Council Committee on Undergraduate Admissions and Studies
REGISTRAR’S OFFICE AGENDA November 3, 2009
DATE: October 28, 2009
TO: All Members of the Council Committee on Undergraduate Admissions and Studies
FROM: Bev Liski, Associate Registrar, Academic Policy Services and Ceremonies
RE: NOTICE OF MEETING ______
The Council Committee on Undergraduate Admissions and Studies will meet on Tuesday, November 3, 2009 at 1:00 p.m. in the Boardroom, Fifth Floor, Administration/Humanities Building, AH 527.
AGENDA 1. APPROVAL OF AGENDA 2. APPROVAL OF MINUTES OF LAST MEETING, September 15, 2009 3 BUSINESS ARISING FROM THE MINUTES 3.1 2010-2011 Academic Schedule, Appendix I, p. 2 4. OLD BUSINESS 4.1 Report from the Software Scheduling Sub-committee (verbal report, Rick Kleer) 4.2 Report from the RTD Sub-committee, Appendix II, p. 4 5. NEW BUSINESS 5.1 Report from the Faculty of Arts, Appendix III, p. 17 5.2 Report from the Faculty of Business Administration, Appendix IV, p. 25 5.3 Report from the Faculty of Education, Appendix V, p. 28 5.4 Report from the Faculty of Fine Arts, Appendix VI, p. 87 5.5 Report from the Faculty of Kinesiology and Health Studies, Appendix VII, p. 89 5.5.1 Statement of Support from PPC, Appendix VII - A, p. 125 5.6 Report from the Science, Appendix VIII, p. 126 5.7 Report from the Centre for Continuing Education, Appendix IX, p. 127 6. ITEMS FOR INFORMATION 7. CONCLUSION
1 APPENDIX I
REPORT TO COUNCIL COMMITTEE ON UNDERGRADUATE ADMISSIONS AND STUDIES NOVEMBER 3, 2009 RE: 2010-2011 ACADEMIC SCHEDULE
On September 18, 2009, the following message was distributed to members of the CCUAS.
TO: Members of the Council Committee on Undergraduate Admissions and Studies
FROM: John Metcalfe, PhD, Registrar
Due to an oversight this summer, the academic schedule for 2010-11 was not generated and sent on its way through the committee structure that leads to Senate. The dates must be approved by CCUAS, Executive Council and Senate. It is important that this matter get to Executive Council as soon as possible (Sept. 30, if at all possible) so that it can be used to begin rolling data into the 2010-11 academic year.
A tentative academic schedule for 2010-11 was submitted for your consideration in 2007. The schedule included as an attachment mirrors that submission in most respects. However there are some small changes in the Fall term, made necessary by a change in university policy with respect to the start of term after Labour Day and to the observance of University Celebration Day.
Please voice any concerns you have regarding the dates included here or, if you believe it is necessary, your desire for a special meeting of CCUAS, by September 25, 2009. If the Chair, Dawn Flood, or Bev Liski do not receive a significant negative response within that time, we will assume that the committee has approved the dates and move them to Executive Council. Your positive comments would also be welcome, of course.
Thank you for your help on this matter.
Given the extenuating circumstances and the need to expedite consideration of this matter, it was agreed the academic calendar would be electronically distributed to committee members with a request for an electronic vote on the dates contained therein.
Following receipt of approval by the majority of committee members, the 2010-2011 Academic Schedule was subsequently submitted to the September 30th meeting of Executive of Council for approval and the October 17th meeting of Senate for information.
As a means to formally track and record action taken, this report is hereby submitted to the November 3, 2009 meeting of CCUAS for information.
Prepared by:
Bev Liski, Recording Secretary
October 28, 2009
2 APPENDIX I ACADEMIC SCHEDULE FOR 2010-11 (Proposed 18 Sept. 2009) Term: Spring/Summer Fall Winter Part of Term 1 2 3 4 5 6 7 TERM DATES Start of term 3-May 3-May 3-May 3-May 3-May 3-May 3-May 8-Sep 5-Jan End of term 26-Aug 26-Aug 26-Aug 26-Aug 26-Aug 26-Aug 26-Aug 22-Dec 26-Apr CLASS DATES Start of classes 3-May 3-May 31-May 3-May 5-Jul 3-Aug 5-Jul 8-Sep 5-Jan End of classes 19-Aug 25-May 21-Jun 16-Jun 26-Jul 24-Aug 18-Aug 6-Dec 8-Apr EXAMINATION DATES Start of examination period 21-Aug 27-May 23-Jun 18-Jun 28-Jul 26-Aug 20-Aug 9-Dec 12-Apr End of examination period 21-Aug 27-May 23-Jun 22-Jun 28-Jul 26-Aug 24-Aug 22-Dec 26-Apr ADD/DROP DATES End of course add period 10-May 3-May 31-May 4-May 5-Jul 3-Aug 6-Jul 14-Sep 11-Jan End of no-record drop period 18-May 4-May 1-Jun 6-May 6-Jul 4-Aug 8-Jul 21-Sep 18-Jan End of grade-of-W drop period 15-Jul 17-May 14-Jun 2-Jun 19-Jul 17-Aug 4-Aug 15-Nov 15-Mar TUITION AND FEE PAYMENT DATES Due date for tuition and fee payment 3-May 3-May 31-May 3-May 5-Jul 3-Aug 5-Jul 8-Sep 5-Jan End of penalty-free payment period 31-May 31-May 30-Jun 31-May 29-Jul 31-Aug 29-Jul 5-Oct 1-Feb TUITION AND FEE REFUND DATES End of 100% refund period 18-May 4-May 1-Jun 6-May 6-Jul 4-Aug 8-Jul 21-Sep 18-Jan End of 50% refund period 7-Jun 6-May 3-Jun 13-May 8-Jul 9-Aug 15-Jul 5-Oct 1-Feb SOME HOLIDAYS ON WHICH NEITHER CLASSES NOR EXAMINATIONS ARE SCHEDULED Victoria Day 24-May Canada Day 1-Jul Saskatchewan Day 2-Aug Labour Day 6-Sep Thanksgiving Day 11-Oct Remembrance Day 11-Nov Family Day 21-Feb Winter Break start 22-Feb Winter Break end 26-Feb Good Friday 22-Apr
3 APPENDIX II
REPORT TO COUNCIL COMMITTEE ON UNDERGRADUATE ADMISSIONS AND STUDIES NOVEMBER 3, 2009 RE: REPORT FROM THE RTD SUB-COMMITTEE
At the September 15, 2009 meeting of the CCUAS, the following report was presented for consideration. Following extensive preliminary discussion, it was agreed that the report would be forwarded to faculties and colleges for further consideration, discussion, and response back. The report was electronically distributed to CCUAS members on September 29th with a request for this information to be shared with colleges in their faculties and colleges with a request for comments to be submitted to Bev Liski for further discussion at the November 3rd meeting.
As of the date of preparation of the November CCUAS agenda, replies were received from one faculty and one college. These replies are attached to this report as Appendix II - A and II - B respectively.
------
5.12.3 MANDATORY ADVISING, PROBATION AND DISCONTINUANCE (RTD)
After every semester, deans or designates (hereinafter “deans”) monitor the performance of students registered in their Faculty to identify those whose academic performance puts them “at risk”. “At-risk” students are defined as those who, were their current level of performance to continue, would be unable to complete any of the Faculty’s academic programs. Deans may use a range of indicators to determine which students are at risk, such as a term grade point average (GPA) below 65% or failing grades in courses central to the student’s declared program of study.
5.12.3.1 Mandatory Advising and Probation Students deemed to be at risk and who are not being required to discontinue their studies will be placed in one of the following three remedial states:
5.12.3.1.1 Mandatory Advising Students will be placed in this state if a) they were not previously on probation and their academic performance during the most recent semester of study puts them at risk; or b) they were previously at stage-one probation and their academic performance in the most recent semester of study, if continued, would allow them to graduate.
Mandatory-advising status will not be indicated on students’ official transcripts; it will appear only on internal advising reports.
Students in mandatory-advising status will be directed to schedule an advising session with their home Faculty or College and have a CR (conditions-on-registration) hold placed on their accounts (which will prevent them from registering in any further courses until an advisor has met with them and lifts the hold). They may also be required to
4 APPENDIX II
participate in programs designed to improve their academic performance. Students who do not attend an advisory session before the end of a semester of study during which they were in mandatory-advising status will automatically be moved to stage-one probation at the start of the following semester.
Students will be removed from mandatory-advising status if during a semester in which they were in this state their academic performance was such that they are no longer deemed to be at risk. Students may also be continued in this state or moved to stage-one probation.
5.12.3.1.2 Stage-One Probation Students will be placed in this state if a) they were previously on mandatory-advising status and either failed to meet with an advisor or continued to be at risk; or b) they were previously on stage-two probation and their academic performance in the most recent semester of study, if continued, would allow them to graduate.
Stage-one probation status will not be indicated on students’ official transcripts. The note “Academic Probation I, [name of Faculty]” will appear on students’ advising records beneath each semester during which they were on stage-one probation.
Students on stage-one probation will be directed to schedule an advising session with their home Faculty or College and will have a CR (conditions-on-registration) hold placed on their accounts (which will prevent them from registering in any further courses until an advisor has met with them and lifts the hold). They may also be required to participate in programs designed to improve their academic performance, have limits placed on the number and/or type of courses they can take, be removed from one or more current courses, or be required to repeat certain courses to improve their understanding of fundamental concepts.
Students on stage-one probation will be moved to mandatory-advising status if their academic performance in the most recent semester of study, were it to continue, would allow them to graduate. Students may also be continued at stage-one probation or be moved to stage-two probation.
5.12.3.1.3 Stage-Two Probation Students will be placed in this state if they were previously on stage-one probation and given their academic performance in the most recent semester of study they continue to be at risk.
Stage-two probation status will not be indicated on students’ official transcripts. The note “Academic Probation II, [name of Faculty]” will appear on students’ advising reports beneath each semester during which they were on stage-two probation.
Students on stage-two probation will not be permitted to register in any new classes until they have met with an advisor. They will be restricted to a maximum of nine credit hours
5 APPENDIX II
of study per semester; if they are already registered in more than nine credit hours of study during the semester in which they received notification of stage-two probation, they will be withdrawn from classes as required to meet the nine-credit-hour maximum. As soon as possible during any semester in which they are on stage-two probation, students will be notified in writing that unless their performance during the current semester (or if they aren't in any classes that semester, during their next semester of study), were it to continue, would enable them to graduate, they will immediately be required to discontinue their studies.
Students on stage-two probation will be moved to stage-one probation if their academic performance in the most recent semester of study, were it to continue, would allow them to graduate. Students may also be continued at stage-two probation or required to discontinue their studies.
5.12.3.2 Requirement to Discontinue Students will be required to discontinue their studies immediately if during the previous semester they were on stage-two probation and their academic performance was such that they continue to be at risk. Notice of a requirement to discontinue will be sent out as soon as possible after all of the relevant grades for the previous semester have been reported.
The note “Required to Discontinue, [name of Faculty]” will appear on students’ advising reports and transcripts beneath the semesters immediately following which they were required to discontinue from the relevant Faculty.
Requirements to discontinue are indefinite but pertain only to the Faculty from which the student was discontinued. Students who have been required to discontinue their studies from a given Faculty may apply for re-admission to that same Faculty only after a minimum waiting period of six semesters. Students that have been required to discontinue from one Faculty may at any time (i.e. without any waiting period) apply to be admitted to another Faculty. Faculties will be under no obligation to admit or re-admit students that have been required to discontinue their studies.
5.12.3.4 Transferring to Another Faculty While in a Remedial State Students in any of the three remedial states may at any time apply for a transfer to another Faculty. Other Faculties will be under no obligation to admit them.
Students who are accepted for transfer may immediately be placed in an appropriate remedial state by their new Faculty, at the discretion of that Faculty.
5.12.3.5 Re-Admission & Transfer
See §2.6.
6 APPENDIX II
5.12.3.6 Concurrent Programs
For students who are enrolled in two programs concurrently (see §6.2), University academic performance regulations will be applied by the faculty of the primary program. If the programs are in two different faculties, each faculty will apply its regulations governing performance within the faculty and program.
5.12.5.7 Failure in English 100 at the Third Attempt
Students who receive a failing grade in a third completed (i.e., passed or failed) attempt at English 100 are required to discontinue indefinitely from the university.
5.12.8 NOTIFICATION AND APPEALS
5.12.8.1 Notification to Students
Students are notified in writing by their faculty or college of any faculty action. Letters are sent to the students’ current mailing address as recorded in the university’s student information system.
5.12.8.2 Appeals
Academic probation and all RTDs may be appealed to the faculty by the deadline set in the faculty’s or college’s letter of notification (refer to faculty sections of the Calendar for appeal procedures). Late appeals will not be heard.
5.12.8.3 Registration While Appealing
Students who have been required to discontinue are not permitted to remain in classes during the appeal process. Course registrations are cancelled by the students’ faculty or college. At the discretion of the student’s faculty, a student who is registered in a cooperative education work term that has already begun may be permitted to complete the work term before beginning the period of discontinuance.
5.12.8.4 Refund of Tuition Fees
Students whose registration is cancelled due to probationary or RTD status receive a full refund of tuition and course- and semester-based fees.
7 APPENDIX II
Rationale to change existing Probation and Discontinuance (RTD) Policy to Mandatory Advising, Probation and Discontinuance (RTD) Policy
Current State:
• often students are put on probation too late to allow them to have a real shot at avoiding being discontinued • students are put on probation if after 24 credit hours their UGPA is below 60% • they are discontinued if after 39 credit hours their UGPA is still below 60% • often they improve in the remaining 15 credit hours but not by enough to raise their UGPA above 60% • so they are discontinued even though they have been doing better • this discourages rather than motivates students to do better • often students are informed too late that they will be discontinued • UGPA calculations often aren't completed until a few weeks after the semester has ended • for students on probation during the fall semester, this means they can be a week or two into the winter semester before they receive notice that they must discontinue their studies • this is especially problematic for our international students, whose home is far away • the existing policy is not conducive to retaining students • while students are not doing well in the faculty they first joined, often they have grades strong enough in courses in other faculties that they would not even be in probation in that other faculty, let alone be required to discontinue their studies • but since the decision on a requirement to discontinue depends on their university GPA (i.e. all their grades), they are required to discontinue anyway • the current policy leads to frequent and unnecessary appeals • students see the 60% UGPA rule as arbitrary; they don't believe that a few tenths of a percentage point should make any difference to whether they're required to go; so they appeal to be allowed to stay • this is because the 60% UGPA rule doesn't make clear the main intent of the policy: to prevent students from finding themselves in a situation where it has become mathematically impossible for them to graduate
Future State:
(assuming approval of the new policy as written)
the new policy will be based not on an arbitrary UGPA rule but on a criterion whose rationale is easy for students to grasp – namely whether or not their academic performance will eventually allow them to graduate
8 APPENDIX II
the determination of “ability to graduate” will be Faculty-specific, allowing for students to transition smoothly to another faculty if they're not doing well in the one they initially joined students will begin being evaluated after their first semester, rather than waiting for 24 credit hours to pass prior to taking action students deemed to be in difficulty will receive mandatory advising, which should give them a good shot at turning things around before it is too late a graduated approach will be used, so that students will have plenty of warning that their behaviour is likely to lead to a requirement to discontinue; this way there should be far fewer ‘surprises’ when they are eventually asked to discontinue
9 APPENDIX II - A
Date: October 26, 2009
To: CCUAS
From: Glenys Sylvestre, Associate Dean (Undergraduate) Faculty of Business Administration
Re: Response to the Report from the CCUAS Sub-Committee
The Faculty of Business Administration, after considerable discussion and consultation, has concluded that significant concerns remain, and that we are not in support of the proposed revisions to the University Probationary and RTD Policy.
Over the last several months, we have received conflicting messages as to whether or not all Faculties would have to follow the proposed policy if passed by CCUAS. However, we have recently received clarity on this matter from two sources: (a) During our Faculty’s meeting with an RTD committee member on October 20, 2009, it was stated that the intent was that this policy would indeed be a policy of the University of Regina, thus would require all Faculties’ adherence as written.
(b) Section 5.12.6.2. in the current Undergraduate Calendar (Faculty and Program RTDs) has been removed from the proposed policy, effectively removing the discretion of the individual Faculties to “opt out” of the three-stage Mandatory Advising and Probation process.
The Faculty of Business Administration policies found in sections 11.5.2 Probation and Discontinuance and 11.5.3 Academic Non-Performance will effectively be nullified by approval of the proposed new policy. Our Faculty’s reporting, monitoring and advising processes are presently structured to enable us to administer the policies as provided to Business Administration students in sections 11.5.2 and 11.5.3. Large-scale adjustment to these processes will require considerable resources.
Given these significant implications to the our Faculty in terms of impact to staff, administration and reporting, as well as student services, we feel it important to share our specific concerns with the members of CCUAS.
10 APPENDIX II - A
The proposed policy changes represent a complete “overhaul” of the current policy, as evidenced by the document showing changes to the Undergraduate Calendar (section 5.12) provided to CCUAS at the meeting of this committee on September 15, 2009.
A rationale for the proposed changes was also distributed to members of CCUAS on September 29, 2009 (after the September 15 meeting). We are concerned that the proposed revisions will not alleviate the concerns as listed in the rationale.
Major Concerns with the Proposal
(1) The proposal will result in the ability for a student to continue for a longer period of time in a program for which they are not reasonably progressing towards successful completion. We have performed and shared significant analysis of actual student files to illustrate this point and feel very strongly that allowing students to continue to take classes when there is no reasonable expectation of successful completion of an academic program is not in a students’ best interest. This concern is exacerbated with students coming to the University of Regina via a 2 + 2 arrangement; these students could very possibly meet all of the requirements of their program in terms of courses taken, without meeting the PGPA required to graduate.
(2) We recognize that the current University (and faculty) policies related to academic performance and RTDs sometimes result in students being unable to continue with University study for a period of time, even if they would have normally been eligible to transfer to another faculty had they not missed the deadlines. The loss of a “home” faculty for students becomes an issue when action is taken in January based on academic non-performance in the fall semester, placing students facing RTD in this particular term in an undesirable (perhaps unfair?) position compared to their peers who face an RTD after winter studies. The proposed policy does not address this difficulty, which very well may have a negative impact on student retention.
(3) Removal of a minimum performance standard. As a credible academic institution, the University of Regina should have a minimum performance standard, below which students would not have a reasonable expectation to graduate with a degree from any faculty, therefore it may be in the student’s best interest to discontinue university studies.
(4) Increased administrative burden required to carry out the proposed three-stage mandatory advising and probation process. There is significant concern regarding the necessity to monitor students in three remedial states, including even those who have demonstrated in the previous semester of study that they have performed at a level, if continued, that would allow them to graduate. The proposed policy will require all of these “at risk” students to meet with an advisor prior to registration. In addition to the resources required to undertake the changes to our present policies and processes (as indicated earlier in our Faculty response), the maintenance of the policy in terms of student monitoring and advising cannot be managed within our Faculty’s current staffing complement of program advisors.
11 APPENDIX II - A
Other Concerns with the Proposal
• Removal of Fresh Start UGPA calculation for students who have been inactive • Petitioning process is still very important, but not specifically included in the proposed policy • Indefinite RTD from a faculty rather than two-semester will not assist with student retention; some students are able to make significant academic progress and would otherwise be qualified to petition to return to their “original” faculty • Removal of university regulation regarding RTD when studies receive a grade of NP in all classes was designed to curtail student loan fraud – is this no longer a concern?
In order to respond to the concerns with the existing policy as listed in the document of September 29, 2009, we suggest investigation of different options:
Concern Possible Solution Often students are put on probation too late to Change policy to put students on probation allow them to have a real shot at avoiding after fewer credit hours. In the Faculty of being discontinued Business Administration, students receive mandatory advising and sign a probationary contract after their first semester if their term GPA is less than 65% Often students are informed too late that they Investigate creation of an alternate will be discontinued destination (faculty or academic unit) for students who have been subject to faculty academic action and have missed the transfer deadline. The existing policy is not conducive to Investigate options other than university GPA retaining students to determine RTD action. Suggestions include use of term GPA in addition to UGPA to determine if there’s been improvement, or PGPA if that is a more relevant measure of a student’s ultimate success. The current policy leads to frequent and It is unclear how the proposal will reduce unnecessary appeals appeals. In the Faculty of Business Administration, we have a very clear academic performance policy that is explained to students who are on academic probation. In 200910 and 200920 combined, we processed 64 RTDs (note that 90 students cleared probation due to improvement in performance) – of these, only 4 students appealed the RTD (3 of the 4 appeals were denied, one RTD was reversed due to a medical withdrawal). We have found that a clear faculty policy, applied consistently, leads to very few student appeals.
12 APPENDIX II - A
Proposed Actions – Going Forward:
Resulting from the discussions of the proposed new policy, there have been a number of suggestions from numerous Faculties across campus of ways to improve student service and retention. The Faculty of Business Administration would be very supportive of additional work on the following:
(1) Creation of an alternate destination (faculty or academic unit) for students who have been subject to a faculty academic action
We recognize that the current University and Faculty policies related to academic performance and RTDs sometimes result in students being unable to continue with University study for a period of time, even if they would have normally been eligible to transfer to another Faculty had they not missed the deadlines. The loss of a “home” faculty for students becomes an issue especially when action is taken in January based on academic non-performance in the fall semester, placing students facing RTD in this particular term in an undesirable (perhaps unfair?) position compared to their peers who face an RTD after Winter studies. The proposed policy does not address this difficulty, which very well may have a negative impact on student retention.
We recommend that the university investigate the creation of a new “home” faculty for students who have been required to discontinue and have missed the transfer deadline. This would allow the students to complete the winter semester, apply to transfer to another Faculty for which they are eligible (or stay in this newly-created Unit – perhaps part of the Student Development Centre?, or a “General Studies” Faculty?), and have the opportunity to improve their academic performance until such time as they are able to transfer into a specific Faculty and program and successfully complete their studies.
In addition, this new “home” faculty could also serve as a re-entry point for those students who may have left their university studies (either by choice or due to academic action) for a significant period of time and are returning, but have poor grades that impact their admissibility to a specific faculty.
(2) Faculties who do not currently have a faculty-specific Advising, Probation and Discontinuance Policy should be encouraged to investigate options that will best meet the needs of their individual students
Many faculties, including Business Administration, already have faculty Academic Non-Performance (Probation) policies that, although not perfect, seem to be effective in terms of • Early intervention to advise students as to options and provide information about student support, which ultimately results in increased student retention • Assistance to students in pursuing university education outside their faculty of choice, albeit sometimes through “forcing” them into a new academic path • Ensuring students that have no reasonable expectation of graduation are required to discontinue from their faculty and/or the University of Regina
13 APPENDIX II - A
The Faculty of Business Administration would support individual faculties who wish to include the RTD Sub-Committee’s proposed 5.12.3.1 in their individual faculty policies to be found by students of those programs, in the related faculty sections of the Undergraduate Calendar. We would also be more than willing to share our experiences regarding reporting, program tracking (grade cards), processes around probation and advising, etc. and discuss ways that these have worked well, or might be improved in the future.
(3) Take another look at the current Probation and Discontinuance (RTD) Policy with the view of making minor revisions as necessary to (a) intervene earlier to increase student success, (b) increase the probability of student retention, and (c) reduce student appeals
Some faculty advisors have provided considerable insight into the areas where the current University policy could be improved. These include (but are not limited to): • 5.12.4 – adjust the number of credit hours prior to University intervention downward to 18 from 24 • 5.12.5.1 – adjust the number of credit hours for students on University academic probation to improve their UGPA upward to 18 (or 24) credit hours from 15 • 5.12.5.1 – add descriptive wording around the University RTD policy to allow for faculty discretion to extend the probationary period for students who are demonstrating improvement consistent with the minimum graduate requirements of their particular program
(4) Use the work done on the proposed policy, and the issues identified, as a springboard to initiate a campus-wide strategy related to student success and retention
We recommend a collaborative approach be taken to include key stakeholders in student success and retention efforts (Registrar’s Office, Student Development Centre, Faculty advisors, etc.) to review all current student retention and success policies and practices and discuss changes that will positively impact all aspects of our collective efforts. This collaborative approach is essential to ensure that the students who are admitted to our campus through the joint efforts of Recruitment, Admissions and the Student Awards and Financial Aid offices will become part of an overall system that will help to cultivate academic success in their studies, regardless of “home” faculty.
The Faculty of Business Administration believes strongly that both university and faculty-level probation and discontinuance policies are pieces that fit into an overall student success and retention strategy, and cannot be significantly changed in isolation, without consideration of the bigger issues and impacts on all facets of student success.
14 APPENDIX II - B
To: CCUAS October 27, 2009 From: M. Jesse Re: academic advisor responses to RTD proposal
At the September meeting of CCUAS it was suggested that faculty and college advisors be informed of the proposal under consideration and have an opportunity to comment. Advisors have a regular forum called the Student Issues Committee, which met on October 13 to discuss this and other matters. A record of their comments follows:
• Concern was expressed regarding the appeal process. If there are no criteria, then how can students appeal? This point was echoed by many academic units. • Reporting tools are required. This cannot be a manual process. • Why are we retaining students who are not performing? This 3‐stage probation process allows students in 2+2 programs to be RTD’d in their graduating semester. • Why are we removing the RTD for students who NP all courses in a semester? That regulation was designed to deter students from student loan fraud (registering for courses, obtaining a loan, and then not attending) and should not be deleted. • We assume our faculty’s RTD rules stand, and thus are we are not affected by this policy change. (Note: There was some debate about whether this is the case or not. CCUAS needs to clarify whether faculty regulations that are more stringent than the proposed regulations can remain in force). If students in our faculty perform below 65% they go on probation, and after one year they are RTD’d. We have no room for students who are significantly at risk. • UR needs an institutional standard. Leaving the definition of “at risk” to each program is difficult for appeals purposes, as well as for students’ understanding of what is required of them. • This proposal is to be commended for the overall concept of emphasizing students’ progress to graduation, but we don’t need to drastically change the current regulations. We could use current system with UGPA and a set number of credit hours to determine who is at risk. Then use PGPA and term‐by‐term progress as a guide to determine academic standing. This would provide a university standard and then allow faculties and colleges to monitor progress to graduation with some flexibility. • The biggest issue in the current scenario is the January RTD and not having an academic home for these students. Admissions sees 2nd, 3rd and 4th year students caught in mid‐January and have no alternatives to suggest to these students.
15 APPENDIX II - B
• We are not losing a common standard if these proposals are adopted. Currently there are no common admission or graduation standards, so lack of a single standard for academic performance should not be viewed negatively. • The current scenario of a forced RTD is not beneficial if a student wants to continue and appropriate supports (advising, etc) can be put in place. • Several faculties receive RTD’d students, so this isn’t a problem or concern for only one unit, but represents a poor level of service to many students. Also, many students who are placed on probation later successfully regain admission to their preferred programs, so concerns about workload and RTD’ing students well into their programs may be misplaced. The proposal represents an improved level of service to students. • Why is the RTD at the end of stage 3 an indefinite RTD? • Concerns about student preparedness for various programs might be better addressed by revising admission criteria/procedures instead of admitting first and later assessing ability to be successful. • This proposal will likely result in fewer RTDs in January, and thus enhance our service to students • The reduction of academic standards at the university level is not acceptable in terms of public accountability. We need a clear minimum standard. • Some discussion of a “general studies” category for RTD’d students. Such a category would allow RTD’d students to transfer to this “program” and be permitted a maximum number of terms to raise GPA sufficiently for transfer to a faculty/college.
16 APPENDIX III
Date: 17 September
To: B Liski, Associate Registrar, Academic Policy Services and Ceremonies
From: D Sharpe, (Acting) Associate Dean (Undergraduate)
Re: Report from Faculty of Arts Council to the Council Committee on Undergraduate Admission and Studies
I ITEMS FOR APPROVAL
The Faculty of Arts recommends approval of the following motions.
A. Department of Philosophy and Classics MOTION to create a minor in Philosophy of Science.
Credit Philosophy of Science minor, Student's record hours required courses of courses completed 3.0 Any six of: MATH 108, PHIL 150, 3.0 235, 241, 273, 275, 276, 277, 291AA, 342AB, 352, 435AH. 3.0 3.0 3.0 3.0 18.0 PHIL Minor – 65% GPA required
MOTION to create a minor in Philosophical Anthropology.
Credit Philosophical Anthropology Student's record hours minor, required courses of courses completed 3.0 Any six of: PHIL 100, 150, 213, 3.0 214, 216, 231, 235, 242, 243, 245, 270, 271, 272, 276, 278, 331, 334, 3.0 341 3.0 3.0 3.0 18.0 PHIL Minor – 65% GPA required
17 APPENDIX III
MOTION to create a minor in Critical Thinking and Professional Ethics.
Credit Critical Thinking and Student's record hours Professional Ethics minor, of courses required courses completed 3.0 PHIL 150 3.0 Any five of: PHIL 245, 270, 272, 3.0 273, 275, 276, 277, 290AI, 310AK, 352 3.0 3.0 3.0 18.0 PHIL Minor – 65% GPA required
Rationale Existing courses have been packaged in ways thought to appeal to students with particular sets of interests, and with an eye to enhancing their appreciation of what philosophy has to offer and to give them a concentration that may serve them well in their career(s).
B. Department of Indian Languages, Literatures and Linguistics Department of Indian Languages, Literatures, and Linguistics FIRST NATIONS UNIVERSITY OF CANADA 1 First Nations Way Regina, Saskatchewan S4S 7K2
Phone: (306) 790-5950 ext. 3150 Fax: (306) 790-5995 www.firstnationsuniversity.ca
Date: June 2, 2009
To: Members of the Academic Program Development Committee, University of Regina
From: Arok Wolvengrey, Head, Department of Indian Languages, Literatures, and Linguistics, First Nations University of Canada
Re: Revisions to the course offerings and programs in General Linguistics
At recent meetings of the Curriculum Review Committee (early May, 2009) and the Academic Council (May 20, 2009) of the First Nations University of Canada, the following proposed revisions to the Linguistics Programs (Minor, Major and Honours) at First Nations University were passed. We now wish to submit these proposed revisions through the appropriate committees at the University of Regina in the hope that these
18 APPENDIX III
changes can be passed for implementation by Fall, 2010. Thank you for your consideration of this important matter.
Rationale For the Proposed Changes:
The continued review of all of our DILLL programs has revealed some additional changes required to the Linguistics programs at First Nations University and the University of Regina. The changes proposed here will allow our Linguistics degree programs to grow and better emphasize the First Nations Language component, as well as incorporate an additional direction into the field of health studies via Speech Pathology (for which we already supply a number of schools with highly qualified graduates). This will be important both for its overall contribution to the importance of First Nations health research at FNUniv, as well as positioning our Linguistics program as the center of undergraduate Linguistics in Saskatchewan, allowing us to supply the proposed U of S graduate school in Speech Pathology with students. In turn, the growth in the Linguistics programs brings in additional funds which allow for growth in our First Nations language programs. Each change listed below will be accompanied by a specific explanation of the rationale for its proposal.
MOTION to add LING 230 as a required course in the Major and Honours Major in Linguistics
Rationale This addition to the degree requirements will be offset by a decrease in the requirement of “Five additional LING courses” to “Four additional LING courses”
MOTION to add LING 480 as a required course in the Honours Major in Linguistics.
Rationale This will increase the requirements for the Honours program from 51 to 54 credit hours and add a greater First Nations language component to this program.
Credit BA Linguistics major, Student’s record hours required courses of courses completed Major Requirements 3.0 One of LING 100, LING 200, ENGL 260, or FR 226 Only one of these courses may be included in the linguistics major. 3.0 LING 210 3.0 LING 211 3.0 LING 212 3.0 LING 213 3.0 LING 220 3.0 LING 230 3.0 LING 380 3.0 Two of LING 410-413 3.0
19 APPENDIX III
3.0 One of CLAS 110, ENGL 300, ENGL 360-362, or LING 320 3.0 3.0 Four Five additional LING courses 3.0 (which may include those listed as 3.0 “Other Courses in Linguistics”) 3.0 45.0 Subtotal: 65% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 Any two language courses in the 3.0 same language other than English 3.0 One course in logic or math 3.0 One course from List B* 3.0 One course in fine arts* 3.0 One natural science course with a lab* 3.0 One course in a new subject in arts, fine arts, or science, excluding HJ or JRN* 3.0 One course in a new subject in arts, fine arts, or science, excluding HJ or JRN* The courses marked * must all be in different subjects. Remaining core requirements (List A) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 30.0 Subtotal Open Electives 45.0 15 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.4. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required
10.22.12 BA HONOURS MAJOR IN LINGUISTICS Credit BA Linguistics Honours major, Student’s record hours required courses of courses completed Honours Major Requirements 3.0 One of LING 100, LING 200, ENGL 260, or FR 226 Only one of these courses may be included in the linguistics major. 3.0 LING 210 3.0 LING 211 3.0 LING 212 3.0 LING 213 3.0 LING 220 3.0 LING 230 3.0 LING 380 3.0 LING 480 3.0 3.0 Four LING courses at the 400-level; at least two of these must be 3.0 chosen from LING 410-413 3.0 3.0 One course in historical linguistics or the history of language , chosed from CLAS 110, ENGL 300, ENGL 360-362, or LING 320
20 APPENDIX III
3.0 3.0 Four Five additional LING courses 3.0 (which may include those listed as 3.0 “Other Courses in Linguistics”) 3.0 0.0 Honours paper which has been accepted by the Honours Committee. This may be a paper which has been submitted for a linguistics course numbered 400 or above. 541.0 Subtotal: 75% major GPA required Arts Core Requirements 30.0 Same as stated above for the BA in Linguistics. Open Electives 39.0 13 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.4. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required
C. Admission Requirements MOTION to accept Foundations of Mathematics 20, Pre-Calculus 20 and Pre-Calculus 30 as acceptable mathematics courses for admission to the Faculty of Arts, effective Fall 2013.
MOTION to recommend that students applying to the Economics major complete Pre- Calculus 20 or 30 or Foundations of Mathematics 30, effective Fall 2013.
Admission Requirements for the Faculty of Arts • English Language Arts A30 and B30 • One math or science course chosen from Biology 30, Calculus 30, Chemistry 30, Computer Science 30, Foundations of Mathematics 30, Geology 30, Math A30, Math B30, Math C30, Pre-calculus 20, Pre-calculus 30, Physics 30 • One language, social science, or fine arts course chosen from Arts Education 30, Christian Ethics 30, Cree 30, Drama 30, Economics 30, French 30, Geography 30, German 30, History 30, Latin 30, Law 30, Mandarin 30, Music 30, Native Studies 30, Psychology 30, Saulteaux 30, Social Studies 30, Spanish 30, Ukrainian 30, Ukrainian Language Arts 30, Visual Art 30 • One additional course from the lists above.
Rationale The western provincial and territorial governments have developed and will be implementing a common curriculum framework for high school mathematics. The framework is a substantial change and is based on streams or pathways (Apprentice and Workplace Mathematics, Foundations of Mathematics, and Pre-Calculus) starting in Grade 10. Additional information about the common framework initiative can be found at http://www.wncp.ca/
21 APPENDIX III
Implementation is scheduled as follows:
Fall 2010: Implementation of new grade 10 courses; Fall 2011: Implementation of new grade 11 courses; Fall 2012: Implementation of new grade 12 courses
Although, the University of Regina would see applicants with the new math curriculum applying for the Fall 2013 semester it is important that the University of Regina establish admission criteria involving these courses well in advance such that we can communicate these changes to students as they begin to choose their mathematics stream(s) to fit with their career and educational goals.
A working group with representative from various faculties and units on campus, including the Department of Mathematics and Statistics, examined the curriculum with the intent to provide guidance to faculties and the Admissions Office in developing admission and related policies. The group quickly recognized that the University of Regina should be as flexible as possible, within the academic context of our programs, in relation to which mathematics stream could be used for admission as not to unfairly disadvantage students who did not have access to certain streams and/or made an inaccurate choice in grade 10 and/or 11.
In light of the diverse backgrounds and interests of students working on programs offered through the Faculty of Arts and in recognition that the completion of a university-level math course is not a requirement for graduation it makes sense for the Faculty’s admission requirements to be flexible and advantage as many students as possible.
II ITEMS FOR INFORMATION
The Faculty of Arts approved the creation, revision and deletion of the following courses or programs and offers them for information.
A. Courses Created 1. Department of Indian Languages, Literatures and Linguistics
LING 230 3:3-0 Survey of American Indian Languages Introduction to basic concepts of linguistics (speech sounds, word structure, sentence patterns, meaning patterns), with examples from Indian languages in their social and cultural context. Comparative linguistics and Indian families of Canada and beyond. *** Prerequisite: Completion of 30 credit hours. *** * Note: This course used to be LING 175. Students may receive credit for only one of LING 175 or LING 230. *
Rationale This is to replace LING 175 and places it a more appropriate level.
22 APPENDIX III
LING 325 3:3-0 First Language Acquisition The course will provide information about how children acquire language from their initial, prenatal speech perception abilities until they can comprehend and produce complex sentences. The core areas of phonological, lexical, morphological and syntactic acquisition will be surveyed. *** Prerequisite: LING 220 or permission of the department head. *** * Note: It is recommended that students take LING 210 in preparation for this course. * Rationale This course will better prepare our students who are interested in pursuing speech pathology as a career path. Though the core of this course will be taught with relevant English data, it is hoped that its place in the First Nations University Linguistics program will stimulate much needed research into the acquisition of First Nations languages.
LING 480 3:3-0 Linguistic Fieldwork Practical application of field methods and interview techniques to the study of First Nations and other indigenous languages. Formulation of alternative hypotheses pertaining to data gathered in interviews. Hypothesis testing and use of argumentation in hypothesis assessment. Data analysis and presentation. *** Prerequisite: LING 380 and permission of the Department Head. ***
Rationale The addition of this course effectively splits the current LING 380 into two sections, required by the overload of information and practicum currently required in the existing course. The new 480 will provide for a more detailed practical application of the theory taught at the 380 level.
2. Department of English
ENGL 499 3:3-0 Bibliography & Methods of Research The goal of this course is to teach techniques of literary research, the process of textual transmission, the editing process, and the physical composition of books. Students have the opportunity to research manuscript documents and variants.
Rationale The department wishes to reinstate ENGL 499 as it appeared in the University catalog; it was cross-listed with ENGL 830 (Advanced Bibliography and Research Methods) and the specifications would remain as per the 2006 description. The 400-level course was deleted on the principle that a stand-alone graduate course would serve students more
23 APPENDIX III
effectively; however, we now believe that our senior-level undergraduate students should not be excluded from such a class. We also are committed to offering 499/830 on a regular basis, and have faculty resources within the department to do so. Dr. Jeanne Shami will be teaching ENGL830 in winter 2010.
B. Courses Deleted 1. Department of Indian Languages, Literatures and Linguistics
LING 175 3:3-0 Survey of American Indian Languages Introduction to basic concepts of linguistics, with examples from Indian languages. Speech sounds, word structure, sentence patterns, meaning patterns. Comparative linguistics and Indian language families of Canada and beyond.
Rationale Replaced with LING 230.
24 APPENDIX IV
FACULTY OF BUSINESS ADMINISTRATION
Date: October 26, 2009 To: Council Committee on Undergraduate Admissions and Studies (CCUAS) Re: Report from Faculty of Business Administration Council
ITEMS FOR APPROVAL
The Faculty of Business Administration submits and offers for approval the following items which were approved by the Faculty of Business Administration Council on October 9, 2009.
Motion 1 That a Major in Entrepreneurship be created within the Bachelor of Business Administration degree, as outlined below. Major in Entrepreneurship Credit Required Courses hours 3.0 BUS 302: Small Business Management 3.0 BUS 304: Innovation and Entrepreneurship 3.0 BUS 402: New Enterprise Creation Two of: 3.0 BUS 314: Entrepreneurial Marketing 3.0 BUS 394: Entrepreneurial Finance BUS 476: Selected Topics in Entrepreneurship – an AA-ZZ series. 15.0
Rationale In response to student demand and faculty expertise, it is desirable to add a major in the area of Entrepreneurship to the Bachelor of Business Administration (BBA) degree program. Entrepreneurship is a growing area of interest for students, and the Faculty of Business Administration has considerable research strength and faculty interest in this area. The Major in Entrepreneurship would require 15 credit hours of BUS courses in the Entrepreneurship area, similar to the other majors in the Faculty of Business Administration. Currently, the Faculty of Business Administration offers one BUS course in the Entrepreneurship area: BUS 302 Small Business Management. Five new courses have been created for this major.
25 APPENDIX IV
Motion 2 That BUS 314: Entrepreneurial Marketing be added as a choice in the Major in Marketing as follows: Two of: BUS 314, BUS 410, BUS 414-417, BUS 435AM, BUS 474AA-ZZ That BUS 394: Entrepreneurial Finance be added as a choice in the Major in Finance as follows: One of: BUS 394, BUS 472AA-ZZ, BUS 491, BUS 492AA-ZZ Rationale The new courses in marketing and finance are appropriate to be included in the respective majors and are added to the list of available choices.
ITEMS FOR INFORMATION
The Faculty of Business Administration approved the creation and revision of the following courses and offers them for information.
1. Revised prerequisites for BUS 302
Current Course Description Proposed New Course Description BUS 302 BUS 302 Small Business Management Small Business Management This course explores small business as a career This course explores small business as a career alternative and addresses the nature of entrepreneurship alternative and addresses the nature of entrepreneurship and the elements of startup: opportunity identification, and the elements of startup: opportunity identification, feasibility analysis, integration of marketing and feasibility analysis, integration of marketing and operating strategies, venture finance, and the business operating strategies, venture finance, and the business plan. plan. ***Prerequisite: Business Administration students: BUS ***Prerequisite: Business Administration students: BUS 210 (or ADMN 210), BUS 250 (or ADMN 250), BUS 210 (or ADMN 210) and BUS 250 (or ADMN 250); 275 (or ADMN 275), BUS 288(or ADMN 288), and Science, Engineering, and Education students: BUS 290 (or ADMN 290); Science, Engineering, and Completion of a minimum of 60 credit hours of Education students: Completion of a minimum of 60 university studies.*** credit hours of university studies.*** *Note: Students may only receive credit for one of BUS *Note: Students may only receive credit for one of BUS 302, ADMN 302, and ENGG 436.* 302, ADMN 302, and ENGG 436.*
Rationale Prerequisites for BUS 302 have been reduced to allow students to complete the Major in Entrepreneurship by taking BUS 302 early in their studies.
26 APPENDIX IV
2. Five courses have been created for the Major in Entrepreneurship as follows. BUS 304 Innovation and Entrepreneurship This course explores the concept and practice of innovation and entrepreneurship. Concepts covered will include sources of, and barriers to creativity and innovation; opportunity recognition; transforming invention to innovation; sharing and protecting intellectual property; globalization and development. *** Prerequisites: Business Administration students: BUS 210 (or ADMN 210) and BUS 250 (or ADMN 250); Science, Engineering, and Education students: Completion of a minimum of 60 credit hours of university studies.*** BUS 314 Entrepreneurial Marketing This course presents the core concepts of entrepreneurship and marketing with a strong emphasis on the marketing of new, innovative, high technology products and services where no market previously existed or where the underlying product concepts may be unfamiliar to existing customers. Marketing techniques particularly useful for entrepreneurial settings are emphasized, including marketing with limited resources. *** Prerequisite: BUS 210 (or ADMN 210)*** BUS 394 Entrepreneurial Finance This course analyzes how entrepreneurs and their financial backers can spot, create and manage value. Start-up and early-stage ventures have particular financial challenges associated with the uncertain and unproven nature of the project. Topics include sources of capital, cash flow forecasting, sensitivity analysis, valuation methodologies, financial contracts and careful negotiations, and different strategies for growing or exiting a venture. *** Prerequisite: BUS 288 (or ADMN 288) and BUS 290 (or ADMN 290)*** BUS 402 New Enterprise Creation This course will enable students to develop a business opportunity analysis into a fully developed business plan. Students will work on their own business ideas, bringing them to a level where financial institutions and venture capital sources would be interested. Students are recommended to complete BUS 314 and BUS 394 prior to registering for this course. *** Prerequisites: Business Administration students: BUS 302 (or ADMN 302) and BUS 304; Science, Engineering, and Education students: Completion of a minimum of 90 credit hours of university studies.*** BUS 476 Selected Topics in Entrepreneurship – an AA-ZZ series. This course consists of current or special interest topics related to entrepreneurship such as: family owned enterprise, social/not-for-profit enterprise, franchise management, technology or resource management, Aboriginal entrepreneurship, women in entrepreneurship, or ethnic entrepreneurship. *** Prerequisite: Dependent on each course offering. (Please see Faculty of Business Administration General Office) *** Rationale These courses cover the core of entrepreneurship and provide a student with some choice.
27 APPENDIX V
Date: November 3, 2009
To: Bev Liski, Associate Registrar, Academic Policy Services and Ceremonies, Registrar’s Office
From: Heather Ryan, Associate Dean of Student Services and Undergraduate Programs, Faculty of Education
Re: Report from Faculty of Education Council to the Council Committee on Undergraduate Admissions & Studies
The following motions approved at Faculty of Education Council are offered for consideration:
I. ITEMS FOR APPROVAL (5)
A. Arts Education Program – Proposal for a 3-Year Bachelor of Dance to be Offered and Awarded by the Faculty of Education (as attached, pp. 2-25)
MOTION 1 That the former three-year BA degree in Dance Education approved by the Undergraduate Program Development Committee February 2, 2007 be renamed as a three-year Bachelor of Dance to be offered and awarded by the Faculty of Education, be approved.
28 APPENDIX V
PROPOSAL FOR A BACHELOR OF DANCE
OFFERED BY ARTS EDUCATION PROGRAM FACULTY OF EDUCATION UNIVERSITY OF REGINA
March, 2009
29 APPENDIX V
Bachelor of Dance (proposed)
Introduction
This proposal explains the need for, and outlines the resources available to support a three-year Bachelor of Dance degree to be offered by the Faculty of Education.
Three years ago the Arts Education program Group suggested that a three-year BA degree in dance would need to be offered by the Faculty of Fine Arts or the Faculty of Kinesiology and Health Studies. Both these faculties offer some dance-related courses that would possibly support a BA in dance. But in 2006 it is evident from our inquiries that there are no plans to extend the study of dance at the University of Regina, or to create a faculty position in Dance in either of the faculties. Letters from Dr. C. Chamberlain, Dean of Faculty of Kinesiology and Health Studies and Dr. S. Petty, Dean of Faculty of Fine Arts are attached in support of the application and course offerings for the degree (Appendix D).
In 2007 a proposal was taken to the Priorities & Planning Committee (see Appendix F). One recommendation from the PPC was to approach the Faculty of Arts to determine whether there would be interest or the possibility that the Faculty of Arts would offer the BA in Dance (Process to Date 2007). Unfortunately, the proposal was not possible, as the Faculty of Arts does not offer the core area of study. At the same meeting a suggestion was made that the Faculty of Education could offer a Bachelor of Dance.
Resources do exist in the Faculty of Education (a dedicated faculty member and several established dance courses). With existing courses offered in the Theatre Department and the Faculty of Kinesiology and Health Studies, a three-year Bachelor of Dance is viable (see Appendix A). The Bachelor of Dance, like the other three-year BA degrees in music, visual and theatre, would only be offered for those students pursuing a BEd degree in Arts Education.
All courses for the Bachelor of Dance already exist (see Appendices B & C).
Resources required: 1. Library materials. Dance materials exist in the library collection and in the Arts Education program. 2. Counselling for students provided by the Student Program Centre, Faculty of Education. 3. Access to dance courses in the Faculty of Education. 4. Faculty of Kinesiology and Health Studies and the Faculty of Fine Arts accept the dance students into existing classes required.
The Arts Education Program Group proposes that the three-year Bachelor of Dance degree be approved by the Faculty of Education.
The Arts Education Program Group proposes that the three-year BA degree in dance be awarded by the Faculty of Education.
30 APPENDIX V
To our knowledge, the Faculty of Education has not awarded a BA degree ever before. But this does not mean it would be inappropriate or unreasonable for it to do so. (It has been suggested several times over the past 15 years that the Faculty of Education could offer BA degrees in Education to those students who do not complete their internship and thus do not qualify for a Bachelor of Education nor teacher certification).
Context for the Proposal
Dance in Canada
In 1995 Dance Collection Danse, a Canadian organization formed to support dance and dance artists through publishing and archiving programs, published The Guide to Career Training in the Dance Arts. At that time the author, Grant Strate, stated, "[a] quick snapshot of the current Canadian dance profession tells us the range of career possibilities is considerably wider than we would have dreamed of 20 years ago". Unfortunately, educational possibilities have not increased on the prairies for those choosing a career in dance. Young emerging artists and those mature artists seeking further professional development must still leave the prairies for liberal education in dance.
Many Canadian post-secondary schools do offer two to three years of training in performance and choreography: Main Dance Performance Training Program, Vancouver, BC School of Contemporary Dancers, Winnipeg, Manitoba Ryerson Theatre School Dance Program Toronto, Ontario The National Ballet School, Toronto, Ontario Quinte Ballet School, Belleville, Ontario Les Ateliers de Danse Moderne de Montréal Inc., Montreal, Quebec School of Classical and Contemporary Dance, Toronto, Ontario
And, the following Canadian universities offer three or four year degrees in dance performance and choreography as well as degrees at the masters level:
School for Contemporary Arts, Simon Fraser University: BFA/MFA. in Dance Dance Studies Program University of Calgary: BA in Dance Studies York University: B.F.A. Honours, BFA/BA, MA, and PHD Université du Québec á Montréal: BA School of Contemporary Dancers (University of Winnipeg) BA General and BA Honours
Thus Bachelor degrees in dance are offered elsewhere. However, a BA in Dance or Bachelor of Dance does not yet exist at the University of Regina, where the Arts Education Program is attracting students of dance. A three-year Bachelor of Dance would extend and deepen the knowledge and understanding of Saskatchewan’s dance specialists who wish to taken on leadership roles in the development of curricula and dance programs in the province.
31 APPENDIX V
Dance in Saskatchewan
In the Saskatchewan community dance is regarded as a meaningful and significant mode of cultural expression. Saskatchewan has a strong and vibrant dance community involving many dance forms and many ages of people. Leadership is provided through different dance associations and programs. For instance, Dance Saskatchewan Inc. (head office in Saskatoon), a provincial dance organization that works with professional artists, as well as with individuals and groups from commercial studios, public schools and community settings; New Dance Horizons located in Regina, which is a nationally recognized arts organization providing the community with a wide-ranging program of contemporary dance; and various dance studios and community programs across the province that offer specific dance programs. The Arts Education Program in the Faculty of Education at the University of Regina offers a major and minor in dance education for K – 12 teachers; and the Ministry of Education in Saskatchewan recognizes the importance of dance through the Arts Education Curriculum, which includes dance for all, kindergarten to grade twelve students. The courses and programs above, particularly at the high school level, require specialist teachers in dance.
The following initiatives, already underway, would support the development of a dance degree at the University of Regina:
Movement Classes in Faculty of Fine Arts Arts Education dance major and Minor students are encouraged and supported to enroll in the Theatre Department’s four courses in movement and dance. A wide range of movement and dance styles are included in the four classes.
Certificate in Dance Teacher Education (C.D.T.E.) The establishment of the C.D.T.E. program in dance education is intended to improve the skills of those involved in teaching different dance forms in private and community settings. The following organizations collaborated to develop the C.D.T.E. Centre for Continuing Education (Certificate Division, Conservatory of Performing Arts) University of Regina Faculty of Education, University of Regina College of Education, University of Saskatchewan Extension Division, University of Saskatchewan Dance Saskatchewan Inc.
This Program is of interest to any person who has completed Grade 12, meets the entrance requirements of the University of Regina, and is either currently teaching dance or interested in pursuing a career as a professional dance teacher.
The Program consists of eight 3 credit hour core classes that all students must take. At this point there are eight 1.5 credit hour elective courses, of which the student must take four. At present modules, workshops and courses are organized and administered by the Arts Education Program.
32 APPENDIX V
High School Dance Programs There is increasing interest in offering dance in high schools, either as a Grade 9 experience or Special Project credit or Dance 10, 20, 30 courses. High schools in Regina (Balfour Collegiate, Winston Knoll Collegiate, Sheldon Williams Collegiate and Dr. Martin LeBoldus High School) and in Saskatoon (Marion M Graham Collegiate and Tommy Douglas Collegiate) offer comprehensive dance programs.
B.Ed. in Arts Education with a Major/Minor in Dance Education Arts Education Program students continue to be able to earn a major/minor in Dance Education (see Appendix B), and a BEd degree.
The Need for a BA Degree in Dance
There are several reasons why it is desirable to design and develop a three-year BA in dance:
a. The demonstrated need for dance as a discipline of the liberal arts within the university. b. The existing need in the provincial community for liberally educated dance professionals. c. The existing Arts Education program is attracting interested students. There are existing three-year BA degrees in Visual Art, Music and Theatre for students enrolled in Visual Art education, Music education and Drama education. But no equivalent exists for students whose primary interest is dance. d. The development of courses and programs at the high school level require specialist teachers in dance. a. Dance as a discipline of the liberal arts: Dance is a discipline of the liberal arts and a valid way of knowing the world, reflecting our cultural manifestations and providing a vehicle through which culture is constructed. Aspects of a dance education include an in-depth study of what comprises dance: dance forms, dance-making and choreography, history, notation, critical analysis, performance, personal meaning and collective expression. b. The Provincial Dance Community creates a need: Initially the B.Ed in Arts Education was a four-year program. However, graduates of the program and the members of the provincial professional community recommended further study in the major and minor areas. Consequently a fifth year was added to the Arts Education Program to provide students with opportunities to take more courses in two of the arts areas. The five-year B.Ed degree in Arts Education has been successful and well received.
In 1991 at the University of Regina the Faculty of Fine Arts agreed to retain the three- year BA degree in Music, Theatre and Visual Art for Arts Education students only. Thus, the five-year program has allowed most Arts Education students to earn two degrees – a BEd and a BA. At the same time, the development and implementation of the Arts Education Curriculum in schools in Saskatchewan has increased the need for qualified
33 APPENDIX V
teachers to work in the arts in schools with kindergarten to grade twelve students. This has resulted in an increase of students entering the Arts Education Program, particularly in the last five years. Among those expanded numbers are students who wish to pursue dance as a major area of study. Thus the need for the BA in Dance has increased.
Dance programs in the community allow students to dance throughout their high school years. These young people then look for a place to pursue dance as a career. Many students leave the province to find dance training either in professional institutions, such as the National Ballet School or the Winnipeg Contemporary Dancers, or in university programs, such as those at York University, Simon Fraser University and University of Quebec at Montreal.
In Saskatchewan there have been many relationships that have nourished and fostered dance. In particular, the Arts Education Program has worked closely with the Ministry of Education, faculty members serving on Curriculum committees to create strong and meaningful dance curricula. Strong relationships also exist with Dance Saskatchewan Inc. to collaborate and provide programs and services for teachers and emerging artists, and the Youth Ballet Company of Saskatchewan where university students are able to observe and assist in dance classes. Students have also been mentored in their teaching in community settings, and graduates of the Arts Education Program have been employed in both the dance and drama programs in Saskatchewan schools and dance studios. c. Other BEd/BA Degrees in Arts Education create a need: The Faculty of Education offers a five year undergraduate degree in Arts Education. The degree requires a major and minor area selected from dance, drama, literature, music and visual art. The degree was designed in discussions with the Faculties of Arts, Kinesiology and Health Studies and Fine Arts. The collaboration made it possible to offer Arts Education students the opportunity to earn a second degree, a three-year BA (music, theatre and visual art) in the Faculty of Fine Arts and a four-year BA in English in the Faculty of Arts.
This two-degree combination is not yet possible for students who wish to major in dance education. Students have only two options: to pursue a major in dance for the Bachelor of Education degree only; or to go to another university to study dance. As there is currently no equivalent study in dance at the University of Regina, interested students must go further afield to universities where dance is offered as a major leading to a BA or a BFA Degree. This is an expensive option both in time and money for these students, and a lost opportunity for the University of Regina to provide academic leadership in the discipline of dance. And often these graduates do not return to Saskatchewan.
In the university there is no opportunity for young people to study dance as a discrete area of knowledge. As the dance community develops and expands the various programs in public schools and community settings and the interest and demand for dance training increases within the province, the University of Regina has an obligation and a unique
34 APPENDIX V
opportunity to acknowledge and respond to those requests. There exists a foundation within the Faculties of Education, Kinesiology and Health Studies and Fine Arts in the form of established courses. These courses could be developed to create a three-year Bachelor of Dance degree (see the Dance degree Template – Appendix A). Additionally, a four-year BA degree in Dance would be a positive response to the needs of the community. This would model to the community that the University of Regina recognizes the good work within dance community and in addition provide the leadership that is not currently evident within the university.
The development of this degree responds to the Faculty of Education’s plans and priorities and the University of Regina’s vision, mission, goals and emphases through: a. The required expertise to respond to the community needs. b. The students’ desire to pursue their passion. c. The implementation of a program that allows students to stay within the province.
The Bachelor of Dance would require that students undertake further in-depth study in movement and dance (four courses in the Faculty of Fine Arts as well as 3 Fine Arts courses outside of the major area of study – dance. Additionally, students will extend their studies by acquiring courses in Humanities (including a language), Science, Social Science and Mathematics.
d. Dance at the High School level The development of dance courses at the high school level demands that the university prepares and provides well trained and educated dance professionals for the students in the dance programs in schools.
Process to Date
1989 Dance courses were designed and implemented for a dance major/minor in the Arts Education Program, Faculty of Education (see Appendices B & C). The prerequisite courses for dance in the Arts Education program were formalized as one-credit courses in modern dance and social and folk dance (offered in the Faculty of Kinesiology and Health Studies). Courses in the Faculty of Fine Arts, THEA 272, 274, 376, 378 Movement/Dance, were accepted as courses towards a dance major/minor in Arts Education. Anatomy and Biomechanics (Faculty of Kinesiology and Health Studies) were required for the dance major in Arts Education.
1995 Two dance courses were established as part of a Musical Theatre Degree (offered in the Faculty of Fine Arts) in the first and final year to support the existing Movement/Dance courses in the Theatre program.
35 APPENDIX V
1998 1. Informal discussions were held with the Head of the Theatre Department regarding dance at the University of Regina. 2. A letter was written to the Deans of the Faculties of Fine Arts and Kinesiology and Health Studies by the Dean of Education to initiate a dialogue with members of the faculties regarding an undergraduate degree opportunity focussing on dance education. 3. A meeting was held with the Head of the Theatre Department, Faculty of Fine Arts, the Assistant Dean of the Faculty of Physical Activity Studies, the Assistant Dean in the Faculty of Education and the Chair of the Arts Education Program, Faculty of Education.
2000 Discussion between the Deans of Fine Arts and Education.
2001 1. A proposal was made that a position in dance be given to the Faculty of Fine Arts. The successful candidate for this position would design and implement: 1. A 3-year BA in Dance 2. A 4- year BFA in Dance 3. A Masters Degrees in Dance 2. An information meeting with the Director of the Centre for Continuing Education and the Head of the Conservatory of Performing Arts was held.
2002 The visit of Grant Strate as the speaker for the Steinecker Lecture Series. Grant Strate designed and implemented the dance programs at York University and Simon Fraser University. A meeting with Dr. David Friesen, Grant Strate and Ann Kipling Brown. A meeting was held with the Dr. Margaret McKinnon, Dean of Education, who encouraged the proposal. A written proposal was developed and sent in June 2002 to Dr. David Barnard, Dr. K. Heinrich, Professor K. Laurin, Dr. M. McKinnon, Dr. C. Krentz, Dr. S. McClatchie and the faculty of the Arts Education program.
2004 A meeting with the Dean, Associate Dean and faculty of the Arts Education program. A memo from the Dean outlining the following process: 1. A meeting was held with the Dean of Fine Arts 2. Development of a rationale that highlights the benefits of this degree and outlines the three-year program.
2006 1. Proposal approved by Arts Education Program, Faculty of Education 2. Proposal approved by Program Development Committee, Faculty of Education 3. Proposal approved by Priorities & Planning Committee, Faculty of Education with request to provide
36 APPENDIX V
• Support letters from Faculty of Kinesiology and Health Studies and Faculty of Fine Arts • Sample courses from other university dance programs • Identification of course offered within and outside Faculty of Education
2007 Meeting with PPC April 26 during which the Dean of Education, Michael Tymchak, and Ann Kipling Brown presented the rationale and content of the proposed BA in Dance.
2007 Received written response from PPC. October 2007 – January 2008. Discussion with Richard Kleer (Associate Dean (Undergraduate)), Faculty of Arts regarding the housing of the BA in Dance in the Faculty of Arts.
2008 On January 4, 2008 Richard Kleer wrote “I've finally had time to give some thorough consideration to your proposal for a three-year BA in Dance. (My sincere apologies that it has taken me this long to get my response to you.) I'm sorry to report that I can't find a principled basis for putting myself on record as being in support of this proposal. I certainly do support the general concept of requiring dance students to get some exposure to a liberal arts education. What troubles me is the idea of calling this a "Bachelor of Arts" degree in Dance” “.
I asked to attend Academic Program Development Committee, Faculty of Arts on 28 February, 2008. At the meeting it was clear that the Faculty of Arts would not support the proposal. The response from Kevin O'Brien, Academic Program Coordinator was as follows: “Just a quick note to thank you for your attendance at today's meeting of Arts Academic Program Development Committee. I want to let you know that the committee agreed not to vote on supporting your proposal until you and your group have determined that you'd like them to do so. If you'd like them to consider it again, please let me know and I'll put it on the agenda. (February 28, 2008). At the same meeting it was suggested that the Faculty of Education offer a Bachelor of Dance.
Proposal of Bachelor of Dance to Arts Education Program and the Undergraduate Program Development Committee
37 APPENDIX V
APPENDIX A
PROPOSED BA (SPECIAL THREE-YEAR IN DANCE
Liberal Arts Credit Hours 2 English (100 and 110) 6 3 Humanities (one upper-level language if the student has 9 Gr. XII credit or two courses in the same language if the student does not have Gr. XII language credit) 1 Natural Science/Computer Science 3 1 Social Science 3 1 Math/Logic 3 Dance (12 Courses) 36 KHS 3 credits EDAN 301 Curriculum Design in Dance* EDAN 302 Dance in Cultural Contexts* EDAN 303 Choreography* EDAN 401 Dance Notation EDAN 402 History of Dance in Art & Education* Anatomy Faculty of Kinesiology and Health Studies Biomechanics Faculty of Kinesiology and Health Studies THEA 272 Faculty of Fine Arts THEA 274 Faculty of Fine Arts THEA 376 Faculty of Fine Arts THEA 378 Faculty of Fine Arts * Courses offered in Faculty of Education 3 Fine Arts outside major Electives 21 7 Open Electives TOTAL 90
38 APPENDIX V
APPENDIX B
ARTS EDUCATION PROGRAM DANCE MAJOR AND MINOR
MAJOR MINOR
KHS Dance – 3 credits KHS Dance – 3 credits (Faculty of Kinesiology and Health Studies) (Faculty of Kinesiology and Health Studies)
EDAN 101 EDAN 101 Introduction to Dance* Introduction to Dance* EDAN 202 EDAN 202 Dance Education* Dance Education*
1. EDAN 301 1. EDAN 301 Curriculum Design in Dance* Curriculum Design in Dance* 2. EDAN 302 2. EDAN 302 Dance in Cultural Contexts* Dance in Cultural Contexts* 3. EDAN 303 3. EDAN 401 Choreography* Dance Notation* 4. EDAN 401 4. & 5. Dance Notation* 2 of the following: 5. EDAN 402 • EDAN 303 History of Dance in Art & Education* Choreography* 6. Anatomy • EDAN 402 (Faculty of Kinesiology and Health Studies) History of Dance in Art & Education* 7. Biomechanics • Anatomy (Faculty of Kinesiology and Health Studies) (Faculty of Kinesiology and Health Studies) 8. Movement Class • Movement Class (Faculty of Fine Arts) (Faculty of Fine Arts)
*Course offered in the Faculty of Education
39 APPENDIX V
Taken from the 2009-2010 Undergraduate Calendar
ARTS EDUCATION PROGRAM FIVE-YEAR BEd DANCE MAJOR (150 credit hours) Semester 1 (Fall) Semester 2 (Winter) ART 100 or ARTH 100 (3) EAES 201 (3) ECS 100 (3) ECMP 355 (3) ENGL 100 (3) FILM 100 (3) MU 100 (3) KHS 232 (3) THEA 100 (3) Elective (3) Semester 3 Semester 4 EAES 203 (seminar) (0) EAES 204 (seminar) (0) EDAN 101 (3) EDAN 202 (3) EDRA 101 (3) EDRA 202 (3) ELIT 101 (3) ELIT 202 (3) EMUS 101 (3) EMUS 202 (3) EVIS 101 (3) EVIS 202 (3) Semester 5 Semester 6 EDAN 301 (major curr) (3) EDAN 302 (major) (3) EDAN 401 or THEA 272 (major) (3) EDAN 303 or THEA 274 (major) (3) Minor (curr) (3) KHS 168 (major) (3) Elective (3) Minor (3) Elective (3) Approved Education elective or EAES 308 (3) Semester 7 Semester 8 ECS 200 (3) ECS 312 (3) ECS 302 (3) EDAN 402 (major) (3) EFLD 060 (PLACE) (0) EFLD 061 (PLACE) (0) KHS 261 (major) (3) EPSY 400 (3) PHIL 278 (3) Minor (3) Minor (3) Approved elective (3) Semester 9 Semester 10 EFLD 402 (internship) (15) EAES 410 (3) EAES 411 (3) EDAN 303 (major) or approved elective (3) Minor (3) Elective (3)
Plus 5 Liberal arts courses: 2 Humanities 1 Natural Science 1 Social Science 1 Math Logic
If you look at the Proposed Bachelor of Dance (Special Three-Year in Dance) template – Appendix A – the dance courses are embedded in the template above. The requirements: Liberal Arts covered by the extra semester 3 Fine Arts outside major, covered by THEA 100, MU 100, ART 100 7 Open Electives, covered by courses in Education
40 APPENDIX V
APPENDIX C
Dance Courses in the Faculty of Education University of Regina
Course Descriptions
EDAN 101 – INTRODUCTION TO DANCE This course involves a practical and theoretical examination of different dance forms in both theatrical and cultural contexts; and study of the expressive and formal qualities of dance and the processes that are involved in the creating, critical evaluation and production of dance.
EDAN 202 – DANCE EDUCATION This course studies the place of dance in the aesthetic education of children, and youth with reference to the child/youth as performer, creator and spectator. Specific resources relevant to school programs and curriculum design (with specific reference to the Saskatchewan Education curriculum) are examined.
EDAN 301 – CURRICULUM DESIGN IN DANCE This course is designed to guide and stimulate students in the selection and organization of creative and contemporary dance experiences for students, K – 12. Dance curricula are examined with particular reference to the Saskatchewan Arts Education Curriculum.
EDAN 302 – DANCE IN CULTURAL CONTEXTS This course is designed to assist students in the planning of experiences that explore dance in cultural contexts and in community settings. Specific reference is made to the place of the body as text, gender issues as they relate to dance, and the different roles of dance in lived experience. The students are involved in the study of resources, in interviews, practical experiences, and in the observation and analysis of dance milieu.
EDAN 303 - CHOREOGRAPHY This course explores the elements of movement and the principles of composition together with the processes of dance making. Students have opportunities to create both solo and group compositions. They also consider the appropriateness of dance for the public and community settings.
41 APPENDIX V
EDAN 401 – DANCE NOTATION This course involves the study of Labanotation: Motif description and Elementary Structured Notation. A notation system provides the student with a tool to learn about dance, explore the elements of movement and the structure of dance, to record dance ideas, to learn the dance of others, and to use dance in experiences with children and youth.
EDAN 402 – DANCE HISTORY This course provides the students with an historical overview of dance in education and asks the students to consider the specific roles that dance plays in people’s lives.
42 APPENDIX V
APPENDIX D
Letters of Support Dean C. Chamberlin, Faculty of Kinesiology and Health Studies Dean S. Petty, Faculty of Fine Arts
43 44 APPENDIX V
APPENDIX E
York University Dance Department B.F.A. Honours, BFA/BA, MA
FA/DANC 1340 Introduction to Dance Studies Explores the contemporary themes and issues in dance using current approaches to research and theory.
FA/DANC 2226 Dance Composition Further study of the basic principles of dance composition; development of studies toward completed works, and examination of production and performance as it relates to choreography. Continued analytic/critical work of choreographed dances.
FA/DANC 2340 Dance History: 20th Century Examines the multi-faceted nature of western theatrical dance from the early-20th century to post-modernism.
FA/DANC 4345 Canadian Dance History Investigates selected periods, people, cultural, social and political events in the development of Canadian dance during the 19th and 20th centuries.
FA/DANC 2510B Introduction to World Dance Practices: North Africa, Middle East, Central Asia and Diaspora Introduces the study of selected dances from Morocco, Egypt, Israel, Iran and Azerbaijan, including belly dancing, folk and dervish dances, with attention to their cultural contexts. Different regions selected for study in different years. Studio/discussion.
FA/DANC 3370 Dance Pedagogy Examines the methods and materials associated with teaching dance technique to the adolescent and the adult. The lecture/studio portion of the course is augmented by assisting or observing a series of dance classes.
FA/DANC 4375 Dance and the Child I Provides theories, tools and applications for teaching dance to children (ages three-six). Lecture/studio, practicum.
45 APPENDIX V
Dance Studies Program, University of Calgary: BA in Dance Studies
DANC 201 Critical Process Students learn to explore, observe, and structure ideas and movement through improvisations and specific exercises which cover such fundamentals as kinetics, perceptual skills, rhythm and dynamics, spatial organization, integration of acoustic, visual and verbal elements, and use of technology as a creative tool.
DANC 211 Dance Traditions A survey of the history of dance, including relations between modernism, post-modernism, and beyond.
DANC 240 Principles of Contemporary Dance A survey of technical skills, improvisation, and dance composition.
DANC 320 Choreography Choreography is the art of rendering a concept into the physical design of dance through movement and forms of notation. This course develops personal creativity and broadens the student’s physical and expressive potential into public performances. By organizing movement, space, and time into dances, students follow through the stages of organizing ideas, developing themes, and rehearsing and performing choreographic creations.
DANC 330 Principles of Anatomy and Body Movement A workshop of movement fundamentals based on the practical understanding of anatomy and dance technique.
DANC 350 Practical Anatomy for the Moving Body An introduction to human anatomy in relation to movement and dance. The study of skeletal structure and the function of muscles and joints from proper alignment.
46 APPENDIX V
Simon Fraser University Bachelor of Fine Arts Degree Program Degree Requirements Dance Major Program
The BFA major in dance approaches dance as an art form and integrates theory with creative and technical studio courses. Emphasis is given to contemporary dance technique, composition and experimentation. Courses are also offered in body conditioning practices, ballet, history and criticism, and movement analysis. Course work in other artistic disciplines is encouraged, and opportunities for participation in a variety of productions are available. The program is intended for students who desire to study dance in relation to other contemporary art disciplines and academic fields.
A minimum of 40 credit hours must be completed including all of FPA 111-3 Issues in the Fine and Performing Arts FPA 122-4 Contemporary Dance I FPA 123-4 Contemporary Dance II FPA 124-3 Dance Improvisation FPA 129-3 Fundamental Integration of Human Movement FPA 220-4 Contemporary Dance III FPA 221-4 Contemporary Dance IV FPA 224-3 Dance Composition I FPA 227-3 History of Dance: The 20th Century FPA 320-4 Contemporary Dance V FPA 321-4 Contemporary Dance VI FPA 324-3 New Dance Composition FPA 426-3 Dance/Movement Analysis FPA 322-3 Ballet I FPA 323-3 Ballet II FPA 325-3 Special Project in Dance Composition FPA 326-4 Repertory I FPA 327-4 Repertory II FPA 420-4 Contemporary Dance VII FPA 421-4 Contemporary Dance VIII FPA 425-4 Intensive Studies in Performance FPA 427-3 Ballet III FPA 428-3 Ballet IV
Program with National Ballet School In addition to the BFA in dance and the extended minor, the School for the Contemporary Arts offers a combined degree/diploma program with the National Ballet School Teachers' Training Program. This five year program allows students to initiate their studies at Simon Fraser University or at the National Ballet School (NBS). The students who begin this program at Simon Fraser University will spend three years at Simon Fraser University and two years at NBS
47 APPENDIX V and receive a BFA degree and a National Ballet School Teachers' Training diploma. Students who transfer to Simon Fraser University after three years of study at NBS will complete two years at Simon Fraser University and receive a Bachelor of General Studies degree and the NBS Teachers' Training Diploma.
Dance Extended Minor This program is intended primarily for students who wish to obtain a BA degree with a view to teaching dance in the public schools. It may be used in combination with another extended minor. The program is balanced with dance technique, composition and theory, and some work in a relevant art discipline other than dance.
48 APPENDIX V
APPENDIX F
PPC Memo and Response
49 50
51 APPENDIX V
Response to the questions of PPC
Staffing for the dance program
1. Contingency Plan for long and short term staffing in the dance program At present the faculty member responsible for the dance courses holds a full-time position in the Arts Education Program, Faculty of Education and teaches EDAN 101, 202, 301, 401 each year and EDAN 303 and 402 on a rotational basis. In the context where this faculty member were to leave either on a short term or long term basis there are qualified professional dance educators in Saskatchewan and Canada.
2. Faculty member positioned as an associate member in specific faculties The suggestion that the faculty member is positioned as an associate member in the Faculties of KHS or Fine Arts has been discussed for several years. It was put aside as impractical and uneconomical. In the first instance, the full-time position is demanded in the Faculty of Education for program as well as course requirements. In the second instance, the incapacity for the Faculties of KHS or Fine Arts to take on the degree.
3. The Dance Degree affecting resources in existing programs One faculty member who also teaches professional studies as well as supporting program and faculty initiatives maintains the dance courses. This would not change or affect the courses taught in the additional four arts areas. The addition of the three-year Bachelor of Dance, embedded within the five-year Bachelor of Education Degree in Arts Education does not add to the teaching load of the faculty in the Arts Education program or other programs in the Faculty of Education.
Projected Enrolment On the following pages statistics as of September 2007 are provided. At the end of the second year of the program (approx. 30 students) students select a major and minor area of study from five areas – dance, drama, literature, music and visual art. It is not necessary to declare a major or minor area of study until this point, therefore numbers in the first and second year are not always accurate. As mentioned earlier if students wish to complete a combined BEd/BA in dance they are not able to do so, therefore, they select dance as a minor area of study. Interest in the combined degree is increasing as the development of dance programs in schools grows. Thus there is a demand for qualified and experienced dance educators, particularly at high school level.
52 APPENDIX V
Faculty of Education: Bachelor of Arts Education
Program Statistics (as of August 14, 2009)
• Enrolment for Fall 2009 by Year of Program
Year One Year Two Year Three Year Four Year Five Total
25 26 22 18 31 122
• Breakdown by Year and Major & Minor Areas of Study Fall 2009
Year One Year Two Year Three Year Four Year Five Major Minor Major Minor Major Minor Major Minor Major Minor EDAN 3 0 2 1 0 3 0 4 0 7 EDRA 4 1 5 1 8 6 7 4 12 6 ELIT 3 0 1 3 0 7 3 5 1 11 EMUS 2 0 3 0 4 1 2 2 3 3 EVIS 13 0 15 0 10 3 6 3 15 4
• Totals of Majors & Minors by Area for ALL five years of Program
Major Minor EDAN 5 15 EDRA 36 18 ELIT 8 26 EMUS 14 6 EVIS 59 10
53 APPENDIX V
Faculty of Education: Bachelor of Arts Education
Graduation Statistics 2003 – Spring 2009
Year Distribution by Program Graduates Total Arts Education 5 year 21 25 2003 Arts Education BEAD 4
Arts Education 5 year 18 25 2004 Arts Education BEAD 7
Arts Education 5 year 9 14 2005 Arts Education BEAD 5
Arts Education 5 year 22 27 2006 Arts Education BEAD 5
Arts Education 5 year 16 19 2007 Arts Education BEAD 3
Arts Education 5 year 24 26 2008 Arts Education BEAD 2
Arts Education 5 year 11 11 2009 Arts Education BEAD 0
Arts Education 5 year 121 147 TOTAL Arts Education BEAD 26
54 APPENDIX V
A. Bachelor of Education – Cree Immersion Program (Indigenous Education) (pp. 26-49)
MOTION 2 That the new Bachelor of Education – Cree Immersion Program, be approved.
55 APPENDIX V
FIRST NATIONS UNIVERSITY OF CANADA
DEPARTMENT OF INDIGENOUS EDUCATION
DEPARTMENT OF LANGUAGES, LITERATURE, AND LINGUISTICS
NORTHERN CAMPUS
BACHELOR OF EDUCATION – CREE IMMERSION PROGRAM
PROPOSAL
September 9, 2009
56 APPENDIX V
BACHELOR OF EDUCATION - CREE PROGRAM
Introduction The Bachelor of Education – Cree (th) dialect immersion program has been developed by the Department of Indigenous Education, in cooperation with the Department of Languages, Literature, Linguistics, in response to the need for more qualified First Nations Language teachers, and to support current Cree immersion programs in Saskatchewan schools. The Gift of Language and Culture Executive Committee and the La Ronge Band have provided letters of support for this program.
The Faculty of Indigenous Education involved in developing the program are Angelina Weenie, Department Head; Ida Swan, Faculty, Northern Campus; and Doreen Oakes, Faculty, Department of Indian Languages, Literature and Linguistics.
The Lac La Ronge Indian Band initiated the request for this program. However, other First Nations communities and provincial schools have expressed a need for First Nation Language teachers.
Need For Program The decrease of First Nations language speakers is of concern to Elders and First Nations communities (Sasakamoose, 2008, 2009). A Bachelor of Education degree program resulting in the Cree Language would fulfill the high demand for Indigenous language teachers (Sasakamoose & Waskewitch (2008) and would work to preserve the Cree language.
Lac La Ronge Indian Band members want to protect and preserve the Cree language and require qualified First Nations language speakers specifically trained to teach in all areas through the Cree language. The Gift of Language and Culture project also require teachers who are knowledgeable in Cree language and culture to develop curriculum materials. Current First Nations language teachers are culturally knowledgeable and the desire to obtain additional training to attain credibility and status within the school systems has been expressed.
Audience and Market The program has been developed in the Woodland Cree /th/ dialect but it can be adapted to other dialects of the Cree language.
The potential audience is local and provincial. Cree language classes are included to enhance language capability in the Cree (th) dialect. The syllabics and literature and grammar courses will provide support to teachers in using written communication in their pedagogical approaches.
57 APPENDIX V
Relationship to University and Department Goals and Mission The mission of the First Nations University of Canada is to preserve and protect the languages and cultures of First Nations people. To complement the mission of the First Nations University of Canada, the Department of Indigenous Education is committed to providing a teacher education program that reflects the aspirations of First Nations communities. The Department of Indigenous Education will be responsible for the planning, monitoring, evaluation, and review of the program.
Administration and Resources The Bachelor of Education- Cree Immersion program will be administered through the First Nations University of Canada, Department of Indigenous Education in cooperation with the Department of Indian Languages, Literatures, and Linguistics, Northern Campus, and the University of Regina, Faculty of Education.
Program Structure and Curriculum Applicants must meet the requirements for admission into the Department of Indigenous Education according to the criteria set by the University of Regina.
Transfer Credit Courses that are obtained from other universities will be considered for transfer credit.
58 APPENDIX V
FIRST NATIONS UNIVERSITY OF CANADA DEPARTMENT OF INDIGENOUS EDUCATION IN COOPERATION WITH DEPARTMENT OF INDIANLANGUAGES, LINGUISTICS, & LITERATURES
Bachelor of Education-Cree Immersion Program
SEMESTER 1 (Fall) SEMESTER 2 (Winter) CREE 104 (3) CREE 105 (3) EINL 200 (3) EAES 215 (3) ENGL 100 (3) EIND 205 (3) INDG 100 (3) ELNG 205 (3) MATH 101 (3) EPS 100 (3) 30 credit hours
SEMESTER 3 SEMESTER 4 CREE 202 (3) CREE 203 (3) EIOE 215 (1.5) EINL 225 (3) EMTH 215 (3) EIOE 225 (1.5) EPE 215 (3) EPS 225 (3) EPS 215 (3) EPSY 225 (3) EPSY 205 (3) ERDG 215 (3) 33 credit hours
SEMESTER 5 SEMESTER 6 CREE 206 (3) CREE 340 (3) CREE 330 (3) EINH 215 (3) EIEA 355 (3) EINL 335 (3) EIND 305 (3) ESCI 215 (3) EINL 325 (3) ESST 215 (3) 30 credit hours
SEMESTER 7 SEMESTER 8 BIOL 140 (3) EFLD 405 (15) EINL 450 (3) INAH 100 (3) EPSY 322 (3) 27 credit hours
[TOTAL= 120 credit hours]
59 APPENDIX V
SEMESTER 1 Fall
CREE 104 3:3-0 Cree Grammar and Orthography I This course is designed for students who already speak Cree. Emphasis is on writing in the standard Roman orthography and on grammatical structures. Prerequisite: Fluency in Cree *Note: Students with standing in CREE 100 will not receive credit for CREE 104.
ENGL 100 3:3-0 Critical Reading and Writing 1 This course develops students’ proficiency in critical reading and writing through the study of a wide range of non-literary and literary texts, and the study of composition, with emphasis on connections between modes of reading and writing. *Note: English 100 is a requirement for graduation for all degree programs offered by the University of Regina. Students should be aware that failing English 100 could result in their being ineligible to graduate from any degree program at the University of Regina. Students who are planning to repeat ENGL 100 should seek academic advising before doing so.
EINL 200 3:3-0 Culture and the Acquisition of Language and Literacy This course provides students with an understanding and analysis of how culture influences the development of language, literacy, and communication skills with a particular focus on the language experiences of Aboriginal peoples in Canada. ***Prerequisite: 2nd year standing or permission of instructor. ***
INDG 100 3:3-0 Introduction to Indigenous Studies I This course introduces the subject of Indigenous studies with a survey of Indigenous peoples in Canada from their origins, through European influence, and to the end of the historic treaty period. *Note: INDG 100 and INDG 101 can be taken concurrently with permission of the Department Head.
MATH 101 3:3-3 Introductory Finite Mathematics I This is an introductory course intended to familiarize the students with the basic concepts of arithmetic, number theory, set theory, symbolic logic and finite mathematics. Topics include logic, sets numeration systems, arithmetic in non-decimal systems, system of integers, elementary number theory and modular arithmetic. There will be a strong emphasis on critical thinking, problem solving, understanding concepts and their applications. ***Prerequisite: Mathematics A30 *** *Note: Students who have received credit for any mathematical course (other than MATH 108) cannot take this class for credit, unless it is explicitly required in their program or they have received consent for the Head of the Department of Mathematics and Statistics. We delivered class sections may be subject to an additional $50.00 material fee.
60 APPENDIX V
SEMESTER 2 Winter
EPS 100 3:3-5 Introduction to Education: Its Principals and Practices The role of schooling and the teacher; the nature of teaching as a career. In-school and on campus labs. This course should be taken in the first year of program Prerequisite: EPS 116 or permission from department head. *Note: Normally Education students only. Space permitting, others may be admitted with special permission. Students must fill out the Workers’ Compensation form*
EAES 215 3:3-0 Introduction to Arts Education Introduction to the five disciplines of art, dance, drama, music, and literature as required areas of study in the elementary classroom as reflected in aspects of the provincial curriculum.
ELNG 205 3:3-0 Language and Literacy Development This course will prepare teachers to foster language development in the classroom by providing an overview of recent theory, research, and practice in language and literacy acquisition. ***Prerequisite: EPS 100***
CREE 105 3:3-0 Cree Grammar and Orthography II A continuation of Cree 104. Further writing practise, grammar, and short compositions. This course completes preparation for other Cree courses. ***Prerequisite: Cree 104 *** *Note: Students with standing in Cree 101 will not receive credit for Cree 105*
EIND 205 3:3-0 Introduction to Indigenous Education The implications of culture and cultural change for education are examined using examples from First Nations cultures. Ways of integrating First Nations culture into classroom practice are examined. ***Prerequisite: EPS 116 or permission from the First Nations University of Canada, Indigenous Education Department Head.***
SEMESTER 3 Fall
EIOE 215 1.5:2-0 First Nations' Outdoor Education: Part I The course will focus on outdoor education theory, and how to use it to enhance classroom teaching and to foster a healing environment. Students will learn activities and methods for teaching Aboriginal cultural customs and environmental studies for academic, personal, social and cultural growth.
EMTH 215 3:3-0 Theory and Practice in Teaching Mathematics in the Elementary School This course examines the structure of mathematics and methodology related to major curriculum topics, including problem solving, rational numbers, and geometry. A critical resource-based approach will be used to enable students to become familiar with, and make wise choices about, a variety of teaching strategies and curriculum materials. *** Prerequisite: For elementary pre-internship students only.***
61 APPENDIX V
EPE 215 3:3-0 Physical Education in the Elementary School An overview of teaching methods, curriculum content and materials, and their application in elementary physical education. Appropriate use of supplies and equipment.
EPS 215 3:3-10 Principles and Practices of Elementary Teaching: I This course provides instruction on, and practice in, basic instructional approaches. Students will develop further ability in, and understanding of, the roles of teachers in schools. ***Prerequisite: EPS 100*** *Note: Students must fill out the Workers’ Compensation Agreement Form. Pass/fail grade
CREE 202 3:3-0 Intermediate Cree I This course is a continuation and integration of the Cree oracy and literacy skills introduced at the 100- level. Intermediate grammatical structures are introduced through oral practice and the study of oral and written literature. ***Prerequisite: CREE 101 or 105***
EPSY 205 3:3-0 Understanding and Enhancing Student Development A study of children through the preschool, elementary, and middle school years. The focus is on how students develop and learn. Emphasis is on developing observation, interaction, and mediation skills. ***Prerequisite: Admission to second year of elementary education program or permission of department head, First Nations University of Canada, Indigenous Education.***
SEMESTER 4 Winter
CREE 203 3:3-0 Intermediate Cree II A continuation of CREE 202. Further oral and written practice in Cree. This course completes preparation for all senior Cree courses. ***Prerequisite: CREE 202***
ERDG 215 3:3-0 The Teaching of Reading This course prepares students to teach reading in the elementary school by developing an understanding of reading processes and current pedagogical approaches. ***Prerequisites: ELNG 205 and EPS 215 (concurrent enrolment allowed)***
EPS 225 3:3-2 Principles and Practices of Elementary Teaching: II Building on EPS 215, the course focuses on integrated and learner centered instruction and the facilitation of learning. ***Prerequisite: EPS 215*** *Note: Students must fill out the Workers’ Compensation Agreement form. Pass/fail grade*
62 APPENDIX V
EPSY 225 3:3-0 Assessing Student Learning An introduction to basic principles and practices in assessing learning during the early childhood, elementary and middle years. Focus will be on melding theory and practice. Note: Normally offered in fall only.
EIOE 225 1.5:2-0 First Nations’ Outdoor Education: Part II The course will continue the focus on outdoor education theory, and how to use it to enhance classroom teaching and to foster a healing environment. Students will learn activities and methods for teaching Aboriginal cultural customs and environmental studies for academic, personal, social and cultural growth.
EINL 225 3:3-0 Indian Language Arts: Oral and Written Communications Students will learn the methodologies of teaching children to increase verbal and written skills in Indian languages. Language development and curriculum development in the context of Indian societies are stressed. ***Prerequisite: 102-level Indian language or ELNG 205 or permission from First Nations University of Canada, Indigenous Education Department Head.
SEMESTER 5 Fall
EIEA 355 3:3-0 Educational Administration: Indigenous Education Structure and Process An overview of administration in federal, provincial, and band controlled schools with reference to constitutional, legal, and economic components. ***Prerequisite: EPS 225 or EPS 350***
EINL 325 3:3-0 Bilingual/Bicultural Language Learning Processes The cognitive and social aspects of second language learning, and the processes of bilingual/bicultural development. Students explore the strategies bilingual teachers can use in the classroom to enhance language learning. ***Prerequisite: An introductory course in the principles of teaching English as a second language or EINL 225.***
EIND 305 3:3-7 Curriculum and Instruction Adaptation for Indigenous Education Culturally relevant teaching methodologies for First Nations students are examined. Planning skills are developed for integration of First Nations content across the curriculum. *** Prerequisite: EIND 205 ***
CREE 206 3:3-0 Cree Linguistics Linguistic concepts for the scientific analysis of Cree with comparison to the closely related Algonquian language Saulteaux. Application to language teaching. ***Prerequisite: CREE 101 or 105, or permission of the Department Head***
63 APPENDIX V
CREE 330 3:3-0 Cree Syllabics Introduction to the Cree syllabics writing system. Reading, writing and transcription in syllabics. ***Prerequisite: CREE 203 or permission of the Department Head.***
SEMESTER 6 Winter
ESST 215 3:3-0 Social Studies for Elementary School Teachers Objectives, methods of teaching, curricular models, and materials in elementary school social studies. Philosophies of social studies are explored. ***Prerequisite: Admission to pre-internship.***
EINH 215 3:3-0 Introduction to Indigenous Health Education in Elementary School Introduction to methods and materials for effective health education, particularly for First Nations students. Basic health concepts are studied within the framework of the traditional First Nations philosophy of health and wellness. *** Prerequisite: EPS 100 or permission from First Nations University of Canada, Indigenous Education Department Head. ***
ESCI 215 3:3-3 Introduction to Teaching of Elementary School Science Philosophy, objectives, curriculum materials, structure, and teaching of elementary school science. Enquiry approach to science education. ***Prerequisite: Completion of first year in elementary program.***
CREE 340 3:3-0 Oral Tradition of Cree Stories and legends on audio and video cassettes will be analyzed and transcribed by students. Storytelling sessions by students and elders. Visiting lecturers will also be included in the course. ***Prerequisite: CREE 202 or permission of the Department Head***
EINL 335 3:3-0 Community Based Curriculum Development for First Nations (K-12) Languages This course will focus on community based curriculum development and implementation procedures for First Nations language programs. Adaptation and modification of specific community based curriculum models will be examined. ***Prerequisite: EINL 225 or EINL 325.***
SEMESTER 7 Fall
EINL 450 3:3-0 Indian Language Immersion This course is intended to provide students with increased fluency in an Indian language to review First Nations languages immersion programs presently in use; and to help students design, implement and evaluate Indian language immersion programs. ***Prerequisite: Fluency in First Nations language, or Indian language 104, or EINL 325 or permission of the Department of Extension and Northern Operations at First Nations University of Canada. *** *Note: Accommodation Fee: $125.00* 64 APPENDIX V
INAH 100 3:3-0 An Introductory Survey of North American Indian Art A survey of North American Indian art from prehistory to the present. Analysis of styles in their historical context; development of the specialist's vocabulary.
BIOL 140 3:3-1.5 Human Biology The principles of biology at an introductory level with examples taken from humans. *Note: This course is designed to apply the study of biological principles to humans. Students cannot receive credit for both BIOL 140 and 150. Students who have credit for either BIOL 100 or BIOL 101 cannot subsequently received credit for either BIOL 100 or BIOL 101.*
EPSY 322 3:3-3 Students with Special Needs An overview of working with students with special needs. Attention is paid to both, the characteristics of these students and the implications of these characteristics for classroom practice. *** Prerequisite: For elementary and arts education students: EPS 225 and completion of pre-internship. For secondary minor students: one of PSYC 101, 102, 210, KHS 151 or SW 421. *** * Note: In special cases, for experienced teachers, with permission, EPSY 322 may be a corequisite for EPSY 323, 324, 326, 328, 329, 330, 331 and 332AA. *
SEMESTER 8 Winter
EFLD 405 15:0-15 Elementary Internship Required of all elementary students in all programs leading to a BEd. or a BEAD. Can be taken either semester although usually taken in the fall semester for a total of 16 weeks. *** Prerequisite: Completion of pre-internship year (EPS 225) and permission from the program area is required to register. *Note: Visiting or special students must seek permission from the coordinator of professional development. * Note: Pass/fail grade. Students must fill out the Worker’s Compensation Agreement form*
65
66
67
68 APPENDIX V
nistam initiniwak kiskinwāmātowikamihk
ita kakiskinwāmācik kiskinwāmākīwin Ikwa ita intiniwak katoskātakwaw ayaminwin
kiwītinohk kiskinwāmātowikamihk
nīhithowi- kiskinwāmākīwin masinahikan
kakwīcīkimōwin
takwakipisim 2009
69 APPENDIX V
NIHITHOW KISKINWAMAKIWIN MASINAHIKAN
Inakathāskamotahiwin nīhithow kiskinwāmākīwin masinahikan, anima nihithow /th/ ayaminwin tāpatak othastānīwin. aniki kā-kisnwamawacik kiski-nwāmahwākana īkwa aniki kā-atoskātahkik itiniw ayamiwina niso- kāmatowak, initawīthītakosithit nīhithow okiskinwāhamakiwa. asici ta-sītonākwaw ita- nihithowiwin kaski-nwāhamākaniwik. nitī mistayisakayikanik ayamiwina ikwa pimatisiwina kakī- mikināniwikik kato-skatākwaw, ikwa asici withāwaw La Ronge intiniwak masinayikīwak inipāwistakwaw oma kiski-nwamatowin. aniki kā-atoskātahkik itiniw ka-kiskinwāhamāwacik tayi-sikīnwāmahakīthit withawa Angelina Weenie, kapimīpathītat, ikwa Ida swan, kiskinwāhamākiw omithiw ka-othastācik, ikwa Doreen Oakes katoskit anitī aniki kā-atoskātahkik itiniw – ayamiwina.itha. mistayi-sakāyikanihk oci withāwa kakī-nitawīthītakwaw omīthiw nihithow masinayikan. tanīki ōci pakwa-tamok kisi-ayak i-atiwanītāniwik nīhithowīwin. Misiwi-mini itāwiwinik itiniwak pawa- tamok wīstawaw (sasakamoos, 2008, 2009). Kaci-nakwāhki kiskinwhamakiwak oma nīhithow kiskinwāmākīwin masinahikan apo tatipīpathiwak itī katawī-thimīcik (sasakamoose & waskewitch, 2008). ikwa asici tawīyikok aniki intiniwak kanōtī – micimonākik otayamiwīniwaw.
La Ronge Indian Band nitwīthītamok oma nihithowi kiskinwahamkiwin. aniki mistayisakayikanik ayamiwina ikwa pimatisiwina kakī-mikināniwikik katokskatākwaw kwayask nita-withimiwak okiski-nwamahakiwak tanā-tamasinayikīthit. kiskinwhamakiwak kistīthītamok otatōskiwinīwaw, maka ikwa nitawīthītamok tawīcihicik masinahikan takacitinākwaw (Sasakamoose, 2009). awinakak oma oci.
Saskakitiniwaw opikiskwiwiniwa /th/ oma oci ka-othastaniwik. Maka pitos ka-isipikiskwaw niwik mina taki-othastaniwinwa masinahikan.
Mikwac with a La Ronge oci itiniwak ikwa asici misiwī Saskatchewan taki-otinamwak oma. Kicinac tana-kacitacit sakakitiniw /th/ ayamiwin. Nihithow masinahikiwina, ikwa acimowina, ikwa kwayask pikiskwīwin tawīci-ikok kiski-nwamahakiwak.
wīci-itowin Aniki kakiski-nwamahawacik ta-isikiskinwamakithit itiniwa tapimipathītawak oma, anita oci nistam itiniw kiskinwāmātowikamikohk. Athisk withawa kwayask kakwi-kistīthītamok nihithow pimatisiwin ikwa kiski-thītamowin. kaywask nikan astāwak kiskinwamahikiwinik isi kīcinac sapotatāwak anima nihithow isi-pinikīwin ikwa kiskīthītamowin. ikwanik oho nistam itiniwak kiskinwamatowikamihkohk kātoskici tanānākatokiwak oma kiskinwamakiwin.
70 APPENDIX V pimipathīcikīwak itiniwak piko tanakiskākwaw pitohkiwina nihithow kiskinwamatowinīk oci, asici kayi-tastikkik masinakanisa kiskinwamahtowinik Regina..
nistam itiniwak kisnwāmātowikamihk ita-kaskiskinwāmācik ta-isikiskinwāmākicik ikwa ita-kakiskinwāmācik ayamiwina
nīhithow kiskinwāmākīwin masinahikan kiskinwāmākīwina 1 kiskinwāmākīwina 2 nīhithowīwin 104 (3) kiskinwāmākīwin 100 (3) ākathāsīmowin 100 (3) nakiskamōtithāw tāpasinahikiwin kiskinwāmākiwin 215 (3) itiniwak ayamiwin kiskinwāmākīwin 200 (3) yamiwin asici masinakī ōsīcikīwin 205 (3) itiniwak ayamiwin kiskinwāmākīwin 225 ( 3) nakiskamōtithāw Itiniwak kiskinwāmātowin 205 ( 3) akītāson kiskithītamowin 101 (3) nīhithowīwin 105 ( 3)
30 tipa-īkana kiskinwāmākīwina 3 kiskinwāmākīwina 4 wathawītimīk kiskinwāmākīwin 215 (1.5) nīhithowīwin 203 (3) akītāson kiskinwāmākīwin 215 (3) ayamīcikīwin kiskinwāmākīwin 215 (3) sīsāwi- kiskinwāmākīwin 215(3) kiskinwāmākīwin 225 (3) kiskinwāmākīwin 215 (3) māmitonithicikan kiskinwāmākīwin 225 (3) māmitonithicikan kiskinwāmākīwin 215 (3) wathawītimīk kiskinwāmākīwin 225 (1.5) nīhithowīwin 202 (3) itiniwak ayamiwin kiskinwāmākīwin 225 (3)
33 tipa-īkana kiskinwāmākīwina 5 kiskinwāmākīwina 6 nakiskamōtithāw tāpasinahikiwin kiskinwāmākiwin 355(3) pimātīsiwin kisknāmākīwin 215 (3) niso ayamiwin/pimātisīwin (3) Mitho-pimātisiwin kiskinwāmākīwin 215 (3) nakiskamōtithāw Itiniwak kiskinwāmātowin 305(3) pikokiway kiskīthītamowin 215(3) nīhithowin 206 (3) Nīhithowīwin 340(3) nīhithowin 330(3) Niso ayamiwin/pimātisiwin ka-isikīthītamowīna 335 (3)
30 credit hours kiskinwāmākīwina 7 kiskinwāmākīwina 8 itiniwak ayamiwin kiskinwāmākīwin 450 (3) Kiskinwāhama-towikamikohk kiskīnwamakiwin 405 (15) Itiniwak mithwā-awin 100 (3) Askīk kīkwaya 140 (3) māmitonithicikan kiskinwāmākīwin 322 (3)
27 tipa-īkana [māmāwi 120 tipa-īkana]
71 APPENDIX V
kiskinwāmākīwina 1 takwakin
nīhithowīwin 104 3:3-0 nīthow ayaminwin īkwa masinahikīwinisa I oma kiskinwāmakīwin aniki kiskinwāmākanak sāsay kā-nīhithowīcik oci. kiskinwāmākanak ta- masinahikīcik īkwa tanisi ta-isi-masinahikāniwik nīhithowīwinik. wāpātithawak tanisi ta-isi- osihitācik ācimowinisa
kīsāc piko ta-ayāt oma kiskinwāhamākan: tanātā-nīhithowit
kiskīthītamohk: kiskinwāmākanak sāsay ī-ayācik nīhithowīwin 100 namotha ta- akītamāwak nīhithowīwin 104.
ākathāsīmowin 100 3:3-0 masinahikana īkwa masinahikīwin I nakiskamōtithāw mitho-masinahikīwin īkwa pīyak ācimo masinahikīwin īkācī tāpācimo masinahikīwin, asici ta-kiskinawāpātināw tānisi ta-māci masinahikīt. kiskīthītamohk: piko oma ta-āyat kiskinwahmākan. Ika-kakaskītacik, apo namōtha takī kīsitaw masinahikan. itiniwak ayamiwin kiskinwāmākīwin 200 3:3-0 tāpwītamowin īkwa nisitōtamowin ayamiwin īkwa masinahikīwin 3:3-0 intiniwak kiskinwāmākīwin 100 3:3-0 oma kiskinwāmākīwin takīskithītakwa kiskinwāmākanak itiniwak ka-isi pi- isipimātisicik.takanawāpācikātiw pimatisiwin akī-ispathik misakamī, asici mina moniyawak kakīpi- takotitat kotak pimatisiwin, isko kakī-ispathiki asotamākīwina.
kiskīthitamohk: intiniwak kiskinwahmākīwin 100 ikwa itiniwak kiskinwāmākīwin 101 kakī-otinikātīwa pi-ākwanspīk akītāson kiskithītamowin 101 3:3-0 kiskinwāmākanak kiskinwāmāhawak kwayask akītasona ta-isinakācītacik
nakiskamōtithaw kiskinwāmākan nistam akītāsowin. kiskinhamāw nanātok īcikīwinamīna kotaka intiniwak ota-amiiniwāw ōta kā-ispathihikocik kitāskinak misiwī
kīsāc poko ta-ayāt ōma kiskinwāmākan: akītāsowin A30
kiskīthitamohk: kiskinwamākānak kispin ayawak akītaso kiskithītamowin (mitha with a akitāsowin 108) namotha takī-otInamohk oma īkācī ta-pakitinikot kiskinwāhamākīwin kā- pimipanītwāt. apo mina piko $50.00 tatipa-ikatīki āpacīcikana
72 APPENDIX V kiskinwāmākīwina 2 pipon
kiskinwāmākīwin 100 3:3-0 nakiskamōtithaw kiskinwāmākan kiskinwāmākīwin: tānisi itōcikaātīk
tānisi itāpacītāniwik kiskinwāmākīwin īkwa kiskinwāmākīwak anihi ka-nāwasōnākik ōma atoskiwin. Kiskinwāmākīwikamikohk totamwak ōma. Kiskinwāmākanak nīkan ōma takī-otinākik ispīhk ī- macītācik o-kiskinwāmākīwiniwāw.
kīsāc poko ta-ayāt ōma kiskinwāhamākan: ta-kīsītāt kiskinwāmākīwin 116. īkācī ta- pakitinikot kiskinwāhamākīwin kā-pimipanītwāt. tasākaskinātat piko masinahikan otatoskiwak oci.
nakiskamōtithāw tāpasinahikiwin kiskinwāmākiwin 215 3:3-0 nakiskamōtināw niyānan kiskinwāhamākīwina, tāpasinahikīwin, nīmītowin, ācimo masinahikīwin, kitōcikīwin, īkwa ayamihcikīwin kā-natawīthīcikātīk ta-kiskinwāhamācik awāsisak kiskinwāhamā-towikamikohk kā-pakitināk okimāwin.
ayamiwin asici masinakī ōsīcikīwin. 205 3:3-0 ōma kiskinwāmākīwin manītotamwak kiskinwāmākīwak ta-kiskinwāmācik. kiskinwāmākana ayamiwin, tānisi itīthītākwāk, tānisi itāpacītāniwak īkwa tānitī ī-ocipathik.
kīsāc poko ta-ayāt ōma kiskinwāhamākan: ta-kīsītāt kiskinwāmākīwin 100.
nīhithowīwin 105 3:3-0 kwayask nīhithaw masinahikīwin mīna masinahikīwinisa II Tāpiskamāpathiw ōma nīhithowīwin 104. Awasimī ki-kocihtān masinahikīwin, masinahikīwinisa, īkwa ācimowinisa. Ōma kiskinwāmākīwin āpatan ta-manitotaman kotaka nīhithowīwin.
Kīsāc poko ta-ayāt ōma kiskinwāmākan: nīhithowīwin 104.
nakiskamōtithāw itiniwak kiskīnwāmākiwin 205 3:3-0 kiskinwāhamāwākanak tā-nistōtākwaw itīniw ka-isikiskinwāhamāwak awasisa ikwa asici kakīpi- kiskinwāmākosici misīwitī. Kanawāpācikatiwaw kiskinwāmāwakīwina ta-patakī
kīsāc poko ta-ayāt ōma kiskinwāhamākan: ta-kīsītāt kiskinwāmākīwin 116. īkācī ta- pakitinikot kiskinwāhamākīwin kā-pimipanītwāt. tasākaskinātat piko masinahikan otatoskiwak oci.
73 APPENDIX V kiskinwāmākīwina 3 takwakin wathawītimik kiskinwāmākīwin 215 itiniwak wathawītimik kiskinwāmākīwin 1 1.5:2-0 oma kiskinwāmakīwin kiskinwāhamākanak nīhithow pimātisiwin, tani-tawīkāpisicik opimī. takiskīnwahamāwāwak kamithwāsik aski oci ka-otīnīkatīk mithwa-āwin tawici- īkocik isi- kwayask ta-isipimatisicik akītāson kiskinwāmākīwin 215 3:3-0 oma kiskinwāmākanak ta-isi kiskinwāmāwacik awāsisa. Kanawāpacikatiw kici kiskinwāmākana akītāsonik oci. māmitōnīthitamohk, kakwi tanaka-cītacik ikwa kwayask kanawāsōnākik kikway awāsisa oci takiskīnwāmāwacik.
kiskīthītamohk: apiscāwāsisa piko kiskinwāmākīwak oma sīsāwi- kiskinwāmākīwin 215 sīsawi-kiskinwāmākīwin awasisak kiskinwāmātowīkamikohk 3:3-0 oma kiskinwāmākanak ta kiskinwāmāwācik awāsisa, kwayask ta-isipamī-isocik. Kiskinwāmākīwina isipinīkīwina ikwa masinahikana kwayask isitāpacīhikocik kasisāwicik. kiskinwāmākīwin 215 mithwa-apacīcikīwina ikwa isipathīcikīwina kiskinwāmākīwink I 3:3-10 ota kiskinwāmākanak kiskinwāmāhawak ka-ispathcīkaniwik kiskinwāmakīwina kiskinwāmātowikamohk. Kiskinwāmātowikamohk tantāwī-atoskīwak iwāko oma nistam kocītaniwin kiskinwāmākīwin. piko tasāpōnikātīk oma.
kīsāc piko ta-ayāt oma kiskinwāhamākan: kiskinwāmākīwin 100, asici takākaskinātācik otatoskiwak masinahikan
nīhithowīwin 202 na-iwac nihithowiwin I 3:3-0 kwayask kaskīthītakwaw masinahikīwina ikwa nīhithōwīwina.
kiskinwāmākanak ta-nakathāskātomō-icik acimowinisa ikwa acimowīna.
Kīsāc poko ta-ayāt ōma kiskinwāmākan: nīhithowīwin 103 /105.
māmitonīthīcikan kiskinwāmākīwin 215 3:3-0 oma kiskinwāmākanak kiskinwāmāwak isi pīkokīkway ka-ispathik. Kiskinwāmākanak nanākatōkīwak tanisi awāsisak kayisi-kiskīthītākwaw kiskinwāmākīwin. tanākatōkīwak ka- isiwāpīnanīwik, kawici-itonāniwik, asīci ka-mamitōnīthīcinanīwik.
kīsāc piko ta-ayāt oma kiskinwāhamākan: niso-askī piko ta-ayāt kiskinwāmātowikamikohk īkācī ta-pakitinikot kiskinwāhamākīwin kā-pimipanītwāt.
74 APPENDIX V kiskinwāmākīwina 4 pipon
nīhithowīwin 203 na-iwac nihithowiwin II 3:3-0 tāpiskamāpathiw ōma nīhithowīwin 202. awasimī ki-kocihtān masinahikīwin, masinahikīwinisa, īkwa ācimowinisa. Ōta-ikwa ohci ka-ispāki nīhithowīwina āpatanwa.
kīsāc poko ta-ayāt ōma kiskinwāmākan: nīhithowīwin 202.
ayamīcikīwin kiskinwāmākīwin 215 3:3-0 oma kiskinwamawakanak takiskinwāmāwāwak ta-isi kiskinwāmāwakīc apiscawasisa ayamicikiwin oci. tanisi kā-ispathik ayamicikiwin ikwa takiskithītakwaw tanisi ta-isikinwāmākīcik.
Kīsāc piko ta-ayāt oma: ayamiwin asici masinakī ōsīcikīwin. 205 apo mina kiskinwāmakiwin 215
kiskinwāmākīwin 225 mithwa-apacīcikīwina ikwa isipathīcikīwina kiskinwāmākīwink II 3:3-10 tāpiskamāpathiw ōma kiskinwāmākīwin 215. kiskinwāmākanak kiskinwāmāhawak ispathīcikiwina kiskinwāmātowikamohk. Kiskinwāmātowikamohk tanitawī-atoskiwak. piko oma tasāponākwaw kiskinwāmāwaknak.
kīsāc piko ta-ayāt oma kiskinwāhamākan: kiskinwāmākiwin 215.
māmitonīthīcikan kiskinwāmākīwin 225 takana-wapātakwaw awasisak ka-isikiskīthītakwaw 3:3-0 takīskīthītakwaw ka-isi kanāwāpācikatīki ikwa ka-isi apātāki apācīcīkīwina awasisak oma kākānāwāpamīcik. tanāpwastiwa oho ka-isimāmitonīthīcikana ikwa ka-patāki takiskinōtakowak
masināhikanis: osam piko katakwākik oma astiw
wathawītimīk kiskinwāmākīwin 215 itiniwak wathawītimik kiskinwāmākīwin II 1.5:2-0 oma kiskinwāmakīwin kiskinwāhamākanak nīhithow pimātisiwin, tani-tawīkāpisicik opimī. takiskīnwahamāwāwak kamithwāsik aski oci ka-otīnīkatīk mithwa-āwin tawici- īkocik isi- kwayask ta-isipimatisicik
kīsāc piko ta-ayāt oma kiskinwāhamākan: wathawītimīk kiskinwāmākīwin 215.
itiniwak ayamiwin kiskinwāmākīwin 225 3:3-0 kiskinwāmāwākanak kiskinwāhamāwawak ta-isikiskīnwāhamawacik awasisa kwayaak ta- pikiskwīthit ikwa kwayask ta-āmīcikīthit. ayaminwin ikwa kiskinwāmakiwīna takanawāpātamok nīhithānihk ka-ispathik. Kīsāc piko ta-ayāt oma kiskinwāhamākan: itiniwak ayamiwin 102, apo 205. apo takī- kawīcimiw kapimpāthītāthit kiskinwahamākīwin.
75 APPENDIX V kiskinwāmākīwina 5 takwakin
nakiskamōtithāw tāpasinahikiwin kiskinwāmākiwin 355 3:3-0 takanawapatamok okimawīnihk ikwa nīhithāwīwinihk ta-isi pimipāthīataniwik kiskinawāhamā- towīkamikwa. Othasowīwina, ikwa pimimācitowīna takanāwāpācikatīwa.
kīsāc piko ta-ayāt oma kiskinwāhamākan: kiskinwāmākīwin 225.
niso ayamiwin/pimātisīwin 325 kiskinwāmātowin ka-isipimipathītaniwik 3:3-0 māmitonithīcikīwin ikwa nakāthāskītamōwin takanawāpācikātiw kā-ispāthīki oma kotak ayamiwin ka-kocītāniwik. kiskinwāhamāwākanak ta-kocītawa nanātōk itōwīk kīkway ta-isi wīcīhacik awasīsa..
kīsāc piko ta-ayāt oma kiskinwāhamākan: itiniwak ayaminwin 225 apo sasay nakiskamōtithāw niso ayamiwin/pimātisīwin.
nakiskamōtithāw itiniwak kiskinwāmātowin 305 kiskinwāmākīwina ikwa tā-ātastāniwiki kiskinwāmātowina itiniw oci 3:3-0 kiskīnwāhamātowina kamithwāsiki nīhithwāsak tākiskinwāmācik. kwāyaskwāstāniwina kiskīthītamōwina nīhithāwīwinihk ocī.
kīsāc piko ta-ayāt oma kiskinwāhamākan: nakiskamōtithāw itiniwak kiskinwāmātowin 205
nīhithowin 206 3:3-0 kanāwāpācikatiwa ayaminwinīsa. takīskīthīcikātīki ayaminwinīsa nīhithow okiskinwāhamākīwakī. Kwayask takāskītacik ka-tastīthiki, tanistōtakwaw
Kīsāc poko ta-ayāt ōma kiskinwāmākan: nīhithowīwin 103 apo 105. īkācī ta-kakwīcimāt itiniw kiskinwāmākīwin kā-pimipathītāthit
nīhithowin 330 3:3-0 kakāthāskāmotīthāw kiskīnwāhamāwākan ta-nīhithāwāscikīcik. tawāwakasina-ikīcik
Kīsāc piko ta-ayāt ōma kiskinwāmākan: nīhithowīwin 203 īkācī ta-kakwīcimāt itiniw kiskinwāmākīwin kā-pimipathītāthit
76 APPENDIX V kiskinwāmākīwina 6 pipon
pimātīsiwin kisknāmākīwin 215 3:3-0 kīkway kākīskinwāhamākāniwiki, tānisi kā-isi kiskīnwāhamākānīwik, ikwa kīkway kāpacītāniwik apīscāwāsisa oci. Pimātīsiwina kanāwāpacīkātīwa.
Kīsāc piko tapītokīt ita tākōcītat takiskīnwāhamākīt.
mitho-pimātisiwin kiskinwāmākīwin 215 nakiskamōtithawak itiniwak mītho-pimātisiwin apiscawāsisa kakiskinwāmāmīt. 3:3-0 nakiskamōtithaw kiskīnwāhamākīwina ikwa apācīcikīwina mītho-pimātisiwinihk oci kīcināc nīhithāsisak tāpacītācik. Mīthwā-awina kiskīnwāhamātowīna nīhithāw ka-isi kānāwāpatāk mītho- pimātīsiwin.
Kisāc piko ta-ayāt ōma kiskinwāmākan: kiskīnwāhamākiwin 100 īkācī ta-kakwīcimāt itiniw kiskinwāmākīwin kā-pimipathītāthit
pikokiway kiskīthītamowin 215 3:3-0 ka-isimāmītonithīcikatīki, ikwa āpacīcikīwina, ikwa ka-itastīki kiskinwāhamātowina oma askik ka- ōcipathik kīkway. Kwayask ta-nītōsa-amohk kāyispathīthik kikway.
Kisāc piko ta-ayāt ōma kiskinwāmākan: piyak piponīk taki- ayāt kiskinwāhamākiwinīhk īkācī ta-kakwīcimāt itiniw kiskinwāmākīwin kā-pimipathītāthit
nīhithowīwin 340 3:3-0 acimowīna ta-nitōcikātīwa ikwa ta-masīnahikātīwa. Tacimostātowak mina kisi-ayak kiskinwāhamāwākanak. Omānatīwak mīna tapī-acimōwak.
kīsāc poko ta-ayāt ōma kiskinwāmākan: nīhithōwīwin 202.
niso ayamiwin/pimātisiwin ka-isikīskīthītamowīna 335 otawīwinīk oci kiskinwāmākīwin itiniwak oci ota-ayamiwiniwaw 3:3-0 oma ta-pacītaniwin itīnānihk kiskīnwāhamātowin ikwa ta-kwayātastāniwīna mītho-wīpinīkīwīna itinīwak oci ota-ayamiwiniwaw kā-kiskīnwāhamākīcik. ka-isīmithōpāthīki apācīcikīwina tapacitawk.
kīsāc piko ta-ayāt ōma kiskinwāmākan: itiniwak ayamiwin kiskīnwāhamākīwin 225 apo 325
77 APPENDIX V kiskinwāmākīwina 7 takwakin itiniwak ayamiwin kiskinwāmākīwin 450 intiniwak ayamiwinik kiskinwamakiwin 3:3-0 oma kiskīnwāhamāwakanak īna-tanīhithōwīcik ta-kanāwāpātākwaw ka-isikiskīnwāhamākāniwik ita awasisak na-istaw ka-nīhithōwicik. ta-othāpātakwak aniyi mīkwāc ka-patāki ikwa ta-ōthāstācihk ōtī nīkan kikwan tā-patāki.
kīsāc poko ta-ayāt ōma kiskinwāmākan: tanata-nīhithōwit, ikāci nīhithowīwin 104, ikāci itinīwak ayamiwin 325. “ikwa tatipa-ikit $125.00 kiskīnwāmāwākan”.
nakiskamōtithāw tāpasinahikiwin kakīpī-ispathik 100 3:3-0 kiskinwāmāwakan nakiskamōtithaw kakī-tāpasinahikicik āthisitiniwak-kayas oci isko anoc. takanāwāpācikātīwa pāpātos itowīk tāpasinahikiwina. tanisi-totākwaw ayaminwinisa tāpasinahikīwinīk oci.
askik-kikwaya kiskīnwāmākīwin 140 3:3-0 Kiskinwāmāwakanak tantāwīkiskīthītamohk āskīk ka-ocipathik kikway. Osam piko itiniwak takanawapamāwak ka-isinakosicik ikwa ka-ispami-ocik.
Kiskīthītamohk: namotha kiskinwāhamāwakan ka-āyat 100 apo 101 oma towā takītamāwaw.
i-othastīk nīhithowiwin piyak nīhithowīwin tana-wāsonikātiw
māmitonithicikan kiskinwāmākīwin 322 3:3-3 isitwawin kiskīnwamākīwin. kanawāpācikatiw ka-isikinwāmācik awāsisak pātos-isitwawin. kanwāpācikatiwa anihi pātos- isitwawina, ikwa tanisi taki-isikiskīnwāhamacik awasisak kiskinwāmātowikamikohk.
*** kīsāc poko ta-ayāt ōma kiskinwāmākan: apiscawāsisa kawikiskinwāmāwacik poko ta- ayāt kiskinwāmākiwin 225 ikwa ta-kisītacik nistam kiskīnwamasowin kiskīnwamatowikamikohk. * īkācī ta-pakitinikot kiskinwāhamākīwin kā-pimipanītwāt māmitonithicikan kiskinwāmākīwin 322 ta-kikāsiw māmitonithicikan kiskinwāmākīwin 323, 324, 326, 328, 329, 330, 331, 332.
kiskinwāmākīwina 8 pipon kiskinwāhamā-towikamikohk kiskīnwāmākīwin 405 15:0-1 kiskinwāmāwākanak kiskinwāmāsowak kiskinwāmātowikamikohk ka-kithow kiskīnwāhamāwakanak ka-nōtīkacitīnākwaw niyo aski masīnahikan ta-kiskīnwāhamākik. mitātāt nikotwasap ispathiw kakiskīnwāmākīwak.
78 APPENDIX V
kīsāc poko ta-ayāt ōma kiskinwāmākan: taki-sitāt piko anīma nīstam kōcītāwin kiskīnwāhamākīwin īkācī ta-kakwīcimāt itiniw kiskinwāmākīwin kā-pimipathītāthit
B. Revision to the Four-Year Elementary BEd SUNTEP Program
MOTION 3 That ELNG 326 be changed to “Approved senior education elective” in semester 7 of the Four- Year Elementary BEd SUNTEP Program, be approved.
FOUR-YEAR ELEMENTARY BEd SUNTEP PROGRAM (121 credit hours) Semester 1 (Fall) Semester 2 (Winter) EPS 116 (3) ECCU 200 (3) INDG 100 (3) ENGL 100 (3) KHS 139 (3) INDG 101 (3) MATH 101 (3) Elective (Humanities - Indian language) (3) Elective (Fine Arts) (3) Approved elective (3) Approved elective (1) Semester 3 Semester 4 BIOL 140 (3) ECE 205 (3) EFDN____ (3) ELIB 216 (3) INDG 221 (3) ELNG 205 (3) Elective (Social Science) (3) EPS 100 (3) Approved elective (3) EPSY 205 (3) Semester 5 Semester 6 EAES 215 (3) EFLD 051 (OCRE) (0) EFLD 050 (OCRE) (0) EHE 215 (3) EMTH 215 (3) EPS 225 (3) EPE 215 (3) EPSY 225 (3) EPS 215 (3) ERDG 215 (3) ESST 215 (3) ESCI 215 (3) Semester 7 Semester 8 ECCU 300 (3) EFLD 405 (internship) (15) ELNG 325 (3) ELNG 326 Approved senior education elective (3) EPSY 322 (3) Elective (Indigenous Studies) (3) NOTES: 1. Required Hours - 121 2. Non-Education Hours - 39 3. Senior Non-Ed Hours - 9 4. 1 Aboriginal Language
Rationale: The Elementary BEd SUNTEP program exceeds the Board of Teacher Education and Certification requirement of 6 credit hours (ELNG 205, ELNG 325, ERDG 215) for the reading/language arts component and therefore ELNG 326 is not a required course. Also, there has been some difficulty in being able to find instructors to teach ELNG 326 in the past. ERDG 425 is the preferred course and will be recommended to students, but rather than naming it specifically on the template, the “approved senior education elective” will provide more flexibility for students and will help with staffing issues.
C. Revision to the Secondary BEd Program: French Major (EFRN)
MOTION 4 That one minor be changed to an elective in semester 2 of the Secondary BEd French Major (EFRN) Program, be approved.
79 APPENDIX V
SECONDARY BEd PROGRAM FRENCH MAJOR (EFRN) (120 credit hours) Semester 1 (Fall) Semester 2 (Winter) ECS 100 (3) ECS 110 (3) ENGL 100 (3) FR 202 (3) FR 113/FR 201* (3) FR 215/FR 216 (3) Minor (3) Minor (3) Elective (3) Minor Elective (3) Semester 3 Semester 4 ECS 200 (3) ECS 210 (3) FR 203 (3) FR 219/FR 226 (3) FR 219/FR 226 (3) FR 220/FR 221 (3) Minor (3) FR 230 (3) Minor (3) Elective (3) Semester 5 Semester 6 ECS 300 (3) DFRN 351 (major educ. course) (3) EFRN 300 (major curr. course) (3) ECS 310 (3) FR 222/EFC 200 (3) ECS 350 (3) FR 245 (3) EFLD 060 (PLACE) (0) E (minor curr. course) (3) Elective (3) Elective (3) Semester 7 Semester 8 EFLD 400 (internship) (15) ECS 410 (3) EPSY 400 (3) FR 247/FR 300 (3) Minor (3) Elective (3) *Students are required to take a French Placement Test which is available through the Department of French at www.uregina.ca/arts/french. Students must place at the FR 113 or FR 200-level to be eligible for the French Education Program. NOTES: 1. Students admitted to the French Education Program at a level lower than FR 113, such as FR 101 or 102, will be required to take these courses to bring their level of proficiency up to FR 113 before they can take the FR courses required by their program (major or minor). 2. Students in FR 113 require a minimum grade of 75% to move directly to FR 202, otherwise, they will have to add FR 201 to their program. 3. Students interested in pursuing a BA in French, should consult with the Faculty of Arts.
Rationale: This is a correction as only six minors are required for Secondary Major Programs as passed at Executive Council on November 26, 2008. Offering an elective in the second semester would provide students with some flexibility should they come in from high school with French below the required 201-level.
D. Revision to the Secondary BEd Program: Mathematics Major (EMTH)
MOTION 5 That MATH 122 be replaced by MATH 127 in the Secondary BEd Program: Mathematics Major (EMTH), effective Fall 2010.
SECONDARY BEd PROGRAM MATHEMATICS MAJOR (EMTH) (120 credit hours) Semester 1 (Fall) Semester 2 (Winter) ECMP 355 or CS 100-level (3) ECS 110 (3) ECS 100 (3) KHS 190 (3) ENGL 100 (3) MATH 111 (3) MATH 110 (3) MATH 122 MATH 127 (3) Minor (3) Minor (3) Semester 3 Semester 4 ECS 200 (3) ECS 300 (3) MATH 221 (3) EMTH 200 (major educ. course) (3) STAT 100 or 160 (3) MATH 223 (3) Minor (3) MATH 231 (winter only) (3) Minor (3) Minor (3)
80 APPENDIX V
Semester 5 Semester 6 ECS 210 (3) ECS 310 (3) EMTH 300 (major curr. course) (3) ECS 350 (3) E(minor curr. course) (3) ECS 410 (3) INDG 100, Cree of other Indian Language (3) EFLD 060 (PLACE) (0) Elective (3) EMTH 350 (major instr. course) (3) EMTH 351 (major educ. course) (3) Semester 7 Semester 8 EFLD 400 (internship) (15) EMTH 450 (major post-internship course) (3) EPSY 400 (3) MATH 300-level (3) Elective (3) Elective (3)
Rationale: The implementation of the Western and Northern Canadian Protocol Common Curriculum Framework for mathematics begins this fall in Saskatchewan high schools and the content on matrices is no longer included within the curriculum. The mathematics department at the University of Regina has been consulted and supports the change to remove MATH 122 from the Secondary BEd Program and replace it with a course which among other topics focuses on financial mathematics and linear programming which would benefit secondary high school teachers.
II. ITEMS FOR INFORMATION
The Faculty of Education has approved the creation, revision and archival of the following courses and offers them for information.
A. New Course
EHE 001 0:0-0 Student Energy in Action for Regina Community Health (SEARCH) Students will work as a team under the supervision of professional mentors to provide after hours primary health care services, with measures in place to ensure continuity of care and health promotion.
Rationale:
Student Energy in Action for Regina Community Health (SEARCH)
This letter is to outline and explain the establishment of SEARCH, an inter-professional student health care project in the core neighborhood of Regina. The idea for this project arises from a similar program in Saskatoon, SWITCH. SWITCH stands for Student Wellness Initiative Toward Community Health and is one of several such programs in Canada which provides year-round interprofessional, after-hours clinical and social services to underserved communities.
This program is being initiated by students representing nursing, medicine, social work, clinical psychology, nutrition, physical therapy, and others. Students are currently co-operating with faculty members from the represented colleges and members from community organizations. Ideally, the group can use input from community members and agencies to best organize these services.
The vision is to serve the community by providing clinical and social services on a weekly basis. Students would work as a team under the supervision of mentors to provide after hours primary health care services, with measures in place to ensure continuity of care. The setting would be
81 APPENDIX V
that of an informal, drop-in clinic, which also provides healthy food, drinks, childcare, as well as a warm and safe environment. A future goal would be to provide social and educational programs and activities targeted towards needs identified by community members. Some potential examples are programs surrounding healthy cooking, women’s needs, parenting, or any other identified need.
Meetings with program coordinators at the Four Directions Community Clinic have identified that facility as a potential space for this project. The student group and clinic staff would work together to organize the available resources in order to provide quality services in an efficient manner. The current plan is to garner support, secure funding, and organize services in order to open the clinic in spring or fall of 2009.
There are several goals of this program. The first is to respond to community needs by providing quality health care and serving as a platform for further programming initiatives. Another focus will be the development of future health care professionals as members of an interdisciplinary team. Most importantly, through this service learning project students can learn first hand from patients about barriers to healthcare and the importance of addressing social determinants of health.
This Regina student clinic is run jointly by students and faculty members. For further information or to provide support, please e-mail [email protected].
SEARCH (Student Energy in Action for Regina Community Health)
Vision: To establish and operate an interdisciplinary student-run health clinic in Regina’s core neighbourhoods that will serve to improve the health of the community and the education of future health professionals. This project is modeled after SWITCH, a student run health clinic in Saskatoon’s core neighbourhoods.
Mission Statement: Members of SEARCH recognize the intrinsic value of all people and their right to high quality health care. As future health care professionals, we strive to understand the social determinants of health, the principles of primary health care and the importance of socially responsive health promotion. Our vision will be based on local priorities, as determined through extensive communication with community groups and health professionals. Our goal is to create and maintain a student-driven, interdisciplinary health centre to provide integrated and timely services to Regina’s underserved populations. SEARCH will provide an invaluable and sustainable link between students, health care professionals, community based organizations, the U of R, SIAST, U of S, and the community. Students will benefit by gaining practical experience in an interdisciplinary setting and through exposure to unique clinical circumstances. The community will have access to a holistic approach to primary health care delivery. Within this mutually beneficial environment, opportunities exist to diminish barriers to health care, improve community relations, and make Regina a healthier place for all.
The Community to be served: Regina's core neighborhoods of have numerous community-specific challenges. These areas have the lowest average household incomes in the city and the highest rates of unemployment and social assistance use. In particular the Aboriginal population of these areas has struggled in terms of income and suffered many of the social consequences of poverty. Despite this, there are fewer health services available in the area than in other areas of the city, particularly in the evening and on weekends.
82 APPENDIX V
Rationale: The concepts underlying the establishment of a student-run clinic encompass the following areas:
1. Service – SEARCH will provide health care to individuals and families in Regina's core neighbourhoods. It will extend clinical and primary health care services available in the community to include some weekday evening and weekend hours. Services will be provided by health science student volunteers from Saskatchewan post secondary institutions under the supervision and guidance of practicing health care professionals. In addition to health services, the clinic will be a warm, safe environment for community members and students to interact and learn from one another.
2. Interdisciplinary health care – SEARCH will operate under the tenets of interdisciplinary health care delivery and education. Student and professional participants will include medicine, nursing, physiotherapy, pharmacy, nutrition, dental hygiene, clinical psychology, community health and epidemiology, education and social work. Interdisciplinary teams have been promoted as the model toward which, in recognition of the multiple services which patients must access, future practice should be directed. This endeavour will enable us to begin providing service and learning in a team environment early in our health profession training.
3. University & community partnership – SEARCH will enhance partnerships between the Saskatchewan post-secondary institutions and both health and non-health related community organizations. All parties will benefit from working together. The universities and community groups must maintain a dynamic, reciprocal relationship in order to mutually support and learn from one another.
4. Community-based education – SEARCH will provide students with a unique learning environment to complement their formal education process. Students are rarely exposed to settings beyond the confines of the university. In order to train well-rounded, socially responsible professionals, we must expand and enhance our formal education to include educational opportunities in a community setting such as a primary healthcare facility in Regina's core neighbourhoods.
5. Health promotion – SEARCH will be an appropriate environment to provide health promotion and education to the community. Students will be able to apply knowledge gained through formal education in a community setting. Community members will benefit from the students' knowledge pertaining to health issues.
6. Social environment – SEARCH will provide a social context for dialogue between Regina citizens who live in core neighbourhood areas and university students. Unlike more traditional healthcare settings such as a hospital or medi-clinic, the student-run clinic will operate as a community resource and social environment where students speak with and actively listen to local residents. The image of healthcare professionals, and interactions between university students and the Regina community at-large, may be enhanced by the outreach work of our clinic.
Timeline: SEARCH will open an interdisciplinary primary health clinic to be run by health science students. This will operate from the Four Directions Community Clinic weekday evenings and weekend days. Initially programming will run one evening and one weekend day per week, with plans for expansion of operating times as the clinic develops. While some piloting of services may take place prior, SEARCH intends to officially open its doors in September, 2009.
83 APPENDIX V
Clinical Care: SEARCH will provide Primary Health Care services to a presently underserved community. SEARCH will provide, via students supervised by qualified mentors, medical, nursing, psychology, social work, physiotherapy and other health services to clients of the Four Directions Community Clinic and other members of the community. This will take place on an informal drop- in basis with mechanisms in place to ensure proper continuity of care. A common intake procedure will allow clients to be directed to the appropriate service team to meet their needs. Through the strengths of location, student involvement and wide range of services offered, SEARCH will contribute to the improving health of the core communities.
Public Health Education: Recognizing that much of the ground to be gained in health care is on the preventive end, SEARCH will develop educational programming on health issues important to the core communities. These will be presented in innovative, interactive ways. This is a great opportunity to use the knowledge and enthusiasm of students to reach out to community members and help them to address their health needs.
Safe Social Environment: SEARCH will use the lobby of the Four Directions clinic, a recognized safe place in the community, as their social epicentre. Clients will be able to come in and enjoy a sandwich and a beverage in a warm, safe environment. Students will mingle with members of the community on an informal basis. There will be no intake procedure unless health services are sought. To accommodate parents who wish to access clinical or educational services, child care will be provided at one of the sites. A receptionist and a security guard will be employed to ensure that this environment remains safe.
Interdisciplinary Community Health Education: Students from different health disciplines will work together in health teams to provide services. Working together in this fashion will increase their knowledge about the activities of other health professionals and better prepare them to work collaboratively in their future careers. It will facilitate the development of more Primary Health Care practices as students are exposed to both the principles and the practice of Primary Health Care.
Impact: The Student Energy in Action in Regina for Community Health is an exciting initiative. It encompasses many of our society's goals in regards to health and health care in a single project. SEARCH will be a flagship for Primary Health Care, Interdisciplinary Education and Practice, Preventive Health, Service Learning and more. SEARCH will be a relatively inexpensive project with a great deal of student, institutional and community support. SEARCH will offer health science students a Service-Learning experience where students will be exposed to practical experience in an underserved area. They will learn in a meaningful and memorable way about the social determinants of health and about strategies to address them. They will be introduced to a wider, more holistic view of health and the related provision of services. This will produce more thoughtful and capable practitioners. SEARCH will take the lead in changing how health care is delivered in Saskatchewan in the future. The time for a SEARCH has come.
B. Changed Courses
1. Revised Prerequisites
EHE 300 3:3-0 Curriculum Construction in Health Education An advanced course in the development of a health curriculum. *** Prerequisite: Minimum of 9- 12 hours in health education courses, ECS 100 EPS 100, ECS 200 EPS 200, and acceptance into pre-internship year, or permission of the health and physical education subject area. *** * Note: Exceptions will be made for elementary education students. * 84 APPENDIX V
EMUS 320 3:3-2 Orff-Schulwerk Pedagogy Orff-Schulwerk process is introduced through speech, singing, playing classroom instruments, movement. *** Prerequisite: EAES 215 or any EMUS course Permission of Subject Area Chair ***
ERDG 425 3:3-1 Assessment and Treatment of Reading Difficulties This course provides teachers with information about the assessment and treatment of reading difficulties. It also provides experience working with children who have reading problems. *** Prerequisite: ELNG 205, ELNG 325 and ERDG 215 For Elementary students: One of ELNG 200 or 205; and one of ERDG 215, 310 or 317; For Secondary students: ELNG 300 and 350. ***
Rationale: Housekeeping in light of Program Renewal.
2. Addition of Note
EMTH 200 3:3-0 Implementation and Assessment of Problem Solving in Mathematics An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for students' mathematical thinking and classroom teaching are examined. *** Prerequisite: Two university math courses, or permission of the subject area. *** * Note: Math Majors - EMTH 200 is a prerequisite for EMTH 300. *
EMTH 300 3:3-3 Curriculum Content in Secondary Mathematics I This course explores four kinds of knowledge (curricular, pedagogical, content, and pedagogical content knowledge), and the relationship of each to the teaching of mathematics. *** Prerequisite: 12 credit hours of mathematics that are part of the major or minor, or permission of the subject area. *** * Note: Normally offered in fall semester only. * * Note: Math Majors - EMTH 200 is a prerequisite for EMTH 300. *
Rationale: This note provides some clarification and assists with sequencing of courses for students and advisors as EMTH 200 is not always a prerequisite for all Math students (i.e. Minors and BEADS).
C. Archived Courses
EPSY 280 3:3-0 Introduction to Guidance A course designed to acquaint the student with the field of guidance. Classroom teachers, as well as those aspiring to be guidance specialists, will find this course relevant. ** Permission of the subject area is required to register. **
EPSY 382 3:3-0 Introduction to Counselling This course is designed to enable paraprofessional counsellors develop strategies which enable them to provide assistance related to educational, vocational, and personal needs and concerns of students. *** Prerequisite: EPSY 280 *** ** Permission of the subject area is required to register. ** *Note: Normally offered in winter semester only. *
85 APPENDIX V
EPSY 384 3:3-0 Development and Maintenance of Self-Help Groups The purpose of this course is to enable the students to develop and effectively maintain a self-help group. ** Permission of the subject area is required to register. **
EPSY 427 3:3-0 Alcoholism Counselling This course deals with causes of alcoholism, and suggests some intervention activities. This course has a basic how-to approach that does not require sophisticated knowledge of psychological theory. ** Permission of the subject area is required to register. **
Rationale: These courses have not been offered for a number of years but may be accessed in the future.
86 APPENDIX VI
REPORT FROM THE FACULTY OF FINE ARTS COUNCIL COMMITTEE ON UNDERGRADUATE ADMISSIONS AND STUDIES NOVEMBER 3, 2009
Motion to Change Admission Requirements for Fine Arts to reflect the upcoming changes in High School Math Curriculum.
Move that effective for Fall 2013, Apprenticeship and Workplace Mathematics 30, Foundations of Mathematics 30, Pre-calculus 20, and Pre-calculus 30 be included as acceptable mathematics courses for admission to the Faculty of Fine Arts.
Admission from a Saskatchewan High School (2.4.1.1) would be amended as follows: English Language Arts A30 and B30
One math or science course chosen from Apprenticeship and Workplace Mathematics 30, Biology 30, Calculus 30, Chemistry 30, Computer Science 30, Foundations of Mathematics 30, Geology 30, Math A30, Math B30, or Math C30, Pre-calculus 20, Pre-calculus 30, Physics 30
One language, social science, or fine arts course chosen from Arts Education 30, Band 30, Choral 30, Christian Ethics 30, Communication Production Technology 30, Cree 30, Dance 30, Drama 30, Economics 30, French 30, Geography 30, German 30, History 30, Latin 30, Law 30, Mandarin 30, Music 30, Native Studies 30, Psychology 30, Saulteaux 30, Social Studies 30, Spanish 30, Ukrainian 30, Ukrainian Language Arts 30, Visual Art 30
One additional course from the lists above
Rationale: The western provincial and territorial governments have developed and will be implementing a common curriculum framework for high school mathematics. The framework is a substantial change and is based on streams or pathways (Apprentice and Workplace Mathematics, Foundations of Mathematics, and Pre-Calculus) starting in Grade 10. Additional information about the common framework initiative can be found at http://www.wncp.ca/
Implementation is scheduled as follows: Fall 2010: Implementation of new grade 10 courses; Fall 2011: Implementation of new grade 11 courses; Fall 2012: Implementation of new grade 12 courses
It is important that we establish admission criteria involving these courses well in advance of implementation so that we can communicate these changes to students as they begin to choose their mathematics stream(s) to fit with their career and educational goals.
A working group with representative from various faculties and units on campus, including the Department of Mathematics and Statistics, examined the curriculum with the intent to provide guidance to faculties and the Admissions Office in developing admission and related policies. The group quickly recognized that the University of Regina should be as flexible as possible, within the academic context of our programs, in relation to which mathematics stream could be used for admission as not to unfairly disadvantage students who did not have access to certain streams and/or made an inaccurate choice in grade 10 and/or 11.
87 APPENDIX VI
Rationale for courses chosen by the Faculty of Fine Arts for admission: These courses are in line with our current admission requirements and will meet the needs of the vast majority of students in Fine Arts. Students who wish to take math or science courses that require specific high school prerequisites, should ensure they meet those when they are planning their studies.
88
APPENDIX VII
Date: October 26, 2009
To: Council Committee on Undergraduate Admissions and Studies
From: Harold Riemer, PhD Associate Dean (Undergraduate)
Re: Motions for Approval
The attached proposal pertains to the Faculty of Kinesiology and Health Studies’ program revision and curriculum renewal, and was approved by Faculty Council on October 21, 2009. They are offered to the Council Committee on Undergraduate Admissions and Studies for approval.
Details of the motions can be found in their corresponding section of the proposal.
Summary Curriculum Renewal Preamble – to provide background information Section 1 – Motions related to BKin revisions Section 2 – Motions related to the creation of the BSRS Section 3 – Motions related to Administrative issues with curriculum changes Section 4 – Items for Information: course changes, additions and deletions
89
APPENDIX VII
Proposed Program Revision and Curriculum Renewal
Submitted to: Campus Committee on Undergraduate Admissions and Studies
Submitted by: Harold A. Riemer, Ph.D. Associate Dean (Undergraduate)
On behalf of: Kinesiology and Health Studies – Faculty Council
October 26, 2009
90
APPENDIX VII
FACULTY OF KINESIOLOGY & HEALTH STUDIES Proposed Program Revision and Curriculum Renewal
Table of Contents
Preamble...... 4
The Proposed Curriculum Restructuring...... 6
Changes to the BKin & BKin (Honours) ...... 6
Introduction of the BSRS (Bachelor of Sport and Recreation Studies) ...... 6
Other Change...... 7
Proposed changes and the U of R Strategic Plan...... 7
Summary changes to the program...... 8
Summary of Motions for Approval...... 10
SECTION 1.0 Motions Related to the Revision of the BKin...... 12
SECTION 2.0 Motions related to the creation of the Bachelor of Sport and Recreation Studies
(BSRS)...... 15
SECTION 3.0 Administrative Motions...... 3
SECTION 4.0Items for Information - Course Changes, Additions and Deletions ...... 6
APPENDIX A – Course Equivalency Tables...... 16
91
APPENDIX VII
Preamble The Faculty of Kinesiology and Health Studies (KHS) has a proud history of preparing graduates with relevant knowledge and skills to make an impact in our communities. KHS graduates can be found in leadership roles around the province, across the country and throughout the world. Our goal is to continue to build on this heritage by ensuring that the degree programs we offer are relevant and current; meeting the changing expectations of our various stake-holders.
The Faculty of Kinesiology and Health Studies last moved a series of changes to its primary degree in 2001. Among the significant changes at that time were:
(a) the change of the Faculty name from Physical Activity Studies to its current name, (b) changing of the degree designation from BPAS to BKin, and (c) some modifications to the curriculum.
The curricular changes included: (a) the combining of the sport and recreation majors into a single major (i.e., Recreation and Sport Administration, (b) the dropping of activity courses as a requirement of the degree, (c) the discontinuation of Biomechanics, (the application of physics to human movement) and Programming as required courses for all students (i.e., in the core of the degree), (d) the addition of Human Physiology I and II (as a service for pre-professional programs), and (e) other minor changes (the watchword at the time was ‘add a course, drop a course’)
The BKin admitted its first set of students in September of 2002.
One of the primary goals at the time was to ensure that the program would be eligible for Council of Canadian University Physical Education and Kinesiology Administrators (CCUPEKA) accreditation. Unfortunately, that was not possible (since the entire degree, and not individual majors, had to be accredited).
When Dr. Chamberlin was hired as the Dean of the Faculty in July of 2002, an important aspect of his vision for the Faculty was a revised degree program that would actually meet CCUPEKA requirements and provide our students with the best possible undergraduate training in Kinesiology available in the country. This is now the current Faculty vision and part of our strategic plan. However, as you might imagine, the appetite in the Faculty for curriculum renewal at that time was quite low.
During the winter of 2007, the Faculty underwent the University’s required Unit review. In the April 2007 report, the primary recommendation for the Undergraduate program was to reassess the undergraduate curriculum. Recommendations included:
(a) replacing the single undergraduate degree with two separate degrees, (b) have the kinesiology degree become CCUPEKA accredited, (c) review, augment, and focus the core curriculum, and (d) link lower-level courses to upper-level electives
Kinesiology, as a field of study, has evolved considerably in the past ten years. While some researchers in the parent disciplines of the field (Biology, Chemistry, Physics, Sociology, Psychology, History, Management) have always maintained an interest in sport and exercise, the last 15 to 20 years has seen a knowledge explosion in the field. The number of journals dedicated to the study of physical movement in the various sub-disciplines has increased exponentially (e.g., Journal of Exercise Physiology, Journal of Exercise and Sport Sciences, Journal of Sport Sociology, Journal of Sport and Exercise Psychology, Journal of Sport Management, Journal of Sport Economics, Journal of Adapted Physical Activity, Journal of Sport Nutrition, etc.). Moreover, the quality and quantity of the research being published in the various journals has also increased. Indeed, the field has grown and matured considerably. There are now Ph.D. programs dedicated to the various sub-disciplines in Kinesiology around the country, across North America, and around the world.
92
APPENDIX VII
Finally, the landscape our graduates are operating has also changed. The primary change has been in the area of certification. Employers, now more than ever, are requiring that our graduates are eligible for/or come with certain credentials from external professional bodies. Examples of certification now required and/or potentially available to our students (should the proposed changes be adopted) include:
(a) Certified Personal Trainer (CPT), (b) Certified Exercise Physiologist (CEP), (c) Certified Strength and Conditioning Specialist (CSCS), (d) Certified Athletic Therapist (CAT), and (d) Certified Therapeutic Recreation Specialist (CTRS).
Moreover, there have been substantial changes in the area program accreditation as well. In addition to CCUPEKA, there is the new Commission on Sport Management Accreditation (COSMA) (a joint effort of American Association of Physical Education, Recreation and Dance/National Association of Sport and Physical Education and the North American Society for Sport Management), and the National Council for Therapeutic Recreation Certification (NCTRC). These have all established program accreditation requirements and processes. Although COSMA and CCUPEKA do not currently offer certification for individuals, it is conceivable that this will be the next step in the professional evolution of the field (this has already started in Ontario with the establishment of a provincial College of Kinesiology). If we are to offer our students the best possible preparation in their chosen field, it is critical we attend to these new requirements.
The process of program renewal began after the delivery of the unit review. The goals of this process were as follows: (a) to address the concerns raised by the 2007 unit review, (b) to revise the curriculum to ensure program accreditation across disciplines could be applied for, (c) to revise the curriculum to ensure students would be eligible for as much certification as possible, (d) to revise the curriculum to ensure that there is enough breadth and depth in coursework that reflects the current status of Kinesiology as a field of study, (e) to revise the curriculum in such a way that the impact on required resources requirements would be minimal, (f) revise the curriculum to take a greater advantage of existing partnerships, and (g) maintain the important uniqueness of the existing degree program (e.g., the focus of the majors, the fieldwork/experiential learning aspect of the current degree).
93
APPENDIX VII
The Proposed Curriculum Restructuring The Faculty of KHS (based on recommendations from the 2007 Unit Review, the changing landscape of the associated professions, and current Faculty vision) has been working on restructuring/reorganizing our current degree program. The current BKin and BKin (Honours) have three majors:
(a) Fitness and Lifestyle (FL), (b) Adapted Physical Activity (APA), and (c) Recreation and Sport Administration (RSAD)
The current degree programs also offers the following concentrations in cooperation with Mount Royal College (Calgary, AB) (students also receive an Advanced Certificate from Mount Royal College):
(a) Gerontology (b) Athletic Therapy
We are proposing, as per the recommendation of the Unit Review Team (as well as extensive consultation in Faculty), the following set of changes outlined in the next few pages.
Changes to the BKin & BKin (Honours) First, the degree structure of the BKin (and BKin Honours) will now consist of a core set of courses that will make the entire program eligible for CCUPEKA accreditation. Second, the program will now have four majors:
(a) Human Kinetics (essentially the current FL major) (b) Adapted Movement Science (essentially the current APA major) (c) Gerontology (builds on and incorporates the current certificate in Gerontology), and (d) Health Promotion (builds on capacity, interest, and expertise that exists in the Faculty).1
Students graduating with one or more of these majors would be eligible for one or more of the following certifications: CPT, CEP, CSCS, and/or CAT. An overview of the degree program is provided in Section 12.
Introduction of the BSRS (Bachelor of Sport and Recreation Studies) One of the key recommendations of the Unit Review (and consistent with Dr. Chamberlin’s original vision for the Faculty and our current Faculty vision and strategic plan) was to take the current major of Recreation and Sport Administration and divorce it from the BKin by creating a new degree designation where it would be housed. The rationale for this was quite simply that the field had evolved to such an extent that the divergence between it and the other two majors had reached a stage where such a move was warranted. The new major within the new degree will be called Sport and Recreation Management.
An important point here is that this program will be eligible to go through the accreditation process with COSMA. Upon completion of this process, we would be the one of the few programs in Western Canada with this certification (currently no Canadian school has this accreditation).
This new degree designation will also allow us to introduce another major: Therapeutic Recreation. This major is essentially our current major in Adapted Physical Activity (APA) with a minor in Psychology. This major will allow students to apply for the international recognized credential of CTRS as the program will offer academic path eligibility to write the certification exam through the National Council on Therapeutic Recreation Certification (NCTRC). It will also open up employment opportunities currently closed to our APA graduates in the profession of Recreation Therapy.
1 This major reflects the shift in Government policy away from making sick people well toward keeping people healthy.
2 Honours program requirements are not being changed since they essentially replace the fieldwork requirement in the current and proposed degree program 94
APPENDIX VII
It is worth noting that currently only Dalhousie (NS), Condordia, Waterloo (ON), and Douglas College (BC) offer Therapeutic Recreation programs. Of those, only Dalhousie and Douglas College guarantee academic path eligibility for certification. That is, their core includes those classes required by the NCTRC. The Ontario programs allow for options in their programs, putting the responsibility of choosing the appropriate path in the hands of the students. Our program will be the third program in the country that guarantees academic path eligibility for certification (and the only one between Vancouver and the Atlantic Provinces).
Other Change An important change we have approved is a shift in how our Fieldwork program will be structured. While students will still be required to complete a semester long 15 credit hour experience, the course will no longer be graded entirely as Pass/Fail. In the renewal proposal, 6 credits will now be graded and the other 9 credits will remain Pass/Fail. This is an effort on our part to let the transcript reflect variation in performance during the fieldwork experience. The graded portion of the course will be tied to submitted work that can be assigned a grade. Currently students submit assignments and are required to complete projects in conjunction with their fieldwork experience, yet we have no mechanism to distinguish between what is acceptable, average, good, and excellent.
Proposed changes and the U of R Strategic Plan The proposed program renewal addresses many aspects of the University of Regina’s new mission outlined in the recently adopted Strategic Plan. We believe that the changes we are proposing will provide for a “high quality, accessible education that prepares learners for productive and creative lives”, will “respond to the needs of Saskatchewan peoples”, and “engages with and serves (our various) communities” (U or R mission).
We would also argue that the renewed curriculum addresses relevant goals and objectives outlined in the new Strategic Plan. Two of these are highlighted below:
Reaffirm our historic commitment to the liberal arts and sciences. Kinesiology, as an overarching discipline, is committed to examining human movement through the lenses of the humanities, physical sciences, social sciences, and the arts. While we may not be perceived in this manner, our Faculty consists of individuals who have backgrounds and training in a wide variety of parent disciplines and bring those traditions to our students. For example, biomechanics is the application of physics to better understand movement and potential adaptations to movement. We are committed, through our curriculum, to develop critical thinkers and learners who will be able to draw on a wide variety of perspectives when addressing problems they will encounter professionally. This is the essence of what a “liberal arts education” is intended to do. Our new core provides for a breadth of perspectives on issues associated with health, wellbeing, human interaction, and movement. The majors continue to provide opportunities to draw on expertise available through other units on campus.
Align our array of program offerings to respond to the needs and interests of current and prospective students. The renewed program is designed to do this, and do it well. Students have told us, through the review process and through informal conversations, that certification and majors that are relevant for our changing world are important. This was one of the driving forces behind the review and renewal of our curriculum. We wanted to take advantage of opportunities available to us that will better serve the needs of our students. We also continue to be committed to experiential learning, through fieldwork, practica, and other course-based practical interactions with the community. Historically we have been committed to this, and the renewed program strengthens this commitment. While the Faculty of KHS has always been active in developing articulation agreements with educational partners in Saskatchewan and across Canada, the new program will enable us to reaffirm our existing agreements and allow us to pursue new opportunities to attract students to the U of R.
95
APPENDIX VII
Summary changes to the program Table 1 illustrates the change in distribution of credit hours. It demonstrates a continued commitment to a liberal arts orientation, flexibility, and choice by students in their degree program. Table 2 provides a summary of the changes to the overall course inventory in the Faculty. Two points are worth highlighting. The overall number of courses remains quite static (we combine many courses in the previous inventory into single courses), and a number of the courses are strictly service courses for students in other Faculties.
In conclusion, although we are technically proposing the creation of a new degree, and creating “new” majors within the current BKin, we are essentially restructuring and renewing what we currently do. Though a few courses will be created, an almost equal number of courses from the current program will be deleted. By changing the combination of courses in a particular major, and drawing on courses already offered through other Faculties (many of which are already accessed by our students) we will be better able to serve our current students (by ensuring they will be eligible to write certification exams), make our offerings more attractive to potential students, and allow our programs to apply for accreditation through relevant professional bodies.
Table 1 Overview and comparison of the distribution of credit hours in the revised BKin with the current BKin
Current BKin Proposed BKin2 Proposed BSRS2 KHS A/S/O Total KHS A/S/O Total KHS A/S/O Total Credit Credit Credit Credit Credit Credit Credit Credit Credit Hours Hours Hours Hours Hours1 Hours Hours Hours1 Hours
Core 33 15 48 45 to 51 3 to 9 54 39 to 45 3 to 9 51
Major 27 15 42 18 to 30 3 to 15 33 12 to 27 12 to 27 39
Fieldwork 15 n/a 15 15 n/a 15 15 n/a 15
Open n/a n/a 15 n/a n/a 18 n/a n/a 15 Electives
Total 120 120 120
1Total hours a function of whether or not the student chooses KHS based course(s) or course(s) outside the Faculty 2The very nature of many KHS courses recognizes a continued commitment to a liberal arts orientation and the evolving and maturing of the disciplines within KHS. There are many courses in the core and within the major that are grounded in the parent disciplines of Sociology, Psychology, History, Philosophy, Physics, Biology, Chemistry, etc., albeit with a focus on human movement, sport and exercise).
96
APPENDIX VII
Table 2 Summary of new courses, courses with minor changes, and courses no longer offered Courses With Minor Changes Courses No Longer New Courses (Current #) Offered 1. KIN 105AA-ZZ (Sport and Health in 1. KIN 101 (KHS 181AB) 1. KHS 341 Historical Perspective) 2. KHS 100 Online1 (KHS 2. KHS 344 2. KIN 178 (Intro Health Promotion) 100) 3. KHS 345 3. KIN 275 (Intro Nutrition) 3. SRS 105 (KHS 140) 4. KHS 393 4. KIN 380 (Advanced Motor Learn & 4. SRS 110 (KHS 141) 5. KHS 445 Control) 5. KIN 115 (KHS 150) 6. KHS 446 5. KIN 385 (Clinical Biomechanics) 6. KIN 180 (KHS 151) 7. KHS 475 6. KIN 450 (Advanced Fitness Appraisal and 7. KIN 110 (KHS 154) 8. KHS 485AA-ZZ Exercise Leadership) 8. SRS 115 (KHS 156) 9. KHS 496 7. KIN 478 (Heath Promotion in Diverse 9. KIN 280 (KHS 165) Populations) 10. KIN 260 (KHS 168)4 8. KIN 485 (Pathophysiology of Human 11. KIN 170 (KHS 170) Mov’t.) (Old 475 & 496) 12. KIN 171 (KHS 171) 9. SRS 130 (Junior Practicum) 13. KIN 120 (KHS 190) 10. SRS 320 (Current Issues in Sport, 14. SRS 215 (KHS 240) Recreation & Leisure) 15. SRS 230 (KHS 242) 11. SRS 340 (Goverance and Legal Issues) ( 16. SRS 220 (KHS 243) Old 344 & 345 Combined) 17. KIN 285 (KHS 261) 12. SRS 440 (Sport Mkting & Sponsorship) 18. KIN 267 (KHS 267)4 (Old 445 & 446 Combined) 19. KIN 268 (KHS 268)4 13. SRS 450 (Management Consulting 20. KIN 269 (KHS 269) Experience) 21. KIN 245 (KHS 291) 14. THRC 400 (Mental Health and Addictions) 22. KIN 240 (KHS 292) 23. SRS 350 (KHS 349) 24. KIN 220 (KHS 350) Courses Unchanged 25. KIN 370 (KHS 370) 1. KHS 1312 26. KIN 375 (KHS 371) 2 27. KIN 350 (KHS 372) 2. KHS 132 28. KIN 355 (KHS 373) 3. KHS 1352 29. KIN 373 (KHS 383) 4. KHS 1392 30. THRC 300 (KHS 390) 5. KHS 1822 31. KIN 340 (KHS 394) 32. KIN 345 (KHS 395) 6. KHS 2132 2 33. KHS 400 (KHS 400) 7. KHS 232 34. SRS 460 (KHS 442) 8. KHS 2332 35. SRS 465 (KHS 443) 9. KHS 300 5 36. KIN 475 (KHS 470) 37. KIN 369 (KHS 472) 38. KIN 378 (KHS 476) 39. KIN 491; SRS 491; THRC 491(KHS 485); 40. KIN 420 (KHS 486) 41. KIN 490 (KHS 487)3 42. KIN 495 (KHS 488)3 43. KIN 498 (KHS 489AA)3 44. KIN 499 (KHS 489AB)3 45. SRS 360 (KHS 387) 46. KIN 447 (KHS 497) 47. KIN 205 (KHS 451)
1 3 4 Non-credit requirement for students not taking KIN 101 2Courses that service Education Honours related courses Courses that service pre- 5 professional students Non-credit requirement for all students Distance Delivery in Bold
97
APPENDIX VII
Summary of Motions for Approval Motion 1.1
That effective 201020, the BKin program be revised as outlined in Table 1.1:
Motion 1.2
That the definition of the major grade point average (Major GPA) for the BKin be revised as outlined in Table 1.2:
Motion 1.3
That effective 201020, admissions, readmissions, and transfers to the BKin will be admitted into the revised program.
Motion 1.4
That admission requirements to the BKin be revised outlined in Table 1.4:
Motion 1.5
Timeline to completion for current BKin program students will be April 30, 2016.
Motion 2.1
To create the Bachelor of Sport and Recreation Studies (BSRS) as outlined in Table 2.1
Motion 2.2
That admission requirements to the BSRS be adopted as outlined in Table 2.2:
Motion 2.3
That the graduation requirements for the BSRS be adopted as outlined in Table 2.3:
Motion 2.4 That the Major Grade Point Average (Major GPA) and Program Grade Point Average (PGPA) be defined as outlined in Table 2.4:
Motion 2.5 That students admitted into the current BKin with a major in Recreation and Sport Administration or Adapted Physical Activity prior to 201020 may transfer to the BSRS program
98
APPENDIX VII
Motion 3.1 That students in the BKin and BSRS be required to have completed their major required courses before beginning Fieldwork (KHS 400 and 405)
Motion 3.2 That BKin and BSRS students be allowed to declare up to two minors and to choose that (those) minor(s) from any available through another Faculty at the University of Regina.
Motion 3.3 To create an International designation for the BKin and BSRS based on fulfillment of the requirements outline in Table 3.3; effective 201010
Motion 3.4
To create a KHS Qualifying Program
Motion 3.5 To establish a faculty policy for Recognition of Prior Learning in Kinesiology and Health Studies as outlined in Table 3.5
Motion 3.6 To approve the following policy pertaining to Fieldwork (KHS 400/ HS 448): A student required to discontinue from their placement (terminated by the agency or fieldwork coordinator) will receive a grade of 'F' for KHS 400/HS 448, and may be required to seek out additional services identified by the Fieldwork Coordinator/ Associate Dean (Undergraduate) that may assist in their personal and/or professional development. The earliest the student will be allowed to repeat KHS 400/HS 448 will be the next scheduled semester (pending an approved placement).
99
APPENDIX VII
SECTION 1.0 Motions Related to the Revision of the BKin
Motion 1.1
That effective 201020, the BKin program be revised as outlined in Table 1.1:
Rationale: Details of the rationale for these changes are provided in the preamble/background section of this document. In summary, changes in our field, changes in the professional environment, and recommendations from the KHS review have prompted these changes.
Current Program for comparison Credit Required Student's record hours of courses completed CORE COURSES KHS Courses 3.0 KHS 150 3.0 KHS 151 3.0 KHS 154 3.0 KHS 156 3.0 KHS 165 3.0 KHS 168 3.0 KHS 170/ KHS 171 3.0 KHS 190 3.0 KHS 267 3.0. KHS 350 3.0 KHS 451 Arts/Science/Other Courses 3.0 ENGL 100 3.0 One of STAT 100, STAT 160 or SOST 201 3.0 One of A 3.0 One of B* 3.0 One of C MAJOR COURSES KHS Courses 27.0 9 KHS Required Courses (see applicable major) Arts/Science/Other Courses 15.0 5 courses from other faculties (see applicable major) ELECTIVES (15.0 Credit Hours) 3.0 5 – 3 credit hour courses 3.0 from KHS or other faculties (can include a maximum of 2 3.0 activity-based courses from: 3.0 KHS 131, KHS 132, KHS 135, KHS 231, KHS 232 or 3.0 KHS 233).
100
APPENDIX VII
NON-CREDIT REQUIREMENTS Computer Application lab (credit with CS 100 OR BUS 007) KHS 100 KHS 300 105.0 Subtotal
Arts/Science/Other Courses One of A One of B One of C Anthropology Astronomy Art Economics Biology Art History Geography Chemistry Classical Studies History Computer English Indian Health Science Film Studies Geology Humanities Indian Studies Mathematics Indian Art Political Science Physics* Indian Art History Psychology Interdisciplinary Social Studies Studies Sociology Languages-any Women’s Studies introductory-level except English Linguistics Music Philosophy (includes Logic 100) Religious Studies Theatre Women’s Studies * Students who are majoring in Fitness and Lifestyle must take PHYS 109
15.9.1.1 Bachelor of Kinesiology Requirements In addition to the 105 credit hours of core requirements stated in §15.9.1, students in the BKin are required to complete the following: Credit Required Student's record hours of courses completed 15.0 KHS 400
MAJORS: ADAPTED PHYSICAL ACTIVITY Credit Major Courses Student hours Record of Completion 3.0 KHS 290 3.0 KHS 291 3.0 KHS 292 3.0 KHS 394 3.0 KHS 395 3.0 KHS 497 3.0 Choose three from: KHS 240, KHS 243, KHS 261, KHS 268, KHS 3.0 269, KHS 370, KHS 372, KHS 390, KHS 393, KHS 472, KHS 3.0 475, KHS 476, KHS 485, KHS 488, KHS 496
101
APPENDIX VII
3.0 Choose five from: Business Administration, 3.0 Psychology, Social Work, 3.0 Sociology, Biology, or Education (EOE, EPE, EPSY, EHE 258, 385 3.0 and/or 487) Note: At least three classes must 3.0 be from one area, and two must be at the 200 level or higher. 42.0 Credit hours used in Major GPA
FITNESS AND LIFESTYLE Credit Major Courses Student hours Record of Completion 3.0 KHS 261 3.0 KHS 269 3.0 KHS 370 3.0 KHS 372 3.0 KHS 470 3.0 KHS 472 3.0 Choose three from: KHS 268, KHS 3.0 371, KHS 373, KHS 383, KHS 393, KHS 475, KHS 476, KHS 3.0 485, KHS 488, KHS 496
3.0 CS 100 3.0 BUS 260 3.0 Choose one from: BUS 210, BUS 250, BUS 285 3.0 Choose two from: Business 3.0 Administration, Science or Psychology 42.0 Credit hours used in Major GPA
RECREATION AND SPORT ADMINISTRATION Credit Major Courses Student hours Record of Completion 3.0 KHS 140 3.0 KHS 240 3.0 KHS 242 3.0 KHS 243 3.0 KHS 341 3.0 KHS 445 3.0 KHS 446 3.0 Choose two from: KHS 141, KHS 344, KHS 345, KHS 349, KHS 387 3.0 (or EOE 339), KHS 442, KHS 443, KHS 476, KHS 485, KHS 486, KHS 488 3.0 BUS 260 3.0 BUS 210 3.0 BUS 250 3.0 BUS 285 3.0 One from CS 100 or a course from SOC, PSCI, GEOG, ECON or BUS. 42.0 Credit hours used in Major GPA
102
APPENDIX VII
Table 1.1 Revised BKin program 104 or PHYS 109 Credit Required Student’s record 3.0 KIN 240 (KHS 292) Hours of courses 3.0 KIN 245 (KHS 291) completed 3.0 KIN 340 (KHS 394) CORE REQUIREMENTS 3.0 KIN 345 (KHS 395) 3.0 KIN 105 3.0 KIN 350 (KHS 372) 3.0 KIN 110 (KHS 154) 3.0 KIN 385 3.0 KIN 115 (KHS 150) 3.0 KIN 485 3.0 KIN 120 (KHS 190) 3.0 THRC 200 (KHS 290) 3.0 KIN 170 (KHS 170) MAJOR ELECTIVE 3.0 KIN 180 (KHS 151) 6.0 Choose two from: 3.0 KIN 220 (KHS 350) KIN 178, KIN 268 3.0 KIN 260 (KHS 168) (KHS 268), KIN 355 3.0 KIN 267 (KHS 267) (KHS 373), KIN 369 (KHS 472), KIN 380, 3.0 KIN 269 (KHS 269) KIN 447 (KHS 497), 3.0 KIN 275 KIN 450, KIN 475 3.0 KIN 280 (KHS 165) (KHS 470), SRS 115 3.0 KIN 285 (KHS 261) (KHS 156), SRS 220 3.0 KIN 370 (KHS 370) (KHS 243), HS 200, 3.0 KIN 420 (KHS 486) KHS 381AB 3.0 One of KIN 101 or ENGL 100 3.0 One of SOST 201, 33.0 Subtotal STAT 100 or STAT 160 3.0 One of PHIL 270, Human Kinetics PHIL 272, PHIL 273, Credit Required Student’s record PHIL 276 or KIN 205 Hours of courses 0.00 KHS 100 (exempt if completed credit received for MAJOR REQUIRED KHS 101) 3.0 One of BIOL 140, 0.00 KHS 300 CHEM 104 or PHYS 0.00 BUS 007 (exempt if 109 credit received for 3.0 KIN 178 CS 100) 3.0 KIN 350 (KHS 372) 18.0 ELECTIVES (max. of 3.0 KIN 369 (KHS 472) 2 activity-based 3.0 KIN 380 courses from KHS 3.0 KIN 385 131, KHS 132, KHS 3.0 KIN 450 135, KHS 231, KHS 3.0 KIN 485 232, KHS 233) MAJOR ELECTIVE 9.0 KHS 400 9.0 Choose three from: 6.0 KHS 405 KIN 240 (KHS 292), 87.0 Subtotal KIN 268 (KHS 268), KIN 355 (KHS 373), KIN 373 (KHS 383), Bachelor of Kinesiology- Majors KIN 378 (KHS 476), KIN 475 (KHS 470), SRS 220 (KHS 243), Adapted Movement Science SRS 320, HS 200, Credit Required Student’s KHS 381AB Hours record of 33.0 Subtotal courses completed MAJOR REQUIRED 3.0 One of BIOL 140, CHEM
103
APPENDIX VII
Gerontology *Note: This major builds on our existing relationship with Mount Royal College (MRC) and the Advanced Certificate in Gerontology. Health Promotion Credit Required Student’s Credit Required Student’s Hours record of Hours record of courses courses completed completed MAJOR REQUIRED MAJOR REQUIRED 3.0 KIN 268 (KHS 268) 3.0 KIN 240 (KHS 292) 3.0 KIN 240 (KHS 292) 3.0 KIN 275 3.0 KIN 485 3.0 KIN 378 (KHS 476) 3.0 SRS 220 (KHS 243) 3.0 KIN 478 3.0 HS 200 3.0 SRS 220 (KHS 243) 3.0 GERO 4401 (MRC) 3.0 ECON 253 3.0 GERO 4403 (MRC) 3.0 HS 200 MAJOR ELECTIVE 3.0 INHS 100 6.0 Choose two from: MAJOR ELECTIVE GERO 4405 (MRC), 9.0 Choose three from: KIN GERO 4407 (MRC), 475 (KHS 470), KIN 485, GERO 4413 (MRC) HS 300, SRS 115 (KHS 6.0 Choose two from: KIN 156), SRS 215 (KHS 178, SRS 115 (KHS 240), THRC 245/KIN 245 156), THRC 245/KIN 245 (KHS 291) KHS 381AB, (KHS 291), KHS 381AB, ECON 353 ECON 253, HJ 333, SW 33.0 Subtotal 412, SW 470 33.0 Subtotal
Motion 1.2
That the definition of the major grade point average (Major GPA) for the BKin be revised as outlined in Table 1.2:
Rationale: Degree structure has changed with the BKin revisions.
Table 1.2 Definition major grade point average (Major GPA) Courses used to define the major GPA include the 33 credit hours identified for the BKin majors (currently Human Kinetics, Adapted Movement Science, Health Promotion and Gerontology).
Motion 1.3
That effective 201020, admissions, readmissions, and transfers to the BKin will be admitted into the revised program.
Rationale: All course changes and revisions will be in place beginning with 201020. Those students admitted for the spring/summer semester will be able to begin work towards the revised degree program. All classes offered in the 201020 semester will use the new course identification code and numbers.
Motion 1.4
That admission requirements to the BKin be revised outlined in Table 1.4:
Rationale: These admission requirements are modified only slightly from what currently exists, accommodating future changes to the mathematics curriculum, and adjusting for the creation of the Bachelor of Sport and Recreation Studies, and highlighting the shift in focus from the current BKIN (ie. Biomechanics is now a core course for all BKin majors, therefore requiring a minimum of Math C30.)
104
APPENDIX VII
Table 1.4 Admission requirements for the revised BKin English Language Arts A30 and B30¹ One of Math B30 or Math C30 or Pre-Calculus 30 One of Biology 30, Chemistry 30, Physics 30 One additional elective from Biology 30, Calculus 30, Chemistry 30, Computer Science 30, Economics 30, French 30, Food Studies 30, Geography 30, History 30, Law 30, Mathematics A30, B30, or C30, Foundations of Mathematics 30, Native Studies 30, Physical Education 30, Physics 30, Psychology 30, Social Studies 30, Tourism, Hospitality, & Entrepreneurship B30
Motion 1.5
Timeline to completion for current BKin program students will be April 30, 2016.
Rationale: Students enrolled in the current BKin program will be given the option to switch to the revised program or continue with the old program of study. Those who choose are likely to be those near the end of the program. The timeline proposed gives students plenty of time to complete the degree requirements. The timeline is consistent with the one given BPAS students when that degree was discontinued.
105
APPENDIX VII
SECTION 2.0 Motions related to the creation of the Bachelor of Sport and Recreation Studies (BSRS)
Motion 2.1
To create the Bachelor of Sport and Recreation Studies (BSRS) as outlined in Table 2.1
Rationale: Details of the rationale for these changes are provided in the preamble/background section of this document. In summary, changes in our field, changes in the professional environment, and recommendations from the KHS review have prompted these changes.
Table 2.1 Outline of the 120 credit hour Bachelor of Sport and Recreation Studies degree program
Credit Required Student’s Hours record of courses completed CORE REQUIREMENTS 3.0 KIN 105 3.0 KIN 110 (KHS 154) 3.0 KIN 115 (KHS 150) 3.0 KIN 170 (KHS 170) 3.0 KIN 220 (KHS 350) 3.0 KIN 420 (KHS 486) 3.0 SRS 105 (KHS 140) 3.0 SRS 110 (KHS 141) 3.0 SRS 115 (KHS 156) 3.0 SRS 120 (KHS 190) 3.0 SRS 215 (KHS 240) 3.0 SRS 220 (KHS 243) 3.0 SRS 320 3.0 THRC 200 (KHS 290) 3.0 One of KIN 101 or ENGL 100 3.0 One of SOST 201, STAT 100 or STAT 160 3.0 One of PHIL 270, PHIL 272, PHIL 273, PHIL 276 or KIN 205 0.00 KHS 100 (exempt if credit received for KHS 101) 0.00 KHS 300 0.00 BUS 007 (exempt if credit received for CS 100) 15.0 ELECTIVES (max. of 2 activity-based courses from KHS 131, KHS 132, KHS 135, KHS 231, KHS 232, KHS 233)
9.0 KHS 400 6.0 KHS 405 81.0 Subtotal
106
APPENDIX VII
Bachelor of Sport and Recreation Studies – Majors
Sport and Recreation Management Credit Required Student’s Hours record of courses completed MAJOR REQUIRED 3.0 SRS 130 3.0 SRS 230 3.0 SRS 340 3.0 SRS 440 3.0 BUS 210 3.0 BUS 260 3.0 BUS 250 3.0 BUS 285 3.0 ECON 100 (or ECON 201) 3.0 ECON 238 MAJOR ELECTIVE 3.0 Choose three from: SRS 360 (KHS 387), SRS 350 3.0 (KHS 349), SRS 450, SRS 460 (KHS 442), 3.0 SRS 465 (KHS 443)BUS 288, BUS 290, BUS 312 39.0 Subtotal
Therapeutic Recreation Credit Required Student’s Hours record of courses completed MAJOR REQUIRED 3.0 PSYC 101 3.0 PSYC 102 3.0 PSYC 230 3.0 PSYC 333 3.0 KIN 260 (KHS 168) 3.0 KIN 267 (KHS 267) 3.0 THRC 245 (KHS 291) 3.0 THRC 300 (KHS 390) 3.0 THRC 447 MAJOR ELECTIVE 3.0 Choose three from: THRC 240; THRC 340; THRC 345; THRC 400; 3.0 HS 200; KIN 178; KIN 268; KIN 269,KIN 275; KHS 301 (KHS 381AB) 3.0 (At minimum, 2 courses must be THRC) 3.0 Choose one of: KIN 180 (KHS 151) or PSYC 210 39.0 Subtotal
107
APPENDIX VII
Motion 2.2
That admission requirements to the BSRS be adopted as outlined in Table 2.2:
Rationale: Since this is a new degree program with sufficiently different focus from the proposed BKin, the admission requirements are also different.
Table 2.2. Admission requirements to the BSRS Admission to the BSRS (High School Requirements)
English Language Arts A30 and B30 One of Math B30, Math C30, Foundations of Mathematics 30 or Pre-Calculus 30 One of Biology 30, Chemistry 30, Physics 30 or Computer Science 30 (SRM major) One additional Elective from Biology 30, Calculus 30, Chemistry 30, Computer Science 30, Economics 30, French 30, Geography 30, History 30, Law 30, Math A30, B30, or C30, Foundations of Mathematics 30, Pre- Calculus 30, Native Studies 30, Physical Education 30, Physics 30, Psychology 30, Social Studies 30, Tourism, Hospitality, & Entrepreneurship 30.
Motion 2.3
That the graduation requirements for the BSRS be adopted as outlined in Table 2.3:
Rationale: These graduation requirements are consistent with the requirements that currently exist for the BKin.
Table 2.3 Graduation requirements for the BSRS In order to receive the Bachelor of Sport and Recreation Studies, students must successfully complete all program requirements with a minimum PGPA of 60.00% and a minimum major GPA of 65.00%.
Motion 2.4 That the Major Grade Point Average (Major GPA) and Program Grade Point Average (PGPA) be defined as outlined in Table 2.4:
Rationale: These definitions are consistent with the BKin.
Table 2.4 Definition of Major GPA and PGPA Courses used to define the major GPA include the 39 credit hours identified for the BSRS majors (currently Sport and Recreation Management and Therapeutic Recreation). The PGPA includes all courses used to meet the BSRS requirements as outlined in Table 2.1
108
APPENDIX VII
Motion 2.5 That students admitted into the current BKin with a major in Recreation and Sport Administration or Adapted Physical Activity prior to 201020 may transfer to the BSRS program
Rationale: Since the BSRS degree programs are revisions of the current BKin RSAD and APA major programs, students in those programs will be given the opportunity to move into the new degree program.
109
APPENDIX VII
SECTION 3.0 Administrative Motions
Motion 3.1 That students in the BKin and BSRS be required to have completed their major required courses before beginning Fieldwork (KHS 400 and 405)
Rationale: This policy is consistent with current policy in the Faculty. The language has been updated to match the language in the new degree program. Formerly, 6 of 9 major courses had to be completed. Now all major required courses need to be completed (which is generally 6 courses, but may be more, depending on the program).
Motion 3.2 That BKin and BSRS students be allowed to declare up to two minors and to choose that (those) minor(s) from any available through another Faculty at the University of Regina.
Rationale: Currently BKin students may choose from one of four Minors. The Faculty would like to allow students the choice to declare any minor available that might suit their interests or professional ambitions.
Motion 3.3 To create an International designation for the BKin and BSRS based on fulfillment of the requirements outline in Table 3.3; effective 201010
Rationale: KHS is following the lead taken by other Faculties on campus in terms of international designations. The Faculty is also actively pursuing international opportunities in Asia and Europe for our students to take advantage of (in addition to existing partnerships).
Table 3.3 Requirements for obtaining an International Designation in the BKin and BSRS International Designation
To qualify for the International Designation, students must meet at least one (1) of the following graduation requirements: 1. Successfully complete an approved out-of-country study term with a minimum of nine (9) credit hours, such as fieldwork, or a recognized exchange. 2. Successfully complete a minimum of nine (9) credit hours of approved coursework at an out of- country post-secondary institution. 3. Successfully complete a minimum of one (1) approved three (3) credit hour course with ‘international’ content on campus in combination with an out-of-country experience. The out of- country experience will constitute no less than three (3) credit hours. Examples of courses designated ‘international’ could be a foreign language (not including French) or a course in global education. These courses can be accessed through other Faculties. Process: The Academic Program Coordinator, in consultation with the Associate Dean (Undergraduate), will coordinate the International Designation activities of the Faculty. Students will be required to submit a brief proposal on the out-of- country experience they wish to pursue and seek prior approval. Each request will be reviewed on a case-by-case basis to determine the significance of the international experience.
110
APPENDIX VII
Motion 3.4
To create a KHS Qualifying Program
Rationale: The purpose of the KHS Qualifying Program is to create an opportunity for students to enter the Faculty of KHS when they do not have the admission, readmission, and/or transfer requirement to either the BKin or BSRS or if students are undecided about which degree program they may wish to apply to. Given the overlap in the cores of the two degrees (BKin and BSRS) students would be able to explore offerings in the Faculty for a year before needing to move in a particular direction. Students who have declared their degree of interest and who meet the admission requirements will be admitted directly to that degree program.
Process: Admissions will review applications to the Faculty and process those that declare the degree (BKIN or BSRS) and meet the admission requirements. Students deficient in one subject used for admission (ie. Math or 30- level science), provided that they meet all other requirements, will be placed in KHS Qualifying, and a CR Hold placed on their account. Any other anomalies will be reviewed by the faculty prior to use of the KHS Qualifying program.
Motion 3.5 To establish a faculty policy for Recognition of Prior Learning in Kinesiology and Health Studies as outlined in Table 3.5
Rationale: To allow for recognition of learning acquired outside of the traditional post-secondary system for which transfer credit is not an available option. This policy aligns with the University’s mandate to increase accessibility to post-secondary education, and with the support of the Prior Learning Centre.
Table 3.5 Faculty Recognition of Prior Learning (RPL) Policy The Faculty of Kinesiology and Health Studies will evaluate and grant credit for qualifying previous formal and non-formal learning that is equivalent to Faculty courses or programs (up to 15 credit hours) . Recognized prior learning will be applied toward the requirements of Faculty programs.
The University of Regina processes used for evaluating prior learning include: a) assessment of educational documents b) assessment of portfolios that identify and verify prior learning c) assessment through challenge processes such as written or oral examinations, interviews, projects, assignments, performance/skill demonstrations, product assessments; and d) assessment of external courses/programs from non post-secondary organizations in conformance with RPL – Assessment of External Courses from Non-Post Secondary Institutions for Faculty Credit will be awarded for learning equivalent to the standards required by the programs in which the credit is sought. It will not be awarded for experience alone.
Credit will be awarded for learning which reflects both the theoretical and practical components in a balance consistent with the outcome requirements of courses/programs. The learning for which credit is being sought must be applicable outside the specific context in which it was learned and serve as a basis for further learning. The assessment of competence levels and determination of credit awards will be made by the appropriate content specialists. Final approval for credit will be the responsibility of the Dean, or designate, Faculty of Kinesiology and Health Studies.
111
APPENDIX VII
Motion 3.6 To approve the following policy pertaining to Fieldwork (KHS 400/ HS 448): A student required to discontinue from their placement (terminated by the agency or fieldwork coordinator) will receive a grade of 'F' for KHS 400/HS 448, and may be required to seek out additional services identified by the Fieldwork Coordinator/ Associate Dean (Undergraduate) that may assist in their personal and/or professional development. The earliest the student will be allowed to repeat KHS 400/HS 448 will be the next scheduled semester (pending an approved placement).
Rationale: This policy will assist with managing the expectations of students in a situation where they are terminated from their placement. Examples of “Additional Services” are dependent on the situation, but may include counseling services, the Career Centre and/or the harassment and discrimination prevention officer.
112
APPENDIX VII
4.0 Items for Information Course Changes, Additions and Deletions
To create the following course codes: KIN (Kinesiology); SRS (Sport and Recreation Studies); THRC (Therapeutic Recreation).
The following course changes were approved:
COURSE CHANGES KHS Kinesiology & Health Studies Faculty of Kinesiology and Health Studies
KHS 168AA 1.5:1.5-0.75 Human Anatomy A This course carries 1.5 credit hours. KHS 168AA (Human Anatomy A) together with KHS 168AB (Human Anatomy B) cover the same material as is covered in KIN 260 (KHS 168 (Human Anatomy)), but at a slower pace. Students must complete KHS 168AA in order to receive credit, and a grade for KHS 168AB. The combination of KHS 168AA and KHS 168AB can be used in place of KHS 168 KIN 260. *** Prerequisite: One 30-level science from Biology, Chemistry or Physics, and for high school students, a minimum secondary average of 75%. ***
KHS 168AB 1.5:1.5-0.75 Human Anatomy B This course carries 1.5 credit hours, and is a continuation of KHS 168AA (Human Anatomy A). Students must complete KHS 168AA in order to receive credit, and a grade for KHS 168AB. The combination of KHS 168AA and KHS 168AB can be used in place of KIN 260 KHS 168. *** Prerequisite: KHS 168AA ***
KHS 400 3-15:0-15 Fieldwork Students will be given the opportunity to apply their knowledge in a specific professional role related to their major. The Fieldwork experience will be undertaken by the student under supervision of a mentor/ hostcooperating professional and the fieldwork coordinator. The placement is a minimum of 14 weeks full time. This component is Pass/Fail, and must be taken concurrently with KHS 405 (Fieldwork Project). *** Prerequisite: KHS 300, completion of 75 credit hours within the program; completion of required 18 of 27 credit hours within KHS major courses; a minimum 60% PGPA; and, a minimum 65% major GPA. *** ** Permission from the Faculty is required to register. **
KIN Kinesiology Faculty of Kinesiology and Health Studies
KHS 154 KIN 110 (formerly KHS 154) 3:3-1 Sociology of Sport, Recreation and Physical Activity and Sport A general sociological perspective of physical activity, particularly the theoretical concepts and issues related to sport, leisure, and recreation. This course examines selected topics related to the sociology of sport and physical activity. The emphasis of the course is on understanding the construction and organization of sport in modern societies and the social and cultural influences on sport and physical activity, particularly in Canadian society. * Note: Normally offered in winter semester only. *
KHS 150 KIN 115 (formerly KHS 150) 3:3-1 Social Psychology of Sport and Physical Activity An introduction to the theoretical and practical understanding of the behavioral aspects of physical activity from a social psychological perspective. * Note: Normally offered in fall semester only. *
113
APPENDIX VII
KHS 190 KIN 120 (formerly KHS 190) 3:3-1.5 Introduction to Adapted Physical Activity and Recreation This course will teach students about the history and development of paradigms and concepts surrounding the notions of disability, adapted physical activity, inclusion, and provision of supports and services for persons with disabilities. An overview of developmental, sensory, and physical disabilities will be provided. Through a practicum experience, students will be able to apply theory in a practical setting as they plan and implement adapted physical activity programs for persons with disabilities. An examination of the characteristics of persons with physical, developmental, and emotional disabilities and a practical opportunity to adapt physical activity and recreation to meet special needs * Note: Normally offered in winter semester only. Web delivered class sections may be subject to an additional $50.00 material fee. This course is crosslisted with SRS 120 *
KHS 170 KIN 170 (formerly KHS 170) 3:3-1.5 Lifestyle, and Health, and Wellness The factors which affect an individual's heatlh will be examined and the potential role of lifestyle choices in the maintenance of health will be discussed. This course will enable the student to become and informed, responsible, active participant in one’s own health. * Note: Students will not receive credit for both KIN 170 (KHS 170) and KIN 171 (KHS 171). Normally offered in fall semester only. *
KHS 171 KIN 171 (formerly KHS 171) 3:0-1 Holistic Health The factors that affect an individual's health will be examined from a population health perspective. A variety of topics will be covered encompassing the role of the individual, the family, and the community in personal health. * Note: Students will not receive credit for both KIN 170 (KHS 170) and KIN 171 (KHS 171). This is an online course. Web delivered class sections may be subject to an additional $50.00 material fee. *
KHS 151 KIN 180 (formerly KHS 151) 3:3-0 Lifespan Growth and Motor Development This course will focus on the biological foundations of lifespan development. Physical, cognitive, social, and emotional factors will be discussed from conception to late adulthood. This course provides a general introduction to the analysis of motor development across the life span. It presents students with the opportunity to investigate the principles, research and applied practice of motor development from infancy to older adulthood. Current topics in motor development are presented using a unifying constraints model approach. This approach takes into account the individual as well as the environmental and task factors that potentially affect human growth and motor development. * Note: Normally offered in winter semester only. Web delivered class sections may be subject to an additional $50.00 material fee. *
KHS 451 KIN 205 (formerly KHS 451) 3:3-0 Applied Philosophy in Kinesiology and Health Application of philosophilcal theories and concepts to kinesiology and health concepts. *** Prerequisite: Completion of 15 credit hours, including ENGL 100 or KHS 101, KHS 105AA-ZZ. *** * Note: Normally offered in the winter semester only. *
KHS 350 KIN 220 (formerly KHS 350) 3:3-1 Research Methods in Kinesiology and Health Studies Focus on various research methods and statistical analyses used in Kinesiology and Health Studies. Emphasis on ability to read and understand published research. Course focuses on basic research methods, experimental and non-experimental designs, and basic statistical analyses students will encounter in most Kinesiology and Health Studies research. Emphasis is placed on becoming a critical consumer (read, understand and critique) of research. Students are expected to design their own research project to answer a relevant research question for their own area of interest. *** Prerequisite: Completion of 60 credit hours and oOne of SOST 201, STAT 100 or STAT 160, and one of ENGL 100 or KHS 101. *** * Note: Normally offered in the fall semester only. *
KHS 292 KIN 240 (formerly KHS 292) 3:3-01 Physical Activity and Aging This course provides the student with a basis for examining the effects of the aging process and the relationship amongst physical activity, sport, recreation, leisure and therapeutic recreation and aging. The course will also explore aspcts of fitness assessments and adaptation of physical activity programs to meet the needs of the whole continum of fit to frail older adults. *** Prerequisite: KIN 170 (KHS 170) and KIN 120 (KHS 190) *** * Note: Normally offered in the winter semester only. *
KHS 291 KIN 245 (formerly KHS 291) 3:3-0 Assessment in Adapted Movement Science This course examines the concepts of assessment as they apply within the disciplines of adapted physical activity and therapeutic recreation. *** Prerequisite: KIN 120 (KHS 190) *** * Note: Normally offered in the fall semester only. Crosslisted with THRC 205*
KHS 168 KIN 260 (formerly KHS 168) 3:3-1.5 Human Anatomy The study of human anatomy and the application of this knowledge to movement and physical activity. Although the course will focus on muscular and skeletal anatomy, basic anatomy of all systems will be covered. * Note: Normally offered in fall semester only. *
114
APPENDIX VII
KHS 267 KIN 267 (formerly KHS 267) 3:3-0 Human Physiology I An introductory class that deals with cellular mechanisms and some of the functions and interactions between major physiological systems of the human body. *** Prerequisite: KIN 260 (KHS 168) *** * Note: Normally offered in winter semester only. *
KHS 268 KIN 268 (fomerly KHS 268) 3:3-0 Human Physiology II An advanced class in the major physiological systems that are involved in the preservation of homeostasis in the human body. *** Prerequisite/ Corequisite: KIN 267 (KHS 267) *** * Note: Normally offered in the winter even, and spring/summer odd semesters only. *
KHS 269 KIN 269 (formerly KHS 269) 3:3-2 Exercise Physiology The study of the physiological mechanisms involved during physical activity. The course covers the physiological effects of acute and chronic exercise on the metabolic, neuromuscular, respiratory, and cardiovascular systems. *** Prerequisite: KHS 267 *** * Note: Normally offered in the fall semester only. *
KHS 165 KIN 280 (formerly KHS 165) 3:3-1.5 Motor Learning and Control A survey of experimental findings, field observations and practical experiments related to the study of psychological factors affecting acquisition and performance of skill. This course provides a general introduction to the analysis of motor performance in human movement and sport, with specific application of the neuromuscular, biomechanical and psychological factors that affect motor skill acquisition and performance. ***Prerequisite: KIN 180 (KHS 151)*** * Note: Normally offered in fall semester only. *
KHS 261 KIN 285 (formerly KHS 261) 3:3-2 Biomechanics Human movement is investigated with particular reference to the laws of physics (mechanics) and anatomical concepts as applied to joint motion and muscular action. This course provides a general introduction to the fundamental human movement science discipline of biomechanics, a core discipline in many fields such as kinesiology, biomedical engineering, physical and occupational therapy, orthopaedics, ergonimics, etc. This course provides a basis for understanding both qualitative and quantitative human movement anatlysis techniques, with specific emphasis and application of functional anatomy, motion capture and classical mechanics (kinematics and kinetics). *** Prerequisite: PHYS 109 and KIN 260 (KHS 168) *** ***Prerequisite/ Corequisite: KIN 267 (KHS 267) * Note: Normally offered in fall semester only. *
KHS 395 KIN 340 (formerly KHS 395) 3:3-0 Active Living and Physical Disabilities A study of the characteristics of persons with physical, sensory, and multiple disabilities, including the practical application of adaptations necessary in physical activity and recreation. A study of the opportunities for active living for individuals with physical, sensory, and multiple disabilities, including the practical application of adaptations necessary in physical activity and recreation. The socio-cultural, psychological, and functional aspects of active living for persons with physical disabilities will be explored. This course will enable the student to further understand issues facing persons with a disability and how such issues can impact quality of life. *** Prerequisite: KIN 240(KHS 291) *** * Note: Normally offered in the winter semester only. *
KHS 394 KIN 345 (formerly KHS 394) 3:3-0 Active Living and Developmental Disabilities A study of the characteristics and capabilities of persons with developmental disabilities, including the practical application of the adaptations necessary for their involvement in physical activity and recreation. A study of the opportunities for active living for individuals with intellectual and/ or developmental disabilities, including the practical application of adaptations necessary in physical activity and recreation. The socio- cultural, psychological, and functional aspects of active living for persons with developmental disabilities will be explored. This course will enable the student to further understand issues facing persons with a disability and how such issues can impact quality of life. *** Prerequisite: KIN 240 (KHS 291) *** * Note: Normally offered in the winter semester only. *
KHS 372 KIN 350 (formerly KHS 372) 3:3-1.5 Fitness Appraisal and Exercise Leadership The scientific basis of physical fitness appraisal and exercise counselling will be examined, as will the administration of standardized tests of fitness and program leadership. Students will have the opportunity to become write the Certified Personal Trainer through the Canadian Society for Exercise Physiology. *** Prerequisite: KIN 170 (KHS 170) and KIN 269 (KHS 269) *** * Note: Normally offered in fall semester only. *
115
APPENDIX VII
KHS 373 KIN 355 (formerly KHS 373) 3:3-1.5 Training and Conditioning This course provides an intensive examination of the scientific and methodological theories, techniques, and planning methods utilized in training and conditioning. *** Prerequisite: KIN 350 (KHS 372) KHS 261 and KHS 269 *** * Note: Normally offered in the winter semester of odd years only. *
KHS 472 KIN 369 (formerly KHS 472) 3:3-1.5 Advanced Topics in Exercise Physiology This course examines current methods of appraising performance and prescribing exercise in diverse population ranging from the general population to athletes and individuals involved with physically demanding occupations. *** Prerequisite: KIN 285 (KHS 261) and KHS 372 *** * Note: Normally offered in the winter semester only. *
KHS 370 KIN 370 (formerly KHS 370) 3:3-0 Social Psychology of Health and Exercise To provide exposure to various social psychological theories and models designed specifically in an attempt to understand health and exercise behaviours. *** Prerequisite: KIN 115(KHS 150) *** * Note: Normally offered in fall semester only. *
KHS 383 KIN 373 (formerly KHS 383) 3:3-0 Sport Psychology A study of the psychological theories and concepts used in coaching individual and team sports and the factors related to their implementation. Special emphasis will be given to the theoretical models of anxiety, aggression, and activation. *** Prerequisite: KIN 115 (KHS 150) *** * Note: Normally offered in fall semester of odd years only. *
KHS 371 KIN 375 (formerly KHS 371) 3:3-1.5 Care and Prevention of Athletic Injuries An examination of the causes, symptoms, and appropriate treatment of athletic injuries and an opportunity to practice taping and other techniques used in the treatment and prevention of such injuries. *** Prerequisite: KIN 260 (KHS 168) *** * Note: Normally offered in winter semester of even years only. *
KHS 476 KIN 378 (formerly KHS 476) 3:3-0 Advanced Health and Wellness Promotion An in-depth examination of health and wellness at the population levels in the context of health and health care trends. The course will also examine the development evidence-based health programs from needs assessment, program plan/implementation and evaluation. *** Prerequisite: KIN 170 (KHS 170) and KIN 178 *** * Note: Normally offered in the fall winter semester of odd years only. *
KHS 486 KIN 420 (formerly KHS 486) 3:3-1 Gender in Sport and Physical Activity Diversity Issues in Kinesiology, Health, Sport and Recreation This course examines the relationship between the diversity of the Canadian population and involvement in sport, recreation, exercise and/ or physical activity. Specific areas of focus might include gender, race, ethnicity, sexuality, age, ability, social class, body type, and religion. Current issues will be used for discussion and illustration.gender, physical activity, and sport. Emphasis will be placed on social, cultural, and organizational influences that affect men's and women's involvement in sport and physical activity. *** Prerequisite: Completion of 60 credit hours, including KIN 110 (KHS 154), KIN 120 (KHS 190) and SRS 115 (KHS 156). *** * Note: Offered in fall winter semester of even years only. Students may only receive credit for one of KHS 486 and KHS 286. *
KHS 497 KIN 447 (formerly KHS 497) 3:0-3 Adapted Physical Activity Senior Seminar in Adapted Movement Science A critical examination of historical and contemporary trends and assumptions besetting activity for persons with disabilities. *** Prerequisite: Completion of 75 credit hours which includes KIN 245 (KHS 291) and KIN 340 (KHS 394) or KIN 345 (KHS 395). *** * Note: Normally offered in fall semester only. *
KHS 470 KIN 475 (formerly KHS 470) 3:3-0 Nutrition in Exercise and Sport Sport Nutrition and Exercise Metabolism This course examines the basic principles of nutrition, including Dietary Reference Intakes, macro and micro nutrients and the important role that nutrition plays in sport, recreation, and athletic performance. The role of ergogenic aids, exercise metabolism and sports nutrition will also be examined. *** Prerequisite: KIN 170 (KHS 170) and KIN 269 (KHS 269). *** * Note: Normally offered in the winter semester only. *
116
APPENDIX VII
KHS 487 KIN 490 (formerly KHS 487) 0:0-1 Honours Seminar A weekly seminar devoted to discussion of special issues in Kinesiology and Health Studies, such as developing a research idea, ethics in research, knoweldge translation and effective proposal writing and presentations. The students will be required to present their research idea/proposal in this class.to reports of research proposals and/or thesis, and to the presentation of papers by students and/or faculty. * Note: Restricted to BKin (Hon) students. Must be taken in each fall/winter semester when enrolled as an Honours student. *
KHS 401 KIN 492 (formerly KHS 401) 3-6:0-6 Honours Practicum Students will take part in an unpaid 13 week part-time placement (work 9-18 hours per week on a particular project) developed in consultation with the Honours program supervisor(s). May be divided over two semesters. * Note: Restricted to BKin (Hon) students only. *
KHS 488 KIN 495 (formerly KHS 488) 3:3-3 Seminar in Research Design Students will learn the foundations for qualitative and quantitative research, and how to present and disseminate information. *** Prerequisite: KIN 220 (KHS 350) with a minimum grade of 70% or permission of the Associate Dean or designate. *** * Note: Normally offered in the winter semester. *
KHS 489AA KIN 498 (formerly KHS 489AA) 3:0-3 Honours Proposal Supervised directed study and research leading to the development of a formal undergraduate thesis proposal for work to be conducted in KIN 499(KHS 489AB) (Honours Thesis). *** Prerequisite: KIN 499 (KHS 488) (concurrent enrolment allowed) or permission of the Associate Dean or designate. ***
KHS 489AB KIN 499 (formerly KHS 489AB) 3:0-3 Honours Thesis A thesis based on research previously proposed in KIN 498 (KHS 489AA) (Honours Proposal). Formal approval of the research topic is given by attaining a minimum grade of 70% in KIN 498 (KHS 489AA) (Honours Proposal). The thesis will be presented orally in an open forum. *** Prerequisite: KIN 498 (KHS 489AA) ***
SRS Sport & Recreation Studies Faculty of Kinesiology and Health Studies
KHS 140 SRS 105( formerly KHS 140) 3:3-0 Introduction to Recreation and Sport Administration Sport and Recreation Management An introduction to the administration of recreation and sport at the local, provincial, and national level. * Note: Normally offered in fall semester only. *
KHS 141 SRS 110 (formerly KHS 141) 3:3-0 Role of Leisure and Recreation in Society Recreation and Leisure Theory Focus on the role of leisure and recreation in society emphasizing an understanding of the delivery system and the leisure phenomenon. * Note: Normally offered in fall of odd numbered years only. *
KHS 156 SRS 115 (formerly KHS 156) 3:3-1 Leadership This course will provide the student with an in-depth theoretical and practical exploration of the concepts of leadership in Kinesiology and Health Studies. Associated with leadership and human motivation in the organizational environments associated with kinesiology, health, recreation, and sport. * Note: Normally offered in winter semester only. Web delivered class sections may be subject to an additional $50.00 material fee. *
KHS 240 SRS 215 (formerly KHS 240) 3:3-0 Administration of Voluntary Recreation and Sport Associations Volunteer Management An analysis of volunteer recreation and sport organizations with a particular focus on the Saskatchewan delivery system. The focus of this course is the management of voluntary/ non-profit sport or recreation organizations. The management of key resources, including volunteers and finances, will be covered. Additionally, the current context of these organizations will be discussed. *** Prerequisite: SRS 105 (KHS 140) and SRS 115 (KHS 156) *** * Note: Normally offered in fall semester only. *
KHS 243 SRS 220 (formerly KHS 243) 3:3-0 Program Development for Service Organizations Delivery and Management An examination of the planning process and various program applications in the sport, recreation, and physical activity delivery systems. *** Prerequisite: SRS 105 (KHS 140) and (KHS 156) *** * Note: Normally offered in fall semester only. *
117
APPENDIX VII
KHS 349 SRS 350 (formerly KHS 349) 3:0-0 Sport Tourism An examination of sport tourism from an economic perspective, incorporating social, cultural and environmental approaches. Sport management in peripheral areas and the developmental and organizational elements of sport tourism will be examined. * Note: This is an online course. Normally offered the winter semester of even years only. *
KHS 387 SRS 360 (formerly KHS 387) 3:1-2 Outdoor Recreation Skill Development and Wilderness Experience This experientially based course enables students to develop proficiencies in camping, canoeing, and orienteering through both theory and practice. Active participation in a one-week field trip in northern Saskatchewan is mandatory for all students. * Note: Normally offered in the spring/summer semester of even years only. Materials fee $65. This course is cross-listed with EOE 339; credit may only be received for one of these courses. *
KHS 442 SRS 460 (formerly KHS 442) 3:3-0 Outdoor Recreation Resource Management Historical antecedents and current issues and practices in the use and management of parks, forests, wilderness areas, and other North American outdoor resources for recreation activity. *** Prerequisite: SRS 220 (KHS 243) *** * Note: Normally offered in the winter of odd years only. Material fee of $100.00 and mandatory trip during February break. *
KHS 443 SRS 465 (formerly KHS 443) 3:3-0 Commercial Recreation and Sport Organizations Management An investigation of commercial recreation, sport organizations, and facilities including their philosophy, history, and personnel requirements. *** Prerequisite: SRS 220 (KHS 243) *** * Note: Normally offered in the winter semester of even years only. *
THRC Therapeutic Recreation Faculty of Kinesiology and Health Studies
KHS 290 THRC 200 (formerly KHS 290) 3:3-0 Therapeutic Recreation Foundations This course will provide the student with an introduction to the field of Therapeutic Recreation. Mor specifically, the course is designed to provide an introduction to the foundations, history, and development of the profession of Therapeutic Recreation. Students will be supported in their journey to understand the specialized area of expertise that makes Therapeutic Recreation unique within the health professions. *** Prerequisite: KIN 120 (KHS 190) *** * Note: Normally offered in fall semester only. *
KHS 390 THRC 300 (formerly KHS 390) 3:3-0 Interventions in Therapeutic Recreation This course examines the therapeutic recreation intervention process with emphasis on the various forms of interventions and strategies used to elicit changes in physical, social, emotional, and cognitive functioning for persons with disabilities, limitations or age-related conditions. *** Prerequisite: THRC 200 (KHS 290) *** * Note: Normally offered in the winter semester of even years only. *
The following new courses were approved:
NEW COURSES KHS Kinesiology & Health Studies Faculty of Kinesiology and Health Studies
KHS 405 6:0-6 Fieldwork Project This course offers the senior sport and recreation management, therapeutic recreation and kinesiology student with the opportunity to use their knowledge in skill in a professional setting. Further, students will learn about professional environments through a program and service delivery lens. Seminar-based discussions will help students critically analyse their experiences, appreciate and examine various perspectives, and develop theoretical and practical ideas for their projects. ***Corequisite: KHS 400*** *Note: KHS 400 and KHS 405 must be taken concurrently.*
118
APPENDIX VII
KIN Kinesiology Faculty of Kinesiology and Health Studies
KIN 101 3:3-1 Writing and Discourse for Academia The course introduces students to the University of Regina and Faculty of KHS community, culture, services, and opportunities. The course focuses on variety of approaches to reading, writing and researching with the intent to develop the student’s overall communication skills. Emphasis is placed on critical thought foundational aspects of academic writing, the communication of well-developed ideas in both written and oral formats, and ways to design and present effective academic arguments.
KIN 105 3:3-0 Sport and Health in Historical Perspective An introduction to the variable meaning of physical activity and concepts of health in a cross-cultural perspective. The course considers the changing role of sport to examine a variety of social issues. Note: Course content will vary from term to term.
KIN 178 3:3-0 Introduction to Health Promotion This course will introduce the students to health promotion across lifespan. Specific emphasis will be on population health principles and approaches across lifespan. ***Prerequisite: KIN 170(KHS 170) or KIN 171 (KHS 171)
KIN 275 3:3-0 Introduction to Nutrition This course will provide an introduction to the macro and micro nutrients vital to health and well-being with specific reference to the Dietary Reference Intakes and the Canada’s Food Guide to Healthy Eating. Emphasis will be on their functions, metabolism and dietary sources.
KIN 380 3:3-0 Advanced Topics in Motor Behaviour Theories underlying skill acquisition and control of goal-directed movements will be discussed, with specific emphasis on the practical application these theoretical concepts. Current methods and experimental paradigms will be examined through advanced research topics. Our current understanding of motor behaviour will be guided by the structure and functional organization of the central nervous system. ***Prerequisite: KIN 280 (KHS 165) and KIN 285 (KHS 261)*** ***Prerequisite/ Corequisite: KIN 220 (KHS 350)***
KIN 385 3:3-0 Clinical Biomechanics This course will apply the basic principles of biomechanics to the understanding and assessment of musculoskeletal injury and movement related disorders. It will focus on clinical application and will demonstrate the relationship between biomechanical theory, assessment strategy and pathomechanics in the successful application of knowledge for treatment intervention. It will also encourage and promote independent research and inquiry in the field of biomechanics. ***Prerequisite: KIN 285 (KHS 261), KIN 267 (KHS 267)*** ***Prerequisite/ Corequisite: KIN 269 (KHS 269)***
KIN 450 3:3-1 Advanced Fitness Appraisal (CEP Preparation) This course will examine advanced issues involving the physiological assessment, response, and adaptations from different exercise modalities. Topics include musculoskeletal morphology, exercise fatigue, cardiovascular kinetics, and endocrinology. This is a preparatory course for the Canadian Society for Exercise Physiology- Certified Exercise Physiologist (CEP), the highest exercise designation in Canada. ***Prerequisite: KIN 350 (KHS 372)***
KIN 478 3:3-0 Health Promotion for Diverse Populations This course will focus on health promotion principles across diverse populations within and outside Canada. KIN 178 as pre-req
KIN 485 3:3-0 Pathophysiology of Human Movement Capacities for movement will be examined relative to structural and functional changes as a result of aging and/or progression of disease among individuals with specific cardiovascular, physical, and/or neuromuscular impairments. ***Prerequisite: KIN 220 (KHS 350), KIN 280 (KHS 165)*** ***Prerequisite/ Corequisite: KIN 350 (KHS 372)***
KIN 491AA-ZZ 3:0-3 Variable Topic/ Directed Reading An opportunity for senior students to pursue an in-depth analysis of a topic related to their area of interest/ major area of study. This must be supervised by a faculty member and approved by the Associate Dean (Undergraduate), or designate. ***Prerequisite: Minimum 70.00% PGPA***
119
APPENDIX VII
SRS Sport & Recreation Studies Faculty of Kinesiology and Health Studies
SRS 120 3:0-3 Introduction to Recreation for Persons with Disabilities An examination of the characteristics of persons with physical, developmental, and behavioural disabilities and limitations. The course emphasizes the inclusion of children and adults with disabilities in the recreational, physical activity and educational process and includes a practical opportunity to adapt recreation and physical activity to meet the unique needs of persons with disabilities. *Note: This course is crosslisted with KIN 120*
SRS 130 3:0-3 Junior Practicum in Sport and Recreation Management An introductory practicum experience that will introduce students to professional roles within sport and recreation management. Students will engage in work related experiences on campus for an average of 9 hours per week over the course of the semester.
SRS 230 3:3-0 Venue and Event Management Examination of venue and event management processes with a focus on developing skills and gaining knowledge to critically assess events and facilities in terms of current management best practices. It will also examine the nature and importance of and relationship between venues and events in sport and recreation. The course may also touch on issues related to legal, ethical, and socially responsible management as it relates to facilities and events. ***Prerequisite: SRS 105(KHS 140) and SRS 115 (KHS 156) *** ***Prerequisite/Corequisite: SRS 220(KHS 243)***
SRS 320 3:3-0 Current Issues in Kinesiology, Sport, Recreation and Leisure This course is designed to allow students to identify, discuss, and address current sociological, organizational, economic, ethical, philosophical or cultural issues related to the fields of kinesiology, sport, recreation and leisure. ***Prerequisite: KIN 110 (KHS 154); SRS 105 (KHS 140), SRS 110 (KHS 141), SRS 115 (KHS 156)***
SRS 340 3:3-0 Governance and Legal Issues in Third Sector Organizations This course is designed to investigate the legal issues and management of risk in the sport and recreation delivery systems. This course will provide a basic understanding of the governmental systems and governing bodies that influence the delivery of recreation services and legal issues students will likely encounter in their future professions. ***Prerequisite: 60 credit hours***
SRS 440 3:3-0 Applied Sport Marketing and Sponsorship Development This course is an examination of (a) the fundamental principles used in the marketing and sponsorship of sport and recreation organizations and events, and (b) the centrality of service quality in the marketing of sport and recreation organizations and events. ***Prerequisite: SRS 110, SRS 220 and BUS 210***
SRS 450 3:3-0 Sport and Recreation Management Consulting Experience This course is designed to develop professional practice skills in sport and recreation management through the development and implementation of community-based project. ***Prerequisite: Minimum 60 credit hours completed, including all required SRM major courses, KIN 220, and minimum 70.00% major GPA.***
SRS 491AA-ZZ 3:0-3 Variable Topic/ Directed Reading An opportunity for senior students to pursue an in-depth analysis of a topic related to their area of interest/ major area of study. This must be supervised by a faculty member and approved by the Associate Dean (Undergraduate), or designate. ***Prerequisite: Minimum 70.00% PGPA***
120
APPENDIX VII
THRC Therapeutic Recreation Faculty of Kinesiology and Health Studies
THRC 240 3:3-1 Therapeutic Recreation: Aging This course will support the student in the study of the characteristics and capabilities of the aging population, particularly as it relates to recreation, leisure and lifestyle. It focuses on theoretical aspects of aging and their practical implications for therapeutic recreation. This course will also enable the student to further understand issues facing older adults and how such issues can impact quality of life. ***Prerequisite: KIN 120 (KHS 190)*** *Note: This course is crosslisted with KIN 240.*
THRC 245 3:3-0 Assessment in Therapeutic Recreation This course will provide the student with an introduction to assessment in therapeutic recreation. Students will be afforded opportunities to learn about assessment principles and practices as well as the use of outcome measurement as an evaluative tool in therapeutic recreation. ***Prerequisite: KIN 120 (KHS 190)*** ***Prerequisite/ Corequisite: THRC 240 *Note: This course is crosslisted with KIN 245.*
THRC 340 3:3-0 Therapeutic Recreation: Physical Disabilities This course will support the student in the study of the characteristics and capabilities of persons with a variety of physical disabilities, including the practical application of the adaptations and modifications necessary for their involvement in therapeutic recreation. This course will also enable the student to further understand issues facing persons with disability and how such issues can impact quality of life. ***Prerequisite: THRC 245*** *Note: This course is crosslisted with KIN 340.*
THRC 345 3:3-0 Therapeutic Recreation: Developmental Disabilities This course will support the student in the study of the characteristics and capabilities of persons with a variety of developmental disabilities, including the practical application of the adaptations and modifications necessary for their involvement in therapeutic recreation. This course will also enable the student to further understand issues facing persons with disability and how such issues can impact quality of life. ***Prerequisite: THRC 245.*** *Note: This course is crosslisted with KIN 345.*
THRC 400 3:3-0 Therapeutic Recreation: Mental Health and Addictions The course explores mental health and addictions through a therapeutic recreation lens. Students will learn about the breadth of mental health and addictions related conditions and the impact of therapeutic recreation treatment on rehabilitation and recovery. ***Prerequisite: THRC 245 ***
THRC 447 3:0-3 Therapeutic Recreation: Professional Issues Seminar A critical examination of historical and contemporary trends and issues impacting the profession of therapeutic recreation. ***Prerequisite: Completion of 75 credit hours which includes THRC 245 and one of THRC 340, THRC 345, or THRC 400.*** *Note: This course is crosslisted with KIN 447.*
THRC 491AA-ZZ 3:0-3 Variable Topic/ Directed Reading An opportunity for senior students to pursue an in-depth analysis of a topic related to their area of interest/ major area of study. This must be supervised by a faculty member and approved by the Associate Dean (Undergraduate), or designate. ***Prerequisite: Minimum 70.00% PGPA***
121
APPENDIX VII
The following course deletions were approved:
Faculty of Kinesiology DELETED and Health Studies
KHS 242 3:3-0 Facility Design and Management An investigation and analysis of physical activity facility design and management. *** Prerequisite: KHS 140 and KHS 156 *** * Note: Normally offered in winter semester only. *
KHS 341 3:3-0 Applied Ethics in Kinesiology and Health An analysis, using case studies, of management theory as applied to Kinesiology and Health organizations. *** Prerequisite: Completion of 60 credit hours and KHS 140. *** * Note: Normally offered in fall semester only. *
KHS 344 3:3-0 Government and Policy in Recreation and Sport An investigation of the role that the various levels of government play in the delivery of physical activity and an appreciation of the role of politics. *** Prerequisite: Completion of 60 credit hours. *** * Note: Normally offered in the fall semester of even years only. *
KHS 345 3:3-0 Legal Issues in Physical Activity, Recreation, and Sport An investigation of the legal issues and the management of risk in the sport and recreation delivery systems. *** Prerequisite: Completion of 60 credit hours. *** * Note: Normally offered in the fall semester of odd years only. *
KHS 393 3:3-0 Etiology of Disease and Disability A study of the nature of disease and changes in body tissues and organs that cause or are caused by disabilities. An examination of characteristics and capabilities of persons with disabling diseases. *** Prerequisite: KHS 190 and KHS 268 *** * Note: Normally offered in the fall semester of even years only. *
KHS 445 3:3-0 Recreation and Sport Marketing An introduction to analysis of the consumer as a basis for marketing in sport and recreation. *** Prerequisite: KHS 243 and BUS 210 *** * Note: Normally offered in the winter semester only. *
KHS 446 3:3-0 Sponsorship and Financing of Recreation and Sport Focus on the various means of funding sport and recreation operations. *** Prerequisite: KHS 243 *** * Note: Normally offered in the fall semester only. *
KHS 475 3:3-1.5 Clinical Exercise Physiology An examination of the benefits of physical activity in symptomatic populations including cardiac, diabetic, obese and cancer patients. *** Prerequisite: KHS 472 *** * Note: Normally offered in the fall semester of even years only. *
KHS 485 3:3-3 Independent Study - an AA-ZZ series. An opportunity for senior students to pursue an in-depth independent study of a topic related to physical activity. The study is to be supervised by an approved faculty member. *** Prerequisite: Minimum of 70.00% PGPA or permission of the Associate Dean or designate. ***
KHS 496 3:3-0 Exercise for Special Populations An overview of exercise considerations for individuals with special needs. Emphasis will focus on persons with physical, orthopaedic, and neurological impairments. *** Prerequisite: KHS 190 and KHS 372 ***
122
APPENDIX VII
APPENDIX A – Course Equivalency Tables BASED ON NEW SUBJECT CODES
KINESIOLOGY (KIN) KIN SUBJECT KHS SUBJECT KIN 101 KHS 181AB KIN 105AA-ZZ NEW KIN 110 KHS 154 KIN 115 KHS 150 KIN 120 KHS 190 KIN 170 KHS 170 KIN 171 KHS 171 KIN 178 NEW KIN 180 KHS 151 KIN 205 KHS 451 KIN 220 KHS 350 KIN 240 KHS 292 KIN 245 KHS 291 KIN 260 KHS 168 KIN 267 KHS 267 KIN 268 KHS 268 KIN 269 KHS 269 KIN 280 KHS 165 KIN 285 KHS 261 KIN 340 KHS 394 KIN 345 KHS 395 KIN 350 KHS 372 KIN 355 KHS 373 KIN 369 KHS 269 KIN 370 KHS 370 KIN 373 KHS 383 KIN 375 KHS 371 KIN 378 KHS 476 KIN 380 NEW KIN 385 NEW KIN 420 KHS 486 KIN 447 KHS 497 KIN 450 NEW KIN 475 KHS 470 KIN 478 NEW KIN 485 NEW KIN 490 KHS 487 KIN 491AA-ZZ KHS 485AA-ZZ
123
APPENDIX VII
KHS 492 KHS 401 KIN 495 KHS 488 KIN 498 KHS 489AA KIN 499 KHS 489AB
SPORT AND RECREATION STUDIES (SRS) SRS SUBJECT KHS SUBJECT SRS 105 KHS 140 SRS 110 KHS 141 SRS 115 KHS 156 SRS 120 KHS 190 SRS 130 NEW SRS 215 KHS 240 SRS 220 KHS 243 SRS 230 NEW SRS 320 NEW SRS 340 NEW SRS 350 KHS 349 SRS 360 KHS 387 SRS 440 NEW SRS 460 KHS 442 SRS 465 KHS 443 SRS 491AA-ZZ NEW
THERAPEUTIC RECREATION (THRC) THRC SUBJECT KHS SUBJECT THRC 200 KHS 290 THRC 240 NEW crosslisted with KIN 240 THRC 245 NEW crosslisted with KIN 245 THRC 300 KHS 390 THRC 340 NEW crosslisted with KIN 340 THRC 345 NEW crosslisted with KIN 345 THRC 400 NEW THRC 447 KHS 497 crosslisted with KIN 447 THRC 491AA-ZZ NEW variable content
124 APPENDIX VII - A
RECOMMENDATION ITEM FOR THE COUNCIL COMMITTEE ON UNDERGRADUATE ADMISSIONS & STUDIES
1. The Planning and Priorities Committee, following discussion with the Dean, Associate Dean (Undergraduate) and Academic Program Coordinator, Faculty of Kinesiology and Health Studies, made the following motion:
MOTION:
“The Planning and Priorities Committee recommends that the Council Committee on Undergraduate Admissions & Studies be notified that PPC supports the undergraduate curriculum renewal as proposed by the Faculty of Kinesiology and Health Studies. Any resource implications will be addressed by the Faculty of Kinesiology and Health Studies”
Attached:
1. (PPC Proposal – Kinesiology & Health Studies, Undergraduate Curriculum Renewal Proposal),
cc: Craig Chamberlin, Dean, Faculty of Kinesiology and Health Studies Harold Reimer, Associate Dean, Undergraduate, Faculty of Kinesiology & Health Studies Jennifer Love Green, Academic Program Coordinator, Faculty of Kinesiology and Health Studies George Maslany, Director, University Library University Secretariat
Prepared September 25, 2009
125 APPENDIX VIII
Faculty of Science Report to Council Committee on Undergraduate Admissions and Studies (CCUAS) November 3, 2009
Items for Information
The Faculty of Science has approved the following course changes and offers them for information only.
1. Department of Chemistry and Biochemistry
BIOC 220 3:3-3 Biochemistry I – Biomolecules
This course is intended to offer an introduction to the world of Biochemistry. The course deals with the structure, properties, and significance of the major groups of biochemical compounds (amino acids, proteins, carbohydrates, nucleic acids, lipids, and vitamins). Related areas such as pH and buffers will also be discussed and typical procedures for investigation of these materials will be performed in the laboratory. *** Prerequisite: BIOL 100 and CHEM 140 105 ***
BIOC 221 3:3-3 Biochemistry II – Metabolism
This course will present the bioenergetic principles, enzyme mechanisms and regulation of the central metabolic pathways. Topics include glycolysis, gluconeogenesis, pentose phosphate pathway, the citric acid cycle, metabolic regulation of glucose and glycogen metabolism, the urea cycle, oxidative phosphorylation and photosynthesis. The laboratory experiments will demonstrate metabolic principles. *** Prerequisite: BIOC 220 and CHEM 140 **
126 1
APPENDIX IX
CENTRE FOR CONTINUING EDUCATION
MEMORANDUM
DATE: October 22, 2009
TO: Bev Liski, on behalf of Council Committee on Undergraduate Admissions and Studies
FROM: Harvey King, Chair, CCE Council & Director, CCE
RE: Motions for Presentation at CCUAS’s November meeting
______
The attached motions will be presented, with anticipated approval, to CCE Council at their meeting of 29 October, 2009. These motions are being forwarded to you now to meet the agenda submission deadline of Oct 26th for presentation at CCUAS’s November meeting. If by chance any of these motions are not approved by our Council we will alert you prior to the CCUAS convening. Christine Crowe will be in attendance at the CCUAS meeting to speak to these items.
Harvey King, Ph.D. Director
HK/gm
Att. 1 c.c.: Christne Crowe, Head, CSD
127 APPENDIX IX
MOTION #1: To suspend admission to Certificate in Human Resource Development (CHRD) pending further review of the program.
Rationale:
This 30-credit hour certificate was originally approved in 1999 as a partnership between University Extension and the Faculty of Education, Vocational/Technical Education areas. It was originally designed as an opportunity to meet the needs of students who were interested in pursuing studies in Human Resource Development, and this program ladders into the Bachelor of Adult Education and Training. Unfortunately, admission to the CHRD has suffered in recent years and enrolments in the courses required for the CHRD are consistently undersubscribed. Since 2002, only 35 students have been admitted to the CHRD while 22 students have graduated from the program.
In addition to CHRD, the Centre for Continuing Education administers the 15-credit hour Adult Continuing Education and Training Certificate (ACET), which ladders into the CHRD program. Currently, the ACET program has steady admissions and enrollments and seems to meet the market demands for a certificate program in this area of study. Since 2002, there have been 273 students admitted to the ACET program and 60 graduates. Data indicates that the ACET program seems to be fulfilling a professional development need for employers and employees as a stand-alone 15-credit hour program and very few students choose to ladder into the CHRD program.
The Faculty of Education has recently undergone a review of its Bachelor of Adult Education and Training degree program due to many of the same issues facing the CHRD. The Faculty has decided to suspend admission to the BAET and, to follow on that decision, CCE is recommending that admission to the CHRD also be suspended pending further discussion and review about the future of both the CHRD and BAET.
MOTION #2: To suspend admission to Certificate in Child and Family Studies (CFST) Level I and Level II (effective 201010) pending further review of the programs.
Rationale:
These certificates were developed in partnership with the Faculties of Arts, Education and Social Work and approved by the University in 2005. The Level I certificate is 15 credit hours and the Level II is 30 credit hours; Level I is designed to ladder into Level II. Four new courses were created as part of these certificate programs: CFST 200, CFST 202, CFST 204 and CFST 206.
Since their inception, the certificates have not attracted the market that was originally anticipated. There have been a total of 5 students admitted to the Level I certificate and 2 students admitted to the Level II certificate since 2005. None of the CFST Level I students have taken any courses towards the certificate. Only one of the CFST Level II students has taken a course towards the program.
128 APPENDIX IX
While CCE remains a supporter of the underlying academic, social, pedagogical and philosophical reasons for original setting up the CFST programs, the CFST programs continue to suffer from a lack of market both internally (as concurrent certificate programs with degrees) and externally, especially given the strength of market share for the SIAST Early Childhood Education (ECE) program.
This recommendation from CCE to suspend admission to the Child and Family Studies Certificates comes forward with support from the partner Faculties and allows the CFST program partners to discuss the future of the program without putting students at risk by admitting them but not providing the courses they may need to graduate. There is an understanding that the four CFST courses (CFST 200, 202, 204 and 206) that were developed along with the certificate programs will remain in the calendar and will be offered by Faculties within their own programs as needed (i.e. CFST 204 is a required course in the Elementary Education Program).
MOTION #3: To transfer administrative responsibility for UR Accelerated Program and admission of High School Accelerated Students from Registrar’s Office to Centre for Continuing Education. (§2.5.2 UG Calendar)
Applicants who are currently enrolled in high school or as home-based learners (minimum age 16) may be admitted to the University to take one course per term (semester). Applications must submit, to the Registrar’s Office Credit Studies Division, Centre for Continuing Education, a completed Application for Admission & Registration for Visiting and Accelerated Students with the application fee (§2.1.1) and a letter of approval from their high school principal (or their main educator for home based learners). A new letter of approval is required each term (semester). Students who wish to receive Special Project credit on their high school transcript for successful completion of a University of Regina credit course must complete a Special Project application form available from their high school.
Rationale:
Currently, CCE and UR Recruitment work together with schools and school divisions to offer courses through UR Accelerated Program. CCE is the primary contact for Accelerated students through the admission and registration process, so this motion puts into policy what is already in practice. By CCE accepting administrative responsibility for Accelerated Students, it also ensures that there is a consistent point of administrative contact for these students who are not admitted directly into a Faculty and also ensures that these students have a Dean/Director who would be responsible for ensuring the application of appropriate academic and administrative policies relating to these students.
MOTION #4: To revise the Casual Student admission category as outlined.
2.5.4 Casual Student Program
The Casual Student Program is designed to allow members of the general public to take courses for general interest. The following restrictions apply to this program: • Applicants must be aged at least 18 (if under 18, they must have already graduated from high school). • Students who have received a Faculty or University-level requirement to discontinue (RTD) at the University of Regina or another post-secondary institution are not eligible to participate. • Casual students may not register for a course in Fall or Winter until approximately two weeks prior to the start of the term (semester); registration for Spring/Summer session begins approximately two weeks before the start of the term. • Students can register in open registration. • The maximum registration for any term (semester) is two courses. • The maximum registration for any term is 6 credit hours.
129 APPENDIX IX
• The maximum length of time students are allowed to stay in either the Casual Student Program and/or the General Studies Program before applying to transfer to a Faculty is 24 credit hours. • One failing grade or a second grade under 60% results in discontinuation from the program, but without a ruling of “Required to Discontinue” on the official student transcript or the need to petition for transfer unless the requested faculty’s or program’s admission requirements are not met. • Regular evaluation of academic performance applies to Casual Students. Academic performance is evaluated following each term. If Casual Students already have full or part of a U of R degree and come in with more than 24 credit hours, those credit hours count towards evaluation of academic performance and application of academic policies.
Casual students apply and are registered through the Registrar’s Office Credit Studies Division, Centre for Continuing Education using an Application for Casual Student Admission & Registration. Casual students who have not previously attended the University of Regina are required to pay the application fee. Proof of proficiency in English is required if the applicant’s first language is not English (see §2.2). Students must meet University of Regina English Language Proficiency requirements prior to admission as per §2.2. High school and post-secondary transcripts are not required unless a desired course has prerequisites. These transcripts can be unofficial and are accepted directly from the applicant.
Academic advising is not required, but is available from Student Development Centre Credit Studies Division on request. Casual students who may wish to transfer into a Faculty at some time in the future are strongly encouraged to seek preliminary advising from the Faculty.
Casual Students may apply to transfer to a Faculty or another program at any time, and must meet the admission/transfer regulations then in effect, including provision of official transcripts. The form to be completed is the Application for Undergraduate Program Admission. The new Faculty will evaluate the applicability of courses in relation to their program for courses completed while in the Casual Student program. The new Faculty will evaluate all courses completed in the Casual Student Program and determine their applicability to the new program.
Rationale: See below (following Motion #5).
MOTION #5: To create the General Studies admission category to be housed in the Centre for Continuing Education.
General Studies
General Studies is designed for students who are not currently admissible to a Faculty at the University of Regina, including students who are unable to provide admission documents by stated deadlines, those who apply after the published deadlines, or who do not currently meet stated Faculty admission requirements (including early conditional students who do not meet final admission requirements). This program is intended for first-time University of Regina students. Students must meet University of Regina English Language Proficiency requirements prior to admission as per §2.2.
The UR Admissions office will refer potential General Studies students to the Credit Studies Division, Centre for Continuing Education after reviewing their admission applications and determining eligibility for General Studies.
General Studies students are guided by the following criteria: • Students are admitted to General Studies for two terms only, during which they must work to provide admission documents and/or meet stated Faculty admission requirements. • Students who have received a Faculty or University-level requirement to discontinue (RTD) at the University of Regina or another post-secondary institution are not eligible to participate. • Deadline for admission to General Studies is first day of classes. • Mandatory advising is required before registering for courses.
130 APPENDIX IX
• Students are permitted to register in a maximum of 12 credit hours and four courses (which may include AMTH courses or 0 credit hour courses) per semester. Early conditional students who do not meet final admission requirements but who are already registered in courses will have their courses adjusted. • The maximum length of time students are allowed to stay in either the Casual Student Program and/or the General Studies Program before applying to transfer to a Faculty is 24 credit hours. • General Studies students will register during open registration. • All regular academic performance regulations apply. • Transfer credit will be reviewed if necessary. • Since this program is designed for first-time University of Regina students, General Studies are not eligible for the Fresh Start program.
Rationale:
Currently, the Casual Student Program is under the purview of the Registrar’s Office and is acting as a “catch-all” for a number of different student populations, many of whom have a wide range of different student support needs and many of whom are admitted to the Casual Student Program through discretionary powers of the Registrar. The revision of the Casual Student Program and the creation of the General Studies admission category, both of which are proposed to be housed in CCE, have been brought forward to acknowledge the differences in student support needs between truly casual U of R students and those who miss document deadlines or who do not meet direct faculty admission criteria.
Since the students in the above categories are admitted to the University of Regina through the Registrar’s Office rather than through an academic unit, they currently do not have an academic “home” per se. Considering that many of these students have specific academic support needs, it is a concern that they do not have access to a dedicated advisor or a consistent point of service and may not be aware of all the University services and supports available to them. On average, there are approximately 100 casual students admitted to the University of Regina each semester, and it is in the interests of the University’s recruitment and retention goals to ensure that the academic and administrative needs of this unique population of students are met in a seamless and timely manner.
By CCE accepting administrative responsibility of the Casual and General Studies students, the following benefits are anticipated: • provides a consistent point of administrative contact for students who are not admitted directly into a Faculty; • provides students with an Academic Head (Director of CCE and Head of Credit Studies Division) who are responsible for ensuring the application of appropriate academic and administrative policies relating to these students; • provides students with initial program advising and support, with additional and ongoing advising provided by the Student Development Centre; • increases understanding of the academic and/or professional goals and specific needs of these student populations to inform University recruitment and retention efforts, program marketing, program development and course delivery; and • allows the Registrar’s Office to be more consistent and transparent with Undergraduate Admission requirements.
131