French at the University of Ottawa Volume II State of Affairs for Programs and Services in French
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University of Ottawa French at the University of Ottawa Volume II State of Affairs for Programs and Services in French Task Force on Programs and Services in French September 2006 www.uOttawa.ca TABLE OF CONTENTS 1. INTRODUCTION ...................................................................... 3 2. CURRENT CONTEXT ................................................................. 4 3. UNIVERSITY ENVIRONMENT ..................................................... 6 Profile of university officials.............................................................................. 6 Profile of faculty.............................................................................................. 7 Profile of support staff ..................................................................................... 7 4. ACADEMIC PROGRAMS AT THE UNIVERSITY OF OTTAWA ............ 9 Language of instruction in undergraduate programs ............................................ 9 Language of instruction in undergraduate courses..............................................11 Small-group undergraduate courses .................................................................12 Graduate studies ...........................................................................................13 Immersion programs and courses ....................................................................14 Cooperative education programs......................................................................15 5. RECRUITMENT ACTIVITIES AND SCHOLARSHIPS ....................... 17 Recruitment activities .....................................................................................17 Scholarships..................................................................................................19 6. FRANCOPHONE PRESENCE AND STUDIES IN F RENCH .................. 21 Ontario demography ......................................................................................21 Changes in enrollment at the University of Ottawa .............................................23 Our ability to attract Ontario Francophones .......................................................26 Retention and graduation rates........................................................................29 7. FRANCOPHONE SERVICES AND FACILITIES .............................. 30 Services to students.......................................................................................30 Services to professors ....................................................................................30 University Library and University Press .............................................................31 Settings that promote Francophone identity ......................................................32 Profile of research chairs.................................................................................34 Social, cultural and community life on campus...................................................34 8. PROGRAMS AND COURSES OFF ERED IN ONTARIO AND F RENCH CANADA .................................................................................. 36 Professionial Training Service ..........................................................................36 University of Ottawa distance education points of service....................................37 Profile of collaborations with other Ontarian and Canadian universities and colleges38 9. FRANCOPHONE COMMUNITIES ................................................. 43 Partnership with primary and secondary Francophone schools .............................43 Networking projects with Francophone target groups .........................................45 10. COST OF BILINGUALISM ....................................................... 48 APPENDIX I: REGULATION ON BILINGUALISM AT UNIVERSITY OF OTTAWA ................................................................................... 49 APPENDIX II: RECRUITEMENT ACTIVITIES TARGETING ALL CLIENTELES .............................................................................. 55 APPENDIX III: SCHOLARHIPS FOR ALL CLIENTELES ...................... 56 2 1. INTRODUCTION The University of Ottawa distinguishes itself from other institutions through its bilingual character. Language has been the subject of several debates since its founding in 1848. In 1989, Father Roger Guindon published a series of four volumes entitled La dualité linguistique à l’Université d’Ottawa, which illustrated how Francophone-Anglophone relationships had evolved over time, from a “difficult coexistence” between 1848-1898 (vol.1) to an “equitable coexistence” after 1965 (vol. 4). In fact, section 4(c)of the Act respecting the University of Ottawa (Bill 158) adopted in 1965 defined the institutional “objects and purposes” as follows: “To further bilingualism and biculturalism and to preserve and develop French culture in Ontario.” Over the years, several task forces have examined this two-fold mandate on bilingualism and French culture in Ontario: • Following the Report of the Task Force on Bilingualism at the University of Ottawa (1971), the University’s Senate and Board of Governors adopted the Regulation on Bilingualism in the fall of 1974; • Based on the Report of the Task Force on Academic Services in French (1985), more commonly known as the “Carrier Report” after its Chair, the Senate adopted in December 1986 a development plan for programs and services in French for the period 1987-1988 to 1991-1992; • In March 1991, the Senate decided to update this plan, through a document entitled Revised Development Plan for Programs and Services in French 1992/1993- 1996/1997; • In 1995, after three years of consultation, a first strategic planning exercise led to the publication of Planning for the Year 2000, which examined the situation of French, among other things. As the object of constant concern and interest, the situation of bilingualism and French culture in Ontario has also regularly echoed in internal debates, student newspapers, and regional, provincial and even national media. The idea of creating a fully Francophone University in Ontario, the suspension of the compulsory bilingualism test for University of Ottawa students, and the identity of Canada’s University have been some of the issues discussed. The community regularly shows its attachment to the French aspect, shares its concerns, and asks for action. The situation is similar elsewhere. Consider, for instance, the never-ending debate among Quebec universities on the subject of the so-called language of science and knowledge. The decision made by the Institut Pasteur in Paris to publish articles in English alone triggered a significant uproar in Quebec. However, several institutes, departments, and journals nevertheless followed suit. As Richard Clement wrote in Le Droit on March 16, 2006, [TRANSLATION] “The worldwide domination of English and of the American culture is further aggravated by the globalization process affecting all other cultural groups.” The same trend is evident at the University of Ottawa, with some Francophone professors creating their Websites in English only. 3 2. CURRENT CONTEXT As part of its Vision 2010 strategic plan, the University of Ottawa has made leadership in the area of official languages a top priority. In February 2005, the Rae Commission, responsible for reviewing postsecondary education in Ontario, pointed out the “serious accessibility problem” for Francophones (See p. 6 of the report).1 Several recommendations were made to resolve this problem— for example the creation of an Advisory Committee on French-Language Postsecondary Education to examine activities in Francophone regions throughout the province , increase access to postsecondary studies, and improve the quality of programs. An additional $20 million in financing was also recommended (see p. 46-47). In May 2005, the McGuinty government released its Ontario investment plan for the next few years and earmarked part of this new budget for improving access to studies in French. From January 2004 to December 2005, the University of Ottawa conducted its own strategic planning exercise, dubbed Vision 2010. After extensive consultations, the University’s Senate and Board of Governors felt it necessary to clearly reiterate their commitment to promoting French culture in Ontario in the University’s mission: “Since 1848, the University of Ottawa has been Canada’s university: a reflection, an observatory and a catalyst of the Canadian experience in all its complexity and diversity. Our university is characterized by its unique history, its commitment to bilingualism, its location both in the heart of the national capital and at the juncture of French and English Canada, its special commitment to the promotion of French culture in Ontario and to multiculturalism. As a result and through the groundbreaking work of our community members, we are uniquely positioned among Canada’s research-intensive institutions to give students a remarkable education, to enrich the intellectual and cultural life of Canada and to help the country achieve greater international prominence.”2 This commitment is also affirmed in two “values” that guided the planning exercise: “A bilingual university that values cultural diversity We promote bilingualism, recognize the contributions of the many communities that have helped build our country and, through our programs and research, work to bring Canada’s challenges as a country into sharper focus;” “A University committed to promoting Francophone communities We design outstanding