-533-6000 x77226 Ms. Rebecca Coupland Assoc. Sec [email protected] 613-533-6000 x77441
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Standing Committee Chair Report to Senate
Committee: Senate Agenda and Summer Action Committee Date of Meeting(s): September 18, 2020
Announcements:
none
Discussion:
none
Decisions:
The Committee approved the Senate agenda for September 29, 2020.
Sincerely, D. Detomasi, Chair of the Senate Agenda and Summer Action Committee
Members J. Aman P. Deane J. den Otter J. Downie D. Hunter K. Timmons A. Vasanthakumar M. Walters
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Senate Agenda and Summer Action Committee Annual Report – 2019-20
The Senate Agenda and Summer Action Committee’s mandate includes:
1. Approving the agenda for each meeting of Senate; 2. Determining the items for the open and closed agendas of Senate; 3. Considering and taking action on behalf of the Senate by referring to the appropriate Senate committee on Senate all matters that may be directed to Senate; and 4. Providing advice on matters of an academic character to the Chair of Senate during the summer term when Senate is not in session.
The Committee also has the authority to act on behalf of, and with the full authority of, Senate when dealing with time-sensitive Senate agenda items between the last Senate meeting of one academic year and the first Senate meeting of the subsequent academic year.
In the 2019-20 academic year, in addition to its regular business of reviewing and approving draft Senate agendas, and decision-making with respect to questions submitted by senators for inclusion in the Senate agenda and requests to address Senate, the Committee approved Senate dates for the 2020-21 academic year.
At a meeting on June 15, 2020, the Committee acted on behalf of Senate and approved the following: • A Nominations Report; • The establishment of a Master of Financial Innovation and Technology degree (MFIT), Smith School of Business; and • The establishment of the Dr. J. Hugh McGuire Chair in Surgery in the Faculty of Health Sciences.
The Committee approved, via electronic vote on July 31, 2020, a nominations report and a change of date for Senate from October 27, 2020 to November 3, 2020 to accommodate the week-long Fall term break scheduled as a result of the COVID-19 pandemic.
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Senate Committee on Academic Development Report to Senate Agenda and Summer Action Committee June 15, 2020
Establishment of the Dr. J. Hugh McGuire Chair in Surgery Faculty of Health Sciences
Introduction The proposal to establish the Dr. J. Hugh McGuire Chair in Surgery in the Faculty of Health Sciences, was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on May 27, 2020. R. Reznick (Dean) attended the meeting to speak to the proposal and to answer questions from committee members. Members of SCAD were provided with the academic terms of reference and a due diligence letter signed by the Vice-Principal (Advancement).
Analysis and Discussion The following should be noted: • The endowed Dr. J. Hugh McGuire Chair in Surgery will be established by a combination of funds from the Southeastern Ontario Academic Medical Organization (SEAMO) Department of Surgery Association and the widow of Dr. McGuire; • The primary goal of the Chair is to support the academic mission of the Department of Surgery at Queen’s University. The Chair’s activities will address scholarly activity, including, but not limited to, surgical education, basic biomedical research, translational medicine, health care outcomes research and/or clinical research; • Establishment of the Chair will help to attract and support clinician scientists and education scholars, strengthen Queen’s reputation as a leading research and education institution, improve patient outcomes and enhance a culture of learning, mentorship, collaborative research and trans-disciplinary investigation. . . . 2
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Page 2
Motion That the Senate Agenda and Summer Action Committee approve the proposal to establish the Dr. J. Hugh McGuire Chair in Surgery, Faculty of Health Sciences, subject to ratification by the Board of Trustees.
Respectfully submitted,
J. Pierce, Chair, Senate Committee on Academic Development
Committee Members: J. Almost, School of Nursing P. Gogna, PhD Candidate, Public Health Y. Chan, Smith School of Business Sciences C. Cline, Department of Philosophy C. Keates, Career Services R. Egan, Faculty of Health Sciences K. Klupt, AMS Student Member B. Frank, Faculty of Engineering & Applied D. Niddam-Dent, AMS Student Member Science
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Senate Committee on Academic Development Report to Senate Agenda and Summer Action Committee June 15, 2020
Proposal to Establish a Master of Financial Innovation and Technology (MFIT) Smith School of Business
Introduction The proposal to establish a Master of Financial Innovation and Technology (MFIT) in the Smith School of Business was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on May 27, 2020. E. LeBlanc (Director, Strategic Program Development and Accreditation) and R. Riordan (Associate Professor, Finance) attended the May meeting, to speak to the proposal and to answer questions from committee members. Members of SCAD were provided with the proposal to establish a new graduate academic program, course outlines, letters of support, list of faculty associated with the program, external review report and internal responses to the review.
Analysis and Discussion The following should be noted: • The proposed Master of Financial Innovation and Technology (MFIT) offers students a graduate degree program that spans financial innovation, data science and machine learning technologies; • Currently, employers complain that machine learning experts do not understand finance, and finance graduates do not know how to program. The MFIT program is intended to fill this knowledge gap. There is no other Canadian University that offers a degree program that prepares students for management roles in the area of financial technology; • The structure of the program has been modelled on the Master of Management in Artificial Intelligence (MMAI) and the Master of Management Analytics (MMA). The program will be 12 months in duration and will require completion of 12 courses, including two residential sessions, one in Kingston and one in Toronto; • The curriculum will be unique because students will have available to them new, large, and relevant financial datasets. Students will be able to apply their data science skills to real financial data from sponsoring firms, publicly available financial data sets and privately available financial data sets; • The new program will be supported by existing faculty with active research agendas in financial innovation, analytics, and financial technology. . . . 2
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Motion That the Senate Agenda and Summer Action Committee approve the establishment of a Master of Financial Innovation and Technology (MFIT), Smith School of Business, effective, November 1, 2020.
Respectfully submitted,
J. Pierce, Chair, Senate Committee on Academic Development
Committee Members: J. Almost, School of Nursing P. Gogna, PhD Candidate, Public Health Y. Chan, Smith School of Business Sciences C. Cline, Department of Philosophy C. Keates, Career Services R. Egan, Faculty of Health Sciences K. Klupt, AMS Student Member B. Frank, Faculty of Engineering & Applied D. Niddam-Dent, AMS Student Member Science
Page 21 of 102 ITEM: Senate Agenda and Summer Action Committee
Senate Governance and Nominating Committee
Nominating Report – May 2020
Proposed Placements:
Senate Governance and Nominating Committee Laeeque Daneshmend Chair Term: September 1, 2020 – August 31, 2021 Jacqueline Davies Faculty Member Term: September 1, 2020 – December 31, 2020
Senate Orientation Activities Review Board Ian Garner Co-Chair Term: May 1, 2020 – April 30, 2021 Marcus Davis Student Member Term: May 1, 2020 – April 30, 2021 Laeeque Daneshmend Faculty Member Term: May 1, 2020 – April 30, 2021
Senate Library Committee Amitava Chowdhury Chair Term: September 1, 2020 – August 31, 2021
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ITEM: Senate Committee on Academic Development
Senate Committee on Academic Development (SCAD) Annual Report to Senate September 29, 2020 INTRODUCTION The Senate Committee on Academic Development is responsible for all matters pertaining to the academic development of the University.
The terms of reference of SCAD are: • To formulate and recommend to the Senate principles, policies, and priorities for the academic development of the University;
• To formulate, adopt, and oversee rigorous processes for on-going academic planning that are responsive to changing needs in teaching and learning, including the annual monitoring of the implementation of the University's Academic Plan and its periodic revision and renewal;
• To make recommendations to the Senate on the establishment of any faculty, school, centre, institute, department, or the academic terms of endowed or named chairs/professorships (excluding named research chairs that are primarily funded by external granting agencies) and approve minor changes to the academic terms of reference of such chairs/professorships on behalf of the Senate from time to time;
• To make recommendations to the Senate on the academic quality and financial implications of proposals from faculties, schools, centres, and institutes, for new programs of study leading to a degree, diploma, or certificate;
• To make recommendations to the Senate on proposals from faculties, schools, centres, and institutes, for changes that substantially alter existing programs of study;
• To make recommendations to the Senate on amendments to Queen's University Quality Assurance Processes (QUQAP);
• To advise on the admissions procedures of different Faculties and Schools; • To make recommendations to the Senate on proposed names, or changes thereto, of academic units, academic degrees and/or academic programs/plans;
• To make recommendations to the Senate on the proposed enrolment plans developed by the Strategic Enrolment Management Group.
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ITEM: Senate Committee on Academic Development
MEMBERSHIP
The 2019-20 membership of SCAD included:
Membership Affiliation Status
Y. Chan Academic Colleague Ex Officio
J. Almost Faculty (School of Nursing) Elected
C. Cline Faculty (Department of Elected Philosophy & Faculty of Health Sciences)
R. Egan Faculty (Faculty of Health Elected Sciences)
B. Frank Faculty (Faculty of Engineering Elected and Applied Science)
P. Gogna SGPS Student Elected
C. Keates Staff (Career Services) Elected
K. Klupt AMS Student Elected
D. Niddam-Dent AMS Student Elected
J. Pierce Principal’s Delegate & Chair Ex Officio Vice-Provost (Teaching & Learning)
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ITEM: Senate Committee on Academic Development
Official Observers Affiliation Term
D. Bath A.M.S. Until April 30, 2020
L. Erlikham S.G.P.S. Until April 30, 2020
E. Hanson Q.U.F.A. Starting September 1, 2020
M. Mellon A.M.S. Starting May 1, 2020
C. Bannerman S.G.P.S. Starting May 1, 2020
ACTIVITIES
SCAD met eight times during the 2019-20 academic year. A full account of SCAD’s activities is provided in the attached Omnibus report.
In addition to the regular work of SCAD, K. Klupt served as SCAD’s representative on the Academic Integrity Roundtable. The Academic Integrity Roundtable serves as an information- sharing and advisory forum for student, staff and faculty involved in the implementation and operation of the University’s academic integrity system(s). The Academic Integrity Roundtable reports directly to the Academic Integrity Subcommittee.
In January 2020, a joint SCAD-SCAP Working Group was established. The Working Group was tasked with looking for synergies and efficiencies between the two standing committees and to explore the feasibility of merging SCAD and SCAP into a potentially new academic committee. The Working Group was chaired by J. Pierce (Vice-Provost, Teaching and Learning and the Chair of SCAD). Other members included: Johanne Benard (Faculty Member, French Studies); Toni Easter (Assistant to the University Registrar, SCAP Secretary); Lon Knox (University Secretary and General Counsel); David Niddam-Dent (Arts & Science Undergraduate Student, Member of SCAD); Michael Niven (MEd Candidate, Faculty of Education); Patrick Oosthuizen (Professor Emeriti, Member of SCAP); and, Stuart Pinchin (Interim University Registrar, Chair of SCAP).
After reviewing an environmental scan of other Ontario universities, an in-depth review of the current terms of reference for SCAD and SCAP and consultation with senior administrators,
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ITEM: Senate Committee on Academic Development
several observations were made. Based on these findings the SCAD-SCAP Working Group has asked the Senate Governance and Nominating Committee to review its final report and its recommendation to merge SCAD and SCAP into a new Senate committee responsible for academic development and procedures.
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ITEM: Senate Committee on Academic Development
2019-2020 OMNIBUS REPORT OF THE
SENATE COMMITTEE ON ACADEMIC DEVELOPMENT (SCAD)
Part I – ITEMS SUBMITTED TO SCAD FOR CONSIDERATION/APPROVAL
1. Proposal to establish a Master of Financial Innovation and Technology (MFIT) program, Smith School of Business (May 27, 2020) approved by the Senate Agenda and Summer Action Committee on June 15, 2020. 2. Proposal to establish the Dr. J. Hugh McGuire Chair in Surgery, Faculty of Health Sciences (May 27, 2020) approved by the Senate Agenda and Summer Action Committee on June 15, 2020. 3. Proposal to establish a Bachelor of Arts (Honours) Medial and Major in Indigenous Studies, Faculty of Arts and Science (April 29, 2020), approved by the Senate on May 19, 2020. 4. Major Modifications to the Master of Public Administration/Juris Doctor combined degree program, Faculty of Arts and Science and Faculty of Law (April 29, 2020) approved by the Senate on May 19, 2020. 5. Proposal to amend the academic terms of the Sir Edward Peacock Professorship(s) in Political Studies, Faculty of Arts and Science (April 29, 2020) approved by the Senate on May 19, 2020. 6. Proposal to amend the academic terms of the C. Franklin and Helene K. Bracken Chair, Faculty of Health Sciences (March 25, 2020) approved by the Senate April 14, 2020. 7. Strategic Enrolment Management Group – Enrolment Targets for 2020-21 and 2021- 22 and Enrolment Projections for 2022-23 (March 25, 2020) approved by the Senate on April 14, 2020. 8. Major Modification to the Master of Science in Translational Medicine, Faculty of Health Sciences (March 25, 2020) approved by the Senate on April 14, 2020. 9. Major Modification to the PhD in Rehabilitation Sciences, Faculty of Health Sciences (March 25, 2020) approved by the Senate on April 14, 2020. 10. Proposal to establish an endowed Chair for Women in Engineering, Faculty of Engineering and Applied Science (March 4, 2020) approved by the Senate on March 24. 11. Proposal to establish a University Network of Excellence in Nuclear Engineering (UNENE) Research Chair in Corrosion Control and Materials Performance, Faculty
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ITEM: Senate Committee on Academic Development
of Engineering and Applied Science (March 4, 2020) approved by the Senate on March 24, 2020. 12. Proposal to establish a Mechatronics and Robotics Engineering (MRE) degree program, Faculty of Engineering and Applied Science (March 4, 2020) approved by the Senate on March 24, 2020. 13. Major Modification to the Greek and Roman Literature, History and Archaeology MA Field in Classics, Faculty of Arts and Science (February 5, 2020) approved by the Senate on February 25, 2020. 14. Major Modifications to the MA in Cultural Studies, Faculty of Arts and Science (January 8 & February 5, 2020) approved by the Senate on February 25, 2020. 15. Major Modifications to the Master of Industrial Relations/ Juris Doctor combined degree program, Faculty of Arts and Science and Faculty of Law (February 5, 2020) approved by the Senate on February 25, 2020. 16. Proposal to establish a Graduate Diploma in Immigration and Citizenship Law, Faculty of Law (January 8, 2020) approved by the Senate on January 28, 2020. 17. Proposal to amend the Senate Policy on the Establishment and Designation of Named and Funded Chairs and Professorships (November 6, 2019) approved by the Senate on November 26, 2019. 18. Proposal to establish the Robins Family Professorship in Engineering Chemistry, Faculty of Engineering and Applied Science (November 6, 2019) approved by the Senate on November 26, 2019. 19. Proposal to establish an expendable Chair for Women in Engineering, Faculty of Engineering and Applied Science (November 6, 2019) approved by the Senate on November 26, 2019. 20. Proposal to amend the Senate Policy on Academic Integrity Procedures – Requirements of Faculties and Schools (March 27, 2019) approved by the Senate on October 29, 2019. 21. Proposal to establish a BA General/BA Minor in Employment Relations, Faculty of Arts and Science (September 11, 2019) approved by the Senate on October 1, 2019. 22. Proposal to establish a Master of Health Professions Education (MHPE), Faculty of Health Sciences (September 11, 2019) approved by the Senate on October 1, 2019.
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ITEM: Senate Committee on Academic Development
Part II – ITEMS SUBMITTED TO SCAD FOR INFORMATION 1. SCAD Annual Report to Senate 2018-19 (September 11, 2019). 2. Academic Integrity Subcommittee Annual Report (September 11, 2019). 3. Five-Year Reports: Computing and Mathematics Program (COMA); Concurrent Bachelor of Music/Music and Digital Media Program (in collaboration with St. Lawrence College) (September 11, 2019). 4. Academic Adjustments for Instructors in Response to COVIT-19 (March 25, 2020). 5. COVIT-19 Planning (May 27, 2020).
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Page 29 of 102 ITEM: Senate Committee on Academic Development
Standing Committee Chair Report to Senate
Committee: Senate Committee on Academic Development (SCAD) Date of Meeting: May 27, 2020 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Announcements: Senate approval of SCAD recommendations COVID-19 Planning Update SCAD-SCAP Working Group Update
Decisions: Recommend to Senate approval of the proposal to establish a Master of Financial Innovation and Technology Program (MFIT), Smith School of Business Recommend to Senate approval of the Dr. J. Hugh McGuire Chair in Surgery, Faculty of Health Sciences Recommend to Senate approval of the Chair for Women in Engineering, Faculty of Engineering and Applied Science
Discussion: N/A
Deferred: N/A
Sincerely, J. Pierce, Committee Chair
Committee Members: J. Almost, Y. Chan, C. Cline, R. Egan, B. Frank, P. Gogna, C. Keates, K. Klupt, D. Niddam-Dent
Observers: C. Bannerman (SGPS), E. Hanson (QUFA), M. Mellon (AMS)
Page 30 of 102 ITEM: Senate Committee on Academic Procedures
Senate Committee on Academic Procedures Committee Report to Senate Activity Report for 2019-2020 September 2020
As a matter of routine annual business, in 2019-2020 SCAP approved the following: • Fall 2019 and Spring 2020 degree lists. • 2021-2022 academic sessional dates. SCAP ensured the Senate approved recommendations of the Fall Term Break Task Force (February 2017) were in effect for the four direct-entry undergraduate programs.
In additional business, SCAP areas of focus were as follows:
Matters Referred to SCAP Policy Review In response to a motion of Senate on March 26, 2019 SCAP created a working group to review the Student Appeals, Rights and Discipline Policy (SARD). The SARD Working Group in turn established a smaller sub-committee to undertake the comprehensive review of SARD and potentially overlapping policies, and to make recommendations to the larger SARD Working Group. The SARD Working Group and SCAP endorsed the recommendations of the sub- committee.
Fall Term Break Review Senate referred the review of the recommendations of the Fall Term Break Task Force as approved by Senate on February 28, 2017 to SCAP, with a comprehensive recommendation regarding the continuation of the Fall Term break in years subsequent to 2021 to Senate no later than February 2021.
SCAP members agreed that the review of the Fall Term break should replicate, as much as possible, the framework relied upon by the Fall Term Break Task Force (FTBTF) in 2016-2017. Consultation with former task force members, and preliminary timelines developed.
O’ Canada at Convocation Based on a review of current practice at peer institutions and Senate’s disposition of God Save the Queen in April 2018, SCAP recommended that the question of performing the Canadian national anthem at convocation not be pursued at the current time.
The matter was referred back to the Committee with a request for additional consultation, including with Queen’s Aboriginal Council, before an updated report is provided to Senate.
Change to Terms of Reference SCAP recommended an amendment to its terms of reference regarding the delegation of authority, from Senate to the Committee, for the approval of academic hoods.
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Sub-Committees of Senate – SCAD (Senate Committee on Academic Development) and SCAP In January 2020 a small Working Group was established to review SCAD and SCAP’s current terms of reference. The Working Group, which included members from both SCAD and SCAP, was tasked with looking for synergies and efficiencies between the two standing committees and to explore the feasibility of merging SCAD and SCAP into a potentially new academic committee. SCAD and SCAP endorsed merging the two sub-committees of Senate into a potentially new academic committee.
Policy Changes SCAP endorsed proposed revisions to the Senate Policy on the Use of Calculators in Tests or Examinations (approved January 28, 1999).
Amendments to previously approved academic sessional dates In response to pressures created by COVID-19, SCAP approved changes to previously approved academic sessional dates: • 2019-2020 (all programs); and • 2020-2021 (all programs).
Transcript changes SCAP approved a transcript notation to be added to the transcript of active students at Winter term 2020 to indicate that final Winter Term courses grades have been impacted by COVID-19.
Breach of Academic Integrity In accordance with its mandate under s. 10 of the Senate Policy on Student Appeals, Rights and Discipline, SCAP is responsible for reviewing the procedural aspects of a recommendation(s) that a student be required to withdraw from the University or a recommendation(s) that a degree conferred the University be rescinded. This includes the requirement that Faculties/Schools must consult with SCAP before deciding what sanctions to recommend ensuring consistency in penalties across the University.
Six cases were brought for consultation regarding the recommended requirement to withdraw penalty. In all cases, SCAP was satisfied that the recommended withdrawal period was consistent with established precedent at the University.
In one case, SCAP also endorsed the recommendation to require a student to withdraw for a specified period. SCAP satisfied itself that the appropriate procedures have been followed by the Faculty.
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Respectfully submitted,
Stuart Pinchin Senate Committee on Academic Procedures September 2020
SCAP Membership 2019-2020 P. Oosthuizen, Faculty (Mechanical and Materials Engineering) R. Rouget, Faculty (French Studies) M. Othman (Biomedical and Molecular Sciences) R. Snowdon, Staff (Undergraduate Admissions) M. Ali Asif, A.M.S. B. Fickling, S.G.P.S. S. Pinchin, University Registrar (Interim) (ex officio) (Chair) David Bath, Official Observer, A.M.S. Commissioner of External Advocacy
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Page 33 of 102 ITEM: Senate Committee on Academic Procedures
Standing Committee Report to Senate Date of Senate Meeting: September 29, 2020
Committee Name: Senate Committee on Academic Procedures Date of Meeting: September 15, 2020 Discussion:
● Matters related to Academic Integrity SCAP reviewed four separate matters of academic integrity where no appeal was brought forward to USAB. Dr. Jenn Stephenson, Associate Dean (Studies), Faculty of Arts and Science, attended the meeting to provide an overview and answer committee questions.
In all cases SCAP was satisfied that appropriate procedures have been followed and that the recommended withdrawal period is reasonable and in accordance with University standards.
Respectfully submitted,
Stuart Pinchin, Chair, Senate Committee on Academic Procedures
Members: M. Ali Asif, C. Coulter, D. D’Souza, M. Othman, P. Oosthuizen M. Mellon (Official Observer) T. Arciero Easter (Secretary)
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Standing Committee Report to Senate Date of Senate Meeting: September 29, 2020
Committee Name: Senate Committee on Academic Procedures Date of Meeting: June 19, 2020 Discussion:
● Academic Sessional Dates 2020-2021 SCAP members voted in favour of 2020-2021 academic sessional date changes proposed by the Academic Program Regulations Subgroup of the COVID-19 Steering Group. Changes apply to direct entry undergraduate, and graduate programs as practicable.
Attachment: Academic Program Regulations Subgroup proposal.
SCAP members also approved revisions to the 2020-2021 academic sessional dates for the Masters in International Business (MIB) and Master of Management Innovation & Entrepreneurship (MMIE) programs.
Attachment: MIB and MMIE program changes for 2020-2021
● Matters Related to Degree List Approval A student was added to the School of Graduate Studies Degree List for the Professional Master of Education (PME), and approved by SCAP on May 20, 2020. The Office of the University Registrar was subsequently informed that an administrative error had occurred during degree list verification. The administrative error was corrected and the student notified.
Respectfully submitted,
Stuart Pinchin, Chair, Senate Committee on Academic Procedures
Members: M. Ali Asif, D. Bath (Official Observer), B. Fickling, P. Oosthuizen, M. Othman, F. Rouget, R. Snowdon, T. Arciero Easter (Secretary)
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Page 35 of 102 Proposal to Adjust 2020-2021 Undergraduate Sessional Dates 12 June 2020
The Academic Program Regulations Subgroup of the COVID-19 Steering Group is proposing several adjustments to the 2020-2021 Undergraduate Sessional Dates due to the COVID-19 pandemic that has affected our ability to offer the normal range of in-person, on-campus classes in Fall Term 2020. Instruction for all undergraduate programs, with the exception of the Medicine and Nursing programs, will be offered in a combination of remote instruction and fully online modalities for the entire Fall Term. All face-to-face classes for Fall Term at the Bader International Study Centre (BISC) have been cancelled, and first-year BISC classes will be offered remotely in the Fall Term. In-person, on-campus instruction for all undergraduate programs is expected to begin in January 2021 for the Winter Term, at both the Queen’s Kingston and BISC campuses. Most undergraduate students will therefore be moving to the two campuses in early January 2021 in order to begin their Winter Term 2021 classes.
The decision that Fall Term 2020 undergraduate classes will be delivered remotely and Winter Term 2021 classes will be delivered in person on the Queen’s and BISC campuses has several implications to the 2020-21 sessional dates that the Subgroup would like to address. The proposal has four main goals:
1. To create a 5-day Fall Term Break, thought to be optimal to allow both students and instructors to ‘catch their breath’ part-way through a full term of remote teaching and learning; 2. To extend the last date to drop Fall Term classes with no financial penalty to the end of week 8 to give students increased flexibility; 3. To delay the start of Winter Term 2021 classes to provide time for move-in and orientation events that normally would have occurred in September; and 4. To delay the start of Summer Term 2021 classes due to the late ending of Winter Term 2021 exams. ITEM: Senate Committee on Academic Procedures In order to achieve these goals, the following adjustments are proposed:
1. First Day of Classes (Fall Term 2020) Orientation activities will be conducted in a different format with on-campus events occurring in January 2021 instead of September 2020. The first day of Fall Term 2020 classes will therefore be moved from Thursday 10 September 2020 to Tuesday 8 September 2020, gaining two (2) days that can be added to the Fall Term Break and minimizing the negative instructional impact of a late-week start of classes. The related add/drop dates will be adjusted accordingly.
2. Fall Mid-Term Break The Fall Mid-Term Break will be extended from two (2) to five (5) days in week 8 of the term, from Monday 26 October to Friday 30 October 2020, to provide a full week in which no class activities will be conducted.
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3. Timeline to Drop Fall Term 2020 Classes without Financial Penalty The current approved last date to drop Fall Term 2020 classes and A halves of Fall-Winter 2020-21 classes with no financial penalty is 23 September 2020, the end of week 2 of classes (full refund is given). The financial drop period will be extended to 2 November 2020, the end of week 8 of classes, to align with the deadline to drop Fall Term classes without academic penalty. This adjustment is intended to give students additional time to adapt to online and/or remote instruction and provide increased flexibility for students to determine if a reduced course load would be a good academic strategy, without losing tuition paid for dropped courses. For all classes dropped by 2 November 2020: • Students will be able to drop using SOLUS during this time period; • Classes will be removed from official and unofficial transcripts; and • No DR grades will be added.
4. Pre-Examination Study Period and Examination Period Due to the recommendation of the Vice-Provost (Teaching and Learning) that instructors should consider moving away from scheduled online timed, proctored exams to the extent possible, the Final Examination Period will be considered a Final Assessment Period for Fall Term 2020, to allow for a range of different types of final assessments. Instructors will be encouraged to rethink their final assessment, which may result in fewer traditional exams. Those exams that remain will likely need to be written over a flexible time period due to limitations in the remote proctoring tools.
The pre-examination study period (now pre-assessment study period) will be reduced from four (4) days (including the weekend) to two (2) days (in addition to the weekend), gaining one (1) day that can be added to the Fall Term Break and one (1) day that can be added to the final assessment period. The assessment period will cover a total of 12 days, with no change to the last day of assessment. ITEM: Senate Committee on Academic Procedures 5. First Day of Classes (Winter Term 2021) Planning for the return to on-campus studies for all undergraduates for the Winter Term 2021 suggests that the start of classes be delayed by a week, from 4 January 2021 to 11 January 2021. This delay will allow additional time for students to move into their on-campus residences and community housing in Kingston, and Bader Hall at the BISC, and also provide several days that can be used for orientation events that were postponed from September 2020. Further, 2021 is a year in which the start of classes falls on the first day of the return from the holiday break for all faculty, staff and students, which is already a difficult transition without the additional issue of planning a move-in strategy. The related add/drop dates will be adjusted accordingly.
6. Winter Mid-Term Reading Week The Winter Mid-Term Reading Week will remain aligned with Family Day and occur from Tuesday 16 February to Friday 19 February 2021. Reading Week will therefore occur in week 6 of the Winter Term, instead of week 7.
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7. Pre-Examination Study Period and Examination Period The pre-examination study period will be reduced from five (5) days to four (4) days, to maintain a 15-day examination period that ends on 30 April 2021.
8. First Day of Classes (Summer Term 2021) With the delayed start to Winter Term 2021, the last final exam date is Friday 30 April 2021. The first day of Summer Term classes (May-June and May-July Sessions) will be delayed by a week, from 3 May 2021 to 10 May 2021. This delay will allow additional time for instructors to submit Winter Term grades and for both students and instructors to have a short pause between the end of Winter Term classes and the start of Summer Term classes. The delay will also provide time for students who are participating in the Upper-Year Program at the BISC to move to England and get settled. The related add/drop dates will be adjusted accordingly.
Relevant Dates for Fall Term 2020, with the proposed adjustments:
Fall Term 2020 Course-Related Dates Current Proposed (Kingston Campus and BISC) Approved Date Adjusted Date Explanation BISC Fall Term classes begin. September 7, 2020 September 8, 2020 BISC Fall Term classes will be offered remotely, (Tuesday) aligned with Kingston campus dates Fall Term classes begin. September 10, 2020 September 8, 2020 Move start of classes to Tuesday after Labour Day (Thursday) (Tuesday) ITEM: Senate Committee on Academic Procedures Last date to add Fall Term and multi-term September 23, 2020 September 21, 2020 End of week 2 classes. (Wednesday) (Monday) Last date to drop Fall Term and multi-term September 23, 2020 November 2, 2020 Extend from end of week 2 to end of week 8, with classes without financial penalty. (Wednesday) (Monday) full tuition refund Fall mid-term break. October 29-30, 2020 October 26-30, 2020 Extend from 2 days to 5 days (Thursday-Friday) (Monday-Friday) Last date to drop Fall Term classes without November 6, 2020 November 2, 2020 End of week 8 academic penalty. (Friday) (Monday) BISC Fall Term classes end. November 26, 2020 December 7, 2020 End of week 13, aligned with Kingston campus (Monday) dates Fall Term classes end. December 4, 2020 December 7, 2020 End of week 13 (Friday) (Monday) Fall Term pre-assessment study period. December 5-8, 2020 December 8-9, 2020 Rename from ‘pre-examination’ to ‘pre- (Saturday-Tuesday) (Tuesday-Wednesday) assessment’ period; reduce from 4 days to 2 days Page 38 of 102
Final assessments in Fall Term classes and December 9-23, 2020 December 10-23, 2020 Rename from ‘final examinations’ to ‘final mid-year assessments in multi-term classes assessments’; reduce from 13 days to 12 days (including BISC). Fall Term grades due. January 7, 2021 N/C
Relevant Dates for Winter Term 2021, with the proposed adjustments:
Winter Term 2021 Course-Related Dates Current Proposed (Kingston Campus and BISC) Approved Date Adjusted Date Explanation Winter Term classes begin. January 4, 2021 January 11, 2021 Move start of classes to second Monday in January BISC Winter Term classes begin. January 4, 2021 January 11, 2021 Move start of classes to second Monday in January Last date to add Winter Term classes. January 15, 2021 January 22, 2021 End of week 2 Last date to drop Winter Term classes January 15, 2021 January 22, 2021 End of week 2 without financial penalty. BISC Mid-term trip. February 12-16, 2021 February 19-23, 2021 One week later BISC Reading period. February 17-21, 2021 February 24-28, 2021 One week later Family Day (classes will not be held). February 15, 2021 N/C Winter mid-term Reading Week. February 16-19, 2021 N/C Week 6 instead of Week 7, to align with Family Day
Last date to drop Winter Term and multi- February 26, 2021 March 5, 2021 End of week 8 ITEM: Senate Committee on Academic Procedures term classes without academic penalty. BISC Winter Term classes end. March 25, 2021 April 1, 2021 End of week 12 BISC Study/examination period. March 27-April 7, 2021 April 3-14, 2021 One week later Winter Term classes end. April 1, 2021 April 9, 2021 End of week 13 Good Friday (classes will not be held). April 2, 2021 N/C Winter Term pre-examination study period. April 3-7, 2021 April 10-13, 2021 Reduce from 5 days to 4 days (Saturday-Wednesday) (Saturday-Tuesday) Final examinations in Winter Term and multi- April 8-24, 2021 April 14-30, 2021 Retain 15 exam days term classes. Winter Term grades due. May 3, 2021 May 10, 2021
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Relevant Dates for Summer Term 2021 (Kingston Campus), with the proposed adjustments:
Summer Term 2021 Course-Related Dates Current Proposed (Kingston Campus and BISC) Approved Date Adjusted Date Explanation Summer Term classes begin (May-June/6W1 and May-July/12W May 3, 2021 May 10, 2021 Move start of classes to second Sessions). Monday in May Last date to add Summer Term classes (May-June/6W1 and May- May 7, 2021 May 14, 2021 End of week 1 July/12W Sessions). Last date to drop Summer Term classes (May-June/6W1 Session) without May 7, 2021 May 14, 2021 End of week 1 financial penalty. Last date to drop Summer Term classes (May-July/12W Session) without May 14, 2021 May 21, 2021 End of week 2 financial penalty. Last date to drop Summer Term classes (May-June/6W1 Session) without May 28, 2021 June 4, 2021 End of week 4 academic penalty. Summer Term classes end (May-June/6W1 Session). June 14, 2021 June 21, 2021 One week later Summer Term examinations in May-June/6W1 Session classes. June 17-18, 2021 June 24-25, 2021 One week later Last date to drop Summer Term classes (May-July/12W Session) without June 25, 2021 July 2, 2021 End of week 8 academic penalty. Summer Term classes begin (July-August/6W2 Session). July 5, 2021 N/C
Last date to add Summer Term classes (July-August/6W2 Session). July 9, 2021 N/C ITEM: Senate Committee on Academic Procedures Last date to drop Summer Term classes (July-August/6W2 Session) July 9, 2021 N/C without financial penalty. Summer Term classes end (May-July/12W Session). July 23, 2021 July 30, 2021 End of week 12 Summer Term examinations in May-July/12W Session classes. July 27-30, 2021 August 3-6, 2021 One week later Last date to drop Summer Term classes (July-August/6W2 Session) July 30, 2021 N/C without academic penalty. Summer Term classes end (July-August 6W2 Session). August 13, 2021 N/C Summer Term examinations in July-August/6W2 Session classes. August 16-17, 2021 N/C
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Relevant Dates for Summer Term 2021 (BISC Campus), with the proposed adjustments:
Summer Term 2021 Course-Related Dates Current Proposed (Kingston Campus and BISC) Approved Date Adjusted Date Explanation BISC Summer Term classes begin (May-June Session). May 3, 2021 May 10, 2021 Move start of classes to second Monday in May Last date to add BISC Summer Term classes (May-June Session). May 6, 2021 May 13, 2021 End of week 1 Last date to drop BISC Summer Term classes (May-June Session) without May 27, 2021 June 3, 2021 End of week 4 academic penalty. BISC Summer Term classes/examinations end (May-June Session). June 10, 2021 June 17, 2021 One week later BISC Summer Term classes begin (August Session). August 16, 2021 N/C BISC Summer Term classes/examinations end (August Session). August 30, 2021 N/C
ITEM: Senate Committee on Academic Procedures Page 41 of 102
ITEM: Senate Committee on Academic Procedures
FEAS Fall Term Schedule
12 week Block delivery delivery Upper year First year Week 1-6: Classes Sept 8-9: Welcome/Mod1. Sept 8- Oct 20: Block Block 1: Sept 10-Oct 20 Sep 8 – Oct 16 1 (30 days) APSC 131, 171, Mod2, Mod 1 lite, MNTC313* Week 7: Classes & Oct 22, 24: Oct 22, 24: Block 1 Exams for Oct 19 – 23 assessment Block 1 Exams APSC 131, 171 Oct 26-30 (with opportunity to Reading break Oct 26 – 30 Oct 26 – 30 makeup for missed work) Week 8-13: Classes Nov 2 – Dec 8 Nov 2 – Dec 11: Nov 2 – Dec 11: Block 2 (60 days) Block 2 (30 days) APSC 111, 151, Mod1, MNTC313* Exam break Dec 9 – 13 (assignment Dec 12-13 Dec 12-13 submissions) Dec 15, 17, 18: Block 2 Exams. Exams/Assessments Dec 14-23 Dec 14 – 23 Dec 19-23: Mod1 project Block 1: Oct 5 Block 1: Oct 5 Drop date Nov 2 Block 2: Nov 27 Block 2: Nov 27
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Amendments to 2020/2021 Master of Management Innovation and Entrepreneurship Program (MMIE) Sessional Dates
The following program changes were approved by the Smith Faculty Board on June 9th, 2020
Program Start: October 26th, 2020
First residential session (boot camp): October 26th to November 7th, 2020
Second and third residential dates TBD
Program Ends: October 25th, 2021
Rationale (provided by Interim Dean Brenda Brouwer) Our Master of Management Innovation & Entrepreneurship is a 12 month, full-time program normally starting in August. We propose to delay the start to Oct 26, 2020 for the Class of 2021 only (this will capture them in the Nov 1 count).
The rationale for the 3 months delay is as follows: 1. Travel Restrictions: Our international students typically do the program in Canada, and it is one of the reasons they enroll. The delayed start allows a longer window of time for them to complete biometrics and for travel restrictions to be lifted (or less restrictive) and providing allowance for quarantining on arrival. Importantly, this will enable them to complete most if not all of the program in Canada than would be the case if we started in August (when it is unlikely they would be on campus). Given the short 12 month program, students want to be in Canada for as long as possible to maximize their Post Grad Work Permit in Canada to the 24 months. 2. Live Boot Camp Residential Sessions: These are an important part of the program and given the remote Fall, this means 2 of the 3 sessions would be virtual. By delaying the start, it gives us a high likelihood that we can have 2 live sessions in 2021. 3. Internships: Real projects and internships are a part of the second half of the program, and this will delay the internship time period allowing greater economic recovery to support applied work experience opportunities.
Discussion with applicants suggests that domestic enrolments would not be negatively impacted, and it would greatly support our international pool. The class breakdown is typically ~60% domestic (n=50) and ~40% international (n=30)
Page 43 of 102 Masters in International Business - Academic Sessional Date Changes 2020/2021
MIB January 2021 Start date sessional dates January 2021 11-22 MIB Orientation 25 Winter term classes begin
April 2021 30 Winter term classes end
May 2021 10 Summer term begins
August 2021 6 Summer term ends
Fall term No traditional class, only MGBL 901 project completion
The Smith School Faculty Board approved 2020/2021 academic sessional dates changes for its MIB program on April 28, 2020. ITEM: Senate Committee on Academic Procedures
Rationale: As the MIB program heavily relies on international mobility opportunities for students enrolled in the Master of International Business program, the next intake of the program to shift from Fall 2020 start-date to January 2021.
With a Fall 2020 start date, the closure of borders, restrictions on travel and limited access to visa and study permit processing resources severely limits the confidence of successful program delivery. By moving to a start-date of January 2021 for the next cohort, the program will gain valuable time for the resources and infrastructure needed to be better able to support this important component of the MIB experience to stabilize. Page 44 of 102 ITEM: Senate Committee on Academic Procedures
Standing Committee Report to Senate Date of Senate Meeting: September 29, 2020
Committee Name: Senate Committee on Academic Procedures Date of Meeting: May 21, 2020 Discussion:
● Combined SCAD/SCAP committee John Pierce, Vice-Provost (Teaching and Learning) provided an update from the working group tasked with looking for synergies and efficiencies between the two standing committees, and to explore the feasibility of merging SCAD and SCAP into a potentially new academic committee.
SCAP committee members agreed that the breadth of responsibility of a merged committee will be manageable in normal circumstances. All members agreed with the Terms of Reference and Membership Composition, as proposed by the working group.
● Academic Sessional Dates 2020-2021 SCAP members voted in favour of the extension of the 6w1 exam period, deemed beneficial to students and exam administrators.
● Matters Related to Academic Integrity The Faculty of Arts and Science sought the committee’s input on an appropriate requirement to withdraw sanction regarding three student cases.
Respectfully submitted,
Stuart Pinchin, Chair, Senate Committee on Academic Procedures
Members: M. Ali Asif, D. Bath (Official Observer), B. Fickling, P. Oosthuizen, M. Othman, F. Rouget, R. Snowdon, T. Arciero Easter (Secretary)
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Page 45 of 102 ITEM: Senate Advisory Research Committee
Senate Advisory Research Committee Annual Report – 2019/20
The Senate Advisory Research Committee’s mandate includes activities directly related to the policies, initiatives, and strategic documents related to research that fall under Senate’s jurisdiction. The Committee serves as the university’s primary advisory body on research-related strategy, policy development and review, and initiatives.
SARC’s mandate also includes: 1. Maintaining a general overview of the state of research at the university; 2. Working to ensure consistent research-related policies and practices across units, when practicable; 3. Receiving and reviewing annual reports and five-year reviews from research centres and institutes in accordance with Senate policy; 4. Advising the Vice-Principal on the budgeting or funding of research; and 5. Approving the results of the adjudication of various university-wide research prizes and awards.
In the 2019/20 academic year, and in addition to its regular business, SARC dealt with the following:
• Repeal of the Queen’s Canada Research Chairs Policy; • Discussion of the Surveillance Studies Centre’s five-year review, and recommendation to Senate for the renewal of the Surveillance Studies Centre, • Approval of provisional status for the Arthur B. McDonald Canadian Astroparticle Physics Research Institute; and • Approval of a renewed policy regarding research centres and institutes and the related Procedure ‘A’. • The Chair wishes to recognize the considerable work taken to renew the Policy on Research Centres and Institutes and thanks the members of SARC for their efforts.
Page 46 of 102 ITEM: Senate Educational Equity Committee
Senate Educational Equity Committee (SEEC) Annual Report May 21, 2020
INTRODUCTION The Senate Educational Equity Committee is responsible for academic equity-related policy in all matters pertaining to the academic mission of the University.
The responsibilities of the Committee include:
Assisting in broadening campus community awareness of principles, goals and benefits of educational equity; Promoting activities that foster a safe, supportive and inclusive campus community that values diversity; Promoting opportunities to share experiences and diverse perspectives among campus members; Reviewing and, where necessary, recommending revision to existing policy or the creation of new policy related to educational equity; Initiating, recommending and overseeing research to inform the development or implementation of recommendations regarding educational equity-related policy; Setting up subcommittees or task forces and inviting such representatives necessary to ensure the participation of equity interest groups at Queen’s in the work of the Committee; Encouraging and supporting academic units in developing and implementing educational equity plans; Receiving reports from the responsible administrative bodies on the effectiveness of the implementation and administration of educational equity-related policy; Coordinating the execution of its responsibilities with other bodies at Queen’s responsible for equity-related policy and with the officers of the University who have responsibility for the implementation of equity-related policy; Report at least annually to the Senate on the work and activities of the Committee.
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ACTIVITIES The SEEC met five times during the 2019-2020 academic year. The Committee discussed and advised on the following items:
Diversity and Equity Assessment and Planning (DEAP) Tool Updates Vanessa Yzaguirre, Equity Advisor in the Human Rights and Equity Office (HREO) provided a DEAP update to the Committee at the November 2019 meeting. She informed the Committee that the HREO has been implementing monthly DEAP demonstrations to units on campus since March 2019. Additionally, the HREO has developed new resources in order to assist units in their engagement with the Tool. Currently 40 academic units and 32 administrative units have engaged with the Tool.
QUFA Equity Representative on SEEC The SEEC received a request from the President of QUFA asking the SEEC to consider adding an ex officio seat for the QUFA Equity Representative. The Committee discussed this request and all agreed that the QUFA Equity Representative should be an ex officio member of the Committee. The Chair of the SEEC sent a letter to the Senate Governance and Nominating Committee (SGNC) requesting an ex officio seat for the QUFA Equity Representative.
SGNC members discussed the request at their March 3, 2020 meeting and chose not to recommend the request to Senate. Their concerns were centred on the precedent setting nature of the request, as well as the abundance of those with expertise in the field already being voting members of the Committee. SGNC did agree to add the QUFA Equity Representative as an official observer of SEEC.
Thriving on Campus Corinna Fitzgerald provided an update on the Thriving on Campus initiative that took place in November 2018 regarding a province wide online survey conducted with LGBTQ2S+ students. She noted that the results of the survey will be available for review in the Fall of 2020.
LGBTQ Scan Jean Pfleiderer, Associate Director, Human Rights Advisory Services was asked to join the Committee in her role as the Sexual and Gender Diversity Coordinator to discuss the scan that was attached to the Agenda of LGBTQ+ services on campus. The Committee discussed what supports are on campus for LGBTQ+ students, staff and faculty. There was discussion around devoting resources to doing research internally and externally. The research could focus on asking LGBTQ+ students, staff and faculty what supports they want/need and also looking into what services and supports exist at other universities. The Committee decided to wait until C. Fitzgerald receives any feedback on the Thriving on Campus study.
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Human Rights and Equity Office Annual Report The Committee discussed the Human Rights and Equity Office Annual Report. It was MOVED by J. Hill and SECONDED by A. Butler that the Human Rights and Equity Office Annual Report be brought to the Senate for Information.
Personal Experience Statements Vanessa Yzaguirre, Equity Advisor, Human Rights and Equity Office attended the December 2019 meeting to discuss existing processes on Campus for evaluation of Personal Experience Statements. She shared the training the Human Rights and Equity Office currently delivers to units and asked the Committee for feedback regarding the creation of standardized guidelines. She stated that she has just started to research this area and there is much consultation required. She also stated that the University needs to determine why we are collecting the information in the first place and also determine how we are making the process meaningful. The SEEC members agreed that there needs to be a consistent process throughout the University and looks forwards to further updates in 2020.
Anti-Islamophobia Education on Campus Dr. Mona Rahman, Coordinator, Research Activities and Communications with the Office of the Vice-Principal (Research) attended the January 2020 SEEC meeting and Dr. Adnan Husain, Associate Professor in the department of History attended the February 2020 SEEC meeting to talk about anti-Islamophobia Education on campus.
The Committee discussed the need to have some kind of core course with specific EDI learning outcomes that all students must take by the time they graduate from Queen’s, specifically one that includes some kind of understanding of the non-western world.
The Committee also discussed the need for networks, connections and building community. Retention has always been an issue on campus and we need to reflect on the resources available or not available at the University.
The Educational Equity Policy was also discussed and in particular, the section that outlines the responsibility of individual departments and offices to develop and implement policies and practices to achieve educational equity within their units. This needs to be made a priority by the current senior administration.
After the meetings with M. Rahman and A. Husain the Committee decided on the following next steps: review the FAS Strategic Plan, review units equity and diversity goals in the Diversity and Equity Assessment and Planning (DEAP) Tool for 2019 and inquire about any plans on creating a core course on EDI or additional courses on Islamophobia.
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Human Rights and Equity Office Updates Vanessa Yzaguirre, Equity Advisor in the Human Rights and Equity Office attended the February 2020 SEEC meeting to talk about new online training resources available on the Human Rights and Equity Office website. She outlined the new online training for faculty, Equity, Diversity and Inclusion in Pedagogy and Practice, the new online training for Staff, Working Together: Building an Inclusive Queen’s Community and the new online training for all employees, Achieving Safety and Respect in the Workplace. The training can be found on the Human Rights and Equity Office website under the Education tab.
Orientation Survey Report The Committee discussed the 2019 Orientation Survey Report. Overall, Orientation Week was viewed positively by students. The data in the Orientation Survey Report highlighted some differences in students’ experiences based on designated groups and these should be considered for future planning.
Student Applicant Census The Committee reviewed the Student Applicant Census Report provided by the Human Rights and Equity Office and based on statistics gathered by the Office of Institutional Research and Planning. During 2019, we continue to see the trend of low numbers of individuals who self- identify as having disabilities, and the opposite phenomenon for racialized/visible minorities, whose numbers have been seeing a small increase between 2018 and 2019. However, this equity-seeking group remains at a higher disadvantage across the board because the trend of receiving considerably fewer offers, and in consequence, registrants, than the applicant pool remains pervasive across the board.
Respectfully submitted,
Petra Fachinger Chair, Senate Educational Equity Committee
SEEC Membership A. Bulter, Faculty C. Draeger, Elected Under-graduate Representative K. Collins, Staff J. Lawson, Elected Graduate Representative J. Corlett, Staff L. Notash, Faculty C. Coulter, Faculty P. Zhang, SGPS appointee B. Samuels. , AMS appointee S. Simpson, AVP Human Rights, Equity and Inclusion C. Fitzgerald, Vice-Provost and Dean of Students delegate C. Sypnowich, Provost and Vice Principal (Academic) delegate
Chair: P. Fachinger Secretary: J. Christie
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Chair’s Report to Senate Date of Senate Meeting: September 2020
Committee Name: Senate Educational Equity Committee Date of Meeting: May 21, 2020
Discussion The Chair informed the committee of the new EDI Champion on the University Council Executive Committee. As the inaugural EDI Champion Anita will be responsible for reviewing Council activity through an equity lens and providing EDI advice to the Executive Committee and the Chairs of the Nominating and Program Committees, as required or requested. The term is effective immediately until May 2022.
Orientation Survey Report C. Fitzgerald reviewed the Orientation Survey Report with the Committee noting that Student Affairs worked with the Office of Institutional Research and Planning to produce the report. The responses were consistent with past years. The report was also shared with SORB and individual Faculty reports were prepared for each Dean. She mentioned that progress was made in some areas. However, the results did show that racialized students were still feeling excluded. She then spoke to new initiatives for the Fall. The delivery will be moving online so this is an opportunity to change things up. Training for student leaders will happen earlier this year and it is an opportunity to provide space for equity seeking new students and connect them to student groups on campus. They are working closely with AMS to engage peer leaders and provide better tools. She also mentioned that they continue to work on the Orientation recommendations that came out of the PICRDI report.
Student Applicant Census Report V. Yzaguirre attended the meeting to present the results of the 2019 Student Applicant Census Report. The 2019 response rate was similar to the one obtained during the 2018 census, which allows us to establish accurate comparisons. During 2019, we continue to see the trend of low numbers of individuals who self-identify as having disabilities, and the opposite phenomenon happened in the group for racialized/visible minorities, whose numbers have been seeing a small increase between 2018 and 2019. However, this equity-seeking group remains at a higher disadvantage across the board because the trend of receiving considerably fewer offers, and in consequence, registrants, than the applicant pool remains pervasive across the board.
Regarding socio-economic variables, we saw the trend across programs of having applicants that come mainly from households with a GFI of less than $74,999 or more than $125,000, applicants with a GFI between $75,000 and $124,999 represent a little bit over 20% across all programs. Except in Education and Law, applicants with a parental education level of no post-secondary
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degree represent less than 10%, which speaks of the importance of generating mechanisms of access for first-generation students
SEEC Annual Report It was MOVED by C. Coulter and SECONDED by A. Butler that the SEEC Annual Report be accepted and brought to the Senate for information.
Sincerely, Petra Fachinger, Chair of Senate Educational Equity Committee (SEEC)
Members: A. Butler, J. Christie (Secretary), K. Collins, J. Corlett, C. Coulter, C. Draeger, C. Fitzgerald, J. Lawson, J. Hill, L. Notash, B. Samuels, S. Simpson, C. Sypnowich and P. Zhang
Page 52 of 102 ITEM: Senate Governance and Nominating Committee
Senate Governance and Nominating Committee Annual Report – 2019-20
The Senate Governance and Nominating Committee’s mandate includes:
1. Advising Senate on operations, efficient and effective structures supporting good governance and appropriate linkages between Senate, Faculty Boards, and other parts of the internal governance structure that operating with delegated authority regarding matters of academic policy; 2. Reviewing and monitoring the membership of Senate and its standing and ad hoc committees, and to solicit, receive, and review names of potential members and recommended members for appointment to such committees by Senate; 3. Advise Senate of the appointment of Senate representatives to bodies external to Senate and their committees; 4. Advise Senate on the establishment, terms of reference, composition, membership, and retirement of its standing and ad hoc committees and their respective subcommittees; and 5. Monitor and report to Senate on the effective operation of Senate’s standing and ad hoc committees and their subcommittees.
In the 2019-20 academic year, and in addition to its regular business of reviewing and approving committee applications, SGNC dealt with the following: • A request from the Alma Mater Society and the Society of Professional and Graduate Students that students wishing to sit on Senate committees and/or Senate be fee-paying members of their respective student society; • That revised Senate agenda order of business be permanently adopted; • That the Senate Rules of Order regarding faculty members’ eligibility to sit as faculty senators be amended to indicate that individuals holding an appointment at the level of Associate Dean or above not be eligible to serve as a faculty senator or faculty member of a Senate committee; • Proposals that minor amendments be made to the terms of reference of the Senate Committee on Academic Procedures, the Senate Agenda and Summer Action Committee, and the Senate Educational Equity Committee; • Review and analysis of the SOARB Governance Review Working Group’s final report; • The start time of Senate meetings; • Review of Senate committee and application forms; • Results from the 2018-19 Senate Effectiveness Survey and the administration of the 2019-20 iteration of the same; and • Results from the administration of an Equity Census to Senate in Fall 2019.
Page 53 of 102 ITEM: Senate Governance and Nominating Committee
Standing Committee Chair Report to Senate
Committee: Senate Governance and Nominating Committee Date of Meeting(s): 9/10/2020
Announcements:
none
Discussion:
Members continued discussion, with invited guest S. Simpson, regarding the need to ensure that Senate committee applications provide the ability for candidates from diverse backgrounds to demonstrate their achievements and potential and agreed to revise the forms as well as enhance the application website by providing additional resources for applicants.
Members reviewed the results of the 2019/20 Senate Effectiveness Survey, conducted in the spring and agreed to submit the report to Senate.
Members discussed the best ways to ensure that Senate meetings are as accessible and inclusive as possible. At this time, the members do not recommend a change in the start time for Senate meetings but will continue to review the matter, and investigate technology options. For now, all Senate meetings will remain on the Zoom platform.
Decisions:
Members approved the nominations report.
Sincerely, L. Daneshmend, Chair of the Governance and Nominating Committee
Members J. Aman S. Arniel D. Borschneck B. Crow J. Davies P. Deane J. den Otter J. Hutchinson J. Shurr
Page 54 of 102 ITEM: Senate Committee on Scholarships and Student Aid
Senate Committee on Scholarships and Student Aid: Report to Senate for 2019-20
Mandate of the Senate Committee on Scholarships and Student Aid (SCSSA):
To recommend to the Senate, University policy governing undergraduate and graduate fellowships, scholarships, medals, prizes, bursaries, loans and other forms of student aid;
To approve the establishment of fellowships, scholarships, medals and prizes and provide a report, at least annually, to Senate.
To award, either directly or by delegation of power to Faculties and Schools, fellowships, scholarships, medals and prizes, including entrance scholarships, and to report on these awards to the Senate;
To review annually the awards of bursaries, loans and other forms of financial aid to students.
1. Policy Development/Revision
A temporary Renewable Awards policy for 2019-20 was passed by the Senate Committee on Scholarships and Student Aid in response to the Academic adjustments that were made for the Winter 2020 term due the COVID-19 pandemic.
2. New, Revised and Discontinued fellowships, scholarships, awards, bursaries, medals, and prizes
This constituted the majority of the committee’s work in 2019-20. The committee reviewed and approved 59 new awards1, 43 revised awards and were notified that 8 awards were discontinued.
Year over year comparison of the number of new, revised and discontinued Awards that were reviewed by the SCSSA.
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
New Awards 58 53 75 60 54 73 45 59
Revised
43 41 67 35 37 35 44 43 Awards Discontinued 8 9 7 14 12 15 13 8 Awards
1 The term “awards” used in this context is a generic term to refer to fellowships, scholarships, awards, bursaries, medals and prizes.
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3. Other work of the Committee
The Summer Work Experience Program (SWEP) subcommittee adjudicated 270 applications requesting approximately $1,500,000 in funding. The committee approved applications for 160 positions for the budget of $900,000. The Scholarship selection subcommittee adjudicated 6 cross-faculty scholarships and awards for in- course students that required a separate application.
SCSSA Membership for 2019-20
Name Department Student/Faculty Staff Status T. Alm Office of the University Registrar, Associate University Registrar, Ex Officio Student Awards Student Awards G. Campbell Queen's University Libraries Faculty Elected F. Kedwan School of Computing, Faculty of Student - SGPS Elected Arts and Science I. Natalwalla Smith School of Business Student - AMS Elected P. Oosthuizen Mechanical Engineering. Faculty Faculty Elected of Engineering and Applied Science C. Steer School of Graduate Studies Staff Elected A. Troiani School of Nursing Student - AMS Elected A. Wu Mechanical Engineering. Faculty Faculty Elected of Engineering and Applied Science
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Appendix A Lists of New, Revised and Discontinued Awards reviewed by Senate Committee on Scholarships and Student Aid in 2019-20
Calendar Terms for all awards are listed on the following websites:
Awards administered by the Student Awards Office: All Undergraduate, Law, Medicine, Smith School of Business awards, and Graduate awards based on demonstrated financial need: http://www.queensu.ca/studentawards/award-list/alphabetical-listing
Awards administered by the School of Graduate Studies: Graduate fellowships, scholarships and other awards: http://www.queensu.ca/sgs/graduate-calendar/awards-and-financial-assistance
New Awards 1. 1968 Golden Gaels Football Team Award 2. Alarie-Nielson Engineering Award 3. Claire Bailey Scholarship for Language and Literacy 4. Gordon Bell Fellowship in Transformative Mining 5. Robert and June Brayshaw Scholarship 6. Andrew Calder Men's Volleyball Athletic Award 7. Claude Chapdelaine Bursary for Mature Women (Ban Righ) 8. Cheesewright Family Award 9. Adam Chowaniec Memorial Awards 10. CIBC Indigenous renewable Admission Bursary 11. CMA Foundation COVID-19 Support for Medical Learners Bursary – Medical Students 12. CMA Foundation COVID-19 Support for Medical Learners Bursary – Residents 13. Julia (Gamella) David Admission Award 14. Roxy Denniston-Stewart Memorial Bursary 15. Dunin-Deshpande Bursary 16. Hugh Evans Graduate Award in Physics 17. Hugh Evans Physics Award 18. Hugh Evans Physics Scholarship 19. Frances M. Fodey Memorial Award 20. Cecil Allan Fraser Bursary 21. Gudewill Athletic Bursary 22. David Gunn Admission Award 23. Mr. & Mrs. J. H. Hansuld Bursary 24. Eric Hoaken Memorial Bursary in Law 25. Iranian Student Memorial Scholarship 26. Konrad Group Digital Innovation Scholarship 27. Konrad Group Women in Technology Scholarship
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28. Heather Laurell Burles Bursary 29. Lori Selkirk Lord Admission Award in Nursing 30. Lori Selkirk Lord Award in Nursing 31. Lucas Family Graduate Fellowship 32. Neil and Jean Lund Award 33. Suzan Major Memorial Scholarship 34. Jo-anne Marr Nursing Admission Award 35. McCall MacBain Foundation Fund 36. Richard McCreary Admission Bursary 37. Christine Morin Fellowship 38. Outreach Scholarship for Higher Education 39. Pickles Family Scholarship 40. Prism Scholarship for Master of Industrial Relations 41. Promise Scholars Award 42. PwC Diversity and Inclusion Bursary 43. PwC Diversity and Inclusion Scholarship 44. Queen’s School of Computing 50th Anniversary Award 45. Queen's Emergency Bursary 46. Kevin Gordon Rankin Memorial Graduate Award 47. Sean Rhoads Graduate Award 48. School of Rehabilitation Therapy Graduate Bursary 49. Paul Semple Memorial Fellowship 50. Stevenson Bursary 51. John and Helen Straiton Bursary 52. Barbara Thornton Bursary 53. Kim van Steenbergen (Nursing 1978) Award 54. Vancouver Admission Scholarship 55. Vandewater Family Commerce Admission Bursary 56. David Weegar Bursary in Commerce 57. Ineke and Henk Wevers Bursay 58. Ollan White Award 59. Neil Yorke-Slader & Nepean All-City Jazz Bursary
Revised Awards 1. 1963 & 1964 Football Team Award 2. Alumni Advisory Committee Scholarship 3. Arts 1915 Scholarship 4. David Atherton Engineering Physics Award 5. David Atherton Engineering Physics Design Award 6. Alfred Bader Scholarship in Art History 7. Alfred Bader Scholarship in Chemistry 8. Alfred Bader Scholarship in Jewish Studies 9. Manley B. Baker Scholarship 10. William Coombs Baker Memorial Scholarship
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11. Flossie May Bogart Scholarship 12. James & Mary Young Allardyce Brough Award 13. Catherine Brown Scholarship in History 14. Phyllis M. Camm Memorial Scholarship 15. Canadian Medical Association 150 Anniversary Bursary 16. James Cappon Memorial Scholarship in English 17. Senator Frank Carrel Fellowships 18. William I. Chisholm Scholarship in Biology 19. Commerce 1984 Memorial Bursary 20. Commerce 1993 Admission Award 21. G. Joseph Cooper Scholarship 22. Margaret Craig Scholarship in Fine Art 23. Jennie S. Cramm Scholarship 24. W. H. Cramm Scholarship 25. Ruth E. Crummy Scholarship 26. Dean's Special Awards/Dean's Award of Excellence 27. Empire Life Public Health Sciences Fellowships 28. Executive MBA Americas Scholarship 29. Executive MBA Scholarship 30. Governor General Silver Medal 31. Languages, Literatures and Cultures Scholarship 32. Philips Macdonnell Memorial Award 33. Master of Finance-Beijing Scholarship 34. Master of Finance-Toronto Scholarship 35. Master of Management Analytics Scholarship 36. Norma Nugent Graduate Award 37. Anne Gertrude O’Farrell Bursary 38. Ontario Professional Engineers Foundation for Education Scholarships 39. Herbert and Stella Overton Award in Drama 40. Morrison and Hilary Renfrew Award 41. Nancy Simpson Scholarship in Genetics 42. Laura Jane Sparks Athletic Award 43. Marion and Arthur Wonnacott Scholarship
Discontinued Awards 1. 1960's Chemistry Scholarship 2. BISC Experiential Learning Award 3. Cassels Brock & Blackwell Award in Constitutional Law 4. Crossroads Bursary 5. Birch Hill Equity Partners Award 6. Osler, Hoskin & Harcourt LLP Scholarship 7. University Entrance Scholarship in Law 8. Kim van Steenbergen (Nursing 1978) Award
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Page 59 of 102 ITEM: Senate Orientation Activities Review Board
Senate Orientation Activities Review Board Annual Report – 2019-20
The Senate Orientation Activities Review Board’s mandate includes:
1. Setting general policies for Orientation, and leaving it to the Orientation Roundtable (ORT) Committee, the Faculty Deans or designates, Faculty Society Presidents or equivalents, and student-led Orientation committees to execute those policies; and 2. Observing Orientation and monitoring how policies were carried out then reporting back to the Faculties and to Senate.
Without restricting the generality of the foregoing, the responsibilities of SOARB include the authority to: • Recommend to Senate policies for Orientation and to approve procedures developed to implement these policies. Propose modifications to existing policies and practices, and/or new initiatives as appropriate; • Monitor and report on Orientation planning and execution; • Withdraw any approvals where commitments, or understandings given at the time of approval, have not been met or are unlikely to be met; • Order the termination of unsafe or unauthorized activities or events as elements of any Queen's Orientation program.
In the 2019-20 academic year, SOARB dealt with the following: • Regular updates from the AMS’ Orientation Roundtable (ORT) and Student Affairs’ Student Experience Office (SEO) regarding Orientation planning and execution; • Reports from all units/groups that run Orientation activities on the execution of their 2019 Orientation plans; • Review of feedback on Orientation 2019 received from members of the Queen’s and Kingston communities; • Review of data from the Orientation 2019 survey; • An update from Risk and Safety Services regarding event sanctioning forms; • A review of the practice of administering “standards exams” during Orientation; • Delivery of the final Orientation 2019 report to Senate; and • Development of a SOARB Orientation EDII Working Group.
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ITEM: Provost's Advisory Committee for the Promotion of the Arts
Provost’s Advisory Committee for the Promotion of the Arts 2020-2021 Annual Report
Report to Senate – Meeting of September 29, 2020
The Provost’s Advisory Committee for the Promotion of the Arts (PACPA) has continued to publicize annually, and to receive and adjudicate proposals for the Brockington Visitorship (Brockington), the Chancellor Dunning Trust Visitorship (Dunning), the George Taylor Richardson Memorial Fund (GTR) and the Robert Sutherland Visitorship (Sutherland). The committee also continued to oversee the activities of the Rosen Lecture Series Subcommittee. For further information on PACPA, please visit the website for the Office of the Provost.
2020-2021 Adjudications PACPA met in May 2019 to adjudicate the applications received for the Brockington, Dunning, GTR and Sutherland. Annual income generated from the endowment funds for 2019-20 plus carry forwards were:
• Brockington $16,777.16 ($8,737.24 B/F + $8,039.92 annual income) • Dunning $24,310.64 ($3,878.70 B/F + $20,547.75 annual income) • GTR $62,899.38 ($896.65 B/F + $62,002.73 annual income) • Sutherland $4,518.86 ($47.01 B/F + $4,565.87 annual income)
In total, 17 applications were received: 2 Brockington, 3 Dunning, 10 GTR and 2 Sutherland. All applications received partial funding. Details of all the recipient awarded funding is attached as Appendix A.
Rosen Lecture Series Subcommittee
In 1991, Mr. Irving Rosen and Mrs. Regina Rosen (Arts 1980) endowed a permanent lecture series in Jewish Studies at Queen's University. The purpose of the series is to enable the wider community to better understand the living and vital tradition of Judaism, its relationship to other religious traditions, its role in the development of contemporary civilizations, and to explore the historical role played by Jews and Jewish thought.
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In 2019, the Irving and Regina Rosen Public Lecture Series presented “Arguing with God: A Jewish Tradition” by Dr. William Morrow (School of Religion, Queen’s University). This lecture was held on November 5, 2019 at the University Club.
For further information on the Irving and Regina Rosen Public Lecture Series, please contact Jewish Studies.
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ITEM: Provost's Advisory Committee for theAppendix Promotion A of the Arts
2020-2021
Brockington Visitorship Name of Event/Visitor Name of Applicant(s) Funds Received Dean Burry, Colleen Renihan, Mitchell Marcus & the Musical Stage Greg Wanless (Dan School of $6,200.00 Company (Expanded Use) Drama and Music) Sunny Kerr (Agnes Etherington Nadia Lichtig (Public Lecture) $5,000.00 Art Centre) Total $11,200.00
Chancellor Dunning Trust Visitorship Name of Event/Visitor Name of Applicant Funds Received “This is Our Reconciliation”: A Night Professors Bertrand and Vena of Dancing and Dialogue with Virago $13,000.00 (Film and Media) Nation (Expanded Use) Dr. Silvia Federici (Public Lecture) Emily Pelstring (Film & Media) $5,000.00 Sunny Kerr (Agnes Etherington Josèfa Ntjam (Public Lecture) $5,000.00 Art Centre) Total $23,000.00
Robert Sutherland Visitorship Name of Event/Visitor Name of Applicant Funds Received Meena Krishnamurthy Juliet Hooker $1,750.00 (Philosophy) Richard Fung Scott MacKenzie (Film & Media) $2,768.00 Total $4,518.00
George Taylor Richardson Memorial Fund Title of Project Name of Applicant Funds Received “Spellbound” Program at Emily Pelstring (Film & Media)
The Witch Institute $8,000.00
Art Carina Magazzeni (Union Second Sight: Annie Briard $4,000.00 Gallery)
$4,399.00 Kingston Canadian Film Blaine Allan (Film & Media) Festival 2021
Film
3
Page 63 of 102
ITEM: Provost's Advisory Committee for theAppendix Promotion A of the Arts
George Taylor Richardson Memorial Fund Title of Project Name of Applicant Funds Received
David Strong (Faculty of Cantabile Choirs Engineering and Applied $1,000.00 Science) Expanding the Isabel’s Tricia Baldwin (Isabel Bader Presentation of Top Tier $10,000.00 Centre for the Performing Arts) International Artists
Music Faculty Artist Series Concert Peter Freeman (Dan School of by the Quasar Saxophone $2,000.00 Drama & Music) Quartet Piano recitals by two pianists Ireneus Zuk (Dan School of $4,000.00 in PianoFest 14 Drama & Music) Watershed Festival of Music Dean Burry & Greg Wanless Theatre – Lancashire Lass by $12,000.00 (Dan School of Drama & Music) Leslie Arden World Artist Concerts: Buffy Tricia Baldwin (Isabel Bader
e Sainte-Marie and Sadaf Centre for the Performing Arts) $10,000.00
lti - Amini
Mu Drift: Art and Dark Matter Sunny Kerr (Agnes Etherington Disciplin Art Centre) $7,500.00 Total $62,899.00
4
Page 64 of 102 ITEM: Non-Academic Misconduct Subcommittee
Report from the Non-Academic Misconduct Subcommittee
Date of Meetings: June 18, 2020 & September 14, 2020
Overview: On September 14, the Subcommittee held its first meeting of the academic year and welcomed new members Jeff Downie and Eric Flowers, who were appointed by the Senate. Kanonhsyonne Janice Hill (Associate Vice-Principal, Indigenous Initiatives and Reconciliation), and Stephanie Simpson (Associate Vice-Principal, Human Rights, Equity, and Inclusion) joined as special guests.
Announcements: The Provost provided an update on the Sexual Violence Policy consultation which opened in July. Feedback from the community is due by October 1. Feedback received from the consultation process will be reviewed by the Sexual Violence Prevention and Response Task Force and Senior Leadership Team in October. Subsequent amendments to the Sexual Violence Policy will be presented for approval at special meetings of the Subcommittee and Audit and Risk Committee on November 4 and 12, respectively. The Board of Trustees will have final approval on December 4. A member of the Subcommittee raised concerns that the Subcommittee Chair and Vice-Chair are both members of the Board of Trustees, while the Committee is comprised of both Trustees and Senators. The Subcommittee’s composition calls for the Chair to be an external Trustee and do not contain a provision regarding who shall be a Vice-Chair. This matter was discussed by the Board’s Governance and Nominating Committee, which concluded that the Subcommittee is not a joint Board-Senate committee such as the Queen’s University Board- Senate Advisory Committee; rather, it is a standing subcommittee of the Board that has three representatives from the Senate. As such, it was the view of the Governance and Nominating Committee that both the Subcommittee Chair and Vice-Chair should be Trustees.
Discussion: Members received and reviewed the following reports: o Non-Academic Misconduct Annual Report Annual Report: May 1, 2019 – April 30, 2020 o University Student Appeals Board (USAB) Semi-Annual Report (February 1, 2020 to August 31, 2020) Members reviewed the above-listed reports for the purposes of identifying trends, issues, risks, and initiatives related to student non-academic misconduct. The reporting timeline for the Non-Academic Misconduct (NAM) Annual Report was modified to align with the reporting timeline for sexual violence. The alignment will improve overall analysis of related policies and campus trends. Members discussed amendments to the Student Code of Conduct at length. These discussions included revisiting the Code with a specific lens on racism and systemic racism, both on and off campus, housekeeping amendments, and appeal revisions.
Page 65 of 102 ITEM: Non-Academic Misconduct Subcommittee
NAMSC will hold a special meeting on November 4 to review and recommend amendments to the Sexual Violence Policy and Student Code of Conduct to the Audit and Risk Committee. The next regular meeting of the Subcommittee will be February 19, 2021.
Kelley McKinnon (Chair)
Membership M. Delorme (Vice-Chair) P. Deane (Ex Officio) M. Green (Ex Officio) L. Hood (Ex Officio) S. Bennett-Dwara D. Bruce J. Downie E. Flowers L. Daneshmend
Page 66 of 102 ITEM: David Sharpe Professorship in Indigenous Law
Senate Committee on Academic Development Report to Senate – September 14, 2020
Proposal to Establish the David Sharpe Professorship in Indigenous Law, Faculty of Law
Introduction Due to a scheduling anomaly between the Senate and the Board of Trustees, the Senate Committee on Academic Development (SCAD) was asked to electronically consider the proposal to establish the David Sharpe Professorship in Indigenous Law and then participate in an e-vote between September 10th to 14th. Members of SCAD were provided with the academic terms of reference and a due diligence letter signed by the Vice-Principal (Advancement).
Analysis and Discussion The following should be noted: • The proposed expendable funded David Sharpe Professorship in Indigenous Law will be established by a combination of funds from a donor and the Faculty of Law. In close collaboration between the donor and the Faculty, a fundraising campaign will be launched with the view of raising enough funds to endow the Professorship; • The primary goals of the Professorship are to advance the principles of indigeneity and reconciliation and to provide leadership for the Faculty of Law as it aspires to become a centre for excellence in teaching and research on Indigenous legal issues; • Establishment of the Professorship will help to attract and support Indigenous scholars and lay the foundations for further development in Indigenous Law; • The proposal is fully consistent with the University’s objectives regarding indigeneity and reconciliation articulated in Yakwanastahentéha Aankenjigemi -- Extending the Rafters: Truth and Reconciliation Commission Task Force Final Report.
. . . 2
Page 67 of 102 ITEM: David Sharpe Professorship in Indigenous Law
Page 2
Motion That the Senate approve the establishment of the David Sharpe Professorship in Indigenous Law, Faculty of Law, subject to ratification by the Board of Trustees.
Respectfully submitted,
J. Pierce, Chair, Senate Committee on Academic Development
Committee Members: J. Almost, School of Nursing A. Kysela, Department of Family Medicine C. Cline, Department of Philosophy C. Keates, Career Services R. Egan, Faculty of Health Sciences K. Klupt, AMS Student Member D. Hunter, Department of Public Health D. Niddam-Dent, AMS Student Member Sciences L. Yahia, PhD Candidate, Faculty of Education
Page 68 of 102 ITEM: David Sharpe Professorship in Indigenous Law
ACADEMIC TERMS OF REFERENCE PROFESSORSHIP IN INDIGENOUS LAW
1. TITLE • Type of proposal: Expendable Term Professorship • Proposed name of the Chair/Professorship and area(s) of academic endeavor: David Sharpe Professorship in Indigenous Law • Host department/faculty: Faculty of Law • Term of appointment: Five years
2. ACADEMIC INFORMATION • Responsibilities of the Chair/Professorship [including but not limited to]
o Research: . To engage in research producing innovative scholarship in the area of Indigenous legal studies broadly defined, which may include but is not limited to: legal traditions, laws, and systems of governance of particular Indigenous peoples; Canadian laws relating to Aboriginal and Treaty rights; and international legal norms relating to Indigenous peoples. . To provide intellectual leadership within the Faculty of Law in the development of new programs and activities that advance research and scholarship in the area of Indigenous legal studies, including workshops, guest lectures, and conferences. . To provide intellectual leadership for research initiatives that will attract external funding to support research, learning, and teaching in the area of Indigenous legal studies. . To work collaboratively with researchers in other units within the University working on Indigenous issues to advance the position of the University as a centre for research excellence on matters relating to Indigenous peoples. . To assist in the development of relationships with Indigenous communities that may lead to research partnerships or collaborations.
o Teaching and Graduate Supervision: . To foster and support the education, supervision, and mentorship of students in the J.D., LL.M, and Ph.D programs, with a particular emphasis on Indigenous legal studies. . To teach general courses in the J.D. program, which may include mandatory first-year courses, where appropriate. . To teach specialized advanced J.D. and graduate-level seminars that may relate to or include Indigenous legal studies.
Page 69 of 102 ITEM: David Sharpe Professorship in Indigenous Law
. To provide supervision and research collaboration opportunities for graduate students and, where appropriate, post-doctoral fellows, especially in the area of Indigenous legal studies. . To play a leadership role in the development of the curriculum so that it includes the teaching of Indigenous legal issues in a manner that honours the spirit of call-to-action no. 28 of the Truth and Reconciliation Commission of Canada. . To explore the possibility of involving members of Indigenous communities, for example Indigenous leaders or elders, in the delivery of the curriculum.
• Identify how the Chair/Professorship will contribute to the goals of the academic unit and the university: The Faculty of Law is committed to the ideals of equity, diversity, inclusion, and indigeneity. It is also committed to the ideal of reconciliation. It therefore has a responsibility to ensure that its educational and research environment welcomes and includes Indigenous students, researchers, faculty members, and staff, and that Indigenous interests, perspectives, traditions, and approaches to knowledge are respected and form an integral part of its educational and research activities. The ideal of reconciliation is not only a moral or political one, but it has emerged as a legal and constitutional principle in Canada. Indigenous legal perspectives must inform how law schools approach their responsibilities in terms of both legal education and legal scholarship.
Although the number of Indigenous students in the law school has increased in recent years, and although a number of faculty members engage in research and scholarship on Indigenous legal issues, to advance its objectives in terms of the ideals of indigeneity and reconciliation, and to do so in a manner that meets the high levels of teaching and research excellence for which the law school is known, it is important for the law school to have Indigenous scholars within its faculty. The law school’s ability to attract excellent candidates will be enhanced considerably if it can demonstrate a serious commitment to the field of Indigenous legal studies—and establishing the David Sharpe Professorship in Indigenous Law will do that.
The Faculty of Law does not wish simply to meet the minimum expectations for law schools set by call no. 28 of the Truth and Reconciliation Commission of Canada – that is, the call for law schools to teach all students certain subjects relating to Indigenous peoples and Aboriginal rights – but rather it aspires to become a centre for excellence in teaching and research on Indigenous legal issues so that it can play a leadership role in the project of reconciliation that will re-define Canada and Canadian law in the years to come. The Faculty is therefore committed to hiring Indigenous faculty members, and it seeks to build its capacity in this respect by attracting a prominent Indigenous legal scholar capable of laying the foundations for further developments in this area. The Faculty of Law considers its objectives in this respect to be fully consistent with the University’s objectives regarding indigeneity and reconciliation articulated in Yakwanastahentéha Aankenjigemi -- Extending the Rafters: Truth and Reconciliation Commission Task Force Final Report.
• Indicate if candidates will be sought externally and/or internally. Provide rationale: Candidates will be sought externally to continue to build teaching and research strength in Indigenous law.
Page 70 of 102 ITEM: David Sharpe Professorship in Indigenous Law
• Identify interdisciplinary connections, if applicable: It is fair to say that the David Sharpe Professor of Indigenous Law will likely be in a position to work collaboratively with faculty members, both Indigenous and non-Indigenous, in other faculties within the University who teach and research in related fields. It may be appropriate to observe that rigid distinctions between fields of knowledge that still define the internal structure of universities today are often challenged by Indigenous perspectives that tend to approach problems using a more holistic intellectual framework for inquiry and understanding.
• Indicate if a selection committee will be required and who will Chair this committee: The Faculty Appointments Committee, chaired by the Dean.
• Disclosure of interuniversity or other external commitments: There would be an expectation that the David Sharpe Professor of Indigenous Law would be in a position to build upon the work already done in developing cooperative and productive relationships, in terms of teaching and research, between the Faculty of Law and local Indigenous communities, and that the Sharpe Professor would also be able to explore how relationships might be developed between the Faculty of Law and other Indigenous communities.
• Any other relevant academic information: None.
3. APPROVAL Proposals must be signed and dated to indicate department and/or faculty approval.
Faculty: Date: 01 September 2020
Page 71 of 102 ITEM: AI Cases Reviewed 2019/20
Senate Committee on Academic Procedures Report to Senate Number and Type of Academic Integrity Cases Reviewed During the 2019/2020 Academic Session (September 1, 2019 – August 31, 2020)
In accordance with its mandate under s. 10 of the Senate Policy on Student Appeals, Rights and Discipline, the Senate Committee on Academic Procedures (SCAP) is responsible for reviewing the procedural aspects of a recommendation(s) that a student be required to withdraw from the University or a recommendation(s) that a degree conferred by the University be rescinded. In reviewing a recommendation, SCAP shall satisfy itself that appropriate procedures have been followed and that the recommended withdrawal period is reasonable and in accordance with University standards.
During the academic session of September 1, 2019 to August 31, 2020 there were a total of six cases brought forward for consultation regarding the recommended requirement to withdraw penalty. In all cases, SCAP was satisfied that the recommended withdrawal period was consistent with established precedent at the University.
In one case, SCAP also endorsed the recommendation to require a student to withdraw for a specified period. SCAP satisfied itself that the appropriate procedures have been followed by the Faculty.
Respectfully submitted,
Stuart Pinchin Senate Committee on Academic Procedures September 2020
SCAP Membership 2019-2020 P. Oosthuizen, Faculty (Mechanical and Materials Engineering) R. Rouget, Faculty (French Studies) M. Othman (Biomedical and Molecular Sciences) R. Snowdon, Staff (Undergraduate Admissions) M. Ali Asif, A.M.S. B. Fickling, S.G.P.S. S. Pinchin, University Registrar (Interim) (ex officio) (Chair) David Bath, Official Observer, A.M.S. Commissioner of External Advocacy
Page 72 of 102 ITEM: Nominations Report
Senate Governance and Nominating Committee
Nominating Report – September 2020
Proposed Placements:
University Dispute Resolution Advisors Nick Bala Chair Term: September 1, 2020 – June 30, 2021 David Freedman Alternate Chair Term: September 1, 2020 – August 31, 2021
Harassment/Discrimination Complaint Board David Freedman Chair Term: September 1, 2020 – August 31, 2021 Nick Bala Alternate Chair Term: September 1, 2020 – June 30, 2021
Queen’s University Board Senate Advisory Committee Courtney Bannerman Chair Term: September 1, 2020 – August 31, 2021
Page 73 of 102 ITEM: Senate Effectiveness Survey - Report
Senate Governance and Nominating Committee September 2020
Senate Effectiveness Survey 2019/20
Background The Senate Effectiveness Survey has been administered by the University Secretariat since the 2014-15 academic year. The survey asks senators to respond to a series of quantitative and qualitative questions regarding various aspects of their Senate experience. Results are provided every fall to the Senate Governance and Nominating Committee for review.
On March 16, 2020, all senators received an email invitation to complete the survey. A reminder email was circulated on March 23 and the survey closed on March 27. However; also on March 16, as a result of the worldwide COVID-19 pandemic, faculty, staff, and students were informed that the Queen’s campus would be shut down to all but essential workers and that all learning would take place remotely for the remainder of the Winter term.
As of the survey’s closing date, only 15 responses had been received from senators. Later in the spring, once the initial disruption caused by the pandemic had settled, the decision was made to reissue the survey in an attempt to increase its response rate. While doing this, it was discovered that the online tool used to administer the initial survey would not permit it to be reopened, but required that a new, identical instance of the survey be created and sent to all senators. This was done in May 2020. Recipients of this email were advised that they should not complete the survey if they had already done so in March. It is important to note that, because the survey is administered anonymously, the Secretariat is not able to verify with certainty that one or more senators did not respond to both survey instances, however it is unlikely.
In total, 27 senators completed the survey for a response rate of 39%, which is generally in line with response rates in recent years. • 2019/20 – 39% • 2018/19 – 36% • 2017/18 – 40% • 2016/17 – 56% • 2015/16 – 50% • 2014/15 – 54%
Survey Results Orientation • 13 respondents attended an orientation session and feedback on content and execution was positive. Those who did not attend noted it was largely due to a lack of time or scheduling conflicts. A few respondents indicated that they had attended in previous years and chose to attend again to refresh their memory.
Page 74 of 102 ITEM: Senate Effectiveness Survey - Report
Senator Engagement • The majority of respondents indicated positive feedback to questions related to engagement in Senate meetings, knowledge of the mandate and work of standing committees, and opportunities to make meaningful contributions to Senate. • Responses regarding a sense of accomplishment at the conclusion of Senate meetings skewed to the neutral/negative end of the spectrum, with only eight of the 27 respondents indicating ‘high’ or ‘very high’. A similar response can be seen regarding the extent to which respondents’ skills and knowledge are valued by Senate, with eight respondents indicating their skills are highly valued, while the remaining respondents indicated an ‘adequate’, ‘low’ or ‘very low’ score. • The majority of respondents noted that their experience as a senator reflects their expectation of the role. Respondents noted that they were not necessarily aware of the degree of responsibility of the committees of Senate; however, this does not seem to lead to greater engagement with committee work. This point is further explored later in the report.
Senate Logistics • Respondents commented positively on the Secretariat’s Governance Portal and website, which they found quite helpful when accessing agendas and other documents, and when looking for information on Senate. • Most respondents indicated agreement that the frequency and overall length of Senate meetings are appropriate, with only five indicating that ‘more regular’ meetings are required.
Senator Participation, Openness, and Barriers • The majority of respondents were ‘extremely’ or ‘somewhat’ comfortable expressing their views at meetings. Some noted that speaking for the first time can be intimidating, but that asking questions or sharing their views becomes easier with time. • Comments regarding Senate’s new chair and his management of Senate meetings were very positive. Respondents noted that “he is very eloquent and welcoming and manages discussions admirably”. • The majority of respondents indicated that they felt senators with dissenting points of view were given appropriate opportunity to express these views, and that senators who seek more information are given sufficient opportunity to acquire it at meetings. An alternate view, however, can be seen with comments such as “an overly strict view of the jurisdiction of Senate is being taken” and “I sometimes disagree with the decision to exclude material from the agenda”, which, while not common, was expressed by more than one respondent. Student senators echo this perspective, noting that there is an “imbalance of number of student senators to faculty Senators” and “senate committees could sometimes do a better job at student consultations”. • Some respondents expressed concern with the length and detail of Senate submissions, indicating that they are unable to properly assess the viability of proposals for new academic program, for example, as they lack the necessary knowledge to evaluate the details included in the proposal. • As in previous years, there were concerns voiced about perceived power imbalances among senators, with some Senators uncomfortable speaking up in the presence of the university’s senior administration.
Senate Committee Involvement • 12 respondents indicated they were members of a Senate standing committee. • When those who indicated they were not part of a committee were asked to explain their choice, some indicated that they had been on one in prior years and others noted a lack of time to devote to this additional service. • Respondents who are, or have been, on a committee indicated that their experiences were positive. The work of committees, in the words of one member, “gives me a greater idea of the depth of the complexities behind some of the matters considered by Senate”. • 17 respondents indicated the belief that the balance of work done by Senate and committees was ‘well- distributed’.
Page 75 of 102 ITEM: Senate Effectiveness Survey - Report
• 15 respondents expressed that they were ‘usually’ or ‘always’ confident that the reports and motions brought forward by committees were well-researched, with the remaining 10 only ‘somewhat’ or ‘occasionally’ confident. Respondents noted that they had to trust the work done by committee members and that, on occasion, more thorough consultations could have taken place before the items were brought to Senate. This echoes the concerns raised about the length of the Senate submissions and the ability to fully evaluate the items being brought forward.
General Comments One respondent aptly states the sometimes difficult position in which Senators find themselves as follows:
On one hand, a body as large as Senate has difficulty delving deeply into issues - committees are good at this work. On the other, committees often lack a good balance of voices, and can produce recommendations that Senate has trouble analyzing. It is a difficult balance to strike.
This theme is one which has been discussed at length by the Senate Governance and Nominating Committee, and one which they continue to address as they work to fill committee vacancies and ensure attention to diversity of committee membership. The time pressures noted by Senators not serving on committees is another area of concern, as there are a number of positions which can only be filled by Senators, limiting the pool of candidates to populate Senate’s committees. Another facet of this issue is illustrated by the fact that Senators who have served on committees tend to rate their overall Senate experience as more positive and engaging. So, there appears to be a clear benefit of Senate service that includes committee work, yet Senators are often reluctant to take on this additional responsibility.
Next Steps The results of the survey will be reviewed by the Senate Governance and Nominating Committee in detail, and any action taken to address Senate’s effectiveness and operations will be discussed at upcoming Senate meetings before being acted upon.
Page 76 of 102 ITEM: Orientation Week Policy Manual - Amendment
Senate Orientation Activities Review Board SOARB Orientation Week Policy Manual – Proposed Amendment
September 2020
Background Senate originally approved the Orientation Week Policy Manual in 2014. The Manual has since been revised a number of times in order to ensure its relevancy as Orientation at Queen’s continues to evolve.
SOARB members have again reviewed the Manual and are now requesting that Senate approve the proposed amendment to replace the time limit on SOARB’s ability to implement probationary periods to more accurately reflect the nature, duration, and extensiveness of SOARB’s consultation process.1
Analysis and Discussion Probationary periods exist to enable SOARB to increase oversight of Orientations that have demonstrated:
- gross misconduct, such as, but not limited to, hazing - a lack of Orientation Executive control in planning or executing events, or a lack of due diligence to control unplanned activities that usurp planned, sanctioned activities. - behaviors that seriously threaten the student-run history and nature of Orientation Week - willful negligence in implementing SOARB recommendations
As it stands, the Policy Manual restricts SOARB from increasing oversight of Orientations in cases where SOARB becomes aware of occurrences such as gross misconduct including hazing, or willful negligence, because it became aware of such occurrences after the two post-Orientation SOARB meetings. SOARB is not aware of the original rationale for this time limit.
SOARB undertakes a consultation process after every Orientation, including a review of written submissions from campus partners and orientation groups, and conducts oral debriefs with each Orientation group. This is an extensive process that takes longer than two meetings. In fact, most Orientation groups have yet to have met with SOARB by SOARB’s second post-Orientation meeting. As the policy stands, SOARB is left unable to implement probationary sanctions in response to information learned during its consultation after the second meeting. Because of this limit, SOARB is also limited in its capacity to engage in consultation before implementing a probation.
Recommendation SOARB unanimously recommends that SOARB be granted the ability to impose a probationary period until the conclusion of its consultation process, marked each year by Senate’s acceptance of the annual SOARB Orientation Report.
SOARB makes no recommendation at this time to adjust the reason for which a probationary period is implemented, and as such, the bar required for a probation will remain unaffected.
1 See Senate Orientation Activities Review Board Orientation Week Policy Manual at 36 “Decisions to impose probation will be made within the first two post-Orientation Week meetings.”
Page 77 of 102 ITEM: Orientation Week Policy Manual - Amendment
SOARB is committed to a thorough review of the Senate Orientation Activities Review Board Orientation Week Policy Manual upon receipt of the SOARB Governance Review Working Group report.
Motion That the Orientation Week Policy Manual be amended as indicated in Appendix A of this report to permit the imposition of probationary status up to the end of the Senate Orientation Activities Review Board’s post-Orientation consultation process.
Appendix A Existing provision (pg. 36)
SOARB will meet at their earliest opportunity following Orientation week. Based on SOARB event review, and feedback from University and community partners, SOARB will decide, if necessary, to place a Faculty/School/Group on probation. Decisions to impose probation will be made within the first two post-Orientation Week meetings.
New provision
SOARB will meet at their earliest opportunity following Orientation week. Based on SOARB event review, and feedback from University and community partners, SOARB will decide, if necessary, to place a Faculty/School/Group on probation. Decisions to impose probation will be made before the conclusion of its annual review cycle, marked by Senate’s acceptance of the annual SOARB report. SOARB will strive to do so within one meeting of the relevant Faculty/School/Group’s debrief process. SOARB will endeavour to give faculty organizing groups reasonable time and opportunity to discuss any issues relating to the decision to impose probation before such a decision is taken by SOARB.
Page 78 of 102 ITEM: Research Report September, 2020
Senate Research Report September 29, 2020
Statement from Vice-Principal (Research)
During the university’s response to the COVID-19 pandemic, the continuity of research activity has been a key priority. In its state of emergency declarations, the Government of Ontario indicated the importance of research and research organizations as essential activity. To this end, the university deployed a strategy to prioritize the resumption of critical research activity, and in some cases be mobilized to support COVID-19 research and innovations. We should all be pleased with the thoroughness and thoughtfulness with which the research community responded, and I extend my thanks to colleagues, students, and staff across the university who supported what was the first stage of re-opening for the university. What we learned helped to inform the start-up of other activities on campus.
The central research planning activity has now shifted to prepare for contingencies that may require a scaling down of activity as the year progresses. We want to avoid a rapid, complete shutdown, and therefore are developing processes to allow us to slow activity if necessary, while maintaining research functions across the university. We also continue to closely monitor approvals related to human participant research, particularly in those instances involving vulnerable populations.
Research and Innovation Highlights
Over the past 6 months, the Vice-Principal (Research) portfolio has awarded more than $1 million in internal funding to its researchers. Through unique competitions such as Wicked Ideas, Queen's Research Opportunities Fund, and national programs like the SSHRC Institutional Grant (SIG), the internal funding is supporting researchers at all stages of their careers and across all disciplines – from discovering innovative solutions, to artistic production, and knowledge mobilization.
In addition the Vice-Principal (Research) announced two rounds of internal funding for 20 projects supporting medical and social coronavirus-related solutions through the SARS CoV-2/COVID-19 Rapid Response Research Opportunity.
Queen’s University welcomed two new and two renewed Canada Research Chairs as part of the Government of Canada’s recent $140 million of Canada Research Chairs announcement. • Ning Lu (Electrical and Computer Engineering), new CRC • Amber Simpson (School of Computing; Biomedical and Molecular Sciences) new CRC • Gregoire Webber (Faculty of Law), renewed CRC • Dylan Robinson (Faculty of Arts and Science), renewed CRC
2020 09 29 Vice-Principal (Research) Page 1 of 3
Page 79 of 102 ITEM: Research Report September, 2020
Four Queen’s University researchers have been elected to the Royal Society of Canada, one of the highest recognitions for Canadian academics in the arts, humanities, and the social and natural sciences. New Fellows of the Royal Society of Canada: • Nancy van Deusen (History) • Cathleen Crudden (Chemistry) New Members of the College of New Scholars, Artists and Scientists • Amy Latimer-Cheung (School of Kinesiology and Health Studies) • Awet Weldemichael (History)
The Canadian Cancer Trials Group, SNOLAB, and Canada’s National Design Network received more than $60 million in Major Science Initiatives (MSI) funding from the Canada Foundation for Innovation. • Canadian Cancer Trials Group $3,825,000 • SNOLAB $40,890,089 • Canada’s National Design Network $18,310,000
A total of seven Queen’s research projects are receiving funding from the New Frontiers in Research Fund (NFRF) 2019 Exploration competition, a program that fosters discovery and innovation by encouraging Canadian researchers to explore, take risks, and work with partners across disciplines and borders. Queen’s will receive $1.7 million of the $46.3 million in funding allocated to research projects across Canada.
The Centre for Advanced Computing is a lead partner in the Ontario Health Data Platform being established to assist researchers of COVID-19 to gain access to new data sets important in decision making related to the SARS-CoV-2 pandemic and Covid 19 health, economic and social strategies.
Dr. Steven Brooks received $1.2 million in funding to build a provincial database to track COVID- 19 patients. His project will develop a provincial registry of suspected and confirmed COVID-19 patients in emergency departments across Ontario, which will further contribute data to a national registry. The registry will support the development of clinical decision rules to improve screening procedures, diagnostic studies, therapeutics, and the selection of patients for discharge or admission.
New programs and services, delivered under the umbrella of the WE-CAN Project at Queen’s University, are inspiring and empowering existing and aspiring women entrepreneurs by providing them with tools, resources, expert mentors, networks and community building to expand existing businesses and to launch new ventures. Among numerous other activities, WE-CAN has launched the Compass North Accelerator that helps women-led technology companies grow; launched Kwe-Wiz brand via an awareness campaign targeting Indigenous entrepreneurs in Tyendinaga Mohawk Territory and the City of Kingston; launched the Rural Mentorship program for rural women entrepreneurs; and completed branding and resource hiring for the Hire Yourself program aimed at newcomer women entrepreneurs to Canada.
2020 09 29 Vice-Principal (Research) Page 2 of 3
Page 80 of 102 ITEM: Research Report September, 2020
Awards and Accolades
The Vice-Principal Research portfolio supports the institutional nomination process for major national and international awards. Since the last Board of Trustees meeting, faculty members have continued to be recognized for their accomplishments. Such recognition contributes to their professional development can be a distinguishing feature when applying for competitive research grants. Of particular mention are the following:
• Dr. Katherine McKittrick (Gender Studies) was inducted into the American Academy of Arts and Sciences as an International Honorary member in Class III, Social Sciences • Professor Kerry Rowe (Civil Engineering) was named a Distinguished Member of the American Society of Civil Engineers (ASCE) • Dr. Mark Green (Civil Engineering) has been named a Fellow of the American Concrete Institute • Dr. Chris Bowie (Psychology/Psychiatry) received the inaugural Mental Health Innovation Prize from Mental Health Research Canada and the Institute for Advancements in Mental Health • Dr. Jean Hutchinson (Geological Sciences and Geological Engineering) and Dr. Michael Cunningham (Chemical Engineering) were named Fellows of the Canadian Academy of Engineering • Dr. David LeBrun (Pathology & Molecular Medicine) was granted the William Boyd Lectureship from the Canadian Association of Pathologists • Professor. David Lyon (Sociology) received the Molson Prize • Dr. Ahmed Hassan (School of Computing) received the IEEE TSCE New Directions Award • Dr. Christopher Spencer (Geological Sciences and Geological Engineering) received the Young Scientist Award (Donath Medal) from the Geological Society of America • Dr. Lynda Colgan (Faculty of Education) was awarded the 2020 Natural Sciences and Engineering Research Council of Canada’s (NSERC) Science Promotion Award for individual achievement • Dr. Bhavin J. Shastri from Queen's University in Canada received the ICO-IUPAP Young Scientist Prize in optics 2020 “for his pioneering contributions to Neuromorphic Photonics”
2020 09 29 Vice-Principal (Research) Page 3 of 3
Page 81 of 102 ITEM: Faculty of Law - Faculty Board Report
Faculty Board Report to Senate Date of Senate Meeting: September 15, 2020
Faculty: Faculty of Law
Date of Meeting(s): 790th [March 13, 2020]; 791st [virtual, July 23-27, 2020]
Discussion:
• Coronavirus: Central Administration has just announced that all undergraduate classes were suspended for the upcoming week due to the coronavirus threat. All in person classes were suspended until the end of term. The Dean was investigating whether this mandate included Law students. The Dean will keep all faculty, staff and students informed of the decisions coming from the Central Administration that affected us. • Budget Update: The Dean gave a short presentation on the 2020-21 budget. The Faculty expects to have a $1.5M deficit in its operating budget.
Decisions: • Motion that the composition of Faculty Board be amended to reflect recently re-named administrative positions: Motion approved. • Motion that the 2021-2022 Faculty of Law Sessional Dates be adopted: Motion approved. • Motion to amend Queen’s Law Academic Integrity Policy to make it consistent with the new approach approved by Queen’s Senate by adding a “Intellectual Property” item to the list in Section 3 of the policy, ‘Departures from Academic Integrity’: Motion approved.
Sincerely,
Mark Walters, Dean, Faculty of Law
Michael Pratt, Chair, Faculty Board
Page 82 of 102 ITEM: Aboriginal Council of Queen's University - 2019 Annual Report
Aboriginal Council of Queen’s University
Annual Report 2019
Report prepared by the Office of Indigenous Initiatives May 2020
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Introduction
The Aboriginal Council of Queen’s University (ACQU) provides advice to the university with respect to Indigenous issues and Indigenous student matters. Council is mandated to continuously be involved in all decisions affecting Indigenous programs, services, faculty and students at Queen’s.
Aboriginal Council membership consists of representatives from the surrounding community, university and student groups on campus. Aboriginal Caucus meets in advance of each Council meeting, this is an opportunity for Indigenous Council members to meet with the Community Co-Chair who Chairs Caucus meetings to discuss any issues, concerns or topics that require further consideration. The Community Co-Chair then presents these issues to Council on behalf of Caucus.
Meetings take place 3 times per year, beginning in early Winter, again in Spring at the end of the academic year and lastly, in the Fall at the beginning of the new academic year. 2019 Meetings at a Glance
January Meeting
Unfortunately, due to poor weather conditions, the January meeting was cancelled in 2019. All agenda items were moved to the Spring meeting.
April Meeting
Provost Tom Harris and Deputy Provost Teri Shearer were in attendance to share a report on behalf of the Office of the Provost and the Office of the Principal. Provost Harris re-affirmed his commitment to funding Indigenous initiatives and noted the university’s sound financial position for the upcoming academic year despite the OSAP changes announced.
Deputy Provost Shearer announced that a new drop in space and dedicated club space would become available, with a full announcement to be made public in the coming months. The dedicated space would support identified groups such as the Queen’s Muslim Student Association, Levana and the Queen’s Black Alumni Chapter. She also shared that an end of term BIPOC [what does BIPOC stand for?] social gathering would take place, an event organized by the BIPOC Working Group with support from the Equity Office.
Kanonhsyonne (Jan Hill) provided an update on the work of the Office of Indigenous Initiatives (OII). She shared that as of November 1st, 2018, she was appointed as the Associate Vice-Principal (Indigenous Initiatives and Reconciliation). Additionally, Kanonhsyonne stated that the four areas of focus for the OII were as follows: research, visibility, engagement & ongoing operations for the OII. She noted that the hiring process has begun for an additional Elder who will provide support to the broader university community.
Dr. Anne Godlewska shared a presentation on the Assessing Student Awareness of Indigenous Peoples project. This project resulted in a report that has been shared with Council and the Queen’s community. Major findings of the report were as follows: students who take Indigenous-focused courses are learning
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a great deal about Indigenous Peoples and histories, courses with some content leave students not fully understanding the history of Indigenous Peoples or the issues faced and about 15% of students would prefer that an Indigenous course be mandatory in their learning.
Other recommendations from the report included increased hiring of Indigenous faculty, provided curricula support for faculty and lastly require that each student complete a minimum of one Indigenous focused course during their time at Queen’s.
Lastly, a presentation was shared by the Smith School of Business on their current work in respect to the recommendations from the Queen’s Truth and Reconciliation Commission Final Report. They noted that an ad hoc committee has been created within the faculty to oversee and track reconciliation efforts. The four focus areas of the committee are as follows: student awards, research, curriculum and student experience.
October Meeting
University Co-Chair Ann Tierney spoke to the Chown Hall incident that took place over the Thanksgiving weekend. She spoke to the immediate response provided by Four Directions Indigenous Student Centre and applauded the staff for their quick response in supporting students.
She noted that the university would continue to work to provide a safe environment to foster discussions among students impacted by the incident. She thanked the students who led and organized a Solidarity March noting that it was very well attended by the university community.
Community Co-Chair Carol Ann Budd shared an update on behalf of Aboriginal Caucus noting that the Chown Hall incident was heavily discussed throughout the meeting. She shared that members felt they don’t have a voice and that those on campus continue to fear for a lack of safety.
Principal Deane attended his first Council meeting as Principal. He noted his excitement to return to Queen’s after being away for 9 years during what he calls the “Post-TRC Era”. The Principal spoke to the Chown Hall incident, he asked for input and advice from Council on ways to remedy the incident in a meaningful way.
Provost Harris also addressed the incident and shared his gratitude for the Queen’s staff members who have supported the students and he also spoke to the resiliency of the students impacted by the incident. He re-affirmed his commitment to the reconciliation work at Queen’s.
Kanonhsyonne (Jan Hill) shared an update on the upcoming initiatives and events coordinated by the Office of Indigenous Initiatives. She shared that Queen’s will be hosting the Stabilizing Indigenous Languages Symposium in June 2020. This event is in collaboration with the Faculty of Arts and Science, the Kingston Indigenous Language Nest and Tsi Tyonnheht Onkwawenna.
She also shared the dated for the 21st annual Indigenous Knowledge Symposium, an event presented in collaboration with the Kingston Frontenac Public Library and the Kingston Indigenous Language Next. The theme for 2019 was “Preserving Indigenous Languages for the Next 7 Generations”.
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Highlights shared included the beginning of an Indigenous Strategic Plan, work on the Office of Indigenous Initiatives website and a new initiative to create an Indigenous Elders Advisory Council. Additionally, she noted that a new Elder would be hired in the coming weeks and announced that Haley Cochrane, Indigenous Initiatives Coordinator has returned from maternity leave.
Dr. Gordon Smith, Vice-Dean of the Faculty of Arts and Science shared a presentation with Council on the newly released 5-year Strategic Plan. Some of the highlights from the plan include: 50 new initiatives such as the Faculty’s Equity, Diversity, Inclusion and Indigeneity Implementation Standing Committee, increasing Indigenous teaching and gathering spaces and addresses structural inequalities and barriers.
Patti Brinklow, community representative from Tyendinaga shared an update on the initiatives and work happening within the community in respect of education. She shared the different education programs available such as the immersion program and federally funded elementary school. She noted that issues faced by the community such as the lack of funding to support all students and the waitlist to receive funding for post-secondary education. She was happy to note that a new Education Director is being hired and that they are reviewing their policies to determine ways to stretch funding.
Lastly, Ann Tierney, University Co-Chair and Vice-Provost and Dean of Student Affairs provided an update on the Indigenous recruitment and enrolment. Ann stated that enrolment of self-identified Indigenous student has increased by approximately 16% since the previous year and that there was a 17% increase in students admitted under the Indigenous Admissions policy. Additionally, she confirmed that 2019 would be the first year for Queen’s to fully participates in the Aboriginal Post-Secondary Information Program (APSIP) which visits 110 schools and communities across Ontario and Quebec.
2019 Council Highlights
o The Terms of Reference continued to be reviewed by a sub-committee of Council. o The Indigenous Knowledge, Curriculum and Research Working Group assisted in overseeing the completion of the Welcoming Room in E-202 within Mac-Corry and the development of the Indigenous Studies Major. o A new scholarship was proposed by Council community member Laurel Claus-Johnson. The scholarship would be dedicated to funding Indigenous students who attend Queen’s.
2019 Gazette Stories & Media Advisories Featuring Indigenous staff, faculty, students, initiatives and events.
January A place of community
Examining Indigenous rights and the RCMP
Indigenous students to share worldwide wisdom
Inviting Indigenous voices into the classroom
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‘Polishing the chain’
February Ka’tarokkwi Festival of Indigenous Arts brings top artists to The Isabel
March Decolonizing Canada’s national game
April Professor Emeritus Tom Courchene finalist for book prize.
Making Health Sciences more inclusive for Indigenous students
Dialogue focuses on the importance of Indigenous research and engagement
Indigenous-led clean-energy projects could power reconciliation
May NSERC funding supports Indigenous educational outreach
Queen’s economist wins second Donner Prize
Interactive sessions focus on Calls to Action of the Truth and Reconciliation Commission
Integrating Western and Indigenous care
June Setting the stage for the artistic repatriation of Indigenous music
Home game: Rethinking Canada through Indigenous hockey
Media Advisory- Queen’s University honours unsung heroes with latest plinth unveiling
Making time for Learning
July Students explore global Indigenous histories and resilience
August Bringing the Queen’s and Indigenous communities together
A warm welcome for Indigenous students
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September Mentoring tomorrow’s Indigenous health experts
Bringing Indigenous stories to the stage October Media Advisory- Queen’s University hosts UC3 Forum: Innovating and Partnering for Climate Action Impact.
Supporting Indigenous student wellness
An Inuit approach to cancer care promotes self-determination and reconciliation
Media Advisory – New Queen’s University lecture series kicks off with transgender focused family doctor James Makokis
Stauffer Library marks 25th anniversary
Two-Spirit physician visits Queen’s to discuss decolonizing medicine
November Honorary degrees at Fall Convocation recognize key contributions
Forging a new path for medical students
Research @ Queen’s: Empowerment through revitalization
Media Advisory- Queen’s University welcomes The Right Honourable Paul Martin
Campus and community: November 2019
Rebuilding a Language
Queen’s shares yearly reports on equity, diversity, inclusion and indigeneity
December Queen’s Board of Trustees approves diversity statement
2020 Meetings Schedule
th o February 11 , 2020 th o May 5 , 2020
Queen’s University is situated on the territory of the Haudenosaunee and Anishinaabek. Ne Queen’s University e’tho nońwe nikanónhsote tsi nońwe ne Haudenosaunee tánon Anishinaabek tehatihsnónhsahere ne óhontsa. Gimaakwe Gchi-gkinoomaagegamig atemagad Naadowe miinwaa Anishinaabe aking.
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Page 88 of 102 ITEM: COVID Guidelines - Teaching and Learning
MEMORANDUM
Office of the Provost and Vice-Principal (Academic)
To: Lon Knox, University Secretary and Corporate Counsel From: John Pierce, Vice-Provost (Teaching and Learning) Copy: Karen Logan, Governance Officer for the Senate Date: September 11, 2020 Subject: Vice-Provost (Teaching and Learning) – Guidelines During COVID-19
The Vice-Provost (Teaching and Learning) portfolio has developed a series of guidelines to address the transition to a remote teaching and learning environment. The guidelines are intended to be a baseline for Faculties and Schools to further develop in accordance with their own unique needs and circumstances. The guidelines have been widely distributed and are available on the Office of the Provost and Vice-Principal (Academic) website.
Questions related to the guideline documents can be directed to [email protected].
Office of the Provost and Vice-Principal (Academic) Suite 353 Richardson Hall, Queen’s University Kingston, Ontario, Canada K7L 3N6
Telephone: 613-533-2020 Fax: 613-533-6263 Page 89 of 102 ITEM: COVID Guidelines - Teaching and Learning
Teaching During COVID-19
Guidelines for Academic Consideration in a Remote Learning Environment during COVID-19
The University’s Policy on Academic Consideration for Students in Extenuating Circumstances outlines how the University will respond to students who find themselves in a range of extenuating personal circumstances beyond their control that temporarily affect their ability to fulfill their academic obligations and requirements.
The remote learning environment creates new kinds of extenuating circumstances, specifically unforeseen “in-the-moment” technological and workspace-related disruptions. These should be accepted as consistent with the Policy’s principle of good faith: “…the University and instructors are requested to assume that student circumstances and documented requests for consideration are legitimate unless there is compelling evidence to suggest otherwise. Similarly, students are requested to assume that the University and instructors will provide academic considerations that are deemed to be in the best interest of the student, taking into account academic progress and essential academic requirements and standards.” Instructors are also requested to offer significant flexibility in their response to students given the unpredictability inherent in the remote learning environment.
This category of circumstances should be accepted through to 31 August 2021. Its applicability will be reviewed by the University in advance of the start of the 2021-22 academic year, in the context of the learning environment at that time and the pandemic.
Each Faculty/School has developed protocols to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances, and these remote-learning-specific circumstances should be responded to in accordance with Faculty/School procedures.
Examples of an unforeseen technological or workspace-related circumstance would include a hardware malfunction, an unexpected internet connectivity issue, power outage, fire alarm, unexpected need to care for children, etc. It is anticipated the circumstance would last less than three days, as defined under the Policy.
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Academic consideration would not be required to be provided for chronic technological difficulties or workspace disruptions, such as long-term hardware/ software failure, prolonged poor internet coverage, lack of planning or knowledge of program software/onQ, missing notifications/reminders, use of unsupported/out-of-date software, or other persistent technological challenges. Students are expected to plan ahead to ensure their successful learning in a remote environment. This includes preparing a private space for learning, studying and writing exams with no interruptions; ensuring that they have access to a computer with any required technologies and tools as well as any necessary hardware; and ensuring they have reliable internet service.
Students requiring financial assistance to plan and mitigate against chronic disruptions are encouraged to contact Student Awards for advice.
https://www.queensu.ca/studentawards/financial-aid/queens-financial-aid/general- bursary
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Teaching During COVID-19
Guidelines for Academic Accommodations and Accessibility
All students at Queen’s University have a right to equal access and equal opportunity to participate in the academic experience. This statement is particularly applicable for students with disabilities. It also applies universally, in recognizing the broad diversity of learner needs for successful access, participation, and equal opportunity.
Accommodation planning for remote teaching has the same goal as any other teaching context: ensuring equitable access for all. Students with disabilities, in particular, will continue to need academic accommodation in classes offered by remote instruction and/or online. However, the barriers students face are likely to be different or confounded (e.g., increased anxiety about change, ability to cope, uncertainty about accommodation when not in the usual learning environment etc.). The solutions we employ must be equally responsive and adaptable to this new environment. The following guidelines offer strategies for built-in and automatic accessibility, meeting a diversity of student needs. Further, they elaborate where particular strategies might address a targeted need for accommodation, given identified barriers specific to student disabilities.
Remote instruction is new for most instructors, and the guidelines also offer advice on how to design a course incorporating support for documented student accommodations. Keep in mind that while accommodations may require that the student complete an assessment in a different form or manner, the essential academic requirements of the course must be met, whether these requirements are expressed as learning outcomes, competencies, or other specifications on the course syllabus. In addition, principles of academic integrity continue to apply to assignments adapted to a student’s accommodation.
Select technologies with accessibility in mind
Technologies can both reduce barriers and contribute to them. When considering technologies for teaching, technologies must be reviewed for compliance with accessibility standards and compatibility with adaptive technologies. This is particularly important when considering third-party tools that are not institutionally supported. Once a technology is confirmed to broadly meet accessibility standards, an instructor should:
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• Limit the number of technological platforms/tools used for a course, judiciously restricting use to a select few tools that meet course needs
• Activate functions afforded by the tool that serve to increase accessibility (i.e. closed captioning, multiple forms of communication)
• Opt for asynchronous forms of engagement whenever possible (see Guiding Principles for Effective Synchronous Teaching)
• List selected course technologies in the syllabus and provide students with information on how they can receive support (i.e. access to support documentation, tutorials, and IT contacts)
• Ensure that any videos used for instruction are closed captioned; otherwise, provide a transcript of the video section required for instruction
Work with your students to understand their needs
It can be helpful to check in with students and work with them as partners in addressing their experiences in the course. Ask students to complete an introductory survey so that you can get to know a bit more about them. For example, if you have some flexibility with scheduling course activities, you’ll benefit from learning what time zone your students are in and when the majority plan to be active in the course. Talk to your students about accessibility, their needs, and explore together how to implement their accommodation. Clarify your role, their role, and the role of other units and supports across campus.
Offer guidance to students and communicate expectations
Prepare students as early as possible for remote instruction. Advanced knowledge of what to expect is the key to success by allowing students time to plan and put their supports in place, thus decreasing anxiety. Strategies include:
• Add a statement in the syllabus providing detail on the required/recommended resources and technologies students will need for successful engagement in the course
• Add a statement in the syllabus providing detail on the types of assessment that will be used in the course
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• Offer information, supports, and strategies that students can implement to be successful in a class offered by remote instruction (see Student Learning during COVID Pandemic: Preparing for Remote Learning)
Students with disabilities are expected to work with their QSAS advisor to identify potential barriers to their learning and jointly determine the arrangements or accommodations needed to meet their access needs. Students are also expected to communicate with their instructor and their QSAS advisor if their access needs are not met, even with these accommodations or arrangements.
Design and plan courses for accessibility
Incorporate considerations of accessibility into your process of (re)designing your course and planning for course delivery. Many of the above considerations can be readily addressed through a planning process that incorporates elements of accessible pedagogy and universal design for learning. This guideline connects to the next section of seeking support. Through the supports listed below, guidance is available to instructors through a variety of means.
Seek support
Success with academic accommodations and accessibility is a team effort. Instructors, students, and campus support units each play an integral role. The responsibility is never yours alone – supports are available. Suggested strategies include:
• Connect with Queen’s Student Accessibility Services (QSAS) for detailed supports and additional guidelines, such as the QSAS guidelines for arranging exam accommodations in remote and online instruction classes
• If you have questions about how to implement a student’s accommodation, contact the QSAS advisor named on the Letter of Accommodation for support
• Take a class/workshop and/or access resources provided by your Faculty/School and the CTL to support action on the above mentioned guidelines.
Campus Units Supporting Academic Accommodation and Accessibility
Queen’s Student Accessibility Services (QSAS)
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For students with disabilities, Queen’s Student Accessibility Services (QSAS) Advisors work with students to determine what barriers they are experiencing specific to their disability and what accommodations would equalize the learning environment for them. Students with accommodations must meet all the academic requirements and standards of their courses, however, it’s important to recognize that academic accommodations are put in place to equalize learning opportunities and access to the academic environment for students with disabilities.
Adaptive Technology Centre
The adaptive technology centre provides a range of services, specialized software, computers, and assistive devices for students with disabilities.
Accessibility Hub
The Accessibility Hub is a central online resource for accessibility at Queen’s. It serves as an online community for those seeking information on disability and accessibility issues on campus.
Equity and Human Rights Offices
The Equity Office works with other members of the Queen's community to ensure equity and accessibility is achieved throughout the University. The Human Rights Office is mandated to ensure the community’s needs in the area of human rights are being addressed adequately.
Library Services for Students with Disabilities
Queen’s University Library is committed to providing equal access to its services and collections. Library Services for Students with Disabilities (LSSD) assists students with disabilities with research skill development, library material retrieval, photocopy support and extended loan arrangements, as needed.
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Learning During COVID-19
Student Learning During COVID Pandemic: Preparing for Remote Learning
Remote and online learning is new for many students. For some, it is more accessible and presents a more enjoyable learning experience. For others, online learning may present different or confounded barriers to learning (e.g., increased anxiety about change, ability to cope, uncertainty about accommodation when not in the usual learning environment etc.). New strategies, supports, and possible solutions may be needed – these guidelines identify some actions you can take for accessible and accommodative learning.
Anticipate and be open to a different learning experience
Teaching remotely is a new experience for some instructors, in the same way that remote learning is new for many students. We are all in this together! It will take time for both instructors and students to become familiar with new routines and educational technologies.
Review the Syllabus
Early in the term, review the class syllabus carefully for any information specific to remote instruction and the types of assessments that will be used. Contact the instructor if you have any questions.
Prepare your space
Before the start of classes, prepare a private space for learning, studying and writing exams, with no interruptions. Visit the QSAS Covid-19 webpage for tips and strategies.
Prepare your technology
Before the start of classes, ensure that you have access to a computer with any required technologies and tools (e.g., web browser, meeting software, etc.) as well as necessary hardware (e.g., webcam, speakers/microphone, headphones). You’ll also need reliable internet service. Download (where appropriate), test, and become familiar with any technologies required for course engagement (e.g. onQ, Zoom, Microsoft Teams). Some tools, such as Examity, offer practice space for testing out technologies ahead of time.
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This is a great way to get more familiar and test out the technology before completing an assignment or exam. Finally, write down and keep at your desk the email address and/or phone number to call if you have technical or access issues while writing an online exam.
Prepare your schedule
Schedule time in your calendar for your coursework. Note any scheduled dates/times for live (synchronous) course events like lectures, sessions, meetings, instructor office hours and tutorials. Block off time for other course activities and check in on your progress frequently. Note that all synchronous course activities will occur in Eastern Daylight/Standard Time, and several optional times will be scheduled to provide access to students living in various other time zones. Choose the time that best fits your academic schedule, and contact your instructor if you cannot participate at any of the scheduled times.
Seek supports
Success with academic accommodations and accessibility is a team effort. Instructors, students, and campus support units each play an integral role. The responsibility is never yours alone – supports are available. Suggested strategies include:
• Take a class/workshop and access resources provided by Student Academic Success Services (SASS) to support your success in remote learning
• Utilize the online resources (i.e. mental health supports, QSAS and academic advisors etc.)
• If you require formal accommodations due to a disability, register with QSAS
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Queen’s University Joint Board/Senate Retreat 2020
Final Report
Queen’s University’s seventh Board/Senate Retreat was held on March 7, 2020 and focused on the theme of the dimensions of internationalization. The general objective of the Retreat was to provide an opportunity for trustees and senators to discuss this issue and associated areas of interest to both governing bodies with the aim of fostering greater collaboration between them, and to identify and prioritize recommendations for further study by the administration. The feedback and suggestions provided by attendees will be considered by Principal Patrick Deane during the development of his vision for the future of the university, which will be shared with the Queen’s community in Fall 2020.
Attendees included trustees, senators, and members of Queen’s senior administration. The retreat’s guest speaker was Dr. Harvey Charles, Professor of International Education at the University at Albany, SUNY, a recognized expert in the field of international education. The agenda consisted of an opening presentation, followed by a panel discussion with students and staff who have specific knowledge with the international experience at Queen’s. Later in the day, participants were divided into small group breakout sessions that focused on specific aspects related to the Retreat’s theme:
• International Research Engagement; • International and Student Mobility; • International at Home; and • International Student Engagement.
The small group breakout sessions were facilitated by faculty, staff, and students from the Queen’s community and were followed by a return to the group as a whole, permitting representatives from each of the small groups to share their discussion and proposals with all attendees.
Trustees and senators received background reading prior to the retreat that included information on Queen’s-specific resources, such as the University’s International Plan, along with other studies and reports on the subject of the international student experience.
A comprehensive survey was undertaken after the retreat, and the results will be reviewed in detail by the Queen’s University Board-Senate Advisory Committee (QUBSAC) prior to the commencement of planning for the next retreat. Surveys were received from 39 respondents, 35 of whom attended the Retreat and 4 of whom did not. The results from the survey are discussed throughout this report and the data itself was provided to QUBSAC as a separate report.
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From the Board, 25 Trustees were registered to attend. From the Senate, 43 Senators were registered to attend. The remainder of the attendees were senior administrators (Vice- Principals, student leaders, etc.), staff, and speakers/panelists for a total of 89 registered attendees overall. While some participants needed to cancel shortly before the Retreat for various reasons, no one cancelled on the day of the Retreat, as has occurred in prior years. This attendance represents the largest Joint Retreat since its inception seven years ago.
Opening Theme Overview
The opening address was given by Dr. Harvey Charles, of the University at Albany, SUNY. He spoke about the challenges and opportunities of the international academy.
The presentation provided a broad context in advance of the Queen’s-specific focus of the remainder of the day. The speaker was very well received by participants, and when asked during the survey to select their “level of satisfaction with the following aspects of the Retreat”, all of the respondents reported they were either “extremely satisfied” or ”somewhat satisfied” with Dr. Charles. In addition, 97% of respondents “strongly agreed” or “somewhat agreed” that the use of a guest speaker was effective. The participants were highly engaged with the speaker, asking many questions during and after the address.
Panel Discussion
After the opening presentation, Dr. Charles moderated a panel discussion, during which panel members discussed their experiences as students and researchers engaging in an international context. The four panelists represented a variety of perspectives as graduate and undergraduate students, faculty and staff. Retreat attendees were actively engaged throughout the process and asked many questions of the panel and Dr. Charles. Survey respondents suggested that the panel provided a balance, with insight into Queen’s community members’ experiences, where Dr. Charles provided the external view, and 76% were satisfied (extremely and somewhat) with this element of the day, which is consistent with prior retreats, where feedback has also indicated satisfaction with hearing from a number of different individuals, bringing internal and external perspectives.
Breakout Group Session
After a break for lunch, participants came together in small groups to discuss more specific aspects of the retreat’s theme. The groups were facilitated by staff and students from Queen’s and two groups addressed each of the four chosen topics. In response to suggestions from the previous year, reporting back to the group as a whole was done by topic, rather than by group, with pairs of facilitators coming together to present a joint report.
Respondents to the survey indicated somewhat mixed reaction to this portion of the day. Overall, 74% were satisfied with the breakout groups, and found them to be effective. However,
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the qualitative feedback indicated that some respondents would like to see more structure to these groups, noting that the “discussions were not as focussed as I would have liked”. Respondents also noted that the reporting of the group discussions is not necessarily helpful, and that “groups should be asked to return with 2 or 3 recommendations” instead. It is clear that attendees value these small group interactions, but this is an area of consideration for future planning in order to get the best value out of this type of session.
Small Group Session 1 – International Research Engagement
Two groups composed of students, staff, and faculty senators, and trustees discussed specific successes and gaps at Queen’s relating to international research engagement. The following suggestions were offered for the consideration of senior administrators and/or any committees that may examine this topic in the future:
• The groups discussed the importance of creating dynamic relationships across campus and called for deeper links, for example, between the office of the Vice-Principal Research, Vice-Principal International, and the School of Graduate Studies; • The suggestion was made that, in order to compete on the international stage, there may be a need to rethink and revalue specific areas of research over others in order to enhance research funding and positively affect global rankings; and, • Participants noted that the key element is not necessarily the specific research projects, rather, that a thoughtful, well-funded, and strategic approach to international research partnerships will be the means to an expanded presence for Queen’s in general.
Small Group Session 2 – International and Student Mobility
Two groups composed of students, staff, and faculty senators, and trustees discussed the specific topic student mobility, involving both international students travelling to Queen’s and Queen’s students going abroad for study experiences, and offered the following suggestions for the consideration of senior administrators and/or any committees that may examine this topic in the future:
• Participants noted that it is critical that international experiences are accessible to any student, not simply to those with the means to participate; • There is unrealized potential in the Bader International Study Centre, and significant investment may be required in order to fully capitalize on what the BISC can offer to the university; • There needs to be a recognition that students have a wide variety of motivations for participating in exchange opportunities, and programs will need to be flexible and responsive to these motivations; and • There are particular equity challenges, such as financial access to these experiences and levels of cultural competency, with mobility that need to be addressed.
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Small Group Session 3 – International at Home
Two groups composed of students, staff, and faculty senators, and trustees discussed the specific topic of how international students are integrated into the Queen’s community as well as specific EDII considerations associated with these students, and offered the following suggestions for the consideration of senior administrators and/or any committees that may examine this topic in the future:
• Participants emphasized the need for a holistic approach to students’ experiences, noting that space must be created for international and domestic students to live with and learn from each other, rather than space and experiences that can be segregating; • It was recognized that the Queen’s experience can prove to be isolating for many students, especially those who are already unfamiliar with Canadian culture and norms; • Language matters: “international” is not an identity any more than there is an “average Canadian”, and the university must be sensitive to these semantics; • Global students are only one factor in this experience. It must be supplemented with global faculty, access to a wide variety of international experiences, and consideration for altering traditional Euro-centric practices (such as grading systems, pedagogy, and research); and, • There is a need for increased intercultural competency training for everyone in the Queen’s community to increase cultural awareness and reduce the burden placed on a small group to adapt and explain their own experiences.
Small Group Session 4 – International Student Engagement
Two groups composed of students, staff, and faculty senators, and trustees discussed the specific topic of engaging with those students who choose to come and study at Queen’s, and how best to engage domestic students in these opportunities. These groups offered the following suggestions for the consideration of senior administrators and/or any committees that may examine this topic in the future:
• Participants discussed issues with alcohol use on and off campus and how it can compound the isolation felt by international students, emphasizing that the university as a whole needs to engage in a discussion of the true values of Queen’s and how these can be better communicated; • The facilitation of positive student relationships should be considered, perhaps through creating a buddy system or cultural mentoring, to ensure that students do not feel left alone; • All aspects of campus life, from student government, to counselling and support services, to social programs, to Orientation Week, need to be closely examined to ensure that they are universally accessible; and • A culture of kindness needs to be at the forefront of the Queen’s identity.
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Board-Senate Retreat Effectiveness Survey - Results
A survey on the effectiveness of the retreat was circulated to all invitees the week after the Retreat was held. Invitees were asked to reply regardless of whether or not they attended the retreat. Most of those who could not attend indicated that their primary reason was due to scheduling difficulties.
In general, the majority of respondents indicated they were either “very satisfied” or “satisfied” with the Retreat as a whole. Respondents indicated a very positive view of the Retreat’s format (guest speaker, panel discussion, and small group breakout sessions), with the majority agreeing that the use of a guest speaker was effective and that the balance between information- sharing and engaging discussions was appropriate. It is worth noting that attendees continue to highlight the uncertainty of what the ‘next steps’ will be for the university following the Retreat. While the planning committee made efforts to showcase this as a listening and learning exercise, participants suggested that the Retreat should “spend time on summarizing and setting course” versus simply the listening to and sharing of ideas. These comments will be taken into consideration when planning subsequent retreats.
Respondents were also very supportive of the change in venue to the Donald Gordon Centre, and it is recommended that this venue be considered for future events.
A selection of additional qualitative feedback from respondents is provided below for consideration:
• “It is easy to provide suggestions when not aware of constraints. It may be helpful prior to breakouts to provide an overview of current initiatives and options being considered…as well as some of the pros/cons/constraints to help frame the ensuing breakout discussion.” • “Provide increased opportunities for interaction between Board members and Senators. There are important things going on on campus that we should be discussing together, but there was only about 30 minutes during lunch to have a meaningful conversation with anyone.” • “More time for the guest speaker when there's clear expertise…and less time for the breakout discussions.” • “More time at the end to be able to wrap things up and be explicit about next steps. It is never clear what happens after we have these retreats.”
The full results of the survey, both quantitative and qualitative, will be reviewed by the Queen’s University Board-Senate Advisory Committee in advance of planning for the next Retreat.
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