SENATE April 30, 2013, 2:30 Pm 202 Robert Sutherland Hall

Agenda

MEETING OF THE SENATE April 30, 2013, 2:30 pm 202 Robert Sutherland Hall

Page

I Opening Session .

1. Adoption of Agenda .

That Senate suspend rule 7 of the Rules of Procedure for the Senate to provide for a presentation and consultation on the Campus Master Plan and the Library and Archives Master Plan to immediately precede Motions (other than from Committees);

That Senate extend the maximum duration for the meeting to three hours (5:30 pm); and

That Senate adopt the agenda as circulated.

2. Adoption of the minutes of the previous meeting . 13 - 25 a. Minutes of March 19, 2013 That Senate adopt the minutes of March 19, 2013 as circulated.

3. Principal's Report . 26 - 28 a. Principal's Written Report to Senate [Information] [5 min]

4. Provost's Report . 29 - 30 a. Provost's Written Report to Senate [Information] [5 min]

II Committee Motions and Reports . 31 - 37 1. Five-year Renewal: SNOLAB (SARC) [Action] [3 min] That Senate approve the renewal of the SNOLAB Institute for an additional period of five years, effective April 2,

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Agenda

2013, subject to ratification by the Board of Trustees.

. 38 - 47 2. Committee Restructuring (SORC) (for discussion) [Notice of Motion] [10 min] Motion 1: That Senate establish the Senate Governance and Nominating Committee effective September 1, 2013 and that the Senate Operations Review Committee and the Senate Nominating Committee be dissolved effective August 31, 2013.

Motion 2: That the Senate Agenda Committee be retitled the Senate Agenda and Summer Advisory Committee and that the committee mandate be revised as recommended effective September 1, 2013.

Motion 3: That the Senate Information Technology Committee be placed on hiatus for one year (2013/2014) pending a review of the recommendations contained in the committee report attached as Appendix A and that Senate recommend to the Chief Information Officer that a Faculty Advisory Committee within the Information Technology Services administrative committee structure be established.

Motion 4: That the Senate Committee on Creative Arts and Public Lectures Committee be dissolved effective August 31, 2013.

. 48 - 61 3. Queen's University Planning Committee Restructuring [Notice of Motion] [10 min] (SORC) (for discussion) That the terms of reference for the Queen’s University Planning Committee, as adopted by Senate on March 25, 2010, be revised in accordance with Appendix “B”; and,

That the Senate Budget Advisory Committee be retired.

. 62 - 64 4. Committee Composition (SORC) [Action] [5 min] Motion 1: That Senate approve the revised composition of the Senate Residence Committee effective September 1, 2013.

Motion 2: That Senate approve the revised composition of the Senate Non-Academic Discipline Committee effective September 1, 2013.

. 65 5. Rules of Procedure Amendment (SORC) [Action] [5 min] a) That Senate amend section 14 of the Rules of Procedure to add the following subsection (4)

"The original motion, as referred, will normally be placed on the same agenda where the committee report is

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presented, under Motions."

b) That Senate add the following sentence to Section 31 of the Rules of Procedure:

. 66 - 67 6. Senate Nominating Committee [Action] [5 min] That the persons named in the report be elected to the committees as recommended by the Senate Nominating Committee.

. 68 - 90 7. Enrolment Report (SCAD) [Action] [15 min] Motion from SCAD

That Senate approve the Enrolment Targets 2013-2014 and 2014-2015 as contained in the Strategic Enrolment Management Group Report and, that Senate empower the University Registrar to make any adjustments as are necessary and appropriate to specific program goals and opportunities to ensure that the total projected enrolments for 2013-2014 and 2014-2015 are achieved.

Motions regarding Enrolment from Senator Johnson:

Motion 1: That the University Senate support the development of a longer-term integrated enrolment plan, to be submitted to it by the Strategic Enrolment Management Group (SEMG), and that this plan address campus space, classroom usage, course offerings, student support resources, new residence space allocation and upper year housing, as well as consider the merits and impact of maintaining 2014/15 enrolment levels and scenarios where overall enrolment is reduced below 2014/15 levels. The Senate requests regular updates on the progress of the SEMG, and that it receive the longer-term strategy before being asked to approve enrolment plans for 2015/16.

Motion 2: That the Provost include consideration of a strategy to restore and strengthen the quality of Queen’s academic programs through mechanisms other than enrolment growth.

. 91 - 97 8. Degree Designation Change: Anatomy and Cell Biology [Action] [5 min] (SCAD) That Senate approve the change in degree designation from Master of Science to Master of Science (Anatomical

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Sciences) effective September 2013.

. 98 - 9. Temporary Suspension of Admissions (SCAD) 114 [Action] [20 min] Motion from SCAD

That Senate approve the Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs.

Motions from Senators Morelli, Jones and Bridges regarding the Recommended Procedures:

Motion 1: That the word “recommended” be removed throughout, especially from the title, the sub-headings, and line 4 of the preamble.

Motion 2: That the following paragraph be inserted as the beginning of the preamble (i.e., before “In considering…”):

Senate recognizes that the decision to temporarily suspend admission to academic programs is best made by the relevant Dean(s) in consultation with her/his/their respective Faculty Board(s) (or equivalent(s)) and Senate, and subject to any policies or requirements the affected Faculty or Faculties may have, or may institute, to govern their decision-making process. Therefore Senate delegates its authority pro tempore to the relevant Dean(s) to make final decisions concerning temporary suspensions of admissions to academic programs, subject to the following procedure.

Motion 3: That the last two sentences of the preamble be revised as follows:

From: Some of the recommended procedures in the decision making process below may not be appropriate in all situations, particularly those involving a privacy issue, sensitive or confidential staffing and/or personnel issues and/or issues related to a Section 13(1) FIPPA exemption. Consequently, it is not intended that the recommendations are to be followed in a prescriptive inflexible manner.

To: Some parts of the procedure provided below may not be appropriate in situations requiring confidentiality regarding personnel or staffing or Section 13(1) FIPPA exemption; insofar (and only insofar) as such considerations render a measure provided below inappropriate, that measure shall not apply. In such a case

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the Dean(s) shall clearly indicate that some factors in the decision have been withheld for the sake of confidentiality.

Motion 3b. [Should Motion 3 not pass]: That the final sentence of the preamble (“Consequently, it is not intended that the recommendations are to be followed in a prescriptive manner”) be deleted.

Motion 4: That the sentence following the preamble, “Before the decision is finalized, it is recommended that the Dean(s):” be revised to read: “In considering a proposal to suspend admissions to an academic Program or Plan, the Dean(s) shall:” and that the forms of the ensuing verbs be revised accordingly, e.g., from “ensures” to “ensure.”

Motion 5: That item 2 (on p. 1) be revised as follows:

From: Ensures that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explains, to the extent possible, the feasibility (or lack of feasibility) of these alternatives.

To: Ensure that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explain to the affected individuals and groups, including Faculty Board(s) or equivalent(s) and Senate, the feasibility (or lack of feasibility) of these alternatives.

Motion 6: That item 6 (p. 1) be revised as follows:

From: Conveys his/her decision, and when possible, the reasons for it, to: students, staff and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent.

To: Convey his/her/their decision, and the reasons for it, to: students, staff, and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent(s) and Senate.

Motion 7: That “This shall be done prior to the decision coming into effect wherever possible.” be inserted as the last sentence of item 6 (p. 1).

Motion 8: that the first paragraph of the “Procedures Following a Decision” (p. 2) be revised as follows:

From: Once a decision is made to temporarily suspend admissions, it is imperative that there is a well-articulated plan in place that will ensure that students currently enrolled in the affected Program/Plan will be able to meet

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graduation requirements. Every effort must be made to communicate this plan in a timely fashion to the students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions.

To: Before a decision is made to temporarily suspend admissions, it is imperative that there be a well articulated plan to ensure that students currently enrolled in the affected Program/Plan can meet graduation requirements. As soon as the decision is announced, this plan should be communicated to students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions.

Motion 9: That the second paragraph on p. 2 be revised as follows:

From: If admissions to a Program/Plan are temporarily suspended, it is recommended that the suspension be time- limited (for up to 2 years) and the Dean (or Deans) should provide an interim report to Faculty Board (or equivalent body) after the first year, and each year thereafter. At the end of the initial specified time of temporary suspension, it is further recommended that the Dean (or Deans) should advise the Provost and Senate (with reasons) of his/her further decision regarding the temporary suspension which may be one of the following:

To: Temporary suspensions of admissions shall be time- limited (for up to 2 years) and the Dean (or Deans) shall provide an interim report to Faculty Board (or equivalent body) after the first year and each year thereafter. At least six months before the end of the initial specified time of temporary suspension, the Dean (or Deans) shall advise the Provost and Senate (with reasons) of his/her/their further intentions regarding the temporary suspension which may be one of the following:

Motion 10: That the “existing protocols” referred to in item (d) (p. 2) be identified.

. 115 - 10. Departmental Name Change: Community Health and [Action] [3 min] 117 Epidemiology (SCAD) That Senate approve the request to change the name of the Department of Community Health and Epidemiology to the Department of Public Health Sciences (DPHS).

. 118 - 11. Deletion of the graduate field of "Religion and [Action] [3 min] 131 Modernity" (SCAD) That Senate approve the deletion of the field "Religion and Modernity" in the Master of Arts (Religious Studies)

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effective September 2013.

. 132 - 12. Graduate Diploma in Professional Inquiry (SCAD) 198 [Action] [5 min] That Senate approve the Graduate Diploma in Professional Inquiry (GDPI) in the Faculty of Education and the School of Graduate Studies effective September 1, 2013.

. 199 13. 2013/2014 Senate Dates (Senate Agenda Committee) [Action] [3 min] That Senate approve the dates for the 2013/2014 meetings of Senate as recommended by the Senate Agenda Committee.

. 200 - 14. Virtualization and On-line Learning Report (SAPTF) 296 [Action] [30 min] That the Senate receive the Report of the 2012-13 Academic Planning Taskforce respecting Virtualization and On-line Learning.

. 297 - 15. Annual Report 2012/2013 (SCCAPL) 298 [Information] [3 min]

. 299 16. Report to Senate (QUPC) [Information] [3 min]

. 300 17. Meeting Reports from Committees [Information] a) Senate Educational Equity Committee (SEEC)

III Consultation with Senate .

1. Campus Master Plan/Library and Archives Master [Discussion] [45 min] Plan

That Senate move into Committee of the Whole for consultation on the CMP/LAMP

That the Committee of the Whole rise and report. .

IV Motions (other than from Standing Committees) . 301 - 1. Aboriginal Council of Queen's University Terms of [Action] [5 min] 306 Reference Revision That Senate approve the revised Terms of Reference as recommended by the Aboriginal Council of Queen's University.

. 307 2. Sessional Dates and Remembrance Day Motion [Action] [5 min] Referral Motion 1: That SCAP study the implications of expanding the academic year to include two 13 week academic terms

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(excluding Reading Week) instead of the current two 12 week terms beginning in the 2016-2017 academic year, including considering what plans would need to be enacted to make such a transition, for the consideration of Senate. In carrying out this task SCAP should identify the pros and cons of the proposed plan or plans, and also the pros and cons of maintaining the status quo. SCAP should be prepared to present options in this regard to Senate no later than January 2014.

Motion 2: That the Principal be requested to consider establishing Remembrance Day as a holiday on which the University would be closed, to be implemented by the 2016-17 academic year.

Motion 3: That SCAP develop a possible plan or plans for consideration by Senate in the event that Remembrance Day is established as a holiday on which the University would be closed. In carrying out this task SCAP should identify the pros and cons of the proposed plan or plans, and also the pros and cons of maintaining the status quo. SCAP should be prepared to present options in this regard to Senate no later than January 2014.

. 308 - 3. Time-to-Completion 310 [Action] [10 min] Motion 1: That in light of recent media announcements concerning the GSEC’s decision to shorten Time-to- Completion requirements for graduate programs, be it resolved that the School of Graduate Studies (SGS) and GSEC be reminded by Senate:

(i) that the “Governing Framework for Graduate Studies” explicitly stipulates that “Decisions made by GSEC are either recommended or provided as information to Senate and Senate subcommittees as required by SGS or university regulations, and to the Faculty Graduate Councils/Committees” (p. 6), and that the GSEC has neither informed Senate of nor recommended to Senate its recent decision to shorten Time-to-Completion requirements;

(ii) that in the legal opinion provided by Justice Frank Iacobucci at the request of Principal Woolf and on behalf of the Board of Trustees, “Senate’s delegation of the exercise of its authority to others within the University does not, as a matter of law, derogate from the Senate’s authority over academic matters as set out in the Royal Charter. The Senate retains the legal authority to require that any decision falling within the Senate’s jurisdiction be brought back to the Senate for consideration and approval”

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(pp. 10-11, emphasis added);

(iii) that the “Purpose and Functions of Senate” (http://www.queensu.ca/secretariat/senate/functions.html) affirms that “Under the jurisdiction of the Royal Charter of 1841, Senate determines all matters of an academic character that affect the University as a whole, and is concerned with all matters that affect the general welfare of the University and its constituents”; and therefore

(iv) that even though Senate has delegated authority to the SGS and GSEC in the “Governing Framework for Graduate Studies,” Senate retains ultimate authority over all matters of an academic character and can at its sole discretion either rescind the authority it has delegated to the SGS and GSEC or override particular actions it judges to be academically unwise or harmful to the institution or its members.

Motion 2:That Senate urge the Graduate Studies Executive Council (GSEC) to strike a broadly based Task Force to seek practical ways to facilitate timely completion that are (a) sensitive to disciplinary differences, (b) consistent with academic quality, (c) consistent with equity, (d) cognizant of all factors that affect graduate student completion times, and (e) based on real consultation with all affected parties, in particular graduate students and graduate supervisors; that it request the Task Force to report back to Senate by November 2013; and that it urge the GSEC to rescind or suspend its decision to shorten Time-to-Completion limits until such time as this Task Force can complete these objectives and report back.

. 311 4. Town Halls on the Subject of Enrolment That the Senate Committee on Academic Development hold town halls in September 2013, after the commencement of classes, on the subject of proposed enrolment increases in the 2015-2016 academic year and beyond. In accordance with its powers under section VII, 34, 2 of the Senate Rules of Procedure.

That such hearings be held on at least two separate days, and that public notice of the dates and times of these hearings be provided at least two weeks before the hearings are to commence.

That a summary of the views expressed at the hearings be reported for information to the Senate at the October Senate meeting.

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V Question Period [20 min] . 312 1. International Student Recruitment Question: Why does Queen's not invest in recruiting international graduate students in the Humanities and Social Sciences?

. 313 2. Representation of Women Faculty on Committees Question: Members of the Feminist Caucus and other female faculty are concerned about the underrepresentation of women faculty on Senate committees and other University committees. What measures have been taken/will be taken (see the recommendations made in the Academic Plan) to ensure that representation on the Board of Trustees, on Senate, and on Senate and University committees will be more gender balanced and diversified in the future?

. 314 3. Faculty Capacity Question: Among the upcoming enrolment plan's recommendations for 2015-2016, is a provision for the Faculty of Arts and Science to add up to 450 additional first year students. This significant increase would occur in a faculty where it is widely understood that there already exist significant capacity challenges that restrict access by students to certain departments and courses. What specific steps will be taken to ensure that this proposed increase does not exacerbate these current capacity issues?

. 315 - 4. Approaches to Balancing Budget 316 Question: At a recent Faculty Board in Arts and Science, it was said that enrolment growth was necessary to balance the budget and to begin re-investing in faculty renewal and other academic quality initiatives. This seems to be a recurring theme across the university. What other approaches has the University explored to balance the budget that might increase revenue that do not involve increasing enrolment? What approaches has the University explored that would reduce its expenditures without lowering academic quality?

. 317 5. Student Aid Question: The Initiative Campaign is looking to raise a large sum for the purposes of student financial aid. Is it the University’s intention to use this sum to finance assistance for the current student population, or rather to direct it towards a student population that is larger - as recommended by the SEMG enrolment report for 2015-

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2016 and beyond?

. 318 6. Enrolment Increase and the Impact on Practicums Question: Community placements comprise an essential element in many University programs, e.g. teaching practicums in concurrent education and clinicals in nursing. Although there is currently no projected enrolment growth in these particular programs, the pressure for it to happen (especially given the new budget model) is nevertheless still there. Recognizing that any future enrolment increase would dramatically affect the ability of the students in these programs to complete their placements when this is already a challenge, have there been any discussions within the University, and between it and the hospitals and school boards, to discuss how the problem would be addressed?

. 319 7. Plans for the PEC Question: Given the pressing need for space on this campus, are there specific plans for the PEC going forward, particularly in terms of repairs and allocation of newly opened space? Moreover, what consideration is the University giving to the significant student life facility shortcomings identified in the University’s detailed 2002 needs assessment which have gone unmet with the failure to complete Phases 2 and 3 of the Queen’s Centre project?

. 320 8. Support for International Students Question: In light of the increasing emphasis on international recruitment, what plans are there to bolster support services for international students? Particularly, are there plans for an expansion of the International Centre?

VI Communications . 321 1. New Senators Report 2013/2014 [Information] [2 min]

. 322 - 2. Research Report 325 [Information] [3 min]

. 326 3. Honorary Degree Nomination Notice [Information] [2 min]

. 327 4. Written Update to Administrative Officers Question [Information] [2 min] (March)

VII Matters referred to Standing Committees . 328 - 1. Donald and Sarah Munro Chair in Engineering and

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333 Applied Science (SCAD)

VIII Other Business .

IX Closed Session (none) .

X Adjournment .

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MINUTES

MEETING OF THE SENATE Tuesday, March 19, 2013, 3:30 PM, Robert Sutherland Hall, Room 202

Present: D. Woolf (Chair), Senators: A. Aulthouse, D. Bakhurst, E. Berkok, T. Bridges, K. Brohman, B. Brouwer, M. Brunner, A. Chowdhury, L. Colgan, E. De Souza, A. Dimitrakopoulos, W. Egnatoff, S. Elliott, P. Fachinger, G. Farah, S. Fergus, W. Flanagan, D. Garvie, A. Gill, K. Harkness, A. Harrison, P. Hart, M. Hird, G. Jerkiewicz, D. Johnson, M. Jones, T. Krupa, I. LaFleche, C. MacDougall, A. MacLean, P. Martin, D. Maurice, N. McCormack, K. McCormick, J. Morelli, C. Moyes, P. Murphy, P. Oosthuizen, B. Pardy, K. Pilkey, W. Prince, L. Purda, V. Remenda, R. Reznick, M. Scribner, K. Slobodin, A. Tierney (by teleconference), T. Trothen, N. Tsui, C. Ward, M. Whitehead, K. Woodhouse, B. Yang, L. Knox (Secretary), G. MacAllister (Associate).

Absent: H. Abdollah, A. Bains, L. Cheng, D. Detomasi, R. Karmali, K. Kyser, S. Lamoureux, S. Liss, J. Medves, L. Paterson, D. Saunders, C. Wang, P. Young, S. Yousefi.

Also present: A. Aguilar, S. Anderson, J. Brady, C. Christie, Y. Cooper, R. Coupland, L. Daneshmend, C. Davis, S. Dunn, C. Fekken, N. Francis, A. Girgrah, J. Hill, R. Jolly, D. Kelly, B. King, L. Long, J. Metcalfe, J. Pierce, S. Pinchin, W. Praamsma, H. Ramsay, B. Ravenscroft, S. Rigden, C. Russell, T. Shearer, H. Smith, P. Smolej, A. Vienneau, J. Vriend, K. Wallace, P. Watkin.

I OPENING SESSION

The Chair requested a moment of silence to honour the memory of: o Kevin Cournoyer of Winnipeg, who died suddenly on February 20, 2013. He was a second- year student in the Faculty of Engineering and Applied Science and a resident of Harkness International Hall. o Professor Emeritus Ronald Delisle who died on Tuesday March 12, 2013. He was a member of Senate from September 1971 to September 1972.

Vice-Chair Oosthuizen and members of Senate congratulated Principal D. Woolf on his reappointment to June 30, 2019. Principal Woolf stated he was pleased and looks forward to serving Queen’s over the next several years.

1. Adoption of Agenda That Senate adopt the Agenda as circulated with the amendment to move Section 4, Motions (items 1, 2 and 3) to Opening Session, #4.

(LaFleche/Prince) Carried 13-23

That Senate extend the duration of the meeting by thirty minutes.

(LaFleche/Jerkiewicz) Carried 13-24

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2. Adoption of the minutes of the previous meeting That Senate approve the Minutes of February 12, 2013 as circulated and with the amendment provided in the handout.

(Lafleche/Woodhouse) Carried 13-25

Revision to the minutes - last paragraph of the Provost's response re the QNS, Question Period: The Provost responded by informing senators that he met with L. Notash prior to the Senate meeting and informed her that the Memorandum of Agreement between QUFA and the University acknowledges that the QNS aims "at increasing the representation at the University- wide level of members of under-represented equity-seeking groups." The Provost stated that, although this was not explicitly specified in the terms of the current QNS competition, the intention is that, at the second stage of the process, the MOA provisions will, where appropriate, guide shortlisting to facilitate recruitment of under-represented groups.

3. Committee of the Whole That Senate move into Committee of the Whole for discussion on: a) Budget Process and b) Enrolment

(Bakhurst/Dimitrakopoulos) Carried 13-26 a. Consultation on the process to develop the Budget for 2013/14 A. Harrison provided members with an overview of the budget process to date. The slides from the presentation are attached as Appendix A of the minutes. In response to a question regarding shared services costs, A. Harrison informed members that shared services costs are amounts charged to faculties for services such as Human Resources, Financial Services, Information Technology, etc. In response to Senator Morelli’s question whether faculties were able to reduce their shared services cost, the Provost noted that as space is also a shared cost, faculties could reduce their costs by releasing unneeded space.

b. Enrolment Consultation The enrolment management group met several times and its report has been released to the Senate Committee on Academic Development and the University community. The purpose of the enrolment management group is to develop long and short term enrolment projections. Senate will be asked to approve the enrolment targets for 2013/2014 and 2014/2015. The enrolment projections for 2015/2016 are provided for information only at this time. Senators asked A. Harrison why the faculty complement is not accounted for in the draft Strategic Enrolment Management Report. In response, A. Harrison stated that the Faculty of Arts and Science and the Faculty of Engineering and Applied Science will be submitting reports which will be appended to the final report. He also stated that it is important to make a distinction between enrolment (total number of students flowing through the University) and admissions (which would be the total number of new students admitted). It was suggested that the joint Board/Senate retreat in the fall would provide an opportunity to discuss long term strategies for enrolment. That the Committee of the Whole rise and report. (Bakhurst/Scribner) Carried 13-27

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4. Motions

i. AMS Constitutional Amendments: Fraternities Vice Chair Oosthuizen assumed the chair.

That the Queen’s University Senate endorse the Alma Mater Society’s position on student participation in fraternities and sororities as reflected in the AMS constitutional amendments and policy approved January 31, 2013 and appended to the Notice of Motion in February 2013.

And, that the Senate request that the Senate Committee on Non-Academic Discipline give consideration to amending the Student Code of Conduct to prohibit any and all on-campus forms of participation, including recruitment, by students in fraternities and sororities, and report back to Senate on its progress in the fall of 2013.

(Johnson/Woolf) Carried 13-28

An amendment to the motion was requested that asked SONAD to report in the fall of 2013. That the motion be amended to request that SONAD report on its progress to Senate in the fall of 2013.

(Berkok/Jones) Carried 13-29

Senate members expressed concern that the motion could be interpreted as punitive to students who pledge professional allegiance to outside groups such as the students from the Faculty of Engineering and Applied Science. As well, it was felt that this could impede the ability of students to engage in informal discussions and private conversations regarding fraternities without sanction. Although Queen’s University may not be bound by the Charter of Human Rights and Freedoms, some Senators felt that, should sanctions be added to the Code of Conduct for fraternity-related activities, it could still be perceived to be a breach of the spirit of the Charter which guarantees the freedom to associate.

D. Woolf noted that there are similar arrangements on campus which restrict certain types of activities and he believed that the restriction of fraternity activity in AMS-governed space is analogous to those other restrictions on campus.

D. Johnson, President of the AMS, stated that the amendments to the AMS constitution were a result of several discussions and legal opinions. The AMS felt that the ban on fraternities which has been in place since 1933 was no longer appropriate. Although the AMS will not support on-campus fraternity activity through the use of their assigned space or funding, they no longer feel the outright ban is appropriate. They agreed that it was appropriate for SONAD to conduct a review of the Code in light of the AMS amendment and return to Senate with its recommendations.

D. Woolf resumed the Chair.

ii. Motion to amend the start time of Senate That Senate begin at 2:30 p.m. (Berkok/Tsui) Defeated

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Senate engaged in lengthy discussion regarding the start time of Senate. Senator Berkok stated that his rationale for the earlier start time was to allow time for Senate to engage in meaningful discussion. He also noted that family responsibilities may require Senators to leave by 5:30. He also posited that an earlier start time would facilitate the ability to extend Senate as required. Senator Colgan noted that the information received by SORC from the University Registrar does not provide a compelling rationale for change. Regardless of a 2:30, 3:00 or 3:30 start time of Senate, there will be a similar number of students in class and faculty members teaching lectures. In discussion, it was noted that much of the rationale provided for an earlier start time of Senate supported the extension of the duration of Senate. That Senate begin at 3:00 pm. (Berkok/Tsui) Defeated Senator Berkok reiterated his rationale for the motion and asked that Senate consider the proposal to begin Senate at 3:00 pm. The Chair asked members if there were any other views that had not previously been heard and as there were none, the Chair called for a vote.

iii. Request that SCAD develop a policy on the Closure of Academic Programs That Senate request that the Senate Committee on Academic Development (SCAD) develop for the consideration of Senate, a policy for the closure of an academic program. (Harrison/Brouwer) Carried 13-30 Senator Harrison stated that his rationale for this motion was to have a process in place should the time limit on suspensions of admissions as recommended in the proposed “Recommended Procedures to Suspend Admissions to Academic Programs” be met. Senator Scribner asked whether any policy or procedure developed would be in contravention of Article 39 (Closure of an Academic Program for Academic Reasons) of the Collective Agreement between Queen’s University and the Queen’s University Faculty Association. Senator Harrison stated that the request is to clarify the procedure for closure. The Provost stated that any proposed policy or procedure developed by SCAD must respect the provisions of the collective agreement. In answer to a question, L. Knox clarified that a policy is an overarching statement which guides the operation of the University. They are enduring in nature and are approved at the most senior levels of the University. A procedure details the interrelated and sequential steps and/or actions that must be taken to implement a University Policy. They are mandatory and may be subject to routine changes based on operating practice.

5. Principal's Report a) Report to Senate Reappointment The Chair acknowledged his pleasure at being given the opportunity to lead Queen’s through a second term. He stated that he looked forward to continuing to promote Queen’s at home, provincially, nationally, and internationally. It is the accomplishments of Queen’s students, faculty, staff and alumni which provide compelling evidence of the quality education and experience, scholarship and research that is fostered at Queen’s.

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Congratulations  Queen’s professor and former President of the National Science and Engineering Research Council, Dr. Suzanne Fortier, has been appointed as the next Principal of McGill University. S. Fortier’s time at Queen’s included a highly successful academic career and appointments as Vice-Principal (Research) and Vice-Principal (Academic).  Professor Don Stuart from the Faculty of Law is the 2012 recipient of the G. Arthur Martin Criminal Justice Medal from the Criminal Lawyers’ Association of Canada.  Dr. Chris Simpson, Queen’s professor and Head of Cardiology at KGH/Hotel Dieu has been named President-elect of the Canadian Medical Association.

Government Update D. Woolf expressed that there was continued concern regarding the global economic situation and that federal Finance Minister J. Flaherty is expected to deliver another austerity budget later this week. Senators were informed that the AUCC and the U15 group of research-intensive universities have been advocating for enhanced funding to the granting councils for basic research and research infrastructure, for additional graduate scholarships and for mechanisms to promote international research collaborations. In spite of the advocacy, D. Woolf does not expect there to be significant influxes of new funding.

University Council Reform D. Woolf reminded Senators that voting on a new mandate for University Council will be occurring during April. He encouraged Senators to participate in the vote. Senators were invited to direct questions on this matter to C. Russell, Secretary of University Council.

End of the School Year As classes end on April 5th, 2013, D. Woolf wished students all the best as they finish their studies for the year, complete assignments, essays and projects and undertake their final examinations.

b) Board of Trustees/Senate Retreat Update

D. Woolf informed Senate that the subject of the Board/Senate retreat for next year would likely include the subject of long-term enrolment planning for Queen’s

In response to a question regarding recent news reports that military veterans would receive preferential treatment in hiring, D. Woolf indicated that the processes would work in conjunction with all current legislative requirements and hiring policies. Y. Cooper, Acting Chief Communications Officer, noted that as a former veteran, she feels that Queen’s University is well-placed in the Kingston area to publicize opportunities to veterans as many military members choose to reside here after active service.

6. Provost's Report a. Report to Senate

Policy on Policies A. Harrison reported on the progress of the Policy Advisory Sub-Committee, informing Senate that a draft “policy on policies” has been completed for administrative policies and that the consultation phase will begin in the near future. A. Harrison encouraged Senators to

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comment during the consultation process. Undergraduate Teaching Assistant Policy Senators were informed that, as a result of the recent unionization of the graduate student Teaching Assistants (TAs), the Senate Policy on Teaching Assistants is out of date. Much of the policy has been superseded by the collective agreement and only the sections relevant to undergraduate TAs remain applicable. Given this significant change, the Provost’s office is conducting outreach to undergraduate TAs with the goal of establishing clearer policies that are more applicable to the University’s relationship with them. To this end, a survey will be sent to undergraduate TAs seeking input on a variety of topics. A. Harrison anticipated that he will provide Senate with recommendations for the policy governing undergraduate Teaching Assistants. Time-to-Completion Policy At its meeting of March 14, 2013, the Graduate Studies Executive Council (GSEC) approved revisions to its policies regarding time-to-completion and extensions for graduate students. These policies had not been updated in more than a decade and discussions have been taking place since September 2012. Consultation on the policy revision was conducted with all of Queen’s faculty councils/committees with feedback provided directly to the School of Graduate Studies and to the Graduate Studies Executive Council.

Mental Health Building upon the recommendations of the Final Report of the Principal’s Commission on Mental Health, a Provost’s Advisory Committee on Mental Health has been established. The committee, chaired by the Deputy Provost, will be responsible for coordinating, reviewing and reporting on the progress of mental health initiatives across the University. The committee will prepare a report annually, to be submitted for information, to Senate, to the Board of Trustees, and to the wider Queen’s community. It was anticipated that the membership of the committee will be announced before the end of March. IBCPA Director A. Harrison reported that Jerry Doiron has been appointed as the inaugural Director of the Isabel Bader Centre for the Performing Arts, effective June 17, 2013. Mr. Doiron is the planning director for Niagara-on-the-Lake’s acclaimed Shaw Festival. Accessibility Cafe Senate was informed that the Senate Library Committee and the Accessibility Information & Communications Working Group will jointly host an Accessibility Café on April 10, 2013 at 11:30 in Speaker's Corner located within the Queen's Learning Commons, Stauffer Library. A panel will speak about the student experience around accessible information and communications, from university application to graduation. Members of Senate were encouraged to attend to learn about meeting the needs of our community members who have disabilities.

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II COMMITTEE MOTIONS AND REPORTS

1. Nominating Committee Report (SNC) That the persons named in the report be elected to the committees as recommended by the Senate Nominating Committee.

(Oosthuizen/Woodhouse) Carried 13-31

2. Establishment of the Allied Nevada Professorship (SCAD) That Senate approve the establishment of the Allied Nevada Professorship in Surface Mine Planning & Design in the Faculty of Engineering and Applied Science subject to ratification by the Board of Trustees

(Woodhouse/ Dimitrakopoulos) Carried 13-32

3. Temporary Suspension of Admissions (SCAD) It was agreed that, pending consideration by the Senate Academic Development Committee of recommended changes proposed by Senators Bridges, Jones and Morelli, the motion to approve the “Recommended Procedures Concerning the Suspension of Academic Programs” would be deferred until the April meeting. A. Harrison informed Senate that many of the recommended changes were already addressed during the extensive committee discussion and consultation but that SCAD would re-examine them.

4. Education Doctoral Program Revision (SCAD) That Senate approve the establishment of six new doctoral fields and delete the original doctoral fields in the Faculty of Education.

(Elliott/Brouwer) Carried 13-33

5. Revision to the Rules of Procedure: Attendance That Section 5 of the Rules of Procedure for the Senate be amended to insert the following new subsection 5(1):

The Secretary of Senate shall inform the council, society or other body which has elected an individual to the Senate of the name of any elected Senator who has missed three regular meetings of the Senate in any academic year, and that council, society or body, as the case may be, may declare the seat held by that individual vacant and may elect a replacement to serve the balance of that individual’s term on the Senate, and that the remaining provisions of Section 5 be renumbered accordingly.

(Colgan/Hart) Carried 13-34

Members expressed concerns regarding the motion noting that they felt with the lack of language regarding absences as a result of extenuating circumstances, it could be perceived as overly punitive. As well, Senators noted that the motion did not explicitly state that a discussion would take place with the affected Senator. L. Colgan responded that this motion was intended to ensure that constituencies who elect members to Senate were made aware when a Senator misses three meetings in a session of Senate. The constituency may, upon discussion with the Senator, choose to have the Senator continue, or they may advertise the

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vacancy. Members of neither the Senate Operations Review Committee nor the University Secretariat felt it was within their purview to determine whether absences were legitimate. The motion provides constituencies with options when a Senator is unable to fulfill their role, but it does not mandate that the constituency take any particular course of action.

That the motion be amended to reduce the number of meetings missed before reporting to two consecutive or three in total.

(Berkok/Tsui) Defeated

L. Colgan informed members that in a survey of other universities, the language regarding attendance normally allowed for three absences before action was taken.

6. Amendment to the Rules of Procedure: Notice of Motion

Members were informed that the original notice of motion in the March agenda had changed with the agreement of the Senate Operations Review Committee. The Notice of Motion for the April meeting of Senate and was follows:

a) That Senate amend Section 14 of the Rules of Procedure to add the following subsection (4):

The original motion, as referred, will normally be placed on the same agenda where the committee report is presented, under Motions.

b) That Senate add the following sentence to Section 31 of the Rules of Procedure:

“Observers to Standing Committees and Special Committees may attend meetings of Subcommittees unless they are expressly excluded by the terms of reference for the subcommittee or special committee.” Members were invited to contact the Chair of SORC, L. Colgan, if they had any questions or required clarification of the motions.

7. SONAD Annual Report

The Chair drew Senate’s attention to the SONAD annual report and invited comment. There being no questions, the Chair thanked H. Smith and the members of SONAD for the report.

8. Committee of the Whole: Composition of Senate That Senate move into Committee of the Whole for a discussion of the Composition of Senate.

(Martin/Morelli) Carried 13-35

L. Colgan, Chair of SORC provided a presentation on the composition of Senate and asked for feedback from Senate regarding three models of composition based on full-time enrolment. The presentation is attached as Appendix B to the minutes. As noted in the presentation, these models were based on the February 2003 motion passed at Senate which required that the faculty Senators be apportioned to the Faculties and Schools based upon full-time student enrolment. In response to a question about the long-standing principle which maintains that faculty must always have a majority, L. Colgan stated that this is a guideline, not a policy and,

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therefore, is not mandated by Senate. That statement was challenged as a faculty majority has been in place for many years. Senator Jerkiewicz stated that in his opinion, no one group should have a majority vote. It was also noted by Senators that if all other groups were being reduced proportionately, the ex-officio list should also be reduced accordingly. L. Colgan stated that the reduction of ex-officio members was suggested but in consultation it was determined that there was little support for that approach. Concern was expressed with the rationale that a smaller Senate would be more nimble and some Senators suggested that Senate should be increased rather than decreased. L. Colgan informed members that although dismay had been expressed at reducing the number of Senators, the average attendance of Senators stands at 48 members.

L. Colgan thanked members for their feedback and stated that SORC will be reporting to Senate again in April.

That the Committee of the Whole rise and report.

(Martin/Morelli) Carried 13-36

9. Review of the GPA Report (SCAP)

A. Harrison informed Senate that he met with the Chair of the Senate Committee on Academic Procedures and Senator Morelli and that a response to the GPA report provided by SCAP will be sent to Senate. He recommended that the report and his response be considered together by Senate.

10. Meeting Reports from Committees The Chair drew Senate’s attention to the meeting reports from SONAD, SEEC and SORC and indicated that if Senators had questions they should contact the Chair of the respective committee directly.

11. Senate Academic Planning Task Force Verbal Report The Chair of the Senate Academic Planning Task Force informed Senators that the draft report on virtualization and on-line learning will be available to the Queen’s community later in the week of March 18th and that a Town Hall meeting will be held on April 2nd at 5:30 pm in the Ellis Auditorium.

III REPORTS OF FACULTIES AND SCHOOLS

Department of Community Health and Epidemiology Name Change That Senate refer the matter of the name change to the Department of Community Health and Epidemiology to SCAD for consideration and recommendation to Senate.

(Reznick/MacLean) Carried 13-37

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IV QUESTION PERIOD

1. Arts and Science Decanal Search

The Chair drew attention to the question and the Provost’s response attached on page 117. There were no follow-up questions.

2. Growth in Administrative Positions The Chair drew attention to the question and response attached to the agenda on page 118. As noted in the response, the Provost augmented his written report with further data regarding faculty and administrative positions. He stated that in 2007 there were 813 faculty members (excluding clinical appointment or continuing adjuncts) with a total cost of $89 million and that by 2012 there were 766 faculty at a total cost of $106.2 million (19.2% increase). In that same time period the size of the executive rose from 14 to 16 people and the cost of those positions rose from $3 million to $3.5 million (17.7% increase). Members asked that he provide his update in writing. That Senate extend the duration of the meeting by an additional thirty minutes.

(Berkok/Morelli) Carried 13-38 V COMMUNICATIONS 1. Strategic Framework A. Harrison provided a presentation on the Strategic Framework. The presentation is attached as Appendix C to the minutes. The following points were made:  The guiding principles of the Strategic Framework are that:

o Queen’s University is the quintessential balanced academy which is a research intensive university with a transformative student experience; and,

o The Framework must facilitate long-term financial sustainability.

 The Framework provides three coherent actions for the student learning experience:

o Improving student engagement;

o Assessing and evaluating fundamental academic skills; and,

o Implementing the three priority objectives of the proposed mandate statement which are:

. Expanded undergraduate credentials;

. Expanded graduate credentials; and,

. Experiential and entrepreneurial education.

 The Framework provides three coherent actions to enhance research prominence:

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o Guiding and supporting the research enterprise;

o Focusing on the Strategic Research Plan’s thematic areas; and,

o Strengthening international research engagement.

 The Framework also provides for three coherent actions for financial stability:

o Net revenue generation;

o Revenue diversification; and,

o Cost containment

2. International Plan A. Harrison provided a presentation on the International Plan. The following points were made:  The guiding principles of the International plan are to:

o Determine where in the world Queen’s seeks to build its profile;

o Build on Queen’s strength by promoting the transformative learning experience; and,

o Promote Internationalization at home, which is the best foundation for building Queen’s profile.

 The International Plan is intended to implement the recommendations from the Academic Plan (AP) and the Strategic Research Plan (SRP).

 The four recommendations are:

o “Enhance the integration of visa students and optimize learning experiences that domestic students gain from international exchanges” (AP);

o “Consider … internationalization at home to improve the intercultural dimension” (AP);

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o “Develop greater institutional coordination for global engagement and internationalization” (SRP); and,

o “Increase global engagement by developing and expanding international research collaborations, partnerships and international development” (SRP).

3. Board of Trustees Report to Senate Trustee R. Jolly augmented the written report from the last Board of Trustees meeting by informing Senators about the role of an elected faculty member on the Board. She has served for two years and has found that she provides information to the Board of what the faculty experience is like at the institution. She noted that most Board members were not aware that faculty have taken it upon themselves to pay for their own basic office supplies and as the Board’s primary responsibility is fiduciary, it is very important that they understand the impact that financial decisions have on the community. R. Jolly also expressed that it was a pleasant surprise regarding the degree to which she is able to contribute to the Board. With over twenty years at Queen’s, she has found that she is able to provide an institutional memory that most Board members do not have. In closing, R. Jolly reported that there has been strong support and appreciation for the joint Board/Senate retreat and that they look forward to more opportunities to continue these dialogues in the future. Senators were also encouraged to contact R. Jolly if they have any questions regarding the report or decisions made by the Board of Trustees. 4. Reports to Senate Members agreed by consensus to receive the following reports in a consent agenda format as Senate had already approved two extensions for the duration of Senate. 1. International Centre (QUIC) Annual Report 2011-2012 2. Research Report 3. Aboriginal Council Report 4. Honorary Degree Report – Spring Degrees 5. 2011-2012 Student Conduct Report and Statistics

VII MATTERS REFERRED TO STANDING COMMITTEES

1. The Chair informed members that three items were referred to SCAD: i. Major Modification Proposal to rename a credential in Anatomical Sciences ii. Major Modification Proposal to the MA program in Religious Studies iii. Strategic Enrolment Management Report

VIII OTHER BUSINESS (Not required)

IX CLOSED SESSION (Not required)

X ADJOURNMENT

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Senate adjourned at 6:35 p.m.

(Hart/Prince) Carried

Lon Knox Secretary of the Senate

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Principal’s Written Report Queen’s University Senate 30th April, 2013

COU and Government Update

The biannual meeting of the Council of Ontario Universities occurred in Guelph this month. This meeting includes the Executive Heads and Academic Colleagues. Academic Colleague Patrick Oosthuizen will be providing an oral report on Council at Senate. Issues discussed at the Executive Heads Roundtable the previous day included:

Next steps on the Strategic Mandate Agreement process now that HEQCO has produced its report. Executive Heads are advocating for bilateral discussions on the proposed agreements with the Ministry of Training Colleges and Universities as was initially envisaged and that these can proceed as soon as possible in view of the elapsed time of seven months since these Proposed Mandate Statements were submitted. Concern about the decreased revenue as a result of the government’s efficiency targets, the claw-back of fees from international tuition and new tuition framework. While the new tuition framework is a compromise that provided some relief for students in the form of lower annual increases to fees than in the recent past, in combination with other government decisions, it further affects the universities’ revenues that are provided either directly or indirectly by government. We continue to advocate for offsets to this reduction in revenue that will allow us to continue to deliver quality programs for students. Ongoing discussions with the government regarding Pensions in the University Sector while many institutions face significant challenges in meeting upcoming solvency payments that will have a serious impact on budget available for the core mission of teaching, scholarship and research.

U15

Canada’s U15 group of research-intensive universities will be launching a website next month. I have been asked to write one of the first blog postings on this site. I will be writing a piece on Immigration policy as it affects potential students and faculty recruitment. In the future, other Executive Heads will be blogging on particular issues of interest and on policy issues that affect universities. The heightened profile of the U15 that results from the launch of the website and the group’s secretariat earlier this year will increase our ability to advocate nationally on the research agenda and on national higher education policy, and to publicize the value that Canada’s research-intensive universities bring to the nation. I will be attending the spring meeting of the U15 in Calgary on May 2-3.

Advancement Update

Momentum on fundraising continued this past quarter as we reached our fiscal fundraising goal of $60 million – to date, benefactors have contributed more than $66 million in this fiscal year.

Some examples of recent notable donations have been made to:

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the Friends of the Queen`s University Archives Fund; the Hatch Aboriginal Scholars Award; and the Centre for Innovation in Global Engineering Fund.

In the past few weeks, we have also received a multimillion dollar donation to support the university`s priorities on mental health.

As we near the end of this fiscal year, of the total 12,000 donors who supported the university, more than 9,000 alumni donors have given back to Queen’s.

I have been traveling a great deal of late, mainly though not exclusively on Advancement related activities that have taken me to Boston, New York, Calgary, and Los Angeles as well as Toronto. I will be joining a Matariki Network delegation in Beijing in May, via a stop in Hong Kong where we have a number of alumni who have not been visited by a principal for over a decade.

University Council Reform

Since last we met, the vote to approve a new mandate for University Council has been completed and was passed with 92 Councillors in favour and 11 against. On April 24th, a Special Meeting of University Council has been called to approve electronic voting for a resolution to pass by-laws that will put into effect the new mandate. All Senators as Councillors will be eligible to participate in this vote and I encourage you to do so. Voting will take place, subject to the passage of the resolution at the Special Meeting, between April 25th and May 6th.

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Principal Daniel Woolf: Schedule Highlights March 20 - April 30, 2013 Month Day Location Activity 20 Toronto Alumni, Prospective Donors and Friends Toronto Alumni, Prospective Donors and Friends The Royal Society of Canada Teleconference 21 Kingston Association of Universities and Colleges of Canada (AUCC) Teleconference Queen's 3 Minute Thesis Competition Council of Ontario Universities (COU) Teleconference Rector March 22 Kingston AMS Executive SGPS Executive 23 Kingston Arts and Science Undergraduate Society Orientation 2012 Review 25 Kingston Call with the Executive Director and Co-Founder of The Next 36 27 Montreal Alumni, Prospective Donors and Friends Queen's Commerce Society 28 Kingston Alumni, Prospective Donors and Friends Rector 1 Kingston AMS Executive The Honourable Brad Duguid, Ontario's Minister of Training, Colleges and Universities: Campus Visit CTL Brown Bag Conversation with the Principal 2 Kingston Faculty/Staff/Student Advisory Meeting The Honourable John Gerretsen, MPP (Kingston and the Islands) 3 Boston 4 Alumni, Prospective Donors and Friends New York 5 Principal's Commission on Mental Health Lunch 8 Kingston CFRC Live Radio Show "Dark Glasses" Toronto Historica-Dominion Institute Board Meeting 9 Chicago Alumni, Prospective Donors and Friends 10 Toronto Guelph COU Executive Heads' Roundtable 11 Toronto Public Policy Forum's 26th Annual Testimonial Dinner and Awards Queen's University Planning Committee April 15 Kingston Reception in honour of a retiring faculty member 16 Kingston Standing Advisory Committee on International Relations (SACIR) Teleconference 17 Calgary Alumni, Prospective Donors and Friends 18 Small Lunch with Department Staff 19 Kingston Native Students' Association AMS Executive 22 Los Angeles Alumni, Prospective Donors and Friends 23 24 Calgary AUCC Meeting 25 Dean, School of Business 26 Kingston SGPS Executive The Donald Gow Memorial Lecture Rector 29 Kingston Dean, Faculty of Education 30 Kingston Senate Meeting

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Office of the Provost and Vice-Principal (Academic)

Provost’s Written Report to the Senate Meeting of April 30, 2013

Queen’s National Scholar (QNS)

The QNS Advisory Committee met on March 13, 2013, to review 29 expressions of interest (EOIs), and have selected three to advance to the second stage of the competition. The original intent was to recommend four proposals for the second stage, but only three were selected because there was significantly stronger support from the committee for these three proposals than for any of those contending for fourth place.

The three successful EOIs, all of which are from the Faculty of Arts and Science, are in the fields of African History, Biological Organic Chemistry, and Indigenous Literatures and Languages. Those responsible for the successful proposals have been invited to prepare and submit an expanded proposal. Each proposal will nominate an individual to be appointed and will include: the nominees’ curriculum vitae, a statement of their current and prospective research interest, a statement regarding their teaching experience and interests together with a teaching portfolio, and a minimum of three letters of reference.

The Advisory Committee will reconvene to review the expanded proposals and make a recommendation to the Principal with respect to which two candidates should be offered QNS positions.

We will be initiating another round of the QNS competition in the fall of 2013, with the goal of having a two more QNS in place for 2014-15 academic year.

Reappointment of the Dean, Faculty of Law

I am pleased to announce that Mr. William F. Flanagan has accepted reappointment as Dean of the Faculty of Law for a five-year term effective July 1, 2013. The full text of the announcement may be found on the Office of the Provost’s website.

Office of the Provost and Vice-Principal (Academic) Suite 353 Richardson Hall, Queen’s University Kingston, Ontario, Canada K7L 3N6 Telephone: 613-533-2020 Fax: 613-533-6441 Page 29 of 333

ITEM: Provost's Written Report to Senate The New Budget Model and the Budget for 2013-14

Since I last reported to Senate, I have had the opportunity to discuss the new budget model and development of the budget for 2013- 14 with the AMS Assembly and the SGPS Assembly. I also made presentations to the Queen’s community at two open sessions, which were held on April 11 and 16. My presentation, together with a voice overlay, will soon be posted on the Provost’s Office website.

Further open sessions will be offered in May, after the Board of Trustees has met and considered the proposed budget for 2013-14. The Provost’s Advisory Committee on the Budget will also release a communication on the budget to all members of the Queen’s community.

GPA

I want to thank the Senate Committee on Academic Procedures (SCAP) for their analysis of the report I submitted to the Senate on the GPA. We will be implementing the suggested recommendations in those areas where the recommended course of action is not already in place. The recommendation to add percentage grades to the transcript, when they are available, which has significant financial and resource implications, has been included on a list of modifications and improvements for the PeopleSoft system. The speed with which this particular modification is implemented will depend on the availability of funds and resources, and its priority with respect to all modifications and improvements under consideration.

3 Minute Thesis (3MT®) Competition

The 3MT® is a university-wide competition for graduate students in which participants present their research and its wider relevance in three minutes or less to a panel of non-specialist judges, while using only one static slide. The Queen’s University competition on March 18–21, 2013, yielded three winners, who then proceeded to the inaugural province-wide competition. Queen’s was proud to host this event, which took place on April 18. Students from 16 Ontario Universities participated, and their three-minute thesis presentations were judged by Rob Baker (The Tragically Hip), Vicki Keith (a marathon swimmer), Hugh Christie (lawyer), Donald Drummond (economist), and Peter Gooch (Council of Ontario Universities).

The three winners were Jasdeep Saggar, a PhD student in Medical Biophysics from the University of Toronto, the title of whose presentation was Hypoxia-activated pro-drugs: a novel approach for breast cancer, Abraham Heifets, a PhD student in Computer Science from the University of Toronto (How can we make better medicines? Computer tools for chemistry), and Chau Minh Phan, a PhD student in Vision Science from Waterloo University (Treatment of fungal eye infections using contact lenses and nanoparticles).

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ITEM: Five-year Renewal: SNOLAB (SARC)

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Senate Operations Review Committee Notice of Motion April, 30, 2013

1. Establish the Senate Governance and Nominating Committee

Rationale:

The Senate Operations Review Committee (SORC) has reviewed its role and that of the Senate Nominating Committee and found that there is a direct synergy between the two committees. As it is currently the role of SORC to advise on operations and structures, it is a natural extension of that role to also contribute to the staffing of all standing committees of Senate. Currently the Board of Trustees has a Governance and Nominating Committee which performs the same role as prescribed below with great effectiveness and provides a successful model for Senate to build upon. The model is also found in other Senates within Canada. SORC met with the Chair of the Nominating Committee to seek his opinion on the merging of the committees, and he felt that it was appropriate. The Nominating Committee has also endorsed the recommendation.

Draft Terms of Reference:

Senate Governance and Nominating Committee Terms of Reference and Membership

Mandate

The Senate Governance and Nominating Committee advises Senate on the efficiency and effectiveness of governance structures and its composition and membership. It also advises on the composition and membership of Senate standing committees and nominates Senate representatives for appointment to internal and external bodies.

The Governance and Nominating Committee shall: 1. advise Senate on operations, efficient and effective structures supporting good governance and appropriate linkages between Senate, Faculty Boards and other parts of the internal governance structure which operate with delegated authority regarding matters of academic policy. 2. review and monitor the membership needs of the Senate and its standing and ad hoc committees and to solicit, receive and review names of potential members and recommend members for appointment to such committees by Senate. 3. advise Senate on the appointment of Senate representatives to bodies external to Senate and their committees. 4. advise Senate on the establishment, terms of reference, composition, membership and retirement of its standing and ad hoc committees and their respective subcommittees. 5. monitor and report to Senate on the effective operation of the Senate’s standing and ad hoc committees and their sub-committees.

Composition Elected: 4 faculty Senators (one of whom shall be Chair of the Committee) 1 Dean

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1 undergraduate student Senator 1 graduate student Senator 1 staff Senator

Ex-officio: Chair of Senate

Support: University Secretary (advising, non-voting) Associate Secretary (Senate) (secretary, non-voting)

Motion:

That Senate establish the Senate Governance and Nominating Committee effective September 1, 2013 and that the Senate Operations Review Committee and the Senate Nominating Committee be dissolved effective August 31, 2013.

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2. Establish the Senate Agenda and Summer Advisory Committee

Rationale:

At the request of the Chair of Senate, the Senate Operations Review Committee was asked to consider charging a standing committee of Senate with formal responsibility to advise the Principal regarding matters of academic import when Senate is not in session. It was determined that the Senate Agenda Committee would be most conversant with matters appropriate to Senate and therefore the mandate could be enhanced and the composition diversified and enlarged to provide this on-going support to the Chair of Senate. This proposal would not endow this Committee with any greater authority than currently exists. Specifically, this committee will not be empowered to act on behalf of Senate

Draft Terms of Reference:

Senate Agenda and Summer Advisory Committee Terms of Reference and Membership

Terms of Reference

1. Approve the agenda for each meeting of the Senate.

2. Determine the items for the Open and Closed Agendas of Senate.

3. Consider and take action on behalf of the Senate by referring to the appropriate Senate Committee or Senate all matters that may be directed to Senate.

4. Provide advice on matters of an academic character to the Chair of Senate during the Spring/Summer term when Senate is not in session.

Composition

Ex-Officio Chair of Senate (who will be Chair of the Committee) Vice-Chair of Senate (Vice-chair of the Committee)

Elected: 1 Dean 3 faculty Senators 1 undergraduate student Senator 1 graduate student Senator 1 staff Senator

Support: University Secretary (advising, non-voting) Associate Secretary (Senate) (secretary, non-voting)

Agenda Consideration Guidelines

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The objective of the Agenda and Summer Advisory Committee is to ensure that items falling under the business of Senate, as determined Rules of Procedure of Senate, reach the agenda in a timely and appropriate manner. The following guidelines will be followed in its consideration of potential agenda items.

1. The Agenda Committee shall draw up the Agenda for the Senate meetings from items submitted to the Secretary and shall arrange that all business that goes forward to the Senate is in properly prepared form.

If it is the decision of the Agenda and Summer Advisory Committee that an item falls under the jurisdiction of Senate and the item is in the proper form for transmission to Senate, the Committee may require that additional documentation be provided as a condition of the item going forward on a Senate agenda.

Summer Advisory

2. To advise the Chair of Senate regarding matters of an academic character when Senate is not in session during the Spring/Summer term. Items agreed upon, or advice given during this period will be reported to Senate at its first meeting of the new session.

Motion:

That the Senate Agenda Committee be retitled the Senate Agenda and Summer Advisory Committee and that the committee mandate be revised as recommended effective September 1, 2013.

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3. Senate Information Technology Committee

Upon receipt of a report (attached) from the Senate Information Technology Committee, on April 19, 2013 the Senate Operations Review Committee considered the following recommendations:

1) We recommend that the Senate not continue with the SITC in its current form as the committee lacks a relevant mandate and the value offered by the committee to the Queen’s community is unclear.

2) We recommend that Senate determine whether it has a need for a Senate committee related to information technology. a. If Senate determines that there is a need for such a committee, we recommend that Senate work with the committee to establish a clear mandate and membership structure to better align the committee to Senate’s mandate. b. If Senate decides that there is no need for such a committee, we recommend that Senate consider the risks associated with dissolving the committee and how best to ensure that issues related to information technology are aligned to Senate.

It was determined that in order to evaluate the flow of information and to ensure that appropriate mechanisms are in place to address the Committee’s concern noted in item d) of the report:

“One potential loss we can see in the demise of the Committee is the opportunity for students, staff and especially faculty to be informed of IT plans and priorities and provide input to the AVP-IT/CIO on matters relating to IT. This is the rationale behind our recommendation that Senate consider how it has IT represented. If Senate supports the idea, an IT presence at Senate could potentially be more effective than a separate committee.” it would be prudent to not continue with the Committee in its current structure, as suggested by the IT Committee, but rather take a pause to study the issue in greater depth. Given the concern articulated above, a mechanism should be established to ensure faculty input and awareness of IT initiatives that have academic impacts. As noted in the report from the SITC, such a mechanism has been established for students. SORC is recommending that a similar mechanism be developed for faculty. SORC will undertake an evaluation of the effectiveness of the mechanism while SITC is on hiatus and undertakes to report back to Senate in April of 2014 regarding this issue.

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The Senate Operations Review Committee therefore is recommending the following action to Senate:

Motion:

That the Senate Information Technology Committee be placed on hiatus for one year (2013/2014) pending a review of the recommendations contained in the committee report attached as Appendix A and that Senate recommend to the Chief Information Officer that a Faculty Advisory Committee within the Information Technology Services administrative committee structure be established.

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Appendix A

Recommendations to the Senate Operations Review Committee Regarding

The Requirement for the Senate Information Technology Committee

Members of the Senate Information Technology Committee (SITC) have devoted several meetings to discussing whether our Committee has a relevant mandate and is providing value for the Queen’s community. We offer the following recommendations to the Senate Operations Review Committee. Below, we expand briefly on our rationale for arriving at these recommendations.

Recommendations 1) We recommend that the Senate not continue with the SITC in its current form as the committee lacks a relevant mandate and the value offered by the committee to the Queen’s community is unclear.

Rationale Our rationale revolves around several recurring themes which emerged during our discussions regarding the Committee:

A) The Committee was established by Senate in the 1970’s. Since then, to our knowledge, Senate has never referred any matter to SITC to consider, other than reviewing our mandate on several occasions.

B) The Committee has never seemed to have a strong link to Senate, and at times has functioned without a Senator as a member.

C) Since the Committee was established, the University has developed a comprehensive governance framework for information technology matters, with structures to enable

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decision-making and input from stakeholders. For example, the recently established Information Services and Technologies Student Advisory Committee and Enterprise Information Technology Advisory Committee now ensure that students and IT leaders and managers from all faculties have a forum to raise issues, influence priorities and provide input and direction to IT planning. The need for this Committee is greatly diminished with this governance framework in place. It is unclear if there is a requirement for a separate additional forum for faculty to have input.

D) One potential loss we can see in the demise of the Committee is the opportunity for students, staff and especially faculty to be informed of IT plans and priorities and provide input to the AVP-IT/CIO on matters relating to IT. This is the rationale behind our recommendation that Senate consider how it has IT represented. If Senate supports the idea, an IT presence at Senate could potentially be more effective than a separate committee.

We believe it is Senate’s responsibility to decide on the future of the Senate IT Committee, and we respectfully submit these recommendations for consideration by the Senate Operations Review Committee and Senate.

Respectfully,

Michael Vandenburg, Chair – Senate Information Technology Committee

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4. Dissolve the Senate Committee on Creative Arts and Public Lectures

Rationale:

On February 15, 2013, D. Santeramo and I. Zuk, Chair, (SCAPL) and the Provost, A. Harrison met to discuss a motion passed by the Arts and Public Lectures to dissolve the current Senate Committee in favour of creating an Advisory Committee to the Provost on the Arts. The motion would allow for the continued adjudication of the funding of the Brockington, Dunning and George Taylor Richardson endowed funds through a sub-committee while ensuring a direct and dedicated approach to the enhancement and development of the Arts within the Queen’s community. The Provost was in agreement with the recommendation, and therefore, SORC was asked to consider the dissolution of the Senate Committee on the Creative Arts and Public Lectures Committee. The Provost agreed that the terms of reference of the Advisory Committee as developed by the Creative Arts and Public Lectures Committee would serve the Queen’s arts community in a significantly. The Senate Creative Arts and Public Lectures Committee asked SORC to consider the dissolution effective August 31, 2013 and the Advisory Committee to the Provost on the Arts will be established effective September 1, 2013.

Motion:

That the Senate Committee on Creative Arts and Public Lectures Committee be dissolved effective August 31, 2013.

For information:

Advisory Committee to the Provost on the Arts (ACPA) Terms of Reference Effective September 1, 2013 Mandate The Advisory Committee shall: a. Find ways and means of ensuring that the cultivation of the arts is one of the central purposes of this University; b. Develop initiatives for the arts and humanities and recommendations of ways to implement these initiatives; c. Through a sub-committee, annually publicize, receive and adjudicate proposals for the Brockington Visitorship, the Chancellor Dunning Trust Lectureship and the George Taylor Richardson Memorial Fund; and, d. Report on its activities to the Vice Principal’s Advisory Committee (VPOC) at least once each year.

Mission The Advisory Committee to the Provost on the Arts is committed to making the arts part of the cognitive life of the University by fostering a supportive environment for the arts and maximizing their visibility within the University and throughout the community. The Advisory Committee is comprised of representatives of creative arts units; of galleries and/or humanities units; student representatives; faculty members; University administrators and members of the

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Kingston community. In identifying priorities and setting goals for the arts at Queen’s, the Advisory Committee serves as a catalyst for innovative collaborations across the University and wider community. The Advisory Committee is dedicated to providing a regular forum for communication among all members of the arts community and Queen’s constituency, working to secure funds for co-curricular collaborations and providing a means for arts outreach.

Membership The Advisory Committee shall be comprised of the following: the designee of the Provost and Vice Principal (Academic), five faculty/staff members representing various areas of the arts, the humanities, the Union Gallery, the Agnes Etherington Art Centre, and the School of Computing, the Vice-Principal (Advancement) or his or her designated representative, one member at large, one undergraduate student, one graduate student and one or more members of the Kingston arts community.

Method of Election/Selection The five faculty/staff members shall be selected on a rotating basis, with no more than one from each of the various areas noted in the membership section, preferably the Head, Director, or their delegate. The undergraduate student shall be selected by the Alma Mater Society and the graduate student shall be selected by the Society of Graduate and Professional Students. The member at large may be a staff or student member; a call for nominations to be sent through University Communications mechanisms. With the advice of the Advisory Committee members, the Chair shall invite members of the Kingston arts community to serve.

Length of Terms Students: One year term; External: two year term; Faculty: three year term.

Organization The Advisory Committee shall be chaired by the designate of the Provost and Vice-Principal (Academic). The Advisory Committee shall meet at least twice each semester. Quorum shall be eight members. In the fall of each year, the committee shall select the sub-committee to adjudicate awards. The sub-committee may include members from the broader university community. Support for the ACPA shall be provided by the Provost’s Office. The Rosen Lecture Series Committee shall be a sub-committee of ACPA and report annually to the Chair.

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To: Senate

From: Senate Operations Review Committee

Date: April 18, 2013

Re: Terms of Reference, Queen’s University Planning Committee

In 2010 the Senate and the Board jointly created the Queen’s University Planning Committee to integrate academic planning with the management of resources. A mandatory three-year review was imposed at its time of creation and the Senate Budget Review Committee was suspended during this time. To facilitate that review, those who have served as members of the QUPC over the past three years were asked to participate in an assessment of committee effectiveness. During this assessment, the following concerns were identified: There was not strong agreement that the terms of reference were appropriate or clear The membership was divided over whether the skills and expertise of the membership was adequate There was a broad consensus that the committee is not working effectively Overall planning reporting was felt to be weak and adequate attention to the development of the budget prior to submission to the Finance Committee was an issue Overall satisfaction with the work of the committee was low

Given these concerns, the mandate for the QUPC has been examined over the past several months. During this period, the following cultural shifts were noted: The Board of Trustees, with its reduced size, has become highly engaged with strategy and has commissioned the Principal to develop an overall strategic framework for the University, to encompass existing strategic documents including the Academic Plan and the Strategic Research Plan The Board of Trustees will approve the Strategic Framework and a series of metrics to monitor progress against key strategic objectives contained within the foundational elements of the Framework The Board will closely monitor strategy through receipt of a dashboard of the metrics at each Board meeting The Board and the Senate, at the joint planning retreat in the fall of 2012, identified a desire for greater communication across the governing bodies Senate desires a greater level of transparency around strategy development and is seeking to both participate in that development, in accordance with the Board and Senate approved Purpose and Functions of Senate, and to adjust its own agendas toward discussion and consultation around issues which affect the University, as a whole In a recent survey of the Queen’s senate members, 100% of the respondents indicated that the Senate should play a role in determining the future direction of the University, but only 58% of those respondents felt that Senate actual does play such a role

It was also noted during the 2012-13 year that senators expressed dissatisfaction with the extent to which Senate was contributing to the development of the University Budget. This is 1

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consistent with the observation of senators in 2010 when the Senate Budget Advisory Committee was suspended due to the perceived inability to have any real input into the process through that body. The QUPC was intended to address this concern but the anecdotal evidence suggests that, to date, it has not been an effective vehicle for input.

Recommendations

A sense of optimism remains that the QUPC model, if adjusted, has the capacity to function well. As a joint Board-Senate body, the platform is well-suited to advance cross-constituency dialogue to foster a sense of shared governance rather than governance which is viewed as strictly bi- cameral and exclusionary.

Based on the forgoing, it is recommended that: QUPC’s mandate for the review and recommendation of strategy prior to presentation at the Board or the Senate be strengthened The mandate of QUPC be refined to specify the specific strategic documents which the QUPC is largely concerned with, which will create a well-articulated annual workplan for the committee around strategy development and review QUPC engage in active review of the foundational strategies of the institution to ensure strategic planning is ongoing QUPC take on a larger role in campus planning and development to ensure that planning, development and strategy are aligned The membership of QUPC be adjusted to provide a better balance of Senate and Board participation, but that skills requirements be heightened to increase effectiveness in governance There be greater role definition as regards strategy and planning, to be reinforced by having the strategy aspects of a meeting chaired by the Principal and the planning and budgeting aspects chaired by the Provost The QUPC’s role in the budget approval process be augmented so that it is no longer merely a sounding board but an integral part of the budget approval process

The work of the QUPC has been reviewed contemporaneously with the review of the current Campus Planning and Development Committee by a task force of the Board of Trustees’ Governance and Nominating Committee.

That taskforce has completed its review and is making a series of recommendations to the Governance and Nominating Committee of the Board. Those recommendations include the following:

That the Campus Planning and Development Committee (CPDC) be retired; and,

That Role II of the Queen’s University Planning Committee (QUPC) mandate be revised as attached.

The taskforce has undertaken a considerable amount of work to define the campus planning and development role that the QUPC would assume. Assumption of the governance aspects of this

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role ensures the alignment between implementation and strategy discussed above, as well as increasing connections with the budget development and approval process for the University.

The draft revised mandates for QUPC and the Campus Planning Advisory Committee are appended and have been developed based on practices at Queen’s as well as a review of the capital project planning and implementation frameworks in use by universities across Canada.

In summary, in fulfilling its planning and development role the new QUPC would:

Review Major Capital Project proposals from the administration to ensure that, prior to submission to the Finance Committee of the Board of Trustees for final project approval, the project: o Supports the strategic and foundational plans of the University; and o Aligns with the Campus Master Plan and its supporting Architectural Control and Design Guidelines and Landscape Design Guidelines. Approve the siting, massing, architectural renderings, buildings schematics and other final exterior designs of projects which are: o Capital Projects which contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; and o Major Capital Projects that are wholly consistent with or contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; Recommend the siting, massing, architectural renderings, buildings schematics and other final exterior designs of projects that contain variances which are not minor (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines or Landscape Design Guidelines, should such variances be viewed as being in the best interests of the University, after appropriate consultation: o To the Board of Trustees in the case of Capital Projects; and o Through the Capital Assets and Finance Committee to the Board of Trustees in the case of Major Capital Projects;

Recommend Major Capital Projects approvals to the Finance Committee, which will assess the business case for the project, including financing requirements and budgetary implications. The Finance Committee will then recommend projects to the Board of Trustees. Receive regular reports on the status of any major capital project under development, including percentage of budget expended over percentage of project complete, projected budgetary surpluses or deficiencies, the scope and scale of change orders issued, etc. Receive a final project report upon project close out for major capital projects, and a response to the report from management, which includes an identification of any lessons learned and a proposal for changes to practice or policy for future capital project development in light of the lessons learned.

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The Board of Trustees approval will be required for this change to take place. The Board will consider this proposal at it meeting on May 10th. Approval of the approach by the Senate will also be required.

SORC recommends to Senate:

1. That the terms of reference for the Queen’s University Planning Committee, as adopted by Senate on March 25, 2010, be revised in accordance with Appendix “B”; and, 2. That the Senate Budget Advisory Committee be retired.

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Appendix A – Current QUPC Mandate

Queen's University Planning Committee

Approved by the Senate, March 25, 2010 Approved by the Board of Trustees, April 30, 2010

Mandate

The Queen’s University Planning Committee (QUPC) is a joint committee of the University Senate and the Board of Trustees. Its major responsibility is to ensure that academic planning and the management of resources (people, money, space) are fully integrated. It ensures that decisions reached in the academic sphere and initiatives from individual faculties and units are made with full knowledge of the fiscal and infrastructure implications for the University as a whole. Furthermore, it enables the Board of Trustees to have a full understanding of the academic endeavours of the University.

The QUPC has two primary roles.

Its first role [I] is to review and comment, including making recommendations, on new and proposed plans, including the University Academic Plan, to the Senate and the Board of Trustees.

Its second role [II] is to serve in an advisory capacity for the University’s budget development process. The QUPC will comment on whether the budget recommendations are congruent with the University Academic Plan.

Terms of Reference

The QUPC shall review, comment, and make recommendations to the Board of Trustees and Senate regarding the impact of the following on overall University planning and budgeting:

Role I

a. the University Academic Plan and any major initiatives that have significant resource implications; b. annual planning reports from the Faculties, Library and other units as prescribed by the Provost and Vice-Principal (Academic); c. reports from the Vice-Principal (Research) on the major operations, institutes, and initiatives that receive significant support from the budget of the Vice-Principal (Research), and on the anticipated impact of new funding opportunities; d. the annual report from the Vice-Principal (Advancement) and future fund-raising priorities, including their relationship to the University Academic Plan; e. the Campus Plan and other reports and updates from the Campus Planning and Development Committee.

Role II

f. annual planning reports as prescribed by the Vice-Principal (Finance and Administration), from those administrative and service units that report directly to the Vice-Principal (Finance and Administration);

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g. the development of the University budget before it is transmitted to the Board of Trustees’ Finance Committee.

Administrative and Other Matters

1. Meet at least once every two months utilizing appropriate technologies to ensure that members are able to participate in the work of the QUPC. 2. The QUPC will function for an initial period of three years, at which time the Senate Operations Review Committee will review its value and make a recommendation to Senate to continue, modify or dissolve the QUPC. 3. The Senate Nominating Committee, the Board of Trustees Governance and Nominating Committee and the University Secretariat will be responsible for the election of members according to the established procedures of the Senate and of the Board of Trustees. 4. Faculty and staff will serve up to a three-year term; students up to a two-year term.

Composition of the QUPC

Elected :

One student, trustee or senator, elected by the student trustees and the student senators One staff member, trustee or senator, elected by the staff trustees and the staff senators One Dean elected by the Faculty Deans One Faculty senator elected by the Faculty senators One trustee proposed by the Board of Trustees Governance and Nominating Committee and elected by the Board of Trustees

Ex-Officio :

Provost and Vice-Principal (Academic), Chair of the QUPC Principal and Vice-Chancellor Chair of the Board of Trustees, or delegate Chair of the Board of Trustees’ Finance Committee, or delegate

Total membership: 9

Invited participants (non-voting) will include but are not limited to: Vice-Principal (Finance and Administration) University Registrar

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Appendix B – Proposed Revised QUPC Mandate

Queen's University Planning Committee

Mandate

The Queen’s University Planning Committee (QUPC) is a joint committee of the University Senate and the Board of Trustees. Its major responsibilities are to ensure that

1) planning is aligned with the management of resources 2) decisions are made with full knowledge of the fiscal and infrastructure implications 3) the Board of Trustees has a full understanding of the University’s academic endeavours

The QUPC has two primary roles.

Its first role [I] is to oversee the development, and make recommendations to the appropriate governance body with jurisdiction for approval, of Strategic and Foundational plans designed to support achievement of the University’s goals and priority objectives. Strategic and Foundational Plans shall consist of strategy-setting and planning documents which have targets or objectives which exceed any one academic year and which are approved by the Board of Trustees, the Senate, or both.

In this role, the Committee will be responsible for maintaining a process of continuous monitoring of progress against targets within the Strategic and Foundational plans, and ensuring effective communication of these matters to the Board of Trustees and the Senate.

Its second role [II] is to serve in an oversight capacity for :

the annual Budget development process; and Major Capital Project approval and implementation

The QUPC will be responsible for ensuring that final budget recommendations and proposals for Major Capital Projects are consistent with the University’s Strategic and Foundational Plans.

For the purposes of this Mandate, Major Capital Projects shall be defined as those projects falling within the scope of a process, as approved by the Board of Trustees, for the approval of Major Capital projects. Capital projects shall be defined as those projects which generally adhere to the definition of a Major Capital project but where the total value of the project falls below the threshold established in the process, as approved by the Board of Trustees, for the approval of Major Capital projects.

Terms of Reference

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Role I – Establishing and Refreshing Strategy

The Committee shall:

Receive review and endorse annual reports on initiatives under development, and the status of achievement of objectives established with respect to each of the following Strategic or Foundational Plans prior to their presentation to the Board of Trustees or the Senate:

The Academic Plan The Strategic Research Plan The Strategic Mandate Agreement The Strategic Framework and the associated International Plan The Campus Master Plan and supporting Architectural Control and Design Guidelines and Landscape Design Guidelines The Strategic Enrolment Plan Other plans as may be identified by the Board of Trustees/and or the Senate from time to time

Regularly review progress under each of the constituent elements of the Strategic Framework using a monitoring tool (such as a dashboard) prior to those results being presented at each regular meeting of the Board of Trustees;

Ensure that a broad-based consultative process is established, communicated and implemented during development or review of Strategic or Foundational Plans for the University;

Ensure that the University’s Strategic and Foundational Plans remain relevant to its situation and aspirations by establishing annual and multi-year work plans that ensure review, renewal and, where necessary, replacement of existing Strategic and Foundational Plans to be accomplished through a systematic and appropriately broad review of each Strategic or Foundational Plan is established and undertaken not less than three years, and not more than five years, after the initial establishment, or any subsequent review, of a Plan. Strategic planning for the University will be a continual process ; and

Regularly consider whether additional Strategic or Foundational Plans are necessary and make recommendations in this regard, from time to time, to either the Board and/or the Senate, in accordance with their respective jurisdictions.

Role II – Monitoring the Implementation of Planning

Budget Development

The Committee shall:

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Review regular updates from the Provost on the work of the Provost’s Advisory Committee on the Budget and the development of the University’s budget Review the budget framework prepared by the University Ensure congruence between budget decisions and the University’s Strategic and Foundational Plans Ensure that the outcome of its review of the budget framework and its congruence with the University’s Strategic and Foundational Plans is made available to the Senate for discussion before it is transmitted by the Provost to the Capital Assets and Finance Committee of the Board Deliver the QUPC’s own budget recommendations to the Provost. Any such recommendations, together with any recommendations from the Senate, shall be included with the Provost’s submission to the Capital Assets and Finance Committee and the Board of Trustees, together with a response from the Provost

Campus Planning and Development Functions

The Committee shall be responsible for:

Overseeing the development, and recommending approval to the Board of Trustees, of a Major Capital Projects Approval Process; The establishment of a permanent Campus Planning Advisory Committee (“CPAC”) to report to QUPC, through the Provost, in respect of the Major Capital Projects Approval Process and appointing the members thereof, on the recommendation of the Provost; Approving and overseeing a framework for the proper governance of Major Capital Project construction, including structures which ensure regular reporting of progress against the approved project scope and budget and a final project review report post project closeout; Reporting regularly to the Board of Trustees on Major Capital Projects which are under development and projected to proceed to the Board for approval in the future; Reviewing any proposal and business case for a Major Capital Project and ensuring that, prior to submission to the Capital Assets and Finance Committee of the Board of Trustees for final project approval: o The Major Capital Project supports the Strategic and Foundational Plans of the University; o The Major Capital Project is consistent with the Campus Master Plan and its supporting Architectural Control and Design Guidelines and Landscape Design Guidelines, represents a minor variance therefrom or otherwise is justified as being in the best interests of the University; and o The appropriate stakeholders have been consulted and their views taken into account Approving the appointment of project architects for Major Capital Projects on the recommendation of CPAC and the Provost; Approval of the siting, massing, architectural renderings, buildings schematics and other final exterior designs of projects which are:

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o Capital Projects which contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; and o Major Capital Projects that are wholly consistent with or contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; Recommending the siting, massing, architectural renderings, buildings schematics and other final exterior designs of projects that contain variances which are not minor (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines or Landscape Design Guidelines, should such variances be viewed as being in the best interests of the University, after appropriate consultation: o To the Board of Trustees in the case of Capital Projects; and o Through the Capital Assets and Finance Committee to the Board of Trustees in the case of Major Capital Projects; Recommending to the Board of Trustees, through the Capital Assets and Finance Committee, that it approve the budget for, and the undertaking of, Major Capital Projects; Reviewing regular reports from the Vice President (Finance and Administration) on the status of any Major Capital Project under development under the framework for the governance of Major Project construction, including percentage of budget expended and percentage of project complete, projected budgetary surpluses or deficiencies, the scope and scale of change orders issued and other matters impacting on the budget, scope and timeline for construction; Reviewing a final project report, upon close-out of a Major Capital Project which includes an identification of any lessons learned and a proposal for changes to practice or policy for future Major Capital Project development in light of the lessons learned.

Administrative and Other Matters

The Agendas for meetings of the Committee will generally be structured to address, firstly, items related to Role I and secondly, items related to Role II.

The Committee shall meet at least once every two months, utilizing appropriate technologies to ensure that all members are able to participate fully and effectively in the work of the QUPC.

The Committee will strive to achieve support for decisions and recommendations by not less than 70% of the members in attendance at a meeting of the Committee before an item proceeds to the Board and/or the Senate.

The Committee shall review its mandate and terms of reference at least annually and recommend changes to the Board of Trustees and the Senate, through their respective committee structures, where those changes would enhance the effectiveness of the QUPC.

The University Secretary shall ensure that a secretary to the Committee is appointed.

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The QUPC shall, no later than March 31, 2016, conduct a review of its governance function, including the degree to which the Committee has fulfilled the mandate as specified herein, and report their observations and recommendations to the Board of Trustees and the Senate through their respective committee structures.

Composition of the QUPC

Elected:

Four QUPC members elected by, but not necessarily from, Senate, one of whom shall be a student, one of whom shall be a Dean and one of whom, in addition to the Dean, shall have demonstrated financial literacy (defined as the possession of knowledge and understanding of financial matters including the ability to read and understand financial statements and knowledge of financial concepts used in budgeting for large organizations).

Two QUPC members appointed, on the recommendation of the Board of Trustees’ Governance and Nominating Committee, by and from the Board of Trustees, one of whom preferably to have demonstrated experience in real estate development, construction, project management, engineering or another field related to the planning and development of Major Capital Projects.

Faculty, staff and Trustees shall serve up to a three-year term; students up to a two-year term.

Ex-Officio:

Principal and Vice-Chancellor (Chair) Provost and Vice-Principal (Academic) Chair of the Board of Trustees, or delegate Chair of the Board of Trustees’ Finance Committee, or delegate

Total membership: 10

The Committee shall be supported by the Vice-Provost (Planning and Budgeting) and the Vice Principal (Finance and Administration), both of whom shall regularly attend its meetings.

Approved by the Senate, March 25, 2010. Revised XXXX Approved by the Board of Trustees, April 30, 2010. Revised XXXX

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Appendix “C” – for information only

Queen’s Campus Planning Advisory Committee Recommended Terms of Reference Background The University is in the process of developing a Campus Master Plan to guide future planning and development of the Kingston campuses of Queen’s University. A Campus Planning Advisory Committee has been established to provide the ongoing management of capital project planning, as well as landscape/grounds and outdoor art project planning, which ensures these projects adhere to campus planning policy. The Committee reports through the Provost to the Queen’s University Planning Committee (“QUPC”), and ensures that the QUPC is frequently informed of the progress in the planning of Major Capital Projects and that this planning is appropriately guided by the Campus Master Plan, Architectural Control Guidelines and Landscape Design Guidelines, as approved by the Board. Committee Mandate The Committee shall: 1. Regularly monitor, review and make recommendations to the Provost and QUPC concerning broad planning issues and priorities related to the Campus Master Plan as a key component of an integrated strategic planning framework. 2. Ensure communication and consultation with the Queen’s community (faculty, staff, students, alumni and trustees), and the City of Kingston community, including our hospital partners, when planning for all capital projects. 3. Regularly review and monitor campus planning and development activity in the context of the Campus Master Plan; review Capital Project plans for adherence to the overall planning principles and strategies; ensure appropriate consultation with, and make recommendations to, QUPC for amendments to the Campus Master Plan, Architectural Control Guidelines and Landscape Design Guidelines as necessary and relevant. For the purposes of this Mandate, Major Capital Projects shall be defined as those projects falling within the scope of a process, as approved by the Board of Trustees, for the approval of Major Capital projects. Capital projects shall be defined as those projects which generally adhere to the definition of a Major Capital project buy where the total value of the project falls below the threshold established in the process, as approved by the Board of Trustees, for the approval of Major Capital projects. 4. Report regularly to support ongoing accountability, through the Provost, to the QUPC. 5. Ensure communication and profile for the Campus Master Plan as a living document and a critical component of the University’s integrated strategic planning framework. 6. Oversee implementation of the Board approved Major Capital Project Approvals Process up to the point of making a recommendation to QUPC through the Provost. 7. Review proposals for all Capital Project approvals and ensure the following prior to final project approval: a. The Capital Project supports the strategic and foundational plans of the University; and,

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b. The Capital Project is consistent with the Campus Master Plan and its supporting Architectural Control and Design Guidelines and Landscape Design Guidelines or, where there are minor variances, to propose approval of these variances to QUPC.

8. Review and provide advice to the administration on the procurement process for project architects in support of the planning and design of all Capital Projects and to recommend the appointment of architects to the Provost in respect of Capital Projects and to QUPC in respect of Major Capital Projects. 9. Bring recommendations to QUPC through the Provost regarding the siting, massing, architectural renderings, buildings schematics and other final exterior designs of Major Capital Projects. 10. Bring recommendations to the Provost regarding the siting, massing, architectural renderings, buildings schematics and other final exterior designs of Capital Projects which are wholly consistent with the Campus Master Plan, the Architectural Control and Design Guidelines and the Landscape Design Guidelines. 11. Bring recommendations to QUPC, through the Provost, regarding the siting, massing, architectural renderings, buildings schematics and other final exterior designs of: a. Capital Projects which contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; b. Major Capital Projects which are wholly consistent with or contain minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines and /or the Landscape Design Guidelines; and c. Capital Projects, major or otherwise, to QUPC where these contain non-minor variances (as defined) from the Campus Master Plan, the Architectural Control and Design Guidelines or Landscape Design Guidelines, should such variances be viewed as being in the best interests of the University, after appropriate consultation. 12. Advise the Associate Vice Principal(Facilities) on matters regarding campus grounds development and outdoor art projects and issues involving major public spaces or which have a public impact such as projects that will affect or change the appearance, configuration or use of campus grounds and grounds-related facilities including: a. conformance of such projects to the Campus Master Plan and its supporting Architectural Control and Design Guidelines and Landscape Design Guidelines; b. responding to campus grounds issues and to suggest new projects to further implementation of the campus plan; and c. providing a balance between the needs and priorities of campus user groups and the overall functional and aesthetic considerations as laid out in the Campus

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Master Plan and its supporting Architectural Control and Design Guidelines and Landscape Design Guidelines. Grounds projects within the purview of the Campus Planning Advisory Committee include, but are not limited to: d. New projects and construction, including walkways, vehicle access, parking and open space including sports and recreation related facilities; e. Alterations and renovations to existing grounds, including walkways, vehicle access, parking and open space including sports and recreation facilities; f. Maintenance projects that have a potential impact on grounds including walkways, vehicle access, parking and open space including sports and recreation related facilities; g. The quality of landscaping and grounds in general, including the planning, design, and maintenance of landscaping and grounds. The responsibility of the Committee with respect to grounds further extends to: h. Issues related to safety and accessibility on campus grounds; i. The lighting of campus grounds and exterior of buildings; and, j. Exterior site furniture and exterior signage. 13. Establish or dissolve standing or special purpose subcommittees from time to time.

The Grounds Committee, which was a subcommittee of the former Campus Planning and Development Committee of the Board, is dissolved. The Outdoor Art Advisory Committee is hereby established as a standing subcommittee to the Queen’s Campus Planning Advisory Committee. Membership Chair – as recommended by the Provost Vice-Provost, Planning and Budget Associate Vice-Principal (Facilities) Vice-Principal, Research delegate Vice-Principal, Advancement delegate 1 Dean 3 Faculty and 2 Staff Members, one of whom shall be a Senate appointee to the QUPC

Sustainability Manager A member of the Equity Office with training in accessibility in the built environment as recommended by the Director of that Office 2 Students, one to be recommended by the AMS, one to be recommended by the SGPS

Not more than four external or internal parties who may have demonstrated experience in one or more of the following areas: Real Estate Development, Urban Planning, Construction, Engineering, Architectural Design and Project Management , Urban Design, Landscape Design and Heritage

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Senate Operations Review Committee Motions regarding Senate Standing Committee Compositions April, 30, 2013

1. Change in Composition of the Senate Residence Committee

Rationale:

SORC reviewed the correspondence from R. Crawford, Chair of the Senate Residence Committee which stated that at the Senate Residence Committee meeting of March 11, 2013, the Senate Residence Committee passed a motion to recommend to Senate / SORC that based on the amalgamation of the Main Campus Residence Council and the Jean Royce Hall Residence Council to form the Residence Society, a change in the wording of the composition of the SRC is required.

Current Proposed 7 Ex-Officio Members 7 Ex-Officio Members Principal (or delegate) Principal (or delegate) Director, Housing and Director, Housing and Hospitality Hospitality Services (or Services (or delegate) delegate) Vice-Principal (Finance and Vice-Principal (Finance and Administration) (or delegate) Administration) (or delegate) President: Residence Society (or President; Jean Royce Hall delegate) Council (or delegate) Executive Member of the Residence President; Main Campus Society (or delegate), from West Residents’ Council (or delegate) Campus, Harkness Hall or Graduate President; Alma Mater Society Residence, at the discretion of the Residence Society President (or delegate) President; Alma Mater Society (or President; Society of Graduate delegate) and Professional Students (or delegate) President; Society of Graduate and 2 Senate Appointees Professional Students (or delegate) 2 Senate Appointees 1 faculty 1 faculty 1 staff 1 staff

Motion:

That Senate approve the revised composition of the Senate Residence Committee effective September 1, 2013.

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To: Office of the Senate From: Senate Residence Committee Date: March 21, 2013

At its meeting of March 11, 2013, the Senate Residence Committee passed a motion to recommend to Senate / SORC that,

Based on the amalgamation of the Main Campus Residence Council and the Jean Royce Hall Residence Council to form the Residence Society, a change in the wording of the composition of the SRC is required. The Senate Residence Committee proposes the following:

Current Composition (with the two positions to be changed highlighted) 7 Ex-Officio Members Principal (or delegate) Director, Housing and Hospitality Services (or delegate) Vice-Principal (Finance and Administration) (or delegate) President; Jean Royce Hall Council (or delegate) President; Main Campus Residents’ Council (or delegate) President; Alma Mater Society (or delegate) President; Society of Graduate and Professional Students (or delegate) 2 Senate Appointees 1 faculty 1 staff

Proposed Composition: that the two highlighted positions be replaced by: President: Residence Society (or delegate) Executive Member of the Residence Society (or delegate), from West Campus, Harkness Hall or Graduate Residence, at the discretion of the Residence Society President

Respectfully Submitted, Bob Crawford, Chair Senate Residence Committee

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2. Change in Composition: Senate Non-Academic Discipline Committee

Rationale:

The Senate Committee on Non-Academic Discipline (SONAD) has been reviewing its terms of reference and composition since late 2012. At the meeting of March 28, 2013, the members of SONAD passed a motion to amend the Committee’s composition to include an ex officio member from Athletics and Recreation. In doing so, SONAD has a member from each of the AMS, Residences, and Athletics and Recreation non-academic discipline (NAD) systems.

SONAD receives an annual report from each of these NAD systems for review. Having a member from each NAD system will allow for better understanding within the committee of the types of issues addressed by each system and better communication between the three systems. The composition also was amended requiring that the faculty member now be a faculty senator.

Current Proposed

Composition Composition

5 Ex-Officio Members 6 Ex-Officio Members Co-ordinator, Dispute Resolution Mechanisms Co-ordinator, Dispute Resolution Mechanisms Dean of Student Affairs or designate Dean of Student Affairs or designate President of the AMS or designate President of the AMS or designate President of the SGPS or designate President of the SGPS or designate Rector Rector Associate Director, Athletics and Recreation 4 Elected Members 1 faculty 2 Elected Members 1 staff 1 Faculty Senator 2 students (1 of whom shall be an undergraduate student 1 Undergraduate Student senator; from May to September any available student Senator may substitute)

Motion;

That Senate approve the revised composition of the Senate Non-Academic Committee effective September 1, 2013.

Page 64 of 333 ITEM: Rules of Procedure Amendment (SORC)

Senate Operations Review Committee Notice of Motion Report to Senate

Rationale:

In order to ensure all motions referred to standing committee are also voted on by the Senate, at the time that the standing committee reports to Senate, SORC recommends that motions referred to standing committees appear on the same agenda as the report from the standing committee.

It is moved that Senate: Amend section 14 of the Rules of Procedure to add the following subsection (4)

The original motion, as referred, will normally be placed on the same agenda where the committee report is presented, under Motions.

Delete the last sentence of subsection (1).

Rationale:

SORC was asked by Senate to consider the matter of the observers attending sub-committee meetings of standing committees of Senate. In response, SORC recommends the following to the Senate:

Add the following sentence to Section 31 of the Rules of Procedure:

“Observers to Standing Committees and Special Committees may attend meetings of Subcommittes unless they are expressly excluded by the terms of reference for the subcommittee or special committee.”

Respectfully submitted,

L. Colgan, Chair, Senate Operations Review Committee

Committee Members: S. Elliott; P. Hart; P. Martin; M. Scribner; B. Yang

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SENATE NOMINATING COMMITEE Report to Senate – April 30, 2013 Election to Committees a) Election to Committees

The Senate Nominating Committee recommends that those named below be elected to the committees indicated.

Academic Development I. Duchaine Undergraduate History ‘14 D. J. Hutchinson Faculty Geological Sciences and Geological Engineering A. Jack-Davies Faculty Gender Studies H. Abdollah Faculty Medicine J. Emrich Staff Law

Academic Procedures A. Alvi Graduate School of Computing E. Kelley Faculty Psychology L. Notash Faculty Mechanical and Materials Engineering

Alumni Teaching Award E. Goldfarb Undergraduate Geological Engineering D. McGee Undergraduate Commerce ‘15 A. Au Undergraduate Commerce ‘16

Cyclical Program Review A. Redinger (effective immediately) Undergraduate History B. Frank Faculty Engineering and Applied Science P. Fachinger (effective Jan. 1, 2014) Faculty English

Educational Equity D. de Witt Faculty Art

International Centre Council E. Ameli Graduate Kinesiology and Health Studies ‘14 B. Anderson Faculty Civil Engineering J. Rotermundt-de la Parra Faculty Languages, Literatures and Cultures

Library T. Chishti Undergraduate Biochemistry ‘15 W. Forget Undergraduate English ‘14 M. Syer Graduate Computing ‘17 S. Dickey Faculty Art S. King Faculty English

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Non-Academic Discipline G. Jerkiewicz Faculty Chemistry

QUESSI L. Garnier Staff Commerce

Residences M. Lafreniere Faculty Geography

Scholarships and Student Aid M. Brunner Undergraduate Engineering and Applied Science ‘15 Y. Lee Undergraduate B.Sc. ‘16 E. Clow Graduate Political Studies ‘14 P. Chipperton Faculty Business

University Council on Athletics T. Rossa Undergraduate Commerce ‘15 L. Ross Staff Business

University Promotions M. A. Parsa Graduate Chemical Engineering ‘15 D. Van Vugt Faculty Obstetrics/Gynaecology/DMBS

University Promotions Advisory Committee I. McKay Faculty History P. Fachinger (effective Jan. 1, 2014) Faculty English

Respectfully submitted,

P. Oosthuizen, Chair, Senate Nominating Committee

Members of the 2012/13 Nominating Committee: M. Blennerhassett; A. Dimitrakopoulos P. Hauschildt, T. Krupa, P. Murphy, M. Scribner, Z. Weinstein

2 Page 67 of 333 ITEM: Enrolment Report (SCAD)

Senate Committee on Academic Development

Report to Senate - Meeting of April 30, 2013

Strategic Enrolment Management Group Report Enrolment Targets 2013-2014 and 2014-2015 and Enrolment Projections 2015- 2016

Introduction The Strategic Enrolment Management Group Report outlining the Enrolment Targets for 2013-2014 and 2014-2015 and Enrolment Projects for 2015-2016 was reviewed by the Senate Committee on Academic Development (SCAD) at its meetings on March 13, 2013 and April 9, 2013. A. Harrison, Provost and Vice-Principal (Academic) attended both meetings to speak to the Report and answer questions from Committee members. Members of SCAD were provided with the penultimate draft of the Report in March and a final version at the April meeting.

Analysis and Discussion The following should be noted: • Enrolment planning is a complicated exercise influenced by a number of factors including student demand, institutional capacity, and government policy and direction; • The report represents enrolment targets for 2013-2014 and 2014-2015 and enrolment projections for 2015-2016. Modest growth is being recommended for 2013-2015. Growth will only occur in those Units/Faculties that have capacity. Some of the growth will be obtained through growing the number of upper-year transfer of students into specific programs; • The 2015-2016 numbers are for information only and will help form part of a longer-term enrolment plan to be submitted to SCAD in 2014. Growth in this time period will be dependent on the availability of additional first-year residence beds and teaching space; • Current capacity and projected demand for student services will be carefully monitored and adjusted to meet the needs of students across the entire university community; • The University’s new activity-based budget model has a clear and direct link to enrolment planning and management;

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• It is anticipated that the University’s ability to offer conditional first-year admissions based on Grade 11 marks will add more depth to the already high quality of students entering Queen’s; • Graduate enrolment projections for research-based Master’s and doctoral programs are modest (roughly 2%). There is however, more potential for growth in advanced graduate credentials that align with career aspirations, the development of new professional degree programs and the expansion of existing professional Master’s programs in the School of Business; • The University’s strategic direction will also be informed by other planning exercise currently underway such as the Student Learning Experience Task Force, the Campus Master Planning process and the Strategic Framework.

Motion

that Senate approve the Enrolment Targets 2013-2014 and 2014-2015 as contained in the Strategic Enrolment Management Group Report and, that Senate empower the University Registrar to make any adjustments as are necessary and appropriate to specific program goals and opportunities to ensure that the total projected enrolments for 2013-2014 and 2014-2015 are achieved.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

Committee Members: L. Anstey, PhD'15, Education M. Baird, Chemistry L. Daneshmend, Deputy Provost (Chair) J. Emrich, Faculty of Law D. Garvie, Economics A. Gill, BCom’15 I. Johnsrude, Psychology L. Long, BComp (Honours)’13 K. McAuley, Chemical Engineering P. Oosthuizen, Academic Colleague

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Strategic Enrolment Management Group Report

Enrolment Targets 2013-2014 and 2014-2015

and Enrolment Projections 2015-2016

April 2013

Background

Queen’s Strategic Enrolment Management Group (SEMG) was established to develop and recommend a long-range plan for student enrolment. Its mandate is to help the university establish, achieve and maintain optimum enrolment and a balanced mix of quality programs for graduate and undergraduate students.

The members of the SEMG are: Alan Harrison, Provost and V-P (Academic); Ann Tierney, Vice- Provost and Dean of Student Affairs; Jo-Anne Brady, Vice-Provost (Planning and Budgeting); John Metcalfe, University Registrar; Charles Sumbler, Senior Associate to the Provost; David Saunders, Dean, Queen’s School of Business; Stephen Elliott, Dean, Education; John Pierce, Acting Associate Dean (Studies), Arts and Science; Kimberly Woodhouse, Dean, Engineering and Applied Science; Iain Young, Executive Vice-Dean, Health Sciences; Jane Emrich, Assistant Dean of Students, Law; Brenda Brouwer, Vice-Provost and Dean, Graduate Studies; Doug Johnson, President & CEO, Alma Mater Society; Aaron Bains, Student Senator, Law, and voting member of the Society of Graduate and Professional Students; and Laurene Ratcliffe, Professor, Biology.

This initial report presents the group’s recommendations to the Senate Committee on Academic Development (SCAD) for enrolment in 2013-14 and 2014-15. SCAD will consider these recommendations and submit enrolment targets to Senate for approval. The report also includes projections for enrolment in 2015-2016; these numbers are provided for information only. Final enrolment targets for 2015-2016 will form part of a longer-term enrolment plan to be submitted to SCAD in 2014.

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Factors Affecting Enrolment Planning

Enrolment planning is informed by a mix of internal and external considerations, including student demand for programs, institutional capacity, government funding and policy, as well as a determined size and mix of programs that are aligned with institutional priorities and goals.

Please see pdf> for a description of enrolment planning at Queen’s since 1989.

Student demand for post-secondary education

Ontario-wide: The demand for undergraduate post-secondary education in Ontario continues to rise. The province’s universities and colleges have experienced a 36 per cent enrolment increase since 2002–2003.

The number of applications by Ontario secondary students applying to first-year university programs has increased by 4.1 per cent over last year. Since 2000, secondary school applications to Ontario universities have increased by 56.3 per cent and this trend is expected to continue. Preliminary application data from non-high-school Ontario applicants, including out-of- province applicants also shows an increase of 2.3 per cent year-over-year (Council of Ontario Universities, January 21, 2013).

The number of Ontario adults with some post-secondary education had risen to 63 per cent in 2009 (the highest rate in the OECD-member countries) and the provincial government has set a target to raise the post-secondary attainment rate to 70 per cent by 2020. Over two-thirds of all new jobs in the province are expected to require post-secondary education (Drummond Report) and it is this demand for a highly skilled and educated workforce that is, in part, driving university enrolment.

The increased demand for post-secondary education is somewhat countered by demographic shifts in the post-secondary-aged population. There were about three per cent fewer youths, aged 18-24, in Canada in 2010 than in 1980. Between 2011 and 2020, the population in this age group is projected to decline by a further 10 per cent and then grow back to slightly higher than its 2010 level by 2030 (AUCC). Queen’s is well positioned to weather these demographic shifts, as demand for our programs and the academic quality of our applicant pool remain consistently high.

Queen’s-specific applications

Undergraduate: Applications to Queen’s for 2013-14 are up by two per cent over 2012-13 and first-choice applicants are up by five per cent. The chart below shows the increase in applications to direct-entry first-year programs for 2013 as a percentage increase over 2012. 2

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First-choice applications have also increased for almost all programs; Queen’s experiences the highest yield (the ratio of admissions to applicants) on first-choice applications.

Total Applications 1st Choice as of March 13th Applications Arts and Science +1% +3% Bader ISC +11% +1% Engineering +4% +8% Commerce +2% +6% Nursing +9% +11% All direct-entry +2% +5% programs

Applications to the Faculty of Law have increased by four per cent and applications to the School of Medicine have increased by 14 per cent.

Applications to the one-year Bachelor of Education program have decreased, which is part of a province-wide trend. The strong applicant pool for the Concurrent Education program at Queen’s ensures we will meet education enrolment targets, despite a decline in applications to the one-year program.

Graduate: Queen’s has experienced considerable graduate growth in recent years and is one of the few institutions in the province that achieved the domestic growth targets for Master’s and PhD enrolments set under the 2005-2012 Reaching Higher graduate expansion program, representing a 43 per cent increase over the base year. During this same period, international graduate student enrolment more than doubled and currently accounts for 19 per cent of all full-time graduate enrolment.

Our capacity for further growth is largely contingent on the development of expanded graduate credentials including certificates, diplomas and professional programs. Such growth will be incremental and will not displace research Master’s or doctoral enrolments, the programs critical to supporting our research enterprise. Some of this growth could be realized through distance delivery, building on those graduate and professional programs currently offered through videoconferencing or online.

Over the next three years, a 44 per cent increase is projected in non-research based full-time graduate enrolments and modest growth (roughly two per cent) is projected in research programs, primarily at the doctoral level. As the Ministry of Training, Colleges and Universities (MTCU) has not yet allocated additional graduate spaces for 2013-2014, we will rely on the distribution of available grant revenues to support graduate students and provide a sustainable balance between research and professional graduate enrolments.

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Graduate application numbers have increased modestly year-over-year and the number of submissions to date compares well to previous years. The final numbers for 2013-14 will not be known until the new academic year, since many programs do not have a fixed application deadline and will consider applications up until the start of term.

Institutional Capacity

Queen’s residence system is currently at capacity (see Institutional Priorities, below) and until more beds are added to the system, first-year undergraduate growth is limited because of the university’s first-year residence guarantee.

Faculty complement and renewal must be considered with any planned enrolment growth. Queen’s faculty members play a central and valued role in delivering the quality education for which the university is renowned. Increased enrolment requires increased teaching resources. Each faculty must address this critical issue to meet its unique needs. Appendices A and B outline the Faculty of Arts and Science’s and the Faculty of Engineering and Applied Science’s respective approaches to planned growth, both of which include necessary investment in faculty complement and renewal.

The growth of distance studies is planned at both the undergraduate and graduate levels. Distance learning increases Queen’s ability to deliver innovative educational opportunities. This includes providing access to Queen’s courses to students who are not on campus, as well as helping to meet student demand at the undergraduate level when on-campus classes are at capacity. At the graduate level, distance studies provides global access to advanced programs and addresses a growing demand among, for example, professionals and practitioners.

We must also pay appropriate attention to the total number of students, whether in full-time or part-time study. The needs of all students must be considered in an overall assessment of growth on student services. All of them access some university resources, depending on each student’s program and schedule.

It is recognized there is a need for more and improved teaching space on campus. The most recent project underway will see five under-utilized classrooms in Ellis Hall converted into three uniquely configured rooms designed for active learning and innovative pedagogy. These various-sized classrooms will have expanded capacity, and be flexible and wired.

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An on- and off-campus housing review is being undertaken in parallel with the CMP process, as the university continues to work in collaboration with the City of Kingston, local residents, landlords and students on the impact of undergraduate and graduate enrolment growth.

In addition, the Library and Archives has launched a space planning initiative that is integrated with the CMP process. This process includes a review of study spaces on campus. The University is also working in collaboration with the AMS on continued improvements to the JDUC Student Centre.

Enrolment planning is undertaken within the context of these and other planning processes at Queen’s.

Funding and Policy

Government: The state of the province’s finances, while slowly improving, remains serious. The main source of provincial funding to universities is per-domestic-student grants. No base grant increase is expected and, in fact, several new reductions to the grant were introduced this year. Given Queen’s relatively limited growth since 2001, the university’s system share of provincial operating grants has declined from seven per cent to slightly more than five per cent, as other universities have increased their enrolments relative to Queen’s.

The government recently announced a four-year tuition framework, starting in 2013-14, that limits increases to an average of three per cent.

Queen’s: The university’s financial situation also remains serious. The university’s new activity- based budget model is being implemented to increase transparency and create strong incentives that align with the university’s academic goals and mission. Its link to enrolment is clear and direct. Faculty budget submissions have identified proposed enrolment targets that drive faculty revenue. Faculty staffing plans derive from total revenue projections. Increased revenues to faculties from increased enrolment will ensure adequate staffing to address the need for additional course sections.

Institutional Priorities

1. Mandate Statement: Last fall, Ontario universities submitted a proposed mandate statement, vision and priority objectives, as requested, to the MTCU. Queen’s three priority objectives, as outlined in its submission and reflected in this enrolment report, are:

• expanded undergraduate credentials; • developing 21st–century skills through experiential and entrepreneurial learning; and • expanded graduate credentials.

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The development of new graduate programs that meet the needs of students seeking advanced education and skills to prepare for particular career options, that provide alternate access and exit points to and from graduate level programs, and that afford efficiencies in working toward a degree through laddered credentials, is a priority. Building the scope of graduate program offerings to address the demands of a creative economy and recognize the varied needs of graduate students will enhance links between learning and career aspirations. Over the next three years several new graduate programs are expected to be introduced and will be associated with incremental growth of approximately 180 students (headcount) without reducing research- based program enrolments.

The universities’ proposed mandate statements are being reviewed and the expectation is these documents will evolve into strategic mandate agreements between each institution and the government, but the timeline is not known.

2. A Diverse Student Population: Queen’s recruits nationally and internationally in line with the university’s academic plan, which identifies the goal of increasing diversity across the student population, including increasing the numbers of international and aboriginal students.

International enrolment Internationalizing the campus and increasing international enrolment levels over the next 10 years is a University priority.

Undergraduate International Recruitment: The university has embarked on targeted international recruitment activities and has set targets for incoming undergraduate visa students over the next three years.

Year Undergraduate first-year visa student target 2013-14 175 2014-15 200 2015-16 230

The priority markets for international recruitment include: • International students in Canada; • Northeastern United States; • China/Hong Kong; and • India.

The university’s 2012 international recruitment activity abroad also included South America, England and Turkey.

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Out-of-province undergraduate applications to Queen’s for 2013-14 are up by two per cent over last year and international applications are up by 10 per cent over last year. Graduate International Recruitment: Approximately 38 per cent of graduate applications are from international applicants; in engineering and applied science disciplines, over 80 per cent of applicants are international. The provincial government’s graduate expansion initiatives target domestic growth, which challenges our ability to simultaneously grow our international enrolment secondary to the differential revenue incentives. Our international recruitment efforts will continue to focus on those countries with whom we have agreements and that provide funding for degree students.

With the development of new credentials (for example, Graduate Diploma in Education) and the expansion of some professional degree programs (for example, M.Eng), which target both domestic and international students, it is expected that total international enrolment will increase modestly over the next three years.

Aboriginal Enrolment Resources have been directed to the Four Directions Aboriginal Student Centre to expand services and outreach to prospective and current students. The following chart shows modest increases in undergraduate aboriginal enrolment over the last two years.

First Year Applications First year Offers First year Registrations 2011-12 171 75 27 2012-13 176 94 34

For 2013-14, 199 applications from self-identified Aboriginal candidates were received. This is a six per cent increase over last year. Requests for consideration under the Aboriginal Admission Policy have increased by 88 per cent over 2012-13. Offers are currently in progress.

Increasing aboriginal access and providing support for aboriginal learners is the focus of one of the Queen’s University Aboriginal Council’s working groups.

3. Residence Capacity: Queen’s is a residential university with approximately 90 per cent of each year’s incoming undergraduate class living in residence. The university offers a first-year residence guarantee to admitted first-year students. The current residence infrastructure is at capacity. Two new residence buildings, with a total of 550 new beds, common space and a new food outlet (modeled on The Lazy Scholar in Victoria Hall) have been approved and are scheduled to open in Fall 2015.

Increased residence space will provide the opportunity for Queen’s to increase first-year enrolment, should we wish to do so in light of a longer-range enrolment plan, which will recommend the mix of the total residence population. The design of the new residence

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rooms/suites is deliberately flexible, to ensure it is attractive to undergraduate and graduate students. In addition, the university has renewed its agreement with the downtown Confederation Hotel as a continued option for graduate students in 2013-14. Feedback from students living in the hotel this year has been very positive. The hotel is also an option for incoming international upper-year exchange students.

Undergraduate Enrolment Projections by Faculty, 2013-14 and 2014-15

Over the fall, the Vice-Provost and Dean of Student Affairs, the University Registrar and the Associate University Registrar for Undergraduate Admission met with Deans/Associate Deans/Directors in all faculties to refine the faculties’ undergraduate enrolment projections for 2013-14 and 2014-15.

These meetings also identified the faculties’ enrolment plans, goals and related issues in the context of faculty budget submissions, which have been developed reflecting enrolment planning, given the link between faculty revenues and enrolment. Faculty enrolment projections were presented to the SEMG and they form the basis of this enrolment report.

This section of the SEMG report focuses on enrolment for 2013-14 and 2014-15; these targets are submitted for SCAD’s consideration prior to being presented to Senate for approval.

Commerce, Law and Nursing will not be making any changes to their first-year enrolment targets in 2013-14 and 2014-15. Their first-year enrolment targets will remain constant at 450, 165 and 92, respectively. Growth in total commerce enrolment shown in Table 2 reflects previous growth moving through all years of the program.

Education: MTCU mandated that faculties of education decrease enrolment over two years starting in 2011-12. The faculty plans to change its mix of students in the final year to increase concurrent education students, relative to consecutive (new entry) students. The additional concurrent education students appear as part of Faculty of Arts and Science projections.

Medicine: The 2013-14 target remains at 100. Starting in 2014, the school plans to increase its first-year class by 10 international students for a total of 110 first-year students.

Engineering and Applied Science: The faculty is planning to increase its first-year class by 20 students in each of 2013-14 and 2014-15.

The faculty also plans upper-year transfer enrolment in undersubscribed disciplines to increase from 30 in 2013 to 40 in 2014. It is expected that the majority of these transfer students will be international students.

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The total enrolment projections for the faculty, which are shown in Table 2, reflect this growth moving through all years of the program. Arts and Science: For 2013-2014 and 2014-2015, the faculty is projecting very modest increases to the size of its first-year class. The increase to 2750 students in 2013-14 from 2720 in 2012-13 reflects the reinstatement of the first-year admission target to Fine Art.

The faculty plans to grow the number of upper-year transfer students into specific programs, starting in 2013, projecting up to 200 transfer students into second year across a range of majors. The increases in total Arts and Science projected enrolment, shown in Table 2, show this growth moving through all years of the program. The faculty also plans to focus on growing enrolment in distance studies, as indicated in Table 1.

All faculties’ projections are based on the assumption that government funding for enrolment growth will be available.

Preliminary Undergraduate Enrolment Projections by Faculty, 2015-2016

These preliminary projections are submitted for information only; faculty targets for 2015-16 will be part of a longer-term university enrolment plan that the SEMG will prepare for consideration in 2014.

Commerce, Law and Nursing first-year enrolment targets for 2015-16 will remain at 450, 165 and 92, respectively.

Education: Total enrolment is expected to remain at 2014 levels.

Medicine: Total enrolment is expected to remain at 2014 levels.

Engineering and Applied Science: The faculty is planning to increase its first-year class by a further 20 students and has set a target of 60 upper-year transfer students.

The faculty’s total enrolment projections in Table 2 reflect cumulative growth, starting in 2013- 14, and increasing as the admitted students move through the years of the program.

Arts and Science: Starting in 2015, the faculty is proposing an increase in its first-year class of up to 450 students. This projection is dependent on the availability of additional first-year residence beds (new beds are scheduled to open in 2015) and teaching space. In addition, meeting this growth projection is contingent on the availability of a qualified pool of applicants.

The total projected enrolment for Arts and Science for 2015-16, shown in Table 2, reflects a combination of 2013-14 and 2014-15 increases from upper year transfer students, as well as the projected new first-year students in 2015-16. 9

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As previously noted for 2013-2014 and 2014-2015, all faculties’ projections are based on the assumption that government funding for enrolment growth will be available.

Graduate Enrolment Projections, 2013-2016

Queen’s has achieved its domestic enrolment targets set by the MTCU under the Reaching Higher program and acquired additional spaces in the first round of allocation under the Ministry’s Putting Students First program. The provincial government has previously announced additional province-wide allocations of 600 graduate spaces for 2013-2014 and 900 for 2014-15.

Queen’s is well positioned to receive an allocation of, at a minimum, our share of this additional growth. In light of the anticipated modest growth in doctoral enrolments in areas where there is capacity and incremental growth through program development (expanded credentials), we fully expect to be able to achieve our enrolment projections if funding is available.

The Associate Deans (School of Graduate Studies) met with the Department Head and/or the Graduate Coordinator of each graduate program to discuss enrolment projections for 2013-2016 and to explore possibilities for the development of new programs and credentials. Several programs expressed concern about their ability to maintain current enrolment levels in research-based Master’s and doctoral programs due to reduced external research funding and reductions in faculty numbers. Where there is capacity and strong applicant pools, programs are anticipating growth, which will offset declines elsewhere resulting in a net projected growth of roughly two per cent by 2015-16.

The greatest potential for increased enrolment and for meeting the growing demand for advanced credentials that align with career aspirations is the development of professional degree programs (e.g. Master’s in Healthcare Quality and Master’s in Management Analytics), diplomas (e.g. Graduate Diploma in Education) and certificates (e.g. Certificate in Community Relations for the Extractive Industries). New credentials paired with the expansion of existing professional Master’s programs, particularly in the School of Business account for the majority of the total enrolment growth projected by 2015-16.

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Provision of Student Services

Ongoing planning and monitoring processes across the Division of Student Affairs, the School of Graduate Studies and other university departments, take account of any changes in enrolment as well as demand and usage of existing student services well in advance of the changes occurring. Capacity is continually adjusted to meet the needs of undergraduate, graduate and professional students across the university community. As a result of this planning, these critical services are well positioned to accommodate any projected increase in enrolment.

Academic Learning Support Learning strategies support and resources in The Writing Centre have been enhanced over the past year. By adding additional permanent staff in The Writing Centre and implementing new learning strategies programs, demands on such resources from an increased number of students are being met and capacity is being built. The introduction of the Summer Orientation to Academics and Resources (SOAR) program and the creation of specific workshops for international students will help respond to the needs of first-year and international students.

Athletics and Recreation (A&R) Resources have expanded to provide students with access to high-quality fitness and recreation facilities. Arrangements with KCVI and McGillivray Brown Hall have been in place to increase gym space to support intramural recreation.

The recent reopening of three gyms in the PEC enables A&R to more than meet the current demand for intramural recreation times and space. Additional intramural recreational time and programming could be implemented to accommodate enrolment increases.

Usage data from the ARC fitness facility and workout spaces indicates the University is able to accommodate an increase in enrolment and the three additional fields that have opened in the last two years provide capacity for more outdoor recreation opportunities.

Career Services Student surveys indicate that exposure to employment opportunities is a growing expectation among students and career preparation is a key component of their university experience. Over the last year, Career Services has increased its capacity to provide more timely résumé review and career guidance services. The number of employers attending on-campus recruiting events has increased and the demand for experiential learning opportunities for students has also grown. One recent response to this demand is the creation of a co-curricular opportunities directory. Additional resources for Career Services are part of the budget plan to position the University to respond to student demand.

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Heath, Counselling and Disability Services (HCDS) Resources have been increased over the last two years to support a growing number of students on campus who seek counselling. With these investments, counselling wait times have been reduced significantly to ensure access within 24 hours to those in urgent need.

The 2013-2015 residences budget includes residence life components so any increase in first- year enrolment would automatically result in an increased number of dons and residence life support staff for students. Similarly, the residences budget contributes to funding for the full- time counsellor housed in residences. Counselling resources, specifically for first year residence students, would increase with any growth in enrolment.

In addition, HCDS has budgeted to increase resources in the Disability Services Office (DSO) to address the increased number of students with documented disabilities who are registering with the office and who require assistance with various accommodations.

Further health and wellness initiatives are key features of the Initiative campaign.

Residences There are currently 4070 beds in the residence system, which is at capacity. The room design in the two new buildings uses the Watts and Leggett Hall layout, providing flexibility to house a greater mix of students in alignment with the enrolment plan. The new buildings will include common spaces and a food outlet, modeled on The Lazy Scholar.

Food services To meet growing and anticipated student demand for a wide variety of food services, the Mac- Corry food service area has been recently renovated and expanded, a full Starbucks outlets has opened in Goodes Hall and a Tim Hortons outlet has opened in the JDUC. In 2013-2014, renovations will be made to the West Campus Servery to meet the needs of the increased number of first-year students on meal plans, The Sidewalk Café in the JDUC will be renovated to create a more permanent food outlet offering authentic international cuisine and potential sites for additional food outlets will be reviewed to plan for further expansion of on-campus eating options.

Aboriginal Student Support A range of tailored academic, cultural and personal supports are available to aboriginal learners that are both faculty-based (Engineering and Applied Science, Education and the School of Medicine) and provided by the Four Directions Aboriginal Student Centre. The centre has increased its resources to meet student needs across a variety of areas, including recruitment, outreach, academic learning support, counselling and advising. The centre’s capacity can accommodate a planned increase in aboriginal students at Queen’s.

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International Student Support It is well documented that international students often require additional academic and social supports given the significant cultural and academic transition issues they can face. The Queen’s University International Centre (QUIC) serves as a central hub of service for international students on campus and is anticipating an increase in student demand for its range of supports, which include immigration and visa advisory services, the administration of the health insurance plan for international students, orientation activities, social events and advice and programming for incoming and outgoing exchange students. The centre is anticipating continued growth in the international student population at Queen’s and plans are in place to meet increased demand for service and support.

Additional admissions support is also planned to ensure the timely processing of applications from international students as the numbers increase. Specific scholarship programs are available for international students and these programs can accommodate an increase in international enrolment.

Professional and Skills Development for Graduate Students Both the School of Graduate Studies (SGS) and the Centre for Teaching and Learning (CTL) provide comprehensive programming to support academic, personal and professional success. Expanding Horizons is a series of theme-based workshops and seminars delivered by the SGS. This program is structured to provide relevant training and support at the most appropriate time during graduate students’ academic programs. The workshops complement academic training and serve to provide tools and strategies to increase productivity, enhance communication skills and prepare graduates for leadership roles in a variety of settings. The CTL also plays a critical role in this area, delivering several teaching development courses, workshops and certificate programs, as well as an emerging leadership program. By adding sessions and building partnerships we extend our reach and meet the growing and changing needs of students.

Student Financial Aid The University offers a range of merit-based awards and needs-based bursaries. Queen’s is required to reserve a portion of tuition revenue for need-based assistance. Multi-year budget planning and processes account for projected changes in enrolment and program mix.

In addition, the Initiative campaign has a goal to raise an additional $100M (faculty-specific and campus-wide) for student financial aid. The Office of Advancement is well on its way to achieving this target.

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Conclusion

Undergraduate population: Modest or no first-year undergraduate enrolment increases are planned by the faculties for 2013-14 and 2014-15.

Current 2015-2016 projections reflect the largest potential undergraduate enrolment growth in Arts and Science, with as many as 450 additional students, 400 of whom could be housed in the expanded residence system, subject to the determined student mix. This growth would also be dependent on the availability of teaching space.

Graduate population: Total graduate headcount is projected to rise by 12 per cent by 2015-16 over current (2012-13) enrolment; approximately two per cent growth in research-based programs and the remainder in professional programs and new graduate credentials.

Student services are monitored and capacity is built to accommodate these increases. Total full-time student headcount is projected to be approximately 20,971 in 2013-14, 21,527 in 2014-15 and 22,318 in 2015-16 (see Table 2, Model A). This aligns with projections in Queen’s proposed mandate statement to government, as well as previous enrolment projections made by the University.

References

Association of Universities and Colleges in Canada, Trends in Higher Education, Vol 1. Enrolment, 2011, at http://www.aucc.ca/_pdf/english/publications/trends-2011-vol1-enrolment- e.pdf

Commission on the Reform of Ontario’s Public Services, Chapter 7: Post-Secondary Education, 2012, at http://www.fin.gov.on.ca/en/reformcommission/chapters/ch7.html

Council of Ontario Universities, ‘Demand for an Ontario university education keeps rising’, January 21, 2013, at http://www.cou.on.ca/news/media-releases/cou/demand-for-an-ontario- university-education-keeps-r

Page 83 of 333 ITEM: Enrolment Report (SCAD)

Table 1 Full-Time Year 1 Enrolment Planned v Actuals as of Nov 1

2011 2012 2013 2014 2015 Planned Apr Proposed Apr Proposed Apr Proposed Apr Program Planned Actual Planned Actual 2012 2013 2013 2013

FULL-TIME

Fine Art 30 32 0 1 0 30 30 30

Music 40 27 30 17 30 30 30 30

BPHEH 50 51 50 52 50 50 50 50

BSCH KINE 85 83 85 84 85 85 85 85

BAH + BA (excl Con-Ed) 1,390 1,427 1,430 1,432 1,430 1,430 1,430 1,730

BSCH + BSC (excl Con-Ed) 796 797 830 831 830 800 800 950

Con-Ed Arts 90 110 150 171 150 150 150 150

Con-Ed Science 40 36 50 54 50 80 80 80

Con-Ed Music 10 15 20 14 20 20 20 20

Bachelor of Computing 50 82 75 76 75 75 75 75

Distance Studies 30 35 40

Subtotal Arts & Science 2,581 2,660 2,720 2,732 2,720 2,780 2,785 3,240

International Study Centre (ISC) 140 106 140 158 140 140 140 140

Engineering & Applied Science 650 638 650 641 650 670 690 700

Commerce 450 447 450 485 450 450 450 450

Nursing - BNSC NURS, NURR 85 88 92 86 92 92 92 92

Subtotal Direct Entry 3,906 3,939 4,052 4,102 4,052 4,132 4,157 4,622

Law 165 170 165 163 165 165 165 165

Law / Grad Joint Programs 8 8 8

Meds - MD 100 100 100 101 110 100 110 110

Education (Yr 5) 700 750 641 638 641 635 625 625

Nursing - BNSC NURA 32 34 40 51 40 40 40 40

Subtotal Second Entry 997 1,054 946 953 956 948 948 948

Subtotal Undergraduate 4,903 4,993 4,998 5,055 5,008 5,080 5,105 5,570

All Years - Nov 1

School of Business

MBA 588 601 619 605 619

Master-Finance 57 57 63 116 63

Master-International Business 49 93 70 109 70

Total 694 751 752 830 752 990 1,043 1,053

SGS

Masters 1,752 1,688 1,785 1,619 1,785 1,652 1,692 1,715

PhD 1,187 1,178 1,208 1,210 1,206 1,263 1,269 1,278

Non Degree (CNP, GSGS) * 30 40 30 38 30 38 38 38

Total 2,969 2,906 3,023 2,867 3,021 2,953 2,999 3,031

* Nurse Practitioner, Visiting, Exchange, etc.

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Table 2 Total Full-Time Enrolment As of Nov 1

Actuals * Planned Actual * Planned *

2010 2011 2012 2013 2014 2015

Senate A B C A B C A B C

Apr 2012 Model Model Model

FULL-TIME

UNDERGRADUATE

Arts and Science 9,491 9,687 9,828 9,843 10,193 10,158 10,249 10,493 10,409 10,556 11,085 10,944 11,153

Engineering & Applied Science 2,597 2,696 2,672 2,694 2,765 2,770 2,776 2,862 2,860 2,873 2,978 2,979 2,991

Commerce 1,186 1,336 1,458 1,519 1,627 1,607 1,618 1,687 1,658 1,677 1,711 1,668 1,689

Nursing - BNSC NURS, NURR 324 351 355 350 360 366 362 360 364 361 364 365 365

* Includes FT Undergrad Sch of Religion - BTH, PBTH, MDIV, PMDIV, UTHE in Arts and Science

Sub Tot Direct Entry 13,598 14,070 14,313 14,406 14,945 14,901 15,005 15,402 15,291 15,467 16,138 15,956 16,198

Law -JD, GLAW 477 497 509 504 516 533 529 521 542 536 524 545 539

Medicine - MD 400 404 403 400 400 403 401 410 413 411 420 422 421

- pre, post, visiting 73 23 22 0 0 0 0 0 0 0 0 0 0

Education - Yr 5 712 750 641 638 635 635 635 625 625 625 625 625 625

Nursing - BNSC NURA 63 66 71 73 70 92 84 65 82 76 65 82 76

Sub Tot 2nd Entry 1,725 1,740 1,646 1,615 1,621 1,663 1,649 1,621 1,662 1,648 1,634 1,674 1,661

Total Undergrad 15,323 15,810 15,959 16,021 16,566 16,564 16,654 17,023 16,953 17,115 17,772 17,630 17,859

GRADUATE

Bus - MBA,MFIN,MIB 708 751 752 830 990 990 990 1,043 1,043 1,043 1,053 1,053 1,053

Non-Degree (GBUS,SIDF) 14 5 0 46 0 0 0 0 0 0 0 0 0

SGS - Masters 1,648 1,688 1,785 1,619 1,652 1,652 1,652 1,692 1,692 1,692 1,715 1,715 1,715

PhD 1,169 1,178 1,208 1,210 1,263 1,263 1,263 1,269 1,269 1,269 1,278 1,278 1,278

Non-Degree (CNP, GSGS) ** 33 40 30 38 38 38 38 38 38 38 38 38 38

Total Graduate 3,572 3,662 3,775 3,743 3,943 3,943 3,943 4,042 4,042 4,042 4,084 4,084 4,084

** Nurse Practitioner, Visiting, Exchange, etc.

Undergraduate Study Abroad

Int Study Centre (ISC) 156 137 140 158 140 140 140 140 140 140 140 140 140

On Exchange *** 289 322 322 316 322 322 322 322 322 322 322 322 322 ** Direct-entry students visiting Queen's on an exchange program

TOTAL FULL-TIME 19,340 19,931 20,196 20,238 20,971 20,969 21,059 21,527 21,457 21,619 22,318 22,176 22,405

Yr over Yr Change 551 591 307 733 731 821 556 488 560 791 719 786

Change from 2012 733 731 821 1,289 1,219 1,381 2,080 1,938 2,167

Arts & Science Distance Studies 30 30 30 65 65 65 105 105 105

Part-Time Total (On and Off-Campus) 1,348 1,490 1,474

Post-Grad Meds (Residency Pgms) 411 500 458

School of Religion- FT Grad 8 7 3

School of English 136 135 121

Continuing Teacher Education 2,643 2,127 1,577

Away on Exchange 142 153 171

Model A 2011 to 2012 retention rate

Model B 2010 to 2011 retention rate

Model C 3-Yr Ave retention rate

Page 85 of 333 ITEM: Enrolment Report (SCAD)

Appendix A Enrolment Planning – Faculty of Arts and Science

The faculty’s two year steady-state enrolment in 2013-14 and 2014-15 allows significant time for discussion of a projected 2015-2016 enrolment increase with departments, an assessment of the impacts of such a potential increase and planning for whatever increase is finally decided on. Planning for as many as 450 additional first-year students in 2015-16 brings into consideration the impacts of expansion on academic units, the need to maintain academic quality, demand for post-secondary education across the sector and the goal of achieving financial sustainability and stability across the Faculty of Arts and Science.

In reviewing the impact of any growth upon academic units, the faculty office assumes the maintenance of a proportional increase of students with one-third of the enrolment increase in sciences and two-thirds of the increase in arts. Further assessment of impacts includes a projection of a proportional increases in each academic plan offered, with adjustments that take into account increased or decreased demand by students in specific academic plans. The data used for these adjustments is derived from the numbers of students on pending lists for each plan and the number of students who ask for access to a plan, but do not gain admission. During each budget cycle, the faculty office works with department heads and undergraduate chairs to determine target numbers for each academic plan, to discuss planned growth, to review course offerings to determine the appropriate number of places in courses, and to negotiate the need for appropriate resources required for offering courses and plans.

As the 2015-16 admission dates approach, there must be further assessment of the pool of high- quality applicants to ensure growth does not lead to the faculty admitting students of lower quality (and certainly not students with an overall admission average of less than 80 per cent). A diminished pool of high quality applicants should lead to a reduction of the projected additional admission number of 450.

Responsible management of the financial state of the faculty must also be considered in this growth scenario. The projected number of up to 450 new first-year students in 2015-16 brings the faculty out of its structural financial deficit of approximately $2.5 million and, at the same time, allows for reinvestment into departments currently facing significant fiscal challenges. In concert with the planning activities related to plans and courses outlined above, the faculty has considered the kinds of reinvestment required for such growth. The release of teaching positions, along with TA resources, is an essential part of this planning. Moreover, an improvement in the faculty’s financial state is critical to the ongoing support of the research work of faculty members, an enterprise essential to the integration of teaching and research so fundamental to the mission of the faculty and the university.

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At the same time, this careful approach to planned growth must take into account the increased demand for post-secondary education across the sector, both in Ontario and elsewhere. Students, parents, government and industry all see university education as an essential component of entrance into, and development of, a knowledge economy. Queen's must play a key contributing role in supporting creative development in the social, political, philosophical and economic environments.

Overall then, the proposal to increase enrolment by as many as 450 first-year students needs further discussion and is contingent on several factors in addition to those outlined in this document. Planning must take place with individual departments to consider resource needs and review the structure of academic plans and pedagogical practices to ensure the maintenance of quality programs across the faculty. Implementation will require renewal and growth in the size of the faculty’s teaching infrastructure – the faculty is committed to working with the institution as a whole to review space requirements related to enrolment growth. The availability of high-quality applicants is also an important component in the success of this proposal.

The total projected enrolment for Arts and Science for 2015-16, shown in Table 2 of the SEMG report, reflects a combination of 2013-14 and 2014-15 increases from upper year transfer students, as well as the projected new first-year students in 2015-16.

Also as noted in the SEMG report, all faculties’ projections, including those for the Faculty of Arts and Science, for all years, are based on the assumption that government funding for enrolment growth will be available.

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Appendix B Enrolment Planning - Faculty of Engineering and Applied Science

The Faculty of Engineering and Applied Science (FEAS) has undergone rapid growth over the last several years in response to a very high demand for our programs and new and dynamic recruitment strategies at both the undergraduate and graduate level. Our overarching strategy for enrolment from 2013-2016 is one of measured growth. We will continue to closely monitor our quality, space/facilities, faculty and staff complements to ensure that the growth is supported.

The faculty has established four priority areas for enrolment planning in 2013-14 to 2015-16:

1. We wish to increase the first-year undergraduate enrolment target from the current level of 650 to 670 in 2013-14 and to 700 for 2014-15 and 2015-16. Demand for Queen’s engineering has grown consistently over the last four years and we now have over 4,400 applications for our current 650 places. We have had a consistent increase in the number of students who are selecting FEAS as their first choice and these applications are up again by over 8 per cent in 2013-14. We have experience with first-year classes of 700 students and know that we can support this level of enrolment. The conservative and measured enrolment proposed expansion will allow us to ensure faculty and staff renewal to support these increases.

2. We wish to grow the overall undergraduate student population to 3,000 students by 2016-17 (from a current level of 2,700). This would continue to place FEAS in the medium size for Faculties of Engineering and Applied Science across Canada and allow us to continue to offer unrestricted choice after first year, an aspect of our program that is extremely important to students. In addition to the modest growth in first year, we will target upper year transfers into undersubscribed programs, with a goal to achieving 750 students in each upper year and the overall enrolment of 3,000 undergraduate students. Our plan is to enhance the faculty’s diversity through international learning opportunities for students from non-Canadian universities, whereby students complete their final years of study at Queen’s.

3. We will continue to focus on the growth in the number Aboriginal students in Queen’s Engineering. Queens’ Aboriginal Access to Engineering is a high priority for the faculty, with a goal to significantly increase the number of Aboriginal engineers in Canada. We have 11 students in 2012-13 and early indications are that we could exceed 20 students in 2013-14. Based on this recent trend, we envision 30 to 40 Aboriginal engineering students at Queen’s by 2015-16. This total is included in the undergraduate numbers above.

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4. We wish to utilize capacity at the graduate student level in all departments by expanding our current course-based MEng program by a minimum of 60 students over the next three years. This will bring our MEng student population to approximately 100 students, which is consistent with enrolment levels at other similar sized Ontario universities offering similar course-based and research-based graduate degrees. We are targeting a cumulative increase of 10, 30, and 60 students in the next three years, respectively. Our graduate numbers also reflect a modest increase in M.ASc. and Ph.D. students, consistent with the expanding research programs of recent faculty hires.

These faculty projections are based on the assumption that government funding for enrolment growth will be available to support the resources necessary for the expansion.

Page 89 of 333 ITEM: Enrolment Report (SCAD)

Motion for Senate April 2013

Submitted by Senator Johnson

Whereas the University has not adequately articulated a clear, consistent rationale in support of its construction of the proposed new residences, nor a strategy for addressing upper year student housing;

Whereas the Faculty/School enrolment projections for 2015/16 suggest a significant overall enrolment increase, consideration is required of the impact on critical factors relating to the quality of education, e.g. teaching and learning space, class sizes and course offerings;

Whereas the Faculty/School enrolment projections for 2015/16 suggest a significant overall enrolment increase, consideration is required of the impact on already strained campus and municipal services/resources and off campus housing concerns;

Whereas the campus planning process, including the Campus Master Plan, Library and Archives Master Plan and Strategic Housing Plan, have yet to be completed and have yet to provide recommendations to the University as to how to manage current capacity and that of increased enrolment;

Whereas a comprehensive University review of student needs undertaken in 2002 recommended the construction of a three-phase student life facility to address those needs, of which only one third has been completed;

BIRT:

Motion 1:

“That the University Senate support the development of a longer-term integrated enrolment plan, to be submitted to it by the Strategic Enrolment Management Group (SEMG), and that this plan address campus space, classroom usage, course offerings, student support resources, new residence space allocation and upper year housing, as well as consider the merits and impact of maintaining 2014/15 enrolment levels and scenarios where overall enrolment is reduced below 2014/15 levels. The Senate requests regular updates on the progress of the SEMG, and that it receive the longer-term strategy before being asked to approve enrolment plans for 2015/16.”

Motion 2:

“That the Provost include consideration of a strategy to restore and strengthen the quality of Queen’s academic programs through mechanisms other than enrolment growth.”

Page 90 of 333 ITEM: Degree Designation Change: Anatomy and Cell Biology (...

Senate Committee on Academic Development

Report to Senate - Meeting of April 30, 2013

Proposal to change the degree designation in Anatomy and Cell Biology from Master of Science to Master of Science (Anatomical Sciences)

Introduction The proposal to change the degree designation in Anatomy and Cell Biology from Master of Science to Master of Science (Anatomical Sciences) was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on March 13, 2013. B. Brouwer, Vice-Provost and Dean, School of Graduate Studies and L. Winn, Professor, Department of Biomedical and Molecular Sciences, attended the meeting to speak to the proposal and answer questions from Committee members. Members of SCAD were provided with the QUQAPs Expedited Approval Submission Form which is attached to this report.

Analysis and Discussion The following should be noted: • This proposal was precipitated by the merger of the five basic medical science departments (Anatomy and Cell Biology, Biochemistry, Microbiology and Immunology, Pharmacology and Toxicology, and Physiology) into the new Department of Biomedical and Molecular Sciences; • The proposed change in the degree designation will capture the distinctiveness of this Master’s degree from the degree designation of the Pattern I (thesis-based) Master of Science degree. Graduates of this program gain special skills through course work and practical experience in anatomical sciences which distinguishes them from the common core of the thesis-based MSc in Biomedical and Molecular Sciences; • Approval of the proposal will not entail any changes to courses, structure, degree level expectations, learning outcomes, faculty teaching or resources. Nor will it impact graduate BIUs from the Ministry; • The proposed change will be implemented for the incoming class of September 2013 and will not affect the current students in the program.

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Motion

that Senate approve the change in degree designation from Master of Science to Master of Science (Anatomical Sciences) effective September 2013.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

Page 92 of 333 ITEM: Degree Designation Change: Anatomy and Cell Biology (...

GRADUATE PROGRAM - MAJOR MODIFICATION PROPOSAL Expedited Approval Submission Form

This template is to be used when seeking approval for a Major Modification of an existing Graduate Program. Major modifications must receive the approval of the Graduate Studies Executive Council (GSEC) before being submitted by the Provost’s Office to the Senate Secretariat for referral to the Senate Committee on Academic Development (SCAD) which will then make their recommendations to Senate. Academic Units are strongly advised to contact the Director of the Office of the Vice-Provost and Dean SGS or the appropriate Associate Dean in the SGS with any questions that arise during this proposal development. Refer also to the QUQAPs website at: http://www.queensu.ca/provost/responsibilities/qualityassurance.html.

Part A – General Summary

Name of Existing Program: Master of Science (Program: Anatomy and Cell Biology, field: Anatomical Sciences) Academic Unit(s): Department of Biomedical and Molecular Sciences

Proposed Implementation Date: September 2013

Contact Information (1) Contact Information (2) Name: Louise Winn Name: Anne Tobin

Title: Professor Title: DBMS Program Coordinator Associated Head DBMS, Postgraduate Education Unit: Department of Biomedical and Molecular Unit: Department of Biomedical and Sciences Molecular Sciences E-mail: [email protected] E-mail: [email protected]

Nature of Modification: CHECK all that apply

 Creation, deletion or re-naming of a Graduate Field

Specify: ______

X Change in a degree designation without a substantial change in Program requirements or learning outcomes (e.g. MSc(E) to MASc) ** This proposal if for a change in degree designation from Master of Science to Master of Science (Anatomical Sciences)

GRAD Program Major Modification Proposal 09Aug12 Page 1 of 5

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 Significant changes to Program requirements from those existing at the time of the previous cyclical review (e.g. admission or graduation requirements)

 Significant changes to the Program structure (e.g. major changes to courses comprising a significant proportion of the Program, typically 35% or less)[Consult with Provost and/or Vice Provost, SGS]

 Introduction or deletion of a research project, research essay or thesis, course-only, internship or practicum option (Master’s level)

 Change to requirements for comprehensive or qualifying examinations, field studies or residence requirements

 Significant changes to the faculty delivering the Program

 Significant changes to the existing mode(s) of delivery (e.g. different campus, on-line, blended learning, inter-institutional collaborations, etc.)

 Merger of two or more graduate Programs

 Changes to Program content (other than those listed above) that affect the learning outcomes, but do not meet the threshold for a Brand New Program

OTHER:

Description of Existing Program, Nature of the Major Modification, and Rationale for Proposed Change

Briefly summarize (suggested 1-page maximum) the existing Program to be modified, the nature of the proposed Major Modification, and the rationale for the modification. Comment on the impact it will have on the structure, Degree Level Expectations, and learning outcomes of the existing Program(s) as appropriate. Explain (as appropriate) how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and comment on additional resources required to implement the Program modification.

The existing program is structured around three pillars of competency (content, pedagogy, inquiry) and is designed to educate students in the art of teaching and designing curricula in the anatomical sciences. The program requires: 1) course work including: Principles of Teaching & Learning, Microteaching, Curriculum Design, Advanced Gross Anatomy, Advanced Topics in Embryology, Advanced Topics in Neuroanatomy, Advanced Topics in Histology and Histology Techniques, Independent Studies in Anatomy and Cell Biology/Pedogogy; 2) practicum, which includes embalming techniques, freeze drying techniques, plastination techniques, museum specimen production, electronic media, digital imaging techniques for gross anatomy, neuroanatomy and histology, lecturing and laboratory teaching; and 3) a project with an oral examination.

Most graduates of the existing M.Sc. program have pursued careers at both Canadian and foreign colleges and universities as health services education co-ordinators and others have gone on to further their education as medical students or Ph.D. students.

A change in the designation of degree name is proposed in this submission. The current degree designation is a Master of Science, which is part of the program in Anatomy and Cell Biology. This program will be merged with other basic science programs into the graduate program in Biomedical and Molecular Sciences in the new Department of Biomedical and Molecular Sciences (DBMS). This proposal requests changing the name to Master of Science in Anatomical Sciences

GRAD Program Major Modification Proposal 09Aug12 Page 2 of 5

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[MSc (Anatomical Sciences)] to preserve the association of this program with the discipline of Anatomy specifically. This is a change in name only and does not entail any changes to courses, structure, degree level expectations, learning outcomes, faculty teaching or resources. The rationale for the name change is to capture the distinctive nature of this degree, which prepares students through course work and practical experience in anatomical sciences and is separate from the common core of the thesis-based MSc in Biomedical and Molecular Sciences. The recognition of the training in anatomical sciences is important for graduates, as it is understood that they have acquired a specific skill and knowledge set that would not necessarily be evident from a Master of Science. This degree is different than the thesis-based Master of Science research degree offered in DBMS both in terms of its course content, program duration and degree requirements, and that it specifically designed to educate students in the art of teaching and designing curricula in the anatomical sciences. The proposed change in degree designation appropriately recognizes its distinctiveness.

The DBMS postgraduate education committee, responsible for providing departmental oversight of graduate programs within DBMS agreed with the proposed modification. Current students in the program were consulted and also agreed with the proposed modification.

As stated above, the implementation of the proposed modification will have no impact on resources.

Part B – Evaluation Criteria

To facilitate evaluation of the proposal for a Major Modification of an existing Graduate Program, only the relevant textboxes below need to be completed (consult with the School of Graduate Studies to confirm the information required). Academic Units should refer to the New Graduate Program template http://www.queensu.ca/provost/responsibilities/qualityassurance/DocumentsandLinks/Templates.html for details regarding the Sections and Tables in that template that need to be completed as specified and imported into the relevant Sections below. Academic Units should bear in mind the diverse groups (e.g. GSEC, SCAD, Senate) that will be reviewing their submission and prepare their proposal accordingly.

Creation of a New Graduate Field

N/A

Renaming or Deletion of a Field

N/A

Change in Degree Designation Without a Substantial Change in Program Requirements or Learning Outcomes

Information required: Appropriateness of proposed designation [Section 1.5], comparison with other similar programs, describe consultative process including consultation with current students, impact on current students, timeline for implementation and grandfathering (note: Registrar’s signature required in Part C)

The Pattern II Master of Science program in Anatomy and Cell Biology was introduced in September 2006 to respond to demand for highly competent instructors in anatomical sciences to develop curricula for Medical, Dental, Nursing, Rehabilitation Therapy and Life Sciences programs and to produce the learning materials used in the teaching of courses in anatomy. The M.Sc. Program has been very successful in attracting strong students, and graduates have experienced high success in gaining employment. In order to complete the degree, students must complete 30 units of coursework (two 6 unit and six 3 unit advanced courses), a practicum to produce a human anatomy specimen including a paper that describes the research leading to the creation of the specimen, lecturing and laboratory teaching. Additionally, all students must also GRAD Program Major Modification Proposal 09Aug12 Page 3 of 5

Page 95 of 333 ITEM: Degree Designation Change: Anatomy and Cell Biology (... complete and defend a research project. Five new graduate courses were created when the program was introduced: ANAT 834 Principals and Techniques in the Teaching of Anatomical Sciences, ANAT 835 Microteaching in Anatomical Sciences, ANAT 836 Advanced Topics in Embryonic Development, ANAT 837 Advanced Topics in Neuroanatomy and ANAT 838 Advanced Histology and Staining Techniques.

The proposed degree name change captures the distinctiveness of this degree in contradistinction to research (thesis-based) Master’s degrees, which have a different structure and duration (4 terms vs 6 terms respectively). The Master of Science in Anatomical Sciences [M.Sc. (Anatomical Sciences)] alone requires these specific courses in the teaching of anatomy and preparation of specimens. Degrees that have a more professional dimension typically receive a different degree designation than the research thesis-based Master’s degrees (see for example in Rehabilitation Sciences, Nursing, Engineering) and we believe that this is relevant to this particular program. Similarly, the University of Western Ontario offers a similar program with the designation of M.Sc. in Clinical Anatomy.

The change will be introduced for the incoming class of September 2013. Current students in the program who began study in or prior to September 2012 will receive the current degree designation as the program name Anatomy and Cell Biology will appear on their transcript; those students admitted in and after September 2013 will receive the new degree designation. Which will coincide with the merger of the program in Anatomy and Cell Biology with 4 other basic science programs into a program in Biomedical and Molecular Sciences (full proposal for merger in development). This degree change does not affect the degree designation of students in the Pattern I (thesis-based) Master of Science degree in Anatomy and Cell Biology and thus will not impact them.

Significant Modification of Program Requirements From Those Existing at the Time of Previous Cyclical Review (e.g. admission or graduation requirements) OR Significant Changes to Program Structure (e.g. to courses comprising the Program, typically no more than 35%) N/A

Introduction or Deletion of a Research Project, Research Essay or Thesis, Course-only, Internship or Practicum Option (Master’s Level) N/A

Change to Requirements for Comprehensive or Qualifying Examinations

N/A

Significant Change to the Faculty Delivering the Program (e.g. inter-institutional collaboration, different campus)

N/A

Significant Changes to the Existing Mode(s) of Delivery (e.g. part-time, different campus, on-line, blended learning, inter-institutional collaborations, etc.)

N/A

GRAD Program Major Modification Proposal 09Aug12 Page 4 of 5

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Page 97 of 333 ITEM: Temporary Suspension of Admissions (SCAD)

Senate Committee on Academic Development

Report to Senate - Meeting of March 19, 2013

Report to Senate on Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs

The following recommended procedures concerning the temporary suspension of admissions to an Academic Program and/or Plan 1(see footnote for definitions) were drafted in response to a motion passed at Senate on 25 November 2011:

Moved by Senator Campbell, seconded by Senator El Rahimy, that Senate direct the Senate Committee on Academic Development (SCAD) to outline, for consideration by Senate a procedure for the suspension of admissions to an academic program, paying due attention both to the question of the appropriate governance bodies that should be involved and to consultation with faculty members and students in the program.

Although conflicting legal opinions on governance and decanal authority do not leave the issue free of doubt, SCAD has proceeded on the assumption that authority to temporarily suspend admissions to an academic Program/Plan rests with the Dean(s)2.

1 Degree Plan: an approved set of courses required to focus in an area of study. The depth of focus may vary according to Plan type. At least one, but possibly more than one Plan, is required to obtain a degree. Examples of Plans would include a Major in Geological Engineering, a Specialization in Life Sciences or a PhD Graduate in English. In departmentalized faculties (e.g. Arts and Science, Engineering and Applied Science), undergraduate students are usually admitted to Plans following completion of their first year of study. A Plan usually defines between 25-75% of the courses required for an undergraduate degree Program.

Degree Program: an approved set of courses leading to a degree. A degree Program will require one or more Plans, together with other requirements, such as electives, minimum academic performance standards and (for most graduate Programs) a thesis requirement. Examples of Programs would include the BSc (Hons), BSc (Eng), or the PhD degrees. Students are admitted to undergraduate Programs from high school or by transfer from other faculties or postsecondary institutions. It is important to note that a degree Program (upper case ‘p’) is distinct from the more general concept of an academic program (lower case ‘p’).

2 This assumption was confirmed by the Honourable Frank Iacobucci in his legal opinion dated November 12, 2012: “Returning to Question #2(b), in my opinion it is likely that a court, in the absence of a specific direction from the Senate that decisions involving the suspension of enrolment into an academic program must be made by the Senate, would not find it to be unlawful for an authorized delegate of the Senate to make such a decision”.

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However, if admissions to a Program/Plan are temporarily suspended, then it is in the overall best interest of the University, and particularly of its students, that the procedures followed be as transparent and consistent as possible across Faculties and Schools.

Analysis and Discussion

The decision to temporarily suspend admissions to an academic Program/Plan is not one that is undertaken lightly. In order to ensure that such a significant decision is in the overall best interest of all stakeholders, it is important that whenever possible, all of the relevant issues surrounding a proposed temporary suspension have been considered at both the level of the affected Academic Unit(s) and the level of the Faculty/School.

Discussions that have ultimately led to a decision to temporarily suspend admissions to various Programs/Plans at Queen’s have been initiated by faculty members and departments/academic units themselves as well as by more senior academic administrators. Often a decision has been reached by consensus or mutual consent. Factors that led to the initiation of such discussions are extremely varied, not infrequently complex, and have originated from both academic and resource (including financial) concerns. These concerns have arisen from issues both internal to the University (e.g. outcome of an internal academic review (IAR)) and external to the University (e.g. Ontario Council of Graduate Studies (OCGS) appraisal or professional accreditation review). In some instances, the factors have been Program/Plan-specific while in others they have been more general.

Further, in some instances the factors were publicly and widely known, whereas in others they have been more confidential and/or sensitive in nature (e.g. they may have related, at least in part, to staffing and/or personnel issues). Thus, factors that have played a part in a decision to temporarily suspend admissions have been contained in reports from external reviewers of an academic Program/Plan and/or an accreditation report, sections of which contained advice and recommendations that are not disclosed publicly and are exempt under Section 13 (1) of the Freedom of Information and Protection of Privacy (FIPPA) Guidelines.

Factors that have influenced decisions to temporarily suspend admissions to an academic Program or Plan are not necessarily mutually exclusive and may include (but are not limited to) one or more of the following: • loss (or impending or anticipated loss) of professional accreditation • poor or diminished quality of academic offerings (e.g. impending negative report from IAR or OCGS review; now Cyclical Program Review and Quality Council Appraisal) • low enrolment that might jeopardize the academic quality of the Program/Plan or be considered a poorly justified expenditure of scarce resources • inadequate applicant pool and yield to fill enrolment targets • loss (or unavailability) of faculty or facilities that results in a compromised ability or inability to deliver a Program/Plan of the high quality desired

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• loss (or unavailability) of faculty that results in breach of workload agreements if available faculty are required to take on extra workload to allow a Program/Plan to be offered of the high quality desired • uniqueness of Program/Plan offered by Queen’s • diminished relevance of the Program/Plan in relation to changes in the academic discipline • lack of compatibility with the strategic direction of the Academic Unit/Faculty/University • scope and duration of the possible impact (e.g. whether the suspension affects an academic Plan or an entire academic Program)

Motion

that Senate approve the Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

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Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs

Recommended Procedures for Decision Making

In considering a decision to temporarily suspend admissions to an academic Program or Plan, the relevant Dean(s) has a critical leadership role to play. The underlying factors giving rise to the concerns about a specific academic Program will dictate the urgency of the situation. Some of the recommended procedures in the decision making process below may not be appropriate in all situations, particularly those involving a privacy issue, sensitive or confidential staffing and/or personnel issues and/or issues related to a Section 13(1) FIPPA exemption. Consequently, it is not intended that the recommendations are to be followed in a prescriptive inflexible manner.

Before the decision is finalized, it is recommended that the Dean(s):

1. Ensures that there are opportunities for affected individuals and groups to provide input into the decision.

2. Ensures that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explains, to the extent possible, the feasibility (or lack of feasibility) of these alternatives.

3. Conducts an analysis of the anticipated effect, if any, a temporary suspension might have on other academic and non-academic units and/or Programs/Plans at Queen’s.

4. Conducts an analysis of the anticipated impact, if any, a temporary suspension might have on the equity goals of the Academic Unit/Faculty/University, and steps that will be taken to ensure that, to the extent possible, these goals continue to be met.

5. Develops a communication plan regarding his/her decision in consultation with the Provost, including a media release if appropriate.

6. Conveys his/her decision, and when possible, the reasons for it, to: students, staff and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent.

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Recommended Procedures Following a Decision to Temporarily Suspend Admissions

Once a decision is made to temporarily suspend admissions, it is imperative that there is a well-articulated plan in place that will ensure that students currently enrolled in the affected Program/Plan will be able to meet graduation requirements. Every effort must be made to communicate this plan in a timely fashion to the students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions.

If admissions to a Program/Plan are temporarily suspended, it is recommended that the suspension be time-limited (for up to 2 years) and the Dean (or Deans) should provide an interim report to Faculty Board (or equivalent body) after the first year, and each year thereafter. At the end of the initial specified time of temporary suspension, it is further recommended that the Dean (or Deans) should advise the Provost and Senate (with reasons) of his/her further decision regarding the temporary suspension which may be one of the following: a. to extend the temporary suspension by a further 2 years (maximum). b. to lift the temporary suspension and resume admissions to the original Program/Plan c. to lift the temporary suspension and resume admissions to a revised/ restructured Program/Plan [note: restructuring/revision may involve major modifications to a Program/Plan which, as defined by QUQAPs, will require approval by SCAD and Senate. Additional approvals by COU Quality Council] (and an external accreditation body in the case of a professional Program) may also be necessary]. d. to consider closure of the Program/Plan according to existing protocols

If options a, b or c above are to be followed, timing of the decision should take into consideration, to the extent possible, provincial application deadlines (e.g. OUAC) (particularly in the case of direct-entry Programs) and publication deadlines for recruitment materials.

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From: Mark C Jones To: Laeeque Daneshmend; Mike Baird; Lauren Anstey; Jane Emrich ; Devon Garvie ; [email protected]; Undergraduate Student Trustee; Ingrid Johnsrude ; Patrick Oosthuizen ; Kim McAuley Cc: [email protected] Subject: SCAD Motion re Suspension of Admissions Date: March-18-13 11:36:44 AM Attachments: Comments and Motions re SCAD Proposal for Suspensions (Mar 2013).doc

Dear Dr. Daneshmend and Members of SCAD:

We write you in reference to SCAD's motion to approve the "Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs" (March Agenda, item II.3).

Given the importance of this motion and given that Senate did not have advance notice of it in February, we hope that the vote to approve it might be deferred until the April meeting of Senate.

In any case, we send you a file including motions to amend the draft Procedures, together with comments. We hope that you might accept at least some of these motions as friendly amendments.

Sincerely,

Terry Bridges, Student Senator for the School of Graduate Studies Mark Jones, Faculty Senator for Arts and Science Jordan Morelli, Faculty Senator for Arts and Science

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Motions to Amend SCAD’s Proposed “Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs” (Senate Agenda, Mar. 2013, pp. 36-37) (with Comments)

1. Moved, that the word “recommended” be removed throughout, especially from the title, the sub-headings, and line 4 of the preamble. Rationale: The mandate is a Senate Motion directing SCAD to draft “a procedure,” not mere “recommendations” or “recommended procedures.” The term “recommended” would make this a “recommendations” rather than a “procedures” document. 2. Moved, that the following paragraph be inserted as the beginning of the preamble (i.e., before “In considering…”): Senate recognizes that the decision to temporarily suspend admission to academic programs is best made by the relevant Dean(s) in consultation with her/his/their respective Faculty Board(s) (or equivalent(s)) and Senate, and subject to any policies or requirements the affected Faculty or Faculties may have, or may institute, to govern their decision-making process. Therefore Senate delegates its authority pro tempore to the relevant Dean(s) to make final decisions concerning temporary suspensions of admissions to academic programs, subject to the following procedure. Rationale: Makes explicit Senate’s delegation of academic decision-making powers and its rights to resume them in this matter.1 3. Moved, that the last two sentences of the preamble be revised as follows: From: Some of the recommended procedures in the decision making process below may not be appropriate in all situations, particularly those involving a privacy issue, sensitive or confidential staffing and/or personnel issues and/or issues related to a Section 13(1) FIPPA exemption. Consequently, it is not intended that the recommendations are to be followed in a prescriptive inflexible manner. To: Some parts of the procedure provided below may not be appropriate in situations requiring confidentiality regarding personnel or staffing or Section 13(1) FIPPA exemption; insofar (and only insofar) as such considerations render a measure provided below inappropriate, that measure shall not apply. In such a case the Dean(s) shall clearly indicate that some factors in the decision have been withheld for the sake of confidentiality. Rationale: provides more precisely for exceptions to the procedure, and provides for notification in cases of confidentiality.

1 See Justice Frank Iacobucci: “The Senate’s delegation of the exercise of its authority to others within the University does not, as a matter of law, derogate from the Senate’s authority over academic matters as set out in the Royal Charter. The Senate retains the legal authority to require any decisions falling within the Senate’s jurisdiction to be brought back to the Senate for consideration and approval. At the same time, however, it is not unlawful for a body or person (such as a Faculty Board or Dean), that has received delegated decision-making authority from the Senate, to exercise that authority without seeking the approval of the Senate” (Opinion “re The Senate’s Role in Queen’s University Governance,” Nov. 2012, pp. 11-12).

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3b. [Should Motion 3 not pass]: Moved, that the final sentence of the preamble (“Consequently, it is not intended that the recommendations are to be followed in a prescriptive manner”) be deleted. Rationale: “A procedure” should be regulatory rather than advisory. 4. Moved, that the sentence following the preamble, “Before the decision is finalized, it is recommended that the Dean(s):” be revised to read: “In considering a proposal to suspend admissions to an academic Program or Plan, the Dean(s) shall:” and that the forms of the ensuing verbs be revised accordingly, e.g., from “ensures” to “ensure.” Rationale: (1) The current wording, “Before the decision is finalized,” would place emphasis only on final preparations for implementing the decision to suspend; the procedure should address the decision-making process as a whole. (2) The procedure should be regulatory rather than “recommended.” 5. Moved, that item 2 (on p. 1) be revised as follows: From: Ensures that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explains, to the extent possible, the feasibility (or lack of feasibility) of these alternatives. To: Ensure that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explain to the affected individuals and groups, including Faculty Board(s) or equivalent(s) and Senate, the feasibility (or lack of feasibility) of these alternatives. Rationale: removes the vague and unnecessary “to the extent possible” and stipulates the addressees, including Senate. 6. Moved, that item 6 (p. 1) be revised as follows: From: Conveys his/her decision, and when possible, the reasons for it, to: students, staff and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent. To: Convey his/her/their decision, and the reasons for it, to: students, staff, and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent(s) and Senate. Rationale: Removes “when possible,” which goes without saying (exceptions are provided for in connection with confidentiality, above); adds Senate to those to be advised of the decision. 7. Moved, that “This shall be done prior to the decision coming into effect wherever possible.” be inserted as the last sentence of item 6 (p. 1). 8. Moved, that the first paragraph of the “Procedures Following a Decision” (p. 2) be revised as follows: From: Once a decision is made to temporarily suspend admissions, it is imperative that there is a well-articulated plan in place that will ensure that students currently enrolled in the affected Program/Plan will be able to meet graduation requirements. Every effort must be made to communicate this plan in a timely

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fashion to the students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions. To: Before a decision is made to temporarily suspend admissions, it is imperative that there be a well articulated plan to ensure that students currently enrolled in the affected Program/Plan can meet graduation requirements. As soon as the decision is announced, this plan should be communicated to students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions. Rationale: corrects grammar and style; also, clarifies the timing of the planning and its announcement. (The plan should be made in advance to ensure feasibility, and should be communicated immediately upon the announcement of the decision to prevent undue distress.) 9. Moved, that the second paragraph on p. 2 be revised as follows: From: If admissions to a Program/Plan are temporarily suspended, it is recommended that the suspension be time-limited (for up to 2 years) and the Dean (or Deans) should provide an interim report to Faculty Board (or equivalent body) after the first year, and each year thereafter. At the end of the initial specified time of temporary suspension, it is further recommended that the Dean (or Deans) should advise the Provost and Senate (with reasons) of his/her further decision regarding the temporary suspension which may be one of the following: To: Temporary suspensions of admissions shall be time-limited (for up to 2 years) and the Dean (or Deans) shall provide an interim report to Faculty Board (or equivalent body) after the first year and each year thereafter. At least six months before the end of the initial specified time of temporary suspension, the Dean (or Deans) shall advise the Provost and Senate (with reasons) of his/her/their further intentions regarding the temporary suspension which may be one of the following:

Rationale: (1) The “if” clause is superfluous, given the section-heading. (2) “Recommended” is removed on the rationale given above. (3) It is critical that the Dean(s) inform the Provost and Senate before finalizing such a decision in order to allow for input and discussion. 10. Moved, that the “existing protocols” referred to in item (d) (p. 2) be identified. Comments SCAD’s “Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs” responds to a Motion passed in Senate in January 2012 (not Nov. 2011), which tasked SCAD with outlining “a procedure for the suspension of admissions.”

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there has been no substantive discussion of this matter in Senate since then, and SCAD makes no reference to its “input” in its prefatory Report; nor is it clear that it has taken QUFA’s concerns into account.

Though QUFA expressed concern that the word “‘Recommended’ may suggest that the procedures are optional,” the prominence of this word has in fact increased in the new draft.

The hedging of procedures as merely “recommended” is not acceptable. What Senate mandated was a procedure, not a set of recommendations. The procedural steps enumerated 1-6 in the current SCAD draft should all be mandatory requirements, providing for exceptions in cases of confidentiality. They are not overly prescriptive, but merely provide for an appropriate level of consultation with relevant stakeholders. Why should these not be required, as opposed to “recommended”?

QUFA also expressed concern “that the proposed involvement of Faculty Boards and Senate is slighter than it should be.” But in the current document Senate is not mentioned until the end, under the “recommended procedures following a decision.” While Senate may delegate its decision-making authority to the Deans, it should not be cut out of all prior information / consultation on decisions that are properly under its authority. It should be specifically mentioned among those “groups” to be advised and allowed to advise at the beginning of the process (i.e., at step 1) and among those advised of the decision and its “reasons” at step 6. The Senate Motion of Jan. 2012 calls for a procedure that pays “due attention . . . to the question of the appropriate governance bodies that should be involved.” Another Senate Motion, passed in February 2013, provides that “until Senate has approved the Procedure… no suspensions of admissions…shall be made without prior consideration and approval by Senate” (Feb. Minutes, p. 7). This Motion is, among other things, an expression of Senate’s determination to retain some involvement in these decisions. It may delegate its decision-making authority in this matter to the Deans, but that does not necessitate that it be cut out of the advisory discussion.

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Senate Committee on Academic Development

Report to Senate - Meeting of April 30, 2013

Response to Comments and Motions to Amend SCAD’s proposed “Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs” submitted by Senators Bridges, Jones and Morelli

Introduction At its meeting of April 9, 2013 SCAD considered the Comments and Motions re: SCAD Proposal for Suspensions submitted by Senators Bridges, Jones and Morelli on March 18, 2013. A copy of the Senators’ submission is attached.

Context To ensure that the historical record of SCAD’s deliberations and extensive work on this referral is accurately reflected, members of SCAD take issue with the implication in the Comments from Senators Bridges, Jones and Morelli that SCAD did not adequately consider QUFA’s submissions to SCAD on this matter (i.e. the comment “nor is it clear that it has taken QUFA’s concerns into account”). SCAD did consider QUFA’s submissions, in great depth, at several meetings including a special SCAD meeting which was held on October 15th 2012.

More recently, there was considerable communication between SCAD and QUFA on this matter:  On January 30th, 2013 the Chair of SCAD emailed the penultimate draft of the SCAD document on suspension of admissions to both Senator Jones and Senator Young (the President of QUFA), asking for their input.  On January 31st, 2013 the Chair of SCAD met with Senators Jones and Young.

Simply because SCAD’s Motion is not aligned with the views expressed in QUFA’s submission, this should not be interpreted as SCAD having been remiss in its duties. SCAD’s membership has performed its duties diligently and conscientiously on this important issue.

Analysis and Discussion Over the course of its deliberations SCAD has maintained that the decision to temporarily suspend admissions to an academic program is a very complex one and that ultimately the Dean is best positioned to make this difficult decision. SCAD has also

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maintained that, in the best interests of the University (and in particular of students), procedures associated with such decision-making, and the resulting actions, should be as transparent and consistent as possible across all Faculties and Schools.

Upon careful review of the ten proposed amendments put forward by Senators Bridges, Jones and Morelli, SCAD concluded that:  Motions 3, 6 and 7 could be considered “friendly” as they do not change the original spirit and intent of the document.  SCAD, collectively, does not support Motions 1, 2, 4, 5, 8, 9 and 10 on the grounds that they substantially alters CAD’s original intent in its proposed Recommended Procedures.

SCAD’s Recommended Procedures are a result of many months of thorough and meticulous deliberations. SCAD has strived to present to Senate a document that, if adopted, will help the University navigate more effectively through difficult and often polarizing decisions to temporarily suspend admissions to an academic program.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

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Motions to Amend SCAD’s Proposed “Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs” (Senate Agenda, Mar. 2013, pp. 36-37) (with Comments)

1. Moved, that the word “recommended” be removed throughout, especially from the title, the sub-headings, and line 4 of the preamble.

Rationale: The mandate is a Senate Motion directing SCAD to draft “a procedure,” not mere “recommendations” or “recommended procedures.” The term “recommended” would make this a “recommendations” rather than a “procedures” document.

2. Moved, that the following paragraph be inserted as the beginning of the preamble (i.e., before “In considering…”):

Rationale: Makes explicit Senate’s delegation of academic decision-making powers and its rights to resume them in this matter.1

3. Moved, that the last two sentences of the preamble be revised as follows:

From:

Some of the recommended procedures in the decision making process below may not be appropriate in all situations, particularly those involving a privacy issue, sensitive or confidential staffing and/or personnel issues and/or issues related to a Section 13(1) FIPPA exemption. Consequently, it is not intended that the recommendations are to be followed in a prescriptive inflexible manner.

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To:

Some parts of the procedure provided below may not be appropriate in situations requiring confidentiality regarding personnel or staffing or Section 13(1) FIPPA exemption; insofar (and only insofar) as such considerations render a measure provided below inappropriate, that measure shall not apply. In such a case the Dean(s) shall clearly indicate that some factors in the decision have been withheld for the sake of confidentiality.

Rationale: provides more precisely for exceptions to the procedure, and provides for notification in cases of confidentiality.

Rationale: “A procedure” should be regulatory rather than advisory.

4. Moved, that the sentence following the preamble, “Before the decision is finalized, it is recommended that the Dean(s):” be revised to read: “In considering a proposal to suspend admissions to an academic Program or Plan, the Dean(s) shall:” and that the forms of the ensuing verbs be revised accordingly, e.g., from “ensures” to “ensure.”

Rationale: (1) The current wording, “Before the decision is finalized,” would place emphasis only on final preparations for implementing the decision to suspend; the procedure should address the decision-making process as a whole. (2) The procedure should be regulatory rather than “recommended.”

5. Moved, that item 2 (on p. 1) be revised as follows:

From:

Ensures that alternatives to temporarily suspending admissions to the Program/Plan have been explored and explains, to the extent possible, the feasibility (or lack of feasibility) of these alternatives.

Rationale: removes the vague and unnecessary “to the extent possible” and stipulates the addressees, including Senate.

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6. Moved, that item 6 (p. 1) be revised as follows:

To:

Convey his/her/their decision, and the reasons for it, to: students, staff, and faculty most closely affiliated with the Program/Plan; the broader academic community; and the relevant Faculty Board(s) or equivalent(s) and Senate.

Rationale: Removes “when possible,” which goes without saying (exceptions are provided for in connection with confidentiality, above); adds Senate to those to be advised of the decision.

7. Moved, that “This shall be done prior to the decision coming into effect wherever possible.” be inserted as the last sentence of item 6 (p. 1).

8. Moved, that the first paragraph of the “Procedures Following a Decision” (p. 2) be revised as follows:

From:

To:

Before a decision is made to temporarily suspend admissions, it is imperative that there be a well articulated plan to ensure that students currently enrolled in the affected Program/Plan can meet graduation requirements. As soon as the decision is announced, this plan should be communicated to students, staff, faculty, and academic administrators affected by the decision to temporarily suspend admissions.

Rationale: corrects grammar and style; also, clarifies the timing of the planning and its announcement. (The plan should be made in advance to ensure feasibility, and should be communicated immediately upon the announcement of the decision to prevent undue distress.)

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9. Moved, that the second paragraph on p. 2 be revised as follows:

From:

To:

Temporary suspensions of admissions shall be time-limited (for up to 2 years) and the Dean (or Deans) shall provide an interim report to Faculty Board (or equivalent body) after the first year and each year thereafter. At least six months before the end of the initial specified time of temporary suspension, the Dean (or Deans) shall advise the Provost and Senate (with reasons) of his/her/their further intentions regarding the temporary suspension which may be one of the following:

10. Moved, that the “existing protocols” referred to in item (d) (p. 2) be identified.

Comments

SCAD’s “Recommended Procedures Concerning the Temporary Suspension of Admissions to Academic Programs” responds to a Motion passed in Senate in January 2012 (not Nov. 2011), which tasked SCAD with outlining “a procedure for the suspension of admissions.”

SCAD presented an earlier draft in May 2012; Susan Cole (then Chair of SCAD) invited “written input” and noted that “Input and discussion [would] continue in the fall, with a November target to present the report to Senate” (Senate Minutes, May 2012, p. 9). QUFA sent SCAD a detailed response and a suggested revision in August 2012. But there has been no substantive discussion of this matter in Senate since then, and SCAD makes no reference to its “input” in its prefatory Report; nor is it clear that it has taken QUFA’s concerns into account.

Though QUFA expressed concern that the word “‘Recommended’ may suggest that the procedures are optional,” the prominence of this word has in fact increased in the new draft.

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Page 114 of 333 ITEM: Departmental Name Change: Community Health and Epidem...

Senate Committee on Academic Development Report to Senate - Meeting of April 30, 2013 Departmental name change from Department of Community Health and Epidemiology to the Department of Public Health Sciences

Introduction The proposal to change the name of the Department of Community Health and Epidemiology to the Department of Public Health Sciences (DPHS) was considered by the Senate Committee on Academic Development (SCAD) at its meeting on April 9, 2013. D. Hunter, Deputy Head, Department of Community Health and Epidemiology, attended the meeting to speak to the proposal and answer questions from Committee members. Members of SCAD were provided with the written request from the Department.

Analysis and Discussion The following should be noted: • Over the last 25 years the focus and mission of the Department has evolved and the current name of the department no longer reflects the academic offerings of the unit or the breadth of expertise of the faculty; • The request is fully supported by members of the department and the Faculty of Health Sciences • If approved, the new name will align with the new Senate approved practicum based Master’s degree of Public Health (MPH).

Motion that Senate approve the request to change the name of the Department of Community Health and Epidemiology to the Department of Public Health Sciences (DPHS).

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

Committee Members: L. Anstey, PhD'15, Education A. Gill, BCom’15 M. Baird, Chemistry I. Johnsrude, Psychology L. Daneshmend, Deputy Provost (Chair) L. Long, BComp (Honours)’13 J. Emrich, Faculty of Law K. McAuley, Chemical Engineering D. Garvie, Economics P. Oosthuizen, Academic Colleague

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Senate Committee on Academic Development Report to Senate - Meeting of April 30, 2013 Proposal to delete the graduate field of “Religion and Modernity” in the Master of Arts (Religious Studies)

Introduction The proposal to delete the graduate field of “Religion and Modernity” in the Master of Arts (Religious Studies) was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on March 13, 2013. B. Brouwer, Vice-Provost and Dean, School of Graduate Studies attended the meeting to speak to the proposal and answer questions from Committee members. Members of SCAD were provided with the QUQAPs Expedited Approval Submission Form which is attached to this report.

Analysis and Discussion The following should be noted: • The field of “Religion and Modernity” was introduced a decade ago to fill a niche that was under-represented in Canada and was, in the past, a particular strength of key faculty member; • A number of these key faculty members have since retired and it is becoming difficult to attract current students to study this field which has a narrow focus of interest; • Under the new Quality Assurance Framework institutions are no longer required to declare fields at either the master’s or doctoral level.

Motion that Senate approve the deletion of the field “Religion and Modernity” in the Master of Arts (Religious Studies) effective September 2013.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development Committee Members: L. Anstey, PhD'15, Education A. Gill, BCom’15 M. Baird, Chemistry I. Johnsrude, Psychology L. Daneshmend, Deputy Provost (Chair) L. Long, BComp (Honours)’13 J. Emrich, Faculty of Law K. McAuley, Chemical Engineering D. Garvie, Economics P. Oosthuizen, Academic Colleague

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GRADUATE PROGRAM - MAJOR MODIFICATION PROPOSAL Expedited Approval Submission Form

Part A – General Summary

Name of Existing Program: Master of Arts (Religious Studies) Field: Religion and Modernity Academic Unit(s): School of Religion

Proposed Implementation Date: September 2013

Contact Information (1) Contact Information (2) Name: Richard Ascough Name: James Miller

Title: Director Title: Graduate Coordinator

Unit: School of Religion Unit: School of Religion

E-mail: [email protected] E-mail: [email protected]

Nature of Modification: CHECK all that apply

X Creation, deletion or re-naming of a Graduate Field

Specify: _Deletion of the field “Religion and Modernity” ______

 Change in a degree designation without a substantial change in Program requirements or learning outcomes (e.g. MSc(E) to MASc)

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 Significant changes to Program requirements from those existing at the time of the previous cyclical review (e.g. admission or graduation requirements)

 Introduction or deletion of a research project, research essay or thesis, course-only, internship or practicum option (Master’s level)

 Change to requirements for comprehensive or qualifying examinations, field studies or residence requirements

 Significant changes to the faculty delivering the Program

 Significant changes to the existing mode(s) of delivery (e.g. different campus, on-line, blended learning, inter-institutional collaborations, etc.)

 Merger of two or more graduate Programs

 Changes to Program content (other than those listed above) that affect the learning outcomes, but do not meet the threshold for a Brand New Program

OTHER:

Description of Existing Program, Nature of the Major Modification, and Rationale for Proposed Change

Proposed Modification: The School of Religion offers a one-year M.A. program in Religious Studies. The courses equip students with the analytic tools to engage issues of history, politics, culture, race, gender and science in the construction of religion. Students write a research essay that focuses on a particular religious tradition or phenomenon. This change will be effective as of September 2013.

Rationale: When developing the M.A. a decade ago the School focused on Religion and Modernity to indicate a niche that was under-represented in Canada and was a particular strength of key faculty members. Although it served its purpose well to attract high-quality students to Queen’s, two fundamental changes have brought about the desire to broaden the focus in order better to serve students. First, over the past few years some of the originating professors for the program have retired and have not been replaced. Since their expertise included Religion and Modernity, we are finding it difficult not only to provide the necessary content for such a narrow focus but also to attract students with interests in this area. Second, there are Faculty members in the School whose research specialty lies outside the field of “Modernity,” particularly those who work in ancient religious traditions. These Faculty members would like to be more involved in the

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graduate program. In addition, prospective students have inquired about working with these Faculty members at Queen’s. By dropping the designated field “Religion and Modernity” the School will be able better to utilize Faculty members while attracting a broader cross-section of students that includes but is not limited to those interested in Religion and Modernity.

Impact: The proposed modification will have very little impact on the extant structure, DLEs, and learning outcomes of the existing program. The names and descriptions of several directed reading courses need to be revised slightly to better reflect the revised course content that has grown out of changes in faculty expertise, and the evolution of curricula more broadly. Overall, the deletion of the field “Religion and Modernity” from the MA fits well with the extant DLEs and student learning outcomes (attached).

Consultation with Stakeholders: The School of Religion’s Director and the Graduate Coordinator discussed this proposal together with other faculty members at the School and with the Administrative assistants, who supported the deletion. Conversations with current undergraduate students indicate support for a Master’s program that would enable them to pursue research interests beyond the existing field Religion and Modernity. The proposal was brought before School’s Curriculum Committee on February 5, 2012, and was approved to go forward to SGS.

Additional Resources: No additional resources are required, but more Faculty members at the School will have the opportunity to teach MA courses as part of their regular load. There will also be a better distribution of Research Essay supervision across the entire Faculty.

Part B – Evaluation Criteria

Creation of a New Graduate Field

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Renaming or Deletion of a Field

Information required: Renaming: as above as relevant. Deletion: Implication to program structure including courses offered, fulfillment of Degree Level Expectations and achievement of learning outcomes. Attached is the current list of courses in the MA program and the mapping of the DLEs. The proposed field deletion will not require any substantial changes to the list of courses offered or their calendar descriptions, although the School is proposing slight modifications to the names and descriptions of 6 courses (listed below) insofar as the name and description no longer include the word “modern” or limit the course content to the modern period. Doing so allows instructors to broaden their scope if necessary, depending upon the students enrolled. In addition, some Faculty members who have not regularly taught in the program will be able to teach RELS-874 Directed Studies in Modern Christianity. These changes are minor and do not substantially change what is already the practice, namely designing the courses to cohere with the research interests of the students enrolled in any given year.

RELS-871 Directed Studies in Modern Buddhism Examination of selected topics using primary sources in translation.

RELS-872 Directed Studies in Modern Hinduism Examination of selected topics using primary sources in translation.

RELS-873 Directed Studies in Modern Islam An examination of ways in which Islam in various contexts is or is not responding to the questions of modernity.

RELS-874 Directed Studies in Modern Christianity Examination of selected topics relevant to understanding Christianity in the contemporary world.

RELS-875 Directed Studies in Modern Judaism Examination of selected topics in Modern Judaism .

RELS-876 Directed Studies in Modern Chinese Religions Examination of selected topics in Modern Chinese Religions.

We will retain the core courses, including RELS-801 Core Course I: Religion and Modernity, which “Examines the nature of religious transition in response to various pressures for religious change.” This course is an important grounding for a Religious Studies speciality no matter what is their specialized interest in religious traditions, since specialists are often called upon to speak to contemporary issues involving religion.

Overall, the proposed modification will have very little impact on the structure, DLEs, and learning outcomes of the existing program. In the attached mapping of the DLEs, we have highlighted where “modernity” is mentioned explicitly. There is only one such notation. Under the DLE “Religious Traditions” the specified learning outcome is “This degree is awarded to students who demonstrate… an understanding of the continuing evolution of historic religious traditions in modernity and postmodernity and how alternate spiritual traditions and new religious movements are formulated.” This is not antithetical to the proposed field deletion, as the program will continue to have an emphasis on modern understandings of religion, even where ancient and historic traditions are explored.

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Change in Degree Designation Without a Substantial Change in Program Requirements or Learning Outcomes

Introduction or Deletion of a Research Project, Research Essay or Thesis, Course-only, Internship or Practicum Option (Master’s Level)

Change to Requirements for Comprehensive or Qualifying Examinations

Significant Change to the Faculty Delivering the Program (e.g. inter-institutional collaboration, different campus)

Significant Changes to the Existing Mode(s) of Delivery (e.g. part-time, different campus, on-line, blended learning, inter-institutional collaborations, etc.)

Merger of Two or More Approved Graduate Programs

NA Other Changes that Affect the Learning Outcomes but Do Not Constitute a Brand New Program

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Page 124 of 333 Department/Academic Unit: __School of Religion______Degree Program: __M.A.______

Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes

DLE Learning Outcomes (program Indicators of Achievement Relevant Courses and academic specific)** requirements As evidenced by… This degree is awarded to (requirements contributing to achieving outcomes and DLEs) students who demonstrate…

a thorough understanding of a a solid understanding of the RELS-801 Core Course I: substantial body of knowledge historic and contemporary issues Religion and Modernity that is at the forefront of the that arise in the study of religion; discipline of religious studies and

ancillary disciplines. RELS-802 Core Course II: Theory ITEM: Deletion of the graduate field "Religion and Moder...

and Method in Religious Studies

Elective courses in particular religious traditions (RELS-871 through 876)

making connections with ancillary Elective courses RELS 808, 809;

disciplines such as cultural 884, 885, 886 Depth and breadth of knowledge of breadth and Depth studies, gender studies, history, philosophy;

Elective courses from other departments.

integrating this understanding into RELS-898 Master's Research Page 125 of 333

contemporary contexts. Essay

critical thinking skills and careful, concise, critical analysis RELS-801 and RELS-802 (core comprehension of techniques of of the primary and secondary courses) require sustained written research and inquiry used in material and synthesizing and analysis and oral presentations, as religious studies; integrating this material clearly do most elective courses in the and concisely in logically dept. organized rational arguments;

critical evaluation of complex

issues and arguments with current RELS-854 Theory in Religious

research and scholarship in understanding of and dialogue Studies or equivalent (pre-req) religious studies; with counter positions in a manner that shows a grasp of the issues involved in current debate in

Course papers ITEM: Deletion of the graduate field "Religion and Moder... the development and support of a religious studies and recognizes patterns within scholarship; sustained argument in written

form. RELS-898 Research Essay Research and scholarship and Research original thinking and the formulation of a hypothesis that accounts for the evidence synthesized and provides a perceptive interpretation of the importance, meaning, and/or significance of the material. Page 126 of 333

competence in the integration of adapting and using established RELS-801 and RELS-802 (core learning and application of ideas ideas to construct new meaning; courses) require sustained written and theories to old and new analysis and oral presentations, as questions and problems in do most elective courses in the religious studies; generalizing from given facts and dept. relating knowledge from several areas to draw conclusions; Course papers

interpreting, relating, and/or manipulating knowledge to solve RELS-898 Research Essay complex problems or complete tasks;

Application of Knowledge of Application ITEM: Deletion of the graduate field "Religion and Moder... drawing conclusions based on the use of the critical thinking skills and the available evidence;

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critical thinking, independent demonstrating critical thinking RELS-801 and RELS-802 (core inquiry, and rational skills; courses) require sustained written argumentation; analysis and oral presentations, as do most elective courses in the

indicating an ability to empathize dept.

with the arguments and opinions of others and engage them civilly; ethical behaviour consistent with academic integrity and appropriate for the responsible conduct of research. following Queen’s policies on Academic Integrity and, where appropriate, Ethical Conduct for Research Involving Humans; Course papers

ITEM: Deletion of the graduate field "Religion and Moder... Professional capacity /autonomy capacity Professional designing and completing a RELS-898 Research Essay complex research project that culminates in a written research essay.

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the ability to communicate ideas, oral and, especially, written Course papers issues, and conclusions clearly. presentations of careful, concise,

critical analysis with a clear and well argued hypotheses based on a RELS-898 Research Essay capacity to analyze, synthesise, and evaluate material.

Communication Skills Communication

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cognizance of the complexity of presenting one’s own views within Course papers knowledge and of the potential the context of the historic and contributions of other contemporary arguments of interpretations, methods, and scholarship in the study of RELS-898 Research Essay disciplines. religion;

considering the plausibility of perspectives of other students and of scholars and making apt criticisms, discriminations, and qualifications to one’s own arguments on that basis;

indicating awareness of the ITEM: Deletion of the graduate field "Religion and Moder... Awareness of limits of knowledge of limits of Awareness strengths and limits of one’s understanding and that of others, including awareness of one’s prejudices.

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an understanding of the continuing using data from religious RELS-801 Core Course I: evolution of historic religious traditions in formulating Religion and Modernity traditions in modernity and arguments postmodernity and how alternate

spiritual traditions and new RELS-802 Core Course II: Theory religious movements are employing one or more methods and Method in Religious Studies formulated. drawn from religious studies in oral and written work

Elective courses in particular Religious traditions Religious religious traditions (RELS-871 appropriately citing religion through 876) theories and theorists in formulating arguments.

comprehension of religion as a oral and written presentations in RELS-801 Core Course I:

cultural phenomenon. which religion and/or religious Religion and Modernity ITEM: Deletion of the graduate field "Religion and Moder... traditions are demonstrated to be part of the fabric of culture in

various locales around the globe. RELS-802 Core Course II: Theory and Method in Religious Studies

Elective courses RELS 808, 809;

884, 885, 886 Religion and culture and Religion

Elective courses from other departments.

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ITEM: Graduate Diploma in Professional Inquiry (SCAD)

Senate Committee on Academic Development

Report to Senate - Meeting of April 30, 2013 Proposal to introduce a Graduate Diploma in Professional Inquiry (GDPI) in the Faculty of Education and the School of Graduate Studies

Introduction The proposal to introduce a Graduate Diploma in Professional Inquiry (GDPI) in the Faculty of Education and the School of Graduate Studies was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on April 9, 2013. B. Brouwer, Vice-Provost and Dean, School of Graduate Studies and L. Shulha, Professor, Faculty of Education, attended the meeting to speak to the proposal and answer questions from Committee members. Members of SCAD were provided with the QUQAPs Expedited Approval Submission Form, CVs of the Adjunct Faculty who may be involved in delivering the new diploma and the associated Budget documents.

Analysis and Discussion The following should be noted: • The proposed new Graduate Diploma is designed to meet the needs of professionals interested in advanced inquiry, professional problem solving and decision-making processes; • It is anticipated that the proposed Diploma will attract both domestic and international students and professionals outside the teaching profession; • The program is a two-year, part-time program that will be delivered on-line with no requirement to attend on-site classes • Students who successfully complete the Graduate Diploma in Professional Inquiry at Queen’s, will be eligible to be considered for admission to the Professional Master’s degree program which is currently under development.

Motion that Senate approve the introduction of a Graduate Diploma in Professional Inquiry (GDPI) in the Faculty of Education and the School of Graduate Studies effective September 1, 2013.

Respectfully submitted,

Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development

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NEW GRADUATE DIPLOMA PROPOSAL Expedited Approval Submission Form

Part A – General Summary

Name of Proposed Diploma: Graduate Diploma in Professional Inquiry (GDPI)

Academic Unit(s): Education

Proposed Start Date: July 2014

Contact Information (1) Contact Information (2) Name: Rebecca Luce-Kapler Name: Stephen Elliott

Title: Associate Dean, Graduate Studies and Title: Dean Research Unit: Education Unit: Education

E-mail: [email protected] E-mail: [email protected]

Type of Graduate Diploma (see definitions below): □ Type 2 X Type 3 Type 2: Offered in conjunction with a Master’s (or doctoral) degree, the admission to which requires that the candidate be already admitted to the Master’s (or doctoral) program. The Diploma represents an additional, usually interdisciplinary qualification Type 3: A stand-alone, direct entry program usually developed by an Academic Unit offering a related Master’s (or doctoral) degree, and designed to meet the needs of a particular clientele/market

Executive Summary (1 page maximum suggested – Minimum font size 11) Briefly summarize the rationale for introducing this new Diploma and how it fits with the existing Master’s (or doctoral) degree program in the Academic Unit. Comment also on the fit with the academic goals of the Faculty/School and University. Briefly describe: the educational goals and learning outcomes; internal or external collaboration required for its delivery; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and additional resources required to deliver this program. The Graduate Diploma in Professional Inquiry (GDPI) addresses the inquiry skills fundamental to quality professional thinking and action. Specifically, the GDPI curriculum is designed to improve professional problem solving and decision-making processes at the individual, team, program, classroom and organizational levels. Currently in Education, as in other professions, there is an emphasis on evidence- informed decision making. Inquiry practices are the processes used to guide such an approach.

The Faculty of Education at Queen’s University has a rich history of serving the needs of educators through part-time graduate studies. In addition to practicing teachers, the program has attracted a variety of practitioners (e.g., from business, medicine, engineering and social services) responsible for teaching and learning and innovating around organizational goals and expectations. Currently, however, the Kindergarten to Grade12 classroom tends to be the primary context for discussions around the application of educational GRAD Diploma Expedited Approval 1June2012 Page 1 of 63

Page 134 of 333 ITEM: Graduate Diploma in Professional Inquiry (SCAD) theory. In addition, the planning and delivery of graduate courses requires candidates to live within commuting distance and attend courses primarily in the evenings. In response to both domestic and international appeals, we are proposing a new part-time Graduate Diploma in Professional Inquiry (GDPI) program. This program is intended to meet the needs of professionals interested in advanced inquiry and the improvement of practice regardless of where they might work and live. Courses for the diploma program are being designed for delivery on-line with some flexibility should there be a demand for summer site offerings. All courses have been conceptualized by members of Graduate Faculty at the Faculty of Education in consultation with other Queen’s personnel who have expertise relevant to the proposed offerings. Adjunct instructors with a completed doctorate (normally in education) will use the proposed outlines to select specific course content, shape the teaching and learning, and assess student achievement. The Associate Dean of Graduate Studies and Research at the Faculty of Education will take responsibility for monitoring the academic content and overall quality of these courses.

The Graduate Diploma in Professional Inquiry is aligned with the University’s mission to be innovative, interdisciplinary, and international. The program will also advance the vision of the Faculty of Education to be a leader in the educational landscape, recognized for a commitment to teaching, international initiatives and innovative programs. Furthermore, it continues our proactive approach in addressing significant and emergent educational needs.

This diploma is anchored in and extends from the widespread need for professionals to conduct quality systematic inquiry for evidence-informed decision-making. Students will be required to develop a theoretical background and skills in three foundational professional capacities: Self-Regulated Inquiry and Learning, the habits of mind and the skills that enable individuals to design, enact and optimize a personal, professional learning plan; Collaborative Inquiry, the principles and practices that support communities of practice (those groups of professionals who work together on shared concerns and issues (Wenger, 2007)); and Program Inquiry and Evaluation, the ability to contribute to program review, development and improvement. Students in the diploma program will also be required to successfully complete 2 of 4 elective courses. These electives tap the knowledge and skills introduced above in various ways in applied settings. Integrated Planning, Instruction and Assessment will challenge students to think holistically about orchestrating effective teaching and learning. Innovative Teaching and Learning will ask students to critique the relationship between program or curriculum goals and the methods used to achieve and assess them. Organizational Learning will promote inquiry and practices that help to clarify how individuals work within systems and influence each other in the face of change. Knowledge Translation and Mobilization will investigate what it means in theory and practice to create knowledge in response to a significant educational need and ensure that it is synthesized and exchanged in ways that benefit the intended users.

In advance of developing this proposal, we conducted 24 interviews with international administrators serving 17 different schools in 14 countries and surveyed 81 beginning and experienced teachers, all of whom attended our Teachers’ Overseas Recruitment Fair (2011). It is clear that international schools and their teachers are anxious for the Faculty of Education at Queen’s to bring new ideas, theories, and approaches to practice into their schools. In addition, international teachers without a bachelor’s degree in education may be eligible for accreditation in their schools if they hold this graduate diploma. From a more local and ongoing needs assessment posted on the Faculty website, it is clear that the target audience for this program is interested in graduate education that can be tied directly to the challenges inherent in their professional lives. (See Appendices A and B.) This proposal has been vetted with members of the Faculty of Education, passed by the Graduate Studies and Research Committee and acknowledged by the Faculty of Education Board.

In reviewing provincial policies, we have learned that teachers working outside of Ontario may be able to use the diploma as a way to achieve professional development credits and the corresponding salary grade increments these credits earn. While the Graduate Diploma in Professional Inquiry (GDPI) is likely to be immediately appealing to Canadian teachers working both domestically and abroad, our experience over the last 25 years in working professionally with teachers and school administrators internationally tell us that, as the availability and quality of the Queen’s program becomes apparent, it will attract applicants from around

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the world.

Part B – Evaluation Criteria Part B is to be completed by the Unit/Faculty.

In accordance with Queen’s University Quality Assurance Processes (QUQAPs), the criteria should be regarded as the minimum criteria upon which the new Diploma program submission will be assessed. Further information can be found in the Senate Policy on Quality Assurance: http://www.queensu.ca/provost/responsibilities/qualityassurance.html

1. Introduction

1.1 Describe how the Graduate Diploma relates to the existing Master’s (or doctoral) degree program and is consistent with the academic goals of the Faculty(ies) and Unit(s).

Our vision for the Faculty of Education is to be a leader in the educational landscape, recognized for our commitment to teaching, learning, international initiatives, innovative programs, and influential research. A professional program like the GDPI will advance this vision and support one of the Faculty of Education’s Strategic Themes—Innovation and Integration—which will be realized through developing “innovative learning programs that explore and integrate technologically rich and inclusive learning environments” (Faculty of Education, Strategic Framework).

The GDPI provides a scholarly home for university graduates who seek to advance personal goals and those of their profession through the intentional synthesis of theoretical and practical knowledge and skills. For some, this introduction to advanced inquiry may also serve as an induction into scholarship and a stimulus for continued learning within other Faculty of Education graduate programs. The delivery of this program is online and differs from any of our on-site graduate programs that require attendance on campus and a thesis or project as a scholarly culmination. The program is also a two-year, part-time program unlike our current master’s program, which is primarily full-time. 1.2 List the Objectives of the Graduate Diploma and specify the anticipated learning outcomes and career paths.[Refer to Graduate Degree Learning Outcomes - GDLEs, p. 34 QUQAPs]

This program is designed as part-time and online to provide students who are interested in earning a Graduate Diploma in Professional Inquiry (GDPI) from Queen’s University an opportunity to do so without having to leave their work environments.

Anticipated learning outcomes of the program include the ability to,  Formulate and investigate problems, identify or create solutions, innovate and improve current practice;  Communicate effectively with those who occupy different physical, cultural and organizational spaces;  Recognize diversity of thought and ability and integrate these effectively into workplace activities and decision making;  Apply the knowledge and the skills of inquiry necessary to address practical aspects of professional practice;  Demonstrate proficiency in both independent and collaborative approaches for continuing

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professional learning.

This program will appeal to pre-kindergarten to grade 12 classroom teachers and to professionals across sectors who have educational or leadership responsibilities (e.g., health sciences, the military, community colleges, social services, business and commerce). Applicants who choose this program will be looking to become more effective self-regulated and collaborative learners, and skilled in using contextual knowledge and the skills of inquiry to improve professional practice. 1.3 Explain how the objectives will be achieved (e.g. course work, teaching and research seminars, independent research, laboratory and technical training, internships, practica, etc).

Objectives will be achieved through the completion of coursework and participation in online discussions and group exercises. Courses will be designed to address the complexity and challenges facing those working in professional educational contexts. Issues and approaches to learning in courses will reflect the needs of those enrolled and the expertise of the instructor.

While the intention is for this program to be online, we are prepared to offer a cluster of on-site courses for any schools or organizations where there is sufficient interest and enrolment and if our resources permit such offerings. 1.4 Address the appropriateness of the proposed Diploma nomenclature (ie Diploma in …) We have identified the diploma program as a Graduate Diploma in Professional Inquiry (GDPI) rather than educational inquiry because of the interest shown by other professions in the skills we offer. There is a growing trend for educational leadership to be required in the public and private sectors beyond schooling, and professionals in many fields are now interested in being reflective practitioners who are interested in inquiry-based practice.

2. Diploma Program Regulations 2.1 Admission Standards and Process – Consistent with the Diploma type, describe the Diploma’s admission standards, including Degree, Diploma or Certificate and course requirements and any other specific standards with reference to the learning outcomes and expectations of the Diploma (for a Type 2 Diploma also indicate the timing of the application) . As applicable, provide the rationale for standards that are in addition to those set by the School of Graduate Studies. If applicable, indicate policies/procedures to encourage applications from qualified under-represented groups (e.g. Aboriginal people, visible minorities or persons with disabilities). If applicable, indicate any language requirements.

Admission requirements for students entering the diploma program are consistent with those set by the School of Graduate Studies and will include:

 A baccalaureate degree from a recognized university  Graduation with a B- graduating average or higher (70% graduating average or a ranking in the top third of the graduating class where number grades are not available)  Under exceptional circumstances, consideration will be given to highly motivated individuals with relevant field experience who do not meet the B- requirement  A statement of interest in the program will be required in order to ensure alignment of the applicant’s academic background, work experience, and career aspirations with the objectives of the program  Applicants whose native languages do not include English must obtain a minimum English language requirement of 580 or higher on the paper-based TOEFL exam; 237 Computer-based; 88 on the TOEFL iBT test or IELTS Band 7 or higher.

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2.2 Type 3 Diplomas only– Describe whether there is a process by which those awarded the diploma can apply for admission for the related degree program and be awarded the degree upon completion of remaining requirements (specify timeframe)

GDPI students who successfully complete the program will be eligible to apply for admission to the Professional Master’s in Education degree following the existing School of Graduate Studies application procedures and processes.

3. Diploma Structure and Requirements Describe the Diploma under the following headings (where applicable) 3.1 General Diploma Requirements – Describe the Diploma Program duration and rationale, the total number of courses, examinations and progress reports, etc.

The program is designed as a revenue-generating, part-time course assessed and course-based program. We expect that students may complete the diploma within a minimum of 16 months (Summer, Fall, Winter, Summer) and within a maximum of five years. The total number of courses required for the GDPI is five 3.0 credit units. Students may choose to obtain the GDPI only or they may choose to pursue the Professional Master’s Degree (under development). Students will have five years after completing the GDPI to continue on to the degree program.

Course instructors will assess student assignments and individual progress, and students will be asked to submit annual progress reports to the Faculty’s Associate Dean of Graduate Studies and Research. Any emerging issues relating to individual student performance or work constraints affecting their ability to perform will be brought to the attention of the Manager of Graduate Programs and the Faculty’s Associate Dean of Graduate Studies and Research by the instructor as soon as they become apparent.

Any changes to the program, academic concerns with respect to students in the program, etc. will be submitted to and considered by the Graduate Studies and Research Committee, chaired by the Faculty’s Associate Dean of Graduate Studies and Research.

3.2 Course Requirements – In Table 1 below, list core (required) courses, optional courses (e.g. select X from the following list) and elective courses (if appropriate). Identify those courses that are also offered to undergraduate students and are listed in the undergraduate calendar. Explain the rationale for including them in the graduate Diploma.

Table 1. Course requirements (add additional rows as needed)

Course/Credit (C)ore, Part of existing Is course core Undergraduate Proposed Instructor(s) (number and name) (O)ptional degree to existing Enrolment All affiliations are Queen’s or program (Y/N) program (Y/N) unless otherwise noted. (E)lective (Y/N) (*PhD pending)

 Rylan Egan, Centre for GDPI 8XX (3 cr units) Teaching and Learning, Self-Regulated Inquiry C N N N  Sue Fostaty-Young, Centre and Learning for Teaching and Learning  Andrea Martin, Faculty of Education GDPI 8XX (3 cr units)  Jamie Pyper, Faculty of C N N N Collaborative Inquiry Education  Jane Chin, Faculty of Education

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 Elaine Van Melle, Education Research and Evaluation Specialist, Centre for Studies in Primary Care, Department of Family Medicine GDPI 8XX (3 cr units)  Cheryl Poth Faculty of Program Inquiry and C N N N Education, University of Evaluation Alberta  *Michelle Searle, Faculty of Education (Adjunct) Western University  Lyn Shulha, Faculty of Education  Ann Marie Hill, Faculty of Education GDPI 8XX (3 cr units)  Chris DeLuca, Faculty of Integrated Planning, Education E N N N Instruction and  Laura McEwen, Assessment Assessment Specialist Graduate Medical Education  Ted Christou, Faculty of GDPI 8XX (3 cr units) Education Innovation in Teaching E N N N  Ben Bolden, Faculty of and Learning Education  Amanda Cooper, Faculty of Education GDPI 8XX (3 cr units)  Ben Kutsyuruba, Faculty of E N N N Organizational Learning Education  *Joelle Rodway Macri, OISE  Amanda Cooper, Faculty of GDPI 8XX (3 cr units) Education Knowledge Translation E N N N  *Catherine Donnelly, and Mobilization School of Occupational Therapy Use the space below to comment on Table 1 (e.g. describe the difference in course load required for the diploma and for the Master’s (or doctoral) degree)) The courses of study comprising Graduate Diploma in Professional Inquiry (GDPI) all have an inquiry focus. The required courses, as a set, will prepare professionals with the inquiry skills necessary to engage in independent, collaborative and organization inquiry in response to questions embedded in work and program contexts. The elective courses offer teachers and those working in medical and other public sector contexts with opportunities to conduct specific inquiry into themes that shape the quality and effectiveness of professional life.

Two principles have guided the development of the 3 required and 4 elective courses: a) attention to diploma level expectations and b) the need for all courses to foster connections that can support deep learning. Specifically, GDPI courses will provide students with 36 hours of instructor-supported learning. Normally, in order to achieve the course outcomes, for each hour of guided learning, students will be required to invest 2-3 hours into extended reading, thinking, collaboration, or the production of materials. Also, GDPI courses are intended to lead to outcomes congruent with a Queen’s graduate academic scholarly program. The expectations are specifically identified in the Diploma Learning Expectations (see table 2a). In addition, course developers paid particular attention to the challenges inherent in a fully (or primarily fully) on-line diploma program. Consequently, they have made explicit the intention of courses to help students build meaningful associations that will support and anchor new learning. These connections include but go beyond those inherent in the principles and skills integral to the content of each course. Through intentional teaching and learning processes, the expectation is that courses will strive to help students generate significant linkages between themselves and their course instructor/mentor, co-learners, and professional community.

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The Graduate Diploma in Professional Inquiry is intended to be responsive to the needs of professionals whose work lives incorporate dimensions of quality teaching and learning. For this reason, the substance of both required and elective courses will be continually reviewed to assure relevance, applicability and congruency with emerging theory in these fields.

3.3 Course Descriptions - For each course that is part of the proposed Diploma, provide a calendar description and append the course outline; clearly indicate if the course is new or currently exists. REQUIRED COURSES (ALL NEW COURSES) (FOR DETAILED COURSE DESCRIPTIONS SEE APPENDIX C)

GDPI 8XX (3.0): Self-Regulated Inquiry and Learning Provides opportunities for exploration of current theories of self-regulated learning. Self-regulated learning requires autonomous management of learning through effective goal setting, resource allocation, valid self-assessment, and goal revision.

GDPI 8XX (3.0): Collaborative Inquiry This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated.

GDPI 8XX (3.0): Program Inquiry and Evaluation This course will guide students in conducting systematic evaluative inquiry in support of the data- informed program decision-making. Students will examine the multiple purposes of program evaluation applying the principles, methods and logic inherent in the needs of targeted program personnel and decision makers.

ELECTIVE COURSES

GDPI 8XX (3.0): Integrated Planning, Instruction, and Assessment This course will enable students to inquire into the interconnected structures of planning, instruction, and assessment through an understanding of curricular frameworks. Students will understand the complexities of their intended work environments and apply that understanding to analyze planning, instruction, and assessment to a specific context of practice.

GDPI 8XX (3.0): Innovation in Teaching and Learning This course will help students develop a foundational understanding of innovation in the workplace grounded in exploration of historical, sociological, and philosophical contexts and frameworks. Students will explore case studies and develop a plan of action rooted in the particular needs of their workplace.

GDPI 8XX (3.0): Organizational Learning The goals of this course are to examine theory, research and case-studies on organizations in public service sectors using professional inquiry approaches. Topics will include organizational theory, structure and bureaucracy, organizations and their environments, human resources, politics, decision- making, leadership and organizational change. Ultimately, this course will prepare students to apply the concepts covered in the course to their professional context.

GDPI 8XX (3.0): Knowledge Translation and Mobilization Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science GRAD Diploma Expedited Approval 1June2012 Page 7 of 63

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and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting.

3.4 Program Timelines – In a table or figure, summarize the expected progress through the Diploma by term, to completion).

Table 2. Expected progression through to completion

Year 1 Year 2 S F W S GDPI 8xx (Self- GDPI 8xx GDPI 8xx GDPI 8xx GDPI 8xx GDPI 8xx Regulated (Integrated (Innovation in (Program Inquiry (Integrated (Innovation in Inquiry and Planning, Teaching and and Evaluation) Planning, Teaching and Learning) Core Instruction & Learning) Core Instruction & Learning) Assessment) Second Intake Assessment) GDPI 8xx (Self- GDPI 8xx GDPI 8xx Regulated GDPI 8xx GDPI 8xx GDPI 8xx (Organizational (Knowledge Inquiry and (Organizational (Knowledge (Collaborative Learning) Translation & Learning) Core Learning) Translation & Inquiry) Core Mobilization) GDPI 8xx Mobilization) (Collaborative Inquiry) Core

All students will be required to complete the core courses listed in summer of Year 1 and 2, and may choose two other courses from those listed in fall and winter of that year. Each student must successfully complete the three core and two elective courses to earn the GDPI. These courses will be offered continuously using this pattern, and students who choose not to take courses when originally offered will be required to wait until the next rotation. The exception to this would occur if there was significant student interest and an available instructor to offer a regular fall course in the winter or vice versa. It is expected that 25% will not complete the regular course pattern, i.e. students many choose not to take courses every term or may choose to take only one course per summer.

Students are encouraged to complete the program within three years. If at any time, a three-year period occurs in which no courses are taken towards this diploma, the student is considered to be voluntarily withdrawn. If the student wishes subsequently to return to complete the diploma, they must reapply to be admitted.

3.5 Part-Time Studies - If the Diploma is offered on a part-time basis, describe any differences in delivery from that of the full-time Diploma (if applicable) and/or the full- time Master’s (or Doctoral) Program of which the Diploma is a part of. Summarize the pathway to completion. This program will be offered on a part-time basis only.

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3.6 Other - Comment on any special matters and innovative features (e.g., the Diploma will be fully accredited by XXX?). This diploma will have broad appeal both domestically and internationally. Domestically, diplomas such as the one proposed here can be used for professional development credits for teachers, leading to advancement in leadership and salary.

In international education contexts, there are both American and International schools who may choose to hire local university graduates as teachers due to their expertise in local history, philosophy and culture. Teachers working under these circumstances who complete this diploma will enhance the accreditation profile of their schools.

Students, who successfully complete the Graduate Diploma in Professional Inquiry at Queen’s, will be eligible to be considered for admission to the Professional Master’s degree, which is currently under development.

4. Diploma Program Content 4.1 Explain how the curriculum addresses the current state of the discipline and subspecialization of study. The Graduate Diploma in Professional Inquiry (GDPI) addresses the inquiry skills fundamental to quality professional thinking and action. Specifically, the GDPI curriculum is designed to improve professional problem-solving and decision-making processes at the individual, team, program, classroom and organizational levels. The Ministry of Education is strongly supporting the development of professional inquiry skills for teachers to increase their use of evidence-informed practice. This trend is typical across educational jurisdictions and in other professions such as health care and social services.

Professional practice has become increasingly complex (Klinger, Shulha, Luce-Kapler & Elliott, 2012; Resnick,1995). Each of the core and elective courses in this program seeks to unpack this complexity by examining the theories, policies, values and relationships that shape professional contexts and by exploring how responsibilities within these contexts emerge and evolve. Given the speed at which knowledge is being generated, information is being exchanged and human needs are shifting, it is not surprising that new benchmarks for professional behaviour are appearing (McEwen, 2012).

Today’s practitioners in education, health sciences and other public sector services are increasingly being pressed to act as knowledge creators, knowledge-users, thought-leaders, change agents and innovators. Foundational to these roles is the motivation and ability to engage in ongoing systematic, self-regulated and collaborative inquiry (Cousins, Whitmore & Shulha (in press); Dufour, Dufour & Eaker 2008; Patton, 2008). When the inquiry pulls together both current scholarship and findings from contextually grounded empirical research the result is more relevant and responsive evidence-informed professional decision-making (Patton, 2011; Sacket, 1997).

Cousins, J. B., Whitmore, E., Shulha, L. M. (In Press) Arguments for a common set of principles for collaborative inquiry in evaluation. American Journal of Evaluation.

Dufour, R., DuFour, R. B., & Eaker, R. E. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree.

Klinger, D. A., Shulha, L. M., Luce-Kapler, R. A., & Elliott, S. (2012). The enabling constraints of building an assessment pedagogy. European Journal of Education and Educational Psychology, 1(1), 81-113. Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591- 596.

McEwen, L. (2012). The emergence of an autonomy-oriented assessment culture in pediatric residence education: A case study. (Doctoral Dissertation). Queen’s University, (Accession Order No. [pending])

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Patton, M. Q. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage.

Patton, M. Q. (2011) Developmental evaluation: Applying complexity concepts to enhance innovation and use. New York, NY: Guilford Press.

Resnick, L. B. (1995). Working, Thinking, and Assessment. Innovating and evaluating science education: NSF evaluation forums, 1992-94, 79.

Sacket, D. L. (1997) Evidence-based medicine. Seminars in Perinatology. 21(1) 3-5. Retrieved December 28 from http://www.seminperinat.com/article/S0146-0005%2897%2980013-4/abstract

4.2 Identify any unique curriculum or program innovations or creative components. The curriculum of the GDPI focusses on and develops all dimensions of professional inquiry from the individual investigation of self-regulated learning through to awareness of collaborative inquiries at the workplace level within the context of national and international contexts. This focussed and deep investigation will offer important foundational work for all professionals wishing to pursue further study in educational theories and practices.

4.3 Academic Integrity - Explain how the Diploma educates students on the importance and role of academic integrity. We are developing a short introductory on-line resource that will inform students of the technological skills needed to access course materials, participate in discussions, and submit assignments along with other necessary information to successfully participate in the course. In addition, there will be a section of this resource that introduces the students to online safety and security as well as academic integrity in online environments. This section will address proper citation of sources, including internet resources, proper conduct with fellow students’ materials, and explanations of the boundaries for individual and group work.

The critical nature of academic integrity in completing this diploma also is emphasized in each syllabus and on the course website stated as follows:

The University’s Academic Integrity Policy is in effect. http://www.queensu.ca/calendars/sgsr/Academic_Integrity_Policy.html Any behaviour that compromises the fundamental scholarly values of honesty, trust, fairness, respect and responsibility in the academic setting is considered a departure from academic integrity and is subject to remedies or sanctions as established by the Faculty of Education and Queen's University.

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5. Assessment of Teaching and Learning 5.1 Degree Level Expectations (DLE) – In Table 3 below, summarize how the Diploma’s structure and requirements address each DLE listed. Include any diploma- specific DLEs and learning outcomes [Refer to GDLES, p.34 QUQAPs]. Table 3. Mapping curriculum and degree level expectations (DLEs) onto the Diploma in Professional Inquiry* *For more detailed mapping of learning outcomes and indicators of achievement with the DLEs, please see the course syllabi in Appendix D. The framework below guided the developers of the courses.

DLE Learning Outcomes Relevant Courses, Academic Requirement Indicators of Achievement Depth and breadth of Graduates will be able to Coursework (Required) Graduates will have: knowledge summarize the significant Students will participate fully in course activities. (a) A thorough and critical theoretical and practical ideas Students achieve at least a B- average in all 3 required and understanding of professional central to the courses 2 elective courses of their Diploma program. inquiry and its relationship to completed as part of their Required: innovative professional Diploma program. GDPI 8xx Self-Regulated Inquiry and Learning practice. GDPI 8xx Collaborative Inquiry

Graduates will be able to GDPI 8xx Program Inquiry and Evaluation (b) An enriched skill set for ITEM: Graduate Diploma in Professional Inquiry (SCAD) identify an issue or problem Electives (2 of the following) supporting learning in the and frame it within the field of GDPI 8xx Integrated Planning, Instruction and workplace. education or, where Assessment appropriate, other related GDPI 8xx Innovation in Teaching and Learning GDPI 8xx disciplines or fields. Organizational Learning GDPI 8xx Knowledge Translation and Mobilization.

Research and scholarship Graduates will be able to read All Coursework (Required & Elective) Graduates will have: and interpret educational research and where Scholastic Inquiry (Required) An understanding of and practice appropriate scholarship from For each of the different forms of inquiry identified in the in methods of inquiry central to other fields. required and elective courses, students will conduct a professional decision-making and context specific inquiry project, grounding their design in problem solving. Graduates will be able to appropriate theoretical frameworks. identify significant researchable questions within

Page 144 of 333 their personal work context and explore these questions GRAD Diploma Expedited Approval 1June2012 Page 11 of 63

using appropriate approaches to inquiry.

Application of knowledge Graduates will be able to All Coursework (Required & Elective) Graduate will have: synthesize the theoretical and Students will participate fully in course activities. practical ideas central to each Competence and confidence in course selected for their Scholastic Inquiry (Required) using systematic inquiry to program and apply their new Students will use evidence-informed decision-making in address individual or and developing knowledge to creating products such as designs, portfolios, organizational dilemmas. practical work-based demonstrations, prototypes, curricula, workshops, problems. presentations, briefing papers, and professional articles.

(Optional) Students will contribute to their learning to organizational initiatives. Students present products at professional or academic conferences. Communication skills Graduates will be able to All Coursework (Required & Elective) Graduates will be able to ITEM: Graduate Diploma in Professional Inquiry (SCAD) communicate their new and Students will participate fully in course activities communicate their new and developing ideas accurately developing ideas accurately and and succinctly with peers and Academic Inquiry (Required) succinctly with peers and course course instructors using e- With support, students will successfully navigate and instructors using e-learning learning strategies. optimize the technology that supports their on-line strategies. learning. Graduates will be able to Graduates will be able to confidently present the Scholastic Inquiry (Required) confidently present the products products that represent Students will communicate the depth, breadth and that represent learning. learning. significance of their course-based and culminating tasks in meaningful ways, using appropriate technology.

(Optional) Students will contribute to their learning to organizational initiatives. Students will present products at professional or academic conferences. Page 145 of 333 Autonomy and professional Graduates will model ethical All Coursework (Required & Elective) Graduates will model ethical and capacity GRAD Diploma Expedited Approval 1June2012 Page 12 of 63

and professional behaviors in Students will participate fully in course activities professional behaviors in undertaking and completing undertaking and completing their their program of study. Scholastic Inquiry (Required) program of study. Students will understand and uphold the standards for academic integrity as these pertain to the creation of all Graduates will be able to products related to their program as outlined by Queen’s Graduates will be able to demonstrate the professional University: demonstrate the professional problem-solving behaviours of http://www.queensu.ca/academicintegrity/index.html problem-solving behaviours of a a self-regulated learner and a self-regulated learner and a collaborator. Students will be able to demonstrate the behaviors collaborator. inherent in professional problem solving and practice such as (a) problem identification, (b) contextual analyses, (c) goal setting and responsive modification, (c) acquisition and use of timely and appropriate resources, (d) evidence- informed decision-making and action, and (e) observation, reflection, analysis of consequences and reassessment of goals.

Coursework and Scholastic Inquiry (Required) ITEM: Graduate Diploma in Professional Inquiry (SCAD) Students will complete their program in a timely fashion according to Queen’s University policy. Awareness of limits of Graduates will be able to All Coursework (Required & Elective) Graduates be able to: knowledge articulate the sources and Students will participate fully in course activities boundaries of their own Analyze the scope, utility and knowledge and skills as these Scholastic Inquiry (Required) potential consequences of their become evident during each Students will be able to define the contextual and political evidence-informed decisions and course and their diploma boundaries for their own learning and defend the academic actions. program. and professional literatures used to inform their work.

Students will be able to buttress arguments and findings from their own inquiry with credible citations. Graduates will be able to articulate the boundaries or Students will be able to articulate the contributions of the limitations of the knowledge knowledge sources and methods used for evidence- and decisions that emerge informed decision-making. from their inquiry. Page 146 of 333

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Use the space below for comments on Table 3. Identify of how learning outcomes and indicators of achievement (if applicable) associated with the Diploma Program differ from those of the related Degree Program when the same courses are involved. The GDPI is intended to introduce students to the scholarship and practices of professional inquiry so that they may experience an enriched professional life while developing a strong theoretical foundation suitable for continuing graduate studies.

5.2 Describe how the proposed methods of assessing student achievement relate to the Diploma’s learning outcomes and (DLEs). All courses will use one or more of the following methods of assessing student achievement:

1. Conventional reviews and critical analyses of research and professional literature related to the three required forms of inquiry and the themes of selected elective courses. Learning Outcomes: Depth and breadth of knowledge, Research and scholarship, Awareness of limits of knowledge

2. Assignments that require the identification and analysis of contextually grounded professional dilemmas/problems. Learning Outcomes: Depth and breadth of knowledge, Research and scholarship, Awareness of limits of knowledge

3. Challenges that require the creation and enactment of a personal/professional learning plan. Learning Outcomes: Application of knowledge, Autonomy and professional capacity

4. Challenges that require collaborative inquiry to be resolved. Learning Outcomes: Application of knowledge, Communication skills

5. Challenges that require innovation. Learning Outcomes: Depth and breadth of knowledge, Research and scholarship, Application of knowledge, Communication skills, Autonomy and professional capacity, Awareness of limits of knowledge

6. Challenges that require reflecting on and elaborating of emerging ideas and practices. Learning Outcomes: Depth and breadth of knowledge, Research and scholarship, Application of knowledge, Communication skills, Autonomy and professional capacity, Awareness of limits of knowledge

7. Professional quality presentations intended to stimulate knowledge use or innovation. Learning Outcomes: Application of knowledge, Communication skills, Awareness of limits of knowledge

8. Projects that demonstrate the power of inquiry in facilitating evidence-informed professional decision-making. Learning Outcomes: Depth and breadth of knowledge, Research and scholarship, Application of knowledge, Communication skills, Autonomy and professional capacity, Awareness of limits of knowledge

9. Evidence of a professional approach to managing the learning expectations and performance deadlines outlined in each course. Learning Outcomes: Autonomy and professional capacity

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5.3 Outline the plans for documenting and demonstrating the level of performance of students.

Each course in the GDPI will have clearly outlined assignments and associated rubrics for assessment. The instructor will be responsible for assessing student progress, using these rubrics and following Queen’s grading policies. Instructors will use the feedback mechanisms and technologies already developed through our existing online program for ongoing communication with students. Progress reports will be required from students as outlined in our Handbook, Section 19.2. However, because of the shorter length of this program, students will be required to submit their reports semi-annually as opposed to annually.

The Manager of the Faculty’s Graduate Studies Office will review the reports and bring any potential issues to the attention of the Associate Dean of Graduate Studies and Research. After consultation, a decision about next steps will be made, e.g. the Associate Dean may choose to communicate via email with the student if she/he is concerned about the lack of academic progress, etc. 5.4 Program Administration – Describe how the Diploma program will be administered (e.g. admissions, tracking progress, curriculum, etc.)

The application review process will follow School of Graduate Studies’ criteria and policies, and will be overseen by the Manager of Graduate Programs in Education. The Graduate Assistant, with the support of the Office Assistant, will be responsible for answering applicant queries, providing program descriptions, and receiving applications. An internal Admissions Committee will review all applications.

The Faculty of Education’s Associate Dean of Graduate Studies and Research and the Manager of Graduate Programs in Education will be responsible for helping students with academic related concerns and/or issues. Students will also be required to submit semi-annual progress reports and any issues related to progress will be addressed.

The Manager of Graduate Programs in Education will manage the administration and coordination of the program curriculum with the assistance of the Graduate Assistant and Office Assistant. This unit reports directly to the Faculty’s Associate Dean of Graduate Studies and Research.

6. Mode of Delivery 6.1 Explain how the proposed mode(s) of delivery meets the Diploma’s learning outcomes and the DLEs. Comment on the relationship between mode of delivery and accessibility requirements. Choosing to develop an online graduate diploma enables the Faculty of Education to offer its services to busy professionals who cannot afford the time away from work to pursue further study. It also addresses requests that we continue to receive from our international school partners for further professional learning that their teachers can access. The online mode of delivery is ideally suited to professional inquiry because the students will remain in their work contexts, and the courses will be developed to encourage students to use those contexts as their site of study.

Our experience with developing online content through our Continuing Teacher Education courses ensures that our ability to create learning groups through online chats, Elluminate Live sessions, and structured online activities will support student learning fully through sequenced learning opportunities. Our online library resources are extensive and continually updated so that students will be able to access the latest research and information. The technologies that we use for our course development and delivery have the capacity to be accessible to students who have special requirements, and all our course developers and instructors will be required to the complete the training currently being developed by Queen’s Education, Training, and Awareness committee. Every course instructor also will be required to complete an introductory course about our online learning practices and technologies.

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6.2 Distance Delivery - Where students may take the same Diploma or elements of it in two different modes of delivery, indicate how consistency in Diploma requirements and standards will be assured. Describe how a learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and comment on access to materials, resources, and technology. We are ensuring consistency in our delivery by having faculty members designated to oversee course content and delivery for the courses. The Associate Dean of Graduate Studies and Research is responsible for the consistency throughout the entire program. The online delivery will have the community building capacity developed through a cohort model; i.e., individuals will be part of a class rather than taking the course alone. Elluminate Live and online chat will be used to help develop and maintain community. The courses will also require some peer response and interaction. On occasion, if a group or school would like us to offer the program as an onsite option (assuming resources are available and numbers are sufficient), the course content will be the same as the online program. What will differ are the modes of interaction and peer feedback options.

7. Anticipated Enrolment 7.1 Describe the recruitment strategy for the Diploma. Indicate how many new students the Diploma is expected to attract to Queen’s (and why), and if applicable, how many students will need to be accommodated by other departments/Academic Units. Indicate which departments/units will be affected and how.

The program is designed as a course assessed part-time program, which we plan to begin offering in July 2014 when students can potentially begin their program by taking two courses.

Using the results from our surveys and interviews, we estimate that the first intake will be 150 students (112 domestic, 38 international) for July 2014, but we expect that there is potential for this number to increase after the program is established. We have also predicted, based on applications received for our full-time M.Ed. program, that 25% of our intake may be international students. Also, while it is possible that each of these students may take two courses in their first summer, based on numerous years of experience in offering our M.Ed. program on a part-time course assessed basis, we expect that 25% will choose to take only one course, and/or may choose not to take a course in each of the fall and/or winter terms. This has been reflected in our course enrolment projections.

We are currently keeping a list of potential applicants who have contacted us about online program options who indicated they would like to hear from us if we develop one in the near future. We plan to use our website, Facebook, Twitter, and advertisements in professional magazines with an online option. In addition, we are developing a webinar to recruit and inform potential students. This option will be particularly important because many of our potential applicants are international.

The courses will be offered within the Faculty of Education only. The unit affected most by the creation of this new program will be the Faculty’s Graduate Studies Office in terms of administrative support for the program. There will be an increase in the administrative workload at the School of Graduate Studies and the Office of the University Registrar with respect to the admissions and registration processes.

7.2 In Table 4 below, summarize the projected intake and enrolments by year until steady-state is reached.

Table 4. Anticipated intake and enrolment in Graduate Diploma Program

July 2014 July 2015 Diploma Intake 150 students 150 continuing from July 2014 (finish last course) plus 150 new intake Total Course Enrolments 262 562 GRAD Diploma Expedited Approval 1June2012 Page 16 of 63

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8. Resources Provide evidence that the Academic Unit(s) has the necessary resources to implement and deliver the proposed new Program under the following headings (where applicable).

Budget Modules must be completed

8.1 Faculty - Comment on the adequacy of the faculty complement to teach in the Graduate Diploma AND complete Table 5 below. Submit completed CV modules for faculty not listed as core in a Queen’s degree program (core faculty are defined as tenured, tenure-track, and emeritus faculty that contribute to the delivery of the program)

Table 5. Faculty associated with the proposed Diploma (add rows as needed)

Total Grad Teaching (incl new Supervisory Privileges in New Program) Program n/a, not part of regular workload (if applicable) n/a, course-based only Bolden, Benjamin, EDUC Asst Prof/ tenure-track Chin, Jane, EDUC Asst Prof/ adjunct (term) Christou, Theodore, EDUC Asst Prof/ tenure-track Cooper, Amanda, EDUC Asst Prof/ tenure-track DeLuca, Christopher, EDUC Asst Prof/ tenure-track Donnelly, Catherine, OT Egan, Rylan, CTL Asst Prof/ adjunct (term) Fostaty-Young, Susan, CTL Asst Prof/ adjunct (term) Hill, Ann Marie, EDUC Prof/ tenured Kutsyuruba, Benjamin, EDUC Asst Prof/ tenure-track (renewed) Luce-Kapler, Rebecca, EDUC Prof/ tenured Martin, Andrea, EDUC Assoc Prof/ adjunct (continuing) McEwen, Laura Asst Prof/ adjunct (term) Poth, Cheryl, U. of Alberta Asst Prof/ adjunct (term) Pyper, Jamie, EDUC Asst Prof / tenure-track Rodway, Joelle, OISE Asst Prof/ adjunct (term) Searle, Michelle, EDUC Asst Prof/ adjunct (term) Shulha, Lyn, EDUC Prof/ tenured VanMelle, Elaine, MEDICINE Asst Prof/ adjunct (term) Use space below to comment on Table 5 The faculty listed above in the table are the individuals who have been identified as those responsible for the course development and oversight. They will not necessarily be teaching in the online program; however, should they choose to do so, it is not considered part of the workload at the Faculty of Education.

8.2 Staff - Comment on the adequacy of the staff complement to support the Diploma (administrative, technical, IT, laboratory, etc.).

The Faculty’s Graduate Studies Office staffed by a Manager, Graduate Assistant, and Office Assistant supports our graduate programs. This unit will handle administrative issues such as admission, registration, degree completion, etc. in conjunction with and as governed by the policies and procedures of the School of Graduate Studies for the new program. We anticipate that the Office Assistant, who is currently working 0.5 FTE position, will need to be increased to a 1.0 FTE to help with the additional workload.

We also anticipate the need to hire a Level 7 support staff position, 0.25 FTE, to help with ICT issues related to offering online programming, uploading course to Desire2Learn, etc.

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8.3 Space Requirements - Describe the additional space (e.g., work space, laboratory space, office, classroom above that associated with the related degree program) and additional equipment needed to support academic activities of the diploma students.

No additional physical space will be required for this program because it is designed to be offered online.

8.4 Information Technology - Describe the additional information technology needed to support diploma students’ scholarship and research activities over and above that required for the related degree program. Indicate the resource implications for hardware, software/internet, audio-visual, telecommunications, etc. Other than the addition of a half-time Level 7 employee to assist with the technical aspects of mounting the courses online, following up on copyright issues, etc., no further resources are anticipated in addition to those services we already have available to us through E-Services and the Continuing Teacher Education Office in the Faculty of Education.

Date of Consultation: December 6, 2012

Library - Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical documents, electronic databases, statistical/geospatial data, etc). Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the Library staff took place. We do not anticipate that additional staff positions in the library will be required; however, we do expect that there will be an increased need for support from existing library staff to help students in this program find and/or use online resources, as many will have been away from academic work for a number of years.

We also anticipate that there will be a need to purchase copyright for additional online books, journals, and electronic databases in addition to those already covered by the Library. Course instructors will meet with Library staff to discuss in greater depth the resource needs to support the program closer to launch, and then follow up consultations will take place as needed. Cory Laverty has provided an estimate of expenses, which are included in the projected budget.

Date of consultation: December 10, 2012

8.6 Describe any additional resources required that are not currently available. Provide evidence of institutional commitment to supplement existing resources as needed (See Budget Modules).

There are no further resources anticipated.

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9. Other Matters 9.1 Provide evidence of student and market demand for the Diploma and describe how this information was obtained. Overview. To investigate the viability and desired elements of a laddered credential program consisting of a graduate diploma (this proposal) and a master’s degree, the Faculty has undertake 3 different needs assessments: interviews and on-going discussions with international school administrators; a survey of potential international school teachers; and a local survey targeted at students currently enrolled in continuing education courses, current candidates at the faculty, and graduates or practitioners who may visit the Faculty of Education website on their own accord. The interviews and first survey were conducted within the context of the Queen’s University, Teachers Overseas Recruiting Fair (TORF) in 2010.

Relevant Background. The Teachers Overseas Recruiting Fair has operated for 25 years, and now hosts over 70 school administrators annually who hire qualified Canadian teachers for their schools. Each year a significant proportion of these overseas teaching positions go to Queen’s B. Ed. graduates. The close ties that have developed between these schools and the Faculty of Education have led over the years to a number of successful university/international school professional learning and research partnerships. Consequently, the work of our graduates and our faculty has established an international reputation for Queen’s in teacher education. The development of the Graduate Diploma in Professional Inquiry (GDPI) was initiated, in part, because of continuing requests from international teachers and administrators for the Faculty to expand opportunities for graduate studies and professional learning.

Methods and Findings. From December 2010 to the end February 2011 24 interviews were conducted with international school administrators, 6 of whom engaged in consultations through the entire year. Overall, the data revealed that the addition of graduate programs would be seen as a welcome and natural addition to the Faculty of Education’s portfolio of educational services. A Queen’s program is likely to be recommended by these schools as well as others who know us primarily by reputation. This is significant because the international teachers we surveyed in part 2 of the needs assessment reported that they would likely choose a graduate program endorsed by their school.

As a group, the administrators agreed that a part-time primarily on-line program would be highly appealing to their teaching faculty. Many of these administrators would offer at least some financial support for their teachers’ continuing education. The Executive Director of the Tri-Association of American Schools (Central-America Colombia - Caribbean and Mexico) was particularly enthusiastic about the potential of the GDPI to serve the needs of local teachers in the region who have university degrees but are looking for teacher certification. These administrators also made recommendations about the program structure and curriculum that have integrated into this proposal. (See Appendix A.)

Part 2 of the needs assessment, is also reported on in Appendix A. During TORF 2010, those registered as candidates in the Fair could voluntarily complete a needs assessment survey. Data collected from 81 respondents (~25% of registrants) also served to guide the subsequent structuring of the GDPI program. These respondents confirmed that a concentrated on-line or blended program would be most desirable, but they also expressed a significant desire for a program that would allow them to make strong professional connections. The theme of connections in our course outlines is a direct response to this expressed need.

Part 3 of the needs assessment (See Appendix B) focused on connecting with local, primarily Ontario educators. Between October 30 and December 20, 2012, the system had 132 responses of interest with 117 people completing the needs assessment survey. Not surprisingly, ~90% of those who took the time to explore the possibility of further graduate work in education expressed a significant interest in pursuing it at Queen’s.

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benefits i.e., continuous on-line offerings. While about 20% of respondents were unsure of the role of theory in a part-time professional program, over 75% responded that they were looking to acquire a theoretical grounding for their professional practices. Complementing this academic interest, however, was the desire to have assignments tailored to address the challenges in the workplace (~88%). These findings confirm the need to have strong scholars with an interest in promoting theory-in-action as instructional leaders for this program.

Another question of significant interest to the development team was whether potential applicants’ choice of graduate program would be based primarily on its minimum time to completion. Approximately 62% of respondents suggested that being able to complete the GDPI in 13 months was a strong point. That almost 40% of our respondents were not as concerned about completing the program in 4 semesters suggests that many applicants could be looking to the GDPI as a professional learning opportunity to be fully integrated into the rhythms of their work life.

Three questions probed respondents’ preferences for the mode of course delivery. Both on-site and online learning structures had their champions, but the need for a significant on-line learning component was strong. This is likely due to the flexibility it affords students. Overall, ~30% of respondents expressed an interest in some combination of on-site and on-line learning.

Data from the qualitative questions in this survey suggest that ensuring flexibility in the time to completion and keeping the cost of the program reasonable will be critical in attracting professionals to our program. In addition, courses as advertised will need to appear relevant; and, in practice, they must contribute to improved professional practice.

The response to the third needs assessment suggests that the GDPI would be well received by Ontario educators looking to enrol in part-time graduate education. It should be noted that, if approved, the GDPI will be marketed to not only educators but professionals in health sciences and public sector social services. The significant number of applicants from outside education who currently apply to the M.Ed. program (for example, from medicine, occupational therapy, engineering, and business) suggests that the principles of educational inquiry, teaching and learning as addressed in this program will have appeal beyond the teaching profession.

9.2 Explain how the Diploma will fulfill a societal need. Comment on similar Diplomas offered elsewhere and why the proposed Diploma will be attractive to applicants or students enrolled in the Master’s (or doctoral) degree program (Type 2 diploma) (include any unique or innovative elements/features). We see two significant trends that are influencing the need for an online professional program: 1) the influence of globalization and the resulting demand for a knowledge-based economy; and 2) the demand and availability of networked digital technologies that create new access to learning and thinking. In the education sector, the increasing popularity of MOOCs (Massive Open Online Courses) has put pressure on universities and other post-secondary institutions to make their materials more widely available in digital formats. In Ontario, the Government is strongly promoting digital learning with their plans for an Ontario Online Institute and their push for nearly one-third of postsecondary courses to be available online and count towards an undergraduate degree (Inside Higher Ed, February 2012). The Ministry of Education also endorses such a move stating “within the next three years, Ontario students from Kindergarten to Grade 12 will be able to benefit from blended learning in a safe and customized environment” (http://www.edu.gov.on.ca/elearning/index.html). In such an environment, for us not to offer at least some of our graduate programing online means that we are losing out on attracting a large sector of those in search of professional programs.

A number of universities nationally and internationally offer online graduate diploma programs. But as is the case with graduate programs in education, these programs are varied and offer different foci such as a diploma in online learning (UBC) and a graduate diploma in interdisciplinary education (Calgary). What is different about our program is that it is a set of courses focussed only on professional inquiry. This program forms the foundation for students who wish to continue into a specialized concentration

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(our online master’s degree in development). This structure is different from our competitors whose offerings tend to be topic based such as UBC’s, or the first step in a specific disciplinary area, such as Calgary’s. We also believe that our focus on professional inquiry will attract a broad range of interested students, not only those focussed on K-12 education, but also educators in other fields and public sectors.

9.3 For new Professional Diplomas, provide evidence that the Diploma is congruent with the regulatory requirements of the profession.

Each province is responsible for regulating the teaching profession. Despite some differences in language and emphasis, the standards across the country require teachers to engage in ongoing professional development, to have a commitment to students and learning, and develop their professional knowledge and leadership. The Ontario College of Teachers (OCT) Standards of Practice is one example: (http://www.oct.ca/public/professional-standards/standards-of-practice)

The Standards of Practice for the Teaching Profession are: Commitment to Students and Student Learning Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society. Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. Leadership in Learning Communities Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

The GDPI develops the improvement of educators’ professional practice, which serves to meet the standards such as those outlined above.

10. Equity, Diversity and Accessibility

Describe how the proposed new Diploma will address equity considerations, including (but not limited to) issues of particular concern for the groups identified in the University’s various Equity programs (http://www.queensu.ca/equity/). The GDPI will be open to all students who meet the admission requirements. Because it will be an online program and because of the international interest this program has already garnered, we anticipate that we will have a diverse group of students—national and international. We will ensure that our websites and learning materials meet all the accessibility requirements. Every course developer and instructor will be required to take the training currently being developed by Queen’s Education, Training and Awareness committee, and all AODA requirements will be met. GRAD Diploma Expedited Approval 1June2012 Page 21 of 63

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11. Quality and Other Indicators

With respect to unique curriculum or program innovation or creative components (Section 4.2), comment on the faculty attributes (including professional and research activity) that will ensure the intellectual and academic quality of the student experience.

As a professional Faculty, Education has a long history of supporting and developing professional practice. Our on-campus master’s program has supported the development of teaching and learning practices for over forty years. The well-established program brings a focus on the knowledge and quality of leadership in the profession alongside fostering scholarly inquiry into educational theory, policy and practice. This program has attracted students from the health sciences and government, and those interested in adult education as well as the traditional applicant pool—teachers and administrators from school boards. The GDPI will further enhance the focus on professional leadership by developing the capacity for professional inquiry.

We are creating a research hub to enable strong collaborations and interdisciplinary work in the Faculty of Education. Most of the research groups included in this hub have representatives identified as lead faculty on the development of the GDPI. (Math, Science, and Technology Education (MSTE); Learning Processes; Measurement, Assessment, Policy, Leadership & Evaluation (MAPLE), and Curriculum Theorizing.) In addition, we are including researchers from Health Sciences (Medical Education) and the Centre for Teaching and Learning. This team of researchers and teachers who have agreed to participate in the development and oversight of this program will ensure an interdisciplinary, research-focussed curriculum for professional practice.

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Part C – Administration & Government Reporting Information

Part C is to be completed by the Academic Unit(s)/Department(s)/Faculty(s) in consultation with the Office of the University Registrar and the School of Graduate Studies.

12. Information for and/or from the Office of the University Registrar and/or the School of Graduate Studies Registrar

Academic Administration Academic Career GRAD

Department(s)/Academic Unit(s) School of Graduate Studies, Faculty of Education

Proposed Start Date Program duration 07/2014 mm/yyyy 4 academic terms (Summer, Fall, Winter, Summer)

Expected enrolment

Initial Year 150 Steady State 300

Program Name: Diploma Diploma Code (max 50 characters) (e.g. Diploma in International Finance) (max 5 characters)

Graduate Diploma in Professional Inquiry GDPI Academic Plan (e.g. Chemical Engineering)

Education

Complete the following: Will students be admitted part-time? Yes No Will all or part of the program be offered at the BISC campus? Yes No Will all or part of this program be offered via distance learning (e.g. Yes No online or blended learning?)

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13. Course Information

New Courses with new subject code required? Yes No

If yes, suggested Subject Code GDPI

14. Tuition and Student Activity Fees

Tuition Fee $1,200 per course (domestic) and $2,178 per course (international) (Based on what part-time master’s students currently pay per course in our current part-time option ($1100) and based on what our competitors are charging for online graduate courses.) Fee Assessment Protocol Fees are charged per course. (Annual? Per term Or per course?) Student Activity Fees N/A GRAD - SGPS

Non-Tuition Fees N/A

15. Government Reporting

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Appendix A

Serving the Educational Needs of International Teachers

A Briefing Paper Exploring the Potential of a Professional Part-Time Graduate Education Program at the Faculty of Education

Table of Contents

Backdrop For This Initiative . . . 2

Learning from Stakeholders . . . 2

 Interviews with International School Administrators . . . 2  Caution . . . 6  Teachers Overseas Recruiting Fair (TORF) Candidate Survey Responses . . . 6

Principal’s Training Centre (PTC) - Bambi Betts . . . 10

Discussion . . . 11

Possible Program Structure . . . 13

 Considering Program Completion . . . 14  A Tentative Delivery Model . . . 14 Financial Potential

 Estimating Revenue from the On-Line Program . . . 15

 School/University Partnerships . . . 16

Conclusions . . . 16

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Backdrop For This Initiative

Since 2000, Queen’s Faculty of Education has been experiencing a significant and continual shrinkage of resources. While creative reallocations and an expanding continuing education program have helped us to be largely successful at maintaining high quality educational programs and services, the Faculty itself has not been able to renew its tenured personnel in any significant way. While responsibilities related to courses and supervision have increased, we have fewer graduate faculty members than at any recent time. Thus a critical question for the Faculty is how we might rejuvenate our graduate faculty and with them, our graduate programs. One possibility is to revisit programs and services that have enhanced our Faculty’s profile in the past, but are currently lying dormant.

December, 2010 marked a renewed interest in the feasibility of a professional, part-time masters degree that could both meet the educational needs of practicing teachers and act as a framework for new school/university partnerships. Underpinning this interest is the assumption that in revitalizing these programs we could attract to our academic community PhD adjuncts who would be interested in expanding their portfolio in the areas of teaching and professional learning. It is important to note that the original discussions only considered a part-time master’s program. As we conducted our research and discussed the shape of the program, we recognized the need to have a laddered credential: a five-course, part-time graduate diploma that would focus on inquiry skills followed by a five-course, part-time master’s program that would build on those inquiry skills through a choice of concentrations. While this proposal is only for the first part of the program, it is difficult to give the historical context without mentioning the master’s program as well.

In advance of any formal proposal for a new part-time professional graduate program a preliminary template for a program was drafted as a talking piece and informal needs assessment with potential stakeholders. The January 27-30, 2010, Queen’s Teachers Overseas Recruiting Fair (TORF) provided a venue where practicing teachers, pre-service teachers and international school administrators were exchanging perspectives on quality teaching and learning. It was an opportune time to discuss the role of graduate studies and school/university partnerships in supporting this goal.

In addition, phone and Skype conferences were held with Bambi Betts, Director of the Principal’s Training Centre and CEO of the Academy for International School Heads. The Principal’s Training Centre currently has agreements in place with College of New Jersey, Lehigh University and SUNY Buffalo State allowing students who transfer credits earned at PTC towards a Master’s degree.

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Learning from Stakeholders

Interviews with International School Administrators Between January 27 and January 30, 24 interviews of varying lengths were conducted with international administrators, serving 17 different schools in 14 countries. Most individual interviews took place either at the Faculty of Education or at the Radisson Hotel prior to the opening of the Teachers’ overseas Recruiting Fair. This information was supplemented by notes taken during a meeting with administrators known to be critical friends of the Faculty.

Table 1. International School Administrators Contributing to this Briefing Paper

Andrew Melnyk, *Bob Lennox, Sunway International School, Malaysia Koc School, Istanbul, Turkey Terry Boucher, Todd Cuddington, Sunway International School, Malaysia ACI & SEV Elementary, Ismir Turkey Jim Leonard, *Dave McMaster, Taylor’s College, Malaysia Canadian International School, Hong Kong Jeff Keller, Bonnie Larson-Knight, ASFM, Monterray, Mexico American School of Bangkok Jeff Farrington, Chris Bowman, ASFM, Monterray, Mexico International School of Luxembourg Ronald Lalonde, David Penberg, ASFM, Monterray, Mexico Ben Franklin International School, Barcelona Frank Meagher, Day Jones, Taylor’s College, Malaysia Bilingual European School, Milan Italy Frank Meagher, Andrea Pearon, Taylor’s College, Malaysia American School of Brasilia Sonia Keller, John McGrath, ASFM, Monterray, Mexico American School of Bangkok, Thailand *Joe Nagy, Kaye Jacob, Colegio Bolivar, Cali, Colombia AIS-West Cairo, Egypt *Rob Sims, Mark Fenwick, Colegio Bolivar, Cali, Colombia Canadian International School, Vietnam Jeffrey Jurkovac, Wayne McInnes, Pan American School, Porto Alegre, American School of Abu Dhabi, UAE Colombia  critical friends

An Analysis of Emergent Themes

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1. A Professional Master’s Degree program from Queen’s, Faculty of Education would be seen as a welcome and natural addition to its current portfolio of educational services.

 The Faculty of Education has a very high profile in the international school context.

 Such a program would provide an opportunity to build on defining features of Queen’s, Faculty of Education as these have been established at the recruiting fair i.e.,

o Graduates who are well prepared to teach and adaptive to international school contexts,

o Trustworthy and constructive inter-professional relationships

o Emphasis on preserving program quality

 Be clear on how your program is intended to add unique value to the portfolio of a teacher.

The notion of having graduates who are skilled inquirers is a powerful one. It could help them develop pride and confidence in what they are doing.

2. International schools may or may not provide direct financial support for teachers’ graduate work.

 IB schools tend to put resources into this program rather than graduate programs

 Small schools or schools with ‘rich’ compensation packages may not subsidize graduate work

 An example of how schools subsidize graduate work - 25% of the cost of a course for foreign hires -75% the cost for local teachers (Cali, Colombia)

The reported range of professional development support per year was $750 - $5,000.

3. Beyond those who qualify for admission due to certification, the program should be open to those who have demonstrated a commitment to teaching and learning.

 For schools with non-certified staff, looking for programs that offered teacher certification was a priority. (Most large-city schools reported that all their teachers were certified.)

 There was agreement that in lieu of certification, uncertified teachers with a university degree should but considered for admission under the following conditions:

o at least three continuous years of teaching experience

o evidence of professional growth

o evidence of a contribution to the school community

o a reference from a senior school administrator or head

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4. The program needs maximum flexibility if it is going to attract international teachers

 Teachers are looking for a variety of professional learning experiences. They want to target learning needs that have emerged from practice. Allow teachers to build credit for other kinds of courses i.e., curriculum specific courses (literacy, mathematics, special education), additional qualification courses, principal training courses; graduate courses from other universities

 Cohort programs are likely to be a problem for international-school teachers as their personal and professional lives are typically in transition.

 Think out of the box when designing courses: (e.g., job shadowing, leadership credits, development of curriculum and technology applications to support teaching practice)

 Think beyond North American notions of learning and schooling when designing courses. Consider expanding consideration of cultural differences in all facets of planning, instruction and assessment

o Teachers will often take a semester or summer off at some point during their graduate work, so flexibility in terms of course selection is critical

o On-line courses are a must to be attractive to staff

o . . . teachers need flexibility in their program but they need to be highly structured during a course, or the normal demands of work and family life will take priority over their own learning goals.

5. The possibility of school/university partnerships in professional learning seen as significant value added.

 Working with Queen’s might provide an opportunity to build graduate courses that were more contextually and culturally sensitive.

 The Association of American Schools of Central America, Colombia, Caribbean & Mexico (Tri Association) is looking for congruency and quality in professional learning for their teachers. They would like to have us visit a directors meeting in the fall of 2011.

 Strategic plans often identify goals but schools could use help in identifying outcomes and measures for these goals.

 Schools are looking for more concrete evidence of professional growth. Partnerships around graduate courses could identify school relevant outcomes for learning.

 Courses for teachers could be tailored to meet organizational needs e.g. design a course where the outcomes is a theoretically defensible program of instruction and assessment to monitor the development of thinking skills.

o We [international schools] are about citizenship, culture, context and voice.

o Partnership programs would allow us to build in-school networks for change.

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o This could provide you with a great research venue for looking at professional learning!

Caution

Many administrators raised the issue of having our Faculty identifying and holding to standards of learning for our program. They reminded us that the definition of what it means to engage in professional learning will vary across contexts and cultures. One administrator expressed sadness his experience with teachers who believe that registering for a graduate course is the same as completing a graduate course. Exploring this issue with another administrator confirmed the phenomena. He cautioned that that this orientation can happen whether the course is offered on-line or on-site. Our advertising and some early work with teachers may need to be done in order to ‘set the stage’ for what it means to be a professional learner and graduate of our program. This concern seems to confirm that we must develop ways of communicating our values and distinguishing our program from currently available and popular on-line master’s programs such as: The Open University – M.Ed.; College of New Jersey -M.Ed.; Lehigh University - Masters in Educational Leadership; SUNY Buffalo State -Master of Science degree in Multidisciplinary Studies; University of Bath – Master of Arts; and The University of Alabama – Master of Arts. All of these program can all be completed in less than 36 moths, some as quickly as 24 months

Teachers Overseas Recruiting Fair (TORF) Candidate Survey Responses

During the Saturday of the recruiting fair, several candidates came to inquire about what a professional Master’s degree program at Queen’s might look like. By the end of the day just under 25% of the candidates (81) had responded to the needs assessment survey. Without further analysis of TORF files, no estimate is available of how many TORF candidates were already master’s degree graduates. However, a significant number of enrolled candidates had well over 2 years experience making it likely that those responding to the survey were representative of those without degrees attending TORF. Those possessing a Master’s degree were asked not to fill out the survey.

Approximately 30% of respondents identified themselves as pre-service teacher candidates. Seven surveys were removed from the sample either because the data were not complete enough to use or because the respondent indicated already having completed a master’s degree. In analyzing the 74 responses, pre-service teachers and experienced teachers showed no significant differences in responses except in Questions 1 (see Table 1. below).

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Respondents were asked whether a master’s degree was I would like to begin graduate work within 2 years something they would be pursuing within the next 2 years or whether it was a future goal. Approximately 30% of respondents were looking to begin graduate work within 2 years. This suggests that Canadian teachers considering overseas employment are eager to continue their education and would be an appropriate target audience for our professional Master’s degree.

Table 1. Description and Analysis of Candidates Responses to the Needs Assessment Survey

1=SD; 2=D; 3=unsure; 4=A; 5=SA QUESTION RESPONSES VISUAL REPRESENTATION 1. I would enroll in an M. Ed. STRONGLY program regardless of DISAGREE 0 whether my school provided me with financial support DISAGREE 9 towards tuition. UNSURE Min = 2 8 Mean = 3.9 Max = 5 AGREE 39

STRONGLY AGREE 18

2. It is important to me that I ST DISAGREE 0 be able to complete courses on-line. DISAGREE 5 UNSURE 0 Min = 2 Mean = 4.4 AGREE 30 Max = 5 ST AGREE 39

3. My preference would be ST DISAGREE 1 to enroll in an M.Ed. program that I could DISAGREE 2 complete in a short period UNSURE 3 of time Min = 1 AGREE 35 Mean = 4.3 ST AGREE 33 Max = 5

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4. Taking 4 courses a year (2 ST DISAGREE 0 in the summer) sounds like a reasonable time-line for DISAGREE 4 completing a 10 course UNSURE 3 graduate program. Min = 2 AGREE 41 Mean = 4.2 ST AGREE 26 Max = 5

5. I would prefer a program ST DISAGREE 6 that had a face-to-face residency component at DISAGREE 11 least once. UNSURE 12 Min = 1 Mean = 3.6 AGREE 26 Max = 5 ST AGREE 19

6. I will likely to enroll in an ST DISAGREE 2 M. Ed. program where good colleagues are also DISAGREE 8 registered. UNSURE 9 Min = 1 Mean = 3.9 AGREE 32 Max = 5 ST AGREE 23

7. I will most likely enroll in ST DISAGREE 1 an M. Ed. program that is endorsed by my school. DISAGREE 8 Min = 1 UNSURE 7 Mean = 3.9 Max = 5 AGREE 35

ST AGREE 22

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8. I want to be able to ST DISAGREE 1 ST DISAGREE 1 register for on-line courses DISAGREE 1 whenever my schedule DISAGREE 1 allows me to focus on UNSURE 1 graduate studies. UNSURE 7 Min = 1 AGREE 34 AGREE 35 Mean = 4.2 ST AGREE 37 Max = 5 ST AGREE 22

9. As a priority during my M. ST DISAGREE 2 ST DISAGREE 1 Ed. program, I would like to DISAGREE 3 build strong professional DISAGREE 1 connections with the people UNSURE 3 in my courses. UNSURE 1 Min = 1 AGREE 33 AGREE 34 Mean = 4.2 ST AGREE 33 Max = 5 ST AGREE 37

10. If I had the opportunity ST DISAGREE 1 ST DISAGREE 2 my first choice would be to DISAGREE 6 earn a Master of Education DISAGREE 3 degree at Queen’s. UNSURE 21 Min = 1 UNSURE 3 Mean = 3.9 AGREE 18 AGREE 33 Max = 5 ST AGREE 28 ST AGREE 33

An Analysis of TORF Candidates Responses

Candidates attending the recruiting fair have a high personal interest in furthering their professional education (Q1).

It is understandable that teachers, especially new graduates would be more interested in beginning a graduate program if there was financial support to do so (Q1). Many of our graduates exit the program with student loans. Paying these off would be a reasonable priority.

While professional learning might be the purpose of enrolling in a Master’s program, administrators told us that practicing teachers are looking for flexibility in order to integrate graduate study into an already full and somewhat unpredictable classroom and family life. Understandably then, respondents want a program that can be completed on-line (Q2), in less than 3 years (Q3 & Q4), but with enough flexibility that taking a semester off does not set them back a great deal (Q8).

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Candidates were not as like-minded about the value of choosing Queen’s for their graduate work (Q10) but it appears that the Queen’s program would gain in appeal if it was endorsed philosophically and financially by their school (Q7, Q1) and also if it attracted colleagues with whom they had strong professional connections (Q6). This becomes an important consideration if we consider building school partnerships as a foundation for our professional Master’s program.

Candidates were most varied in their response the notion of having a residency component to the Master’s program (Q5). It is possible some respondents connected face-to-face time with a desire to build strong professional connections (Q9) while others saw it as minimizing the flexibility they would have in completing the courses (Q8).

Of the 74 respondents, 53 said they already had a focus of interest for their graduate work. Interests mentioned more than once were

 Literacy (5)

 Assessment and Evaluation (5)

 International Teaching/Global Education (4)

 Mathematics/Numeracy (3)

 Special Education (3)

 Technology and Learning (3)

 Arts-Based Education (3)

 English as a Second Language (3)

 School Leadership (3)

 Curriculum Planning (3)

What is clear here is that opportunities for subject specific professional learning need to be built into a professional Master’s degree. While these courses might not be part of our, they could be seen as the element of the program that is taken outside Education offerings.

The Principal’s Training Centre (PTC) - Bambi Betts

Ms Betts is an enthusiastic supporter of our exploration of a professional Part-time master’s degree program. She knows of our Faculty primarily through the reputation of our graduates working in international schools and the quality of our Teachers Overseas Recruiting Fair. The Principal’s Training Center in Florida, USA is considered one of the premier professional development centers for teachers aspiring to become school heads of international schools.

The core of this program appears below:

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Certificate of International School Leadership The PTC's Certificate of International School Leadership is earned by completing four “essential skills” courses – one from each of the following four categories . . . Category 1 - Take one of:  Creating and Administering an Effective School  Leadership and Group Dynamics Category 2 - Take one of:  Instructional Supervision and Evaluation: The Teaching Process  Instructional Supervision and Evaluation: Planning, Assessment and Student Results Category 3 - Take one of:  Assessment Leadership in the International School (formerly Assessing Student Learning)  Curriculum Leadership in the Int'l School Category 4 - Take one of:  Finance in the International School  Law in the International School  Technology Leadership  The Effective Principal: From Theory to Practice

Each course tends to be offered during one intensive week. Courses are equivalent in contact hours to most graduate programs (i.e., minimum of 36 hours instructional time with additional time scheduled for group work and then evenings for individual study).

Currently the PTC has agreements in place with the College of New Jersey, Lehigh University, and SUNY Buffalo State allowing students who complete these and other courses to transfer 3 credit hours per course towards a Master’s degree. To do this, students are required to pay an additional $450, $350 of which is forwarded to the degree granting institution with $100 retained for managerial and overhead fees.

Ms Betts communicated that there are significant numbers of Canadian teachers looking to enroll in graduate programs, as well as teachers from other countries eager to earn a North American graduate degree. We are invited to attend the Centre at any time to talk to potential graduates, see the quality of the courses, and explore the administrative procedures currently in place. She is sending us some sample course outlines for review.

Discussion Is there a market for a professional part-time Master’s degree?

This needs assessment revealed a significant interest in an on-line professional masters degree. To have the broadest reach, it must be flexible and delivered on-line. In essences it must be available for teachers no matter where they are working in the world.

How will a Queen’s professional graduate degree differentiate itself from those already established by other universities?

School administrators as a group challenged us to make explicit what would make our program unique from the many already offered. There was considerable enthusiasm for the notion of

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grounding the degree in the various forms if inquiry that support professional practice; namely, self study, action research, and program evaluation. This they suggested these courses could be fleshed out by generic educational courses that would encourage teachers to target issues and skills relevant to their own practices and ultimately encourage them to take on leadership roles in school improvement projects.

Teachers, on the other hand, seemed to be looking for entire graduate programs built around subject areas or current hot issues such as literacy, numeracy, special education and assessment and evaluation. It appears as though for a new program to maintain its relevance for both teachers and administrators, it requires the flexibility to offer courses in areas where school leadership is needed and teachers feel a need to become more proficient in their planning, instruction and assessment.

A significant finding from this needs assessment was that an on-line masters degree enhances school administrators’ enthusiasm for what they see as the most significant potential of such a program – learning partnerships with our Faculty of Education. International schools are especially interested in grounding their practices in contemporary theories of teaching and learning. Currently this has them looking for professional development support from the ‘big names’ who design resources and school-based workshops that target current such issues (e.g., literacy and classroom assessment).

The evidence suggests that schools would see working with our Faculty on an on-going intensive basis a more desirable option for bringing new ideas, theories and approaches to practice into the school. A suggestion was for us to consider a 3-year partnership program with an exit door for both parties built in. Administrators saw value in having the school and the Faculty collaborate for 3-6 months in advance of engaging both teachers and administrators in the partnership. This would allow staff identified by the school as leading the renewal to register in the graduate program, while identifying the partnership expectations and learning indicators that will frame the partnership. This time would also allow the joint negotiation of:

 the graduate courses to be designed and delivered, (it may be that courses outside of the regular program but that reflect expertise within out Faculty are designed to meet local needs);

 whether a course should be delivered on-line or on-site

 the financial support provided to teachers who are recommended by the school to be enrolled in these courses.

The advantage of conducting partnerships within the framework of a professional masters degree is that teachers recommended for partnership courses could get graduate credit and then complete their degree on-line based on timing that is congruent with their own learning needs.

How viable is a cohort program of delivery?

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The initial draft of the professional masters degree featured a cohort delivery model where graduate candidates would work together in a group of 16, over 2-3 years, around a specific interest (e.g., literacy, assessment and evaluation). The cohort model was initially designed with 2 summer residencies (completing 2 courses in three weeks each year). The rationale for this model was to build a community of practice within the cohort. The administrators and potential graduate students who attended TORF felt that his was the least desirable organizational structure for a graduate program.

This is not to say the cohort program is untenable. Rather it suggests that the priority for international educators is flexibility and the colleagues international administrators and teachers most want to work with most closely are those they work with on a regular basis in their schools. It may be that domestic teachers, especially those residing in Ontario would be more open to immersing themselves in a Faculty centered residency as part of their graduate degree experience.

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Appendix B Assessing Interest in an Online Master’s Diploma/Degree Program Survey Results

To investigate whether a proposed combined master’s diploma/degree online program would have appeal to professional educators, a questionnaire was designed and electronically administered through the Faculty of Education web site. Those targeted for this needs assessment included students currently enrolled in continuing education courses, current candidates at the faculty, as well as graduates or practitioners who may visit the Faculty of Education web site on their own accord. Canadian students teaching overseas and international teachers interested in a Canadian degree were not targeted for this needs assessment. Their interests are represented in the needs assessment conducted over two year from December 2010 to February 2011 and reported on in this application (See Appendix C.)

By December 20, 2012, the system has received 132 responses of interest with 117 people completing the needs assessment survey. The questionnaire contained seven questions that asked for a response on a 5-point Likert scale, where “1=strongly disagree”, “3=not sure”, and “5=strongly agree”. There were also two open-ended questions. A summary of the findings followed by the actual data is reported on in this project.

Not surprisingly, ~90% of those who took the time to explore the possibility o urther graduate wor in education at ueen’s e pressed a signi icant interest in pursuing it = .5 .

One of the questions for the development team was how pragmatic potential students might be about completing the diploma and continuing on to complete a masters degree in education. Approximately 62% of respondents suggested that being able to complete both programs in two years was a priority. In interpreting these results it is apparent that a significant number of potential students would be working to complete the Graduate Diploma in Professional Inquiry (GDPI) in the minimum amount of time available (4 semesters). It may also be that some applicants would be looking at the GDPI and any subsequent degree program as a regular part of ongoing professional development. While we have no data on this, our previous experience with part time students education suggests that teachers find completing courses during semesters while they are teaching more challenging.

Three questions probed respondents’ pre erences or the mode o course delivery. It was interesting that both on-site and on-line learning had their champions. Overall, ~30% of respondents expressed an interest in some combination of on-site and on-line learning. Offering some of our summer courses using both structures could accommodate this interest with a meaningful percentage (~40%) expressing a preliminary interest for an overseas on-site summer location. It is likely that these overseas sites may be significantly more popular with our potential international applicants.

The question of why those looking to enroll in a part time graduate program in education would choose ueen’s Faculty o Education was o interest to the development team. In particular we were wondering whether our potential students might select us primarily because of the pragmatic benefits (continuous on-line offerings). While about 20% of respondents were unsure of the role of theory in a part-time professional program, over 75% of respondents were looking to acquire theoretical grounding for their professional practices. Complementing this interest, however, was the desire for a program where students could tailor assignments to address the challenges they face at work (~88%).

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The qualitative responses suggest the there will be both administrative and academic considerations for potential applicants. Having some flexibility in the time to completion and a reasonable cost for the program will be important considerations. In addition, courses as advertised will need to appear relevant; and, in practice, they must contribute to enhanced professional practice.

The response to our very targeted needs assessment and the quality of information provided suggests that the GDPI would be well received by Ontario educators seeking part-time graduate education. If approved, the GDPI will be marketed to not only educators but professional in health sciences and the public sector social services. It is anticipated that the on-line or blended structure requiring a minimum of 4 semesters of combine theoretical and context-centered study will be equally appealing to theses professions as well.

Question 1. I have a general interest in pursuing graduate education.

N=116 Missing Mean=4.5 5 Std. Dev.=0.7 4 Min.=1

3 Max.=5 2

0 20 40 60 80

The prospective students demonstrated a very strong interest in pursuing graduate education with the mean score reaching 4.5. Among the 116 respondents, 63.2% of them strongly agreed and 29.9% agreed with the statement. In addition, the standard deviation is small (0.7), which shows that the respondents do not have much difference in their opinions on this question.

Question 2. I would enroll in the Professional Inquiry Diploma and Professional Masters of Education only if I could finish both programs in two academic years and three summers.

N=117 5 Mean=3.8 4 Std. Dev.=1.0 3 Min.=1 2 Max.=5 1

0 10 20 30 40

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All prospective students responded to this question. Among these respondents, 25.6% of them strongly agreed and 36.8% of them agreed with the statement. The mean score is 3.8 and the standard deviation is 1.0.

Question 3. I would prefer to take all my courses online.

N=116 Missing Mean=4.0 5 4 Std. Dev.=1.3 3 Min.=1 2 1 Max.=5

0 20 40 60

The respondents agreed to a high extent that they would prefer online courses. The mean score reached 4.0 with 47.9% of the prospective students strongly agreeing and 22.2% of them agreeing with the statement. However, the standard deviation was 1.3, showing that their opinions diverged somewhat.

Question 4. I would like the option of doing face-to-face summer courses onsite.

N=112 Missing Mean=3.1 5 Std. Dev.=1.2 4 Min.=1 3 Max.=5 2

0 10 20 30 40

Altogether there were 112 respondents to this question and 5 people under investigation made no choice on this question. They agreed with the statement to a medium level with a mean score 3.1. In addition, their opinions also differed to a certain degree with the standard deviation 1.2.

Question 5. I might choose an overseas onsite summer location.

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N=116 Missing 5 Mean=2.9 4 Std. Dev.=1.4 3 2 Min.=1 1 Max.=5 0 10 20 30

Among the seven questions, this question has the lowest mean score (2.9) and the largest standard deviation (1.4). This shows that the respondents are generally not so sure whether they might chose an overseas onsite summer location or not. Meanwhile, they opinions vary greatly on this issue.

Question 6. I am looking for some theoretical grounding for my practice.

N=116 Missing Mean=3.9 5 4 Std. Dev.=0.7 3 Min.=2 2 1 Max.=5

0 20 40 60 80

The respondents demonstrated a high level of agreement with the statement and their opinions do not diverge greatly since the mean score was 3.9 while the standard deviation 0.7.

Question 7. It is important that assignments allow me to address challenges I am facing at work.

N=113 Missing 5 Mean=4.3 4 Std. Dev.=0.7 3 2 Min.=1 1 Max.=5 0 20 40 60

Responses to this question feature the highest mean score (4.3) and also the lowest standard deviation (0.7). This shows that it is extremely important for the assignments to help the respondents address challenges in their work. Only a very slight number of respondents showed uncertainty (6.0%), disagreed (1.7%), or strongly disagreed (0.9%).

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Question 8. If I could choose to specialize in an educational field (not an academic subject) for my Professional Master's Degree, I would choose:

Courses Freq. Percent Courses Freq. Percent

Administration 1 0.9 Leadership/implementation 1 0.9

Alternative Education 1 0.9 Learning Disabilities 1 0.9

Assessment and Evaluation 26 22.2 Learning through the arts 1 0.9

Classroom Specialist 26 22.2 Literacy 23 19.7

Counselling 2 1.7 social justice 1 0.9

Critical thinking / Pedagogy 1 0.9 special education 1 0.9 curriculum development 1 0.9 Special Education 4 3.4

Digital, Information literacy 1 0.9 Students in at risk situations 1 0.9

Education Abroad 13 11.1 Teaching and Learning 1 0.9 Through E-Learning

Educational psychology 1 0.9 Technology in the classroom 1 0.9

Educational Technology 1 0.9 Various—Alternative 1 0.9 Education Models, Sociology/Culture in Education

Guidance and Counselling 1 0.9 Missing 5 4.3

Integration of Technology in 1 0.9 Total 117 100 the Classroom

As indicated in the table above, altogether there were 112 responses to this question, among which 26 prospective students chose Assessment and Evaluation, 26 Classroom Specialist, 23 Literacy, 13 Education Abroad, 4 Special Education, and two Counselling. The following courses had one option: Administration, Alternative Education, Critical thinking / Pedagogy, Curriculum Development, Digital and Information Literacy, Educational Psychology, Educational Technology, Guidance and Counselling, Integration of Technology in the Classroom, Leadership/Implementation, Learning Disabilities, Learning through the Arts, Social Justice, Students in At-risk Situations, Teaching and Learning Through E-learning, Technology in the Classroom, Various—Alternative Education Models, Sociology/Culture in Education.

Question 9. Comments:

1) Requirements of admission - my undergrad grades from over 10 years ago were not stellar but I have performed well as a teacher. Could my teaching performance increase my chances for admission into the program? 2) How much time per week will I have to commit to the program?

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3) What the actual courses would be to ensure that they are meaningful/relevant to me. 4) Cost is very important, since, I am deciding on universities based on that. I need to know that courses will be online 5) Outline of courses and general program, etc. 6) I would be very interested in this type of course . . . especially if it was offered through Queens as this is where I completed my teaching training and I am very loyal to the university. My only reason for not continuing my education at the Masters level is that I would want to be able to complete in online during the school year as I live two hours outside of Kingston so face-to-face is not an option. This program sounds so exciting. I'll look forward to hearing more about it in the future. 7) I've been looking at doing an online Masters through Charles Stuart in Australia because they offer the option of receiving PQP 1 and 2 as part of the program...... could this be an option at Queens? 8) I need to know whether all courses will be online, face to face, or a combination and that the program is flexible enough to fit into my schedule. I would also like to know whether or not practical experience/action research opportunities are available. From the description above it sounds as though I need to first enroll and complete the diploma program before moving into the degree program; is this correct? 9) The type of research, project or research based. Timing could be an issue. Course content are just a few things I'd take into consideration. 10) I would like to look further into course content as I am interested in courses that will bring new ideas into my classroom not just discussion around pedagogy or theory. 11) What is the maximum amount of time you can take to complete a master's degree part time? 12) What is the difference between a Professional Master's and a Master's of Education? 13) Application procedures, minimal qualifications for acceptance 14) I think this program should be offered to B.ED graduates who do not currently work as a full-time teacher as well. 15) Maximum length of time allowed to complete degrees? Choice of specializations/interests? Could you take more than one course in fall and winter sessions and therefore less in summer? 16) I would like to know about: - length - expected class hours - how it might impact my current work - flexibility for events at my work 17) What types of courses would I be able to take? (content, subject matter) - What would the workload be like while I'm working? 18) I would like to know how long it would take and if these programs would be available through an online format. 19) Assessment strategies, platform to be used, background of instructors 20) Online?? 21) Who the instructors are course content... I am not taking something uninteresting... life is too short. How assessment and evaluation are done time commitment required to be successful 22) Would you offer a specific course in conducting and interpreting standardized educational assessments? -- Would there be opportunities for group collaboration online (i.e. via Skype, chats)? -- Would the Professional Master's of Education Degree enable educators to further their education by potentially pursuing a Ph.D.? 23) I would need to know the hours required for each courses, timelines, late policies, etc. Also specific course offerings might influence my choices, as I want them to relate to what I am teaching. I think this is a great program idea, as I feel the 1 yr B.Ed. is not (at this point) providing the theoretical background I'd hoped for a professional practice in teaching. Although interested in this type of program, I myself probably wouldn't pursue it as I already have an M.Sc. I do suspect I will do graduate work in education, but more at the Ph.D level. THANKS! 24) What is the difference between the Diploma and Degree program? I was not aware that Queen's offered a Diploma program 25) What is the approximate time commitment for the degree program? 26) The amount of work/ what is involved in completing these programs. 27) Where/when courses are located and times.

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28) I would need to know about how much time it would require to commit in a weekly basis, and if I could realistically do it while working. 29) Admission requirements for the Canadian Resident International Educators with or without degree in Education but with more then a decade of Experience in Teaching. 30) Where are they available? If one already has two specialists, why is it two long academic years and three summers? Couldn't there be some considerations for various previous courses taken and years of experience in a variety of environments? 31) Would appropriate courses on quantitative and qualitative research be available/requisite? 32) What are the chances of tech teacher without a degree to be accepted in any of these programs. 33) How much group work vs. independent work would there be? Would I have to complete a thesis research paper? Would it be necessary to be currently teaching in order to complete research and course assignments? 34) What courses are available, what are the entrance requirements 35) Would the degree program prepare me to take on a PhD later on? 36) Time commitment, what research entails, how to get support/sponsors 37) What courses I would be taking, what the focus would be, class sizes 38) I would need to know whether or not I could take most of the program on line or not as I teach in northern Manitoba. The cost of the program would also be important. 39) Not an answer to this question - more of a comment. This program sounds like the course- based M.Ed's offered in Nova Scotia and elsewhere (I don't think the two-tiered Dip-Degree is necessary - unless ministry is going to accept the Grad Dip for category change/PQ -- but then for many, what's the point of doing five more courses?) I think you should be offering content-area specific M.Ed's (e.g., Special Ed, Counseling, Leadership, etc.) either as a course- based, project or thesis like are offered at Fac's of Ed in other provinces. Queen's should be playing to it's supposed strengths (Arts ED and OEE). Royal Roads is making a killing offering Grad degrees in Environmental Ed and many Canadians go south to U of M Mankato and Prescott College for OEE grad programs (super popular), why isn't Queen's offering something like this ($$$). You could offer two-year course-based Art and OEE M.Ed's with an "advanced practicum" component (2 or 4 course credits earned by professional practice- independent study). 40) A course description and how it would be valuable for me as a teacher in the classroom and for my career. 41) I am looking for a certificate program to further my knowledge and application of assessment/evaluation in education. I work at a post secondary institution, have a Masters in Education (distance learning).

Appendix C: Table 1 Descriptive Statistics of the First Seven Questions Question N Min Max Mean S.D. 1 2 3 4 5 Missing

Q1 116 1 5 4.5 0.7 1.7% 0% 4.3% 29.9% 63.2% .9%

Q2 117 1 5 3. 8 1.0 .9% 8.5% 28.2% 36.8% 25.6% 0%

Q 3 116 1 5 4.0 1.3 6.8% 7.7% 14.5% 22.2% 47.9% .9%

Q 4 112 1 5 3.1 1.2 11.1% 18.8% 23.1% 33.3% 9.4% 4.3%

Q 5 116 1 5 2.9 1.4 24.8% 14.5% 19.7% 26.5% 13.7% .9%

Q 6 116 2 5 3.9 0.7 0% 4.3% 19.7% 60.7% 14.5% .9%

Q 7 113 1 5 4.3 0.7 .9% 1.7% 6.0% 48.7% 39.3% 3.4%

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Appendix D COURSE OUTLINES

______GDPI 8XX (0.5): Collaborative Inquiry

General Description: This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in their professional practice. In so doing, they will create their own collaborative learning community and demonstrate the knowledge and skills of professional inquiry. Key topics include: (i) definitions of and frameworks for collaboration, (ii) foundations of communities of practice – contexts, perspectives, and situated learning, (iii) models of collaboration and types of collaborative relationships, and (iv) collective efficacy.

Course Format: This course will use a web-based platform for the introduction of ideas, the mediation of learning, and demonstration of achievement. More specifically, this course will take advantage of the following learning structures. Students will be provided with multiple learning opportunities. These will include, but are not restricted to, asynchronous discussion boards, posting in topic forums, responding to fellow course participants` postings, and synchronous conference rooms. There will be opportunities for the course participants to work on course tasks, activities, and projects both independently and collaboratively, given the requirements of particular learning experiences.

Grading: The grading system used is that of Queen’s University A+ 90 – 100 Exceptional; significantly exceeds the highest expectations for the assignment or course A 85 – 89.9 Outstanding; meets the highest standards for the assignment or course A- 80 – 84.9 Excellent; meets very high standards for the assignment or course B+ 77 – 79.9 Very good; meets high standards for the assignment or course B 73 – 76.9 Good; meets most standards for the assignment or course B- 70 – 72.9 More than adequate; shows some reasonable command of material Fail less than 70%

Academic Integrity The University’s Academic Integrity Policy is in effect. http://www.queensu.ca/calendars/sgsr/Academic_Integrity_Policy.html Any behaviour that compromises the fundamental scholarly values of honesty, trust, fairness, respect and responsibility in the academic setting is considered a departure from academic integrity and is subject to remedies or sanctions as established by the Faculty of Education and Queen's University.

NOTE: Professional Inquiry in the context of this course refers to the connections and interactions between and among co-learners, instructors, and course content. Throughout the course, there will be multiple opportunities to work with colleagues and instructor(s) and engage with the course content in authentic and meaningful ways, thereby creating a dynamic professional community of learners. Professional Inquiry is represented by the graphic spiral in the Content section that follows.

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Content Principles DLE Practice Autonomy and professional Key terms and Definitions capacity: interaction from course Team teaching. (e.g., collaborative learning, work of Principles into Practice. Group roles, responsibilities, and cooperative learning, dynamics. communities of practice Depth and breadth of knowledge: Structures; e.g., development of a inquiry, (a) the progression through the professional learning community pro essional inquiry… four Principles, (b) the progression (PLC), instructional rounds. through the associated and Strategies for operationalizing Foundations of communities of emerging Practice. collaborative learning. practice: issues of creating and Competencies (discipline- specific). sustaining communities of Level of communication skills: the Rules and expectations – practice. articulation and expression of ideas parameters. Contexts for/situated learning to and learning upon ‘e it’ rom each Realized enhancements of occur learning session and ‘entrance’ to embodied expressions of the Multiple perspectives. the next learning session. Principles, based on problem- based inquiry. Differentiation amongst Level of application of knowledge: Negotiations that inform collaborative relationships and the evolving and progressive use of operationalization of collaborative levels of collaboration. Principles into one`s Practice. learning.

Collective Efficacy Awareness of limits of knowledge: in the summative assessment piece, the discussion of value added components, and the contrast and justifications.

Research and Scholarship: the transition from course work into the summative assessment task. Note: The graphic image watermark in the above table symbolizes the integration and movement between Principles and Practice and the conception that one informs the other in an iterative and recursive manner.

Assessment Transitional assessment task After approximately twenty-four hours of course time, course participants will reflect on their experience of collaborative learning within the context of this course. They will write a reflective response that addresses their experience and considers and critiques how this course represents a community of practice, referencing both their situated experience, course readings, and related tasks.

Culminating Assessment A paper that is situated in the student’s own pro essional practice and addresses how a collaborative learning environment can be promoted and/or enhanced. The student may design an alternative learning environment and describe steps to implementation or may address ways in which such an environment could be improved or extended, incorporating principles of collective efficacy. The paper will use the learning of the course to inform conceptions and representations of communities of practice. Issues of credibility, trustworthiness, transferability, and validity are to be included as a means of assessing the viability of the collaborative learning

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environment that is designed or developed. In addition, the paper should: (i) identify the value-added components ta en rom other disciplines as learned and e perienced rom classmates’ presentations and discussions of their own professional practice communities) and (ii) explain the uniqueness and discipline- specific understandings of their own professional practice in light of their conception of how a community of practice should be enacted and what is needed for it to be sustainable.

Selected Texts/Readings:  Akyol, Z., & Garrison, D. R. (2013). Educational communities of inquiry: Theoretical framework, research, and practice. Hershey, PA: Information Science Reference.  Buzzeo, T. (2008). The collaboration handbook. Columbus, OH: Linworth Publishing Inc.  Daniels, H. (2008). Vygotsky and research. London: Routledge.  Demir, K. (2008). Transformational Leadership and Collective Efficacy: The Moderating Roles of Collaborative Culture and Teachers' Self-Efficacy. Eurasian Journal of Educational Research (EJER), 33, 93-112.  Goddard, R. D., Hoy, W. K., Hoy, A. W. (2004). Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions. Educational Researcher, 33(3), 3- 13.  Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.  Pugach, M. C., & Johnson, L. J. (2002). Collaborative practitioners, collaborative schools (2nd ed.). Denver, CO: Love Publishing Company.  Torres, P. L., & de Cassiá Veiga Marriott, R. (2010). Handbook of research on collaborative learning using concept mapping. Hershey, PA: Information Science Reference.

Calendar Description: GDPI 8XX (0.5): Collaborative Learning This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated.

GDPI 8XX (0.5): Innovation in Teaching and Learning

General Description: This course will enable the student to frame the contexts into which innovation may best be recognized and situated, and identify potential ways to innovate. This course prepares students to inquire into their own professional contexts and develop thoughtful, systematic plans to innovate in the professional workplace. This course provides students with a foundational -- historical, sociological, and philosophical -- aesthetic, and critical understanding of professional contexts, as a means of developing a set of skills and dispositions that will enable them to act ethically and creatively within their individual and organizational spaces of practice.

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(Give an example of 2-4 different ways students will be asked to learn. You may want to distinguish between what is expected to be independent and collaborative work. We’ll talk about the complexities and potential of on-line learning together during lunch!) Engage with seminal readings pertaining to innovation -- contemporary, historical, sociological, and philosophical -- and inquiry. Explore case studies of the introduction of innovative practices, with particular emphasis upon ethical and professional standards. Inquire into the learner's particular context of practice, developing a richer sense of the organizational and informational needs of the workplace. Develop a plan to take action and innovate within the workplace context that has independent as well as collaborative timelines/frameworks. Reflect upon the scope and potential for change, the consequences of any decisions and actions, and ground these within a broader, ethical framework.

Content: The following knowledge, principles, skills and experiences would form the core of this course and likely be presented in the following sequence.  Knowledge: a) historical, sociological, and philosophical frameworks/contexts of innovation and leadership; b) deeper understanding of the professional context in which one works  Principles: a) articulation of personal, ethical frameworks and models for professional practice; b) developing intellectual independence within a collaborative framework for innovation  Skills: a) analyze case studies and situate those within historical and contemporary dilemmas and work spaces. Extrapolating from these to a particular workplace context; b) constructing an informed assessment of a workplace and the appropriate actions that can be taken for innovation therein  Experiences: a) engaging critically and systematically with historical, sociological, and philosophical ideas; b) inquiring into one's own workplace and developing a robust understanding of its landscape and complexities; c) designing a plan for introducing innovation

Supplementary knowledge, principles, skills and experiences could include:  Develop a philosophy of practice within the broader context of innovation  Engage with contemporary and pressing concerns as a historically minded individual  Seek opportunities for collaboration in pursuit of innovation and continued professional learning  Identify potential collaborators and stakeholders who can support the introduction of innovation and determine strategies for including them in a plan of action

Assessment: Learning and achievement in the course will be assessed in the following ways:  Written reflections on readings and on personal, developing understanding of themes  Compose a literature review identifying the need for and pertinence of innovation within the candidate's context

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 Collaborative discussion with co-learners in online forums in response to critical questions posed  Develop a case study of the candidate's professional context  Articulate a plan to take action within that context that is founded upon a philosophy of ethical practice

Grading: The grading system used is that of Queen’s University (Describe how grades might be achieved) FYI: Letter Grade Percentage Descriptor A+ 90 – 100 Exceptional; significantly exceeds the highest expectations for the assignment or course A 85 – 89.9 Outstanding; meets the highest standards for the assignment or course A- 80 – 84.9 Excellent; meets very high standards for the assignment or course B+ 77 – 79.9 Very good; meets high standards for the assignment or course B 73 – 76.9 Good; meets most standards for the assignment or course B- 70 – 72.9 More than adequate; shows some reasonable command of material Fail less than 70%

Selected Texts/Readings: Portelli, J. and W. Hare. (1993). What to do: Case studies for teachers. Fairmont Books. Freire, P. (2000). Pedagogy of the Oppressed. Continuum. Harding C. and A. Sears. (2008). Take Action: Make a Difference. Pearson.

Calendar Description: GDPI 8XX (0.5): Course Name Innovation in Teaching and Learning This course will help students develop a foundational understanding of innovation in the workplace grounded in exploration of historical, sociological, and philosophical contexts and frameworks. Students will explore case studies and develop a plan of action rooted in the particular needs of their workplace.

GDPI 8XX (0.5): Integrated Planning, Instruction, and Assessment

General Description: This course will enable students to inquire into the interconnected structures of planning, instruction, and assessment through various curricular frameworks. By analyzing and exploring these structures, this course prepares students to understand the complexities of their intended learning and work environments. Using curricular frameworks, this course further enables student to apply their understanding to analyze planning, instruction, and assessment within their specific context of practice. This course provides students with an understanding of curricular frameworks, the interconnection between planning, instruction, and assessment, and the skills to analyze and impact situational contexts. This course requires participants to reflect on their learning in relation to their specific context of practice.

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Course Format: This course will use a web-based platform for the introduction of ideas, the mediation of learning, and the demonstration of achievement. More specifically, this course will take advantage of the following learning structures.  Learning platforms (e.g., illuminate, multimedia, discussion boards, and chat) to learn content (i.e., curricular frameworks and planning, instruction, and assessment) and engage learners.  Web-based resources and mapping tools for independent inquiry to analyze specific contexts of practice.  Web-based tools for collaboration to compare and contrast different contexts of practice to better understand the similarities and differences across curricular frameworks  Formative assessments to engage student learning through self, peer, and instructor feedback.

 Tools for learning content o Illuminate o D2L learning platform using web links to learning resources and readings (e.g., refereed journal articles), to instructor resources such as PowerPoint presentations or web Prezi presentations o Multimedia

 Tools for independent inquiry o Search engines o Mapping tools o Multimedia

 Tools for collaborative inquiry o Google Docs and Spreadsheets, Titanpad, Wallwisher o Discussion Boards o Chatrooms o Multimedia

Content: The following knowledge, principles, skills and experiences would form the core of this course and likely be presented in the following sequence.

Theme Content DLE Points of Connection Theme 1: - Curricular frameworks and - Depth and breadth - Content Foundational corresponding course designs of knowledge - Instructor Principles - Planning, instruction, and - Research and - Co-learners scholarship assessment approaches in different - Level of curricular frameworks communication skills - Awareness and limits of knowledge

Theme 2: - Understand the complexities of - Level of application - Content

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Application students’ intended learning and of knowledge - Instructor work environments - Research and - Co-learners - Application of foundational scholarship - Professional - Level of Community principles to a specific case study communication (context of practice, learning skills environment, work environment) - Autonomy and professional capacity - Awareness and limits of knowledge

Theme 3: - Compare and contrast different - Depth and breadth - Content Analysis and contexts of practice to better of knowledge - Instructor Synthesis understand the similarities, - Level of application - Co-learners of knowledge - Professional differences, and boundaries of - Awareness and Community curricular frameworks limits of knowledge -Reflection on foundational principles - Autonomy and in relation to individuals’ speci ic professional contexts of practice capacity - Engage in assessment practices (i.e., - Level of self, peer, and instructor feedback) communication to understand the limits of their own skills knowledge

Assessment: Learning and achievement in the course will be assessed in the following ways:

Theme Assessment Theme 1: Foundational Essay: Principles Demonstrates students understanding of the interconnection between foundational principles

Theme 2: Application Case Study Project: An individual analysis o students’ speci ic conte t o practice applying foundational principles (Theme 1)

Theme 3: Analysis and Collaborative Group Project: Synthesis Students compare and contrast different contexts of practice (from Theme 2) to better understand the similarities, differences, and boundaries of curricular frameworks

Selected Texts/Readings:

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Required Texts McNeil, J.D. (2006). Contemporary curriculum in thought and action (6th ed.). Wiley

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Additional Readings Eisner, E., & Vallance, E. (Eds.). (1974). Conflicting conceptions of curriculum. Berkeley, CA: McCutchan Publishing.

Flinders, D. J., & Thornton, S. J. (Eds.). (2012). The curriculum studies reader (4th ed.). New York: Routledge.

Kliebard, H. M. (1982). Curriculum Theory as Metaphor. Theory into Practice, 21(1), 11-17. http://www.jstor.org/stable/1476704

Marsh, C. J. & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issue, (See Chapter 4, 94-142). Upper Saddler, NJ: Pearson Education.

McCutcheon, G. (1982). What in the World Is Curriculum Theory? Theory into Practice, 21(1), 18- 22. http://www.jstor.org/stable/1476705

Pinar, W.F. (2011). What is curriculum theory? (2nd ed.). London, England: Taylor & Francis.

Vallance, E. (1982). The Practical Uses of Curriculum Theory. Theory into Practice, 21(1), 4-10. http://www.jstor.org/stable/1476703

Vallance, E. (1986). A Second Look at "Conflicting Conceptions of Curriculum". Theory into Practice, 25(1), 24-30. http://www.jstor.org/stable/1477178

Calendar Description: GDPI 8XX (0.5): Integrated Planning, Instruction, and Assessment This course will enable students to inquire into the interconnected structures of planning, instruction, and assessment through an understanding of curricular frameworks. Students will understand the complexities of their intended work environments and apply that understanding to analyze planning, instruction, and assessment to a specific context of practice.

GDPI 8XX (0.5): Knowledge Translation and Mobilization

General Description: Knowledge translation and mobilization include efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of

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KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in different professional settings.

Degree Level Expectations (DLEs) How this course addresses DLEs Depth and breadth of knowledge The course provides students with the theory, science and practice of KT/KMb. Research and Scholarship The course provides students with diverse readings across public service sectors that outline the most current evidence on KT/KMb. Level of application of knowledge The course prepares students to apply KT/KMb strategies and relevant research knowledge in their professional context. Level of communication Students will learn to communicate in plain language and also to communicate their learning to colleagues in their professional workplace. Autonomy and professional Capacity The course enables students to utilize professional inquiry approaches in order to solve particular problems of practice.

Course Format: This course will use a web-based platform for the introduction of ideas, the mediation of learning and demonstration of achievement. More specifically, this course will take advantage of the following learning structures.  Independent assignment o Connections with Content - Discussion posts: Students are responsible for 3 posts per week on readings and discussion questions. Examples of discussion questions for week 1 might include: How is knowledge used in your organization? How do you access knowledge? Is the culture of your organization evidence-based? Why or why not? o Connections with Professional Context - Culminating inquiry project related to KT/KMb in student’s pro essional setting o Connections with Broader Professional Networks - Sign up for a relevant knowledge network in your area and integrate what is happening each week through these networks in a discussion thread on professional networks  Collaborative work o Connections with Co-Learners - group assignments of relevant case studies from professional contexts

Canadian Institute of Health Research (CIHR). Knowledge Translation Overview. http://www.cihr-irsc.gc.ca/e/29418.html

Research Supporting Practice in Education: www.oise.utoronto.ca/rspe

KT Clearinghouse. http://ktclearninghouse.ca

Content: The following knowledge, principles, skills and experiences would form the core of this course and likely be presented in the following sequence. This course would be organized in relation to weekly topics:

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 Overview of Knowledge Translation and Mobilization - terminology  Information behaviour of professionals  Research utilization and the research/practice ‘gap’  Evidence-based practice  Diffusion of innovations  Knowledge use and behavior change  Research uptake and policymakers  Knowledge brokers  Interventions  Intentional Spread Strategies  Building an organizational KT/KMb strategy  Integration of theory, practice and policy considerations

Supplementary knowledge, principles, skills and experiences could include:  S ills: ind, assess, share and apply evidence in the student’s pro essional ield.  Experiences: engage in broader nowledge networ s related to the student’s professional practice.  Principles: students will learn to integrate theory and practice and conceptualize them in relation to their organizational culture.

Assessment: Learning and achievement in the course will be assessed in the following ways:  Independent assignments o Discussion posts (30%) o Culminating inquiry project related to KT/KMb in student’s pro essional setting (40%) o Posts relating to professional network (10%)  Collaborative work - group assignments of relevant case studies from professional contexts (20%)

Selected Texts/Readings:  Nutley, S., Walter, I. and Davies, H. (2007). Using evidence. Bristol: How research can inform public services. Bristol: Policy Press.

Calendar Description: GDPI 8XX (0.5): Knowledge Translation and Mobilization

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Knowledge translation (KT) and mobilization (KMb) includes efforts to strengthen connections between research, policy and practice in public service sectors. This course looks at the theory, science and practice of KT/ KMb in order to enable practitioners to find, share, assess and apply evidence in their particular professional setting.

Potential Instructors Name Current Status/Position Expertise Amanda Cooper Assistant Pro essor, ueen’s Knowledge Mobilization Catherine Donnelly Assistant Pro essor, adjunct, ueen’s Knowledge Translation Heidi Cramm Post-Doc, UWO Knowledge Translation Robyn Read Doctoral Candidate, OISE Knowledge Mobilization Joelle Rodway Macri Doctoral Candidate, OISE Knowledge Mobilization Heather Calquhoun Post-Doc, University of Ottawa Knowledge Translation

GDPI 8XX (0.5): Organizational Learning

General Description: The goals of this course are to examine theory, research and case-studies on organizations in public service sectors using professional inquiry approaches. Topics will include organizational theory, structure and bureaucracy, organizations and their environments, human resources, politics, decision-making, leadership and organizational change. Ultimately, this course will prepare students to apply the concepts covered in the course to their professional context.

Degree Level Expectations (DLEs) How this course addresses DLEs Depth and breadth of knowledge The course provides students with the theory, research and case study analysis of organizations in public service sectors. Research and Scholarship The course provides students with diverse readings across public service sectors in order to explore the current evidence base in organizational theory. Level of application of knowledge The course prepares students to apply organizational change strategies and relevant research knowledge in their professional context. Level of communication Students will learn to communicate in plain language and also to communicate their learning to colleagues in their professional workplace. Autonomy and professional Capacity The course enables students to utilize professional inquiry approaches in order to solve particular problems of practice.

Course Format: This course will use a web-based platform for the introduction of ideas, the mediation of learning and demonstration of achievement. More specifically, this course will take advantage of the following learning structures.  Independent assignment o Connections with Content - Discussion posts: Students are responsible for 3 posts per week on readings and discussion questions. Examples of discussion questions for week 1 might include: What metaphors are used to describe organizations? How do you conceptualize organizations? o Connections with Professional Context - Culminating inquiry project related to organizational learning in student’s pro essional setting o Connections with Broader Professional Networks - Sign up for a relevant knowledge network in your area and integrate what is happening each week through these networks in a discussion thread on professional networks  Collaborative work

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o Connections with Co-Learners - group assignments of relevant case studies from professional contexts

Resources might include a variety of multimedia clips as well as a course reader.

Content: The following knowledge, principles, skills and experiences would form the core of this course and likely be presented in the following sequence. Course will be organized in terms of weekly topics  Organizational theory  Structure and bureaucracy  Organization and their environments  Human resources  Politics  Culture  Decision-making  Leadership  Organizational change

Assessment: Learning and achievement in the course will be assessed in the following ways:  Independent assignments o Discussion posts (30%) o Culminating inquiry project related to organizational learning in student’s professional setting (40%) o Posts regarding professional network (10%)  Collaborative work - group assignments of relevant case studies from professional contexts (20%)

Selected Texts/Readings:  Bolman, L.G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice and leadership (4th ed.). Jossey-Bass: San Francisco.

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Calendar Description: GDPI 8XX (0.5): Organizational Learning The goals of this course are to examine theory, research and case-studies on organizations in public service sectors using professional inquiry approaches. Topics will include organizational theory, structure and bureaucracy, organizations and their environments, human resources, politics, decision-making, leadership and organizational change. Ultimately, this course will prepare students to apply the concepts covered in the course to their professional context.

GDPI 8XX (0.5): Program Inquiry and Evaluation

General Description: This course will guide students in conducting systematic evaluative inquiry in support of the data- informed program decision-making. Students will examine the multiple purposes of program evaluation applying the principles, methods and logic inherent in the needs of targeted program personnel and decision makers.

Degree Level Indicators of Achievement How this course addresses DLEs Expectations (DLEs) (Diploma) Depth and breadth of Graduates will have: The course provides students with an knowledge (a) A thorough and critical introduction to the purposes of understanding of professional evaluation and its role in data- inquiry and its relationship to informed decision- making innovative professional theory, science and practice of practice. program evaluation.

(b) An enriched skill set for supporting learning in the workplace. Research and Graduates will have: The course challenges students to Scholarship explore evaluation approaches, An understanding of and practice models and research methods that in methods of inquiry central to will it their clients’ in ormation professional decision-making and needs. problem solving. Level of application of Graduates will have: The course supports students in knowledge creating a feasible and appropriate Competence and confidence in evaluation design using systematic inquiry to address individual or organizational dilemmas. Level of Graduates will be able to: Students will be required to respond communication appropriately to the communication Clearly communicate ideas and and reporting demands of issues, related to new and participatory evaluation approach. developing knowledge, in a variety of ways, with multiple stakeholders. Autonomy and Graduates will be able to: This course will enable students to be professional Capacity a) Apply ethical behaviours contributing members and possible consistent with academic leaders in school or organizational integrity and professional evaluation initiatives.

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standards.

b) Respond appropriately and effectively when addressing the information needs of their workplace.

c) Have the intellectual independence required for continued professional learning.

 Connections with Content - Discussion posts: Students are responsible critiquing and extending topics raised in the professional evaluation blog AEA363 Tip-a-Day  Connections with Professional Context – The culminating inquiry project will be an evaluation design, feasible for implementation and powerful enough to support data- in ormed decision ma ing regarding a program in the student’s pro essional setting  Connections with Broader Professional Networks - Students are responsible critiquing and extending topics raised in the professional evaluation blog AEA363 Tip-a-Day  Connections with Co-Learners – students will work in evaluation teams to support one another’s learning.  Connection with Course Instructor/mentor – The instructor will act as a senior evaluation specialist introducing principles and s ills as these become relevant in the students’ evaluation wor . Because the ‘accountability’ or quality learning in this course is primarily to a co-worker, the instructor can take on much more of a mentor role.

Resources: This one-term course will utilize several instructors who have both a strong academic and practice background. Instructors will be encouraged to teach in ways that optimizes the expertise they bring to the subject matter. In addition, the following resources would act in support of this course:  Tools for learning content o Illuminate o D2L learning platform using web links to learning resources and readings (e.g., refereed journal articles), to instructor resources such as PowerPoint presentations or web Prezi presentations o Multimedia  Tools for independent inquiry o Search engines to engage in inquiry o Mapping tools o Multimedia  Tools for collaborative inquiry o PB works o Discussion Boards o Chatrooms o Multimedia

Content: Exploration of the following questions would form the core of this course and likely be presented in the following sequence.

Introduction

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 What is a program?  What are good program evaluation questions?  Who are the evaluation stakeholders?  Who do we describe programs?  What is a program’s evaluability?  What are some evaluation models?  How do we assure utilization-focused evaluation?

Focusing on a Specific Program Context  Who is the evaluation client?  What would a program logic model look like?  What assumptions surround the program and its implementation?  What are the evaluation questions and enabling questions?  What are the boundaries of the evaluation?  What are the methods, data sources and logistics for collecting and analyzing data  What strategies have been implemented to optimize collaboration in evaluation?  What strategies have been implemented to optimize utility, feasibility, propriety and accuracy of the evaluation?  What accountability procedures would you propose for this evaluation?

Supplementary knowledge, principles, skills and experiences could include:  Examination of the field of study or academic discipline that underpins the program itself.

Assessment: Learning and achievement in the course will be assessed in the following ways: 1. Integrating the Program Evaluation Standards into design– A Jig Saw 2. Matching evaluation questions to evaluation approaches and models – Team task 3. Reflections on AEA 365 Tip-A-Day Blog postings –Individual Postings & Comments 4. A Program Evaluation Design: Work-in-progress paper 5. A Program Evaluation Design: Presentation Poster

Grading: The grading system used is that of Queen’s University

Full participation in and completion of assessment tasks 1, 2 and 3 - 30% Work-in-progress, task 4 – 30% Presentation Poster, task 5 – 40%

FYI: Letter Grade Percentage Descriptor A+ 90 – 100 Exceptional; significantly exceeds the highest expectations for the assignment or course A 85 – 89.9 Outstanding; meets the highest standards for the assignment or course A- 80 – 84.9 Excellent; meets very high standards for the assignment or course B+ 77 – 79.9 Very good; meets high standards for the assignment or course B 73 – 76.9 Good; meets most standards for the assignment or course B- 70 – 72.9 More than adequate; shows some reasonable command of material Fail less than 70%

Selected Texts/Readings:  Patton, M. Q., (2012). Essentials of Utilization-Focused Evaluation, Thousand Oaks, CA: Sage.  Yarbrough, D. Shulha, L., Hopson, R. & Carruthers, F. (2011). The Program Evaluation Standards (3rd Ed.)., Thousand Oaks, CA: Sage.

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and responsibility in the academic setting is considered a departure from academic integrity and is subject to remedies or sanctions as established by the Faculty of Education and Queen's University.

Calendar Description: GDPI 8XX (0.5): Program Inquiry and Evaluation This course will guide students in conducting systematic evaluative inquiry in support of the evidence-informed program decision-making. Students will examine the multiple purposes of program evaluation applying the principles, methods and logic inherent in the needs of targeted program personnel and decision makers

GDPI 8123(0.5): Self-Regulated Inquiry

General Description: Self-regulated learning requires autonomous management of learning through effective goal setting, resource allocation, valid self-assessment, and goal revision. These competencies are required for successful completion of GDPI 8123. Course competencies will be demonstrated through the pursuit of personalized learning goals. Students are encouraged to regulate their learning experience in accordance to their needs, within parameters established by the competency framework.

 Course participants will set meaningful and measurable goals  Course participants will identify and access relevant and reliable resources to meet their learning goals  Course participants will devise an appropriate method of assessment to accurately monitor progress towards goals  Course participants will adjust learning process and/or goals to align with emerging learning needs

Course Format: The course will start within an introductory module that explores multiple SRL frameworks and their theoretical origins. Students will be asked to adopt a model that fits best with their learning needs and working environment. Since SRL models have similar underlying principles, students will be given the option to adopt different models as they establish a deeper understanding of SRL principles. Four core modules will follow that address goal setting, resource allocation, self- assessment, and goal revision, respectively. Each module will include an instructional, practical, collaborative, and evaluative component as you work toward addressing your self-identified learning needs.

Resources: There will be two resource categories, those that are provided by the instructor and those that are acquired by students. Instructor resources will be selected to provide a theoretical basis for each module. Resources sourced by students will be completed within the second course module and depend (and be assessed) on students’ ability to select meaning ul, reliable, and valid resources to meet their self-identified learning needs.

Course Activities:

Degree Level Expectations 1. Depth and breadth of knowledge 2. Research and scholarship 3. Level of application of knowledge 4. Level of communication skills 5. Autonomy and professional capacity 6. Awareness of limits of knowledge

Learning Activities DLE Introductory Module Learners will complete a module detailing self-regulated learning (SRL) theory, 1

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Self-Regulation: Models models, terms, and systems and Mechanisms Learners will complete an introduction to cognitive and affective SRL theories, 1 practices, and implications Learners will critically reflect on and support the selection of an SRL model (to begin) 2, 4, 5 structuring course learning Within their selected SRL framework learners will submit a preliminary learning 2, 4, 5 mission, learning goals, resource allocation plan, and an assessment rubric within a personally or professional relevant context 2 Assessment 1 Rationale for SRL model selection (required; assessed; ungraded) Preliminary learning plan (required; assessed; ungraded) Learners will complete an online module detailing goal setting constructs including 1 distal and proximal goal setting, goal orientation, and attribution theories Module 1 Learners will revision preliminary goals, adapt goals to personal needs, reflect on 2, 3, 4 Goal Setting adapted goals and justify with applicable theory Fellow learners will provide eedbac on correspondence between learners’ goals and 2, 3, 4 mission Assessment 3 Course Instructor and self assessment of reflection, justification and revised learning goals. 30%

Learners will revise and develop their resource allocation plan to satisfy stated goals 2, 5, 6 including content validity standards, depth of knowledge required, and the breadth of knowledge required Module 2 Learners will book, and reflect on, one or more consultation with a university librarian 1, 2, 3, Resource allocation, (telephone, internet, or face-to-face) (required; assessed; ungraded) 4, 5, 6 acquisition Learners will carry out a literature search, and provide an annotated bibliography with 1, 2, 3, a critical reflection on acquisition choices, challenges, next steps, and any goal 4, 5, 6 modification decisions and identify and human resources necessary to support their learning plan Assessment Reflection on library consultation (required; assessed; ungraded) Annotated Bibliography, identification of necessary human resources and rational – 30%

Module 4 Learners will reflect on, and recommend changes to their assessment plan/rubric in 3, 4, 5, Self-Assessment, goal supporting their learning mission and learning goals 6 evaluation, and Learners will complete a “ne t steps” inventory based on their e perience 7 3, 4, 5, goal/resource/strategic 6 revision Assessment Reflection on utility of assessment plan/rubric 15% Next Steps inventory 25%

Grading: The grading system used is that of Queen’s University

(Describe how grades might be achieved) FYI: Letter Grade Percentage Descriptor A+ 90 – 100 Exceptional; significantly exceeds the highest expectations for the assignment or course A 85 – 89.9 Outstanding; meets the highest standards for the assignment or course A- 80 – 84.9 Excellent; meets very high standards for the assignment or course B+ 77 – 79.9 Very good; meets high standards for the assignment or course B 73 – 76.9 Good; meets most standards for the assignment or course B- 70 – 72.9 More than adequate; shows some reasonable command of material Fail less than 70%

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Selected Texts/Readings:  Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.  Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101.  Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12.  Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.  Winne, P. H. (1995). Inherent details in self-regulated learning. Educational psychologist, 30(4), 173-187.  Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.

Calendar Description: GDPI 8XX (0.5): Self-Regulated Inquiry Provides opportunities for exploration of current theories of self-regulated learning. Self-regulated learning requires autonomous management of learning through effective goal setting, resource allocation, valid self-assessment, and goal revision.

Page 196 of 333 Budget - DIPLOMA PROGRAM - NO BIU's Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Jul-14 Total diploma program tuition: 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 Year begins July Domestic $1,200 per course $1,200 112 International $2078 per course $2,178 38

Year 1 July 2014 only 150 students 2 courses could be completed by each, but 25% expected to take only 1 course = 38 X 1 (total 262) Estimated Course Enrolments (Domestic&International) 150 262 562 562 562 562 562 Assume 25% of students will not take courses every term as expected (750 possible course enrolments X 25% = 188 = 562 courses) & no withdrawals

Revenue Application Fee 200 30,000 30,000 30,000 30,000 30,000 30,000 BIU's (Domestics only) 0 0 0 0 0 0 Jul-14 15-Jul Tuition per course (international) 141,570 304,920 Tuition per course (domestic) 236,400 506,400 377,970 811,320 811,320 811,320 811,320 811,320 Diploma 5 courses - 15 students per section X 10 sections Estimated Tuition Increase 4% 32,453 33,751 35,101 36,505 37,965 Estimated increase

407,970 873,773 875,071 876,421 877,825 879,285

Growth of 1 off-campus FTE Service Cost 1216/student 120,000 240,000 240,000 240,000 240,000 240,000 Used $800 per student since these studetns do not receive financial aid instead of $1216

10% Tax on Revenue 10% 40,797 87,377 87,507 87,642 87,782 87,929

Revenue to program 247,173 546,396 547,564 548,779 550,042 551,357

New Faculty FTE Salary 2.5% est incr Estimated annual increase Ph.D. Adjuncts 7,500 135,000 292,125 299,428 306,914 314,587 322,451 Assuming 15 per class and 10 sections

Total 135,000 292,125 299,428 306,914 314,587 322,451

Teaching support 0.0% est incr Estimated annual increase TA 0 36/hr 0 0 0 0 0 0

Total 0 0 0 0 0 0

Total Faculty and Teaching Support 135,000 292,125 299,428 306,914 314,587 322,451 ITEM: Graduate Diploma in Professional Inquiry (SCAD) Staff FTE Salary Office assistant, Level 4 50% time 0.5 37,484 18,742 19,117 19,499 19,889 20,287 20,693 Half of $37,484 step 1 (does not include step increases) ICT Support, Level 7 25% time 0.25 51,677 12,919 13,178 13,441 13,710 13,984 14,264 Step 2, Salary Grade 7 plus estimated 2% increase 2.0% est incr Total Staffing 31,661 32,294 32,940 33,599 34,271 34,957

Faculty Fringe Benefits @ 21.40% 21.40% 28,890 62,515 64,078 65,680 67,322 69,005 Staff Fringe Benefits @25.4% 25.40% 8,042 8,203 8,367 8,534 8,705 8,879

Growth of 1 staff member service cost (.75 X 0.5) $4,575 per 1.0 FTE 3,431 3,431 3,431 3,431 3,431 3,431 3,431

Growth of 1 EFT faculty member service cost $18,303 EFT (8% for Adjunct to teach 0.5 course) 1,464 26,356 55,641 55,641 55,641 55,641 55,641

Total Salary and Benefit Expenses 233,381 454,209 463,885 473,799 483,956 494,364

Non-Salary Expenses 2.5% Inflation Office supplies and miscellaneous 5,000 5,125 5,253 5,384 5,519 5,657 With estimated inflationary increase - includes postage/courier/telecom Advertising, communications & marketing 6,000 6,150 6,304 6,461 6,623 6,788 With estimated inflationary increase Library Resources 5,000 5,125 5,253 5,384 5,519 5,657 Course developers 7 Diploma courses - revisions in 2nd year) 5,000 35,000 35,875 0 0 0 0

Total Non-Salary Expenses 51,000 52,275 16,810 17,230 17,661 18,103

Total Expenses 284,381 506,484 480,695 491,029 501,617 512,466

Surplus/(deficit) in year program operations -37,208 39,911 66,869 57,750 48,425 38,891 Opening carry forward 0 -37,208 2,704 69,573 127,322 175,747 Projected closing surplus/(deficit) -37,208 2,704 69,573 127,322 175,747 214,638 Page 197 of 333

Updated: December 12, 2012

C:\Users\Marlene\Desktop\New Budget Model Draft Budget Graduate Diploma in Professional Inquiry December 12, 2012, 15 Students Per Course No BIU'sSheet1 12/5/2013 2:27 PM Budget - DIPLOMA PROGRAM - WITH BIU's at $1,078 each (0.3 of a FTE) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Jul-14 Total diploma program tuition: 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 Year begins July Domestic $1,200 per course $1,200 112 International $2078 per course $2,178 38

Revenue Application Fee 200 30,000 30,000 30,000 30,000 30,000 30,000 BIU's (Domestics only) 120,736 120,736 120,736 120,736 120,736 120,736 Used 112 domestic students each year Jul-14 15-Jul Tuition per course (international) 141,570 304,920 Tuition per course (domestic) 236,400 506,400 377,970 811,320 811,320 811,320 811,320 811,320 Diploma 5 courses - 15 students per section X 10 sections Estimated Tuition Increase 4% 32,453 33,751 35,101 36,505 37,965 Estimated increase

528,706 994,509 995,807 997,157 998,561 1,000,021

Growth of 1 off-campus FTE Service Cost 1216/student 120,000 240,000 240,000 240,000 240,000 240,000 Used $800 per student since these studetns do not receive financial aid instead of $1216

10% Tax on Revenue 10% 52,871 99,451 99,581 99,716 99,856 100,002

Revenue to program 355,835 655,058 656,226 657,441 658,705 660,019

New Faculty FTE Salary 2.5% est incr Estimated annual increase Ph.D. Adjuncts 7,500 135,000 292,125 299,428 306,914 314,587 322,451 Assuming 15 per class and 10 sections

Total 135,000 292,125 299,428 306,914 314,587 322,451

Teaching support 0.0% est incr Estimated annual increase TA 0 36/hr 0 0 0 0 0 0

Total 0 0 0 0 0 0

Faculty Fringe Benefits @ 21.40% 21.40% 28,890 62,515 64,078 65,680 67,322 69,005 Staff Fringe Benefits @25.4% 25.40% 8,042 8,203 8,367 8,534 8,705 8,879

Growth of 1 staff member service cost (.75 X 0.5) $4,575 per 1.0 FTE 3,431 3,431 3,431 3,431 3,431 3,431 3,431

Growth of 1 EFT faculty member service cost $18,303 EFT (8% for Adjunct to teach 0.5 course) 1,464 26,356 55,641 55,641 55,641 55,641 55,641

Total Salary and Benefit Expenses 233,381 454,209 463,885 473,799 483,956 494,364

Total Non-Salary Expenses 51,000 52,275 16,810 17,230 17,661 18,103

Total Expenses 284,381 506,484 480,695 491,029 501,617 512,466

Surplus/(deficit) in year program operations 71,455 148,574 175,531 166,412 157,088 147,553 Opening carry forward 0 71,455 220,029 395,560 561,972 719,059 Projected closing surplus/(deficit) 71,455 220,029 395,560 561,972 719,059 866,612 Page 198 of 333

Updated: December 12, 2012

C:\Users\Marlene\Desktop\New Budget Model Draft Budget Graduate Diploma in Professional Inquiry December 12, 2012, 15 Students Per Course With BIU'sSheet1 12/5/2013 2:29 PM ITEM: 2013/2014 Senate Dates (Senate Agenda Committee)

SENATE AGENDA COMMITEE Senate Meeting Dates 2013/2014

Senate Meeting Dates 2013/2014

To provide an adequate number of meetings during the academic year, spaced at reasonable intervals to accommodate the academic decision-making process of the University, the following meeting dates are proposed.

Motion:

The Senate Agenda Committee recommends the Senate approve the 2013-2014 meeting dates listed below:

Tuesday, September 17, 2013, 3:30 p.m. Tuesday, October 29, 2013, 3:30 p.m. Tuesday, November 26, 2013, 3:30 p.m. Tuesday, January 21, 2014, 3:30 p.m. Tuesday, February 25, 2014, 3:30 p.m. Tuesday, March 25, 2014, 3:30 p.m. Tuesday, April 29, 2014, 3:30 p.m. Tuesday, May 27, 2014, 3:30 (only if required)

Agenda Committee Members A. Bains I. LaFleche C. Ward P. Oosthuizen D. Woolf (Chair)

Page 199 of 333 ITEM: Virtualization and On-line Learning Report (SAPTF)

Report from the Senate Academic Planning Task Force April 30, 2013

Over the past 8 months, the SAPTF has explored questions related to online learning and virtualization at Queen's. We submit our final report to Senate for the April meeting. At this point, we consider our report to be complete, having addressed all of the issues raised to the best of our abilities, balancing input from various groups and individuals. The report is lengthy so to enable Senators to spend time with the document, we have posted a version on the Senate website April 18. Highlights identify areas that have undergone substantial revisions in response to comments from the draft posted in March.

Thus, on behalf of the SAPTF, I move:

That the Senate receive the Report of the 2012-13 Academic Planning Task Force respecting Virtualization and On-line Learning.

On behalf of the SAPTF, I offer thanks to the many individuals who took the time to provide general and specific comments during this process. Sincerely

Chris Moyes Chair, SAPTF

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Senate Academic Planning Task Force: Report April 2013

Executive Summary and Key Recommendations ...... 4 Executive Summary ...... 4 Key Recommendations ...... 5 List of Appendices ...... 6 List of Abbreviations ...... 6 Scope of the 2012-13 SAPTF Report ...... 7 Background on Online Learning ...... 7 Insights from the Academic Planning Process ...... 8 Priorities and Strategies in the 2012 Senate Academic Planning Task Force (SAPTF) Process...... 10 Part I. The Pedagogy of Online Learning ...... 12 Overview on the Pedagogy of Online Learning ...... 12 Learning Modes at Queen's ...... 12 The importance of distinguishing between the pedagogy and the medium ...... 13 Should the traditional lecture-based course be the gold standard? ...... 15 The importance of active learning ...... 17 How do online technologies promote effective teaching and learning at Queen's? ...... 18 Active learning approaches need not use online technologies ...... 18 Many online technologies facilitate active learning ...... 18 Many online technologies improve accessibility for all including students with disabilities...... 19 Can online learning generate opportunities to improve writing skills? ...... 20 Risks and benefits of online learning ...... 21 What are the benefits of online learning for students? ...... 21 What are the risks of online learning for students? ...... 23 What are the benefits of online learning for faculty? ...... 25 What are the risks of online learning for faculty? ...... 26 What are the benefits of online learning for institutions? ...... 28 What are the risks of online learning for institutions? ...... 29 Lessons from Queen's Courses with Online Components ...... 30 Faculty of Arts and Science ...... 30 Faculty of Engineering and Applied Science: ...... 35 Faculty of Health Sciences ...... 35 Faculty of Education ...... 36 Conclusions on the Pedagogy of Online Learning ...... 37 SAPTF Recommendations and Conclusions in Relation to Pedagogy of Online Learning ...... 38 1. Queen's should promote active learning approaches because they are generally more successful in engaging students in the learning process than are passive approaches...... 38 2. There are benefits and risks to using online technologies in teaching and learning, and the relative balance depends on how the technology is employed and supported...... 38 3. Queen's should do a better job identifying and recognizing faculty and staff who are innovators in teaching and promote synergies between them...... 38 Part II. Overview of Online Learning Opportunities at Queen's ...... 39 Background on Online Learning at Queen's ...... 39

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Adopting Online Resources by Traditional Courses at Queen's ...... 39 Promoting Online Technologies in Traditional Courses ...... 39 Blended Courses ...... 41 The Blended Learning Initiative (BLI) ...... 43 Outcomes, successes, and failures ...... 44 Fully Online Courses at Queen's ...... 46 Table 1: Online Courses at Queen's: Faculty of Arts and Sciences ...... 47 Recommendations and Conclusions on Online Learning at Queen's ...... 49 4. Senate should facilitate efforts to utilize online technologies that promote active learning...... 49 5. Senate should encourage the academic and nonacademic units to invest more thoughtfully in promotion of evidence-based teaching practices...... 49 Part III. Technology and Support ...... 50 Overview on the Role of Learning Management Systems in Online Learning ...... 50 Overview of the Learning Management Systems used on Campus ...... 50 Support for Course Development ...... 52 What Can Queen's Do To Better Assist Instructors In Using Online Learning? ...... 53 On the Role of the Centre for Teaching and Learning ...... 54 Discussions with ITS ...... 55 SAPTF Recommendations on Technology and Support ...... 57 6. Queen's should explore ways in which the various pedagogical and technical support units can reorganize to support online learning more effectively...... 57 7. Queen`s should establish mechanisms to enable synergistic interactions between faculty and staff who have gained expertise in online learning...... 57 8. Queen's should place a high priority on improving support at all levels (financial, technical, pedagogical, accessibility, accommodation) to make the most of use of online teaching tools...... 57 9. Queen's should ensure that the online learning environment is inclusive and fully accessible for students with disabilities...... 58 Part IV: Quality Assurance in Online Teaching ...... 59 Questions about evaluation of quality in online courses ...... 59 Evaluating the Effectiveness of Online Learning at Queen's ...... 59 Quality Control in Queen's Courses ...... 61 Directed Survey ...... 62 Development of courses with online teaching elements ...... 62 Delivery of courses and ongoing quality assurance ...... 64 Suggestions and considerations ...... 65 Faculty Survey ...... 66 Comments on the review practices for courses in relation to online learning ...... 66 Recommendations for Quality Assurance Processes in Relation to Online Learning ...... 68 The changing landscape of quality assurance processes ...... 68 Exploring quality assurance in online teaching...... 69 SAPTF Recommendations and Conclusions on Quality Assurance in Courses ...... 72 10 Courses adopting online technologies for delivery of content or facilitating particular styles of learning are unlikely to be demonstrably inferior to traditional alternatives...... 72 11. Curriculum Committees should be staffed adequately to assure that changes in the mode of teaching meet teaching and learning criteria...... 72 12. The Registrar should support the acquisition of comparative metrics to enable departments to identify potential problems in relation to student grades in online, blended and traditional face-to-face course variants...... 72

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13. Queen's should encourage the incorporation of evidence-based practices in developing courses, and using such changes to contribute to pedagogical research...... 73 Part V. Long Term Planning for Online Learning at Queen's ...... 74 Scope ...... 74 Input from Stakeholders ...... 74 Undergraduates (AMS) ...... 74 March 2013 AMS Town Hall on Online Learning ...... 75 Further Consultations with Student groups ...... 77 QUFA ...... 79 Departments ...... 80 Continuing and Distance Studies in the Faculty of Arts and Sciences ...... 82 Outstanding questions in relation to CDS ...... 84 University and Senate ...... 85 Outside the University ...... 86 SAPTF Recommendations and Conclusions for Long Term Policies Related to Online Learning ...... 89 14. Senate should elaborate on the relationship between academic freedom and teaching practices...... 89 15. Senate should require Schools/Faculties to articulate standards in terms of design, delivery and support for online courses and work in partnership with their departments/areas to ensure that these are met. . 89 16. FAS Department Heads need to take a more active role in ensuring that courses offered through CDS meet departmental requirements...... 89 17. FAS departments should consider bringing their online courses into formal teaching assignments, to better ensure that the courses integrate with course and program expectations...... 90 18. Queen's should not become involved in MOOCs until and unless there is greater support for online learning ...... 90 19. Queen's should remain involved in discussions exploring the creation of the Ontario Online Institute. .... 90 Key References ...... 91

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Executive Summary and Key Recommendations

Executive Summary The 2012-13 Senate Academic Planning Taskforce was asked to explore "virtualization and online learning" at Queen's. In the early days, we became familiar with the history of the discussions and identified a number of controversies that had made it difficult to reach a consensus on the role of online learning at Queen's. As new and familiar themes emerged, we realized that the issue of online learning is far more complex than it had seemed, reaching into areas such as course quality, curriculum planning, staffing, resource allocation, unit autonomy, and academic freedom. We hope that the report provided will address many of the issues about online learning that have been raised within the community. Recognizing that some of our recommendations will fall short of unanimous agreement from the community, we hope that the report will be received as balanced and progressive.

The question that permeates the discussions to date has been whether online learning is demonstrably better than traditional approaches. Our assessment of the pedagogical literature is that online approaches are at least as good as traditional approaches. The teaching technologies employed are less important than the fundamentals of course design. As with any academic program, it is in everyone's best interest to ensure that courses are as effective as possible. We would like to see the passion associated with the debate about online learning move away from the technology and move toward promoting evidence-based practices to improving course quality throughout the university.

Online teaching is used most effectively when faculty create courses that build on the strengths of the technology and minimize the risks associated with working in the online environment. Central to the success of online learning is adequate support for course design and the technology. Many of the lingering concerns about online learning are related to the impression that it is an effort to create courses that are less expensive to offer. It seems clear to all parties that effective online learning requires intensive support. If incorporated into traditional courses, it should be done on the pedagogical merits, not perceived financial benefits. If Queen's is committed to developing online learning, there needs to be a substantial investment in support, and a rethinking of the way in which the various academic and support units interact.

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Key Recommendations 1. Queen's should promote active learning approaches because they are generally more successful in engaging students in the learning process than are passive approaches...... 38 2. There are benefits and risks to using online technologies in teaching and learning, and the relative balance depends on how the technology is employed and supported...... 38 3. Queen's should do a better job identifying and recognizing faculty and staff who are innovators in teaching and promote synergies between them...... 38 4. Senate should facilitate efforts to utilize online technologies that promote active learning...... 49 5. Senate should encourage the academic and nonacademic units to invest more thoughtfully in promotion of evidence-based teaching practices...... 49 6. Queen's should explore ways in which the various pedagogical and technical support units can reorganize to support online learning more effectively...... 57 7. Queen`s should establish mechanisms to enable synergistic interactions between faculty and staff who have gained expertise in online learning...... 57 8. Queen's should place a high priority on improving support at all levels (financial, technical, pedagogical, accessibility, accommodation) to make the most of use of online teaching tools...... 57 9. Queen's should ensure that the online learning environment is inclusive and fully accessible for students with disabilities...... 58 10 Courses adopting online technologies for delivery of content or facilitating particular styles of learning are unlikely to be demonstrably inferior to traditional alternatives...... 72 11. Curriculum Committees should be staffed adequately to assure that changes in the mode of teaching meet teaching and learning criteria...... 72 12. The Registrar should support the acquisition of comparative metrics to enable departments to identify potential problems in relation to student grades in online, blended and traditional face-to- face course variants...... 72 13. Queen's should encourage the incorporation of evidence-based practices in developing courses, and using such changes to contribute to pedagogical research...... 73 14. Senate should elaborate on the relationship between academic freedom and teaching practices. 89 15. Senate should require Schools/Faculties to articulate standards in terms of design, delivery and support for online courses and work in partnership with their departments/areas to ensure that these are met...... 89 16. FAS Department Heads need to take a more active role in ensuring that courses offered through CDS meet departmental requirements...... 89 17. FAS departments should consider bringing their online courses into formal teaching assignments, to better ensure that the courses integrate with course and program expectations...... 90 18. Queen's should not become involved in MOOCs until and unless there is greater support for online learning ...... 90 19. Queen's should remain involved in discussions exploring the creation of the Ontario Online Institute...... 90

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List of Appendices

1. Jones Document on Virtualization

2. Small Inventory on Queen’s Online Initiatives that can be found on Queen’s websites (compiled by the CIO's Office)

3. Blended Learning Initiative Support and Process

4. Summary of SAPTF Surveys on Technology and Support

5. Quality Assurance for Online Courses offered through Continuing and Distance Studies

6. Summary of SAPTF Survey on Quality Assurance

List of Abbreviations

BLI: Blended Learning Initiative CDS: Continuing and Distance Studies CTL; Centre for Teaching and Learning D2L; Desire to Learn FAS; Faculty of Arts and Sciences ITS, Information Technology Services MOOC; Massive Open Online Course Moodle; Modular Object-Oriented Dynamic Learning Environment MTCU; Ministry of Training Colleges and Universities OOI; Ontario Online Institute QUQAP; Queen's University Quality Assurance Processes

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Scope of the 2012-13 SAPTF Report

Background on Online Learning The Academic Planning Task Force was struck by Queen’s Senate in November 2010 with a mandate to consult widely and draft the University’s Academic Plan, approved by Senate on November 22, 2011.

In the last of the Plan's guiding principles (#14), the authors state: Planning cannot be a one-time event. The University must continuously adapt to changing circumstances. We view the creation of this Academic Plan as one phase in an on-going cycle. As part of this ongoing process, the 2012-13 Academic Planning Task Force was struck by Senate with the following membership:

• Eril Berkok (Student representative) B.Comp '13 • Terry Bridges (Graduate student representative) PhD '13 • Jill Atkinson (Faculty representative) Department of Psychology, Faculty of Arts and Sciences • Lindsay Davidson (Faculty representative) Department of Surgery, Faculty of Health Sciences • Chris Moyes (Faculty representative) Department of Biology, Faculty of Arts and Sciences • Mark Swartz (Staff representative) Library • Steve Elliott (Dean representative) Faculty of Education

Chair: Chris Moyes Secretary: Gail MacAllister

The mandate we were given was as follows:

The Task Force, using the consultation process established by the 2010-2011 APTF (including but not limited to sponsoring a series of widely accessible town-hall meetings to address specific key issues, and the use of an interactive website) shall consider, as recommended by the 2010-2011 Academic Planning Task Force, the issues of:

• virtualization and online learning, and • faculty renewal as a starting point.

The Academic Planning Task Force shall submit its Report, including recommendations and observations concerning the implementation of previous recommendations, to Senate for approval before the May meeting of the Senate.

In order to ensure that the continuous cycle of Planning, Implementation, and Monitoring of the Academic Plan endorsed by Senate, the APTF shall also recommend a new planning issue or set of issues to be investigated by the task force of the subsequent year.

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The following document is a DRAFT of our Senate Academic Planning Task Force (SAPTF) report in relation to the first priority of our mandate: virtualization and online learning.

Insights from the Academic Planning Process The final version of the Academic Plan is currently posted on the Secretariat's website1. Throughout the 2010-11 planning process, drafts of the Plan were posted for comments2. Virtualization was one of the dominant themes in the commentary. There was an extensive dialogue about the strengths and weaknesses of online learning and much discussion about Queen's policies, including an analysis of online learning3, which we include in this report as Appendix 1 with permission of the author.

The intensity of the discussion led the 2011 APTF to remove references of virtualization from the Academic Plan but it is worth examining the relevant sections that appeared in a earlier draft of their Plan. From Pillar I. The Student Learning Experience, we provide the following excerpt:

10. Virtualization and online learning.

In many of the background documents, particularly in Where Next? and Imagining the Future, and in the response of departments, units and individuals to these documents, there has been considerable discussion of virtual learning. For us, “virtual learning” refers to any mode of learning in which technology is used to provide an intermediate learning aid between teacher (or course designer) and student. The rapid evolution of technology over the past years has made available, forms of communication which, if used wisely, can most certainly enhance learning. We know of no university that is not seriously investigating ways to capitalize on these developments.

Technology can interact with learning in many ways. We focus on blended learning and distance learning as they seem particularly relevant to Queen’s at this time.

Blended learning refers to the use of technology to bring learning modules into the rooms or onto the desks of individual students who are studying in a traditional on-campus environment. The word “blended” indicates that this is a hybrid model, in which a component of the work traditionally done in the classroom can be presented online giving students control of timing and pacing. Lecture capture, for example, can be used to provide a video recording of a lecture to students who missed the lecture or who want to review it. More simply, short videos can be posted demonstrating technical routines or simple examples, or discussing conceptual highlights. We recommend this type of blended learning, as it facilitates the task-centred curriculum design. Students can access the information at the moment it is needed in their investigations while the instructor is free to spend more individual time with different students. An additional benefit would thus be the small-group learning experience.

1 http://www.queensu.ca/saptf/wp-content/uploads/2011/10/Academic-Plan-for-SenatefinalNov221.pdf 2 http://www.queensu.ca/saptf/wp-content/uploads/2012/09/Comments-received-2010-2011.pdf 3 http://senatefacultycaucus.files.wordpress.com/2011/07/on-virtualization-and-differentiation-of-ontario- universities.pdf

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In addition to text material, online enhancements can provide all sorts of “toys”–– video demonstrations which bring the material to life. In this way, blended learning can be an effective way of enhancing the engagement of the current generation of visual learners. Having said that, we must continue to develop critical reading skills as they foster critical thinking and effective writing.

Distance learning refers to the delivery of the complete learning experience to students who are unable to attend classes on campus. Queen’s has offered distance courses for many years and indeed is a Canadian pioneer in this enterprise. The recent developments in technology have brought lectures, discussions, and demonstrations into the lives of our students in ways that are more engaging and lively than ever before.

Whether or not Queen’s should invest resources to expand its distance education is a matter of current debate. Some say that this is a good investment with a long-term payoff both in terms of reputation, new networks, and additional revenues (which could be invested in on-campus programs). Others warn that the costs are greater than might at first be supposed. These are complex issues and caution is needed. However, there is no doubt there will be special projects for which we will want a version of the Queen’s experience to be available at a distant location.

The draft of the report also included two goals in relation to online learning, listed below.

20. Blended learning. Queen’s should continue to explore the ways in which blended learning technologies with their potential for increasing flexibility in learning and enhancing student engagement can be used to enrich the student experience.

21. Distance learning. Queen’s is a Canadian pioneer in distance learning and it should continue to use recent developments in technology to bring the classroom experience in a lively and engaging manner into the lives of distant students. Caution is needed, however, as to what extent and in what direction its investment in distance learning

From the outset of our work on the 2012-13 report, a few aspects of this draft report stood out.

• The use of the term "virtual" in the context of learning is ill-advised. If "virtual reality" is "not quite reality", then what is the literal interpretation of "virtual learning"? Throughout this document, we refer to "online learning". • Identification of specific online learning activities unnecessarily constrains the impression of the range of online activities currently used on campus. • There seems to be recognition that the financial case for greater investment in online learning is dubious. Thus, any policies should be based on quality of teaching and learning activities, rather than financial benefits. • Distance learning as a synonym for fully online courses is confusing. In some Faculties and Schools, most of the students taking online courses are residential students.

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Priorities and Strategies in the 2012 Senate Academic Planning Task Force (SAPTF) Process Against this background, we re-entered the fray of discussion on the role of "virtualization" at Queen's. Our review of the comments suggested that the main concerns were:

• whether academic quality is well served by efforts to facilitate online learning • whether the initiatives promoting online learning are driven by financial priorities, at the expense of academic outcomes • whether the institution is supporting online learning with a sufficient commitment to ensure that academic quality is not limited by resources

Even among the most strident antagonists, there is an acknowledgment that online teaching approaches have the potential to facilitate student learning. Furthermore, we could envision no scenario where a modern university would divorce itself from online technologies. In tackling this project, the SAPTF assumed that online learning technologies were here to stay. We envisioned our role to be in providing a balanced review of their place at Queen's now, and provide recommendations for policies and practices that would ensure that what we do, we do well.

The discussion of online learning has occupied many hours in Senate and various committees throughout the University. Our view is that the attention is unduly focused on the technology when it should be focused on the student experience. We frequently encountered a suspicion that the push for more online learning was driven by financial motives. We do not deny that broader adoption of online learning has financial ramifications, but we decided early in this process that we would not address these financial issues directly. We recognize that the University administration has an obligation to ensure that revenue goals are met, but feel that the Senate should be focused on ensuring that academic priorities are well served by any practices adopted or promoted by the administration. However, if online learning is applied in ways that are better in achieving student learning, then it should be embraced for that reason alone and the motives of different stakeholders become moot.

Our main priority was to use this process to promote Queen's online policies and practices that facilitate student learning. We subdivided our "virtualization and online learning" mandate into three themes: (i) technology and support, (ii) quality assurance practices, and (iii) long-term institutional policies. In each theme we began by reviewing the commentary from the 2010-2011 academic planning exercise, and then collected information on existing knowledge and practices in the various units at Queen's. Because of the rich history of debate on "virtualization and online learning", we began the process with an understanding of the major issues. We created surveys to fill in the gaps in our knowledge about the Queen's perspectives. We targeted the surveys to individuals and groups with interest and expertise in the area, and had interviews with individuals and small groups. We anticipated that in compiling the information from various sources, we would be able to identify the strengths and weakness of the current situation, from which progressive policy recommendations would emerge.

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Our report is organized into five sections, each focusing on a more specific aspect of online learning.

• Part I of this report is a brief overview of the nature of online learning approaches currently used at Queen's, and a summary of the reasons why online teaching issues have moved to the forefront in recent years. • Part II explores the current state of online learning activities at Queen's in the major units. The Faulty of Arts and Sciences is the largest of the units, but each Faculty/ School has a unique history and set of experiences with online learning. • Part III compares how different units deal with the challenges of online technology and support in relation to teaching. • Part IV explores the issues associated with ensuring quality control in blended and online courses, comparing the procedures used for assessing traditional courses. • Part V considers the current policies of the various stakeholders, and offers recommendations that should be taken into consideration when developing long-term policies in the different units and the University as a whole.

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Part I. The Pedagogy of Online Learning

Overview on the Pedagogy of Online Learning As the activities of the SAPTF progressed, it became clear that there are many deep divisions on the issue of online learning and its application at Queen's. In this section, we survey the most recent studies on the merits of online teaching and learning. We believe that any recommendations must be rooted in robust, peer-reviewed pedagogical research, and any policies recommended must be evidence based. Within Queen's there will undoubtedly be individuals, groups, or disciplines that disagree with the conclusions, but we would encourage a dialogue that is evidence-based using pedagogical research rather than general impressions and anecdotes.

Learning Modes at Queen's Considerable debate has arisen in our discussions about the terminology used to define different class types. The following terminology is currently used by the Faculty of Arts and Sciences4 to describe courses in relation to their use of online teaching.

. In a Traditional Class students attend all class sessions in an assigned face-to-face environment . In a Technology-enhanced Class students attend all class sessions in an assigned face-to-face environment. Technology is primarily used as a supplement to engage the students with the curriculum and learning process . In a Blended Class, students attend some of the class sessions in an assigned face-to-face environment, and complete other class learning in an online environment. Technology is used in a complementary way to create a substitute for some of the classroom learning experiences. . In a Flexible Class students can choose to attend class sessions in two ways: in an assigned face-to- face environment or in an online environment. Technology is primarily used (sic) to provide the students with flexibility in their choice of educational experience. . In an Online (Distance) Class students attend all class sessions in an online environment. Technology is primarily used (sic) to create a substitute for an entire course learning experience.

In developing our report, we found a weakness in the definitions of the various types of classes, and modified them to more accurately reflect the continuum of teaching and learning modes. These definitions look beyond the 3 hour "class" to the sum of what students are expected to do in each "course". We provide these modified descriptions to better reflect how students learn, when and where the different components take place. The argument is that we should consider the whole enterprise and not just the transmission of material.

. In a Traditional Course students attend class sessions in an assigned face-to-face environment and complete reading, practice and review in unstructured private time outside class. Such a course may use online technologies for simple support purposes, such as email exchanges with students, student

4 http://www.queensu.ca/artsci/academics/teaching-and-learning/delivery-methods

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notifications, and posting of course notes. Technology may also be used as a supplement to engage the students with the curriculum and learning process (optional discussion boards, electronic repository of readings, lecture slides, etc.). . In a Blended Course, both in-class and online resources are used to transmit information, promote application and practice, and obtain feedback. . In a Flexible Course, students can choose to learn in one of two ways: in an assigned face-to-face environment or in an online environment. Technology is primarily used to provide the students with flexibility in their choice of educational experience.5 . In an Online Course, online technology is used to deliver all course material, learning activities and feedback. The nature of this type of course permits students to take classes while in residence or as distance learners, but there is no face-to-face experience.

In addition, this report uses the term Face-to-Face Course, which can be any of the first three options, excluding only Online Courses. In using these terms, we see that online technologies can play important roles in each type of course. Resist the urge to equate online learning with an Online Course, where all of the interactions between professor and student are mediated via online technologies.

The importance of distinguishing between the pedagogy and the medium The widespread use and misuse of the term virtualization invites criticisms and tangential arguments that detract from the far more important message about the quality of courses. There is likely little opposition to pedagogical approaches that more effectively engage students and promote learning. In a comprehensive review of engineering courses, Prince (2004) concludes that active, collaborative, cooperative and problem-based learning can each contribute to the effectiveness of learning, though there are many examples of situations where particular practices are less effective6. The importance of student engagement is reflected in the principles of effective teaching, as articulated by Chickering and Gamson (1987):

1. Encourages contacts between students and faculty. 2. Develops reciprocity and cooperation among students (learning communities). 3. Uses active learning techniques. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning.

5 FILM 240 is the only example of a Flexible Course. There are 700 face-to-face seats and 700 online slots. Both sections run simultaneously in the Fall with a single instructor; students register in one of the two sections. 6 In a recent study, Andrews et al. (2011) found no association between students’ learning gains and the use of active learning instruction in a large random sample of college biology courses. They conclude that college science teachers are incorporating active learning methods, but are doing so ineffectively. They point to evidence that “…somewhere in the communication between science education researchers and typical college science instructors, elements of evidence-based methods and curricula crucial to student learning are lost” (p.403).

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These principles can be realized in face-to-face or online environments; however, there is little evidence to suggest that in lectures where students passively listen to an expert speaker and have little opportunity to interact with one another, are as effective as they may be thought to be (Crouch et al., 2004; Matheson 2008; Cardall et al. 2010; Smith & Cardaciotto 2011; Deslauriers et al., 2011). While much of the research included in this report emanates from the science disciplines, an understanding of how individuals learn sheds light on why traditional lecturing, regardless of the discipline, is unlikely to be effective on its own. Without a way of assessing where one's students are at, providing them with an opportunity to discuss and work though concepts, and receive frequent feedback, learning will be compromised in any discipline (Fink, 2003; Ambrose et al., 2010).

Seminars, with their hallmark small size and rich discussion between students and an expert, are ideal places for learning, if students are sufficiently motivated to come prepared and engage with their peers and instructor. For larger classes or less motivated students, a different approach is needed7. Online technologies have gained greater prominence at Queen's in recent years, but it is important to acknowledge that these are merely tools- a means to an end. The important question is whether their use and promotion achieves the desired outcome, which in the context of this Senate document, is successful learning.

Online tools offer a great many opportunities for student learning but they are not in and of themselves a magic bullet. A 2010 report from the US Department of Education authored by Means et al. (2010) conducted a systematic meta-analysis of pedagogical research on online learning8. They reviewed all research studies published between 1996 and 2008 that examined the effectiveness of online learning. Of the 1132 studies assessed, 45 studies were used in the final meta-analysis. These were the studies that employed a rigorous research design (random assignment or quasi experimental), measured student learning objectively (did not use student or instructor perceptions of student learning or mediators such as student affect or motivation), tested an online or blended condition against a face- to-face condition, and provided sufficient data to compute effect sizes9. In the end, 50 effect sizes, tests of face-to-face versus online or blended conditions, were used in the meta-analysis. We place a great deal of emphasis on this study because of its experimental nature and rigorous statistical approach. The key findings were:

i) Students in online conditions (fully and blended) performed slightly better, on average, than those learning the same material through traditional face-to-face instruction. The average effect size was +0.20 favouring online conditions and was significant at p<0.001, meaning that the finding is reliable and would only be expected by chance 1/1000 times.

7 see the “wristband study” in which Poh & Picard 2010 captured an MIT student’s activity levels across a week of activities such as sleep, studying, laboratory work, and attending lectures. Discussed by Eric Mazur at a recent online learning summit. 8 http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf 9 An effect size is the magnitude of the difference between conditions, expressed relative to the standard deviation. To put this in context for an effect size of 0.35: if your class mean was 70% (SD 8%), then a blended variant would have (on average) a class mean 0.35 x 8% higher, or 72.8% in this example.

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ii) This effect was driven by the blended conditions in which the advantage over face-to-face was larger (average effect size was +0.35, p<0.001). For purely online compared to face-to-face, the effect size was +0.05 and was not significant (could have been due to chance). iii) Effect sizes were larger for studies in which the online instruction was collaborative (+0.25) or instructor-directed (+0.39) than in those studies where online learners worked independently (+0.05). iv) The effectiveness of online learning approaches appears quite broad across a wide range of content (academic and professional studies) and learners (undergraduates and graduate students). v) When the curriculum and instructional strategies were the same across conditions, there was a significantly smaller effect (+0.13) than when these varied between conditions (+0.40) suggesting that the medium is not driving these effects but other variables, such as the content and instructional practice, are responsible.

In this study, they only considered combinations of courses where there were legitimate experimental controls that used empirical measures, rather than faculty or student impressions. They provide conclusions that are central to questions about the effectiveness of online learning. • They found that online and blended learning was more successful than face-to-face learning using a robust statistical analysis. • They concluded that blended courses were superior, not because of the technology, but rather the course design. The opportunities for active learning, increased time on task, and frequent feedback, were thought likely to be responsible for the observed benefits, not the online medium per se. • They also provided evidence that some online activities and design features worked better than others.

In the following sections, we explore the connections between the different pedagogical approaches employed at Queen's, and identify the roles played by online learning technologies.

Should the traditional lecture-based course be the gold standard? The tenor of discussion about online learning at Queen's has been strongly influenced by broad statements about the relative quality of traditional, blended, and online courses. Our impression was that vocal antagonists of online learning at Queen's were making arguments that online learning was inferior to face-to-face learning. In many cases, the position is based upon the individual experiences or perceptions of the faculty member. It would be fair to say that the SAPTF found itself in the position of having to address these positions as part of our exploration of online learning at Queen's. The SAPTF felt that it was important to listen to the diversity of opinion, but that any recommendations for policy would be based on evidence-based arguments. We understand that there is considerable variation in the nature of a "lecture-based" course and it would be a mistake to assess praise or damn the entire category. In this light, our goal is not to promote online learning as a panacea for all lecture-based courses, but rather as an opportunity to improve courses that rely on passive teaching.

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We received comments that our draft report reflected our greater familiarity with the sciences (though we note that two of the SAPTF academic members are in the Faculty of Education). Lecturing practices are not homogeneous; they differ widely between individuals, courses, and disciplines. Though we conclude that online technologies present many opportunities to improve learning, there are certainly courses, even lecture-based courses, where they offer little advantage. Many of the current initiatives and policies promoting online learning target large courses that have relied on traditional, "sage-on-the- stage" lecturing. Our impression is that the antagonism to online learning sets up traditional lecture- based courses as the "gold-standard" for comparing different styles of courses; that any deviations from the traditional approach, such as online or blended learning, must demonstrate that the alternative is better than traditional approach at achieving the learning goals. It is perhaps better to make the case that a change, introduced for whatever motivation, ought to be at least as good as the form it replaces.

One area where we see online technologies having the greatest potential for improving learning is in large lecture-oriented classes. In a recent article,10 Clay Shirky, an Associate Professor at NYU, suggested that the technology that had the greatest impact on education was the microphone. Voice amplification allowed class sizes to grow, which led to increases in lecture hall capacities and institutional enrollments. As a consequence of that technology, the same number of professors could teach a much larger number of students. This had obvious advantages for the administrative priorities, but it was the beginning of a rise in student: faculty ratios. Educators lament the increase in student: faculty ratios, and search for creative mechanisms to overcome the challenges associated with teaching large classes.

In discussions about adopting new online technologies in learning, a recurring criticism is that it is a technology that permits increased enrollment within the existing administrative constraints (faculty number, classroom space). There is an unavoidable dichotomy that arises in policies that intertwine blended learning and enrollment. On one hand, it could be argued that blended learning models facilitate teaching in large-enrolment lecture sections. Conversely, is it a plan to facilitate enlarging enrollments? Our main concern is that any policies that the university promotes should foster academic goals. What is frequently lost in the discussion is the question of whether online learning approaches overcome some of the challenges associated with large class sizes. Many Queen's faculty report concerns about low attendance in classes, particularly in the large first and second year courses. In such cases, the notion of face-to-face learning as the gold-standard seems difficult to justify.

The distinction between active and passive learning: Many factors influence the effectiveness of lecture-based courses. Small courses with rich peer-to-peer and peer-instructor interactions and active learning opportunities may be extraordinary experiences for students and professors. Many other courses could benefit greatly from non-lecture approaches that move away from a lecture-oriented traditional class. Few would question the merits of laboratories, tutorials, and seminars, which are active learning exercises. These provide valuable opportunities for students to interact with each other and with the instructor(s) in small groups. There is a wide range of practices in “traditional” courses designated as “lecture,” and many of them involve significant interaction. In humanities courses, for instance, we are told that it is common for lecture sections to be punctuated with discussion or even

10 http://www.theawl.com/2013/02/how-to-save-college

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broken into discussion groups. Some “lecture” courses function in ways similar to seminars, despite large numbers of students. Likewise, in some small seminars, the instructor will lecture for much of the contact time. In exploring how online technologies are used at Queen's, the most successful approaches are effective at engaging students through active learning.

The gold standard therefore, might be better conceptualized as “active learning” rather than lecturing (Springer et al., 1999). Rather than focus on the medium, the use of technology, or even the contact hours, we can best judge effectiveness by applying what we know about how humans learn complex information. Educational research suggests that, in order to learn, students need the opportunity to get information into their long term memories and continue to modify it as they gain more and more sophisticated understanding (Conway et al. 1992; Kirschner 2002). Students need to be able to ‘hook’ material into their existing frameworks or understanding. Frequent feedback from learner to instructor, via homework assessments or in class polling using response systems, plays an important role in identifying students’ current thinking. With accessible yet challenging material available, students must be motivated to elaborate and practice so that this new information is assimilated into their existing understanding. Their understanding is then modified and made richer, and new connections between ideas formed, thus enabling storage in long term memory with a rich network of retrieval cues. Understanding how instructional strategies and multimedia presentations promote such learning is the focus of instructional design. (Kirschner, 2002; Mayer & Morena, 2003; vanMerrienbooer & Sweller, 2005).

Passive learning, where students are told what they need to know, is not sufficient for conceptual understanding and thus long term retention. While they may be able to memorize large chunks of facts and theories and retrieve them for an exam in the short term, they will not have processed the information at a deep enough level to retain it into the future (Michael 2006; Wirth 2007; Smith & Cardaciotto 2011; Minhas et al. 2012). We see well-constructed online learning approaches to be a means to improve student engagement.

The importance of active learning

Perhaps the greatest challenge we face is in teaching the large traditional courses, where face-to-face lecturing remains the norm. As mentioned previously, many of our traditional "lecture" courses have rich opportunities for active learning. Classes as large as 100 students can involve opportunities for discussion and active participation. Traditional courses that are typically passive can be made more effective by enhancing opportunities for active learning. In a study of a large introductory physics course, Deslaurier et al. (2011)11 contrast the experiences of students taught by a highly rated instructor with expertise in physics and an inexperienced instructor using a teaching approach based on research in cognitive psychology and physics education. Students taught by the inexperienced instructor had higher attendance, greater engagement, and more than twice the learning success than those taught by the expert in the field.

11 It should be noted that this study was a single experiment comparing two sections of one course over one week, and may not be applicable to smaller lecture courses in other disciplines.

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Engaging students makes it more likely that they will learn. Research in physics education indicates that few students read their text before coming to class (Cummings et al., 2002; Stelzer, et al., 2008) and therefore have little in the way of a framework in which to incorporate the lecturer's material. They are then usually left on their own to practice and apply the provided material, perhaps using questions from the text, or by rereading and 'studying' on their own. Recognizing the importance of structured practice and time on task, the newer, flipped classroom approaches use face-to-face time for practice and move the transmission of material online. In this way, students can be provided with just-in-time-teaching, or help from a peer, TA or instructor when they need it, to understand a concept that they are struggling with. This just-in-time problem solving support, or scaffolding, capitalizes on students’ motivation to understand the problem at hand (Crouch & Mazur, 2001; Stelzer et al., 2008; Chen et al., 2010). Online technologies have an important place in teaching because of their ability to incorporate active learning tasks (Schell et al., 2013).

How do online technologies promote effective teaching and learning at Queen's?

Active learning approaches need not use online technologies

Many faculty at Queen's have incorporated active learning approaches because they believe that traditional lectures are less effective at promoting comprehension than more active learning approaches. They came to this conclusion from reviewing pedagogical literature, coupled with consultation with colleagues and developers at the CTL. They have adopted research-based active learning approaches such as Peer Instruction and Team Based Learning, or other forms of small-group, active-learning, such as Community Service, Problem-based and Inquiry-based learning into their courses.

These approaches remain a challenge for a number of reasons, including departmental culture, faculty workload, financial, classroom layout and technical resource limitations. Scaling up active learning to the largest classes requires specific technology and learning analytics, such as regular automated feedback of students’ understanding of the course material. The "limiting factor" is often the nature of support: pedagogical, instructional, and technological.

Many online technologies facilitate active learning

A key to active learning is to facilitate activities that allow students the opportunity to build their own schema, test out their understanding via application, and extend or create new knowledge with their peers. Thus, with small classes and committed faculty conversant with pedagogical innovations, it is possible to employ more active learning in traditional courses. However, many of the opportunities for active learning in our largest classes are facilitated by technologies. These allow instructors to present material to students at different levels, allow students to assimilate the material at their own pace and, because they free up valuable contact hours for small-group activities, they provide the opportunity for students to apply what they have learned, discuss it with their peers and instructor, and construct a more sophisticated understanding.

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The increased use of online materials has resulted in a focus among cognitive psychologists on how best to design multimedia modules that do not tax our capacity to process information but instead free up cognitive resources that can be devoted to learning (Mayer & Moreno, 2003; vanMerrienboer & Sweller, 2005; Levinson et al., 2007). If Queen’s wishes to design high-quality online tools in blended or online courses, then attention to proper media design is crucial.

Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Teaching have been used to encourage the development of effective teaching, and have been applied specifically to online learning. Graham et al. (2001)12 offer the following simple suggestions for applying these principles in online courses. (Visit the article for a more detailed treatment of each principle)

1. Good Practice Encourages Student-Faculty Contact: Instructors should provide clear guidelines for interaction with students. 2. Good Practice Encourages Cooperation Among Students: Well designed discussion assignments facilitate meaningful cooperation among students. 3. Good Practice Encourages Active Learning: Students should present course projects. 4. Good Practice Gives Prompt Feedback: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback. 5. Good Practice Emphasizes Time on Task: Online courses need deadlines. 6. Good Practice Communicates High Expectations: Challenging tasks, sample cases, and praise for quality work communicate high expectations. 7. Good Practice Respects Diverse Talents and Ways of Learning: Allowing students to choose project topics incorporates diverse views into online courses.

As the collective experience at Queen's grows, there will be growth in the number of faculty with experience using online tools. Queen's should make every effort to ensure that the expertise of individuals can be used synergistically to create a critical mass of faculty, reducing the likelihood that inexperienced faculty are dissuaded from adopting of online resources to pursue their teaching goals.

Many online technologies improve accessibility for all including students with disabilities.

Technological advances have created unprecedented opportunities to offer education at a distance to a diverse student population with limited access to education, including students with disabilities (Anderson, 2008; Moisey, 2004). A study by Fichten et al. (2003) indicated that Canadian universities had 2% and distance education had 3% of students with disabilities in their overall population. Using Universal Design for Learning (UDL) in the online environment enables educators to meet the diverse learning needs of diverse student population.

When UDL principles are incorporated into a course during its design and development, they lay the foundation with learning outcomes, activities, assessments, and teaching methods that improve accessibility for all learners (Rose & Meyer, 2002). A course designed using UDL principles is more

12 http://www.technologysource.org/article/seven_principles_of_effective_teaching/

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flexible and student-centred, enabling the students to make choices or be more involved in the learning process by providing multiple ways to access content and express their learning. When principles of universal design are applied to the learning environment, it improves opportunities for learning for all students.

Not only does UDL support the Ontario government's mandate under the Accessibility for Ontarians with Disabilities Act legislation, it also supports the strategic direction of the University for more learner- centric, inclusive, enriching and innovative learning environments.

Can online learning generate opportunities to improve writing skills?

Our current Academic Plan advocates improving writing skills throughout the curriculum. It has been noted that one concern of faculty is that reliance on online technologies will diminish opportunities for gaining writing skills. There is also concern that increased enrollments and increased student: faculty ratios have the potential to exacerbate challenges associated with those activities that demand the most faculty time.

At first blush, online learning would seem to present an obstacle to certain types of skill development such as such as laboratory work. Indeed, it can be a challenge to translate what goes on in the classroom into online learning activities and, in some cases, it may not be possible. However when it comes to writing, which often takes place outside the classroom in any case, automated programs have been developed to aid in promoting writing and critical thinking in large classes where marking papers would not be possible for a single instructor or team of TAs. Two different approaches are peer assessment and latent semantic analysis, and we are aware of evidence that use of the former has been found to improve student's critical thinking and writing (Luxton-Reilly 2009).

While peer assessment has historically been done via exchange of hard copies of writing and evaluation in small classes, new online tools enable peer assessment to be used in large classes. The benefits of using an online program to manage the peer assessment of writing is self-evident, including the automation of many of the administrative logistics such as the submission of essays, anonymising and random distribution of essays, making feedback available and calculation of marks, but what is less obvious perhaps, are the benefits to student learning. These programs (including a Workshop tool in Moodle) are designed to scaffold inexperienced students when assessing their peers’ work. In their paper on the differences between face-to-face peer learning and online activities, Mostert & Snowball (2010) report that online peer assessment supports the development of student writing. It does so by providing a structure for iterative revisions of student writing in response to feedback. Peer Scholar, developed at the University of Toronto by cognitive psychologist Steve Joordens and his grad student Dwayne Pare, supports the development of critical thought and communication (Joordens et al. 2009). Once thought impossible to carry out in classes of over one hundred, these online tools allow us to add writing and critical thinking, to the curriculum in large first year classes.

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Risks and benefits of online learning A well-designed course can draw upon a variety of methods to deliver content, provide opportunities for students to apply and extend their understanding, to interact with one another and the instructor, and to receive timely feedback and check their understanding. However, the methods we choose to help students meet our learning goals depends on a variety of factors - our experience and comfort, our beliefs about what works, our comfort with and the availability of technology, support for technology, and classroom space and design. Without diminishing the efforts of those successfully employing low- tech approaches, the reality is that there is a great diversity in online technologies designed to improve the effectiveness of teaching and learning. If we are to further develop this area, most would agree that we should endeavour to do it well.

The following sections draw upon information contributed by various advocates and antagonists of online learning, augmented by information collected through the SAPTF surveys. Our goal was not to conduct a comprehensive literature review of the area, but rather identify issues that are commonly raised in relation to risks and benefits. CTL has provided the SAPTF with a number of references from the peer-reviewed literature for readers who may want to learn more about the research in this area13. The nature of the collective experience with different teaching and learning modes is such that there is rarely consensus on specific costs and benefits. Some positions are based on individual experiences, which may or may not be accurate, and may or may not apply more generally to other courses, even within disciplines. We do not intend to debate the merits or validity of any particular point provided below and note that some may be realistic but not applicable to Queen's.

What are the benefits of online learning for students?

Advocates of online learning identify a number of advantages that are presumed to culminate in successful student learning, either through better pedagogy or by conferring flexibility that allows students to reach their potential (Bernard et al. 2009; Cook et al. 2010). Below we provide a list of possible benefits of online learning from the online advocacy group World Wide Learn14. We recognize that this is an advocacy group but the list is a starting point for discussions of the potential benefits of online teaching.

1. Students can "attend" a course at anytime, from anywhere. This means that parents can attend to their children, then sit down to class; working students can attend classes no matter what their work schedule might be, folks that travel for business or pleasure can attend class from anywhere in the world that has internet access.

13 Institution: Pfeffer 2003; Wallace 2007; Oh & Park 2009; Moskal et al. 2012; Gedik 2013. Faculty: Easton 2003; Wallace 2007; Massoud et al . 2011; Moskal et al. 2012; Gedik 2013. Learner: Bernard et al. 2009; Cook et al. 2010; Su 2006; Baxter 2012; Marchand, & Gutierrez 2012; Moskal et al. 2012 14 http://www.worldwidelearn.com/education-articles/benefits-of-online-learning.htm

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2. Online learning enables student-centered teaching approaches. Every student has their own way of learning that works best for them. Some learn visually others do better when they "learn by doing."15 3. Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom. 4. In an online environment, attendance to class is only evident if the student actually participates in classroom discussion. This increases student interaction and the diversity of opinion, because everyone gets a say, not just the most talkative. 5. Online instructors come with practical knowledge and may be from any location across the globe. This allows students to be exposed to knowledge that can't be learned in books and see how class concepts are applied in real business situations. 6. Using the internet to attend class, research information and communication with other students teaches skills in using technologies that will be critical to workers in the 21st century business community that works with colleagues globally and across time zones. 7. Participating online is much less intimidating than "in the classroom." Anonymity provides students a level playing field undisturbed by bias caused by seating arrangement, gender, race and age. Students can also think longer about what they want to say and add their comments when ready. In a traditional class room, the conversation could have gone way past the point where the student wants to comment. 8. Because online institutions often offer "chat rooms" for informal conversation between students, where student bios and non-class discussions can take place, there appears to be increased bonding and camaraderie over traditional class environments. 9. The online environment makes instructors more approachable. Students can talk openly with their teachers through online chats, email and in newsgroup discussions, without waiting for office hours that may not be convenient. This option for communication provides enhanced contact between instructors and students. 10. Online course development allows for a broad spectrum of content. Students can access the school's library from their PC's for research articles, ebook content and other material without worries that the material is already "checked out." 11. Students often feel that they can actually listen to the comments made by other students. Because everyone gets a chance to contribute, students are less irritated with those that "over contribute" and can ask for clarification of any comments that are unclear. 12. Online classrooms also facilitate team learning by providing chatrooms and newsgroups for meetings and joint work. This eliminates the problems of mismatched schedules, finding a meeting location and distributing work for review between meetings.

15 Though this is a common position, it is not supported by the research, see Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2005). Learning Styles: Concepts and evidence. Psychological Science, 9(3). 105-119. And Massa, L.J. and Mayer, R. E. (2006) Testing the ATI hypothesis. Learning and Individual Differences, 16, 321-335.

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13. Students often comment that online learning lets them attend class when fully awake and attend in increments of convenient time block, rather than rigid 2 or 4 hour stretches once or twice a week. 14. Because there are no geographic barriers to online learning, students can find a diversity of course material that may not be available to them where they live or work. This is especially true for professional training such as medical billing training or purchasing training and for students in remote rural areas that cannot support college or vocational training centers.

Notes on accessibility: We note that an issue of particular concern to the Queen's community is the accommodations for students with different accessibility constraints. Some aspects of online learning can be beneficial. Students with mobility problems can take classes from the comfort of their physically accessible environment. A variety of formats improves accessibility for students with different disabilities and learning styles.

What are the risks of online learning for students?

There are a number of concerns about online teaching in relation to the student learning experience. For example, the University of Illinois provides an overview of the main weaknesses of online learning:16

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for flexibility of study schedules for non-traditional students; however, this places a greater responsibility on the student. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty assuming responsibilities required by the online paradigm.

Our discussions with stakeholders identified many of these same concerns about online learning specifically at Queen's. There is a more general question about the extent to which we cultivate dependent versus independent learners through our academic programs.

The importance of student engagement: It is vital in our online courses to ensure student engagement, and those students that lack the motivation and time management skills will be at risk. However, the same challenge exists for students in a lecture course that fails to promote regular engagement. It is unclear whether this concern is greater in an online course than a large lecture; students may attend each week paying some attention but not study or review the materials until the week of the exam. Any course runs the risk of losing the unmotivated student if it fails to provide incentives to keep up with the

16 http://www.ion.uillinois.edu/resources/tutorials/overview/weaknesses.asp

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material and opportunities for frequent application and feedback. As discussed earlier, active learning and frequent feedback are two of the principles of effective teaching (Chickering and Gamson, 1987).

The impact on attendance: A common concern with online learning is the loss of face-to-face time, the value of which diminishes with attendance. Some online technologies use video-capture as a lecture substitute. There is a concern that the availability of recorded lectures would further diminish the incentive to attend the live lectures. Others have explored the impact of online lectures on attendance (Cardall et al. 2010; Traphagan et al. 2010). In general, video-captured lectures have a negative impact on attendance, but overall they have positive effects on learning.

The importance of current material: Some of our informants noted that online courses may be more prone to becoming stale and outdated once they are developed. A frequent concern was the perception that the institutional strategy for developing online courses promoted design and content features that had a long shelf life. The risk was noted that this permitted a course to ride on existing structure and content with little novelty from year to year. The centralized control of the Faculty of arts and Sciences (FAS) online courses through Continuing and Distance Studies (CDS) was thought to exacerbate these concerns, but we saw little in the way of evidence that this was the reality. For example, CDS spearheads a formal review of online courses on a regular basis in consultation with departments. Contrast this review process with face-to-face courses in FAS that are not required to undergo any regular review. As we will discuss later on, the distance between CDS and the faculty member lead to tension, frustration, and suspicion about the efficacy of the review process.

Though some faculty are concerned about online learning content becoming stale, an instructor in medicine noted that one of the advantages of online notes over traditional textbooks is that the notes are current, as they can be continually modified as new information becomes available.

The importance of the residential experience: Queen's, more so than many universities, is committed to a residential school experience and many responses in our survey identified the risk that courses increasing their online components may diminish that face-to-face experience. This may manifest as a sense of isolation among residential students, and the promotion of fully online courses could run counter to the Queen's residential brand. Interacting via computer is not the same as discussing concepts face-to-face, though we should note that it need not be worse or less effective when it comes to learning.

Computer literacy amongst students: It is frequently assumed that young people are fully confident and experienced with technology, and therefore with technology-enhanced learning. However, there are students who struggle with the technology. Arunima Khanna, from Health, Counselling and Disability Services reports: As a psychologist/counsellor who works at Health, Counselling and Disability Services, I have come across a number of first year international students from developing countries who have not had much access to technology in their home countries. They are definitely behind in their computer literacy and some of them have commented that they are not as efficient while doing on-line quizzes and exams. They have noticed that they do well in terms of in-class exams, but not on their on-line quizzes. Just wondering if your group may recommend some ways of building computer competency. While we

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cannot forget the needs of the minority, it is better to have programs that help them overcome the challenges rather than creating courses that are constrained by a relatively small group of students.

Heterogeneities in computer access: In requiring online elements in otherwise traditional courses, we make the assumption that students have sufficient access to a computer with an internet connection. While there are options for using university computers, the need to physically relocate to a university site diminishes the flexibility advantage of online learning. This specific scenario raises a more general concern about whether online, blended, and traditional courses meet the needs of those with various disabilities. Obviously both having to attend class at a certain time and having to use a computer could present a problem. The argument is usually that online courses allow for more universal access for individuals who are blind, deaf, or mobility impaired and require less accommodation, or need for self- advocacy or self-identification.

New and old barriers for students with disabilities in the online environment: Fichten et al. (2001) concluded that although computer technologies have potential to remove barriers for students with disabilities, they can also create new electronic environmental barriers. Accessibility of services and infrastructure, affordability, stigma of requesting accommodation, and attitudes of faculty and peers have been identified in the literature as some of the barriers to higher education faced by students with disabilities (CHRC, 2012; Denhart, 2008). These barriers are environmental or social in nature and not linked to any personal impairment or medical condition; however, they become disabling conditions when students with disabilities interact with environment, preventing (or interfering with) the fulfillment of their basic human right to education. Applying the theory of interaction as a lens to analyze the barriers shows that the failure to accommodate students with disabilities can result in disabling barriers in students’ interactions with content (infrastructure/curriculum structure), peers, and/or instructors (stigma and attitudes) (Anderson, 2008; Simonson et al., 2012).

What are the benefits of online learning for faculty?

Many advocates of online teaching explain why, apart from pedagogical gains for students, it is in the interest of faculty to get on board. The following list is extracted from a longer list benefits provided by the World Wide Learning website17. We have deleted select points from their list where we saw little relevance to Queen's.

1. Online teaching allows for 24/7 access to class materials, online classrooms etc. This allows part time instructors with full time jobs the ability to perform their teaching duties at their convenience.18 2. Using the internet as a classroom provides the instructor (with) the ability to conduct classes with students from across multiple time zones, without having to travel. Because of this, smaller specialized classes are more likely to have enough students to be feasible. This allows instructors

17 http://www.worldwidelearn.com/education-articles/benefits-of-teaching-online.htm 18 Online teaching allows faculty whose research takes them away from campus to continue to teach and interact with their students from away. However, it is a potential a risk if it facilitates the casualization of the professorate.

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more opportunities to teach and is especially valuable for training offered by professional organizations. 3. The online environment aids in some of the more sensitive areas of classroom administration. Online assignment posting areas provides a secure and time documented avenue for turning in assignments. Servers that retain chat session and newsgroup documentation provide indisputable records of class participation for both volume and quality. This reduces the hassles associated with face-to-face instruction. 4. Many online institutions are specifically looking for professional people to teach their online courses. This strategy brings practical experience to the students. This approach, combined with the online environment that can be accessed from anywhere in the world, makes it possible for more people to teach and earn extra income. 5. Because online classes are structured to compel discussion from all students, a teacher can see immediately if the student does not comprehend the material. Immediate, private correction can be made, putting the student back on course. In traditional environments the problems might not be uncovered until a major test or a major paper has been failed. (Thus) a good bit of frustration and failure can be avoided. valuation of the

What are the risks of online learning for faculty?

The University of Illinois also provides a list of potential concerns associated with the faculty teaching online courses.19

1. Some environments are disruptive to the successful implementation of an online program. Administrators and/or faculty members who are uncomfortable with change and working with technology or feel that online programs cannot offer quality education often inhibit the process of implementation. These people represent a considerable weakness in an online program because they can inhibit its success.

2. Sometimes administration cannot see beyond the bottom line and look at online programs only as ways to increase revenues and are thus not committed to seeing online programs as a means of providing quality education to people who would otherwise not be able to access it. In such a case, an institution that is not aware of the importance of proper facilitator training, essential facilitator characteristics, and limitations of class size would not understand the impact that these elements can have on the success of an online program.

3. Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered. An online program will be weakened if its facilitators are not adequately prepared to function in the Virtual Classroom.

19 http://www.ion.uillinois.edu/resources/tutorials/overview/weaknesses.asp

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4. An online instructor must be able to compensate for lack of physical presence by creating a supportive environment in the Virtual Classroom where all students feel comfortable participating and especially where students know that their instructor is accessible. Failure to do this can alienate the class both from each other and from the instructor. However, even if a virtual professor is competent enough to create a comfortable virtual environment in which the class can operate, still the lack of physical presence at an institution can be a limitation for an online program. For the faculty as well as the participants, such things as being left out of meetings and other events that require on-site interaction could present a limiting factor in an online program.

Our discussions with stakeholders reinforced many of these concerns about online learning. A number of additional risks were identified through our discussions with faculty and students.

1. Social media: With the growing use of social media, there is pressure to expand the ways in which students and faculty interact. The SAPTF notes that the institutional representatives (faculty, staff, grad students) have had virtually no training or guidance in terms of maintaining appropriate boundaries online. We are entering into territory that may be new to some instructors, and issues such as privacy, and the speed with which information is distributed, require careful consideration when incorporating social media into teaching. We are concerned that there appear to be few institutional recommendations on policies governing how we interact via Skype, Twitter, Facebook, and other sites. The concerns here are not so much about the technologies, but privacy concerns. We have heard, for example, that one school instituted a dress code to ensure that students participating in videoconferencing activities had dressed for the day.

2. Hiring: There is a concern that institutions will use the technology to reduce the number of regular faculty members hired to teach. The existence of a packaged online course could allow the administration to rely more heavily on casual hires. Furthermore, there is an opportunity to hire replacements at a lower pay scale: regular faculty replaced by adjuncts, teaching adjuncts replaced by grad students. Institutions may be tempted to use graduate students or other less qualified / more casualized help as "markers" or to "administer" the course.

3. Teaching experience: There is a concern that "teaching" courses is being replaced by "administering" courses. The teaching experience itself could become less intrinsically rewarding as personal contact and response are increasingly mediated by programs, protocols, and computer screens, which may also encourage turnover and casualization. With such a transition, there are concerns about long- term academic quality, and about long-term effects on the campus as an intellectual community.

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In addition to these recurring themes, a number of individuals expressed other concerns, such as:

• Reduction or elimination of a personal connection between students and between students and instructors/TAs, with an accompanying loss of a sense of community and social networks. These are key aspects of the Queen's "personal experience". • maintaining academic integrity when assessing online tasks. • the time needed by instructors to develop, prepare, and teach blended and online courses • the need to grant workload credit for instructors who develop online materials • technological challenges associated with online teaching, and a perception that online teaching requires a high level of technological competency • lack of technical and pedagogical support to develop, prepare, and teach blended and online courses

What are the benefits of online learning for institutions?

We have specifically avoided detailed discussions about the financial benefits of online learning to Queen's. The concerns raised by QUFA relate to a perception that in promoting online learning the university is primarily motivated by financial considerations. We do not think that this report is the place to address the issue, but we also recognize that the institutional priorities and responsibilities are the elephant in the room and therefore offer the following cursory observations about the institutional benefits that may be realized through online learning, independent of their benefits to students and teachers.

Generating new revenue from external students: Each student who is registered outside Queen's but who takes a Queen's course generates revenue in the form of BIU and tuition. When a student takes a single 3.0 CR online course, it generates funds for the Faculty of Arts and Sciences. In the legacy budget model, the University receives approximately $1,000 (~$500 tuition + ~$500 BIU20) and sends about $650 to FAS.

Retaining revenue lost when students take courses elsewhere: Many students take courses outside Queen's through proactive Letters of Permission or retroactive Transfer Credit. Just as a new student represents new revenue, a student taking an external course for transfer credit represents lost revenue. The main "competitor" for Ontario students is Athabasca College, which has a robust online curriculum, with a student body dominated by Ontario students. (This is one of the incentives for the Ministry of Technology, Universities and Colleges to explore the idea of an online institute, which we discuss in more detail in Part V)

Alleviating timetabling and space constraints: When large lecture-based courses convert formal lecture theatre activities into other activities, there is a relief of a constraint on lecture hall space. However, the reduction in the pressure for our large lecture halls brings with it an increase in the need for new small-

20 A BIU is a Basic Income Unit, which is the basis of the funding provided from the Government of Ontario per student.

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group, active-learning spaces. We note that the plans for a new Teaching and Learning Complex currently include both large auditoriums set up for active learning, as well as smaller, flexible classrooms well suited for group work. This planning process appears to be at a standstill until funding becomes available.

Promoting the Queen's brand: In offering online courses, a university has the potential to make its identity better known outside the natural region that it serves. Though there is a potential benefit to Queen's in expanding its reputation, this is beneficial only if the activity is worthy of pride. Concerns about online courses in addition to other forms of nonconventional teaching are largely rooted in concerns from faculty about the potential impact on the Queen's brand. The emergence of the massive open online course (MOOC) 21 represents a particular variant of online learning with the potential to promote the Queen’s brand while fostering instructional experimentation that may well serve future residential and/or distance students. However, while MOOCs present the opportunity to showcase the best of our institution, widespread global usage within the education sector opens the door for the perceived best quality courses to draw in all of the attention. For example, there could be many quality MOOCs of the same economics subject, but because of the low barrier to entry inherent to the MOOC format, the one that is perceived to be best is likely to receive a disproportionate amount of enrolment. As a result, there exists a risk to developing MOOCs - without knowing that what the institution offers is the most world renowned, there is a risk that the investment will generate little attention for the university.

What are the risks of online learning for institutions?

Previous comments about benefits and risks for students and faculty identify a number of vulnerabilities that require institutional solutions. Failure to address these issues will lead to problems that will further hinder expansion of online teaching and sap the goodwill that comes with teaching successes. Of particular relevance to Queen's:

Support for online learning: A robust high quality online program helps address many issues that are faced at Queen's but failure to properly support online learning, from development to execution, will create more problems than the courses solve. There are upfront costs and maintenance costs for courses with online components that do not factor in when faculty teach regular courses as part of their normal teaching assignments. Inadequate support discourages faculty who would otherwise be supportive of mounting online efforts.

Scope of online learning initiatives: An aggressive promotion of widespread online teaching may alienate faculty who are unwilling or unable to teach in this mode. One course that has served as the focus for many discussions was an online version of a popular organic chemistry course. The course began as an online course variant under the same course number as the face-to-face course. There was considerable discussion between CDS and the Chemistry department and the online course is now

21 More information on MOOCs can be found at: http://net.educause.edu/ir/library/pdf/PUB4005.pdf & http://www.educause.edu/library/resources/what-campus-leaders-need-know-about-moocs

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offered under a separate course number. The evolution of the course created considerable ill will, and left some faculty members suspicious of the FAS priorities.

One size does not fit all: Some courses are simply not amenable to online delivery. For example, many courses in the sciences place a priority on hand-on activities at the bench. Similar concerns are noted for students in performance-based disciplines such as music. Though variants are possible where other skill sets are acquired, it is possible that no online activities can replace the practical skills development. In many cases, hands-on skills are irreplaceable components of courses, and labs that incorporate these skills may be required for admission to professional schools. Departments need to ensure that courses they offer continue to meet the broader needs of the students.

Dilution of the Queen's brand: The exposure afforded by online courses in the external world can be a blessing or a curse, depending on the quality of the courses. If courses do not meet the standards of face-to-face courses, then the image that is projected does not accurately reflect the University as a whole. Brand dilution is a concern, particularly if the only first-hand experience of an external student or parent is a weak online course. A student taking a weak face-to-face course balances that experience with the joys of other wonderful courses and their extracurricular experience. For this reason, it is imperative that our online offerings be held to the highest standards.

Lessons from Queen's Courses with Online Components Queen's has not made the investment in online learning that has occurred in other universities within Ontario, but there are many existing examples of excellent, innovative uses of online and blended learning at Queen’s, many of which were highlighted by those who made submissions to the task force. These represent a wide variety of technologies, implementations, and pedagogies, but are largely bound together by the passion of the instructors involved who have championed these non-traditional methods. Select "success stories" are described below, in most cases by their faculty developers. Obviously, this is not a comprehensive list and nothing should be interpreted from the exclusion of any particular course.

Faculty of Arts and Science

Film 110: Film, Culture, and Communication -"Faculty in Film and Media got interested in blended learning because we have been increasingly unhappy with the lecture format in large courses. We have seen a reduction in student involvement now that they can check their Facebook messages and Twitter accounts during the class. We were also increasingly unhappy with old-style tutorials that focused only on group discussion. In order to increase student engagement and retention of material we began a major redesign of FILM 110. Because the department did not want FILM 110 to have a fully online section (we do offer other distance courses) we did not receive any funding from the Course Redesign Project, however we did get generous support from the Faculty Office to hire graduate students from the Cultural Studies program.

The new FILM 110 has several distinct features. 1) Only one short face-to-face lecture each week. It

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happens right before the weekly film screening on Monday evening. 2) Students do the rest of their weekly preparation using Moodle: one or more "vodcasts" (illustrated video lectures) each week, readings, homework assignments, etc. 3) Thursday and Friday all students attend small tutorials (25 students maximum) facilitated by graduate students. These sessions are "manualized," which means we provide the teaching assistants with detailed direction. The tutorials employ participatory, small-group, problem-based learning techniques to engage students. 4) At the end of each week the students must attempt a 10-question, multiple choice quiz on the week's work. There are two additional writing assignments and a short filmmaking project, but there are no mid-terms or final exams.

The online components — the vodcasts and the quizzes — have proven to be quite effective, in our view. But the students don't like the weekly quizzes, mostly, we believe, because it forces them to do their homework each week. At the moment we don't believe FILM 110 would be as effective if it were entirely online. The tutorials are too important." Provided by Clarke Mackey

FILM 260: Film and Digital Media Theory: as an online course through Continuing and Distance Studies with enrolment limited to 300 students. As the course has no pre-requisites, it is open to the public and students at other institutions. The two main course objectives are to introduce key concepts in digital media theory and improve students’ ability to think critically, write clearly, engage and communicate professionally online, and design creative digital media texts. This course was featured by Contact North in their Pockets of Innovation feature.22

GPHY 101: Human geography - The fundamentals of human geography including the meanings of place, the impacts of globalization, multiculturalism, population change and movement, environmental history and politics, cultural geography, issues of uneven resource distribution, the role of colonialism in the modern shape of the world, agricultural geography, and urban geography. This course has been recently redesigned as a blended offering, significantly enhancing both the face-to-face and virtual interaction in the course. Students engage in problem-based-learning resulting in increased class discussion. Teaching assistants have been transformed from back room markers into learning coaches who work in collaborative teams to do some marking. http://www.queensu.ca/artsci/news-and-events/department- news/teacher-s-test-produces-stunning-results

MUSC P52: Rudiments: “MUSC-P52 deals with the rudiments of music and is not open to Bachelor of Music majors who are required to have obtained this knowledge prior to starting their degree. Many non-BMUS students take MUSC-P52 who have an interest in music but no formal training and these students potentially use this course to satisfy a minor concentration in music. Up until the fall of 2011, the course was often taught by one professor to a maximum of 75 students and the class usually filled up quickly. It was redesigned in the fall of 2011 to handle an enrolment of 200 students by only offering the course in the evenings and using Walter Light Hall Room 201 which has a lecture capture recording system installed that is very easy to use. In addition to the many online resources that are available for students to practice rudiments on their own (including a number of phone apps) if a student misses a

22 http://www.contactnorth.ca/pockets-innovation/connected-teaching-and-learning

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lecture they can easily watch the missed class on Moodle. The last few lectures in the course cover some of the more difficult concepts and many students re-watch these lectures before writing the final examination. The course is still only taught by one professor (with additional marking assistance for the increase to 200 students) but one of the most remarkable aspects of the increased class size is that students stay on top of the material more conscientiously. They are also much more diligent in reviewing the lectures through Moodle instead of tracking down the professor during an office hour or scheduling an individual appointment. In many ways, it is much less work to teach 200 students using the lecture capture system than it was to teach 75 students using the normal method of course delivery and the course evaluations certainly reflect high student satisfaction. The course was taught to the maximum enrolment of 200 students in the fall term of both 2011 and 2012 and will be delivered this way for the foreseeable future.” Provided by John Burge

MUSC 102: Introduction to the History of Western Art Music II: “In MUSC 102 I use links to other sources so students can have a wider exposure to cultural sources that are available on YouTube, on museum websites, and the like. I also place study guides up for students to help prepare them for tests, and I have started using online quizzes as part of my assessment. This has been a learning curve as we stream musical examples online, but with Scott Whetstone’s help, we are figuring out the problem areas.” Provided by Kip Pegley

PHYS 104-- Fundamental Physics, PHYS 460-- Laser Optics: "Phys104 Fundamental Physics and Phys460 Laser Optics both exploit research-based instructional strategies that have been optimized and validated through ~20 years of studies at a variety of institutions (I use Just-in-Time Teaching with Peer Instruction). The key factors to why students like and learn better: students come to class ready to learn, students have many opportunities every week to receive formative feedback, and I have many opportunities to receive feedback from them about how learning is progressing (so I can change on the fly to meet their needs). Online technology is important for this: before 2/3 of all lectures, students do a reading assignment and respond online to some conceptual questions and a "What did you find confusing question?". Some of them get an email with feedback on their responses before the lecture from either me or the TA. I then set the topics that we explore in the lecture based on their responses and sections that did not cause problems are not discussed. Some of their questions or comments they made online are directly referenced in the lecture. We use a classroom response system and conceptual questions, with many opportunities for students to turn to their neighbour and discuss (Peer Instruction). Since the reading assignments "cover" all the material, I can focus lecture time on helping them assimilate the more challenging material. The online component allows them to collect the information, and start figuring out what they do not know.

This approach comes from the realization that even with a group of only ~50 students, in a standard lecture, there is a huge barrier between student and lecturer: this is a real barrier to learning. Technology allows me to (somewhat) overcome that barrier, while keeping the time I devote to teaching reasonable. As a student in my 4th year course commented to me this term: " They say knowledge and discovery are best received by the prepared mind (which sees the holistic picture, the concept map, is equipped with the mathematical tools), and they don't lie! The basic curriculum and approaches to

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teaching are changing and diversifying so rapidly that a generational gap in physical years can translate into eons in appropriate pedagogy.

The common complaint these days is the so-called 'loss of touch' between professors and students. Peer-instruction bridges that gap." Provided by James Fraser

RELS 131 – World Religions/Religious Worlds: “RELS 131 has recently made the transition from a traditional long-distance (correspondence) course to an online one. The material in RELS 131 can be a bit overwhelming because it is a survey course starting with some of the oldest religious practice. As a survey course it introduces history, philosophy, some ritual, and some consideration of the larger themes across religions. As the course has progressed to an online one, I have been able to introduce a weekly discussion group where students are separated into small "tutorial" groups, discussing any questions they have for that particular week of work. It brings students out of the isolation of working independently (and it is worth 20-25% of their final mark so most do participate) and allows them to work through some of the thicker historical details by comparing and contextualizing them within more contemporary issues. The discussion forums are a more casual discussion where I encourage students to connect with each other over the material and worry less about posing a formal question--they have essays in which they can be formal. I think the forums really help with the challenge of working through a survey course like this independently. Finally, I also think the nature of an online course, where students and I are connecting frequently, keeps students engaged on a regular basis. I post my own questions on the forums and offer weekly updates that are emailed and posted for the students to access. Again, this helps everyone to stay active in the course and less likely to forget about it, something I think happens frequently in traditional long-distance courses.” Provided by Danielle LaGrone

RELS 224 – Taoism: “The philosophy, worldview, spirituality and ethics of Taoism, China’s organized indigenous religion, in Chinese history and in the contemporary world. In 2005 I created a website containing 12 video clips of interviews with American Daoist practitioners. Each clip was accompanied by a short commentary that I wrote, and contained a discussion forum that invited students to reflect on the video clips and to answer questions about the issues of authority, authenticity, and representation. The site was used simultaneously by my class and a similar class run by a colleague at the College of Charleston, SC. Students from the two institutions were encouraged to interact with each other, to read each other’s postings and comment on them. In both cases, we asked students to visit the site on their own and make postings on the discussion board before class. The postings on the board were then used in class as the basis for discussion. The site was successful because it provided students with an incentive to learn on their own outside of class, and enabled collaboration between students and professors at two different institutions. As a result this created a better discussion in the class.” Provided by James Miller

THEO 709 -- The Polity of The United Church of Canada: "THEO 709 was a course in church governance, specifically in this case with regard to The United Church of Canada. I think two factors made this course particularly successful as an on line course.

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First was the quality of the discussion that happened through the on line discussion forum. Each week I posted a 12-15 page reflection on the assigned topic. This reflection included the information I would have delivered in a lecture in a face-to-face class. My comments were intended to build upon, and to supplement, the assigned reading for the week. Each class member was required to do at least three posting each week in the discussion forum. [Participation in the discussion forum was worth 40% of a student’s final grade.] At least one posting had to engage the assigned reading and/or my reflection; the other two could be responses to the assigned reading, my piece, or the comments and postings of others. In the end, students averaged about five postings per week in the course. I participated in the discussion, commenting on some of the student postings and responding to questions they posted if none of their student colleagues did so. So, there was a much richer “discussion” of the course material than would take place in a typical face-to-face class. Not only was there more participation, but there were more thoughtful comments because a class member could take time to think about a question or an issue in a way that the synchronous nature of a face-to-face class does not permit. In addition, the introverts in the course participated far more than they would in a face-to-face class and the extroverts learned a little patience. In summary, the discussion was more extensive and of higher quality than I have experienced in my face-to-face courses.

Second, and related to the first, because there was a greater level of participation, I had a better idea of whether students understood the course material. Because no student could “sit silently,” given the compulsory participation in the discussion forum, I became aware to greater degree than in a face-to- face class when and where students were struggling with the material, and so I could address those aspects of the course material more quickly than I would otherwise have been able to do.

As an instructor, you do have to think differently about the delivery of course material and assignments when teaching on line. That said, I judge, based on my experience of teaching THEO 709 in a face-to-face mode and in an on line mode, that the latter was a better educational experience for the students. I would note that it is much more time-intensive, as an instructor, to teach on line as compared to delivering the same course in a face-to-face format. What I could have heard in a classroom I had to read, and what I could have said in response to a question I had to write." Provided by John Young

THEO 713 - Luke's Gospel and Acts, THEO 714- The Epistles of Paul: "In terms of 713 and 714, I think that the key to the success of both these courses was their interactivity. They were small courses to begin with (20 or so students) and I designed it so that there was a high degree of student-to-student engagement over the material. For most units in the course I divided students into smaller groups of 5-8 and appointed 1 student to act as moderator, who was tasked with beginning the conversation and keeping it going. Other students were "respondents." I posted discussion a question at the beginning of the unit that asked them to engage the primary and secondary material. They were required to post at least one substantive initial response and 2 substantive responses to other students. I did not participate (unless called upon directly) but I did "hover" in each discussion group in order to see how conversations were developing." Provided by Richard Ascough

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Faculty of Engineering and Applied Science:

Professional engineering skills (first year): Twelve attributes have been outlined as necessary for all graduates of an Engineering program by the Canadian Engineering Accreditation Board and the role of the library has been clearly established in supporting many of these attributes particularly design, communication, and lifelong learning. Teaching and learning about information search and management was agreed upon as a core to the acquisition of these attributes. Online modules have been developed to teach these cores skills and are embedded into the project-based course on Professional Engineering Skills; demonstrating mastery of information management learning outcomes is integral to course assignments and the final grade. Each of the weekly modules has goals, lecture slides, examples, and links. Topics include development of a concept map, how to define what information is needed, how to do information searches, criteria for the evaluation of sources, examples of the information sources that students are most likely to use and also citation management software. To link these modules to the course content, the students have to submit a concept map and both individual and group lists of evaluated and annotated information sources related to the topic of their project. At the end of the term, the learning from the online workshops has to be applied in the final project. This course was featured by Contact North in a Pockets of Innovation feature.23

Faculty of Health Sciences

Online Learning Modules in the School of Medicine Technical Skills Program: The School of Medicine has used online learning modules to support its undergraduate and postgraduate technical skills program for the past 15 years. Learning a technical skill can be divided into a cognitive component, such as understanding the indications and complications of a procedure, and a motor component where students actually learn and practice the procedure. Online learning modules have been used in the Technical Skills Program to allow students to prepare for a session by reading the cognitive material and watching videos of the procedure. This ensures that time in the skills lab is primarily “hands-on” time and focused on actually learning and practicing the procedure. Material on the Technical Skills Website has the advantage of being available anytime, anywhere which is important for our students as they can access the material to prepare for teaching sessions while out of town on clinical assignments or electives. As well, students and staff working in a clinical setting have the option of accessing the website to review a procedure just prior to performing it on a real patient. Technical Skills Online Modules are at: http://meds.queensu.ca/education/simulation/undergrad/technical_skills_program

The CARL course (MEDS 112; Critical Appraisal, Research and Lifelong Learning) is a first year medical course which has effectively employed online resources in the form of specially created online modules. These modules have been designed by the course instructors to complement in-class materials and textbook readings. Students have assigned course time to read and work through the modules, and then test their knowledge with multiple choice quizzes embedded within the Medtech program (another successful online resource). These modules allow students to progress at their own pace through the

23 http://www.contactnorth.ca/pockets-innovation/integrating-information-literacy-course-design-and-delivery

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material, and are designed with multiple practice examples prior to the quiz. They are used both as preparatory work for future in class sessions and as reinforcement for complex and challenging topics previously covered. In every course evaluation, students comments favourably about the online modules as an excellent resource. They are frequently assigned as review for upper year sessions that touch on the same topics, and are also used as study aids for the final medical in training examination. - Provided by Heather Murray

MEDS 231 - Endocrinology and Renal: A variety of learning methods are used in the Endocrinology and Metabolism portion of MEDS 231. The online resources are primarily meant for knowledge sharing. The students have access to online study notes prepared by the lecturer. They offer a number of advantages over traditional textbooks in that the notes are current as they can be continually modified as new information becomes available. The notes also provide practical patient management advice, often not contained in a more formal textbook. Key material is highlighted on the webpage. Students can assess their learning with quizzes at the end of each module. To spark interest, links to videos of relevant surgeries, procedures and physical findings are provided in the modules. Students can print the online notes or if environmentally conscious, can just retain them online. As a result of the use of online modules, in-class time is not spent transferring large amounts of information through didactic lectures. Instead, the time is spent on higher level learning with case-based learning with application of the knowledge learnt in the online modules, problem-solving new clinical scenarios, observing interviews with patients and allied healthcare professionals, answering student questions, as well as completing a variety of formative and summative evaluations. Provided by Robyn Houldon.

The School of Nursing offers multiple courses in a blended fashion. The primary health care nurse practitioner program “is a 9 university consortium program offered in Ontario. It is successful because it is funded properly by MOHLTC and has a dedicated IT office with 7 IT people. Five of whom are co- located in Ottawa. It is offered in English and French. The IT people are dedicated full time to finding resources to help with online learning and also make vignettes. We have up to 200 students taking a course at any one time with multiple small groups and tutors based at each university. At Queen's we have two sites - one in Kingston and one in Peterborough.” Provided by Jennifer Medves.

Faculty of Education

Continuing Teacher Education Online Courses: “Research indicates the effectiveness and quality of instructor contributes more towards student satisfaction than technology. Technology is only as good as its end-user. Additionally, technology has to be integrated into the course in a meaningful and purposeful way in order for it to be effective. Our courses use a variety of technology such as wikis, blogs, VoiceThreads; however, the discussion board is most significant tool. The discussion board has two purposes: to develop a community of learners and to construct knowledge. This is where all the learning occurs when you have an effective instructor who can facilitate the learning process. In our courses, candidates share their ideas as outlined in the course and then they are required to respond to one another. This type of social interaction enables candidates the opportunity to engage in higher order thinking skills and to develop critical thinking skills that contribute to new knowledge. In addition,

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relationships begin to form and a community of learners is established, and thus the end user feels connected.” Provided by Wanda Beyer.

Conclusions on the Pedagogy of Online Learning These course vignettes are a small sampling of the ways faculty members have embraced online learning in their courses. For the most part, they began as grassroots efforts, filling a need within the academic unit. They (and other efforts across campus) represent a wide variety of technologies and techniques designed first and foremost to facilitate student learning. It should be noted that “one size” does not “fit all” and that the predominant message is one of technology used in the particular context of a specific course or program. The common theme is not a specific technological tool, but rather a focus on active and flexible student learning.

The purpose of this report is to assess the state of online learning at Queen's, but we find many of the issues are intertwined with the pedagogy of learning. Though there are certainly exceptions, we conclude that the evidence from single (Coates et al. 2004; Cook et al. 2010;Gros et al. 2012; Moskal et al. 2012) and large scale (Bernard et al. 2004; Bernard et al. 2009; Means et al. 2010; Bennett et al. 2012) studies supports the case that online and blended learning is no worse than traditional lectures, and generally more effective than traditional face-to-face teaching. The benefits are most likely realized through simultaneous attention to both course design rooted in current pedagogical research and the opportunities afforded by technology.

We conclude that there is merit in facilitating online learning at Queen’s because of its potential to be used in a way that promotes student engagement. However, this mode of instruction requires that students, faculty and administration are committed to doing it well. Obviously, a similar commitment is required to run a face-to-face course well. However, there is presently a climate at Queen's that places unnecessary pressure on faculty who choose to incorporate novel approaches, including application of online technologies. The many success stories that we have highlighted are driven by faculty seeking to improve courses. Based upon our consultations, success of a technology-enhanced, blended or online course is more likely when:

• efforts are made to ensure that the course uses evidence-based approaches to ensure standards for quality, • the course is designed in a way that uses online resources optimally, • support exists when faculty and students experience technical problems, and • the course provides students with the appropriate skills in the context of academic programs and their long term goals.

For Queen's to progress with online teaching it must pay greater attention to the coordinated, integrated support of pedagogy and technology, enabling course development and continuous improvement. Online courses that consist solely of archived Powerpoint lectures or captured lectures do not make the best use of the technology and will, under most circumstances, be viewed as pale imitations of live lectures. Facilitation of cross-disciplinary conversations and the scholarship of teaching

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and learning related to the development of these resources would enhance the place of online learning within the university. At present we have an Academic Plan with no reference to a long-term policy regarding online learning. Through this exercise, we hope to identify the success stories and identify problems that should be addressed. From these analyses emerge a number of recommendations on long term policies for using online teaching resources that benefit students, faculty, and the administration.

SAPTF Recommendations and Conclusions in Relation to Pedagogy of Online Learning

1. Queen's should promote active learning approaches because they are generally more successful in engaging students in the learning process than are passive approaches.

On the whole, our review of the peer-reviewed pedagogy research makes clear to us that Queen's should promote active learning throughout the curriculum as a means of improving the effectiveness of teaching by better engaging learners. We emphasize that the recommendation makes no mention of the tools used to support learning.

2. There are benefits and risks to using online technologies in teaching and learning, and the relative balance depends on how the technology is employed and supported.

Individuals and units that adopt online tools should strive to recognize and minimize the risks while making the most of the benefits. The utility of online resources in meeting course objectives will depend on choosing appropriate technologies to support learning and their integration into the overall course design. The specific concerns most certainly differ amongst disciplines and courses.

3. Queen's should do a better job identifying and recognizing faculty and staff who are innovators in teaching and promote synergies between them.

Throughout this exercise, we encountered many general criticisms about online learning that could have been precluded by an effort to give our own success stories a higher profile in the community. When online learning is done well in a course, much can be learned from the formula that led to success within the existing Queen's infrastructure. The developers and teachers have the potential to become the nucleus of a group at the forefront of online teaching, but there are too few University-wide opportunities or excuses for them to aggregate and develop synergies.

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Part II. Overview of Online Learning Opportunities at Queen's

Background on Online Learning at Queen's Though many units within the University employ some degree of technology-enhanced teaching and/or online learning, the three units with the most experience are the Faculty of Education, the Faculty of Health Sciences, and the Faculty of Arts & Sciences (FAS). These units have different funding structures, approaches (e.g., targeting residential versus distance students), learning management systems (i.e., Moodle, D2L, Medtech/SONIT/ReHabCentral) and support infrastructure and approaches. Though many readers are likely familiar with some of the online learning activities at Queen's, a summary of online teaching initiatives is provided as Appendix 2. In the following sections, we discuss the current practices in situations where online components are used.

Adopting Online Resources by Traditional Courses at Queen's Apart from the process facilitated through the FAS Blended Learning Initiative (discussed later in this report), many traditional courses have increased their use of online activities. In our discussions, we noted a wide diversity in the interpretation of "online teaching". There is a continuum at Queen's in the reliance on online technology in traditional courses, and it is fair to say that the trend is toward increasing reliance on online technologies. In the following sections, we address some of the concerns that were raised in our surveys and consultations.

Promoting Online Technologies in Traditional Courses

Some courses limit online activities to administrative roles, such as making marks available online or posting lecture notes. These are activities that are relatively simple and widespread. Some courses have invested more deeply into online technologies, employing recorded lecture material as podcasts or lecture-capture versions of lectures. There is also an increase in the use of online technologies to facilitate interactions between students, faculty, and teaching assistants, ranging from chat lines and forums to virtual office hours. Specific lecturing and communication concerns identified in our surveys are identified below:

• Grades: In courses with multiple components, students take comfort in seeing their grades in the course database. Apart from seeing that the recorded grades are correct, it presents an opportunity to see how the course administrators translate between number and letter grades. Even within departments, there is considerable heterogeneity in the ways marks are administered and reported. However, we hear from students that they really want the ability to see their marks as a course progresses. Many faculty, however, find it exceptionally tedious to have to deal with the Learning Management System (LMS) for grades, and final grades continue to be submitted using third party data management programs, such as Excel. Until there is a seamless transition from the LMS to the Registrar, Faculty will resist spending time on online mark reporting tools. • Lecture-capture hardware: Faculty who wish to record their lectures and post them as resources can only do so if the lectures take place in one of the few lecture theatres with the necessary hardware.

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The hardware is also available in the Centre for Teaching and Learning (CTL) if a faculty member wishes to record material outside of a lecture. Faculty have faced technical challenges with recording, posting and streaming captured lectures. • Lecture-capture as a resource: Though podcasts and captured lectures are usually intended as a reference, students may not have the requisite learning skills to use them as a replacement for a live lecture. There is a concern that students may neglect the live lecture and attempt to watch or listen to the taped versions instead. The students relying exclusively on captured lectures miss the opportunity to ask questions and clarify their understanding in real time. Some faculty have expressed concern about “off-the-cuff” remarks (theirs or the students) being archived online because of the potential for misinterpretation. This has led one School to disallow podcasting of classroom sessions during the more spontaneous, case-based sessions or if a Faculty member is uncomfortable with the process. • Copyright concerns: With the advent of online publishing of lectures, faculty have a growing concern about their vulnerability on copyright issues. Uncertainties about copyright have been an impediment to posting materials that are used in class. The Copyright Advisory Office associated with the library has played an important role in disseminating information about changes in copyright law, particularly in relation to online technologies. Many of the requests for Copyright permission that come through the Copyright Advisory Office are already covered by either existing library agreements or under exceptions in the Copyright Act. A priority for the office is to ensure that course materials are posted legally, through obtaining transactional copyright licenses when necessary and leveraging the vast collection of electronic resources available through the library. One tool that will help with this is the adoption of a comprehensive e-reserve system that will integrate with Learning Management Systems across campus. This system will launch for Moodle courses this summer.. • Virtual office hours and online chat rooms: For many students, approaching a professor for a face- to-face meeting is too intimidating, and conventional office hours may not be fully exploited. Virtual office hours permit a more anonymous mechanism to engage students individually. While many would argue that it is inferior to a face-to-face meeting, many students (particularly in first year) will not approach a professor directly. Many faculty employ online chat rooms or forums to engage students as individuals or groups. In many cases, that creates a sense of familiarity that encourages students to make subsequent face-to-face contact.

In addition to supporting content in lecture-based courses, there is a growing practice of using online mechanisms to conduct summative evaluations. The question about this practice is the extent to which students elect to follow the guidelines for Academic Integrity, and whether deviations from acceptable practises matter in the context of the course evaluation.

• Student response system (SRS)-based examinations: Many classes that have adopted iClickers or related technologies employ them as a means of conducting quizzes in class. Questions are projected on screen and students use their device to select the appropriate answer. There is no effort to ensure that the SRS is being operated by the student registered in the course, but the same risk occurs in many large classes conducting written quizzes.

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• Online self-tests: Many courses have adopted online quizzes that do not count toward a final mark but instead serve to advise the student on deficiencies in understanding the material. Students may work in groups, and we would presume that under typical conditions, the most accurate assessment of the student's learning occurs when the student works alone. • Online quizzes: Many courses use online technology to allow students to execute formal quizzes from their own computer. The instructor may post a quiz for a window of time, permitting the student some flexibility. However, in the absence of test delivery programs that simultaneously block access to files and internet resources, this introduces the possibility of student consulting references while completing the test. Of course, some courses may want the student to learn how to find the answers, rather than memorize specific content. • Academic Integrity: When evaluations are intended to discover what a student has learned, the process is circumvented when a student is aided by another student who has either completed the quiz earlier or is working simultaneously within earshot. The "team approach" to online quizzes infuriates many peers who work alone. A student can also hide within a group, preventing them and their instructor from accurately identifying their individual deficiencies. • Submission of assignments online: This may be perceived as a boon or a burden, depending on the nature of the assignment. Online submission provides flexibility, tracking of the time and date of submission (and possibly plagiarism detection) and may diminish administrative workload in receiving hard copy assignments. However, faculty must be prepared to handle and respond to digital files or print all of the submissions themselves. Accessing and managing a large number of digital files can be onerous if the LMS is not designed appropriately. This can be frustrating for faculty. On the other hand, with electronic submission comes the opportunity to more easily organize anonymous peer review and the resultant exposure to how one’s peers completed the same assignment. This is a valuable learning activity if structured appropriately.

Blended Courses

Blended learning is a practice whereby a course combines face-to-face and online activities to engage students in active learning. The mixture of approaches has led to the term `hybrid` course, but the term "blended" is becoming the norm. One approach to blended learning is the `flipped` class, where content is accessed by the student during independent study and the face-to-face approach used for application and consolidation. As previously discussed, one important finding from the meta-analysis discussed previously (Means et al., 2010) was a statistically significant, beneficial effect seen in blended courses, which mirrors that seen in previous studies (e.g., Bernard et al. 2004; Zhao et al. 2005). The benefits ascribed to the blending of courses are achieved through course design features, rather than the technology per se.

With many Blended Courses, faculty have made the decision to use online resources as a major mode of content delivery, freeing up contact time for smaller group active learning. The critical element here is that face-to-face teaching occupies a central role, but it can be transformed into a more learner- centered activity emphasizing application of content material and the focused teaching of difficult concepts. The FAS Blended Learning Initiative (BLI), discussed in detail below, is one approach to

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blended learning, but many courses have elected to go this route independent of the approach adopted by the BLI. The following practises are examples of approaches that move a Traditional Course into Blended Course territory.

• Online content modules: Faculty may assign online content to be done by students independently out of scheduled class time. In some courses curricular time may be scheduled as a ‘placeholder’, allowing a student time to complete the assigned work. This may represent original material created by the faculty member or course team or material created by a non-commercial or commercial source external to the university. Content modules may be enhanced or extended by the inclusion of formative assessment providing feedback to students on their comprehension. Students may be required to interact in virtual groups completing tasks related to the content, providing an opportunity for synchronous or asynchronous peer learning related to the content. In a blended learning model (as opposed to a pure online course), such content modules should link to some form of face-to-face activity (large or small classroom session) creating an ongoing linkage between the students, the content and the faculty member. • Student created online content: As part of a course, students may be required to create online content such as a website, Wikipedia entry, digital story or video. This content may be shared with the whole class creating opportunities for both peer teaching and feedback. • Course discussion forum: These can be used as formal curricular tools with assigned tasks and expectation for feedback and discussion, or they may be used more informally allowing student initiated questions and topics. Even when used informally, this may develop into a positive venue for peer teaching and learning. One caveat is the need for monitoring discussion forums, which may become problematic in large enrollment courses. If unmonitored, there is a risk of inappropriate or inaccurate postings by students. • Peer assessment: Faculty members may assign writing assignments to be submitted online and then use a program (or LMS) to randomly distribute students’ (anonymous) work to each other. Each student is then asked to evaluate several of their peers’ treatment of the same material and provide feedback. The argument is that by reading better and worse examples of the same assignment and having to articulate what makes some better and some worse, students will recognize the strengths and weaknesses in their own writing and, combined with their peers’ direct feedback, become better critical thinkers and writers.

One of the factors that affect the success of a blended course is the nature of the online activities. The Means et al. (2010) study reported a great many online activities that had, on average, little instructional benefit. Surprising to many, online activities such as multimedia and self-test quizzes had no statistically significant impact on student learning outcomes on their own. The greatest benefits to learning in an online environment were attributed to (1) activities adapted by the instructor that were specific to the course and (2) collaborative learning, through either peer-to-peer or instructor-led interactions. This effect draws attention to the need for properly designed multimedia modules that are appropriately integrated into the course design.

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A recurring theme centres on the potential for blended learning to have institutional benefits for containing costs. The best blended courses are very intensive activities, and in most cases require greater resource commitment to develop than would a traditional course for the same number of students. The impression we get from our discussions is that Queen's recognizes that online learning is perhaps not the cash-cow it was once perceived to be, but that the pedagogical benefits merit continued investment. The experience gained by faculty members during the development of online courses is very valuable. Not only does it add to their own technical expertise, they also become a resource, essentially seeding a department with a colleague who can help others reach their own goals with online technology.

The Blended Learning Initiative (BLI) In 2011, Arts and Sciences formally began the Blended Learning Initiative (BLI). Headed by Associate Dean Ravenscroft, and operated with staff seconded from Centre for Distance Studies (CDS), the program provides financial, technical, and instructional design support money to facilitate conversion of a traditional course into a blended course. The program also provides other support by integrating service units across the University, including the Library (subject specialists, copyright office), Center for Teaching and Learning (CTL), ITS, and the Registrar's Office (timetabling and space). Without this support individual faculty members can encounter prohibitive institutional barriers. The program also provides research assistance to evaluate redesigned courses, and coordinates regular gatherings of faculty members involved in and interested in course redesign. The following information is extracted from an internal report on existing practices in the Blended Learning Initiative (Appendix 3).

Blended learning integrates in-class, face-to-face learning with online learning in purposeful thoughtful, and complementary ways to enhance student engagement. Improved student engagement and learning is achieved by focusing on in‐class interaction to promote active and collaborative learning, and minimizing or eliminating the passive transmission of information.

In order to meet the quality standards expected for blended learning, course design needs to be learner-centred and include the following:

• active learning and small-group activities in the classroom, the design of which is informed by pedagogical research; • interactive online materials to deliver enriched content, to guide students through the textbook, and to verify comprehension, in order to devote classroom time to applying, integrating, and synthesizing the knowledge; • fewer classroom hours (to balance the additional student workload taking place online).

Central to the exercise is an instructional designer appointed by CDS to work with course designers to ensure certain practices are maintained. Note that the instructional designer is an IT-oriented person who provides the technical expertise needed to create the online component. The course designer is usually a faculty member who creates the content, and retains the intellectual property rights.

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• stimulating and guiding the course developer to use evidence-based practices drawn from the relevant pedagogical scholarly literature; • providing the course developer with expertise in online course design and in current best practices in online learning; • providing the course developer with advice on creating and maintaining an active learning environment both in the classroom (for blended courses) and online (for fully online courses); • advising on the use of small‐group activities to achieve specific learning outcomes both in the classroom (for blended courses) and online (for fully online courses), based on current pedagogical research; • ensuring that a systematic design process is followed; • helping the course developer establish strong learning objectives, engaging learning activities, and learner assessments that are closely tied to objectives; • advising the course developer on designing the materials to meet the needs of the learners; • ensuring the course is laid out with clear, logical sequencing and reasonable pacing; • acting as a project manager, maintaining established schedules and deadlines, and reporting on progress to CDS; • ensuring best practices are employed throughout the development process from concept to production to feedback and revision.

Outcomes, successes, and failures

When asked to provide an update on the status of the Faculty of Arts and Science’s Blended Learning Initiative, Associate Dean Ravenscroft provided the following summary:

By Fall 2013 the Faculty will have 11 large, introductory blended courses, 8 of which have been developed as part of the BLI. The other three are affiliated with the BLI and receive some Faculty support, but were instigated at the departmental level. Blended courses include subjects in the sciences, social sciences and humanities.

Impact: There have been nearly 9,000 student enrolments in blended courses by Fall 2013. While most of these courses had little or no active learning in their traditional versions (outside of labs for science courses), the BLI's approach to course design means that every student in every blended course now has regular small-group, active-learning experiences.

Capacity: Enrolment capacity has increased by 10–20% in each blended course, helping to meet previously unmet student demand; simultaneously, because of the decreased emphasis on large lectures, the institution has realized a decrease in demand for large auditorium space (e.g. Biosciences auditorium), easing pressure on timetabling.

Sustainability: All blended courses have a long-term commitment from the Department and have gone through the Faculty curricular approval process.

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Success: Initial analysis of data from CLASSE student surveys shows a statistically significant increase in student engagement in the blended version in comparison to the traditional version of the same course in areas such as active learning in class, activities that promote higher order thinking skills and student-faculty interactions.

Recruitment: The FAS blended learning initiative has been highlighted in the media, visits from government officials etc., and is being used in recruitment activities to distinguish the first-year learning experience at Queen's from competitor institutions.

Advancement: As a result of this publicity, and the scale of the BLI, the Advancement Office has secured funds to renovate under-utilized space in Ellis Hall into active learning classrooms.

Pedagogical Research opportunities: The program is being assessed through a research study with ethics approval; all faculty members who are part of the program become co-investigators and can use their course data for research activities.

Community of pedagogical innovation: Monthly course redesign gatherings attract instructors from 15 Arts and Science departments, as well as representatives from the Faculty of Health Sciences, the Faculty of Engineering and Applied Science and the CTL.

Failures: The demands expressed through the BLI have not had the impact on improving IT support we would have hoped. Despite all the publicity, there is persistent misunderstanding of the goals of the BLI within the Faculty of Arts and Science. The BLI requires instructors to take a team-based approach to course redesign and development. Not all instructors are willing to work in this way, and one instructor withdrew from the project for this reason. The BLI is also founded on departmental support, which is led by the Department Head. In another example, a course redesign project was delayed by a year because an interim head did not support it; once the "permanent" head took over, the project resumed and has proceeded smoothly.

It is fair to say that not everyone at the University is on-board with the Blended Learning Initiative. Some are feeling a pressure to change despite the fact that involvement in the BLI is voluntary. Others believe that any faculty member who works to improve their course should be provided with the same level of support regardless of whether they meet the BLI’s criteria or not.

As noted above, those involved in the BLI receive a lot of support from the Faculty of Arts and Science and one another as they have formed their own community of practice. However, they often meet resistance and even hostility from peers within their own, and other, departments. Added to the workload involved in redesigning a course for the first time and managing students’ expectations, this lack of collegial support and ongoing need to defend against attack takes its toll on BLI faculty and staff.

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Fully Online Courses at Queen's Fully online courses are offered by the Faculty of Education and the Faculty of Arts and Sciences (FAS), through Continuing and Distance Studies (CDS).

The Faculty of Education sponsors a number of existing and planned online course offerings. It currently uses an online delivery model to offer courses used by certified teachers in Ontario to facilitate progression through the ranks within their schools. Approximately 9000 individuals take online courses annually as additional qualifications (AQ) for teachers. In addition to these "AQ" courses the faculty is introducing similar options for teachers in other Provinces. They have successfully offered several courses (as a test) in NWT and are in the process of hiring instructors for British Columbia teachers. These professional development courses do not lead to any degree offered at the university. To remain competitive, the Faculty of Education is also in the process of establishing a professional Master’s degree offering as an online laddered credential leading to a graduate diploma or degree in Education. This program will be in addition to existing online graduate courses offered as part of their Aboriginal and World Indigenous Education Studies (AWIES) graduate program which currently offers three online courses per year as part of its core program.

Continuing and Distance Studies (CDS) is the non-academic unit through which FAS promotes the development and delivery of a number of fully online (distance) courses. The courses are degree-eligible credit courses and run in regular university terms. Courses are taken by on-campus (residential) Queen's students, distance degree and non-degree students, and visiting students on letters of permission from other institutions. All non-degree students and visiting students are restricted to courses offered through CDS due to space constraints on campus. The name of the unit is historical, dating back to a time when most students were off campus. Though they acknowledge that the majority of their current students are enrolled in regular degree programs, there is a perception that the name is misleading. If the unit continues to be the FAS mechanism for coordinating online courses, it would be worth considering a name change to better reflect their role, such as Arts and Sciences Online.

Table 1 summarizes the distribution of the 48 online courses offered through CDS. They also operate an additional 2 commerce courses on behalf of the School of Business. Table 1 also reports the total number of courses offered by the units to provide a measure of the proportion of the curriculum offered via an online route. The numbers are misleading in the sense that not all of the courses listed in the calendar are offered regularly. However, of the 2043 courses listed in the 2012-13 FAS calendar, 48 (2.3%) are fully online, and most of these have traditional or blended residential versions.

There have been concerns expressed about the perception that FAS, through CDS, is actively promoting online courses for financial benefits and is doing so at the expense of academic quality. Based on the number of online courses that exist, there appears little danger of this becoming the dominant mode of teaching in FAS. In a survey of unit heads, 71% of the respondents thought that 5 years from now their

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Table 1: Online Courses at Queen's: Faculty of Arts and Sciences

Number of Courses Percentage of Faculty / School Program Online Total Courses Arts and Science (Arts) CLST 1 34 3 CWRI 1 4 25 DEVS 3 40 8 ENGL 4 119 3 FILM 2 57 4 FREN 3 71 4 GNDS 1 40 3 HIST 5 182 3 MUSC 1 146 1 PHIL 3 88 3 PSYC 6 68 7 RELS 1 52 2 SOCY 1 65 2 STAT 1 19 5 WRIT 3 6 50 Arts and Science (Science) BIOL 4 71 6 CHEM 2 35 6 COGS 1 5 20 ECON 1 53 2 HLTH 1 34 3 MATH 1 73 1 PHAR 1 6 17 PHGY 1 9 11 PHYS 1 38 3 These departments 48 1315 3.7% Other departments* 0 728 Totals 48 2043 2.3 *Units with no online courses (total courses): ARAB (2), ARTF (16), ARTH (77),BCHM (13), BIOM (1), CANC (3), CHIN (3), CISC (51), COMP (5), CRSS (3), DDHT (2), DRAM (57), ENSC (23) EPID (3), GEOL (38), GPHY (63), GREK (8), GRMN (22), HEBR (11), INTS (15), ITLN (22), JAPN (4), JWST (4), KNPE (46), LANG (4), LATN (9), LING (14), LISC (5), LLCU (7), MBIO (1), MICR (13), MSCI (8), PACT (12), PATH (4), POLS (110), SOFT (6), SPAN (39), STSC (2), XRAY (2)

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units would offer 10% or fewer of their courses fully online. Negative commentary24 has been raised in relation to FAS promoting online initiatives as part of a revenue-based business model25. Though this issue continues to be raised in various venues, the SAPTF wonders about the nature of the commentary if such an initiative had been launched without an assessment of the financial implications.

A great deal of the conflict about online learning seems to arise from a lack of trust and different priorities at a time when resource allocation is becoming more challenging. The SAPTF recognizes that revenue is a necessary concern for the administration, but most faculty members have other priorities when it comes to teaching: some focus on program integrity and course quality, others on job security or autonomy. Several believe that our teaching goals are best achieved by maintaining or growing the faculty complement in their departments and being able to continue, or return to, teaching small courses in the way to which they are accustomed. Suggestions of increasing class size draws criticism from faculty who, in general, do not have to deal with competing concerns about costs and revenue.

Later in this report (Section IV), we elaborate on the current practices in relation to quality control in online courses.

24 http://realacademicplanning.wordpress.com/2012/03/23/queens-journal-online-learning-puts- revenue-first-23-march-2012/ 25 Queen’s University Faculty of Arts and Science: Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies (Version 15 October 2012)

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Recommendations and Conclusions on Online Learning at Queen's

4. Senate should facilitate efforts to utilize online technologies that promote active learning.

Teaching strategies change slowly, but the growing availability and utility of online resources means that technology is creating opportunities for individual faculty members to improve their courses. However, the technologies should be adopted only by faculty who are comfortable with the technology and convinced that changes will improve the success of their teaching.

5. Senate should encourage the academic and nonacademic units to invest more thoughtfully in promotion of evidence-based teaching practices.

Fully online courses remain a minority at Queen's but efforts to promote them in FAS have given them a very high profile in discussions of online teaching. In combination with the BLI, the efforts to promote online technologies have met with vocal resistance. Most arguments that we encountered about the status of online teaching at Queen's are based in anecdotal information, which may or may not reflect the reality or the position of the majority. We neither agree nor disagree with these statements, but cannot rely on them because they are subjective and not quantitative. The lack of evidence-based positions in the arguments against online teaching highlights a greater problem, or rather lost opportunity. Later in this report we elaborate on the argument that Queen's faculty members are missing opportunities to include in their teaching, approaches that could contribute to pedagogical research. This promotes evidence-based changes in their own teaching, and is a valid, perhaps underappreciated, contribution to their personal research and teaching portfolios.

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Part III. Technology and Support

The SAPTF has carried out two surveys that relate to technology and support. A university-wide survey was sent to administrative heads (via the Secretariat) and faculty of Arts & Sciences (FAS) Undergrad Chairs (via Associate Dean Pierce). The questions related to technology and support for online learning. The first survey was intended to explore the problems faced by faculty, staff, and graduate students who were involved in online teaching. Responders were asked to provide information on the technological and support challenges they faced. It was completed by 43 faculty, 3 staff, and 4 graduate students. A subsequent survey sent to Heads, which requested additional information on support, generated responses from 17 Heads or delegates. The same survey explored their expectations regarding the current and future investments in online and blended learning by their department, aspects that are considered in more detail in Section V. The results from these surveys are summarized in Appendix 4. The return rate for these surveys was too low to be confident that the feedback reflects the majority positions, but the surveys provide useful qualitative feedback on issues of technology and support of online learning.

Overview on the Role of Learning Management Systems in Online Learning Central to the success of online courses is the support for the Learning Management System (LMS). This is the interface between professor and student, allowing the sharing of information and resources, and coordination of activities. In our analyses, we hope to address the following questions:

• Is the current Learning Management System(s) adequate for online courses? • Is there an argument for harmonizing and/or changing the LMS university wide? • Does the university offer students appropriate technological and pedagogical support for online teaching and learning? • Does the university offer instructors appropriate support for online instruction, such as professional development courses in online instruction? • Do academic units support faculty and departments in course development? • Can the university promote synergies between the various entities with a stake in online learning and learning technologies?

Overview of the Learning Management Systems used on Campus Many solutions have been created that permit students and faculty to exchange information via online resources. Though there are examples of simple, course-specific tools that have been created, for the most part the interface between users is through a Learning Management System (LMS). These share a goal of simplifying and controlling the nature of interactions between users (faculty-student, TA-student, student-student). They differ in terms of the ease of use, flexibility, and support.

• Moodle (Modular Object-Oriented Dynamic Learning Environment) was first released in 2002. It is an open source program used by FAS, the Faculty of Engineering and Applied Sciences, and the School of Graduate Studies. In Fall 2011, there were 1400 active academic course sections in Moodle, though

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about 1/3 of these were considered highly active users of Moodle. Between Sept. 2011 and Mar. 2012 there were 20,000+ unique users logged in, 3,000,000 logins, and 24,000,000 actions taken. • D2L (Desire 2 Learn) began in 1999 out of a Waterloo company. It is currently used by both the Queen's School of Business and the Faculty of Education, who have purchased a "hosted" LMS option, which entitles users to comprehensive support, including a 24/7 help desk. • MEdTech Central is an LMS and curriculum management system developed at Queen's in the School of Medicine. Its developers partnered with the University of Calgary to create Entrada, an open source version of the resource. More recently, customized versions of Entrada have been implemented for the School of Nursing (SONIT) and School of Rehabilitation Therapy (Rehab Central). The three versions function largely independently; however it is possible to connect students from all three Schools via the Communities social networking feature of the LMS, which can be used to facilitate inter-professional educational activities.

The LMS plays a central role in course delivery, integrating the various elements of a course, acting as the interface with the student, and presenting instructors with a range of tools that enable use of online teaching activities. Within a given academic unit, most students would expect to encounter a single LMS. Their general familiarity with the LMS increases with experience. Some students are exposed to different LMS's over the course of their academic experience at Queen's. The extent to which this causes a burden on individual students is unclear.

In our research, it became clear that the LMS platforms differ widely in their ability to meet the needs of instructors. Medtech Central appears to be meeting most of the demands of their users, although some faculty using SONIT and RehabCentral did report having problems with functions in the system. Problems reported included a significant learning curve for new faculty, time-consuming data entry when administrative support is not available, and technical glitches. Faculty members questioned did report that both the system and the support provided have improved considerably since it was adopted in their respective departments. Desire2Learn was also seen in a positive light and the company that operates D2L offers a help desk that is available 24/7 to assist faculty and students in overcoming technical problems. Satisfaction with these LMS's seemed to be directly related to the existence of a robust support infrastructure to assist both faculty and students.

Moodle, in contrast, currently falls short of requirements for users within FAS. Users report that it is difficult to use, cumbersome, and time-consuming to learn. Though some users have had success in solving problems using the Moodle help line and other ITS Moodle experts, the more common complaint was about a lack of support. There were also problems with incompatibilities with other software such as Peoplesoft. A number of specific limitations were reported, such as the ability to incorporate video clips, and certain types of exam questions. In many cases, features within Moodle's capabilities can only be implemented by Moodle staff. Users also found it difficult to find and use Moodle documentation to solve problems. ITS is certainly aware of these issues and, as is reported later in this section, is undertaking a review of its approach to supporting use of Moodle. Whether the better solution is a change in LMS or by a greater investment in Moodle support is a question that is beyond the expertise of the SAPTF.

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Support for Course Development Of the main academic units on campus, the best integrative approach to online learning occurs in the School of Medicine. The unit has decided that online teaching is essential in achieving its goals for teaching and learning. There are dedicated web developers for undergraduate medicine, postgraduate medicine, rehab/nursing and continuing professional development. Some of them are full time, some part time, and some are on limited contract. They are involved in larger projects that are commissioned or requested by one of those units, and tend to be controlled in that fashion rather than on a departmental basis because the control of their educational programs is centralized. There are regular meetings between the MedTech manager and the Undergraduate and Postgraduate Deans and Directors and support staff to determine development priorities. The MedTech unit includes one web developer with a primary job description of assisting faculty in the development and use of online tools and other technology, such as clickers. There is also an informal network of interested faculty who have been successful in using technological tools who provide other faculty with peer support. Bracken Library has an informatics librarian who assists in finding images and/or electronic learning resources for teachers who inquire. They also have three educational developers within the undergraduate School of Medicine and two in the postgraduate School of Medicine who may provide pedagogical support, with a focus on the design of the instructional material and any embedded assessment.

The School of Medicine is able to customize the LMS to its needs, developed to help it meet curricular and accreditation goals. Curriculum management is facilitated through the generation of reports, which assist in curricular review and generation of quality assurance and accreditation related data. The curriculum mapping feature integrates with the faculty member annual report system, allowing automatic insertion of faculty teaching activities into their annual report. In the Faculty of Health Sciences, the social networking "Communities" feature allows virtual collaboration between learners from the different schools facilitating interprofessional education; this feature can also be used flexibly to develop teaching resources, allow student generated content, support committees or develop virtual patient cases.

As a contrast to the integrated, managed, and comprehensive program in the School of Medicine, there is FAS. There are many success stories within the Faculty, which for the most part have arisen as a result of the initiative of individuals, usually in collaboration with support from the University's Centre for Teaching and Learning (CTL), and the FAS Continuing and Distance Studies (CDS) and/or Blended Learning Initiative (BLI). The lack of coherent, broadly accepted policies is a natural by-product of the diversity within the Faculty. Indeed, the intensity of debate around the issue of online education reflects the diversity of opinion and experience in teaching and learning. Without consensus on the teaching and learning goals across the Faculty, which is feasible in professional schools such as Medicine, it is not surprising there is also no consensus on the process to achieve the goals. Thus, the ability of support infrastructure to facilitate course development and delivery is bound to face diverse challenges. Despite these challenges, the SAPTF concludes that FAS forays into online learning will continue to meet resistance from faculty members who may be motivated to adopt innovative technology, but are discouraged from doing so because of insufficient technical support. By rethinking the way the technical

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support network is designed, improvements will encourage more faculty to use tools they may find beneficial to their teaching.

Though the individual support units have their successes, the decentralization of these services was a problem identified in the input we received. In our survey, it became clear that many of the units that play a vital role in online support for some faculty, such as the Library, Copyright Advisory Office, and Emerging Technology Center, are entirely ignored by other faculty. A frequent question was related to the role for CTL in the discussion of support for online teaching. CTL has made many important contributions to specific courses through its Grants program26. Perusal of their grant history shows a great many courses that have been developed in conjunction with CTL, many of which employ well constructed online components. However, many of our discussions led to questions about why there was a division between the teaching and learning oriented CTL, and the technical support provided through ITS. It seems clear to the SAPTF that there is a missed opportunity for better synergy between these units.

This section focuses on the ways to improve support for online technology. Though we believe that improvements will enable faculty to make better use of the technology, we must also note that many faculty are resistant to online teaching technologies because they believe they occur at a detriment to learning. Obviously, faculty should be free to adopt the pedagogical approaches they find to be most effective in their teaching; however it is also worth encouraging faculty to use evidence-based choices.

What Can Queen's Do To Better Assist Instructors In Using Online Learning? Overall, the main technology and support challenges facing instructors in regards to online learning are: the time needed to develop, prepare, and teach blended and online courses; competency in using the LMS and other technology; a lack of support at all levels for online learning; and the costs for hardware, software, training, IT support, and evaluation of online learning. Specific suggestions included:

• More dedicated support staff to set up and maintain online material, including technology specialists, instructional designers, and educational developers at all levels (department, faculty/unit, and university-wide [CTL, ITS, Library, CDS, and senior administration]) • Better coordination and strategic planning of online learning initiatives across the University • Moodle (and other learning management systems): improved reliability and ease of use, LMS hotline for 24/7 response, more workshops for training and troubleshooting • Better equipped classrooms (sound, IVC, LMS live, document cameras) • More effective CTL resources for online teaching, e.g. CTL staff who can partner with faculty to help them incorporate online learning • University licenses and training sessions for software such as Adobe Connect/Captivate, Cisco Webex, Camtasia, Elluminate • Better communication and resource sharing amongst online instructors, the use of knowledgeable instructors to help others, and creation of best practice guides for online learning • More recognition from University administration for those successfully using online learning, and more Administration support for online learning

26 http://queensu.ca/ctl/grants/enhancement.html

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• More training for students in how to learn online, starting before first year. This means better use of the Student Academic Success Services and the Queen`s Learning Commons.

There is considerable disagreement, even within the SAPTF, about whether there should be more departmental autonomy in developing and delivering online courses, and more flexibility from CDS in working with FAS departments who wish to develop online courses. On one hand, there are many benefits to having a unit, such as CDS, become specialized in the mechanics of development and delivery of online courses. A theme that we develop later in this report is whether there should be a clear option for a department that wishes to go its own way with online teaching,

On the Role of the Centre for Teaching and Learning CTL is a university unit that promotes the use of evidence-based pedagogical approaches. They provide individualized consultation to the Queen's community, based upon informed evidence-based practice and intimate knowledge of Queen’s-specific teaching and learning issues. Their Educational Developers spend approximately 15% of their time conducting consultations. In addition to consultations, the CTL offers various programs and services27 They also serve on a variety of faculty and university-wide committees that focus or touch on online learning and virtualization. They are also heavily involved in the Quality Assurance process at Queen’s at program, Faculty, and institutional levels. They have sponsored an annual grant competition for projects that seek to enhance teaching and learning with the priorities advertised as follows28:

The Centre for Teaching and Learning (CTL) welcomes submissions for the Teaching and Learning Enhancement Grants each fall. Grants fund innovative research projects that focus on aspects of teaching in higher education. Project could include, but are not limited to, course or program design, assessment techniques, teaching strategies, technology, or ideas for the creation of new active learning opportunities aimed at increasing student engagement.

As has been emphasized elsewhere, modern efforts to promote teaching and learning do not necessarily involve online technology. A perusal of many of the successful awards since 2007 indicates that many do take advantage of online technologies. Working in conjunction with ITS, CTL promoted the adoption of lecture-capture infrastructure to enable teachers to record lectures and provide them to students as a resource.

Many comments identified CTL as a logical place to go for help with online teaching. For example, the CTL could support online learning by providing targeted professional development in online learning for instructors or perhaps sessions on facilitation of online discussions. We understand why they are not focused on the technology, but it seems that more could be done to promote effective use of online technologies in teaching. We reiterate here that CTL seems to be an important part of the teaching support services, but that opportunities for synergy are diminished because of lack of centralization of CTL, ITS, and other entities that support online teaching.

27 http://queensu.ca/ctl/ps.html 28 http://queensu.ca/ctl/grants/enhancement.html

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Discussions with ITS The SAPTF recognized that there were many problems with the way ITS was able to support online learning technologies. By far the most common complaint in relation to online learning was inadequacy in formal support, with ITS and Moodle identified as weak links. It seems clear that there is much room for improvement in Moodle, and there is a clear need for a greater investment in support.

The development of this report has coincided with initiatives launched within ITS to change the way that they offer services within the university. Their ongoing review process has generated a series of recommendations in relation to online learning. Each of the recommendations from CIO Wandschneider, found below, is consistent with positions that the SAPTF has advocated.

Develop a Queen’s educational technology strategy: The University needs to develop an educational technology strategy prior to making further significant investments in the area. The strategy sets clear goals for the purpose and use of teaching and learning technology.

Learn from areas of educational technology excellence across campus: Specific areas in Queen’s, such as the business school, provide world-class online teaching and learning. The creation of their distance education environment did not happen overnight. The school made strategic decisions over 20 years ago to change the fundamental nature of its programs like the MBA. Some of their decisions, such as moving from a public to private funding model, may be impossible to replicate. But their original decision to deregulate led to remarkable technological innovations throughout the school. Some radical choices made two decades ago continue to deliver benefits today.

Determining a strategy for the future of online learning at Queen’s could learn from the business school approach. When pondering the future of online learning technology, the University should first decide its strategic intent, and then build the appropriate technology to support the agreed upon direction.

Develop a learning management system strategy for Queen’s: The University needs to develop a cohesive learning management system (LMS) strategy. This strategy does not necessarily mean there will be only one LMS on campus, but it should recommend a single preferred LMS and explicitly define the circumstances for exceptions. The strategy must provide for optimal learner experience, maximized pedagogical impact, and seamless integration across the enterprise.

Use analytics to improve learning outcomes: ITS has potential to collect data from systems such as Moodle to better understand how to use those systems to improve learning outcomes. For example, ITS could use Moodle analytics to improve courses from year-to-year based on examining the features students use the most in the system. Usage data and analytics can be shared to help all faculties improve their use of teaching tools.

Integrate Moodle training with pedagogical training: The ITS Moodle training process should focus on pedagogical insight into how to use Moodle for pedagogical improvements, not just general purpose Moodle training. In this approach, data analytics can be emphasized to deliver better

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learning outcomes. ITS may want to merge its Moodle training into course offerings from the Centre for Teaching and Learning to improve integrated learning of the tool.

Improve Moodle support: Moodle is a popular LMS around the world, and there are opportunities to invest in the system to improve its value on campus. Because it is a strategic service, investigate opportunities to leverage Moodle’s open source capabilities through the implementation of plug-ins that could improve many features such as the user interface. ITS also needs to improve Moodle support with skilled staff.

Create a unified point of contact for online learning at the University: As the above recommendations are implemented, it will become easier to create a single point of contact for online learning at Queen’s. In the interim, ITS should review its current teaching and learning support model and consider opportunities to integrate more closely with the Centre for Teaching and Learning. This step could be the first phase in moving the next recommendation.

Create a contact hub for teaching and learning support: The existing centralized call centre is great for simple problems, but users do not like going there for more complex issues. Multiple support areas such as the help desk, Moodle support, and CTL are physically separate today, and they can be hard to find (all are located in basements). The University should create a one-stop hub for all support needs. Find a central location such as the Library and incorporate the teaching and learning centre for pedagogical needs, the Moodle support team for systems support, and the IT help desk for baseline technical needs. The new hub should be located in an open and welcoming space that is central and easy to find. A one-stop shop physical location for all teaching and learning needs would provide blended learning support in a cohesive manner.

Develop a business case for investing in classroom and lecture capture technology: A project should be launched to review current classroom technology. The project should assess the costs of upgrading the classroom control systems to more intuitive systems and evaluate moving from analog to digital technology. The project should also assess potential changes to the lecture capture technology to improve camera mobility, resolution quality, and lighting issues. As part of the process, ensure greater engagement of the teaching community in design of the new environment.

We do note that many of the comments received expressed great frustration with Moodle specifically. In evaluating options, presumably the administration will consider whether it is in the long term interests of Queen`s to replace Moodle with another LMS. The SAPTF does not feel that it has the expertise or experience to comment on the various alternative models under consideration.

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SAPTF Recommendations on Technology and Support The SAPTF recognizes many of the examples of successful online teaching and learning within the university coincide with effective management of resources (teaching support, IT support, strategic planning).

6. Queen's should explore ways in which the various pedagogical and technical support units can reorganize to support online learning more effectively.

Many respondents noted the incongruity in a separation of Information Technologies Services (ITS) and the Centre for Teaching and Learning (CTL). We would add to this list other groups that have a role to play in online teaching and learning, such as Continuing and Distance Studies, the Library, the Copyright Advisory Office and the various student-oriented support groups. We would encourage the administration to continue efforts to promote greater cooperation and collaboration between the entities with a stake in online learning, particularly CTL and ITS.

7. Queen`s should establish mechanisms to enable synergistic interactions between faculty and staff who have gained expertise in online learning.

Some of the robust discussion and dissent that arose in this process can be linked in some way to failure to communicate the merits of different pedagogical approaches and the opportunities afforded through online tools. For example, the rich literature associated with online learning and pedagogy can certainly be uncovered by anyone with an interest in the area, but we found it surprising that no single entity had the responsibility of communicating and promoting recent research in teaching technologies at Queen's. Advocates of online learning elsewhere, such as Contact North, do a very good job of advertising success stories in online education, including our own courses. Our CTL distributes regular newsletters oriented around pedagogy, and though many of the stories feature online tools, their mandate is focused on pedagogy rather than technology. However, we lack a well organized group that can readily share ideas, problems, and solutions for online learning.

8. Queen's should place a high priority on improving support at all levels (financial, technical, pedagogical, accessibility, accommodation) to make the most of use of online teaching tools.

A common theme in our discussions with Queen's instructors was that they lacked the time, money, and support to properly develop and teach blended and online courses. The SAPTF believes that more resources need to be assigned to online learning at Queen's, including technical support (assistance with LMS and other technology), pedagogical support (instructional designers and educational developers), and money (for hardware, software, training, support, and evaluation of online learning). This support is needed at all administrative levels (departmental, faculty/unit, and university-wide). Furthermore, any rapid advances in development of online technologies must ensure that students with accessibility challenges are fully accommodated.

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9. Queen's should ensure that the online learning environment is inclusive and fully accessible for students with disabilities.

In the online learning environment, access barriers for students with disabilities can be significant. In particular, students with visual disabilities and students who are deaf or hard of hearing can face many challenges. Formats like image PDFs, multimedia resources that are not captioned or transcribed into text, inaccessible websites, inaccessible learning platforms, etc. all cause barriers for students with disabilities. In addition, accessibility standards do not always go far enough in ensuring that all students can access and use course materials. Recognizing the need for inclusivity and accessibility will help ensure that students will have the tools they need to thrive in the online learning environment.

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Part IV: Quality Assurance in Online Teaching

Questions about evaluation of quality in online courses A number of questions have been raised that related to the oversight of online courses, from requests for proposals for courses, to new course development, course modification, and mechanisms for regularized review. It is worth noting that in some faculties, there is no formal mechanism to ensure that ongoing traditional courses meet any Faculty standards whatsoever, and the specific details of the course, such as mode of instruction, do not reach institutional eyes until a submission to the Curriculum Committee is made for a formal change. In those units with concerns about accreditation, there is greater institutional oversight of course quality.

Though outside the mandate of the SAPTF, we believe that a regular review of all courses is a sensible policy, and note that recent discussions at the Ministry level suggest that such requirements may be in our future. A common theme that arose in our discussion was the potential for online resources to be used to formalize and unify approaches to communicating important course elements, such as Learning Objectives and Undergraduate Degree Level Expectations (UDLEs)29.

Throughout this process, we have strived to gain input from the Faculties and Schools outside FAS, but the discussions about course quality have revolved around FAS.

Evaluating the Effectiveness of Online Learning at Queen's

In exploring the mechanisms used to ensure course quality, we sought answers to a number of questions. Though we gained some information, what seems to be missing is a consolidated effort to ensure that FAS departments are adhering to defined standards. It is our understanding that the FAS Faculty Board is undertaking a review of practices across departments, with a report that coincides with our own activities. Clarification may be possible in preparation of our final draft of this report.

• Who establishes the quality standards in the design phase of online courses? Online courses more so than traditional courses present to the world an image of Queen's University, and it behooves all involved to ensure that quality standards are met. Within FAS, the consolidation of development of online courses lies with CDS. They have a transparent approach to course design requirements, and make efforts to ensure that new and existing courses meet these criteria. Departments have an important role in overseeing online course quality, but the way in which they execute this responsibility differs widely amongst courses and departments. • Are efforts made to promote a sound pedagogical research approach in evaluating the effectiveness of online learning? Frankly, few of our courses, regardless of format, undertake formal, evidence-based approaches to assessing effectiveness of learning. Obviously faculty members are concerned about the quality of their courses and make efforts to try to improve them to meet

29 http://www.queensu.ca/ctl/resources/topicspecific/quqaps/expectations.html

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shortcomings identified by various mechanisms. Our point is that relatively few measure "deep- learning" or long-term retention. • What metrics does an instructor, department or course designer use to assess whether the approaches used in online courses are successful? Currently there are no agreed upon objective metrics for evaluating the effectiveness of online courses. We therefore asked whether a deliberate program evaluation process should be mandated (and centrally supported) for all courses on a scheduled basis to ensure fidelity. Where course variants exist, as with online courses with face-to- face equivalents, it is not easy to assess whether the variants meet their expectations established by the face-to-face equivalent. It is too simplistic to assess whether grades are the same in both versions, unless some effort is made to harmonize the evaluations. A recent report from Columbia University (Smith Jaggars, 2012) identifies a growing gap in performance between traditional and online courses. There is a greater percentage of students who fail to complete a course, and evidence of a phenomenon known as grade slip, where students achieve lower grades in online courses. Though their study discussed the situation in US community colleges, it identifies a potential risk that should be evaluated. These same concerns could apply to specific online courses at Queen`s, or our online curriculum in general and should be monitored. It is also feasible for a department to use performance in a subsequent course to assess whether residential and online courses prepare the students equivalently. Such analyses need to take into account potential confounding factors, such as the differences in profiles of students taking residential versus online courses. Where deficiencies are noted, the weaker course variant could be targeted for improvements. • How is student opinion of course quality assessed in online courses? USATs, used as measures of student satisfaction, are the result of negotiations between QUFA and the University, but the questions are not well suited to online courses. CDS has investigated and is now adopting a more appropriate tool for courses with online components, and we understand that the use of this assessment tool is currently the subject of discussions between FAS and QUFA. • How well is the online course integrated into the program? Though FAS may operate online courses through CDS, the courses all have course numbers associated with a specific department. What is largely unknown is the extent to which departments take an active role in monitoring the content and delivery of their online courses, and their role in undergraduate programs. It is our understanding the FAS is currently polling departments to assess how each unit goes about evaluating and managing course variants. This is certainly a valuable exercise, and our feedback suggests the policies vary widely amongst FAS departments. • What efforts are made to ensure that course variants use the same learning objectives and achieve the same learning outcomes? At this point, the university has no requirement for courses to identify and assess learning outcomes. CDS and BLI both require learning objectives as online course elements. The utility of formalized learning objectives is itself questioned by some faculty members and the choice about whether to use such a pedagogical framework currently depends on the individual, and thus there would be no systematic way to assess whether the variants are similarly designed. Thus, there is no expectation that residential and online courses could currently be assessed by comparing specific learning objectives or outcomes.

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• Is the appropriate support in place to ensure that the best available online tools are incorporated into the course? Though Business, Health Sciences and Education seem to have reached an appropriate level of support for learning technologies, Arts and Sciences seems to fall somewhat short of expectations of the faculty who use the tools. This manifests as shortfall in ITS support for its LMS (Moodle) and inadequate capabilities or effectiveness in promoting the online tools that can facilitate teaching and learning.

Quality Control in Queen's Courses The Senate Committee on Academic Procedures (SCAP) produces the guidelines that are used to ensure that the curriculum meets University standards. The mechanisms used by each unit are left to the Faculty. During the activities of our committee, several other committees have been evaluating practices that have some bearing on online courses. In the February meeting of Senate, SCAP responded to a request to consider the issue of "course variants". The response from SCAP rejected suggestions to distinguish between courses based upon mode of instruction, and deferred to the Faculty for decisions about mechanisms to review specific courses.

In the December meeting of FAS Faculty Board, a motion to require curriculum committee approval for all ‘course variants’ was referred to the Curriculum Committee. At the time of preparation of this report, no recommendations have been made.

The Faculty of Arts and Sciences uses a Curriculum Committee structure to approve changes in courses as well as vet and approve new courses. Its Terms of Reference30 are listed below (emphasis added).

i) to consider and make recommendations upon such matters as are referred to it; ii) to examine programs of instruction, degree programs, interdisciplinary studies and methods of instruction, and to make appropriate recommendations to the Faculty Board; iii) to study proposals and to advise departments on proposals for new concentrations or programs referred to it by the Faculty Board under By-Law 1, 10 (ii); and to report to the Faculty Board, for approval, its recommendation on these proposals in time for inclusion in the Calendar of the Faculty of Arts and Science. iv) to approve changes in structure and course offerings within existing concentrations or programs submitted to the committee from the department(s) concerned and to report this action to the Faculty Board for ratification before the changes are implemented within the department concerned. v) to approve changes in courses offered outside of existing concentrations submitted to the committee from the department concerned and to report these to the Faculty Board for ratification before they are implemented within the department concerned; vi) to study and advise upon problems of inter-faculty instruction, and to confer with the Curriculum Committees of other Faculties;

30 http://www.queensu.ca/artsci/sites/default/files/Revised_By-Laws_August2005_0.pdf

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vii) to examine and advise upon the academic implications of programs and regulations initiated outside the University.

On the surface, it is not entirely clear if point ii (i.e., methods of instruction) is intended to cover review of individual courses. We understand that existing practice is predicated on the position that there is insufficient expertise and/or capacity on the Curriculum Committee to assess online courses. The FAS Curriculum Committee is undertaking a review of its approaches with review of "course variants". The SAPTF sees our report as an opportunity to make recommendations for their consideration in assessing their practices in course review. We emphasize that we see no reason to distinguish courses based upon the mode of instruction, and that if the goal of a course review process is to ensure quality, that standards should be applied equally to courses, independent of mode of delivery.

Directed Survey Part of our investigation into quality assurance processes at Queen’s consisted of identifying and interviewing a number of individuals involved in Quality Assurance across campus. These informants were Brian Frank, Sheila Pinchin, Andrea Winthrop, Shannon Goodspeed, Wanda Beyer, Corinne Laverty, Doug Reid, Elspeth Murray, Eric Leblanc, and Brenda Ravenscroft. A great deal of the vibrant discussion of online learning at Senate revolves around issues faced primarily by Arts and Sciences. One goal of this survey is to expand the discussion to include other units in an effort to understand the range of approaches employed throughout the university. Questions asked covered the following topics:

• the approval process for new courses; • the level of support offered to faculty when developing new courses; • the quality assurance and review processes for courses currently being offered; • problems and solutions with quality assurance processes currently in place; • factors the task force should consider for determining best practices in quality assurance of courses at Queen’s.

In our responses, themes started to emerge around three different types (or categories) of course offerings at Queen’s. This survey was not designed to be exhaustive, so some departments or types of courses may not be represented in these results. The three different categories that were identified were:

1. Regular courses, which includes both online and face-to-face. 2. Course offerings that have external accreditation requirements. 3. Online courses offered through organized initiatives (Continuing and Distance Studies).

Development of courses with online teaching elements

1. Face-to-face courses generally have to be approved by a committee made up of faculty representatives or specialists in different areas.

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• Commerce and business courses are submitted to an “area group” composed of faculty that specialize in the different subject areas represented in the course and have an interest in content and pedagogy. Faculty must also present their new courses to a faculty forum for discussion and a vote. The forum includes both students and faculty. • For Bachelor of Education courses, faculty complete course templates that require the inclusion of expectations identified by the Ontario College of Teachers. • Arts and Science courses are first approved by their home department and then sent to a Faculty Board Curriculum Committee, which consists of the Associate Dean (Studies), faculty members and students representing different areas of the Faculty (humanities, social and natural sciences). All courses are then sent for final approval to the Faculty Board.

Respondents from this category also reported that there is no formal support structure for faculty when they are developing courses. Informal developmental support generally came from colleagues in similar areas or from services provided through the Centre for Teaching and Learning, with technology support coming through IT Services, when available. Blended courses within the BLI have their own instructional design and IT support.

2. Courses with External Accreditation Requirements have more comprehensive and structured approval processes. These processes are either in addition or as a replacement to those listed above for the traditional style courses.

• Continuing Teacher Education courses must have courses approved through the Ontario College of Teachers (OCT) in advance of the course offering. Courses are designed using a course template that lists all learning activities and the corresponding OCT expectations. These expectations are then submitted to the OCT for approval. • The Applied Sciences have a four-year sequence of engineering design and practice courses that are designed by committee with representation from all engineering departments and the faculty office. For these core courses, Applied Science and Engineering departments have identified core competencies, mapped them onto the curriculum and assess them regularly. • Teachers in the School of Medicine are provided with support for course development. Course Directors work in concert with Year Directors and Competency Leads, constructing their course based on curricular objectives and mandatory patient presentations assigned by the Curriculum Committee. There is also an educational team, consisting of two educational developers, an assessment and evaluation consultant, an informatics librarian and a web developer who may assist as appropriate. Both educational developers have experience in online learning. Courses are reviewed regularly to ensure that they meet standards for instructional design and assessment that have been established by the Teaching and Learning and Student Assessment Committees. • In the MBA programs, specific course approval is carried out by program specific curriculum committees and then sent to the Queen’s School of Business Faculty Forum for discussion and Faculty Board for approval.

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3. Courses offered through organized initiatives. Continuing and Distance Studies provided us with a guiding document on their Quality Assurance processes (Appendix 5). Decisions related to what courses will be offered through CDS are made jointly by CDS and the relevant Academic Departments. CDS then sets the standards for the course, and provides support for development. Development is a team effort, with the faculty member, an instructional designer and CDS occupying different roles in the development process. Finally, before the course is delivered, the department reviews and approves the content of the course. These courses are currently treated as variants of face-to-face versions that have received approval via the FAS Curriculum Committee. As noted elsewhere, the FAS policy on such courses in currently under review.

Delivery of courses and ongoing quality assurance

Departments have diverse mechanisms to explore quality of regular courses, though the mechanisms differ widely between units.

1. Regular courses are evaluated regularly through USATs, developed in conjunction with QUFA. Individual faculty members may supplement this with mechanisms for ongoing quality assurance, including user-selected USAT questions and the use of peer reviews. While these courses did not report a formal process for continuous quality improvement, courses may be reviewed in cases where complaints had been made or when the course received low USAT scores. Blended courses within BLI are also evaluated using the CLASSE and revised SPQ questionnaires. The former measures student engagement and the latter, a student’s approach to studying (superficial vs. deep). Engagement in particular has been found to be related to improved learning, and is explored continuously by the National Survey of Student Engagement (NSSE). 31

2. Courses with External Accreditation Requirements have a variety of continuous quality improvement (CQI) processes.

Medicine has a robust system of reviewing, including student representatives that meet with course and year directors to provide feedback on new courses, as well as an annual schedule for course review determined by the Course and Faculty Review committee. Students also participate in focus groups, interviews and online student evaluations after the course has been completed.

Additional CQI processes employed by Medicine included self-reporting done by course directors, peer- reviews by committees, and objectives and standards set and evaluated by multiple committees and directors. Medical schools are also accredited by two external agencies, which require both internal reports and external visits and reports. Medicine also has a faculty member employed as the director of Accreditation and Quality Assurance.

Continuing Teacher Education courses are re-accredited on a schedule provided by the Ontario College of Teachers. They also have students complete an evaluation after each course.

31 http://link.springer.com/chapter/10.1007/978-94-007-5836-0_2/fulltext.html#Sec11/

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Applied Science and Engineering has an external group that visits every six years. This group examines courses, assignments, student work and grades. They are also phasing in requirements to look at learning outcomes, curriculum mapping, and data collected on student performance related to these outcomes.

The recent EMBA redesign initiative used a ‘backward design’ process informed by faculty who were pedagogical innovators. The program review committee included subject matter experts, a pedagogy informant, as well as team coach (a business professional who provides feedback to the Dean), IT staff and career director.

3. Courses offered through organized initiatives. Courses offered through Continuing and Distance Studies are reviewed at each offering through a questionnaire developed by CDS. It also conducts course reviews every three years, in partnership with the relevant department. CDS is exploring options for a reliable tool for student evaluation of courses. CDS is also reviewing how courses are reviewed, with the goal of formalizing the process and clarifying the roles of the department, instructor, CDS, instructional designer in the review process.

Suggestions and considerations

Some units have formalized quality assurance processes in place with regular review of course content and quality, defined in relation to agreed upon curricular mission and organizational goals. The major problem with these processes identified by some of the informants was related to workload. Faculty are already overworked, so adding quality assurance processes without increasing resources is a challenge.

We also received comments and concerns related to the quality of the student evaluations (USATs) as well as the inability to receive data in a form that is useful for faculty wanting to revise their courses.

Other suggestions/considerations included:

• A mapping or scaffolding mechanism/template that helps instructors design and organize learning outcomes in courses; • A focus on integrating inquiry based models and interactive online learning rather than a reliance on required readings and lectures embedded directly into online courses; • Mechanisms for integrating basic competencies across the curriculum, as well as more tools and coordination for “putting all the pieces together”; • More involvement of students in the developmental stages of courses, as well as in key points during the course; • More opportunities for ongoing professional development. • More access to quality data (in useful forms such as reports) that could inform teaching and course design, • Universal student evaluations that are of higher quality than the USATs (Medicine reported having to develop additional tools for this purpose as has CDS),

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• More support for students transitioning into different forms of learning (from online learning to in class learning, and back out again), • Encourage collaboration among current course providers at Queen’s (School of Business, Education, Medicine etc.).

Faculty Survey The SAPTF distributed an online survey designed to gather information about existing quality improvement practices across the university as well as opinions about how best to ensure quality in traditional, blended and online courses. There were 193 respondents, who were predominantly in Arts and Science (65%) and Health Sciences (16%) with a few from each of Applied Science (6%), Business (4%), Law (3%), Education (2%) and other (4%).

Shortly after the survey was posted, there were concerns raised about bias, some of which can be viewed on the SAPTF website. Several people were critical of the design of the survey and their concerns centered on bias and the lack of definition of “blended”. One source of disagreement was the utility of the various applications of the termed `Blended Learning`. The FAS Blended Learning Initiative describes their approach to promoting the blending of traditional courses, which includes as a requirement the need to reduce the numbers of face-to-face hours. We reject the notion that the definition need apply to the university as a whole or the APTF. However, as we have stated earlier, in this survey we avoided defining "blended" in specific terms and chose instead to use it in its broad sense to refer to learning that incorporates the use of both face-to-face and online delivery of learning objects such as course material, assignments and quizzes.

It became clear during this process that we need to clarify our terminology across the university and to ensure that instructors feel comfortable (or are given the support necessary to become comfortable) using whatever combination of approaches they deem best to support their students’ learning. Approaches in this case might include lectures, tutorial discussions, small-group activities, podcasts, vodcasts, online interactivities, community service and wet labs. These would require resources such as different types of space, technology, TAs, undergraduate mentors and community partners.

We provide more detailed analyses of the survey in Appendix 6, but in recognition of concerns expressed about the nature of the survey, we provide only general conclusions in this report.

Comments on the review practices for courses in relation to online learning

Course approval: A majority of respondents agreed that Faculty level approval should be required when a traditional course is blended by introducing online activities and when a residential (face-to-face or blended) course becomes fully online. Currently, approval is carried out using student satisfaction measures and, in many cases, courses are also peer reviewed by a curriculum or other committee.

Course review: The majority of respondents supported some form of cyclical review of both traditional and blended courses. Among the anecdotal comments the most common was that blended and online courses should be reviewed and monitored very closely and frequently when first designed because

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they are new and unknown. Once established, this review could be less often, perhaps taking place with the same frequency as traditional courses.

Some also expressed concern that a review process could become a fruitless exercise and bureaucratically very cumbersome. This theme of balancing the frequency of review with the workload it creates, emerged from our meeting with some of the accredited programs as well.

For all courses (traditional, blended, and fully online), respondents endorsed review by undergraduate committee in the department or unit most often, followed by curriculum committee at the Faculty/School level.

A majority of respondents were satisfied with their current approval and review process for traditional and blended courses. About one quarter of respondents expressed dissatisfaction with their approval and review processes. Of those who were not satisfied, the most common themes were that the process is too arduous, that courses are not reviewed often enough, and that the process was perceived as Faculty interference in department business.

For online courses, there was a different response: only half of the respondents were familiar with the process and, of these, the majority expressed dissatisfaction with the approval and review process. Reasons for dissatisfaction were a concern that Curriculum Committees (either at the department or Faculty level) were not involved with the decision to offer a course in a fully online version and a tension between the department which is responsible for the content and CDS, which is responsible for the delivery of such courses in FAS.

Learning management systems: A majority of respondents were in favour of using an LMS with embedded course design elements encouraging good course educational practices (e.g., defining objectives, linking objectives to assessment, etc.). The main message from those providing anecdotal comments is that such a system, while potentially valuable, may not be flexible enough to work in all cases or may prove cumbersome and thus should be “available but not mandated”.

Role of online activities: Of those respondents who incorporate online activities into their courses, the main reason to do so were to divert content selectively, promote active learning, use web based resources designed for individual use and replace lecture-based instruction for pedagogical reasons. Of those who chose to divert content selectively, the main reason was to put basic background material online, allowing the instructor to focus upon more challenging content in class. Another frequently endorsed reason was to free up contact time for small-group, active learning.

Support for developing new online resources: When asked to identify the people or units that provide support, the respondents identified colleagues as the most helpful resource, whether adding online resources to a course, or developing a new online course. It is evident that existing support is neither centralized nor exploited, as most respondents reported relying on informal help from a colleague. The need for greater support has been identified by our informants as well and, in the FAS, in order for the

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Blended Learning Initiative to be realized, instructors were being provided with dedicated instructional developers and IT personnel to navigate course design and implementation.

Recommendations for Quality Assurance Processes in Relation to Online Learning Our mandate was to assess online teaching at Queen's but we found that many of the questions raised about online teaching were impossible to disentangle from questions about quality assurance in courses in general. It is the position of the SAPTF that regardless of medium, courses should be evaluated when developed and reviewed periodically. We reiterate that to distinguish between courses based on mode of delivery seems arbitrary. Departments should be provided with the tools, information, and teaching and learning support necessary for effective development and review. Whether formal policies should exist is a matter of dispute, but the approach adopted by units should not distinguish between courses based on mode of delivery.

The changing landscape of quality assurance processes

The processes involved in course approval and review differs widely amongst the Faculties. In general, there is more of a structural framework for programs associated with professional schools and those that have external accreditation. The process employed by FAS is less structured and has recently garnered attention for the way it approaches review of course variants, such as online alternatives to traditional courses. On one hand, it is common to have courses that have not come to the attention of the Curriculum Committee for decades, and it is feasible that over time changes have occurred that remove any similarity between the original and current formats. However, courses that alter the balance of face-to-face and online teaching/ learning attract greater scrutiny (if brought to the Curriculum Committee) or criticism about insufficient vetting (if not brought to the Curriculum Committee). The best available meta-analysis (Means et al., 2010) suggests that online teaching approaches are at least as good as face-to-face approaches. Courses that use this guidance to adopt tools that evidence-based research shows are superior should not suffer a greater administrative burden than a regular course that has not been updated in many years.

The influx of alternate teaching modes has challenged the Curriculum Committee in ways that lead us to question if the current approach is adequate or sustainable. The FAS committee is undertaking a survey of practices by departments, and our consultations lead us to expect that their input will reveal remarkable diversity in existing practices. Superimposed upon the existing culture are possible impending changes arising from the Queen's University Quality Assurance Processes (QUQAP)32. The QUQAP review protocol replaces the former internal academic review (IAR) processes and the OCAV Undergraduate Program Review Audit Committee (UPRAC). The protocol defines expectations for quality in undergraduate programs, but has not yet been applied to quality assurance of individual courses.

32 http://www.queensu.ca/sgs/facultystaff/quqap/QUQAPFinalApr28-11.pdf

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Exploring quality assurance in online teaching

The SAPTF is in favour of rigorous reviews of courses, but we see no reason to hold courses to different standards based upon the mode of teaching. When considering course quality assurance in general, a number of questions emerge. The answers, however, depend on the appetite for the various units for change. As it is currently structured, it is difficult to find the expertise to thoroughly review the entire continuum of traditional, blended and online courses. Individual Faculties and Schools must decide the nature of course review. In FAS, the current committee is reviewing policies, presumably choosing between options that range from "tweaking" the existing framework, or grander changes that better position the committee to handle the breadth of courses. Whether or not a regular review of courses can be incorporated should be considered.

Discussions to date suggest that a subset of the faculty is deeply concerned that online teaching may not meet learning goals. Though we do not share these specific concerns about online teaching, we suggest that policies and practices that ensure course quality should be applied more generally to all courses. The following discussion offers suggestions for consideration if or when Curriculum Committees review their policies for course quality assurance. We recognize that it is a significant reimagining of the current course review process, but we believe that (i) course quality standards need to be applied equally regardless of teaching modes, and (ii) the current Curriculum Committee structure would be unable to manage the responsibilities because of the workload and profile of expertise. Perhaps it is time to explore whether the current curriculum committee structure could benefit from subcommittees, each with a specific focus in relation to review of courses and programs.

What should the approval criteria be? Approval processes should focus on (i) how courses fit into the curriculum, (ii) clearly articulated learning objectives, (iii) how assessment maps onto the learning objectives, and (iv) whether learning activities are designed to meet learning objectives. The latter is where the use of different modalities and approaches will be described and their appropriateness for meeting the courses’ objectives evaluated. For example, if online materials are to be used, what role do they play and has attention been paid to how they are designed? Conversely, if all of the structured learning activities take place in the lecture hall, is there any attention paid to promoting active learning and opportunities for frequent feedback?

If such a framework is adopted, there is no need to have separate criteria or procedures for face-to-face or blended or fully online courses (or any other course variant). This reflects what our informants told us, which is that all courses, regardless of delivery method or location, should be evaluated upon the same general criteria.

Who should review course quality? Approval should begin in the department and then go to a Faculty or School level Curriculum Committee which should include (among others) members chosen for their knowledge and expertise in (i) course and curriculum design (Centre For Teaching and Learning), (ii) the particular subject matter, (iii) cognate or related subject matter (faculty from depts. whose students may need or want to take the course), (iv) Educational Technology (LMS, webinars), (v) Faculty or School procedures (Timetabling, etc.), and (vi) library resources. Such a committee will have the expertise

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necessary to evaluate courses based upon pedagogical principles, to determine whether the offering as described is feasible in terms of available resources, and to provide input about other resources or approaches that might further enhance the course. At present, both Business and Medicine incorporate information technology and instructional design personnel on their curriculum /program review committees but there is a general lack of such expertise currently in Arts and Science and Commerce. The current Curriculum Committee is overworked, and clearly changes need to be invoked. With an expansion of the responsibilities, it is perhaps reasonable to consider whether expert subcommittees are better suited to evaluate course submissions. For example, courses with a substantial online component may be sent to a subcommittee with expertise in pedagogy and technology.

When should review occur? Periodic formal reviews do not preclude departments or units from conducting interim reviews should they deem it appropriate (if concerns are raised) or necessary (for external accreditation purposes). In fact, in some of our accredited programs, annual review is required as part of a mandated Continuous Quality Improvement process. However, at a minimum across the University, we recommend two levels of review, Departmental (conducted every 3-5 years) and Faculty/School (every 8 years).

A 3 or 5 year review cycle is recommended for departmental review. This is based upon survey results and a concern raised by our informants and survey respondents that anything more frequent would unduly burden departments and Faculty/School offices and not allow enough time to implement and evaluate new course components or teaching strategies. Often the first year or two of a new course results in small changes as instructors adapt to their experience and feedback from students and colleagues.

The departmental level review would involve the instructor and departmental curriculum committee, with the possibility of recommending consultation with a course designer (or discipline specific educational developer). A brief summary of the review would be sent to the Faculty/School curriculum committee.

Such reviews could take into consideration the previous three years’ students surveys as well as instructor and, where appropriate, area feedback. A SWOT-like analysis identifying strengths, weaknesses, opportunities for improvement and threats to sustainability could be used to guide this process with easy to complete forms for the instructor, educational developer, and curriculum committee. It would be useful to have some discussion about how success in learning should be measured.

This process would be designed to encourage instructors and departments to reflect upon and improve their courses and to identify further resources (e.g., classroom space) and training (e.g., video recording) needed. The use of structured questions should help make this workload more manageable.

A Faculty/School level review could take place every 8 years to align with the QUQAPs process required for external accreditation. This full review would involve the instructor, departmental curriculum committee, and faculty/school curriculum committee and could be aligned with QUQAPs reporting

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requirements so that it could serve this purpose as well. Such reviews could take into consideration information such as learning outcome measures, engagement measures, student surveys, exit and alumni surveys, instructor feedback, and department feedback.

As with the department level review, a SWOT-like analysis identifying strengths, weaknesses, and opportunities for improvement and threats to sustainability could be used to guide this process with easy to complete forms for the instructor, department and Faculty/School curriculum committees. This process would be designed to encourage departments to reflect upon and improve their individual courses within the context of their overarching degree level expectations and to identify curriculum gaps (e.g., writing in first year) and possible solutions as well as support needed for specific courses.

Student Satisfaction is a necessary but not sufficient component of a course and curriculum evaluation process; this is because student satisfaction is not always associated with their learning (Wesp and Miele, 2008). Some of the informants that we met with during our consultations expressed dissatisfaction with the USAT and, in the case of Medicine and now Arts and Science for online courses, have developed or adopted a different instrument. Several years ago, the Teaching Assessment Committee piloted a new approach to gathering course satisfaction information prompted by dissatisfaction with the USAT. The report was submitted to the Joint Committee for the Administration of the Agreement (JCAA) in 2007. Despite an extensive pilot project and broad consultation, the new instrument was never adopted and it is our understanding that the QUFA did not approve it.

Based on several informants’ dissatisfaction with the current USAT questionnaire as well as its limited relevance for blended and online courses, we recommend replacing it. There are some promising instruments that could be piloted in collaboration with the CTL. This may also be the time to investigate moving to online survey methods to reduce the class time required for data collection and the cost of using a paper and pencil format. If moving online were to be considered, the Office of Institutional Research and Planning (OIRP) may be able to suggest strategies to ensure a high response rate as well as a process to feedback these data to stakeholders.

Support should be provided for instructors for both developing, and maintaining courses. We recommend the following support structures (formal and informal): • More structured and better access to educational developers, course designers, librarians and staff from IT Services; one stop shopping; a teaching support unit that includes all of the above services working together with each instructor • A resource list of faculty and staff who are willing to be mentors or discipline/topic specific helpers. • A set of tools and networks designed to encourage a more collaborative environment. Examples may include vehicles for sharing teaching practices, learning objects, samples and resources.

Support should also be provided for research focussed on: • human learning and its application to multimedia design • program evaluation to support Continuous Quality Improvement processes at the course and program level.

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SAPTF Recommendations and Conclusions on Quality Assurance in Courses Concurrent with this SAPTF process have been a number of discussions that relate to procedures and policies associated with approval of courses. We have focused our attention on the issues most relevant to online learning in its various forms, recognizing that the recommendations could be applied more broadly to other scenarios or course variants.

10 Courses adopting online technologies for delivery of content or facilitating particular styles of learning are unlikely to be demonstrably inferior to traditional alternatives.

Our recommendations follow from the position that it is ill advised to distinguish courses on the basis of the role played by technology. The inertia in the process is the assumption that what is currently employed in a course is the gold standard, and that changes from this approach are necessarily inferior. Instead of debating which variants or types of courses warrant approval and review, we recommend a standard approach for the approval and periodic review of all courses and course variants.

11. Curriculum Committees should be staffed adequately to assure that changes in the mode of teaching meet teaching and learning criteria.

Consistent with the recent position by SCAP, the SAPTF sees no basis for distinguishing between course variants that differ in the use of online learning approaches. Their position also noted the Curriculum Committees should have a role in establishing expectations for course review. The policies are currently under review in FAS, but it is the position of the SAPTF that such changes are best developed and reviewed by the departments offering the courses, but that a higher body needs to review the submission. A Curriculum Committee with the requisite expertise is in the best position to assure that course standards are met and meet program criteria. Perhaps an alternative model that incorporates subcommittees is a way to ensure that experts review the course and program submissions, without burdening every committee member with every application.

12. The Registrar should support the acquisition of comparative metrics to enable departments to identify potential problems in relation to student grades in online, blended and traditional face-to-face course variants.

The differences in the management of FAS online and face-to-face courses introduce an extra layer of administration that can make it more difficult to compare student performance in course variants. Comparative analysis of grades in course variants should inform departments if there are inherent problems with online courses in the context of their academic programs. However, any analyses must take into account the complex experimental variables that can play a role in performance, such as the different profile of students taking online and face-to-face courses.

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13. Queen's should encourage the incorporation of evidence-based practices in developing courses, and using such changes to contribute to pedagogical research.

In discussions of online learning, including blended learning, the SAPTF believes that the best available evidence argues that active learning techniques do a better job of engaging students, and thus improve learning. In the context of course review, we suggest that if Queen's was primarily concerned about course quality, then we should redirect attention away from the technology and make efforts to ensure that course quality is optimized. The main benefits in online and blended learning seem to accrue from teachers who design courses with more opportunities for active learning. In this regard, online technology is an ally because of the potential to increase engagement; however the success of these approaches differs amongst instructors, courses, and disciplines. Though we can draw on other studies to make predictions about what might happen when change is introduced, it behooves us to make the effort to use a sound experimental approach to assess whether local practices achieve their desired goals in specific courses. Furthermore, this is not a practice that occurs once during course development, but rather continues as a course is remodelled in response to evidence that is accumulated.

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Part V. Long Term Planning for Online Learning at Queen's

Scope Any exercise such as this must consider the concerns of all of the parties affected by the policies. Many of the entities have developed their own policy statements, which must be considered in relation to recommendations on where to go next. In an effort to come closer to a resolution on this important problem, we recognized that our tenure on this committee was insufficient to address all of the long term planning issues that we identified. However, we hope that the report will serve as a foundation for continuing efforts to build a successful online learning portfolio.

Input from Stakeholders

Undergraduates (AMS)

The Alma mater Society has prepared a policy statement on its position in relation to online learning33. Excerpted from Section 24. TECHNOLOGY AND VIRTUALIZATION IN THE CLASSROOM, the Policy Manual states:

24.1 The AMS recognizes that emerging learning technologies may serve to significantly augment and enhance teaching and learning in undergraduate education. In particular, the AMS recognizes the value of virtualization in the form of lecture capture and believes it should be embraced and utilized under suitable and well defined conditions as a valuable and useful delivery mechanism for education. The Lecture Capture System consists of an audio or audio-video stream recording of lectures, often accompanied by PowerPoint Slides or other electronic documents. Lecture recordings can be posted and subsequently viewed by students at their leisure where they are able to pause, rewind, and fast forward recordings.

It is the position of the AMS Assembly that:

• The introduction of virtualization should be designed solely to enhance learning and educational access and not as a cost-cutting measure. • The implementation of virtualization should be based on the suitability of the particular course and guidelines should be developed for these determinations. • Virtualization should not be introduced uniformly but rather on a course by course basis within departments. Assessments should be approved by department heads with appropriate consultation. • Where modes of virtualization have been introduced in the classroom the university should establish key performance indicators to assess the a great deal of merit in promoting and viability of these measures. These indicators could include mark distributions, student exit surveys and

33 http://www.myams.org/media/94193/AMS%20Policy%20Manual-Part3%20-%20Representation%20Policy.pdf

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attendance. Each department should annually review and report on this data for a period of three years after implementation. • Virtual learning shall be accessible to all students enrolled in a course where it is offered. Efforts need to be taken to ensure necessary resources such as computers are available in sufficient supply to access on campus as well as considerate of varied learning and physical abilities. • The Supplementary/Hybrid Model of Lecture Capture, where lectures are recorded while courses proceed in a traditional manner so that they can be subsequently accessed by students online, should be offered where possible. • The Course Redesign Model of Lecture Capture, where courses are comprised of pre-recorded lectures in place of traditional classes, in conjunction with small-group face-to-face learning, should be carefully planned and incorporate effective face-to-face interaction, as well as a well developed contingency plan and consistent review of key performance indicators. • The Replacement Model of Lecture Capture, where courses are taught solely through online lectures, can be used to enhance the accessibility of post-secondary education. However, mandatory courses should not be exclusively offered in the Replacement Model, students should have the option to take mandatory courses in an alternate form. • The University should explore alternative modes of virtualization in the delivery of education to promote active engagement. Alternative modes could include the instantaneous response system, also known as clickers, and virtual learning environments, such as Moodle. • The Centre for Teaching and Learning should be consulted throughout the planning and implementation process of any form of virtualization.

The policy positions advocated by the AMS reflect a focus on the needs and priorities of the undergraduate population. The SAPTF would like to offer a few comments on the policy in relation to how it influenced our recommendations.

Significance of lecture capture: The reputation of lecture-capture is one of the reasons some faculty and students dislike "online learning" as they view it as inferior to a real lecture, despite the convenience factor. When lecture-capture was introduced to the university, there was a fear that the "canned" lectures would be a step toward replacing face-to-face lectures and become the sole content of online courses. A captured lecture can be a valuable reference for a student that attends (or misses) the live lecture. However, as a teaching tool, it can be argued that a 50 min captured lecture is not a very effective teaching tool. The technology could be used to create teaching vodcasts - short segments that can be used as a tool that precedes active learning classroom activities or tasks.

March 2013 AMS Town Hall on Online Learning

In March, 2013, the SPTF attended a Town Hall meeting organized by the AMS. The main topics for discussion were:

1. What are the benefits and challenges of online learning? 2. Are Queen’s courses flexible enough in their delivery methods? 3. Massively Open Online Courses (MOOCs)

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This Town Hall was sponsored by the AMS, and advertised by the AMS and SGPS. It was moderated by Isabelle Duchaine (AMS Academic Affairs Commissioner), with SAPTF members Eril Berkok, Mark Swartz, and Terry Bridges, and 6 students attending (all undergraduate). The discussion was wide-ranging, with the following questions and themes explored.

What are the benefits and challenges of online learning? There was consensus that not all courses should be online. Queen’s courses need to have a face-to-face component, to allow personal contact, to engage students, to enable spontaneous, off-the-cuff discussions, and to hold students accountable. One student commented that an online forum could never replace a discussion group, while another mentioned that face-to-face contact between student and instructor was more efficient than email.

There were concerns expressed that online courses were being created to save or make money, by increasing course sizes, and that online courses would increase student to faculty ratios. Concerns were also raised about the academic integrity of online assessment. There is also an issue that online courses, with more students, will increase the workload on instructors through more student questions and the need for more office hours.

However, one student reported a positive experience with MATH 121, a completely online course. This student has trouble concentrating in large lecture halls, and found it to be helpful to view material online and be able to pause and reflect. Another student commented that online courses could be used to increase the number of courses offered, especially in some departments where the course selection is currently quite limited.

In contrast to the concerns expressed with online courses, there was support for blended courses, where some material is put online, and class-time used for group work and discussions (e.g. the flipped classroom).

There was a discussion that online learning could lead to student disengagement if done poorly; but if done well (e.g. with the proper balance of face-to-face and online components), it could lead to greater engagement. It was pointed out that current students are more distracted and that they learn differently than students did in the past—online learning can help.

Are Queen’s courses flexible enough in their delivery methods? Some students felt that online courses can lead to greater flexibility, while other students felt the opposite. For some students, online courses are too flexible, and that online course work can be too easily ignored. One student commented that that online courses work best for active people, who take more responsibility for their own learning.

One student in attendance emphasized that online courses should be used to increase the number and variety of courses offered through Queen’s. It was mentioned that students were often disappointed that some courses included in course listings were not offered or only offered in one time slot. Online course offerings could make it more financially realistic to offer less popular and specialized courses more frequently.

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In consultation with various student societies, one perceived opportunity for online learning was to offer online components in mandatory courses. The particular benefit stems from taking mandatory courses - which are by definition inflexible in the sense that they students must enrol in them - and adding flexibility by taking the information delivery component (i.e., lectures) which solicit little engagement or active learning and putting them online, where that information can be accessed anytime.

Massively Open Online Courses (MOOCs) At least two students present had taken a MOOC. One student had taken an MIT Open Sourceware calculus course, and found it very easy to use. Issues of high MOOC dropout rates and challenges of accreditation were raised. Some students felt that Queen’s students would take MOOCs if it would count toward their Queen’s degree. One student took a MOOC to get access to a well known professor at another university. A comment was made that dissatisfaction with the quality of Queen’s instructors can lead to skipping lectures and students looking at material online. It was recognized that some institutions (e.g. Harvard) host MOOCs to increase their reputation, and could afford the costs of doing so. However, the use of MOOCs was felt to not be an appropriate use of Queen’s funds, with the current budget situation and the recognition that MOOCs don’t bring in money. The question was asked whether MOOCs are aimed at branding or learning? One would want to be very selective about who teaches MOOCs, with our best instructors teaching them.

Further Consultations with Student groups

In addition to the Town Hall, in his capacity as incoming AMS President, SAPTF member Eril Berkok conducted a series of consultations with various student groups (Arts and Science Undergraduate Society, Engineering Society, Commerce Society, Nursing Science Society, Aesculapian Society, Physical Health Education & Kinesiology Students Association, Computing Students Association, and the Concurrent-Education Students Association.). In general, these responses from students suggest that they would like to see policy regarding technical failures during online quizzes, regulation of ancillary fees to fund the development of online courses, more access to course information such as syllabi, offering course material in a variety of formats to cater to multiple learning styles, more clarity in transfer credits process, and LMS changes to improve the ease of use.

Question 1: What would you ideally want out of an online course?

• Online courses and their course materials should only be funded through tuition fees, and not in any part through additional ancillary fees. • More concerted effort needs to be made to provide access to course syllabi to enable students to tailor their course selection to their learning styles. • Contact with professors - through email, forums, or other online channels - should be reliable and consistent, and should not be reduced. • Online evaluations and feedback should be timely, especially if marked automatically. • Peer-to-peer learning should be promoted via this format (i.e. online forums, peer assessment, etc.) - classrooms aren't just where learning is done but where relationships develop, and we need to retain that.

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• There needs to be support in first year especially coming out of high school - online learning is a big leap on top of the adjustment between high school and university. • Providing the same course material in a variety of formats - in-class, lecture capture, posted complete note, audio, etc. - is crucial to accommodate multiple learning styles.

Question 2: Are there problems that you encounter with online delivery technologies such as Moodle, Medtech (or other ones)? If so, what are they? Do you perceive any opportunities for improvement?

• LMS interfaces need to be designed in a way that is easy and transparent for students, faculty, and staff to navigate and use. • Faculty and teaching staff must make use of support resources and must be supported in delivering high-quality online courses. • Unify, or give the option to, faculty to see the student view of their LMS works when there is a discrepancy. • Centralizing of online courses into one LMS is preferable. • A policy must be developed to accommodate situations whereby technical failures prevent access of online evaluations.

Question 3: Many people have all sorts of life commitments - work, family, athletics - that the traditional in-class lecture format of university can be difficult to work around. Do you find that Queen's course offerings have enough flexibility in their delivery method?

• Particular attention should be paid to add online components to courses that are mandatory and not often offered in order to most efficiently expand on program flexibility. • Deadlines should be flexible especially for employed students who may not have consistent work schedules and thus cannot access the internet regularly. • More summer courses, more online courses outside of the obvious suspects such as first year big courses (upper year, core courses, etc.) • Explore flexibility within a course (i.e. here are all the assignments, make sure they're done by the end of the term) • Would be ideal to offer both in-class and online courses to maximize accommodation of learning styles. Beyond these two, be creative in how you deliver the same information. • Needs to be more transparency in transfer credits - i.e. Athabasca 4th year French translated to 2nd year Queen's equivalency. • Explore non-traditional term when speaking of online courses (i.e. Have a course that persists between August - February)

Summary

There was recognition amongst students that online learning is here to stay, and provides many opportunities. Our impression was that students expected the university to ensure that online learning

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was incorporated wisely to advance student learning, balancing student needs and preferences with pedagogically-driven online course offerings.

QUFA

In February 2013, the SAPTF hosted a meeting with representatives from QUFA including P. Young (President), M. Jones, K. Norman, D. Beauchemin, and E. Hanson. QUFA provided a policy position, pasted below:

QUFA members have a broad interest in curriculum development including various forms of online, distance and blended learning. The QUFA Executive endorses the following suggestions and cautions for the development and use of online resources within our curriculum. We are also aware of a number of potential issues relating to IP and workload associated with some of these endeavours although we have not directly addressed them here. [v/ol = virtualization / online learning]

1. Rather than promote v/ol in general, Administration should put emphasis on facilitating initiatives for v/ol that are generated by faculty to improve the learning experience.

2. V/ol should be pursued for purposes of academic enhancement, not primarily to cut costs or stretch resources. Administration should encourage and support strategies to verify academic enhancement.

3. Academic planning and policy about v/ol should be evidence-based. That is, introduction of any course or programme involving v/ol should be based on persuasive evidence of v/ol’s effectiveness for that application.

4. Queen’s must be sensitive to disciplinary and other situational differences, i.e., it must recognize that v/ol may be suitable for some situations but not for others. To that end, individual units should be allowed to set limits on the type and number of online courses that may be applied to their degree requirements.

5. Queen’s should rewrite its current institutional definition of “blended” learning, which stipulates that online components are added to offset reductions in face-to-face time between professors and students. In other words, “blending” should involve the adding of v/ol, or the use of v/ol to substitute for text-book learning, but should not entail reductions in contact hours between students and professors. The definition should highlight academic benefit rather than focus on cost-reduction.

6. Just as Queen’s used to limit the number of off-campus courses that could be counted toward a Queen’s degree, it should consider limiting the number of applicable online courses; one way to do this while allowing for disciplinary differences would be to allow units to set an upper limit to the number of online courses applicable to each of their Major, Medial, and Minor degree plans.

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7. Online courses and “blended” courses (so long as the latter continue to be defined as involving reduced contact hours) should be considered as course variants and should be vetted separately by curriculum committees.

8. Variant courses (as per recom. 7) should be indicated as such in Queen’s calendars and on transcripts.

9. Online variants of courses also offered on campus at Queen’s should be reviewed periodically to ensure academic equivalence.

The policy positions advocated by the QUFA Executive reflect a focus on the perceived needs and priorities of the faculty population. The extent to which this policy statement reflects the positions of the broader QUFA membership is unclear. The SAPTF would like to offer a few comments on the policy in relation to how it influenced our recommendations.

There are a number of recommendations that speak to the importance of adhering to academic priorities rather than financial. In this respect, the SAPTF wholeheartedly agrees. However, we do not concur with the argument that online approaches should have a greater barrier to climb than other teaching approaches. For example, there is a dual standard that places a burden on online technology that is never faced by a lecture course. The SAPTF advocates efforts to improve the quality courses through evidence-based practices, but argues that the quality of a course has much less to do with the technology than the course design.

We feel that there has been undue emphasis on the definitions of different teaching modes. For example, the FAS BLI has provided a working definition for blended learning in the context of their program priorities. There is no reason to argue that their adoption of this definition and the conditions associated with the BLI requires the terminology to be imposed on other Arts and Sciences units or across Faculties, and any arguments about the definitions detract from more important issues. We have made suggestions for specific working definitions to be used in university-wide discussions, but at best these will also be context dependent.

There is a suggestion in recommendation 6 that online courses are inferior and that limits must be imposed on academic units to ensure academic credibility. The SAPTF rejects the notion that the style of delivery can be used in any manner to assess the quality of courses.

We note that issues related to identification of course variants have been addressed recently through SCAP, and we concur with their position.

Departments

A survey was conducted in February 2013 in an effort to assess the interests and concerns of unit heads, reasoning that they would be in the best position to assess where their units would be positioned in relation to online learning in the near future. A survey was sent to Departments Heads to explore

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current and future plans for online and blended learning courses. There were 17 respondents from 15 individuals representing a selection of departments (Heads, Undergraduate Chairs, or their delegates) from the Faculties of Engineering and Applied Science, Arts and Science, Health Sciences and the Schools of Music, Religion, Computing and Queen’s School of English. There was no input from Fine Art, the School of Kinesiology and Health Studies, the School of Business or the Faculties of Education or Law. While there was input from the Schools of Nursing and Rehabilitation Therapy with in the Faculty of Health Sciences, there was no input from the School of Medicine. Some of these omissions are important because of the involvement of these units in blended and online education (especially Business, Education and Medicine). The main findings are listed below:

Of the Schools and Departments who responded that they provided fully online courses, the number of such offerings ranged from 1 to 74 courses, with most reporting 5 or less. One group identified that they had proposed the development of an online course but that this request had been denied. Few respondents anticipated significant growth in fully online courses over the next five years, with only 4/17 (30%) responding that there would be greater than 10% online courses in their unit in that time frame. There was greater enthusiasm for blended courses – 9/17 (54%) felt that greater than 10% of their course offerings would be online in five years, with 42% feeling that this would represent 25% or greater of courses. Most respondents felt that instructors were neutral or negative towards blended or online courses, with fully online models the less popular of the two. They identified more student enthusiasm for both types of offerings. Few respondents identified concrete measures of success in blended or online learning other than student grades and increased enrollment. One person noted that it would be important to measure outcomes beyond student satisfaction, but did not offer any concrete suggestions.

Blended courses were felt by 50% of respondents to increase student engagement with course material; a majority of respondents felt that such courses were beneficial as they were able to accommodate a variety of learning styles and facilitate peer-peer interaction and learning. In contrast, online courses were largely felt to be valuable because of the ability to increase access to students unable to attend a residential university and to increase revenues for the institution.

Heads were asked to estimate the fraction of courses in their department expected to be offered online five years from now. The majority of respondents (71%) thought that their online course repertoire would be between 0-10% of their offerings, and 18% thought between 10-25% of their curriculum would be offered online. The 5 year horizon for blended learning suggested Heads felt the blended courses would increase in prominence. Less than half felt that fewer than 10% of their courses would be blended, and about 1/3 thought that 10-50% of their curriculum would be blended. Almost 1/5 of the respondents thought that blended courses would represent more than half of their curriculum in five years.

Some survey respondents expressed skepticism regarding the ‘pedagogical value’ of online education, indicating the value, perhaps of a central resource summarizing available research related to online and blended learning, perhaps highlighting best practices and showcasing local success stories. The most

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consistently identified disadvantage to online learning was the level of technological expertise required of a faculty member in order to engage in this type of instruction. In general, the concerns expressed by Heads mirrored those expressed by individual faculty.

All respondents thought that a benefit of online courses was the ability to reach new students who can't attend campus. About half thought this would be beneficial in terms of revenue for the department, and capacity for programs.

Continuing and Distance Studies in the Faculty of Arts and Sciences

In all units but FAS, the development of online courses falls within the domain of the academic units. With expertise in the technology side of online teaching, CDS has also participated with the BLI. As a non-academic unit in FAS, CDS plays a unique role within the University in teaching and learning. Its original role was to offer distance courses, with its first offering in 1888 (yes, 1888!). Its main role in the 1990s was to offer summer courses on the main campus. In recent years the FAS has eliminated summer residential courses because of low student demand, and transitioned to online courses, targeting both distance and on-campus students. The repertoire of courses includes in-term offerings and summer courses. New courses are solicited in areas where there is highest student demand from residential students, where the most outgoing Letters of Permission are requested, and where courses are needed to satisfy program and plan requirements for distance students. CDS pays departments for development of new course, and a course is created that serves the priorities of FAS, and the academic needs of a department, its faculty members and students.

The nature of the input from the community suggests there are a number of real and perceived problems with the current approach adopted by CDS. The unit falls within FAS, and thus we feel any review needs to be initiated through FAS. However, we also feel that this report can help identify the problems and propose solutions. We note that this SAPTF exercise comes at a time when online teaching is being assessed at multiple levels, and the financial particulars are changing as a result of the new activity-based budget model.

As with other aspects of online teaching, individuals raised specific and general comments about the practises in use at CDS. Based upon the surveys and comments we received, we can identify a set of specific concerns, and offer some comments and context that should clarify the situation.

1. Financial and material support. From the outset, we must stress that any FAS department that wishes to mount and run an online course is free to do so using departmental resources. They are not required to involve CDS in any manner, but they bear the responsibility of financial and administrative support. Most often, the overarching priorities of a department align with those of CDS, namely that there is a critical mass of students sufficient to merit investment of resources to create and run a high quality course. In the previous budget model, there was little incentive for departments to create their own summer courses. However, in the new budget model there may be more incentive for departments to be proactive if new revenue may compensate for the additional costs. Ideally CDS would be in a position to offer suites of courses more effectively than could individual departments due to the economy of

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scale and centralization of expertise. For example, the links between the student, the course, and the Registrar would be more challenging to navigate if each department ran online courses independently.

2. Course development. It could be argued that faculty members who teach traditional courses receive no training in teaching or pedagogy, but are able to make it through lecture-based courses on knowledge of the specialty. Individual lecturers may be more gifted speakers, more motivated educators, more knowledgeable topic experts, or more on top of pedagogical research. These weaknesses, for the most part, do not prevent faculty from mounting traditional lecture-based courses. For courses to increase their use of online technologies, a faculty member needs to be more tech savvy, and despite the best intentions, some faculty may not be able to mount effective online activities. The worst of all options is an online course that simply posts packaged Powerpoint presentations or readings. In an ideal world, an individual anxious to adopt online technologies would be able to go to a centralized support unit and resolve the pedagogical, technical, and administrative problems. At the moment, there is no such centralized support. An FAS faculty member who wants to resolve problems in her own online course usually goes to colleagues who have faced the same challenges, CTL for advice on teaching, and ITS for purely technological problems. For fully online courses, the CDS alternative is attractive because that is where the collective expertise currently resides, but to some extent duplicates expertise with CTL and ITS.

3. Course design features. The direction of CDS is such that they are actively promoting course design features that they believe are grounded in sound pedagogy. As a result, they vigorously promote adoption of specific active learning features in new courses, and during the course redevelopment that occurs on a regular cycle. We feel that CDS has the required expertise to identify tools and approaches that, in general, facilitate active learning. The extent to which an instructor/developer cedes control over the approach is a source of friction. There is some concern that individual elements may not be well suited for specific courses. In such cases, CDS needs to make a better case for why particular features are pedagogically sound, because if an instructor is not convinced of this, then the assumption is that an approach is being driven by other priorities. For a true partnership to succeed, both sides need to have a better understanding of their partner's position. We confess to being at a loss at how to accomplish this other than with time and ongoing discussion between the participants, perhaps bringing into the discussion colleagues who have faced similar challenges.

4. Curriculum integrity. An ongoing challenge to CDS and others has been the extent to which an existing course number should be useable by course variants. With respect to online courses specifically, the easiest route for CDS is to ensure that a new online course is fundamentally equivalent to an existing course. How this is done is a matter of debate. On one hand, there is an expectation in some core courses that specific knowledge or skills are gained, and the success of the curriculum requires specific aspects of that individual course. In other cases, the specifics of the courses are relatively unimportant as long as the general goals meet the expectations of the department. For example, Undergraduate Chairs are regularly asked to approve transfer credits from other accredited institutions where the specifics of the course may differ. In some cases aspects that may be important to the home department are less important to other departments. Because the expectations and constraints in courses exist on a

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continuum, communication about the requirements is essential. It is incumbent on the partners to recognize that the specifics of an online course often have complex consequences and the academic department is in the best position to explore the broader ramifications of any deviations in course variants. CDS or Departments can initiate a review of an ongoing online course. The extent to which this obviates review externally is vigorously debated.

5. Compensation. There are a number of challenges that arise because of the nature of CDS as a non- academic unit, and the less conventional nature of the services they provide. The issue of course development compensation frequently arises because it is seen as FAS money that could be diverted to departments. Once a contract is signed, the degree of oversight by the department appears to vary widely. The business plan would seem to take into consideration the direct and indirect costs of online development and the projected returns over a period from additional revenue as a result of enrollments. The particulars will likely change with the application of the new budget model.

Practices for hiring to do the teaching of the course also differ widely between departments. The instructor may or may not have been involved in the development process. The process by which the instructor is selected is left to the department. The practice used by some departments to identify individuals through the Appointments Committee seems to be the most robust approach.

We received suggestions that the compensation for teaching a CDS course falls short of the QUFA-based levels for faculty and teaching fellows. CDS has advised that the compensation rates meet with the guidelines set out in the various collective agreements, and we have not pursued the issue further.

6. Intellectual property. When CDS draws a contract for course development, the negotiating party is the Department (via the Head), which in turn reaches an agreement with individuals prepared to help develop the course. The faculty developer owns the IP in the course content that he or she created, and the University has a non-exclusive, non-royalty bearing license to use the course content for the purpose of teaching Queen's students.

Outstanding questions in relation to CDS

Our goal was not to conduct an external review of CDS, but so many of our comments dealt in one way or another with CDS and associated FAS initiatives in online learning. To the extent possible, we sought to clarify misunderstandings and points to opportunities for improved relations within FAS. Nonetheless, there are several outstanding questions that merit articulation of policy from FAS.

What happens if an FAS department wants to offer an online course outside the structure of FAS? CDS has a vital role in developing, promoting, and operating online courses for FAS and the broader Queen's community since students from all faculties take CDS courses. Their integrated services make it simpler to offer and take online courses. However, we could find no relevant policy on what would happen if a department chose to offer an online course independently of CDS. The main obstacles for a department would appear to be the loss of promotion to potential students, the lack of support that would enable

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individual departments to mount courses, and uncertainty about a funding formula that makes the benefits of doing so clear to departments.

What is the role of the department in the courses CDS offers? In an informal survey of online offerings, it is clear that there is a great diversity in the nature of commitment from departments. Some individual courses are projects oriented around individual faculty, where the department plays a more passive role. In other cases, the department is the driving force, with the faculty playing more of a supporting role. In some cases, the lines of communication bypass the undergraduate chair and undergraduate studies committee. We see an advantage to articulating more standardized and explicit departmental expectations, where each course offering has received broad approval within the department.

What happens when disagreements arise between the parties? From our information, most departments have a good relationship with CDS. However, there should be formal mechanisms in place to deal with those rare situations where CDS, departments, and faculty have diverging positions. When this has happened in the past, it has created situations that become lightning rods for online teaching, and garnered a disproportionate attention. To avoid future problems, we stress the importance of effective communication between the interested parties, and emphasize that the Head has a vital role in ensuring that choices made reflect the appropriate balance between the priorities of the parties involved, from the Faculty Office through to students.

University and Senate

In preparation of this report, we tried to identify areas of conflict, approach them from an analytical perspective, and search for common ground for evidence-based positions. One area where we found little to work with was the concept of academic freedom as it applies to teaching. This is an issue that would seem to merit some proactive action on the part of Senate, because it is quite likely to rear its head in the future. In the following passage, we discuss our perspective on the relationship between current practices in relation to teaching quality.

Academic Freedom and Quality Assurance: Some degree of transparency and cooperation is needed so that courses ‘fit’ into the curriculum and provide students with the requisite knowledge, skills, and values to succeed in further studies and in their discipline. Some might conclude therefore that decisions about course objectives, assessment practice and learning activities cannot be made in isolation by individual instructors or differ from year to year, but should be made collectively by the departments or areas that are responsible for ensuring that students meet degree level expectations upon graduation.

At the other end of the spectrum, some believe that academic freedom means that instructors are free to do what they want behind the classroom door as long as they cover the content outlined in the published course description and meet with their students for the published number of contact hours. In this sense, a requirement to articulate and assess course objectives would infringe upon their academic freedom. Furthermore, a requirement such as that in medicine, that no more than 50% of contact time can be used for didactic lectures, would constitute a serious assault upon their academic freedom.

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To promote and ensure quality learning experiences for our students, it will likely be necessary for all instructors to cooperate with some agreed upon design and/or teaching practices. Figuring out what this means in terms of academic freedom is crucial. To the degree that academic freedom is viewed as a faculty member’s inalienable right, so too should access to a coherent, effective (evidence-based) learning environment be seen as a student’s right. Balancing the two will require some compromise.

In a related vein, but not within the scope of this report, teaching, like research, would benefit from peer review. Opening up the classroom door and inviting our colleagues in to observe or co-teach can be threatening. Whereas our research and writing is open for public display and comment, often our teaching is treated as a very private matter. This may be the biggest impediment to moving forward. In some departments with which we are familiar, faculty members employ a type of apprenticeship model with their graduate students when it comes to research and teaching, but are still reluctant to open the classroom door to their colleagues.

MOOCs: Many top-tier universities in North America have become committed to the development and promotion of MOOCs. This remains an emerging field that should be approached with caution, pending the development of robust internal support processes including videography, instructional design and library/copyright clearance. Additionally, hosting such courses requires either a substantial investment in the LMS and support capacity, or an agreement with a commercial hosting provider. However, we note that at least one leading Canadian university, UBC, has made a major commitment to developing, promoting, and integrating MOOCs into their teaching34. The State of California has recently initiated legislation that would require state universities to accept MOOCs and online courses for credit, but only if the host institution did not provide its own version of the course35. The potential ramifications of this legislation are obvious and far reaching. Parallels have also been drawn to Ontario and how it is promoting the use of online teaching for its own purposes, and whether MOOCs will eventually obtain some form of accreditation.

Outside the University

In the past few years, there have been a number of important changes in the approach to online courses in Ontario. The 2010 Ontario Throne Speech and Budget announced an initiative to create the Online Institute, which was portrayed as means to "bring the best professors from Ontario's postsecondary institutions into the homes of those who want to pursue higher learning". In 2010, the Council of Ontario Universities (COU) prepared a response describing the Ontario Online Institute: Achieving the Transformation 36. In the absence of clear direction from the Ministry of Training Colleges and Universities (MTCU), the COU document was deliberately ambiguous on how they would achieve this Ministry goal, but the argument was made that it would be best run through COU. In 2012, the Ministry

34 http://www.tonybates.ca/2013/03/12/ubc-is-going-big-with-online-and-flexible-learning 35 http://www.nytimes.com/2013/03/13/education/california-bill-would-force-colleges-to-honor-online- classes.html 36 http://www.cou.on.ca/publications/reports/pdfs/cou-onlineinstitutesubmission

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of Training, Colleges, and Universities produced a report Strengthening Ontario's Centres of Creativity, Innovation and Knowledge37. From their report (p 19):

More widespread use of technology-enabled learning has the potential to increase access for all learners, particularly those who are prevented from attending in-class education as a result of barriers that may be financial, geographic, physical, family-related, or work-related. Innovative applications of emerging technologies not only offer flexibility in time and place of delivery, but also could support improvements to the teaching and learning process. However, consideration must be given to the appropriate level of technology integration and the appropriate instructional support for different groups of learners and for different program areas.

Technology-enabled learning can also promote inter-institutional collaboration, coordination, and more efficient use of resources through the sharing of course development and delivery services, ultimately leading to more choice for students, improved pathways for student mobility, and potential cost efficiencies for institutions.

Some options we could explore include the following:

• More widespread use of technology in the classroom. • Revamping the vision for the Online Institute to provide Ontario students with online degree and diploma options to serve students who prefer to learn online, lifelong learners, and students with dependents who are unable to easily attend physical campuses

The MTCU document advocates clearly for more online courses, and there is a sense within the documentation that this is an effort to create opportunities for potential students. Their stated goal is to have 70% of Ontario's population with some form of undergraduate degree facilitated by a broad spectrum of online course opportunities. There is also an undercurrent of financial expediency, where the Ministry sees opportunities for efficiency-focused strategies that make better use of the province- wide schools that it supports.

COU continues to consider mechanisms to meet the goals set out by MTCU. They produced the October 2012 report Transforming Ontario Universities38 as a response to MTCU's Strengthening Ontario's Centres of Creativity, Innovation and Knowledge. They are also working specifically on the development of an online educational consortium to support the expansion of online courses. In an August 2012 meeting, a working group discussed the characteristics of such a consortium, from the mechanics of a centralized Ontario Online Institute that offers courses and degrees, to mechanisms to create an infrastructure that supports online learning technologies. The goals of the consortium, derived from the COU document Ontario Universities Online are to:

• Improve access to online courses and programs offered by Ontario universities for students across Ontario and in other jurisdictions

37 http://www.tcu.gov.on.ca/pepg/publications/DiscussionStrengtheningOntarioPSE.pdf 38 http://cou.on.ca/publications/reports/pdfs/transforming-ontario-universities----cou-submissio

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• Improve credit transfer of online courses • Expand the range of online course and program offerings • Introduce a new pathway to university education, through open access to a range of courses, and a way for students to bring their success in open-access courses to an admissions process • Create a platform for faculty to share and collaborate • Improve the quality of technology-enabled learning- both for fully online courses and programs and blended approaches that include face-to-face and online learning approaches • Use the universities' resources that support online learning more effectively and efficiently, through collaboration among participating universities.

Thus, between MTCU and COU, there would seem to be an inescapable momentum toward an increase in the Province's online curriculum, with the goal of ensuring that the efforts have broader benefits to the application of online teaching technology and course quality in general.

In serving on this Senate committee, we get the impression that a great deal of time is being spent on discussing the merits of online technologies when the reality is that online courses will become more prevalent whether we participate or not. The overarching message that the SAPTF would like to send is that it is time to accept the case for the merits of online teaching technologies, and devote our collective energy to ensuring that Queen's renews a focus on course quality. Whether or not the OOI is created, and if so, whether or not Queen's joins the consortium, well constructed, well supported, technology- enabled courses will have an important role in our curriculum.

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SAPTF Recommendations and Conclusions for Long Term Policies Related to Online Learning The SAPTF has spent considerable effort exploring the policies and practices associated with online learning at Queen's. There is a long history of vigorous debate amongst people with highly divergent views. We have sought to find common ground, but where that is impossible we have promoted positions that reflect the consensus position of the committee.

14. Senate should elaborate on the relationship between academic freedom and teaching practices.

The umbrella of "academic freedom" has been used to justify many policies and positions, but the committee could find no direction on how academic freedom applies to teaching. A review of courses by a Faculty constrains on how courses are designed and taught. If a department or an individual faculty member deviates from the approved design, it is unclear whether this constitutes legitimate academic freedom, or whether that principle is just a means to circumvent bureaucracy.

15. Senate should require Schools/Faculties to articulate standards in terms of design, delivery and support for online courses and work in partnership with their departments/areas to ensure that these are met.

While individual departments are free to offer their own online courses, we recommend that these efforts be coordinated at a Faculty level to ensure consistency, quality and the efficient use of resources. In such a partnership model, the centralized Faculty/School office would consolidate expertise, unify offerings, expand the online curriculum, and coordinate advertising and administration. This would ensure a consistent look and level of student support across all Queens’ online courses. The department would be the academic partner that sets the learning objectives, assessments, and learning activities to be incorporated into the online environment as well as facilitating student learning throughout the course. A close working partnership will ensure that Queen’s online presence meets high standards, is integrated into department’s overall curriculum, and is a reliable resource for distance as well as residential students.

16. FAS Department Heads need to take a more active role in ensuring that courses offered through CDS meet departmental requirements.

The adversarial relationship between CDS and some faculty and groups is an ongoing problem because it detracts from issues that we believe are far more important. CDS and BLI should be viewed as mechanisms to achieve academic goals identified by departments, and many departments have formed productive relationships with CDS. The efforts by CDS to consolidate expertise, unify offerings, manage the online curriculum, and coordinate administration seems to be a well constructed mechanism to operate FAS online courses. However, we are aware of a few instances where faculty developers and CDS have strong disagreements about the goals and approach in online courses development and review. It strikes us that Department Heads are in the best position to ensure that the online courses meet departmental requirements: they need to be active participants and not bystanders in the process of online course development, review, and approval. Any decisions made should ensure that there is

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robust discussion at the department level particularly with their Undergraduate Chairs and Undergraduate Studies Committees.

17. FAS departments should consider bringing their online courses into formal teaching assignments, to better ensure that the courses integrate with course and program expectations.

The process for oversight and review of courses by CDS is robust, and surpasses what most academic units do with their own courses. However, the operational distance between CDS and departments catalyzes concerns about course oversight. If the online course became part of the regular teaching load, it is far more likely to gain the appropriate level of departmental attention. The nature of an online course is such that it should be assigned only to faculty who are willing to teach using online technology. In this scenario, funds from CDS would be equivalent to overload pay (in the case of regular faculty), and be used within the department for its own priorities.

18. Queen's should not become involved in MOOCs until and unless there is greater support for online learning

The recent surge in the profile of the Massive Open Online Course (MOOC) has triggered much discussion about the merits and potential of this type of course. These are courses that are created by individuals, building upon their own teaching portfolios. They require a great deal of work on the part of the individual, typically far more than is required in a traditional or online course39. The informal or formal association with internationally renowned universities gives a MOOC an important degree of credibility. A MOOC must possess a certain degree of credibility lest it lose its audience to one of the same subject offered by the most credible institution in that field. Many questions remain about the role the MOOCs will play in undergraduate education in the future. Though we see no harm in supporting a motivated faculty member who wishes to develop a MOOC, we do not see them as an institutional priority. There needs to be broader support for online learning in general, and it would be helpful to see developments on the question on accreditation.

19. Queen's should remain involved in discussions exploring the creation of the Ontario Online Institute.

There is a great deal of uncertainty about the future of the Ontario Online Institute given uncertainties in the priorities of the current Government of Ontario. Though the SAPTF sees no reason to lead the charge, we certainly don't want Queen's to be marginalized should the initiative gain momentum.

39 http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview

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Luxton-Reilly A (2009) A systematic review of tolls that support peer assessment. Computer Science Education 19: 209-232. (Link)

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Mazur, E. (2009). Farewell, Lecture? Science 323: 50-51. (Link)

Means, B., Y Toyama, R Murphy, M Bakia & K Jones. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta- Analysis and Review of Online Learning Studies, Washington, D.C., 2010. (Link)

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Moisey, S (2004) Students with disabilities in distance education: Characteristics, course enrollment and completion, and support services. Journal of Distance Education 19: 73-91. (Link)

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Page 296 of 333 ITEM: Annual Report 2012/2013 (SCCAPL)

Senate Committee on Creative Arts and Public Lectures Annual Report 2012/2013 Presented to Senate on April 30, 2013

INTRODUCTION

The mandate of the Senate Committee on Creative Arts and Public Lectures (SCCAPL) is to review, initiate and recommend to the Senate policies for the enhancement and development of the creative arts as integral components of the Queen’s community. In addition, the Committee publicizes annually, and receives and adjudicates proposals for, the Brockington Visitorship, the Chancellor Dunning Trust Lectureship and the George Taylor Richardson Memorial Fund. The Committee also oversees the activities of the Rosen Lectureship Subcommittee.

ACTIVITES

An adjudication meeting for Brockington Visitorship and Chancellor Dunning Trust Lectureship nominations and applications to the annual George Taylor Richardson Memorial Fund competition to support the Arts at Queen’s, was held on April 11, 2013. The funding available for distribution was: Chancellor Dunning Trust: $5,414; Brockington Visitorship $13,838; and, the George Taylor Richardson Memorial Fund $ 41,756. For the second year in a row, all three funds showed a decrease in funding due to the drop in the interest accrued on the endowment funds.

Overall 17 applications were received and funding was provided to 15 applicants/nominees.

Approved awards are as follows:

Funds Title of project Nominator Awarded Requested Brockington/Dunning Requests

Michael M. Crow Greg Bavington, Innovation Connector $7,000.00 $5,000.00

Chancellor Dunning Requests

Margaret J. Wheatley Lisa Webb, Ban Righ Centre $16,000.00 $5,000.00

Professor Jeff McMahan Kerah Gordon-Solmon, Philosophy $5,150.00 $3,500.00

Akram Zaatari Sylvie Fortin, Agnes Etherington Art $16,000.00 $5,752.00 Centre

Page 297 of 333 ITEM: Annual Report 2012/2013 (SCCAPL)

George Taylor Richardson Memorial Fund Art

The Soloway Gift, Akram Zaatari, Jan Allen, Agnes Etherington Art Centre $30,000.00 $10,000.00 Rembrandt and His Circle Artignite 2014 Roxy Denniston-Stewart $3,000.00 $1,000.00

Z'otz* & Tammy Salzl Jocelyn Purdie, Union Gallery $8,222.00 $4,656.00

Drama

Support for Domino Theatre to host William Morrow, School of Religion $1,500.00 $1,000.00 the Theatre Ontario Festival Delicacy by Kat Sandler Craig Walker, Drama $5,000.00 $3,000.00

Film

Kingston Canadian Film Festival Alison Migneault, Marketing Coordinator $8,000.00 $3,000.00

Music

The Grant Hall Series Performing Arts Office $12,000.00 $10,000.00

E-Gré Prize Winner's concert in Dr. Cynthia Tormann, School of Music $1,000.00 $600.00 Kingston Queen's Guitar Festival Jeff Hanlon, School of Music $3,500.00 $2,000.00

Other/Multidisciplinary

Taryn Beukema Merilyn Simonds, Kingston WritersFest $4,000.00 $1,500.00

Lorraine Segato Abigail Bakan & Peter Thompson Gender $7,700.00 $5,000.00 Studies

The Irving and Regina Rosen Public Lecture Series was held on October 23, 2012. The guest presenter was Jacalyn Duffin, M.D. (Toronto), F.R.C.P. (C), Ph.D. (Sorbonne), Hannah Professor of the History of Medicine, Queen’s University. Dr. Duffin talk was entitled “The Queen’s Jews: Religion, Race & Change in 20th-Century Kingston.”

Respectfully submitted,

I. Zuk, Chair, SCCAPL

COMMITTEE MEMBERS 2012/13 Y. Liang, D. Santeramo, K. Sellers, L. Scott, D. Murakami Wood, D. Thompson, V. Chandler

Page 298 of 333 ITEM: Report to Senate (QUPC)

SENATE Responsibilities: David Bakhurst, QUPC Presentation Date: Tuesday, April 30, 2013 Time/Location: 3:30 pm; Robert Sutherland Hall, Rm 202 Support person(s): Alan Harrison

Report

Since I last reported on the Queen’s University Planning Committee (QUPC), the committee has met twice, on February 11, and April 15. On both occasions, the new budget model and the development of the budget for 2013-2014 were major items for discussion. Additionally, on February 11, the QUPC agenda included reports on the first two meetings of the Strategic Enrolment Management Group, and on the development of the Campus Master Plan, and on April 15, QUPC reviewed proposed changes to the mandate, role and composition of QUPC itself.

On February 11, the information provided to QUPC on the budget model and the budget for 2013-2014 was similar in scope and content to the information included the presentation at the March board meeting, which was also subsequently presented to Senate. The presentation on April 15 showed the effect on the budget for 2013-2014 of revised revenue projections, a major component of which was additional revenue from tuition. Revised figures for revenue 2012-2013 were also incorporated into the budget model, which led to increased hold-harmless levels of funding for Faculties and Schools in which the net budget in 2013-2014 would otherwise be less than the budget for 2012-2013.

Senate has also seen presentations on both enrolment and on the Campus Master Plan since the February 11 meeting of QUPC, which means that my report could most usefully conclude by offering a brief review of the discussion of QUPC itself at the April 15 meeting.

The main features of the proposed changes include an incorporation of many administrative functions of the Campus Planning and Development Committee (a Board committee with Senate appointees) into QUPC, broader representation of both the Board and Senate on QUPC, and responsibility for campus planning once the Campus Master Plan has been endorsed by the Board. Senate will, of course, have an opportunity to consider the mandate of QUPC at a future meeting.

I apologize that prior academic commitments mean that I cannot be at Senate’s April 30 meeting to respond to questions about my report.

Respectfully submitted,

David Bakhurst

Page 299 of 333 ITEM: Meeting Reports from Committees

Standing Committee Report to Senate Date of Senate Meeting: April 30, 2013

Committee Name: Senate Educational Equity Committee Date of Meeting(s): April 16, 2013

Discussion:

 Queen’s General Bursary (QGB) The University Registrar, J. Metcalf joined the SEEC and explained the QGB is a component of the Student Access Guaranteed Program which is directly tied to OSAP.

 Interest Student Category J. Metcalf informed that Committee that the Registrar’s Office has been working with the Faculty of Arts and Science to find ways to allow students to transfer from the interest student category. This is being done on an adhoc basis.

 Applicant Equity Census J. Metcalf did not think that a centralized Student Applicant Census process from Ontario Universities Application Centre (OUAC) would be the solution to increasing the return rate. He did suggest contacting the Council of Ontario Universities (COU) as they are in the process of preparing a report on surveying Aboriginal students.

 Accommodation Statement on University Syllabi The Committee was all in favour of endorsing the accommodation statement.

 Harassment and Equity Complaints. J. Whittaker, the President of ASUS, joined the Committee to discuss how harassment and equity complaints against faculty by students are handled. The Committee suggested ASUS work with the appropriate units to create a communication plan.

Decisions:  The Chair will send a letter to the Lead of the Education, Training and Awareness working group endorsing the accommodation statement and suggesting next steps.

Sincerely,

Michael Blennerhassett, Chair, Senate Educational Equity Committee (SEEC)

Members:

I. Bujara. J. Christie (Secretary), K. Conway, J. Cui, A. Girgrah, T. He, T. Lu, L. Purda-Heeler, N. Saleh, S. Shiels, G. Smith, T. Tang and V. McCourt.

Page 300 of 333 ITEM: Aboriginal Council of Queen's University Terms of Ref...

MEMORANDUM

To: University Secretariat From: Aboriginal Council of Queen’s University Date: April 18, 2013 Subject : Updated ACQU Terms of Reference

At its April 15 meeting, the Aboriginal Council of Queen's University (ACQU) endorsed the attached updated terms of reference document. This document integrates the ACQU's 2002 Terms of Reference, a 2006 ACQU action plan and a 2011 revision to the ACQU's membership. It also reflects the Ministry of Training, Colleges and Universities' 2011 Aboriginal Post- Secondary Education and Training Framework and was developed in line with Queen's Academic Plan, the ACQU’s 2012 Aboriginal education policy objectives and similar council documents from other Ontario universities.

The document details the ACQU’s purpose, mandate and membership. It now includes the establishment of a nominating committee and process relating to council membership and renewal. Flexibility is provided to the nominating committee in identifying nominees from across the local and regional Aboriginal communities to encourage a consistent and broad presence among this critical constituency of the ACQU.

Motion: that Senate approve the updated Terms of Reference as recommended and endorsed by the Aboriginal Council of Queen’s University.

Page 301 of 333

ITEM: Aboriginal Council of Queen's University Terms of Ref...

April 2013 ABORIGINAL COUNCIL of QUEEN’S UNIVERSITY

The Aboriginal Council of Queen's University (ACQU) was established in 1992, in conjunction with the Aboriginal Education and Training Strategy introduced by the Ministry of Education and Training (now the Ministry of Training, Colleges, and Universities (MTCU)). This document updates and integrates the ACQU’s 2002 Terms of Reference, a 2006 action plan, a 2011 revision to the ACQU’s membership, the Ministry’s 2011 Aboriginal Post-Secondary Education and Training Policy Framework, similar Council documents from other Ontario universities, as well as Queen’s 2011 Academic Plan and 2012 Aboriginal education policy objectives.

Terms of Reference

I. Purpose

The purpose of the ACQU is to ensure that for generations hereafter, Aboriginal peoples will have access to higher education at Queen’s University, and that the institution will be responsive to the broader needs of the Aboriginal peoples. Aboriginal peoples have distinctive educational needs. Queen’s University, the ACQU and the Aboriginal communities are dedicated to working in partnership to enrich the educational experience for everyone.

The ACQU is dedicated to ensuring that its mandate is upheld with the greatest respect for all parties involved. Decisions of the ACQU are made by consensus.

II. Mandate

The ACQU exists “to ensure that Aboriginal people are consistently and regularly engaged in decision making within the institution”.1 The ACQU shall be involved in all decisions affecting Aboriginal programs and services at Queen’s University. The ACQU has a university-wide mandate and is the principal source for advice, assessment and guidance to the Board of Trustee and the Senate with respect to Aboriginal programs and services, as well as supports for Aboriginal students. At the same time, the legitimate interests of the institution must be secured in respect of the authority it has over academic programs and the appointment of employees and approval of budgets. In keeping with this mandate and consistent with Senate's usual practice, Senate will refer matters concerning Aboriginal programs to the ACQU for review. All Aboriginal programs that are presented to Senate would normally have been reviewed by the ACQU.

The ACQU has a collective responsibility to represent the needs and interests of the Aboriginal community. More specifically, the ACQU is established to:

1 Aboriginal Post-Secondary Education and Training Policy Framework, MTCU, 2011, p 40.

Page 302 of 333

ITEM: Aboriginal Council of Queen's University Terms of Ref... 1. Foster an environment in which Aboriginal values are acknowledged and respected;

2. Provide advice on educational needs and interests of Aboriginal peoples and communities in which Aboriginal people live;

3. Identify priorities for strategies, programs and services to increase the recruitment, admission, retention, and graduation of Aboriginal students;

4. Assist in the development of procedures for the promotion of the university's programs and services to future Aboriginal students and communities;

5. Work in partnership to develop programs to meet the post-secondary educational needs of Aboriginal students, including undergraduate, graduate, and professional programs;

6. Assess and recommend ways in which courses of study may be offered off campus in Aboriginal communities;

7. Work in partnership with the university to assist in the development and administration of support services for Aboriginal students, which should include counseling, mentoring, access to elders and the development and promotion of scholarships, bursaries and awards;

8. Encourage and make recommendations on the recruitment, development, and retention of Aboriginal faculty members and staff concerned with Aboriginal programs and services; and make known the commitment of Queen's University to employment and pay equity;

9. Seek, monitor and evaluate funding for new and existing Aboriginal programs, courses and services, and give advice relating to funding proposals that address general and specific Aboriginal post- secondary education programs;

10. Review data on the recruitment, enrolment, retention and progression of Aboriginal students;

11. Provide input on annual budget allocations for Aboriginal-specific programs and services in order to make recommendations for long-term programs;

12. Work in partnership for the design and development of Aboriginal programs and services, as projected, for delivery by Queen's University;

13. Review Queen's University's implementation of ACQU recommendations;

14. Prepare an annual report of its activities to be presented through the Principal or delegate to the Senate and the Board of Trustees, and make this report widely available. This report will be tabled early each calendar year for the previous calendar year.

III. Membership

The ACQU is to be composed of representatives from Aboriginal communities and organizations in Ontario, Aboriginal and non-Aboriginal student representatives, senior university administrators, faculty and staff.

Given that the function of the ACQU encompasses education, policy, program, leadership, curriculum development and student support, its composition is designed to include representatives who can add meaningfully to the dialogue on issues being addressed. Further, it is important that the ACQU includes in its membership those who can act as agents of change to ensure that decisions come to fruition.

Page 303 of 333

ITEM: Aboriginal Council of Queen's University Terms of Ref...

The ACQU membership will have at least 51% representation from the Aboriginal communities. This may also include the Aboriginal student representatives from the Queen’s University community, if required. Institutional representatives will be appointed in a number not to exceed 49% of the total membership of the ACQU. A quorum shall consist of a majority of members, at least half of whom must be Aboriginal members.

The ACQU shall be composed of:

Queen’s University senior administration representatives (4) Queen’s University community representatives (5) Queen’s University student representatives (5) Aboriginal community representatives (10)

Secretary (ex-officio) (non-voting)

Queen’s University senior administration representatives

Queen’s University Principal or designate Provost & V-P (Academic) or designate Two additional senior administrators who can address the identified priorities of the university and the ACQU. These administrators can rotate each year.

Queen’s University community representatives (Faculty & Staff)

A total of five seats will be dedicated to faculty and staff members who may be involved in the development and delivery of academic programs and/or services of potential interest and/or targeted to Aboriginal students. The specific faculties, schools or departments represented may rotate to accommodate changes and initiatives pertinent to the work of the ACQU.

Queen’s University student representatives

A complement of five student representatives will be sought from the following: Queen’s Native Student Association (QNSA) Society of Graduate and Professional Students (SGPS) Alma Mater Society (AMS) Supporting Aboriginal Graduate Enhancement (SAGE) Aboriginal student at-large

Aboriginal students may be considered as external Aboriginal community members to achieve 51% Aboriginal community representation or quorum on ACQU, if required.

Aboriginal community representatives

Elder (1) National/Provincial/Territorial Aboriginal organizations (2-3), such as the Metis Nation of Ontario, Inuit Tapiriit Kanatami, National Association of Friendship Centres etc. Local Aboriginal community (urban & rural) (6-7)

Page 304 of 333

ITEM: Aboriginal Council of Queen's University Terms of Ref... These representatives would ideally reflect the local and area Aboriginal community and could rotate depending on availability. They could be representatives of Bands, Aboriginal community organizations and Aboriginal members-at-large. One community representative should be a Queen’s alumnus/alumna, if possible.

ACQU members shall select a university co-chair and a community co-chair from within the membership.

Aboriginal student and community members of the ACQU will constitute an Aboriginal caucus that may meet prior to ACQU meetings. The caucus will be chaired by the Aboriginal co-chair of the ACQU.

The provincial policy framework requires that “representatives from Aboriginal communities/organizations have direct access to the board of governors and the senate.”2 This can be done “by having the president serve as a member of the Aboriginal Education Council.”3 At Queen’s, this is achieved through the ACQU’s senior administrative representatives, who include the Principal or designate, the Provost and Vice-Principal (Academic) or designate and the other senior administrators or their designates.

ACQU Nominating Committee

An ACQU nominating committee, comprised of three ACQU university members and three ACQU Aboriginal community members, will solicit the campus and external communities to fill vacancies in the ACQU each spring.

New or renewed appointments will be made for 1 or 2 year terms to maintain some continuity within the membership of the ACQU from year to year. All appointments are renewable for a second term.

Appointments will be made by letter of invitation from the Principal, based on the recommendations of the nominating committee, as endorsed by the ACQU.

ACQU Meetings

The ACQU normally meets three times per calendar year.

Faculty, staff and students of Queen’s University and Aboriginal community members with an interest in Aboriginal students and education are welcome to attend ACQU meetings.

Any request for time on the ACQU agenda should be made in advance of the meeting to the secretary or either of the co-chairs.

Specific faculty or staff members may be invited to meetings occasionally when their participation and expertise may be needed for information and/or advice in relation to issues under discussion.

2 Aboriginal Post-Secondary Education and Training Policy Framework, MTCU, 2011, p 40. 3 Ibid.

Page 305 of 333

ITEM: Aboriginal Council of Queen's University Terms of Ref...

Endorsed by ACQU, April 15, 2013

Page 306 of 333

ITEM: Sessional Dates and Remembrance Day Motion Referral

Senator Morelli: Motions for Referral

Motion 1: That SCAP study the implications of expanding the academic year to include two 13 week duration academic terms (excluding Reading Week) instead of the current two 12 week terms beginning in the 2016-2017 academic year, including considering what plans would need to be enacted to make such a transition, for the consideration of Senate. In carrying out this task SCAP should identify the pros and cons of the proposed plan or plans, and also the pros and cons of maintaining the status quo. SCAP should be prepared to present options in this regard to Senate no later than January 2014.

Motion 2: That the Principal be requested to consider establishing Remembrance Day as a holiday on which the University would be closed, to be implemented by the 2016-17 academic year.

Page 307 of 333 ITEM: Time-to-Completion

Resolution concerning the new “Time to Completion” policy in the School of Graduate Studies

Respectfully submitted to the Agenda Committee by Mark Jones, Faculty Senator for Arts and Science

Background: In approving the “Governing Framework for Graduate Studies” (http://www.queensu.ca/secretariat/senate/agendasminutes/052009/AppEc_from_May20_ 09.pdf) (May 2009), Senate tasked the Graduate Studies Executive Council (GSEC) with “functions” including “Review[ing] and revis[ing] departmental and faculty regulations pertaining to graduate studies in their areas, in matters related but not limited to [. . .] progress through the graduate degrees, completion of degree requirements, [and] appeals of graduate students” (p. 5).

Resolution: In light of recent media announcements1 concerning the GSEC’s decision to shorten Time-to-Completion requirements for graduate programs, be it resolved that the School of Graduate Studies (SGS) and GSEC be reminded by Senate:

(ii) that in the legal opinion provided by Justice Frank Iacobucci at the request of Principal Woolf and on behalf of the Board of Trustees,2 “Senate’s delegation of the exercise of its authority to others within the University does not, as a matter of law, derogate from the Senate’s authority over academic matters as set out in the Royal Charter. The Senate retains the legal authority to require that any decision falling within the Senate’s jurisdiction be brought back to the Senate for consideration and approval” (pp. 10-11, emphasis added);

(iii) that the “Purpose and Functions of Senate”

1 See “Revised policy aims to support graduate student progress,” Queen’s News Centre, 15 March 2013, http://www.queensu.ca/news/articles/revised-policy-aims-support- graduate-student-progress. For critiques, see Meaghan Frauts, “Queen’s plan to change its graduate policy needs more study: Why lowering times-to-completion will hurt women grad students,” University Affairs, 27 March 2013, http://www.universityaffairs.ca/queens-plan-to-change-its-graduate-policy-needs-more- study.aspx, and other pieces collected on the “Open Letter to Principal Woolf” website, http://openletterwoolf.wordpress.com/. 2 Justice Frank Iacobucci, Opinion “Re: The Senate’s Role in Queen’s University Governance,” 12 November 2012, http://senatefacultycaucus.files.wordpress.com/2012/11/iacobucciopinion.pdf.

Page 308 of 333 ITEM: Time-to-Completion

(http://www.queensu.ca/secretariat/senate/functions.html) affirms that “Under the jurisdiction of the Royal Charter of 1841, Senate determines all matters of an academic character that affect the University as a whole, and is concerned with all matters that affect the general welfare of the University and its constituents”; and therefore

Page 309 of 333 ITEM: Time-to-Completion

Motion for Senate April 30, 2013

Moved by Senator Bridges, seconded by Senator Scribner:

That Senate urge the Graduate Studies Executive Council (GSEC) to strike a broadly based Task Force to seek practical ways to facilitate timely completion that are (a) sensitive to disciplinary differences, (b) consistent with academic quality, (c) consistent with equity, (d) cognizant of all factors that affect graduate student completion times, and (e) based on real consultation with all affected parties, in particular graduate students and graduate supervisors; that it request the Task Force to report back to Senate by November 2013; and that it urge the GSEC to rescind or suspend its decision to shorten Time- to-Completion limits until such time as this Task Force can complete these objectives and report back.

Page 310 of 333 ITEM: Town Halls on the Subject of Enrolment

Motion for Senate 30th April, 2013

Moved by: Senator Johnson

It is moved that the Senate Committee on Academic Development hold town halls in September 2013, after the commencement of classes, on the subject of proposed enrolment increases in the 2015-2016 academic year and beyond. In accordance with its powers under section VII, 34, 2 of the Senate Rules of Procedure.

It is further moved that such hearings be held on at least two separate days, and that public notice of the dates and times of these hearings be provided at least two weeks before the hearings are to commence.

And it is further moved that a summary of the views expressed at the hearings be reported for information to the Senate at the October Senate meeting.

Page 311 of 333 ITEM: International Student Recruitment

Senate Question Period 30th April, 2013

Question from Senator Fachinger: Why does Queen’s not invest in recruiting international graduate students in the Humanities and Social Sciences?

Background: Most of the Humanities and Social Science graduate programs at Queen’s cannot afford to recruit international students. The token presence of one or two international students in any of these programs seems to undermine the university’s efforts to internationalize its campus. Apart from the fact that international graduate students enrich the quality and the culture of graduate programs, the presence of international students on campus is a significant component of internationalization at home as it has been promoted by QUIC and by the Academic Plan. In my capacity as an external reviewer of the undergraduate program in Modern Languages and Literatures at a research-intensive Ontario university, I have just learned that approximately 60% of the graduate students in both the Department’s Spanish and Comparative Literature programs are international students. This university offers a subsidy for international PhD students up to a certain number per Faculty. Its funding of international graduate students comes almost exclusively from central flow. In contrast, Queen’s graduate programs in German, Spanish, and now also in French have been closed mainly because of their alleged inability to attract domestic students.

Provost’s Response: In recent years, Queen’s has invested in international graduate students through targeted support from internal sources and funding partnerships with agencies that provide financial support to students who come to Queen’s from other countries. As a result, international enrolment has almost doubled since 2006, and international students now account for almost 20 percent of total graduate enrolment. (By Faculty, the proportion is highest in Engineering and Applied Science and lowest in Health Sciences.) A total of 260 ITAs are allocated to departments/programs in proportion to international demand and total domestic enrolment. The link to domestic enrolment is important because it is the revenues associated with reaching our domestic target that fund the international initiatives described.

Many internal and external factors are considered before a decision is made to suspend program admissions. For example, the Department of French Studies requested a suspension of admissions to its graduate program in light of a 60 percent reduction in applications since 2008, together with a decline from 50 percent to 20 percent in the proportion of total applications received from international students. This temporary suspension is intended to provide French Studies with the time it needs to restructure its program to meet the needs of prospective students.

Page 312 of 333 ITEM: Representation of Women Faculty on Committees

Senate Question Period 30th April, 2013

Question from Senator Fachinger:

Members of the Feminist Caucus and other female faculty are concerned about the underrepresentation of women faculty on Senate committees and other University committees. What measures have been taken/will be taken (see the recommendations made in the Academic Plan) to ensure that representation on the Board of Trustees, on Senate, and on Senate and University committees will be more gender balanced and diversified in the future.

Principal’s Response:

I was gratified to receive this question because the research that was provided by the Secretariat tells what I believe is a good news story. Regarding representation of female faculty on Senate and the standing committees of Senate for 2013/2014, the following is provided for Senate’s information:

Of the 30 elected faculty senators, 15 are female and 15 are male.

Of the 26 faculty positions on Senate committees or other committees related to Senate membership, 13 are female elected faculty and 12 are male elected faculty.

Ex-officio members are excluded as these are placed on committees by virtue of their appointment at the University.

Of the 18 faculty vacancies identified on the April 2013 Nominating Report to Senate, 9 were filled by female faculty and 9 were filled by male faculty.

Review of a selection of University Committees over the last year listed on the Provost’s website indicate that of a total membership of 167, there were 92 women and 75 men overall.

The Board of Trustees has only 10 members who are appointed by the Board itself. The current Board- appointed membership is made up of 5 men and 5 women with the Board Chair and two of five vice- chairs being women. The Board does not control the ex-officio members except in its approval of the Principal’s appointment. University Council Trustees are elected by its membership and student, faculty and staff representatives are elected by their individual constituencies.

Page 313 of 333 ITEM: Faculty Capacity

Senate Question Period 30th April, 2013

Question from Senator Aulthouse: Among the upcoming enrolment plan's recommendations for 2015-2016, is a provision for the Faculty of Arts and Science to add up to 450 additional first year students. This significant increase would occur in a faculty where it is widely understood that there already exist significant capacity challenges that restrict access by students to certain departments and courses. What specific steps will be taken to ensure that this proposed increase does not exacerbate these current capacity issues?

Provost’s Response: It should be noted that the numbers for 2015-2016 that are included in the first report of the Strategic Enrolment Management Group (SEMG) are not “recommendations”. They are, at this point, simply an early indication of what Faculties are considering for 2015-2016. If they were recommendations, the SEMG’s endorsement would have been sought. It was not. The SEMG will spend considerably more time considering these numbers before a recommendation is made a year from now.

The Faculty of Arts and Science has provided the following description of the process it would follow before implementing such an increase in enrolment.

“Each year the Arts and Science Faculty Office reviews enrolments in each Department Plan in all courses offered by the Faculty of Arts and Science. The regular review assesses the capacity of Departments to offer their Plans and the courses acting as core, option, supporting or elective credit in these Plans. As part of the planning for a significant increase in the overall enrolment, the Faculty Office would take the current enrolments and develop a set of projections based on a proportionate increase in each plan. The addition of 450 students, if implemented, would represent an increase of approximately 20 per cent of the first-year incoming class. This percentage increase would be applied to all Plans with allowances made for potential extra increases in Plans facing increased demand. Discussions of these numbers and increases would then take place with Heads and Undergraduate Chairs in each Department who review the resource implications of these changes and the impact on curriculum. These discussions would keep in mind the potential challenges in providing access to Plans and to the courses supporting these Plans. Distribution of added resources (in the form of TAships, adjunct support and tenure-track positions) would be taken into account as part of this process.

“Further consultation would take place with the Timetabling team in the Office of the University Registrar to assess the effect of growth on the development of a timetable. The Timetabling staff would provide models showing areas of challenge in the production of a workable timetable and the Faculty Office would use this information in the deployment of resources.”

Page 314 of 333 ITEM: Approaches to Balancing Budget

Senate Question Period 30th April, 2013

Question from Senator Slobodin: At a recent Faculty Board in Arts and Science, it was said that enrolment growth was necessary to balance the budget and to begin re-investing in faculty renewal and other academic quality initiatives. This seems to be a recurring theme across the university. What other approaches has the University explored to balance the budget that might increase revenue that do not involve increasing enrolment? What approaches has the University explored that would reduce its expenditures without lowering academic quality

Provost’s Response: The development of the new budget model has had a profound effect on our collective understanding of how the University uses the revenue it receives to support and enhance academic quality. A large part of this revenue goes to support salaries and benefits of University employees. The implication for these individuals of a reduction in the University’s expenditures is clear, and unlikely to be consistent with maintaining academic quality.

For this reason, the University’s draft strategic framework is focused on achieving financial sustainability through such measures as diversifying revenue sources, to reduce dependence on government grant and tuition. The goal would be to generate net revenue that could then be invested in core academic programs.

The Faculty of Arts and Science has provided the following description of its budget.

“Over the last 15 years the Faculty of Arts and Science budget has been reduced by an average of 2 percent each year with the actual cuts ranging from 0 to 5 percent. Since 96 percent (see note marked * below) of the Faculty operational budget is committed to salaries and benefits these cuts have come from the remaining discretionary funds in departmental and the Faculty Office budgets. As a result, approximately half of our 27 departments and schools cannot cover their costs from their base budgets and require supplements from the Faculty Office in order to meet their financial obligations. The funds that the Faculty Office has used to do this will, if no other action is taken, be exhausted in the near future. In addition, the Faculty has to fund nearly $3M of salary and benefit increases negotiated in collective agreements each year.

“Specific actions that have been taken to reduce costs include reductions in departmental and Faculty Office budgets as described above. In particular this has involved not replacing faculty members who retire, resign or otherwise leave the University, a reduction in the number of associate deans in the Faculty Office, and a reduction in the use of adjunct faculty. Departments have less discretionary funding for such things as photocopiers, computers, office supplies, replacement of laboratory equipment, laboratory supplies, support of student

Page 315 of 333 ITEM: Approaches to Balancing Budget

research, and all the other resources that are required for the support of teaching, research and scholarship.

“The Faculty Office has also cut the funding it used in the past to support conferences at Queen’s and a capstone experience fund that supported capstone initiatives from Departments. In addition, the Faculty Office no longer supports requests from faculty members for publishing subventions, additional conference travel and other research requests.

“On the revenue generation side, Arts and Science continues to work with Advancement and currently generates approximately $8-10M a year for the Faculty. These funds help support specific initiatives, but most of this support is directed to specific interests driven by donors and does not normally go directly to the operational budget. Furthermore, we have entered into initiatives to support off-campus enrolment increases (e.g., Continuing and Distance Studies). These particular initiatives bring in revenues without putting additional strains on intramural courses or on-campus academic programs.

“In addition, discussions are currently taking place with Departments to develop Professional Master’s programs. We continue to collaborate with the School of Graduate Studies on the opportunities available to generate revenue through this initiative.”

* 96 percent refers to all salaries and benefits including TAs and term adjuncts. Faculty, continuing adjunct and staff salaries and benefits make up 82 percent of the Faculty budget.

Page 316 of 333 ITEM: Student Aid

Senate Question Period 30th April, 2013

Question from Senator Johnson: The Initiative Campaign is looking to raise a large sum for the purposes of student financial aid. Is it the University’s intention to use this sum to finance assistance for the current student population, or rather to direct it towards a student population that is larger - as recommended by the SEMG enrolment report for 2015-2016 and beyond?

Increasing resources for student financial aid is important whether Queen’s takes the decision next year to increase enrolment in 2015-2016 or not, and rightfully has a high profile in the Initiative Campaign. Raising funds for student financial aid will always be a priority in any university campaign regardless of levels of enrolment.

Student financial assistance includes both merit and needs-based aid. A proportion of revenue from any increased enrolment is automatically directed towards needs-based student assistance, and, through the Student Access Guarantee, the university provides as much to student assistance each year as is required through the needs assessment.

Page 317 of 333 ITEM: Enrolment Increase and the Impact on Practicums

Senate Question Period 30th April, 2013

Question from Senator Berkok: Community placements comprise an essential element in many University programs, e.g. teaching practicums in concurrent education and clinicals in nursing. Although there is currently no projected enrolment growth in these particular programs, the pressure for it to happen (especially given the new budget model) is nevertheless still there. Recognizing that any future enrolment increase would dramatically affect the ability of the students in these programs to complete their placements when this is already a challenge, have there been any discussions within the University, and between it and the hospitals and school boards, to discuss how the problem would be addressed?

Provost’s Response: Any response to this question is pure conjecture since, as the question notes, there is no stated intention to increase enrolment in nursing and education. We would not initiate discussions with hospitals or school boards about enrolment increases on the basis of conjecture. Placements are, however, a regular topic of discussions we have with hospitals and school boards because such placements are an important educational requirement of these programs.

Furthermore, the provincial government caps enrolment in both nursing and education, and there is absolutely no indication that, in the foreseeable future, the government would allow us to increase enrolment in either program. Indeed, the government has indicated they will be reducing the number of spaces in education.

Page 318 of 333 ITEM: Plans for the PEC

Senate Question Period 30th April, 2013

Question from Senator Johnson: Given the pressing need for space on this campus, are there specific plans for the PEC going forward, particularly in terms of repairs and allocation of newly opened space? Moreover, what consideration is the University giving to the significant student life facility shortcomings identified in the University’s detailed 2002 needs assessment which have gone unmet with the failure to complete Phases 2 and 3 of the Queen’s Centre project?

Provost’s Response: The PEC has been identified as a priority multi-use building and we are planning an assessment to identify possible additional uses for the space in that building. The re-opening of the three gyms in the PEC has eliminated a waiting list of 800 students for intra-mural sports this year, added additional recreational opportunities for all students, and eased the scheduling of examinations.

The ongoing Campus Master Planning (CMP) process will establish a vision and framework to guide how the university will physically change over the next 10 to 15 years to accommodate Queen's evolving programs and activities. In addition, the Library and Archives has launched a space planning initiative that is integrated with the CMP process and includes a review of campus study spaces. The University is also working in collaboration with the AMS on continued improvements to the JDUC Student Centre and with the AMS and SGPS on other student life spaces.

Page 319 of 333 ITEM: Support for International Students

Senate Question Period 30th April, 2013

Question from Senator Berkok: In light of the increasing emphasis on international recruitment, what plans are there to bolster support services for international students? Particularly, are there plans for an expansion of the International Centre?

Provost’s Response: Internationalization at Queen’s, one part of which involves increasing international enrolment, is a University priority.

It is well documented that international students often require additional academic and social supports given the significant cultural and academic transition issues they can face. Queen’s is working on various transition programs to help support all students, including international students, as they adjust to their lives on campus. One of these is the pilot program we are developing in partnership with the Limestone District School Board. This program will bring high-achieving international students to Kingston to spend their grade 12 year finishing high school here, as they apply to Queen’s. The program includes additional ESL support and transition support for international students.

The Queen’s University International Centre (QUIC) serves as a central hub of service for international students on campus and is anticipating an increase in demand for its range of supports, which include immigration and visa advisory services, the administration of the health insurance plan for international students, orientation activities, social events and advice and programming for incoming and outgoing exchange students. Plans are in place to meet this anticipated increased demand for service and support as international enrolment increases. In addition, the Counselling office has specialized support for international students and will monitor the demand and increase resources in this area as needed.

Page 320 of 333 ITEM: New Senators Report 2013/2014

New Senators 2013 Report to Senate April 30, 2013

Senate Rules of Procedure (VIII, Election of Senators, 35. Procedure): Faculty and student senators shall be elected by faculties and schools and student societies. Members of staff shall be elected to the Senate through direct and open elections administered by the Secretary of the Senate.

Arts and Science

T. Chishti Biochemistry Sept.1, 2013 to Aug.31, 2015 I. Duchaine History Sept.1, 2013 to Aug.31, 2014 J.P. Stanley Political Studies Sept.1, 2013 to Aug.31, 2014 D. de Witt Art Sept.1, 2013 to Aug.31, 2016 G. Dueck History Sept.1, 2013 to Aug.31, 2016 R. Ross Kinesiology and Health Sciences Sept.1, 2013 to Aug.31, 2016 J. Rotermundt-de la Parra Language, Literature and Cultures Sept.1, 2013 to Aug.31, 2016 D. Knight Philosophy Sept.1, 2013 to Aug.31, 2016

Business V. Jiang Business Sept.1, 2013 to Aug.31, 2014 D. McGee Business Sept.1, 2013 to Aug.31, 2014

Education H. Ramsey

Engineering and Applied Science E. Townshend Engineering and Applied Science Sept.1, 2013 to Aug.31, 2015 L. Notash Mechanical and Materials Engineering Sept.1, 2013 to Aug.31, 2016

Graduate Studies H. Falahati Chemical Engineering Sept.1, 2013 to Aug.31, 2015

Health Sciences K. McCormick Sept.1, 2013 to Aug.31, 2014

Law A. Manson Law Sept.1, 2013 to Aug.31, 2016 A. Bigioni Law May 1, 2013 to Apr. 30, 2014

Staff J. MacDonell PPS Sept. 1, 2013 to Aug. 31, 2016

Ex-Officio I. Reeve SGPS President May 1, 2013 to April 30, 2014

Page 321 of 333 ITEM: Research Report

Senate Research Report April 30, 2013

Awards and Honours

Dr. John McGarry (Political Studies) has been awarded the Queen Elizabeth II Diamond Jubilee Medal for his scholarship on both the study and practice of ethnic conflict resolution, thus creating new possibilities for peace and democracy around the world.

Dr. John McGarry (Political Studies) has won one of five Killam Prizes for his research on power-sharing and conflict resolution. The $100,000 prize is one of Canada’s most distinguished awards for outstanding career achievements in health sciences, engineering, humanities, natural sciences and social sciences. Dr. McGarry won the prize in the social sciences.

Dr. Don Klinger (Faculty of Education) has been elected president of the Canadian Society for the Study of Education – La Société canadienne pour l’étude de l’éducation (CSSE/SCÉÉ). Dr. Klinger will begin his one-year term as the president-elect following the 2013 CSSE/SCÉÉ Annual General Meeting this June. Following his term as president-elect, he will serve as president for two years.

Professor Don Stuart (Faculty of Law) has been awarded the 2012 G. Arthur Martin Criminal Justice Medal by the Criminal Lawyers’ Association for his outstanding contributions to criminal justice in Canada.

Dr. Christopher Simpson (Medicine) has been elected as the nominee for the Canadian Medical Association (CMA) president-elect. He will officially become head of the largest association of doctors in Canada in August 2014.

Queen’s University professors have won three of the five prizes awarded by Partners in Research (PIR), intended to recognize excellence in Canadian research and commitment to public outreach in the fields of biomedical science, science, technology, engineering and math. The Queen’s winners are: Dr. James Low (Emeritus, Obstetrics and Gynecology, Museum of Health Care at Kingston) Dr. John Smol (Biology) Dr. Peter Taylor (Mathematics and Statistics)

Page 322 of 333 ITEM: Research Report

Dr. Stephen Archer (Head, Medicine) has received the American Heart Association’s prestigious Heart of Gold award for his extraordinary volunteer service to the mission of the American Heart Association.

Research Funding

Canadian Institutes of Health Research – CIHR Dissemination Events Grant

Dr. Amy Latimer (School of Kinesiology and Health Studies): $25,000 for An evidence- informed e-learning module to promote the Canadian Physical Activity Guidelines for Adults with Multiple Sclerosis.

Canadian Institutes of Health Research – CIHR Knowledge Synthesis Grant

Dr. Joan Almost (School of Nursing): $50,000 for Positive and negative behaviours in workplace relationships: a scoping review.

Canadian Institutes of Health Research – CIHR Operating Grant

Dr. Randy Flanagan (Psychology): $698,430 over six years for Neural representations underlying the planning and control of object manipulation tasks.

Dr. Ana Johnson (Community Health and Epidemiology): $304,604 over three years for Evaluation of blood product utilization, healthcare resource consumption and patient outcomes in new oral anticoagulant-related hemorrhage.

Dr. Martin Petkovich (Biomedical and Molecular Sciences): $608,040 over six years for The role of CYP26B1-mediated retinoic acid metabolism in regulating osteoblast differentiation in normal bone and heterotopic calcification of cardiovascular tissue.

Canadian Institutes of Health Research – CIHR Planning Grants

Dr. Scott Carson (School of Business): $24,996 for Change management for healthcare policy workshop.

Page 323 of 333 ITEM: Research Report

Dr. Charles Graham (Biomedical and Molecular Sciences): $17,915 for Third international workshop on nitric oxide in cancer therapy.

Dr. Ralph Meyer (NCIC Clinical Trials Group): $24,713 for Coordination of cancer clinical trials for adolescents and young adults.

MITACS Accelerate

Dr. Selim Akl (School of Computing): $30,000 for Study Renewal: Clinical decision support software for prediction of postoperative atrial fibrillation following bypass surgery.

Dr. Mark Green (Civil Engineering): $15,000 for State of the art study of monorail test guideway constructed with nonferrous reinforced concrete.

Natural Sciences and Engineering Research Council of Canada (NSERC) Engage Grant

Dr. Nicholas Graham (School of Computing): $25,000 for Digital tabletop interaction for simulation-based training. Sponsor: Thales Canada Inc., $28,800 in-kind.

Natural Sciences and Engineering Research Council of Canada (NSERC) Interaction Grant

Dr. Il-Yong Kim (Mechanical and Materials Engineering): $4,500 for Lightweight design for transportation systems.

Page 324 of 333 ITEM: Research Report

Ontario Centres of Excellence Connections Grant

Dr. Timothy Bryant (Mechanical and Materials Engineering): $15,500 for OCE Connections 2012-2013 for Capstone Design (MECH 460). Multiple sponsors provided cash contributions of $12,200 and in-kind contributions of $28,800.

Mr. David Mody (Chemical Engineering): $22,500 for 2012/2013 APSC 400. Multiple sponsors provided cash contributions of $51,000 and in-kind contributions of $39,060.

Dr. David Strong (Faculty of Engineering and Applied Science): $51,500 for OCE Connections Program/APSC 480 Multidisciplinary Project. Multiple sponsors provided cash contribution of $85,000 and in-kind contribution of $215,300.

Other Research News

The Faculty of Arts and Science is seeking an outstanding researcher for a new Tier 2 Canada Research Chair (CRC) in Indigenous Studies. The position will support an emerging leader in indigenous scholarship and help to solidify Queen’s existing expertise in the field.

The Honourable Brad Duguid, Minister of Training, Colleges and Universities, met with two students involved in the Queen’s Innovation Connector during his April 2 tour of campus.

Page 325 of 333 ITEM: Honorary Degree Nomination Notice

SENATE COMMITTEE on HONORARY DEGREES

Deadline for Honorary Degree Nominations

The Senate Honorary Degrees Committee is now inviting nominations for the award of Honorary Degrees at the 2014 Convocations. Nominations should be submitted to the University Secretariat, Senate Committee on Honorary Degrees, by August 9, 2013. Faculties should coordinate their nominations by asking Department Heads to submit nominations directly to the Dean of their Faculty.

As stated in the Guidelines 7(c), Honorary degree candidates should reflect the diversity of Canadian society. A completed nomination form is essential for the information of the Committee and for Senate. The Senate Committee places particular emphasis on the section on reasons for awarding the degree. Nominators may vary the length of the sections, but must limit the content of the form to two pages plus up to 15 pages of supporting material including CV’s, letters of support, etc. Nominations must be supported by at least two nominators.

The Guidelines, the nomination form and additional information is available at http://www.queensu.ca/secretariat/senate/honorarydegrees.html.

1 Page 326 of 333 ITEM: Written Update to Administrative Officers Question (M...

Question for the Provost: Written response follow-up from March 19th question.

Senate was recently informed of the creation of a new position in the upper administration, the Vice- provost for Teaching and Learning. A colleague subsequently forwarded me two notices for further new positions in upper Administration, a new Communications Officer (http://www.queensu.ca/humanresources/jobs/executive/12-0471_chief_communications_officer.pdf) and a new second Associate Vice-Principal (Research) for the social sciences and humanities. Most colleagues I have spoken with about this are surprised, and some are dismayed, to hear of so many new administrative positions being created at a time when Deans speak to their faculties of a funding crisis and when faculty numbers are in attrition and student-faculty ratios are climbing. And no one I have spoken with knows what the big picture is: we don’t know how many upper-administration positions there are, what the recent rate of growth has been, how this growth compares with the decline in faculty numbers, how the university’s spending on faculty and on administrative positions compare, or how the relative spending in these two categories has changed in recent years. Nor can anyone I’ve asked inform me of any clear source for this information. Given the close connection between spending and academic issues (e.g., given that the dearth in hiring of professors in recent years has been blamed on limitations in funding), would the Provost please give Senate an overview of the growth (in terms of both positions and costs) of administrative positions in relation to faculty positions for the recent past and the near future (say, for 2006-2015)?

Provost’s response:

For completeness, I am providing a written response to the question posed by Senator Jones’ at the March

19, 2013, meeting of Senate regarding the number and cost of administrative positions relative to faculty positions.

In 2007, there were 813 faculty members (not including clinical appointments and continuing adjuncts), at a total cost of $89.3M. By 2012, the number of faculty members had fallen to 766, but the total cost had risen by 19.2 percent to $106.2M. Over the same period, the size of the executive rose from 14 to 16 people. The total cost rose by 17.7 percent, from $3.0M to 3.5M. The number of Deans/Associate Deans positions increased from 25 to 28. The total cost rose by 17.9 percent, from $4.4M to $5.2M.

Page 327 of 333 ITEM: Donald and Sarah Munro Chair in Engineering and Appli...

Memo

TO: Lon Knox, Secretary to Senate FACULTY OF ENGINEERING AND APPLIED SCIENCE OFFICE OF THE DEAN

Beamish-Munro Hall, Room 200 FROM: Ann Messenger, Secretary Queen’s University Kingston, Ontario, Canada K7L 3N6 Faculty of Engineering and Applied Science Faculty Tel 613 533-2055 Fax 613 533-6500 Board http://appsci.queensu.ca/

DATE: April 17, 2013

SUBJECT: Referral of Motion

As required under the Senate “Policy on the Establishment and Designation of Named and Funded Chairs and Professorships”, at the meeting of April 17, 2103 the Engineering and Applied Science Faculty Board considered the attached proposal on the establishment of “The Donald and Sarah Munro Chair in Engineering and Applied Science”.

Faculty Board approved the following motion:

“that the Faculty of Engineering and Applied Science recommend to Senate the establishment of the endowed Faculty Professorship, to be known as The Donald and Sarah Munro Chair in Engineering and Applied Science”

Ann Messenger Secretary of Faculty Board Faculty of Engineering and Applied Science

Attachment: Proposal

Page 328 of 333 ITEM: Donald and Sarah Munro Chair in Engineering and Appli...

Queen’s Faculty of Engineering and Applied Science Donald and Sarah Munro Chair in Engineering and Applied Science

Establishment of Fund The Donald and Sarah Munro Chair in Engineering and Applied Science Endowment Fund was established by the Estate of Donald Munro (BSc. ’52 – Civil Engineering).

Purpose

The Donald and Sarah Munro Chair in Engineering and Applied Science will celebrate and support high-quality research in engineering and applied science by a faculty member in the Faculty of Engineering and Applied Science. As a prestigious position for a faculty member, the Donald and Sarah Munro Chair in Engineering and Applied Science will be recognized for achievement in his or her field, and students will be challenged and guided by exposure to the highest quality academic leadership.

The Donald and Sarah Munro Chair in Engineering and Applied Science will contribute both nationally and internationally at the frontiers of engineering and applied science research. The Chair will show leadership in the development of graduate students and in research excellence.

Criteria Desirable qualifications are a doctoral degree in engineering in any field applicable to the Faculty of Engineering and Applied Science. He or she should be an outstanding researcher acknowledged by their peers as world leaders in their field or as having the potential to lead in their field. The Chair should have a record of proven success in developing and maintaining research and collaborative relationships with both academics and industry. Key criteria on appointment will be the applicant's reputation and scholarship, the applicant's record of success in developing research in their field, the applicant's demonstrated teaching skills, and ability to supervise highly qualified personnel.

The inaugural Chair will be held by an internal faculty member of the Department of Civil Engineering in recognition of Donald Munro’s engineering discipline and passion.

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Nomination procedure Individuals may self-nominate or be nominated by others. In all cases, candidates must provide a current curriculum vitae, a brief summary of their research plans for the next five years, and any other relevant material that they choose. External candidates must follow regular University hiring procedures.

Selection procedure Selection will be made by a Committee of faculty members with one representative from each of the Faculty of Engineering and Applied Science departments, the Associate Dean of Research, Graduate Studies, and External Affair or designate, and one graduate student representative. The Dean or designate will chair the Committee.

Terms of the Award The Donald and Sarah Munro Chair in Engineering and Applied Science is awarded for a one to five year period. Recipients receive $20,000 in research funding per year during the tenure of the award. With the approval of the Head of the Department, the Chair may receive up to one course reduction in teaching responsibilities, per year, during the tenure of the award.

Renewable The Chair will be appointed for a term of 1 year to 5 years and be held for a maximum of 10 years. A full review by a Committee appointed by the Dean will be undertaken upon consideration of renewal of the Chair regardless of the initial appointment period.

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A CHECKLIST OF INFORMATION REQUIRED BY THE SENATE FOR PROPOSALS TO ESTABLISH AND DESIGNATE NAMED AND FUNDED CHAIRS AND PROFESSORSHIPS

The Senate determines all matters of an academic character which affect the University as a whole. Senate approves the establishment and designation of named and funded Chairs and Professorships based on the recommendation of the Senate Committee on Academic Development (SCAD) and the Office of the Provost and Vice-Principal (Academic). The Senate will forward the approved proposal to the Board of Trustees for ratification.

The governing policy document is: Policy on the Establishment and Designation of Named and Funded Chairs and Professorships (2010). Based on the parameters provided in the policy, the following information should be included in the proposal submitted to the Senate.

1. TITLE • Type of proposal: • Chair

• Proposed name of the Chair/Professorship and area(s) of academic endeavour. • The Donald and Sarah Munro Chair in Engineering and Applied Science • Engineering and applied science within the Faculty of Engineering and Applied Science

• Host department/faculty • Faculty of Engineering and Applied Science

• Term of appointment • 1 to 5 years, renewable to a maximum total appointment of 10 years

2. ACADEMIC INFORMATION • Responsibilities of the Professorship Research • He or she will undertake research at the frontiers of engineering and applied science Teaching and Graduate Supervision • Providing undergraduate and graduate instruction • Supervising and mentoring graduate students Other (including but not limited to service) • Preparing an annual stewardship report to the donor • Identify how the Chair/Professorship will contribute to the goals of the academic unit and the university. • The primary contribution which the Chair will make to the goals of the Faculty is the enhancement and growth of its international reputation in leading edge engineering and applied science and to the research in the Faculty of Engineering

Page 331 of 333 ITEM: Donald and Sarah Munro Chair in Engineering and Appli...

and Applied Science. The chair will stimulate both collaborative research and activity between academia and industry, enhance graduate research, and bring additional national and international recognition to the Faculty of Engineering and Applied Science. • Identify interdisciplinary connections, if applicable. • The Chair will be actively involved at both the national and international level with professional societies and will facilitate inter-departmental, inter-faculty and inter-institutional initiatives to further engineering research in Canada. • He or she will work closely with other academics in their area within Queen’s University, plus researchers nationally and internationally, to place Queen’s University as a leader in their field of endeavour. • Any other relevant academic information.

3. BUDGET INFORMATION The following table highlights the funding sources available to cover the salary, benefit, and research support costs associated with the proposed Chair for the first five years.

Donald and Sarah Munro Chair in Engineering and Applied Science

Year 1 Year 2 Year 3 Year 4 Year 5 Total

Revenue/Funding Endowment value $2,500,000 Endowment units 1,025,615.97 Annual yield $0.0924 per unit (2013/14) $94,767

Endowment Income (no change in annual yield) $94,767 $94,767 $94,767 $94,767 $94,767 $473,835 Base Funding from Faculty $83,833 $87,798 $91,862 $96,028 $100,298 $459,819 Total Revenue/Funding $178,600 $182,565 $186,629 $190,795 $195,065 $933,654

Expenses Salary (assume 2.5% increase per year) $130,000 $133,250 $136,581 $139,996 $143,496 $683,323 Benefits (22%) $28,600 $29,315 $30,048 $30,799 $31,569 $150,331 Total Salary and Benefits $158,600 $162,565 $166,629 $170,795 $175,065 $833,654 Research Support for Chair $20,000 $20,000 $20,000 $20,000 $20,000 $100,000 Total Expenses $178,600 $182,565 $186,629 $190,795 $195,065 $933,654

4. APPROVAL Proposals must be signed and dated to indicate department and/or faculty approval.

Faculty: Date: April 12, 2013

Kimberly A. Woodhouse, Dean, Faculty of Engineering and Applied Science

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5. SUBMISSION TO SENATE

Submit signed proposal to: Secretary of the Senate

[email protected]

Proposals will be referred by the Secretary of the Senate to SCAD and the Office of the Provost and Vice-Principal (Academic).

Policy: http://www.queensu.ca/secretariat/senate/policies/chairses.html

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