MEETING AGENDA Monday, June 7, 2021 4:00 p.m. | Web Conference Page
Meeting Information
Senate Membership | Senate Bylaws | Online Supporting Material
Visitors interested in attending the meeting are asked to register through the University Secretariat at [email protected] by 12:00 p.m. on the day of the meeting.
1. Welcome and Approval of the Agenda 5 a) Approval of the Agenda [Motion]
2. Approval of the Minutes 7 - 16 a) Minutes of April 5, 2021 [Motion]
b) Business Arising
3. Remarks from the Chair 17 a) Chair's Remarks to Senate
19 b) Synoposis of April 21, 2021 Board of Governors Meeting
4. Question Period 21 a) Question Period
5. Priorities and Planning Committee Report 23 - 24 a) Update on Senate Governance Review
25 b) Update from the COU Academic Colleague
6. Committee on Bylaws & Membership Report 27 - 33 a) 2021-22 Senate Standing Committee Membership [Motion]
35 - 37 b) Election of the Member-at-Large to Chair Senate Priorities and Planning Committee [Ballot]
39 - 49 c) Senate and Senate Standing Committees Annual Evaluation Surveys
7. Board of Undergraduate Studies Report
Page 1 of 543
51 - 62 a) Proposed Revisions to Undergraduate Degree Regulations and Procedures - Examinations and Grading Procedures [Motion]
63 - 68 b) Proposed Revisions to the Credit/No Credit Grading Option [Motion]
69 - 71 c) Proposed Revision to the Academic Misconduct Policy [Motion]
73 - 82 d) Proposed Revisions to Admission Requirements - Doctor of Veterinary Medicine Program [Motion]
83 - 91 e) Proposed Revision to Admission Requirements - Bachelor of Bio-Resource Management Program (Equine Management) [Motion]
93 - 98 f) Proposed Addition of the Duolingo English Test as Evidence of English Proficiency [Motion]
99 - 101 g) Proposed Integrated Admission Pathway Addition - Bachelor of Science in Agriculture [Motion]
103 - 154 h) Bachelor of One Health Program Proposal - New Honours Degree Program, Co- op and Minor [Motion]
155 - 198 i) Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (Sexualities, Genders and Social Change) [Motion]
199 - 251 j) Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New Major (Creative Writing) [Motion]
253 - 273 k) Bachelor of Arts (BA) Program Committee - New Minor (Linguistics) [Motion]
275 - 298 l) Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Studies)[Motion]
299 - 313 m) Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Option (Wildlife Biology and Conservation) [Motion]
315 - 329 n) Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Culture and Technology Studies) [Motion]
331 o) Revised Winter 2022 Schedule of Dates for the Doctor of Veterinary Medicine Program
333 - 335 p) Undergraduate Curriculum: Course Changes, Deletions, Additions
8. Board of Graduate Studies Report 337 - 339 a) Proposed Change to the Graduate Calendar [Motion]
341 - 346 b) Proposed Credit/No Credit Grading Option and Calendar Change [Motion]
c) Proposed Changes to Other Grading Notations [Motion] 347 - 400 d) CEPS: New Program (Master of Data Science) [Motion]
401 - 427 e) OAC: New Program (Master of Dairy Technology Management) [Motion]
429 - 461 f) CEPS: New Program (PhD in Computer Science) [Motion]
463 - 474 g) CEPS: Major Modification (M.Sc. in Computer Science) [Motion]
475 - 486 h) OVC: Major Modification (M.Sc. in Population Medicine) [Motion]
487 - 495 i) OAC: Major Modification (MPlan) [Motion]
497 - 527 j) COA: New Collaborative Specialization (Sexualities, Genders and Bodies) [Motion]
Page 2 of 543
529 - 530 k) Graduate Curriculum: Course Changes, Deletions, Additions
l) Graduate Faculty Appointments
9. Committee on Non-degree Studies Report 531 - 532 a) New Program Approval i. Plant-Based Nutrition Certificate
b) Non-degree Program Reviews i. Veterinary Office Administration Program c) Non-degree Program Changes i. Proposed New Course: Certificate in Information and Communication Technology Management Program ii. Proposed Name Change: Veterinary Office Administration Certificate Program iii. Proposed Certification Deletion: Environment, Health and Safety Certificate iv. Proposed Certificate Deletion: Laboratory and Processing Technology Certificate
10. Committee on Quality Assurance Report 533 a) Update on the Revised Quality Assurance Framework
11. Research Board Report 535 a) Annual Report on Research Integrity Breaches: 2019-20
12. Honours & Awards Committee Report 537 - 538 a) Medal Announcements
13. Student Senate Caucus Report 539 a) Update on Student Senate Caucus Activities
14. Leadership Updates 541 a) Update from the Provost and Vice-President (Academic)
b) Update from the Vice-President (Research)
15. Other Business
16. Move to Closed Session 543 a) Adjourn Open Session and Move into Closed Session [Motion]
Adjournment
Page 3 of 543 Page 4 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 1. Welcome and Approval of the Agenda 2. Approval of Minutes
Meeting: June 7, 2021
1. Welcome and Approval of the Agenda
a) Approval of Agenda [Motion]
Senate is asked to,
RESOLVE, that the June 7, 2021 meeting agenda be approved, as presented.
2. Approval of Minutes
a) Minutes of April 5, 2021 [Motion]
The minutes of the April 5, 2021 meeting are enclosed for consideration.
Senate is asked to,
RESOLVE, that the minutes of the April 5, 2021 meeting be approved, as presented.
b) Business Arising
Question Period Follow-up Response – At the April 5, 2021 Senate meeting, during Question Period, a Senator inquired about the formats of delivery that are considered academically acceptable that Chairs/Directors can approve under Resolution 11. A preliminary response was provided at the meeting, with the indication that a fulsome follow-up response would be provided later. The Provost and Vice-President (Academic)’s written response to the question was circulated to Senators via email on April 23, 2021.1
All matters of business arising are addressed throughout the meeting agenda.
1 https://uoguelph.civicweb.net/filepro/documents/192946
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Approval of the Agenda [Motion] Page 5 of 543 Page 6 of 543
OPEN SESSION Minutes of the meeting held Monday, April 5, 2021 4:00 p.m. | Web Conference
Present: Charlotte Yates, Chair Gen Gauthier-Chalifour, University Secretary* *Non-voting Evie Adomait Minglun Gong Anthony Mutsaers Simon Yang Ayesha Ali Rebecca Graham Ian Newby-Clark Wanhong Yang Lynda Ashbourne Noella Gray Ryan Norris Youbin Zheng Daniel Ashlock Ryan Gregory Michele Oliver Kristen Ashworth Getu Hailu Vern Osborne Guests* Dennis Baker Mehrdad Hajibabaei Michael Pacheco David Aitken Andrew Bendall Laila Harris Andrew Papadopoulos Daniel Atlin Aaron Berg Roberta Hawkins Sandra Parmegiani Annette Blok Olaf Berke Richard Heck Patrick Parnaby Lori Bona Hunt Andreas Boecker Joanne Hewson Martin Pearce Ted Cogan Ben Bradshaw Andreas Heyland Madison Pereira Teresa Crease George Bragues Kerry Houlahan Lysa Porth Stephanie Day Samantha Brennan Tom Hsiang Kathryn Preuss Michelle Fach Brigitte Brisson Brian Husband Michele Preyde Dave Hargreaves Leonid Brown Nadin Ibrahim Nishanth Puvanendran Martha Harley Nic Brunet Margot Irvine Karen Racine Jenna Hennessy Malcolm Campbell Shoshanah Jacobs Davar Rezania Kristin Ingoldsby Catherine Carstairs Lori Jones Troy Riddell Audrey Jamal Gwen Chapman Nina Jones Lindsay Robinson Sarah Lepage Carrie Chassels Chloe Katsademas John Runciman Clarke Mathany Emily Chiang Sean Kelly Tarek Saleh Danica Matovic Michael Chislett Carolyn Kerr Flavio Schenkel Stuart McCook Elena Choleris Stephen Kosempel Sandra Scott Karina McInnis Annabelle Clark-Lepard Herb Kunze Vivian Shalla Karen Menard Ryan Clemmer Simon Lachance Byron Sheldrick Bradley Minaker Marc Coppolino Sofie Lachapelle Patricia Sheridan Mary Murphy Rozita Dara Stephen LeBlanc Kate Shoveller Indira Naidoo-Harris Ray Darling Julang Li Paul Sibley Sharmilla Rasheed Gerarda Darlington Jingen Liang Katherine Sorensen Patricia Tersigni Cate Dewey Brandon Lillie Jim Squires Nadia Timperio Tirtha Dhar John Lindsay Sharada Srinivasan Cara Wehkamp Ben Doadt* Sara Mann Lisa Tang Alyssa Voigt Susan Douglas Massimo Marcone Monica Tap Todd Duffield Tami Martino Francois Tardif Lisa Duizer Jenny Marvin Ilias Tsiakas Hugh Earl Christopher McCaig Gary Umphrey Joanne Emeneau* Melanie McCaig Julie Vale Mazyar Fallah Scott McEwen Rene Van Acker Jade Ferguson Justin Mihaly Nicole Walker Stephanie Fletcher Sooraj Modi John Walsh Sonja Fonfara Medhat Moussa Jon Warland Kimberly Francis Ruediger Mueller Leigh West Stephanie Gerend Coral Murrant Jeff Wichtel Dan Gillis William Murray Martin Williams
Minutes of April 5, 2021 [Motion] Page 7 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 2
1. Welcome and Approval of Agenda
a) Approval of the Agenda
On a motion duly moved and seconded, it was RESOLVED, that the April 5, 2021 meeting agenda be approved, as presented.
2. Approval of the Minutes
a) Minutes of February 1, 2021
On a motion duly moved and seconded, it was RESOLVED, that the minutes of the February 1, 2021 meeting be approved, as presented.
b) Business Arising The Chair noted that all items of business arising would be covered in the balance of the agenda.
3. Remarks from the Chair
a) Chair’s Remarks to Senate
President Charlotte Yates first provided a COVID-19 update and noted that the University has responded to the new provincial lockdown, which included the closing of the Athletic Centre and the reimposition of a ten-person limit to in-class teaching. President Yates noted that the vaccination clinic continues to successfully operate on campus and offered thanks to all volunteers at the clinic.
The President discussed Ontario’s provincial budget and highlighted that while the government had offered some special COVID-related funding for some universities, the University of Guelph had not been selected for the program. One key area of the budget that was noted was new funding for two-way all-day GO train service. The President then discussed ongoing advocacy work, including that related to tuition, international student access to visas, and the availability of vaccines for international students.
The President then discussed the ongoing work of the President’s Advisory Committee on Indigenous Initiatives and noted that the Indigenous strategy had been released, to be discussed later in the meeting. In relation to the ongoing work of the President's Advisory Committee on Anti-Racism, recent discussions regarding data collection and the development of an anti-racism policy were highlighted. It was noted that the Strategic Refresh Advisory Committee had begun to meet.
In closing, the President discussed the recent townhall on the fall return to campus planning and thanked all those for their participation and important questions. It was noted that a list of Frequently Asked Questions would be posted and that additional townhalls would be held in the future.
Minutes of April 5, 2021 [Motion] Page 8 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 3
The Chair wished all students, staff, and faculty a productive end of term and a happy summer before questions or comments were invited.
In response to a question about which universities received the COVID funding, the President indicated that no formula had been provided, but that it was perceived to be institutions that had experienced the greatest hardships and loss of revenues as a result of the pandemic.
4. Question Period
a) Members of Senate were invited to present questions.
A Senator asked for a clarification regarding implementation by department chairs and school directors of Resolution 11 in the academic calendar and approval of course outlines, particularly with respect to formats of delivery for fall 2021, and in the context of the Policy on Academic Continuity or the current Letter of Understanding between the University and the Faculty Association. Interim Provost and Vice-President (Academic), Dr. Gwen Chapman, responded that the course outline is somewhat separate from the mode of delivery. University Secretary Gen Gauthier-Chalifour responded that academic policy changes due to the COVID-19 pandemic and made under the Policy on Academic Continuity are outlined in a comprehensive document on the Secretariat website, and that Resolution 11 was not contemplated in these changes. It was also noted that changes made under the policy were generally time-limited to the Winter 2020 and Summer 2020 semesters. G. Gauthier-Chalifour proposed that in order to provide a fulsome response, the Resolution in question would be reviewed and a written response provided following the meeting.
5. Student Senate Caucus Report
a) Update on Student Senate Caucus Activities
The Chair invited Student Senate Caucus Co-Chairs, Sooraj Modi and Justin Mihaly, to provide an update.
J. Mihaly explained that two key issues related to the return to campus were discussed at the most recent Student Senate Caucus meeting: accommodating students and transportation. In regard to accommodating students, Senators had discussed reasons why students may not want to attend classes, such as varying level of comfort, immunocompromised students, lack of access to vaccines, international students being unable to return to Canada or ability to attend synchronous classes, and concerns within the Black, Indigenous, and People of Colour (BIPOC) community. Potential solutions had been discussed including the benefits of the mixed classroom model and the accessible delivery of courses. In relation to transportation, J. Mihaly highlighted the crowding on public transit prior to the pandemic and explained the importance of working with Guelph Public Transit and the Ministry of Transportation and promotion of alternative forms of transportation as well as student access to parking to ensure the safety of students.
The Chair invited questions or comments.
Minutes of April 5, 2021 [Motion] Page 9 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 4
Discussion ensured with respect to vaccination requirements and residences, flexibility in course delivery formats, and impact of delivery formats on student workload. The particular pressures on international students was noted, as were faculty concerns about intellectual property and online teaching.
6. Leadership Updates
a) Update from the Provost and Vice-President (Academic) The Chair invited interim Provost and Vice-President (Academic), Dr. Gwen Chapman, to provide members with an update on recent activities of relevance to Senate, including an update on the development of the University’s budget plan.
Dr. Chapman first discussed the planning for the fall return to campus, providing the context for the fall term including public health advice and the health and wellness of the campus community. It was noted that the University was looking to reinstate primarily face-to-face delivery, to be complemented with hybrid and remote offerings. The Provost discussed the increased investment in classroom infrastructure in order to support the teaching and learning environment. The Provost then discussed the ongoing work of the Task Force on Pedagogical Innovation and explained that four internal working groups had been created to develop a fulsome understanding of how the University can continue to be a pedagogical leader in the post-pandemic landscape. A key issue being examined by the Task Force was the use of alternative forms of assessment and evaluation and the use of programs such as Respondus.
The Provost then provided an update on enrolment, highlighting key enrolment numbers for domestic and graduate students at the undergraduate and graduate levels. It was noted that undergraduate first choice applications had decreased and that conversion activities, such as early offers and enhanced scholarships and bursaries, were being implemented. It was also noted that the graduate applications had increased for domestic and international applicants.
The Provost provided a budget update, providing an overview of the engaged process of developing the budget as well as the key priorities for the 2021/22 and 2022/23 budget, which were noted as envisioning and moving towards a post-COVID university, internationalization, equity, diversity, and inclusion, as well as financial sustainability. The Provost explained the contributors to the current fiscal position, specifically, that expenditures outpaced revenues and the impacts of the pandemic. The Provost then provided an in-depth overview of the budget, including the revenues, transfers, and the COVID-related pressure as well as additional investments. The planning horizon for 2022/23 onwards was highlighted before the next steps of the budget were explained, including the Provosts Dialogue and upcoming meetings with the Finance Committee and the Board of Governors.
The Chair invited questions or comments.
Discussion ensued with respect to availability of vaccinations including for international students, personal protective equipment for faculty and staff required to be on campus, residence guarantees, preparedness to shift course delivery modes based on public health guidelines, and classroom technology upgrades.
Minutes of April 5, 2021 [Motion] Page 10 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 5
In response to concerns raised regarding the issues with Respondus, the Provost advised that the University is aware of the criticisms of the software, including that students from BIPOC communities are flagged more frequently and noted that students with related concerns may have alternative forms of invigilation. It was also noted that students should be able to access a practice exam in order for students to determine their level of comfort.
b) Update from Vice-President (Research)
The Chair invited Dr. Malcolm Campbell, Vice-President (Research), to provide an update on research-related planning and activities within the Office of Research.
Referring to a PowerPoint presentation, Dr. Campbell drew attention to the principles of the Strategic Research Plan (2017-2022) and explained how they relate to the key priorities of the Office for 2020-2021. The priorities included equity, diversity, and inclusion, sustaining research, realizing efficiencies, generating revenue, growing industry partnerships, and elevating tri-agency success. Dr. Campbell explained each of the priorities as well as the key performance indicators related to each priority. In closing, Dr. Campbell underscored the importance of the Strategic Research Plan and the incredible work being undertaken by students, faculty, and the Office of Research.
The Chair invited questions or comments.
Discussion followed regarding the capacity of the Research Ethics Board (REB) and potential for an accelerated REB approval for low-risk projects, risks to industry funding due to the pandemic, and the University’s competitiveness in relation to peers and tri- agency funding.
c) Update on Indigenous Initiatives
The Chair invited Dr. Cara Wehkamp, Special Advisor to the President on Indigenous Initiatives, to speak to the material included in the meeting package.
Dr. Wehkamp thanked Senators for the opportunity to share the release of the Indigenous Initiatives Strategy and the Summary Report, entitled Bi-Naagwad: It comes Into View. The Commitments of the Strategy were highlighted, which included inspiring future generation of scholars and citizens to reconcile with Indigenous peoples and lands and the enhancement of the recognition and respect for Indigenous cultures, languages and ways of knowing, being, and doing. Key lessons that were learned throughout the process of the creation of the Strategy were highlighted, including the need for a coordinated approach across campus. Dr. Wehkamp provided an in-depth explanation of each key lesson and the priorities associated with each. In closing, Dr. Wehkamp encouraged all to review the summary document and the working group reports.
The Chair invited questions or comments.
Several Senators expressed their gratitude for the work that had been undertaken and the development of the recommendations.
Minutes of April 5, 2021 [Motion] Page 11 of 543
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A Senator asked what Dr. Wehkamp saw the key next steps in terms of initiatives once there is a return to campus. Dr. Wehkamp responded that there is no need to wait until the return to campus. It was noted that a lot of knowledge holders are now sharing their knowledges in online formats that are accessible to all. Dr. Wehkamp also encouraged the colleges to think about how they would be interested in incorporating some of the recommendations.
7. Priorities and Planning Committee Report
a) Update on Senate Governance Review The Chair invited questions or comments on the Governance Review. There were none.
b) Update from the COU Academic Colleague The Chair drew attention to a report on recent Council of Ontario Universities (COU) activities by Dr. Catherine Carstairs, Academic Colleague for the University, and invited any questions or comments. There were none.
8. Board of Undergraduate Studies Report
a) Proposed Addition of the Bachelor of Bio-Resource Management, and the Bachelor of Science in Environmental Sciences to the Integrated Admission Pathway The Chair invited Dr. Ian Newby-Clark, to speak to the item.
Dr. Newby-Clark explained that the inclusion of the programs into the Pathway would allow academically qualified international students who meet the undergraduate admission requirements but haven’t achieved language proficiency conditional admission to a degree program and allows those students to complete degree credit courses while studying English language courses.
The Chair invited questions or comments. There were none.
On a motion duly moved and seconded, it was RESOLVED, that Senate approve the addition of the Bachelor of Bio-Resource Management, and the Bachelor of Science in Environmental Sciences to the Integrated Admission Pathway, as presented.
b) University of Guelph-Humber, Bachelor of Applied Science – Proposed Name Change to Major (Family and Community Social Services)
Dr. Newby-Clark explained that the name change would bring the title of the program up to date and ensure that it reflects the nature and scope of the program.
The Chair invited questions or comments. There were none.
On a motion duly moved and seconded, it was RESOLVE, that Senate approve the proposed name change to the Bachelor of Applied Science major in “Family and Community Social Services” to “Community Social Services”, as presented.
Minutes of April 5, 2021 [Motion] Page 12 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 7
9. Board of Graduate Studies Report
a) Academic, Admissions and Educational Policies
The Chair invited Dr. Andrew Papadopoulos to speak to the item.
Dr. Papadopoulos explained the proposal, to add two subsections to the Academic Standings of Part II. General Regulations in the Graduate Calendar. These two included Methods or Criteria Used in Establishing Final Grades and the Misapplication of an Academic Regulation or Procedure.
The Chair invited questions or comments. There were none.
On a motion duly moved and seconded, it was RESOLVED, that Senate approve the additions to Part II. General Regulations in the Graduate Calendar, as presented.
b) OVC: Collaborative Specialization in Regenerative Medicine
Dr. Papadopoulos explained the proposal for a new collaborative specialization from the Department of Biomedical Sciences in the Ontario Veterinary College (OVC).
The Chair invited questions or comments. There were none.
On a motion duly moved and seconded, it was RESOLVED, Senate approve the proposed a new collaborative specialization in Regenerative Medicine as presented, including related course additions.
i. Course Addition: BIOM*6920 Comparative Stem Cell Biology and Regenerative Medicine ii. Course Addition: BIOM*6930 Concepts in Human Regenerative Medicine
c) Graduate Curriculum: Course Changes, Deletions, Additions
Dr. Papadopoulos drew attention to the recent course changes, deletions, and additions detailed in the meeting materials and invited questions or comments. There were none.
d) Graduate Faculty Appointments
Dr. Papadopoulos introduced the item and provided a brief overview. There were no questions.
10. Committee on Non-degree Studies Report
[Dr. Vivian Shalla, Chair of the Committee, was in attendance to respond to questions regarding the report.]
Minutes of April 5, 2021 [Motion] Page 13 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 8
a) Non-degree Program Reviews i. Certificate in Information and Communication Technology Management ii. Diploma in School Board Administration iii. Sustainable Urban Agriculture Certificate iv. Sustainable Urban Horticulture Certificate
The recently completed non-degree program reviews were presented for information. There were no questions.
b) Non-degree Program Changes i. Landscape Design Certificate and Diploma - Computer Assisted Drafting I ii. Landscape Design Diploma - Computer Assisted Drafting II iii. Certificate in Facilities Management
The recently completed non-degree program changes were presented for information. There were no questions.
11. Committee on Quality Assurance Report
[Dr. Scott McEwen, Chair of the Committee, was in attendance to respond to questions regarding the report.]
a) Annual Report on Quality Assurance: 2019-20 It was noted that at its meeting on February 11, 2021, the Senate committee on Quality Assurance had considered and accepted the Annual Report on Quality Assurance for 2019-20.
b) Quality Review Reports It was noted that at its meetings on February 11, 2021, and March 4, 2021, the SCQA had considered and accepted the following quality review Final Assessment Reports and Implementation Plans: i. University of Guelph-Humber, Bachelor of Applied Science (B.A.Sc.), Psychology – Diploma in General Arts and Sciences Program ii. University of Guelph-Humber, Bachelor of Applied Science (B.A.Sc.), Early Childhood Studies – Diploma in Early Childhood Education Program iii. Ontario Veterinary College (OVC), Department of Clinical Studies, M.Sc. and Graduate Diploma Programs iv. Ontario Veterinary College (OVC), Department of Pathobiology Programs v. College of Arts (COA), Department of History Undergraduate Programs vi. School of Engineering Graduate Programs
Minutes of April 5, 2021 [Motion] Page 14 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 9
c) One-Year Follow-up Reports It was noted that at its meetings on February 11, 2021, and March 4, 2021, the SCQA had considered and accepted the following one-year follow-up report: i. University of Guelph-Humber, Bachelor of Applied Science (B.A.Sc.) in Media Studies - Diploma in Media Communication Program ii. University of Guelph-Humber, Bachelor of Business Administration (BBA) – Diploma in Business Administration Program iii. Ontario Agricultural College (OAC), Departments of Animal Biosciences, and Food, Agricultural and Resource Economics, Bachelor of Bio-Resource Management (BBRM), Equine Management Program iv. Ontario Agricultural College (OAC), School of Environmental Sciences, and Food, Agricultural and Resource Economics, Bachelor of Bio-Resource Management (BBRM), Environmental Management Program v. Gordon S. Lang School of Business and Economics (LANG), Department of Marketing and Consumer Studies
12. Senate Research Board Report
[Dr. Marc Coppolino, Chair of the Committee, was in attendance to respond to questions regarding the report.]
a) Research Related Committees: Annual Reports for 2019-20 It was noted that at its meeting on February 18, 2021, the Senate Research Board had considered and accepted the following one-year follow-up report: i. Research Ethics Board (General) ii. Research Ethics Board (Natural, Physical, Engineering Sciences) iii. Animal Care Committee
13. Honours and Awards Committee Report
a) Annual Call for Honorary Degree Nominations The Chair invited Dr. Andreas Heyland to speak to the item.
Dr. Heyland explained that the Call would be distributed by the end of April 2021.
b) Call for Nominations: 2021 Student Awards Dr. Heyland drew attention to the Call for Nominations and invited questions or comments. There were none.
The Chair left the meeting. [Dr. Gwen Chapman, Interim Provost and Vice-President (Academic)] assumed the Chair.
14. Committee on Bylaws and Membership Report
a) Membership Slate: Presidential Selection Committee The Chair invited Dr. Julie Vale to speak to the item.
Minutes of April 5, 2021 [Motion] Page 15 of 543
Minutes | Senate | Open Session | Monday, April 5, 2021 | Page 10
Dr. Vale explained that President Yates would complete her current term on August 1, 2022, and that the Policy on University Appointments requires that a presidential search begins at least one year prior to the end of the incumbent’s term. As a consequence, Dr. Vale noted that the Committee has composed a Presidential Selection Committee and thanked all those who had volunteered. Dr. Vale explained the key factors that are central to developing membership slates before drawing attention to the proposed slate.
The Chair invited questions or comments. There were none.
Dr. Vale invited further nominations from the floor. There were none.
On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the following individuals for appointment to the Presidential Selection Committee: Associate Professor Soha Moussa, Professor Shayan Sharif, Associate Professor Tamara Small, Nicole Nazareth, Arjun Sukumaran, Shauna McCabe.
b) Senate-elected Faculty Member to the Board of Governors
Dr. Vale drew attention to the nominations that had been received for three nominations for the Senate-elected faculty seat and noted that ballots would be disseminated the following day.
c) Senate Election Results: Preliminary 2021-22 Senate Membership
Dr. Vale drew attention to the result, enclosed in the meeting materials.
d) Senate and Senate Standing Committees Annual Evaluation Surveys
Dr. Vale explained that the Surveys would be disseminated shortly.
15. Other Business
There was no other business.
16. Move to Closed Session
a) Adjourn Open Session and Move into Closed Session
On a motion duly moved and seconded, it was RESOLVED, that Senate move to the Closed Session of the meeting for the Senate Honours and Awards Committee Report.
Minutes of April 5, 2021 [Motion] Page 16 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 3. Remarks from the Chair
Meeting: June 7, 2021
a) Chair’s Remarks to Senate
The President’s Kudos Report is produced three times per year and distributed at meetings in October, February, and June. Each edition will cover items of note from the previous semester. When available, the Kudos Report will be provided for the information of Senators online in the supporting material folder.1
President Charlotte Yates will provide additional remarks and an update to Senate on current items of interest for the institution.
b) Synopsis of April 21, 2021 Board of Governors Meeting
The synopsis of the Board of Governors meeting held April 21, 2021 is enclosed for the information of Senators. A synopsis of the April 5, 2021 Senate meeting was provided to the Board at its April 21, 2021 meeting.
1 https://uoguelph.civicweb.net/filepro/documents/193087
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Chair's Remarks to Senate Page 17 of 543 Page 18 of 543 Meeting Synopsis Meeting of April 21, 2021
The third regular meeting of the Board of Governors for the 2020-21 year was held April 21, 2021, via web conference and was chaired by Board Chair Shauneen Bruder. The meeting began with a welcome to Governors, followed by a territorial acknowledgement offered by the Board Chair. It was noted that the open session meeting of the Board of Governors was accessible to the public via livestream by contacting the University Secretariat. The President offered oral remarks, noting the strategic items for the Board’s consideration included in the agenda and highlighting several important reports included in the Board’s materials, including the Sexual Violence Annual Report. The President noted the success of the COVID-19 vaccination clinic located within the University Centre and offered thanks for the five- hundred volunteers. President Yates noted the ongoing wotk of the Strategic Framework Refresh. The Board of Governors’ strategic area of focus for the meeting was the consideration and approval of the Unviersity’s budget plan, and certain subsidiary budget plans. Provost Gwen Chapman and Vice-President (Finance and Operations) Sharmilla Rasheed spoke to the various elements of the budget plan, which was approved unanimously by the Board of Governors, along with the University Centre Budget and the University of Guelph-Humber Budget. The Board approved the undertaking of a board succession project, with the goal of advancing a review of Board success and recruitment practices, with a particular lense on equity, diversity, and inclusion. A regular update was provided on the status of the transition to the University Pension Plan, Ontario. In addition, the Board approved updates to pension plan text language to reflect current collective agreements. The Board of Gorvernors considered a proposal to realign the expensing of capital projects within Student Housing Services, and received an update on the process for the the annual performance review for the President. The Board also received written reports for information, including reports from all standing committees on recent committee activity, the Student Financial Aid Annual Report, financial reports from the University of Guelph and the University of Guelph-Humber, the annual Health Safety & Wellness Report, a report on the Wellness@Work Initiative, the Sexual Violence Annual Report, a annual report from Student Wellness, the annual report on the pension financial statements, and the the most recent valuations of University pension plans. The complete open session meeting package is available on the University Secretariat’s Governance Portal. The official record of the meeting is the meeting minutes, which will be available following their approval at the next regularly scheduled Board Meeting, to be held on June 23, 2021.
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Synoposis of April 21, 2021 Board of Governors Meeting Page 19 of 543 Page 20 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 4. Question Period
Meeting: June 7, 2021
4. Question Period
The purpose of Question Period, a feature developed out of parliamentary procedure, is to provide an opportunity for members to ask questions related to Senate business to any member, including senior administration.
The regulations guiding Question Period are outlined in section 5 of the Senate Bylaws:
The question period at each meeting shall be limited to a maximum of thirty minutes. Matters raised by members during the question period shall be confined to topics of significance to Senate as determined by the Chair. A member shall be entitled to only one question and one supplementary question. Questions may be directed to any member of Senate and a question not dealt with due to time constraints shall be answered during the next meeting of Senate.
Senators are encouraged, when possible, to submit questions in advance of the meeting to the University Secretariat at [email protected].
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Question Period Page 21 of 543 Page 22 of 543
To: Members of Senate
From: Dr. Tami Martino, Chair, Priorities and Planning Committee
Subject: 5. Priorities and Planning Committee Report
Meeting: June 7, 2021
Members of the Senate Priorities & Planning Committee for 2020-21:
Charlotte Yates, President and Vice-Chancellor Marc Coppolino, Chair, Research Board Gwen Chapman, Interim Provost & Vice-President (Academic) Kate Shoveller, Chair, Committee on Student Petitions Catherine Carstairs, COU Academic Colleague Vivian Shalla, Chair, Committee on Non-degree Studies Tami Martino, Chair, Priorities & Planning Committee Andreas Heyland, Chair, Honours and Awards Committee Ian Newby-Clark, Chair, Board of Undergraduate Studies Scott McEwen, Chair, Committee on Quality Assurance Andrew Papadopoulos, Chair, Board of Graduate Studies Sooraj Modi, Undergraduate Student Julie Vale, Chair, Committee on Bylaws & Membership Melanie McCaig, Graduate Student
a) Update on Senate Governance Review
The Working Group on Senate Governance Review was struck in 2019 and has been tasked with undertaking a broad survey of the structure and foundational documents of the Senate (as it is presently legislatively constituted), and determining whether Senate’s bylaws, committees and practices are best positioned to support its responsibility for the educational policy of the University.
As a result of the COVID-19 pandemic, the working group paused its meetings from March to October 2020. The working group has since resumed its meetings and anticipates that it will be able to deliver its final report to Senate in Fall 2021.
The Working Group’s revised summary work plan is provided below.
Information on membership, issues under consideration, consultation and timing is available on the University Secretariat website: https://www.uoguelph.ca/secretariat/senate/review.
Update on Senate Governance Review Page 23 of 543 Working Group on Senate Governance Review – Revised Summary Work Plan
DATE ACTION May 15, 2019 Senate Priorities & Planning Committee approves mandate and membership composition for the Working Group on Senate Governance Review. Fall 2019 Research and issues consolidation. January 20, 2020 Initial meeting. Discussion and approval of issues matrix and planning documents. Late January/ Consultation based on framework approved at initial meeting. Early February 2020 March 2, 2020 2nd meeting. Substantive discussion of issues. March 16, 2020 Review Postponed due to COVID-19 October 9, 2020 3rd Meeting. Reset. Substantive discussion of issues. November 13, 2020 4th Meeting. Substantive discussion of issues. November 27, 2020 5th Meeting. Substantive discussion of issues. January 27, 2021 6th Meeting. Substantive discussion of issues. February 10, 2021 7th Meeting. Substantive discussion of issues. March 3, 2021 8th Meeting. Substantive discussion of issues. March 24, 2021 9th Meeting. Substantive discussion of issues. May 19, 2021 10th Meeting. Substantive discussion of issues. June 9, 2021 11th Meeting. Substantive discussion of issues. June 16, 2021 12th Meeting. Substantive discussion of issues. August/September 2021 13th Meeting. Review of Final Report. September 2021 Review and Approval of Final Report by Senate Priorities and Planning Committee. October 4, 2021 Presentation of Final Report to Senate. October 2021 - June 2022 Implementation of recommendations.
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Update on Senate Governance Review Page 24 of 543
To: Members of Senate
From: Dr. Tami Martino, Chair, Priorities and Planning Committee
Subject: 5. Priorities and Planning Committee Report
Meeting: June 7, 2021
b) Update from the COU Academic Colleague
The Council of Ontario Universities (COU) works closely with the provincial and federal government to develop and improve public policies that help Ontario universities deliver high- quality programs for students as well as research and innovation in support of the social, cultural and economic well-being.
The Council is comprised of two representatives from each member and associate member institution: the executive head (president) and an academic colleague appointed by each institution’s senior academic governing body. Professor Catherine Carstairs, from the Department of History in the College of Arts, currently serves as the academic colleague for the University of Guelph. Together with the President, they are the University’s representatives on the Council.
A summary report of recent COU advocacy issues and efforts provided by Dr. Carstairs is available for information online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/193032
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Update from the COU Academic Colleague Page 25 of 543 Page 26 of 543
To: Members of Senate
From: Dr. Julie Vale, Chair, Committee on Bylaws and Membership
Subject: 6. Committee on Bylaws and Membership Report
Meeting: June 7, 2021
Members of the Senate Committee on Bylaws and Membership for 2020-21:
Julie Vale, Faculty, CEPS (Chair) Richard Heck, Faculty, OAC Mehrdad Hajibabaei, Faculty, CBS (Vice-Chair) Evie Adomait, Faculty, LANG Samantha Brennan, Dean, COA Nicole Walker, Undergraduate Student Sharada Srinivasan, Faculty, CSAHS Jaime Rowe, Undergraduate student
a) 2021-22 Senate Standing Committees Membership [Motion]
In accordance with Senate bylaws, the Committee on Bylaws and Membership is responsible for establishing the membership of the Senate standing committees each year using the Senate- approved Modus Operandi. All Senate committee bylaws and the Senate regulations used to establish the membership are available on the University Secretariat website. 1
In order to assist with the assignment of members to the standing committees, elected Senators serving in the 2021-22 session were invited to complete a committee preference questionnaire. The Committee on Bylaws and Membership uses this information to assign Senators to standing committees and boards, while also attending to committee requirements and the Modus Operandi.2
While not all Senators are assigned to a standing committee, information with respect to preferences is held on file in case the need for a replacement is required. In addition, some committee assignments remain outstanding where further consultation is required with prospective members, or there is a need to wait until by-elections are held in the fall (e.g. in the case of some student assignments).
Enclosed for consideration is the proposed 2021-22 Senate standing committees membership. Senators will note that a limited number of vacancies remain. In order to ensure the committees are fully populated for September meetings, and that committee meetings may be set according to availability of all members, it is recommended the Committee on Bylaws and Membership be delegated authority to fill the remaining vacancies and provide to Senate for information. This recommendation is in keeping with the Senate-approved Regulations for the Appointment of Members to Senate Standing Committees and Boards which delegates authority
1 https://www.uoguelph.ca/secretariat/menu/senate/senate-bylaws-governing-documents 2 https://www.uoguelph.ca/secretariat/senate/modusoperandi
2021-22 Senate Standing Committee Membership [Motion] Page 27 of 543 to the Committee to fill vacancies on Senate standing committees that occur during the session of Senate. 3
The following motion is presented on the recommendation of the Committee on Bylaws and Membership.
Senate is asked to,
RESOLVE, that the Senate approve the proposed Senate Standing Committee membership for the 2021-22 Session of Senate, as presented. And, FURTHER RESOLVE, that Senate give delegated authority the Senate Committee on Bylaws and Membership to fill remaining vacancies, and report to Senate for information.
3 https://www.uoguelph.ca/secretariat/office-services/senate/senate-bylaws-governing-documents/regulations- appointment-members-senate
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2021-22 Senate Standing Committee Membership [Motion] Page 28 of 543
Preliminary 2021-22 Senate Standing Committee Membership
Priorities and Planning Committee (SPPC) Ex-officio Charlotte Yates President and Vice-Chancellor Gwen Chapman Provost and Vice-President (Academic) Catherine Carstairs Council of Ontario Universities Academic Colleague TBC (Chair) Member-at-Large Chairs of Senate Standing Committees TBC Committee on Bylaws and Membership TBC Board of Undergraduate Studies TBC Board of Graduate Studies TBC Research Board TBC Committee on Student Petitions TBC Committee on Non-degree Studies TBC Honours and Awards Committee TBC Committee on Quality Assurance Students (2) [one graduate & one undergraduate – both confirmed by Student Senate Caucus] Justin Mihaly University of Guelph-Humber (undergraduate) TBC (graduate)
Committee on Quality Assurance (SCQA) Ex-officio Ben Bradshaw Assistant Vice-President (Graduate Studies) Cate Dewey Associate Vice-President (Academic) Lysa Porth Dean Ex-officio Non-voting Member Patricia Tersigni Director, Academic Programs and Policy Faculty (4) Ryan Norris CBS Alexa Bersenas OVC Flavio Schenkel OAC Michele Preyde CSAHS Librarian Sarah Beaubien1 Associate University Librarian Staff Leigh West Manager, Graduate Recruitment and Programs Students (2) [one undergraduate & one graduate] Nishanth Puvanendran University of Guelph-Humber (undergraduate) Laila Zahra Harris COA (graduate)
1 Designate of University Librarian, starts in July
2021-22 Senate Standing Committee Membership [Motion] Page 29 of 543 Preliminary 2021-22 Senate Committee Membership
Board of Graduate Studies (BGS) Ex-officio Ben Bradshaw Assistant Vice-President (Graduate Studies) TBC Associate Dean, Graduate Studies Malcolm Campbell Vice-President (Research) Carrie Chassels Vice-Provost (Student Affairs) Helen Salmon Collections & Content Librarian2 Faculty (7) [one from each College] Miana Plesca LANG Tony Mutsaers OVC Meghan McMurtry CSAHS Karen Racine COA Medhat Moussa CEPS Getu Hailu OAC Lindsay Robinson CBS Graduate Students (4) [one of whom shall be President, GSA] Nicole Berardi President, Graduate Students’ Association Lisa Tang CSAHS TBC3 TBC4
Committee on Non-degree Studies (SCNS) Ex-officio Patricia Tersigni Director, Academic Programs and Policy5 Jason Dodd Science Learning Specialist and Athlete Mentor Program Coordinator6 Michelle Fach [non-voting] Executive Director, Open Learning and Educational Support Faculty (4) Ryan Clemmer CEPS Eric Lyons OAC Monica Tap COA Vivian Shalla CSAHS Students (3) Rhiannon Szewczyk B.A. (undergraduate) TBC B.Comm. (undergraduate) TBC OpenEd
2 Designate of University Librarian 3 To be filled following By-elections in the Fall 4 To be filled following By-elections in the Fall 5 Designate of Associate Vice-President (Academic) 6 Designate of University Librarian 2
2021-22 Senate Standing Committee Membership [Motion] Page 30 of 543 Preliminary 2021-22 Senate Committee Membership
Board of Undergraduate Studies (BUGS) Ex-officio Cate Dewey Associate Vice-President (Academic) Carrie Chassels Vice-Provost (Student Affairs) Michelle Fach Executive Director, Open Learning and Educational Support Ray Darling University Registrar Maz Fallah Dean Ex-officio Non-voting Members Dave Hudson Learning & Curriculum Support Librarian Patricia Tersigni Director, Academic Programs and Policy George Bragues Vice-Provost, Guelph-Humber Faculty (5) Ian Newby-Clark CSAHS Andrew Bendall CBS Sandra Scott LANG Kimberly Francis COA Soha Eid Moussa CEPS Students (4) [one of whom shall be CSA VP Academic] Lisa Kazuhara Central Student Association, Vice-President Academic Stephanie Fletcher B.Sc. (Agr.) (undergraduate) Elad Menahem B.Comm. (undergraduate) Melissa Prickaerts DVM (undergraduate)
Committee on Bylaws & Membership (Bylaws) Ex-officio Samantha Brennan Dean Faculty (5) Mehrdad Hajibabaei CBS Elizabeth Finnis CSAHS Julie Vale CEPS Richard Heck OAC Evie Adomait LANG Students (2) Gurpreet Bedi B.Sc. (undergraduate) Justin Mihaly University of Guelph-Humber (undergraduate)
3
2021-22 Senate Standing Committee Membership [Motion] Page 31 of 543 Preliminary 2021-22 Senate Committee Membership
Senate Research Board (SRB) Ex-officio Malcolm Campbell Vice-President (Research) Karina McInnis Associate Vice-President (Research Services) Ben Bradshaw Assistant Vice-President (Graduate Studies) Beverley Hale Associate VP Research (Agri-Food Partnership) Amy Buckland Acting Head, Research & Scholarship, Library Head, Research & Scholarship, Library7 TBC Faculty Member of the Board of Governors Staff Robert Reed Lab Coordinator/Lecturer, CEPS (Chemistry) Faculty (7) [one from each College] Andreas Heyland CBS Emily Chiang CEPS Alireza Talebi LANG Nicolas Brunet OAC Roberta Hawkins CSAHS Stephen LeBlanc OVC John Walsh COA Students (2) Matthew J. Nosotti B.Comm. (undergraduate) Anna Canella OVC (graduate)
Committee on Student Petitions (Petitions) Faculty (6) Shoshanah Jacobs CBS Lynda Ashbourne CSAHS Susan Douglas COA Brigitte Brisson OVC Kate Shoveller OAC William Murray LANG Students (7) Michael Pacheco B.A. (undergraduate) Annabelle Clark-Lepard B.A. (undergraduate) Christopher McCaig B.Eng. (undergraduate) Shehani Siripala B.Sc. (undergraduate) Christopher Persaud B.Sc. (undergraduate)
7 Designate of University Librarian 4
2021-22 Senate Standing Committee Membership [Motion] Page 32 of 543 Preliminary 2021-22 Senate Committee Membership
Honours and Awards Committee (SHAC) Ex-officio Charlotte Yates President & Vice-Chancellor Gwen Chapman Provost & Vice-President (Academic)8 TBC Chair of Senate Priorities and Planning Committee TBC University of Guelph Alumni Association9 Faculty (7) [one from each College] Nina Jones CBS Laura Favetta OVC Sharada Srinivasan CSAHS Massimo Marcone OAC Michele Bowring LANG Dan Gillis CEPS Catherine Carstairs COA Staff Leigh West Manager, Graduate Recruitment and Programs Students (2) Kyle Nussey BLA (undergraduate) Amanda Wuth LANG (graduate) External Community Members (2) TBC Community Member TBC Community Member
8 Interim 9 Designate of Alumni Associate President 5
2021-22 Senate Standing Committee Membership [Motion] Page 33 of 543 Page 34 of 543
To: Members of Senate
From: Dr. Julie Vale, Chair, Committee on Bylaws and Membership
Subject: 6. Committee on Bylaws and Membership Report
Meeting: June 7, 2021
b) Election of the Member-at-Large to Chair SPPC [Ballot]
On August 31, 2021, Professor Tami Martino will have completed her two-year term as the Senate-elected Member-at-Large responsible for chairing the Senate Priorities and Planning Committee (SPPC). Accordingly, a new chair shall be elected following the upcoming Senate meeting on June 7, 2021.
A call for nominations was distributed to all Senators on April 9, 2021, along with a list of those eligible for nomination.
One nomination was received in response to the call. Professor Mark Lipton has been nominated to serve as the Member-at-Large to Chair the SPPC for a two-year term. Dr. Lipton has agreed to stand, and his nomination statement is enclosed.
The Senate-approved Regulations Governing the Election of the Member-at-Large to Chair the Senate Priorities and Planning Committee stipulate that the Senate Committee on Bylaws and Membership forward names of any candidates to Senate in the form of a ballot for election accompanied by a brief statement form the candidate.1
As with all ballots and slates, Senators may propose nominations from the floor of the Senate meeting but must provide a rationale for the late timing of such submissions.
Senators are advised that a ballot for election of the Member-at-Large will be circulated via email, following the Senate meeting.
1 https://www.uoguelph.ca/secretariat/office-services/senate/senate-boards-and-standing-committees/priorities-and- planning-committee
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Election of the Member-at-Large to Chair Senate Priorities and Planning ... Page 35 of 543 Page 36 of 543 Member-at-Large to Chair Senate Priorities and Planning Committee Nomination Statement
One nomination was received for the Member-at-Large seat that will become vacant upon conclusion of Dr. Tami Martino’s term. Senate elects the Senate member to fill the role via electronic ballot which will be circulated to all Senators the day following the Senate meeting.
Nomination Statement
Dr. Mark Lipton Nominated by Dr. Ryan Gregory
Mark Lipton is a vocal and energetic member Senate, elected to represent the College of Arts for three consecutive terms. In that time, leadership roles include two terms on the Senate Committee on Quality Assurance (2011-2018) [roles: Member (2011-2012), Vice-Chair (2012- 2013), & Chair (2013 to 2018)] & one year as Chair, Senate Committee on Non-Degree Studies. Both roles included Membership on the Senate Priorities and Planning Committee. Lipton’s maintains an active role in educational policy and governance, for example, through his participation in the Vice Provost’s Taskforce on Pedagogical Innovation. Lipton is also a vigorous advocate for Equity, Diversity, Inclusion, and Decolonization, and in 20017-2018 was invited to serve on the Provost and Vice-President’s (Academic) GenEq Advisory Committee.
______
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Election of the Member-at-Large to Chair Senate Priorities and Planning ... Page 37 of 543 Page 38 of 543
To: Members of Senate
From: Dr. Julie Vale, Chair, Committee on Bylaws and Membership
Subject: 6. Committee on Bylaws and Membership Report
Meeting: June 7, 2021
c) Senate and Senate Standing Committees Annual Evaluation Surveys
Each year, members of Senate and its standing committees and boards are asked to complete and evaluation survey, reflecting on governance processes and Senate’s work over the past year. The purpose of the evaluation survey is to support committee effectiveness and inform continuous improvement in governance processes. Senate evaluation results are enclosed for the information of Senators. Results of the standing committee evaluation surveys have been shared and discussed at the respective committee meetings and are available online in the supporting materials folder.1 Dr. Julie Vale, Chair of the Committee on Bylaws and Membership, will provide a brief overview of themes in this year’s evaluation. Senators will be invited to contribute any further observations or comments.
1 https://uoguelph.civicweb.net/filepro/documents/193094
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 39 of 543 Page 40 of 543 Senate Evaluation Results 2020-21 Session of Senate
In accordance with Senate’s annual practice, Senate Evaluation Surveys are distributed to all Senators and Standing Committee/ Board members, as one method of obtaining feedback on their experience as members of Senate and its committees. Below are the survey results from the Senate and Senate Standing Committee Evaluation for the 2020-21 session of Senate.
Question - Please indicate the constituency you represented on Senate during the 2020-21 session:
Answer Percent Count1
Ex-officio 24.11% 27
Elected Faculty/Librarian 45.54% 51
Elected Student 21.43% 24 Other Elected/Appointed Representative (Staff, Alumni, Faculty Association, 8.93% 10 Board of Governors) Total 100% 112
Question - Please indicate whether you have served on a Senate Standing Committee in the past five years:
Answer Percent Count
Yes 59.82% 67
No 40.18% 45
Total 100% 112
Question - Did you attend the first meeting of Senate on September 1, 2020?
Answer Percent Count
Yes 89.29% 100
No 10.71% 12
Total 100% 112
1 Survey data collected includes partial responses.
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 41 of 543 2020-21 Senate Evaulation Results
Question - Do you, as a Senator, feel …
Strongly Strongly Doesn’t Total Question Disagree Neutral Agree Disagree agree Apply Count You understand your job as a 0.91% 4.55% 2.73% 43.64% 47.27% 0.91% Senator 1 5 3 48 52 1 110 You understand Senate's role 1.82% 1.82% 3.64% 44.55% 48.18% 0.00% in Educational Policy 2 2 4 49 53 0 110 You understand Senate's role 2.73% 2.73% 3.64% 41.82% 49.09% 0.00% in Academic Programming 3 3 4 46 54 0 110 Oversight The Senate effectively 2.73% 5.45% 16.36% 44.55% 28.18% 2.73% performs its responsibilities in 3 6 18 49 31 3 110 Educational Policy The Senate effectively performs its responsibilities in 2.73% 6.36% 14.55% 40.91% 32.73% 2.73% Academic Programming 3 7 16 45 36 3 110 Oversight The Senate promotes 4.55% 6.36% 17.27% 40.00% 30.00% 1.82% transparency and 5 7 19 44 33 2 110 accountability The Senate's decisions are in alignment with the 2.73% 1.82% 16.36% 44.55% 27.27% 7.27% University's mission and 3 2 18 49 30 8 110 Strategic Framework The Senate is kept up-to-date on issues related to 1.82% 7.27% 8.18% 45.45% 32.73% 4.55% governance and advocacy as 2 8 9 50 36 5 110 well as present budget challenges Senate members have the 2.73% 7.27% 13.64% 42.73% 33.64% 0.00% opportunity to contribute 3 8 15 47 37 0 110 Senate meetings function 3.64% 5.45% 18.18% 39.09% 32.73% 0.91% effectively when conducted 4 6 20 43 36 1 110 through web-conference You are valued for your 1.82% 8.18% 20.91% 41.82% 25.45% 1.82% contributions as a member of 2 9 23 46 28 2 110 Senate The Orientation Presentation 2.73% 0.91% 15.45% 41.82% 24.55% 14.55% by the Secretariat was helpful 3 1 17 46 27 16 110
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 42 of 543 2020-21 Senate Evaulation Results
Question - Comments or observations regarding your experience as a Senator:
We need to get the chat under better control. Way too distracting and disruptive. The web based meetings have worked well. The chat during the online meetings can be distracting at times, but it does offer a means of discussion if the comments are on topic. Senate has become too much of a top-down series of "updates" by administration with minimal discussion or debate. The remote format is MUCH better for allowing senators to voice opinions and raise questions, but this is sometimes cut short. I think moderating the online / web format is more challenging as evidenced in the last meeting where a very small # of voices seemed to predominate. I have thoroughly enjoyed and appreciated having the opportunity to serve as a Senator. I am overall extremely satisfied with the 2020-21 Senate proceedings, have minimal criticisms. I would, however, mention that the chat feature is extremely distracting and disrespectful when someone is presenting in Senate. i.e. if Dr. Chapman is presenting the budget slides in person, we wouldn't be blurting out comments at the same time. Regardless of whether or not the message into chat is relevant to the present conversation, it is not appropriate for when someone is presenting or delivering remarks. Zoom does have the ability to close a chat at specific times, and re-open it once discussion is allowed, but I know Teams is the preferred platform. This is just a comment, as I found it a bit hard to focus on the presentation while someone just added their thoughts along with it mid-sentence. Overall I loved being on Senate! Senate has turned into information gathering town-hall style. The size of the senate makes deliberative discussion impossible. Administration hand-picks senators for particular roles -- some of these senators have been in the same role of very long times. No one is neutral. The style of meetings - whether online or not - are not up-to-date with current meeting practices in the private sphere. the levels of administration make change slow. there is nothing nimble about about senate or the university's ability to adapt to a changing and unstable world. Increasingly, faculty discuss an ongoing or growing distrust of the system. I have filled out dozens of surveys and it's not really useful until advocacy and active engagement is promoted. I am asked my opinion in this colonial way of gathering information. The box is the size of a single line. . .making the sharing of my responses limited, and to be honest, like you don't really care. Information is not the problem. You have too much information and too many administrators with selected spheres of power. . . why are faculty not seconded to administrative roles? if faculty are the BIGGEST expense, the administration makes no effort to maximize our engagement. I'd say morale is at an all time low. Everyone seems super reactive. We don't have a cohesive story or identity. The aministration is not maximizing the power of an active nimble senate to help shape campus and academic culture. What's the grand story of higher education and our role in the future of advanced learn9ing? Our communication make us look like some corporate camp retreat. Our messaging is anything but authentic. Student life is the one MAJOR exception, however, the divide between academic life and campus culture is at breaking point. IF these aren't integrated, our reputation is lost. Some administrative decisions seem to create more position that hail fancy titles, but are extensions of current structures. IF something NEW doesn't emerge as a result of this PANDEMIC, then we are lost. So SENATE -- this year. ALL TIME LOW. i regret sharing these observations in this format. I invite any readers to contact me for a conversation . . . marklipton Very interesting to see how senate functions and how passionate everyone is about the university. I really enjoy my role as a Student Senator, and in my positions on Senate Standing Committees. I do feel that I am still learning (as it is my first year), but after each meeting I feel more aware about how the Senate/University functions, about the different processes and methods, about the rich community working "behind-the-scenes" at UofG, and about how I might best contribute in my own way to University of Guelph governance. Thank you for all that you do, and yes -- the Orientation presentation was VERY helpful! :) At times, there are too many chats that could be very distracting, and may hinder the ability to focus on the issue at hand. I understand that everyone would want to be heard, though.
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 43 of 543 2020-21 Senate Evaulation Results
A very large group and hence sometime less than optimal for productive meetings. The agenda package for senate meetings is usually emailed a few days before the Senate meeting, which is not a lot of time to review the information, because the package is each time over 100 pages and considering that senate members have full-time jobs. During the meetings decisions are made based on the information provided in the package, and I often feel uncomfortable being asked to decide on something for which I had little or no time to review it or even only look at it appropriately. There is also a lot of material for each meeting that some of the discussions are cut short to be able to get through everything. I am therefore wondering if more frequent and shorter meetings might work for some content better. Joining the Senate and the meetings have improved my understanding of the Senate and its role a lot. Contribution is possible and welcomed, the discussions are often interesting and helpful. And to me the virtual meetings work overall well, there are no major problems. I understand that it can be frustrating for the person presenting something, but as member in the meetings I don't feel that it is a limitation. It likely goes without saying that the pandemic has placed many unprecedented challenges on Senate and on leadership. This instability has been exacerbated by the massive shift in upper-level leadership currently taking place. This past year has felt unclear, unfocused, and lacking in clear guiding values. It also hasn't felt like Senate has been a place to come to discuss issues. Instead, it's seemed more like a place where a few people dominate the chat and perform their outrage while senators are fed talking points from those presenting. The process is broken. By the time Senate's work on academic programs actually rolls around, people are too tired/irritated to even look things over, let alone participate in a meaningful conversation. I hope that with some stability, Senate can become a place for respectful dialogue again. Right now, I feel rather disheartened by the meetings. Guelph has lots of work to do. I hope we can get back to it next cycle. I find the chat behaviour during online Senate meetings to be disruptive and disrespectful. That is completely in contrast to face-to-face Senate meetings. My only concern is related to health and wellness. Receiving packages that are in excess of several hundred pages one week prior to our meeting does not support life-work balance, nor health and wellness. When we are to review and critically reflect on a student's thesis, we are provided more time. The issues and decisions that we make in senate are just as important, and we need more time to really consider everything that is happening. Beyond this, we shouldn't be receiving these types of emails outside of regular working hours, especially into a Friday eve. That simply supports the idea that we all should be constantly working - which clearly goes against the University's mission to support health and wellness. Prefer f2f, but the chat fn is very useful. I would prefer representatives give brief summary of reports in meetings instead of just relying on Senators to read all of the 20-30 pages in the meeting package and just asking if there are questions during the meeting. I would have given a much more positive evaluation of Senate last year or even a few months ago, but I have been disappointed with the last few senate meetings. Seems like Senate is no longer Senate. Instead, we spend a lot of time on top-down presentations with little opportunities for discussion on what is, in fact, the real work of Senate. Moreover, the presentations by the administration seem increasingly rehearsed and meant as points of information, not discussion, and the real work of Senate is relegated to the last 45 minutes when we are all too tired to say anything. The administration is operating in a constant defensive mode and doing some very selective listening, if listening at all. The Secretariat appears to function more like an arm of the administration at the moment, focussed on disseminating their message. I am very sorry to have to write all of this. I know the present situation is hard on everyone, including the administration, but I feel it needs to be said. Some positives: I like the online format of Senate, and I feel that the chat function has been able to mitigate some of the worrying trends of Senate. I worry about getting back in person without the chat function given how top-down Senate has become. Without the chat function, I fear it will become even more of a dissemination instrument for the upper administration. Finally, I have been disappointed with the lack of leadership Senate has shown this year. It is clear that UGFA negotiations with the admin and UGFA advocacy has been the main driver this year. UGFA and unions in general are important, but so is Senate and the
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 44 of 543 2020-21 Senate Evaulation Results
academic mission of the university. Feels like the Secretariat is more interested in the Board of Governors right now too. I became a chair in December -- many of the questions are nonsensical for me. Senate members are supportive and value the input from student senators. I have no experience with the previous structure but having the chat function allows for productive and efficient discussions. This would be great to incorporate into meetings when returning to in-person meetings. As I was not appointed to any working groups or standing committees this year, I feel that my contribution has been fairly insignificant. Served on a small committee for 1st of 3 years in 19/20 - there is a learning curve to each new position, so one year appointments seem less robust for making a contribution. It seems like the important issues (quality of education, calendar policies, etc.) are given short shrift in favour of routine business (that could be better expedited) or presentations. The latter are generally good and informative, but rarely interactive. I love being a part of senate, I feel very valued and supported by the staff and faculty in administering and organizing senate. I think senate does a great job in oversight of academic policy and adhering to the strategic framework. Further, although at times it can be divisive, I think we do an excellent job in making sure members are heard and integrating their words and consultation into our decision making process. In regards to the online meeting I think we do an excellent job. Google forms works great and I love the chat feature because it allows for so many more comments that we really didnt get in an in person setting. However, it would be nice if there were a threads feature (like in Slack), because the chat can go in many different directions and its hard to keep track of at times. Sick of the grandstanding politics Meetings run efficiently and information is shared effectively. No issues. Wonderful experience! I do not feel that there is an advantage to Guelph having the largest senate as a Canadian university is an attribute. I think that voting on many aspects makes senators perhaps think they have a voice but I do. It generally feel that I have enough information to have an educated opinion or vote with any know how but I defer to the Dean of the particular college with expectations that subcommittees have vetted the issues. I feel that the time and appearance of these senate votes are formalities for which I have little input. I do not feel that I need more input - ie I do not feel that the enormous body of senate needs more info but rather feel that this voting is artificial and does not carry weight. I do not feel that receiving a university memo hours or 24 hours before the rest of campus holds any value. It feels self important with no purpose. The meetings of the Senate as a whole are too large to be effective for discussion or debate. To a large extent, they serve for information transfer from the leadership. The real, detailed work should occur in the committees. By the time proposals and program approvals reach Senate, they are too voluminous and have too much momentum to be effectively debated. Therefore, more business could be finally approved at committee, and only referred to Senate if there were not a substantial majority in favour at committee. I find my committee work the most rewarding and Senate informs our actions in these. I have found that Senate has significantly improved my understanding of academic matters. I feel like Senate operates as a rubber stamp and that the agenda has become too admin-heavy, admin- directed, admin-driven, and admin-centric. My experience as a senator was very eye-opening and made me want to persue politics and academia a lot more. The Guelph Senate is an amazing way of decision making and allows for a diverse atmosphere in decision making. I only recently joined Senate and have not had wide experience with its operations, hence the large proportion of Don't Know
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 45 of 543 2020-21 Senate Evaulation Results
Question - Please select your preferred start time for web-conference only meetings (you may select more than one):
Answer Percent Count
Earlier than 4:00 p.m. 21.05% 36
4:00 p.m. 41.52% 71
4:30 p.m. 19.30% 33
5:30 p.m. 18.13% 31
Total 100% 1712
Question - Please select your preferred start time for in-person meetings (you may select more than one):
Answer Percent Count
Earlier than 4:00 p.m. 23.29% 34
4:00 p.m. 26.71% 39
4:30 p.m. 23.29% 34
5:30 p.m. 26.71% 39
Total 100% 1462
Question - Comments regarding the start time for Senate meetings:
Later start times can infringe on family time, particularly over the dinner hour and when they go long. I very much hope that we continue to have senate meetings in remote format. I am flexible 4:00 is perfect The current time slot, and the ability to attend meetings online has worked very well for me as a parent. As a clinician anything prior ton4pmnis quite difficult to make. To support life-work balance, and particularly to support faculty with young children at home, it likely makes sense to move senate meetings to regular working hours. I can live with any start time. Probably best to defer to the needs of those with restrictions, especially due to dependents. Senate meeting should be in a regularly scheduled work day rather than going into the evening. I have had to miss the first hour or more of some meetings this year due to teaching schedule.
2 Survey participants may have selected more than one answer.
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 46 of 543 2020-21 Senate Evaulation Results
As a student I prefer 5:30 pm, because some of my classes or labs that have required attendance extend until 5:20pm and I have occasionally missed to start of senate meetings due to it. For in person, evening meetings mean not being able to go home, so earlier is better. For web conference, I'd like time to move from campus to home to join the meeting from home, so later start is better. Should not be three hours, all presentations should be pre-recorded and just do the business Think the best time would be during the summer after course selection schedules haven’t been chosen The 4pm time is impossible for people with kids at home. It's after school, day-care pick up and dinner time. It disadvantages any primary caregivers to children. Students all gave a different schedule better to do this part later 3 hours duration is greatly longer than effective. Senate might work better with monthly meetings of ~1 h duration. This will be hard for you, but at least now you could offer both virtual and in person enabling many of us to attend more than we have historically. Silver lining? I am enjoying the online format Please continue to have them remote. They are so much more inclusive in this format.
Question - What is your gender identity (you may select more than one)?
Answer Percent Count
Woman 47.57% 49
Man 48.54% 50
Transgender 0.00% 0
Non-binary, genderqueer, gender non-conforming 1.94% 2
Prefer to self-describe 1.94% 2
Total 100% 103
Question - If self-describing, please identify:
I prefer not to answer Not your business. this is more data. why are you collecting this? invasive manner.
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 47 of 543 2020-21 Senate Evaulation Results
Question - Do you identify as a member of the LGBTQ2IA+ community?
Answer Percent Count
Yes 7.77% 8
No 88.35% 91
Prefer Not to Answer 3.88% 4
Total 100% 103
Question - Do you identify as racialized, a person of colour, or a visible minority?
Answer Percent Count
Yes 18.45% 19
No 78.64% 81
Prefer Not to Answer 2.91% 3
Total 100% 103
Question - Do you identify as a First Nations, Inuit (Inuk) or Métis person?
Answer Percent Count
Yes 0.00% 0
No 98.06% 101
Prefer Not to Answer 1.94% 2
Total 100% 103
Question - Do you identify as a person with a disability?
Answer Percent Count
Yes 4.81% 5
No 92.31% 96
Prefer Not to Answer 2.88% 3
Total 100% 104
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 48 of 543 2020-21 Senate Evaulation Results
Question – Is there anything you wish to add?
Have a great day! I am not Canadian and did not grow up here, and when I started I felt little supported regarding immigration and trying to find my way around within and outside of the University. The rationale for these questions has not adequately been defined These questions are totally irrelevant we are all humans, wake up people I am a part of a religious minority as I practice judaism.
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Senate and Senate Standing Committees Annual Evaluation Surveys Page 49 of 543 Page 50 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
Members of the Board of Undergraduate Studies for 2020-21:
Ian Newby-Clark, Faculty, CSAHS (Committee Chair) Dave Hudson, Library, Learning and Curriculum Support Dan Gillis, Faculty, CEPS (Committee Vice-Chair) Andrew Bendall, Faculty, CBS Cate Dewey, Associate Vice-President (Academic) Sandra Scott, Faculty, LANG Carrie Chassels, Vice-Provost (Student Affairs) Dan Gillis, Faculty, CEPS Michelle Fach, Executive Director, OpenEd Kimberly Francis, Faculty, COA Rene Van Acker, OAC, Dean Lisa Kazuhara, VP Academic, CSA Ray Darling, University Registrar Gianluca Tatone, Undergraduate student Patricia Tersigni, Director, Academic Programs and Policy Srinivi Sriram, Undergraduate student George Bragues, Interim Vice-Provost (Guelph-Humber) Victoria Borsodi, Undergraduate student
a) Proposed Revisions to Undergraduate Degree Regulations and Procedures - Examinations and Grading Procedures [Motion]
At its meeting on May 4, 2021 the Board of Undergraduate Studies supported proposed revisions to undergraduate degree and associate diploma regulations and procedures pertaining to final examination requirements for courses at the 1000 and 2000 level, including the related grading procedures.1
Enclosed is a memorandum from Dr. Cate Dewey, Associate Vice-President (Academic), which provides background and rationale for the proposed revisions which seek to remove the requirement that normally all 1000 and 2000 level courses shall have a final examination, unless an exception is approved. These revisions are supported by the Academic Policies and Procedures Working Group (APP) and the Council of Associate Deans Academic (CADA). For information, a summary report of the feedback received for the proposed revisions can be found online in the supporting material folder.2
The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed revisions to Undergraduate Degree and Associate Diploma Regulations and Procedures, as presented, and such that the requirement for 1000 and 2000 level courses to have final examinations be removed;
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1625 2 https://uoguelph.civicweb.net/filepro/documents/192918
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 51 of 543
And, FURTHER RESOLVE, that these changes be reflected in the Undergraduate, Associate Diploma and Guelph-Humber academic calendars;
And, FURTHER RESOLVE, that these changes will take effect as of Fall 2021.
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Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 52 of 543
To: University Secretariat From: Cate Dewey, Associate Vice President (Academic) cc: Ray Darling, University Registrar Patricia Tersigni, Director Academic Programs and Policy Subject: Policy Revision: 1000 and 2000 Final Examinations Date: April 26, 2021
Background: 1000 and 2000 level final examinations
Since the beginning of the Covid-19 pandemic and the University’s shift to remote teaching, learning and working, most final examinations have been conducted remotely; many have shifted in format and pedagogical design (ex, take-home or case study). In some cases, faculty and instructors have determined with approval of their Chair that an alternative to a traditional final examination is a more appropriate assessment for a particular course. Attached is a proposed change to remove the existing and outdated requirement that, regardless of course or design, all 1000 level and 2000 level courses must have examinations in a “2-hour, regular sit-down format” unless waived by the Chair. The change affects undergraduate, associate diploma and Guelph-Humber courses. If approved, the change does not preclude a course from continuing to have a traditional 2-hour final examination, either invigilated in-person when classes resume on campus or mediated through technology. Ontario universities were surveyed and the results show 13 of 15 do not currently have policy on in-person examinations (attached).
Rationale
This policy change is proposed by the Associate Vice-President (Academic) with the support of the Provost, the Academic Policies and Procedures Working Group (APP) and the Council of Associate Deans Academic (CADA). It supports the alignment of policies with current practices and supports instructors, faculty, chairs and departments in the implementation of major course assessment in alignment with course learning outcomes. The proposed revisions support the work on innovative assessment identified in the Provost’s Task Force on Pedagogical Innovation. The members of the task force are determining what alternative forms of assessment and evaluation can support student achievement of course learning outcomes. The proposed amendments support faculty to be innovative in their assessment design and recognizes that the strict requirement of traditional examination formats does not allow for alternate formats to be easily considered or implemented. Follow the Provost’s Task Force website for more information, including meeting updates on progress to date.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 53 of 543
Proposed Changes
The amendments remove language in the Academic Calendars – Examinations sections - indicating that most 1000 level courses will have regular, sit-down format exams. In addition, the APP working group is proposing an update to Resolution 9 in the grading procedures that indicates that normally courses at the 1000 and 2000 level have final examinations. See below for the revisions in track changes format.
The amendments to the policy: • align with policies and procedures at most Ontario Institutions (see Summary of Feedback from Ontario Universities) • support chairs, program heads, and directors to review and approve course outlines and final assessment formats in light of course outcomes and disciplinary requirements • where applicable, supports faculty to utilize effective assessment strategies developed during the response to COVID-19 as part of their ongoing teaching practice • support the work of the Provost’s Task Force on Pedagogical Innovation
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 54 of 543 Undergraduate Calendar Examinations Current calendar copy:
https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/sec_d0e7195.shtml Examinations Final Examinations/Assignments and Final Week of Classes Final Week of Classes Final term assignments or papers may be due in the last five class days prior to the final examination period. Due dates for these evaluations should be stated in the course outline. Final assignments along with all necessary resource material should be available to students no later than the end of the 9th week of classes. Take-home examinations may not be due in the last week of classes. Term tests must not be scheduled during the last five class days prior to the final examination period. Exceptions may be granted by the Dean (or designates) for practical evaluations such as Laboratory or Studio tests, with the scheduling of such tests indicated in the course outline. Short quizzes which have been a regularly scheduled part of the course and which are intended to review small amounts of material are not considered term tests and may be held during the last five class days. Final Examinations (Regular, Take-Home and Other Format) and Final Assignments Where regular final examinations are to be given they must be given during the examination period. All regular final examinations shall be two hours in duration. The following guidelines for conducting final examinations have been approved by Senate.
1. Departments should indicate to Scheduling Services whether a final examination time slot is required for a course. Departments will indicate whether: o the examination will be a regular, sit-down examination for which a room is required; o the examination will be a take-home examination; o the examination will be in some other format (orals; computer exams; juried performance exams, etc.). 2. Unless approved by the Department Chair, examinations for 1000 level courses will be in regular, sit-down format only. 3.2. The final examination period should be scheduled so as to provide a two day break between the last day of classes and the first day of examinations. 4.3. The final examination period consists of eleven days, except in the Summer semester, where it is eight days. 5.4. The periods scheduled for final examinations which are to be written in examination halls shall be all of two hours in duration. No regular examination held during the final dates scheduled for final examination periods shall be longer than two hours. (Note: Some DVM courses are exempted from this rule and require three hour exams.)
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 55 of 543 6.5. Under normal circumstances, changes to the published examination timetable are not permitted. 7.6. Where final examinations in either regular, take-home or other format are to be given, they must be given or due during the final examination period. 8.7. The Office of Registrarial Services has determined the 9th day (6th day in the 12-week format summer semester; 4th day in the 6-week format summer semester) of the examination period as the final due date that may be assigned for take home examinations or exams given in other than regular, sit-down format. When using a take-home or other format final examination, departments will inform the Office of Registrarial Services whether they are using the 9th day (6th day in the 12-week format summer semester; 4th day in the 6-week format summer semester) of the examination period as the due date, or whether they are using an earlier date. This information must be provided to ORS before the beginning of the semester, and the due date must be noted on the course outline distributed at the first class meeting. 9.8. Faculty using take-home examinations will determine when the examination paper will be made available to students, but must allow students at least 72 hours between the date of issue of the exam and the due date. The date of issue of the examination and the due date must be included in the course outline distributed at the first class meeting. If a student's time to complete a take-home examination is significantly lessened because of the number and timing of regularly scheduled sit-down examinations, the instructor may grant an extension, provided the new due date is not beyond the grade submission deadline for the course. The student must initiate such a request no later than the end of the second week of classes. The length of the extension will be at the instructor's discretion and instructors are advised to give the student the new due date in writing. The date of issue of the examination and its due date must be included in the course outline distributed at the first class meeting. 10.9. If the examination is to be handed out after the end of classes, the instructor will be responsible for arranging distribution and for ensuring that students have the appropriate opportunity to ask questions for clarification. 11.10. Final assignments or papers may be due either during the final examination period or in the last week of classes. In either case, the assignments along with all necessary resource material should be available to students no later than the end of the 9th week of classes and the due date and date of issue of the assignment must be included in the course outline distributed at the first class meeting. The Office of Registrarial Services has determined the 9th day (6th day in the 12-week format summer semester; 4th day in the 6-week format summer semester) of the examination period as the final due date that may be assigned for final assignments due in the examination period. When a final assignment used in lieu of a final examination is to be due in the examination period, the department will inform the Office of Registrarial Services whether they are using the 9th day (6th day in the 12-week format summer
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 56 of 543 semester; 4th day in the 6-week format summer semester) of the examination period, or whether they are using an earlier date. This information must be provided to O.R.S. before the beginning of the semester and must be included on the course outline distributed at the first class meeting. Instructors who opt for an assignment to be due during the examination period may not also include a final examination in their courses. The Office of Registrarial Services of the University is the final arbiter of the manner of conducting examinations and receives general directives on policy from the Provost and Vice President (Academic), and the Board of Undergraduate Studies. The Office of Registrarial Services will, in cooperation with the appropriate examiners, establish special examination procedures as and when needed, for students who have temporary or permanent physical disabilities. Medical opinion shall be sought whenever there is doubt about the extent of the disability. … INSTRUCTOR'S RESPONSIBILITIES Instructors who wish to hold examinations in other than sit-down,regular formats should discuss procedures with their Chair/Director. The faculty member(s) responsible for the course and the setting of the examination, or a designate, shall be the instructor(s)-in-charge for final examinations in that course. They are responsible for the following.
1. Including the time of the final examination on the course outline distributed to students at the commencement of the semester. Note that under normal circumstances, once established, the date, time and location of final examinations may not be changed (see Grading, Resolution 5), and that where a course is taught in multiple sections the final examination date and time will be the same for all sections regardless of location (see Grading, Resolution 7). 2. If it becomes necessary to change an examination time or to add a final examination, contacting Scheduling Services, and once a time is set, obtaining the written approval of all students. 3. Advising Scheduling Services, prior to the examination if an "open book" examination is to be written; otherwise, it will be considered "closed book". 4. Arriving at the examination room thirty minutes prior to the commencement of the examination and distributing examination papers, attendance cards, if used, and other authorized materials. 5. Taking attendance during the first hour of the examination period. 6. Arranging the collection of completed examination papers and comparing the number of examinations collected to the number of attendance cards or student signatures collected. These records should be retained by the department for a period of one semester. 7. With the invigilators, ensuring that students do not enter the examination room after the first 60 minutes or leave during the first 60 or last 15 minutes of the examination period. 8. Including all instructions regarding the examination on the examination paper, i.e., writing on every other line, writing on the right hand pages of the book. No verbal
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 57 of 543 instructions can be made at the examination hall with the exception of corrections to printed instructions and material. 9. Where a student does not write the final examination, following the procedures outlined under Academic Consideration in this section of the calendar.
Grades Current calendar copy: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08- grds-proc.shtml Grades Grading Procedures Resolution 9 That normally all courses at the 1000 and 2000 levels shall have final examinations and that exceptions require the approval of the Chair of the Department. The Board of Undergraduate Studies has by formal resolution undertaken to do as follows:
• to specify clearly the administrative responsibility of chairs with respect to the methods of evaluation, the setting of examinations and the determining of grades in courses in their departments. • to review the effects of the pass by course system on the academic standards of the University. • to request each program to review its overall academic standards and, in particular, its requirements for graduation. • to examine whether the prerequisites at the secondary school level required for admission to the University of Guelph are adequate. • from time to time, to review and monitor the academic standards across the University to ensure that there is consistency and that the regulations of the University are being adhered to.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 58 of 543 Associate Diploma Calendar Examinations Current calendar copy: https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/sec_d0e5172.shtml Examinations Final Examinations/Assignments and Final Week of Classes Final Week of Classes Final term assignments or papers may be due in the last five class days prior to the final examination period. Due dates for these evaluations should be stated in the course outline. Final assignments along with all necessary resource material should be available to students no later than the end of the 9th week of classes. Take-home examinations may not be due in the last week of classes. Term tests must not be scheduled during the last five class days prior to the final examination period. Exceptions may be granted by the Dean (or designates) for practical evaluations such as Laboratory or Studio tests, with the scheduling of such tests indicated in the course outline. Short quizzes which have been a regularly scheduled part of the course and which are intended to review small amounts of material are not considered term tests and may be held during the last five class days. Final Examinations (Regular, Take-Home and Other Format) and Final Assignments Where regular final examinations are to be given they must be given during the examination period. All regular final examinations shall be two hours in duration. The following guidelines for conducting final examinations have been approved by Senate.
1. Departments should indicate to Scheduling Services whether a final examination time slot is required for a course. Departments will indicate whether: o the examination will be a regular, sit-down examination for which a room is required; o the examination will be a take-home examination; o the examination will be in some other format (orals; computer exams; juried performance exams, etc.). 2. Unless approved by the Department Chair, examinations for 1000 level courses will be in regular, sit-down format only. … INSTRUCTOR'S RESPONSIBILITIES Instructors who wish to hold examinations in other than sit-down, regular formats should discuss procedures with their Chair/Director. The faculty member(s) responsible for the course and the setting of the examination, or a designate, shall be the instructor(s)-in-charge for final examinations in that course. They are responsible for the following.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 59 of 543 Grades https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/c08-grds-proc.shtml Grades Grading Procedures Resolution 9 That normally all courses at the 1000 and 2000 levels shall have final examinations and that exceptions require the approval of the Chair of the Department. The Board of Undergraduate Studies has by formal resolution undertaken to do as follows:
• to specify clearly the administrative responsibility of chairs with respect to the methods of evaluation, the setting of examinations and the determining of grades in courses in their departments. • to review the effects of the pass by course system on the academic standards of the University. • to request each program to review its overall academic standards and, in particular, its requirements for graduation. • to examine whether the prerequisites at the secondary school level required for admission to the University of Guelph are adequate. • from time to time, to review and monitor the academic standards across the University to ensure that there is consistency and that the regulations of the University are being adhered to.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 60 of 543 Guelph-Humber Examinations Current calendar copy: https://www.uoguelph.ca/registrar/calendars/guelphhumber/2020- 2021/c07/sec_d0e5213.shtml Examinations Final Examinations / Assignments and Final Week of Classes
Final term assignments or papers may be due in the last five class days prior to the final examination period. Due dates for these evaluations must be stated in the course outline. Final assignments along with all necessary resource material should be available to students no later than the end of the 9th week of classes. Take-home examinations may not be due in the last week of classes. Where regular final examinations are to be given they must be given during the examination period. All regular final examinations shall be two hours in duration. The following guidelines have been approved for conducting final examinations: Faculty should indicate to the Campus Registrar whether a final examination time slot is required for a course. In the absence of specific direction, the course outline for a course will be referenced in the development of the final examination schedule. Faculty must indicate whether:
1. the examination will be a regular, sit-down examination for which a room is required; or 2. the examination will be a take-home examination; or 3. the examination will be in some other format (orals; computer exams; juried performance exams, etc.). Unless approved by the Program Head, examinations for 1000 level courses will be in regular, sit-down format only. Grades Current Calendar copy: https://www.uoguelph.ca/registrar/calendars/guelphhumber/2020- 2021/c07/c07-grds-proc.shtml Resolution 9 That normally all courses at the 1000 and 2000 levels shall have final examinations and that exceptions require the approval of the Program Head. The Board of Undergraduate Studies has by formal resolution undertaken to do as follows:
• to specify clearly the administrative responsibility of Program Heads with respect to the methods of evaluation, the setting of examinations and the determining of grades in courses in their program. • to review the effects of the pass by course system on the academic standards of the University. • to request each program to review its overall academic standards and, in particular, its requirements for graduation.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 61 of 543 • to examine whether the prerequisites at the secondary school level required for admission to the University of Guelph-Humber are adequate. • from time to time, to review and monitor the academic standards across the University to ensure that there is consistency and that the regulations of the University are being adhered to.
Proposed Revisions to Undergraduate Degree Regulations and Procedures - ... Page 62 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
b) Proposed Revisions to the Credit/No Credit Grading Option [Motion]
At its meeting on May 18, 2021 the Board of Undergraduate Studies supported proposed revisions to the existing credit/no credit grading option. The option, introduced for Fall 2020 allows students to earn up to 2.00 credits as a “Credit” (appearing as CR on their transcript rather than a grade) and promotes student exploration of subjects outside of their main area of study.1
The proposed revisions enclosed seek to respond to and provide clarification for questions that had arisen over the past year. Consultation on these revisions was sought from program counsellors, Associate Deans Academic, and the Working Group on Academic Policies and Procedures.
Enclosed is a memorandum from Dr. Cate Dewey, Associate Vice-President (Academic) providing context for the proposed revisions and the accompanying changes to the Calendar copy.
The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed revisions to the Credit/No Credit Grading Option, as presented;
And, FURTHER RESOLVE, that these changes be reflected in the Undergraduate, Associate Diploma and Guelph-Humber academic calendars;
And, FURTHER RESOLVE, that these changes will take effect immediately.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645
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Proposed Revisions to the Credit/No Credit Grading Option [Motion] Page 63 of 543 Page 64 of 543
To: Board of Undergraduate Studies From: Cate Dewey, Associate Vice-President (Academic) CC: Ray Darling, University Registrar; Sandra Speller, Associate Registrar, Enrolment Services Date: May 10, 2021 Re: Credit/No Credit Policy Revisions
The new Credit/No Credit Policy has been in effect for two semesters. During that time, we have received helpful feedback along with requests for clarification from Program Counsellors and Associate Deans, Academic.
The proposed revisions seek to clarify the following:
• non-degree and non-diploma students are not eligible for this grading option; • this is not an academic consideration policy, rather it is a grading option; • the maximum number of credits (2.00) allowable is across general and honours programs; for double-degree students, an additional 1.00 credits to a maximum of 3.00 credits is allowable; • language around the “fail” scenario; • what does and does not qualify under the policy; • the reversal option available to students.
Attached is a track changes version and a clean copy for members’ consideration. I will be pleased to answer questions from members of BUGS at the May 18th meeting.
Proposed Revisions to the Credit/No Credit Grading Option [Motion] Page 65 of 543 VIII. Undergraduate Degree Regulations and Procedures
Undergraduate Degree Regulations and Procedures
Credit/No Credit Grading Option
The University of Guelph is committed to developing the whole student, providing a learning environment that encourages exploration. The credit/no credit course option will encourage student learning and participation in academic areas in which they have interest but perhaps not expertise. This policy allows undergraduate students who have completed a minimum of 4.00 credits to receive credit for eligible courses without impacting their grade pointcumulative average. Non-degree and non- diploma students are not eligible for this grading option.
The intention of this option is to allow students to explore courses outside of their main area of study and is based on the criteria listed below. The application of this option to a course is not subject to consideration through the academic consideration process.
Students complete course work as usual and must achieve a final mark of at least 50.00%, in order to receive a Pass Credit (CR) under this option. The course(s) are not included in the calculation of the student’s overall cumulative or semester average, or specialization average.
Undergraduate students may elect to take up to 2.00 credits (typically equal to four, one-semester courses) on the credit/no credit grading option in each diploma or degree taken. A total of 2.00 credits is allowed for General plus Honours Equivalent combined. Undergraduate students completing two degrees at the same time may elect to use the credit/no credit grading option for 2.00 credits in one degree and an additional 1.00 credits in the second degree for a maximum of 3.00 credits. The choice is not restricted as to year or level of course.
Students may use the credit/no credit option to satisfy Certificate requirements.
If a student fails the course and receives a No Credit (NCR)receives a Fail, the course credit amount will be deducted from the 2.00 credit available to the student on the credit/no credit grading option.
To qualify for this grading option, students must:
• have a cumulative (overall) average of 60.00%, the minimum required by the University to continue studies with a Term Academic Standing of Eligible to Continue • have completed at least 4.00 credits • have completed the pre-requisites for the course for which they would like to enroll in as credit/no credit • must be currently registered in the course • submit a request to opt for a credit/no credit status to the Registrar’s Office by the last day of classes in the semester in which they are taking the course • apply the credit/no credit grading option only to free electives or liberal education electives as defined by their program. Please contact your program counselling office for confirmation of course eligibility.
Students may not use this grading option for the following categories of courses:
Proposed Revisions to the Credit/No Credit Grading Option [Motion] Page 66 of 543 • courses which satisfy specialization major or minor requirements including majors, minors, areas of concentration, areas of emphasis, and areas of application • restricted elective courses • courses in which they have been found guilty of academic misconduct and received a grade penalty
Reversing a credit/no credit Request
• The request to complete a course on a credit/no credit basis can be reversed by submitting a reversal request to the Office of Registrarial Services due to a student’s change of major and/or applications to other programs.
VIII. Undergraduate Degree Regulations and Procedures
Undergraduate Degree Regulations and Procedures
Credit/No Credit Grading Option
The University of Guelph is committed to developing the whole student, providing a learning environment that encourages exploration. The credit/no credit course option will encourage student learning and participation in academic areas in which they have interest but perhaps not expertise. This policy allows undergraduate students to receive credit for eligible courses without impacting their cumulative average. Non-degree and non-diploma students are not eligible for this grading option.
The intention of this option is to allow students to explore courses outside of their main area of study and is based on the criteria listed below. The application of this option to a course is not subject to consideration through the academic consideration process.
Students complete course work as usual and must achieve a final mark of at least 50%, to receive a Credit (CR) under this option. The course(s) are not included in the calculation of the student’s overall cumulative or semester average, or specialization average.
Undergraduate students may elect to take up to 2.00 credits (typically equal to four, one-semester courses) on the credit/no credit grading option in each diploma or degree taken. A total of 2.00 credits is allowed for General plus Honours Equivalent combined. Undergraduate students completing two degrees at the same time may elect to use the credit/no credit grading option for 2.00 credits in one degree and an additional 1.00 credits in the second degree for a maximum of 3.00 credits. The choice is not restricted as to year or level of course.
Students may use the credit/no credit option to satisfy Certificate requirements.
If a student fails the course and receives a No Credit (NCR), the course credit amount will be deducted from the 2.00 credit available to the student on the credit/no credit grading option.
To qualify for this grading option, students must:
• must be currently registered in the course
Proposed Revisions to the Credit/No Credit Grading Option [Motion] Page 67 of 543 • submit a request to opt for a credit/no credit status to the Registrar’s Office by the last day of classes in the semester in which they are taking the course • apply the credit/no credit grading option only to free electives or liberal education electives as defined by their program. Please contact your program counselling office for confirmation of course eligibility.
Students may not use this grading option for the following categories of courses:
• courses which satisfy specialization requirements including majors, minors, areas of concentration, areas of emphasis, and areas of application • courses in which they have been found guilty of academic misconduct and received a grade penalty
Reversing a credit/no credit Request
• The request to complete a course on a credit/no credit basis can be reversed by submitting a reversal request to the Office of Registrarial Services.
Proposed Revisions to the Credit/No Credit Grading Option [Motion] Page 68 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
c) Proposed Revision to the Academic Misconduct Policy [Motion]
In relation to the Credit/No Credit Grading Option revisions recommended to Senate by the Board of Undergraduate Studies at its May 18, 20211 meeting, the Board of Undergraduate Studies reviewed and considered corresponding revisions to the Academic Misconduct Policy at its May 27, 20212 meeting. The corresponding revisions are enclosed for member review and consideration.
The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed revisions to the Academic Misconduct Policy, as presented;
And, FURTHER RESOLVE, that these changes be reflected in the Undergraduate, Associate Diploma and Guelph-Humber academic calendars;
And, FURTHER RESOLVE, that these changes will take effect immediately.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657
N:\Senate\4. Senate Meetings\2. Meeting Packages\2020-21\6. June 7, 2021\Cover Memos\7c BUGS - Revision to the Academic Misconduct Policy related to the Credit-No Credit Grading Option sd je.docx
Proposed Revision to the Academic Misconduct Policy [Motion] Page 69 of 543 Page 70 of 543 2021 -22 Undergraduate Calendar Copy (with change tracked) VIII. Undergraduate Degree Regulations and Procedures
Academic Misconduct …
B. Notes with Respect to Penalties
…
2. Students who have been found guilty of a course-based offence and who have been assessed a penalty in addition to an Official Warning will not be permitted to drop the course, apply the Credit/No Credit Grading Option to the course, receive credit (CRD) standing on the course or to withdraw with failure. A student who has dropped the course prior to the offence(s) being detected will have their enrolment in the course reinstated if found guilty and if the penalty assessed is other than an Official Warning.
2021-22 Undergraduate Calendar Copy (Clean) VIII. Undergraduate Degree Regulations and Procedures
Academic Misconduct …
B. Notes with Respect to Penalties
…
2. Students who have been found guilty of a course-based offence and who have been assessed a penalty in addition to an Official Warning will not be permitted to drop the course, apply the Credit/No Credit Grading Option to the course, receive credit (CRD) standing on the course or to withdraw with failure. A student who has dropped the course prior to the offence(s) being detected will have their enrolment in the course reinstated if found guilty and if the penalty assessed is other than an Official Warning.
Proposed Revision to the Academic Misconduct Policy [Motion] Page 71 of 543 Page 72 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
d) Doctor of Veterinary Medicine Program - Proposed Revisions to Admission Requirements [Motion]
At its meeting on May 18, 2021 the Board of Undergraduate Studies supported proposed revisions to the admission requirements for the Doctor of Veterinary Medicine (DVM) Program.1
The proposed revisions seek to enhance the holistic assessment of applicants by regularizing the use of Altus Suite, which includes the CASPer situational judgement test and Snapshot asynchronous recorded interview, to assess the non-academic attributes of applicants. In addition, the program proposes that the evaluation of non-academic attributes be conducted for all applicants and be considered in the admissions ranking.
The following materials are enclosed in support of the proposed revisions: • Memorandum from Dr. Jeffrey Wichtel, Dean, Ontario Veterinary College (OVC), • Memorandum from Dr. Joanne Hewson, Associate Dean (Students and Academic), and Terri O’Sullivan, Associate Professor, Department of Population Medicine, OVC, and • Memorandum from Effie Gatsinos, Associate Registrar (Admission Services) • Program Change Forms
The following additional material which includes rationale and updated content for the Undergraduate Calendar can be found online in the supporting material folder:2 • Summary of DVM Program Admission Requirements • Related calendar copy
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/filepro/documents/192919
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 73 of 543 The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed use of Altus Suite as a component of the Doctor of Veterinary Medicine Program admission requirements;
And FURTHER RESOLVE, that the evaluation of non-academic attributes be included in the admissions ranking, as presented.
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7d bugs - proposed revisions to the doctor of veterinary medicine program admission requirements sd.docx
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 74 of 543
April 30, 2021
Dear Members of the Board of Undergraduate Studies and Senate,
This letter is written in support of the DVM Program Committee’s proposal to include the “Altus Suite” in the DVM Program admissions requirements for all applicants, effective for the Fall 2022 entry point and onwards.
The DVM Admissions Subcommittee has begun a process of reviewing our DVM Program admissions policies, with the goal of achieving a more holistic evaluation of applicants that extends beyond their academic prowess. Throughout the profession, there is an urgent call to action to redefine the qualities used to recruit students into veterinary programs, and the health professions more generally. With a clear need to expand the profession’s diversity and ability to provide more accessible veterinary care in society, attributes of cultural humility, leadership, communication, and resilience are vital personal traits. To date, the use of tools to measure these non-academic traits have been limited to candidates that reach the interview stage of our admissions process, thus a population highly selected for academic performance. This proposal seeks to expand evaluation of non-academic traits to now be applied to all applicants, in order to place greater emphasis on non-academic qualities early in our admissions pathway. The DVM Admissions Subcommittee has used the proposed situational judgment test for several cohorts over the past year and has now gained sufficient experience with this platform to appreciate the contribution to more meaningful evaluation of applicants that it provides.
Best regards,
Jeffrey J. Wichtel Dean
Office of the Dean Ontario Veterinary College University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 ovc.uoguelph.ca
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 75 of 543
April 26, 2021
Dear Members of the Board of Undergraduate Studies,
Re: Inclusion of the “Altus Suite” in the DVM Program admissions requirements for all applicants, effective for the Fall 2022 entry point and onwards
The OVC-DVM Program Admissions Subcommittee (the committee) is currently conducting an extensive review of our DVM Program admissions processes, with specific consideration given to ways in which we can enhance the assessment of “the whole person” through expanded holistic admissions practices in the future.
Our current DVM Program admissions process relies heavily on academic performance, which is an important predictor of student success within our program. The DVM Program is very fortunate to have a large pool of academically prepared applicants, and the academic averages presented by our applicants are highly competitive with a narrow range and small standard deviation. However, there is a growing social imperative within the profession to also evaluate non-academic characteristics critical to veterinary professional success and career fulfillment, such as resilience, cultural humility, interpersonal skills, leadership, and community engagement. Indeed, training and reinforcement of these qualities are becoming increasingly integrated into our DVM Program curriculum as well. By placing increased importance on non- academic traits earlier in our admission process, we hope to recruit applicants into our DVM Program that already have a strong foundation in these areas, to then further build on these qualities throughout training in our curriculum.
Review of our admissions process towards enhancing our holistic measures of suitability for the profession will take time, but there are some immediate adjustments we can make and are seeking approval for now. The changes listed below do not require an applicant to modify their preparation to apply, i.e., no additional time would be required for an applicant to obtain extra training or experience to meet these new requirements. Therefore, we feel these modifications could realistically be introduced for the upcoming admissions cycle (ie. Fall 2022 entry).
Currently, each applicant submits a package consisting of their academic transcript, a Background Information Form (BIF), personal essays, and letters of reference. At present, the committee conducts an applicant “file review” of only the top candidates as ranked by academic
Office of the Dean Ontario Veterinary College University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 ovc.uoguelph.ca
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 76 of 543 admissions average, to then assess non-academic qualities as a next step of ranking for acceptance. Moving forward, the committee would instead like to begin assessing these non- academic attributes for the entire applicant pool, so that non-academic qualities can better impact success towards gaining entrance into the DVM Program.
In response to the COVID-19 pandemic, the committee utilized the situational judgement test CASPer, a component of the Altus Suite provided by Altus Assessments (Altus Home Page), as an interview tool. From this recent experience for the Fall 2020 entry point (and during the current cycle), the committee appreciated the high value that this validated and data-driven metric provided for the assessment of our applicants on multiple non-academic attributes deemed valuable by the profession. So far, this metric has only been applied to those applicants that were invited for an interview (~200 applicants per cycle) after academic ranking of the candidates.
Additionally, Altus Assessments has a more expansive toolkit within their services termed “Altus Suite”. The Altus Suite includes the CASPer test (situational judgment test) and Snapshot, an asynchronous recorded video interview. The admissions committee is piloting the Snapshot tool for the Fall 2021 entry point on a voluntary basis (i.e., applicants can volunteer to submit a Snapshot video for review that will not impact assessment of their application package). The committee foresees the value that Snapshot will add to the assessment of non-academic attributes of our candidates, and specifically, would permit further differentiation between seemingly equally qualified applicants after ranking by CASPer and academic admissions average.
Based on the aforementioned logic, the proposed modifications to the DVM Program admissions process, for admissions cycles commencing with the 2021-22 (Fall 2022 entry point) and onwards, are presented here for approval by the Board of Undergraduate Studies and Senate. These have been reviewed and approved by both the DVM Program Admissions Subcommittee and the DVM Program Committee:
• All applicants will be required to take the CASPer situational judgement test as part of the Altus Suite, and distribute their score to the University of Guelph Admissions Services by the application deadline of February 1st (along with their full application package).
• All applicants will be required to complete the Snapshot video that is administered as part of the Altus Suite and is completed at the same time as the CASPer situational judgment test.
• The cost for CASPer and Snapshot is to be covered by the applicant, which is a combined total of approximately $CAD 52 /applicant.
Office of the Dean Ontario Veterinary College University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 ovc.uoguelph.ca
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 77 of 543 • The candidate’s score from the CASPer situational judgment test will be utilized in combination with the applicant’s calculated academic admissions average to determine admissions rank for subsequent file review.
• The candidate’s Snapshot video interview will be utilized to differentiate applicants in the event of applicants that receive equal scores based on their combined CASPer score and academic admissions average.
For clarity, an outline of our existing admissions process (pre-COVID and current), as well as the proposed changes impacting the admissions cycles for the Fall 2022 entry point and onwards, are appended (Appendix A).
We thank you for your review and consideration of this request and would welcome any questions you may have during such review.
Kind regards,
Joanne Hewson, DVM, PhD, DACVIM (Large Animal) Co-Chair, DVM Admissions Committee Chair, DVM Program Committee Associate Dean, Students and Academic Ontario Veterinary College University of Guelph
Terri O’Sullivan, DVM, PhD Co-Chair, DVM Admissions Committee Associate Professor, Epidemiology and Swine Health Management Department of Population Medicine Ontario Veterinary College University of Guelph
Office of the Dean Ontario Veterinary College University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 ovc.uoguelph.ca
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 78 of 543
To: Joanne Hewson, Associate Dean (Students and Academic)
CC: Ray Darling, University Registrar Kelly Hunter, Acting Assistant Registrar - Admissions
From: Effie Gatsinos, Associate Registrar – Admission Services
Date: May 11, 2021
RE: Admission Requirement Changes for Doctor of Veterinary Medicine
After participating in consultative discussions and reviewing the final proposal regarding admission requirement changes to the Doctor of Veterinary Medicine program, Admission Services is supportive.
The proposal outlines that effective for Fall 2022 entry, all applicants will be required to take the CASPer situational judgement test and complete the Snapshot video, administered by Altus Assessments. The score from the CASPer situational judgment test will be utilized in combination with the applicant’s academic admission average to determine admission rank and eligibility to receive further consideration in the admission process. A candidate’s Snapshot video interview will be utilized to differentiate applicants in the event that applicants receive equal scores based on their combined CASPer score and academic admission average.
From a recruitment and admission perspective, we expect this change will be well-received by prospective applicants and will have a positive impact on the admission process. The DVM program has a highly competitive applicant pool and assessing non-academic attributes earlier in the admission process has the potential to increase an applicant’s likelihood of advancing to the next stage of the admission process. These tools will also enable us to confirm that in addition to academic success, candidates possess multiple non-academic characteristics that align with those viewed as core skills needed by veterinary professionals. We do not anticipate that application numbers will be impacted by the proposed changes.
In summary, Admission Services is supportive of the proposed admission requirement changes to the Doctor of Veterinary Medicine program.
Office of Registrarial Services 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 79 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar
CHANGES TO ADMISSION REQUIREMENTS FOR EXISTING DEGREE PROGRAMS
Degree program name and/or specialization: Doctor of Veterinary Medicine Program
Change: Use the current Ontario curriculum. For more information, contact the Associate Registrar, Admission Services.
The proposed modifications to the DVM Program admissions process, for admissions cycles commencing with the 2021-22 cycle (Fall 2022 entry point) and onwards are:
• All applicants will be required to take the CASPer situational judgement test on one of the available test dates as part of the Altus Suite (administered by Altus Assessments). Applicants must distribute their CASPer score to the Ontario Veterinary College (OVC) by the application deadline specific to their application cohort. Applicants are also required to submit their full application package to University of Guelph Admissions Services by the same deadline. • Domestic cohort deadline: Feb 1st • International cohort deadline: Nov 1st • All applicants will be required to complete the Snapshot video that is administered as part of the Altus Suite and this is to be completed at the same time as the CASPer situational judgment test. The Snapshot video must be distributed to the OVC along with the applicant’s CASPer score. • The cost for CASPer and Snapshot (paid to Altus Assessments) is to be covered by the applicant, which is a combined total of approximately $CAD 52 /applicant. • The candidate’s score from the CASPer situational judgment test will be utilized in combination with the applicant’s calculated academic admissions average to determine admissions rank for subsequent file review. • The candidate’s Snapshot video interview will be utilized to differentiate applicants in the event of applicants that receive equal scores based on their combined CASPer score and academic admissions average.
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 80 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar
Rationale: Why is the change being proposed? Include evidence of consultation with the Associate Registrar, Admission Services, and any documentation or data to support the rationale for the change.
Our current DVM Program admissions process relies heavily on academic performance, which is an important predictor of student success within our program. The DVM Program is very fortunate to have a large pool of academically prepared applicants, and the academic averages presented by our applicants are highly competitive with a narrow range and small standard deviation. However, there is a growing social imperative within the profession to also evaluate non-academic characteristics critical to veterinary professional success and career fulfillment, such as resilience, cultural humility, interpersonal skills, leadership, and community engagement.
By placing increased importance on non-academic traits earlier in our admission process, we aim to recruit applicants into our DVM Program that already have a strong foundation in these areas to then further build upon throughout training in our curriculum. While we continue to review our admissions process towards enhancing our holistic measures of suitability for the profession, the changes outlined in this submission are immediate adjustments we can implement towards this goal.
The situational judgement test (CASPer) and recorded video responses (Snapshot) that are listed here directly assess multiple non-academic characteristics that align with those viewed as core skills needed by veterinary professionals. These assessments, provided by an external company (Altus Assessments), provide data-driven and validated tools for assessment of our candidates. By using this online test format, applicants can access this stage of the admissions process from any location globally. Altus Assessments has existing partnerships with admissions teams at over 400 academic institutions across Canada, the USA and Australia, including many medical programs, and more recently, multiple veterinary programs. Altus Assessments is committed to advancing equity, diversity, and inclusion throughout their test scenarios, and all CASPer raters receive extensive training on test scoring and implicit bias.
Impact on applicants: What effect will the change have on the applicants to the program? Is the number of applicants likely to be affected?
The changes submitted here do not require an applicant to modify their preparation to apply beyond writing this online 1-hour test within the current test cycle i.e., no additional time would be required for an applicant to obtain extra training or special experience to meet these new requirements. While resources are available to help applicants become familiar with the test concept and format, it is not possible to otherwise prepare for this scenario-based judgment test. The test is designed to assess applicants’ organic responses to common life situations. Therefore, we feel these proposed admissions modifications could reasonably be introduced for the upcoming admissions cycle (i.e., Fall 2022 entry) without undue hardship for our applicants
A positive effect this change will have on applicants is that it will allow students to be assessed beyond academics. Given the highly competitive structure of academics, the shift towards assessment of non- academic attributes earlier in the admissions process has the potential to increase an applicant’s likelihood of advancing to the next stage of the admissions process i.e., file review.
The number of applicants to the program is not expected to be impacted by the proposed changes.
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 81 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar
Advice to applicants: What recommendations, if any, will be given to students and high school guidance counselling offices beyond the basic admission requirements? Is this information to be placed in the calendar?
To be posted on the DVM Program recruitment website (http://www.ovc.uoguelph.ca/recruitment/en/index.asp) but not included in the Undergraduate Calendar:
Applicants are encouraged to visit the Altus Assessments website found here to become familiar with the general concept of the CASPer® test and the Snapshot® video response tool, as well to become aware of the requirements with respect to personal identification, technology, and associated cost.
Once applicants register to take the CASPer® test, they will gain access to online resources on how to prepare for the test.
A computer or laptop with a functioning camera and microphone are needed to complete the Professional Skills components of the application package (CASPer® and Snapshot). Mobile phones and tablets are not compatible. Secure reliable internet is also recommended.
Implementation: When should the changes to admission requirements be implemented?
Note: changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact the Associate Registrar, Admission Services and the Curriculum Manager, Office of Quality Assurance to discuss proposed changes to admission requirements and required timelines.
To come into effect immediately – i.e., will impact the Fall 2022 entry of all DVM Program cohorts which includes the domestic (undergraduate and graduate), and international cohorts.
Consultation: Include evidence of consultation if this change impacts additional programs/departments.
These changes do not impact other colleges/programs/departments.
Consultation with Admissions Services and the University Secretariate has been done throughout the completion of this Change Request form and accompanying package.
These changes have been fully reviewed and supported by the DVM Program Admissions Sub- Committee as well as the DVM Program Committee prior to submission.
Letters of support from the DVM Program Committee and OVC Dean have been included with this submission.
Calendar copy: Attach both the current and proposed calendar copy (indicate with track changes or use Form D, if necessary).
Attached.
Proposed Revisions to Admission Requirements - Doctor of Veterinary Medi... Page 82 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
e) Proposed Revision to Admission Requirements - Bachelor of Bio-Resource Management Program (Equine Management) [Motion]
At is meeting on May 18, 2021 the Board of Undergraduate Studies supported a proposed increase to the admission requirements for the Equine Management major in the Bachelor of Bio-Resource Management program to support student success.1
The following materials are enclosed in support of this change: • Letter from Dr. Rene Van Acker, Dean, Dr. Jon Warland, Associate Dean (Academic), and Dr. Renée Bergeron, Assistant Dean (Academic) in the Ontario Agricultural College. • Letter from Dr. Andreas Boecker, Chair, Department of Food, Agriculture and Resource Economics • Letter from Jim Squires, Chair, Department of Animal Biosciences • Memorandum from Effie Gatsinos, Associate Registrar (Admission Services) • Program Change Forms
The following additional material which includes rationale and updated content for the Undergraduate Calendar can be found online in the supporting material folder:2 • Bachelor of Bio-Resource Management Survey results
The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed addition of Grade 12 chemistry (SCH4U or equivalent) and Grade 12 math (one of MHF4U, MCV4U or MDM4U, or equivalent) to the admission requirements for the Bachelor of Bio-Resource Management major in Equine Management; And, FURTHER RESOLVE, that the changes will be effective for the Fall 2023 admission cycle.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/filepro/documents/192966
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To the Calendar Review Committee, Board of Undergraduate Studies and Senate
Date: May 10, 2021 Re: Memo of Support for the admission requirement changes to the BBRM.EQM degree program
This memo is to formally express support, as chair of the BBRM program committee, Associate Dean Academic and Dean of the Ontario Agricultural College, for the proposed changes to the admission requirements for the Bachelor of Bio-Resource Management – Equine Management (EQM) degree program. The admissions requirement changes to the Equine Management major were approved at the BBRM program committee on October 06, 2020 and received support from Admissions Services on April 28, 2021.
The increased admission requirements will result in a higher academic standing for students admitted to the program, with the associated increase in student success throughout the program. This change will also allow seamless transition into courses that require the chemistry and math pre-requisites.
We offer our full support for the proposed admission requirement changes to the Bachelor of Bio-Resource Management – Equine Management degree.
Sincerely,
Jon Warland Renee Bergeron Associate Dean, Academic - Ontario Agricultural College Chair, BBRM program committee Assistant Dean, Academic - Ontario Agricultural College
Rene Van Acker Dean - Ontario Agricultural College
Ontario Agricultural College - Dean’s Office Johnston Hall, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1
Proposed Revision to Admission Requirements - Bachelor of Bio-Resource M... Page 85 of 543
To the Calendar Review Committee, Board of Undergraduate Studies and Senate
Date: May 10, 2021 Re: Memo of Support for the admission requirement changes to the BBRM.EQM degree program
This memo is to formally express support, as chair of the Department of Food, Agricultural and Resource Economics, for the proposed changes to the admission requirements for the Bachelor of Bio-Resource Management – Equine Management (EQM) degree program. The admissions requirement changes to the Equine Management major were approved at the BBRM program committee on October 06, 2020 and received support from Admissions Services on April 28, 2021.
The increased admission requirements will result in a higher academic standing for students admitted to the program, with the associated increase in student success throughout the program. This change will also allow seamless transition into courses that require the chemistry and math pre-requisites.
I offer my full support for the proposed admission requirement changes to the Bachelor of Bio-Resource Management – Equine Management degree.
Sincerely,
Andreas Boecker Chair - Department of Food, Agricultural and Resource Economics
Ontario Agricultural College - Dean’s Office Johnston Hall, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 [email protected]
Proposed Revision to Admission Requirements - Bachelor of Bio-Resource M... Page 86 of 543
To the Calendar Review Committee, Board of Undergraduate Studies and Senate
Date: May 10, 2021 Re: Memo of Support for the admission requirement changes to the BBRM.EQM degree program
This memo is to formally express support, as chair of the Department of Animal Biosciences, for the proposed changes to the admission requirements for the Bachelor of Bio-Resource Management – Equine Management (EQM) degree program. The admissions requirement changes to the Equine Management major were approved at the BBRM program committee on October 06, 2020 and received support from Admissions Services on April 28, 2021.
The increased admission requirements will result in a higher academic standing for students admitted to the program, with the associated increase in student success throughout the program. This change will also allow seamless transition into courses that require the chemistry and math pre-requisites.
I offer my full support for the proposed admission requirement changes to the Bachelor of Bio-Resource Management – Equine Management degree.
Sincerely,
James Squires Chair - Department of Animal Biosciences
Ontario Agricultural College - Dean’s Office Johnston Hall, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 [email protected]
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To: Jon Warland, Associate Dean (Academic) – OAC
CC: Ray Darling, University Registrar Kelly Hunter, Acting Assistant Registrar – Admissions Melinda Vanryn, BBRM Program Counsellor
From: Effie Gatsinos, Associate Registrar – Admission Services
Date: April 28, 2021
RE: Admission Requirement Changes for Bachelor of Bio-Resource Management – Equine Management
After participating in consultative discussions and reviewing the final proposal regarding admission requirement changes to the Bachelor of Bio-Resource Management – Equine Management degree program, Admission Services is supportive.
The proposal outlines that the following Ontario secondary school admission requirements will be in effect for the Fall 2023 admission cycle: ENG4U; one 4U Math course; SBI4U; SCH4U; two additional 4U or 4M courses. It is important to also note that equivalencies of these courses would be required for applicants presenting from other secondary school curricula.
From a recruitment and admission perspective, application numbers may initially be slightly impacted but a significant decrease is not anticipated. Current BBRM-EQM students were recently surveyed and the results indicate that most students had completed a 4U math and 4U chemistry prior to starting in the program.
The increased admission requirements will result in a higher academic standing for students admitted to the program, with the concomitant increase in student success throughout the program. This change will also allow seamless transition into courses that require the chemistry and math pre-requisites.
In summary, Admission Services is supportive of the proposed admission requirement changes to the Bachelor of Bio-Resource Management - Equine Management degree program.
Office of Registrarial Services 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca
Proposed Revision to Admission Requirements - Bachelor of Bio-Resource M... Page 88 of 543 Proposed Revision to Admission Requirements of Bio-Resource - Bachelor M...
Board of Undergraduate Studies Bachelor of Bio-Resource Management Degree (B.B.R.M.)
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change-MM Major Modification
Degree Department/ Code Title CA CC CD CW PC PD PI PA SC MM Description Program School Department of Animal Biosciences and Department of Food, Agriculture and Resource Economics Animal Biosciences increase to admissions requirements BBRM EQM Equine Management x and FARE effective Fall 2023 recruitment cycle Page 89 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar ***INSTRUCTIONS***
CHANGES TO ADMISSION REQUIREMENTS FOR EXISTING DEGREE PROGRAMS
Degree program name and/or specialization:
Bachelor of Bio-Resource Management: Equine Management major (BBRM.EQM)
Change: Use the current Ontario curriculum. For more information, contact the Associate Registrar, Admission Services.
Inclusion of a high school 12U math and high school 12U chemistry as admission requirements. Increase of admission average
Rationale: Why is the change being proposed? Include evidence of consultation with the Associate Registrar, Admission Services, and any documentation or data to support the rationale for the change.
As students in this program take a fair number of science-related courses, a background knowledge of math and chemistry can only benefit them and increase their chance of success. Some of the required courses in their schedule of studies are taken together with ANSC and ANBIO students who not only have high school math and chemistry, but also are required to take math and mainstream chemistry courses within their program. Many of the EQN courses rely on basic math and chemistry knowledge which would be useful for the students to have (e.g. EQN*3250, EQN*4020). Furthermore, the EQM program is now actively being promoted as a pathway to apply to veterinary school, which by nature will require math and science background preparation. Currently EQM students have a choice to take CHEM*1100 or CHEM*1040 as part of their schedule of studies. This provides for students who have a stronger interest in business to still be successful in completing the program without having to take CHEM*1040. However, students who have more of an interest in science would choose to take CHEM*1040. If they have not taken 12U chemistry, they will be required to make up this deficiency prior to enrolling in CHEM*1040. Since the chemistry department is considering discontinuing CHEM*1060 (the 12U equivalent), students would be disadvantaged if they lacked 12U chemistry upon admission.
A survey was distributed to the students currently enrolled in the EQM program. There was a high response rate (77 out of 108 students). In general, most students took a math course in grade 12 and most found it at least somewhat helpful in their undergrad courses. It was unclear which high school math was most useful, and it may depend on the student’s interest (business or science). Similarly, most students took high school chemistry and most found it useful in their undergraduate courses. Many open comments from the students suggested that high school chemistry should be required for admission to the program. A summary of the survey results is included as an appendix.
Impact on applicants: What effect will the change have on the applicants to the program? Is the number of applicants likely to be affected?
The increased admission requirements will result in a higher academic standing for students admitted to the program, with the concomitant increase in student success throughout the program. The number of applicants may initially be slightly affected, but it is not anticipated to be a significant decrease. According to our student survey, most students had a 12U math and many students had a 12U chemistry upon applying to the program.
Proposed Revision to Admission Requirements - Bachelor of Bio-Resource M... Page 90 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar
Advice to applicants: What recommendations, if any, will be given to students and high school guidance counselling offices beyond the basic admission requirements? Is this information to be placed in the calendar? It would be useful for liaison officers to know that prospective students with an interest in science or pre-vet should take both 12U advanced functions and 12U calculus. Prospective students more interested in business would benefit most from the 12U data management. Since the EQM major is a blended degree of science and business, we do not want to prescribe which math high school students should take. Therefore, the admission requirement will simply state one 12U math credit, and the student can decide which math course would be most beneficial for them. Implementation: When should the changes to admission requirements be implemented?
Note: changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact the Associate Registrar, Admission Services and the Curriculum Manager, Office of Quality Assurance to discuss proposed changes to admission requirements and required timelines. Two calendar cycles – thus implementation in 2023 allowing high school student enough time to meet the new admission requirements. Consultation: Include evidence of consultation if this change impacts additional programs/departments.
This change will only impact the EQM major.
Calendar copy: Attach both the current and proposed calendar copy (indicate with track changes or use Form D, if necessary).
IV. Admission Information
…
Specific Subject Requirements and Recommendations
University of Guelph Programs
…
Current Calendar Copy (from the 2020-2021 Undergraduate calendar):
Bachelor of Bio-Resource Management--B.B.R.M.
Environmental Management; Equine Management - ENG4U; SBI4U; and four additional 4U or 4M courses. Food Industry Management – ENG4U; MHF4U; SBI4U; SCH4U; and two additional 4U or 4M courses.
Proposed Calendar (Clean) Copy
Environmental Management; – ENG4U, SBI4U and four additional 4U/M courses; Equine Management - ENG4U; SBI4U, SCH4U, and one of MHF4U, MCV4U or MDM4U and two additional 4U or 4M courses. Food Industry Management– ENG4U; MHF4U; SBI4U; SCH4U; and two additional 4U or 4M courses.
Proposed Revision to Admission Requirements - Bachelor of Bio-Resource M... Page 91 of 543 Page 92 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
f) Proposed Addition of the Duolingo English Test as Evidence of English Proficiency [Motion]
At its May 27, 2021 meeting the Board of Undergraduate Studies reviewed and considered a proposal from the Office of Admission Services to add the Duolingo English Test to the pool of tests they will accept as evidence of English proficiency for applicants to undergraduate and diploma programs.1
The following material, in support of the proposed addition, is enclosed for information: • A memorandum from Effie Gatsinos, Associate Registrar (Admission Services), Leanne Stillman, Assistant Registrar (International Recruitment & Admissions), and Astrid Morphet, Assistant Manager (International Admissions) • Requisite Admission Change Form
For information, revised calendar copy2 and a detailed summary of the proposal3 can be found online in the supporting material folder.
The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to,
RESOLVE, that Senate approve the addition of the Duolingo English Test as evidence of English proficiency for applicants to undergraduate programs, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657 2 https://uoguelph.civicweb.net/filepro/documents/192930 3 https://uoguelph.civicweb.net/filepro/documents/192931
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Proposed Addition of the Duolingo English Test as Evidence of English Pr... Page 93 of 543 Page 94 of 543
Admission Services Office of Registrarial Services
To: Ian Newby-Clark, Chair - BUGS
From: Effie Gatsinos, Associate Registrar, Admission Services Leanne Stillman, Assistant Registrar, International Recruitment & Admissions Astrid Morphet, Assistant Manager, International Admissions
CC: Ray Darling, University Registrar Patricia Tersigni, Director – Office of Quality Assurance and Academic Programs and Policy
Date: May 18, 2021
Subject: Proposed Admission Policy and Undergraduate Calendar Change – Addition of Duolingo English Test to English Proficiency Policy
Proposed Change: To amend the English Proficiency Policy by adding the Duolingo English Test to our list of acceptable examinations for potential undergraduate applicants who need to demonstrate English proficiency.
Description: The Duolingo English Test has been designed for maximum accessibility; it is delivered via the internet without a testing centre, and is available 24 hours a day, 365 days a year. It is designed to be efficient. It takes less than one hour to complete the entire process of taking the test (i.e., onboarding, test administration, uploading) with test results being certified within 48 hours. It is a computer-adaptive test (CAT), and it uses item types that provide maximal information about English language proficiency. It is designed to be user friendly - the onboarding, user interface, and item formats are easy to interact with.
Rationale: With the approval of the Duolingo English Test we would offer a seventh testing option to students who require proof of English Proficiency. University of Guelph currently accepts TOEFL, IELTS, Cambridge English, CAEL, PTE and ELCP. The proposed change will put us in line with admission criteria accepted by other universities, both inside Canada and internationally, and will broaden the scope of acceptable examinations, therefore increasing flexibility and opportunity for students to apply and be considered for admission. In Canada this includes the following universities: Bishop’s University, Brock University, Carleton University, Concordia University, McGill University, McMaster University, Queen’s University, Ryerson University, University of Alberta, University of British Columbia, University of Toronto, Western University, York University, and many more.
At this time, a total of 1644 institutions use the Duolingo English Test worldwide. A full list of Canadian and international universities that currently accept this test of English proficiency is found on the Duolingo English Test website at https://englishtest.duolingo.com/institutions.
Proposed Addition of the Duolingo English Test as Evidence of English Pr... Page 95 of 543 Page 96 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar ***INSTRUCTIONS***
CHANGES TO ADMISSION REQUIREMENTS FOR EXISTING DEGREE PROGRAMS
Degree program name and/or specialization:
Proposal to amend the admission policy on the English proficiency policy, located in the following section of the
Undergraduate Calendar:
IV. Admission Information
https://www.uoguelph.ca/registrar/calendars/undergraduate/current/pdffiles/c04.pdf
Change: For more information, contact the Associate Registrar, Admission Services.
To add the Duolingo English Test to our list of acceptable English proficiency examinations for admission consideration for Undergraduate applicants.
Rationale: Why is the change being proposed? Include evidence of consultation with the Associate Registrar, Admission Services, and any documentation or data to support the rationale for the change.
With the approval of the Duolingo English Test we would offer a seventh testing option to students who require proof of English Proficiency. University of Guelph currently accepts TOEFL, IELTS, Cambridge English, CAEL, PTE and ELCP. The proposed change will put us in line with admission criteria accepted by other universities, both inside Canada and internationally, and will broaden the scope of acceptable examinations, therefore increasing flexibility and opportunity for students to apply and be considered for admission. In Canada this includes the following universities: Bishop’s University, Brock University, Carleton University, Concordia University, McGill University, McMaster University, Queen’s University, Ryerson University, University of Alberta, University of British Columbia, University of Toronto, Western University, York University, and many more.
To date there are currently 1644 institutions accepting Duolingo worldwide. A full list of Canadian and international universities that have accepted this test of English proficiency, is found on the Duolingo English Test website at https://englishtest.duolingo.com/institutions.
Proposed Addition of the Duolingo English Test as Evidence of English Pr... Page 97 of 543 Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2022/2023 Undergraduate Calendar
Impact on applicants: What effect will the change have on the applicants to the program? Is the number of applicants likely to be affected?
The effects of the proposed change will only be positive, as the change will put us in line with admission criteria accepted by other universities, both inside Canada and internationally, and will broaden the scope of acceptable examinations, therefore increasing flexibility and opportunity for students to apply and be considered for admission. Based on our pilot in 2020-21 of the Duolingo English Test, the majority of our applicants who were required to submit proof of English Proficiency chose, either IELTS or the Duolingo English Test. Removal of the test would have a negative impact in many countries and could possibly impact international application numbers negatively.
Advice to applicants: What recommendations, if any, will be given to students and high school guidance counselling offices beyond the basic admission requirements? Is this information to be placed in the calendar? Updates will be made to the Undergraduate Calendar, Admission Services website and viewbooks, communications to students and high school guidance counselling offices and International Admissions information for those who require English proficiency once the Duolingo English Test is formally adopted permanently. The additional test would also be communicated in general updates to high school counsellors through Admission Services. Implementation: When should the changes to admission requirements be implemented?
Note: changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact the Associate Registrar, Admission Services and the Curriculum Manager, Office of Quality Assurance to discuss proposed changes to admission requirements and required timelines.
Within the Fall 2020-21 Admission Cycle we did a pilot use of the Duolingo English Test with a score of 110. Students adapted easily to this flexible format of testing. If approval is granted it would be for the removal of the pilot status and transition to formal use effective immediately to impact Winter and Fall 2022 admission. Formal communications will directly impact the June printing of publications for students applying to Fall 2022.
Consultation: Include evidence of consultation if this change impacts additional programs/departments.
The attached proposal has evidence of consultation with Admission Services (Undergraduate) main campus and Guelph-Humber. This change is to impact incoming Undergraduate Students.
Calendar copy: Attach both the current and proposed calendar copy (indicate with track changes or use Form D, if necessary).
Please find attached.
Proposed Addition of the Duolingo English Test as Evidence of English Pr... Page 98 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
g) Proposed Integrated Admission Pathway Addition - Bachelor of Science in Agriculture [Motion]
Over the past couple of years, the Board of Undergraduate Studies has supported the expansion of the Integrated Admission Pathway (IAP) which allows academically qualified international students, who meet the University’s undergraduate admission requirements but have not yet achieved English language proficiency, conditional admission to a degree program and to complete degree credit courses through the University’s Open Learning program while studying English language courses.
At its meeting on May 4, 2021 the Board supported the expansion of the Integrated Admission Pathway (IAP) to the Bachelor of Science in Agriculture program.1 Enclosed for member review and consideration is a letter of support from Dr. Jon Warland, Associate Dean (Academic) in the Ontario Agricultural College. The requisite admission change form with background information, rational and calendar changes (tracked) can be found online in the supporting material folder.2
The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the addition of the Bachelor of Science in Agriculture to the Integrated Admission Pathway, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1625 2 https://uoguelph.civicweb.net/filepro/documents/192924
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Proposed Integrated Admission Pathway Addition - Bachelor of Science in ... Page 99 of 543 Page 100 of 543 To the Calendar Review Committee, Board of Undergraduate Studies, and Senate
Date: March 28, 2021 Subject: Changes to the Integrated Admissions Pathway (IAP)
I support the change for the Integrated Admissions Pathway (IAP) as chair of the B.Sc.(Agr.) program committee and Associate Dean, Academic of the Ontario Agricultural College. The proposed change to the IAP will include the Bachelor of Science in Agriculture [B.Sc.(Agr.)] degree to attract more qualified international students.
The B.Sc.(Agr.) program committee approved the IAP change in quorum through an electronic vote in March 2021. In addition, the B.Sc.(Agr.) program committee has suggested B.Sc.(Agr.) courses for IAP students for OpenEd’s consideration.
I offer my full support for this change.
Sincerely,
Dr. Jon Warland - Associate Dean, Academic Ontario Agricultural College
Ontario Agricultural College - Dean’s Office Johnston Hall, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 [email protected]
Proposed Integrated Admission Pathway Addition - Bachelor of Science in ... Page 101 of 543 Page 102 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
h) Bachelor of One Health Program Proposal: New Honours Degree Program, Co-op and Minor [Motion]
At its May 27, 2021 meeting the Board of Undergraduate Studies reviewed and considered a proposed new Bachelor of One Health honours degree program including a Co-operative Education option, and minor.1
The following material, in support of the proposed new program, is enclosed: • A memorandum from Patricia Tersigni, Director of Academic Programs and Policy, • A joint letter of support from the Deans of the College of Biological Science (CBS), the Ontario Agricultural College (OAC) and the Ontario Veterinary College (OVC) and the Interim Dean College of Social and Applied Human Sciences (CSAHS), • An excerpt from the comprehensive proposal brief with rationale for the new program, learning outcomes, and inclusion, diversity and accessibility considerations.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, Co-op Job Market Analysis, related course addition forms, and course outlines can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate asked to, RESOLVE, that Senate approve the proposed new Bachelor of One Health honours degree program; And, FURTHER RESOLVE, that Senate approve the Bachelor of One Health Co-operative Education option; And, FURTHER RESOLVE, that Senate approve the minor in One Health, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657 2 https://uoguelph.civicweb.net/filepro/documents/192934
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To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
CC: Gwen Chapman, Provost and Vice-President Academic Cate Dewey, Associate Vice-President (Academic)
Date: May 7, 2021
Re: Proposal for new Programs – Bachelor of One Health, Bachelor of One Health (Co-op), and Minor in One Health
Please find enclosed a proposal for new programs, a Bachelor of One Health, a Bachelor of One Health (Co-op), and a Minor in One Health requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the Deans of the CBS, CSAHS, OAC, and OVC, the Associate Dean (Academic) and approval and support of the Bachelor of One Health Program Committee. The new program was subject to an external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP) and the reviewers’ report is included in the package. The additional material for the proposed major includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from all of the sponsoring units and colleges, and the responses from the Chair and Dean to the external review report and corresponding curriculum additions and changes. A list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact me or the staff in our office: Alyssa Voigt, Manager, Curriculum and Academic Quality Assurance Clarke Mathany, Manager, Curriculum and Academic Quality Assurance
The Associate Dean Academic, College of Biological Sciences, and other program representatives, will also attend the meeting to provide an overview and answer questions from BUGS members.
If approved by BUGS and Senate, the proposed new program undergoes external review and approval by the Ontario Universities Council on Quality Assurance (OUCQA). The expected first intake will be Fall 2022.
List of Documents included in the proposal package:
• New Program Proposal Brief, including Faculty list • Appendix C: Learning Outcomes – Program Learning Outcomes and Undergraduate Degree Learning Outcomes Alignment Template • Appendix D: Co-op Labour Market Analysis • External Reviewers Assessment Report • Site Visit Itinerary • Program Lead’s Response to External Reviewers’ Assessment Report
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 105 of 543 • Joint Deans’ Response to External Reviewers’ Assessment Report • Curriculum Changes – Summary of new courses • Curriculum Templates
NB: Additional appendices held on file include:
• Appendix A: Dean, Directors, Chairs, and Student Letters of Support • Appendix B: List of Course Details and New Courses • Appendix E: Library Assessment • Appendix F: Faculty CVs • Appendix G: Consultation with other units • Appendix H: Student Progression through the Program Charts • Appendix H: Course Implementation Plan • Appendix I: Summary of Proposal Changes
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 106 of 543 Deans’ Response to the External Reviewers’ Report on the Bachelor of One Health Undergraduate Program Proposal Date: May 3, 2021
The Deans of the College of Biological Science, College of Social and Applied Human Sciences, Ontario Agricultural College, and Ontario Veterinary College are grateful for the general endorsement and constructive recommendations by the external reviewers, Drs. Tracy Prowse and Susan Cork, for the One Health Undergraduate Program Proposal. Their input is insightful and will strengthen the program substantially.
We are pleased with the acknowledgements that “The University of Guelph has an identified research strength in the area of One Health” and that “partner colleges have their distinct academic goals, but all overlap in their commitment to excellence in research, innovation in teaching and community engagement”. We expect these critical elements and a strong spirit of collaboration will allow One Health to thrive and grow at this University.
The reviewers highlight the importance of strong advising throughout a student’s tenure and particularly in first and second year. Due to the interdisciplinary and cross college nature of the program, we agree that strong advising will be critical for assisting students in navigating their programs, making decisions about areas of emphasis, selecting electives, and identifying independent and experiential learning opportunities. For this reason, we remain committed to ensuring a program counsellor is in place in advance of the program launch and that the position becomes regularized. Given the responsibility of this position, the successful candidate should exhibit a suite of skills consistent with their role in recruitment, as a liaison among departments, and as student advisor, and should have experience functioning within an interdisciplinary context.
As the reviewers indicate, the challenges of communication extend beyond in-program students to prospective students. While the program name "One Health" may be initially unfamiliar to students and their parents, through our recruitment efforts in other programs and the university undergraduate programs in general, many prospective students and parents seek out programs with a "health" label. We agree that development of strong communication strategies both on and off campus will be important for the early success of the program. We expect communications and recruitment materials will be developed by the Program Committee in collaboration with Admissions Services and the Communication Officer in the lead college, College of Biological Science. In addition, the One Health Institute, which has a dedicated communication officer, has developed a communication strategy specifically for One Health activities on campus. Hence, support for communications and recruitment is greater than for most undergraduate programs.
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 107 of 543 With the reviewers’ encouragement, we will also explore ways to offer the first One Health course in both fall and winter semesters. We recognize the dual roles that this course will play, as both an introduction to One Health and a mechanism for building community among each One Health cohort. We endorse the development committee’s response to offer this course in both semesters for the 2021/22 and 2022/23 semesters on a trial basis, arrived at through discussions with the One Health Institute. This approach will allow us to evaluate the demand for two offerings per year and to finalize teaching assignments with individual departments once the new One Health faculty are available to teach.
We especially thank the reviewers for highlighting the necessity to actively support student diversity (BIPOC) and infuse Indigenous pedagogies and knowledge systems in the One Health program. This recommendation is directly aligned with the inclusive perspectives embodied in a one health approach, and the interdisciplinary nature of our particular program. Guided by the University’s Anti-Racism Action Plan and Indigenous Initiatives Strategy, we expect to see specific actions taken to remove systemic barriers to our programs by marginalized groups, and provide culturally-informed support for students, during their programs, and instructors, who are incorporating relevant content and pedagogies into their courses. While we have not achieved equity yet, recent Indigenous faculty hires, BIPOC entrance scholarships and bursaries, inclusion of Indigenous perspectives on health in the One Health courses and access to additional Indigenous centred courses related to environment and governance, will serve as a foundation to build on.
Finally, we would like to acknowledge again the contributions of the external reviewers as well as the members of the program committee, the One Health Institute, the Registrar’s Office, and the Office of Academic Programs and Quality Assurance for their input at various stages in the development of this exciting program.
Sincerely,
Dr. Mazyar Fallah Dean, College of Biological Science
Dr. Byron Sheldrick Interim Dean, College of Social and Applied Human Sciences
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 108 of 543 Dr. Rene Van Acker Dean, Ontario Agricultural College
Dr. Jeff Wichtel Dean, Ontario Veterinary College
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 109 of 543
NEW PROGRAM PROPOSAL
Bachelor of One Health College of Biological Science
May 4th, 2021
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 110 of 543 Table of Contents
1. Program Introduction ...... 5
1.1 Program Description ...... 5
1.2 Program Rationale ...... 7
1.3 Letters of Support ...... 10
2. Program Requirements ...... 11
2.1 Proposed Program and Course Details ...... 11 Bachelor of One Health ...... 11 Areas of Emphasis Requirements ...... 14 Disease, Complexity and Health – 3.00 credits ...... 15 Environment, Food and Health – 3.00 credits ...... 16 Policy, Economics and Health – 3.00 credits ...... 17 Culture, Society and Health – 3.00 credits ...... 18 Current Courses ...... 20 New Courses ...... 21 One Health Course Descriptions...... 22
2.2 Admission Requirements ...... 23
2.3 Research and Experiential Learning ...... 24
2.4 Capstone Requirements ...... 26
3. Program Learning Outcomes and University of Guelph Learning Outcomes ...... 27
3.1 Proposed Specialization Learning Outcomes ...... 27 One Health Degree Level Learning Outcomes...... 27 Area of Emphasis Learning Outcomes ...... 29
3.2 Suitability of Learning Outcomes ...... 30 Enhancing the Curriculum ...... 30 Curriculum Map and Forms of Assessment ...... 31 Distinctive Curriculum ...... 36 Relevance to the Discipline ...... 37 Modes of Delivery ...... 38
2
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 111 of 543 Appropriateness of Structure...... 40 Learning Outcome Assessment ...... 40
3.3 Co-op Program Information ...... 42 One Health Co-op Learning Outcomes ...... 42
4. Inclusion, Diversity and Accessibility ...... 43
4.1 Inclusion, Diversity and Accessibility...... 43
5. Duplication, Student Demand and Societal Need ...... 45
5.1 Duplication ...... 45
5.2 Student Demand ...... 46
5.3 Societal Needs ...... 48
6. Anticipated Enrolment and Impact on Existing Programs ...... 51
6.1 Projected Enrolment Levels ...... 51
6.2 Impact on Existing programs ...... 51
7. Resource Requirements and Funding ...... 53
7.1 Human and Physical Resource Requirements ...... 53
7.2 Evidence of adequate resources ...... 64
7.3 External Financial Support ...... 65
Listing of Figures
Figure 1: Schematic depicting the dimensions of One Health...... 5
Figure 2: Graphical Representation of the One Health Degree Structure ...... 6
Figure 3: Core One Health Program Curriculum Map - Years 1 and 2 ...... 32
Figure 4: Core One Health Program Curriculum Map - Years 3 and 4 ...... 33
List of Tables
Table 1: Overview of New One Health Courses ...... 21
3
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 112 of 543 Table 2: Implementation Plan for New Course Delivery ...... 22
Table 3: Experiential Learning Course Summary ...... 25
Table 4: Area of Emphasis Learning Outcomes ...... 29
Table 5: Academic/Work Sequence for BOH Co-op ...... 42
Table 6: Projected Enrolment Levels ...... 51
Table 7: Faculty who have recently taught core courses in the One Health Program ...... 53
Table 8: Affiliated faculty who will support the ONEH courses...... 58
Table 9: Approximate course capacities for core and restricted elective courses ...... 61
Table 10: New One Health projected course enrolment numbers...... 62
List of Appendices
Appendix A – Letters of Support Appendix B1 – Calendar Copy Appendix B2 – One Health Course Outlines Appendix B3 – Current Course Listings Appendix C1 – Learning Outcomes Appendix C2 – Undergraduate Learning Outcomes Alignment Appendix C3 – Curriculum Map, Major Appendix C4 – Curriculum Map, Area of Emphasis Appendix C5 – Curriculum Map, Minor Appendix C6 – Co-op Curriculum Information Appendix D – Co-op Labour Market Analysis Appendix E – Library Assessment Appendix F – Faculty CVs (pending) Appendix G1 – Course Consult Summary Appendix G2 – Course Consultation Emails
4
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 113 of 543 1. Program Introduction 1.1 Program Description
Provide a brief description of the proposed program, including the main learning outcomes and the goals of the program.
The College of Biological Science (CBS), in collaboration with the College of Social and Applied Human Sciences (CSAHS), the Ontario Agricultural College (OAC), and the Ontario Veterinary College (OVC), is proposing a four-year Honours Bachelor degree in One Health (B.OH).
One Health is both an approach and an outcome. It embodies an interdisciplinary and collaborative approach to understanding, managing and mitigating health challenges at a local and global scale (Fig. 1), such as transmission of zoonotic disease, community health, species at risk, anti-microbial resistance, and food security. One Health is generally founded on three pillars - human health, animals health (and plants) and environment/ecosystem health - and the premise that health in any one pillar cannot be viewed in isolation; rather it is the product of interactions (synergetic, antagonistic) of a socio-cultural and biological nature among them.
Figure 1: Schematic depicting the dimensions of One Health
5
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 114 of 543
By extension, the desired outcome of One Health practitioners is to understand and purposefully integrate these dimensions to develop policies and practices that address health challenges more holistically and with a goal of improved sustainability and resilience.
The undergraduate degree in One Health will prepare our future leaders for the complex challenges at the confluence of human, animal and environmental health, including critical analysis of complex systems, problem solving across disciplinary boundaries, mobilizing knowledge, and informing policy, all with the goal of promoting resiliency and sustainability of health.
The degree will include the following components as indicate in Figure 2: 1) One Health Core: common to all students in the program 2) Four Areas of Emphasis: students choose one as their specialization 3) Restricted and Free Electives
Figure 2: Graphical Representation of the One Health Degree Structure
The core of the degree will: • Introduce and explore social/cultural and scientific perspectives on the primary foci of OH: animals, humans and environment • Promote a holistic understanding of scientific, cultural and social determinants of health • Occupy most of the 1st year and a decreasing number of credits in subsequent years, allowing more flexibility to specialize in the upper years.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 115 of 543 • Introduce and reinforce core skills necessary for a One Health approach including: o systems thinking, o problem solving, o critical thinking, professional and ethical behaviour, o communication o information management and data analysis • Comprise a One Health (ONEH) course in each year that will develop core skills and ensure integration of social, scientific and animal-human-environment perspectives across the entire degree, regardless of Area of Emphasis declared
The Area of Emphasis will: • Allow for mastery in selected areas associated with uses and application of a One Health approach in society • Comprise a choice of one to allow for specialization: o Disease, Complexity & Health, o Environment, Food and Health o Policy, Economics and Health o Culture, Society and Health • Comprise 3.00 credits of distinct credits outside the core, students must declare an area of emphasis • Maintain a balance between the cultural, social and scientific applications of One Health • Be differentiated from each other to prepare for a variety of post-graduate careers and outcomes • Build off the strengths within the University of Guelph while being distinct from other specializations already available
The Restricted Electives will: • help to 'stream' students and ensure the necessary pre-requisites so they can engage with the AofE in the upper years of the program.
The Free Electives will allow some breadth and choice for students in an otherwise highly specialized program.
The learning outcomes for the One Health degree will enhance the undergraduate curriculum by training students to think holistically and critically about health. This openness to hearing all voices that impact health will be key to developing not only graduates that are valuable to a variety of sectors of society but also a literate and inclusive society that will lead us forward through changing health challenges. 1.2 Program Rationale
Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College and the University’s Strategic Framework.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 116 of 543 Consistent with the University Strategic Framework, the interdisciplinary nature of this program is, by definition, concerned with interactions and synergies among disciplines and communities. The OH approach represents an opportunity to explicitly train undergraduate students as liaisons across disciplines and to be interdisciplinary problem solvers for the ethical use of resources and sustainability of health outcomes. In other words, to improve life. A degree in OH will capitalize on multiple areas of strength at Guelph including agriculture, environment and biodiversity science, animal biology and veterinary medicine, health and life science, social science, environmental governance, culture and community engagement. Graduates of OH will be well equipped for professional or graduate school and will find ready employment in Canada and globally, in governmental agencies, non-governmental organizations, health institutions and industries, and academia.
The One Health degree will address the priorities of the Strategic Framework in the following specific ways:
Inspiring Learning and Inquiry
The One Health program is committed to supporting the educational well-being of the whole person. Students will be supported through the successful transition from high school to first-year university and beyond through academic and wellness programs such as STARTonTrack, New Student Orientation, and Shine, offered by Student Wellness Services. The One Health program will provide academic supports to students in-program through the science commons, learning commons, supportive learning groups and Science In(Sight), an early warning and advising system for students at risk that offers personalized support and just-in-time messaging throughout the semester. Experiential learning will be promoted through co-curricular activities and in the curriculum through such courses as the internship in biological science, case studies in ONEH, independent research studies, and simulated workplace environments in a ONEH capstone experience.
Catalyzing Discovery and Change
One Health is often described as an integrative and holistic approach to solving health problems at the intersection of animal, human and ecological systems (Wildlife Conservation Society, 2004, WHO, 2008). Core tenants of this approach include integrating disciplinary knowledge systems, translating expertise and research, collaborating with different stakeholders and developing innovative solutions. Through a combination of disciplinary courses and a spine of integrative ONEH courses, the One Health program will reinforce these tenants and enable students to be workforce ready. Through innovation in interdisciplinary teaching and learning, the program supports the Catalyzing Discovery and Change element of the Strategic Framework.
Connecting Communities
Connecting Communities that are inclusive and respectful through access and equity – One Health has its roots in inclusivity. It considers diverse disciplinary views, from biology, health and environmental
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 117 of 543 science, to economics, sociology, ethics and political science (Galaz et al. 2015). One health approaches consider cultural and other social determinants of health as well as scientific insights and seek to understand the implications for health of individuals, populations and community on a local and global scale. Through its broad admission requirements and diverse core and areas of emphasis, the program will welcome student from a wide range of interests (from social science to biological science) and support in-program students of all backgrounds through a range of support services. Respectful interactions and teamwork will be taught and promoted starting in 1st year biology and throughout the integrative ONEH courses. One Health will model inclusivity through the engagement of diverse stakeholders including local and global voices (Galaz et al. 2015) and indigenous communities and their knowledge systems.
Also, through its focus on interconnections between animals, humans and ecological systems, the One Health program will strengthen collaborations between scholars in disciplines that are often siloed, and elevate the voice of rural communities, resource managers and conservationists, indigenous communities and in our health perceptions and practices. Students will learn the value of connecting communities by building knowledge-sharing partnerships. For example, in our fourth-year capstone course, students will identify relevant problems and seek innovative solutions through consultations and collaboration with stakeholders in a full range of communities.
Stewarding Valued Resources
The One Health program supports the stewarding of valued resources by harnessing the University’s strengths, unique capacities and broad interdisciplinary knowledge. With strengths in veterinary and health science, environmental and biodiversity science, and social science, the University of Guelph is uniquely positioned to offer a One Health program. Relying on faculty research strengths from across campus to, the program will offer expertise and opportunities for interdisciplinary problem solving from a balance and wide range of perspectives.
Nurturing a Distinctive University Culture
The One Health Degree will help to nurture a culture of unity and collaboration within the university community around a historically rooted and inclusive theme. The principles of One Health are rooted in our long history of innovation in agricultural and veterinary sciences and is embedded in our current research and teaching expertise in agricultural, biological, environmental, human and animal health, and social sciences. It is this collective excellence that the One Health degree builds upon. Conversely, the program represents a focal point that serves to galvanize our community of students, faculty and staff from across our campuses around our greater mission of ‘Improving Life’. Through the inclusive developmental process, alone, this program has forged new connections and synergies among disparately located faculty and academic units. With students and experiential learning as the conduit, we expect this program to play a central role in strengthening our sense of purpose not only on campus but with our external community partners, locally and globally.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 118 of 543 1.3 Letters of Support
List the letters of support indicating clear commitment of support from units/programs proposing the new program (Dean and Chair(s)/Director(s) of the sponsoring units). Include (if appropriate) letters of support from student groups or external partners.
The One Health program has a wide reach to various Colleges, departments and programs across the University of Guelph. Appendix A, demonstrates the vast community support for the program and includes the following letters of support:
o Dean of College of Social and Applied Human Sciences
o Chair, Department of Sociology and Anthropology (pending)
o Chair, Department of Geography, Environment, and Geomatics
o Dean of College of Biological Science
o Chair, Department of Integrative Biology
o Chair, Department of Human Health and Nutritional Sciences
o Chair, Department of Molecular and Cellular Biology
o Dean of Ontario Veterinary College
o Chair, Department of Population Medicine
o Chair, Department of Pathobiology (pending)
o Dean of Ontario Agricultural College
o Director, School of Environmental Sciences
o Student Letters of Support
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 119 of 543 2. Program Requirements 2.1 Proposed Program and Course Details
Outline the proposed program Calendar Copy with a preamble and schedule of studies, including core courses, elective courses and additional academic requirements.
Bachelor of One Health Department of Integrative Biology, Department of Sociology and Anthropology, Department of Geography and Environmental Geomatics, Department of Pathobiology, Department of Population Medicine, School of Environmental Sciences. The One Health degree offers student the opportunity to explore animal, environmental and human health from both the scientific and socio-cultural perspective. One Health is an approach to research and problem-solving that brings together different knowledge systems and perspectives in order to find solutions that ensure people, animals and our environment stay healthy.
Students in the One Health degree are required to complete a One Health core, comprising required courses and restricted electives. Students will also be required to declare one of four areas of emphasis (AoE) by the end of the first year of their program. As part of the OH core, students will complete a set of preparation courses, in year 1 and 2, for their preferred Area of Emphasis. These courses are listed as part of the restricted electives in semesters 1 – 4. Students are advised to review the area of emphasis required courses to ensure that they choose the appropriate restricted electives to meet all pre-requisite requirements for the area of emphasis and professional programs following this degree.
Not all courses are offered in all semesters. Some of the restricted elective courses are listed below in the semester that they are offered, and it is strongly recommended students complete these courses in the suggested semester. Priority access restrictions could apply in certain semesters.
The One Health degree offers four areas of emphasis. Students must declare and complete all requirements for one of the areas of emphasis to graduate with the degree. The areas of emphasis include:
1. Disease, Complexity and Health (DCH) 2. Environment, Food and Health (EFH) 3. Policy, Economics and Health (PEH) 4. Culture, Society and Health (CSH)
Semester 1 Fall ANTH*1120 [0.50] Biological Anthropology BIOL*1080 [0.50] Biological Concepts of Health BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 120 of 543 GEOG*1220 [0.50] Human Impact on the Environment
For DCH and EFH CHEM*1040 [0.50] General Chemistry I
For PEH and CSH One of: ECON*1050 [0.50] Introductory Microeconomics PSYC*1000 [0.50] Introduction to Psychology
Semester 2 Winter ANTH*1150 [0.50] Introduction to Anthropology BIOL*1070 [0.50] Discovering Biodiversity ONEH*1000 [0.50] Introduction to One Health 0.50 Elective or MATH*1080 [0.50] Elements of Calculus I*
For DCH and EFH CHEM*1050 [0.50] General Chemistry II
For PEH and CSH One of: ECON*1050 [0.50] Introductory Microeconomics PSYC*1000 [0.50] Introduction to Psychology
*For those interested in ECON*3300 or completing STAT 2040, MATH 1080 is also recommended in the first year.
Semester 3 Fall BIOL*2400 [0.50] Evolution ONEH*2000 [0.50] Case Studies in One Health SOC*2280 [0.50] Society, Knowledge Systems, and Environment 0.50 Elective or AOE Restricted Elective
For DCH and EFH 0.50 AOE Restricted Elective
For PEH and CSH One of: ANTH*2230 [0.50] Regional Ethnography PSYC*2310 [0.50] Social Psychology
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 121 of 543 Semester 4 Winter BIOL*2060 [0.50] Ecology One of: SOAN*2120 [0.50] Introductory Methods STAT*2040 [0.50] Statistics I STAT*2230 [0.50] Biostatistics for Integrative Biology
For DCH and EFH BIOC*2580 [0.50] Introduction to Biochemistry MBG*2040 [0.50] Foundations of Molecular Biology and Genetics 0.50 Electives or AOE Restricted Electives
For PEH and CSH 1.00 Electives or AOE Restricted Electives One of: POLS*2100 [0.50] Comparative Politics POLS*2230 [0.50] Public Policy
Semester 5 Fall POPM*3240 [0.50] Epidemiology One of: GEOG*3020 [0.50] Global Environmental Change ENVS*3010 [0.50] Climate Change Biology One of: BIOM*2000** [0.50] Concepts in Physiology BIOM*3200 [1.00] Biomedical Physiology BOT*2100 [0.50] Life Strategies of Plants HK*2810 [0.50] Human Physiology – winter only ZOO*3600 [0.50] Comparative Animal Physiology 1.00 Electives or AOE Restricted Elective***
**Students in the Disease, Complexity and Health or Environment, Food and Health Areas of Emphasis cannot complete BIOM 2000 as it is not an acceptable pre-requisite for courses within the DCH or EFH area of emphasis.
Students in the CSH or PEH Area of Emphasis are recommended to take BIOM*2000 if they do not have the prerequisites for the other physiology courses.
*** Students who enroll in BIOM*3200 only require 0.50 Elective or AoE restricted elective
Semester 6 Winter ONEH*3000 [0.50] Topics in One Health
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 122 of 543 SOAN*3070 [0.50] Qualitative and Observational Methods One of: BIOL*3060 [0.50] Populations, Communities and Ecosystems SOAN*3380 [0.50] Contemporary Issues in Culture, Society, Nature 1.00 Electives or AOE Restricted Electives
Semester 7 Fall ONEH*4000** [1.00] Applications of One Health Electives or AOE Restricted Electives up to 2.50 credits
Semester 8 Winter ONEH*4000** [1.00] Applications of One Health Electives or AOE Restricted Electives up to 2.50 credits
** students can only complete ONEH 4000 in one semester
Areas of Emphasis Requirements The associated areas of emphasis will support mastery of key societal challenges that benefit from a OH skill set. Students are required to declare an area of emphasis by the end of second year to ensure that all course requirements can be met. Students must complete an area of emphasis to graduate with the degree. The requirements for each area of emphasis contains a combination of required and restricted elective courses organized to ensure students develop strength in areas of context and application. If a course is completed to fulfill a core requirement of the degree, it cannot be double counted to fulfill an area of emphasis requirement. An additional course from the list of options must be completed. The areas of emphasis include:
1. Disease, Complexity and Health (DCH) 2. Environment, Food and Health (EFH) 3. Policy, Economics and Health (PEH) 4. Culture, Society and Health (CSH)
Requirements of each area of emphasis are listed below. Student interested in Disease, Complexity and Health or Environment, Food and Health will need to select the following courses in semesters within the first two years of the program:
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 123 of 543 CHEM 1040 General Chemistry I CHEM 1050 General Chemistry II MBG 2040 Foundations of Molecular Biology and Genetics BIOC 2580 Introduction to Biochemistry Students interested in Policy, Economics and Health or Culture, Society and Health will need to select the following courses within the first two years of the program: ECON 1050 Introductory Microeconomics PSYC 1000 Introductory Psychology 1 of POLS 2100 Comparative Politics or POLS 2230 Public Policy 1 of ANTH 2230 Regional Ethnology or PSYC 2310 Social Psychology Students should note that some courses may require additional pre-requisites. Students should consult the most recent undergraduate calendar for specific requirements. Disease, Complexity and Health – 3.00 credits This area of emphasis allows students to examine the role of interactions between the environment, animals and humans on disease prevalence and dynamics, host response to disease, and strategies for achieving positive and sustainable health outcomes. Course Requirements:
1. MICR*2420 [0.50] Introduction to Microbiology
2. 1.00 credits from: FOOD*2420 [0.50] Food Microbiology ENVS*3210 [0.50] Plant Pathology MICR*3230 [0.50] Immunology PATH*3610 [0.50] Principles of Disease PSYC*2020 [0.50] Abnormal Psychology 3. 0.50 credits from: FRHD*2060 [0.50] Adult Development and Aging POPM*4040 [0.50] Epidemiology of Food-borne Diseases POPM*4230 [0.50] Animal Health 4. Additional 1.00 credits from: BIOM*4050 [0.50] Biomedical Aspects of Aging ENVS*3230 [0.50] Forest Health and Disease ENVS*3290 [0.50] Waterborne Disease Ecology MICR*3330 [0.50] World of Viruses MICR*4430 [0.50] Medical Virology MICR*4530 [0.50] Immunology II PATH*3040 [0.50] Principles of Parasitology
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 124 of 543 PATH*4100 [0.50] Diseases of Aquatic Animals
Environment, Food and Health – 3.00 credits This area of emphasis allows students to examine factors affecting the function of managed and unmanaged (natural) ecosystems, and explore how interactions between the environment, biodiversity and human activities can affect ecosystem services, specifically related to food security and climate change and conservation. Course requirements:
1. One of BIOL*3060 [0.50] Populations, Communities and Ecosystems** SOAN*3380 [0.50] Topics in Culture, Nature and Health**
2. Managed and Unmanaged environments. 0.50 credits from: ENVS*2060 [0.50] Soil Science ENVS*2080 [0.50] Environmental Microbiology ENVS*3010 [0.50] Climate Change Biology** ENVS*3020 [0.50] Pesticides and the Environment ENVS*3040 [0.50] Natural Chemicals in the Environment TOX*3360 [0.50] Environmental Chemistry and Toxicology
3. Environment, biodiversity and ecosystem function.0.50 credits from: ENVS*2330 [0.50] Current issues in Ecosystem Science and Biodiversity ENVS*3270 [0.50] Forest Biodiversity ENVS*3310 [0.50] Soil Biodiversity and Ecosystem Function BIOL*4410 [0.75] Field Ecology BIOL*4610 [0.75] Arctic Ecology BIOL*4700 [0.50] Field Biology ENVS*4350 [0.50] Forest Ecology GEOG*2210 [0.50] Environment and Resources ZOO*4300 [0.75] Marine Biology and Oceanography
4. Environment and food production systems. 0.50 credits from: AGR*2470 [0.50] Introduction to Plant Agriculture BOT*3310 [0.50] Plant Growth and Development ENVS*2040 [0.50] Plant Health and Environment ENVS*3230 [0.50] Agroforestry Systems FOOD*2420 [0.50] Food Microbiology
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 125 of 543 GEOG*3320 [0.50] Food Systems: Issues in Security and Sustainability MICR*2420 [0.50] Introduction to Microbiology
5. Management strategies for ecosystem health. 1.00 credits from: AGR*4600 [1.00] Agriculture and Food Issues Problem Solving BIOL*3130 [0.50] Conservation Biology BIOL*3670 DE [0.50] Intro to Wildlife rehabilitation BIOL*3680 DE [0.50] Wildlife Rehabilitation: Caring for Sick, Injured and Orphaned Wildlife BIOL*4150 [0.50] Wildlife Conservation and Management BIOL*4500 [0.50] Natural Resource Policy Analysis GEOG*3110 [0.50] Biotic and Natural Resources ZOO*4070 [0.50] Animal Behaviour
Policy, Economics and Health – 3.00 credits This area of emphasis allows students to develop their knowledge in policy development and analysis, including the political and economic underpinnings, and the role of policy development in areas at the intersection of environment, human and animal health. Course Requirements:
1. POLS*3670 [0.50] Comparative Public Policy
2. Economic behavior and implications at the individual, environmental or global scale. 0.50 credits from: ECON*2100 [0.50] Economic Growth and Environmental Quality ECON*2310 [0.50] Intermediate Microeconomics ECON*2650 [0.50] Introductory Development Economics
3. Political context of social and global issues. 0.50 credits from: FARE*1300 [0.50] Poverty, Food and Hunger IDEV*2200 [0.50] Policy, Economy and Society IDEV*2400 [0.50] Development, Social Justice and Human Rights PHIL*2280 [0.50] Key Concepts in Political Philosophy PHIL*2060 [0.50] Business and Professional Ethics POLS*2150 [0.50] Gender and Politics POLS*2200 [0.50] International Relations POLS*2300 [0.50] Canadian Government and Politics
4. Decision Analysis. 0.50 credits from:
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 126 of 543 FARE*3170 [0.50] Cost-Benefit Analysis MGMT*3140 [0.50] Business Analytics
5. Application of economic and policy decisions. 0.50 credits from: GEOG*2210 [0.50] Environment and Resources POLS*2250 [0.50] Public Administration and Governance ECON*3300 [0.50] Economics of Health and the Workplace FARE*3000 [0.50] International Food Sector and Policy Analysis NUTR*3110 [0.50] Food Security POLS*3370 [0.50] Environmental Politics and Governance
6. Advanced Elective. 0.50 credits from: AGR*4600 [1.00] Agriculture and Food Issues Problem Solving EDRD*4020 [0.50] Rural Extension in Change and Development FARE*3250 [0.50] Food and International Development UNIV*3140 [0.50] Flexible Internship in Agri-Food GEOG*3210 [0.50] Indigenous-Settler Relationships in Environmental Governance GEOG*3320 [0.50] Food Systems: Issues in Security and Sustainability IDEV*4600 [0.50] Advocating and Effecting Change in Development Policy and Practice
Culture, Society and Health – 3.00 credits This area of emphasis draws upon social, cultural as well as biological aspects of human populations to better understand perceptions of health and factors influencing health, including the distribution of illness and access care, food systems, and interactions with environment and other species on wellbeing. Course Requirements:
1. Cultural Diversity: 0.50 credits from: ANTH*2230 [0.50] Regional Ethnography ANTH*2660 [0.50] Contemporary Indigenous Peoples in Canada ANTH*3770 [0.50] Kinship, Family, and Power IDEV*1000 [0.50] Understanding Development and Global Inequalities SOAN*2290 [0.50] Identities and Cultural Diversity
2. Philosophy and ways of knowing/thinking. 0.50 credits from: PHIL*2030 [0.50] Philosophy of Medicine PHIL*2070 [0.50] Philosophy of the Environment PHIL*2080 [0.50] Animals in Philosophy
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 127 of 543 3. Socio-cultural impacts on food and environmental sustainability. 0.50 credits from: HIST*2250 [0.50] Environment and History GEOG*3020 [0.50] Global Environmental Change GEOG*3090 [0.50] Gender and the Environment GEOG*3320 [0.50] Food Systems: Issues in Security and Sustainability HIST*3240 [0.50] Food History HIST*3460 [0.50] Natural Disasters in Global History HIST*3690 [0.50] Darwin, Culture, and Society
4. Socio-cultural aspects of disease and health. 0.50 credits from: ANTH*3550 [0.50] Medical Anthropology FRHD*3090 [0.50] Poverty and Health HIST*3310 [0.50] Disease and History PSYC*3110 [0.50] Topics in Health Psychology
5. Advanced Electives in society, culture and health. 1.00 credits from: ANTH*4440 [0.50] Culture Rights and Development ANTH*4550 [0.50] Topics in Anthropology of Health IDEV*3100 [0.50] Achieving Sustainable Development IDEV*3400 [0.50] Managing and Evaluating Change in Development PHIL*3450 [0.50] Ethics in the Life Science POPM*4040 [0.50] Epidemiology of Food-borne Diseases SOC*4420 [0.50] Sociology of Food SOAN*4500 [0.50] Community Development
Credits Summary: Core-courses 13.00 credits (semesters 1 – 8) Area of Emphasis – 3.00 credits Free electives – 4.00 credits
Of the total credits required, students are required to complete a minimum of 2.00 credits at the 4000 level and an additional 4.00 credits must be at the 3000 or 4000 level. A maximum of 7.00 credits at the 1000 level may be counted towards the degree requirements. Conditions for Graduation: To qualify for the degree Bachelor of One Health, students must successfully complete a minimum of 20.00 credits non-coop program as identified below. Students must complete at least one area of emphasis pre-requisite group of courses, declare and complete an area of emphasis. In addition, students must meet the continuation of study requirements at the time of graduation and have a 60.00% cumulative average. 19
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 128 of 543 To qualify for the degree Bachelor of One Health Co-op BOH:C, students must successfully complete a minimum of 21.50 credits as identified in the schedule of studies. Students must complete at least one restricted elective group of courses, declare and complete an area of emphasis. Co-op students must successfully complete COOP 1100 and COOP 1000, 2000, and 3000 to graduate with the co-op designation. In addition, students must meet the continuation of study requirements at the time of graduation and have a 60.00% cumulative average.
The full calendar copy, inclusive of further requirements and minor curriculum, is included as Appendix B1. Student progression tables outlining how students can navigate the Areas of Emphasis are outlined in Appendix H.
Current Courses
A full list of current courses to be taught in the program, and their associated department, are listed in Appendix B3. Twenty-five department chairs were consulted in the development of the One Health Degree. Each chair was sent the following:
1. Information around the departments involved in the development of the degree 2. A brief outline of the core of the degree and the four areas of emphasis 3. An excel file that listed the courses we were asking to include in the degree, how the course would fit into the degree i.e., core, restricted elective for the major, minor etc. 4. An estimation of the increase in enrolment 5. Possible resources available to support the increase in enrolment 6. Requests for adjustments to pre-requisites, where applicable. Note the designed curriculum is based on approved course use and student progression is supported by confirmed pre-requisite changes. Details of confirmation of course consultation can be found in Appendix G2.
The following individuals responded positively to the request and have demonstrated continued support for the program:
The following individuals responded positively to the request:
College of Biological Sciences Molecular and Cellular Biology, Marc Coppolino Integrative Biology, Ryan Gregory Human Health and Nutritional Science, Coral Murrant
College of Social and Applied Human Sciences Sociology and Anthropology, Elizabeth Finnis and Vivian Shalla Geography Environment & Geomatics, Wanhong Yang Psychology, Ian Newby-Clark Family Relationship and Applied Nutrition, Laura Forbes and Tuuli M. Kukkoen 20
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 129 of 543 Political Science, Troy Riddell International Development, Craig Johnson
College of Arts History, Sofie Lachapelle Philosophy, Patricia Sheridan
College of Engineering and Physical Sciences Chemistry, Adrian Schwan Mathematic and Statistics, Dan Ashlock
LANG School of Business Economics and Finance, Stephen Kosempel Management, Davar Rezania
Ontario Agricultural College Plant Agriculture, Hugh Earl School Environmental Sciences, Jon Warland Food, Agriculture, and Resource Economics, Andreas Boecker Food Science, Lisa Duizer Environmental Design and Rural Development, Sean Kelly
Ontario Veterinary College Biomedical Science, Tarek Saleh Population Medicine, Todd Duffield Pathobiology, Brandon Lillie
New Courses
Four new One Health courses will be delivered as part of the curriculum.
Table 1: Overview of New One Health Courses
Credit Supporting Semester Course Code Course Name Weight Departments Offered Role in the Program ONEH*1000 Concepts of One Health [0.50] CBS/CSAHS/OVC Winter Core major and minor ONEH*2000 Case Studies in One Health [0.50] CBS/CSAHS/OVC Fall Core major and minor Emerging Topics in One Core major + restricted ONEH*3000 Health [0.50] CBS/CSAHS/OVC Winter elective minor Fall and ONEH*4000 Applications in One Health [1.00] CBS/CSAHS/OVC Winter Core major
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 130 of 543 The first cohort of students for the Bachelor of One Health will begin the degree in Fall of 2022. The implementation plan below highlights the projected new course development timeline. The introductory ONEH*1000 was offered in the F20 semester and will be offered again in F21.
Table 2: Implementation Plan for New Course Delivery
Year 1 Year 2 Year 3 Year 4
Implementation Plan 2020/21 2021/2 2022/23 2023/24 2024/25 2025/26 Course Code Course Name F W F W F W F W F W F W
Introduction to ONEH*1000 One Health Case Study in Launch ONEH*2000 One Health Topics in One
ONEH*3000 Health Program Applications in ONEH*4000 One Health
One Health Course Descriptions
ONEH*1000 Concepts of One Health [0.50]
This course introduces One Health, an approach to understanding, managing and mitigating local and globally complex societal challenges at the intersection of human, animal and environmental health. The course will examine the scope and integrative nature of One Health and its historical development; explore concepts of health from scientific and socio-cultural perspectives; introduce a basic framework for Open Health inquiry; and relate current challenges such as climate change, pollution and environmental contamination, emerging and zoonotic diseases, antimicrobial resistance, bio- and cultural diversity loss, and food insecurity to a One Health perspective. Key skills such as systems thinking, communication and professionalism in the field of One Health will also be developed.
ONEH*2000 Case Studies in One Health [0.50]
In this course, students will critically examine a series of case studies in One Health such as emerging infectious and foodborne diseases, climate change and resource management policy; biodiversity and human health, and food security. Each case will involve an analysis of the sociocultural and scientific context, background concepts and methodologies, strengths and challenges associated with past practices, decision making processes, and identification of future opportunities for implementing a One Health approach. Through individual efforts and multidisciplinary teamwork, students will evaluate how system-thinking has and could be used to advance our understanding of these challenges, and will consider economic, cultural, policy as well as scientific factors contributing to the progress made to date. 22
Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 131 of 543 ONEH*3000 Topics in One Health [0.50]
In this course, students will examine an emerging or topical issue in One Health from the perspective of a selected area of emphasis. Topics will vary among years and will reflect the research or professional interests of the course instructor(s). Students will analyze the selected topic using a One Health approach by formulating and refining the problem and identifying key concepts and components related to animal, environmental and human health. They will then explore the potential value and impact of a One Health approach within one area of emphasis and contrast that with current practices. In the process of investigating this issue, skills such as systems thinking, communication and critical thinking will be reinforced in preparation for the independent capstone experience. Upcoming topics will be posted in advance on the One Health and CBS-ADA websites.
ONEH*4000 Applications in One Health [0.50]
This course is a capstone experience for One Health students that will incorporate knowledge, skills and practices introduced and re-enforced throughout the One Health program. In this course, students work in teams to explore and address an authentic, One-Health problem using an integrative and interdisciplinary approach. Topics will vary among semesters and will focus on current One Health issues as they relate to emerging disease and public health policy; biodiversity and land planning; climate change and agricultural practices. Students will explore the underlying basis for the problem, the current state of understanding, social implications, and develop an original ‘solution’ in collaboration with key stakeholders on- and off-campus.
Current, or draft, course outlines for the ONEH*X000 courses and course request form documentation are attached in Appendix B2. 2.2 Admission Requirements
a) List the admission requirements of the proposed program.
12U English MHF 4U Advanced Function 2 of 12 U BIOL, CHEM, PHYS 1 12 U or M Arts or Social Studies 1 Additional 12 U or M courses
b) Indicate the appropriateness of the admission requirements for ensuring adequate achievement and preparation for entry into the proposed program.
The stated admission requirements will ensure adequate background in both natural and social sciences, and capacity for communication and numeracy. The admission requirements will ensure adequate preparation for all required and restricted elective first-year courses, thereby providing all students with the flexibility to choose any of the areas of emphasis.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 132 of 543 c) List any proposed alternative admission requirements and rationale.
Currently, opportunities for alternate pathways of admission include:
1. Student Profile Forms: Students applying to the University of Guelph, who may not meet the minimum admission average, are encouraged to submit a Student Profile Form (SPF), outlining factors and extenuating circumstances that may have impacted their performance to date. Students may highlight medical or psychological histories, financial or personal disadvantages, and extra-curricular and leadership activities outside of the curriculum, that have influenced their performance or that exemplify their commitment to their studies.
2. External transfer pathways: students may transfer to a BOH after completing a college diploma or midway through a university degree at another institution. The admission requirements for the degree still must be met but the grade point average for entry is typically lower. In addition, students will receive transfer credits towards their degree for work completed as determined by the Admission Office.
3. Internal transfer pathways: student may apply to transfer to a BOH from another degree program at the University of Guelph. Admission requirements for the degree must be met but the grade point average is typically lower than entering in 1st year. In addition, students will receive transfer credits for work completed as determined by the Admission Office.
These pathways exist for all programs, specific procedures and criteria for these pathways into the BOH will be developed by the OH Program Committee.
d) For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale.
Not applicable.
2.3 Research and Experiential Learning
Detail research and/or experiential learning activities indicating whether required or elective. Curricular experiential learning categories include applied research, certificate programs, co-operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities.
The One Health program has been designed to include opportunities for independent study and research and to achieve the University’s goal of a minimum of one experiential learning (EL) course for all students in the program. It achieves this in the following ways:
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 133 of 543 • The coop program provides a portion of students with a sustained opportunity to learn within a workplace setting. • All students will be required to complete four One Health courses, one of which involves external partners and provides a simulated workplace experience that meets all six MCU criteria for EL. • Students can take additional experiential learning courses, such as the internship course (BIOL*3660), and the interdisciplinary ICON course (UNIV*4200) through their electives. • Independent study and research courses, which represent course-integrated EL opportunities, are available as electives and restricted electives in all of the participating departments
Table 3: Experiential Learning Course Summary
Course EL Category MCU EL Criteria Met
ONEH*2000 Course-integrated 5 criteria met Required
ONEH*3000 Course-integrated 5 criteria met Required
ONEH*4000 Course Integrated, Research and All 6 criteria met Required Scholarly Creation
Co-op Cooperative Education All 6 criteria met Optional
Field Courses: Field Courses/Applied Research 4 criteria met BIOL 4410, BIOL 4610, BIOL 4700 and ZOO 4300
Restricted Elective
BIOL 4500 Course-Integrated All 6 criteria met Restricted Elective
AGR*4600 Course-Integrated All 6 criteria met Restricted Elective
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 134 of 543
2.4 Capstone Requirements
Identify thesis, major paper or other capstone requirement, indicating whether required or elective.
This degree will have a required One Health capstone course (ONEH*4000) worth 1.00 credits. This course will incorporate knowledge, skills and practices introduced and reinforced throughout the One Health program. Students work in teams to explore and address an authentic, complex problem at the intersection of animal, human and environmental health, using a system-based approach. Topics will vary among semesters and will focus on current One Health issues related to emerging disease and public health policy; biodiversity and land planning; food security, climate change and agricultural practices. Students will explore the underlying basis for the problem, the current state of understanding, social implications, and develop an original ‘solution’ in collaboration with key stakeholders on- and off-campus.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 135 of 543 3. Program Learning Outcomes and University of Guelph Learning Outcomes
3.1 Proposed Specialization Learning Outcomes
a) List the Degree program learning outcomes and specialization learning outcomes.
The One Health Degree Level Learning Outcomes are listed below. Each of these outcomes has been aligned to the University of Guelph Undergraduate Learning Outcomes and has been mapped to each of the core courses in the program (see Appendix C3). Additionally, Appendix C1 includes a summary of all learning outcomes for the Degree Program, Areas of Emphasis, Minor, and Co-op program.
One Health Degree Level Learning Outcomes
Problem Solving and Critical Thinking
PS1 - Critically evaluate ideas and arguments by gathering and integrating relevant information, assessing its credibility, recognizing context and assumptions, and synthesizing evidence (information) to formulate a position or draw conclusions.
PS2 Identify and articulate problems and independently research, propose, evaluate and plan solutions that consider the interconnections between human, animal and environmental health, and their sociocultural and scientific determinants.
Communication
C1 Accurately and effectively communicate complex issues, ideas, arguments and analyses to a range of audiences, using graphic, oral and written forms and a variety of media.
C2 Establish and facilitate interactions among partners and stakeholders associated with One Health challenges.
Professional and Ethical Behaviour
PEB 1 Demonstrate integrity by respectfully considering diverse points of view, intellectual contributions of others, and different knowledge systems, and by demonstrating a commitment to honesty, ethical standards, confidentiality, equity, diversity and inclusion.
PEB 2 Demonstrate mastery of key professional behaviours including adaptability, active listening, ethical reasoning, and leadership, when working individually or with others.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 136 of 543 Methodology and Techniques
MT1 Apply quantitative and qualitative analytical methods to interpret data and critically evaluate evidence to make informed conclusions and decisions.
MT2 Effectively devise and implement a project management plan by setting goals, managing tasks and information, and meeting timelines.
MT3 Apply a systems-based approach to complex health challenges including: identifying key factors and determining their interactions (balancing, synergistic, antagonistic) with each other and contributions to health; identifying key areas of vulnerability and limiting factors; and developing strategies to manage or mitigate them.
MT4 Apply contemporary methods such as risk assessment, population modelling, and decision- making tools to evaluate competing priorities, identify potential risks, and identify management strategies in One Health.
Breadth and Depth of Understanding
BD1 Develop a holistic philosophy of health that includes human, animal, and environmental systems, and identifies the role of socio-cultural, economic, political and scientific determinants on sustainable and resilient health systems.
BD2 Describe the major abiotic, biotic and social components of the environment, either managed or unmanaged, and evaluate evidence for major risks and current trends in environmental change facilitated by human activity.
BD3 Critically evaluate and apply an understanding of the sources of sociocultural and biological (physiological and evolutionary) diversity and its potential impacts on health to multiple societal challenges.
BD4 Describe the function and regulation of organismal health (animals, plants, humans) from the perspective of individuals and population.
BD5 Describe relationships between environment change and ecosystem, human and animal health, and their importance to complex societal challenges such as climate change, food security, social change and policy development, conservation, and infectious diseases, at local and global scales.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 137 of 543 Area of Emphasis Learning Outcomes In addition to the degree learning outcomes, learning outcomes are identified for each Area of Emphasis. The curriculum for each Area of Emphasis is designed to support students achieve the outcomes from the AoE declared.
Table 4: Area of Emphasis Learning Outcomes
Area of Emphasis Area of Emphasis Learning Outcomes
Disease, DBH1 Identify and describe infectious or non-infectious diseases that affect health in Complexity and animals, plants and humans. Health (DCH) DBH2 Describe the cause, mode of action, and host response to select diseases affecting multiple hosts.
DBH3 Apply knowledge of disease and health to address complex societal challenges such as sustainability in public health, food systems, or wildlife and ecosystem health. Environment, Food EFH1 Describe the major abiotic and biotic components of ecosystems on the and Health (EFH) landscape, from those that are intensively managed (i.e. agricultural, forests) to those that are unmanaged (natural).
EFH2 Evaluate and communicate the direct and indirect impacts of environmental change (human induced or otherwise) on the function of managed and unmanaged ecosystems (e.g. diversity, abundance, productivity, pollination, water quality, air quality, nutrient cycling).
EFH3 Apply systems approaches and knowledge of ecosystem dynamics and health to develop and evaluate management strategies for promoting sustainable food systems and conserving native ecosystems/species. Policy, Economics PEH1 Conduct a comparative analysis of a policy framework related to health. and Health (PEH) PEH2 Identify relevant political, economic, scientific and social factors influencing the development of health-related policy and evaluate current applications of policy and economic decisions affecting health in the workplace, public health, food and environmental sectors.
PEH3 Apply impact assessments, cost-benefit, and other decision-making tools that govern economic and policy decision-making and policy development related to health. Culture, Society, CSH1 Describe the patterns of cultural diversity and inequality at local and global scales and Health (CSH) as it relates to human health.
CSH2 Describe the diversity of human perceptions of health and the relations between humans, environment and animals.
CSH3 Critically evaluate the social-cultural influences on health in the context of food security, disease, and ecosystem function and sustainability.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 138 of 543
3.2 Suitability of Learning Outcomes
b) Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.
Enhancing the Curriculum The learning outcomes for the One Health degree enhance the undergraduate curriculum by breaking free of discipline-focused programming and, instead, promoting holistic, integrated and interdisciplinary approaches to major health challenges in society. Through a focus on animal, human, and ecological interactions via their shared social and biological determinants, this program will nurture an openness to all voices that impact health and an approach that is highly valued by a variety of health industries and agencies. Simultaneously it will promote a literate and inclusive society that can provide sustainable solutions to current and future health challenges.
The undergraduate curriculum is enhanced in the following specific ways:
1) Inclusivity and diversity of thought: Essential for understanding complex integrative health issues, a One Health practitioner must have a holistic understanding of human, animal and environmental health including socio-cultural and scientific perspectives. This approach forces students to seek out diversity of thought, ideas and impacts in order to make informed, inclusive decisions around the impacts of One Health at an individual, population and community level. This will enhance the curriculum by constantly reinforcing the need for collaboration, consideration and active listening between individuals, disciplines and knowledge systems. Overall, this will lead to students who are cross-disciplinary thinkers and leaders.
2) Transferable skill development: The One Health approach, and therefore the outcomes of the degree, focus on the development and use of several transferable skills. The skills have therefore been very purposely integrated within courses to ensure they are both taught and assessed at an introductory, reinforcement and mastery level. These skills include problem-solving, critical thinking, communication, analytical skills, scientific knowledge, project management, adaptability, creativity, active listening and leadership. This integration of skills development will prepare students to pursue a wide range of post-graduate options related to health in a variety of contexts or outside of the One Health field.
3) Strong focus on numeracy and quantitative literacy: Numeracy and quantitative literacy are invaluable skills in the undergraduate curriculum and in the workplace as they are necessary for strong critical thinking and problem-solving abilities. The One Health degree stresses both qualitative and quantitative research methodologies. This inclusion of both analytical methods allows our students to be highly interdisciplinary, to cross boundaries and explore and understand diverse areas of research and literature.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 139 of 543 4) Interdisciplinarity: The learning outcomes provide a mechanism for students to explore the culture, concepts and controversies underpinning health at local and global scales. The program draws on many different facets of this interdisciplinary field and promotes integration and skill development through a set of integrative One Health courses (the One Health spine) from year 1 through to 4th year.
5) Wide ranging areas of application: The addition of the areas of emphasis provide depth, context and diverse applications to related health fields. The degree and areas of emphasis enhances our curriculum as they build on the unique strengths of the University of Guelph and highlight for students the complexities and interconnections of these disciplines.
Based on the elements highlighted above, we feel that this degree will be amongst the strongest and most unique undergraduate health focused programs in Ontario.
c) Indicate how the identified outcomes will be assessed and in which specific courses.
Curriculum Map and Forms of Assessment A curriculum map of the core courses, their contributions to the program learning outcomes, and the identified assessment methods within each course is included in the image on the following two pages.
Appendix C3 includes curriculum maps, the identified degree level outcomes that are assessed within each course and methods of assessment.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 140 of 543 Figure 3: Core One Health Program Curriculum Map - Years 1 and 2
Methods of Assessment Thinking and Critical and Critical Methodologies Methodologies Communication Techniques and Problem Solving Solving Problem Professional and Professional Ethical Behaviour Ethical of Understanding of Breadth and Depth Depth and Breadth
Semester Course Code PS1 PS2 C1 C2 PEB1 PEB2 MT1 MT2 MT3 MT4 BD1 BD2 BD3 BD4 BD5 Forms of Assessment Reading assignment quizzes, Virtual labs, Written Core ANTH 1120 x x x x assignments, Mid-term test Final exam Core ANTH 1150 x x x x x Quizzes, Written paper, Graded discussions, Final Exam
Core Written assignments, presentation interdisciplinary team BIOL 1070 x x x x x x x x x x x assignments, midterms, workshops, quizzes, final exam Written assignments, presentation interdisciplinary team Core assignments, midterms, workshops, quizzes, final exam, BIOL 1080 x x x x x x x labs, case-studies Written assignment, presentation, interdisciplinary Core BIOL 1090 x x x x x x project, midterm, final exam Research journal entries, quizzes, exam (multiple choice Core First Year GEOG 1220 x x x x x x and short answer Reflection, Midterm, Concept Mapping, Poster Core Presentation, OH Approach to Problem Report, Final ONEH 1000 x x x x x x x x Exam Labs and associated reports, quizzes, midterms, finals, Restricted CHEM 1040 x homework Electives* CHEM 1050 x Laboratory reports, quizzes, midterms, finals, homework
Restricted ECON 1050 x x x x x x Quizzes, Econ Labs, midterm and final, PEAR Assignment Elective* PSYC 1000 x x x x x x x Assignments, midterm, research experience, final exam Core BIOL 2060 x x x x x x x x x x Seminars, Group Assignment, Midterm, Final exam
Core Quizzes, Active Learning Assignment, BIOL 2400 x x x x x x Discussion/reflectiion, Miderm, Term Project, Final exam Case Studies, Concept Map, Reflection, Midterm and Core ONEH 2000 x x x x x x x x x x x Final (short answer and multiple choice) Personal Reflection, Community Assignment, Final Exam, Core SOC 2280 x x x x x x x Peer Evaluations STAT 2040 x x x x Quizzes, Assignments, Term Tests and Final Exam 1 of STAT 2230 x x x x x Lab Assignments, Midterm, Quizzes, Final Exam SOAN 2120 x x x x x x x x Quizzes, Short Research Paper, Final Exam Second Year Restricted BIOC 2580 x Quizzes, Midterm, Final Exam. Laboratories Elective** MBG 2040 x Seminars, Quizzes, Midterm, Final Exam
Restricted POLS 2100 x x Case-studies Elective** POLS 2230 x x Case-studies Restricted On-line discussion posts, essays, take-home midterms Elective** ANTH 2230 x x and take-home final exam * 1 of: PSYC 2310 x x x x quizzes, midterm and final exam
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 141 of 543 Figure 4: Core One Health Program Curriculum Map - Years 3 and 4
Methods of Assessment Thinking and Critical and Critical Methodologies Methodologies and Techniques and Communication Problem Solving Solving Problem Professional and Professional of Understanding of Ethical Behaviour Ethical Breadth and Depth Depth and Breadth Concept Mapping, Annotated Bibliography, Core Presentation, Critical Analysis of One Health Perspective, ONEH 3000 x x x x x x x x x x x Reflection Quizzes, Headline assignment (TLKT), Group Project, Final Core POPM 3240 x x x x x x x x exam Observation Assignment, Research Proposal, Interview Core SOAN 3070 x x x x x x x x Assignment, Book Review Small group collaborative project, self- GEOG 3020 x x x x x x x x x assessment(reflection), final exam, test 1 of Future Projection, midterm, posters, method piece, final ENVS 3010 x x x x x x x x x x exam, top hat Third Year Third Book review/analytical paper, presentation, discussion 1 of SOAN 3380 x x x x x x x x x x posts, research proposal, final research paper/case study Written Assignments, Final Paper/Project, Midterm Exam BIOL 3060 x x x x x x x x x and Final Exam BOT 2100 x x x x x x x x x Midterm, final exam, labs HK 2810 x x x x x x Practice questions, midterms, final 1 of BIOM 3200 x x Term testsm quizzes, final exam ZOO 3600 x x x x x x x Written Assignments, Midterm, Final exam
Team Charter, Annotated Bibliography, Oral Core Presentations, Solution Generation, Reflection, Team
Fourth Year Fourth ONEH 4000 x x x x x x x x x x x x x x x Project, *Only one of these groups of restricted electives are required ** Only one of these groups of restricted electives are required ***Only required if PEH or CSH AoE is declared d) Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.
A full range of assessment methods will be used throughout this program from multiple choice and short answer exams to presentations, lab reports, online quizzes, simulations, case-studies, problem sets, group and individual projects, advanced synthesis of the literature, and integrative and independent research projects. The diversity of assessment methods reflects the diversity of course offerings and the desired cognitive abilities of the student as outlined by the learning outcomes.
First year: In 1st year, assessments support emphasis on foundational learning (knowledge, understanding) and range from online quizzes, oral presentations, written reports, poster presentations, short answer and multiple-choice exams, and problem sets. Group work and individual performance are evaluated on multiple occasions.
Second year: Second year courses include assessments focused on individual and group assignments, reflection, term projects and case studies. Through these assessments, students will further their
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 142 of 543 understanding of relevant One Health content and start to apply a systems-thinking approach through case study assignments.
Third Year: Teamwork is reinforced in several third-year courses and an increase in project-focused assessments where students will analyze, evaluate and apply concepts to a variety of real-world experiences.
Fourth Year: Fourth year courses, specifically the capstone course, will assess student learning through the independent development of a proposed solution to a real-world One Health challenge. Other methods of assessment will be used including literature analysis, and written papers and presentations in multiple media.
e) Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. (refer to tables in Appendix C2)
Creative & Critical Thinking – This outcome is developed throughout the program. In first year, critical thinking is introduced in the context of biological, physical and social science and then specifically in the context of One Health, within the core One Health introductory course. These foundational courses develop general thinking skills related to scientific method, understanding sources of literature, evaluating strength of evidence and use of concept mapping for understanding and articulating interdisciplinary problems. Courses in year 2 emphasize the evaluation of arguments and identification of relevant information and assessment of its credibility. Students will identify and articulate problems related to health in the biological and social science disciplines. The One Health core course in second year will integrate the components of problem solving, critical thinking and creativity into the One Health context through the use of case-studies. Courses in years 3 and 4 develop abilities to define problems, synthesize and analyze the primary literature pertaining to the problem, and explore the broader implications and applications. Finally, the students apply their skills to a problem in a fourth- year capstone course, which include proposing solutions to real-world One Health problems.
Literacy – Activities related to information management, communication and quantitative literacy are introduced in first year and expanded upon as students are introduced to a diversity of sources, data analyses and increasingly challenging numerical problems. A number of qualitative and quantitative courses are required from years 1 to 3 with the goal of applying these concepts during the fourth-year capstone and elective courses. The ability to extract information from a variety of resources is also a focus of the degree. There is specific attention to increasing a student’s ability to locate, analyze and evaluate the primary literature. As the One Health approach is a method for solving complex problems, students will also be encouraged to identify gaps within the available literature and consider what information is needed to support this gap. Students in One Health will also be collecting information from sources outside of the primary literature and will be supported to evaluate the validity of the information.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 143 of 543 Global Understanding – Starting with the first One Health course, students will be exposed to the historical developments of this field as well as the global impacts of a One Health approach. Several of the outcomes within the One Health degree focus on health at the local and global scale or focus on issues that span global and local communities. The systems approach of One Health also encourages students to think about intercultural differences and knowledge systems, historical context of health and engagement with a variety of communities. Within the first two years the degree introduces these concepts through a number of core and restricted elective courses with opportunities to dive deeper into these issues in restricted electives found within the area of emphases.
Through much flexibility in the program starting in semester 6, students will have opportunities to expand their sense of global perspective through study abroad and exchange programs.
Communication – Opportunities to develop written and oral communication skills, and numeracy are provided starting in first year core courses (e.g. Discovering Biodiversity, Biological Concepts of Health) and continue into senior 3rd and 4th year courses. Earlier courses will help students to accurately and effectively communicate ideas to a range of audiences. As One Health is an interdisciplinary field, this degree will stress the importance of reading comprehension and integrative communication skills. These skills are critical for implementing a systems-based approach to problem-solving. Part of the strategy to achieve these components of communication will be by exposing students to a diversity of disciplinary communication styles and diverse assessment methods requiring a range of communication skills. In the upper year One Health courses students will start to identify communication strategies for interacting with diverse stakeholders and eventually working with partners and stakeholders to understand and explain One Health challenges.
Professional & Ethical Behaviour – As One Health is most successful when working in teams or gathering knowledge from a variety of internal (team members) and external (communities, individuals) stakeholders, teamwork is therefore foundational to this degree. Teamwork is conducted throughout the degree to help students understand how to function as a team, the benefits of working in teams and how to demonstrate personal and professional integrity within a team setting. We will continue to promote leadership, active listening, ethical reasoning and empathy within the One Health approach and how the knowledge and contribution of others is key to finding solutions to One Health issues. As One Health issues are often complex and multi-faceted, we have intentionally incorporated project management skills within the degree core courses. Students will apply these project management skills in the 4th year capstone course where they will need to develop an implementation plan for their proposed solution.
Alignment of the One Health Learning Outcomes to the University of Guelph Learning Outcomes can be found in Appendix C2.
f) Identify any distinctive curriculum aspects, program innovations or creative components.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 144 of 543 Distinctive Curriculum
Interdisciplinary Curriculum
The One Health degree is truly an interdisciplinary approach starting in first year and progressing throughout the degree. The degree emphasizes interactions between animal and humans and the ecosystems in which they reside, from environmental, biological and socio-cultural perspectives, with the goal of understanding and promoting sustainable health solutions. The interactions, antagonisms and synergies are complex and therefore students explore them using a systems approach. Students experience this perspective beginning in first year through a broad range of required courses, including Biological Concepts of Health, Discovering Biodiversity, Introduction to Molecular and Cellular Biology, Introduction to Anthropology, Biological Anthropology and Human Impact on the Environment. Some of these courses promote interdisciplinarity in themselves. For example, first year biology courses use case studies and are linked together through common online skill tutorials and an interdisciplinary project conducted by cross course learning communities. In addition, four One Health courses provide a forum for integrating disciplinary perspectives into a holistic approach to health.
Spine of One Health Courses
A set of four One Health courses in year 1, 2, 3 and 4 will define the major and ensure integration of human, animal and environmental health both at the scientific and socio-cultural perspective, throughout the degree. Key skills are scaffolded across the courses with students applying these skills to an authentic One Health problem in the 4th year capstone course. The first-year course will focus on understanding and defining health holistically, followed be a case-studies course which will define the framework for the One Health approach. Third year will allow students to analyze challenging societal health issues or emerging health problems by diving deeper into their declared area of emphasis to understand its role in solving complex problems. Finally, in fourth year the degree culminates with a capstone course that will allow students to work in teams to identify a One Health problem and propose solutions in collaboration with key internal and external stakeholders.
Embedded Skill Development
As One Health is also an approach to solving complex problems, skill development is a deliberate focus of the degree. Starting in first year, students develop skills including numeracy, oral and written communication, integrative thinking, and teamwork. The concept and approaches to systems-thinking are introduced in the first-year One Health course and continued to be scaffolded across the One Health courses with a culminating experience in the fourth-year capstone course. Project management, critical thinking and quantitative and qualitative skills are core to the degree, that will provide students with a toolkit of skills needed to apply a One Health approach to any complex problem.
Areas of Emphasis
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 145 of 543 The four areas of emphasis allow for a deeper understanding in one of four areas related to One Health. The areas of emphasis include two science focused areas (Disease, Complexity & Health; Environment, Food & Health) and two social science focused areas (Policy, Economics & Health; Society, Culture & Health). This breadth in areas of emphasis reinforces the broad scope of One Health as well as the transferability of the One Health approach to a variety of fields and occupations. Each area of emphasis includes restricted elective options that cross the disciplinary boundaries of the other three areas of emphasis. This was intentionally integrated to stress the relevance of science and social science aspects of One Health to each other. Also included, when relevant, is a restricted elective to provide contexts that aim to broaden the student’s understanding of challenges related to race, gender, politics, and culture that could impact a system-thinking approach at a local or global scale.
g) Identify how the curriculum addresses the current state of the discipline.
Relevance to the Discipline The One Health program is designed to reflect the ongoing evolution of this field and the specific strengths at University of Guelph. A One Health definition and core competencies for the program were developed based on input from three critical sources: i) an industry round table, ii) review of literature on One Health and related programs at other institutions; and iii) multi-disciplinary development committee.
The industry round table confirmed the rapidly growing need for broad, more holistic perspectives on health, especially within industry sectors related to public health, infectious disease, human medicine, veterinary medicine and animal welfare, policy development, global health and research. This perspective must include a fulsome understanding of the social determinants of health and the interactions with our environment (ecosystem health). It also requires mastery of broad skills such as networking and collaboration, communication and knowledge transfer, adaptability, and systems thinking.
A review of the One Health literature and the state of One Health programs at other institutions assisted in the development of a comprehensive definition of One Health and a preliminary set of core competencies. This framework reinforced our focus on the intersection of animal, human and environmental health, and the importance of considering multiple determinants/factors influencing health, such as biological, physical, mental, diversity and socio-cultural aspects.
The specific learning outcomes and curriculum for the Guelph program were developed by a committee of faculty and students whose interests and expertise align with One Health from a variety of perspectives, including veterinary sciences, sociology and anthropology, wildlife biology, ecosystem and environmental science, biodiversity science, and food science. In consultation with a broader of set
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 146 of 543 of One Health practitioners on campus, the committee applied input from industry and literature to produce a ‘made in Guelph’ program with the following elements:
a. A focus on One Health as an interdisciplinary, collaborative approach to understanding, managing and mitigating local and global complex societal challenges at the intersection of human, animal and environmental health; b. A core curriculum that balances scientific and socio-cultural perspectives on health, generally, and organismal and ecological systems specifically, starting in 1st year; c. A core curriculum that embeds scaffolded opportunities for development of key skills such as quantitative and qualitative literacy, communication/knowledge transfer, systems thinking, networking and stakeholder engagement. d. Opportunities for experiential learning through a coop program and capstone courses in One Health, e. Flexibility to pursue broad applications of One Health through four Areas of Emphasis f. Flexibility to pursue specific emerging or new areas of application through case studies, topics courses and the capstone course. The intentional focus on mastery of skills such as systems- thinking allows the curriculum and students to adjust to an ever-evolving discipline. It also enables the curriculum committee to be nimble regarding content changes should the discipline need to change focus within the content.
h) Identify the program mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.
Modes of Delivery The One Health degree will strive for a progression of learning that transforms students from novices to expert thinkers and practitioners of human, animal and environment health. A wide variety of high impact teaching practices and methods of assessment will be used in its courses to engage, inspire and support a diversity of learning styles.
Below we summarize the approach used for 1st, 2nd, 3rd and 4th year courses.
First year (1000 level) courses: Many of the core courses in the first year are high enrolment (400 – 1000) due to the large number of programs that depend on them. Lecture classes can contain between 200 - 600 students at one time.
First year courses will typically comprise some combination of online, lecture-period and small group learning (seminars, labs). While large, this experience is personalized through use of personal response devices (i-clickers), break-out groups, think-pair-share activities and problem-solving in lecture period. To enable these activities, students will sometimes engage with course content through online delivery
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 147 of 543 in advance of the lecture period through the learning management system (CourseLink). In addition, large lecture classes are counterbalanced by small-group labs, tutorials, or seminars in which students work individually or in groups to conduct small projects, perform analytical procedures, and even address multidisciplinary problems in society. The introductory One Health course will lay a foundation to which the other One Health courses will build upon. The introduction will include reflective practices, concept mapping and a One Health approach to problem solving assignment that will be linked with the concepts of systems-thinking.
Appropriateness for meeting program learning outcomes: In addition to key concepts, general competencies, such as writing, oral communication, problem-solving, numeracy, scientific inquiry, information management are introduced and assessed with the foundational courses.
Second year (2000 level): There is a continued emphasis on developing general competencies (writing, oral communication, numeracy, problem-solving, systems thinking and teamwork), which were first introduced in year 1. Subject area knowledge in human, animal and environmental health at an individual and systems level will also be introduced through a variety of teaching modes. These courses are variable in size and use many of the same teaching strategies used in first year. Didactic, blended and some flipped classroom approaches are part of the curriculum. Based on the current learning environment we are optimistic that we will see more blended and flipped classroom learning as we move forward which will benefit our students’ ability to apply concepts and engage more directly with faculty and teaching staff. Second year courses make use of small group seminars to introduce experiential learning, case-studies, analysis of literature and problems.
Appropriateness for meeting program learning outcomes: In the second-year key concepts, in greater depth than in first year still need to be introduced to students. We feel that lecture-based courses, small group seminars and blended learning are appropriate to reach the cognitive level of understanding and application.
Third year (3000 level) and fourth year (4000 level) courses: These courses provide opportunities for reinforcement of general competences, more advanced conceptual learning and development of technical proficiencies within specialized courses related to the areas of emphasis and the One Health approach. The courses are variable in size and make use of a diversity of pedagogical strategies and assessments. Conceptually oriented courses typically have a lecture component and may or may not include seminars, tutorials and labs. Independent study courses involve individual or group research projects and mentorship from a faculty member.
Appropriateness for meeting program learning outcomes: The delivery modes in the upper year courses include a shift away from strictly didactic teaching to one that encourages students to work independently on topics in both small groups or individually and in some cases participate in the delivery of the course content. Shifting to more active participation of the student helps students achieve the higher order cognitive goals of the degree.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 148 of 543 i) Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.
Appropriateness of Structure
The overall program is diverse in structure – offering a coop and non-coop degree as well as a minor – and thereby enables students to engage in a One Health approach to different degrees and with different backgrounds.
The curriculum for the 4-year degree is designed to provide a common foundation for all students (referred to as the ‘core’) and flexibility to pursue different applications of One Health through four areas of emphasis. Two areas of emphasis, in particular, accommodate students wishing to apply to professional programs.
The degree curriculum offers core courses with a balance of social science, sciences and skill development. While the first two years of the program are quite prescribed, as shown by the curriculum map, these courses are providing students with the opportunity for the outcomes to be introduced and in more cases re-enforced. We have integrated some required third- and fourth-year courses to ensure higher level reinforcement of key areas are incorporated. The curriculum has intentionally provided space for students to pursue an area of emphasis that resonates with their interests. This will allow them to gain mastery of knowledge and skills specific to their interest. The structure of each area of emphasis was also designed based on key outcomes identified by the coordinating committee with multiple courses listed to meet each outcome. The curriculum is designed this way to allow students the flexibility to find the context that resonates with their interests.
To encourage interdisciplinarity, the degree allows the necessary space for students to declare a minor in a complementary area of interest hence the 4.00 credits of elective space built into the program.
The foundational courses are very diverse but to ensure interdisciplinary thinking the development of the One Health core is there to ground the content and relevance of the core courses in a One Health context. Overall, the curriculum is structured to allow students to meet the expressed learning outcomes of the degree while also allowing for some choice for students to build and apply additional fields of study that will ultimately help them reach their professional goals.
j) Describe in detail plans for documenting and demonstrating the level of performance of students in the program and how this information will be used toward the continuous improvement of the program.
Learning Outcome Assessment The University of Guelph's governance structure and policies align with the concepts of documenting and demonstrating student performance and program evaluation from inception through to delivery and program review.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 149 of 543 The University is comprised of seven Colleges responsible for the management of academic programs. Each College is headed by a Dean with support from Associate Deans responsible for specific components of the academic offerings (e.g., undergraduate, graduate, research, etc.). Associate Deans Academic (ADAs) are faculty members whose responsibilities include the administration of the undergraduate curriculum within their affiliate College.
Bylaws for the Board of Undergraduate Studies (BUGS), the University’s Senate committee responsible for undergraduate programs and policies, mandate the existence of program committees to oversee the creation and maintenance of programs within their purview. Degree program committees are chaired by ADAs to ensure there is a relationship between the program committee and the College via the Dean’s Office. The ADAs also support the Cyclical Program Review process for the programs offered by their College. When a new program or major within a program is being developed, a working group is formed to administer its creation. Typically, once the program is approved, the members of this working group would then comprise the membership of the BUGS sub-committee called the curriculum committee.
This program committee, comprised of faculty and students, will meet regularly to review the curriculum for the program and make recommendations to BUGS and Senate.
Additionally, through the curriculum map, the courses have been mapped to the learning outcomes of the degree to ensure that the program outcomes are achievable through the various forms of assessments. Methods for tracking student progress towards achieving the overall learning outcomes, outside of regular course evaluations, will include:
1. Curriculum mapping exercise completed for all core courses of the degree, to be completed every 5-years 2. A student survey given at the end of year two and four to assess student’s perceived progression and attainment of learning outcomes. 3. Use of standardized rubric to evaluate learning outcome achievement linked with the four One Health courses 4. Biannual review of application and admissions numbers, demographic information when available and curriculum mapping of learning outcomes, students support, student achievement of learning outcomes and graduate outcomes.
k) For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
Not applicable
l) If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work terms; and 2) work term report guidelines for students (include as Appendix D). Contact the Director, Experiential Learning Hub – Co-operative Education for more information.
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Bachelor of One Health students will have the option of completing a co-op in the degree. Students can apply directly from high school into the co-op program or apply to transfer into the degree following their 4th academic semester. The proposed program includes three work terms. Students will be eligible for work terms that are 4, 8, or 12 months in length or any combination of work terms that leads to the completion of 12 months of work experience.
Table 5: Academic/Work Sequence for BOH Co-op
Year Fall Winter Summer 1 Academic Semester 1 Academic Semester 2 Off 2 Academic Semester 3 Academic Semester 4 Off COOP*1100
3 Academic Semester 5 Academic Semester 6 COOP*1000 Work Term I 4 COOP*2000 Work Term II COOP*3000 Work Term III Off 5 Academic Semester 7 Academic Semester 8 N/A
One Health Co-op Learning Outcomes
Students who complete the Bachelor of One Health Co-op program will be able to:
1. Develop and apply key employability skills such as problem solving, critical thinking, information management, quantitative analysis, communication, and personal and time management in the workplace environment. 2. Develop and apply discipline related techniques and methodologies, learned in the classroom, within a workplace. 3. Develop and apply discipline related concepts and knowledge in a workplace environment. 4. Reflect on the development of personal and professional skills, knowledge and attitudes, and compare the development of these skills within the classroom and workplace. 5. Reflect on the development of personal and professional growth and how this development informs curricular, co-curricular and career planning.
Further information regarding the Co-op program can be found in Appendix C6 and Appendix D includes a Co-op Labour Market analysis.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 151 of 543 4. Inclusion, Diversity and Accessibility 4.1 Inclusion, Diversity and Accessibility
“The University of Guelph Senate affirms its commitment to an inclusive campus and fostering a culture of inclusion at the University of Guelph as an institutional imperative, acknowledging the University’s diverse population and that every member of an inclusive campus is a valued contributor.” (Fostering a Culture of Inclusion at the University of Guelph: an Institutional Imperative, April, 2017).
This includes assurances that issues of equity, diversity, and accessibility are considered in the development and delivery of curriculum.
Discuss the ways in which inclusion is considered in this new program proposal.
By definition, the One Health approach embodies an inclusive, multidisciplinary perspective and the One Health program at Guelph will reflect this. Its focus is not only on biological aspects of health but also on the significant of cultural diversity and environmental and social determinants of health, and strategies that reflect a dialogue among a broad range of stakeholders at local, regional and global scales. To support that approach, courses in the OH core and areas of emphasis are drawn from 22 departments across seven academic colleges representing physical sciences, biological sciences, humanities, business, social sciences, and veterinary and agricultural sciences. Through these courses, students will embrace concepts of race, gender, social status and knowledge systems as well as biological and ecological concepts of health and will be challenged to understand and empathize with diversity and recognize the influence of their own biases and privileges on health.
As an interdisciplinary program, the One Health program is designed to welcome students with a broad range of academic backgrounds and interests, from social science and humanities to environmental, biological and health sciences. Through its areas of emphasis, the program supports four areas of application, which vary in emphasis on science and social-cultural knowledge, and also support preparation for a variety of graduate programs and professional programs related to health.
Several offices and services at University of Guelph are available to support diversity of learning abilities and cultures in the program. As preparation for life at the University of Guelph, all students will complete the Principles of Belonging resource (via the Office of Diversity and Human Rights), which includes a curriculum focused on anti-oppression and anti-racism, and modules on professional conduct and academic integrity. Students with disabilities are supported directly through the office of Student Accessibility Services, which ensures students receive appropriate accommodations within their courses. Also, instructors are guided by the Office of Teaching and Learning to support the full diversity of learning abilities through universal instructional design, and consideration of health challenges relevant to marginal and remote cultures. Indigenous students in the One Health program will also benefit from additional support and community through the Indigenous Resource Centre, an Indigenization Committee in CSAHS, and Indigenous Summer Research Assistantships available in CBS.
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Bachelor of One Health Program Proposal - New Honours Degree Program, Co... Page 152 of 543 The curriculum is inclusive and accessible with respect to skill development and career readiness. Rather than relying on co-curricular opportunities to develop employability skills, many core skills sought after by employers (RBC - Humans Wanted, 2018; World Economic Forum -Future’s Job Report ,2020) have been mapped and built in the curriculum. These transferable skills will be associated with the core One Health courses and hence removing significant barriers to accessing this type of development for students from equity-seeking communities who may not acquire this knowledge through co-curricular opportunities. Many co-curricular opportunities do not provide a curriculum in these skills but, rather, require students to learn as they go. Our One Health courses will provide a curriculum in transferable skills including the value of teamwork and of diversity on that team.
Within the College of Biological Science, the lead college in the One Health program, a variety of initiatives are underway to promote equity and diversity. The College has made a conscious effort to enhance gender balance across the department through equitable hiring practices and an EDI committee, which is actively engaged in efforts to improve conditions for all members of equity- seeking groups. CBS is currently piloting an Equity, Diversity and Inclusion program audit at the graduate level. Following the pilot, CBS will consider expanding to its undergraduate degree programs. CBS runs a faculty mentorship program for Indigenous students and has now created an Indigenous Undergraduate Research Assistantship. A number of faculty have also been active members of the Aboriginal Strategic Initiative Task Force and Student Success Advisory group. These efforts will directly benefit students in the One Health degree.
The One Health undergraduate program was developed with a high degree of consultation among all stakeholders. The process was instigated through an industry round table, held by the Director of the One Health Institute. The development committee consists of faculty representation from four academic colleges, student and staff representation. All campus stakeholders, Deans, Associate Deans, Chairs, Faculty and students have been consulted regularly through the development process.
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***
The program proposal has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192934
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Undergraduate Curriculum Changes: Program Additions, Deletions, Changes
Meeting: June 7, 2021
i) Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (Sexualities, Genders and Social Change) [Motion]
At its meeting on May 18, 2021, the Board of Undergraduate Studies supported the proposed new honours major and minor in Sexualities, Genders and Social Change in the Bachelor of Arts program.1 The proposal is supported by the Office of the Provost, the Associate Vice-President (Academic), the Dean, Associate Dean (Academic), and the Director of Interdisciplinary Studies in the College of Arts. The following material, in support of the proposed new honours major and minor programs, is enclosed: • A memorandum from Patricia Tersigni, Director of Academic Programs and Policy, • A memorandum from Dr. Samantha Brennan, Dean, College of Arts, • A memorandum from Dr. Kimberly Francis, Director of Interdisciplinary Studies, and Dr. Ruediger Mueller, Associate Dean (Academic) in the College of Arts, • An excerpt from the comprehensive proposal brief with rationale for the new program, learning outcomes, and inclusion, diversity and accessibility considerations.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, related course addition forms, and course outlines can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed new honours major and minor in Sexualities, Genders and Social Change within the Bachelor of Arts program, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/filepro/documents/192941
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7i bugs - undergraduate curriculum program changes - (ba) sexualities, genders and social change sd.docx
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To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
CC: Gwen Chapman, Provost and Vice-President Academic Cate Dewey, Associate Vice-President (Academic)
Date: May 6, 2021
Re: Proposal for new Honours Major and Minor – Bachelor of Arts in Sexualities, Genders, and Social Change
Please find enclosed a proposal for a new honours major and minor, Sexualities, Genders, and Social Change, in the Bachelor of Arts program, requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the COA Dean and Associate Dean (Academic) and approval and support of the Bachelor of Arts Degree Program Committee. The new program was subject to an external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP) and the reviewers’ report is included in the package. The additional material for the proposed major includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from all of the sponsoring units and colleges, and the responses from the Chairs and Deans to the external review report and corresponding curriculum additions and changes. A list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact me or the staff in our office: Alyssa Voigt, Manager, Curriculum and Academic Quality Assurance Clarke Mathany, Manager, Curriculum and Academic Quality Assurance
The Director, Interdisciplinary Programs and the Associate Dean Academic, College of Arts, will also attend the meeting to provide an overview and answer questions from BUGS members.
If approved by BUGS and Senate, the proposed new program undergoes external review and approval by the Ontario Universities Council on Quality Assurance (OUCQA). The expected first intake will be Fall 2022.
List of Documents included in the proposal package:
• New Program Proposal Brief • Appendix C: Learning Outcomes – Program Learning Outcomes and Undergraduate Degree Learning Outcomes Alignment Template • List of Faculty Dedicated to Teaching Courses in BA.SXGN • External Reviewers Assessment Report • Site Visit Itinerary • Program Lead’s Response to External Reviewers’ Assessment Report
Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 157 of 543 • College of Arts, Dean’s Response to External Reviewers’ Assessment Report • Curriculum Changes – Summary of new courses • Curriculum Templates
NB: Additional appendices held on file include:
• Appendix A: College of Arts, Dean’s Letter of Support • Appendix A: College of Social and Applied Human Sciences, Dean’s Letter of Support • Appendix A: Student Letters of Support • Appendix B: List of Course Details and New Courses • Appendix D: Library Assessment • Appendix E: Faculty CV’s • Appendix F: Consultation with other units • Appendix G: Implementation Plan and Student Progression through the Program Charts • Appendix H: Labour Market Data • Appendix I: Summary of Proposal Changes
Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 158 of 543 April 21, 2021
To whom it may concern,
As Dean of the College of Arts I am writing in support of creation of the major and minor in Sexualities, Genders, and Social Change, and in response to the report of the external reviewers for the newly proposed program.
The new major/minor in Sexualities, Genders, and Social Change is part of the College of Arts 2019 Five Year Strategic Plan and we are strongly committed to launching the new program. The strategic plan articulates our vision: The College of Arts is at work unleashing compassion, creativity, and critical engagement with the world through transformative education. In the plan, we identify five Hallmark Initiatives, one of which is offering new, innovative interdisciplinary programs including Creative Writing (with a focus on the environment); Culture and Technology Studies; and Sexualities, Genders, and Social Change.
I want to thank the Director of Interdisciplinary Programs, Professor Kim Francis, and her committee for their excellent work, thoughtfulness, and collaborative engagement in developing the new major and minor in Sexualities, Genders, and Social Change. I also want to thank the external reviewers for their hard work and close attention in their interviews with Guelph faculty and administration. We will benefit from their report as we launch the new program. While overall offering enthusiastic support for the program, the reviewers did raise a number of concerns about our plans which I address in this letter. While I take their concerns seriously and have learned some lessons from their valuable feedback, I remain convinced the program makes sense for the College of Arts and the University of Guelph at this time. We remain pleased and prepared to support the program with the resources it will require to be as successful as we expect it will be.
First, the external reviewers’ report raised important concerns about equity, diversity, and inclusion among our faculty. They were right to do so. Black faculty, in particular, are underrepresented in the College and among the existing faculty attached to the new program. That’s not acceptable in this era. We also need faculty who can teach in queer studies and in critical disability studies, important areas of intersectional scholarship within sexuality and gender studies. This is not just a numbers question. Nor is it just about covering certain areas of research. The issue of representation is also about the identities of the faculty members teaching in the program. With the launch of the President’s Advisory Committee on Anti-Racism and the appointment of a new Provost, the Colleges of Arts and Social and Applied Human Sciences are seeking permission for a cluster hire targeted BIPOC faculty members at least one
College of Arts - Dean’s Office MacKinnon Building, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 1-519-824-4120 x53301 uoguelph.ca/arts
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of whom will be connected to Sexualities, Genders, and Social Change to start. This is a priority for the College in new hires, but particularly in those programs, such as Black Studies and Sex/Gen, where students might reasonably expect to find diversity among the faculty.
Second, the reviewers are concerned about staff resources and administrative support. I agree that without adequate staff support too much work will fall on faculty involved with the program. We have plans—in our current budget—to hire an additional staff person who will work in the area of interdisciplinary programs. Our plan is for that person to start at the beginning of the academic year 2021-22 and support faculty and students in Culture and Technology Studies, and in Sexuality, Gender, and Social Change. We also have plans to make the Director of Interdisciplinary Programs role permanent as it is vital to the success of these new programs. The Director reports directly to the Associate Dean Academic and is a regular presence at the Dean’s Council. This ensures that the interdisciplinary programs are well- represented in budget and planning decisions at the College level. Both director and staff member will be housed in dedicated offices with the main College of Arts building (MacKinnon). While space is at a premium, we expect to create a safe space for students once the new wing of MacKinnon is complete and renovated.
Third, the reviewers are worried about us being overwhelmed with students, but these are rooted in a very optimistic view of the number of students the new program will attract that appears to be based on the numbers of students in their own programs. Ours will be a new program and we will have to market and advertise SXGN as an undergraduate major at the University of Guelph. We will also have some control over the number of students in the program and are committed to hiring in the medium to long-term commensurate with program growth. That said, they are right that we need new faculty in the area. The demand isn’t just about numbers of students but also about serving students who have traditionally felt excluded from the university and who may place additional demands on the time of racialized and queer faculty.
In addition to the position included in the original brief in Women’s Literature (and French), we now also have a new contractually limited faculty member in Classical Studies and Sexuality and Gender Studies. Both colleagues will be starting July 1, 2021. While their work in the first year of a 3 year appointment while be mostly in Classics (replacing a faculty member on leave) in subsequent years their teaching will be focused in Sexuality and Gender Studies. We are also in the process of talking with chairs and directors in the College about future appointments in their departments and underlining that it might be attractive for the faculty member to be able to teach in Sexuality and Gender Studies. A number of suggestions have been made and are under discussion. We are committed as a College to one additional faculty member with half of their teaching and service dedicated to Sexuality and Gender. Or if it works out better for the departments involved, we could hire two faculty members with ¼ of their teaching and research in Sex/Gen. This would have the added advantage of more faculty boots on the ground to staff committees and work with students. I am confident that this will provide us with enough faculty to successfully launch the new program.
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Fourth, one set of comments in the reviewers’ report that needs our attention is concern about supporting interdisciplinary junior faculty. I agree that this is essential to the success of the programs and the success of the faculty members. We will clearly articulate the percent of DOE dedicated to the new program and to their home unit in letters of appointment. That is a practice I began with the appointments of the faculty working in the area of Culture and Technology Studies. In our College faculty are housed in departments and schools (for the purposes of the collective agreement) though they make teach and conduct service roles in a variety of programs both within the College and across the university. In addition, I have proposed an annual meeting with the Director of Interdisciplinary Programs, the Dean, and the home unit chair or director to talk about each interdisciplinary faculty member’s DOE for the upcoming year so we all know what that person is doing and how much work is involved before I sign the DOE forms. Another possibility we’ve discussed is a letter for the faculty member’s T and P file written by the Director of Interdisciplinary Programs about their contribution to the program. It is vital that such work is not rendered invisible in the proposed structure. We do have significant numbers of senior faculty interested in being involved in the program. I would propose formally asking senior faculty attached to the interdisciplinary program to a) not let the bulk of student advising fall on the shoulders of pre-tenure faculty and b) take on a mentoring role with the junior faculty. I have proposed to hold a retreat over the summer with the chairs and directors in the College of Arts to talk about best practices for hiring, mentoring and retaining interdisciplinary faculty and diverse faculty.
I hope the commitment of the College to this program is clear. Programs in arts and humanities are changing. They are becoming more interdisciplinary in nature, both in terms of ledging edge scholarship in a variety of fields and in terms of undergraduate teaching. If the College of Arts is to thrive and meet student demand for teaching in areas about which they are passionate, we need curriculum innovation. Sexualities, Genders, and Social Change builds on our strength and carries it into the future.
Samantha Brennan Dean, College of Arts
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315
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COLLEGE OF ARTS, INTERDISCIPLINARY PROGRAMS
April 12, 2021
Dr. Cate Dewey Associate Vice-President (Academic) University of Guelph
Dear Dr. Dewey,
The external review of our proposed BA Major/Minor in Sexualities, Genders, and Social Change occurred via videoconference in February 2021. All involved wish to extend our sincere thanks to the reviewers, Drs. Natalie Kouri-Towe and Christabelle Sethna, whose meaningful, thorough engagement with the proposal resulted in important feedback. The committee has discussed the recommendations at length, and our response to the reviewers’ comments follows (reviewer language in italics).
# New Faculty and Staff Reviewer Recommendation: Provost, College Deans and units involved in this program identify key priority areas for joint-hiring over the next 5 years that prioritizes faculty cluster hires with specialization in sexuality, gender and social change with EDI target hiring to diversify Guelph faculty complements.
The COA has committed to the hiring of 2 new faculty positions in the next year to support the pressures identified by the external report. These include a 3-year CLA in Classical Studies and Sexualities, Genders, and Social Change (SXGN) with preference for work in trans theory, anticipated start date 1 July 2021; and 1 tenure-track position for a BIPOC faculty member who specialises in queer-of-colour or crip theory, anticipated start date 1 July 2022. This second position is planned as part of a University of Guelph BIPOC cluster hire. These two positions join with a recent hire in Women’s Literature and advanced Feminist theories, shared between French and SXGN, beginning 1 July 2021. These positions will have dedicated teaching DOEs assigned to the SXGN program and will be essential for supporting regular course offerings and added BIPOC representation within faculty connected to the program. Additional positions will be considered based upon enrolments.
The SXGN committee has also committed to a robust mentorship system, whereby senior scholars will assist and support new course development for the SXGN program. Between the external visit and the writing of this document, grant money has been secured and used to create course content for both of the SXGN first-year courses (SXGN*1000 and SXGN*1010) so as not to overburden junior scholars onboarded as the program launches. Moreover, the COA commits to conducting regular annual meetings between the Dean, the Associate Dean Academic, the
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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Director of Interdisciplinary Programs, and the Chair/Director of the home unit for new hires. These meetings will assist with ongoing mentorship of early-career faculty assigned to the SXGN program and will allow for the ongoing monitoring of progression toward tenure.
# Director Reviewer recommendation: Implement a 5-year renewable appointment for the Director of Interdisciplinary Programs that comes with an annual 1.0 credit teaching remission and suitable program budget. Reviewer recommendation: Provide a physical office space within the College of Arts for SXGN offices, including the office for the Director of Interdisciplinary Programs, the Faculty Advisor, administrative support, and additional faculty to use for meetings with students. Provide a dedicated safe space for students.
The Director of Interdisciplinary Programs (Dir. IDP) should be converted to a permanent, 5- year position once the current 3-year term expires (start date of 5-year term: 1 July 2023). Teaching releases for the five-year position will be commensurate with program enrolments. (Currently the position comes with a 1-course teaching release.)
Between the external reviewers’ visit and the writing of this response, the Director IDP position has now been given a budget to facilitate ongoing programing in the area of Sexualities and Genders.
The Dir. IDP will also be housed in a designated office with an additional office for administrative staff support. Dedicated student space is slated to be assigned once building renovations and associated space reallocations have been completed. We expect this do be done by summer 2022. As part of the allocations, the college will also make available a meeting space for instructors who wish to meet with students there rather than their already assigned, regular offices.
# Faculty Advisor and EL support Reviewer Recommendation: Provide 1 full-time and permanent administrative assistant and EL coordinator dedicated exclusively to the Interdisciplinary Programs, including SXGN.
The COA has committed to hiring an administrative position to support Interdisciplinary offerings. This position will begin in August 2021 and will have capacity to assist with administering the program as well as collaborate with the college’s Experiential Learning Developer in supporting SXGN’s Experiential Learning pressures, as necessary.
Faculty advisors in the College of Arts do not currently receive course releases and to do so for the SXGN program would be inequitable. That said, this key role will first be filled as a 3-year position and held by a senior faculty involved with the development of the SXGN curriculum and well connected with partner departments and programs. Following the end of this initial term, the Director position will become a 5-year (renewable) appointment. Similarly, the SXGN EL service position will also be held by a senior faculty member well-versed in EL teaching and
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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already connected with on- and off-campus partners currently working with our students and eager to see this program launched. There will be three years between the launch of the SXGN program (projected launch: F22) and the first offering of SXGN*3010 (projected first offering of W25). Between the program launch and the first offering of SXGN*3010, the faculty member serving as the SXGN EL coordinator will work with the College of Arts EL coordinator and with the faculty member assigned to SXGN*3010 to expand and build appropriate community connections, identify potential student projects, and ensure faculty and student needs are met.
# Curriculum on Theories of Sexualities and Genders Reviewer Recommendation: The curriculum of the core courses in the program reflect well the current trends in the areas of gender and sexuality, with emphasis on intersectionality, black feminist, and indigenous feminist theories; however, there are substantial gaps in key gender and sexuality theories, with major theoretical approaches such as feminist Marxist/socialist theories, postmodern and poststructuralism, trans theories, critical disability studies, feminist standpoint theories, post-feminism, feminist affect theory, etc. absent from the current curriculum. These areas should be further developed in the core course offerings by providing a 0.5 credit course on Theories.
The committee agrees with this concern, and to address this issue has created a new course at the second-year level: SXGN*2010, Theorising Sexualities and Genders. This course devotes a semester to exploring applicable, contemporary theories from the fields of sexualities and genders. The course will serve as a counterpart to SXGN*2000, now devoted exclusively to research methodologies. SXGN*2010 provides a balance to the program, offers students the room to learn and work with essential theoretical ideas, and provides a stronger foundation in overall research skills that will better prepare learners for graduate training or more research- intensive activities post-graduation. The revised hiring plan discussed above now contains room for the hiring of a faculty member with particularly strengths in queer-of-colour and/or crip theory to oversee this and additional courses.
# Research Opportunities for students Reviewer recommendation: There is an over-emphasis on EL over other pedagogical and curricular needs, such as theoretical and methodological learning. This can easily be adapted through curricular adjustments in the program’s core courses…In particular, the core courses focus on activist methods, but under-develop scholarly research, which is also a form of EL, is a transferable skill for community-engaged work, and important preparation for graduate school.
The committee agrees with this observation. Along with the creation of the new course SXGN*2010, Theorising Sexualities and Genders we have adapted the third-year curriculum so that one course now focuses entirely on research skills and outputs (SXGN*3000) and one course now focuses on research applied in EL contexts (SXGN*3010). The EL course has further been adapted so that it will include the possibility for students to be directly embedded in faculty research projects.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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The revised hiring plan allows for a faculty member to be explicitly assigned to the teaching of SXGN*3010 and thus the course has been redesigned as a seminar, with students meeting weekly to conduct research and develop intermediate skills in ethics and research methods. Simultaneously, students will work independently or in small groups to complete small-scale EL projects with a community partner or faculty researcher. This curricular model draws directly from the ASCI*3000 course that has had great success in the University of Guelph’s Bachelor of Arts and Sciences program. This design provides more room for students to pursue research opportunities in meaningful ways by allowing the option for them to work on research projects with our renowned faculty.
The full-time faculty now assigned to the course in the new hiring plan will be responsible for assisting with the cultivation of EL partnerships for SXGN*3010 along with the SXGN EL coordinator and COA EL supervisor, thereby spreading out the work connected to EL for this program across three positions, ensuring student success, and reducing the possibility of faculty burnout. A retreat is planned in October 2021 to establish clearly articulated responsibilities and a coordinated workflow for these EL positions.
# Areas of Emphasis Reviewer Recommendation: We have concerns over the heavy role of courses not self-evidently focused on sexuality, gender or social change in the extended elective list, and especially so in the Areas of Emphasis. We are not convinced of the role of these paths in the curricular arch of the program, or the role of these areas of emphasis for students for their degree completion.
Areas of emphasis at the University of Guelph are a proven way to develop strategic strengths and to provide meaningful pathways through the BA degree. The Areas of Emphasis within the SXGN degree have all been designed after in-depth consultation with departments and faculty stakeholders and arranged so as to provide meaningful clusters of skills and knowledge acquisition. Though the pressures of home units do not always allow courses to be explicitly linked to SXGN in the calendar description, especially in the absence of an explicit SXGN program, the courses listed in the Areas of Emphasis are places where SXGN skills and knowledges are being taught by subject experts. For these reasons, we have chosen to leave this structure in place.
That said, we recognize that leaves or disruptions in faculty complement can sometimes affect course delivery. We expect that the faculty advisor and Director of Interdisciplinary Studies will play key roles in directing students around these potential roadblocks in the initial years of the degree’s offerings. Simultaneously, the official development of the SXGN degree has already inspired key faculty allies to lobby for changes in their home departments. We expect the official launch of this program will only enhance these lobbying efforts, engendering curriculum changes in several areas—including French, English, Classical Studies, and Music among others. We anticipate that this will lead to the transformation of courses within the Areas of Emphasis, thus seeing them become more explicitly linked to the SXGN program’s LOs.
The Dir. IDP and the SXGN curriculum committee will watch these areas of emphasis closely, check in regularly with students to learn about their experiences, and aim for continued
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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improvement and renewal in these curricular areas. This element of the degree will be a key focus for the program as it moves from its launch to its first IQAP review.
# Restricted Electives in Leadership and Business
We would like to see more rationale around the relationship between activism and business/management, as these are fields that are not traditionally correlated, and may even be ideologically and conceptually oppositional. This risks creating incoherent or conflicting program curriculum for students completing their degrees, and may discourage students who are trained by the core curriculum in activism and advocacy, but may find these approaches at odds with business and management models for tackling inequities in the workplace, and especially in tension with the field’s critiques of capitalism as a core part of gender and sexuality theories and research.
The Gordon S. Lang School of Business prides itself on curriculum designed to address sustainability, inclusivity, and ethical, collaborative leadership practices. Moreover, the courses included in the Sexualities, Genders, and Social Change program were selected after direct consultation with Thomas Sasso, co-lead of the Sexual and Gender Diversity Cluster of the Live Work Well Research Centre, affiliate of the SXGN program, and Assistant Professor at the Gordon S. Lang School of Business. Dr. Sasso’s commitment to understanding and improving the experiences of diverse and marginalized populations within industry, particularly those who identify as 2SLGBTQIA+, feeds directly into his curricular design and approaches to teaching leadership. The courses he recommended are taught by himself and colleagues similarly aligned with the goals and the learning outcomes of the Sexualities, Genders, and Social Change program.
While business programs might stereotypically conflict with a SXGN/social advocacy curriculum, the courses selected for our program challenge this stereotype, teaching skills that will empower students engaged in advocacy work and enacting transformative change. These courses play an important role in developing the program’s learning outcomes that emphasise the need for SXGN graduates to serve as leaders in their communities. The committee, faculty advisor, and Director of Interdisciplinary Programs will continue to monitor these courses to ensure they remain applicable and meaningful to SXGN students. As is true for every major or minor, we anticipate that these courses, along with the courses of our areas of emphasis, will evolve following the official launch of the program, and these remain places where we will continue to develop linkages and look to expand and refine explicit connections to the SXGN curriculum between the program launch and our first IQAP review.
Overall, this process has been an exciting, energizing one for faculty researchers and students alike. We want to thank the reviewers for their report, which helped to articulate the pressure points faced by this program and ultimately will make it stronger. We want to thank those who helped to build this program, including the curriculum working group, the staff and students, and the program’s growing pool of community partners. The conversations we’ve shared and the vision articulated has been inspiring, and will no doubt result in an important program for the University of Guelph.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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Sincerely,
Kimberly Francis Ruediger Mueller Director of Interdisciplinary Studies Associate Dean, Academic College of Arts College of Arts
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/sofam
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NEW PROGRAM PROPOSAL
Bachelor of Arts - Sexualities, Genders, and Social Change
College of Arts
Submission date - November 13, 2020 Revised – April 19, 2021
Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 168 of 543 Table of Contents
1 Program Introduction ...... 3
1.1 Program Description ...... 3
1.2 Program Rationale ...... 5
1.3 Letters of Support ...... 7
2 Program Requirements ...... 7
2.1 Proposed Program and Course Details ...... 7
2.2 Admission Requirements ...... 10
2.3 Research and Experiential Learning ...... 11
2.4 Capstone Requirements ...... 12
3 Program Learning Outcomes and University of Guelph Learning Outcomes ...... 13
3.1 Proposed Specialization Learning Outcomes ...... 13
4 Inclusion, Diversity and Accessibility ...... 30
5 Duplication, Student Demand and Societal Need ...... 31
5.1 Duplication ...... 31
5.2 Student Demand ...... 32
5.3 Societal Needs ...... 34
6 Anticipated Enrolment and Impact on Existing Programs ...... 35
6.1 Projected Enrolment Levels ...... 35
6.2 Impact on Existing programs ...... 36
7 Resource Requirements and Funding ...... 36
7.1 Human and Physical Resource Requirements ...... 36
7.2 Evidence of adequate resources ...... 39
7.3 External Financial Support ...... 40
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 169 of 543 1 Program Introduction
1.1 Program Description
Provide a brief description of the proposed program, including the main learning outcomes and the goals of the program.
The major and minor in Sexualities, Genders, and Social Change (SXGN) considers the breadth and depth of scholarly inquiry relating to human identity, embodiment, and self-expression alongside their connections to social, political, and cultural systems. This program explores theories relating to feminism, (de/post)colonialism, transnationalism, LGBTQ+, race/whiteness, indigeneity, masculinity, and (dis)ability among many others. Students engage with subject matter and methods from across the Arts, Humanities, and Social Sciences, gaining the skills and knowledges necessary to serve as twenty-first century leaders in driving meaningful social change.
Students will engage with subject matter relating to the study of sexualities and genders from multi- disciplinary perspectives, exploring theories, methodologies, and modes of inquiry from across the arts, humanities, social sciences, and business, eventually choosing from one of two areas of emphasis: (1) Politics and Power; and (2) Creativity and Expression. In addition to the core, students will specialise through restricted electives within their Area of Emphasis. Majors and minors will then come together in their core courses to test and challenge the skills and knowledges acquired in their other areas, working together and learning from each other as they explore issues and test solutions from a variety of multidisciplinary vantage points. Applications of this knowledge will see students work with each other and their communities—both at the university and at the municipal level—to enact meaningful, inclusive social change.
Core courses begin by introducing students to the key concepts and vocabulary of the ever-evolving world of identity expression. Students will work through case studies, historical examples, and contemporary issues to explore the complexity of the human condition. Students will challenge and celebrate the cultural elements that inform and shape our understandings of identity and the myriad possibilities for expression of those identities both as individuals and as communities. Simultaneously, students will consider how self-expression can be suppressed and threatened. Students will work through examples of inequity and discrimination, spending time reflecting on oppressive practices of the past and present with an emphasis on resistance and leading transformative change for the future.
Moving from this foundational work, students in their second and third years will pursue core courses of increasing complexity, nuance, and rigor. Students will consider methodologies and theories relating to the expression of sexualities and genders, exploring how these modes of knowing developed historically and culturally. Core experiences at the second and third-year level will emphasise the importance of multidisciplinary dialogue, offering students a unique venue in which to tackle methods and ideas from a range of vantage points. Majors and minors will be encouraged to consider how various approaches can both complement and conflict with one another, while working collaboratively to propose innovative solutions to problems.
The program culminates with a capstone experience, bridging theoretical and praxial knowledge. The entire course will revolve around practical outreach and advocacy, with students working closely on a 3
Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 170 of 543 project proposed by a community partner. Under faculty supervision, students will then plan a final event—such as a fundraiser or a symposium—that will integrate research, performances, and/or artworks produced by those enrolled in the course. Community partners will be encouraged to attend and/or participate through roundtables, poster presentations, or guest talks. Students will then devote the final week of the course to critiquing the success of their event and proposing new goals for future work.
While completing their core study, students will self-select an Area of Emphasis (which will appear on a student’s transcript). The first area of emphasis, “Politics and Power”, prepares students for careers in community-outreach, activism, advocacy, public policy, social work, and the justice system. Students in this area will focus on courses that draw upon the subfields of Philosophy, Classics, History, European Studies, and Political Science. Students who pursue courses in the second area of emphasis, “Creativity and Expression” will focus on writing and literature, artistic practice, digital applications, and communication. Students in this area will focus on courses that draw upon the subfields of Art, Art History, Music, Theatre, Media Studies, Digital Humanities, and Languages. This area of emphasis will prepare students for careers in communications, marketing, branding, public outreach, and artist- activism. These areas of emphasis have been intentionally designed to build on existing strengths within the College of Arts, the College of Social and Applied Human Sciences, and the Gordon S. Lang School of Business. Unique access to this combination of subject areas will differentiate the program from other programs in Ontario and Canada. This multiplicity of subjects will also speak to the goals of Guelph's SXGN program: the immediate applicability of classroom content through advocacy work and the desire for graduates to have multidisciplinary fluency. Post-graduation, students will be equipped to work with their communities, both at the university and at the municipal level, to enact meaningful, inclusive social change.
The proposed program is situated within the University of Guelph’s Bachelor of Arts degree. The Bachelor of Arts is an interdisciplinary degree which requires the completion of coursework in various subject areas including Arts, Social Sciences, and Mathematical and Natural Sciences. Completion of the Honours Degree (4-year) requires the student to meet the academic requirements of one ‘Major’ with a minimum cumulative average of 70% within the major. Majors vary in credit requirement, generally consisting of half of a student’s studies within a 20.0 credit degree. A normal course load is 2.50 credits with an average individual course weighted as 0.50 credits (per semester). Graduates of the Bachelor of Arts are expected to achieve the learning outcomes of community engagement and global understanding, critical and creative thinking, literacy and communication, evaluate and conduct research, depth and breadth of understanding, professional development and ethical behavior. These are achieved throughout the over 20 Majors available and are supported by the option of additional specializations in ‘Minors’, which require the completion of 5.00 credits.
The SXGN program has been designed to work well as a double major or as a major and minor combination in the Social Sciences, Humanities, Arts, or Business by ensuring that the courses align well with other programs, the number of required credits is relatively low, and some courses can be double- counted between specialisations. The “Leadership for Social Change” section of the SXGN degree was also designed so that it feeds easily into the University of Guelph’s Certificate in Leadership. We anticipate that the SXGN minor will be especially popular with students who wish to complement their
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 171 of 543 major with studies in Sexualities and Genders. The combination of rigor provided by the central core of the program in addition to the flexibility offered through restricted electives make the program easily packageable with other degrees across campus. Finally, the SXGN program builds upon the past success and interest shown in the pre-existing Women’s Studies major, a program which contained courses that regularly reach enrolment capacity and are highly popular as electives.
1.2 Program Rationale
Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College, the University’s Strategic Framework and the approved Strategic Mandate Agreement (SMA).
The University of Guelph has a strong history of supporting research and teaching in the field of Sexualities. For forty-four years, the University has hosted the Guelph Sexuality Conference, an event that “seeks to advance the sexual health and well-being of Canadians and the global community by providing evidence-based information, education, and training designed to engage practitioners in diverse fields related to sexual health.” The event is considered a leading forum for the training and education of sexual health professionals. The University of Guelph was one of the first universities in Canada to offer programs in sexual health, and so a program in sexualities and genders builds upon this deep institutional strength. Similarly, though Guelph closed its Women’s Studies major, it has maintained courses in the subject area since that time, courses that have consistently high enrolments and strong student interest. From the GenEq Initiative to the Women in Engineering student group, from the Q of G Alliance to OUTline, from HeforShe scholarships offered by the Gordon S. Lang School of Business and unique programming in sexual health, the University of Guelph is strongly committed to supporting equity and inclusivity as concerns Sexualities and Genders. The SXGN program gives these community strengths a curricular focus, enabling students to enter the classroom to explore important and pressing issues. Indeed, at a time when such social movements as #MeToo and TimesUp are increasingly important to publicdiscourse;following he recent furor over the reconstruction of Ontario’s Sexual Education curriculum; and given the gender-based implications of the COVID-19 crisis a major and minor in Sexualities and Genders is especially relevant and necessary.
This major will be attractive to those students who wish to combine the study of human embodiment with the desire to spark meaningful change in society. For this reason, this degree purposely imbeds experiential learning and the direct, community-facing application of study at every stage in the degree. Throughout their studies, students will be asked to apply their knowledge to situations drawn from the not-for-profit sector, on-campus advocacy groups, corporate structures, and/or media and public outreach campaigns.
Moreover, this program differentiates itself from competitors within the Ontario post-secondary sector through its fusion of the study of sexualities and genders, through its emphasis on community outreach, and through its combination of theories and methodologies from the arts, humanities, social sciences, and business. It is the multi-disciplinary approach of this degree that will be particularly beneficial to students, allowing them to view issues in sexuality and gender studies from a variety of angles and with myriad tools to draw upon to propose unique solutions. Within the context of the SXGN core, students will be connected to discipline-leading language and an intentionally contemporary stance on the
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 172 of 543 subject matter of gender (as opposed to Women’s) and sexuality studies. The curriculum has been designed to speak to a diverse range of subjects, such as Black feminism’s concept of intersectionality, the notion of toxic masculinity, and the importance of trans rights, among many others.
This proposal directly aligns with the University's strategic framework. Connections can be observed through the following:
1) Connecting Communities – Students will play an active role in connecting with the local community through experiential learning projects. External opportunities for internships may include projects with Sexual Violence Centers, Aging with Pride, youth groups, CMHA Waterloo Wellington, and Big Brothers, Big Sisters. Internal examples would include participation in student life groups and research initiatives such as Student Services, OUTline, and the Guelph Sexuality Conference. Students will have the opportunity to share knowledge, develop communication skills, and create a network for future opportunities in an inclusive and respectful environment.
2) Stewarding Valued Resources – By leveraging our existing program strengths, we provide broad multi-disciplinary knowledge in a practical and unique format.
3) Inspiring Learning and Inquiry – The program design ensures students will have opportunities to access high impact practices, understanding the pressing societal challenges related to sexuality and gender identities.
4) And Nurturing a Distinctive University Culture – This program will see the collaboration of several disciplines across Colleges and disciplines and will enhance the university’s commitment to an open and inclusive environment. This program will support the education and well-being of the whole student while also providing opportunities for students to gain depth in their specific area of interest.
With a foundational grounding in the notion of inclusivity, equity, and support for vulnerable groups, this program amplifies the University of Guelph’s commitment to an equitable scholarly environment. Students participating in this program will be invaluable for enhancing efforts to create welcoming and accepting spaces at the University of Guelph and beyond.
In addition, the planned curriculum will ensure that all students completing the major will have three or more High-Impact Practices (HIPs) through completion of a capstone project (SXGN*4000), several experiential learning projects (several courses, most prominently SXGN*3010), and an opportunity to delve into research areas of individual interest.
Aligned with section 2.0, subsection 5.0 of the Strategic Mandate Agreement, [Innovation, economic development and community engagement] as identified “An underlying principle of teaching and research at the University of Guelph is the understanding that the knowledge produced should improve life.” (UoG SMA, 2018). The multidisciplinary fabric of Sexualities, Genders, and Social Change promotes the exchange of ideas across boundaries, the careful and mindful treatment of language and power, the critical treatment of cultural practices, and the celebration of the vast spectrum of human identity. This program will work with community partners in a mindful, meaningful, and transformative way. It will improve campus life through student work, and it will improve scholarship by providing an essential network via which scholars can connect and exchange ideas. This program, therefore, is inherently 6
Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 173 of 543 devoted to the notion of supporting the campus community and to improving life for students, scholars, and community partners alike.
Aligned with section 3, subsection 6.0 of the Strategic Mandate Agreement, [Strategic areas of program strength and expansion] This program brings together scholars from across two colleges and one school, creating a home of real strength within the University of Guelph scholarly community that had been missing since the closing of the Women’s Studies program in 2010. Indeed, scholarly prowess and expertise among Guelph faculty has continued to grow and expand since the previous program’s closure. Launching this new program will celebrate the ongoing scholarly work in sexualities and genders here at Guelph, amplifying awareness of Guelph’s tremendous strengths in this area. Crystalising this programming through the SXGN degree will set a foundation for further development of innovative graduate programs and improve recruitment efforts for faculty working in the area of Sexualities and Genders.
Designed to give students marketable and rewarding skills, this program prepares students for a number of post-graduate possibilities across the Humanities, Arts, Social Sciences, and Business. Possible areas of employment include the not-for-profit sector, counselling, social work, marketing, outreach, law, communications, artist-activism as well as certificates or Master’s degrees in Leadership, Inclusivity, or even the new University of Guelph PhD in Social Practice and Transformative Change. This degree has been specifically designed with the contemporary job market in mind as well as for jobs that have yet to be defined. Students will have the breadth and depth of knowledge necessary for success and to have a unique voice in one of the fastest evolving fields there are: identity and inclusivity studies.
1.3 Letters of Support
List the letters of support indicating clear commitment of support from units/programs proposing the new program (Dean and Chair(s)/Director(s) of the sponsoring units). Include (if appropriate) letters of support from student groups or external partners.
For letters of support, See Appendix A.
2 Program Requirements
2.1 Proposed Program and Course Details
Draft Calendar Copy Sexualities, Genders, and Social Change
The major in Sexualities, Genders, and Social Change considers the breadth and depth of scholarly inquiry relating to human identity, embodiment, and self-expression. This program explores theories drawn from the fields of feminism, postcolonial and decolonial studies, transnationalism, LGBTQ+, queer and sexuality studies, critical race, queer of colour, and critical whiteness studies, indigenous studies, masculinities, and (dis)abilities among many others. Students engage with subject matter and methods from across the Arts, Humanities, Social Sciences, and Business, gaining the skills and knowledges necessary to serve as twenty-first century leaders in driving meaningful social change.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 174 of 543 Major A minimum of 9.00 credits is required, including: 1. Sexualities, Genders and Social Change Core (4.00 credits)
SXGN*1000 [0.50] Introduction to Sexualities and Genders SXGN*1010 [0.50] Sexuality, Gender, Race, and Indigeneity SXGN*2000 [0.50] Sexualities and Genders: Research Methodologies SXGN*2010 [0.50] Theorising Sexualities and Genders SXGN*3000 [0.50] Social Change: Acts of Resistance SXGN*3010 [0.50] Experiential Learning in Sexualities and Genders: Transforming Community SXGN*4000 [1.00] Honours Capstone Project in Community Engagement and Advocacy
2. Social Theory Courses (1.00 credits): Two of: ANTH*2180 [0.50] Public Anthropology ANTH*3770 [0.50] Kinship, Family, and Power FRHD*1020 [0.50] Couple and Family Relationships FRHD*2100 [0.50] Development of Human Sexuality GEOG*3090 [0.50] Gender and the Environment IDEV*1000 [0.50] Understanding Development and Human Inequality IDEV*2400 [0.50] Development, Social Justice, and Human Rights SOAN*2400 [0.50] Introduction to Gender Systems SOAN*3100 [0.50] Gender Perspectives in Families and Households SOAN*3240 [0.50] Gender and Global Inequality I SOAN*4230 [0.50] Gender and Global Inequality II UNIV*2010 [0.50] Anti-Discrimination & Anti-Oppression
3. Leadership for Social Change Courses (1.00 credits):
Two of: HROB*2010 [0.50] Foundations of Leadership HROB*2090 [0.50] Individuals and Groups in Organizations HROB*3090 [0.50] Training and Development HROB*3100 [0.50] Developing Management and Leadership Competencies MGMT*2150 [0.50] Introduction to Canadian Business Management MGMT*2500 [0.50] Fundamentals of Entrepreneurship MGMT*3020 [0.50] Corporate Social Responsibilities
4. Areas of Emphasis (3.00 credits) Complete 3.00 credits in either list A. or B. At least 1.0 credits in the Areas of Emphasis must be at the 3000 or 4000 level.
A. Politics and Power
1.00 credits from:
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 175 of 543 Histories of Sexuality and Gender CLAS*1000 [0.50] Introduction to Classical Culture EURO*2200 [0.50] Towards European Modernism HIST*2240 [0.50] Women, War and Nation HIST*2930 [0.50] Women and Cultural Change HIST*3020 [0.50] Sexuality and Gender in History HUMN*3400 [0.50] Renaissance Lovers and Fools
1.00 Credits from: Philosophies of Sexuality and Gender PHIL*1030 [0.50] Sex, Love, and Friendship PHIL*2060 [0.50] Philosophy of Feminism PHIL*4060 [0.50] Philosophy of Feminism II PSYC*2310 [0.50] Social Psychology PSYC*3300 [0.50] Psychology of Gender
1.00 Credits from: Politics of Sexuality and Gender JLS*1000 [0.50] Introduction to Justice and Legal Studies POLS*2100 [0.50] Comparative Politics POLS*2150 [0.50] Gender and Politics POLS*3160 [0.50] Global Gender Justice POLS*3710 [0.50] Gender, Sexuality, and Law
B. Creativity and Expression
1.00 credits from: Reading Sexuality and Gender (Languages and Literatures): ENGL*2130 [0.50] Seminar: Literature and Social Change ENGL*2190 [0.50] Representation and Sexuality ENGL*2280 [0.50] Sporting Bodies ENGL*2880 [0.50] Women in Literature FREN*3140 [0.50] Women in Literature, Art and Film
1.00 credits from: Analysing Sexuality and Gender (Arts and Media): ARTH*3780 [0.50] Gender and Art MUSC*1060 [0.50] Amadeus to Zeppelin: Music and Culture I MUSC*2150 [0.50] Music and Popular Culture MUSC*2330 [0.50] Beethoven to Broadway: Music and Culture II MUSC*3630 [0.50] Tragedy, Technology, and Torture: Music and Culture III MUSC*3740 [0.50] Topics in Popular Music THST*1200 [0.50] The Languages of Media THST*2450 [0.50] Approaches to Media Studies
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 176 of 543 THST*2650 [0.50] History of Communication
1.00 Credits from: Expressing Sexuality and Gender (Creative Practice): CTS*1000 [0.50] Culture and Technology: Keywords CTS*2010 [0.50] Digital Approaches to Culture CTS*3000 [0.50] Data and Difference CTS*3010 [0.50] Experiential Learning: Digital Arts and Critical Making MUSC*2530 [0.25] Instrumental Ensembles I MUSC*2540 [0.25] Instrumental Ensembles II MUSC*2550 [0.25] Choral Ensembles I MUSC*2560 [0.25] Choral Ensembles II MUSC*3210 [0.25] Instrumental Ensembles III MUSC*3220 [0.25] Instrumental Ensembles IV MUSC*3230 [0.25] Choral Ensembles III MUSC*3240 [0.25] Choral Ensembles IV SART*1050 [0.50] Foundations Studio SART*1060 [0.50] Core Studio SART*2800 [0.50] Experimental Studio I SART*3770 [0.50] Experimental Studio II THST*1040 [0.50] Introduction to Performance THST*2120 [0.50] Writing for Performance THST*3140 [0.50] Performance and the Past
Additional applied courses in MUSC, THST, and SART may be counted, pending faculty advisor approval.
Please note that some courses in MUSC and THST require the successful completion of an audition.
Minor A minimum of 5.00 credits is required, including:
SXGN*1000 [0.50] Introduction to Sexualities and Genders SXGN*1010 [0.50] Sexuality, Gender, Race, and Indigeneity SXGN*2000 [0.50] Sexualities and Genders: Research Methodologies SXGN*2010 [0.50] Theorising Sexualities and Genders SXGN*3000 [0.50] Social Change: Acts of Resistance
An additional 2.50 credits in SXGN courses or any approved restricted electives from the above Social Theory; Leadership for Social Change; Politics and Power; or Creativity and Expression course lists.
New course templates included in Appendix B.
2.2 Admission Requirements
a) List the admission requirements of the proposed program.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 177 of 543 The current specific subject requirements for admission will remain the same as other Bachelor of Arts majors, specifically in the case of Ontario high school applicants: ENG4U; five additional 4U or 4M courses.
b) Indicate the appropriateness of the admission requirements for ensuring adequate achievement and preparation for entry into the proposed program.
Sexuality and Gender Studies as a discipline falls within the fields of the Arts, Humanities, and Social Sciences. The proposed program primarily builds on the existing course offerings of the College of Arts and the College of Social and Applied Human Sciences, which generally do not include any specific course requirements excluding ENG4U. The existing Bachelor of Arts admission requirements will keep the University of Guelph in line with other Ontario post-secondary institutions offering related programs. Any additional requirements will create unnecessary barriers.
c) List any proposed alternative admission requirements and rationale.
Not applicable.
d) For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale.
No differentiation in existing admission requirements.
2.3 Research and Experiential Learning
Detail research and/or experiential learning activities indicating whether required or elective. Curricular experiential learning categories include applied research, certificate programs, co-operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities.
Consult the Experiential Learning Faculty & Staff webpage to determine which categories of Experiential Learning (EL) opportunities are present. Indicate and rank the categories by course. Indicate which of the six Experiential Learning criteria are met in each activity.
The proposed schedule of studies imbeds experiential learning opportunities throughout the curriculum. Experiential learning is the central focus of the course SXGN*3010: Experiential Learning in Sexualities and Genders: Transforming Community and of the final capstone course: SXGN*4000: Honours Capstone Project in Community Engagement and Advocacy. Many other courses in the SXGN core (SXGN*1000; SXGN*1010; and SXGN*2000) contain experiential learning modules or the examination of theories and case studies related to Experiential Learning/paraprofessional training to prepare students to engage in advocacy and allyship work both within and post-degree. This program focus reflects the degree’s emphasis on community-facing research, community outreach, allyship, and advocacy. Likewise, because of and to best support the robust inclusion of meaningful experiential learning within the SXGN program, the degree will have a faculty service position (Experiential Learning Coordinator) devoted exclusively to nurturing positive university-community partnerships and ensuring that students connect with the experiential learning opportunity best suited to their goals.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 178 of 543 Specific Experiential Learning courses: Experiential learning has been imbedded throughout the SXGN curriculum in a scaffolded manner. Beginning in first-year courses, students will complete small-scale modules dedicated to experiential learning. These modules will increase in complexity from first to second year. Beginning in third year, courses will be explicitly devoted to theories and knowledges necessary to complete advocacy work in the fields of sexualities and genders.
SXGN*3010: Experiential Learning in Sexualities and Genders: Transforming Community
This course includes course-integrated and community-engaged experiential learning opportunities where students will pursue independent projects related to voluntary or paid placements with community partners or faculty researchers. Students will work with either on- or off-campus partners or current faculty research projects, participating in social justice and community-outreach efforts in keeping with their independent research interests. Starting and ending with reflection, students will be encouraged to think through their own learning processes as they engage in their community-facing work. Students interested in this course must have their project approved by the SXGN Experiential Learning coordinator prior to the end of the previous semester’s course selection period. Students will be asked to complete a proposal, regular reflections, reports shared with peers, and a final presentation, showcasing their process, lessons learned, and final outcomes.
This course will meet all six of the experiential learning criteria established by the Ministry of Colleges and Universities. (simulated workplace, authentic demands, structured with purposeful and meaningful activities, essential employability skills, reflection, counts towards course credit)
SXGN*4000: Honours Capstone Project in Community Engagement and Advocacy
This course employs the theories and methodologies learned throughout the SXGN degree while engaging students in practical outreach and advocacy activities that will prepare them for work with stakeholders in multiple settings (community, non-profit, NGOs). Students will work throughout the semester with a campus, community advocacy, or not-for-profit group to design and execute a major community outreach project with the goal of staging a public event at the end of the semester (such as a fundraiser or symposium). Students will then devote the final week of their studies to critiquing the success of their event and proposing new goals for future work.
This course will meet all six of the experiential learning criteria established by the Ministry of College and Universities. (simulated workplace, authentic demands, structured with purposeful and meaningful activities, essential employability skills, reflection, counts towards course credit)
2.4 Capstone Requirements
Identify thesis, major paper or other capstone requirement, indicating whether required or elective.
All majors in the SXGN program are required to complete SXGN*4000 [1.00] W, Honours Capstone Project in Community Engagement and Advocacy. This course will see students synthesise and apply all skills and knowledges learned during their degree to execute a semester-long assignment. The intent behind this course is that the diverse backgrounds and experiences of the various students involved will enrich and enliven the final project, allowing them to see how the different threads of their education
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 179 of 543 can come together in cooperative ways. Though supervised by faculty, this course will see students work with a good deal of autonomy to produce solutions for projects proposed by community partners.
SXGN*4000: Honours SXGN Capstone Course: Community Engagement and Advocacy
This course employs the theories and methodologies learned throughout the degree in SXGN while engaging students in practical outreach and advocacy activities that will prepare them for work with stakeholders in multiple settings (community, non-profit, NGOs). Students will work throughout the semester with a campus, community advocacy, or not for profit group to design and execute a major community outreach project with the goal of staging a public event at the end of the semester (such as a fundraiser or symposium).
3 Program Learning Outcomes and University of Guelph Learning Outcomes
Submission should include and refer to the Learning Outcome Alignment Template as Appendix C. The “LO Alignment Template” is available for download on the Learning Outcomes website (refer to the tab under Undergraduate LOS). A curriculum overview map and assessment of learning outcomes table can also be submitted as Appendix C.
3.1 Proposed Specialization Learning Outcomes
a) List the Degree program learning outcomes and specialization learning outcomes.
The Bachelor of Arts learning outcomes are: • Critical and Creative Thinking • Literacy and Communication • Evaluate and Conduct Research • Depth and Breadth of Understanding • Professional Development and Ethical Behavior
Additional details regarding the Bachelor of Arts Learning Outcomes are attached as Appendix C.
The Major learning outcomes are presented here for (a) the overall degree; and (b) the two areas of emphasis.
MAJOR LEARNING OUTCOMES
A student who graduates from the Sexualities and Genders program at the University of Guelph will be able to do the following:
1. Community Engagement and Global Understanding
a. Demonstrate an awareness of the complex intersections between factors such as gender, sexuality, race, class, age, and ability in an intercultural context.
b. Identify the myriad economic, social, political, environmental, historical, and cultural factors that affect the ways people experience genders and sexualities both locally and globally.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 180 of 543 c. Recognise the relationship between personal and structural formations of identity, privilege, and power with an eye toward overcoming systemic inequality.
d. Apply theories of sexualities and genders to the act of meaningful, transformative community activism and global engagement.
2. Critical and Creative Thinking
a. Apply feminist and queer methodological approaches from multi-disciplinary sectors to address current social, political, and environmental problems.
b. Critique current artistic, social, and political processes related to the construction of gender and sexualities.
c. Critically dissect representations of genders and sexualities in a variety of forms (film, fine art, literature, and so on) from a variety of disciplinary perspectives.
d. Understand the importance of self-expression to the establishment of identities and describe how creative and scholarly activity can lead to social change.
3. Literacy and Communication
a. Articulate key concepts, terminology, and theoretical frameworks in the areas of gender and queer studies and describe how this language has shifted across time and place.
b. Identify and critically evaluate feminist and queer methodologies and explain their role in building knowledge and policy
c. Demonstrate proficiency in writing, oral, and creative modes of communication to discuss sexualities and genders to a range of communities and audiences
d. Understand the range of modalities for expressing feminist and queer projects, lives, and politics.
4. Evaluate and Conduct Research
a. Synthesize, integrate, and critically evaluate complex ideas related to sexualities and genders
b. Incorporate feminist, queer, and other critical theories from a variety of disciplines to develop, design, and implement research, using interdisciplinary techniques, methods, and theories.
c. Understand and express the role of personal biases, privilege, and power dynamics in constructing research methodologies with the goal of using research findings to instigate social change
5. Depth and Breadth of Understanding
a. Demonstrate an understanding of the fields of sexuality and gender studies from a variety of disciplinary perspectives.
b. Engage with the community and understand the importance of bridging academic study with an eye toward transformative community change.
c. Recognise both the importance and limitations of multi-disciplinary approaches to research on sexualities and genders.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 181 of 543 d. Develop a self-reflexive awareness of the need to seek out flexible and diverse solutions , a process that requires continual renewal.
6. Professional Development and Ethical Behavior
a. Demonstrate through leadership the value of inclusive, multidisciplinary practices for fostering positive collaborative and professional environments.
b. Demonstrate the importance of continual self-reflection and respect for the ever-evolving terminology and methodologies related to sexualities and genders.
c. Illustrate the necessity for connecting scholarly endeavor with community action in creating a more equitable and inclusive world.
AREA OF EMPHASIS LEARNING OUTCOMES
The two areas of emphasis for the degree allow students to dive more deeply into subject matter within the BA that interests them, drawing on programs that are strengths within the Arts, Humanities, and Social Sciences at the University of Guelph.
Politics and Power
Learning Outcomes:
Literacy and Communication:
• Articulate key concepts, terminology, and theoretical frameworks and describe how this language has shifted across time and place. • Critically evaluate how key theories and methodologies are implicated in building knowledge and policy
Depth and Breadth of Understanding
• Demonstrate how History, Philosophy, and Political Science (and their related fields) mobilise and are informed by feminist and queer theories. • Develop an awareness of the potential and limitations inherent in seeking out new and diverse research perspectives.
Critical and Creative Thinking
• Dissect representations of genders and sexualities from a variety of cultural, historical, and political perspectives. • Critique current social and political processes related to the construction of gender and sexuality.
These learning outcomes will be met through writing exercises, presentations, and projects that students produce as a part of their coursework in their restricted electives. Bringing these learning outcomes to core courses will also be essential to completing this degree and will especially be modelled
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Creativity and Expression
Learning Outcomes
Literacy and Communication:
• Mobilise key concepts and theoretical frameworks in a creative, expressive manner.
• Demonstrate awareness of how these concepts and artistic practices have emerged over time and cultural contexts
Depth and Breadth of Understanding
• Demonstrate how languages, media, and artistic practices mobilise, and are informed by, feminist and queer theories.
• Develop an awareness of the potential and limitations inherent in seeking out new and diverse perspectives.
Critical and Creative Thinking
• Understand the importance of self-expression to the establishment of identities and describe how creative and scholarly activity can lead to social change.
• Critically dissect representations of genders and sexualities in a variety of forms (film, fine art, literature, and so on) from a variety of perspectives.
• Critique current artistic processes related to the construction of gender and sexuality.
These learning outcomes will be met through writing exercises, presentations, performances, research- creation projects, and other creative modalities (such as podcasts, creative writing, theatre performance, music performance, artistic creation, digital humanities projects, and website development). Students will produce these artefacts as a part of their coursework in their restricted electives. Bringing these learning outcomes to core courses will also be essential to completing this degree and will especially be encouraged in the Honours Capstone project, SXGN*4000. All restricted electives in the Creativity and Expression area of emphasis will assess these learning outcomes.
b) Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.
The SXGN Major and Minor offers a unique program at the University of Guelph that meets the needs of students in the Bachelor of Arts and the Bachelor of Arts and Sciences programs. The major is designed as a multidisciplinary degree that will attract students from a variety of backgrounds and can be paired with other majors at the University and a variety of minors as well. The curriculum allows students to
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 183 of 543 gain knowledges, skills, and experiences drawn from the study of Sexualities and Genders at the University level, essential programming in the current educational climate that is otherwise absent in campus offerings. In addition, this program will provide essential curricular support for areas of emphasis being built in the International Development, Justice and Legal Studies, and Culture and Technology Studies majors on campus. All of these majors—IDEV, JLS, and CTS—now offer areas of emphasis that focus on gender and sexuality and will include core SXGN courses as restricted electives in their programs.
c) Indicate how the identified outcomes will be assessed and in which specific courses.
Community Engagement & Global Understanding
Five of the seven courses in the SXGN core have been designed with elements of community-facing outputs that emphasise a global perspective for understanding sexualities and genders. In SXGN*1000, SXGN*1010, and SXGN*2000 these outcomes will be measured on an introductory level through seminar discussions, reflections, major writing projects, media analyses, groupwork activities, and exams. At the 3000 level, these skills and knowledges will be reinforced by students engaging in small- scale project design, more advanced seminar discussions, presentations, and writing assignments. Moreover, at this stage, students will be asked to engage in self-directed research and research-creation related projects with moderate instructor support. The Honours Capstone Course, SXGN*4000, will see students engage directly with community partners in executing a shared project. Through collaborative project design, reflection, presentations, and the generation of a final deliverable, students will conduct community-engaged learning that also demonstrates a sensitivity to the connections between the local and the global in advocacy work.
Critical and Creative Thinking
Students will be taught to critically engage with the structures and values that inform discourses of sexualities and genders throughout this degree. Students will be introduced to these concepts and methods in SXGN*1000, SXGN*1010, SXGN*2000, and SXGN*2010. Through seminar participation, experiential learning modules, reflections, media analyses, writing assignments, group work, presentations, and exams, students will be asked to develop their understanding of biases, structural impediments, agency, allyship, and other aspects essential for thinking critically about the way in which sexualities and genders are understood today. These skills and knowledges will be reinforced in third year through seminar discussions, work on independent experiential learning projects, peer to peer evaluations, and critical writing projects. In their final Honours Capstone Course, SXGN*4000, students will be expected to mobilise their knowledge to enact solutions for a problem proposed by a community partner. Working collaboratively and with feedback from instructors and the community partner, students will be evaluated on their abilities to think critically and creatively about real-world issues. Their end-of-term event will celebrate through both research and research-creation new and innovative modes for addressing the issues raised by their community partner in supportive and transformative ways.
Literacy and Communication
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 184 of 543 The language of the field of sexualities and genders is fluid and constantly evolving. It is essential that students in this degree develop an awareness of this discourse. They must understand and embrace the need to be sensitive to its shifts. Students must also develop their own self-awareness around questions of privilege, power, agency, and resistance. For these reasons, discussion, dialogue, and written, oral, and artistic expression are imbedded throughout this degree. In SXGN*1000 and SXGN*1010, students will engage in guided dialogue with the assistance of instructors and teaching assistants both in large lecture settings and in smaller seminars. Through reflections, group work, written assignments, and exams, students will begin the process of working with the language of sexualities and genders with an eye toward developing fluency. In SXGN*2000, SXGN*2010, and SXGN*3000, these skills will be reinforced with additional small-group and team projects as well as in-class discussion and written and artistic assignments. In SXGN*3010, these students will gain increased independence, engaging with community partners and working on experiential learning projects that will see them apply their knowledge in real-world situations. Finally, in SXGN*4000, students will design and build their own project in response to a community partner. This project will be built largely independent of direct faculty oversight, and so, by their fourth year, students will be expected to have the fluency and professionalism necessary to work through complex tasks in sensitive, nuanced ways.
Evaluate & Conduct Research
The necessary research components of this degree have been designed in a scaffolded manner, such that students can develop a sense of key skills and knowledges (SXGN*1000 and SXGN*1010), gain further nuance through learning about methods and theories (SXGN*2000 and SXGN*2010) and then apply them in their own independent projects (SXGN*3000, SXGN*3010, and SXGN*4000). At the first- and second-year level, students will be assessed through tests, small writing assignments, creative projects, and reports. At the third-year level, students will produce research papers, conduct groupwork, and lead seminar discussions and presentations. Moreover, the ethics and mechanics of social justice work and ally-ship are essential to conducting research in this field, which is why SXGN*3000 has been specifically designed to introduce advanced students to historical precedents for social justice work. This course will then expose students to past methods that have proven effective and those that have proven disastrous. Students will be expected to synthesise this information in seminar discussions and research papers. Only after discussing these issues at length will students be allowed to undergo their own, more independent research projects in SXGN*3010 and SXGN*4000. When working with a community partner, students will be evaluated by that partner through feedback on end-product presentations and reports. This degree has also been designed so that students will gain significant exposure to a variety of methodologies and theories from across the disciplinary spectrum. Therefore, by the time students enter SXGN*3010 and SXGN*4000, they will bring with them not only their own multidisciplinary knowledge, but also that of their peers, gained in prior core courses. Thus, by the end of degree, students will possess the skills necessary to engage with and think critically about research being conducted in sexualities and genders that is inherently and vibrantly multidisciplinary.
Depth and Breadth of Understanding
In addition to core SXGN courses, students in the program will complete areas of emphasis that require them to explore material related to Sexualities and Genders in a variety of subjects. They will employ methods from the Arts, Humanities, and Social Sciences both as a part of their core requirements and
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 185 of 543 through pursuing their restricted electives. Given the inherent multi/interdisciplinarity of this subject matter, the degree itself requires of students that they actively engage in material from a breadth of viewpoints and demonstrate their knowledge through seminar participation, in written reports, research papers, or creative assignments such as blog posts, compositions, performances, artistic endeavours, and podcasts, all of which will call for written responses explaining the vision, theories, and methodologies that informed their creative choices.
Secondly, in addition to courses in SXGN, students will complete 11.00 credits as required by the BA. These additional components facilitate deep learning and connect students with multiple perspectives outside of their own area. SXGN*3000 Advanced Topics; SXGN*3010 Experiential Learning; and SXGN*4000 Honours Capstone Project are also designed to allow students to gain deep knowledge in their chosen area. These SXGN courses require students pursue their own complex projects, synthesising and mobilising the foundational knowledge learned in first and second year to projects of their own design. Community-facing projects will receive detailed constructive critiques about process and implementation from instructors and, when appropriate, community partners. Final presentations and final projects—be they research or research-creation based—will also receive robust critique. These final products will also provide the opportunity for students to showcase their learning to the larger community and further enhance the learning environment for peers in the program.
Professional Development and Ethical Behaviour
Studying and conducting research in sexualities, genders, and social justice is fraught with issues related to ethics, ally-ship, and the need to be professional. For those reasons, this degree includes two groups of restricted electives on social justice and leadership for advocacy, both of which are designed to teach students general skills and knowledges related to community-facing work and leadership. But beyond these restricted electives, the core courses of the SXGN degree take ethics and professionalism quite seriously. Beginning in first year (SXGN*1000 and SXGN*1010) students are introduced to concepts of ethical and professional behaviour through seminar discussions and experiential learning modules that model real-world activity. Likewise, the second-year courses (SXGN*2000 and SXGN*2010) expose students to more robust experiential learning projects, asking them to apply methods and theories learned in class to existing issues in the form of presentations, written reports, or creative endeavour. The third-year, advanced topics class was explicitly constructed to teach students about community activism, providing an historical discussion of social justice movements throughout time. Here students will be assessed through written, oral, and creative assignments that require they reflect the content presented in a professional, ethical manner. This course is designed as essential preparation for the SXGN*3010 and SXGN*4000 courses, where students will be expected to design and implement projects with the community in a professional and ethical way and where they will be assessed by the community partner as well as the course instructor based upon their ongoing behvaiour and their final product.
d) Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.
All courses within the SXGN core have been designed with scaffolded assignments, such that each year’s projects feed into the next year’s, preparing students for success along the way. This design allows
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Experiential Learning
Experiential learning, which in the case of the SXGN degree involves community-facing, advocacy and interventionist work, can be found at each level of the program. Beginning in first year with small, in- course modules, students will be introduced to the nature of advocacy in relation to sexualities and genders and how the arts, humanities, and social sciences inform practices for transformative change. They will be expected to complete short, experiential learning projects through either reports or creative processes that will address specific contemporary issues relating to Sexualities and Genders in Society.
In second year, students apply more advanced methods to their in-class, experiential learning modules. Here, the projects will be more involved and the tasks require more independent research. Students will be asked to complete reflections, write components as part of a major group project, present their findings orally, and complete a final exam which will test their abilities to synthesise information, think analytically, and articulate their findings in written form.
In third year, students dive deeply into histories of advocacy, studying the ethics and mechanics of recent successful (and some unsuccessful) human rights campaigns. Students will be asked to read and synthesise texts related to the history of equity-seeking movements, nonviolent activism, the Black Lives Matter and #MeToo movements, the Truth & Reconciliation process in Canada, artistic protests such as Pussy Riot, and other foundational activist movements in history. Students will be asked to lead seminar discussions, present on research projects, and produce a robust writing or creative sample relating to course content.
Upon completing this preparatory work, students are then given the opportunity to hone their skills, first in SXGN*3010, an Experiential Learning course where students work one-on-one with community partners to execute small tasks. This course will see students supervised directly by a faculty mentor and when appropriate their grade on a final assignment (a deliverable determined by and related to the needs of the community partner) will be evaluated by a community partner. Here, students will be required to draft a project proposal in order to embark on their major, semester-long research project. Students will be encouraged to reflect throughout on their knowledge, goals, successes, and gaps in knowledge. The end of the semester will culminate in a major presentation and a discussion of preparedness and professionalism.
Then, for their Honours Capstone Course, students will work as a team to tackle an issue raised by a community partner. This course will see students demonstrate their advanced proficiency with the skills and knowledges learned in the SXGN degree. Though they will be supervised by a faculty member, this course will provide students with greater autonomy, as they work toward a public-facing event to be held at the end of the year. Students will be expected to keep a journal, in which they will reflect on their progress over the course of the semester. They will conduct research and develop their project, culminating in a final presentation of a poster, a creative product, or a scholarly talk. Partners will be
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Throughout these various and scaffolded experiential learning projects, students will be given ample time to reflect upon their own experiences and take stock of what they have learned and what opportunities exist for them to continue to develop as leaders for transformative change. These assignments will directly reflect all of the program’s learning outcomes.
Research-Creation Assignments
One of the distinguishing features of the Guelph SXGN program is its inclusion of artistic practice as a part of the degree. As such, students will be invited to produce both research and research-creation (creative writing, poetry, digital platforms, blog entries, videos, theatre productions, music, studio art) over the course of the degree. These assignments allow for the arts to be a part of the student work, broadening the tools, methods, skills, and knowledges at their disposal when trying to enact community- facing, transformative work. These assignments are designed to speak particularly to the Critical and Creative Thinking, Literacy and Communication, Evaluate and Conduct Research, and Depth and Breadth of Understanding learning outcomes of the program and will include the development of writing samples, digital artefacts or storytelling, videographic, musical, artistic, or theatrical outputs. These assignments will be flexible, so as to allow students the opportunity to select a medium best suited to their background and skills, while also challenging them to think about the ways that the creative arts can play an active role in advocacy work as well as the ways that various media—the digital, musical, plastic, and dramatic arts—might plug into equity-seeking endeavours.
Presentations
Presentations allow students the opportunity to practice their leadership skills while also requiring of them to communicate their knowledge and the meaning behind their research. These skills are crucial to anyone wishing to carry their SXGN knowledge into the fields of law, not-for-profit, arts-advocacy, and social work. Presentations provide an opportunity for students to practice speaking in discipline-specific language, too, an essential activity for anyone wishing to work and/or research in the fields of sexualities and genders. These assignments particularly address the Literacy and Communication, Evaluate and Conduct Research, and Professional Development and Ethical Behaviour outcomes of the program.
Independent Research Projects
Independent research projects provide students with the opportunity to synthesise knowledge, expand their horizons, practice their written communication skills, and challenge themselves to think analytically. These are also areas where students can incorporate information and methods learned in their areas of emphasis or their restricted electives to interrogate ideas in new ways. Conducting them independently provides students with a space to hone their personal voice and explore areas of inquiry interesting to them. These assignments are where students will merge their curiosity with their research and information literacy skills to present their ideas in a written form. These assignments particularly address the Critical and Creative Thinking, Literacy and Communication, Evaluate and Conduct Research,
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Scholarly Readings, Listenings, and Analysis
To develop as activist-scholars, students need to be able to situate themselves with the currently- existing academic conversation. Readings—and listenings—within the field are an essential part of developing the skill sets to be a vibrant participant in the current discourse—and to challenge it in ways that move the field forward. Completing readings of feminist and queer theories, critical race theory, advocacy policy, ethics, allyship, de/postcolonial and settler colonial theories, (dis)ability studies and so on will provide students with essential tools to situate themselves and their research intellectually. These particularly address the Critical and Creative Thinking, Literacy and Communication, and Depth and Breadth of Understanding outcomes of the program.
Group Projects
Working cooperatively and collaboratively is essential to pursuing work in the fields of sexualities and genders. Also essential is the ability to speak compassionately, respectfully, and ethically amongst peers and as a member of community groups. Group projects model these situations for students, allowing them to practice the act of working with others in a classroom environment. They teach essential peer- to-peer skills, how to have difficult conversations, and how to come together to accomplish a goal. Thus, groupwork and peer-to-peer interactions are an essential component of the SXGN degree. These particularly speak to the Community Engagement and Global Understanding, Literacy and Communication, and Professional Development and Ethical Behaviour outcomes of the program.
e) Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. (refer to tables in Appendix C)
The five University of Guelph Learning Outcomes reflected in this degree are the as follows:
1) Critical and Creative Thinking 2) Literacy and 3) Communicating 4) Global Understanding 5) Professional and Ethical Behaviour
The program has adopted the five above learning outcomes, and they appear in the major level learning outcomes as seen in Appendix C.
1) Critical and Creative Thinking
Both the BA learning outcomes and the University learning outcomes reference critical and creative thinking. Thus, the premium placed on critical and creative thinking found in the SXGN brief will map readily from BA learning outcomes to those of the institution. As stated above, the SXGN degree empowers students to engage critically about structures and values informing contemporary and historical discourses of sexualities and genders. Students experience this from first through to fourth
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Students will first encounter these concepts and methods in SXGN*1000, SXGN’1010, SXGN*2000 and SXGN*2010. By participating in seminars, engaging in experiential learning modules and reflections, completing media analyses, and creating writing samples, students will develop their understanding of critical concepts essential for studying sexualities and genders in a contemporary context. Third-year will reinforce and amplify these skills through seminar discussions, and increasingly independent projects. The final Honours Capstone Course, SXGN*4000, will require students to apply this knowledge, and will see them work collaboratively with each other, their community partners, and their instructors to tackle real-world issues.
2) Literacy & 3) Communicating
The BA Learning Outcomes directly reference Literacy and Communication as a single outcome, and those skills and knowledges will map easily on to those of the institution. The SXGN program emphasises the continually evolving and complex vocabulary found within the field of sexualities and genders. Students will gain a strong command of this vocabulary through this degree, and will be charged with communicating with others, both as a part of their core experience and through their restricted electives in Social Theory, Leadership for Social Change, and their Area of Emphasis. Through this program, students will develop self-awareness concerning privilege, power, agency, and resistance. Thus, literacy and communication skills will be evaluated through in-class discussions, peer-to-peer dialogue, interactions with community partners, and written, oral, and artistic expression.
SXGN*1000 and SXGN*1010 will engage students in guided dialogue with the oversight of instructors and teaching assistants. These skills will then be reinforced and receive less intensive supervision in SXGN*2000 and SXGN*3000. In these courses, students will transition from the lecture/lab model to small-group and team discussions and independent written and artistic assignments. SXGN*3010 will require students to demonstrate increased independence and maturity as they work with community partners. Finally, in SXGN*4000, by designing and building their own responses to a community need, largely without direct faculty oversight, students will need to demonstrate fluency and professionalism in sensitive, nuanced ways.
4) Global Understanding
The Global Understanding learning outcomes at the institutional level have been addressed by the BA’s learning outcome of Community Engagement and Global Understanding. All courses in the SXGN program emphasise global approaches to considering how we understand sexualities and genders. These outcomes will be measured throughout the degree in seminar discussions, written reflections, major writing projects, media analyses, groupwork activities, artistic outputs, and exams. In the upper levels, students will explore recent activist approaches that draw from a global sample, and seminar discussions, presentations, and written/artistic output assignments are expected to reflect this international scope. The final capstone project is expected to reflect community-engaged learning that also demonstrates a sensitivity to the connections between the local and the global in advocacy work.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 190 of 543 All courses in the SXGN core teach students about sexualities and genders from a global perspective. In SXGN*1000, SXGN*1010, and SXGN*2000 students will be evaluated based upon seminar discussions, reflections, major writing projects, media analyses, groupwork activities, and exams. Later, at the 3000 level, by engaging in small-scale project design, more advanced seminar discussions, presentations, and writing assignments, students must demonstrate a more advanced, nuanced command of the global implications of their skills and knowledges. Finally, in the Honours Capstone Course, SXGN*4000 students will be evaluated on their ability to conduct community-engaged research requiring a sensitivity to concepts of the local and the global in advocacy work.
5) Professional Development and Ethical Behaviour
The Institutional learning outcome of Professional and Ethical Behaviour likewise will be fulfilled by the Program’s learning outcome of the same name. In fulfilling this learning outcome within the program, students will learn that research and study of sexualities, genders, and social justice requires a particular sensitivity to research ethics, particularly as these relate to ally-ship and the need for professionalism. The SXGN program includes two buckets on social justice and leadership for advocacy particularly to address this concern, teaching students the skills and knowledges necessary to be good community members and advocates. Within the core, too, ethics and professionalism receive special emphasis. For example, seminar discussions in the first-year curriculum will demand an environment that supports mutual respect and empathy. Additionally, all courses within the degree contain experiential learning, beginning with in-course modules and leading up to full-scale, team projects. The third-year, advanced topics class explicitly reinforces the complex nature of community activism and the role of the researcher and the community ally and activist in this work. This course will provide essential grounding for the SXGN*3010 and SXGN*4000 courses, where students will receive real-life training, working with community partners to find solutions for real problems. Through this course, they will experience and be encouraged to reflect upon the importance of professional and ethical behaviour to enact meaningful change.
f) Identify any distinctive curriculum aspects, program innovations or creative components.
The SXGN program draws from programs across three Colleges (the College of Arts and the College Social and Applied Human Sciences) and the Gordon S. Lang School of Business. By prioritizing multidisciplinary construction and skill acquisition, it has pulled together courses from disciplines as varied as Sociology, Anthropology, Sexology, Philosophy, History, Languages and Literatures, Media Studies, Musicology, Art History, and Business, among others. Majors who take this degree will work with a diverse array of theories and methodologies seeking both to mobilise their different strengths and seek affinities between them. Regardless of which breadth requirements students pursue, they will be brought together each year into core courses that will ground them in feminist and queer theories and methodologies, themselves inherently multidisciplinary in construction. These core courses will see students engage with one another and discuss case studies and tackle issues from their various perspectives. Thus, this program will provide students with an essential grounding in the fields of feminism and queer studies while also teaching students that there is no one-size-fits-all solution to problems, that change requires flexibility and fluency, and that effective approaches to issues can draw from disparate disciplines and approaches.
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Students who pursue the Creativity and Expression area of emphasis will engage directly in courses related to the creative expression of identity. Thus, this area of emphasis will empower students to explore artist-activism, combining artistic practice with their expression of sexualities, genders, and social justice. This sort of artistic practice is already a strength within our affiliated faculty, including Diane Borsato (Studio Art), Tory Hourie and Kimberley McCleod (Theatre), and Kimberly Francis and Alyssa Woods (Music) among others.
Attractive exit pathways
This program has been designed specifically to balance a) skills and knowledges necessary for the degree and b) exit paths identified as most marketable post-degree. Potential employment areas upon graduation include marketing and communications, media and design, public relations and outreach. Potential employment opportunities post-degree include rights advocates, youth workers, political activists, policy analysts, healthcare workers, therapists, educators, and social workers. The social justice, advocacy, and experiential learning components imbedded throughout the program will demonstrate to students the direct applicability of the skills and knowledges they acquire and lead them to begin their professional development in tangible ways while still in-degree.
Social Theory requirement
Public discussion of sexualities and genders are most prominent when challenging societal norms. To ensure our students are prepared to enact social change, this degree has been built to give students a fluent understanding, which mechanisms of change have been historically and culturally successful, and which mechanisms have not worked. The Social Theory requirement allows students to acquire knowledge related to the historical background of social movements; theories and methodologies for the implementation of change; and exposure to contemporary strategies for successful advocacy work. These courses have been selected based upon detailed consultation with home departments. They also set students up to easily complete minors or even double majors in these other areas.
Leadership for Advocacy requirement
Effective advocacy strategies require business and leadership skills. Indeed, effective advocacy has at its foundation strong interpersonal, communication, group work, and leadership skills. Therefore, working in consultation with the Gordon S. Lang School of Business, students in this major will take courses in leadership. These courses have been identified as particularly applicable and accessible to BA students, and the Lang School of Business welcomes the opportunity to bring SXGN students into the classroom and discuss issues of Sexualities and Genders in a Leadership context. This requirement has also been designed so that it feeds easily into the Certificate in Leadership offered by the University of Guelph, optimising double counting and credit distribution. For that reason, it would be entirely feasible for those students who wish to do so to acquire this Certificate over the course of the BA degree.
Areas of Emphasis
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 192 of 543 The University of Guelph has an impressive depth and breadth of courses that speak to questions of Sexualities and Genders. To provide students some clarity regarding pathways through the degree, this major has been divided into two Areas of Emphasis: (1) Policy and Power; and (2) Creativity and Expression. By completing one of these areas of emphasis, students will learn to apply their disciplinary knowledge in concentrated, related subject areas. The areas of emphasis will help provide structure and coherence to the degree, while also setting students up for success post-graduation. Through this model, students will be able to dive deeply into areas that interest them, allowing them to specialise in specific skills and knowledges while also gaining a broader perspective through meeting in core courses on a yearly basis. These Areas of Emphasis have also been designed to evolve easily into secondary minors or even majors, should students be interested in pursuing complimentary areas further.
g) Identify how the curriculum addresses the current state of the discipline.
The study of sexualities and genders is a vibrant area of inquiry for twenty-first century scholars and as a field this area has undergone rapid transformation in the past decades. Moreover, connections between this research and contemporary Canadian culture are increasingly meaningful. Consider that Canadian researchers—regardless of field of study—must now be explicit and inclusive in their research project designs. This new imperative can be seen in calls for Tri-Council funding which require explicit statements about inclusivity from all applicants. Training students from the ground floor about what inclusivity looks like and how to adapt with humility, respect, and openness to this always-changing field has gained a new level of significance in recent years.
Across the sectors of social sciences, arts, humanities, and business, scholarly discourses and modes of inquiry related to sexualities and genders are conceptualised in very different ways. For example, within the field of psychology, the American Psychological Association recently published new guidelines relating to research and clinical practice on boys and men (2018), girls and women (2018), transgender and gender nonconforming people (2015) and lesbian, gay, and bisexual clients (2012). A rapid rise in the number of trans or gender diverse children, young people, and adults presenting to psychologists and the response to that need has resulted in a number of new studies and areas of exploration. Mainstream psychological research has also documented the distress and difficulties in LGBTQ+ populations, often related to mental health concerns, homelessness, and exclusion.
In the fields of history, art history, philosophy, and musicology, scholars are looking increasingly to decolonise and diversify methods and practices. New emphases are being placed on incorporating the work of people of colour, black-identifying, and indigenous scholars not just through gestures of tokenism but through meaningful, inclusive citation practices, anthology placement, and narrative reconstruction. Critiques of the canon continue to ask how we might resist heterosexist, misogynist, racist, transphobic, colonialist, and ableist practices in our work and in our classrooms. How do allyship and activism translate into meaningful critique? How do we undermine microaggressions and subtexts to bolster transformative change?
Discussions of sexualities and genders are inherently multidisciplinary and collaborative, requiring the need to work cooperatively. It is a field that continues to condemn sexual violence and oppression, to uplift underrepresented and at-risk individuals, to celebrate human relationships and to seek for a more just society. Across disciplines, there is an acute awareness of the need to train leaders who think and
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 193 of 543 act inclusively, whether in the corporate or the not-for-profit sector, because to empower change requires learning from the past while using the tools of the present to solve the problems of tomorrow.
The Guelph program has been designed with these issues, emphases, and goals in mind. Scholars at Guelph are internationally-recognised leaders in their areas, and by assembling these courses and these scholars in this manner, our program taps into cutting edge scholarship in the arts, humanities, social sciences, and business sectors. By teaching students to engage collaboratively with their peers and with their community, this program directly connects to contemporary issues and opportunities with which this field is grappling. Through their core courses, SXGN*1000 and SXGN*1010, students will learn about the current, foundational concepts and terminology at use in this field of inquiry. Their historical, theoretical, and methodological understanding will be deepened through SXGN*2000. SXGN*3000 and SXGN*3010 will allow students to begin to apply their knowledge in the field, working with each other and with partners to explore real-life applications of their skills. Finally, in SXGN*4000, students will be given greater autonomy and be presented with opportunities to truly apply their knowledge in a contemporary, present-day scenario.
A minor in SXGN can complement any major on campus, especially given currently active feminist scholars in Guelph’s STEM colleges. With this in mind, the minor has been designed as a flexible, dynamic option for those students who wish to apply it to an additional area of focus. Moreover, as already mentioned, the Areas of Emphasis and the Social Theory/Social Change sections of the degree have been designed to feed into additional credential possibilities at Guelph, including the Certificate in Leadership, which we feel will be particularly attractive to some of our SXGN students.
h) Identify the program mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.)
SXGN courses employ in-class lectures, case studies, experiential learning, and projects. In the case of the Creativity and Expression area of emphasis, these methods are also combined with artistic expression. These elements provide a balanced, rigorous, scaffolded experience for the student. Tackling the concepts of social justice, activism, and the study of sexualities and genders all require a certain amount of maturity and sensitivity. This degree’s method of delivery, then, allows students the essential time to process and synthesise the at times very personal and emotional nature of this material. It also ensures that students hone their senses of empathy and ethical responsibility before working with others in their community. The degree, therefore, begins with in-class lectures and smaller seminars (SXGN*1000 and SXGN*1010), that will allow students the opportunity to engage in dialogue about sensitive issues in a safe, supportive, rigorous environment. This design is then followed by smaller, upper-year classes (SXGN*2000, SXGN*2010, and SXGN*3000) that will see students continue to develop their understanding and fluency with the complex methods and vocabularies inherent to their pursuits. Finally, in third and fourth years (SXGN*3010 and SXGN*4000), with guidance from faculty and the SXGN Experiential Learning Coordinator, students will begin to take steps to work with members outside of the academy, checking in regularly with supervisors and peers while also reflecting throughout the process so as to maintain an awareness of opportunities for improvement, a celebration of successes, and with an eye toward continued development. This degree’s emphasis on balancing self-
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i) Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.
The proposed major and minor allow students to gain a multidisciplinary, scaffolded understanding of the field of sexualities and genders and how this knowledge can be mobilised to initiate social change. The major requires students complete 4.0 credits in SXGN Core courses, followed by 1.0 Credits in Social Theory, 1.0 credits in Leadership for Social Change, and 3.0 credits in an area of emphasis of their choosing (either Politics and Power or Creativity and Expression). These areas of emphasis build on the University’s existing strengths. The areas of emphasis also provide differentiation from existing programs in the province of Ontario and will allow students to view critical questions surrounding sexualities and genders from a variety of unique perspectives.
Politics and Power takes students through the fields of History, Philosophy, and Political Science while Creativity and Expression sees students focus on Languages, Media, and the Applied and Performing Arts. This approach means that all students will have exposure to the Arts, Humanities, and Social Sciences. It also means that students will be able to focus on areas of interest while still maintaining a grounding in the theories and methodologies of Sexualities and Genders.
The core courses ensure consistency in student learning outcomes. Each student will have a foundational understanding of the study of sexualities and genders through these course offerings.
The minor requires that students complete 2.5 credits in the SXGN core and an additional 2.5 credits in the restricted electives of their choosing. The core courses will allow students to gain some advanced knowledge of the study of Sexualities and Genders alongside an application of that knowledge in a field of their choosing. The restricted electives have drawn from as wide an array of disciplines as possible so as to make this minor attractive to and achievable by students from a variety of programs.
The result of completing the SXGN Major will be a nuanced, fluent understanding of the complex nature of human sexualities and genders, which will be evident by the materials produced through their Honours Capstone course. The minor will enrich students’ primary area of study, allowing skills and knowledges learned through the SXGN core and electives to inform their primary area of inquiry in meaningful ways.
j) Describe in detail plans for documenting and demonstrating the level of performance of students in the program and how this information will be used toward the continuous improvement of the program.
The University of Guelph's governance structure and policies align with the concepts of documenting and demonstrating student performance and program evaluation from inception through to delivery and program review.
The University is comprised of seven Colleges responsible for the management of academic programs. Each College is headed by a Dean with support from Associate Deans responsible for specific
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 195 of 543 components of the academic offerings (e.g., undergraduate, graduate, research, etc.). Associate Deans Academic (ADAs) are faculty members whose responsibilities include the administration of the undergraduate curriculum within their affiliate College. The B.A. Honours in Sexualities, Genders, and Social Change will be administered through the College of Arts and by its Dean, ADA, the B.A. Program Committee, the SXGN Curriculum Committee.
Bylaws for the Board of Undergraduate Studies (BUGS), the University’s Senate committee responsible for undergraduate programs and policies, mandate the existence of program committees (e.g. B.A., B.Sc., B.Comm., etc.) and curriculum committees to oversee the creation and maintenance of programs within their purview. Degree program committees are chaired by ADAs to ensure there is a relationship between the program committee and the College via the Dean’s Office. The ADAs also support the Cyclical Program Review process for the programs offered by their College. When a new program or major within a program is being developed, a working group is formed to administer its creation. Typically, once the program is approved, the members of this working group would then comprise the membership of the BUGS sub-committee called the curriculum committee.
Curriculum committees, comprised of faculty and students, meet regularly to review the curriculum for the program(s) they are responsible for and make recommendations to their program committee (in this case, the B.A. Program Committee), which, in turn, makes recommendations to BUGS and Senate. For further clarity, a visual depiction of the relationship between these committees is available here.
Much of the data required to demonstrate the level of performance of students will be readily available to the Director of Interdisciplinary Programs through course grades and course evaluations. University policies dictate that department chairs or directors are responsible for reviewing courses and ensuring that academic standards and expectations are met, including the review of course outlines, final course grades, and course evaluations. Other information, such as enrolment data, admission averages (domestic, international, and transfer), retention, graduation, etc. will be readily available via data request to our Office of Institutional Analysis and Research.
The level of performance of graduates from the B.A. program will be distinguished and quantified by reviewing how many students were enrolled in the program versus the number who graduated with the B.A. Honours in Sexualities, Genders, and Social Change degree. Students in the B.A. Honours program are required to meet a minimum standard for graduation. Namely, they fulfill the course and credit requirements of at least one major with a cumulative average of at least 70% in all course attempts at the University of Guelph in that major.
Further, the Director will work with the curriculum committee to develop a rubric to be used in the capstone course (SXGN*4000 Honours Capstone Project in Community Engagement and Advocacy) to measure whether students have achieved program-level learning outcomes. The curriculum committee will determine the minimum threshold they feel is necessary for those outcomes. Should the threshold not be met, they will take steps to resolve the discrepancy.
Data on placement rates will take some time to establish; however the program’s experiential elements will provide the Director and curriculum committee with valuable feedback on the number of placements attained, the quality of the placements, and the value added to the students from those activities.
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Bachelor of Arts (BA) Program Committee - New Honours Major and Minor (S... Page 196 of 543 The College also plans to conduct exit surveys, beginning with the first graduating class, and working with our Office of Alumni Affairs and Development to survey alumni, one-year post-graduation.
The Sexualities, Genders and Social Change Curriculum Committee plans to meet, at minimum, on a semesterly basis to review the program’s progress. Data collected will be used to inform small changes to the curriculum as needed and to document the progression of the program and its students working toward the first cyclical program review. The department chair will work closely with the curriculum committee to assist with the implementation of changes resulting from continuous improvement efforts.
k) For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
N/A
l) If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work terms; and 2) work term report guidelines for students (include as Appendix D). Contact the Director, Experiential Learning Hub – Co-operative Education for more information.
N/A
4 Inclusion, Diversity and Accessibility
“The University of Guelph Senate affirms its commitment to an inclusive campus and fostering a culture of inclusion at the University of Guelph as an institutional imperative, acknowledging the University’s diverse population and that every member of an inclusive campus is a valued contributor.” (Fostering a Culture of Inclusion at the University of Guelph: an Institutional Imperative, April, 2017).
This includes assurances that issues of equity, diversity, and accessibility are considered in the development and delivery of curriculum.
Discuss the ways in which inclusion is considered in this new program proposal. For assistance, contact the Associate Director, Office of Teaching and Learning or the Office of Quality Assurance.
Equity, diversity, and accessibility are all foundational principles for a degree in Sexualities, Genders, and Social Change.
Curriculum
These SXGN courses have been designed with a deep commitment to inclusive content that celebrates all sexual orientations, people of colour, Indigenous communities, range of physical and neurological abilities, faith beliefs, and socio-economic realities. The program attuned to equity, emerging feminisms, and queer/trans rights”. It will ensure that topics such as toxic masculinity, whiteness, and settler- colonialism are discussed alongside feminist and queer theories presented to students. All of this dialogue will be framed in a respectful way, with an emphasis on contemporary applications.
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***
The program proposal has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192941
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Undergraduate Curriculum Changes: Program Additions, Deletions, Changes
Meeting: June 7, 2021
j) Bachelor of Arts (BA) Program Committee - New Honours Major (Creative Writing) [Motion]
At its meeting on May 18, 2021 the Board of Undergraduate Studies supported a proposed new Major in Creative Writing within the Bachelor of Arts program.1 The proposal is supported by the Office of the Provost, the Associate Vice-President (Academic), the Dean, Associate Dean (Academic), and the Director of Interdisciplinary Studies in the College of Arts. The following material, in support of the proposed new honours major and minor programs, is enclosed: • A memorandum from Patricia Tersigni, Director of Academic Programs and Policy, • A memorandum from Dr. Samantha Brennan, Dean, College of Arts, • A memorandum from Dr. Pablo Ramirez, Associate Professor, and Dr. Jade Ferguson, Associate Professor in the College of Arts, • An excerpt from the comprehensive proposal brief with rationale for the new program, learning outcomes, and inclusion, diversity and accessibility considerations.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, related course addition forms, course deletion forms, and course outlines can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed new honours major in Creative Writing within the Bachelor of Arts program, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/filepro/documents/192914
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7j bugs - undergraduate curriculum program changes - (ba) creative writing sd.docx
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To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
CC: Gwen Chapman, Provost and Vice-President Academic Cate Dewey, Associate Vice-President (Academic)
Date: May 10, 2021
Re: Proposal for new Honours Major – Bachelor of Arts in Creative Writing
Please find enclosed a proposal for a new honours major, Creative Writing, in the Bachelor of Arts program, requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the COA Dean and Associate Dean (Academic) and approval and support of the Bachelor of Arts Degree Program Committee. The new program was subject to an external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP) and the reviewers’ report is included in the package. The additional material for the proposed major includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from all of the sponsoring units and colleges, and the responses from the Chair and Dean to the external review report and corresponding curriculum additions and changes. A list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact me or the staff in our office: Alyssa Voigt, Manager, Curriculum and Academic Quality Assurance Clarke Mathany, Manager, Curriculum and Academic Quality Assurance
The Director, School of English and Theatre Studies, the Chair of the Working Group, and the Associate Dean Academic, College of Arts, will also attend the meeting to provide an overview and answer questions from BUGS members.
If approved by BUGS and Senate, the proposed new program undergoes external review and approval by the Ontario Universities Council on Quality Assurance (OUCQA) and the Ministry of Colleges and Universities (MCU). The expected first intake will be Fall 2022.
List of Documents included in the proposal package:
• New Program Proposal Brief, including list of faculty dedicated to teaching courses in BA.CRWR • Appendix C: Learning Outcomes – Program Learning Outcomes and Undergraduate Degree Learning Outcomes Alignment Template • External Reviewers Assessment Report • Site Visit Itinerary • Program Lead’s Response to External Reviewers’ Assessment Report
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 201 of 543 • College of Arts, Dean’s Response to External Reviewers’ Assessment Report • Curriculum Changes – Summary of new courses • Curriculum Templates
NB: Additional appendices held on file include:
• Appendix A: College of Arts, Dean’s Letter of Support • Appendix A: School of English and Theatre Studies, Acting Director’s Letter of Support • Appendix A: Student Letters of Support • Appendix B: List of Course Details and New Courses • Appendix D: Library Assessment • Appendix E: Faculty CV’s • Appendix F: Consultation with other units • Appendix G: Student Progression through the Program • Appendix H: Course Implementation Plan
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May 10, 2021
Dr. Cate Dewey Associate Vice-President (Academic) University of Guelph
Dear Dr. Dewey,
The College of Arts (COA) would like to thank everyone involved with this proposal for a new major in creative writing, especially the reviewers, Drs. Emily Pohl-Weary and Daniel Scott Tysdal, who undertook this review virtually. We would also like to thank the School of English and Theatre Studies, all committees and their members involved in moving this proposal forward.
Full-time Faculty Hiring The COA is currently in the process of hiring a tenure-track assistant professor in Creative Writing who will take over our MFA coordination, while the current MFA coordinator, Catherine Bush, will be joining the undergraduate faculty. In the future we expect Creative Writing faculty to rotate through the MFA coordination to distribute the work more fairly and to better integrate the MFA with the new undergraduate major. We also plan to hire a contractually limited appointment (CLA), who will have a 3-3 teaching load. These two additional positions will mean a sufficient faculty complement to deliver the creative writing curriculum when we welcome our first our cohort to the new major. Should we need to offer additional sections in the short term, we plan to hire sessionals, particularly professional writers who welcome the opportunity to teach but are not necessarily interested in full academic positions. The hiring practice of the COA is that we hire in programs of proven strength and need, a strategy that will also apply to this new major.
Connections: Major and MFA in Creative Writing Connections between the new major and the MFA in Creating Writing are a goal of both programs and offer great opportunities. The COA is supportive of the initiatives outlined in the response from the Director of the School of English and Theatre Studies and the Chair of the Working Group, such as the MFA coordinator position rotating among Creative Writing faculty and the undergraduate program offering MFA students the opportunity to work as teaching assistants. These teaching-assistant positions will provide valuable experience to the MFA students. The program will also allow upper- year students to collaborate with MFA students on the interdisciplinary journal, HELD, which will enhance connections between the programs.
College of Arts - Dean’s Office MacKinnon Building, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 1-519-824-4120 x53301 uoguelph.ca/arts
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Admission Guidelines The COA is excited by the prospect of this new major and expects it to be successful due to its design, theme, and innovative approaches. We are absolutely committed to providing a program that we can support and will apply all necessary mechanisms to grow and maintain the program at a manageable level. To this effect, we will follow certain controls that will allow us both to attract talented students and to regulate the intake, as necessary. This new major will have a GPA cut-off separate from other BA programs, so that we may admit pools of students on their own merit. We will also have to determine a steady state number of majors, which we could adjust as numbers and resources warrant. This steady state number would be maintained from year to year by allowing qualified transfers into the major based on capacities. We will consider other mechanisms, should we find the popularity outpaces program capacity. Ensuring equitable access to our programs is a priority for the COA and we will leverage the university’s Student Profile Forms in which students may identify aspects that might have disadvantaged them or additional pertinent factors that would support their application further.
Course Change Recommendations The College appreciates the commendation of the program as a whole and we support the creative writing major in adjusting CRWR*1000 in particular, but also in any additional changes we might find necessary as the program proceeds. Experiential learning is a priority for the college and creative writing offers its students many opportunities to capitalize on these offerings, both within the major and other college offerings. Moreover, creative writing has already included aspects of professionalization as part of its program structure, as such, we support the program’s decision to refrain from including a fourth-year professionalization course at this time but to consider how students develop and to collect their and instructors’ feedback to make possible adjustments.
Creative Writing-specific Budget At this time, the College expects present funding sources and options to be adequate but additional needs will be considered as they arise. Schools already have discretionary budgets, which are adjusted, should needs increase. These budgets are intended to allow programs to support guest speakers and student-centred activities. There are also other funding options available with the college (e.g., the Experiential Learning Fellowship) and the university. As for direct program support, we are currently considering various options to adjust administrative support for the home school and expect to find a viable solution.
Handbook Handbooks for students have remained a challenge and we believe our continuously improving and growing web resources, the university calendar, faculty advisors, and academic counseling should ensure students understand the program and how to complete it. We expect faculty and instructors would also access these resources to inform themselves in addition to participating in regular meetings where any challenges can be addressed. Should this not prove sufficient, we will support the program in
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315
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mitigating shortcomings in any way we can.
The new major in Creative Writing helps to realize the College’s goal of offering new, innovative programming, and we are excited to see it move forward. The new program helps articulate our vision: The College of Arts is at work unleashing compassion, creativity, and critical engagement with the world through transformative education.
Sincerely,
Samantha Brennan Dean, COA
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315
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COLLEGE OF ARTS School of English and Theatre Studies
May 5, 2021
Dr. Cate Dewey Associate Vice-President (Academic) University of Guelph
Dear Dr. Dewey,
The external review of our proposed BA Major in Creative Writing occurred via videoconference in April 2021. All who were involved wish to extend our sincere thanks to the reviewers, Emily Pohl-Weary and Daniel Scott Tysdal, whose reflective engagement with the proposal resulted in meaningful feedback on which the committee seeks to act. The committee has discussed the recommendations, and the response to the reviewers’ comments follows (reviewers’ language in italics).
Prioritize hiring full-time faculty members.
The existing faculty members, combined with the current hiring plans, will allow the program to meet student demand. However, given its strength, this program—particularly with its lack of admission by portfolio—has the potential to grow and grow fast. We recommend the department begin laying the groundwork now to make the necessary full-time faculty hires. We also recommend the program prioritizes hiring full-time faculty members rather than relying on sessional labour. Like many arts-based university programs, Creative Writing programs exist in the classroom and in the community that flourishes beyond the classroom in events, opportunities, and field trips. Full-time faculty are best positioned—and properly recompensed— for this crucial work.
In anticipation of the new major, we are currently in the process of hiring a tenure-track assistant professor in Creative Writing, who will spend the first year teaching in our undergraduate program. This colleague will then replace our current MFA coordinator, Catherine Bush, who
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 206 of 543 will be joining the undergraduate faculty in the summer of 2022. We are also planning to hire a contractually limited appointment (CLA), who will have a 3:3 teaching load. With these additions, we will have sufficient faculty to deliver our curriculum by the time we implement most of our new courses for the Creative Writing major in the 2023-2024 academic year. Should we need to offer additional sections, we will rely on sessional hires, professional writers who welcome the opportunity to teach but are not interested in full-time academic positions. Should the program grow beyond expectations, additional hires are possible, since the College of Arts continues to hire in programs of proven strength and need.
Explicitly Develop Connections with the MFA in Creative Writing
Important professionalization skills are the abilities to teach, mentor/support, and learn from the experiences of other emerging writers. Because the University of Guelph has such an exceptional graduate program that has trained writers who publish and integrate into the community in inspiring ways, it would greatly benefit both the BA students and MFA students if there were points of connection. MFA students could be teaching assistants in the introductory lecture classes. There could be jointly organized events and even conferences or festivals, which would bring authors and literary inspiration to students and the Guelph-area literary community.
Fostering connections between our undergraduate major and our MFA program is one of our priorities. Beginning in the 2022-2023 academic year, the position of the MFA coordinator will rotate among our Creative Writing faculty. Every three to four years, a member of our undergraduate creative writing faculty will be in charge of the MFA program and then return to teach full time in our undergraduate program. This exchange of faculty will strengthen the connection between the two programs.
We also plan to offer our MFA students the opportunity to serve as teaching assistants in our undergraduate lecture courses. We currently have three teaching-assistant positions for our MFA students in our Creative Writing minor to support our undergraduate teaching mission. These teaching-assistant positions provide valuable teaching experience to our MFA students, giving them the opportunity to create a teaching dossier that includes samples of graded work, as well as allowing them to develop a teaching philosophy. We would like to make the undergraduate creative writing program an integral component of our MFA students’ educational and professional experience.
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 207 of 543 This interaction will also help to foster a relationship between our majors and our MFA students by having upper-level majors and minors become part of the editorial and production team at HELD, a new interdisciplinary online journal created by the Creative Writing and School of Fine Arts and Music MFA students. Ultimately, this might entice undergraduates to think about pursuing an MFA.
Admission Guidelines
We commend the decision to run a Creative Writing Major without an admission portfolio. Direct admission is a student-centred approach and one that expresses the program’s ideals. However, this ideal can only be properly realized if no students are turned away and if every student who wishes to enroll in the program is accepted. If acceptance of every student, both direct and late entry, is not possible, the program will need to carefully consider and clearly establish admission guidelines for both direct entry and late entry students.
One of the reasons for offering the Creative Writing major is to increase enrollment in the College of Arts, so the College is committed to help us grow to meet the demand of qualified students.
While we are keen to have many students in the program (major and minor), we will have to limit student numbers based on their abilities but also resources. We might establish a defined steady-state number at each level, which will be augmented by qualified program transfer students. Initially, we will also limit the workshops only to Creative majors and minors, making available extra spots to non-program students only if caps allow and if they have fulfilled the prerequisites. Non-program students will be able to take the creative-writing lecture courses: CRWR*1000 “Fundamentals of Creative Writing,” a lecture-workshop hybrid course, and CRWR*2000 “Reading as a Writer,” where their assignments include creative writing exercises. Another way we intend to manage enrollments in our workshops is to limit the number of workshops Creative Writing minors can take. While the majors explore three genres in their second year, we plan on limiting Creative Writing minors to two genres. Creative Writing minors will not be able to take a fourth-year capstone, either.
We will review this approach annually after the program has begun to accept majors. Should we find the above measures fail to help manage enrollment and resources, then establishing
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 208 of 543 equitable secondary admission standards might become necessary. Since we are a BA program, we remain committed to a direct-entry major that does not require a portfolio for entry. However, we agree with the external reviewers that in the absence of a portfolio, creating a secondary admission standard that relies too heavily on a high GPA cut-off point might exclude potentially talented writers. Moreover, considering the program’s focus on social justice, we seek to ensure that secondary admission standards do not become obstacles to enrolling students from disadvantaged and/or racialized communities. We therefore plan to use Student Profile Forms as one of the mechanisms to help ensure equitable entry into the program.
Broaden and open the approach in CRWR*1000
This course is one of the rare examples where a decision does not meet the proposal’s goal of inclusiveness and diversity, and where the approach utilized by Creative Writing programs across the country would better realize the program’s ideals. More specifically, CRWR1000 introduces students to Creative Writing through a limited, fiction-focused lens, whereas most Introduction to Creative Writing courses across the country seek to introduce students to the wide range of creative writing possibilities.
The external reviewers suggested that students be exposed to a broad range of genres in the first- year course instead of focusing on fiction. We think this is a good suggestion and plan to implement it. As they pointed out, a focus on fiction will put late transfers who focus on other creative writing disciplines at a disadvantage. It should be noted that, in practice, our instructors regularly cover a variety of genres in our current introductory course. Moreover, every year we hire at least three MFA students to serve as teaching assistants for our introductory course. MFA students’ creative practice often engages a wide range of writing disciplines, which is very helpful in helping the instructor cover and teach a variety of genres in the introductory course.
In the next calendar change cycle, we will change the description of the course to make it clear that students will be learning the fundamentals of storytelling by exploring a variety of writing disciplines.
Develop a professionalization course in Year Four
This course would prepare students for life after graduation, both in terms of their writing and
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 209 of 543 their careers. Students learn how their creative industries work and how to get their work published and produced. They also learn essential skills like querying agents, pitching projects, and writing grant applications. Class guests can include industry professionals and writers who make careers by putting their skills to work in unexpected ways. We make this recommendation based on our knowledge of other Canadian Creative Writing programs and our visit with the Creative Writing students. This recommendation will also allow the program to further enhance its already robust experiential learning component, while also more effectively realizing the following CASP, educate students to “articulate their transferrable skills with confidence as they navigate their future lives.”
While this is an intriguing idea that we will consider as we see the program develop and we receive student feedback, we currently feel the present curriculum and experiential learning components within our courses should meet our students’ needs. Beginning in our second-year workshops, we have included an experiential learning component in almost every workshop, so students gain an understanding of how creative professionals work. Students do table reads, public readings, pitch projects, and prepare submissions. Moreover, in our capstone courses, the professor spends two or more weeks explaining how to query agents, pitch projects, work with an editor, apply for grants, etc. In addition, we have a number of distinguished writers on faculty, who can give professionalization talks that can take place during the class time of the capstone course but would be open to all Creative Writing minors and majors. The MFA program also invites established writers to give professionalization talks in their plenary courses. Undergraduates would be invited to attend these talks virtually or in person.
As for their suggestion to offer full-year capstone courses, since we are a semestered institution such courses are a rarity, and our full-credit, one-semester model has been successful. Students in our full-credit, one-semester capstone courses are expected to do twice the work of a regular half-credit semester course. Moreover, we have found that the one-semester, full-credit approach helps to move our current Creative Writing students through the minor more efficiently; we expect this will prove the same for the Creative Writing major.
Investigate a possible Creative Writing-specific budget within the department’s budget.
This budget would be dedicated to Creative Writing specific initiatives and opportunities like the
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 210 of 543 Writer-in-Residence program, class guests, campus events, and field trips. The security of the budget provides year-to-year clarity and allows program faculty and students to plan and create with confidence and consistency.
Every department and school within the College of Arts has a Chair’s Discretionary fund, which supports speakers and similar endeavours of its programs. Field trips are traditionally paid for by students and funds for such activities can be gained thorough other sources, depending on the activity.
Develop a comprehensive handbook for instructors and students.
The handbook for students would be resource that can be utilized throughout the four years and a tool that might alleviate some of the pressure on academic advisors, faculty, and staff. It could contain essential information and opportunities available to them during their degree. The handbook for faculty would be particularly useful for new instructors, who may not know the exact requirements of the program, the learning expectations at different levels, how to access spaces other than their classrooms, library support available (such as purchasing new acquisitions and technology training), and potential experiential learning opportunities that would complement their in-class teaching.
At this time, we feel advising resources, including but not limited to faculty advisors, academic counselors, administrative staff, university and college resources (such as websites and online calendars) should suffice to provide students the same support that every BA student currently receives. Moreover, the BA is planning to refresh and expand its advising resources, which should make the need of a handbook unnecessary. Should these resources still prove insufficient, creating a handbook may become necessary.
We sincerely appreciate the time, care, and effort the reviewers, internal supports, and committee members have expended to create and improve this new major. We are excited and look forward to commencing intake and seeing our students improve life by learning and becoming successful writers and members of society. We remain committed to a continual review of the program, based on instructor and student feedback, which will allow us to strengthen it and meet the need of students now and in the future.
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 211 of 543 Sincerely,
Pablo Ramirez Jade Ferguson
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 212 of 543
NEW PROGRAM PROPOSAL
Bachelor of Arts – Creative Writing Major
School of English and Theatre Studies College of Arts
March 24, 2021
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 213 of 543 Table of Contents 1 Program Introduction ...... 3 1.1 Program Description ...... 3 1.2 Program Rationale ...... 5 1.3 Letters of Support ...... 9
2 Program Requirements ...... 9 2.1 Proposed Program and Course Details ...... 9 2.2 Admission Requirements ...... 16 2.3 Research and Experiential Learning ...... 16 2.4 Capstone Requirements ...... 18
3 Program Learning Outcomes and University of Guelph Learning Outcomes ...... 19 3.1 Proposed Specialization Learning Outcomes ...... 19
4 Inclusion, Diversity and Accessibility ...... 37
5 Duplication, Student Demand and Societal Need...... 38 5.1 Duplication ...... 38 5.2 Student Demand ...... 40 5.3 Societal Needs ...... 41
6 Anticipated Enrolment and Impact on Existing Programs ...... 43 6.1 Projected Enrolment Levels ...... 43 6.2 Impact on Existing programs ...... 43
7 Resource Requirements and Funding...... 44 7.1 Human and Physical Resource Requirements ...... 44 7.2 Evidence of adequate resources ...... 49 7.3 External Financial Support ...... 49
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 214 of 543 Program Introduction
1.1 Program Description Provide a brief description of the proposed program, including the main learning outcomes and the goals of the program.
Humans are story-telling creatures. Narrative and lyric modes are how we make meaning, and how we discover ourselves and the world. At this fraught moment of ecological peril, amid the ongoing need to address systemic forms of racism and social and political injustice, creative writing offers students essential skills for making meaning and gaining knowledge of the world as they imagine and describe their place and the place of others in it. The study of creative writing offers a range of widely transferable skills: heightened literacy, facility in narrative arts, the ability to listen to and collaborate with others.
We propose a direct-entry, undergraduate honours major in Creative Writing in the Bachelor of Arts program that provides aspiring writers with a four-year creative educational experience.
In the proposed Creative Writing major, with a focus on environmental awareness and social justice, students will learn to frame discussions and perspectives about the changing world in which they live through an exploration of a range of imaginaries. The program’s focus on social justice and environmental awareness will provide students with an enriched global understanding of issues affecting society and the environment, while encouraging students to engage with their communities for dialogue and change. In the lectures and readings of their literature and creative writing courses, students will learn to identify and understand the elements of storytelling and poetics, thereby gaining enhanced literacy skills and a broadened, culturally diverse sense of literary and cinematic possibility. Through workshop discussions, written assignments and peer critiques, students will gain critical and creative thinking skills as they analyze the techniques of creative craft and form in their writing classes and analyze how a text creates meaning in their literature classes. Through the workshop method of self- and peer-editing and evaluation, students will learn how to evaluate the application of the techniques of craft and form in creative work. In terms of communication, students will apply their understanding of these elements in the four-year formation of an extensive body of creative work, including writing exercises, short creative pieces, revisions, and a portfolio. By the end of the major, students will be able to create original, compelling creative work by achieving a breadth and understanding of the elements of storytelling and linguistic precision across genres.
The major offers students the opportunity to explore three writing genres, gain expertise in two, and create a polished creative portfolio in one. A portfolio and a broader, more expansive artistic repertoire prepare students for further study at the MFA level, which often requires applicants to submit a portfolio that shows literary skill in one genre and competency in another. The sustained writing practice gained in the major, accompanied by an ongoing, culturally diverse reading practice, prepares students for a variety of careers in which narrative and story-telling skill, linguistic facility, and empathetic awareness of an inclusive range of points of view are valued.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 215 of 543 In their first semester, students enroll in CRWR*1000, a first-year lecture-workshop hybrid course. Students attend two lectures a week and end the week with a 20- to 25-student workshop. This first- year course will introduce students to the elements of storytelling (point of view, character development, dialogue, sense of place, scene, and narrative arc), focusing mostly on fiction, though other genres may be addressed. In their second semester, students take CRWR*2000, “Reading as a Writer.” In this course, students perform close readings of passages in which they analyze how various writers employ the elements of storytelling. Students will also use the assigned texts and passages as models for their own short creative writing exercises in order to reinforce and enhance their understanding and application of the elements of storytelling. In their first year, students will also take ENGL*1080, which will teach students to: define, understand, and apply a rudimentary disciplinary vocabulary; recognize and identify specific literary devices and explain how those devices contribute to the meaning of a literary text; and perform close readings that address literary and social questions. If students do well in CRWR*1000, they have the option of taking a second-year writing workshop in their second semester.
Entry into the 20-student second-year writing workshops will be limited to Creative Writing majors and minors. However, unlike other Creative Writing majors in Ontario, students will not need to submit a portfolio for entry into these workshops. In their second year, majors will take three second- year writing workshops in different genres and ENGL*2380 “Reading Poetry.”
The second-year fiction and creative nonfiction workshops will reinforce the elements of craft learned during the first-year courses and expand on these in thematic courses that encourage students to use creative writing and the exercise of the imaginary to gain knowledge of their world. CRWR*2100 “Fiction Workshop: Writing the Anthropocene” will bring students into a greater awareness of this current moment of human-caused climate crisis through their creative exercises. In CRWR*2150 “Speculative Fiction Workshop” students will explore how fiction is a means of world creation, including the futuristic, fantastic and dystopic, and a mode for entering the perspectives of others, sometimes those radically not like us. CRWR*2200 “Creative Nonfiction Workshop: Writing Nature” will consider nature writing in an era of ecological loss and high-tech science when it is no longer possible to separate nature from the realm of the human, making our need for biophilia (love of the biosphere) increasingly and urgently necessary. In their second-year workshops in poetry (CRWR*2300), screenwriting (CRWR*2400), and writing for performance (THST*2120), students will be introduced to very different forms, formats, and fundamentals of creative expression. These workshops will reinforce elements of storytelling while introducing students to other genre-specific methodologies and practices. ENGL*2380 “Reading Poetry” will introduce students to the fundamentals of poetic form in order to prepare them for their poetry workshops and introduce elements of the lyric and poetic attention in their other genre writing.
After exploring three writing genres in their first and second years, students will choose to gain further expertise in two genres in their third-year workshops. In their third-year poetry workshop, CRWR*3300 “Poetry Workshop: Eco-Poetics,” students will increase their skill in the elements of poetics while creating poetry that engages with our complex relationship to the biosphere. The third- year screenwriting course, CRWR*3400 “Screenwriting Workshop: Writing for Inclusive Screens” and the third-year scriptwriting course, CRWR*3500 “Advanced Writing for Performance: Writing for the
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 216 of 543 Inclusive Stage,” will address issues of social justice, heightening students’ awareness of diverse points of view and their ability to enter and embody different perspectives in creative form while offering students further facility in the art of writing for the screen or the stage, respectively.
In their fourth year, students will take one fourth-year, full-credit capstone workshop. In this workshop, they will produce a polished portfolio of creative work that shows their advanced skill of a writing genre.
Throughout their four years of study, students will also take four English courses, thereby gaining an understanding of literary traditions, genres, and/or forms. By gaining a depth and breadth of understanding of literature, students will be able to analyze and evaluate how their creative practice engages, revises, or contests literary traditions, genres, and forms. Majors also have the choice of augmenting their literary knowledge by taking two literature courses, giving them an understanding of other national, foreign-language literary traditions; student can also opt to take film courses, which will expose our aspiring screenwriters to a larger cinematic history and tradition, or to gain professional experience by taking experiential-learning courses.
1.2 Program Rationale Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College, the University’s Strategic Framework.
We are introducing this new Creative Writing Major at a time of ecological loss, cultural and societal upheaval and an ever-increasing awareness of systemic social injustices. Students themselves are growing increasingly aware of these challenges as they manifest themselves in their own lives. Ecological loss and the climate crisis intersect with other social justice issues, including racism, indigenous rights and the rights of the 2SLGBTQ+, and those living with disabilities. Creative writing is a crucial epistemological tool for broadening their feelings of kinship with others, including our multi-species kin, and for conceptualizing the future. As speculative writer and noted contemporary eco-theorist Donna Haraway argues, storytelling is both a “knowledge-making and world-making field” requiring “the factual, fictional, and fabulated.” Their education as creative writers equips students to pursue further creative practice, build inclusive communities, and bring a recognition of the complexities of the living world to a diversity of professions.
Since the introduction of the Creative Writing minor in the fall of 2016, it has become the second largest minor in the College of Arts with 108 students. Our existing gateway course, ENGL*2920 “Elements of Creative Writing” is so popular that we often have to offer two sections in the fall and one section in the winter; all sections are fully enrolled by the first week of the registration period. The creation of the Creative Writing minor has also reversed declining enrollments in English lecture courses, which are now almost always fully enrolled by the end of the registration period. While the minor has certainly attracted more University of Guelph students to English, the creation of a four- year, direct-entry Creative Writing major will be a real draw for students in our catchment area, specifically the Greater Toronto Area. Our major’s focus on environmental awareness and social justice builds on existing strengths and ongoing inter-disciplinary work at the University of Guelph in the fields of Environmental Humanities and Environmental Studies. The introduction of the Creative 5
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 217 of 543 Writing Major alongside initiatives within the Guelph Institute for Environmental Research (GIER) to bring together creative writing and environmental research will further make the University of Guelph a vital, interdisciplinary locus for environmental research, one unique in Canada. Currently, GTA students only have three university choices for a Creative Writing major: York University, OCAD University and University of Toronto (Scarborough). Excluding OCAD University, these programs delay entry into their major until the second year. All local competing universities require a portfolio for entry into any of their workshops. Our major would be more open and accessible. Our smaller class sizes would provide students with a more learner-centred approach to creative writing while providing a curriculum that has the depth and breadth of a larger university. Lastly, the creation of a Creative Writing major would strengthen and expand the ties between our undergraduate program and our prestigious Creative Writing MFA program, one of the most esteemed graduate writing programs in the country, with a notable focus on innovative pedagogy, community engagement and decolonial practice, and the only full-time, multi-genre Creative Writing MFA east of the Prairies.
The creation of the Creative Writing Major would both profit from and augment one of the University of Guelph’s program areas of strength: Arts, Culture, and Creative Practice. The Creative Writing major, which would combine an engagement with social justice and environmental awareness with creative practice, would foster the education of engaged citizens who can contribute to building inclusive and engaged communities through a broad spectrum of activities.
Alignment with Strategic Framework
The creation of the Creative Writing Major would “foster our students’ capacity for self-definition and cultivate their passions and unique strengths” (College of Arts Strategic Plan or CASP).The Creative Writing major would inspire learning and inquiry, as well as creativity and joy (CASP), by giving students more opportunities to express their creativity through a comprehensive and innovative program of creative writing courses that would cover all four levels of course offerings. By taking three first-year courses as part of their core requirements, our creative students will form a close, cohesive cohort, thereby developing a supportive and connected creative community. The creation of the major would also increase the spaces devoted to creative work by offering a seven- workshop, four-year experience, compared to our current three-workshop, three-year offering.
The major would focus on catalyzing discovery and change by implementing a delivery model that would encourage both creativity and a learner-centred approach for all four years of a student’s university experience. The creative writing courses encourage students to think imaginatively by providing them with a high-impact learning environment that centers on the writing-intensive creative workshop experience. The workshop would foster compassion and empathy (CASP) in our students by having them: read a culturally diverse range of texts; learn how reading and writing are entwined practices and ways of understanding a complex world; and gain an understanding of how listening to others and integrating their points of view are essential pedagogical skills. The creative writing workshops would teach our students “to tell powerful stories that allow us to bring together different perspectives, make sense of ambiguity, and create new ways of knowing and being in the world” (CASP).The major also achieves a balance between English literature courses and creative courses in order to teach students how to think critically (CASP) about literature and their own writing, as well as instill in them a discipline of scholarly rigour (CASP). By merging literary study 6
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 218 of 543 with creative writing, students will be able to situate their own creative writing in relation to key texts or movements within a genre (self-reflection); comprehend a literary tradition; and understand how their work contributes to the literary scene.
The Creative Writing major overlaps with priority areas, particularly community engagement and innovation. The Major would encourage an engagement with the world (CASP) through its focus on social justice and environmental awareness, which would address issues of equity, diversity, and inclusion, thereby overlapping with the College’s plan “to realize a thriving, creative community” (CASP) that is inclusive and respectful. The Creative Writing major will cultivate a creative literary culture at the undergraduate level and encourage students from diverse cultural backgrounds to articulate their experiences as they hone their craft. The major’s focus on environmental awareness and social justice encourages our students to contribute and enrich their communities as well. As Canadian culture industries, including the national literary community, endeavour to diversify their workforce and highlight voices from traditionally marginalized communities, our graduates will be well-positioned to take part in a variety of cultural roles and offer a unique and creative public voice in ongoing social debates.
Our commitment to diversity and a culture of inclusivity is also evident in our teaching faculty. Two of our most prominent tenured writers, Dionne Brand and Lawrence Hill, are Black Canadian professors, who focus on issues of race, class, gender, and/or sexuality in their creative work. Moreover, Elaine Chang is a tenured, Asian Canadian professor who teaches screenwriting; her work focuses on the Asian Canadian experience, as well as on issues of disability. Tenured faculty member Catherine Bush has addressed issues of disability, climate crisis and ecological loss in her creative work. She is also an affiliate member of the Guelph Institute of Environmental Research.
The Creative Writing Major shows its commitment to access and equity by embracing a direct-entry, non-portfolio model in order to create “pathways that improve access, choice, and success.” While other Creative Writing majors in Ontario require a portfolio for entry into their second-, third-, and fourth-year writing workshops, we understand that students’ talents develop at different rates and that competition for limited spaces stunts rather than nurtures student talent and prevents the creation of an inclusive environment.
As for stewarding valued resources, the Creative Writing major would be a significant contribution to two of the university’s research strengths: (1) environmental studies and (2) cultural inquiry and creative practice. The major would encourage students to use art-based inquiry and techniques to address societal issues by engaging the research on biodiversity, ecology and the environment—core areas of distinction at the University of Guelph—in their creative work.
The major would also prepare students “to articulate their transferrable skills with confidence as they navigate their future lives” (CASP) by laying the groundwork for their future career in any profession in which a high-level of linguistic ability, the capacity to write collaboratively with others, and an adeptness at creating compelling narratives about pressing social issues are important skills. In other words, the sustained writing practice gained in the major, accompanied by an ongoing reading practice, prepares students for a variety of careers in which narrative and story-telling skill, linguistic facility, and empathetic awareness of a diversity of points of view are valued, including in 7
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 219 of 543 the nonprofit sector, medicine, business, politics and teaching. Our students will build knowledge- sharing partnerships with Experiential Learning courses, such as, ENGL*3000 “Editorial Experience,” in which students publish an e-journal that showcases the creative work of the University’s student body, thereby gaining valuable work experience and an awareness of the broader literary and cultural landscape. Students also have the option of using their creative talents to shape and foster their relationship with various community partners by taking courses like ENGL*2370 “Literature and Community-Engaged Learning”; HUMN*3180 “Community Engagement Project”; and/or HUMN*3190 “Experiential Learning.”
The major would also give our students a distinct advantage when attempting to achieve the professional credentials of a writer, such as an MFA degree. Entry into MFA programs is incredibly competitive, and admission generally requires a portfolio of polished work. In their fourth-year capstone course, students produce a polished portfolio of creative writing that they can use when applying for creative jobs, for publication, or entry into a nationally recognized MFA program. Our majors would gain expertise in two genres of writing and create a polished portfolio in one genre, thereby preparing them for professional careers or future professional study. Potential career models are provided by University of Guelph Creative Writing MFA graduates, who have gone on to found the Brampton-based Festival of Literary Diversity and Inkwell, a Toronto program of creative writing workshops for those living with mental health or addiction issues; to work as editors; and to teach at the secondary and post-secondary level in the field of creative writing.
The creation of the Creative Writing major is strongly driven by student interest in the field of creative writing. The creation of the Creative Writing Major promises to help the university attract top students and meet learners’ changing needs (nurturing a distinctive university culture). The Creative Writing Major will attract a whole new segment of the prospective student population: self-identified creative writers. Prospective students who are serious about pursuing creative writing and wish to stay in the Golden Horseshoe currently only have three university options: York University, OCAD University and University of Toronto-Scarborough. None of these universities offers our unique focus on social justice and environmental awareness as a praxis for engaging with the realities of our current moment and the world into which our students will graduate. The creation of the Creative Writing Major would provide a comprehensive slate of socially engaged creative-writing courses and enable us to compete more effectively for Ontario students from a diversity of backgrounds eager to use creative writing as a means for addressing pressing social and environmental issues. The major promises to function not only as a recruiting tool, but as a course of study that has the potential to improve our retention and student satisfaction rates.
As stated above, the Creative Writing major will help the university to steward valued resources. Since the Creative Writing minor’s introduction, enrollments in English’s lecture courses have greatly increased and are almost always completely enrolled, reversing a former trend of decreasing enrollments. The creation of the Creative Writing major would continue to bolster enrollments in the College’s literature courses. We expect that the creation of the major will greatly benefit the School of English and Theatre Studies (SETS) and the School of Languages and Literatures (SOLAL), as well as the new Culture and Technology Studies major/minor. The major would also strengthen the bond between the undergraduate programs of the School of English and Theatre Studies and its
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 220 of 543 prestigious, nationally recognized MFA program in Toronto. It would enhance the University of Guelph’s reputation as a Creative Writing hub and a locus for Creative Writing as a crucial element of Environmental Humanities and Environmental Studies, more broadly. In summary, the Creative Writing major would help contribute to the College’s plan of becoming “a hub for research, creativity, and transformative education that fosters people’s ability to be human, to act with compassion and empathy” (CASP).
1.3 Letters of Support List the letters of support indicating clear commitment of support from units/programs proposing the new program (Dean and Chair(s)/Director(s) of the sponsoring units). Include (if appropriate) letters of support from student groups or external partners.
• Letter of support from the Dean of the College of Arts • Letter of support from the Chair of the School of English and Theatre Studies • Student letters of support
For letters of support, see Appendix A.
Program Requirements
2.1 Proposed Program and Course Details Outline the proposed program Calendar Copy with a preamble and schedule of studies, including core courses, elective courses and additional academic requirements.
School of English and Theatre Studies, College of Arts
Creative Writing (CRWR) Major
The goal of the Creative Writing Major is to prepare students to become socially aware professional writers and creative professionals. Towards that end, the creative writing program provides students with the opportunity to engage with issues of environmental awareness and social justice through creative practice. Students also gain a depth and breadth of understanding of literature, enabling them to analyze and evaluate how their creative practice engages, revises, or contests literary traditions, genres, and forms. The purpose of combining literary studies and creative practice is to produce a unique form of aesthetic maturity.
In their course of study, majors explore three writing genres, gain expertise in two, and create a polished creative portfolio in one while minors gain skill in two writing genres. By the end of the program, students will be able to create original, compelling creative work by achieving a breadth and understanding of the techniques of creative craft and form across two genres.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 221 of 543 MAJOR (Honours Program)
A minimum of 8.50 credits is required, including:
Creative Writing core (4.00 credits) as follows:
CRWR*1000 [0.50] Elements of Storytelling CRWR*2000 [0.50] Reading as a Writer ENGL*1080 [0.50] Literatures in English I: Reading the Past ENGL*2380 [0.50] Reading Poetry 2.00 credits additional credits from English courses (excluding ENGL*1030 Effective Writing”)
Creative Writing restricted electives (4.50 credits) to include:
1.50 credits from the following: CRWR*2100 [0.50] Fiction Workshop: Writing the Anthropocene CRWR*2150 [0.50] Speculative Fiction Workshop CRWR*2200 [0.50] Creative Nonfiction Workshop: Writing Nature CRWR*2300 [0.50] Poetry Workshop CRWR*2400 [0.50] Screenwriting Workshop THST*2120 [0.50] Writing for Performance
1.00 credits from the following: CRWR*3100 [0.50] Fiction Writing Workshop CRWR*3200 [0.50] Creative Nonfiction Writing Workshop CRWR*3300 [0.50] Poetry Workshop: Ecopoetics CRWR*3400 [0.50] Screenwriting Workshop: Writing for Inclusive Screens CRWR*3500 [0.50] Advanced Writing for Performance: Writing for the Inclusive Stage
1.00 credits from the following: CRWR*4100 [1.00] Capstone Prose/Narrative Workshop CRWR*4300 [1.00] Capstone Poetics Workshop CRWR*4400 [1.00] Capstone Scriptwriting Workshop
1.00 credits from the following courses: Note: Courses may have prerequisites; students are encouraged to review the prerequisites and restrictions for individual courses. CLAS*2000 [0.50] Classical Mythology CLAS*3030 [0.50] Epic Heroes and Poems EURO*1100 [0.50] European Cinema EURO*2200 [0.50] European Modernism EURO*3000 [0.50] Revolution and the Fantastic EURO*3300 [0.50] Violence and Culture FREN*2020 [0.50] France: Literature and Society FREN*2060 [0.50] Quebec: Literature and Society 10
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 222 of 543 FREN*3030 [0.50] Good and Evil FREN*3090 [0.50] Classics of French Literature FREN*3110 [0.50] Storytelling in the Francophone World FREN*3130 [0.50] Representing the Self FREN*3140 [0.50] Women in Literature, Art and Film FREN*3160 [0.50] Songs, Lyrics and Poetry in French FREN*3170 [0.50] Fictions of Childhood HUMN*3020 [0.50] Myth and Fairy Tales in Germany HUMN*3180 [0.50] Community Engagement Project HUMN*3190 [0.50] Experiential Learning HUMN*3400 [0.50] Renaissance Lovers and Fools HUMN*3470 [0.50] Holocaust & WWII in German Lit. & Film HUMN*4190 [0.50] Experiential Learning SPAN*2990 [0.50] Hispanic Literary Studies SPAN*3220 [0.50] Literature and Arts I: Spain THST*1040 [0.50] Introduction to Performance THST*1200 [0.50] The Languages of Media THST*2450 [0.50] Approaches to Media Studies THST*2500 [0.50] Contemporary Cinema THST*3140 [0.50] Performance and the Past THST*3530 [0.50] Canadian Cinema
See Appendix G for sample Student Progression through the program. Students’ selection of courses must also follow the BA Program Regulations, including the Distribution Requirements, in order to graduate.
Creative Writing Courses
A total of 16 new or revised courses will be delivered as a part of the curriculum.
Credit Semester Course Code Course Name Weight Offered CRWR*1000 Elements of Storytelling (replaces ENGL*2920) 0.5 F,W CRWR*2000 Reading as a Writer 0.5 W ENGL*2380 Reading Poetry 0.5 F CRWR*2100 Fiction Workshop: Writing the Anthropocene 0.5 F CRWR*2150 Speculative Fiction Workshop 0.5 W CRWR*2200 Creative Nonfiction Workshop: Writing Nature 0.5 W CRWR*2300 Poetry Workshop 0.5 W CRWR*2400 Screenwriting Workshop 0.5 F CRWR*3100 Fiction Writing Workshop (formerly ENGL*3050) 0.5 F, W CRWR*3200 Creative Nonfiction Writing Workshop (formerly ENGL*3030) 0.5 F CRWR*3300 Poetry Workshop: Ecopoetics (replaces ENGL*3060) 0.5 F
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 223 of 543 CRWR*3400 Screenwriting Workshop: Writing for Inclusive Screens (replaces ENGL*3070) 0.5 W CRWR*3500 Advanced Writing for Performance: Writing for the Inclusive Stage 0.5 W CRWR*4100 Capstone Prose/Narrative Workshop (formerly ENGL*4720) 1.0 F,W CRWR*4300 Capstone Poetics Workshop 1.0 W CRWR*4400 Capstone Scriptwriting Workshop 1.0 F
Implementation of the new/revised courses will be as follows:
Year 1 Year 2 Year 3 Year 4 Course Code Course Title 2022/23 2023/24 2024/25 2025/26 F W F W F W F W CRWR*1000 F,W Elements of Storytelling (replaces ENGL*2920) CRWR*2000 W Reading as a Writer ENGL*2380 F Reading Poetry CRWR*2100 F Fiction Workshop: Writing the Anthropocene CRWR*2150 W Speculative Fiction Workshop CRWR*2200 W Creative Nonfiction Workshop: Writing Nature CRWR*2300 W Poetry Workshop CRWR*2400 F Screenwriting Workshop CRWR*3100 F,W Fiction Writing Workshop (formerly ENGL*3050) CRWR*3200 F Creative Nonfiction Writing Workshop
(formerly ENGL*3030) Program Launch CRWR*3300 F Poetry Workshop: Ecopoetics (replaces ENGL*3060) CRWR*3400 W Screenwriting Workshop: Writing for Inclusive Screens (replaces ENGL*3070) CRWR*3500 W Advanced Writing for Performance: Writing for the Inclusive Stage CRWR*4100 F,W Capstone Prose/Narrative Workshop (formerly ENGL*4720) CRWR*4300 W Capstone Poetics Workshop CRWR*4400 F Capstone Scriptwriting Workshop
Course Outlines for core courses and new Creative Writing courses are available in Appendix B.
Course Descriptions
Core Courses CRWR*1000 Elements of Storytelling [0.50] (replaces ENGL*2920) Students will learn the basics of writing a fictional narrative in this lecture-workshop course. Student skills are developed through a combination of lectures, workshops, peer editing, creative writing exercises, and exams.
CRWR*2000 Reading as a Writer [0.50]
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 224 of 543 This course is designed to teach students how to read literature as writers. Students will analyze the construction of literary texts in order to improve their knowledge and application of each element of storytelling (character, point of view, dialogue, setting, scene, and narrative arc). The goal of this course is to hone aspiring writers’ critical thinking and creative skills through lectures on the reading, close readings of literary texts, and creative writing exercises based on literary models.
ENGL*1080 Literatures in English I: Reading the Past [0.50] This course is focused on the disciplinary skill of close reading and is intended for students planning to specialize in the study of English Literature. Through a series of case studies, the course introduces students to a range of historical and national writings in prose, poetry, and drama, and to some of the key terms and concepts in contemporary literary studies. Lectures and discussions address selected works from the Middle Ages onwards, the periods in which these works were produced, and some of the ways in which these texts have been or could be interpreted. ENGL*1080 and its companion course, ENGL*2080, are required for a major or minor in English. Students are encouraged to enrol in ENGL*2080 in the semester after they have completed ENGL*1080. Reading - and writing-intensive course.
ENGL*2380 Reading Poetry [0.50] This course offers an introduction to the challenges posed by poetic discourse and provides students with the practical tools they need to analyze and appreciate verse. Students will read and analyze a broad range of verse practice in English, thereby gaining a base repertoire through which they can approach future encounters with poetry in other classes. Significant portions of the course will be devoted to thinking about poetry in historical terms.
New/Revised Courses CRWR*2100 Fiction Workshop: Writing the Anthropocene [0.50] The term 'Anthropocene' is the name of a new epoch in which the human species has become a geological force, largely driven by industrialization, extractivism, and reliance on technology, that has caused climate change, species extinction and loss of biodiversity. Students will explore the cultural implications of this epochal shift by crafting fiction that helps them rethink the relationships among nature, culture and technology and consider how writing the Anthropocene invites new approaches to received fictional forms. This course will encourage students to engage from diverse perspectives with issues involving planetary change brought about by human activity while honing their creative writing skills.
CRWR*2150 Speculative Fiction Workshop [0.50] There are many modes of fiction that can address issues of social justice beyond the realistic. In this course students will engage with fiction as a mode for creating expanded imaginaries that address pressing social problems and inequalities in our society. They will consider how fiction is a means of world creation, including the futuristic, fantastic and dystopic, and explore how fiction is a mode for entering the perspectives of others, sometimes those radically not like us.
CRWR*2200 Creative Nonfiction Workshop: Writing Nature [0.50]
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 225 of 543 In this course, students will learn a range of techniques and approaches, including memoir and the creative essay, for writing nonfiction about the natural world and the human relationship to it. Traditional nature writing placed humans on one side and nature on the other, often as an untouched, wild environment to be explored and described. In this course we will consider nature writing in an era of ecological loss and high-tech science, when access to land, clean water and air are prominent social justice issues and when it is no longer possible to separate nature from the realm of the human.
CRWR*2300 Poetry Workshop [0.50] This course offers an introduction to writing poetic forms. Students will gain an understanding of the basic elements of poetry writing: line, metre, imagery, rhyme, rhythm, syntax, and metaphor, sound and sense. Through practical experiments in individual and collaborative poem writing, students will learn about global poetic forms such as the ballad, the sonnet, the blues, the villanelle, the sestina, the ghazal, the haiku, the renga and the pantoum.
CRWR*2400 Screenwriting Workshop [0.50] This workshop introduces students to the fundamentals of screenwriting through various writing, reading, and viewing assignments and exercises, as well as the workshopping of students’ written work. Topics will include: screenplay formatting, story theme, character development, story lines, scene construction, and the basic three-act storytelling structure. The course content may focus on: documentary and/or short-form (children's programming, advertising) screenwriting, animation, and/or introductions to specific genres and subgenres.
CRWR*3100 Fiction Writing Workshop [0.50] (formerly ENGL*3050) Students will gain a deeper understanding of the basic elements of creative writing (character development, effective dialogue, narrative arc, and setting) through practical experiments, discussions, and group writing exercises. Through the writing workshops, students will hone their skills as creative writers, critical thinkers, and editors.
CRWR*3200 Creative Nonfiction Writing Workshop [0.50] (formerly ENGL*3030) Students will be introduced to one or more major forms of creative nonfiction—memoirs, personal essays, feature articles, reviews, profiles, nature writing, and literary travelogues. Students will craft works of creative nonfiction, share them with their peers, and offer constructive and respectful evaluations of their peers’ work in a workshop format. Students will also read excerpts of professionally published creative nonfiction and encouraged to borrow from, experiment with, and playfully alter some the creative writing techniques displayed by the professional writers.
CRWR*3300 Poetry Workshop: Ecopoetics [0.50] (replaces ENGL*3060) In this workshop, students will gain a deeper understanding of the basic elements of poetry (form, line, metre, imagery, rhyme, rhythm, syntax and metaphor) by focusing on eco-poetry. In their creative practice, students will achieve a nuanced understanding of how poetic form and language can reflect and generate an environmental attentiveness.
CRWR*3400 Screenwriting Workshop: Writing for Inclusive Screens [0.50] (replaces ENGL*3070)
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 226 of 543 Students will develop original story concepts through concept kits, character work, outlines, scenes and a short screenplay. Students will be challenged to sharpen their awareness of difference (race, disability, gender, sexuality and/or class) and apply this awareness in their creative work. While being critically aware of issues of cultural appropriation and reductive representations, students will learn how to practice inclusivity in their creative work.
CRWR*3500 Advanced Writing for Performance: Writing for the Inclusive Stage [0.50] This is an advanced course in writing for various modes of performance. The students will build on the story-telling skills they learned in THST*2120, the introductory Writing for Performance class. Students will focus on writing stories that focus on social issues, marginalized groups (race, disability, gender, sexuality) or the environment, as well as explore issues of appropriation. Students will closely and critically read screenplays (or watch the films) and stage plays which have had a serious social impact and look at the way they are different from films and plays which simply reaffirm mainstream belief systems.
CRWR*4100 Capstone Prose/Narrative Workshop [1.0] (formerly ENGL*4720) A development and extension of the creative writing/reading skills and techniques introduced in the creative writing workshops. This course will involve the generation and revision of challenging new work, sophisticated critique of the work of other students, and focused discussion of the cultural, social, and political issues in which the practice of creative writing is enmeshed.
CRWR*4300 Capstone Poetics Workshop [1.0] This advanced poetry workshop will involve the generation and revision of new work, sophisticated critique of student work, and focused discussion of cultural, social, and political issues in which the practice of poetry writing is enmeshed. This course may also focus on the application of poetic elements in hybrid forms and mixed-mode narratives. This capstone course will give students the opportunity to create a polished, bound chapbook of 500-800 lines.
CRWR*4400 Capstone Scriptwriting Workshop [1.0] This capstone course focuses on scriptwriting and may involve writing for the screen, writing for the stage, or both. Students will begin the course by creating an outline of a full length feature film or play and will then be expected to make significant progress on their creative projects. This workshop course will also involve the sophisticated analysis and critique of scripts and focused discussions of the cultural, social, political and professional issues in which the practice of scriptwriting is enmeshed.
Additional courses, including restricted electives, will be delivered by the College of Arts and School of Languages and Literatures. Evidence of consultation is available in Appendix F. Course descriptions for existing courses can be found in the Undergraduate Calendar:
• English (ENGL) • Theatre Studies (THST) • European Studies (EURO) • Classical Studies (CLAS)
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 227 of 543 • French Studies (FREN) • Humanities (HUMN) • Spanish (SPAN)
2.2 Admission Requirements a) List the admission requirements of the proposed program. • ENG4U (Grade 12 University English) • five additional 4U or 4M courses (Grade 12 U = University level; M=Mixed)
The above admission requirements are common to the Bachelor of Arts, including majors. The average of the six courses forms the student’s GPA during the application cycle. Admission Services, in consultation with the Registrar and Associate Deans, establishes the annual cut-off ranges for each of the University’s degree programs.
b) Indicate the appropriateness of the admission requirements for ensuring adequate achievement and preparation for entry into the proposed program. The Creative Writing major will be a direct-entry program, providing aspiring writers with a four-year creative educational experience. Allowing direct entry into the program supports student success and retention by removing impediments to student progression and developing a cohort of students. The program recognizes direct-entry is a point of differentiation among most Canadian Creative Writing programs and is confident the program design will allow students with varying writing abilities to progress and thrive.
c) List any proposed alternative admission requirements and rationale. The program will allow late entry into Creative Writing. It is common for students within the Bachelor of Arts to change majors, and the program does not want to limit a student’s opportunity. At this time the College of Arts is actively aiming to increase its overall student enrollment and will increase its course offerings to meet student demand as necessary.
d) For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale. The current requirements for admission to the BA program are sufficient for entry into the Creative Writing Program. The Creative Writing program will be a direct-entry major and minor; no portfolios or writing samples will be needed. The admission requirements for new majors within an already approved undergraduate degree program will remain the same.
2.3 Research and Experiential Learning Detail research and/or experiential learning activities indicating whether required or elective. Curricular experiential learning categories include applied research, certificate programs, co-
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 228 of 543 operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities.
Consult the Experiential Learning Faculty & Staff webpage to determine which categories of Experiential Learning (EL) opportunities are present. Indicate and rank the categories by course. Indicate which of the six Experiential Learning criteria are met in each activity.
Creative Writing students who wish to take experiential learning (EL) courses may take ENGL*3000 Editorial Experience as an elective. This course provides a combination of theoretical background and practical, hands-on experience in the field of literary magazine editing and publishing. Students will produce a digital undergraduate literary journal devoted to showcasing the writing of the University of Guelph community, gaining digital literacy and practical editing skills. Duties involved in the production of a digital journal will include mastering a digital publishing platform (Open Journal System), soliciting, and evaluating submissions, editing, proofreading, creating publicity, and more. Students will study the art and technique of editing by exploring the diverse landscape of contemporary literary culture available in both web-based and physical formats, including the range of current Canadian literary journals, editor-author correspondence, and original and edited texts, thereby gaining a greater understanding of current literary and literary journal culture in Canada and beyond.
Creative Writing students may also take ENGL*2370 “Literature and Community-Engaged Learning”; HUMN*3180 “Community Engagement Project”; and/or HUMN*3190 “Experiential Learning.” These community-engaged learning (CEL) courses aim to foster relationships between students and various community partners (local historical societies, art galleries, hospitals, schools, media outlets, and service organizations). They offer students the opportunity to use their creative skills and/or their study of literature to connect with Guelph community. Through internships, field trips, archival research, interviews, and/or service, students will produce research for public dissemination (talks, conferences, exhibits, publications, podcasts, performances, etc.).
Most of the creative writing workshops contain an experiential learning component. In their workshops, students critiquing student work act as editors, providing an in-depth review, which includes suggestions for revision. Students whose work is being workshopped participate in a standard professional activity as a writer since most writers must work with editors and learn how to revise their work in light of criticism. In the third and fourth years, additional EL components are added to the workshop courses. This may involve public readings of student work, table reads, research about competitions and grants, publishing and self-publishing options, going through the editorial process, the creation of bound chapbooks, and/or discussions regarding aspects of the creative profession. Courses directly addressing environmental or social justice issues may engage with local climate-justice or environmental organizations. In these third- and fourth-year workshops, students will reflect upon these experiential learning components in a short essay.
Experiential Learning Course Summary
Course EL Categories (ranked) MCU EL Criteria Met
ENGL*3000 Editorial Experience 1. Professional/Career Practice All 6 criteria 17
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 229 of 543 2. Course-Integrated 3. Community Engaged Learning ENGL*2370 Literature and Community- 1. Community Engaged Learning All 6 criteria Engaged Learning HUMN*3180 Community Engagement 1. Professional/Career Practice All 6 criteria Project HUMN*3190 Experiential Learning 1. Professional/Career Practice All 6 criteria CRWR*2100 Writing the Anthropocene 1. Course-Integrated 3-5 criteria 2. Professional/Career Practice CRWR*2150 Speculative Fiction Workshop 1. Course-Integrated 3-5 criteria 2. Professional/Career Practice CRWR*2200 Creative Nonfiction 1. Course-Integrated 3-5 criteria Workshop: Writing Nature 2. Professional/Career Practice CRWR*2300 Poetry Workshop 1. Course-Integrated All 6 criteria 2. Professional/Career Practice 3. Community Engaged Learning CRWR*2400 Screenwriting Workshop 1. Course-Integrated All 6 criteria 2. Professional/Career Practice CRWR*3300 Poetry Workshop: Ecopoetics 1. Course-Integrated All 6 criteria 2. Professional/Career Practice 3. Community Engaged Learning CRWR*3400 Screenwriting Workshop: 1. Course-Integrated All 6 criteria Writing for Inclusive Screens 2. Professional/Career Practice CRWR*3500 Advanced Writing for 1. Course-Integrated All 6 criteria Performance: Writing for the Inclusive 2. Professional/Career Practice Stage 3. Work Experience CRWR*4300 Capstone Poetics Workshop 1. Course-Integrated All 6 criteria 2. Professional Practice CRWR*4400 Capstone Scriptwriting 1. Course-Integrated All 6 criteria Workshop 2. Professional/Career Practice
2.4 Capstone Requirements Identify thesis, major paper or other capstone requirement, indicating whether required or elective.
Creative Writing majors are required to take one 4000-level capstone writing workshop, which will be a full credit. By the end of the course, students will produce a portfolio in one genre for possible admission into an MFA program or a draft of a manuscript or screenplay for future development, publication or production. Students will be assessed on their ability to produce: a sustained literary work of skilled quality that demonstrates technical confidence; a distinct individual voice; and an aesthetically sophisticated engagement with a creative form.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 230 of 543 Program Learning Outcomes and University of Guelph Learning Outcomes
See Appendix C (Curriculum Overview Map and Learning Outcomes Alignment Table)
3.1 Proposed Specialization Learning Outcomes a) List the Degree program learning outcomes and specialization learning outcomes.
The Bachelor of Arts Learning Outcomes include (available in Appendix C) • Community Engagement and Global Understanding • Critical and Creative Thinking • Literacy and Communication • Evaluate and Conduct Research • Depth and Breadth of Understanding • Professional Development and Ethical Behavior
Creative Writing Learning Outcomes:
By completion of this program, a student should be able to:
Critical and Creative Thinking 1. creatively and critically apply the knowledge and critical understanding of the elements of storytelling, literary devices, and genre-specific methodologies to devise the best approaches for achieving their creative goals, literary effects and/or aesthetic ends. 2. critically evaluate creative work, utilizing their firm grasp of the elements of storytelling, as well as literary forms and techniques, to propose creative, informed solutions to problems, flaws, and issues with the writing. 3. achieve an aesthetic maturity through the analysis and critical evaluation of literature.
Communication 4. gain expertise in the elements of storytelling, poetics, and/or scriptwriting in their writing. 5. produce a sustained literary work of skilled quality that demonstrates technical confidence, a distinct individual voice, an awareness of audience, and an aesthetically sophisticated engagement with a literary form. 6. articulate their creative decisions and offer nuanced, in-depth critique of others’ work (both written and oral) in group collaborations and workshops.
Literacy 7. apply a disciplinary vocabulary that enables the student to discuss, analyze, and evaluate the elements of storytelling, poetics and/or scriptwriting. 8. achieve a depth and breadth of understanding of literature by reading across a range of genres, historical periods, traditions, movements, and points of view. 9. approach their aesthetic practice in an analytical and informed manner; to situate their writing within a literary context; and to assess how their creative work participates or departs from a larger literary tradition. 19
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 231 of 543 Global Understanding 10. demonstrate a global understanding of issues regarding environmental awareness and/or social justice in their creative practice, using their creative work to engage in a dialogue for change. 11. demonstrate a global understanding by situating texts within different historical, cultural and discursive contexts. 12. recognize the ethical implications of their own and others’ writing, as well as understand arguments about issues of appropriation and representation.
Professionalism 13. work productively in a group setting by debating issues and presenting ideas in class with a high degree of professionalism and responding respectfully and comprehensively to questions posed. 14. achieve organizational and time management skills in order to be prepared for class and submit work by assigned deadlines. 15. undertake the professional practices of a writer, poet, and/or scriptwriter either through creative practice or community engagement.
b) Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.
Critical and Creative Thinking
The introduction of the Creative Writing major will enhance the undergraduate curriculum by providing more opportunities for students to combine critical thinking skills with their creative practice. By developing a knowledge and critical understanding of the elements of storytelling and genre-specific methodologies, students will be able to analyze and evaluate the role of technique, form, and genre in aesthetic production.
The major encourages students to engage in a continual process of problem solving in the initial production of their creative work; in their critiques of their fellow students’ writing; and in the revision of their writing. In producing their creative works, students creatively apply the knowledge and critical understanding of the elements of storytelling, literary devices, and genre- specific methodologies to devise the best approaches for achieving their aesthetic ends. In their critiques and revisions, students utilize their firm grasp of the elements of storytelling, poetics, and/or scriptwriting, as well as literary forms and techniques, to propose creative, informed solutions to problems, flaws, and issues with their creative writing and their fellow student writers’ work.
Creative Writing majors will help diversify approaches to literary study by engaging in textual and cultural analyses that address the aesthetic, theoretical and social questions that will shape their creative work. By approaching literary study as a writer, students think critically about how their creative practice engages, revises, or contests literary traditions, genres, and forms. This combination of critical thinking and creative practice produces a unique form of aesthetic maturity. 20
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 232 of 543 Ultimately, creative writing is its own epistemology: it offers students a praxis for making meaning about themselves, the world in which they live and the world to come. It provides opportunities for building alternative worlds in order to understand our own through this imaginative practice; through world-building, it offers students opportunities to give voice to and explore experiences of complexity. It provides students opportunities to enter other bodies through imaginative practice, to give expression to difficult emotions, including climate grief and experiences of racism. Students gain skills in ethical and esthetic issues of representation, and learn to understand how the dual action of where they place their attention and what they leave out has both esthetic and ethical consequences, particularly in a social-justice context.
Communication
One of the major ways the Creative Writing major will enhance the undergraduate curriculum is by providing students with a comprehensive writing-intensive education that emphasizes creativity. The major encourages them to hone their communication skills, both oral and written, by undertaking the study of three writing genres, gaining expertise in two, and creating a polished portfolio. Every creative writing workshop uses a writing-intensive approach to teach students how to achieve an advanced competency in the elements and techniques of creative writing. The goal of every creative writing course is to help students perfect their writing by combining aesthetic, technical and cultural knowledge into a work that compellingly combines imagination and shapeliness. At the end of their four years, students will have produced a substantial body of written work, culminating in a portfolio in their fourth year. The portfolio enables students to produce sustained creative work of skilled quality that demonstrates technical confidence, a distinct individual voice and an aesthetically sophisticated engagement with a creative form.
Creative Writing majors learn one of the most important goals of writing: communicating to an audience. The major’s workshop format helps to enhance University of Guelph’s curriculum by giving students an audience for their writing. Instead of a student simply writing to the professor and an imagined audience, the student writers are given an audience for their writing in every creative writing workshop. By repeatedly having their written work read by an audience and receiving critiques from a wide variety of readers, student writers learn what aspects of their writing resonated with readers and what did not. They gain a more nuanced understanding of their own subjectivity and the differing subjectivities of others. They learn to interrogate not only whether their work is comprehensible but compelling, as well.
The workshop methods offers another unique opportunity: feedback from several readers. If students only receive feedback from a professor, it may be difficult for them to discern or accept certain patterns, both negative and positive, in their writings. Feedback from several readers helps students address consistent issues in their writing. The workshop also gives student writers the opportunity to have their work read from multiple perspectives, thereby receiving insights from readers of different backgrounds and interests. This feedback prepares students to engage in a practice that is essential to good writing and communication: revision. Students learn that good writing often requires multiple drafts. Through their workshop experiences, students learn to identify helpful feedback and revise their creative writing accordingly.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 233 of 543 The Creative Writing major also provides a space for students to hone their oral communication skills. In workshops, students must articulate their creative decisions orally to their fellow writers. More importantly, they must offer nuanced, in-depth oral and written responses to others’ work in group collaborations and workshops. Many creative writing workshops, especially poetry workshops and scriptwriting courses, involve performance, requiring students to either read their work aloud to an audience or have their work performed.
Literacy
In their workshops, students will learn and apply a disciplinary vocabulary that enables them to discuss, analyze, and evaluate the elements of storytelling, poetics and/or scriptwriting in two different genres. In their literature courses, students will achieve a depth and breadth of understanding of literature by reading across a range of genres, historical periods, traditions, movements, and points of view. The Creative Writing major, however, will provide a unique approach to literacy as students complete a comprehensive program of reading that will enable them to make informed aesthetic judgments in their creative work as they compare and evaluate the merits and drawbacks of various narrative strategies. The literature courses, in other words, will help students achieve an understanding of literary traditions, genres, and forms that will enable them to approach their aesthetic practice in an analytical and informed manner; to situate their writing within a literary context; and to assess how their creative work participates or departs from a larger literary tradition. At the end of their program, students will be able to articulate a response on the craft of writing in regard to form and genre, literary and cultural contexts, literary antecedents and historical traditions.
Global Understanding
The Creative Writing major enhances the undergraduate curriculum by making global understanding an integral component in the achievement of aesthetic maturity. The goal of the Creative Writing Major is to prepare students to become socially aware writers, professionals, and global citizens, by having students use their creative practice as a way to model environmental and social justice issues pressing in the world today. In doing so, students achieve a global understanding of issues affecting society and the environment by using creative work to engage in a dialogue for change and achieve a heightened understanding of the complexity of such issues. In doing so, they approach their creative work as a potential site of civic knowledge and engagement, understanding the role narrative can play in conveying different points of view; shaping cultural knowledge; and recognizing how esthetic choices in all genres have ethical implications. By addressing issues of the environment and social justice, students will demonstrate an understanding of how creative writing in the form or genre under study reflects and/or contributes to different cultural, historical, and discursive contexts.
Professional and Ethical Behaviour
Because the Creative Writing major focuses on the small-class, discursive format of the workshop, Creative Writing majors achieve a high degree of professionalism because each workshop requires them to work productively in a group setting. As they openly discuss and
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 234 of 543 critique a creative piece, they learn to debate issues productively with their peers, recognizing that respectful disagreement implies intellectual vibrancy. They learn to engage respectfully and professionally with the creative writing of other workshop participants and provide peer responses within the stated timeframe. They must present ideas in class with a high degree of professionalism and respond respectfully and comprehensively to questions posed. They learn to organize their work and manage their time in order to complete a large, long-term, individually directed creative writing project. Starting in their second or third year, many workshops have an experiential learning (EL) component that encourages students to begin engaging in the professional aspects of being a writer (submissions, editorial process, public readings, table reads, creating bound chapbooks, engaging with micro-presses and online self-publishing, etc.).
c) Indicate how the identified outcomes will be assessed and in which specific courses.
Program Learning Outcomes (PLOs) Course Codes Assessments
PLO 1 Creatively and critically apply the CRWR*1000 (a, b, c) a. short creative writing knowledge and critical understanding of CRWR*2000 (a) exercises CRWR*2100 (a, b, c) the elements of storytelling, literary CRWR*2150 (a, b, c) b. creative work (short devises, and genre-specific methodologies CRWR*2200 (a, b, c) stories, poems, to devise the best approaches for achieving CRWR*2300 (a, b, c) screenplays, scripts, and/or their creative goals, literary effects and/or CRWR*2400 (a, b, c) creative nonfiction essays aesthetic ends. THST*2120 (a, b, c) c. revision of creative work CRWR*3100 (a, b, c) CRWR*3200 (a, b, c) d. a chapbook or portfolio CRWR*3300 (a, b, c) of polished work CRWR*3400 (a, b, c) CRWR*3500 (a, b, c) CRWR*4100 (a, b, c, d) CRWR*4300 (a, b, c, d) CRWR*4400 (a, b, c, d) PLO 2 Critically evaluate creative work, utilizing CRWR*1000 (a, b, c, d) a. workshop participation their firm grasp of the elements of CRWR*2000 (b, d) (both oral and written CRWR*2100 (a, b, c, d) storytelling, as well as literary forms and CRWR*2150 (a, b, c, d) critiques) techniques, to propose creative, informed CRWR*2200 (a, b, c, d) b. short creative writing solutions to problems, flaws, and issues CRWR*2300 (a, b, c, d) exercises with the writing. CRWR*2400 (a, b, c, d) c. revision of creative work THST*2120 (a, b, c) d. close readings (writing CRWR*3100 (a, b, c, d) CRWR*3200 (a, b, c, d) assignments and CRWR*3300 (a, b, c, d) discussions of readings) CRWR*3400 (a, b, c, d) CRWR*3500 (a, b, c, d) CRWR*4100 (a, b, c) CRWR*4300 (a, b, c) CRWR*4400 (a, b, c) PLO 3 Achieve an aesthetic maturity through the ENGL*1080 (a, b, c) a. Close readings (writing analysis and critical evaluation of literature ENGL*2380 (a, b, c) assignments and CRWR*2000 (a, b, d) CRWR*3100 (c, d) discussions of readings) CRWR*3200 (c, d) b. Written exams CRWR*3300 (c, d) c. Essays CRWR*4100 (d) 23
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 235 of 543 CRWR*4300 (d) d. Reflection essays CRWR*4400 (d) 2.0 credits in English (a, b, c) 1.0 credits from Literature, and Media courses (a, b, c) PLO 4 Master the elements of storytelling, CRWR*1000 (a, b, c, d, e) a. short creative writing poetics, and/or scriptwriting in their CRWR*2000 (a, d, e) exercises CRWR*2100 (a, b, c, d) writing. CRWR*2150 (a, b, c, d) b. creative work CRWR*2200 (a, b, c, d) c. revision of creative work CRWR*2300 (a, b, c, d) d. close readings CRWR*2400 (a, b, c, d) e. written exams THST*2120 (a, b, c) CRWR*3100 (a, b, c, d) CRWR*3200 (a, b, c, d) CRWR*3300 (a, b, c, d) CRWR*3400 (a, b, c, d) CRWR*3500 (a, b, c, d) CRWR*4100 (a, b, c) CRWR*4300 (a, b, c) CRWR*4400 (a, b, c) PLO 5 Produce sustained literary work of skilled CRWR*1000 (a, b, c) a. short creative writing quality that demonstrates technical CRWR*2000 (b, d) exercises CRWR*2100 (a, b, c) confidence, a distinct individual voice, an CRWR*2150 (a, b, c) b. creative work awareness of audience, and an CRWR*2200 (a, b, c) c. revisions aesthetically sophisticated engagement CRWR*2300 (a, b, c) d. a portfolio with a literary form. CRWR*2400 (a, b, c) THST*2120 (a, b, c) CRWR*3100 (a, b, c) CRWR*3200 (a, b, c) CRWR*3300 (a, b, c) CRWR*3400 (a, b, c) CRWR*3500 (a, b, c) CRWR*4100 (a, b, c, d) CRWR*4300 (a, b, c, d) CRWR*4400 (a, b, c, d) PLO 6 Articulate their creative decisions and offer CRWR*1000 (a) a. workshop participation nuanced, in-depth critique of others’ work CRWR*2100 (a) (both oral and written CRWR*2150 (a) (both written and oral) in group CRWR*2200 (a) critiques) collaborations and workshops CRWR*2300 (a) CRWR*2400 (a) THST*2120 (a) CRWR*3100 (a) CRWR*3200 (a) CRWR*3300 (a) CRWR*3400 (a) CRWR*3500 (a) CRWR*4100 (a) CRWR*4300 (a) CRWR*4400 (a) PLO 7 Apply a disciplinary vocabulary that enables CRWR*1000 (a, b, c) a. workshop participation the student to discuss, analyze, and CRWR*2000 (a, b, c) (both oral and written CRWR*2100 (a, b) CRWR*2150 (a, b) critiques) 24
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 236 of 543 evaluate the elements of storytelling, CRWR*2200 (a, b) b. close readings (writing poetics and/or scriptwriting. CRWR*2300 (a, b) assignments and CRWR*2400 (a, b) THST*2120 (a) discussions of readings) CRWR*3100 (a, b) c. written exams CRWR*3200 (a, b) CRWR*3300 (a, b) CRWR*3400 (a, b) CRWR*3500 (a, b) CRWR*4100 (a, b) CRWR*4300 (a, b) CRWR*4400 (a, b) PLO 8 Achieve a depth and breadth of ENGL*1080 (a, b, c) a. close readings understanding of literature by reading ENG*2380 (a, b, c) b. written exams CRWR*2000 (a, b) across a range of genres, historical periods, 2.00 credits from English c. essays traditions, movements, and points of view. (a, b, c) 1.00 credits from Lit, THST and Media (a, b, c) PLO 9 Approach their aesthetic practice in an CRWR*3100 (a) a) reflection essays analytical and informed manner; to situate CRWR*3200 (a) CRWR*3300 (a) their writing within a literary context; and CRWR*4100 (a) to assess how their creative work CRWR*4300 (a) participates or departs from a larger CRWR*4400 (a) literary tradition. PLO 10 Demonstrate a global understanding of CRWR*2100 (a, b) a) creative work issues regarding environmentalism and/or CRWR*2150 (a, b) CRWR*2200 (a, b) b) revisions social justice in their creative practice, CRWR*3300 (a, b) using their creative work to engage in a CRWR*3400 (a, b) dialogue for change. CRWR*3500 (a, b) PLO 11 Demonstrate a global understanding by ENGL*1080 (a, b) a) written exams situating texts within different historical, ENGL*2380 (a, b) b) essays 2.00 credits from English cultural and discursive contexts. (a, b) 1.00 credits from Lit, THST and Media (a, b) PLO 12 Recognize the ethical implications of their CRWR*2100 (a, b, c) a) creative work own and others’ writing, as well as CRWR*2150 (a, b, c) b) workshop participation CRWR*2200 (a, b, c) understand arguments about issues of CRWR*3300 (a, b, c) (both oral and written appropriation and representation. CRWR*3400 (a, b, c) critiques) CRWR*3500 (a, b, c) c) revisions PLO 13 Work productively in a group setting by CRWR*1000 (a) a) workshop participation debating issues and presenting ideas in CRWR*2100 (a) CRWR*2150 (a) class with a high degree of professionalism CRWR*2200 (a) and responding respectfully and CRWR*2300 (a) comprehensively to questions posed. CRWR*2400 (a) THST*2120 (a) CTWR*3100 (a) CRWR*3200 (a) CRWR*3300 (a) CRWR*3400 (a) CRWR*3500 (a) CRWR*4100 (a) 25
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 237 of 543 CRWR*4300 (a) CRWR*4400 (a) PLO 14 Achieve organizational and time CRWR*1000 (a, b, c) a. (prepared for) workshop management skills in order to be prepared CRWR*2100 (a, b, c, d) participation CRWR*2150 (a, b, c, d) for class and submit work by assigned CRWR*2200 (a, b, c, d) b. (submission of) creative deadlines. CRWR*2300 (a, b, c, d) writing exercises CRWR*2400 (a, b, c, d) c. (submission of) creative THST*2120 (a, b, c, d) work CRWR*3100 (a, b, c, d) d. (submission of) revisions CRWR*3200 (a, b, c, d) CRWR*3300 (a, b, c, d) e. (completion of) portfolio CRWR*3400 (a, b, c, d) CRWR*3500 (a, b, c, d) CTWR*4100 (a, b, c, d, e) CRWR*4300 (a, b, c, d, e) CRWR*4400 (a, b, c, d, e) PLO 15 Undertake the professional practices of a CRWR*2100 (a) a. reflection essay or writer, poet, and/or scriptwriter either CRWR*2150 discussion of EL CRWR*2200 (a) through creative practice or community CRWR*2300 (a) b. completion of a portfolio engagement CRWR*2400 (a) and/or CRWR*3100 (a) c. their academic CRWR*3200 (a) performance in an EL CRWR*3300 (a) course CRWR*3400 (a) CRWR*3500 (a) CRWR*4100 (a, b) CRWR*4300 (a, b,) CRWR*4400 (a, b) ENGL*3000 (c) ENGL*2370 (c) HUMN*3180 (c) HUMN*3190 (c)
d) Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.
Creative Writing Exercises
The short 450- to 500-word creative writing exercise is an essential learning and assessment tool for the first two years of our program. In CRWR*1000, creative writing exercises are used to assess students’ knowledge and critical understanding of the elements of storytelling (point of view, character development, setting, dialogue, scene, and narrative arc) and students’ ability to apply this knowledge in their creative work. Through lectures that explore a culturally diverse range of written work, including from racialized and indigenous writers, professors will give a sense of the possibilities of form and how students can employ specific elements of storytelling. To assess whether or not students understand how to employ an element of storytelling, students are then asked to write a creative writing exercise in which they apply what they have learned. In this exercise they practice both critical and creative thinking. They must use the reading and examples from lecture as models, expanding their sense of formal possibility, and apply this knowledge in a creative and original manner. The creative writing exercise, in other
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 238 of 543 words, enables professors to assess both the students’ knowledge and proper application of the elements of storytelling, as well as their creativity.
CRWR*2000 reinforces what students learned about the elements of storytelling in CRWR*1000 by having students write more in-depth and rigorous creative writing exercises. For example, if in CRWR*1000 they were asked to complete a writing exercise in which they write from a first- person point of view, in CRWR*2000 they may be asked to do multiple creative writing exercises that require them to apply first-person, second-person, third-person, and omniscient points of view. The second-year workshops also employ the use of writing exercises, but these writing exercises may also function as building blocks for a larger story, essay, or creative project. Moreover, the writing exercises become an invaluable learning and assessment tool in the second-year poetry, screenwriting, and playwriting workshops, where students are introduced to genre-specific fundamentals and forms. By the third and fourth years, the creative writing exercises are used for students to attempt and professors to assess a particularly difficult or complicated application of an element of creative technique and craft.
Close Readings
In ENGL*1080, students learn how to pay close attention to language and begin to analyze how a passage creates meaning by performing several 500- to 750-word close readings. The students will read an entire book and then be given a passage from that book to analyze. They must pay close attention to the language of the passage and explain how it creates meaning by answering a specific question. Their close reading will need to address the larger themes and concerns of the text. In ENGL*1080, for example, students may be given a passage from Pride and Prejudice and asked to identify the language of consent and the language of status, focusing on specific words, phrases, and metaphors in order to explain how they clash in the passage. For their paper, they may be asked to use this close reading to address how the text as a whole resolves the tension between the language of status and the language of consent. Students learn that close reading is the foundation of any literary interpretation. Close readings enable the student to engage in textual and cultural analyses that address the aesthetic, theoretical and social questions that will shape their creative work.
In CRWR*2000, students learn to read as a writer by performing a number of close readings of assigned readings in order to consider how and why a published writer has made specific esthetic choices. CRWR*2000 is where we begin to teach students that they cannot become good writers without first becoming serious readers. In other words, they learn to be readers who compare and contrast narrative and esthetic strategies of a wide range of culturally diverse writers, including Black, racialized, indigenous, 2SLGBTQ+ writers and writers living with disabilities. Readings will be from both Canadian literature and the wider global literary community. In CRWR*2000, the close readings become a way to assess a student’s knowledge of a disciplinary vocabulary and how the student applies that vocabulary to discuss, analyze, and evaluate elements of craft. The close readings, in other words, become an opportunity for a student to perform a rigorous, sustained analysis of how an element of storytelling is employed and a way for the professor to assess such analysis. These close reading assignments prepare students to
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 239 of 543 write in-depth and incisive workshop responses to fellow students’ creative work, as well as giving them the tools to participate in class discussions of the readings.
In their writing workshops, students are always assigned shorts stories, chapters and/or excerpts that represent a successful application of an element of storytelling. Instead of producing a written close reading of the text, students are asked to engage in class discussions that focus on the language of the text in order to explain how the author has applied an element of storytelling. The quality of their close reading is assessed as part of their participation grade.
Workshops
Workshops form the foundation of most creative writing programs’ method of instruction. In a workshop, students distribute their creative writing to the class as a whole according to a workshop schedule. Students are required to offer a nuanced, in-depth response to each other’s work. Student writers have their creative writing exercises discussed for 15-20 minutes and their longer creative work discussed for 30-40 minutes. Relying on the close-reading skills they learned (or are learning) in their first-year courses, and their developing knowledge of a discipline-specific vocabulary, students prepare a written response to the work being workshopped, which they present orally to the class. In their responses, students are assessed on their analysis of how the student writer employs the elements of form and craft and on how the student evaluates the writer’s application of such elements. In their analysis and evaluation of a student’s creative work, responding students learn to articulate where their attention is fully engaged as a reader and how the student writer is successfully employing elements of craft. They also focus on problematic areas where more work is needed and where the reader is confused and falls out of the imagined world. Workshops also help hone students’ oral communications skills since they must share their critique in a public discussion of creative work. To summarize, in workshops, both through students’ oral and written critiques, professors assess students’ ability to critically evaluate creative work and to propose creative, informed solutions to problems with the writing by utilizing their firm grasp of the elements of literary craft, including storytelling and other forms and techniques. At the end of the workshop, the instructor summarizes the analyses and evaluations regarding the students’ application of the elements of craft. Workshops will also focus on discussing literary techniques in a culturally diverse range of published work.
Students are introduced to the workshop format in CRWR*1000. Every week, after two lectures, students take one workshop, where they attempt to put the close reading skills and a disciplinary vocabulary they are learning to use in their responses to student creative work. Since CRWR*1000 is a gateway course, it is important that students be exposed to the mode of delivery that will characterize most of their creative writing courses. CRWR*2000 “Reading as a Writer” focuses on the close reading skills they will need in their literature courses and in their workshop critiques. By their second year, all their creative writing courses will have a workshop format with a maximum enrollment of 20 students.
The workshops also give students an awareness that they are writing for an audience by providing a rare opportunity in which their classmates respond to their work as both readers and writers. A diverse audience composed of people of different genders, races, classes, and viewpoints helps 28
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 240 of 543 student writers recognize the ethical implications of their own and others’ writing, as well as understand arguments about issues of appropriation and representation in creative texts. An audience helps the writer understand the role of creative texts in conveying and shaping cultural knowledge and individual points of view. This awareness of the social and ethical implications are assessed through their revisions.
Professors also use workshop participation to evaluate students’ professionalism. Besides teaching students how to analyze, evaluate, and problem solve, these workshops also teach students to work productively in a group setting and to provide feedback in a constructive manner with a high degree of professionalism. They are also taught to respond respectfully and comprehensively to questions posed. Workshops teach students to behave in a professional manner because participation requires organizational and time management skills in order to be prepared for class and submit work by assigned deadlines. By adhering to a workshop schedule; they realize that late submissions give their fellow students less time to read and prepare their responses and that not submitting work on time may even disrupt the workshop schedule for the entire class.
Creative Work
Creative work may be a short story (fiction), essay or short memoir (creative nonfiction), poem or suite of poems (poetry), a scene or screenplay, or act or play. In their second year, students write, workshop and revise one longer creative piece. The creative work is used to assess students’ creative and critical thinking as they work to integrate the elements of genre and craft into an original, shapely whole. Professors also use these longer creative pieces to assess how students combine aesthetic, technical and cultural knowledge into a compelling work of imagination. Creative work is also used to assess how well students creatively apply genre- specific literary techniques and methodologies to devise the best approaches for achieving their aesthetic ends.
In workshops where the focus explicitly addresses the environment or social justice (CRWR*2100, CRWR*2150, CRWR*2200, CRWR*3300, CRWR*3400, and CRWR*3500), creative work is used to assess the student’s global understanding of issues affecting human society and the biosphere and how students use their creative work to gain a greater understanding of experiential complexity and engage in a dialogue with their communities for change. The longer creative work is also used to assess students’ understanding of creative texts as potential sites of civic knowledge and engagement.
Revision
Revision is essential to good writing and is a required assessment tool beginning in the second- year workshops. The main goal of the revision is to create a greater understanding of one’s creative vision and how to communicate that vision more effectively to an audience. While the workshops raise students’ awareness of audience, as well as an awareness of the social and ethical issues in the act of writing and their own specific writing, their understanding of audience and social/ethical issues are assessed in their revisions. The revision, in other words, allows the
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 241 of 543 professor to assess students’ ability to revise their creative writing in response to detailed feedback from the professor and from peer-group workshops.
Reflection Essays
There are two types of reflection essays students will write in their creative writing courses: a reflection essay on their experiential learning (EL) experience and a reflection essay on how they are situating their creative work within a larger literary context.
As mentioned above, in order to become a good writer, one must become a serious reader. In other words, one can only achieve an aesthetic maturity through the rigorous analysis and critical evaluation of literature and creative work. Creative writing majors are required to take several literature courses, thereby completing a comprehensive program of reading that will enable them to make informed aesthetic judgments. Reading is also an essential part of their creative writing workshops and will focus on a culturally diverse range of material, including the work of emerging Canadian writers, particularly from traditionally marginalized communities. While students’ ability to analyze and evaluate literature and creative work are assessed in their essays, exams, close readings and workshop critiques, the reflection piece is an opportunity for students to situate their writing within a literary context and to think critically about how their creative practice engages, revises, or contests literary traditions, genres, and forms. Beginning in the third year, after they have already taken numerous literature courses, students will be asked to write a 3- to 5-page reflection piece on how their writing has been influenced by the reading assigned in the workshop or by their literary studies. In their capstone course, following the model of MFA programs, students create a reading list of at least 15 books of fiction, nonfiction, scripts and/or poetry and then write an 8- to 10-page reflection piece on how these texts have shaped their creative practice. In the reflection piece, students will be assessed on how they approach their aesthetic practice in an analytical and informed manner; compare and evaluate the merits and drawbacks of various narrative strategies when approaching their creative practice; and articulate a response on the craft of writing in regard to form and genre, literary and cultural contexts, literary antecedents and historical traditions. They will also be assessed on their depth and breadth of understanding of literature as they create and discuss a reading list that covers a range of genres, historical periods, traditions, movements, and points of view.
The experiential learning (EL) reflection essay helps students articulate and assess what they learned about their EL experience as they prepare themselves for the professional world. The EL component encourages them to tackle the more intimidating aspects of being a writer: submitting their work and facing rejection; submitting their work and going through the editorial process; reading their work to the public; having their work performed in a table reading; transforming their creative work into a digital medium; and engaging in community-based learning to give their creative work more depth and relevance and to understand the various contexts in which narrative and linguistic facility are invaluable professional skills, particularly for communicating urgent contemporary stories. The reflection essay encourages students to reflect on their experiences, their weaknesses and strengths, and the insights they gained about the creative practice.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 242 of 543 Portfolio
In their capstone courses, students prepare a polished portfolio of work in one genre. Students will be assessed on their ability to produce: a sustained literary work of skilled quality that demonstrates technical confidence; a distinct individual voice; and an aesthetically sophisticated engagement with a creative form. The portfolio can be used to apply to MFA programs or for jobs in the creative industry.
Exams
In their lecture courses in literature, students will be asked to write exam essays. Unlike other disciplines, English and literature departments rarely use multiple-choice exams or rely solely on short-answer exams. Instead English and literature exams offer an opportunity for the student to improve their extemporaneous writing skills as they write one or two exam essays. In these exam essays, students will be assessed on how well they: situate texts within their historical, national, cultural and discursive contexts; understand the role of narrative in conveying different points of view, for example across historical time periods, nationalities and ethnicities, gender and sexuality, class, and/or ability; and demonstrate an understanding of how texts in the form or genre under study reflect and/or contribute to different cultural, historical, and discursive contexts.
Essays
Creative writing students are eligible to take English seminars, which they are encouraged to do. These seminars focus on writing and research, as well as literary analysis, and offer students an opportunity to round out their writing education. In their essays, students will be assessed on their ability to incorporate textual evidence in their writing and use that evidence critically and creatively to build persuasive interpretive arguments; they will also be assessed on their ability to analyze texts in relation to a theoretical and historical framework, as well as interrogate questions of literary value and evaluate how a text works within, or expands the definitions of, genre.
e) Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. (refer to tables in Appendix C)
The University of Guelph Learning Outcomes and their alignment to the Bachelor of Arts and the Creative Writing program learning outcomes can be found in Appendix C.
f) Identify any distinctive curriculum aspects, program innovations or creative components.
What makes our proposed Creative Writing major truly distinctive is its focus on creative writing praxis as a way to address the environmental and social justice issues necessary for creating thriving societies, vital and responsive cultures, and a livable future. By having environmental awareness and social justice shape students’ creative practice, the major will produce writers whose creative engagement with these issues will benefit the community, the environment, and 31
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 243 of 543 traditionally marginalized groups. In their second year, students will learn how to engage with these issues in imaginative and narrative form in their fiction and creative nonfiction workshops (CRWR*2100 “Fiction Workshop: Writing the Anthropocene”; CRWR*2150 “Speculative Fiction Workshop”; CRWR*2200 “Creative Nonfiction Workshop: Writing Nature”). In their third-year poetry workshop (CRWR*3300 “Eco-Poetics”), third-year screenwriting course (CRWR*3400 “Screenwriting Workshop: Writing for Inclusive Screens”), and/or third-year scriptwriting course (CRWR*3500 “Advanced Writing for Performance: Writing for the Inclusive Stage”), students will begin to master their chosen genres while engaging issues of environmental awareness or social justice. Through the program’s unique focus and the existing expertise at the University of Guelph in the field of Environmental Studies, and the initiative at the new Guelph Institute of Environmental Research to bring together environmental science and creative writing, students will have opportunities for cross-disciplinary collaboration. This will expand their engagement with environmental issues, including those related to the climate crisis. Their training in storytelling, imaginative world-building and futures-imagining will allow students to engage with their communities, including the Canadian literary community, for dialogue and change. Additionally, what sets our Creative Writing major apart is that we are a direct-entry program. While Creative Writing majors at most other Ontario universities have to wait until their second or third year to enroll in the major, we will provide aspiring writers with a four-year creative educational experience. Moreover, unlike other Creative Writing majors in Ontario, our students will not need to submit a portfolio for entry into any of our creative writing workshops.
g) Identify how the curriculum addresses the current state of the discipline.
Both literary culture and creative writing pedagogy have been grappling with issues of inclusivity and systemic and institutional racism. The new Creative Writing major aims to address such issues through its innovative course content, which focuses directly on environmental and social justice and the connections between the two. The program positions creative writing as an epistemology, an imaginative and experiential praxis that allows students to embody others, consider a diversity of points of view and learn how narrative and lyric forms can voice complexity in the context of a larger culture that often seems intent on reducing this. It responds to existing student interest in the field, their hunger to tell their own stories and to use a creative practice as a way of responding to the world. The major offers students a variety of modes for responding to the societal, cultural and existential dilemmas of our time and developing a more nuanced understanding. It centres culturally diverse content at a time when Canadian literary culture is endeavouring to do the same. Structurally, our creative writing curriculum is similar to that of other Creative Writing majors in Ontario. Students begin with an introductory lecture course (CRWR*1000), where they are introduced to the elements of storytelling. Like other Creative Writing programs, these elements of storytelling will be reinforced and mastered in all the genre workshops. This is followed by an additional lecture course that focuses on how to read as a writer (CRWR*2000). Students also take two English lecture courses on how to read poetry (ENGL*2380) and how to do a close reading of a text (ENGL*1080). By the second year, all our creative writing courses are workshops with a low enrollment cap (20 students); this is in line with most Creative Writing majors. Along with other Creative Writing majors, we introduce students to new genres (poetry, screenwriting, nonfiction, scriptwriting) at the second year. They 32
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 244 of 543 can continue to hone their skills in these genres at the third- and fourth-year level. In their fourth year, students take a capstone course in which they complete a portfolio. The one major difference is that we do not require a portfolio to enroll in any of the writing workshops. Students simply have to fulfill the writing prerequisites.
In designing the Creative Writing major, we have worked with the University of Guelph MFA faculty to ensure our graduates have the skills necessary to undertake an MFA. Towards that end, the major offers students the opportunity to study three genres, gain expertise in two, and create a polished creative portfolio in one. A portfolio and a broader, more expansive artistic repertoire prepare students for further study at the MFA level, which often requires applicants to submit a portfolio that shows mastery in one genre and competency in another.
h) Identify the program mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.
The program has two main modes of delivery: lectures and workshops. Half of the first-year courses in the Creative Writing major are lecture-workshop/seminar hybrid courses; both CRWR*1000 and ENGL*1080 offer two weekly lectures and a weekly writing workshop and seminar, respectively. The other two first-year courses are lecture courses that teach students how to read poetry (ENGL*2380) and how to read as a writer (CRWR*2000). The delivery of these courses are appropriate for introducing students to the elements of creative writing, as well as teaching them how to perform a close reading of a text.
In their first-year lecture courses, students mostly learn by having professors lecture on the reading. In these lectures, professors analyze and perform a series of close readings on how writers successfully employ the elements of storytelling or how the texts create meaning. Students’ critical and creative thinking skills, their communication skills, and their literacy skills are assessed through exam essays, writing exercises in which students use the readings as a model while producing original work, and short, focused close readings of a passage. Students do not need to be Creative Writing majors to take these courses. These courses are meant to give students the opportunity to discover and develop any writing talent they may possess.
By the second year of the program, the delivery of the creative writing courses is solely focused on the workshop. Workshops, which will be restricted to Creative Writing majors and minors, form the foundation of most creative writing programs’ method of instruction. In workshops, both through students’ oral and written responses, professors assess students’ ability to critically evaluate others’ creative exercises, identify areas that need further work, and offer possible modes for addressing this. The workshops also give students an awareness of a diverse audience composed of people of different genders, races, classes, and viewpoints, helping student writers recognize the ethical implications of their own and others’ writing. An audience also helps the writer understand the role of creative texts in conveying and shaping cultural knowledge and individual points of view. Students’ awareness of the social and ethical implications is assessed through their creative work and their revisions. These workshops also teach students to work
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In their workshops, students write and revise at least one longer piece of creative work. These longer creative pieces and revisions are used to assess students’ knowledge and critical understanding of the elements of literary craft and their ability to combine aesthetic, technical and cultural knowledge into a compelling work of shapeliness and imagination. The revision of one longer piece of creative work is used to assess students’ ability to revise their creative writing in response to detailed feedback from the professor and from peer-group workshops. In workshops where the focus is on environmentalism and social justice (CRWR*2100, CRWR*2150, CRWR*2200, CRWR*3300, CRWR*3400, and CRWR*3500), the longer creative work helps the professor assess students’ global understanding of issues affecting society and the environment and how they use their creative work to engage in a dialogue with their communities for change.
Most of the literature courses are offered in a lecture format, though Creative Writing students are eligible to take English seminars, as well. English and literature exams offer an opportunity for the student to improve their extemporaneous writing skills as they write exam essays. In these exam essays, students are assessed on how well they: situate texts within their historical, national, cultural and discursive contexts; understand the role of narrative in conveying different points of view, for example across historical time periods, nationalities and ethnicities, gender and sexuality, class, and/or ability; and demonstrate an understanding of how texts in the form or genre under study reflects and/or contributes to different cultural, historical, and discursive contexts.
i) Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.
The Creative Writing major offers students the opportunity to combine critical thinking skills with their creative practice. In producing their creative works, students creatively apply the knowledge and critical understanding of the elements of storytelling, literary devices, and genre-specific methodologies to devise the best approaches for achieving their aesthetic ends. By approaching literary study as a writer, students think critically about how their creative practice engages, revises, or contests literary traditions, genres, and forms. This combination of critical thinking and creative practice produces a unique form of aesthetic maturity.
Through its emphasis on writing and oral critique, the major hones students’ communication skills, both oral and written. At the end of their four years, students will have produced a substantial body of written work, culminating in a portfolio in their fourth year. The portfolio enables students to produce sustained literary work of skilled quality that demonstrates technical confidence, a distinct individual voice and an aesthetically sophisticated engagement with a literary form. The portfolio can be used to apply to MFA programs or for jobs in creative industries, including gaming, or any job in which literary or narrative skill needs to be demonstrable.
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 246 of 543 The structure of the major helps develop students’ literacy skills. In their workshops, majors will learn and apply a disciplinary vocabulary that enables them to discuss, analyze, and evaluate the elements of literary craft across at least three different genres. The literature courses provide students with an understanding of literary traditions, genres, and forms that will enable them: to approach their aesthetic practice in an analytical and informed manner, to situate their writing within a literary context; and to assess how their creative work participates or departs from a larger literary tradition.
By making global understanding an integral component in the achievement of aesthetic maturity, the Creative Writing major prepares students to become socially aware professional writers or professionals in a variety of fields in which linguistic facility, empathy, and storytelling skills are prized. With the program’s focus on the environment and social justice, students learn to interrogate the ethical implications of their own and others’ writing.
Lastly, due to its workshop format, the Creative Writing majors achieve a high degree of professionalism because each workshop requires them to work productively in a group setting; engage respectfully and professionally with the creative writing of other workshop participants; and organize their work and manage their time in order to adhere to a workshop schedule.
j) Describe in detail plans for documenting and demonstrating the level of performance of students in the program and how this information will be used toward the continuous improvement of the program.
The University of Guelph's governance structure and policies align with the concepts of documenting and demonstrating student performance and program evaluation from inception through to delivery and program review.
The University is comprised of seven Colleges responsible for the management of academic programs. Each College is headed by a Dean with support from Associate Deans responsible for specific components of the academic offerings (e.g., undergraduate, graduate, research, etc.). Associate Deans Academic (ADAs) are faculty members whose responsibilities include the administration of the undergraduate curriculum within their affiliate College. The BA Honours in Creative Writing will be administered through the College of Arts and the School of English and Theatre Studies by its Dean, ADA, Dept. Director, the BA Program Committee, and the Creative Writing Curriculum Committee.
Bylaws for the Board of Undergraduate Studies (BUGS), the University’s Senate committee responsible for undergraduate programs and policies, mandate the existence of program committees (e.g. BA, B.Sc., B.Comm., etc.) and curriculum committees to oversee the creation and maintenance of programs within their purview. Degree program committees are chaired by ADAs to ensure there is a relationship between the program committee and the College via the Dean’s Office. The ADAs also support the Cyclical Program Review process for the programs offered by their College. When a new program or major within a program is being developed, a working group is formed to administer its creation. Typically, once the program is approved, the
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Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 247 of 543 members of this working group would then comprise the membership of the BUGS sub- committee called the curriculum committee.
Curriculum committees, comprised of faculty and students, meet regularly to review the curriculum for the program(s) they are responsible for and make recommendations to their program committee (in this case, the BA Program Committee), which, in turn, makes recommendations to BUGS and Senate. For further clarity, a visual depiction of the relationship between these committees is available here.
Much of the data required to demonstrate the level of performance of students will be readily available to the Director of the School of English and Theatre Studies through course grades and course evaluations. University policies dictate that department chairs or directors are responsible for reviewing courses and ensuring that academic standards and expectations are met, including the review of course outlines, final course grades, and course evaluations. Other information, such as enrolment data, admission averages (domestic, international, and transfer), retention, graduation, etc. will be readily available via data request to our Office of Institutional Analysis and Research.
The level of performance of graduates from the BA program will be distinguished and quantified by reviewing how many students were enrolled in the program versus the number who graduated with the BA Honours Creative Writing degree. Students in the BA Honours program are required to meet a minimum standard for graduation. Namely, they fulfill the course and credit requirements of at least one major with a cumulative average of at least 70% in all course attempts at the University of Guelph in that major.
Further, the majors are required to complete a capstone course, and the curriculum committee will consult and align assessments to ensure these cumulative experiences meet the programs learning outcomes. The curriculum committee will determine the minimum threshold they feel is necessary for those outcomes. Should the threshold not be met, they will take steps to resolve the discrepancy.
The College also plans to conduct exit surveys, beginning with the first graduating class, and working with our Office of Alumni Affairs and Development to survey alumni, one-year post- graduation.
The Creative Writing Curriculum Committee plans to meet, at minimum, on a semesterly basis to review the program’s progress. Data collected will be used to inform small changes to the curriculum as needed and to document the progression of the program and its students working toward the first cyclical program review. The director will work closely with the curriculum committee to assist with the implementation of changes resulting from continuous improvement efforts.
k) For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
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l) If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work terms; and 2) work term report guidelines for students. Contact the Director, Experiential Learning Hub – Co-operative Education for more information.
N/A
Inclusion, Diversity and Accessibility
“The University of Guelph Senate affirms its commitment to an inclusive campus and fostering a culture of inclusion at the University of Guelph as an institutional imperative, acknowledging the University’s diverse population and that every member of an inclusive campus is a valued contributor.” (Fostering a Culture of Inclusion at the University of Guelph: an Institutional Imperative, April, 2017).
This includes assurances that issues of equity, diversity, and accessibility are considered in the development and delivery of curriculum.
Discuss the ways in which inclusion is considered in this new program proposal.
The Creative Writing major addresses issues of equity, diversity, and inclusion through its focus on social justice and environmental awareness. The goal of the Creative Writing Major is to prepare students to become socially aware writers, professionals, and global citizens, by having students use their creative practice as a way to address and engage environmental and social justice issues. In doing so, students achieve a global understanding of issues affecting society and the environment by using creative work to engage in a dialogue for change and a heightened understanding of the complexity of such issues.
Many of our creative writing workshops focus directly on issues of inclusion and social justice. In CRWR*2150 “Speculative Fiction Workshop” students will explore how fiction is a means of world creation, including the futuristic, fantastic and dystopic, and a mode for entering the perspectives of others, sometimes those radically not like us. The third-year screenwriting course, CRWR*3400 “Screenwriting Workshop: Writing for Inclusive Screens” and the third-year playwriting course, CRWR*3500 “Advanced Writing for Performance: Writing for the Inclusive Stage,” will address issues of social justice, heightening students’ awareness of diverse points of view and their ability to enter and embody different perspectives in creative form while offering students further facility in the art of writing for the screen or the stage, respectively.
Besides their core English courses, majors are required to take four English literature courses, a third of which focus on race, gender, and/or class, training students in inclusivity and exposing them to marginalized viewpoints and voices of marginalized communities. Reading is also an essential part of students’ creative writing workshops and our creative writing instructors are committed to assigning a culturally diverse range of material, including the work of emerging Canadian writers, particularly from traditionally marginalized communities. By discussing literary techniques in a culturally diverse 37
Bachelor of Arts (BA) Program Committee - New Honours Major Proposed New... Page 249 of 543 range of published work, students learn to be readers who compare and contrast narrative and esthetic strategies of a wide range of culturally diverse writers, including Black, racialized, indigenous, 2SLGBTQ+ writers and writers living with disabilities.
The workshops also give students an awareness of a diverse audience composed of people of different genders, races, classes, and viewpoints, helping student writers recognize the ethical implications of their own and others’ writing. Through workshop feedback, students gain a more nuanced understanding of their own subjectivity and the differing subjectivities of others. Lastly, the Creative Writing Major also shows its commitment to access and equity by embracing a direct-entry, non-portfolio model in order to eliminate competition for limited workshop spaces and focus instead on nurturing student talent by creating an inclusive environment.
Our commitment to diversity and a culture of inclusivity is also evident in our teaching faculty. Two of our most prominent tenured writers, Dionne Brand and Lawrence Hill, are Black Canadian professors, who focus on issues of race, class, gender, and/or sexuality in their creative work. Moreover, Elaine Chang is a tenured, Asian Canadian professor who teaches screenwriting; her work focuses on the Asian Canadian experience, as well as on issues of disability. Tenured faculty member Catherine Bush has addressed issues of disability in her creative work, as well as issues of climate crisis and ecological loss. The current director of the Guelph Institute for Environmental Research, Madhur Anand, a tenured professor of South Asian background, is, in addition to being an environmental scientist, a noted poet and writer of creative nonfiction, eager to collaborate at the intersections of creative writing and Environmental Studies.
By having environmental awareness and social justice shape students’ creative practice, the major will produce writers whose creative engagement with these issues will benefit the community, the environment, and traditionally marginalized groups.
Duplication, Student Demand and Societal Need
5.1 Duplication Identify similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.
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***
The program proposal has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192914
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Undergraduate Curriculum Changes: Program Additions, Deletions, Changes
Meeting: June 7, 2021
k) Bachelor of Arts (BA) Program Committee - New Minor (Linguistics) [Motion]
At its meeting on May 18, 2021, the Board supported the proposed new minor in Linguistics in the Bachelor of Arts program.1 The proposal is supported by the Office of the Provost, and the Dean of the College of Arts. The following material, in support of the proposed new minor program, is enclosed: • A memorandum from Patricia Tersigni, Director of Academic Programs and Policy • A memorandum from Dr. Samantha Brennan, Dean, College of Arts • A memorandum from Dr. Margot Irvine, Director, School of Languages and Literatures • An excerpt from the comprehensive proposal brief with rationale for the new program, learning outcomes, and inclusion, diversity and accessibility considerations.
The proposal brief in its entirety, including rationale for the new program and course change forms can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies.
Senate is asked to, RESOLVE, that Senate approve the proposed new minor in Linguistics, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1645 2 https://uoguelph.civicweb.net/filepro/documents/192915
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7k bugs - undergraduate curriculum program changes - (ba) minor in linguistics sd.docx
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From: Patricia Tersigni, Director, Academic Programs and Policies
CC: Gwen Chapman, Provost and Vice-President Academic Cate Dewey, Associate Vice-President (Academic)
Date: May 7, 2021
Re: Proposal for new Minor – Linguistics, Bachelor of Arts Program
Please find enclosed a proposal for a new minor in Linguistics in the Bachelor of Arts program, requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the COA Dean and Associate Dean (Academic) and approval and support of the Bachelor of Arts Degree Program Committee. Minors are not subject to external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP). The additional material for the proposed minor includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from the sponsoring unit and college, and corresponding curriculum changes. A list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact me or the staff in our office: Alyssa Voigt, Manager, Curriculum and Academic Quality Assurance Clarke Mathany, Manager, Curriculum and Academic Quality Assurance
The Director, School of Languages and Literatures and Associate Dean Academic, College of Arts will also attend the meeting to provide an overview and answer questions from BUGS members.
If approved by BUGS and Senate, the proposed new minor is reported to the Ontario Universities Council on Quality Assurance (OUCQA) as a “major modification” and is not subject to reporting to the Ministry of Colleges and Universities (MCU). The expected first intake will be Fall 2022.
List of Documents included in the proposal package:
• College of Arts, Dean’s Letter of Support • School of Languages and Literatures, Director’s Letter of Support • New Program Proposal Brief • Appendix C: Learning Outcomes – Program Learning Outcomes and Undergraduate Degree Learning Outcomes Alignment Template • Curriculum Changes – Summary of new courses • Curriculum Templates
NB: Additional appendices held on file include:
Bachelor of Arts (BA) Program Committee - New Minor (Linguistics) [Motio... Page 255 of 543 • Appendix A: Student Letter of Support • Appendix A: Alumna Letter of Support • Appendix D: Library Assessment • Appendix E: Faculty CVs • Appendix F: Consultation with other units • Appendix G: Student Progression through the Program and Implementation Plan
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January 18, 2021
Dear members of the Board of Undergraduate Studies,
I am writing this letter in support of the proposed minor in linguistics. This minor aims to fill a gap for students who have been taking our initial linguistics courses in large number and have long lamented we do not offer some sort of larger designation. We are building this minor on existing courses, research strengths, and interests. We are also creating new courses at the recommendation of our disciplinary experts to ensure well-rounded outcomes for our students.
The addition of this minor will allow students to gain a deeper understanding of linguistics, which will help language students and students interested in linguistics itself or those with the goal of becoming a speech therapist, for example.
We are confident in the School of Languages and Literatures’ ability to launch the program.
Sincerely,
Samantha Brennan, Dean
College of Arts MacKinnon Building, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 1-519-824-4120 uoguelph.ca/arts
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SCHOOL OF LANGUAGES AND LITERATURES
October 3, 2020
Re: Letter of support for new minor in Linguistics
As Director of the School of Languages and Literatures, I am writing to express my strong support for the creation of the minor in Linguistics.
This area of study is of interest to many students at the University of Guelph who are currently majoring in Psychology, Child and Family Studies or Language programs, to name a few. The minor groups together courses that are required prerequisites for application to graduate programs in Speech Pathology and Audiology. It will also provide skills in language and communication studies that will support a wide variety of careers. Faculty members in SOLAL are already advising students interested in career paths involving Linguistics, as well as teaching and conducting research in this area themselves.
Sincerely,
Dr. Margot Irvine, Director School of Languages and Literatures
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519-824-4120 ▪ www.uoguelph.ca/solal
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NEW PROGRAM PROPOSAL
Linguistics, Minor
School of Languages and Literatures College of Arts
Submission date: February 3, 2021
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Table of Contents
1 Program Introduction ...... 3
1.1 Program Description ...... 3
1.2 Program Rationale ...... 3
1.3 Letters of Support ...... 5
2 Program Requirements ...... 5
2.1 Proposed Program and Course Details ...... 5
2.2 Admission Requirements ...... 7
2.3 Research and Experiential Learning ...... 7
2.4 Capstone Requirements ...... 8
3 Program Learning Outcomes and University of Guelph Learning Outcomes ...... 8
3.1 Proposed Specialization Learning Outcomes ...... 9
4 Inclusion, Diversity and Accessibility ...... 13
5 Duplication, Student Demand and Societal Need ...... 14
5.1 Duplication ...... 14
5.2 Student Demand ...... 15
5.3 Societal Needs ...... 16
6 Anticipated Enrolment and Impact on Existing Programs ...... 17
6.1 Projected Enrolment Levels ...... 17
6.2 Impact on Existing programs ...... 18
7 Resource Requirements and Funding ...... 18
7.1 Human and Physical Resource Requirements ...... 18
7.2 Evidence of adequate resources ...... 19
7.3 External Financial Support ...... 20
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1 Program Introduction
1.1 Program Description
Provide a brief description of the proposed program, including the main learning outcomes and the goals of the program.
Linguistics, the scientific study of language, is an interdisciplinary subject that straddles the social sciences, the sciences and the humanities. Its many different branches and levels include, but are not limited to, phonetics (with applications for speech pathology, speech synthesis and recognition), sociolinguistics (which includes language variation and change and has implications for processes of social stratification, such as racism, sexism, and inequality), corpus linguistics (which focuses on the use of computational linguistics and natural language processing for research in the social sciences and the digital humanities), and applied linguistics (with applications for second language teaching, second language acquisition and translation).
1.2 Program Rationale
Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College, the University’s Strategic Framework.
The introduction of a Linguistics Minor will serve several roles within the University’s program offerings.
• It adds a new perspective for current language and literature students. Whether a student is interested in education, speech language pathology, audiology or other related fields, pairing Linguistics with a current language or literature Major will improve student employment and graduate program options. • It opens additional opportunities and improves the skill sets of students majoring in Psychology, Child and Family Studies and Human Development, Anthropology and Computer Science. • With no addition of new courses, it will provide recognition of coursework many students are already engaged in or are interested in pursuing.
The interdisciplinary design of the minor helps ensure there are many pathways into the minor, for example through popular first-year courses such as LING*1000 or introductory language courses. This will ensure students have ample opportunity to explore and consider the minor.
As the scientific study of language, the program will have a close relationship with Psychology, one of the University’s largest undergraduate programs. Other large programs at the University will also be complemented by this addition (for example, animal biosciences, neuroscience, computer science, anthropology). New programs in the COA, such as the BA in Culture, Technology and Society and the proposed BA in Sexualities, Genders and Social Change, will also be enriched by the
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inclusion of a course on Linguistics and Technology (corpus linguistics, natural language processing, technology assisted applications for language learning, computer assisted translation) and Sociolinguistics (language and gender, language and minority cultures, language and immigration, language death, revitalization and language policy, language attitudes, discourse analysis). The creation of the Minor in Linguistics will better align the programs in SOLAL with those of our international collaborators. For example, at the University of Bremen, there are colleagues who study multimodality and other new forms of language-based communication (e.g. social media, blogs, etc). It also aligns the curriculum at Guelph more closely with that of the Department of Linguistics and Literatures at the Vrije Universitat Brussels, with whom the School of Languages and Literatures will deliver a dual M.A. degree (starting in 2021).
The proposed Linguistics minor supports the University Strategic Framework and College of Arts Strategic Plan in several areas:
Inspiring Learning and Inquiry – The Linguistics minor will explore the use and implications of technology on language through a course in Linguistics and Technology (LING*3020) which will be cross-listed with the Culture, Technology and Society (CTS) curriculum. Students will be able to use tools and research techniques used in corpus linguistics to conduct research in sociolinguistics and discourse analysis. Furthermore, they are introduced to the application of corpus linguistics for research in sociology, history, gender and sexuality studies, literary studies, journalism studies, and media and communication studies. Students will have opportunities to engage in experiential learning courses and will be encouraged to take advantage of existing international opportunities through semesters abroad or field schools.
Connecting Communities – Courses in languages other than English contribute to depth of understanding within communities in Canada (French, Anishnaabemowin), as well as internationally (Italian, German, Spanish, Arabic, Mandarin, Portuguese). Studying one or more of these languages will sensitize students to linguistic and cultural diversity especially through studies in language variation and change, a subdiscipline of Sociolinguistics. As such it will improve the intercultural competence of our students, promote diversity and enhance communication skills. This theme also aligns with the College of Arts’ Strategic Plan, with Creating Community being one of three priority areas of action.
Stewarding Valued Resources - The minor proposal aims to bring together several disciplines, leveraging our existing resources and providing academic programming related to already established, large areas of student interest. For example, we can already see students majoring in Psychology, one of the largest programs at the University, are registering in large numbers in LING*1000 and LING*2400. We expect that many of these students will register for the minor. We also expect the minor to be of interest to students in the Bachelor of Arts and Sciences (BAS).
Preparing for Life and What is Next– The absence of a Linguistics program creates barriers for current students interested in pursuing specific career pathways. Our students may have difficulty
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fulfilling the requirements for admission to speech-language pathology programs, for example. Creating this minor provides a “home” for students interested in pursuing careers involving linguistics and provides them with faculty advising and guidance. Linguistics has proven to be of interest to students in animal biosciences and neuroscience, specifically those interested in human and animal communication systems, a growing area of research.
1.3 Letters of Support
List the letters of support indicating clear commitment of support from units/programs proposing the new program (Dean and Chair(s)/Director(s) of the sponsoring units). Include (if appropriate) letters of support from student groups or external partners.
Please see Appendix A for the following letters of support:
• Dean, College of Arts • Director, School of Languages and Literatures • President of the Guelph Classics Society • Alumna, currently pursuing a graduate degree in Speech Pathology 2 Program Requirements
2.1 Proposed Program and Course Details
Draft Calendar Copy Linguistics The minor in Linguistics is intended for students interested in the interdisciplinary study of language. An understanding of the structure of language will improve students’ communication skills and intercultural competence. The minor will be of interest to students wishing to do graduate work in speech pathology or audiology, and complements many majors, including modern or ancient languages, psychology, anthropology or computer science. Linguistics may be taken as a minor in the Honours program. Students in Linguistics will be advised in the School of Languages and Literatures.
Students will select the 2.50 credits in the Linguistics core, 1.50 credits from Group 1 and 1.00 credits from Group 2.
Note: Students preparing to apply to M. Sc. programs in Speech Pathology / Audiology should select courses in group 1 that will cover the necessary prerequisites.
Minor A minimum of 5.00 credits is required, including:
Linguistics Core (2.50 credits): LING*1000 [0.50] Introduction to Linguistics 5
Bachelor of Arts (BA) Program Committee - New Minor (Linguistics) [Motio... Page 263 of 543 LING*2400 [0.50] Phonetics LING*3010 [0.50] Topics in Sociolinguistics LING*3020 [0.50] Linguistics and Technology PSYC*1000 [0.50] Introduction to Psychology
GROUP 1: Language, Cognition and Research Methods (1.50 credits): ANTH*1150 [0.50] Introduction to Anthropology BIOM*2000 [0.50] Concepts in Human Physiology FREN*2500 [0.50] French Translation I NEUR*2000 [0.50] Introduction to Neuroscience PHIL*3250 [0.50] Philosophy of Language PSYC*1010 [0.50] Making Sense of Data in Psychological Research PSYC*2450 [0.50] Developmental Psychology PSYC*2650 [0.50] Cognitive Psychology SPAN*3240 [0.50] Topics in Hispanic Linguistics SPAN*4500 [1.00] Spanish Translation STAT*2040 [0.50] Statistics I
GROUP 2: Languages (1.00 credits): Any ARAB, CHIN, FREN, GERM, GREK, INDG*1100, ITAL, LAT, PORT, SPAN
Note: Some courses may also have prerequisites which are identified in course descriptions in the academic calendar.
Course Details All courses proposed as core and restricted electives are pre-existing. Course descriptions for the core courses are as follows:
LING*1000 Introduction to Linguistics Fall and Winter (LEC: 3) [0.50] The nature of language. An elementary survey of linguistic disciplines. Phonetics, morphology, syntax, semantics, language, and society.
This course has been offered for years for up to three semesters per year. Each offering has been full at caps between 80 and 200.
LING*2400 Phonetics Winter (LEC: 3) [0.50] This course studies central concepts in phonetics such as speech anatomy, acoustics, articulation, analysis and perception of vowels, consonants and suprasegmentals as well as the International Phonetic Alphabet. Prerequisite(s): LING*1000 Enrolment has been near cap of 60 in the course’s first and second offerings.
LING*3010 Topics in Sociolinguistics Fall Odd Years Only (LEC: 3) [0.50] How do language and society affect one another? This course explores various topics related to the study of language and society with a focus on Canadian contexts. Topics of study include the role of social variables (gender/sex, age, ethnicity, social class, education, identity) in language variation
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and change. The course also examines topics such as bilingualism, multilingualism, language contact, language policies, language ideologies, and language and the environment. This course will be offered for the first time in Fall 2023.
LING*3020 Linguistics and Technology Fall Even Years Only (LEC: 3) [0.50] This course will focus on the use of technology in the field of linguistics. It may cover computational and corpus linguistics, uses of technology in second-language acquisition, and/or the technological tools used in translation. Lectures and class discussions will be supplemented by hands-on seminars which introduce various technological resources with applications for the field of linguistics. This course was offered for the first time in F20, a COVID semester, at that time it had an enrolment of 12 students.
PSYC*1000 Introduction to Psychology Summer, Fall, and Winter (LEC: 3) [0.50] This is an introduction to the content and methods of psychology. It will cover the major areas such as neuroscience, sensation and perception, learning, cognition, motivation, human development, personality, psychopathology and its treatment, and social psychology.
2.2 Admission Requirements
a) List the admission requirements of the proposed program.
This specialization will not have any specific admission requirements and we currently do not foresee a need to limit enrolment to particular degree programs. Undergraduate students enrolled in Honours programs that allow minors will be permitted to add the minor.
b) Indicate the appropriateness of the admission requirements for ensuring adequate achievement and preparation for entry into the proposed program.
N/A
c) List any proposed alternative admission requirements and rationale.
N/A
d) For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale.
N/A 2.3 Research and Experiential Learning
Detail research and/or experiential learning activities indicating whether required or elective. Curricular experiential learning categories include applied research, certificate programs, co-
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operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities.
Consult the Experiential Learning Faculty & Staff webpage to determine which categories of Experiential Learning (EL) opportunities are present. Indicate and rank the categories by course. Indicate which of the six Experiential Learning criteria are met in each activity.
In LING*3020: Linguistics and Technology, students will learn how to use the tools of computational and corpus linguistics in order to create research proposals. They will learn to apply computer-assisted language learning tools, for example in compiling corpora from library and internet resources and in using online interfaces to query mega corpora.
In LING*3010: Sociolinguistics, students will become familiar with the research methods of the discipline. In their capstone projects, students will learn to create and conduct surveys and interviews. They will develop research based on the analysis of linguistic data that they also gather through these tools, as well as by using the tools of discourse analysis. Examples of project might be surveys of attitudes and practices regarding the use of gender neutral pronouns, or of the use and function of emojis in online communication in an intergenerational professional setting.
The language courses the students will take also include experiential learning components as students’ assessments involve the creation of video recordings and blog posts, to cite a couple examples, using the target language.
In these examples of course-integrated EL activities, the student’s experience is designed to strengthen transferable skills, career competencies, and/or citizenship—all of which supports transition to the workforce. The EL activities will include writing a reflection piece, in which students can assess their learning and progress.
2.4 Capstone Requirements
Identify thesis, major paper or other capstone requirement, indicating whether required or elective.
The final projects undertaken in LING*3010 and LING*3020 will provide students with capstone experiences in the minor as they will engage with technology in relation to language (LING*3020) and research on language and identity, minority language groups and policies, language and gender, and discourse analysis in LING*3010. Both courses will incorporate experiential learning components (see section 2.3).
3 Program Learning Outcomes and University of Guelph Learning Outcomes
Submission should include and refer to the Learning Outcome Alignment Template as Appendix D. The “LO Alignment Template” is available for download on the Learning Outcomes website (refer to
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the tab under Undergraduate LOS). A curriculum overview map and assessment of learning outcomes table can also be submitted as Appendix C.
3.1 Proposed Specialization Learning Outcomes
a) List the Degree program learning outcomes and specialization learning outcomes.
By the end of this Minor students will be able to:
1. Community Engagement and Global Understanding
a. Analyze and describe how language changes and what factors influence such changes. b. Demonstrate intercultural awareness and competence in the context of language acquisition, language variation and change.
2. Critical and Creative Thinking
a. Appraise popular beliefs and language myths to determine their validity.
3. Literacy and Communication
a. Analyze and articulate themes about the nature of human language, and how languages work. b. Demonstrate a basic ability in a language other than English.
4. Evaluate and Conduct Research
a. Identify and analyze language patterns, draw generalizations from a set of data, and formulate hypotheses to explain those patterns. b. Devise empirical studies that employ linguistic methods and tools.
5. Depth and Breadth of Understanding
a. Analyze how language varies across speakers, regions, and over time. b. Debate the current state of knowledge in the discipline of linguistics.
6. Professional Development and Ethical Behaviour
a. Exemplify and apply linguistic methods and tools. b. Construct research projects that respect disciplinary ethical norms and practices.
Bachelor of Arts Learning Outcomes
A. Community Engagement and Global Understanding
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Understand how cultural, historical, geographical, political, linguistic, and environmental forces shape the world and recognize the role of the individual within communities to effect change. This includes the ability to: A1. Reflect on one's cultural identities and values A2. Demonstrate intercultural awareness and competence A3. Recognize and appreciate the real-world context of knowledge A4. Promote active citizenship and community engagement B. Critical and Creative Thinking Analyse and critically reflect on complex problems incorporating multiple perspectives and innovative thinking. This includes the ability to: B1. Analyse, synthesize and integrate knowledge B2. Critically evaluate the validity of arguments and conclusions B3. Practice creative thinking and expression B4. Demonstrate the capacity to argue in innovative directions C. Literacy and Communication Demonstrate the ability to extract and convey information accurately in a variety of formats. This includes the ability to: C1. Identify, locate, comprehend, and critically evaluate quantitative and qualitative information using visual, numerical, oral, aural, and textual sources C2. Communicate concepts and information clearly and in various formats (oral, visual, written, etc.) C3. Engage effectively with audiences from different backgrounds D. Evaluate and Conduct Research Engage in scholarly inquiry to identify and investigate questions of a theoretical and/or applied nature. This includes the ability to: D1. Identify gaps and limitations in the existing literature D2. Understand the principles of the research process D3. Apply appropriate research methodologies to specific problems D4. Develop intellectual independence and practice self-directed inquiry E. Depth and Breadth of Understanding Demonstrate detailed knowledge in one or more disciplines and integrate knowledge and perspectives across disciplinary boundaries. This includes the ability to: E1. Develop a detailed understanding of the current state of knowledge in one or more disciplines E2. Recognize the value, use and limits of multi-disciplinary learning E3. Cultivate an openness to consider and engage alternative research perspectives F. Professional Development and Ethical Behavior Demonstrate personal integrity and professional behaviour in scholarly endeavours and in collaborating with others within and beyond the academic community. This includes the ability to: F1. Demonstrate intellectual integrity and academic accountability
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F2. Collaborate respectfully with others, individually and in teams F3. Show leadership in professional environments while recognizing diversity F4. Manage time effectively and ensure personal organization
b) Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.
By taking this minor, students will gain an understanding of how gender, age, socioeconomics, time, social, geographical, political, time and cultural factors influence linguistic change. Through the various courses, they will gain an appreciation of the importance of fundamental processes common in all languages, such as morphology, syntax, phonetics, phonology, semantics, pragmatics, and writing systems. This combined knowledge more specifically will enable them to conduct empirical studies that employ the methods and tools of computational and corpus linguistics, variationist sociolinguistics, dialectology, and translation studies. The intercultural and linguistic competence they gain will make them better communicators.
See Appendix C.
c) Indicate how the identified outcomes will be assessed and in which specific courses.
See course outlines in Appendix B. Assessments will include research papers, presentations and projects which apply computational tools or phonetic tools to linguistic analysis.
See curriculum map in Appendix C for a visual representation of alignment of course and program learning outcomes.
d) Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.
See Course Outlines in Appendix B. These methods of assessment will enable students to master the tools used to conduct research in the discipline and to engage in some elements of professional practice within the discipline.
The below table summarizes the methods of assessment for required courses.
Course Method of Assessment Quizzes Short Corpus Research Participation Midterm Final assignments review/design project/essay exam LING*1000 Y Y Y LING*2400 Y Y Y Y LING*3010 Y Y Y Y Y LING*3020 Y Y Y Y Y PSYC*1000 Y Y Y Y
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e) Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. (refer to tables in Appendix C)
The proposed minor addresses all five of the University of Guelph Learning Outcomes:
1. Critical and Creative Thinking 2. Literacy 3. Global Understanding 4. Communicating 5. Professional and Ethical Behaviour
A mapping of the program learning outcomes to the BA Learning Outcomes and the University Learning Outcomes is available in Appendix C.
f) Identify any distinctive curriculum aspects, program innovations or creative components.
The inclusion of the core course LING*3020: Linguistics and Technology is an innovative aspect of the curriculum not found in similar programs. This course recognizes the importance and influence of technology in the areas of applied linguistics (second-language teaching, computer-assisted translation), language synthesis and recognition, as well as the application of computational tools to corpus linguistics.
g) Identify how the curriculum addresses the current state of the discipline.
The series of core courses in the program introduces students to many of the sub-branches and sub-fields of the discipline (sociolinguistics, phonetics, computational and corpus linguistics) and addresses topics of current relevance (issues of equity, diversity and inclusion, as well as current technical tools and skills). The communication skills students will acquire have applications for social media management, advertising, voice synthesis and voice recognition, computer assisted translation programs, and computer assisted second-language instruction to name a few. During the current pandemic, our increased awareness of the importance of public health messaging as well as our reliance on videoconferencing communication tools may inspire research topics that can be explored in the 3000-level courses.
h) Identify the program mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.
Many of the introductory courses included in the minor are available in both in-class and online formats (PSYC*1000, LING*1000, ANTH*1150, BIOM*2000, for example), others will usually be available only in-class or using a hybrid format. Lectures, group activities and case-based learning will be used to meet the learning outcomes of the minor, particularly those in the area of professional development and ethical behaviour. 12
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i) Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.
The program’s structure combines core requirements with restricted electives. The list of restricted electives includes courses in programs across disciplines with a focus on linguistics. The inclusion of language courses will allow students to compare linguistic structures and histories while critically reflecting on the process of language acquisition.
j) For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
Although this is not a professional program itself, it is designed such that students may use their restricted electives to complete courses that are required pre-requisites for application to M.Sc. programs in Speech Pathology and Audiology at other Ontario universities.
k) If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work terms; and 2) work term report guidelines for students (include as Appendix D). Contact the Director, Experiential Learning Hub – Co-operative Education for more information.
Not applicable.
4 Inclusion, Diversity and Accessibility
“The University of Guelph Senate affirms its commitment to an inclusive campus and fostering a culture of inclusion at the University of Guelph as an institutional imperative, acknowledging the University’s diverse population and that every member of an inclusive campus is a valued contributor.” (Fostering a Culture of Inclusion at the University of Guelph: an Institutional Imperative, April 2017). This includes assurances that issues of equity, diversity, and accessibility are considered in the development and delivery of curriculum. Discuss the ways in which inclusion is considered in this new program proposal. For assistance, contact the Associate Director, Office of Teaching and Learning or the Office of Quality Assurance.
The study of languages other than English is necessarily an opening to diverse cultures, histories and perspectives. Further, the required course in sociolinguistics (LING*3010) will address topics such as language rights, minority languages, language revitalization, language variation and change, and gender issues in relation to language, and language attitudes. These topics directly address issues relating to inclusion, diversity and accessibility. One concrete example is a discussion of the ways that language is changing to better reflect the identities of LGBTQ+ peoples through the use of gender neutral pronouns and declensions (e.g. Latinx, Folx). The recent recuperation and use of terms from indigenous languages (e.g. Miigwetch, Aaniin) in official speech in Canada might be
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another. Finally, to cite another current issue, a student might analyze the use of language for public health information management in Canadian or international communities.
5 Duplication, Student Demand and Societal Need
5.1 Duplication
Identify similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.
A considerable number of Ontario Universities offer programming in Linguistics. Although the creation of the Linguistics minor would add to the existing offering list, we believe the offering a minor will be able to attract more students to the University. Under section 5.3 we outline the societal demand and the unique geographic advantage of the University.
Institution Program Title Specialization Headcount Type 2014/15 2015/16 2016/17 2017/18 2018/19 Brock Applied Linguistics; Speech, Major 207 210 167 169 144 Language & Hearing Sciences Brock Linguistics Minor N/A N/A N/A N/A N/A Carleton Applied Linguistics and Major 47 57 67 68 65 Discourse Studies
Carleton Cognitive Science and Major 31 49 49 60 48 Linguistics Carleton Linguistics w conc Linguistic Major N/A N/A N/A N/A N/A Theory Carleton Linguistics w conc Major N/A N/A N/A N/A N/A Psycholinguistics and Communication Disorders Carleton Linguistics Combined, 111 104 106 110 118 Honours, Major Carleton Linguistics Minor N/A N/A N/A N/A N/A Carleton Linguistics and Discourse Combined 19 20 21 15 16 Studies McMaster Cognitive Science of Combined, N/A 78 84 100 96 Language Honours McMaster Linguistics Combined, N/A 22 27 32 37 Honours McMaster Linguistics with spec minor in Major N/A N/A N/A N/A N/A commerce McMaster Linguistics Minor N/A N/A N/A N/A N/A Ottawa Psychology and Linguistics Joint Honours N/A N/A N/A 66 92 Ottawa Linguistics Honours 45 60 65 59 78 Ottawa Linguistics Major N/A N/A N/A N/A N/A Ottawa Linguistics Minor N/A N/A N/A N/A N/A Queens Linguistics Major N/A N/A N/A N/A N/A Trent Linguistics Option N/A N/A N/A N/A N/A Toronto Linguistics Major N/A N/A N/A N/A N/A Waterloo- Applied Language Studies Minor N/A N/A N/A N/A N/A Renison Western Linguistics Major N/A N/A N/A N/A N/A
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***
The program proposal has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192915
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
l) Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Studies) [Motion]
At the May 27, 2021 meeting the Board reviewed and considered a proposed new minor in Black Canadian Studies in the Bachelor of Arts program.1
The following material, in support of the proposed new honours major and minor programs, is enclosed: • A memorandum from Patricia Tersigni, Director of Academic Programs and Policy, • Letters of support from Dr. Samantha Brennan, Dean, College of Arts, and Byron Sheldrick, Acting Dean, College of Social and Applied Human Sciences, • An excerpt from the comprehensive proposal brief with rationale for the new program, learning outcomes, and inclusion, diversity and accessibility considerations.
The proposal brief in its entirety, including related course addition forms and course outlines can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed new minor in Black Canadian Studies, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657 2 https://uoguelph.civicweb.net/filepro/documents/192949
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7l bugs - bachelor of arts (ba) program committee new minor (black canadian studies) sd.docx
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From: Patricia Tersigni, Director, Academic Programs and Policies
CC: Gwen Chapman, Provost and Vice-President Academic Cate Dewey, Associate Vice-President (Academic)
Date: May 7, 2021
Re: Proposal for new Minor – Black Canadian Studies, Bachelor of Arts Program
Please find enclosed a proposal for a new minor in Black Canadian Studies in the Bachelor of Arts program, requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the COA Dean and CSHAS Dean and approval and support of the Bachelor of Arts Degree Program Committee. Minors are not subject to external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP). The additional material for the proposed minor includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from the sponsoring unit and college, and corresponding curriculum changes. A list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact me or the staff in our office: Alyssa Voigt, Manager, Curriculum and Academic Quality Assurance Clarke Mathany, Manager, Curriculum and Academic Quality Assurance
The Director, Interdisciplinary Programs; Director, School of English and Theatre Studies, and the Associate Dean Academic, College of Arts, will also attend the meeting to provide an overview and answer questions from BUGS members.
If approved by BUGS and Senate, the proposed new minor is reported to the Ontario Universities Council on Quality Assurance (OUCQA) as a “major modification” and is not subject to reporting to the Ministry of Colleges and Universities (MCU). The expected first intake will be Fall 2022.
List of Documents included in the proposal package:
• College of Arts, Dean’s Letter of Support • College of Social and Applied Human Sciences, Acting Dean’s Letter of Support • New Program Proposal Brief • Appendix C: Learning Outcomes – Program Learning Outcomes and Undergraduate Degree Learning Outcomes Alignment Template • Curriculum Changes – Summary of new courses • Curriculum Templates
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 277 of 543 NB: Additional appendices held on file include:
• Appendix D: Library Assessment • Appendix F: Faculty CV’s • Appendix G: Consultation with other units • Appendix H: Student Progression through the Program and Implementation Plan • Appendix I: Scarborough National Charter on Anti-Black Racism and Black Inclusion • Appendix J: University of Guelph Black Students Demands • Appendix K: University’s Anti-Racism Action Plan
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April 12, 2021
Dr. Cate Dewey Associate Vice-President (Academic) University of Guelph
Dear Dr. Dewey,
As Dean of the College of Arts, I am writing in support of the creation of the BA Black Studies minor.
The Black Studies minor builds on existing strengths in the College of Arts, it responds to a need of students for a more diverse curriculum, and it connects faculty and courses from across the COA and CSAHS. The time for the Black Studies minor is now as the University commits itself to anti-racist initiatives and to becoming a more welcoming and supportive environment for all of our students.
The new minor in Black Studies also fits very well with the College of Arts’ 2019 Five Year Strategic Plan, and our commitment to equity, diversity, and inclusion. As a College we are strongly committed to launching the minor. The strategic plan articulates our vision: The College of Arts is at work unleashing compassion, creativity, and critical engagement with the world through transformative education. Black Studies is a key part of that transformation.
I want to thank the Director of Interdisciplinary Programs, Professor Kimberly Francis, and Professor Jade Ferguson for leading the committee through the process of developing the minor. The minor crosses our Colleges and brings students together across a variety of fields of study, building on well-established strengths within the College of Arts. I especially like the way the proposed minor responds directly to demands of students in the Guelph Black Students’ Association. It is my very strong hope that the minor helps to transform our College into a more equitable and inclusive environment for undergraduate students.
We have been planning for the introduction of the Black Studies minor alongside our proposed new minor and major in Sexualities, Gender and Social Change. Notably external reviewers for that program raised important concerns about diversity among our faculty. Black faculty, in
College of Arts - Dean’s Office MacKinnon Building, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 1-519-824-4120 x53301 uoguelph.ca/arts
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particular, are underrepresented in the College and among the existing faculty attached to the new program. The Colleges of Arts and Social and Applied Human Sciences are seeking permission for a cluster hire targeted at BIPOC faculty members, some of whom will be connected to Sexualities, Genders, and Social Change and others who will be connected to the Black Studies minor. Other hires, also part of the cluster, are part of the College’s existing hiring plan.
The Black Studies minor has the full support of the College of Arts.
Your sincerely,
Samantha Brennan Dean, College of Arts
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315
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April 14, 2021
Dr. Cate Dewey Associate Vice President Academic University of Guelph
Re: Black Studies Minor
Dear Dr. Dewey
It is with great pleasure that I write in support of the proposal for a Black Studies Minor. The College of Social and Applied Human Sciences has been working collaboratively with the College of Arts on this project for some time. CSAHS is fully committed to addressing the needs of our BIPOC students through enhanced academic programming. The introduction of a Black Studies minor is an important step in enhancing our commitment to equity, diversity, and inclusion in general, and to addressing the needs of Black students in particular.
My hope is that the introduction of the minor will be a first step towards the creation of a major in this area. As well, my hope is that it will give impetus to diversifying our student populations, but also make the University of Guelph an attractive home for BIPOC faculty. CSAHS’ three-year hiring plan emphasizes the hiring of diverse faculty, and it is our hope that we will be hiring several black faculty members. This will allow for the creation of new courses, and enhanced curriculum offerings to support this minor. In my view, the structure of the minor as presented is very sound, but over the next few years we will have opportunities to enhance and expand the curriculum as we build towards a major.
Yours sincerely
Byron Sheldrick, PhD Acting Dean, College of Social and Applied Human Sciences.
cc. Dr. Samantha Brennan Dr. Kimberly Francis Dr. Paula Barata
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NEW PROGRAM PROPOSAL
Black Canadian Studies Minor
Interdisciplinary Programs/College of Arts
13 April 2021
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 282 of 543 Table of Contents
1 Program Introduction ...... 3
1.1 Program Description ...... 3
1.2 Program Rationale ...... 3
1.3 Proposed Program and Course Details ...... 5
1.4 Admission Requirements ...... 6
1.5 Research and Experiential Learning ...... 7
1.6 Capstone Requirements ...... 9
2 Program Learning Outcomes and University of Guelph Learning Outcomes ...... 9
2.1 Proposed Specialization Learning Outcomes ...... 9
3 Inclusion, Diversity and Accessibility ...... 20
4 Duplication, Student Demand and Societal Need ...... 21
4.1 Duplication ...... 21
4.2 Student Demand ...... 22
4.3 Societal Needs ...... 24
5 Anticipated Enrolment and Impact on Existing Programs ...... 27
5.1 Projected Enrolment Levels ...... 27
5.2 Impact on Existing programs ...... 27
6 Resource Requirements and Funding ...... 27
6.1 Human and Physical Resource Requirements ...... 27
6.2 Evidence of adequate resources ...... 30
6.3 External Financial Support ...... 32
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1.1 Program Description
The College of Arts proposes the creation of a Black Canadian Studies Minor within the Bachelor of Arts degree. Called for as a part of the 2020 University’s Anti-Racism Action Plan (Appendix K), this minor is dedicated to the study of the histories and experiences, cultural identities, social and community formations, politics and contemporary concerns of Black people in Canada, other parts of the Americas, and the world. Students will learn about Black creative expression and literature, political and labour movements, and issues of language, law, immigration, and health. Faculty members from literature, language, history, sociology and anthropology, political science, psychology, and music give students an opportunity to develop an interdisciplinary field of study of Black experience, with an emphasis on transnational and comparative perspectives. As a central nexus for Black Studies on campus, the program will promote a sense of community and belonging, inquire into the important questions of the day, and through our courses examine how Black people contribute to a greater understanding of the world.
To differentiate this program from other similar programs and certificates in Canada, this minor in Black Studies will offer a multi-disciplinary range of courses that enhance students’ understanding of Black people in Canada and across the global diaspora. Students will have the opportunity to explore Black literary and cultural thought and practice, black popular and mass culture, and race in relation to the study of gender and sexuality. This program will draw on a newly-constructed core alongside additional restricted electives from the Arts, Humanities, and Social Sciences. While this program will initially be heavily centered on content within the College of Arts, restricted electives pull from the College of Social and Applied Human Sciences and, based upon continuing conversations, we expect future iterations of this minor will include more cross-College offerings.
Overall, the goal of this minor is to shape students’ intellectual discipline, creativity, and social and political awareness. Our curriculum has explicit pathways to engaged learning and research and will enhance existing collaborations and create new partnerships that benefit students, community partners, and communities far and wide. We will focus on an experiential educational approach that links academic learning with meaningful activities in collaboration with numerous community partners, promoting personal growth, cultural competence, leadership development, and social responsibility. Drawing on established best practices for developing Black Studies curricula, this minor’s committee seeks to address gaps in student learning, working together with students and key faculty stakeholders to create an interdisciplinary approach to the study of the rich histories and contemporary life of Black diasporic communities: a program that stresses developments within Canada while also underscoring the transnational and comparative contexts of Black Canada.
1.2 Program Rationale
Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College and the University’s Strategic Framework.
The creation of a Black Studies minor is an explicit component of the University’s Anti-Racism Action Plan released in Fall 2020. Thus, this program will play a vital role in responding to the challenges the University of Guelph community currently seeks to address relating to diversity, equity, and inclusion on campus. 3
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 284 of 543 Within the University’s explicit Strategic Framework:
Inspiring Learning and Inquiry – This minor will provide robust learning opportunities, emphasising content that is often otherwise overlooked on campus. This minor will assist with the University’s current goals to support the BIPOC student experience with dedicated learning outcomes that provide inclusive, diverse content.
Connecting Communities – As an intersectional, multidisciplinary minor, this program will celebrate knowledge sharing partnerships across departments and Colleges (especially the COA and CSAHS). This minor will also establish an explicit curricular presence on campus for the study of Black topics that draws on contemporary, innovative, and cutting-edge academic opportunities and training. The minor concludes with a capstone experience that draws on deeply impactful experiential learning opportunities that see students active in the community, shining a light on the contributions of Black culture and thought to the immediate Guelph community.
Catalysing Discovery and Change – This program aligns with the University of Guelph’s commitment to addressing complex questions using comprehensive strengths and sharing knowledge to support decision- making globally and locally. Drawing on interdisciplinary and intersectional insights, this program will speak directly to this aspect of the University's Strategic Framework
Stewarding Valued Resources – The University of Guelph has a long-standing tradition of outstanding Black scholars, with an especially critical mass within the field of English studies and creative writing. Renowned faculty have published widely in this area and received prestigious awards at the national and international levels. This program draws these scholarly threads together in a way that makes this research more visible to the student population and to the Guelph community more generally. In raising the visibility of this work, we will alleviate the burden currently placed on students who wish to pursue Black studies but who often find themselves responsible for identifying these scholars and scholarly experiences on their own. Moreover, making an explicit commitment to this area of scholarly inquiry at the University of Guelph through this minor will create exciting, dynamic recruitment opportunities at both the undergraduate and the graduate levels.
Nurturing a Distinctive University Culture – The University’s Anti-Racism Action Plan points directly to this aspect of the Strategic Plan to emphasise the University of Guelph’s commitment to promoting an equitable, diverse, and inclusive campus. The BCSM program will underscore the University’s commitment to a visible curricular presence for Black Studies at Guelph. Given the University’s mission to improve life, the Black Studies minor is a direct, meaningful way for the University to provide both community and curricular supports for celebrating Black Studies and affirm the experiences of Black students at this institution.
1.3 Letters of Support
List the letters of support indicating clear commitment of support from units/programs proposing the new program (Dean and Chair(s)/Director(s) of the sponsoring units). Include (if appropriate) letters of support from student groups or external partners.
Letters of support are included as Appendix A.
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2.1 Proposed Program and Course Details
Outline the proposed program Calendar Copy with a preamble and schedule of studies, including core courses, elective courses and additional academic requirements.
Draft Calendar Copy Black Canadian Studies Minor
The Black Canadian Studies minor is dedicated to the study of the histories and experiences, cultural identities, social and community formations, politics and contemporary concerns of Black people in Canada, other parts of the Americas, and the world. Students will learn about Black creative expression and literature, political and labour movements, and issues of language, law, immigration, and health. This minor seeks to explore essential contemporary and historical questions and examine how Black people contribute to a greater understanding of the world.
Minor
A minimum of 5.00 credits is required, including:
BLCK*1000 [0.50] Introduction to Black Studies in Canada BLCK*2000 [0.50] Black Canadian History BLCK*2020 [0.50] Black Canadian Studies: Research Methodologies BLCK*3000 [0.50] Theorising Race and Racism BLCK*3010 [1.00] Experiential Learning in Black Studies
An additional 1.00 credits in Black Identities subjects:
ENGL*2200 [0.50] Postcolonial Literatures, Films, and Other Media ENGL*3760 [0.50] The Atlantic World HIST*2130 [0.50] Modern Sport—A Global History HIST*2340 [0.50] Slavery and Migrations in the Atlantic World, 1500-1850 HIST*3440 [0.50] The Global Sixties HIST*3910 [0.50] Religion in Africa Since 1900 IDEV*1000 [0.50] Understanding Development and Global Inequalities IDEV*2400 [0.50] Development, Social Justice and Human Rights PSYC*2310 [0.50] Social Psychology PSYC*3000 [0.50] Historical and Critical Perspectives on Psychology (restricted to Psychology Majors) PSYC*3350 [0.50] Cross-Cultural Psychology SOAN*2290 [0.50] Identities and Cultural Diversity SOAN*2400 [0.50] Introduction to Gender Systems SOAN*3130 [0.50] Protest, Resistance and Collective Action SOAN*3240 [0.50] Gender & Global Inequality I SOAN*3250 [0.50] Social Change in Latin America
1.00 credits from the following in Black Cultures:
5
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CTS*3000 [0.50] Data and Difference ENGL*2370 [0.50] Literature and Community-Engaged Learning ENGL*2640 [0.50] Culture, Location, Identity: Minoritized Literature in Canada and Beyond ENGL*3540 [0.50] Writing the United States ENGL*3550 [0.50] Modern United States Literatures ENGL*3630 [0.50] Writing Canada: Forging the Nation ENGL*3750 [0.50] Studies in Postcolonial Literatures MUSC*2140 [0.50] History of Jazz MUSC*2150 [0.50] Music and Popular Culture MUSC*2270 [0.50] World Music SXGN*1010 [0.50] Sexuality, Gender, Race, and Indigeneity UNIV*2010 [0.50] Anti-Oppression and Anti-Discrimination
Note: Some of the courses below are restricted to students in specific majors (e.g., PSYC*3000) and/or have prerequisites not included in the minor. Regular restrictions and prerequisite requirements are in effect.
Course details and required forms are included as Appendix B.
Evidence of consultation with participating academic partners is included as Appendix G.
2.2 Admission Requirements
a) List the admission requirements of the proposed program.
The current specific subject requirements for admission will remain the same as other Bachelor of Arts majors, specifically in the case of Ontario high school applicants: ENG4U; five additional 4U or 4M courses. There are no other admission requirements for the minor.
b) Indicate the appropriateness of the admission requirements for ensuring adequate achievement and preparation for entry into the proposed program.
Black Studies as a discipline falls within the fields of the Arts, Humanities, and Social Sciences. The proposed program primarily builds on existing course offerings in the College of Arts and the College of Social and Applied Human Sciences, which generally do not include any specific course requirements excluding ENG4U for admission. The existing Bachelor of Arts admission requirements will keep the University of Guelph in line with other Ontario post-secondary institutions offering related programs. Any additional requirements will create unnecessary barriers.
c) List any proposed alternative admission requirements and rationale.
Not applicable.
d) For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale.
No differentiation in existing admission requirements.
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 287 of 543 2.3 Research and Experiential Learning
Detail research and/or experiential learning activities indicating whether required or elective. Curricular experiential learning categories include applied research, certificate programs, co-operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities.
Consult the Experiential Learning Faculty & Staff webpage to determine which categories of Experiential Learning (EL) opportunities are present. Indicate and rank the categories by course. Indicate which of the six Experiential Learning criteria are met in each activity.
The third-year course, BLCK*3010 Community Engaged Experiential Learning in Black Studies will see students work with community partners in Guelph and the GTA on topics related to Black Studies. The course builds upon a series of community-engaged (CEL) courses taught by Dr. Jade Ferguson that attend to the lives, voices, and stories of Black Canadians. These undergraduate courses include a community-campus research partnership with the Guelph Black Heritage Society (GBHS) facilitated by the Community Engaged Scholarship Institute. Other local community partners include Guelph Museums, Guelph Historical Society, Wellington County Museums and Archives, Legacy Voices Project (Toronto and Ottawa), and the Black Brilliance Initiative (Toronto District School Board). The CEL courses and research deliverables include the following:
1) Tracing Absence and Presence in Black Canadian Writing and Art in Guelph and Beyond (F18): • Research collaboration with the GBHS launched The Black Past in Guelph.
2) EL and CEL: Arts, Diversity, and Inclusion (W20): • Collaboration with Black Brilliance Initiative, Guelph Black Students Association, and Guelph Black Heritage Society. • Two conference papers/panels with 4 undergraduate students on collaborative learning in arts, diversity, and inclusion for the Teaching and Learning Innovations conference and Black Canadian Studies Association conference. Papers/panels were accepted at both conferences, but they were unfortunately cancelled due to COVID-19.
3) Great War as Founding Narrative: National Identity, Racial Unrest, and Collective Memory in Canadian Literature and Culture (F20): • Research collaboration with the GBHS created a short film on Black volunteers from Guelph who served in World War One (1.4k views on YouTube). • Students in this course also contributed to The Black Past in Guelph, which was re-launched with multi-media stories of Black life, culture, and community in Guelph/Wellington County in February 2021.
4) Tracing Absences and Presence in Black Canadian Writing and the Archives (F20): • Research collaboration with the GBHS, Guelph Museums, and the Guelph Historical Society. Eight students’ articles published in a special issue on “Black Voices” for the GHS’ journal Guelph Historic, which will be published in Spring 2021.
The community impact of these research projects can be seen in (1) Guelph community activists and educators using Black Past in Guelph as a resource in anti-racism workshops, such as the Anti-racism workshop held for Guelph city councillors in November 2020, and (2) the recent naming Nomination by Rory 7
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 288 of 543 Templeton (Planning, City of Guelph) and Dawn Owens (Curator, Guelph Museums) for Courtney, Goines, and Mallott Park and No. 2 Construction Trail (Dallan Subdivision, 158 Poppy Drive).
In addition to community-engaged learning, Dr. Ferguson has experience placing students in field placements and internships with Black community organizations. For example, the Summer Undergraduate Research Experience (SURE) is an experiential learning initiative led by Dr. Ferguson that provides BIPOC students with the opportunity to develop their academic skills as researchers and fosters their sense of confidence as scholars by emphasizing the importance of community for building, shaping, and inspiring BIPOC students’ confidence in academic spaces, campus leadership, and professional environments. In Summer 2019, SURE scholars were introduced to a network of Black Canadian academics, artists, and activists as well as Black Canadian community organizations and educational institutions. In Halifax, SURE scholars were placed at several Black Canadian organizations:
• The Africville Museum: a museum dedicated to remembering the story of Africville and to recognizing its contributions to Canadian and specifically African diasporic history. • Delmore Buddy Daye Learning Institute: a leading provincial and national centre of knowledge and research on Africentric theories and practices that improve educational outcomes and inform policy about African Canadian/Nova Scotian learners from preschool and through college and adult education. • Hope Blooms: a community organization that uses innovative agricultural and culinary programs to engage Black youths to become change agents, positively impacting the community by creating urban gardens that have long term impact in food security, education, social inclusion, and disrupting the cycle of poverty. • Imhotep’s Legacy Academy: an innovative university-community partnership that mobilizes university/college students, faculty, and community leaders to help improve student success and bridges the academic gap for Grades 6-12 students of African heritage in Nova Scotia. ILA trains and supports university/college students to play powerful roles in the lives of its participants through the building of self-confidence, self-discipline, and the mastery of concepts related to scientific, technical, engineering, and mathematic (STEM) fields.
These EL placements reflect the diverse interests and disciplinary backgrounds, including English & Theatre Studies, Biological Sciences, Criminal Justice and Public Policy, and Psychology (Brain and Cognition), of the SURE scholars. Students performed specific work tasks at their organizations, reflected on their experience and insights gained through their research and placements. Committed to mobilizing knowledge and knowledge production, students’ experiences and insights were shared beyond the university: they shared their experience on The Black Power Hour, a radio show that offers incarcerated Nova Scotians’ education over the airwaves, and created digital narratives (with Re-Vision) that have been used by community organizations. Similar Black-centered programs, organizations, and institutions exist in the GTA/Ontario, and we will be able to build partnerships that will allow opportunities for EL placements and/or community-engaged research collaborations.
The third-year experiential learning course for the Black Studies minor will follow this group-work based, community-facing process to continue to allow our students to ask important questions about what it means to be Black in Guelph and in Canada and in turn enrich the community through their findings. Students interested in this course will be working with a community organization or educational institution on a CE research project: they will be asked to complete a proposal, regular reflections, reports shared with peers, and a final public presentation, showcasing their process, lessons learned, and final outcomes.
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 289 of 543 This course will meet all six of the experiential learning criteria established by the Ministry of Colleges and Universities. (simulated workplace, authentic demands, structured with purposeful and meaningful activities, essential employability skills, reflection, counts towards course credit)
2.4 Capstone Requirements
Identify thesis, major paper or other capstone requirement, indicating whether required or elective.
Because this is a minor, the program does not include an honours thesis or major paper requirement. All students are required to complete upper-level work in two third-year courses, including one advanced topics course (BLCK*3000) and one community-facing experiential learning course (BLCK*3010). These courses will provide capstone experiences for students, seeing them apply their knowledge in both research and community-engaged settings. In these contexts, students will synthesise and apply all the skills and knowledges they have learned during their degree to execute semester-long assignments. The intent behind these courses is that the diverse backgrounds and experiences of the various students involved will enrich and enliven the final results, allowing students to see how the different threads of their education can come together in cooperative ways to inform their understanding of Black people’s contributions to culture, politics, rural and urban planning, history, education, law, immigration, and health.
3 Program Learning Outcomes and University of Guelph Learning Outcomes
Submission should include and refer to the Learning Outcome Alignment Template as Appendix C. The “LO Alignment Template” is available for download on the Learning Outcomes website (refer to the tab under Undergraduate LOS). A curriculum overview map and assessment of learning outcomes table can also be submitted as Appendix C.
3.1 Proposed Specialization Learning Outcomes
a) List the Degree program learning outcomes and specialization learning outcomes.
The Bachelor of Arts learning outcomes are: • Critical and Creative Thinking • Literacy and Communication • Evaluate and Conduct Research • Depth and Breadth of Understanding • Professional Development and Ethical Behavior
Additional details regarding the Bachelor of Arts Learning Outcomes are attached as Appendix C.
The Minor learning outcomes are presented here for the overall program.
A student who graduates from the Black Studies minor program at the University of Guelph will be able to do the following:
1. Community Engagement and Global Understanding
9
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 290 of 543 a. Demonstrate through various modalities (written, oral) an understanding of black Canadian positionings in relation to Canadian culture overall and to the global African diaspora more generally.
b. Mobilise inter-cultural competencies to provide solutions to problems.
2. Critical and Creative Thinking
a. Synthesize and integrate the theoretical, historical, literary, and philosophical frameworks of prominent Black thinkers into assignments and research projects.
b. Engage with the work of Black creatives, i.e. poetry, filmmaking, spoken word, storytelling, blended language, music and so on in the context of research creation.
3. Literacy and Communication
a. Demonstrate proficiency in written, oral, and creative modes of communication to engage with a range of communities and audiences about issues related to Black identity and Black thought.
b. Work with a variety of nativities and dialects (AAVE, Patois, etc.) drawn from a variety of sources, i.e. archival, literary, or performative/embodied.
4. Evaluate and Conduct Research
a. Incorporate critical theories from a variety of disciplines to construct methodologies to conduct research on Black identity and Black epistemologies.
b. Engage with theories relating to Black identity to formulate and critically analyse the limitations of research questions.
5. Depth and Breadth of Understanding
a. Recognise both the importance and limitations of multi-disciplinary approaches to research in Black Studies.
b. Synthesize, integrate, and critically evaluate complex ideas related to Black identities.
6. Professional Development and Ethical Behavior
a. Demonstrate active, ethical citizenship that incorporates inter-cultural competencies, critical self-reflection, and a sensitivity to positionality.
b. Merge research with community engagement in ethical, responsible, and mutually beneficial ways.
b) Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.
The Black Studies Minor offers a unique program at the University of Guelph that meets the needs of students across the campus who wish to learn more about Black experiences, thoughts, research, and contributions to the world. The minor is designed as a multidisciplinary experience that will attract students
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 291 of 543 from a variety of backgrounds and can be paired with a many of the current majors offered by the University. The curriculum allows students to gain knowledges, skills, and experiences drawn from Black Studies at the University level, essential programming in the University of Guelph’s efforts to create a more inclusive, anti-racist, and anti-oppressive educational and campus climate.
c) Indicate how the identified outcomes will be assessed and in which specific courses.
Courses in the Black Studies core have been designed to emphasise engagement with theories and methodologies drawn from the field of Black Studies. In BLCK*1000, BLCK*2000, and BLCK*2020 these outcomes will be measured on an introductory level through seminar discussions, reflections, major writing projects, groupwork activities, and exams. At the 3000 level, these skills and knowledges will be reinforced by students engaging in small-scale project design, more advanced seminar discussions, presentations, and writing assignments. Moreover, at this stage, students will be asked to engage in self-directed research and research-creation related projects with moderate instructor support.
Critical and Creative Thinking
Students will be taught to critically engage with the structures and values that inform discourses of Black Studies throughout this degree. Students will be introduced to these concepts and methods in BLCK*1000, BLCK*2000, and BLCK*2020. Through seminar participation, experiential learning modules, reflections, writing assignments, group work, presentations, and exams, students will be asked to develop their understanding of biases, structural impediments, agency, allyship, and other aspects essential for shaping their intellectual discipline, creativity, and social and political awareness. These skills and knowledges will be reinforced in third year through seminar discussions, work on independent experiential learning projects, peer to peer evaluations, and critical writing projects. In BLCK*3010, students will be evaluated by their ability to think critically and creatively about real-world issues while reacting to feedback from instructors and the community partner.
Literacy and Communication
The language of Black Studies is fluid and constantly evolving. It is essential that students in this degree develop an awareness of this discourse. They must understand and embrace the need to be sensitive to its shifts. Students must also develop their own self-awareness around questions of privilege, power, agency, and resistance. For these reasons, discussion and dialogue are imbedded throughout this degree. In BLCK*1000 students will engage in guided dialogue with the assistance of instructors and teaching assistants both in large lecture settings and in smaller seminars. Through reflections, group work, written assignments, and exams, students will begin the processing of working with the language of Black Studies with an eye toward developing fluency. In BLCK*2000 and BLCK*2020, these skills will be reinforced with additional small-group and team projects as well as in-class discussion and written assignments. In BLCK*3000 and BLCK*3010, these students will gain increased independence, engaging with community partners and working on experiential learning projects that will see them apply their knowledge in real-world situations.
Evaluate & Conduct Research
The necessary research components of this degree have been designed in a scaffolded manner, such that students can develop a sense of key skills and knowledges (BLCK*1000), gain further nuance through
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 292 of 543 learning about methods, theories, and historical context (BLCK*2000, BLCK*2020) and then apply them in their own independent projects (BLCK*3000 and BLCK*3010). At the first- and second-year level, students will be assessed through tests, small writing assignments, creative projects, and reports. At the third-year level, students will produce research papers, conduct groupwork, and lead seminar discussions and presentations. When working with a community partner, students will be evaluated by that partner through feedback on end product presentations and reports. This minor has also been designed so that students will gain exposure to methodologies and theories from various disciplines. Therefore, by the time students enter BLCK*3000 and BLCK*3010, they will bring with them not only their own multidisciplinary knowledge, but also that which their peers learned and explored in other courses. Thus, by the end of the minor, students will have an emerging understanding of the skills necessary to think intersectionally about research in Black Studies.
Depth and Breadth of Understanding
In addition to core BLCK courses, students in the minor will complete 2.0 credits in restricted electives, that will allow them to explore material related to Black Studies in a variety of disciplines. They will employ methods from the Arts, Humanities, and Social Sciences both as a part of their core requirements and through pursuing their restricted electives. Given the inherent multi/interdisciplinarity of this subject matter, the degree itself requires of students that they actively engage in material from a breadth of viewpoints and demonstrate their knowledge through a variety of outputs such as seminar participation, in written reports, research papers, or creative assignments.
BLCK*3000 and BLCK*3010 are designed to allow students to gain deep knowledge in their chosen area. These Black Studies courses require students pursue their own self-driven projects, synthesising and mobilising the foundational knowledge learned in first and second year to projects of their own design. Community-facing projects will receive detailed constructive critiques about process and implementation from instructors and, when appropriate, community partners. Final presentations and final projects will also receive robust critique. These final products will also provide the opportunity for students to build connections with and enrich the larger community.
Professional Development and Ethical Behaviour
Studying and conducting research in Black Studies is fraught with issues related to ethics, ally-ship, and the need to be professional. For those reasons, the core courses of the Black Studies minor take ethics and professionalism quite seriously. Beginning in first year (BLCK*1000) students are introduced to concepts of ethical and professional behaviour through seminar discussions and assignments. Likewise, the second-year courses (BLCK*2000 and BLCK*2020) expose students to more robust, complex projects, asking them to apply methods and theories learned in class to existing issues in the form of presentations, written reports. The third-year, advanced topics class was explicitly constructed to empower students to engage with complex theories related to race and racism, providing them a nuanced forum in which to unpack and resist these concepts. Here students will be assessed through written and oral assignments that require they reflect upon and explore the content presented in a professional, ethical manner. This course is designed as essential preparation for the BLCK*3010 course, where students will be expected to complete projects with the community in a professional and ethical way and where they will be assessed by the community partner as well as the course instructor.
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 293 of 543 d) Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.
All courses within the BLCK core have been designed with scaffolded assignments, such that each year’s projects feed into the next year’s, preparing students for success along the way. This design allows students the opportunity to acquire, synthesise, and apply their skills and knowledges in an incremental, iterative way, following a model of introduction of topics, experimentation and synthesis, followed by application and mastery.
Experiential Learning
Experiential learning will be an essential part of the final capstone experience for this course. The experiential learning elements of this course will involve working with a community partner to create community-engaged outputs. Students will fuse robust research theories and methodologies with reflection papers and tangible outputs. This course has been modeled on successful and highly impactful courses offered in the past by Dr. Jade Ferguson, co-chair of the Black Studies’ minor curriculum committee.
Presentations
Presentations allow students the opportunity to practice their leadership skills while also requiring of them to communicate their knowledge and the meaning behind their research. These skills are crucial to anyone wishing to carry their BLCK knowledge into the fields of law, not-for-profit, advocacy, and social work. Presentations provide an opportunity for students to practice speaking in discipline-specific language, too, an essential activity for anyone wishing to work and/or research in the field of Black Studies. These assignments particularly address the Literacy and Communication, Evaluate and Conduct Research, and Professional Development and Ethical Behaviour outcomes of the program.
Independent Research Projects
Independent research projects provide students with the opportunity to synthesise knowledge, expand their horizons, practice their written communication skills, and challenge themselves to think analytically. These are also areas where students can incorporate information and methods learned in their areas of emphasis or their restricted electives. Conducting this work independently provides students with a space to hone their personal voice and explore areas of inquiry interesting to them. These assignments are where students will merge their curiosity with their research and information literacy skills to present their ideas in a written form. These assignments particularly address the Critical and Creative Thinking, Literacy and Communication, Evaluate and Conduct Research, Depth and Breadth of Understanding, and Professional Development and Ethical Behaviour outcomes of the program.
Scholarly Readings and Analysis
To develop as activist-scholars, students need to be able to situate themselves with the currently-existing academic conversation. Readings within the field are an essential part of developing the skill sets to be a vibrant participant in the current discourse—and to challenge it in ways that move the field forward. Completing readings of critical race theory, advocacy policy, ethics, allyship, de/postcolonial and settler colonial theories, (dis)ability studies and so on will provide students with essential tools to situate
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 294 of 543 themselves and their research intellectually. These particularly address the Critical and Creative Thinking, Literacy and Communication, and Depth and Breadth of Understanding outcomes of the program.
Group Projects
Being able to work cooperatively and collaboratively is essential to pursuing work in the field of Black Studies. Also essential is the ability to speak compassionately, respectfully, and ethically amongst peers and as a member of community groups. Group projects model these situations for students, allowing them to practice the act of working with others in a classroom environment. They teach essential peer-to-peer skills, how to manage difficult personalities, how to have difficult conversations, and how to come together to accomplish a goal. Thus, groupwork and peer-to-peer interactions are an essential component of the Black Studies degree. These particularly speak to the Community Engagement and Global Understanding, Literacy and Communication, and Professional Development and Ethical Behaviour outcomes of the program.
e) Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes (refer to tables in Appendix C).
The five University of Guelph Learning Outcomes reflected in this degree are the as follows:
1. Critical and Creative Thinking
2. Literacy and 3. Communicating
4. Global Understanding
5. Professional and Ethical Behaviour
The program has adopted the five above learning outcomes, and they appear in the program level learning outcomes as seen in Appendix C.
1. Critical and Creative Thinking
Both the BA learning outcomes and the University learning outcomes reference critical and creative thinking. Thus, the premium placed on critical and creative thinking found in the Black Studies minor will map readily from BA learning outcomes to those of the institution. As stated above, this minor empowers students to engage critically with structures and values informing contemporary and historical discourses of “race,” ethnicity, and cultural belonging. Students experience this from first through to third year through seminar discussion, experiential learning modules, personal writing reflections, analytical work, group work, presentations, and exams.
Students will first encounter these concepts and methods in BLCK*1000, BLCK*2000, and BLCK*2020. By participating in seminars, engaging in experiential learning modules and written assignments, students will develop their understanding of critical concepts essential in a contemporary Black Studies context. Third- year will reinforce and amplify these skills through seminar discussions, and increasingly independent projects.
2. Literacy and 3. Communicating
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 295 of 543 The BA Learning Outcomes directly reference Literacy and Communication as a single outcome, and those skills and knowledges will map easily on to those of the institution. The Black Studies program emphasises the continually evolving and complex vocabulary found within the field Black Studies. Students will gain a strong command of this vocabulary through this degree, and will be charged with communicating with others as a part of their core experience. Through this program, students will develop self-awareness concerning privilege, power, agency, and resistance. Thus, literacy and communication skills will be evaluated through in-class discussions, peer-to-peer dialogue, interactions with community partners, and written, and oral expression.
BLCK*1000, BLCK*2000, and BLCK*2020 will engage students in guided dialogue with the oversight of instructors and teaching assistants. These skills will then be reinforced and receive less intensive supervision in BLCK*3000 and BLCK*3010. In these courses, students will transition from the lecture/lab model to small- group and team discussions and independent written and artistic assignments. BLCK*3010 will require students to demonstrate increased independence and maturity as they work with community partners.
4. Global Understanding
The Global Understanding learning outcomes at the institutional level have been addressed by the BA’s learning outcome of Community Engagement and Global Understanding. All courses in the BLCK program emphasise global approaches to considering how we understand “race” and ethnicity. These outcomes will be measured throughout the degree in seminar discussions, written reflections, major writing projects, media analyses, groupwork activities, artistic outputs, and exams. In the upper levels, students will explore recent activist approaches that draw from a global sample, and seminar discussions, presentations, and written assignments are expected to reflect this international scope. The final capstone project is expected to reflect community-engaged learning that also demonstrates a sensitivity to the connections between the local and the global.
All courses in the Black Studies core teach students about the concepts of “race” and ethnicity on a global perspective. In BLCK*1000, BLCK*2000, and BLCK*2020 students will be evaluated based upon seminar discussions, reflections, major writing projects, groupwork activities, and exams. Later, at the 3000 level, by engaging in small-scale project design, more advanced seminar discussions, presentations, and writing assignments, students must demonstrate a more advanced, nuanced command of the global implications of their skills and knowledges. Finally in BLCK*3010, students will be evaluated on their ability to conduct community-engaged research requiring a sensitivity to concepts of the local and the global in research.
5. Professional Development and Ethical Behaviour
The Institutional learning outcome of Professional and Ethical Behaviour likewise will be fulfilled by the Program’s learning outcome of the same name. In fulfilling this learning outcome within the program, students will learn that Black Studies research requires a sensitivity to ethics, particularly as these relate to the need for professionalism. Within the core, ethics and professionalism receive special emphasis. For example, discussions in the first- and second-year curricula will demand an environment that supports mutual respect and empathy. This training will provide essential grounding for the BLCK*3010 course, where students will receive real-life training, working with community partners to find solutions for real problems. Through this course, they will experience and be encouraged to reflect upon the importance of professional and ethical behaviour when working with the public and engaging community groups.
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Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 296 of 543 f) Identify any distinctive curriculum aspects, program innovations or creative components.
The Black Studies program calls for five new course offerings in subjects essential for establishing a critical curricular presence for Black research at Guelph. These five courses reflect the recommendations of the report submitted by the Guelph Black Students’ Association and calls from students to make the curriculum at Guelph more inclusive and supportive of anti-racist, anti-oppressive work. This program will also draw upon existing strengths in both the College of Arts and the College of Social and Applied Human Sciences. By prioritizing multidisciplinary construction and skill acquisition, the minor has pulled together courses from disciplines as varied as English, Sociology, Anthropology, History, Languages and Literatures, and Musicology, among others. Students who take this program will work with a diverse array of theories and methodologies seeking both to mobilise their different strengths and seek affinities between them. Regardless of which electives students pursue, they will be brought together each year to participate in core courses that will ground them in theories and methodologies pertinent to research in Black Studies, itself often multidisciplinary and intersectional in construction. These core courses will see students engage with one another and discuss case studies and tackle issues from their various perspectives. Thus, this program will provide students with an essential grounding in the field of Black Studies while also teaching students that there is no one-size-fits-all solution to problems, that change requires flexibility and fluency, and that effective approaches to issues can draw from disparate disciplines and approaches.
g) Identify attractive exit pathways.
There is an increased societal demand for equity and BIPOC representation in the public and private sector. There is both pressure and interest in addressing systemic racism and underrepresentation and furthering the dialogue around race in a way that attends to situatedness and personal experience.
Recent hiring initiatives call for a need to support and augment the pipeline graduating BIPOC students and allies trained in anti-racist and anti-oppressive ways of knowing and doing. For example, many post- secondary institutions in Ontario are hiring BIPOC faculty to increase representation and expand on the breadth of research in Black Studies and other disciplines. Approximately 16 universities are currently or have recently hired Black faculty and/or faculty in Black Studies into 30+ new positions. This demand calls for more inclusive training opportunities for Black and BIPOC scholars. A minor such as the one proposed would provide an additional layer to the University of Guelph culture that attracts and supports Black students and students interested in learning more about Black Canadian experiences and accomplishments.
In addition, large corporations are currently engaging in the mass hiring of BIPOC employees and those able to help construct and maintain inclusive work environments. For example, Manulife North America recently committed to diversifying its workforce in Canada and the United States by increasing BIPOC representation in leadership roles by 30% by 2025 and annually hiring at least 25% BIPOC talent in its Graduate program. We have also seen the launch of the Black North Initiative, and similar movements, non-profits, companies, etc. The Black North Initiative is led by The Canadian Council of Business Leaders Against Anti-Black Systemic Racism with a mission to end anti-Black systemic racism in business and beyond.
To date, over 300 CEOs and business leaders have signed the pledge committing to address systemic racism and create opportunities for underrepresented groups in Canada. Companies include Adidas Canada, Air Canada, Bank of Montreal, Bruce Power, Canadian Chamber of Commerce, Canadian Olympic Committee, Chartered Professional Accountants of Ontario, Coca-Cola Ltd., Corus Entertainment Inc., Ernst & Young LLP 16
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 297 of 543
***
The program proposal has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192949
Bachelor of Arts (BA) Program Committee - New Minor (Black Canadian Stud... Page 298 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
m) Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Option (Wildlife Biology and Conservation) [Motion]
At the May 27, 2021 meeting the Board reviewed and considered the addition of a Co-operative Education option in Wildlife Biology and Conservation in the Bachelor of Science program.1
An excerpt from the comprehensive proposal brief including a letter of support from Dr. Mazyar Fallah, Dean, College of Biological Science is enclosed. The proposal brief in its entirety, including the Co-op Job Market Analysis can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed addition of a Co-operative Education option to the existing major in Wildlife Biology and Conservation within the Bachelor of Science program, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657 2 https://uoguelph.civicweb.net/filepro/documents/192950
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7m bugs - undergraduate curriculum program changes - (b.sc.) proposed addition of co-op (wildlife bio) sd.docx
Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 299 of 543 Page 300 of 543 Bachelor of Science (B.Sc.) of Science Bachelor Program Committee - Proposed New Co-op Optio...
2022-2023 Calendar Change Summary
LEGEND CA Course Addition- CC Course Change- CD Course Deletion- CW Credit Weight Change- PC Prog/Spec Change- PD Prog/SpecDeletion- PI Prog/Spec Information- PA Prog/Spec Addition- SC Subject Area Change - MM Major Modification Degree Department/Sc Code Title CA CC CD CW PC PD PI PA SC MM Description Program hool
Dept of Wildlife Biology and -adding co-op BSc Integrative X Conservation major specialization Biology/CBS Page 301 of 543
April 12, 2021
Dr. Ian Newby-Clark Chair, Board of Undergraduate Studies University of Guelph
Dear Dr. Newby-Clark,
As Dean of the College of Biological Science, I am writing to offer my enthusiastic support for the proposed addition of co-op to the Wildlife Biology & Conservation (WBC) major in the B.Sc. Degree program.
The development of a coop offering for the WBC major received unanimous support from the Department of Integrative Biology and is well aligned with the college’s strategic goal of enhancing experiential learning in our undergraduate and graduate curriculum. It will strengthen the preparation of our students and their competitiveness in the work force by providing earlier access to workplace environments, exposure to authentic problems and techniques, and additional opportunities to strengthen key transferable skills and networks.
Wildlife Biology & Conservation is one of the longest running undergraduate programs in the college with a strong reputation, provincially and nationally, for producing skilled biologists who are well equipped to solve problems and inform policy especially as it relates to biodiversity, environment, natural resource management, and conservation. The addition of coop will further enhance student preparation, the program’s reputation, and our ability to attract the best students to this program.
Thank you for consideration of this proposal,
Sincerely,
Dr. Mazyar Fallah Dean, College of Biological Science
Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 302 of 543
Re: Proposed Co-op for Wildlife Biology and Conservation
Dr. Cate Dewey Associate Vice President Academic
Dear Cate,
Please accept this letter as an indication of my strong support for the proposed addition of a co- op option within the Wildlife Biology and Conservation (WBC) major in the Department of Integrative Biology.
The proposed addition of a co-op option to the WBC major has been developed following extensive discussion by our Undergraduate Curriculum Committee, and follows the example set by the highly successful addition of a co-op option to our Marine and Freshwater Biology program. I believe that the addition of a co-op option will provide significant opportunities for students to gain relevant workplace experience, to develop professional networks, and to engage in meaningful experiential learning.
The Department has carefully considered the needs associated with the program and I do not anticipate any barriers to adding a co-op option to the WBC major. The courses are already in place and can accommodate any additional enrollment, and we will ensure that we have all appropriate faculty and staff resourcing in place to support the co-op option, as we have with our MFB program.
Overall, I see the addition of this proposed co-op program as an excellent opportunity for students, the Department, and the University. This proposal will aid in us meeting our mission of increasing experiential learning and opportunities for personal and professional development of our students within and beyond their degree program.
Sincerely,
Dr. T. Ryan Gregory, Professor and Chair Department of Integrative Biology University of Guelph SSC 2480, 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 x53598 [email protected] www.uoguelph.ca/ib
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Guidelines for the addition of a co-operative education (Co-op) option to an existing major.
1 Program/Specialization Name and Administration
Current Program/Specialization Name: Wildlife Biology and Conservation
Sponsoring Department/School and College(s): Department of Integrative Biology
☒ Is this change a result of recommendation(s) from a cyclical program review? Yes ☐ No
2 Co-op Option Learning Outcomes
Identify the new learning outcomes specific to the Co-op option, beyond those identified for the non-Co- op major (two to three maximum).
A. Discover, develop and apply key employability skills relevant to your discipline that involve problem solving, critical thinking, quantitative analysis, communication, personal and time management, and interpersonal skills in a workplace environment.
B. Develop and apply in a workplace environment techniques, methodologies, knowledge and concepts learned in the classroom to complex applied problems in your discipline.
C. Reflect on the development of personal and professional skills, knowledge and attitudes, and interpersonal networks in the workplace.
D. Reflect on the impacts of workplace learning and experiences on personal plans within and beyond your undergraduate program.
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3 Implementation Plan
Provide the following information about the implementation of the Co-op option. If required, contact the Associate Director, Co-operative Education and Work-Integrated Learning, for more information.
• When is the first intake? • Does the first intake include in-course students? • When will the first work terms begin? • Will work terms begin before S22? If so, has the EL Hub confirmed capacity for earlier offering of work terms? • If there are significant changes to the schedule of studies as compared to the regular program, include an implementation plan for any course offerings impacted by the changes.
The first intake of WBC:C students will be F22. We would like to invite in-course students to apply to switch into the coop program for F22. The first coop work term will therefore be Summer 2023. There are no significant changes to the schedule of studies as compared to the regular program.
4 Anticipated Enrolment and Impact on Existing Programs
4.1 Identify anticipated initial enrolment and ideal steady state (full capacity) and a proposed timeline for achieving steady state.
Program Delivery (select all that apply): Program Funding (select one): ☒ In class ☐ Online ☐ Part-time only ☒Tuition and Ministry grant ☐Tuition only (full cost recovery)
International Total Students Domestic Intake Intake Intake (Total) Size of inaugural intake 14 1 15 Ideal steady state (“full 23 2 25 (85) capacity”) Estimated number of years to achieve ideal steady state: 5 Years
4.2 Impact on Existing Programs
Describe the intended impact on enrolment in existing related programs, including other disciplines/degree programs.
a) Are students likely to move to the proposed co-op program from other majors or degree programs?
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WBC:C – entering WBC:C Total Transfers from Net increase to cohort by Year Enrol. (Across all existing WBC WBC + WBC:C 4yr total) (estimate)* Year 1 15 15 5 10 Year 2 15 30 5 10 Year 3 20 50 5 15 Year 4 25 75 5 20 Year 5 25 85 (15 graduates) 5 25 *transfer would only be considered based on space available.
Year 1: We do expect a high interest from current students but we would like to grow slowly into the program; therefore, we are suggesting 15 students in total that first year, 5 from currently enrolled students and 10 new students, i.e. would not otherwise have applied to the B.Sc. at Guelph.
Year 2: we expect the same intake for the second year to ensure an adequate pool of positions is available. i.e 10 semester 1 students and 5 transfers from the existing WBC continue (n=5 transfers).
Year 3: we expect the same number of transfers from the existing WBC major and other co-op programs, but an increase in new (sem 1) enrolments to 20
Year 4: we expect to reach an enrolment of 25 semester one students to allow us to continue to build relationships with employers
Year 5: Steady-state annual enrolment ~25 new students
Steady-state enrolment (across all years of program): ~85(5 yrs); additional students welcomed as job market allows.
These estimates are based on a 2019 survey of interest in an WBC:C program completed by over 300 CBS students in all academic years.
Other co-op majors within CBS, Microbiology, Molecular Biology and Genetics and Biochemistry have a very difference audience than that of WBC. Therefore, we don’t anticipate any impact on these majors. There may be a modest impact on the Ecology co-op program however this major is housed within a different degree program and tends to attract students with an interest in economics, policy and social impacts on the environment.
b) Is the co-op option expected to attract additional new students above current targets for the existing program?
Based on current patterns of enrolment in the WBC (non-co-op) major, application numbers and enrolment in other co-op majors (BIOC and MICR) and student feedback, we anticipate a strong and growing applicant pool consisting of high-quality students. A 2019 CBS student survey indicates that within the current WBC majors there is a strong interest in a co-op program. We do anticipate that we will have continued interest from the non-coop WBC major. In addition, with an increased emphasis on
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Department of Integrative Biology, College of Biological Science The core of this major will provide students with an integrated foundation in three subjects necessary to understand the origins, interactions, and protection of biological diversity: evolution, ecology, and conservation biology. The program provides a strong foundation in science in 1st year, subject area courses in subsequent years and access to a wide variety of electives both in ecology, evolution and conservation as well as non-science. The program offers a sound scientific background in preparation for careers in resource management, conservation, ecological consulting, teaching, and government service. This major also qualifies students for post-graduate work in ecology, evolutionary biology, environmental sciences, or wildlife management.
Program Requirements The Co-op program in Wildlife Biology and Conservation is a five-year program, including four work terms. Students must follow the academic work schedule as outlined below (also found on the Co- operative Education website: https://www.recruitguelph.ca/cecs/).
Wildlife Biology and Conservation Academic and Co-op Work Term Schedule
Year Fall Winter Summer 1 Academic Semester 1 Academic Semester 2 Off 2 Academic Semester 3 Academic Semester 4 COOP*1000 Work Term I COOP*1100
3 COOP*2000 Work Term II Academic Semester 5 Off 4 Academic Semester 6 COOP*3000 Work Term III COOP*4000 Work Term IV 5 Academic Semester 7 Academic Semester 8 N/A
To be eligible to continue in the Co-op program, students must meet a minimum 70% cumulative average requirement after second semester, as well as meet all work term requirements. Please refer to the Co-operative Education program policy with respect to work term performance grading, work term report grading and program completion requirements. For additional program information students should consult with their Co-op Co-ordinator and Co-op Faculty Advisor, listed on the Co-operative Education web site.
Credit Summary (22.00 Total Credits) 4.00 - First year science core 6.50 - Required science courses semesters 3 - 8 4.50 - Restricted electives (# 2, 3, 4 and 5 in restricted electives list)** 1.00 - Approved Science electives 1.00 - Liberal Education electives (#1 in restricted electives list)
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experiential learning globally we expect the co-op option to attract new high school and transfer students. We do acknowledge that initially the interest could be low until the program becomes better known to high school students.
Based on feedback at recruitment events and our student survey we anticipate a shift in application numbers to be similar to that of Marine and Freshwater Biology whereby there is a strong applicant pool, both in numbers and quality of students, into the co-op program. We anticipate a slight reduction in applications to non-coop WBC but still with a net growth of 10-25 students to WBC (coop and non- coop) overall.
Note: Program closures require approval of the Board of Undergraduate Studies and Senate. Closures are reported for information to the Quality Council and to MCU.
SIGNATURES
Signatures confirm receipt, review, and decanal and academic unit approval of the proposed new Co- operative Education option, including the adequacy of required resources to mount the option and any requests for early implementation.
T. Ryan Gregory 2021.05.06 17:22:12 -04'00' Department Chair(s)/Director(s) Date
Dean or Associate Dean Academic Date
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Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 308 of 543 3.00 - Free electives - any approved elective for B.Sc. students 2.00 – Co-op work terms Of the total credits required, students are required to complete 16.00 credits in science of which a minimum of 2.00 credits must be at the 4000 level and an additional 4.00 credits must be at the 3000 or 4000 level.
Major (Honours Program)
SEMESTER 1 - Fall BIOL*1070 [0.50] Discovering Biodiversity CHEM*1040 [0.50] General Chemistry I MATH*1080 [0.50] Elements of Calculus I PHYS*1080 [0.50] Physics for the Life Sciences 0.50 Liberal Education electives
SEMESTER 2 - Winter BIOL*1080 [0.50] Biological Concepts of Health BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology CHEM*1050 [0.50] General Chemistry II PHYS*1070 [0.50] Physics for Life Sciences II 0.50 Liberal Education electives
SEMESTER 3 – Fall BIOC*2580 [0.50] Introduction to Biochemistry MBG*2040 [0.50] Foundations in Molecular Biology and Genetics COOP*1100 [0.00] Introduction to Co-operative Education 1.50 electives or restricted electives
SEMESTER 4 - Winter BIOL*2060 [0.50] Ecology BIOL*2400 [0.50] Evolution STAT*2230 [0.50] Biostatistics for Integrative Biology
1.00 electives or restricted electives
Summer Semester COOP*1000 [0.50] Co-op Work Term I
Fall Semester COOP*2000 [0.50] Co-op Work Term II
SEMESTER 5 - Winter BIOL*3040 [0.50] Methods in Evolutionary Biology BIOL*3060 [0.50] Populations, Communities and Ecosystems
Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 309 of 543 BIOL*3130 [0.50] Conservation Biology 1.00 electives or restricted electives
SEMESTER 6 – Fall BIOL*3010 [0.50] Laboratory and Field Work in Ecology 2.00 electives or restricted electives
Winter Semester COOP*3000 [0.50] Co-op work term III
Summer Semester COOP*4000 [0.50] Co-op work term IV
SEMESTER 7 – Fall BIOL*4110 [1.00] Ecological Methods BIOL*4150 [0.50] Wildlife Conservation and Management
1.00 electives or restricted electives Note: For students considering graduate research programs, BIOL*4110 may be substituted by an independent research course (1.00 credits minimum). Course options include: (IBIO*4500 and IBIO*4510), IBIO*4521/IBIO*4522.
SEMESTER 8 - Winter BIOL*4500 [0.50] Natural Resource Policy Analysis
2.00 electives or restricted electives
RESTRICTED ELECTIVES Note that some courses have prerequisites, so be sure to consult the undergraduate calendar.
1. A minimum of 1.00 credits of Liberal Education electives is required. The list of Liberal Education electives for B.Sc. students can be found at: https://www.uoguelph.ca/bsc/
2. A minimum of 0.50 credits from: BOT*2100 [0.50] Life Strategies of Plants ZOO*2090 [0.50] Vertebrate Structure and Function ZOO*2700 [0.50] Invertebrate Morphology & Evolution
3. A minimum of 0.50 credits from: BOT*3050 [0.50] Plant Functional Ecology ZOO*3600 [0.50] Comparative Animal Physiology I
4. A minimum of 0.50 credits from: BIOL*3020 [0.50] Population Genetics BIOL*4120 [0.50] Evolutionary Ecology
Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 310 of 543 5. A minimum of 3.00 credits from any of the following lists of courses. The courses are broken into disciplines for which they are most suitable to help students tailor their electives towards a specific field if desired.
*Some of the restricted electives will require additional courses outside of the required courses listed in Semesters 3-8
** Please note not all restricted electives are considered science electives for B.Sc students. If the non- science restricted electives are chosen, students are reminded that they will still be responsible for meeting the minimum of 16.00 credits in science and that the credit summary may vary from what is specified below.
EVOLUTION BIOL*3020 [0.50] Population Genetics BIOL*3300 [0.50] Applied Bioinformatics BOT*3710 [0.50] Plant Diversity and Evolution ENVS*3090 [0.50] Insect Diversity and Biology ENVS*3180 [0.50] Sedimentary Environments * MBG*3040 [0.50] Molecular Biology of the Gene MBG*4110 [0.50] Epigenetics * MBG*4270 [0.50] DNA Replication, Recombination and Repair * ZOO*2700 [0.50] Invertebrate Morphology & Evolution ZOO*3050 [0.50] Developmental Biology ECOLOGY ANSC*3180 [0.50] Wildlife Nutrition * BIOL*3450 [0.50] Introduction to Aquatic Environments BIOL*3670 [0.50] Introduction to Wildlife Rehabilitation BIOL*3680 [0.50] Wildlife Rehabilitation: Caring for Sick, Injured, and Orphaned Wildlife ENVS*3000 [0.50] Nature Interpretation ENVS*3270 [0.50] Forest Biodiversity * ENVS*4350 [0.50] Forest Ecology * NUTR*3210 [0.50] Fundamentals of Nutrition ZOO*4300 [0.75] Marine Biology and Oceanography * ZOO*4570 [0.50] Marine Ecological Processes * CONSERVATION BIOL*4350 [0.50] Limnology of Natural and Polluted Waters * ECON*1050 [0.50] Introductory Microeconomics ECON*2100 [0.50] Economic Growth and Environmental Quality ** ENVS*2030 [0.50] Meteorology and Climatology ENVS*3010 [0.50] Climate Change Biology FARE*2700 [0.50] Survey of Natural Resource Economics ** GEOG*1220 [0.50] Human Impact on the Environment ** GEOG*2480 [0.50] Mapping and GIS GEOG*3480 [0.50] GIS and Spatial Analysis GEOG*4230 [0.50] Environmental Impact Assessment * GEOG*4480 [1.00] Applied Geomatics INTEGRATIVE/CROSS-DISCIPLINARY IBIO*4500 [1.00] Research in Integrative Biology I
Bachelor of Science (B.Sc.) Program Committee - Proposed New Co-op Optio... Page 311 of 543 IBIO*4510 [1.00] Research in Integrative Biology II IBIO*4521 [1.00] Thesis in Integrative Biology IBIO*4522 [1.00] Thesis in Integrative Biology MCB*2050 [0.50] Molecular Biology of the Cell ZOO*3610 [0.25] Lab Studies in Animal Physiology I ZOO*3620 [0.50] Comparative Animal Physiology II ZOO*3630 [0.25] Lab Studies in Animal Physiology II ZOO*3700 [0.50] Integrative Biology of Invertebrates * ZOO*4070 [0.50] Animal Behaviour ZOO*4910 [0.50] Integrative Vertebrate Biology * ZOO*4920 [0.25] Lab Studies in Ornithology ZOO*4940 [0.25] Lab Studies in Herpetology ZOO*4950 [0.25] Lab Studies in Mammalogy FIELD COURSES BIOL*4410 [0.75] Field Ecology BIOL*4610 [0.75] Arctic Ecology BIOL*4700 [0.50] Field Biology BIOL*4710 [0.25] Field Biology BIOL*4800 [0.50] Field Biology BIOL*4810 [0.25] Field Biology BIOL*4900 [0.50] Field Biology
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***
The proposed new co-op option has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192950
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
n) Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Culture and Technology Studies) [Motion]
At the May 27, 2021 meeting the Board reviewed and considered the addition of a Co-op in Culture and Technology Studies within the Bachelor of Arts program.1 An excerpt from the comprehensive proposal brief, including rationale for the proposal, is enclosed. The proposal brief in its entirety, including the Co-op Job Market Analysis, related course addition material and schedule of studies changes can be found online in the supporting material folder.2 The following motion is presented on the recommendation of the Board of Undergraduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed addition of a Co-operative Education option to the existing major Culture and Technology Studies within the Bachelor of Arts program and the related curriculum changes, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657 2 https://uoguelph.civicweb.net/filepro/documents/192951
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\7n bugs - undergraduate curriculum program changes - (ba) proposed addition of co-op (culture and tech) sd.docx
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Board of Undergraduate Studies Bachelor of Arts (B.A.) - Culture and Technology Studies
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change-MM Major Modification Degree Department/ Code Title CA CC CD CW PC PD PI PA SC MM Description Program School Interdisciplinary BA COA Culture and Technology Studies (co-op) x addition of co-op program BA COA CTS*3030 Summer Workshop x new course BA COA Culture and Technology Studies x revise schedule of studies Page 317 of 543 Senate-Board of Undergraduate Studies ADDITION OF A CO-OPERATIVE EDUCATION 2022/2023 Undergraduate Calendar OPTION TO AN EXSITING MAJOR
Guidelines for the addition of a co-operative education (Co-op) option to an existing major.
Provide the following supporting documentation when submitting this brief:
X Confirmation of approval by the Co-op Program Coordinating Committee (CPCC) and copy of the Job Market Analysis;
Confirmation of support from other units a) implicated in the proposal or b) affected by the proposal; the support must be clearly articulated; X Include and title as “Appendix I” the proposed calendar copy (preamble, schedule of studies)
Note: Once approved, units adding Co-op options to existing majors will be required to work with Co- operative Education, Experiential Learning Hub to create a) Learning Outcomes for work term reports, and b) Work term report guidelines for students.
Submission Timelines/Deadlines
January 4, 2021 – initial brief submitted to the Curriculum Manager, Office of Quality Assurance. March 1, 2021 – final brief submitted to the Curriculum Manager, Office of Quality Assurance.
Requests may be submitted outside these timelines and will be moved through governance for approval. Proposals submitted outside these timelines may not meet the deadlines for Admission Services publications and Ontario Universities’ Application Centre (OUAC) site. The addition of a Co-op option is considered a Major Modification to an existing program. These are approved by the Board of Undergraduate Studies (BUGS)/Senate and reported for information annually by the Office of Quality Assurance to the Ontario Universities Council on Quality Assurance (OUCQA).
1 Program/Specialization Name and Administration
Current Program/Specialization Name: Culture and Technology Studies
Sponsoring Department/School and College(s): College of Arts, Interdisciplinary Programs (Dean’s Office)
☒ Is this change a result of recommendation(s) from a cyclical program review? Yes ☐ No
2 Co-op Option Learning Outcomes
Identify the new learning outcomes specific to the Co-op option, beyond those identified for the non-Co- op major (two to three maximum).
1. Draw upon an understanding of the relationship between culture and technology in a workplace setting. 2. Apply digital skills and critical analysis in a workplace setting.
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3. Identify and reflect on how ethical considerations concerns related to equity, diversity, and inclusion intersect with aspects of technology within a workplace setting.
3 Implementation Plan
Provide the following information about the implementation of the Co-op option. If required, contact the Associate Director, Co-operative Education and Work-Integrated Learning, for more information.
• When is the first intake? Fall 2022 • Does the first intake include in-course students? Yes. In-course students (i.e. the first cohort of majors into CTS) will be allowed the option to apply to transfer into the coop program for the Fall 2022 cycle. Students further along in the degree or who might experience a significant delay in degree completion will be discouraged from switching into the coop stream. • When will the first work term begin? Winter 2024 • Will work terms begin before S22? If so, has the EL Hub confirmed capacity for earlier offering of work terms? No • If there are significant changes to the schedule of studies as compared to the regular program, include an implementation plan for any course offerings impacted by the changes. The schedule of studies will remain similar to that of the non-coop major, with the exception of the addition of work terms and academic terms in the summer
In consultation with Co-operative Education and Career Services, we believe capacity exists to enroll 10- 15 students per intake in the co-op stream. This approach aims for controlled growth, ensuring CTS students secure coop employment and the University does not saturate the coop market. Pending space availability, in-course students will be eligible to transfer into the program. If space is available and students transfer, they will be required to complete COOP*1100 before starting their first work term.
2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 Course F1 W2 S3 F4 W5 S6 F7 W8 S9 F10 W11 S12 F13 W14 S15 CTS*1000 Keywords X CTS*2000 Scripting for Humn. X CTS*2010 Dig. App. to Culture X CTS*3000 Data + Diff. X Odd CTS*3010 EL Dig. Arts & Crit Making years Even CTS*3020 EL Pub. Humn & Dig. Story years CTS*4000 Dig. Publishing X CTS*4010 Project Mgmt & Prototyping X CTS*4020 Digital Research Project X Co-op terms Acad Acad Off Acad Coop Acad Coop Acad Coop Acad Acad Coop Acad
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Year Fall Winter Summer 1 Academic Semester 1 Academic Semester 2 Off 2 Academic Semester 3, COOP*1000 Work Academic Semester 4 COOP*1100 Term I 3 COOP*2000 Work Academic Semester 5 COOP*3000 Work Term II Term III 4 Academic Semester 6 Academic Semester 7 COOP*4000 Work Term IV (optional) 5 Academic Semester 8 N/A N/A
We are proposing students complete three 4-month work terms with the possibility of an optional fourth work term in the final summer of their degree. The above structure will allow students to complete all degree components within a reasonable four-year + one semester model. Students graduating in the co-op stream of CTS with three semesters of co-op will complete 21.50 credits, while those who complete the optional fourth semester will complete 22.00 credits.
Note: A minimum of 3 co-op work terms (including fall, winter and summer) are necessary to complete the co-op requirement.
4 Anticipated Enrolment and Impact on Existing Programs
4.1 Identify anticipated initial enrolment and ideal steady state (full capacity) and a proposed timeline for achieving steady state.
The introduction of a co-op stream aims to bring 10-15 additional students a year, for a steady state enrollment of 40-60 CTS co-op students over 4 years by 2025-2026. The Culture and Technology program is new, with its first incoming cohort scheduled for F21. We anticipate reasonable enrolments on par with other programs with the COA, given uptake of courses offered in the past 2020-2021 calendar year and robust application numbers for the 2020-2021 OUAC season. Capacity exists within the planned CTS program’s required courses and electives to accommodate additional students introduced via the coop stream, and we anticipate that this will assist with ensuring a critical mass of majors as the program undergoes its first five years of growth, with an eventual steady state of 25 majors/minors (non-coop) plus 10-15 students/year in the coop stream. Thus, we anticipate by 26/27, CTS programming will have a combined steady state of approx. 160 majors over the program’s four years.
Program Delivery (select all that apply): Program Funding (select one): ☒ In class ☐ Online ☐ Part-time only ☒Tuition and Ministry grant ☐ Tuition only (full cost recovery)
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International Total Students Domestic Intake Intake Size of inaugural intake 10 1 11 Ideal steady state (“full 15 1 40-60 capacity”) Estimated number of years to achieve ideal steady state: 4 years
4.2 Impact on Existing Programs
Describe the intended impact on enrolment in existing related programs, including other disciplines/degree programs.
Are students likely to move to the proposed co-op program from other majors or degree programs? We do not anticipate any major enrollment impacts on other programs in the university. The introduction of a co-op stream will encourage more applications and confirmations, but it is unlikely to affect the intentions of many students planning to register in similar academic programs. It is more likely that the introduction of a co-op stream in Culture and Technology Studies at the University of Guelph will have a positive effect in outreach initiatives and overall program reputation.
a) Is the co-op option expected to attract additional new students above current targets for the existing program?
Current targets for the existing CTS major (non-coop option) call for a steady state of 25 students/year by 2025-2026. We expect that the coop option will add an additional 15 students/year, for a combined total of 40 students/year in both the coop and non-coop streams.
Note: Program closures require approval of the Board of Undergraduate Studies and Senate. Closures are reported for information to the Quality Council and to MCU.
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SIGNATURES
Signatures confirm receipt, review, and decanal and academic unit approval of the proposed new Co- operative Education option, including the adequacy of required resources to mount the option and any requests for early implementation.
19 April 2021
Department Chair(s)/Director(s) Date
29 April 2021
Dean or Associate Dean Academic Date
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Culture and Technology Studies
The CTS major offers students in the College of Arts a unique and flexible program of study with which to explore the role of culture and creativity in an increasingly technological world, using technologies themselves as part of the process. It emerges from the insight that technology is inextricably linked to human experience, culture, and society. Students in CTS will tackle the complex relationships among power, digital knowledge, digital cultures, the representation of data, and the ethical questions surrounding the development, deployment, and accessibility of technological objects and processes. CTS builds an understanding of the digital mediation of cultural processes and the role humans play in technological work. CTS majors learn digital methods for intervening in the contemporary world as versatile creators, curators, communicators, and citizens.
The CTS Co-op program provides an integrated academic/work experience for students with co- operating employer organizations. Students in the program complete 3-4 work terms while fulfilling the requirements of their CTS major.
Program Requirements
The CTS Co-op program is a four-and-a-half-year program, including up to four work terms. Students must follow the academic work schedule as outlined below (also found on the Co-operative Education website: https://www.recruitguelph.ca/cecs/).
CTS Academic and Co-op Work Term Schedule
Year Fall Winter Summer 1 Academic Semester 1 Academic Semester 2 Off 2 Academic Semester 3, COOP*1000 Work Academic Semester 4 COOP*1100 Term I 3 COOP*2000 Work Academic Semester 5 COOP*3000 Work Term II Term III 4 Academic Semester 6 Academic Semester 7 COOP*4000 Work Term IV 5 Academic Semester 8 N/A N/A
To be eligible to continue in the Co-op program, students must meet a minimum 70% cumulative average requirement after second semester, as well as meet all work term requirements. Please refer to the Co-operative Education program policy with respect to work term performance grading, work term report grading, and program completion requirements.
For additional program information, students should consult with their Co-op Coordinator and Co-op Faculty Advisor, listed on the Co-operative Education web site.
Credit Summary
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 323 of 543 Course Type Credits CTS requirements Core courses 5.00 Disciplinary praxis and context courses 3.00 BA requirements Arts/Humanities (not CTS) 0.50 Social Sciences (from at least two subject areas) 1.50 Natural/Mathematical Sciences 1.00 Electives 9.0 Co-op requirements Co-op work terms 2.0 Total
Major
A minimum of 8.00 credits is required, including:
a. 5.00 credits in the CTS core. b. 1.00 credits in disciplinary praxis courses. c. 1.00 credits in context courses from any of the three Areas of Emphasis. d. 1.00 additional credits in either disciplinary praxis or context courses.
Schedule of Studies The following is a proposed schedule of studies. Students are encouraged to consult the Department if requiring more information. Academic Semester 1 – Fall
CTS*1000 [0.50] Keywords 2.0 electives
Academic Semester 2 – Winter
CTS*2000 [0.50] Scripting for the Humanities 2.0 electives
Summer Semester
No academic semester or co-op term. Academic Semester 3 – Fall
COOP*1100 [0.0] Introduction to Co-operative Education CTS*2010 [0.5] Digital Approaches to Culture 1.0 disciplinary praxis or context courses 1.0 electives
Co-op Semester I – Winter
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 324 of 543 COOP*1000 [0.5] Co-op Work Term I Academic Semester 4 – Summer
1.0 disciplinary praxis or context courses (e.g., CTS*3030 Summer Workshop) 1.5 electives Co-op Semester II – Fall
COOP*2000 [0.5] Co-op Work Term II
Academic Semester 5 – Winter
CTS*3000 [0.5] Data and Difference PHIL*3370 [0.5] The Ethics of Artificial Intelligence 1.0 disciplinary praxis or context courses 0.5 electives Co-op Semester III – Summer
COOP*3000 [0.5] Co-op Work Term III
Academic Semester 6 – Fall
One of: CTS*3010 [0.5] Experiential Learning in Digital Arts and Critical Making CTS*3020 [0.5] Experiential Learning in Public Humanities and Digital Storytelling
CTS*4010 [0.5] Project Management and Prototyping 1.5 electives Academic Semester 7 – Winter
CTS*4020 [1.0] Digital Research Project 1.5 electives Co-op Semester IV – Summer
COOP*4000 [0.5] Co-op Work Term IV (optional)
Academic Semester 8 – Fall
CTS*4000 [0.5] Digital Publishing 2.0 electives
Distribution Requirements
A. Core courses (5.00 credits)
CTS*1000 [0.50] Culture and Technology: Keywords CTS*2000 [0.50] Scripting for the Humanities CTS*2010 [0.50] Digital Approaches to Culture CTS*3000 [0.50] Data & Difference CTS*4000 [0.50] Digital Publishing
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 325 of 543 CTS*4010 [0.50] Project Management and Prototyping CTS*4020 [1.00] Digital Research Project PHIL*3370 [0.50] Ethics of Artificial Intelligence
One of:
CTS*3010 [0.50] Digital Arts and Critical Making CTS*3020 [0.50] Digital Storytelling
B. Minimum 1.0 credits from disciplinary praxis courses:
CIS*1050 [0.50] Web Design and Development CIS*1200 [0.50] Introduction to Computing CIS*1300 [0.50] Programming CIS*1500 [0.50] Introduction to Programming CIS*2170 [0.75] User Interface Design CTS*3030 [1.00| Summer Workshop CTS*4030 [0.50] Independent Project ENGL*3100 [0.50] Reading 2.0: Electronic Literature, Games, and Digital Narrative Forms ENGL*4090 [1.00] Special Topics in Digital Literary Studies HIST*4170 [1.00] Exploration of Digital Humanities MUSC*2100 [0.50] Creating Music on the Computer MUSC*2220 [0.50] Electronica: Music in the Digital Age MUSC*3860 [1.00] Topics in Digital Music PHIL*2110 [0.50] Formal Logic PHIL*2120 [0.50] Ethics SART*2700 [0.50] Digital Media I SART*2710 [0.50] Digital Media II SART*3480 [0.50] Digital Media III SART*4890 [0.50] Digital Media IV THST*3500 [0.50] Performance Praxis THST*4500 [0.50] Performance Praxis II Note: Some courses may also have prerequisites, identified in course descriptions in the academic calendar
C. Minimum 1.0 credits from context courses:
Power, Identities, and Equity:
ARTH*3220 [0.50] Nationalism & Identity in Art ARTH*3780 [0.50] Gender and Art CTS*3030 [1.00| Summer Workshop CTS*4030 [0.50] Independent Project ENGL*2200 [0.50] Postcolonial Literatures, Film, and Other Media ENGL*2550 [0.50] North American Native Literature ENGL*2640 [0.50] Culture, Location, Identity: Minoritized Literature in Canada and Beyond ENGL*2880 [0.50] Women in Literature ENGL*3340 [0.50] British Imperial Culture ENGL*4420 [1.00] Women’s Writing
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 326 of 543 ENGL*4890 [1.00] Contemporary Literary Theory GEOG*3090 [0.50] Gender and Environment HIST*2090 [0.50] Indigenous Peoples of the Americas HIST*2240 [0.50] Women, War and Nation HIST*2340 [0.50] Slavery and Migrations in the Atlantic World, 1500-1850 HIST*2930 [0.50] Women and Cultural Change HIST*3020 [0.50] Sexuality and Gender in History HIST*3200 [0.50] Youth in History HIST*3270 [0.50] Revolution in the Modern World HIST*3390 [0.50] Governments and Indigenous Spaces HIST*3410 [0.50] Religion in 19th-Century Africa HIST*4010 [1.00] Gender and Culture HIST*4100 [1.00] Africa and the Slave Trade HIST*4140 [1.00] Sexuality in the Middle Ages INDG*1100 [0.50] Indigenous Language and Culture PHIL*1030 [0.50] Sex, Love and Friendship PHIL*2060 [0.50] Philosophy of Feminism PHIL*3210 [0.50] Women in the History of Philosophy PHIL*4060 [0.50] Philosophy of Feminism II POLS*2150 [0.50] Gender and Politics POLS*3160 [0.50] Global Gender Justice POLS*3710 [0.50] Politics and Sexuality SOAN*2290 [0.50] Identities and Cultural Diversity SOAN*2400 [0.50] Introduction to Gender Systems SOAN*3100 [0.50] Gender Perspectives on Families and Households SOAN*3240 [0.50] Gender & Global Inequality I SOAN*4220 [0.50] Gender & Change in Rural Canada SOAN*4230 [0.50] Gender & Global Inequality II SOAN*4260 [0.50] Migration, Inequality, and Social Change WMST*1000 [0.50] Introduction to Women’s Studies WMST*2000 [0.50] Women and Representation
Performance, Making, & Design:
CTS*3030 [1.00| Summer Workshop CTS*4030 [0.50] Independent Project HIST*2020 [0.50] Film as History HIST*3260 [0.50] Cinema and the Moving Image MUSC*2100 [0.50] Creating Music on the Computer MUSC*2150 [0.50] Music and Popular Culture MUSC*2220 [0.50] Electronica: Music in the Digital Age MUSC*3860 [1.00] Topics in Digital Music SART*2460 [0.50] Printmaking I SART*2610 [0.50] Photography I SART*3470 [0.50] Printmaking and Photo/Digital Technologies SART*3750 [0.50] Photography II THST*1040 [0.50] Introduction to Performance THST*1200 [0.50] The Languages of Media
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 327 of 543 THST*2450 [0.50] Approaches to Media Studies THST*2650 [0.50] History of Communication
Storytelling & Public Humanities:
ARTH*1510 [0.50] Art Historical Studies I ARTH*1520 [0.50] Art Historical Studies II ARTH*2120 [0.50] Introduction to Museology ARTH*3060 [0.50] Public Art ARTH*3620 [0.50] Museum Studies CTS*3030 [1.00| Summer Workshop CTS*4030 [0.50] Independent Project ENGL*1080 [0.50] Literatures in English I: Reading the Past ENGL*1200 [0.50] Reading the Contemporary World ENGL*2080 [0.50] Literatures in English II: Finding a Critical Voice ENGL*2920 [0.50] Elements of Creative Writing ENGL*3050 [0.50] Intermediate Fiction Writing Workshop ENGL*3060 [0.50] Intermediate Poetry Writing Workshop ENGL*3070 [0.50] Intermediate Screenwriting Workshop ENGL*3090 [0.50] Special Topics in Creative Writing Workshop ENGL*3940 [0.50] Seminar: Form, Genre, and Literary Value ENGL*4720 [1.00] Creative Writing: Prose/Poetry HIST*3560 [0.50] Experiential Learning for History Students HIST*4030 [1.00] Historical Biography HUMN*2300 [0.50] Fundamentals of Arts Management II ITAL*3700 [0.50] Experiential Learning and Language POLS*1150 [0.50] Understanding Politics POLS*2230 [0.50] Public Policy POLS*2250 [0.50] Public Administration and Governance THST*1200 [0.50] The Languages of Media THST*2650 [0.50] History of Communication
D. 1.00 additional credits in either list B. disciplinary praxis or list C. context courses.
Optional Area of Emphasis: Students who choose to complete an area of emphasis as part of their Major must fulfill the following requirements:
• Complete 2.00 credits within a single category of context courses: • Power, Identities, and Equity • Performance, Making, & Design • Storytelling & Public Humanities • Additionally, students who wish to complete the Performance, Making & Design area of emphasis are required to complete CTS*3010 Digital Arts and Critical Making in addition to the required 2.00 context credits. Storytelling & Public Humanities requires the completion of CTS*3020 Digital Storytelling in addition to the required 2.00 required context credits.
Bachelor of Arts (BA) Program Committee - Proposed New Co-op Option (Cul... Page 328 of 543
***
The proposed new co-op option has been vetted through the respective undergraduate curriculum committee, undergraduate program committee, Calendar Review Committee, and the Board of Undergraduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192951
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To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
o) Revised Winter 2022 Schedule of Dates for the Doctor of Veterinary Medicine Program
For information, the revisions to the Winter 2022 academic Schedule of Dates for the Doctor of Veterinary Medicine (DVM) program can be found online in the supporting material folder.1
The original schedule was prepared using Policy 2.3 – Policy on the Establishment of the Schedule of Dates, approved by Senate.2 The Ontario Veterinary College (OVC), in cooperation with the Office of Registrarial Services, has revised the Winter 2022 schedule to offer for a longer winter break for DVM students, paralleling that of the regular Schedule of Dates. The College is investigating options for revision to the DVM section of the Policy on the Establishment of the Schedule of Dates to ensure the winter break maintains a consistent duration every year.
1 https://uoguelph.civicweb.net/filepro/documents/193109 2 https://www.uoguelph.ca/secretariat/policy-23-policy-establishment-schedule-dates
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Revised Winter 2022 Schedule of Dates for the Doctor of Veterinary Medic... Page 331 of 543 Page 332 of 543
To: Members of Senate
From: Dr. Ian Newby-Clark, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: June 7, 2021
p) Undergraduate Curriculum: Course Changes, Deletions, Additions
The Board of Undergraduate Studies Bylaws [section 3.c)] delegates Senate authority for approval of curriculum changes, as follows:
For undergraduate degree and associate diploma courses, acting on Senate’s authority and subject to subsequent report to Senate, decide upon: i. proposals for undergraduate and associate diploma course changes, additions and deletions, taking into consideration the academic philosophy of the institution, its planned directions, the program’s Learning Outcomes, the coherence of proposed programming changes, and the relevant internal and external criteria for the evaluation of such programs; ii. proposals for changes to the degree or associate diploma program Schedules of Study.
At its meetings on May 4, 20211 and May 27, 20212, the Board of Undergraduate Studies (BUGS) approved curriculum changes (i.e. course changes, deletions and additions), on recommendation of the Calendar Review Committee. Enclosed is a memo from Patricia Tersigni, Director of Academic Programs and Policy, outlining changes to the undergraduate curriculum.
Members may also review the course change forms and accompanying documentation (i.e. course outlines, where appropriate) in the Board of Undergraduate meeting packages from May 4, 2021 and May 27, 2021.
1 Full details with respect to the course changes, deletions, and additions can be found online in the May 4, 2021 BUGS agenda package: https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1625
2 Full details with respect to the course changes, deletions, and additions can be found online in the May 4, 2021 BUGS agenda package: https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1657
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Undergraduate Curriculum: Course Changes, Deletions, Additions Page 333 of 543 Page 334 of 543 To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
Date: April 26, 2021
Re: 2022-23 Academic Calendar Changes
Enclosed for approval by the Board of Undergraduate Studies are curriculum changes to the 2022-2023 University of Guelph Academic Calendars, unless otherwise noted*. This includes changes reviewed by the Calendar Review Committee and recommended by:
- the Bachelor of Arts (B.A.) Program (*2020-21 Academic Calendar) - the Associate Diploma Program (*2021-22 Academic Calendar) - the Bachelor of Applied Science (B.A.Sc.) Program - the Bachelor of Arts and Sciences (B.A.S.) Program - the Bachelor of Commerce (B.Comm.) Program - the Bachelor of Engineering (B.Eng.) Program - the Bachelor of Science (B.Sc.) Program - the University of Guelph-Humber Program
The curriculum changes are listed on summary sheets by program and all associated submissions (calendar templates and change forms) can be found by program on the Secretariat’s DocumentCenter site. Consultation for submissions requiring support from multiple colleges or academic departments is held on file. All changes have the approval of the respective Dean/Associate Dean.
The Academic Calendars can be found online. To review curriculum revision information, please refer to the Quality Assurance website.
Should a member have questions in advance regarding any of the changes, the curriculum change process or wish to review any of the supporting documentation held on file, please contact Alyssa Voigt or Clarke Mathany, Managers, Curriculum and Academic Quality Assurance.
Undergraduate Curriculum: Course Changes, Deletions, Additions Page 335 of 543 Page 336 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
Members of the Board of Graduate Studies for 2020-21:
Andrew Papadopoulos, Faculty, OVC (Chair) Lisa Duizer, Faculty, OAC John Lindsay, Faculty, CSAHS (Vice-Chair) Patricia Sheridan, Faculty, COA Ben Bradshaw, Assistant Vice-President (Graduate Studies) Michele Oliver, Faculty, CEPS Teresa Crease, Associate Dean (Graduate Studies) Lindsay Robinson, Faculty, CBS Malcolm Campbell, Vice-President (Research) Nicole Berardi, President, GSA Carrie Chassels, Vice-Provost (Student Affairs) Melanie McCaig, Graduate student, CEPS Helen Salmon, Library, Collections & Content Madison Pereira, Graduate student, OVC Miana Plesca, Faculty, LANG Kerry Houlahan, Graduate student, OAC
a) Proposed Change to the Graduate Calendar [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a slight change to language in the graduate calendar to clarify guidance related to doctoral Thesis Examinations.1
Enclosed for member review and consideration is a memo from Dr. Ben Bradshaw, Assistant Vice-President Graduate Studies.
The following motion is presented on the recommendation of the Board of Graduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed change to language in the Graduate Calendar which clarifies the process by which an External Examiner is appointed, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634
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Proposed Change to the Graduate Calendar [Motion] Page 337 of 543 Page 338 of 543
To: Board of Graduate Studies From: Ben Bradshaw, Assistant Vice-President, Graduate Studies Date: May 11, 2021 Subject: Proposed minor change to the graduate calendar
Reflective of the privilege the University holds in conferring Doctoral degrees, there is considerable guidance associated with setting up and executing Thesis Examinations (see https://www.uoguelph.ca/registrar/calendars/graduate/current/degreg/degreg-phd- thesis.shtml). This guidance is accurate save for one requirement that is widely understood to be malleable: For each doctoral thesis an External Examiner from outside the University is appointed on behalf of the Assistant Vice-President (Graduate Studies) by the Department Chair, in consultation with the Advisor. In reality, this action is typically executed by the Graduate Program Coordinator. While this mismatch might seem harmless, my concern is that we could be inadvertently signaling to the Graduate Studies community that other requirements associated with the Doctoral Examination process are equally malleable; indeed, recent practice across campus would suggest that this concern is valid. To address this concern, I propose that we change the Calendar language to reflect typical and desired practice. For each doctoral thesis an External Examiner from outside the University is appointed on behalf of the Assistant Vice-President (Graduate Studies) by the Department Chair Graduate Program Coordinator, in consultation with the Advisor. Thank you for your attention to this suggested change. Cheers, Ben
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
Proposed Change to the Graduate Calendar [Motion] Page 339 of 543 Page 340 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report Meeting: June 7, 2021
b) Proposed Credit/No Credit Grading Option and Calendar Change [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposed credit/no credit grading option and additional language to the Graduate Calendar’s “Other Grading Notations” table related to the Withdrawn: failure (WDF) grading notation.1
The enclosed memo from Dr. Teresa Crease, Associate Dean, Graduate Studies provides rationale and additional context.
The following motion is presented on the recommendation of the Board of Graduate Studies.
Senate is asked to, RESOLVE, that Senate approve the proposed Credit/No Credit Grading Option, as presented
c) Proposed Changes to Other Grading Notations [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal to add language to the Graduate Calendar’s “Other Grading Notations” table related to the Withdrawn: failure (WDF) grading notation.2
The enclosed memo from Dr. Teresa Crease, Associate Dean, Graduate Studies provides rationale and additional context.
The following motion is presented on the recommendation of the Board of Graduate Studies.
Senate is asked to, RESOLVE, that Senate approve the proposed changes to the “Other Grading Notations” table in the Graduate Calendar, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\8bc bgs - credit, no credit grading option, and calendar change sd.docx
Proposed Credit/No Credit Grading Option and Calendar Change [Motion] Page 341 of 543 Page 342 of 543
To: Board of Graduate Studies From: Teresa Crease, Associate Dean, Graduate Studies Date: May 13, 2021 Subject: Proposal for a CREDIT/NO CREDIT grading option and minor calendar change ______I would like to submit two proposals for consideration by BGS. One is a calendar change and one is a new grading option. 1. Calendar change: Currently, when a student voluntarily withdraws permanently or is withdrawn (e.g. AWOL or financial de-registration) from their graduate program after the last day of classes (the last day to drop courses), any courses that have not been completed receive a notation of WDF (withdrawn: failure). This can be appealed by the student to OGPS with the support of the graduate program. In some cases, the program has appealed the WDF on the student’s behalf when they are not able to do so (e.g. illness). If the appeal is approved, the grade is replaced with WNP (withdrawn: no penalty) WNP is routinely used when a student fails a course (including INF for failing to complete an incomplete course) and then appeals to A&P to drop the course after the course drop deadline. If A&P approves the request, the course remains on the transcript but the grade is changed to WNP. I would like to propose that the default for unfinished courses in the case of permanent withdrawal (voluntary or not) be changed to WNP. There are many reasons why a student might decide to withdraw from a graduate program voluntarily or they may be withdrawn for failing to register or pay tuition. It seems overly punitive to mark their record with what could be multiple failures. They may withdraw or fail to register for a subsequent semester for compassionate reasons (health or family circumstances) or because they did not find the program to be a good fit for them. None of these should be automatically recorded as “failure”. Having these failed courses on their record could negatively impact their ability to gain admission to another graduate program at this or another university. Although it is possible for students to appeal the WDF, this puts an unnecessary administrative burden on those who may not be able to submit such an appeal (e.g. illness), or on departments who do so on their behalf. I suggest that the WNP option is more compassionate and would better support students’ potential for future success in graduate studies in the same or another program. The relevant section of the calendar, with proposed revision is below: Table of “Other Grade Notations”
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
Proposed Credit/No Credit Grading Option and Calendar Change [Motion] Page 343 of 543
WDF Withdrawn: failure. Identifies a course from which the student withdrew after the announced last date for dropping courses. A course dropped prior to this last date is not recorded. A grade value of 0 (zero) is attached to a WDF grade. Courses that are incomplete when a student is withdrawn or permanently withdraws from their program after the last date to drop courses will receive the WNP designation (see WNP below). WNP Withdrawn: no penalty. Identifies a course from which the student withdrew after the announced date for dropping courses. This grade may be assigned under special circumstances on appeal to the Admissions and Progress Committee. No grade value is attached to a WNP grade.
2. Credit/No Credit Grading Option. The Academic Policies and Procedures working group is currently considering a Credit/No Credit grading option for undergraduate students. They could take up to 2.0 credits for “Credit” such that these courses would not be included in the GPA, but they would count towards the degree requirements. Courses that are required for the major could not be taken for Credit. An option like this would be useful for grad students who want to take a course to fill a gap in their background knowledge or take something of interest that is outside the scope of their research area but is not required to fulfill the requirements of their graduate program. Given that this may be out of their “comfort zone”, they may not perform as well as they might in a course that is directly related to their research area, and thus might be hesitant to do so because it would impact their GPA and thus their ability to compete for scholarships. The Credit option would allow them to explore a subject without an impact on their GPA, but still maintain the integrity of their graduate degree. Students would still need to pass the course with 65% to get credit, as is currently the case for any course taken by a graduate student. This would be a more robust indication that students have participated in the course and learned the material than AUD where students are not required to do any of the course assessments and no evaluation of what they have learned is done. I have drafted the proposal below based on the one for undergraduates and present it to BGS for consideration.
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
Proposed Credit/No Credit Grading Option and Calendar Change [Motion] Page 344 of 543
Credit/No Credit Grading Option The University of Guelph is committed to developing the whole student, providing a learning environment that encourages exploration. The credit/no credit course option will encourage student learning and participation in academic areas in which they have interest but perhaps not expertise. This policy allows graduate students to receive credit for courses outside their prescribed graduate coursework without impacting their grade point average. Non-degree students are not eligible for this grading option. Students complete course work as usual and must achieve a final mark of at least 65%, to receive a Credit (CR) under this option. The course(s) are not included in the calculation of the student’s overall cumulative or semester average. Graduate students may elect to take up to 1.00 credits (typically equal to two, one-semester courses) on the credit/no credit grading option in each degree taken. These courses will not count towards fulfillment of minimum program requirements, which must be listed as prescribed courses on the degree program form. However, they can be listed as additional courses. The choice of courses is not restricted as to year or level of course. The Graduate Program Coordinator of the student’s program must approve the request. If a student fails the course and receives a grade of No Credit (NCR), the student can appeal to the department to change NCR to audit (AUD) using the Graduate Grade Change Form. The Department Chair of the student’s program must approve the request. This option is only available to students who have received approval for the CR option. To qualify for this grading option, students must: • be currently registered in the course; • submit a request to opt for a credit/no credit status to the Registrar’s Office by the last day of classes in the semester in which they are taking the course. • apply the credit/no credit grading option only to additional courses that are not required to meet the minimum requirements of their graduate program. Students may not use this grading option for the following categories of courses: • courses that fulfill the minimum program requirements for the graduate degree; • courses that are being taken to resolve provisional status; • courses in which the student has been found guilty of academic misconduct and received a grade penalty.
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
Proposed Credit/No Credit Grading Option and Calendar Change [Motion] Page 345 of 543
Reversing a credit/no credit request • The request to complete a course on a credit/no credit basis can be reversed by submitting a reversal request to the Office of Registrarial Services.
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
Proposed Credit/No Credit Grading Option and Calendar Change [Motion] Page 346 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
d) CEPS: New Program (Master of Data Science) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the Department of Mathematics and Statistics, College of Engineering and Physical Science for a new Master of Data Science (MDS) program.1
The following material, in support of the proposed new program, is enclosed: • A memorandum from Dr. Gerarda Darlington, Interim Dean, College of Engineering and Physical Sciences, • An excerpt from the comprehensive proposal brief with rationale for the new program and program learning outcomes.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, related course addition forms, the Library Report, course outlines, and additional letters of support can be found online in the supporting materials folder.2
Related Course Additions DATA*6100 Introduction to Data Science DATA*6200 Data Manipulation and Visualization DATA*6300 Analysis of Big Data DATA*6400 Machine Learning for Sequential Data Processing DATA*6500 Analysis of Spatial-Temporal Data DATA*6600 Applications of Data Science DATA*6700 Data Science Project
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/192956
CEPS: New Program (Master of Data Science) [Motion] Page 347 of 543 The following motion is presented on the recommendation of the Board of Graduate Studies.
Senate is asked to,
RESOLVE, that Senate approve the proposed new Master of Data Science program including related course additions, as presented.
i. Course addition: DATA*6100 Introduction to Data Science ii. Course addition: DATA*6200 Data Manipulation and Visualization iii. Course addition: DATA*6300 Analysis of Big Data iv. Course addition: DATA*6400 Machine Learning for Sequential Data Processing v. Course addition: DATA*6500 Analysis of Spatial-Temporal Data vi. Course addition: DATA*6600 Applications of Data Science vii. Course addition: DATA*6700 Data Science Project
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CEPS: New Program (Master of Data Science) [Motion] Page 348 of 543 February 8, 2021
Dr. Ben Bradshaw Assistant Vice-President, Graduate and Postdoctoral Studies University of Guelph
Re: College Letter of Support for Proposed Master of Data Science
Dear Dr. Bradshaw,
I am writing to express my strong support for the proposed Master of Data Science led by the Department of Mathematics and Statistics in the College of Engineering and Physical Sciences (CEPS). The inaugural program director, Dr. Ayesha Ali, presented the executive summary at the Department’s faculty council on January 26, 2021. A virtual vote was held the week of February 1, 2021; the Department approved the program to proceed through the University of Guelph’s internal approval process.
This proposed program aligns with CEPS’s 2018-23 Strategic Plan Inspiring Excellence, namely the priority Leading in Learning and the objective to create new professionally-oriented Master’s programs. Also, it dovetails with existing programs in CEPS. For example, the Collaborative Specialization in Artificial Intelligence, housed in the Centre for Advancing Responsible and Ethical Artificial Intelligence (CARE-AI), is a research-intensive multidisciplinary training program that equips Master’s students to be the next generation of leaders in artificial intelligence and its ethical application. The proposed MSc in Data Science is a professionally-oriented industry-centered Master’s program that focuses on the artificial intelligence application area of data science and big data analytics. Notably, the specialization is a Vector-recognized Master’s program and we are pursuing Vector recognition for the proposed Master of Data Science. Both programs would be the only Vector-recognized programs at the University and among fewer than 20 in Ontario—bringing national recognition to artificial intelligence-related training at the University.
The program builds upon the strengths and expertise of existing faculty within our College. The University’s 2017-22 Strategic Research Plan lists Data Science and Informatics as a research signature area. Most of this research expertise lives in CEPS. We will leverage this expertise to provide students in the Master of Data Science program with an enriching, leading-edge education in data science and related techniques. In turn, offering a training program in data science will help our faculty to further reflect on methods they use in their research and the opportunity to interact with new industry partners, through advisory board membership and major research projects, who may also contribute to their research programs.
College of Engineering & Physical Sciences Dean’s Office, SSC1314 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 x53125 [email protected] uoguelph.ca/ceps
uoguelph.ca/ceps
CEPS: New Program (Master of Data Science) [Motion] Page 349 of 543 At a time when private and public funding of higher education is decreasing, federal and provincial governments have increased their focus on training HQP for highly skilled careers at the forefront of technological innovation. The proposed Master of Data Science supports the Strategic Mandate Agreement (2020-25) between the Ontario Ministry of Training, Colleges and Universities, and the University of Guelph. The program curriculum is informed by leading researchers and industry partners who double as future employers. It will prepare graduates for fulfilling careers in data science and related fields. The job readiness of graduates will help increase the University’s employment rate in a field related to the area of study. Moreover, graduates will have an economic impact in the local community by working for Guelph-based companies such as Linamar and The Co-operators (letter of support attached).
As evidence of CEPS support for the proposed program, we have committed to the strategic hiring of key faculty with specific expertise in related fields. For example, recent hires in Mathematics and Statistics, Drs. Khurram Nadeem (2018 start date) and Mihai Nica (2020 start date), will be able to contribute to teaching in the new program. Moreover, core faculty member Lorna Deeth was converted to a tenure- track faculty member from a contractually limited faculty position in 2017. Also, the College is committed to pursuing an incremental data science-related hire in the Department of Mathematics and Statistics following approval of the proposed program. Moreover, the College has also supported the complete overhaul of the Reynolds building, home of Computer Science faculty. Finally, the College is committed to ensuring that the proposed program receives the resources required to keep the program sustainable as it inevitably grows.
Graduates of the Master of Data Science will be equipped with the knowledge and skills to use innovative approaches to create, manage, combine, and apply data to inform decision making and improve life. I fully support the development of this timely Master’s program and look forward to welcoming the first cohort of students.
Sincerely,
Gerarda Darlington, Ph.D., P.Stat. Interim Dean, College of Engineering and Physical Sciences University of Guelph
College of Engineering & Physical Sciences Dean’s Office, SSC1314 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 x53125 [email protected] uoguelph.ca/ceps
uoguelph.ca/ceps
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NEW GRADUATE PROGRAM PROPOSAL
VOLUME I: PROPOSAL BRIEF
This template is to be used when seeking approval for new graduate programs (doctoral and master’s) and/or graduate diplomas (types 1, 2, and 3). All new graduate programs and diplomas must receive a recommendation from the Office of the Provost to move through governance processes. Submit the New Graduate Program Proposal (Volumes I and II) to the Assistant Vice-President, Graduate Studies through the Office of Graduate and Postdoctoral Studies ([email protected]) who, on behalf of the Provost, undertakes initial review to ensure new programming is consistent with the strategic plans and directions for growth of the university. Academic Units are strongly advised to contact the Manager, Graduate Curriculum in the Office of Graduate and Postdoctoral Studies at the outset of proposal development.
In accordance with the University of Guelph’s Institutional Quality Assurance Process (IQAP), proposals for new, for-credit graduate diplomas follow the Protocol for Expedited Graduate Approvals, meaning they require completion of Volumes I and II of the New Graduate Program Proposal, but do not require external review.
Name of Proposed Master of Data Science (MDS) Program: Sponsoring Academic Department of Mathematics and Statistics (Math and Stats) Unit and College: College of Engineering and Physical Sciences (CEPS) Proposed Start Date: Fall 2021 Ayesha Ali, Associate Professor, Math and Stats Proposal Lead(s): Nicolas Dery, Sr. Manager, Research and Strategic Initiatives, CEPS
A. Program Introduction
1. Provide a brief description of the proposed program including its main goals, and comment on the appropriateness of proposed degree nomenclature.
The Department of Mathematics and Statistics and the College of Engineering and Physical Sciences (CEPS) propose an innovative coursework-based Master of Data Science, with a special focus on spatial-temporal modelling and visualization. This 12-month program emphasizes data science techniques, both statistical and computational, to identify trends and formulate insights.
Main Goals of the Master of Data Science.
Consistent with market demand, the Master of Data Science will focus on data mining, data warehousing and database management, extraction, transformation, and loading (ETL), machine learning, artificial intelligence (AI), statistical modelling, scripting and data
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visualization.1 Through this program, students will gain exposure to literature and resources, and experience with cutting-edge methods used in data science. This coursework-based program’s content has been structured so that graduates will be well-positioned to develop their own customized tools to solve real-world applied problems.
The proposed program curriculum will introduce and emphasize relevant computer programming languages, management of databases and data visualization especially of spatial-temporal data. Our scan of similar data science programs in the region have indicated that no existing program has a specific focus on spatial-temporal data. Some programs offer either core or optional courses on correlated data in one dimension; however, no programs focus on spatial and temporal dimensions. With the advent of Internet of Things, businesses are collecting data over time and across geographic maps. For example, Uber needs to track and schedule customer pick-ups and drop-offs; global supply chains are driven by local customer trends; and the agriculture and environment sectors continue to incorporate satellite data collected at phenomenal resolutions. A data science program that prepares students for the nuances of spatial-temporal data will be an asset as graduates begin careers in industry.
Furthermore, the proposed program is designed to be delivered in person with a strong “flipped” classroom component, wherein students review lecture material outside of class to free up more in-class time for applied learning. The flipped classroom component is unique compared to other course-based data science programs in Ontario. It offers a built-in flexibility that will facilitate upskilling for working professionals.
Upon completion of the program, students will have demonstrated strong analytical and problem-solving skills as well as advanced computing skills. Students will be required to upload their project workflow and code on a public repository, such as GitHub, which will help graduates develop a portfolio to show potential employers. Moreover, the practical experience gained through course projects and seminars will benefit the professionally oriented student. Finally, common themes throughout the program include oral and written communication skills, ethics, and the data life cycle, thereby producing well rounded graduates that appeal to potential employers.
Through the proposed program’s unique curriculum and experiential learning opportunities, Master of Data Science graduates will be prepared to step into fulfilling careers in roles such as data scientists, database administrators, and database analysts. Moreover, the timing of this program is ideal; it addresses the growing data scientist labour shortage in Canada and the US. Data-science-based jobs are quickly dominating the Canadian business landscape. The Information and Communications Technology Council (ICTC) identifies data scientists among the top the 15 top digital jobs that will be most needed in Canada through 2023. The ICTC expects demand for digitally skilled talent in Canada to reach more than 305,000 job openings over the same period. Moreover, “Data Scientist” topped Glassdoor’s list of top jobs in the US from 2015 to 2019.2 The proposed program’s unique curriculum components and
1 Master’s in Data Science “Skills for Every Data Scientist,” 2U, Inc., https://www.mastersindatascience.org/data- scientist-skills/ 2 “The 20 best jobs in America in 2019, according to Glassdoor,” CNBC, https://www.cnbc.com/2019/01/22/glassdoor- the-20-best-jobs-in-america-in-2019.html
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positive job outlook for its graduates will be sure to attract attention from domestic and international graduates from honours baccalaureate degree programs in computer science, statistics and mathematics, and related programs; as well as current working professionals looking to pivot career paths or gain new skills.
Appropriateness of Proposed Degree Nomenclature.
The degree designations of MA, MSc and PhD are typically reserved for research-based programs. The purpose of the proposed program is to train the next generation of data science professionals. The primary goal of the program is to contribute to a data science work force capable of filling Canada’s gap in data science expertise in industry.
In this case, we are using the term “Data Science” to describe an inter-disciplinary field at the interface of mathematics, statistics, computer science and artificial intelligence, where its actors aim to extract meaningful knowledge and insights from structured and/or unstructured data.
Thus, the proposed program has been named the “Master of Data Science” (MDS). This alternative degree nomenclature will ensure that potential employers are able to easily identify the relevance of our graduates’ expertise, while differentiating it from thesis-based MSc in Data Science programs.
2. Explain the rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College and the University’s Strategic Framework.
Canada’s Commitment to Growing Data Science.
The ability to collect information has grown with recent technological advances in computers and the Internet of Things—more actions are trackable, and more devices are inter-connected than ever before. Consequently, there has been a huge influx of data in recent years. It is estimated that by 2025 there will be 175 zettabytes of data worldwide.3 Moreover, Canada’s investments into data have been on the rise. In 2018, Canada invested ~$40 billion into data collection, databases and data science, which represents an average annual growth of 6.2% from 2015.4 Data scientists are needed to convert this data into actionable insights for companies, banks, government, public health officials, and doctors, among others.
A Growing Need for Data Science Professionals.
The Job Bank of Canada estimates that from 2019 to 2028 there will be 18,000 new job openings in data science, with only 16,700 qualified job seekers to fill the positions.5 Data
3 Reinsel, David, et al. (November 2018) “The Digitization of the World: From Edge to Core,” International Data Corporation (IDC), https://www.seagate.com/files/www-content/our-story/trends/files/idc-seagate-dataage- whitepaper.pdf 4 Bugge, Brenda, et al. (July 2019) “The value of data in Canada: experimental estimates,” Statistics Canada, https://www150.statcan.gc.ca/n1/pub/13-605-x/2019001/article/00009-eng.htm 5 Government of Canada – Job Bank (2019) “Data Scientist in Canada,” https://www.jobbank.gc.ca/marketreport/outlook-occupation/227147/ca
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science professionals are also in high demand outside of Canada. In the United States, PwC used Burning Glass data to find that over 150,000 of the anticipated 2.7 million job postings for data science and analytic roles in 2020 will not be filled.6,7 A market analysis on postings in Europe found that the data scientist and the data engineer job postings hold the second (12%) and third (11.3%) highest annual growth rate in job demand.8 Further, the IDC projects Europe will have about 960,000 job postings in data management and analytics by 2023. Given these indicators of job growth, it is clear there is a need for data science professionals in Canada and globally. As such, there will be a wealth of opportunities in the field of data science, and there is an overwhelming need for more data science training programs.
The Unique Skillset Requirements for Today’s Data Scientist.
The drive to make evidence-based decisions has turned data scientists from precious luxury commodities to necessities. At the same time, the demands placed on data scientists are becoming increasingly complex. To respond to today’s challenges, data scientists must possess a unique multidisciplinary skillset that includes strong statistical, computing, and communication skills, as well as a proficiency in big data analytics.
The results from a 2016 analysis of job postings suggest that there is increased demand for data-science-related analytics skills that transcend position titles. These skill domains include data science, data analysis, data visualization, data engineering, and machine learning. Moreover, the demand for data science, machine learning, and data visualization skills, were predicted to grow by 93%, 56% and 44%, respectively, between 2016-2018.9
The proposed program is designed to equip students with the skills needed to succeed in tomorrow’s work environment. It has a strong foundation in core technical data science techniques, while providing students with unique training opportunities in big spatial-temporal data and visualization, machine learning, communication, and ethics.
Alignment with the College’s Strategic Plan: Inspiring Excellence.
To achieve its mission, the 2018-2023 CEPS Strategic Plan Inspiring Excellence10 outlines six guiding principles to focus its efforts, including leading in learning. A key objective outlined in this theme is to create new professionally oriented Master’s programs. The mission of the Master of Data Science is to equip students with the skills and expertise they need to
6 PricewaterhouseCoopers (PwC) United States “What’s next for the data science and analytics job market?” https://www.pwc.com/us/en/library/data-science-and-analytics.html 7 Piatetsky-Shapiro, Gregory (2018) “How many Data Scientists are there and is there a shortage?” LinkedIn, https://www.linkedin.com/pulse/how-many-data-scientists-shortage-gregory-piatetsky-shapiro/ 8 International Data Corporation (IDC) (March 2020) “IT Roles in Cybersecurity and Data Management and Analytics Will Record the Highest Demand in Europe Through 2023,” https://www.idc.com/getdoc.jsp?containerId=prEUR246106920 9 Burning Glass Technologies (2017) “The Quant Crunch – how the Demand for Data Science Skills is Disrupting the Job Market,” https://www.burning-glass.com/wp-content/uploads/The_Quant_Crunch.pdf 10 “Inspiring Excellence 2018-2023 College of Engineering and Physical Sciences Strategic Plan,” https://sway.office.com/eJ9KioD9nmThO1Ld?ref=Link&loc=play
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immediately succeed as professional data scientists. Also, it will strengthen the College’s growing reputation as a national leader in machine learning and AI. Two of the newest graduate programs developed in CEPS include the professionally oriented Master of Cybersecurity and Threat Intelligence (https://www.uoguelph.ca/computing/graduates- graduate-programs/master-cybersecurity-and-threat-intelligence-mcti) and the thesis-based Collaborative Specialization in Artificial Intelligence (https://www.uoguelph.ca/ceps/csai). Both programs focus on machine learning, with the former focusing on its application to cybersecurity and the latter focusing on the responsible and ethical application of AI in a variety of application areas. The Master of Data Science will complement these programs by providing students with an option to gain expertise in the application of machine learning to data science and big data analysis, with special emphasis on spatial-temporal data.
The program’s dedication to both traditional and emerging machine learning and statistical methods, coupled with the experiential learning opportunities embedded within the core courses, will enhance research and innovation needed to meet dynamic industry needs. The exposure to state-of-the-art software and technologies will train students to successfully adapt to the rapid expansion of data science. Finally, the emphasis on clear communication and on teamwork will prepare students to thrive in the workplace.
The College also aspires to grow its international student body. International students are attracted to Canadian programs that lead to jobs in the host country. Because the proposed program will prepare students for work in a fast-growing field and offers potential in-program experiential learning opportunities with industry partners, the Master of Data Science will be an attractive option for international graduate students looking to Canada as a destination to achieve their career aspirations.
Relationship to the University’s Strategic Framework: Our Path Forward.
With the continuous explosion of data collected over real time across diverse domains, there is an urgent need for businesses and governments to harness these data to inform action. A clear lesson reinforced from the COVID-19 pandemic response is that facts and science should be at the foundation of decision making. In the short term, companies with overwhelming amounts of data have untapped potential that can be used to identify business trends and opportunities and make data-driven decisions. Meanwhile, over the long term, industries, corporate organizations, and educational institutions will be required to adopt data- driven strategies to remain relevant and be competitive in their markets.
The proposed program directly responds to many of the themes outlined in the University of Guelph’s Strategic Framework: Our Path Forward (2016) as outlined below.
Inspiring Learning and Inquiry: The University of Guelph is committed to providing students with meaningful educational experiences. The proposed Master of Data Science will incorporate collaborative and engaging hands-on experience within the classroom through case studies and real-world problems. We will use evidence-based practices and keep abreast of emerging technologies to meet learners’ changing needs. Experiential learning opportunities, like the flipped classroom format and seminar course, will allow students to
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refine their research skills, develop collaborative problem-solving skills, reflect on the transferability of their skills to other problems, and understand how to transfer their knowledge and skills to future endeavours. Course projects will promote active, team-based learning and prepare students to work in collaborative environments.
Connecting Communities: The proposed program follows the University’s custom of fostering mutually beneficial relationships with the local and global communities. We will be connecting communities through strategic partnerships with the Vector Institute for Artificial Intelligence (“Vector”) and industry leaders that raise our profile. Vector is an independent, not- for-profit corporation launched with generous support from the Government of Canada, Government of Ontario, and private industry. Its goal is to work with academic institutions, industry, start-ups, incubators and accelerators to advance AI research and drive its application in Ontario. Moreover, key members of local industry helped inform the creation of the proposed program. They will continue to participate on the Data Science Advisory Board to ensure graduates are equipped to succeed as data science professionals who can exceed current industry expectations (see letters of support in Volume II). The core courses will draw on examples of data problems inspired/provided by industry partners. Faculty may also invite speakers from the Advisory Board to guest lecture in the core courses. Moreover, the Master of Data Science will be a popular program among international students who are looking to train and work in Canada. Thus, it will help advance the University’s internationalization initiative by enhancing its complement of international students and thus raise its global reputation.
Catalyzing Discovery and Change: We will recruit top talent, employ innovative teaching and learning methods, attract financial and other resources to support the teaching environment, and develop a work force who can address evolving complex questions of industry partners.
Stewarding Valued Resources: The Data Science Advisory Board will help build and strengthen connections with government and others to leverage and expand our available resources and enhance the academic platform. Over the years, the University of Guelph has cultivated a strong reputation in statistics and computer science through the development of its Bioinformatics programs, the Centre for Advancing Responsible and Ethical Artificial Intelligence (CARE-AI) and the One Health Institute, among other initiatives. This reputation, in conjunction with the engagement of industry partners, will enable the University to harness its historical and emerging strengths to meet the Framework’s call to sustain and cultivate graduates who meet the needs of the future. Furthermore, the hiring of new faculty members is anticipated. Ideal candidates will have extensive experience in and knowledge of data science and its application in industry. While the University has much to offer students, graduates will also be able to provide valued resources in return. Data science skills are invaluable in research and ubiquitous in today’s market. This program will help establish and reinforce University of Guelph graduates as employees of choice.
Nurturing a Distinctive University Culture: Professional graduate programs in Data Science are not new. However, the proposed program’s flipped classroom course delivery components and seminar course format are new. The program’s focus on spatial-temporal statistics is also innovative. The University of Guelph has demonstrated a commitment to excellence in
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research and innovation combined with a willingness to take informed risks. The flipped course delivery provides a unique opportunity for students to learn at different paces and capitalize on the nurturing and engaging University of Guelph campus environment. The attention to spatial- temporal statistics will increase the competitiveness of Guelph graduates in the ever-changing workplace. Graduates will be equipped with an invaluable skillset. For example, data science for geospatial problems can help identify at-risk populations in a public health setting, thereby providing knowledge that industries, non-profit organizations and charities can capitalize on. The skills learned through this program can be applied to solve pressing global issues.
In conclusion, the proposed Master of Data Science will benefit the Department of Mathematics and Statistics, CEPS, and the University of Guelph. Expanding the cohort of graduate students and building relationships with industry partners will boost the visibility of the Department within and outside of the University community. The new program will complement the growing list of CEPS graduate programs. Steady enrollment is expected given the rising domestic and international market demand for data scientists. Moreover, the new courses offered as part of the program will be available to other graduate students at the University, which will support other departments on campus.
3. Describe how relevant stakeholders were consulted in preparing this proposal. If the proposed program includes resources (e.g., courses, faculty supervision) from units other than the sponsoring unit, clear commitments of support for the proposed program must be included in Volume II.
This proposal was developed by the Data Science Steering Committee, with input from Dr. Mary Wells, former Dean of CEPS; Dr. Ben Bradshaw, Assistant Vice-President (Graduate Studies); and Dr. Olaf Berke, Professor and Graduate Program Coordinator, Exams in the Department of Population Medicine. The Data Science Steering Committee is comprised of Dr. Ayesha Ali, Associate Professor in Mathematics and Statistics; Dr. Rozita Dara, Associate Professor in Computer Science; Dr. Khurram Nadeem, Assistant Professor in Mathematics and Statistics; and Dr. David Calvert, Associate Professor in Computer Science. The Committee also received input from Dr. Julie Horrocks, Professor and former Chair of the Department of Mathematics and Statistics; Dr. Zeny Feng, Associate Professor and former Graduate Program Coordinator in Mathematics and Statistics; and Dr. Dan Gillis, Associate Professor in Computer Science. The Data Science Steering Committee also solicited input from the Experiential Learning office and relevant industry partners for valuable insights into the market demand for data science professionals.
Previous drafts of this proposal have been shared with key faculty in CEPS, including Dr. Gerarda Darlington, Interim Dean of CEPS; Dr. Dan Ashlock, Professor and Interim Chair in the Department of Mathematics and Statistics; and Dr. Minglun Gong, Professor and Director in the School of Computer Science (see letters of support in Volume II); as well as with cognate program heads, including Dr. Graham Taylor, Program Director and Graduate Program Coordinator for the Collaborative Specialization in Artificial Intelligence; and Dr. Sarah (Sally) Adamowicz, Program Director and Graduate Program Coordinator for the graduate programs in bioinformatics.
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A draft proposal brief was reviewed by the Mathematics and Statistics Graduate Program Committee, including the Graduate Program Coordinator, Dr. Monica Cojocaru. The Committee provided feedback on the draft proposal brief, which was incorporated. They also provided their feedback to the broader mathematics and statistics faculty to inform the departmental vote. The draft proposal brief was circulated to the Department of Mathematics and Statistics and a virtual vote was held the week of February 1, 2021. The motion to support the Master of Data Science program was approved by the Department.
The proposal brief was also shared with Division Committee 2 – Social Sciences (Business Administration, Capacity Development and Extension, Criminology and Criminal Justice Policy, Economics, Family Relations and Applied Nutrition, Geography, International Development Studies, Landscape Architecture, Marketing and Consumer Studies, Political Science, Psychology, Public Issues Anthropology, Sociology, Rural Planning and Development); Division Committee V – Physical and Engineering Sciences (Biophysics, Chemistry, Computing and Information Science, Engineering, Geography, Land Resource Science, Mathematics and Statistics, Physics); the Department of Philosophy, and the Department of Animal Biosciences.
Although the foundations of data science remain the same over time, the field has burgeoned such that niches have developed within the field, including data analysts, data engineers, and advanced analysts. To ensure the relevance of the program and facilitate future internships and full-time employment opportunities for students, the University has assembled a Data Science Advisory Board comprised of the following industry professionals (or their delegates): Catherine Crea, Senior Principal Geoscientist, Geosyntec; Jim Jarrell, President and Chief Operating Officer, Linamar; Joe Mudge, Research Innovation Analyst, The Co-operators; Maria Kamali, Director of AI/ML, Loblaw Companies Limited; and Zayed Azem; Leadership Partner, Gartner Inc. Upon the launch of the program, the Advisory Board will hold regular meetings to provide strategic oversight, as well as monitor program growth and student outcomes. The Advisory Board will also discuss major curriculum changes and renewal; refine enrolment targets and program growth strategies; shed light on evolving industry needs; and keep the program informed about internship opportunities. The Advisory Board will not bear decision-making responsibilities. Moreover, the CARE-AI Advisory Board will be periodically updated on the Master of Data Science program, to identify synergies between programs and to obtain their insights for program-related issues, as needed.
B. Learning Outcomes and Assessment
1. Outline and describe the anticipated learning outcomes of the proposed program.
The Master of Data Science will train individuals to become computationally-skilled and ethically-minded data analysts. Graduates will be well versed in key technologies in data science, including data wrangling, data mining, data integrity, visualization, machine learning, predictive modelling, and spatial-temporal methods. Through hands-on training, students will analyze big data independently and collaboratively such that graduates will be primed to help organizations translate data into knowledge and actionable insights. The program’s flipped
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learning model will provide students with enhanced in-class experiential learning opportunities that will cultivate an integrative learning environment. Students will be expected to design, implement, visualize and present their data analyses—which address complex problems relevant to industry partners—to a diverse audience. Moreover, this program will integrate ethical considerations of privacy, data security, objective analysis and visualization in each of the domains listed below to equip graduates with unique experience and skill sets that will enable them to fill pressing societal needs.
Learning Outcomes:
Upon successful completion of the Master of Data Science program, graduates will have the capacity to:
1. Exhibit a solid understanding of statistics and competency in computer programming; 2. Demonstrate an in-depth understanding of the key technologies in data science: visualization, data mining, machine learning, and predictive modelling; 3. Develop advanced skills in data acquisition, processing, and manipulation; 4. Apply statistical methods and predictive modelling to answer queries, predict trends, and model real-world problems; 5. Analyze big data using state-of-the-art software tools to draw meaningful conclusions; 6. Communicate and translate data into actionable insights for diverse audiences; 7. Create compelling narratives/presentations of data analysis results using appropriate data visualization and non-technical language; and 8. Recognize, analyze and apply ethical practices in data science related to intellectual property, data security, integrity, and privacy throughout the full data life cycle, including collection, storage, processing, analysis, and deployment.
The program-level learning outcomes have been designed to equip graduates with the aforementioned skillset. They are as follows:
a. Big Data Management: Big data management entails the organization, processing and governance of large volumes of structured and unstructured data. In this regard, graduates will: • Acquire advanced skills in data acquisition, processing, and manipulation • Understand the data life cycle: collection, storage, processing, analysis and deployment • Understand and apply data governance principles to ensure high quality data throughout the entire life cycle • Restructure, transform and fuse disparate data types for visualization and analyses
b. Data Visualization: Data visualization involves translating information into a visual representation that facilitates identification of patterns, interpretation of and the drawing of insights from and interpretation of data. In other words, graduates must: • Communicate and translate data into actionable insights for a variety of different audiences • Create compelling oral and written presentations of data analyses using effective data visualization and non-technical language
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c. Data Mining: Data Mining is the over-arching process of examining large databases and data sets to generate new information and extrapolate patterns. Graduates will be expected to: • Demonstrate an in-depth understanding of data mining and associated technologies • Communicate findings in both technical and non-technical reports • Perform exploratory data analyses to handle missing data and identify trends or patterns
d. Machine Learning and Artificial Intelligence: Machine learning involves building adaptive, predictive algorithms using data. Approaches can be classified into supervised or unsupervised learning, or reinforcement learning methods that learn the model on training data and evaluate performance on test data. Graduates will be required to: • Demonstrate an in-depth understanding of key machine learning and AI technologies • Distinguish between and understand both supervised and unsupervised learning • Apply machine learning techniques to real-world datasets and problems
e. Predictive Modelling and Statistical Analysis: Predictive Modelling and Statistical Analysis entails using data to build a model that describes a process that can be used to predict future outcomes via specialized statistical techniques. Graduates will be expected to: • Apply statistical methods to investigate queries and perform statistical tests • Develop predictive models to predict trends and future outcomes for real-world problems
f. Spatial-temporal Statistics: Spatial-temporal Statistics involves making inferences and predictions about data with at least one space and/or time-dependent variable. Graduates will the be expected to: • Apply spatial-temporal methods to model or predict spatial-temporal patterns • Create informative and accessible visualizations for spatial and/or temporal applications • Describe and interpret results of spatial-temporal data analyses
g. Computer Technologies: Computer Technologies involves proficient use of computer programs and languages needed at all stages of the data life cycle: collection, storage, processing, analysis, and deployment. They form an essential tool in machine learning, data visualization, and statistical analysis. Graduates will be expected to: • Demonstrate proficiency with relevant languages such as R, Python, and Structured Query Language (SQL) • Build a data pipeline for the data life cycle • Implement reliable, reproducible, interpretable analyses using cutting-edge technologies
h. Professional Capacity: Professional Capacity involves the ability to abide by ethical guidelines, laws, and regulations. It requires graduates to work collaboratively and independently in regional and global contexts. Graduates will be expected to: • Demonstrate ethical behaviour consistent with academic integrity and the professional code of ethics as required in data science and statistics • Recognize, analyze and apply ethical practices in data science related to intellectual property, data security, integrity, and privacy throughout the full data life cycle
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• Collaborate on and analyze big data and prepare relevant technical and non-technical reports • Demonstrate professional skills including initiative, responsibility, accountability, and decision making in complex situations
2. Describe any proposed fields,6 and outline any unique learning outcomes associated with each field. Note: Programs are not required to declare fields at either the master’s or doctoral level.
N/A
3. Identify which of the five University of Guelph Learning Outcomes for Graduate Programs are particularly addressed and how the proposed program supports student achievement of the University learning outcomes. Include the Learning Outcome Alignment Template (see “LO Alignment Template” under “Graduate LOS” on the Learning Outcomes website), or a comparable curriculum overview map and learning outcomes table in Volume II.
The proposed Master of Data Science program addresses each of the University of Guelph’s Learning Outcomes for graduate programs, as outlined in Table 1, below:
Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high Critical and degree of innovation, divergent thinking and risk taking. Those mastering Creative this outcome show evidence of integrating knowledge and applying this Thinking knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. At the graduate level, originality in the application of knowledge is expected. University of Guelph Learning Degree Program Master of Data Science Outcomes and Learning Outcome Areas Program Outcome Areas Associated Skills 1. Depth and Breadth of • Big Data Management Knowledge • Data Visualization 2. Research and • Data Mining Scholarship Independent • Machine Learning and AI 3. Level of Application of Inquiry and • Predictive Modelling and Knowledge Analysis Statistical Analyses 4. Professional • Spatial-temporal Capacity/Autonomy Statistics 6. Awareness of Limits of • Professional Capacity Knowledge
6 In graduate programs, “fields” refer to approved areas of specialization or concentration related to the demonstrable and collective strengths of the program’s faculty. Roughly one third of a student’s program of study should be reflective of their declared field. As such, programs that wish to establish fields are encouraged to include modest course requirements that support the learning outcomes associated with that field, and student research in thesis-based programs should relate to their declared field.
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1. Depth and Breadth of • Data Visualization Knowledge • Data Mining 2. Research and • Machine Learning and AI Scholarship Problem Solving • Predictive Modelling and 3. Level of Application of Statistical Analyses Knowledge • Professional Capacity 4. Professional Capacity/Autonomy 2. Research and • Big Data Management Scholarship • Data Visualization, Data 3. Level of Application of Mining Knowledge • Machine Learning and AI Creativity • Predictive Modelling and Statistical Analyses • Spatial-temporal Statistics 1. Depth and Breadth of • Machine Learning and AI Knowledge • Predictive Modelling and Depth and Breadth 6. Awareness of Limits of Statistical Analyses of Understanding Knowledge • Spatial-temporal Statistics Literacy is the ability to extract information from a variety of resources, assess the quality and validity of the material, and use it to discover new Literacy knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy. University of Guelph Learning Degree Program Master of Data Science Outcomes and Outcome Areas Program Outcome Areas Associated Skills 2. Research and • Big Data Management Information Scholarship • Data Visualization Literacy 5. Level of • Professional Capacity Communication Skills 2. Research and • Machine Learning and AI
Scholarship • Predictive Modelling and Quantitative 5. Level of Statistical Analyses Literacy Communication Skills • Spatial-temporal Statistics • Computer Technologies 2. Research and • Big Data Management Technological Scholarship • Machine Learning and AI Literacy 5. Level of • Computer Technologies Communication Skills
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2. Research and • Data Visualization Scholarship • Visual Literacy Computer Technologies 5. Level of • Professional Capacity Communication Skills Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) Global from which these arise, and how they are manifest in modern society. Global Understanding understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context. University of Guelph Learning Degree Program Master of Data Science Outcomes and Outcome Areas Program Outcome Areas Associated Skills 1. Depth and Breadth of • Big Data Management Knowledge • Data Visualization, Data Global Mining Understanding • Spatial-temporal Statistics • Professional Capacity 1. Depth and Breadth of • Data Visualization Knowledge • Computer Technologies Sense of Historical 2. Research and • Professional Capacity Development Scholarship 6. Awareness of Limits of Knowledge 4. Professional • Data Visualization, Data Capacity/Autonomy Mining Civic Knowledge • Predictive Modelling and and Engagement Statistical Analyses • Professional Capacity 4. Professional • Data Visualization, Data Capacity/Autonomy Mining Intercultural 5. Level of • Competence Machine Learning and AI Communication and • Professional Capacity Skills Communication is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communication also comprises Communicating attentiveness and listening, as well as reading comprehension. It includes the ability to communicate and synthesize information, arguments, and analyses accurately and reliably. University of Guelph Learning Degree Program Outcome Master’s in Data Science
Outcomes and Areas Program Outcome Areas Associated Skills
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3. Research and • Data Visualization Oral Scholarship • Predictive Modelling and Communication 4. Level of Communication Statistical Analysis Skills • Professional Capacity 3. Research and • Data Visualization Written Scholarship • Professional Capacity Communication 4. Level of Communication Skills 3. Research and • Machine Learning and AI Scholarship • Predictive Modelling and Reading 4. Level of Application and Statistical Analyses Comprehension Knowledge • Spatial-temporal 5. Level of Statistics Communication Skills • Professional Capacity 3. Research and • Big Data Management Scholarship • Data Visualization Integrative 4. Level of Application of • Spatial-temporal Communication Knowledge Statistics 5. Level of • Professional Capacity Communication Skills Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering Professional ethical reasoning behind all decisions. The ability for organization and time and Ethical management skills is essential in bringing together all aspects of managing Behaviour self and others. Academic integrity is central to mastery in this outcome. At the graduate level, intellectual independence is needed for professional and academic development and engagement. University of Guelph Learning Degree Program Outcome Master’s in Data Science Outcomes and Areas Program Outcome Areas Associated Skills 4. Professional • Predictive Modelling and Teamwork Capacity/Autonomy Statistical Analysis • Professional Capacity 4. Professional • Data Visualization
Ethical Reasoning Capacity/Autonomy • Machine Learning and AI • Professional Capacity 4. Professional • Big Data Management Leadership Capacity/Autonomy • Professional Capacity
Personal 4. Professional • Big Data Management Organization/Time Capacity/Autonomy • Computer Technologies Management • Professional Capacity
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4. Professional • Data Visualization Capacity/Autonomy • Data Mining Intellectual • Machine Learning and AI Independence • Predictive Modelling and Statistical Analysis • Professional Capacity Table 1. Alignment of Program and University of Guelph Outcomes 4. Indicate how the identified outcomes will be assessed, and comment on the appropriateness of the proposed methods of assessment in evaluating student progress and achievement of the program learning outcomes.
The proposed Master of Data Science program’s curriculum has been designed to enable students to successfully meet all program-level learning outcomes, which are appropriate for a professional-oriented Master’s degree in data science. The flipped classroom model will provide a unique experiential learning environment for students to acquire and develop data science skills, so that they are prepared to excel in the field immediately following graduation.
Evaluation in nearly all courses will be comprised of a combination of independent (individual) and collaborative group work. Students will demonstrate their understanding of course concepts through the following assessment methods.
• Written assignments: Written assessments will assess students’ practical and theoretical skills with respect to research methods, data descriptions and results. These assignments will also facilitate evaluation of students’ abilities in critical and creative thinking, literacy, communication and global understanding. For example, in DATA*6100 Introduction to Data Science, students will produce a professionally written, high-quality report where they must analyze big data using computing technologies for data visualization and predictive or statistical modelling. • Case studies: Case studies will assess students’ abilities in critical and creative thinking, literacy, global understanding, communication, professional capacity and ethical behaviour. These will involve looking at diverse data contexts and determining which types of data summaries and visuals effectively elucidate patterns in complex data and which analyses are appropriate to answer specific questions of interest. For example, in DATA*6200 Data Manipulation and Visualization, case studies will include datasets for which students must determine how to effectively use tools like ggplot2 to produce and interpret high quality visual summaries of real-world data from diverse contexts. • Oral presentations: Oral presentations will assess students’ abilities to articulate complex ideas, demonstrate critical and creative thinking, and communicate effectively. For example, in DATA*6600 Applications of Data Science, students will work in groups to develop and implement a design for present real-world applications of data science techniques and present the merits and limitations of the analysis, including issues surrounding data security, privacy, ethics, acquisition, violations of professional capacity, legal liabilities, and creation or perpetuation of systemic biases, as appropriate.
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• Course projects: Course projects will assess the students’ critical and creative thinking, literacy, proficiency with computing technologies, communication, global understanding, and professional and ethical behaviour. For example, in DATA*6500 Analysis of Spatial- Temporal Data, students will develop a pipeline to extract and manipulate geospatial data from public databases and analyze it using data visualization and spatial-temporal statistics. Code and documentation for the analysis will be maintained on a code repository, though students will formally submit a written statistical report of their analyses.
Throughout the program, students will be expected to consider the data life cycle and demonstrate professional capacity as they use a combination of big data management, data visualization, data mining, machine learning and AI, predictive modelling and statistical analyses and/or spatial-temporal statistics. Whenever applicable, course projects will be inspired by real-world problems that are informed by industry partners.
The course assessments and outcomes align with the program learning outcomes (Table 2). Three of the core program learning outcomes, Big Data Management, Data Visualization and Professional Capacity, are addressed in every core course of the program; they are central to the program’s main objective—to create responsible, ethical data science professionals ready to investigate complex questions and perform reliable, reproducible and interpretable analyses that uphold the integrity of an organization’s data systems. Boxes shaded in dark green represent the learning outcomes that each successful student will meet by taking the corresponding core course. For each course, key concepts central to data science will be introduced through lectures and case studies and then practiced and reinforced through in-class activities. Assessments in the curriculum are scaffolded to ensure that there are opportunities for knowledge acquisition and skill development before demonstration of mastery is expected. Each course concludes with a substantial project or exam that requires integrating course concepts/methods, investigating and analysing findings, designing solutions, and communicating/proposing results. Light green shading indicates courses for which the associated outcome will be a secondary learning outcome. Blue denotes the learning outcomes that will (dark blue) or may (light blue) be associated with electives, depending on which electives are chosen by students.
Program Courses Learning Core DATA*6300/ DATA*6400/ Electives Outcome DATA*6100 DATA*6200 DATA*6500 DATA*6600 DATA*6700 Areas CIS*6180 CIS*6190 Big Data Management Data Visualization Data Mining Machine Learning, Artificial Intelligence Predictive Modelling,
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Statistical Analysis Spatial- temporal Statistics Computer Technologies Professional Capacity Table 2. A curriculum map providing a visual depiction of how the course assessments and outcomes align with the program learning outcome themes. 5. Identify any distinctive curriculum aspects, program innovations, or creative components.
The proposed Master of Data Science program incorporates multiple distinctive components. Unlike other data science graduate programs in Ontario, the proposed program has a strong flipped course delivery component that fosters collaboration and meaningful communication. Students will be provided with a quality education, combining independent research with hands-on training and peer interaction. The proposed flipped classroom approach requires students to independently complete preparatory work outside of class, which may involve asynchronous lectures or readings, while class time provides a dynamic environment for conceptual understanding and procedural fluency. This student-centred approach is a well- documented, high-impact educational practice to improve problem solving, analytical thinking, and citizenship.11 Thus, the opportunities for class discussion and teamwork offered by the flipped classroom will also support global understanding. Furthermore, students will be encouraged to upload their project workflow and code on a public repository to facilitate the development of a portfolio that they can show potential employers.
The proposed program is also unique in its attention to spatial-temporal statistics. Spatiotemporal data are generated across a broad range of fields including finance, healthcare, and retail. It can be applied to issues with global implications such as climate change, epidemiology, and traffic control. A large technological contributor to the collection of spatiotemporal data is geographic information system (GIS). The proposed program intends to draw from GIS datasets and technology to develop spatial-temporal statistical and data visualization skills. While discussion of spatial and/or temporal data will be included throughout the core courses, the capstone course DATA*6500 is dedicated to the analysis of geospatial data. If students elect to undertake a major research project (DATA*6700) in lieu of the capstone courses, then their project plan will need to include several concepts related to the analysis of spatial-temporal data before it is approved by the course instructor.
The proposed program’s main objective is to create highly-skilled, ethical data science professionals ready to investigate complex questions and perform reliable, reproducible and interpretable analyses that uphold the integrity of an organization’s data systems. Students will be introduced to concepts around data privacy and security, as well as ethical issues related to each step of the data life cycle. They will have the skills to identify reliable data sources and
11 Kuh, George D. (2008) “High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter,” Association of American Colleges & Universities (AAC&U), https://www.aacu.org/node/4084
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provide critical analysis of the practical implementations of data science, including issues surrounding the ethical practice of data science and identification of potential biases. The strong and pervasive focus on ethical issues related to data science is unique. It will lead to thoughtful graduates who have a competitive advantage in securing top jobs in industry.
6. Describe how the curriculum addresses the current state of the discipline. For professional programs, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies in Volume II.
Data sets have seen rapid expansion in size with the increasing popularity of the internet and digital transformation. In turn, data science has become a critical part of the business decision- making process. Therefore, data analysts capable of creating predictive models and designing algorithms to draw meaningful conclusions from data are in high demand. However, individuals capable of filling data science positions are scarce; there is a labour market shortage that is expected to go unfilled in the next 10 years. Master of Data Science graduates will step into roles across the public, private and not-for-profit sectors as data scientists, database administrators and database analysts. The learned skills will allow graduates to pursue careers in a wide variety of fields such as government, business, technology, and healthcare. Nearly all industries heavily rely on data and will require data scientists to turn data into action. The following are examples of tasks graduates will be able to perform upon degree completion: • Acquire, store and organize data from publicly available data repositories; • Clean and prepare data for processing and modelling; • Apply data visualization tools to create compelling narratives and presentations of data analyses; • Perform exploratory data analyses and other data mining techniques to identify trends and handle missing data; • Conduct statistical analyses and use predictive modelling to guide industry decisions; • Use programming languages such as R, Python, and SQL proficiently; and • Apply ethical practices to all stages in the data life cycle.
Since those with data science skills are in high demand, the employment opportunities in the field are lucrative. A survey of Ontarian data science job postings found that the median annual wage for data science analysts is approximately $70,000 with the highest earners making well over $100,000.12,13 Therefore, the proposed program is anticipated to draw international students and recent baccalaureates looking to enter the workforce with a well-paying job and professionals looking to secure a higher paying position.
Currently, there are no regulatory or professional accreditation requirements in Canada for careers in data science. However, with consultation from industry professionals, the program curriculum is organized such that all required skills including critical computer programming skills, big data management techniques and predictive modelling approaches will be covered.
12 Government of Canada – Job Bank (2019) “Data Scientist in Canada,” https://www.jobbank.gc.ca/marketreport/outlook-occupation/227147/ca 13 Burning Glass Technologies (April 2020) “Labour Insight – Occupational Deep Dive: Ontario and NOC Code 2172.”
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C. Program Requirements
1. Outline the requirements* of the proposed program:
The program requires the successful completion of 4.00 graduate credits consisting of: six core courses (6 x 0.50 = 3.00) or four core courses (4 x 0.50 = 2.00) and a major research project (1.00); and two elective courses (2 x 0.50 = 1.00).
Core courses: • DATA*6100 Introduction to Data Science [0.50] • DATA*6200 Data Manipulation and Visualization [0.50] • DATA*6300/CIS*6180 Analysis of Big Data [0.50] • DATA*6400/CIS*6190 Machine Learning for Sequential Data Processing [0.50] • DATA*6500 Analysis of Spatial-Temporal Data [0.50] (capstone) • DATA*6600 Applications of Data Science [0.50] (capstone) • DATA*6700 Data Science Project [1.00]
Students may elect to complete DATA*6700 Data Science Project, which could take the form of a faculty-supervised research project or work internship, in place of the two capstone courses. This option will depend on approval of the course instructor and on the availability of a faculty member who is willing to supervise the major research project. It is expected that most students will take the pass by course option. The courses are tentatively scheduled as follows:
Term Curriculum Components Fall DATA*6100 Introduction to Data Science DATA*6200 Data Manipulation and Visualization Elective Winter DATA*6300/CIS*6180 Analysis of Big Data DATA*6400/CIS*6190 Machine Learning for Sequential Data Processing Elective Spring/Summer DATA*6500 Analysis of Spatial-temporal OR DATA*6700 Data Data (capstone) Science Project DATA*6600 Applications of Data Science (capstone)
* For each required course, provide its calendar description here and include a course outline in Volume II. For each new course or revised course proposed as part of this submission, also include a course addition or course change form in Volume II.
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Two courses from the following list of elective courses (0.50 credits each): Mathematics and Statistics: • STAT*6550 Computational Statistics • STAT*6700 Stochastic Modelling • STAT*6801 Statistical Learning • STAT*6802 Generalized Linear Models & Extensions • STAT*6821 Multivariate Analysis • STAT*6841 Computational Statistical Inference • STAT*6950 Statistical Methods for the Life Sciences • MATH*6020 Scientific Computing • MATH*6021 Optimization 1 • MATH*6022 Optimization 2 • MATH*6051 Mathematical Modelling • MATH*6071 Biomathematics
Computer Science: • CIS*6020 Artificial Intelligence • CIS*6050 Neural Networks • CIS*6070 Discrete Optimization • CIS*6160 Multiagent Systems • CIS*6320 Image Processing Algorithms and Applications
Engineering: • ENGG*6070 Medical Imaging • ENGG*6100 Machine Vision • ENGG*6140 Optimization Techniques for Engineering • ENGG*6400 Mobile Devices Application Development
Philosophy: • PHIL*6400 Ethics of Data Science
Plant Sciences: • PLNT*6500 Applied Bioinformatics
Alternatively, one elective (0.50 credit) may be a graduate course outside the list of approved electives (above), pending approval by the Data Science Graduate Program Coordinator.
a. courses currently offered, with frequency of offering;
None of the core courses are currently offered. All the elective courses are currently offered once every year or two, except DATA*6700, which provides an alternative to the two capstone
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courses for exceptional students who have identified a project and prospective faculty supervisor and have obtained the approval of the course instructor. Notably, while DATA*6300/CIS*6180 and DATA*6400/CIS*6190 are new courses, they have been delivered in the past as special topics courses.
b. new courses proposed as part of the submission;
New courses as part of the submission include:
DATA*6100 Introduction to Data Science [0.50] The course includes an introduction to the methods of modern statistics such as splines, general additive models, principal components analysis, classifiers, and Markov random fields. Students learn resampling methods such as bootstrap, cross-validation, boosting, and bagging. Methods of model selection include search-and-score and regularization. Emphasis is on communicating technical ideas to a non-technical audience, including via data visualization.
DATA*6200 Data Manipulation and Visualization [0.50] This course provides a hands-on introduction to the manipulation and visualization of complex data sets using a programming language. Efficient techniques for importing and exporting data in various formats, data acquisition, data integrity, and good analysis practices are discussed. Several programming tools and libraries are introduced to restructure, transform and fuse disparate data types for visualization and data summaries in table format. Basics of manipulating space-time data is also covered.
DATA*6300/CIS*6180 Analysis of Big Data [0.50] This course introduces software tools and data science techniques for analyzing big data. It covers big data principles, state-of-the-art methodologies for large data management and analysis, and their applications to real-world problems. Modern and traditional machine learning techniques and data mining methods are discussed and ethical implications of big data analysis are examined.
DATA*6400/CIS*6190 Machine Learning for Sequential Data Processing [0.50] This course emphasizes machine learning for sequential data processing. It covers common challenges and pre-processing techniques for sequential data such as text, biological sequences, and time series data. Students are exposed to machine learning techniques, including classical methods and more recent deep learning models, so that they obtain the background and skills needed to confront real-world applications of sequential data processing.
DATA*6500 Analysis of Spatial-Temporal Data [0.50] This course introduces software tools and data science techniques for analyzing big geospatial data. An overview of raster-based geographic information systems (GIS) for identifying patterns and clusters in spatial-temporal data using state-of-the-art software and programming languages is provided. Concepts such as kriging/Gaussian processes, variograms and autoregressive correlation structures are discussed. Data summaries and visualizations specific to spatial-temporal problems are introduced.
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DATA*6600 Applications of Data Science [0.50] This interdisciplinary team-taught seminar provides students the opportunity to synthesize information, research methods, and present cutting-edge applications of data science. Learning outcomes include identifying reliable sources, understanding and presenting relevant contemporary data science methods, thinking critically about practical implementations of data science, and effective peer collaboration. Emphasis is placed on effectively communicating technical content and insights to a non-technical audience.
DATA*6700 Data Science Project [1.00] This course is a one-semester research project course for students in the Master of Data Science program. In this course, students plan, develop, and write a faculty- or industry-led research paper, as well as present on their work. The project should advance knowledge or practice in data science or a closely related area, and address a real-world problem faced by industry. The project should focus on data in the spatial and temporal dimension(s), to be approved by the course instructor.
c. required courses mounted by other units;
DATA*6300/CIS*6180 Analysis of Big Data and DATA*6400/CIS*6190 Machine Learning for Sequential Data Processing will be offered by the School of Computer Science. These courses have already been piloted by the School as special topics courses. Also, one faculty member from the School of Computer Science will contribute a module to the team-taught DATA*6600 Applications of Data Science. The remaining three modules will be provided by faculty members from the Department of Mathematics and Statistics.
d. for doctoral programs, the structure of the qualifying examination;
N/A
e. required research and/or experiential learning activities; and
The University of Guelph is committed to providing students with a well-rounded learning experience. The proposed program will support this commitment by providing its students with experiential learning opportunities at several junctions. Notably, group projects are heavily featured throughout the curriculum; they will provide students with the soft skills needed to plan, manage, and execute projects in a group setting. Moreover, the flipped classroom model that will be implemented in several required courses will provide more in-class time for hands- on learning experiences and discussion, fostering an environment where students can develop practical skills that will serve them in real-world settings. Indeed, an integral part of the coursework throughout the core courses is an emphasis on real-world problems and the extraction and/or analysis of such data using state-of-the-art software and a code repository (e.g., GitHub) for project and code management. Students will be required to formulate solutions to real-world problems and communicate their analysis in plain language. The capstone course DATA*6600 will bring students together in a seminar format, where they will tackle a series of four modules. Each module will focus on a different application area, but with recurring emphasis on critical thinking, reflection, and communication.
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The integration of key industry partners within the Advisory Board offers the opportunity for project data to come from or be inspired by real world problems faced by industry partners. Students may also undertake faculty-led and/or industry-led research projects (e.g., through Mitacs Accelerate internships) in lieu of the capstone courses (DATA*6700). By pursuing a data science project, students will gain real world experience that may lead to a position in industry immediately upon graduation.
Most elective courses in STAT (Statistics) and CIS (Computer Science), which will be open to data science students, regularly have project and/or presentation components to them that allow students to further develop their research and communication skills.
Finally, the program’s faculty may extend invitations to students to attend conferences in data science or case study competitions, such as those offered by the Statistical Society of Canada or the Association for Computing Machinery.
f. required thesis, major paper, or other capstone requirement.
Courses DATA*6100, DATA*6200, DATA*6300/CIS*6180 and DATA*6400/CIS*6190 prepare students for capstone courses DATA*6500 and DATA*6600. DATA*6500 builds off previous core courses, providing students the opportunity to identify data sources and utilize programming and software tools to analyze a real-world problem using big spatial-temporal data. In this course, students develop a pipeline that takes data through its full life cycle and use it to analyze data obtained from public data repositories. The DATA*6600 seminar is comprised of four modules, one dedicated to communicating to a non-technical audience, and the other three on diverse data science applications. Each application has at least one associated case study through which students present group design and implementation of an analysis, with focus on professional practice.
The standard path to program completion is to complete DATA*6500 and DATA*6600. However, DATA*6700 Data Science Project can be taken instead of these capstone courses provided the student has identified an Affiliated Faculty supervisor and project, as well as obtained approval of the course instructor. The proposed major research project will need to include several learning outcomes related to analysis of spatial-temporal data before it is approved by the course instructor. This option will provide students with an opportunity to get one-on-one training in core technical skills related to data science. The major research project can take the form of a work placement with an industry partner, which may be sponsored by an external research grant (e.g., Mitacs Accelerate). In this case, students will gain hands-on, real-world experience in the application of data science and related techniques to a specific problem area under the guidance of their faculty supervisor. Students will also be able to develop soft skills, such as project management and relationship building, from working as part of a research team that may include industry partners. This learning opportunity will provide students with the interdisciplinary training background and soft skills required to thrive in industry. By the end of their major research project term, students will be expected to have submitted a self-reflection essay, a final report of their solution to the problem, and have presented their analysis and insights to designated faculty graders, including their faculty
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supervisor.
2. Describe the modes of delivery (in-class, lecture, problem- or case-based learning, distance education, hybrid). Explain why the modes of delivery are appropriate for meeting the program’s learning outcomes.
The proposed program will incorporate a strong “flipped” classroom component, with online asynchronous lectures or assigned readings combined with face-to-face classwork that focuses on skill building. By combining both forms of learning, students will be able to build relationships with faculty and their peers while having the flexibility to cover the course readings at their own learning pace; the online components will enable the students to stop, pause, and replay lectures as needed to absorb the information being presented. In turn, covering the material prior to in-class learning will enable students to engage in more group work and gain practical hands-on training with enhanced access to the course instructor. Class discussions can also focus on higher level understanding of course material or computer technology. From a pedagogical perspective, data science requires a breed of individual that possesses not only technical skills in computing and data analysis, but also the communication and interpersonal skills needed to work effectively as part of a team, report to a variety of stakeholders, and move projects forward. The flipped delivery format and emphasis on communication and problem-solving will foster these soft skills, which are critical to ensure that graduates are able to easily transition into the workforce.
As this program is a coursework-based program, all courses will involve evaluations of student progress through both individual and group work—via written assignments, projects, and/or presentations. Final numerical grades will be assigned in all courses. The Program Director will have semesterly indicators of student progress, which will allow for timely intervention when necessary.
3. If the program is to allow for part-time study, describe how the delivery differs from that of the full-time program and summarize the pathway to completion.
The program will have a part-time study option to allow people who work full-time or have other commitments to have a lighter course load and still obtain the Master of Data Science. Students enrolled in part-time study will complete the same core courses as full-time students, but they will be enrolled in no more than 1.00 course credits per semester. Thus, studying at their own pace, part-time students may complete the program within 4-6 semesters and will have up to 12 semesters to complete the program requirements. Because core courses are only offered once per year, part-time students will need to take the core courses at the same time as full-time students. However, they will have more flexibility in terms of when they take the core courses; because none of the core courses (DATA*6100, DATA*6200, DATA*6300/CIS*6180 or DATA*6400/CIS*6190) are prerequisites for each other, there will not be any issue with reshuffling the order. The caveat is that students who elect the course-only path to completion should take the capstone courses last among the core courses, so that they can meaningfully contribute to the class discussions. Alternatively, they can complete DATA*6700 Data Science Project instead of capstone courses.
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4. Comment on the appropriateness of the program requirements and structure in meeting the program learning outcomes.
The program structure and curriculum have been thoughtfully designed to provide a high degree of flexibility and choice to students, whilst still ensuring that they meet all program learning outcomes in a timely manner. Students will progress through the program by completing three courses in the first (Fall) semester (two core courses and one elective); three courses in the second (Winter) semester (two core courses and one elective); and two capstone courses or a data science project in the third (Summer) semester.
Themes span across courses that complement each other; however, none of the program components are prerequisites to any of the others. The stand-alone nature of the courses allows students to complete a part-time or full-time pathway and achieve the same learning outcomes. In addition, the incorporation of elective courses into the program structure allows students to pursue specialized areas of interest while gaining core technical knowledge and skills in data science. Finally, students may complete a data science project instead of capstone courses (depending on availability of a faculty supervisor and pending approval by the course instructor)—enabling them to gain experience in a real-world setting, develop soft skills, and interact with a prospective employer.
The proposed program’s built-in flexibility is especially important for being able to cater to the diverse needs and interests of prospective domestic or international students, either entering directly from undergraduate degree programs or returning to higher education from industry to strengthen their data science background and/or pivot career paths. The absence of lock-step prerequisites should allow for a smoother progression through the program for students. In this way, the intensive 12-month curriculum will prepare students to (re-)enter the workforce and fill the growing societal need for data science experts.
5. Describe how student progress will be monitored to ensure timely achievement of milestones (completion of coursework, QEs, etc.).
All courses will include evaluations of student progress consisting of individual and/or group assignments, projects, and presentations. Final numerical grades will be assigned in all courses. Thus, the Program Director will have semesterly indicators of student progress and the ability to intervene if difficulties are identified. They will review student progress with the Data Science Program Committee, as needed.
D. Admission Requirements
1. List the admission requirements of the proposed program and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the program.
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Upon recommendation by the Department of Mathematics and Statistics, admission to the Master of Data Science may be granted to applicants who have completed the following requirements:
Honour’s Bachelor’s degree or equivalent from an accredited institution with a minimum overall average of 70% (B-) in the last four semesters of study with: 1) a major or minor in data science, computer science, mathematics, statistics, or a related field; or 2) working knowledge of statistics and computer programming, as demonstrated through completion of university or college level degree credit courses equivalent to the following U of G courses:
• STAT*3240 Applied Regression; and • CIS*2500 Intermediate Programming.
Please note: prospective students with an Honour’s Bachelor’s degree in an unrelated field who do not meet the above requirements may gain entry to the program after completing the Diploma in Applied Statistics (or equivalent) with a minimum overall average of at least 70% (B-).
These admission requirements are in line with the University of Guelph’s regulations for admission to master’s programs. Successful students must also meet the University of Guelph’s English Proficiency requirements for admission. If an applicant’s first language is not English, an English Language Proficiency test will be required during the application phase.
All applications will be received and reviewed by the Data Science Program Committee. The Department will especially encourage applications from qualified members of under- represented groups, particularly from those who self-identify as women, visible minorities or Indigenous peoples.
2. List any proposed alternative requirements (beyond the University-wide Alternate Admissions Criteria) and rationale.
No other admissions requirements beyond the University’s existing criteria are being proposed.
E. Anticipated Enrolment and Impact on Existing Programs
1. Describe enrolment projections for the proposed program, including: a. initial enrolment;
We expect a first-year enrolment of 12-15 students. There is significant and growing demand for Data Science professionals in Ontario. We will be competing with other Canadian institutions who offer data science programs in Ontario; however, ours is unique in its focus on spatial-temporal data, visualization and ethics, which ties directly to significant issues of global impact.
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Also, the proposed program is one of few in Ontario that has been recognized by the Vector Institute for meeting their essential requirements for training in core technical AI and machine learning in the application area of data science. To be recognized, training programs must encompass a strong dedication to ethics and best practices in data science. The landing page for the University’s other Vector-recognized program, the Collaborative Specialization in Artificial Intelligence, receives approximately 1,000 hits per month thanks in part to enhanced marketing provided by Vector. The affiliation provides us with unique opportunities to offer our students, including access to portfolio-building workshops, Vector’s Talent Hub, and internships with Vector’s industry partners. Also, our students are eligible to apply for competitive entrance scholarships valued at $17,500 each. Together, these unique program features will ensure that we can attract a significant market share of students interested in an advanced degree in data science.
b. annual enrolment increases above initial enrolment; and
We anticipate annual enrolment increases of 3-4 students per year until a steady state of 25 students is achieved.
c. steady-state—total enrolment, and the year this will be achieved.
The steady-state enrolment of 25 students should be achieved by 2024-2025 academic year, following a 2021-2022 program launch.
2. Describe any overlap with existing programs. Discuss potential impacts of the new program on existing programs, whether students may transfer to this program from others, and/or whether the proposed program is expected to attract new students.
There are currently no graduate programs at University of Guelph in Data Science. However, there is a non-degree online Certificate in Data Science, which is targeted for students who have little to no experience in statistics or computer science. Thus, this Certificate program covers data science topics at a shallower level compared to the MDS program.
The areas of Data Science and Bioinformatics have some overlap. Bioinformatics is a subset of Data Science that primarily focuses on genetics and biological processes. It is anticipated that the proposed program in Data Science will draw students interested in other topics such as business, finance, engineering, internet of things, energy, and geographical systems. For example, biomedical engineering students who receive training in data science will have an excellent combination of training in both domain knowledge and statistical skills that potential employers are looking for (e.g., wearable device companies). The proposed Data Science program will give students an in-depth understanding of data science such that it can be applied to any industry or area of their choice. Further, the course-based Bioinformatics program offered by the University of Guelph is designed for students with little to no formal background in statistics and programming. In contrast, the proposed program will require applicants to possess significant knowledge in statistics or computer science. Providing both options will appeal to all students who wish to pursue a career in data science.
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Within CEPS, the University of Guelph also offers a Collaborative Specialization in Artificial Intelligence (CSAI), which has topics that overlap with the proposed program. However, the thesis-based Specialization is meant to complement the graduate student’s parent program (Mathematics and Statistics, Computer Science, Engineering, Bioinformatics) and prepare students for algorithm development and/or doctoral studies within their field of choice. In contrast, the proposed Master of Data Science program is meant to prepare graduates for algorithm implementation to solve applied problems in industry, as well as equip graduates with the communication skills for knowledge transfer in the workplace. Nonetheless courses developed here will no doubt be of interest to students in other program on campus. For example, CSAI Program Director, Dr. Graham Taylor, highlighted that DATA*6200 and DATA*6500 would likely be popular electives for CSAI students.
3. Are any programs or fields of existing programs proposed for closure because of this proposed new program?
It is not anticipated that any programs will be proposed for closure because of this new program. It complements existing programs at the University. It does not significantly overlap with any existing programs or fields of existing programs.
F. Administration
1. Identify the Graduate Program Coordinator to be responsible for program management and academic counselling.
The Department of Mathematics and Statistics will be primarily responsible for the day-to-day operations and routine oversight of the proposed program. The Department has appointed Dr. Ayesha Ali as Inaugural Program Director and Graduate Program Coordinator of the Master of Data Science. She will manage the proposed program, provide academic counselling, and chair the Data Science Program Committee, which will review matters related to recruitment, admissions, and in-program responsibilities such as regular curriculum review and renewal. The Data Science Program Committee will be comprised of faculty and students from the Department of Mathematics and Statistics and the School of Computer Science. Dr. Ali will be in regular contact with the Mathematics and Statistics Graduate Program Coordinator (currently Dr. Monica Cojocaru), to coordinate efforts where appropriate.
Strategic oversight and initiatives for significant program enhancement will be reviewed by the Data Science Advisory Committee, which will feature representatives from the Department of Mathematics and Statistics, School of Computer Science, and industry partners such as Linamar and The Co-operators (see letters of support in Volume II). The School of Computer Science representative(s) on this committee will bring proposals for major modifications back to the School for broader consultation before implementation.
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2. Describe how the program plans to document and demonstrate the level of performance of students in the program as a whole and how this information will be used towards the continuous improvement of the program moving forward.
Upon acceptance into the program, students will be offered information about available supports. Moreover, the Program Director will check-in with course instructors and assess the overall performance of each cohort following each term, to ensure that course performance is aligned with instructor expectations and to identify any students who may require additional supports. The Program Director will offer to meet with students who are not meeting performance expectations to ensure that they are aware of available supports and offer further guidance, as appropriate.
Any issues that arise more than once will be considered as potential systemic barriers to performance. These issues will be brought to the Data Science Program Committee for insights on how to mitigate these barriers for future cohorts. Also, towards the end of each course in the program, students will be provided with a link to an anonymous survey where they can provide feedback on effectiveness of the course instructor and learning format, as well as relevance of the content compared to their expectations and employment aspirations. Student feedback will be brought to the Data Science Advisory Committee to consider what program changes may be required to better align student expectations and employer needs.
G. Resources
1. In Table 3 below, list the core faculty who will provide instruction and supervise within the proposed program. The intent of this Table is to establish the strength and the degree of involvement of the faculty complement participating in the program (whose CVs are provided in Volume II). Note: Completed and Current supervisory records need not be recorded if the proposed program does not involve graduate supervision (e.g., coursework master’s).
TABLE 3. Faculty Members
Completed Current Faculty Name & Supervisory Home Unit1 Rank Privileges2 Master’s4 Doctoral Master’s Doctoral
Category 3 – Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review. Core Faculty Members Mathematics Ayesha Ali – and Full 6 (15) 1 (1) (1) (1) Assoc. Prof. Statistics
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Mathematics Daniel Ashlock – and Full 30 (11) 11 (1) 3 (4) 12 (2) Prof. Statistics Rozita Dara – Computer Full 12 4 1 4 Assoc. Prof. Science
Lorna Deeth – Mathematics and Full (1) (9) Assoc. Prof. Statistics Daniel Gillis – Computer Full 22 2 (3) 5 6 Assoc. Prof. Science Andrew Computer Hamilton-Wright Full 5 1 3 Science – Assoc. Prof.
Julie Horrocks – Mathematics and Full 2 (5) (4) 1 Prof. Statistics Khurram Mathematics Nadeem – Asst. and Full 1 (2) (1) Prof. Statistics
Mihai Nica – Mathematics and Full (1) Asst. Prof. Statistics Fei Song – Computer Full 15 (1) 1 1 Assoc. Prof. Science Affiliate Faculty Members Neil Bruce – Computer Full 12 4 1 Assoc. Prof. Science Mathematics Monica Cojocaru and Full 16 6 3 1 – Prof. Statistics Ali Computer Dehghantanha – Full 14 (1) 1 (3) 1 3 Science Assoc. Prof.
Hermann Eberl – Mathematics and Full 19 11 6 4 Prof. Statistics Mathematics Zeny Feng – and Full 7 (10) 4 (1) 1 (4) (2) Assoc. Prof. Statistics
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Mathematics David Kribs – and Full 1 (18) 2 (4) (1) (3) Prof. Statistics Mathematics Anna Lawniczak and Full 6 (1) 2 2 – Prof. Statistics Xiaodong Lin – Computer Full 10 5 2 (1) 1 (1) Assoc. Prof. Science Stacey Scott – Computer Full 13 (2) (5) 0 (1) Assoc. Prof. Science Fangju Wang – Computer Full 4 1 (1) 1 1 Assoc. Prof. Science Yang Xiang – Computer Full 23 3 4 0 Prof. Science
1. Indicate the budget unit paying the salary (department, school, research centre or institute, or other). 2. Indicate the level of supervisory privileges held by each faculty member (full, master’s only, co-supervision only, etc.). 3. Provide a footnote reference to the fields and indicate which fields faculty are associated with. 4. Use parentheses to indicate co-supervisions.
2. Describe how instruction and supervisory loads will be distributed across the core faculty complement.
Teaching load will be distributed as follows:
• Dr. Ayesha Ali, DATA*6100 Introduction to Data Science. o Dr. Julie Horrocks may also teach this course in the future. • Dr. Daniel Ashlock, DATA*6200 Data Manipulation and Visualization. o Dr. Mihai Nica may also teach this course in the future. • Dr. Dan Gillis, DATA*6300/CIS*6180 Analysis of Big Data. o Dr. Rozita Dara may also teach this course in the future. • Dr. Fei Song, DATA*6400/CIS*6190 Machine Learning for Sequential Data Processing. o Dr. Andrew Hamilton-Wright may also teach this course in the future. • Dr. Khurram Nadeem, DATA*6500 Analysis of Spatial-Temporal Data. o Dr. Lorna Deeth may also teach this course in the future. • Drs. Ayesha Ali, Dan Ashlock, Rozita Dara, DATA*6600 Applications of Data Science. Each professor will teach at least one three-week module within the course. The team composition may change year-over-year.
Teaching assignments will vary depending on professor availability (e.g., in the case of a sabbatical).
There are no mandatory research project components, so there are no faculty members who are designated to supervise students. Core and affiliate faculty members who want to
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supervise student research projects can be paired with students who are interested in pursuing a data science project in lieu of capstone coursework.
3. Briefly comment on the areas of strength and expertise of the current core faculty complement, and note any plans for future development. Describe the ways in which— through suitable scholarly activities, professional/clinical experiences, and/or sustained participation in activities involving graduate students (e.g., seminars, colloquia, journal clubs, etc.)—the core faculty complement will foster an appropriate intellectual climate.
The following core faculty members will be involved in aspects of teaching and/or curriculum development:
Dr. Ayesha Ali is an Associate Professor in the Department of Mathematics and Statistics and will be the Inaugural Program Director and Graduate Program Coordinator for the Master of Data Science. She is an expert in multivariate statistics and studies complex systems in high dimensional settings. Her research projects span several disciplines, including epidemiology, ecology, evolution, genomics, neurophysiology, astronomy, and animal science.
Dr. Dan Ashlock is Professor and Interim Chair in the Department of Mathematics and Statistics. He uses computational intelligence, particularly evolutionary computation, to solve a broad range of problems including the classification of DNA sequences, modeling epidemiological networks, and automatically designing level maps for video games. Dr. Ashlock’s work spans disciplines including mathematics, statistics, computer science, bioinformatics, AI, art, and biology.
Dr. Rozita Dara is an Associate Professor in the School of Computer Science. She is an expert in big data analytics, data mining, and AI. She applies her expertise to application areas that include data management and privacy enhancing technologies, social intelligence, and precision agriculture.
Dr. Lorna Deeth is an Associate Professor and current Faculty Advisor in the Department of Mathematics and Statistics. She is an expert in spatial and spatiotemporal statistical methods. Dr. Deeth applies these methods to infectious disease modelling and environmental toxicology. Dr. Deeth is a 2019 recipient of the CEPS Excellence in Undergraduate Teaching Award.
Dr. Daniel Gillis is an Associate Professor in the School of Computer Science. He is an expert in spatial-temporal statistics, human computer interaction, risk assessment, alternative data collection, and community engaged scholarship. Dr. Gillis’ research has focused on application areas such as public health assessment and natural resource management. His recent projects include population modelling, transdisciplinary pedagogy, community engaged software design, and bridging the digital divide (bringing connectivity to remote, rural, and Indigenous communities in Canada).
Dr. Andrew Hamilton-Wright is an Associate Professor in the School of Computer Science. He uses machine learning techniques in decision exploration systems. Dr. Hamilton-Wright is
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especially interested in using rule-based association mining techniques to allow visual exploration of risk and certainty in decision making systems.
Dr. Julie Horrocks is a Professor in the Department of Mathematics and Statistics. She specializes in developing and applying statistical models to longitudinal or time to event data. Dr. Horrocks applies her expertise to a variety of domains but primarily focuses on medical research.
Dr. Khurram Nadeem is an Assistant Professor in the Department of Mathematics and Statistics and active member of the Food from Thought initiative at the University of Guelph. He is an expert in spatial-temporal modelling and high-performance computing. Dr. Nadeem leverages his expertise to extract meaningful and actionable insights from massive volumes of high-dimensional data. His work focuses on predictive modeling of ecological and environmental processes, such as wildfire management and land suitability prediction, via big data analytics.
Dr. Mihai Nica is an Assistant Professor in the Department of Mathematics and Statistics. He is an expert in probability and stochastic processes, and their applications to machine learning. Dr. Nica is currently focusing on developing and applying tools from theoretical probability, specifically random matrix theory, to gain a better understanding of the theory of deep neural networks and other machine learning systems.
Dr. Fei Song is an Associate Professor in the School of Computer Science. He is an expert in various machine learning and AI techniques, namely in the form of natural language processing applied to problems such as document classification, information retrieval, topic modeling, sentiment analysis, text summarization, text Segmentation, and temporal analysis.
All faculty members associated with the proposed program, including core and affiliate faculty members, have vibrant research programs and a track record in supervising graduate students to completion (as listed in Table 3). Their past graduate students have won prestigious awards and secured competitive jobs in academia, government and industry. There is no required research supervision component in the Master of Data Science. Nonetheless, the core faculty complement will bring their experience and research expertise to bear on class activities and discussion topics. They are familiar with current industry problems thanks to their ongoing partnerships with industry and interactions with industry members on the Data Science Advisory Board. As active researchers, they are also familiar with advancements in their respective fields, including emerging technologies, which may be pertinent to training of new data science professionals. The core faculty members will collectively ensure that their course material appropriately reflects current industry needs and research trends to ensure that graduates are prepared to become data science leaders.
Plans for future development.
The Provost Dr. Gwen Chapman has committed one incremental faculty position in support of the MDS program (pending the program’s approval by Senate). Thus, upon approval, CEPS will pursue a new faculty hire in the Department of Mathematics and Statistics to support this
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program. Specifically, this new tenure-track faculty member will be an expert in data science and contribute to recruitment, course design and teaching in the proposed program. Also, the Department of Mathematics and Statistics and CEPS will pursue opportunities to grow the data science program core faculty complement, e.g., via securing a second incremental hire or bringing in data science expertise in place of a newly retired faculty member. Furthermore, program revenues will be invested into three graduate teaching assistants dedicated to providing IT support to MDS students in these courses. Recognizing that students are coming in with diverse backgrounds, we plan to hire an additional graduate service assistant (GSA) who can provide general IT support for MDS students. These positions could support computer system problems as well as programming and code debugging problems.
4. Provide evidence of adequate resources to sustain the research activities and quality of scholarship produced by students, including information technology support and laboratory access.
Because the proposed program is coursework-based, the resources typically associated with thesis-based research (e.g., student stipends) will not be required. Graduate student assistants will be hired to provide hands-on IT support to students as they progress through the program, notably within those courses that require advanced computing resources (i.e., DATA*6200, DATA*6300 and DATA*6500). It is expected that practical- and knowledge-advancing research will be completed through the in-class lab components, with class projects being motivated by problems experienced by industry partners. Students have the option to undertake a major research project instead of completing capstone courses if they identify a project, find a willing faculty supervisor, and obtain approval from the course instructor. Major research projects will not be approved if the faculty resources and research funding is not in place to support the proposed student project. The major research project may take the form of an internship with an industry partner and could be eligible for support from funding agencies such as Mitacs.
The University’s central IT department, Computing and Communications Services (CCS), provides access to servers and cloud resources at $675 per 500GB increment per year for “Primary Storage” and $120 per Terrabyte per year for “Secondary Storage.” We expect the programs needs to be ~2 Terrabytes per year. Also, CCS provides free assistance to students, faculty, and staff with general IT-related questions or problems on campus. Moreover, for courses that require advanced computing resources, our instructors regularly exploit free Compute Canada resources (i.e., SHARCNET). This access does not include IT support services. However, we will devote program resources to GTA positions who can provide hands-on technical support to students in the MDS courses that require access to SHARCNET. This is a model that has worked well for computer science courses including DATA*6300 (which was formerly offered as a special topic course) and other programs on campus e.g., the graduate programs in bioinformatics. Thus, the necessary IT resources will be in place to support MDS student needs.
5. In Table 4 below, summarize total operating research funds acquired by the core faculty complement over the past four (4) years. Do not include equipment grants, conference grants, or minor grants allocated by the University.
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Table 4 represents the total operating research funds acquired over the past four (4) years by the all faculty members associated with the Master of Data Science program, as all faculty, whether core faculty or affiliate faculty, may supervise major research projects.
TABLE 4. Research Funding by Source Federal Granting Other Peer Year1 Contracts Others3 Councils Adjudicated2 2019-20 1,010,300 445,000 15,000 2018-19 1,249,600 180,000 100,000 2017-18 1,171,200 170,000 100,000 2016-17 1,087,300 176,000 100,000 Totals 4,473,400 971,000 15,000 300,000
1. Record funding according to year of award start date. 2. Sources of “other peer adjudicated funding” include: Canada First Research Excellence Fund; Hotchkiss Brain Institute; Morris Animal Foundation; New Zealand Digital Development Trust; Office of Naval Research; OMAFRA; Saskatchewan Chicken Industry; Vineland Research & Innovation Centre 3. Sources of “other” funding include: AIMS-IQC-PI University Research Chair, with support from the University of Guelph, AIMS, IQC, PI.
6. Indicate whether graduate students in the proposed program will receive funding packages, and if so, the expected level and source(s) of stipend.
The proposed program is a coursework-based master’s program. As such, prospective students will not be extended stipends as part of their offers of admission. However, the current leadership in CEPS is committed to increasing gender representation in and BIPOC access to graduate training in STEM. Thus, the Department and College expect to make special awards available for outstanding applicants from underrepresented groups in the coming admission cycles. Moreover, the proposed program is recognized as meeting the Vector Institute’s criteria for core technical training in an AI-related field. Being a Vector- recognized program enables exceptional applicants to the Master of Data Science program to apply for competitive entrance scholarships valued at $17,500. These stipends can offset their tuition and help the University to attract the best and brightest students into the proposed program.
7. Describe any other notable resources available to the program demonstrating institutional appropriateness (e.g., research institutes, centres, and Chairs; unique library collections or resources; facilities such as computer, laboratory, or studio spaces; etc).
The proposed Master of Data Science will dovetail with CSAI. The Specialization is research- based and focuses on equipping students with the skills needed to innovate in the field of AI. In contrast, the Master of Data Science is course-based and will equip students with practical skills and industry-relevant experience with a focus on the AI application area of data science. Both programs are unique in Ontario for incorporating ethics as a common thread throughout
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their curricula. The CSAI program was among the first programs recognized by Vector for meeting its essential requirements for core technical AI-based Master’s programs that equip graduates with skills needed to thrive in today’s AI ecosystem. The Master of Data Science will be the second Vector-recognized program at the University.
The College will contribute administrative resources to help support the program’s launch and establishment. The administrative home of the Specialization is CARE-AI within the CEPS Dean’s Office. Administrative resources available to CARE-AI will also assist with the data science program e.g., helping to field student inquiries. Also, because of the synergy between CSAI and the proposed data science program, the CARE-AI administrative assistant will promote student awards, networking events, internship opportunities and job fairs to students in both programs. For example, students in Vector-recognized programs have exclusive access to networking events, such as the Intact Insurance Data Science Recruitment Information and Networking session that occurred on February 5, 2021, where students had the opportunity to network with working data scientists, hiring managers and students in other Vector-recognized programs. CARE-AI may also provide Master of Data Science faculty members, many of whom are affiliate members of CARE-AI, with seed funding that can be used to support Master of Data Science students’ major research projects.
The revenue share received by the Department of Mathematics and Statistics will contribute towards dedicated graduate program assistant resources in Year 2. We will also explore a dedicated internship coordinator to coordinate student projects and engage with new industry partners to stimulate internship opportunities. They will support the program’s administrative needs such as supporting the admissions process, promoting student awards and networking opportunities, and coordinating the Data Science Program Committee meetings.
As mentioned in Section G.3., CEPS will pursue a new faculty hire in the Department of Mathematics and Statistics to support this program, following the program’s approval by Senate.
The proposed program also furthers the University’s relationships with private industry partners such as with Gartner, Geosyntec, Linamar, Loblaw, and The Co-operators. Several of these industry partners have provided their input at various stages of the proposed program’s development, helping to ensure that its learning outcomes meet the needs of future employers. Also, these industry partners have each agreed to provide a member to serve on the Data Science Advisory Board and several have indicated their willingness to host internships. The Advisory Board will be responsible for providing strategic oversight for the proposed program, as well as feedback on major curriculum modifications and renewal. They will not be involved in student admissions or course delivery, though they may deliver guest lectures at times. It is anticipated that major research projects may be co-supervised by industry partners and/or based on real-world challenges faced by an industry partner.
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H. Duplication, Student Demand, and Societal Need
1. Comment on similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.
The proposed Master of Data Science is unique in its use of flipped classroom course delivery, its focus on spatial-temporal data, and its emphasis on ethics and communications skills.
Ontario data science programs primarily emphasize machine learning and AI (see Table 5). Some of these programs are research-based programs. The University of Waterloo runs a Master of Data Science and Artificial Intelligence, and Western University’s Master of Data Analytics has an AI stream.14,15 More general programs exist at other Ontario institutions: Ryerson University’s Master of Data Science and Analytics; and Trent University’s MSc in Big Data Analytics: Applied Modelling and Quantitative Methods.16,17 Conversely, some institutions offer data science at the graduate level as concentrations (e.g., University of Toronto)18 and as collaborative specializations (e.g., Carleton University).19 At the undergraduate level, data science is an option as a specialization (e.g., University of Ottawa) or as a major at Wilfrid Laurier University. These programs do not provide the same deep understanding or hands-on experience of the proposed Master of Data Science.
The proposed program will provide students with a strong technical and applied background in statistical and machine learning and AI while also providing the opportunity to study the spatial- temporal and visualization aspects of data science. As a professional program, the Master of Data Science curriculum also ensure the development of essential “soft” skills—DATA*6600 is a seminar dedicated to communication, teamwork, and other soft skills, though these skills are embedded throughout the core courses.
Unlike other programs, the University of Guelph’s Master of Data Science will employ a flipped delivery model, with assigned recorded lectures or readings for review prior to in-class learning. Finally, the minimum 70% entrance requirement, which is a lower than most other programs in Data Science, will permit a more diverse range of students to enter the program.
Given the growing market demand, it is anticipated that the proposed program will prepare graduates to fulfill a niche in the job market, particularly regarding big data within a spatial-
14 “Data Science and Artificial Intelligence – MDSAI (Co-op) at Waterloo,” University of Waterloo, https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/data-science/master-mathematics-mmath-data- science 15 “The Master of Data Analytics Program,” Western University, https://www.uwo.ca/mda/index.html 16 “Data Science and Analytics (MSc),” Ryerson University, https://www.ryerson.ca/graduate/programs/data-science- analytics/ 17 “Master of Science in Big Data Analytics: Applied Modelling and Quantitative Methods M.Sc.,” Trent University, https://www.trentu.ca/graduatestudies/programs/course-based-masters-programs/master-science-big-data-analytics- applied-modelling-and 18 “MScAC Data Science Concentration,” University of Toronto, https://www.statistics.utoronto.ca/graduate/mscac-data- science 19 “Data Science (Collaborative Program),” Carleton University, http://calendar.carleton.ca/grad/gradprograms/datascience/
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temporal framework, while providing them with a foundational skillset that will enable them to succeed in conventional data science positions. As outlined elsewhere in this proposal, the anticipated need for data science professionals is rising; therefore, there is a justifiable need for multiple programs of this kind in Ontario.
- temporal Statistics Sensitive Analytics Computer Science Machine Learning Statistical Modelling Data Visualization Artificial Intelligence Data Mining Spatial Databases Big Data Management Exploratory Data Analysis Optimization IntroData to Science and Infrastructure Communication Skills Data - Trent – MSc
Research Waterloo – MMath
Research Ryerson – MDSA
Professional Western – MDA
Professional Waterloo – MDSAI
Professional Toronto – MScAC
Professional Guelph – MDS
Professional Table 5. Comparison of Learning Outcome Areas of Other Programs in Ontario to those of proposed program at University of Guelph. Red cells indicate learning outcome area that are covered in a core course (red) or may be covered in an elective course (blue). 2. Provide evidence of student demand for the proposed program. Consider: a. application statistics (e.g., number of inquiries, applications received, number of qualified applicants);
As this is a new program area for the University of Guelph, we have no direct application statistics on which to draw. However, there is an unmet need for data science professionals in Canada, demonstrated through the aforementioned gap between expected data science roles and trained experts. The University of Guelph’s growing reputation and leading faculty in disciplines such as statistical and machine learning, AI, cybersecurity and data science make us well-positioned to fill this need.
These points form key messages that will underpin a robust digital marketing campaign for the program upon its approval, supported by the CEPS dean’s office. The dean’s office will consult with Admissions, the Centre for International Programs and the Office of Graduate and
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Postdoctoral Studies to form a cohesive, strategic marketing campaign with objectives of encouraging interest and applications in the program. Tactics will include organic digital and social media, as well as paid digital marketing.
It is expected that the proposed program’s affiliation with Vector will result in a major boon of interested applicants. As proof of concept, after CSAI was announced in the initial cohort of Vector-recognized programs, the CEPS landing page for CSAI saw up to 1,200 unique pageviews per month, which resulted in approximately 150 applications last year.
b. origin of student demand (i.e., percent domestic versus international);
Based on student demand for other professional programs in CEPS, the Master of Engineering and the Master of Cybersecurity and Threat Intelligence, it is expected that a large contingent of international students will apply to the Master of Data Science program. There are approximately 10 times more international applicants to the Master of Engineering program than domestic applicants, and 2 times more international applicants to the Master of Cybersecurity and Threat Intelligence program than domestic applicants. These programs may only be marginally related to the proposed Master of Data Science in terms of content. However, we know that international students are primarily interested in STEM degrees that will translate into employability in the host country. Indeed, finding jobs after graduation is a major driving force motivating international students’ program selection. The program structure provides international students with the opportunity to apply for a work permit after graduation and excellent prospects at finding a Canadian employer immediately after graduation. Because job openings for data scientists in Ontario are growing rapidly, we expect that the proposed Master of Data Science will be an attractive option for international students.
c. duration of projected demand (i.e., short, medium, or long-term demand); and
A long-term demand is anticipated for this program because the area of data science is continually expanding as companies continue to harness and exploit the power of informed decision making gained by data science.
d. student consultation (e.g., student surveys, focus groups, and/or review and comment by appropriate student organization(s)).
The University of Guelph Mathematics and Statistics Club, which is comprised of undergraduate and graduate students in the Mathematical Sciences, were asked to participate in a student survey that asked: (i) if the proposed program learning outcomes were relevant to their intended career goals; and (ii) if they would be interested in taking such a program if it were offered at the University of Guelph. Most respondents confirmed that the proposed Master of Data Science was related to their intended career goals. All respondents claimed that they would be interested in the program if it were offered. Example responses are included below:
“This program sounds exciting and I hope I'll get the chance to apply when I graduate undergrad in two years!”
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“The core learning outcomes of this program is quite intriguing in that it directly addresses the desires to learn how to apply key concepts and skills developed in an undergraduate degree and new concepts developed in this proposed Masters to real world situations, questions, and problems...The collaborative opportunities provided to students in the program, whether it be through group work or with community partners, would provide valuable experience to not only help them in future jobs but also help increase enjoyment and student experience while completing the Master of Data Science program.”
3. Provide evidence that that the proposed program will fulfill a societal need, and indicate at least three occupations that graduates from this proposed program may be employed in. Consider: a. dimensions of the societal need for graduates (e.g., socio-cultural, economic, scientific, technological);
With the rise of the internet and the ensuing technological boom, use of data and data science are becoming more prevalent in the day-to-day decision making of businesses. Our industry partners, such as The Co-operators, had the following to say: “We have a growing need for data scientists so that the organization can continue to be successful in the future.” Data science allows industries to leverage their collected data into hidden insights that can drive decision making. Data science has left its mark in the business, financial, and information systems sectors; however, data science has proven useful in areas like retail, healthcare, and oil and gas. In fact, an investigation into the digital economy across all industries by the ICTC found that 4 of the 15 most in-demand digital careers in Canada are related to big data.20 While data scientists are a necessary part of data management, they are also skilled in other aspects of big data analytics that provide invaluable services to industries. Through appropriate data summaries and visualizations, insights can be made more accessible via easily interpretable infographics, more efficient financial reporting, etc. Through predictive modelling, businesses gain in-depth analyses of the market and customer retention. Further, data mining enables the detection of useful patterns to assist with fraud detection and assess product pricing.
For businesses and organizations, finding data scientists is often difficult. Data scientists must be well versed in a broad range of skills: machine learning, statistics, and a variety of programming languages. Further, as analytical methods become more sophisticated, the onus is increasingly on the data scientist to translate the needs of the organizations to select appropriate analytical methods, communicate how the analytical methods work in non- technical terms, and interpret the results within the context of the application domain. These “softer” skills require critical and analytical thinking, creativity in developing strong and useful visualizations, and strong oral and written communication. As data scientists usually work on a project team with members having complementary but overlapping expertise, excellent interpersonal skills are essential in today’s climate. The proposed program is designed to meet
20 Cutean, A., et al. (October 2019) “Canada’s Growth Currency: Digital Talent Outlook 2023,” The Information and Communications Technology Council (ICTC), https://www.ictc-ctic.ca/wp-content/uploads/2019/11/canada-growth- currency-2019-FINAL-ENG.pdf
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the needs of the job market by ensuring graduates are highly skilled and well-rounded in these diverse but complementary skills.
b. geographic scope of the societal need for graduates (e.g., local, regional, national; international);
The need for data science experts is rising, not only in Ontario and Canada but also globally. Tech-driven regions such as Toronto, Vancouver, and Kitchener-Waterloo are all seeing increased demand in data science jobs. The Canadian Occupational Projection System (COPS) from the Government of Canada has designated the job prospects in data science as good in Ontario and British Columbia, among other provinces, indicating there is a projected increase in available jobs alongside a shortage of adequately trained job seekers.21 The University of Guelph is ideally situated along the Toronto-Waterloo Region Corridor, the second largest technology cluster in North America, to attract current working professionals looking to upskill as well as new talent from surrounding undergraduate programs.
Internationally, the data science field has experienced a similar growth and advancement. The LinkedIn Emerging Jobs Report identified data science and data scientists as one of the fastest-growing jobs in many countries, including but not limited to the United States, multiple European countries, India, Brazil and Indonesia.22 The United States has observed a 37% annual growth in demand for data scientists alone and in 2018, LinkedIn found there to be a shortage of 151,717 people with data science skills.23 A similar pattern of high demand and low supply can be found across many countries. Therefore, we anticipate not only fulfilling the need for data science professionals domestically but also internationally.
c. trends in societal need for graduates; and
As database technology and access to big data analysis tools improve, the interest and accessibility to the benefits of data science appeals to businesses. It is only recently that data analytics has begun the shift from a luxury a company may have to becoming a necessity in every workplace. To remain competitive, many companies will need to turn to big data analytics and consider creating new positions. As such, the Government of Canada COPS has estimated that over the course over the period of 2019-2028, 18,000 new data-science-related jobs will become available to ~16,700 educated job seekers.24
d. duration of the societal need (i.e., short, medium, or long-term).
Societal need for data science will be long term. As outlined in the introduction, investments into data are rising and there is a pressing need for companies to use data science to their
21 Government of Canada – Job Bank (2019) “Data Scientist in Canada,” https://www.jobbank.gc.ca/marketreport/outlook-occupation/227147/ca 22 LinkedIn (2020) “Emerging Jobs Report,” https://business.linkedin.com/talent-solutions/emerging-jobs-report#select- country/two-zero-two-zero 23 Piatetsky-Shapiro, Gregory (2018) “How many Data Scientists are there and is there a shortage?” LinkedIn, https://www.linkedin.com/pulse/how-many-data-scientists-shortage-gregory-piatetsky-shapiro/ 24 Government of Canada – Job Bank (2019) “Data Scientist in Canada,” https://www.jobbank.gc.ca/marketreport/outlook-occupation/227147/ca
41
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advantage; therefore, data science job numbers will experience a strong, sustained growth. Indeed Canada reported an average 434% change in share of job postings from 2014-2017 and have projected this trend to continue for several years.25 Furthermore, a report from the ICTC, in which major industries in Canada were surveyed for their expectations of growth, found that the data science job shortage will continue till at least 2023; and the Government of Canada predicts the job gap to persist until 2028.24,26 While advancements in database technology, machine learning and data visualization make data science more accessible, data science and the associated skills will continue to be in demand for a long time.
25 D’Arcy, Paul (May 2018) “The Best Jobs in Canada: 2018,” Indeed Canada, http://blog.indeed.ca/2018/05/02/best- jobs-in-canada-2018/ 26 Cutean, A. et al (October 2019) “Canada’s Growth Currency: Digital Talent Outlook 2023,” The Information and Communications Technology Council (ICTC), https://www.ictc-ctic.ca/wp-content/uploads/2019/11/canada-growth- currency-2019-FINAL-ENG.pdf
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CEPS: New Program (Master of Data Science) [Motion] Page 392 of 543 IX. Graduate Programs
Data Science
The Master of Data Science (MDS) is a 12-month coursework program offered by the Department of Mathematics and Statistics that trains individuals to become computationally skilled and ethically minded data analysts. Students become well versed in key technologies in data science, including data wrangling, data mining, data integrity, visualization, machine learning, predictive modelling, and spatial- temporal methods. Through hands-on training, students analyze big data independently and collaboratively such that graduates are primed to help organizations translate data into knowledge and actionable insights. The program features in-class experiential learning opportunities, including how to address and describe complex problems relevant to industry partners, as well as how to explore ethical considerations of privacy, data security, objective analysis and visualization.
Administrative Staff
Director and Graduate Program Coordinator Ayesha Ali (MacNaughton 509, Ext. 53896)
Graduate Program Assistant Susan McCormick (440 MacNaughton, Ext. 56553/52155)
[email protected] Graduate Faculty
R. Ayesha Ali BSc Western Ontario, MSc Toronto, PhD Washington - Associate Professor
Daniel A. Ashlock BSc Kansas, PhD California Institute of Technology – Professor
Neil Bruce BSc Guelph, MASc, Waterloo, PhD York - Associate Professor
Monica Cojocaru BA, MSc Bucharest, PhD Queen's – Professor
Rozita Dara BSc Shahid Teheshti, MSc Guelph, PhD Waterloo - Associate Professor
Lorna Deeth BSc, MSc, PhD Guelph - Assistant Professor
CEPS: New Program (Master of Data Science) [Motion] Page 393 of 543 Ali Dehghantanha BSc Mashhad, MSc, PhD Putra Malaysia - Assistant Professor
Hermann J. Eberl Dipl. Math (MSc), PhD Munich Univ. of Tech. - Professor
Zeny Feng BSc York, MA, PhD Waterloo – Professor
Dan Gillis BSc, MSc, PhD Guelph - Associate Professor
Andrew Hamilton-Wright BSc, MSc Guelph, PhD Waterloo - Associate Professor
Julie Horrocks BSc Mount Allison, BFA Nova Scotia College of Art & Design, MMath, PhD Waterloo - Professor
David Kribs BSc Western, MMath, PhD Waterloo - Professor
Anna T. Lawniczak MSc Wroclaw, PhD Southern Illinois – Professor
Xiaodong Lin BASc Nanjing, MSc East China Normal, PhD Beijing, PhD Waterloo - Associate Professor
Khurram Nadeem BSc, MSc Karachi, PhD Alberta - Assistant Professor
Mihai Nica BMath, Waterloo, PhD New York - Assistant Professor
Stacey Scott BSc Dalhousie, PhD Calgary - Associate Professor
Fei Song BSc Jilin (China), MSc Academia Sinica (China), PhD Waterloo - Associate Professor
Fangju Wang BE Changsha, MSc Peking, PhD Waterloo - Professor
Yang Xiang BSs, MSc BUAA (Beijing), PhD UBC - Professor
CEPS: New Program (Master of Data Science) [Motion] Page 394 of 543 MDS Program Admission Requirements
Upon recommendation by the Department of Mathematics and Statistics, admission to the Master of Data Science may be granted to applicants who have completed the following requirements:
Honour’s Bachelor’s degree or equivalent from an accredited institution with a minimum overall average of 70% (B-) in the last four semesters of study with: 1) a major or minor in data science, computer science, mathematics, statistics, or a related field; or 2) working knowledge of statistics and computer programming, as demonstrated through completion of university or college level degree credit courses equivalent to the following U of G courses:
• STAT*3240 Applied Regression; and
• CIS*2500 Intermediate Programming.
Please note: prospective students with an Honour’s Bachelor’s degree in an unrelated field who do not meet the above requirements may gain entry to the program after completing the Diploma in Applied Statistics (or equivalent) with a minimum overall average of at least 70% (B-).
Successful applicants must also meet the University of Guelph’s English Proficiency requirements for admission. If an applicant’s first language is not English, an English Language Proficiency test will be required during the application phase. All applications will be received and reviewed by the Data Science Program Committee. The program especially encourages applications from qualified members of under-represented groups, particularly from those who self-identify as women, visible minorities and Indigenous peoples. Program Requirements Students in the Master of Data Science program are required to complete a minimum of 4.00 graduate credits, consisting of four core courses (2.00 credits), two electives (1.00 credits), and either the two capstone courses or DATA*6700 Data Science Project (1.00 credits). Core Courses: DATA*6100 [0.50] Introduction to Data Science
DATA*6200 [0.50] Data Manipulation and Visualization
DATA*6300 [0.50] Analysis of Big Data
DATA*6400 [0.50] Machine Learning for Sequential Data Processing Capstone Courses: DATA*6500 [0.50] Analysis of Spatial-Temporal Data
DATA*6600 [0.50] Applications of Data Science
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Electives: CIS*6020 [0.50] Artificial Intelligence
CIS*6050 [0.50] Neural Networks
CIS*6070 [0.50] Discrete Optimization
CIS*6160 [0.50] Multiagent Systems
CIS*6320 [0.50] Image Processing Algorithms and Applications
ENGG*6070 [0.50] Medical Imaging
ENGG*6100 [0.50] Machine Vision
ENGG*6140 [0.50] Optimization Techniques for Engineering
ENGG*6400 [0.50] Mobile Devices Application Development
MATH*6020 [0.50] Scientific Computing
MATH*6021 [0.50] Optimization I
MATH*6022 [0.50] Optimization II
MATH*6051 [0.50] Mathematical Modelling
MATH*6071 [0.50] Biomathematics
PHIL*6400 [0.50] Ethics of Data Science
PLNT*6500 [0.50] Applied Bioinformatics
STAT*6550 [0.50] Computational Statistics
STAT*6700 [0.50] Stochastic Modelling
STAT*6801 [0.50] Statistical Learning
STAT*6802 [0.50] Generalized Linear Models & Extensions
STAT*6821 [0.50] Multivariate Analysis
STAT*6841 [0.50] Computational Statistical Inference
STAT*6950 [0.50] Statistical Methods for the Life Sciences
CEPS: New Program (Master of Data Science) [Motion] Page 396 of 543 Courses
DATA*6100 Introduction to Data Science F [0.50]
The course includes an introduction to the methods of modern statistics such as splines, general additive models, principal components analysis, classifiers, and Markov random fields. Students learn resampling methods such as bootstrap, cross-validation, boosting, and bagging. Methods of model selection include search-and-score and regularization. Emphasis is on communicating technical ideas to a non-technical audience, including via data visualization.
Department(s): Department of Mathematics and Statistics
DATA*6200 Data Manipulation and Visualization F [0.50]
This course provides a hands-on introduction to the manipulation and visualization of complex data sets using a programming language. Efficient techniques for importing and exporting data in various formats, data acquisition, data integrity, and good analysis practices are discussed. Several programming tools and libraries are introduced to restructure, transform and fuse disparate data types for visualization and data summaries in table format. Basics of manipulating space-time data is also covered.
Restriction(s): Restricted to students in the Master of Data Science program.
Department(s): Department of Mathematics and Statistics
DATA*6300 Analysis of Big Data U [0.50]
This course introduces software tools and data science techniques for analyzing big data. It covers big data principles, the state-of-the-art methodologies for large data management and analysis, and their applications to real-world problems. Modern and traditional machine learning techniques and data mining methods are discussed and ethical implications of big data analysis are examined. May be offered in conjunction with CIS*6180.
Restriction(s): Credit may be obtained for only one of CIS*6180 or DATA*6300.
Department(s): School of Computer Science
DATA*6400 Machine Learning for Sequential Data Processing U [0.50]
This course emphasizes machine learning for sequential data processing. It covers common challenges and pre-processing techniques for sequential data such as text, biological sequences, and time series data. Students are exposed to machine learning techniques, including classical methods and more
CEPS: New Program (Master of Data Science) [Motion] Page 397 of 543 recent deep learning models, so that they obtain the background and skills needed to confront real- world applications of sequential data processing. May be offered in conjunction with CIS*6190.
Restriction(s): Credit may be obtained for only one of CIS*6190 or DATA*6400.
Department(s): School of Computer Science
DATA*6500 Analysis of Spatial-Temporal Data S [0.50]
This course introduces software tools and data science techniques for analyzing big geospatial data. An overview of raster-based geographic information systems (GIS) for identifying patterns and clusters in spatial-temporal data using state-of-the-art software and programming languages is provided. Concepts such as kriging/Gaussian processes, vgrams and autoregressive correlation structures are discussed. Data summaries and visualizations specific to spatial-temporal problems are introduced.
Restriction(s): Restricted to students in the Master of Data Science program.
Department(s): Department of Mathematics and Statistics
DATA*6600 Applications of Data Science S [0.50]
This interdisciplinary team-taught seminar provides students the opportunity to synthesize information, research methods, and present cutting-edge applications of data science. Learning outcomes include identifying reliable sources, understanding and presenting relevant contemporary data science methods, thinking critically about practical implementations of data science, and effective peer collaboration. Emphasis is placed on effectively communicating technical content and insights to a non- technical audience.
Prerequisite(s): DATA*6200 and DATA*6300
Restriction(s): Restricted to students in the Master of Data Science program.
Department(s): Department of Mathematics and Statistics
DATA*6700 Data Science Project U [1.00]
This course is a one-semester research project course for students in the Master of Data Science program. In this course, students plan, develop, and write a faculty- or industry-led research paper, as well as present on their work. The project should advance knowledge or practice in data science or a closely related area, and address a real-world problem faced by industry. The project should focus on data in the spatial and temporal dimension(s) to be approved by the course instructor.
CEPS: New Program (Master of Data Science) [Motion] Page 398 of 543 Restriction(s): Instructor consent required.
Department(s): Department of Mathematics and Statistics
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***
The proposed program has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192956
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To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
e) OAC: New Program (Master of Dairy Technology Management) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the Ontario Agricultural College for a new Master of Dairy Technology Management (MDTM). This program is proposed jointly by the Departments of Food Science (DFS) and Food, Agriculture and Resource Economics (FARE).1
The following material, in support of the proposed new program, is enclosed: • A memorandum from Dr. Rene Van Acker, Dean, Ontario Agricultural College, • An excerpt from the comprehensive proposal brief with rationale for the new program and program learning outcomes.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, responses to feedback from GPPC, departmental responses to the report, other letters of support (internal and external), learning outcome alignment table, the Library Report and composition of the MDTM Industry Advisory Group can be found online in the supporting material folder.2
Related Course Additions FARE*6110 International Food Industry and Policy Analysis FARE*6120 Assessment of Food and Agricultural Technologies FOOD*6000 Dairy Chemistry and Microbiology FOOD*6010 Dairy Products and Processes FOOD*6020 Dairy Technology and Management Project
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/192957
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 401 of 543 The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed new Master of Dairy Technology Management program including related course additions, as presented.
i. Course addition: FARE*6110 International Food Industry and Policy Analysis ii. Course addition: FARE*6120 Assessment of Food and Agricultural Technologies iii. Course addition: FOOD*6000 Dairy Chemistry and Microbiology iv. Course addition: FOOD*6010 Dairy Products and Processes v. Course addition: FOOD*6020 Dairy Technology and Management Project
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\8e bgs - oac new program - master of dairy and technology management sd je.docx
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June 8, 2020
Board of Graduate Studies
Re: New Program Proposal Brief, Master of Dairy Technology and Management
Dear members of the Board of Graduate Studies,
This letter is to confirm the support of the Ontario Agricultural College for a proposed new graduate program, namely, Master of Dairy Technology and Management, (MDTM) which is currently being co- developed by the Department of Food Science, and the Department of Food, Agricultural and Resource Economics, FARE. Following BoGS review of the MDTM Pre-Approval form, the Departments and the College are now pleased to submit the full application.
The MDTM is expected to achieve annual graduation of more than 30 highly qualified personnel, ready to fill supervisory and management positions in the Dairy Industry. Expected completion time is one year (three semesters), but the program will be accessible to part time students with optional two-year, and three-year curricular pathways. This program will create new opportunities for: (1) immigrants, especially professionals who don’t hold Canadian credentials; (2) Current employees seeking better employment; (3) Bachelor level graduates looking to increase their employability; and (4) international students hoping to improve their employability in the dairy sector at home or elsewhere, including Canada.
The MDTM program responds to the Food Science Department Strategic Plan 2017-2022 which committed to support online programs and programs accessible to international students. For FARE, the proposed MDTM represents an important milestone towards the strategic decisions to establish the department more strongly in the field of Food Industry Economics and Management and to offer online programs. The proposed program also fits well in the vision of the College which, as stated in “OAC Planning for Tomorrow 2.0”, recommended increased professional development offerings including leadership and management training. This document also recommends experiential learning opportunities such as the project course and case studies included in the MDTM program. Further, consistent with the OAC Strategic Plan, the MDTM leads the way to development of other similar programs that combine food and agricultural technologies with business and management.
The proposed MDTM is also consistent with the University of Guelph Strategic Framework: Our Path Forward (2016). (1) Inspiring Learning and Inquiry: we are placing learning outcomes at the center of program development; (2) Providing an integrated blend of science, technology, business and management; (3) Stewarding Valued Resources: The College and the engaged Departments along with the resources of Open Learning and Educational Support are well positioned to both develop this program and to deliver to the target market in a sustainable way. In particular, the program is
Ontario Agricultural College Dean’s Office Johnston Hall 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca/oac
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 403 of 543
strengthened by the participation of important industry stakeholders, including the Canadian Dairy Commission, Canadian Dairy Processors Association, and the Dairy Farmers of Canada. (5) Catalyzing Discovery and Change: Use of realistic business and industry cases will allow students to explore challenges and complex questions and use the multiple resources available (Library resources, scholars, industry advisors) to promote evidence-based problem resolution. (6) Nurturing a Distinctive University Culture: the University of Guelph is widely recognized as Canada’s Food University. This new program further strengthens that brand. The Ontario Agricultural College Planning for Tomorrow document identified demand and interest from agri-food organizations and employers to add value to the sector through professional programs.
I have reviewed the resource implications for the proposed program and support the decision of the Departments of FARE and Food Science to make use of existing faculty resources, with the intent of hiring sessional instructors should a faculty member be unable to contribute to the program’s delivery. Physical resources are minimal because the program will be taught entirely online, and the online platforms and learning materials are being developed with the full cooperation and support of the Centre for Open Learning and Educational Support.
It is my pleasure on behalf of the College and the participating departments to recommend development of the proposed Master of Dairy Technology and Management.
If you have any questions, please feel to contact myself, or project co-leads Art Hill (519-827-7943; [email protected]) and Andreas Boecker (519-803-0609; [email protected]).
Sincerely,
Rene Van Acker Professor and Dean Ontario Agricultural College
Ontario Agricultural College Dean’s Office Johnston Hall 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca/oac
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NEW GRADUATE PROGRAM PROPOSAL
VOLUME I: PROPOSAL BRIEF
A. Program Name and Administration
1. Program name:
This proposal seeks approval to develop a Master of Dairy Technology Management (MDTM) program at the University of Guelph. The aim of this program is to produce highly qualified personnel who will lead the Ontario, Canadian, and international dairy industries into the future. The non-traditional degree nomenclature proposed is appropriate for this professionally oriented master’s program, which focusses on applications of scientific, economic, and business management knowledge as it applies to the dairy industry.
2. Sponsoring Department/School and College(s):
The Departments of Food Science (DFS) and Food Agriculture and Resource Economics (FARE) within the Ontario Agriculture College (OAC) jointly propose the interdisciplinary Master of Dairy Technology Management (MDTM) program.
3. Graduate Program Coordinator responsible for program management and academic counselling:
Drs. Art Hill (Professor, DFS) and Andreas Boecker (Associate Professor and Chair, FARE) will jointly act as Graduate Program Coordinators and share responsibilities for program management and academic counselling within the program.
4. Evidence of any consultation with other units/programs participating in the proposed new program/specialization (i.e., if the program of study includes courses from unit(s) other than the sponsoring unit, a clear commitment of support for the proposed program/specialization must be included).
The program will be entirely offered by DFS and FARE. No other academic units will be supporting the development or delivery of MDTM courses. As the program has been designed for online delivery, DFS and FARE will partner with Open Learning and Educational Support (OpenEd) to develop the courses for distance (“DE”) delivery (see letter of support from OpenEd in Volume II, Section A).
B. Program Learning Outcomes and University of Guelph Learning Outcomes
1. Outline and describe the learning outcomes of the proposed program (clearly state outcomes which should be appropriate to the nature of the program and to the level of the degree offered). For more on learning outcomes at the University of Guelph, see: http://www.uoguelph.ca/vpacademic/avpa/outcomes.
The Master of Dairy Technology Management is an interdisciplinary program that blends three major overarching competencies needed to advance industry professionals, namely:
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 405 of 543 • Dairy Science and Technology • Management of Operations, Food Safety Systems and Quality Assurance • Marketing and Business Management
This unique program brings together global expertise to delve into the essentials of dairy science, dairy plant operations, dairy products, agri-food economics, food safety and quality management, operations management, and supply and value chain management. The program outcomes listed below describe what a graduate of the program should know and be able to do upon successfully completing the MDTM curriculum.
TABLE 1. MDTM Themes and Learning Outcomes Themes Graduates will be able to: • Demonstrate a working knowledge of dairy science that integrates the chemistry, physics, and microbiology of milk Dairy Science and and milk products. Technology • Explain the engineering principles and unit operations used to manufacture dairy products. • Optimize processing of dairy products including formulation, composition control, and yield efficiency. • Lead transformation of inputs into outputs; oversee designing, scheduling, operating, and Management of Operations, controlling the production system. Food Safety Systems, and • Describe principles of food risk analysis and oversee Quality Assurance development and performance of Preventive Control Programs. • Apply principles of statistical and qualitative process and quality control. • Analyze dairy markets in the context of socio-cultural, economic, regulatory and technological trends. Marketing • Perform economic/business evaluations of customer, and Business Management operational and workforce/labour requirements in the context of dairy processing. • Lead innovation and continuous improvement through technology management in dairy processing
2. Indicate how the identified outcomes will be assessed.
The assessments cater to different learning styles and of a student body with diverse backgrounds and include group discussions, quizzes, stand-alone problem sets, mini-case studies, and simulated tasks. Not all of the assessments listed here will be used in all the courses. Please see course outlines and appendices B3-B9 Course Learning Outcomes Alignment Tables for details.
Online discussions. Each topic selected for online discussion is associated with controversial but practical economic, cultural, social, or scientific issues. For each discussion topic, the instructor will pose a question, provide some context around the question, and invite the students to participate. Each discussion will require students to include references to news reports in the media, industry reports and academic publications to demonstrate their ability to link course content with current developments and issues in industry, policy and society. This format allows professors to evaluate critical thinking, literacy, global understanding, and communication.
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OAC: New Program (Master of Dairy Technology Management) [Motion] Page 406 of 543 Quizzes. This program will necessarily be information heavy in addition to problem solving. The CourseLink learning platform includes a flexible quiz-app that supports comprehensive quizzes. Regular quizzes will be used to help students keep up with readings and master both abstract concepts and practical problems, such as supply chain management decisions or numerical calculations.
Assignments. Assignments will be the principal activity in terms of the effort and time required for participants to learn and apply knowledge and skills, such as numeracy. Written reports will be evaluated against a grading rubric that includes depth and breadth of research, balanced literature interpretation, and quality of writing. Assignments will include: • Problem sets focused on testing students’ abilities to choose and apply specific tools and to correctly interpret the outcomes of tool application for the given decision problem area. Each assignment will be a series of practical questions or problems related to the topic currently under study. Simulation solutions will be of particular importance for decisions in complex and dynamic settings, where algebraic solutions are not feasible, and which are often found in production and distribution in the food and dairy industries. • Simulation exercises are a particular subset of problem sets that focus on the use of particular quantitative tools that can be set up in spreadsheets or specialized software. • Research paper reviews and evaluations will include rationale for choosing the paper, main findings, how the student feels industry/government can benefit or not from the research, critique of the paper, and what the student learned from the paper. • Real-world scenarios will be discussed wherein students will be required to explain the basic scientific principles that undergird common processes (e.g., how this differentiates milk into an astonishing array of dairy products, how this affect product safety, quality and sensorial profile, etc.).
3. Identify which of the five University of Guelph learning outcomes for graduate degree are particularly addressed and how the proposed program supports student achievement of the learning outcomes. Include the Learning Outcome Alignment Template with this submission (see http://www.uoguelph.ca/vpacademic/avpa/outcomes).
Each of the five University of Guelph Learning Outcomes will be met through the proposed programming. Appendix B1 illustrates in which courses each of the program learning outcomes are met, and Appendix B2 demonstrates how the University of Guelph Graduate Learning Outcomes related to the MDTM program learning outcomes. For further detail, Appendices B3 to C10 provide a Learning Outcomes Alignment Table for each of the eight required courses to show how the specific course leaning outcomes and the teaching and assessment methods planned for those courses align with MDTM program learning outcomes.
4. Identify any distinctive curriculum aspects, program innovations or creative components. For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
The program is designed to optimize accessibility for a wide range of potential learners. That the coursework is to be delivered 100% online, makes the program accessible to anyone with a computer and internet. The concentrated curriculum (three semesters) makes it possible to obtain the master’s degree in just one year (12 months) of full-time study. Specifically, the program will consist of four new graduate courses, two existing online graduate courses, and a major experiential learning project. For learners who are already employed in the dairy industry and cannot take a year off, both three-year and two-year part-time options will be available. Curricular pathways for full-time and part-time students are described in Volume I, Section F.
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OAC: New Program (Master of Dairy Technology Management) [Motion] Page 407 of 543 The courses will be developed within an active-learning, problem-based perspective, where students are provided with real case scenarios and are motivated to explore different available resources to solve their assignments. Course activities will consist of class discussions, group projects, peer reviews, and interactions with industry leaders. Details about how it is intended to generate a learning environment that fosters peer-to-peer and student-instructor interactions in this program are provided in section F. Program Requirements 2. Mode of Delivery (pages 9 and 10).
There are no relevant accrediting bodies; however, we do have the support of several provincial and national dairy associations including the Dairy Processing Association of Canada, the Dairy Farmers of Ontario, the Ontario Dairy Council, and the Dairy Farmers of Canada. In addition, the Ontario Agricultural College is grateful to the Canadian Dairy Commission who is funding development of the MDTM through the Dairy Workforce Development Initiative (see letters in Volume II, A from the DFO and Ontario Farm Products Marketing Commission that accompanied our CDC funding submission). An MDTM Industry Advisory Group has also been struck (see membership list in Appendix C). Members of the Advisory Group met to review a proposal brief and discuss the proposal as a group in April 2020. Written feedback after the meeting also informed program development.
5. Fields in the program(s):
No fields are proposed as part of this program.
6. Intended career and/or higher education, any specific outcome in the discipline: (e.g., professional skills, etc. Program outcomes should also relate to the careers to which graduates in the discipline can aspire. For professional program areas, identify congruence with current regulatory requirements of the profession).
The proposed Master of Dairy Technology Management program will produce highly qualified personnel with knowledge and training in dairy technology management. Graduates will fill mid- to high-level positions as operation and production managers, CEOs, and entrepreneurs in the dairy industry.
There are no professional standards specific to this program; however, the program will support professionalism in the sense of ethical business practices and effective food safety Preventative Control Programs.
C. Rationale and Consistency with the University’s Mission and Strategic Framework
1. Rationale for developing the program and identify the relationship of the program to the plans of the Department/School and College, and the University’s Strategic Framework (http://strategicrenewal.uoguelph.ca/read-u-gs-new-strategic-framework/).
The rationale and the energy behind this proposal stems from the industry itself. Based on the demonstrated need for both professional and entrepreneurial personnel in the dairy industry (see Volume I, Section I for more on this), the Canadian Dairy Commission is granting funding for the development of “open learning” (non-degree, continuing education) programs and degree programs in Dairy Technology through its Workforce Development Initiative. The University of Guelph was successful in securing this funding for the development of the MDTM.
The MDTM program proposal responds to the Department of Food Science’s strategic plan of 2017- 2022, which committed to support online graduate programs for both domestic and international Page | 4
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 408 of 543 students. The proposed program also aligns with the priorities of the Ontario Agricultural College, which, as stated in the College’s “Planning for Tomorrow 2.0” special report,1 include increasing professional development offerings and increasing experiential learning opportunities. This report also identified the demand and interest from agri-food organizations/employers to add value to the sector through professional programs. The MDTM will provide the means for industry staff to add skills and certification that will help them qualify for management positions with their current or other employers.
A note about the COVID pandemic may also be in order here. Both the distance format and the content of this proposed program are aligned to support economic recovery.
The proposed program also aligns with the University priority for internationalization and the following themes of the University of Guelph Strategic Framework:
Inspiring Learning and Inquiry: Following the University’s Strategic Framework, we have placed learning outcomes at the center of program development, designing an integrated blend of science, technology, business and management to meet the unique professional requirements of the twenty- first-century Canadian dairy industry.
Stewarding Valued Resources: The MDTM builds on historical and emerging strengths of the Ontario Agricultural College, the Department of Food, Agriculture and Resource Economics and its strong reputation for high standards in graduate education, and the globally-recognized Department of Food Science. One of the historical strengths of Food Science is its extensive suite of both undergraduate and graduate online course offerings, comprising an undergraduate Certificate in Food Science and an MSc in Food Safety and Quality Assurance. That history is combined with the latest online teaching resources made available by Open Learning and Educational Support (OpenEd). We believe we are well positioned to both develop this program and to deliver to the target market in a sustainable way. In particular, the program is strengthened by the participation of the most important industry stakeholders, including the Canadian Dairy Commission, Canadian Dairy Processors Association, and the Dairy Farmers of Canada.
Connecting Communities: The fully online MDTM program will target international students, providing them an opportunity to obtain a Canadian credential without having to uproot and move to another country. This will be an excellent opportunity for international students to improve their employability in their native country as well as in Canada, should they look to immigrate.
Catalyzing Discovery and Change: Use of authentic business and industry cases will allow students to explore challenges and complex questions. Students will be able to take advantage of the multiple resources available (Library resources, scholars, industry advisors) to promote evidence-based problem resolution.
Nurturing a Distinctive University Culture: The University of Guelph is widely recognized as Canada’s Food University, and this new program will further strengthen that brand.
D. Anticipated Enrolment and Impact on Existing Programs
1. Projected enrolment levels for the first five years of operation, including: a. initial enrolment; b. enrolment after two years; c. steady-state annual steady state total enrolment and years these will be achieved.
1 See https://www.uoguelph.ca/oac/about/planning-tomorrow-20-report. Page | 5
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 409 of 543 TABLE 2. Projected Enrolment of Students in the MDTM International Total Program State Domestic Intake Intake Enrolment Initial 10 10 20 Estimated annual intake 3 3 N/A increases1 to reach steady state Steady state 15 15 30 Years anticipated to achieve steady state: Three 1Number of students above initial levels
We anticipate enrolling four principal types of students: (1) immigrants, especially professionals who do not hold Canadian credentials; (2) currently employed people seeking better employment; (3) bachelor-level graduates who need to increase their employability; and (4) international students. We believe 30 graduates per year is a feasible target, but there is no cap; we can accommodate larger cohorts. Based on feedback from the MDTM Industry Advisory Group, it is important that we also accommodate part-time studies (not reflected in the above), particularly for prospective students who are currently employed (see Table 3 in Volume I, Section F).
2. Overlap, if any, with existing programs (discuss potential impact of new program on existing programs and whether students may move to this program from others or whether the proposed program is expected to attract new students).
We expect the program to attract new students. As noted above, we believe it will be particularly attractive to personnel currently employed in the dairy industry and to landed immigrants.
3. Programs proposed for closure as a result of this proposed new program.
No programs are proposed for closure as a result of this proposed new program.
E. Admission Requirements
1. List of admission requirements and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the program:
To be considered for admission to the MDTM program, applicants must have completed an honours undergraduate degree (or its equivalent) from a recognized university or college with an average standing of at least a 'B-' (70%) in the last four semesters of study (normally the last two years of undergraduate full-time study). This mirrors the University’s minimum requirement for admission to master’s programs. Applicants must also submit two academic references.
Applicants will be expected to have completed undergraduate courses that prepare them for participation in the core graduate courses of the program. Recommended preparation courses are FOOD*2010 Principles of Food Science or equivalent, and MATH*1030 Business Mathematics or equivalent.
If an applicant’s first language is not English, they will be required to submit the results of a
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All applications will be received and reviewed by the MDTM Program Committee. Applications from members of underrepresented groups will be encouraged.
2. List any proposed alternative requirements and rationale.
No additional alternative admission requirements are proposed at this time. The program will be able to admit up to 15% of students in the program through the University-wide Alternate Admissions Criteria.3 This will allow applicants who do not meet the University minimum requirements but who have a significant record of relevant experience in the dairy industry the opportunity to gain admission and Provisional status.
F. Program Requirements
1. Outline of program (course) requirements, including: a. courses currently offered, with frequency of offering; b. list of any new courses proposed as part of the submission; c. required courses mounted by other units and confirm commitment by said unit; d. for doctoral programs, the structure of the qualifying examination; e. required research and/or experiential learning activities; and f. required thesis, major paper or other capstone requirement.
All MDTM students will be required to complete 3.50 credits of graduate coursework: six core courses (6 x 0.50 credit courses) and a project (1 x 0.50 courses). This meets the University minimum 3.50 credit requirement for coursework master’s programs.
All of the program’s required courses will be offered annually by either DFS or FARE, in partnership with OpenEd. The proposed program will be intensive—full-time students will need to devote a full- time effort to successfully complete the program in one year (three semesters). Although full-time study will consist of only three courses in each of the fall and winter semesters, those courses include substantial breadth and depth including foundational theory and principles, computations, applications, and case studies. In courses that do not focus specifically on dairy, MDTM participants will be required to focus their assignments on dairy.
The following existing courses are delivered annually (course outlines included in Volume II, C).
FSQA*6600 Principles of Food Safety and Quality Assurance F [0.50] An integrated approach to factors affecting food safety and quality including microbial and chemical contamination is provided. Major food-borne disease outbreaks are studied as examples. Modern methods of quality management to minimize contamination of processed foods are discussed.
FARE*6130 Operations Management in the Agri-Food Sector W [0.50] This course introduces students to the main concepts for analysis in Agri-Food operations and supply chain management, with special attention given to quantitative techniques to support decision-making. The course also includes qualitative case analyses and discussions that build on key concepts of
2 II. General Regulations, Admission, Application for Admission: www.uoguelph.ca/registrar/calendars/graduate/current/. 3 II. General Regulations, Admission, Alternate Admissions Criteria: www.uoguelph.ca/registrar/calendars/graduate/current/. Page | 7
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The following new courses are proposed as part of this submission (course outlines included in Volume II):
FARE*6110 International Food Industry and Policy Analysis F [0.50] This course explores the structure and functioning of the agri-food sector beyond the farm gate, including food processing, distribution and retailing, and the implications for the functioning of food markets in terms of the price, quality and safety of food. The focus of the course is on the agri-food sector globally, such that it explores the structure and functioning of the agri-food sector in different geographical locations, at different levels of economic development, etc. The course examines the behaviour of actors within the food sector and the role of policies at the regional, national and international levels.
FARE*6120 Assessment of Food and Agricultural Technologies W [0.50] This course focuses on the assessment of technology choices in food and agricultural businesses. It positions technology assessment in the broader context of policy and technology management. It exposes students to examples of the benefits of technology assessment and the consequences of insufficient technology assessment. Students learn and apply specific analysis tools that guide technology choice and implementation.
FOOD*6000 Dairy Chemistry and Microbiology F [0.50] This course introduces the science behind milk production and composition and covers topics including: the chemistry and physics of milk fats, caseins, whey proteins, lactose, minerals, and minor components; chemical analysis; nutritional and health aspects of dairy products; milk microbiology including endogenous lactic bacteria, spoilage and pathogenic microorganisms; and microbial analysis.
FOOD*6010 Dairy Products and Processes W [0.50] The course begins with the engineering principles and computations of unit operations involved in dairy processing, and then explores formulation and processing of different dairy products. Video tours, simulations, processing, safety and quality control data and analysis are used to provide practical training.
FOOD*6020 Dairy Technology Management Project S [0.50] This capstone course is intended to give participants the opportunity to apply what they have learned in a realistic industrial scenario. Students prepare a technical report in the form of a case study that identifies and characterizes a food industry problem and describes and assesses ways to solve it. Proposals are based on literature reviews, concepts learned during the program, and discussions with academic and industry advisors.
To accommodate working professionals, the program will offer two- and three-year part-time curricular pathways. Part-time students will be required to take one or two courses in each semester and should complete the program within 24 or 28 months. Normal curricular schedules for both full- and part-time pathways are presented in Table 3.
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OAC: New Program (Master of Dairy Technology Management) [Motion] Page 412 of 543 TABLE 3. Full- and Part-Time MDTM Pathways Part-Time Part-Time Full-Time (2 year) (3 year) Year 1 FOOD*6000 Fall FOOD*6000, Dairy Chemistry and Microbiology FOOD*6000 FSQA*6600, Principles of Food Safety and Quality Assurance FSQA*6600 FARE*6110, International Food Industry Analysis and Policy FARE*6120 Winter FOOD*6010, Dairy Products and Processes FOOD*6010 FARE*6120, Assessment of Food and Agricultural Technologies FARE*6130, Operations Management in the Agri-Food Sector Summer FOOD*6020, Dairy Technology Management Project FARE*6130 FARE*6130 Year 2 Fall FARE*6110 FSQA*6600 Winter FARE*6120 FOOD*6010 Summer FOOD*6020 FOOD*6020 Year 3 Fall FARE*6110
Regarding required research and/or experiential learning activities, students will be required to conduct literature reviews through different assignments in all courses and will work in teams to write a research paper on a topic that is decided and agreed upon by the team and the instructor in FSQA*6600. There is no required lab-based research within the MDTM; however, course work will include practical problems including real and simulated data and information.
In the project course, FOOD*6020, participants will write and execute a practical case study that integrates and applies the material from the other courses. Students will identify an actual or potential problem/challenge in dairy product manufacturing. The scenario may be a situation in the participant’s workplace. The MDTM Graduate Program Coordinators or their delegates (one from DFS and one from FARE) approve the projects and provide initial directional guidance. The student will then prepare and complete the case study and present the solution/recommendations in a technical report that is appropriate for the audience identified in the case scenario. Students will be advised to use library resources available to them, as well as interaction with their classmates, colleagues, industry experts etc. to arrive at their solutions/recommendations. More detailed descriptions are in the course outlines in Volume II, C.
2. Mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.
The MDTM program has been designed based on the profile of our target students (see Volume I, Section E, above). In particular, the online format is helpful to workers in the Food Industry who wish to upgrade their skills and be able to advance in their careers. We also target experienced international students and landed immigrants who want to improve their skills, obtain Canadian credentials, and find management level positions in the Canadian Dairy Industry. We feel that improved accessibility provided by the online format outweighs the communication advantages of face-to-face courses. There are many ways to enhance online courses that did not exist even ten years ago. Working in partnership with distance learning specialists in OpenEd (Open Learning and Educational Support), we will ensure learning and evaluation protocols are fully accessible and appropriate to achieve the proposed learning outcomes.
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To generate a learning environment that fosters peer-to-peer and student-instructor interactions, all courses contain learning activities that connect students with the whole class or smaller groups. More specifically, FOOD*6000, FOOD*6010, FSQA*6600 and FARE*6130 contain written discussions or forums, with topics of discussions being posted by instructors or by students (i.e., students can create forums to ask questions, look for opinions or receive feedback). FOOD*6000, FOOD*6010, FARE*6120 learning activities include synchronous sessions that are used to explain concepts, discuss students’ questions, and to discuss “housekeeping aspects of the course.” These sessions will be recorded for students who are unable to attend. FARE*6110 includes weekly video assignments, while FARE*6120 has two video reflection assignments that include peer evaluations, and a group project with groups of 3-4 students. In the project course, FOOD*6020, students meet in small groups to discuss their projects and provide a written critique of at least two of their peers’ papers. Further, instructors will hold office hours to discuss project or course progress. Finally, the two academic units will provide opportunities for MDTM students to participate in livestreamed seminars and webinars that address current topics in the industry. This includes events organized by the academic units or other organizations for a broader audience, as well as guest speaker webinars organized by instructors, which will be supported and encouraged by the two academic units.
The OpenEd learning management system, Courselink, readily enables students to connect with online resources, classmates, instructors, and external mentors.
3. Appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes:
The program curriculum has been designed to achieve learning outcomes informed by job skills analysis by different stakeholders like Food Processing Skills Canada and the Ontario Dairy Council, as well as an historical review of the job postings for target positions like Dairy Processing Plant (DPP) Facility Manager, DPP Facility Supervisor, CEO, Dairy Production Manager, DPP CEO, etc.
The course structure has been mapped to allow for sequential integration of concepts, as shown in Appendix A, Weekly Course Progression. This structure has allowed instructors to create assignments and examples based on concepts previously learned in other courses, thus requiring the students to integrate knowledge and skills the same way they would need to do in their workplaces. Outcome themes span across three semesters; however the individual course outcomes are built and integrated sequentially so that knowledge of dairy chemistry, microbiology and food safety and food policy precedes the development of skills in food processing, marketing and operations management in the context of technology management in dairy processing. Online lectures, assignments, discussions, exams and other activities are individually created with particular learning outcomes in mind. Appendices C3-C10 provide Learning Outcomes Alignment Tables for each of the required courses.
Table 4 provides a visual depiction of how the program courses align with the program learning outcomes. Every course in the program will meet two or more of the core program learning outcomes, with learning progressing towards mastering all the outcomes once the project course is completed.
TABLE 4. MDTM Courses Alignment with Program Learning Outcomes I = Introduce; R = Reinforce; M= Master
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10 020 6000 6600 6120 * 6010 *6 * * Program Learning Outcomes FARE*61 FARE*6130 FARE F SQA FOOD F OOD F OOD*
Demonstrate a working knowledge of dairy science that integrates I I R the chemistry and physics of milk and milk microbiology. Explain the engineering principles and manufacture of dairy I R R products as it relates to dairy science. Optimize processing of dairy products including formulation, I R R composition control, and yield efficiency. Lead transformation of inputs into outputs; oversee designing, I R M scheduling, operating, and controlling the production system. Describe principles of food risk assessment and management and oversee development and performance of Preventive Control M I M Programs. Apply principles of statistical and qualitative process and quality R M control. Analyze dairy markets in the context of socio-cultural, economic, R M M regulatory and technological trends. Perform economic/business evaluations of customer, operational and workforce/labour requirements in the context of dairy I M R M processing. Lead innovation and continuous improvement in dairy processing I I M M operations.
4. Appropriateness of the proposed method of assessment in evaluating student progress and achievement of the learning outcomes:
The goal is to graduate more than 30 highly qualified individuals each year who can effectively manage a dairy processing operation or a division of such an operation. Whether or not we achieve this will be hard to measure for the first few graduating cohorts because we need some indication of performance in the workplace. Accordingly, we propose to follow the Kirkpatrick model of training evaluation as modified by Hamtini.4 Hamtini’s modified procedure includes three levels:
The first is the interaction level, which assesses the ease with which the learner is able to adapt to the learning environment. This is particularly important for e-learning where the e-learning platform may not be familiar to participants. We will assess interaction level by monitoring requests for technical assistance and via online evaluation at the end of each course.
The second level is to measure learning by quality of participation in online discussions, online quizzes, written assignments, midterm exams and final exams. The attached course outlines include tentatively proposed grading schemes for each course that will work toward this aim.
The third level in Hamtini’s model is results determined by workplace performance before and after the course. This assumes that most of the participants are employed in relevant positions, which will
4 Hamtini, Thair. (2008). Evaluating E-learning Programs: An Adaptation of Kirkpatrick's Model to Accommodate E- learning Environments. Journal of Computer Science. 4. 10.3844/jcssp.2008.693.698.
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OAC: New Program (Master of Dairy Technology Management) [Motion] Page 415 of 543 not be the case for most participants in the proposed MDTM program. The closest we will be able to assess in the short-term is performance in the project course, which will be based on clarity of writing, proper problem characterization, appropriate selection of methods/solutions, and interpretation/evaluation of results. After a substantial number of participants have completed the program, we will conduct alumni surveys and, potentially, employer surveys to assess the value of the program with respect to workplace success.
G. Human and Physical Resource Requirements
1. TABLE 5. Faculty Members
N.B.: The intent of this Table is to establish the strength and the degree of involvement of the faculty complement participating in each field of the graduate program or specialization and whose CVs are provided in Volume II of the Brief.
Supervisory Faculty 1 Home Unit Privileges2 Category 3: Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review. Andreas Boecker, Associate Professor FARE Full Douglas Goff, Professor Food Science Full Larry Goodridge, Professor Food Science Full Getu Hailu, Professor FARE Full Spencer Henson, Professor FARE Full Arthur Hill, Professor Food Science Full Gisèle Marie LaPointe, Professor Food Science Full Michael von Massow, Associate Professor FARE Full 1. This is the budget unit paying the salary: department, school, research centre or institute, or other. 2. Indicate the level of supervisory privileges held by each faculty member: e.g., full, master’s only, co- supervision only, etc.
2. Areas of strength and expertise of the faculty up to, and including, its current status, and also any plan for future development. The commitment of the core faculty to the graduate program or specialization through sustained participation in activities involving graduate students (e.g., seminars, colloquia, conferences, journal clubs, etc.) should be demonstrated.
The lead program developer, Dr. Art Hill, has over thirty years of experience teaching Food Science and Technology, including Dairy Science and Technology. Dr. Hill has experience with both graduate and undergraduate curricular development, has published scholarly articles on curriculum mapping, and as former Chair of the Department of Food Science, oversaw all Food Science programs for most of the past 15 years. Also, the Department of Food Science has a long history of online and open learning. Our Food Science Certificate5 has been operating for 25 years and was one of the first
5 See https://opened.uoguelph.ca/student-resources/food-science-certificate. Page | 12
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 416 of 543 programs at U of G to be offered fully online. We currently average 25 graduates per year from this program. Food Science at Guelph also leads the way in offering online graduate courses. Our very popular Master of Science in Food Safety and Quality Assurance is available as both a hybrid program (50-75% online) and (newly) fully online.
The co-lead on this program proposal is Dr. Andreas Boecker, Associate Professor and current Chair of the Department of Food, Agricultural and Resource Economics (FARE). Dr. Boecker’s research interests include: (1) food and farm innovation capacity and adoption; (2) economics of traceability throughout the food and agricultural supply chain; and (3) challenges and best practices in communication about novel technologies, in particular, agricultural biotechnology. Prior to becoming Chair, Dr. Boecker served as FARE’s Undergraduate Coordinator since 2011. He oversaw the implementation of a paradigm shift in academic advising from a focus on programs and courses to a comprehensive one that covers the students’ development from first contacts through recruitment and liaison all the way through to graduation and career development. In this capacity he played a central role in developing the degree program in Food Industry Management, which is jointly offered by FARE and Food Science. In the temporary role of Acting Associate Dean, Academic, he then steered the Food Industry Management program through the University’s internal approval processes and developed a promotion and recruitment strategy.
Dr. Doug Goff is best known for his work on ice cream science and technology, but he is globally recognized more broadly as a dairy scientist, and more recently for his work on dairy nutrition. Dr. Goff is very familiar with open learning and degree programs, having taught an ice cream short course for 30 years and served as Undergraduate program Chair for nearly 30 years. Dr. Goff has mentored many graduate students in dairy science over the course of his career.
Dr. Gisèle LaPointe was formerly the Chair of the Department of Food Science, Université Laval and now holds the Dairy Farmers of Ontario NSERC Industrial Research Chair in dairy microbiology at the University of Guelph. Dr. LaPointe has much experience mentoring students of dairy science, particularly in the areas of dairy fermentations and dairy food safety, which will be important components of the proposed MDTM program.
We anticipate the principal instructor for FSQA*6600 Principles of Food Safety and Quality Assurance will be Dr. Larry Goodridge, the Leung Research Chair in Food Safety. Dr. Goodridge is an eminent scholar and instructor who is well connected with the industry and the current Graduate Program Coordinator for the MSc in Food Safety and Quality Assurance program.
In the Department of Food, Agricultural and Resource Economics, Dr. Michael von Massow and Dr. Getu Hailu have been involved in the development of Operations Management in the Agri-Food Sector course. Based on their research on food supply chains and food processing productivity, they have developed and delivered a set of agri-food operations and supply chain management courses in U of G’s Bachelor of Commerce and Food Industry Management programs.
Further, Dr. Spencer Henson will be principally responsible for developing and teaching the International Food Sector and Policy Analysis course. Dr. Henson’s research on the role of regulatory reform in international food sector development and trade is internationally recognized. He has extensive experience in academic program development and review.
3. For doctoral and thesis-based master’s programs, evidence of scholarly activity and intellectual atmosphere of the academic unit based on the number and quality of significant publications of the members and by the unit’s continuing insistence on originality and excellence. (In the case of programs in professional areas, there must be a solid basis of appropriate scholarly or creative activities.) Page | 13
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N/A
H. Funding and Resource Availability
1. Evidence of adequate resources to sustain the research activities and quality of scholarship produced by students, including information technology support, and laboratory access.
This proposed program builds on existing relationships with the Dairy Processers Association of Canada (DPAC), the Dairy Farmers of Ontario (DFO), and the Ontario Dairy Council (ODC), all of which have endorsed the planned curriculum and delivery model. Both DFS and FARE are globally recognized for excellence in their respective disciplines and have maintained a strong dairy focus, in part, because DFO and ODC have long histories of supporting research, training, and education in dairy technology and economics at the University of Guelph, including sponsorship of multiple research chairs. In addition to keeping Ontario on the leading edge of Dairy Science research, industry support has made it possible to train many highly qualified dairy personnel.
In this case, development of the proposed program has been sponsored by the Canadian Dairy Commission (CDC), which granted $260,612 to the University of Guelph to fund program development. This funding will support: • Faculty buy-outs for time spent developing course content, above prescribed distributions of effort; • An Academic Program Developer hired to coordinate program development and assist in delivering the first course offerings; • Student staff to help research content and develop/prepare multi-media content (e.g., videos and photos); • The OpenEd team (instructional designer, web designer, multimedia coordinator, and quality assurance specialist) that will work with content matter specialists to create the learning design framework, instructional resources, activities, and assessments in an online environment; and • Materials and ingredients associated with producing photos and videos.
The Department of Food Science has secured involvement of several industry stakeholders, who have been willing to provide advice during program development, help identify industry mentors and industry-business cases, and otherwise provide insight as needed. This commitment is demonstrated through the attached letters of support (Volume II, A) and participation the April 2020 meeting of the MDTM Industry Advisory Group (membership list in Appendix C).
Since the proposed program will be taught entirely online, no lab or field-based research is required. Therefore, there are no research expenses planned, other than the expenses associated with the offering of library resources which have been positively evaluated by the University of Guelph Library (see Volume II, B).
Regarding computing, we do not anticipate substantial requirements for soft or hardware beyond the normal evolving information technology associated with remote communications, learning platforms, etc., most of which is already available on campus. We do anticipate specialized modeling and numeric requirements, but these can mostly if not all be managed by readily available software such as statistical programs.
2. Notable resources available to the program demonstrating institutional appropriateness (e.g.,
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The Academic Program Developer will serve as course coordinator and will be supported by undergraduate and/or graduate student workers at 10 hours per week. Required teaching facilities are minimal because the instruction will all take place online. Please note, however, that we do have a fully equipped and licensed dairy pilot plant. We will strongly recommend that MDTM participants and graduates attend one or more of Department of Food Science’s short courses, where feasible, to obtain hands-on experience. Some of the required video and photo content will be created in our pilot plants and dairy research laboratories.
Preparation of video learning objects will require support of the pilot plant technician to demonstrate dairy unit operations and in some cases dairy product manufacturing. Tim’s time will be accounted for as pilot plant rental in the budget. The budget includes $5,000 for materials and ingredients associated with photos and videos; that said, to avoid unnecessary ingredient costs for these demonstrations, we will link video recording to other manufacturing projects as much as possible.
We will also engage external dairy experts to participate in online discussions, and/or engage with student projects. We have working relationships with industry personnel with technical and/or business/management credentials from a wide range of dairy plants. Each year, our undergraduate product development course engages with roughly ten industry personnel who give lectures, mentor student projects, etc. We also have colleagues in the financial sector who have expressed willingness to review course content or mentor student projects in the proposed MDTM program. For example, we recently hosted a conference entitled, Business Ingredients for Success, sponsored by Cushman and Wakefield and Price-Waterhouse.
3. TABLE 6. Total Operating Research Funding Source Granting Other Peer Year1 Contracts Others4 Councils2 Adjudicated3 2015-16 267,334.00 - 169,143.00 - 2016-17 556,000.00 - 1,338,161.00 5,000.00 2017-18 594,303.00 - 795,632.00 - 2018-19 528,850.00 - 474,621.00 890,000.00 Totals 1,946,487.00 - 2,777,557.00 895,000.00 1. Academic year. 2. Do not include equipment grants, conference grants, or grants allocated by the university such as SSHRC minor grants in this column. 3. Explain source and type in footnote. 4. University allocated grants (such as SSHRC minor grants).
4. Expected level and source(s) of student stipend, if any, to be provided.
Students will be self-funded.
5. If not included in the appended CVs of core faculty, in a table list the source of research operating funds to core faculty members for the past six years (e.g., granting councils, industry, government, foundations, etc).
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OAC: New Program (Master of Dairy Technology Management) [Motion] Page 419 of 543 See Faculty CVs in Volume II, Section D.
6. In a (separate) table, list other types of research funding (e.g., equipment, travel, publication).
All types of research funding are included in Table 6, above.
I. Duplication, Student Demand and Societal Need
1. Similar programs offered by other institutions in the Ontario university system and evidence of justifiable duplication based on demand and/or societal need.
There are no comparable programs in Ontario or elsewhere in Canada. However, the proposed MDTM does complement the recently launched Bachelor of Bio-Resource Management (BBRM) degree major titled, Food Industry Management, a four-year program that combines business practice and market analysis with the science of food safety, processing, and food composition. A study commissioned by the Ontario Agricultural College in 2014 and repeated in 2018 estimates there are four jobs for every graduate in agricultural and food sciences,6 more than justifying both graduate and undergraduate programming in this area.
2. Convincing evidence of student demand for the program. Per the MCU checklist, consider the following in making these determinations:
a. Evidence of student demand through application statistics: (e.g., number of enquiries, applications received, number of qualified applicants)
There are no similar programs offered at the University of Guelph or elsewhere within Canada that we can obtain statistics from; however, conversations with different industry stakeholders confirm the need of this program, especially if it is offered on a part-time basis for industry staff with permanent jobs. Industry stakeholders at the meeting on April 7, 2020 advised that a part- time program is needed because there are not enough qualified personnel to replace employees while they pursue a master’s degree.
b. Origin of student demand (% domestic and visa students):
As established above, there are no comparable programs within Canada. Internationally, there are only a handful, such as, the MSc in Innovative Dairy Chain Management at the Van Hall Larenstein, University of Applied Sciences in Leeuwarden, Netherlands.7
Accordingly, we will promote the program both within and beyond Canadian borders. We intend to target both recent baccalaureate graduates and working professions, but we also believe this program will importantly provide a retraining opportunity for landed immigrants and, also for some international students seeking long-term employment in Canada. As such, we anticipate student demand being equally domestic and international.
c. Duration of the projected demand (e.g., short, medium or long-term demand from specified sources):
6 See https://www.uoguelph.ca/oac/about/planning-tomorrow-20-report. 7 See https://www.vhluniversity.com/study/programmes/master/innovative-dairy-chain-management. Page | 16
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 420 of 543 We expect long-term demand based on the trends in dairy employment in Canada; from 2005 to 2018, Canada has shown an average 1.4% increase in dairy employment annually. The trend in Ontario is higher, with an average growth of 2.8% annually in the number of employees (Canadian Dairy Information Centre). Despite all the challenges that the Dairy Industry faces, such as unfavourable international trade agreements (CETA, NAFTA and CTPPT), Canada produced 25% more cheese, 26% more yogurt, and 34% more milk powders in 2019 than it did in 2010. Growth of dairy manufacturing is evidenced outside Canada, too. For example, cheese production in America has increased steadily by (on average) 3.6% annually over the last 10 years, while Europe has seen a 1% annual growth in cheese production. According to OECD-FAO Agricultural Outlook 2018-2027, increasing per capita consumption of processed dairy products (cheese and whole milk powder) is also expected in developing countries, although at lower growth rates than in the last decade. Considering these statistics and the current market share of dairy products accounting for 12.6% of all food products manufactured in Canada, increasing job opportunities in the Dairy Industry is an important and, hopefully, long-term trend.
d. Evidence of review and comment by appropriate student organization(s), if applicable.
University of Guelph students were surveyed using Qualtrics. At least 70% of 166 respondents (49% undergrads, mainly from the Ontario Agricultural College) rated their interest in the program’s required courses as “high.” 72% noted that they would prefer a work experience component of the project rather than a project course, highlighting the need for real experiences in industry. The plan to ground MDTM projects in the actual needs of operating processors attends to this piece of feedback. Only 27% considered flexibility of the program important, which is inconsistent with the consistent feedback industry stakeholders have given—flexibility to allow working individuals to complete the program without leaving their jobs is imperative. 75% of the respondents not currently registered in a graduate program rated the likelihood of applying to the proposed program (if it were launched within the next 1-2 years) as at least “somewhat likely.” In addition, 80% of the respondents expressed that they would recommend the program to others.
3. Identify the societal need for the proposed program including: a. dimensions of the societal need for graduates (e.g., socio-cultural, economic, scientific, technological); b. geographic scope of the societal need for graduates (e.g., local, regional, provincial, national): c. trends in societal need for graduates (short term and long term); and d. duration of the societal need (e.g., short, medium, or long-term).
Food Processing Skills Canada estimates that the food and beverage processing industry will need to hire almost 65,000 new employees by 2025—21,000 for industry growth and 44,000 to replace workers due to retirement.8 They report, “given that the workforce in 2017 was composed of just over 265,000 people, this new hiring demand represents 24.3% of employment,” or 3.5% growth per year. In 2018, the Canadian dairy product manufacturing sector employed 24,956 people (Canadian Dairy Information Centre). If we apply Food Processing Skills Canada estimates to the dairy manufacturing workforce, we will need to grow the workforce by 24.3% by 2025, meaning 6064 new jobs in the dairy processing industry. If, as the US Bureau of Labor Statistics reports, 4.21% of staff in the dairy processing industry are managers, we can assume that approximately 242 new dairy processing managerial roles will need to be created across Canada by 2025. More specifically, a recent study commissioned by the ODC concluded that the cheese sector of the dairy industry will need to employ 20 additional cheese makers per year over the next ten years, which further evidences the current
8 See 2018 Agri-Food Strategy Table Report: https://www.fpsc-ctac.com/2019-lmi-reports/. Page | 17
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 421 of 543 labour shortage in the dairy industry.
Closer to home, the Ontario Agricultural College has received numerous informal comments and results from formal surveys and focus groups that indicate food and dairy industry managers consider U of G Food Science graduates to be technically proficient but weak on business and management skills. To help fill this gap, DFS and FARE recently launched a new undergraduate program entitled, Food Industry Management (FIM), which blends food science, food technology, business, marketing, and management. The proposed MDTM program will provide a doorway for anyone with a relevant BSc to prepare specifically for a career in dairy industry management.
Finally, while it is well-established that there is an existing need for employees at all levels in the food sector, including the dairy sector, the notion that we will need highly trained dairy managers in the long-term is supported by the major dairy associations that have endorsed this program (see Volume II, Section A) and the Work Force Development Initiative sponsored by the Canadian Dairy Commission, which has financially sponsored the development of this curriculum. Despite increasing competition from imitation dairy products, unfavourable international trade agreements, and the development of recombinant milk proteins, the Canadian Dairy Commission forecasted modest growth of 3-4% for 2020-2021. We are hopeful that this forecast will be renewed after the COVID-19 crisis subsides. And since the greatest growth is in the specialty cheese sector where there is a lot of room for innovation and catering to growing ethnic markets, this is fertile ground for dairy entrepreneurship; those entrepreneurs are good candidates for the proposed Master of Dairy Technology Management program.
Page | 18
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 422 of 543 IX. Graduate Programs
Dairy Technology and Management
The Master of Dairy Technology Management (MDTM) graduate program offers opportunities for studies in Dairy Technology Management leading to the master’s degree. The aim is to prepare highly qualified personnel who will lead the Ontario, Canadian, and international dairy industries into the future. The MDTM brings together global expertise for instruction and training on dairy science, dairy plant operations, dairy products, agri-food economics, food safety and quality management, operations management, and supply and value chain management.
Administrative Staff
Chair Lisa Duizer (112 Food Science, Ext. 53410)
Graduate Program Coordinators Arthur R. Hill (235 Food Science, Ext. 53875)
Andreas Boecker (314 MacLachlan, Ext. 53532)
Graduate Program Assistant Kay Norwell (Main Office, Canadian Research Institute for Food Safety (CRIFS), Ext. 52183)
[email protected] Graduate Faculty
Andreas Boecker M.Sc., PhD Kiel - Associate Professor and Chair
H. Douglas Goff B.Sc.(Agr) Guelph, MS, PhD Cornell - Professor
Lawrence Goodridge B.Sc., M.Sc., PhD Guelph - Professor
Getu Hailu B.Sc., M.Sc. Alemaya, PhD Alberta - Professor
Spencer Henson
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 423 of 543 B.Sc., PhD Reading – Professor
Arthur R. Hill B.Sc.(Agr), M.Sc., PhD Guelph - Professor
Gisele LaPointe B.Sc. PEI, M.Sc., PhD Quebec - Professor
Mike von Massow BA Manitoba; B.Sc., M.Sc. Guelph; PhD McMaster - Associate Professor
MDTM Program The Master of Dairy Technology and Management is an interdisciplinary program that blends three major overarching competencies needed to advance industry professionals, namely: • Dairy Science and Technology • Management of Operations, Food Safety Systems and Quality Assurance • Marketing and Business Management
Admission Requirements
To be considered, applicants must have completed a four-year honours undergraduate degree (or its equivalent) from a recognized university or college with an average standing of at least a 'B-' (70%) average I the last four semesters of study.
Applicants will be expected to have completed undergraduate courses that prepare them for participation in the core graduate courses of the program. Recommended preparation courses are FOOD*2010 Principles of Food Science or equivalent, and MATH*1030 Business Mathematics or equivalent.
The Graduate Program Committee examines each application before the student is proposed to the Office of Graduate & Postdoctoral Studies for admission into the program.
Program Requirements
To satisfy the program requirements, students will successfully complete six required core courses, and a project course for a total of 3.50 credits. The seven required courses are:
FSQA*6600 [0.50] Principles of Food Safety and Quality Assurance
FARE*6110 [0.50] International Food Industry and Policy Analysis
FARE*6120 [0.50] Assessment of Food and Agricultural Technologies
FARE*6130 [0.50] Operations Management in the Agri-Food Sector
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 424 of 543 FOOD*6000 [0.50] Dairy Chemistry and Microbiology
FOOD*6010 [0.50] Dairy Products and Processes
FOOD*6020 [0.50] Dairy Technology and Management Project
Courses
FOOD*6000 Dairy Chemistry and Microbiology F [0.50]
This course introduces the science behind milk production and composition and covers topics including: the chemistry and physics of milk fats, caseins, whey proteins, lactose, minerals, and minor components; chemical analysis; nutritional and health aspects of dairy products; milk microbiology including endogenous lactic bacteria, spoilage and pathogenic microorganisms; and microbial analysis.
Offering(s): Offered through Distance Education format only.
Department(s): Department of Food Science
FOOD*6010 Dairy Products and Processes W [0.50]
The course begins with the engineering principles and computations of unit operations involved in dairy processing, and then explores formulation and processing of different dairy products. Video tours, simulations, processing, safety and quality control data and analysis are used to provide practical training.
Offering(s): Offered through Distance Education format only.
Prerequisite(s): FOOD*6000
Department(s): Department of Food Science
FOOD*6020 Dairy Technology and Management Project S [0.50]
Students prepare a detailed proposal in the form of a case study that identifies and characterizes a food industry problem and describe and assess processes to solve it. Proposals are to be based on literature reviews, concepts learned during the program, and discussions with academic and industry advisors.
Offering(s): Offered through Distance Education format only.
Prerequisite(s): FARE*6120, FARE*6130, FOOD*6000, FOOD*6010, FSQA*6600
OAC: New Program (Master of Dairy Technology Management) [Motion] Page 425 of 543 Restriction(s): Instructor consent required.
Department(s): Department of Food Science
Other Required Courses FOOD, AGRICULTURAL AND RESOURCE ECONOMICS FARE*6110 [0.50] International Food Industry and Policy Analysis
FARE*6120 [0.50] Assessment of Food and Agricultural Technologies
FARE*6130 [0.50] Operations Management in the Agri-Food Sector
FOOD SAFETY AND QUALITY ASSURANCE FSQA*6600 [0.50] Principles of Food Safety and Quality Assurance
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***
The proposed program has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192957
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To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
f) CEPS: New Program (PhD in Computer Science) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the School of Computer Science, College of Engineering and Physical Science for a new Doctor of Philosophy (PhD) in Computer Science.1
The following material, in support of the proposed new program, is enclosed: • A memorandum from Dr. Gerarda Darlington, Interim Dean, College of Engineering and Physical Sciences, • A memorandum from Dr. Ben Bradshaw, Assistant Vice-President (Graduate Studies), • An excerpt from the comprehensive proposal brief with rationale for the new program and learning outcomes.
The proposal brief in its entirety, including the External Reviewers’ Assessment Report, departmental and college responses to the report, other letters of support (internal and external), and the Library Report can be found online in the supporting material folder.2
The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed new Doctor of Philosophy (PhD) in Computer Science program, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/192959
N:\Senate\4. Senate Meetings\2. Meeting Packages\2020-21\6. June 7, 2021\Cover Memos\8f BGS - CEPS New Program - PhD in Computer Science sd je.docx
CEPS: New Program (PhD in Computer Science) [Motion] Page 429 of 543 Page 430 of 543 August 24, 2020
Dr. Minglun Gong Director, School of Computer Science University of Guelph
Re: Support Letter for PhD in Computational Science
Dear Minglun:
I have reviewed the proposal for the re-introduction of an independent PhD in Computer Science and I am writing to express my support. This doctoral program will certainly strengthen the University of Guelph offerings in Computer Science and will provide faculty and students with an important alternative to the interdisciplinary PhD program in Computational Sciences that is already in place.
I look forward to seeing the re-creation and success of the PhD program in Computer Science.
Sincerely,
Gerarda Darlington, Ph.D., P.Stat. Interim Dean, CEPS
CEPS Dean’s Office Summerlee Science Complex, Room 1314 50 Stone Road East Guelph, Ontario, Canada, N1G 2W1 T 519-824-4120 x53125 [email protected] uoguelph.ca/ceps
CEPS: New Program (PhD in Computer Science) [Motion] Page 431 of 543 February 12, 2021
Board of Graduate Studies University of Guelph Letter of support for proposed PhD in Computer Science
Dear Board Members,
I am pleased to offer this letter in support of the School of Computer Science’s proposed PhD in Computer Science. This letter also serves to provide historical context to the proposed program from a quality assurance perspective.
In decades past, the University of Guelph has offered a PhD in Computer Science. Consistent with the University’s Institutional Quality Assurance Process (IQAP), in 2014 the existing PhD in Computer Science was modified through formal submission of a ‘major modification’ request to the University Senate. The modification was prompted by an external review (part of Cyclical Program Review) by Dr. Sheridan Houghten of Brock University and Dr. Carey Williamson of the University of Calgary that advised that, given faculty research interests coupled with a reduced faculty complement, the School of Computer Science was best positioned to deliver interdisciplinary doctoral training in computational sciences, whereby computational techniques are used to address research questions in non-computer science disciplines such as biology, population medicine, engineering, etc.. This requested modification was approved by Senate (based on a May 5, 2015, recommendation from the Board of Graduate Studies) and later reported to the Ontario Universities Council on Quality Assurance (OUCQA) as part of our annual reporting on Major Modifications, thereby establishing a PhD in Computational Sciences (and, in effect, eliminating the PhD in Computer Science).
The existing PhD in Computational Sciences has been most successful. It started graduating its first doctoral-degree recipients in 2020 and currently has 22 registered students. While it is meeting expectations in terms of enabling interdisciplinary research, it does not enable core computer science research (i.e. knowledge advancement in computer science rather than in other disciplines through the application of computational science), which is increasingly of interest to a growing number of faculty members in the School of Computer Science, some of whom have joined the School in recent years. This is especially true for computer science domains like artificial intelligence and machine learning, cybersecurity, human computer interaction, algorithms and theory, computer vision, and hardware and distributed computing. It has thus become a desire of the School to reestablish a PhD in Computer Science to enable this research in collaboration with doctoral students.
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
CEPS: New Program (PhD in Computer Science) [Motion] Page 432 of 543 Again, consistent with our IQAP, the package that accompanies this letter has been rightly labelled a ‘New Graduate Program Proposal’. The School of Computer Science is obligated to present a fulsome proposal in support of a ‘new’ PhD in Computer Science, which, if approved, will run alongside the existing PhD in Computational Sciences. As you know, approval requires the support of both the University Senate and the OUCQA. I am confident that this will be achieved. In my view, the package shows ample evidence of the capacity of the School to deliver a PhD in Computer Science, supported by faculty with outstanding research outputs in core computer science domains and evident track-records in graduate supervision.
I expect that this letter has provided sufficient historical context to answer some of the natural questions that you might have about the proposed PhD in Computer Science. If not, I would happily entertain them in, or in advance of, our relevant meeting of the Board of Graduate Studies.
Sincerely,
Dr. Ben Bradshaw Assistant Vice-President, Graduate Studies
Office of Graduate & Postdoctoral Studies 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 uoguelph.ca/graduatestudies
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NEW GRADUATE PROGRAM PROPOSAL
VOLUME I: PROPOSAL BRIEF
A. Program Name and Administration
1. Program name:
Doctor of Philosophy (PhD) in Computer Science
2. Sponsoring Department/School and College(s):
School of Computer Science (SoCS) in the College of Engineering and Physical Sciences (CEPS)
3. Program Coordinator responsible for program management and academic counselling:
Professor Joe Sawada, Associate Director of Graduate Studies (SoCS)
4. Evidence of any consultation with other units/programs participating in the proposed new program/specialization (i.e., if the program of study includes courses from unit(s) other than the sponsoring unit, a clear commitment of support for the proposed program/specialization must be included).
The program will be offered entirely by SoCS. Letters of support from cognate units, the Department of Mathematics and Statistics and the School of Engineering, voicing support for the proposal are included in Volume II.
B. Program Learning Outcomes and University of Guelph Learning Outcomes
1. Outline and describe the learning outcomes of the proposed program (clearly state outcomes which should be appropriate to the nature of the program and to the level of the degree offered). For more on learning outcomes at the University of Guelph, see www.uoguelph.ca/vpacademic/avpa/outcomes.
By the end of the PhD in Computer Science program, students should be outstanding computer scientists, capable of conducting high-quality research in an ethical manner. They should have a deep understanding of their research domain within computer science and will have the potential to make significant contributions to the academy and in the private sector.
The program will support students in meeting each of the University’s five graduate learning outcomes as follows:
CEPS: New Program (PhD in Computer Science) [Motion] Page 434 of 543
Critical and Creative Thinking: The thesis component of the PhD requires the application of independent critical and creative thinking, applying logic principles after significant inquiry and analysis. Problem solving with a high degree of innovation is at the core of computer science research. Depth is thus obtained through the thesis. Breadth of the discipline is required as a pre-requisite through undergraduate and master’s studies. If students begin the PhD without having previously completed at least eight graduate courses in computer science, they will be assigned additional courses to meet this breadth requirement (in addition to CIS*6890). Additionally, students are expected to prepare and present scholarly publications.
Literacy: To complete the thesis component of the PhD, students will be expected to extract material from a variety of resources, assess the quality and validity of the material, and apply it to make new and significant contributions to the research domain.
Global Understanding: Computer science technology and research is inherently global in nature.
Communicating: The required CIS*6890 Technical and Communication Research Methodology course specifically targets this learning outcome (more below). Moreover, a written thesis must be orally defended, and students are expected to prepare and present scholarly publications. With the completion of these elements, a student will be able to interact effectively with a variety of individuals and groups, conveying information in a variety of formats including both oral and written.
Professional and Ethical Behaviour: Throughout their doctoral studies, students will develop personal organization and time management skills, and the research related to their written thesis will demonstrate intellectual independence, enhancing their professional and ethical behaviour. Academic integrity and intellectual independence are also central to the completion of the PhD thesis.
2. Indicate how the identified outcomes will be assessed.
The program is structured with two public seminars, a qualifying exam (QE) and an oral defence of a written thesis. Additionally, each student will be required to take CIS*6890 Technical and Communication Research Methodology, an existing 0.50 credit course that aims to develop students’ abilities in technical communication and general research methodology through mini-lectures, oral presentations, reviews of conference papers, and critiques of peer presentations. Through this course, students will be expected to display excellent technical communication skills, both written and oral. Additional graduate-level courses (at least two) will be established in consultation with the student’s Advisory Committee.
Graduate coursework will be assessed according to standard practices for graduate courses (quizzes, exams, assignments, written reports) wherein students must achieve 70% to pass. The two 30-minute seminars on research are graded on a pass/fail basis
2
CEPS: New Program (PhD in Computer Science) [Motion] Page 435 of 543 as determined by the Advisory Committee. The QE requires a 50-page proposal and must be passed by the end of the fifth semester of study, as per University degree regulations.1 The PhD oral defense of a written thesis will also follow University degree regulations.2
3. Identify which of the five University of Guelph Learning Outcomes for Graduate Degree are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. Include the Learning Outcome Alignment Template with this submission (see the “LO Alignment Template” on the LO website under Graduate LOs: www.uoguelph.ca/vpacademic/avpa/outcomes/).
The proposed PhD program will address each of the University of Guelph’s Learning Outcomes for graduate programs according to the below Learning Outcomes Alignment Template. Further details are provided in Section B.1., above.
Critical and creative thinking is a concept that refers to the application of logical principles, after much inquiry and analysis, to solve problems with a high degree of Critical and innovation, divergent thinking and risk taking. Those mastering this outcome show Creative evidence of integrating knowledge and applying this knowledge across disciplinary Thinking boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. At the graduate level, originality in the application of knowledge (master’s) and undertaking of research (doctoral) is expected. This learning outcome is well covered by the breadth requirement of the program, as graduate-level courses in computer science and related areas involve significant independent inquiry, analysis, problem-solving, creativity, and breadth of understanding. Additionally, students are expected to prepare and present scholarly publications.
Learning Outcomes and Degree Program Outcomes Associated Skills
1. Independent Inquiry and I. PhD Thesis Analysis II. Required coursework 2. Problem Solving I. PhD Thesis II. Required coursework 3. Creativity I. PhD Thesis II. Required coursework 4. Depth and Breadth of I. PhD Thesis Understanding II. Required coursework
Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. This definition also Literacy includes the ability to use quantitative data, effective use of technology and the development of visual literacy.
1 See www.uoguelph.ca/registrar/calendars/graduate/current/degreg/degreg-phd-qualexam.shtml. 2 See www.uoguelph.ca/registrar/calendars/graduate/current/degreg/degreg-phd-thesis.shtml.
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CEPS: New Program (PhD in Computer Science) [Motion] Page 436 of 543 Students will develop an enhanced level of information and technological literacy related to their chosen field of Computer Science to complete their PhD thesis. These literacy skills will be advanced through CIS*6890, other required graduate courses, and the production of a PhD thesis.
Learning Outcomes and Degree Program Outcomes Associated Skills
1. Information Literacy I. PhD Thesis II. Required coursework 2. Quantitative Literacy I. PhD Thesis II. Required coursework 3. Technological Literacy I. PhD Thesis II. Required coursework 4. Visual Literacy I. PhD Thesis II. Required coursework
Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) Global from which these arise, and how they are manifest in modern society. Global Understanding understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context.
Computer science research crosses borders and computer programs and the core of computer programming is a universal machine language.
Learning Outcomes and Degree Program Outcomes Associated Skills
1. Global Understanding I. PhD Thesis 2. Sense of Historical I. PhD Thesis Development
3. Civic Knowledge and Most likely not applicable Engagement 4. Intercultural Knowledge and Most likely not applicable Competence
Communicating is the ability to interact effectively with a variety of individuals and groups and convey information successfully in a variety of formats including Communicating oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately and reliably.
4
CEPS: New Program (PhD in Computer Science) [Motion] Page 437 of 543 Students are required to give two public seminars, pass a qualifying exam (which includes an oral defense), and orally defend a written thesis. On top of this, they are required to take CIS*6890, which is a course focused on technical communications and research methodology. Additionally, students are expected to prepare and present scholarly publications.
Learning Outcomes and Degree Program Outcomes Associated Skills
1. Oral Communication I. PhD thesis II. Required coursework III. Required seminars IV. CIS*6890: Technical communications 2. Written Communication I. PhD thesis II. Required coursework III. CIS*6890: Technical communications 3. Reading Comprehension I. PhD thesis II. Required coursework 4. Integrative Communication I. PhD thesis II. Required coursework III. Required seminars IV. CIS*6890: Technical communications
Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical Professional reasoning behind all decisions. Organizational and time management skills are and Ethical essential in bringing together all aspects of managing self and others. Academic Behaviour integrity is central to mastery in this outcome. At the graduate level, intellectual independence is needed for professional and academic development and engagement. Completing a PhD program requires a student to become a mature, professional researcher. Many professional skills are learned along the way, including the leadership abilities of setting and working to internal and external deadlines to plan, conduct, and disseminate research to the scientific community. PhD students also learn to become part of the large scientific, professional community as they publish their work at conferences, workshops, journals, etc. A substantial part of learning to work within this community is to learn the professional norms around academic integrity and ethical behaviour. Teamwork is also an important part of a PhD program. A student must work closely and congenially with many people, including their supervisor(s) and supervisor committee to conduct and publish their research. They also work with the larger scientific community as they publish their work, learning to effectively take feedback, integrate it into their work and improve its quality. Learning the above skills and knowledge is core to producing a defendable PhD thesis.
Learning Outcomes and Degree Program Outcomes Associated Skills
1. Teamwork N/A
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CEPS: New Program (PhD in Computer Science) [Motion] Page 438 of 543 2. Ethical Reasoning I. PhD thesis
3. Leadership I. PhD thesis
4. Personal Organization / Time I. PhD thesis Management 5. Intellectual Independence I. PhD thesis
4. Identify any distinctive curriculum aspects, program innovations or creative components. For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.
N/A
5. Fields in the program(s):
No fields are proposed as part of this program.
6. Intended career and/or higher education, any specific outcome in the discipline: (e.g., professional skills, etc.) Program outcomes should also relate to the careers to which graduates in the discipline can aspire. (For professional program areas, identify congruence with current regulatory requirements of the profession.)
Intended careers for a PhD in Computer Science include professions within academia (professors, lecturers, administrators), research scientists (Google, Amazon, Apple, Microsoft, etc), and post-doctoral researchers.
Graduates of the proposed program will be well suited to pursue career options in strategic organizations, consultancy firms, and R&D departments of government and industrial agencies. As devising new ways to apply computation leads to innovation, it is expected that some graduate entrepreneurs may seek to establish their own businesses in southern Ontario, a hotbed for high-tech start-up companies.
C. Rationale and Consistency with the University’s Mission and Integrated Plan
1. Rationale for developing the proposed program and identify its relationship to the plans of the Department/School and College and the University’s Strategic Framework.
Consistent with the School of Computer Science’s Self Study Report (March 2020), this proposal responds to the first action plan item under Graduate Education: Reintroduce PhD in Computer Science. While the existing PhD in Computational Sciences is highly valuable for interdisciplinary research, it does not readily enable core computer science research. This impacts a significant number of faculty within the School that perform research in the following fundamental computer science domains: artificial intelligence and machine learning, cybersecurity, human computer interaction, algorithms and
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CEPS: New Program (PhD in Computer Science) [Motion] Page 439 of 543 theory, computer vision, and hardware and distributed computing. Thus, it is a top priority for the School to establish this doctoral training program that will enable all faculty to recruit PhD students. This initiative is reaffirmed as a priority in Inspiring Excellence 2018-2023,3 the College of Engineering and Physical Sciences’ Strategic Plan.
PhD research in Computer Science also aligns with one of the signature research areas noted in the University of Guelph Strategic Research Plan (2017-2022): Data Science and Informatics.4 Included under the “Data Science and Informatics” umbrella are machine learning and artificial intelligence (AI), core subjects in computer science. In 2019, the School joined an effort by the University to increase the number of graduate students in Artificial Intelligence by adding a Collaborative Specialization in Artificial Intelligence to the MSc in Computer Science program. Offering a PhD in Computer Science will provide a pathway for these master’s students to continue their research- based endeavors.
D. Anticipated Enrolment and Impact on Existing Programs
1. Projected enrolment levels for the first five years of operation, including:
a. Initial Enrolment:
Initially, we anticipate 10 PhD students in Computer Science.
Some recent hires left PhD students at their previous institutions, and we expect some of those students to transfer to Guelph once SoCS has our own PhD in Computer Science program. There may also be a couple students who transfer from the PhD in Computational Sciences, if they and their primary advisor find the PhD in Computer Science to be a better fit for their research.
b. Enrolment after 2 years:
In year two, we expect to have 15 students.
c. Steady-state annual enrolment and steady state total enrolment and years these will be achieved:
We expect steady state total enrolment to be 20 students, with annual new enrolment projected to be about five per year.
2. Overlap, if any, with existing programs (discuss potential impact of new program on existing programs and whether students may move to this program from others or whether the proposed program is expected to attract new students).
3 See https://sway.office.com/eJ9KioD9nmThO1Ld?ref=Link&loc=play. 4 See www.uoguelph.ca/research/about-us/strategic-research-plan.
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The School of Computer Science SoCS currently offers an interdisciplinary PhD in Computational Sciences. These students perform interdisciplinary research in a wide variety of areas including but not limited to biology, philosophy, population medicine, mathematics and statistics, engineering, and geography. These students are co- supervised by a professor in SoCS and a professor in the application discipline. They do not require a degree in computer science to be accepted into the program. However, some PhD in Computational Sciences students are conducting research in traditional computer science domains such as artificial intelligence, cybersecurity, and graphics. These students are ill-suited to the interdisciplinary demands of the PhD in Computational Sciences and would be encouraged to transfer to the newly proposed, disciplinary degree program.
Since many faculty in SoCS conduct research within traditional computer science areas, the PhD in Computational Sciences is not a good fit for them to attract students. It is expected that these professors will be more inclined to attract new students that would otherwise not be recruited; the program will attract new students. In addition, some SoCS faculty members (including several recent hires) are supervising PhD students in other Canadian universities. Having a PhD in Computer Science program will allow these faculty members to transfer these students to the University to Guelph.
The proposed program will also benefit some students graduating from our thesis-based MSc in Computer Science program. The research interests of these students often do not align with our interdisciplinary PhD and the proposed program will provide them with an avenue to continue their research interests. Again, attracting new students.
Finally, it is common for Computer Science and Computer Engineering students to cross pollinate at the PhD level, as there is an overlap in some areas of research such as machine learning. Thus, it is possible that some small percentage of students will enter the PhD in Computer Science who would otherwise have gone to the Computer Engineering field of the PhD in Engineering program at U of G. The Engineering Systems and Computing / Computer Engineering group has been consulted on this matter and they are comfortable with this potential loss, noting that benefits of the new program should far outweigh this potential impact (see letter of support from School of Engineering in Volume II).
3. Programs proposed for closure as a result of this proposed new program.
No programs are proposed for closure as a result of this new proposed program. Faculty within SoCS will continue to recruit to the interdisciplinary PhD in Computational Sciences.
E. Admission Requirements
1. List of admission requirements and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the program:
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Admission to the proposed PhD program will require successful completion of a master’s degree in Computer Science or a closely related discipline that included a thesis or major independent project with a minimum grade average of B in the master’s degree program. Normally, successful applicants will have obtained high academic standing in their master’s degree program. Successful applicants will also have demonstrated good research potential, an ability to critically evaluate experimental or theoretical results, and strong communication skills. Evidence for these may be provided by scholarly publications during and/or immediately following their master’s degree.
To be considered for admission, all applicants must submit: a. University requirements (transcripts, two referee assessments, and evidence of English proficiency); b. Current CV including research publications; and c. A statement of research (maximum of 1500 words).
In exceptional circumstances, a student who has completed an honours undergraduate Computer Science degree (or an equivalent four-year undergraduate degree) may apply for direct admission to the PhD program. The successful applicant must have an outstanding academic record (first-class standing), breadth of knowledge in Computer Science, demonstrated research accomplishments, and strong letters of recommendation.
2. List any proposed alternative requirements and rationale:
No alternative requirements for admission are proposed.
F. Program Requirements
1. Outline of program (course) requirements, including:
In summary, the program requirements consist of a course requirement, two seminars, a Qualifying Exam, and thesis with oral defense. The focus of the PhD and these requirements is on depth of knowledge. If a student has not already demonstrated breadth through their undergraduate and MSc coursework then the coursework component, selected in consultation with the Advisory Committee, is applied to satisfy breadth.
a) Courses currently offered, with frequency of offering;
All PhD Computer Science students will be required to complete CIS*6890 Technical Communications and Research Methodology and two additional graduate courses, selected in consultation with their Advisory Committee. Faculty that could teach each course follow in parentheses.
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CIS*6890 Technical Communications and Research Methodology This course aims to develop students' ability in technical communication and general research methodology. Each student is expected to present a short talk, give a mini lecture, review a conference paper, write a literature survey and critique fellow students' talks and lectures.
(All faculty)
CIS*6020 Artificial Intelligence An examination of Artificial Intelligence principles and techniques such as: logic and rule based systems; forward and backward chaining; frames, scripts, semantic nets and the object-oriented approach; the evaluation of intelligent systems and knowledge acquisition. A sizeable project is required and applications in other areas are encouraged.
(Antonie, Bruce, Dara, Hamilton-Wright, He, Kremer, Matsakis, Song, Wang, Wineberg, Xiang)
The following courses are offered either in the fall or winter subject to student numbers and interests and faculty availability:
CIS*6030 Information Systems Relational and other database systems, web information concurrency protocols, data integrity, transaction management, distributed databases, remote access, data warehousing, data mining.
(Antonie, Calvert, Dara, Gillis, Stacey, Wang)
CIS*6050 Neural Networks Artificial neural networks, dynamical recurrent networks, dynamic input/output sequences, communications signal identification, syntactic pattern recognition.
(Bruce, Calvert, Hamilton-Wright, Kremer, Song, Stacey, Wineberg, Xiang)
CIS*6060 Bioinformatics Data mining and bioinformatics, molecular biology databases, taxonomic groupings, sequences, feature extraction, Bayesian inference, cluster analysis, information theory, machine learning, feature selection.
(Kremer, Hamilton-Wright)
CIS*6070 Discrete Optimization This course will discuss problems where optimization is required and describes the most common techniques for discrete optimization such as the use of linear programming, constraint satisfaction methods, and genetic algorithms.
(Gillis, Grewal, Obimbo, Matsakis, Sawada, Wineberg)
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CIS*6080 Genetic Algorithms This course introduces the student to basic genetic algorithms, which are based on the process of natural evolution. It is explored in terms of its mathematical foundation and applications to optimization in various domains.
(Calvert, Hamilton-Wright, Kremer, Wineberg, Stacey)
CIS*6120 Uncertainty Reasoning in Knowledge Representation Representation of uncertainty, Dempster-Schafer theory, fuzzy logic, Bayesian belief networks, decision networks, dynamic networks, probabilistic models, utility theory.
(Bruce, He, Matsakis, Xiang)
CIS*6130 Object-Oriented Modeling, Design and Programming Objects, modeling, program design, object-oriented methodology, UML, CORBA, database
(Calvert, McCuaig, Stacey)
CIS*6160 Multiagent Systems Intelligent systems consisting of multiple autonomous and interacting subsystems with emphasis on distributed reasoning and decision making. Deductive reasoning agents, practical reasoning agents, probabilistic reasoning agents, reactive and hybrid agents, negotiation and agreement, cooperation and coordination, multiagent search, distributed MDP, game theory, and modal logics.
(Xiang)
CIS*6320 Image Processing Algorithms and Applications Brightness transformation, image smoothing, image enhancement, thresholding, segmentation, morphology, texture analysis, shape analysis, applications in medicine and biology.
(Gong, Matsakis, Wirth, Nikitenko)
CIS*6420 Soft Computing Neural networks, artificial intelligence, connectionist model, back propagation, resonance theory, sequence processing, software engineering concepts.
(Calvert, Hamilton-Wright)
In addition to regular course offerings, computer science faculty regularly provide special topics graduate courses. Topics taught over the last six years were: Algorithms; Natural Language Programming; Internet of Things; Data Visualization; Data Mining; Computational Intelligence; Big Data; Study of Programming Languages; Simulating Visual Impairments; Fundamentals of Computer Security; Human Computer Interaction; Machine learning for Natural Language Processing; and Computing and Sustainability.
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Moreover, SoCS faculty often provide reading courses in areas specific to their current research. Reading courses offered over the last six years were on the following topics: Ontologies; Statistical Methods; Feedback Shift Registers; Advanced Evolutional Algorithms; Stat Methods; and Data Integration.
The following courses offered by the School of Engineering are also relevant courses available to our students:
ENGG*6070 Machine Vision Computer vision studies how computers can analyze and perceive the world using input from imaging devices. Topics covered include image pre-processing, segmentation, shape analysis, object recognition, image understanding, 3D vision, motion and stereo analysis, as well as case studies.
ENGG*6500 Introduction to Machine Learning The aim of this course is to provide students with an introduction to algorithms and techniques of machine learning particularly in engineering applications. The emphasis will be on the fundamentals and not specific approach or software tool. Class discussions will cover and compare all current major approaches and their applicability to various engineering problems, while assignments and project will provide hands-on experience with some of the tools.
ENGG*6140 Optimization Techniques for Engineering This course serves as a graduate introduction into combinatorics and optimization. Optimization is the main pillar of Engineering and the performance of most systems can be improved through intelligent use of optimization algorithms. Topics to be covered: Complexity theory, Linear/Integer Programming techniques, Constrained/Unconstrained optimization and Nonlinear programming, Heuristic Search Techniques such as Tabu Search, Genetic Algorithms, Simulated Annealing and GRASP.
b) List of any new courses proposed as part of the submission;
No new courses are proposed as part of this submission.
c) Required courses mounted by other units and confirm commitment by said unit;
The program does not depend on courses offered by other units.
d) For doctoral programs, the structure of the qualifying examination;
Consistent with University Degree Regulations,5 as early as possible and in no case later than the final semester of the minimum duration requirement (the fifth semester for a full-time student), the student is required to pass an oral examination to assess their knowledge in their chosen area of computer science.
5 See www.uoguelph.ca/registrar/calendars/graduate/current/degreg/degreg-phd-qualexam.shtml.
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• The Director (or designate) or the Associate Director of Graduate Studies within SoCS, who acts as Chair of the examination committee except when this person is also a member of the Advisory Committee. In that event, the Director will designate another member of the regular graduate faculty of the unit to chair the examination; • Two members, normally of the regular or associated graduate faculty who are not members of the Advisory Committee; • Two members of the Advisory Committee; and • Normally, at least one of the Qualifying Examination committee members must be from outside SoCS. That person may be a member of the Advisory Committee. As a Qualifying Examination, consideration is to be given not only (1) to the student’s knowledge of the subject matter and ability to integrate the material derived from their studies, but also (2) to the student’s ability and promise in research. The QE Examination Committee, therefore, will receive from the Advisory Committee a written evaluation of the quality of the student’s research performance to date and of the student’s potential as a researcher. The Examination Committee will determine the relative importance to be given to these two major components of the Qualifying Examination. The student is deemed to have passed the Qualifying Examination if not more than one of the examiners votes negatively. An abstention is regarded as a negative vote. Specifically, the QE for the PhD in Computer Science will require a research proposal to be submitted to the Qualifying Examination Committee two weeks prior to examination. This proposal must contain: • A survey of appropriate background literature; • A description of the proposed area of research; • A statement describing the merits and scholarly value of the proposed research; and • A schedule of the research program that the candidate will follow, which includes a sequence of milestones and objectives.
Questions will be based upon the research proposal. They are designed to test the candidate’s general knowledge of their broader research area and to test their specific knowledge related to the proposal.
e) Required research and/or experiential learning activities;
Students in this program will be expected to perform high quality doctoral research. They will be responsible for mastering the appropriate literature for their research area, developing a mature research proposal for their QE, and writing and defending
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Seminar Requirements
Each student must give two publicly announced research seminars on their PhD thesis research. The first seminar is intended to be an exploratory look at the student’s research area. It may include a Literary Review and a Survey of the area. The following apply: • Must be presented prior to the Qualifying Examination. • Must be attended by the student’s Advisor and at least one other member of the student’s Advisory Committee. • The quality of the presentation is graded on a pass/fail basis. The second seminar is intended for students to present their preliminary results to get feedback on analysis presentation and progress towards defense. The following apply: • Must be presented prior to the thesis defence. • Must be attended by at least two members of the student’s Advisory Committee and two SoCS regular graduate faculty members. • The student must speak for a minimum of thirty minutes and no more than forty-five minutes. • The quality of the presentation is graded on a pass/fail basis. The student must receive three or more pass votes to pass. Two pass votes and two fails votes will mean the student must attempt the seminar again.
f) Required thesis, major paper or other capstone requirement.
Each candidate shall submit a thesis, written by the candidate, on the research carried out by the candidate on an approved topic. The thesis is expected to be a significant contribution to knowledge in its field and the candidate must indicate in what ways it is a contribution. The thesis must demonstrate mature scholarship and critical judgement on the part of the candidate, and it must indicate an ability to express oneself in a satisfactory literary style. Approval of the thesis is taken to imply that it is judged to be sufficiently meritorious to warrant publication in reputable scholarly media in the field.
2. Mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes:
The proposed program expects that the major part of the student’s time will be devoted to research in fulfillment of the thesis requirement. To prepare for this, students are
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Furthermore, PhD students are expected to contribute and participate actively in the full academic life of the School, including regular attendance at School seminars, and to provide leadership and counseling to undergraduate and MSc students, as appropriate.
3. Appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes:
The structure of the program is appropriate given the course and breadth requirements, the QE, and oral defense of a thesis. These elements will ensure all students have developed the skills required to research at the doctoral level upon completion. They will gain an understanding of the methods of research that are common using computation through the CIS*6890 course. This will provide them with the background necessary to develop their research proposal and perform the research for their thesis.
4. Appropriateness of the proposed method of assessment in evaluating student progress and achievement of the learning outcomes:
The primary assessments in this program are the semesterly student progress reports, the qualifying examination, and the thesis defence. Progress reports are written by the Advisor and provide a summary of the student’s progress for each semester. The report provides the student with an evaluation of their progress from their supervisor. The Advisory Committee receives the reports in cases where there are concerns or if an unsatisfactory report is issued. This ensures that the committee and student are aware of the status of the student and it provides an opportunity to respond to concerns.
The qualifying examination will determine if the student has sufficient preparation to perform the research for their thesis. This is a common method of determining the preparedness of the student and is appropriate for this purpose.
The thesis defence is the common method of determining if a student has met the requirements for the completion of a doctoral degree and is appropriate for this task.
G. Human and Physical Resource Requirements
1. Table 1. Faculty Members by Field
Note: The intent of this table is to establish the strength and the degree of involvement of the faculty complement participating in each field of the graduate program or specialization and whose CVs are provided in Volume II of the Brief. This is an important element in the assessment of program quality.
This program does not have fields of study. Each faculty member below has a research program that focuses on one or more of the followings areas of Computer Science:
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3 Faculty Name & Supervisory Specializations Home Unit1 Rank Privileges2 1 2 3 4 Category 3 – Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review. Luiza Antoine – SoCS Full X X Associate Neil Bruce – SoCS Full X Associate Dave Calvert – SoCS Full X X X Associate Rozita Dara – SoCS Full X X X Associate Ali Dehghantanha – SoCS Full X X Assistant David Flatla – SoCS Full X X Associate Dan Gillis – SoCS Full X X Associate Minglun Gong – Full SoCS Full X X Gary Grewal – SoCS Full X X X Associate Andrew Hamilton SoCS Full X X X Wright – Associate Tiffany He – SoCS Full X Assistant Hassan Khan – SoCS Full X Assistant Stefan Kremer – Full SoCS Full X X Xiaodong Lin – SoCS Full X Associate Pascal Matsakis – SoCS Full X X X Full
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1. Indicate the budget unit paying the salary (department, school, research centre or institute, or other). 2. Indicate the level of supervisory privileges held by each faculty member (full, master’s only, co-supervision only, etc.). 3. Provide a footnote reference to the fields and indicate which fields faculty are associated with. 4. Use parentheses to indicate co-supervisions.
Category 1: Tenured or tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review. For this purpose the master’s and doctoral streams of a program are considered as a single program. Membership in the graduate program, not the home unit, is the defining issue.
Category 2: Non-tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review.
Category 3: Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
Category 4: Non-tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
Category 5: Other core faculty, which may include emeritus professors with supervisory privileges and other Associated Graduate Faculty members.
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2. Areas of strength and expertise of the faculty up to, and including, its current status, and also any plan for future development. The commitment of the core faculty to the graduate program or specialization through sustained participation in activities involving graduate students (e.g., seminars, colloquia, conferences, journal clubs, etc.) should be demonstrated.
Areas of faculty strength as evidenced in the appended faculty CVs (see Volume II, Section D) include: • Cybersecurity and threat intelligence • Artificial intelligence and machine learning • Data science and big data analysis • Human computer interaction • Computer vision • Bioinformatics • Hardware and distributed systems • Applied modeling and theory
In particular, the School has made recent and significant hires in the areas of Cybersecurity (Lin, Khan, Dehghantanha), Artificial Intelligence (Bruce, He), Human Computer Interaction (Stacey, Flatla), and Computer Vision (Gong, Bruce).
In 2019, the School launched a one-year course-based master’s program in Cybersecurity and Threat Intelligence (MCTI). To ensure a successful program launch, the School hired three experts in the area, each having very strong research pedigrees: Ali Dehghantanha, Hassan Khan, and Xiaodong Lin. They join current faculty Charlie Obimbo and Rozita Dara in the delivery of the program. The most recent hire, Xiaodong Lin, exemplifies the recent improvement to the School’s research strength: he ranks as the sixth most cited researcher across the entire University according to Google Scholar. Notably, Ali Dehghantanha was just awarded a Tier II Canada Research Chair in Cyber Security and Threat Intelligence.
Also in 2019, the School joined an effort by the University to increase the number of graduate students in Artificial Intelligence by adding a Collaborative Specialization in Artificial Intelligence6 to the MSc program. The School is participating in this specialization with Engineering, Mathematics and Statistics, and Bioinformatics. SoCS was traditionally strong in this area and has hired two new faculty in 2020 to enhance the specialization: Neil Bruce (formerly from Ryerson) and Tiffany He (a recent graduate from Carleton).
In the area of Human Computer Interaction, the School recently hired two experienced researchers: Stacey Scott (formerly from Waterloo) and David Flatla (formerly a Dundee Fellow at the University of Dundee, Scotland).
6 See www.uoguelph.ca/ceps/csai.
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In the area of Computer Vision, the School recently hired two experienced researchers: Neil Bruce (formerly from Ryerson) and Minglun Gong (formerly from Memorial) who was also recruited to act as Director of the School.
Faculty from SoCS, Andrew Hamilton Wright and Stefan Kremer, also participate in the University’s Bioinformatics programs.7
Beyond traditional research, teaching, and advisory activities, the School currently runs a seminar series called “Computationally Speaking.” Speakers include invited professors from other universities, visiting professors, and post-docs.
3. For doctoral and thesis-based master’s programs, evidence of scholarly activity and intellectual atmosphere of the academic unit based on the number and quality of significant publications of the members and by the unit’s continuing insistence on originality and excellence. (In the case of programs in professional areas, there must be a solid basis of appropriate scholarly or creative activities.)
Over the last five years, SoCS faculty have:
• Produced > 500 peer reviewed journal and conference papers; • Been invited to speak at conferences, panels, etc. > 100 times; • Been interviewed for their expertise by a variety of media outlets (CBC, BBC, Toronto Star, etc.); and • Sat on boards of successful businesses, adding to intellectual atmosphere.
Detailed evidence is available in the faculty CVs provided in Volume II.
H. Funding and Resource Availability
1. Evidence of adequate resources to sustain the research activities and quality of scholarship produced by students, including information technology support, and laboratory access.
The School of Computer Science resides in the newly renovated Reynolds Building. The space has been modernized with lab space shared by all students in the basement, although the space is used primarily by undergraduate students. Currently, each MSc and PhD student is assigned their own ‘grad pod’ in one of three shared spaces designated for graduate students only, or in one of lab spaces designated for specific research groups. In Fall 2019, there was a shortage of these spaces, though by the end of the semester every student who required a pod had access to one.
Additionally, there is a User Interface lab and a Cyber Science lab for faculty in those
7 See www.uoguelph.ca/bioinformatics/.
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In Computer Science, most students require only a laptop, or desktop to perform their research, and these resources are generally provided by a student’s supervisor, as needed.
2. Notable resources available to the program demonstrating institutional appropriateness (e.g., research institutes, centres and chairs; unique library collections or resources; facilities such as computer, laboratory, other acquisitions, etc.).
The School has a long relationship with SHARCNET (Shared Hierarchical Academic Research Computing Network), which allows students access to high-performance computing facilities. More recently, with the launch of the Master of Cybersecurity and Threat Intelligence program in 2019, the School has developed many relationships with industry partners. In-kind investments of upwards of $2 million have been made by such industry partners as McAfee (Intel) Canada, Cisco Systems, IBM, BlackBerry, eSentire, and Kaspersky Lab.
The recent founding of the Centre for Advancing Responsible and Ethical Artificial Intelligence (CARE-AI)8 at the University of Guelph also provides promising opportunities for PhD Computer Science students to network and collaborate with other AI researchers from across campus, become involved in industry-focused research projects, and access seed funding. CARE-AI’s mandate aligns well with the aims of the proposed PhD program, as “it integrates ethics, governance and social responsibility with technical leadership.” Over 90 researchers from across U of G, including nine from SoCS, “investigate methodologies, including learning algorithms, human-computer interfaces, data analytics, sensors and robots,” under the guidance of an advisory panel of academic and industry leaders.
3. Table 2. Total Operating Research Funding
Source Granting Other Peer Year1 Contracts Others4 Councils2 Adjudicated3 2016-17 217,000 - 132,000 10,000 2017-18 218,000 - 109,000 28,000 2018-19 411,000 - 323,000 0 Totals 846,000 - 564,000 38,000
1. Academic year.
8 See www.care-ai.ca/.
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4. Expected level and source(s) of student stipend, if any, to be provided.
Each student can expect a minimum funding of $21,500 per year for four years, which is the minimum doctoral stipend requirement set by the College of Engineering and Physical Sciences.
The sources of funding include: a. Two Graduate Teaching Assistantships (GTAs) per year, where each GTA is approximately worth $6000; b. SoCS Graduate Research Assistantships (GRAs) for domestic students valued up to $9000 depending on incoming average; c. Scholarships, including the International Doctoral Tuition Scholarships valued at $12,500/year for international students with an incoming average > 80% (Note: those admitted with an average lower than 80% are eligible in the semester following successful completion of their qualifying exam, for the balance of the four-year period of eligibility); and d. GRA funding from advisor(s).
5. If not included in the appended CVs of core faculty, in a table list the source of research operating funds to core faculty members for the past six years (e.g., granting councils, industry, government, foundations, etc.).
See Faculty CVs in Volume II, Section D.
6. In a (separate) table, list other types of research funding (e.g., equipment, travel, publication).
All types of research funding are included in Table 2, above.
I. Duplication, Student Demand and Societal Need
1. Similar programs offered by other institutions in the Ontario university system and evidence of justifiable duplication based on demand and/or societal need.
The demand for research expertise in computer science and related fields has never been higher. Many research positions in industry require a PhD, particularly in high demand areas like cybersecurity, artificial intelligence, and data science. The U.S. Bureau of Labor Statistics projected a 15.3% increase in the number of jobs in computer
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For these reasons, a PhD in Computer Science program at the University of Guelph will complement other PhD programs in Ontario, including those at Carleton University, McMaster University, University of Ottawa, Queen’s University, Ryerson University, University of Toronto, University of Waterloo, University of Windsor, Western University, and York University.
2. Convincing evidence of student demand for the program. Per the MCU checklist, consider the following in making these determinations:
a. evidence of student demand through application statistics: (e.g., number of enquiries, applications received, number of qualified applicants)
The School received over 50 enquiries about PhD research in the last year.
The School currently has 23 PhD graduate students in Computational Sciences. A few of these students may be better placed in a PhD in Computer Science, and perhaps would have applied for this degree option if it were available to them. Moreover, there are faculty with PhD students at other Universities that may transfer to Guelph if we offer a PhD in Computer Science.
b. origin of student demand (% domestic and international students):
The demand is estimated to be 60% international and 40% domestic, based on recent enquiries and faculty networks.
c. duration of the projected demand (e.g., short, medium or long-term demand from specified sources):
There is anticipated long-term demand for PhDs in Computer Science, and there is an opportunity to attract some of these students to Guelph. As per the above- noted U.S. Bureau of Labor Statistics report, there is indeed immediate short- mid-term demand. The School of Computer Science is well positioned to expand graduate training in IT sector areas where there is strong industry and economic need over the long-term.
d. evidence of review and comment by appropriate student organization(s), if applicable.
9 Emily Richards and Dave Terkanian, "Occupational employment projections to 2022," Monthly Labor Review, U.S. Bureau of Labor Statistics, December 2013, https://doi.org/10.21916/mlr.2013.41. 10 Craig E. Willis, “Outcomes of Advertised Computer Science Faculty Searches for 2017,” Computing Research Association, November 2017, Vol. 29/No. 10, https://cra.org/crn/2017/11/outcomes-advertised-computer-science-faculty-searches-2017/.
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A preliminary draft of this proposal was provided to the Society of Computing and Information Science (SOCIS), a student organization in the School of Computer Science, in April 2020. A letter of support from the SOCIS President is included in Volume II. It has also been reviewed by our Graduate Student Representative, and this document was prepared in consultation with this representative.
3. Identify the societal need for the proposed program including:
a. dimensions of the societal need for graduates (e.g., socio-cultural, economic, scientific, technological); b. geographic scope of the societal need for graduates (e.g., local, regional, provincial, national); c. trends in societal need for graduates; and d. duration of the societal need (e.g., short, medium, or long-term).
As established above, industry demand shows no sign of slowing down; there is long-term societal need for PhD’s in Computer Science, locally (in the heart of the Toronto-Waterloo Region Corridor, the second largest technology cluster in North America), nationally, and internationally. The demand at Universities is somewhat cyclical in nature, but for the foreseeable future there will remain a steady state of demand for PhDs in Computer Science.
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Computer Science The School of Computer Science offers an MSc and PhD degree programs in Computer Science. The MSc in Computer Science program emphasizes both academic and applied research that can contribute to further research, academic studies, industry partnerships, and government programs. The MSc degree encompasses professors at the cutting edge of their fields, course offerings covering a wide range of computer science areas, and competitive financial incentives to eligible students. The PhD in Computer Science program prepares candidates for careers in computer science teaching, research, or consulting. The program is designed to provide a deep knowledge of computer science and training in advanced research. Doctoral research carries the expectation of making an original contribution to the body of existing knowledge or technology. It is also expected that the responsibility of problem definition and solution is that of the student, and that the student's advisor(s) acts truly in an advisory capacity. Therefore, graduates are expected to have acquired autonomy in defining and analysing problems, conducting research, and preparing scholarly publications. These objectives are achieved through a combination of course work, independent research, public seminars, a qualifying examination, and the production and defense of a research dissertation.
The School of Computer Science also offers an Interdisciplinary PhD degree in Computational Sciences. More information on can be found at: Computational Sciences.
Administrative Staff
Director Minglun Gong (1117 Reynolds, Ext. 52824)
Associate Graduate Director Joe Sawada (2226 Reynolds, Ext. 53277)
Graduate Program Assistant Jennifer Hughes (1116 Reynolds, Ext. 56402)
[email protected] Graduate Faculty
Luiza Antonie BSc Bucharest, MSc, PhD Alberta - Associate Professor
Neil Bruce BSc Guelph, MASc, Waterloo, PhD York - Associate Professor
David A. Calvert
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Rozita Dara BSc Shahid Teheshti, MSc Guelph, PhD Waterloo - Associate Professor
Ali Dehghantanha BSE Azad, MSc, PhD Putra Malaysia - Assistant Professor
David Flatla BSc, MSc, PhD Saskatchewan - Associate Professor
Dan Gillis BSc, MSc, PhD Guelph - Assistant Professor
Minglun Gong BEng Harbin Engineering, MSc Tsinghua, PhD Alberta - Professor and Director
Gary Gréwal BSc Brock, MSc, PhD Guelph - Associate Professor
Andrew Hamilton-Wright BSc, MSc Guelph, PhD Waterloo - Associate Professor
Hassan Khan BSc NUST, MSc Southern California, PhD Waterloo - Assistant Professor
Stefan C. Kremer BSc Guelph, PhD Alberta - Professor
Xiaodong Lin BASc Nanjing, MSc East China Normal, PhD Beijing, PhD Waterloo - Associate Professor
Pascal Matsakis BSc, MSc, PhD Paul Sabatier (France) - Professor
Judi R. McCuaig BEd, BSc, MS, PhD Saskatchewan - Associate Professor
Charlie F. Obimbo MSc Kiev, PhD New Brunswick - Associate Professor
Joseph Sawada BSc, PhD Victoria (British Columbia) - Professor and Associate Graduate Director
Stacey Scott BSc Dalhousie, PhD Calgary - Associate Professor
Fei Song
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Deborah A. Stacey BSc Guelph, MASc, PhD Waterloo - Associate Professor
Fangju Wang BE Changsha, MSc Peking, PhD Waterloo - Professor
Mark Wineberg BSc Toronto, MSc, PhD Carleton - Associate Professor
Michael A. Wirth BSc New England (Aust.), MSc Manitoba, PhD RMIT Melbourne - Associate Professor and Assistant Director
Yang Xiang BSs, MSc BUAA (Beijing), PhD UBC - Professor Associated Graduate Faculty
Ritu Chaturvedi PhD Windsor - Assistant Professor, School of Computer Science
Denis Nikitenko BSc Ryerson, MSc, PhD Guelph - Assistant Professor, School of Computer Science MSc Program . . . PhD Program Admission Requirements
The minimum academic requirement for admission to the PhD program is completion of a recognized master's degree in Computer Science, or related discipline, that included a thesis or major independent project, with a minimum grade average of B. Normally, successful applicants have obtained high academic standing in their master’s degree program. In addition to the Office of Graduate Studies admission requirements, applicants must submit: (i) a current CV including research publications; and (ii) a statement of research (maximum of 1500 words).
In exceptional circumstances, a student who has completed an honours undergraduate Computer Science degree (or an equivalent 4-year undergraduate degree) may apply for direct admission to the PhD program. The successful applicant must have an outstanding academic record, breadth of knowledge in Computer Science, demonstrated research accomplishments, and strong letters of recommendation.
Prospective students should check the School of Computer Science (SoCS) website (http://www.socs.uoguelph.ca/) for further details, procedures and deadlines.
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Program Requirements
The prescribed program of study consists of CIS*6890: Technical and Communication Research Methodology, plus two additional 0.50 courses at the graduate level. The additional courses should be prescribed in consultation with the advisory committee, which may specify more than two courses, including undergraduate make-up courses, depending on the student’s background, and will ensure appropriate breadth of knowledge in traditional core topics of Computer Science.
To further satisfy breadth, students must have completed a total of 8 graduate courses (including CIS*6890), where at least four (not including CIS*6890) have content related to computer science. This requirement includes courses from previous degrees, where a master’s thesis counts for one course. Each course must have a grade of at least 70% and at most, one reading course can be used to satisfy this requirement. A student must satisfy the breadth requirement no later than the 4th semester after entering the program.
Students are expected to present two public seminars, successfully complete the Qualifying Examination (QE), and present and defend a thesis.
CEPS: New Program (PhD in Computer Science) [Motion] Page 460 of 543
***
The proposed program has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192959
CEPS: New Program (PhD in Computer Science) [Motion] Page 461 of 543 Page 462 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
g) CEPS: Major Modification (M.Sc. in Computer Science) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the School of Computer Science (SoCS) in the College of Engineering and Physical Sciences (CEPS) for a major modification to the Master of Science (M.Sc.) in Computer Science program.1
An excerpt from the comprehensive proposal brief, including a memorandum from Dr. Bill Van Heyst, Associate Dean External Relations and Acting Interim Dean, College of Engineering and Physical Sciences is enclosed.
The proposal brief in its entirety, including the associated course addition forms, course deletion forms, and course outlines can be found online in the supporting material folder.2
Related Course Additions CIS*6170 Human-Computer Interaction CIS*6180 Analysis of Big Data CIS*6190 Machine Learning for Sequential Data Processing Related Course Deletions CIS*6000 Distributed Systems CIS*6090 Hardware/Software Co-Design of Embedded Systems CIS*6100 Parallel Processing Architectures CIS*6140 Software Engineering CIS*6200 Design Automation in Digital Systems CIS*6490 Analysis and Design of Computer Algorithms
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/192958
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 463 of 543 The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed major modification to the Master of Science (M.Sc.) in Computer Science program including related curriculum changes, as presented.
i. Course addition: CIS*6170 Human-Computer Interaction ii. Course addition: CIS*6180 Analysis of Big Data iii. Course addition: CIS*6190 Machine Learning for Sequential Data Processing iv. Course deletion: CIS*6000 Distributed Systems v. Course deletion: CIS*6090 Hardware/Software Co-Design of Embedded Systems vi. Course deletion: CIS*6100 Parallel Processing Architectures vii. Course deletion: CIS*6140 Software Engineering viii. Course deletion: CIS*6200 Design Automation in Digital Systems ix. Course deletion: CIS*6490 Analysis and Design of Computer Algorithms
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\8g bgs - ceps major modification - msc in computer science sd je.docx
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 464 of 543 Graduate Programs and Policy Committee, 17 February 2021 Board of Graduate Studies, University of Guelph
RE: Support for the proposed graduate program changes (MSc in Computer Science)
Dear GPPC members,
The College of Engineering and Physical Sciences fully supports the proposed changes to the MSc program in Computer Science (Major Modification). The proposed changes are very straightforward and reflect the dynamic nature of the undergraduate and graduate offerings, as well as the School’s faculty renewal.
There are four categories of the proposed changes. The first two are related to the course list rejuvenation, by deleting 6 outdated courses, which have not been offered for many years, and by adding 3 new courses. This is the result of the renewal of the School’s faculty and change in the research focus, which is naturally reflected in high-level graduate offerings (including so-called special topics courses). We fully support bringing the course offerings in sync with reality and the current research expertise in SoCS.
The third category is a change in the admissions requirement, which reflects the disappearance of the undergraduate minor in Computer Science at Guelph. In our view, it is very timely to correct the reference to non-existing minor and to replace it with a requirement for 5 relevant credits, so we are in full support of this change as well. This will also permit admissions of applicants from other institution without Computer Science minor but with relevant equivalent credits, broadening our recruitment base.
The final proposal is the deletion of the fields of study. This is justified (and as such is supported by the College) as those fields no longer reflect the School’s research scope and there are no special admission requirements for any of the fields, making them redundant. Leaving these fields in place may limit the intake of students outside of these field and disadvantage the respective faculty.
CEPS Dean’s Office Summerlee Science Complex, Room 1314 50 Stone Road East Guelph, Ontario, Canada, N1G 2W1 T 519-824-4120 x53125 [email protected] uoguelph.ca/ceps
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 465 of 543 In summary, we support the proposed changes as they will benefit the School and the College by modernizing the description of the MSc program in Computer Science and synchronizing it with the actual graduate and undergraduate offerings and the research focus of the school.
Sincerely
Bill Van Heyst, Ph.D., P.Eng. Associate Dean External Relations and Acting Interim Dean College of Engineering and Physical Sciences
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 466 of 543 University of Guelph Senate: Board of Graduate Studies
CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the preparation of the proposal for a change to an existing and approved program (e.g., addition of a new field1, change to course requirements, structure of qualifying examination, etc.).
VOLUME I: PROPOSAL BRIEF
A. Program Name and Administration
1. Name of Program:
Master of Science (MSc) in Computer Science
2. Program Coordinator responsible for program management and academic counseling:
Joe Sawada, Associate Director of Graduate Studies, School of Computer Science
3. Description of change (clearly note any differences to existing program):
This modification initiates two changes to the MSc program:
(a) Rephrasing of an admission requirement (course requirement for those with only a minor in CS); and
(b) Deletion of the 4 existing fields.
We’ve also taken this opportunity to update the School’s course offerings through the proposed deletion of 6 courses and addition of 3 new courses, created from previous special topics offerings.
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
All of the changes being brought forward are done so with the intention of updating the calendar to more accurately reflect the program as a whole.
First, the course offerings currently “on the books” include 6 that have not been offered for years. These courses were taught by faculty who have since retired and no existing/new faculty are
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 467 of 543 poised to take them on. Since the courses have not been offered for some time and are not core to any programs, their deletion will have no negative impact of student learning.
As the School has experienced recent faculty renewal, courses in topical subject areas, like Human-Computer Interaction, Big Data, and Machine Learning, have been piloted to great success as special topics offerings. The School wishes to regularize these offerings by establishing three new courses.
Another important update to make to the program’s calendar description pertains to admission requirements. Since the School no longer offers an undergraduate minor in computer science, its inclusion as a potential indicator of sufficient background in computer sciences is no longer accurate. In its place, the School has identified successful completion of “at least 10 courses (5.00 credits) related to computer science,” which would be equivalent to the minor. Additionally, up to this point in time, the School has ensured that incoming students have completed a particular list of undergraduate courses (or equivalents) or else potentially be provisionally admitted. This requirement has proven overly onerous on applicants, students, and administrators, and so this text is proposed for deletion (see below).
Finally, the School proposes to delete the MSc fields, which no longer accurately reflect the whole of the research strengths of the School. Since the admission and program requirements are the same across all fields listed, there is no reason to differentiate fields anyway. The School will continue to recruit students based on the research expertise of its faculty and course offerings.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
All of the existing fields will be deleted. Since the admission requirements have been the same across the fields and there have not been differing course requirements between the fields. This change will have no material impact on the program.
3. Distinctive curriculum aspects, program innovations, or creative components that would be unique to the changes, if any:
N/A
4. Intended career and/or higher education, if different to current program outcomes.
N/A
C. Admission Requirements
1. List admission requirements if different from existing program:
There are two changes to the current requirements based on the fact that we no longer have a minor option in our undergraduate program. First, we change the phrase “a minor in computer science” to “at least 10 courses (5.00 credits) related to computer science”. Second, we remove a section on Course Requirements which corresponded to the old requirements of our minor. Requiring 10 courses is consistent with the 5.00 credits required for a minor in Mathematics. The new phrasing for the admission requirements is thus:
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 468 of 543 To be considered for admission, applicants must have a four-year honours degree in computer science, or a four-year honours degree in another discipline with at least 10 courses (5.00 credits) related to computer science. Applicants must meet the minimum admission requirements of both the university and the School of Computer Science, including at least a 75% average during the previous two years of full-time university study for a degree. In addition to the university and School of Computer Science requirements, applicants must also submit (i) a current CV and (ii) a statement of research that would normally include the following sections: • Specific research interest with justification. • Academic and/or practical research experience.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission b) new required courses mounted by other units, and confirm commitment by said unit: c) changed required research and/or experiential learning activities: d) changed thesis, major paper or other capstone requirement:
There are no changes to the program requirements. However, we propose the deletion of the following six courses that have not been taught in the past eight years and that were taught by faculty no longer with the School. The courses to be deleted are:
(i) CIS*6000 Distributed Systems (ii) CIS*6090 Hardware/Software Co-Design of Embedded Systems (iii) CIS*6100 Parallel Processing Architectures (iv) CIS*6140 Software Engineering (v) CIS*6200 Design Automation in Digital Systems (vi) CIS*6490 Analysis and Design of Computer Algorithms
NOTE: CIS*6100 and CIS*6140 are currently listed as “Complementary AI-related courses” for the Collaborative Specialization in Artificial Intelligence and will have to be removed from that list if deleted. This will not have an adverse effect on AI students, however, who will still have their choice of 2 from now 20 Complementary AI-related course options.
We also propose the addition of three new courses, based on previous topics offerings. Descriptions are presented below and course outlines are included in Volume II.
CIS*6170 Human-Computer Interaction U [0.50] This course concentrates on the theoretical and practical issues related to the design and study of interactive technologies for human use. Topics include: general principles of design, qualitative and quantitative research methods, prototyping techniques, theoretical issues underlying designing to individuals and groups, and ethical issues related to conducting research involving humans.
CIS*6180 Analysis of Big Data U [0.50] This course introduces software tools and data science techniques for analyzing big data. It covers big data principles, state-of-the-art methodologies for large data management and analysis, and
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 469 of 543 their applications to real-world problems. Modern and traditional machine learning techniques and data mining methods are discussed and ethical implications of big data analysis are examined.
CIS*6190 Machine Learning for Sequential Data Processing U [0.50] This course emphasizes machine learning for sequential data processing. It covers common challenges and pre-processing techniques for sequential data such as text, biological sequences, and time series data. Students are exposed to machine learning techniques, including classical methods and more recent deep learning models, so that they obtain the background and skills needed to confront real-world applications of sequential data processing. 2. Mode of delivery, if different from existing program:
N/A
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
N/A
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
N/A
E. Human and Physical Resource Requirements
1. Complete Table 1: Faculty Members by Field if the proposed change is regarding graduate fields and/or if there is a change to the full-time faculty (tenured or tenure stream) and sessional instructors engaged in the delivery of a program (beyond a 30% threshold).
N/A
2. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
N/A
3.Expected level and source(s) of student stipend, if different to that already provided.
N/A
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 470 of 543 Computer Science The School of Computer Science offers an MSc degree in Computer Science. The program emphasizes both academic and applied research that can contribute to further research, academic studies, industry partnerships, and government programs. The MSc degree encompasses professors at the cutting edge of their fields, course offerings covering a wide range of computer science areas, and competitive financial incentives to eligible students. Interaction with other disciplines is encouraged and many of our professors work in collaboration with both industry partners and other Schools/Departments at the University of Guelph. There are four main fields that students can study in. However, interaction with other disciplines is encouraged and many of our professors work in collaboration with both industry partners and other Schools/Departments at the University of Guelph. The fields are:
• Applied Modelling (AM): Students working in this field will engage in research on topics such as graph theory and algorithms, formal specifications, hardware-software co-design, and interdisciplinary work in environmental modeling and disease spread modeling. • Artificial Intelligence (AI): Students working in this field will engage in research on topics such as Bayesian techniques, artificial neural networks, evolutionary computation, fuzzy systems, data mining, pattern recognition, and, intelligent agents. • Distributed Computing (DC): Students working in this field will engage in research on topics such as parallel computing, distributed systems, embedded systems, multi-agent systems, mobile computing, wireless networks, and ad hoc networks. • Human Computer Interaction (HCI): Students working in this field will engage in research on topics such as context-aware systems, usability, interface design, and mobile and ubiquitous computing. The School of Computer Science also offers an Interdisciplinary PhD degree in Computational Sciences. More information on can be found at: Computational Sciences.
MSc Program The MSc is offered in the fields of: 1) applied modelling; 2) artificial intelligence; 3) distributed computing; and 4) human computer interaction. Admission Requirements Most spaces are filled in March for entry the following September, and in October for entry the following January. Prospective students should check the School of Computer Science website http://www.socs.uoguelph.ca/ for admission procedures and deadlines.
General Requirements To be considered for admission, applicants must have a four-year honours degree in computer science, or a four-year honours degree in another discipline with at least 10 courses related to computer science a minor in computer science. Applicants must meet the minimum admission requirements of both the university and the School of Computer Science, including at least a 75% average during the previous two years of full-time university study for a degree. In addition to the university and School of Computer Science requirements, applicants must also submit (i) a current CV and (ii) a statement of research that would normally include the following sections:
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 471 of 543 • Specific research interest with justification. • Academic and/or practical research experience. Course Requirement Entrants who have a four-year honours degree in another discipline and a minor (or equivalent) in computer science must have taken at least 12 courses as described below. University of Guelph equivalents are given for comparison as appropriate. (A) Seven prescribed courses:
• An introductory programming course (CIS*1500). • An intermediate programming course (CIS*2500). • An object-oriented programming course (CIS*2430). • A software systems development course (CIS*2750). • A course on data structures (CIS*2520). • A course on discrete structures (CIS*1910 or CIS*2910). • An introductory course in calculus (MATH*1200). (B) Three core courses at the second-year or higher level selected from the following:
• A course on hardware and/or assembly language (CIS*2030). • A course on digital systems (CIS*3120). • A course on simulation and/or modelling (CIS*2460). • A database course (CIS*3530). • An operating systems course (CIS*3110). • A computer algorithms course (CIS*3490). • A course on automata theory (CIS*3150). • A statistics course (STAT*2040). (C) Two elective courses at the third-year or higher level:
• These courses should be related to the applicant's proposed research area. They can be from a discipline other than computer science if deemed relevant by the proposed supervisor. Applicants who meet requirements (A) and (C) but who do not meet requirement (B) may be granted provisional admission, i.e., they may be granted admission with the provision that they take specified courses within a specified time and achieve grades above a specified threshold. English Proficiency A test of English proficiency is required of all applicants whose first language is not English. Please refer to the University of Guelph Admission Requirements.
Program Requirements Once a student has been admitted to the MSc program, the following components are required for the successful completion of the MSc degree:
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 472 of 543 • Completion of the Technical Communication and Research Methodology course (CIS*6890) and at least four other graduate courses • Completion of the seminar requirement. • An accepted thesis.
Duration of the Program The MSc degree is a two-year program during which students complete five courses, give a public seminar and complete and successfully defend a thesis. Heavy emphasis is placed on the thesis, which usually requires at least two semesters. Students should plan on spending at least four full-time semesters (16 months) in the program assuming adequate preparation for graduate work. Course Requirement An MSc student is required to take the Technical Communication and Research Methodology course CIS*6890 and at least four other CIS graduate courses. Of these four courses, at least two should be outside of the student's thesis topic area. This area and the courses which fall outside of this area are identified by the student's advisor. With approval from the Graduate Program Committee, a CIS graduate course requirement may also be met by a non-CIS graduate course or by a 4000-level course. At most one reading course (CIS*6660) and at most one 4000-level course can count towards the course requirement. Seminar Requirement An MSc student must give one publicly announced research seminar on their MSc thesis research. The student will be allocated times and dates for the seminar. It must be attended by the student's advisor and at least one other member of the student's Advisory Committee. The quality of the presentation is graded on a pass/fail basis. The MSc seminar requirement is intended for students to practice presentation and communication skills and to participate in the process of knowledge dissemination as part of the academic life. Thesis Defence Arrangements for the MSc thesis defence should be made at least four weeks prior to the anticipated date of the defence, and the student must submit their MSc thesis to the Examination Committee at least two weeks prior to the defence. The examination consists of an oral presentation by the student followed by questions from the Examination Committee.
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 473 of 543
***
The proposed major modification has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192958
CEPS: Major Modification (M.Sc. in Computer Science) [Motion] Page 474 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
h) OVC: Major Modification (M.Sc. in Population Medicine) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the Department of Population Medicine, Ontario Veterinary College (OVC) for a major modification to the Master of Science (M.Sc.) in Population Medicine program.1
An excerpt from the comprehensive proposal brief, including a memorandum from Dr. Jeffrey Wichtel, Dean, Ontario Veterinary College is enclosed.
The proposal brief in its entirety, including the related course addition form and course outline can be found online in the supporting materials folder.2
Related Course Addition POPM*6260 Placement in Epidemiology
The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed major modification to the Master of Science (M.Sc.) in Population Medicine program including related course addition, as presented.
i. Course addition: POPM*6260 Placement in Epidemiology
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/192960
n:\senate\4. senate meetings\2. meeting packages\2020-21\6. june 7, 2021\cover memos\8h bgs - ovc major modification - msc in population medicine sd je.docx
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 475 of 543 Page 476 of 543
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OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 477 of 543 University of Guelph Senate: Board of Graduate Studies
CHANGES TO AN EXISTING GRADUATE PROGRAM
VOLUME I: PROPOSAL BRIEF
A. Program Name and Administration
1. Name of Program:
The proposed changes will apply to the MSc in Population Medicine program. More specifically, the changes will apply to the course work and major research paper option within the Epidemiology field.
2. Program Coordinator responsible for program management and academic counseling:
Dr. David Pearl is the Graduate Program Coordinator within the Department of Population Medicine. In addition, Dr. Cathy Bauman, Assistant Professor within the Department of Population Medicine, will serve as Course Coordinator for the new Placement in Epidemiology (POPM*6260) course in support of the following programming changes.
3. Description of change (clearly note any differences to existing program):
Currently, program requirements for the MSc in Population Medicine by course work and major research paper in the field of Epidemiology consist of no fewer than eight courses (at least 4.00 course credits). More specifically, each student must take: x Three Core Courses: o POPM*6200 [0.50] Epidemiology I o POPM*6210 [0.50] Epidemiology II o POPM*6250 [1.00] Project in Population Medicine x The departmental seminar: o POPM*6100 [0.00] Seminar x And at least four additional courses.
The Department of Population Medicine proposes a modest revision to these requirements, which would allow for some students to complete their final project through a placement in an applied clinical research setting. In place of POPM*6250, some students would complete the proposed POPM*6260 Placement in Epidemiology (see below for more).
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
The MSc in Population Medicine by course work and major research paper provides graduate-level research training to support students in meeting their career and educational needs. Students admitted to the course work and major research paper option do have the option of transferring to the thesis-based option if they discover a passion for research and connect with a willing faculty
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 478 of 543 advisor; otherwise, the MRP option allows for students to build an advanced knowledge base and skill set via graduate course work and a substantial capstone project (to date, POPM*6250).
The creation of a placement course (POPM*6260) for Epidemiology students provides an alternative way for them to achieve the objectives of the MSc program. Through POPM*6260, students will apply their knowledge of applied clinical research in a professional setting and refine skills on-site. Students will complete a project that integrates knowledge in service to the host organization/agency, whilst simultaneously reflecting on their research development and skills development. Like students in POPM*6250, placement students will produce a paper in a publishable format and present their work. While POPM*6250 students present and defend their research in a public forum similar to the defense of an MSc thesis, POPM*6260 students will present their work directly to the host organization/agency and will also be required to give a poster presentation at the University.
By the end of POPM*6260, students will have demonstrated their ability to: x integrate theoretical knowledge acquired in the MSc program with the practice of observational or experimental study design and coordination and to develop and apply clinical research skills in a supervised clinical trial setting. x further develop interpersonal skills and oral and written communication skills to enable the successful integration to a clinical research team and organization. x engage in professional self-evaluation and critical reflection of the experiential learning opportunity. x understand the ethical, coordination, and management responsibilities of clinical researchers working with humans and/or animals; and x undertake and complete a project of significance to both the placement organization and the student, which involves the development, coordination, monitoring and/or analysis phase(s) of one or more studies/clinical trials.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
The proposed changes will apply to select students in the Epidemiology field.
3. Distinctive curriculum aspects, program innovations, or creative components that would be unique to the changes, if any:
The placement course will provide another opportunity for students to apply knowledge, develop new skills, and integrate learning in a real-world setting. It is anticipated that this opportunity will improve the learning process and increase retention of knowledge and skills, as well as enable students to expand their professional networks and add to their professional portfolios.
To support the reflection components of this experiential learning course, students will be required to complete a learning contract prior to starting their placement. The learning contract will be a written agreement that helps define the working relationship between the student and the host organization/agency. It will help to align the student’s personal, professional, and academic goals with the needs and expectations of the host organization/agency. While the student will be responsible for creating the learning contract, the field supervisor and placement course coordinator will both need to agree to the contract prior to starting the placement.
The articulation of learning objectives will form the core of the learning contract. The student will consider their own training needs, interests, and career goals in the development of the
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 479 of 543 objectives. As detailed in the attached POPM*6260 Course Outline (Volume II)the learning objectives will:
• Be specific, measurable, achievable, realistic, and time-targeted (“smart”). • Consist of 4-6 clear statements about the competencies and skills that the student wishes to learn or apply during their practicum placement. • Use “action verbs” (e.g., explain, predict, analyze, compare, evaluate). • Specify how the student’s fulfillment of each objective will be measured. • Result in at least one tangible product as a deliverable for the host agency (e.g., a report, assessment, educational material, policy brief, manuscript, presentation).
Finally, the interim and final assessments will provide an opportunity for the student to engage in a critical self-assessment. This will support the student in identifying resources and supports required to improve their efficiency and meet their personal learning objectives.
4. Intended career and/or higher education, if different to current program outcomes.
The course-based MSc program will continue to support students seeking graduate-level research training. It will also enhance graduates’ competitiveness for other professional programs (e.g. medical/veterinary school) and clinical positions in industry or government. Graduates who complete the placement will be competitive for full-time work in clinical research settings at an academic institute, human or veterinary hospital, government organization, or an industry routinely involved in clinical trial research.
In addition, the practical application of students’ academic knowledge to the practical work will help them network with potential future employers and position them as highly-skilled and well-trained individuals. The skills derived in the placement and through the major research project have the potential to support career transition more seamlessly.
C. Admission Requirements
1. List admission requirements if different from existing program:
There will be no changes to admission requirements.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission b) new required courses mounted by other units, and confirm commitment by said unit: c) changed required research and/or experiential learning activities: d) changed thesis, major paper or other capstone requirement:
The proposed changes will have no impact on the total credits required for degree completion. Students in the MSc in Population Medicine by course work and major research paper in the field of Epidemiology will complete: x Three Core Courses: o POPM*6200 [0.50] Epidemiology I
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 480 of 543 o POPM*6210 [0.50] Epidemiology II o POPM*6250 [1.00] Project in Population Medicine OR POPM*6260 [1.00] Placement in Epidemiology* x The departmental seminar: o POPM*6100 [0.00] Seminar x And at least four additional courses. *Students selecting the Placement in Epidemiology (POPM*6260) option are required to enroll in POPM*6230 Applied Clinical Research as a pre-requisite.
A new course proposal for the Placement in Epidemiology is included in Volume II (see proposed Calendar description, below). This course will be fully delivered by the Department of Population Medicine.
POPM*6260 Placement in Epidemiology U [1.00] In this one-semester course, students apply skills and integrate knowledge gained via coursework in a workplace setting by actively conducting and managing clinical trial research. Over a 12- to 16- week period, students work at an academic institute, human or veterinary hospital, government organization or company routinely conducting clinical trial research. The course culminates in the completion of a major research project.
2. Mode of delivery, if different from existing program:
There will be no change to the mode of delivery. Whether students complete POPM*6250 or POPM*6260, they will still complete a culminating experiential learning activity.
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
Currently, through POPM*6250, students complete a major research project under the supervision of a faculty member at the University of Guelph. This sometimes requires that students prepare necessary ethics approval submissions and/or complete portions of an animal care training course, and thus become familiar with relevant research ethics considerations and how to responsibly handle sensitive information and live animals. All students are required to learn and be able to demonstrate proficiency in the techniques that are required to complete their projects. With the addition of POPM*6260, some students will have the opportunity to learn and demonstrate proficiency in a set of techniques that are required to complete applied projects in a clinical research setting. The major research project will involve a development, evaluative, and analytical component. Both the traditional Project course and Placement in Epidemiology will allow students to meet the intended learning outcomes of the program.
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
In the current MSc thesis program, students’ dissertations and oral examinations are deemed either satisfactory (SAT) or unsatisfactory (UNS). In the current MRP course, POPM*6250, students receive a numeric grade upon completion. In the proposed placement course, students will receive a numeric grade upon completion.
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 481 of 543 E. Human and Physical Resource Requirements
1. Complete Table 1: Faculty Members by Field if the proposed change is regarding graduate fields and/or if there is a change to the full-time faculty (tenured or tenure stream) and sessional instructors engaged in the delivery of a program (beyond a 30% threshold).
The proposed modification does not concern a change to graduate fields and/or to faculty complement.
N.B.: The intent of this Table is to establish the strength and the degree of involvement of the faculty complement participating in each field of the graduate program or specialization and whose CVs are provided in Volume II of the Brief. This is an important element in the assessment of program quality.
Faculty Members by Field
Fields Home Supervisory Faculty Name & Rank Unit 1 Privileges 2 13 2 3 4 Category 14
Category 2
Category 3
Category 4
Category 5
Category 6
1. This is the budget unit paying the salary: department, school, research centre or institute, or other. 2. Indicate the level of supervisory privileges held by each faculty member: e.g., full, master’s only, co-supervision only, etc. 3. Either give the field name or a footnote reference to it. 4. List faculty members under the categories suggested, as applicable (it is expected that some categories may not apply to your institution).
Category 1: Tenured or tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review. For this purpose the master’s and doctoral streams of a program are considered as a single program. Membership in the graduate program, not the home unit, is the defining issue.
Category 2: Non-tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review.
Category 3: Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 482 of 543 Category 4: Non-tenure track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
Category 5: Other core faculty: this category may include emeritus professors with supervisory privileges and other Associated Graduate Faculty members.
Category 6: Special Graduate Faculty members.
2. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
The proposed modification does not concern a change to human/physical resource requirements to those already available.
3. Expected level and source(s) of student stipend, if different to that already provided.
Host organizations/agencies will be encouraged (though not required) to provide placement students with stipends. Students will be expected to cover the costs of traveling to the placement and all living and related expenses during their placement, but it is the expectation that costs related to conducting placement-related duties (such as travel related to the project) will be covered by the host organization. Details related to stipends and other costs associated with placement duties will be defined and agreed to in the learning contract, to be finalized prior to the start of the course (see POPM*6260 Course Outline in Volume II).
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 483 of 543 Population Medicine
MSc Program
The department offers:
x MSc by thesis in the fields of: 1. Epidemiology; 2. Theriogenology; 3. Health Management; and 4. Public Health. x MSc by course work and major research paper in the fields of: 1. Epidemiology; and 2. Public Health.
Admission Requirements Students admitted must have an honours or DVM degree (or its equivalent). In addition, the department considers the applicant's special circumstances and the referees' comments. Since the core of the MSc in Population Medicine in the fields of epidemiology or public health builds on knowledge of various analytic techniques, students entering the program should possess knowledge of basic statistical methods and their application.
All applicants should submit a one-page statement of research interests and career goals to assist in the identification of a faculty advisor who has the funding necessary to support the research. Students may be admitted into the Fall, Winter or Summer semesters.
Program Requirements Students enroll in one of two study options:
1. thesis, or 2. course work and major research paper.
Thesis The prescribed studies are a minimum of four courses (at least 2.0 course credits) appropriate to the discipline. POPM*6200 Epidemiology I is a required course for
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 484 of 543 students in epidemiology and public health; students in health management and theriogenology must take either POPM*6200 Epidemiology I or POPM*6230 Applied Clinical Research. A minimum of 'B-' average is required in the prescribed studies. The department seminar course, POPM*6100 Seminar, is also required but does not count as one of the four courses. A thesis must be completed and successfully defended.
Course Work and Major Research Paper
Epidemiology For the MSc by course work and major research paper in the field of Epidemiology, no fewer than eight courses (at least 4.0 course credits) will be taken. These must be approved by the departmental Graduate Program Committee. Each student in the program will take three core courses (including POPM*6250 Project in Population Medicine, which is equivalent to two courses), and at least four additional courses. The department seminar course, POPM*6100 Seminar, is also required but does not count as one of the eight courses. Normally, the prescribed courses for the MSc in Population Medicine (Epidemiology) by course work and major research project will include: Code Title Credits Core Courses POPM*6200 Epidemiology I 0.50 POPM*6550 Public Health Policy and Systems 0.50 POPM*6250 Project in Population Medicine 1.00 or POPM*6260 Placement in Epidemiology Additional Courses Select four courses. 1 PABI*6550 Epidemiology of Zoonoses 0.50 POPM*6230 Applied Clinical Research 0.50 POPM*6290 Epidemiology III 0.50 POPM*6350 Safety of Foods of Animal Origins 0.50 POPM*6950 Directed Studies in Population Medicine 0.50 STAT*6920 Topics in Statistics 0.50 POPM*6520 Introduction to Epidemiological and 0.50 Statistical Methods POPM*6700 Swine Health Management 0.50 POPM*6400 Dairy Health Management 0.50 Course List 1 The four courses selected will depend upon the student's background, specialty, interest and area of research. Students who complete POPM*6260 must take POPM*6230. Additional courses other than those listed above may be deemed suitable for the student's program by the Departmental Graduate Program Coordinator after recommendations are received from the Advisory Committee. At least three semesters of full-time study will be required for completion of the MSc program by course work and major research paper option; two of these semesters must
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 485 of 543
***
The proposed major modification has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/192960
OVC: Major Modification (M.Sc. in Population Medicine) [Motion] Page 486 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
i) OAC: Major Modification (MPlan) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a proposal from the School of Environmental Design and Rural Development (SEDRD) in the Ontario Agricultural College (OAC) for a major modification to the Master of Planning (MPlan) program.1
The comprehensive proposal brief, including a letter of support from Dr. Rene Van Acker, Dean, Ontario Agricultural College is enclosed.
The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that Senate approve the proposed major modification to the Master of Planning (MPlan) program, as presented.
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634
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OAC: Major Modification (MPlan) [Motion] Page 487 of 543 Page 488 of 543 April 23, 2020
Board of Graduate Studies
Dear members of the Board of Graduate Studies,
Re: Major Modifications to Master of Planning Program
I am writing to confirm my support for the proposed revisions to the Master of Planning program offered by the School of Environmental Design and Rural Development in the Ontario Agricultural College. The proposed revisions will enhance the graduate program and contribute to the College’s strategic priorities.
The College has carefully reviewed the proposed revisions. The revisions will allow the Master of Planning program to enhance student learning, skill set development, and ensure graduates are well positioned for employment in field of planning. These proposed revisions emerge from thorough planning involving program faculty, students, alumni, and the planning profession.
The proposed revisions contribute to the Ontario Agricultural College’s strategic plan, Our Shared Priorities. In particular, the proposed revisions address three key priorities: student success, achieving excellence, and supporting our people.
If you have any questions regarding the proposed revisions, please do not hesitate to contact me.
Sincerely,
Rene Van Acker Professor and Dean Ontario Agricultural College
Ontario Agricultural College Dean’s Office Johnston Hall 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca/oac
OAC: Major Modification (MPlan) [Motion] Page 489 of 543 University of Guelph Senate: Board of Graduate Studies
CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the preparation of the proposal for a change to an existing and approved program (e.g., addition of a new field1, change to course requirements, structure of qualifying examination, etc.).
VOLUME I: PROPOSAL BRIEF
A. Program Name and Administration
1. Name of Program:
Master of Planning (MPlan)
2. Program Coordinator responsible for program management and academic counseling:
Ryan Gibson, Graduate Program Coordinator ([email protected])
3. Description of change (clearly note any differences to existing program):
The School of Environmental Design and Rural Development (SEDRD) proposes changes to the MPlan that would remove the requirement that all students complete the RPD*6360 Major Research Paper [1.00]. The 1.00 credits that would normally be completed via MRP will be added to the electives credit requirement such that the total program credit requirement remains the same. As such, under the revised program requirements, students interested in completing a Major Research Paper would be eligible to do so as an elective.
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
Motivations for the proposed changes are threefold:
• The School wishes to allow MPlan students to focus on skill set acquisition through enrolment in two additional (normally Rural Planning and Development) courses. This will enable graduates to better transition to the workforce. Skill development courses may include program evaluation (EDRD*6690), project development (RPD*6290), environmental impact assessment (RPD*6310), and economic development planning (RPD*6370).
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
OAC: Major Modification (MPlan) [Motion] Page 490 of 543 • The proposed changes directly respond to feedback from recent MPlan graduates and current MPlan students that are more focused on professional practice than conducting applied research. Removing the requirement that all MPlan students must complete a significant applied research project through the MRP will ensure that prospective students primarily interested in professional practice continue to find the program appealing and that graduates will endorse the program within their professional networks, too.
• Finally, by removing the requirement that all MPlan students complete an MRP, faculty will be able to focus their master’s-level supervisory responsibilities on the MSc program. The MSc program in Rural Planning and Development is accredited by the Professional Standards Board and the Canadian Institute of Planners. This program reliably prepares students for MRP or thesis completion by requiring completion of fundamental courses in research methods, theory, law, etc.; thus, it is appropriate that this be the primary planning program through which (prospective) students can expect to complete a substantial, independent research project.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
The proposed changes would apply across both fields: Canadian rural planning and development; and international rural planning and development.
3. Distinctive curriculum aspects, program innovations, or creative components that would be unique to the changes, if any:
N/A
4. Intended career and/or higher education, if different to current program outcomes.
N/A
C. Admission Requirements
1. List admission requirements if different from existing program:
N/A
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission b) new required courses mounted by other units, and confirm commitment by said unit: c) changed required research and/or experiential learning activities: d) changed thesis, major paper or other capstone requirement:
Currently, all MPlan students are required to complete a minimum of 4.00 credits comprised of: • EDRD*6630 Regional Planning [0.50] • RPD*6360 Major Research Paper [1.00]
OAC: Major Modification (MPlan) [Motion] Page 491 of 543 • 2.00 credits of electives credit from a course list provided by SEDRD; and • 0.50 credits of “open” electives.
Under the revised requirements, MPlan students will complete: • EDRD*6630 Regional Planning [0.50] • 3.50 credits of electives, chosen in consultation with the MPlan Graduate Program Coordinator.
The total credit requirement for program completion will not change, but students will be able to customize their programs of study to a greater degree than they are currently able. Elective courses will continue to be selected in consultation with the student’s advisor (who is, by default, the Graduate Program Coordinator). Most courses will come from the School’s list of courses, but some may be taken from outside SEDRD. Further,
(a) No new courses are proposed. MPlan students would select the increased electives from existing Rural Planning and Development graduate courses. (b) No required courses are mounted by other units. (c) The proposed change removes the requirement for MPlan students to complete the major research paper; however, students would continue to have experiential learning opportunities through existing courses depending on electives selected. For example, students in RPD*6280 (Advanced Planning Practice) and RPD*6370 (Economic Development Planning) have the opportunity co-construct applied projects in partnership with municipal government and local partners on rural planning issues. Recent projects include bylaw investigation on subdivisions, land use planning for rock quarries, implementing economic impact assessments, and assessing motivations and challenges of accessing public transit among newcomers. These experiential learning opportunities provide MPlan students the opportunity to apply theoretical learning in ‘real world scenarios’, enhance skill development, and build networks among the planning profession. (d) The proposed changes would remove the requirement for MPlan students to complete the major research paper; however, MPlan students would be eligible to complete a major research paper as an elective with support of a willing faculty advisor.
2. Mode of delivery, if different from existing program:
No changes.
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
The proposed changes maintain the program’s current learning objectives by allowing MPlan students to further develop skill sets and knowledge, meeting the needs of the profession. The Major Research Paper focused on three key learning outcomes: (i) critical and independent thinking, (ii) application of rural planning knowledge, and (iii) communication skills. Each of these learning objectives remains central to the MPlan program. Each of these learning objectives are embedded in the required course for the program, EDRD*6630 Regional Planning. Elective courses in the program also address these three learning objectives.
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
OAC: Major Modification (MPlan) [Motion] Page 492 of 543 The primary method of assessment in the Major Research Paper is a written report that addresses the three learning objectives. This primary method of assessment remains in the proposed modification. The required course (EDRD*6630 Regional Planning) utilizes this method of assessment through a written analytical report applying regional planning concepts to a rural community/region selected by the student and a written report on the relevance of a specific planning theory to rural communities. Elective courses use a variety of assessment methods, such as written reports, oral presentations, and group assignments.
E. Human and Physical Resource Requirements
1. Complete Table 1: Faculty Members by Field if the proposed change is regarding graduate fields and/or if there is a change to the full-time faculty (tenured or tenure stream) and sessional instructors engaged in the delivery of a program (beyond a 30% threshold).
The proposed changes will not require any additional human and/or physical resources.
N.B.: The intent of this Table is to establish the strength and the degree of involvement of the faculty complement participating in each field of the graduate program or specialization and whose CVs are provided in Volume II of the Brief. This is an important element in the assessment of program quality.
Faculty Members by Field
Fields Home Supervisory Faculty Name & Rank Unit 1 Privileges 2 13 2 3 4 Category 14
1. This is the budget unit paying the salary: department, school, research centre or institute, or other. 2. Indicate the level of supervisory privileges held by each faculty member: e.g., full, master’s only, co-supervision only, etc. 3. Either give the field name or a footnote reference to it. 4. List faculty members under the categories suggested, as applicable (it is expected that some categories may not apply to your institution).
Category 1: Tenured or tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review. For this purpose the master’s and doctoral streams of a program are considered as a single program. Membership in the graduate program, not the home unit, is the defining issue.
Category 2: Non-tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review.
Category 3: Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
Category 4: Non-tenure track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
Category 5: Other core faculty: this category may include emeritus professors with supervisory privileges and other Associated Graduate Faculty members.
Category 6: Special Graduate Faculty members.
OAC: Major Modification (MPlan) [Motion] Page 493 of 543 2. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
N/A
3. Expected level and source(s) of student stipend, if different to that already provided.
N/A
OAC: Major Modification (MPlan) [Motion] Page 494 of 543 IX. Graduate Programs
Rural Planning and Development
MPLAN Program Rural Planning and Development provides the opportunity for graduate study, applied research and professional development in: 1) Canadian rural planning and development; or 2) International rural planning and development. The program leads to a Master of Planning (MPLAN) degree. This 3-5 semester program is geared towards more experienced graduates working for an agency or non- governmental organization abroad or in Canada; or for mature Canadian planners working in a municipal planning environment, for other levels of government, in professional consulting, non-governmental organizations or other contexts or for graduates of related professional programs. It is explicitly designed for individuals wishing to upgrade their professional training to the Masters level without necessarily withdrawing from the work force for an extended period of time. This degree may also be completed at a distance. Please consult with the program’s Graduate Program Coordinator for more details. Admission Requirements The program is open to:
1. Qualified graduates from relevant disciplines (minimum B- average) with 2-3 years of relevant experience or permission of the admissions committee. Relevant experience is determined by the admissions committee. 2. Graduates from a related professional program, such as but not limited to, in Planning, Landscape Architecture, Architecture or Engineering (minimum B- average). All applicants are required to demonstrate their specific interest in the program and their work and educational experience relating to rural planning and development. Program Requirements The MPlan program requires completion of 4.00 credits, as follows: • Regional Planning (EDRD*6630) • Two (2.0) 3.50 credits earned from the MSc (Planning) course list from SEDRD, related to their research interest, chosen in consultation with the advice of their Advisory CommitteeGraduate Program Coordinator. Courses will normally be selected from the Rural Planning and Development course list. • Regional Planning (EDRD*6630) is required. • A 0.5 credit earned from an open elective. • The candidate will also complete a Major Research Paper. Course selection will emphasize either the International field or the Canadian field.
OAC: Major Modification (MPlan) [Motion] Page 495 of 543 Page 496 of 543
To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: June 7, 2021
j) COA: New Collaborative Specialization (Sexualities, Genders and Bodies) [Motion]
At its meeting on May 25, 2021 the Board of Graduate Studies reviewed and considered a a proposal from the College of Arts for a collaborative specialization in Sexualities, Genders and Bodies.1
An excerpt from the comprehensive proposal brief, including letters of support from the Deans of both the College of Arts, and the College of Social and Applied Human Science, and related curriculum changes are enclosed.
The proposal brief in its entirety, including additional letters of support for the proposed collaborative specialization can be found online in the supporting material folder.2
Related Course Additions SXGN*6000 Somatic Entanglements: Issues and Methods SXGN*6100 Challenging Bodies: Theorizing Sexualities and Genders
The following motion is presented on the recommendation of the Board of Graduate Studies. Senate is asked to, RESOLVE, that the Board of Graduate Studies accept and recommend that Senate approve the proposed new collaborative specialization in Sexualities, Genders and Bodies including related course additions, as presented.
i. Course addition: SXGN*6000 Somatic Entanglements: Issues and Methods ii. Course addition: SXGN*6100 Challenging Bodies: Theorizing Sexualities and Genders
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634 2 https://uoguelph.civicweb.net/filepro/documents/193058
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April 30, 2021
Dr. Ben Bradshaw Assistant Vice-President Graduate Studies University of Guelph
Re: Sexualities, Genders and Bodies Collaborative Specialization
Dear Dr. Bradshaw
I am writing on behalf of the College of Arts to indicate our support for the development of a collaborative specialization in Sexualities, Genders and Bodies. This collaborative specialization builds on expertise across the College of Arts and College of Social and Applied Human Sciences and will add an important opportunity for our graduate students to develop their capacity in this important area of scholarship.
Our two Colleges have been collaborating in this area for some time, and we are excited to see this collaborative specialization come to fruition. COA will contribute a number of existing courses to the specialization, as well as offering one of the core courses in the program. There are clear synergies with a number of programs in COA, and we are excited to explore the incorporation of the specialization into our graduate programming.
Yours sincerely
Samantha Brennan Dean, College of Arts
Cc.: Dr. Byron Sheldrick, Acting Dean, CSAHS Dr. Kimberly Francis, Director of Interdisciplinary Programs, COA Dr. Andrew Bailey, ADRGS, COA Nadia Timperio, Office of Graduate Studies
College of Arts - Dean’s Office MacKinnon Building, University of Guelph 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 1-519-824-4120 x53301 uoguelph.ca/arts
COA: New Collaborative Specialization (Sexualities, Genders and Bodies) ... Page 499 of 543 April 14, 2021
Dr. Ben Bradshaw Assistant Vice-President Graduate Studies University of Guelph
Re: Sexualities, Genders and Bodies Collaborative Specialization
Dear Dr. Bradshaw
I am writing on behalf of the College of Social and Applied Human Sciences to indicate our support for the development of a collaborative specialization in Sexualities, Genders and Bodies. This collaborative specialization builds on expertise across the College of Arts and CSAHS and will add an important opportunity for our graduate students to develop their capacity in this important area of scholarship.
Our two Colleges have been collaborating in this area for some time, and we are excited to see this collaborative specialization come to fruition. CSAHS will contribute a number of existing courses to the specialization, as well as offering one of the core courses in the program. There are clear synergies with a number of programs in CSAHS, and we are excited to explore the incorporation of the specialization into our graduate programming.
Yours sincerely
Byron Sheldrick, PhD Acting Dean, College of Social and Applied Human Sciences
Cc Dr. Samantha Brennan, Dean COA Dr. Kimberly Francis, Director of Interdisciplinary Programs COA Dr. Noella Gray, ADRGS CSHAS Nadia Timperio, Office of Graduate Studies
COA: New Collaborative Specialization (Sexualities, Genders and Bodies) ... Page 500 of 543 NEW GRADUATE COLLABORATIVE SPECIALIZATION PROPOSAL
VOLUME I: PROPOSAL BRIEF
This template is to be used when seeking approval for a new graduate collaborative specialization, which is an intra-university graduate field of study that provides an additional multidisciplinary experience for students enrolled in and completing the degree requirements for one of a number of approved masters and/or PhD programs. All new collaborative specialization submissions must receive a recommendation from the Office of the Provost to move through governance processes. Submit the New Collaborative Specialization Proposal (Volumes I and II) to the Assistant Vice-President, Graduate Studies through the Office of Graduate and Postdoctoral Studies ([email protected]) who, on behalf of the Provost, undertakes initial review to ensure new programming is consistent with the strategic plans and directions for growth of the university. Academic Units are strongly advised to contact the Manager, Graduate Curriculum in the Office of Graduate and Postdoctoral Studies at the outset of proposal development.
In accordance with the University of Guelph’s Institutional Quality Assurance Process (IQAP), proposals for new graduate collaborative specializations must be approved by Senate, but do not require external review or submission to the Ontario Universities Council on Quality Assurance for approval. Rather, they are reported as a “Major Modification” in the University’s Annual Report to the Quality Council.
Name of Proposed Collaborative Specialization in Sexualities, Genders and Bodies Collaborative Specialization: Sponsoring Academic College of Arts, Interdisciplinary Programs Unit(s) and College(s): MA in Art History and Visual Culture (AHVC) MA in European Studies (EURO) MA in French (FREN) MA and PhD in History (HIST) Participating Academic MA in Latin American and Caribbean Studies (LACS) Programs: MA and PhD in Philosophy (PHIL) MSc and PhD in Family Relations and Applied Nutrition (FRAN) MA and PhD in Psychology (PSYC - Applied Social Psychology field, only) PhD in Social Practice and Transformational Change (SOPR) Proposed Start Date: Fall 22 Kimberly Francis, Associate Professor and Director of Interdisciplinary Studies, COA Proposal Lead(s): Andrew Bailey, ADRGS, COA Francesco Leri, ADRGS, CSAHS
COA: New Collaborative Specialization (Sexualities, Genders and Bodies) ... Page 501 of 543
A. Executive Summary
Summarize the rationale for proposing this new collaborative specialization and how it fits with the plans of the Department/School and College and the University’s Strategic Framework. Briefly address: the educational goals that extend beyond those of the participating programs; the value added to existing programs in the participating academic units; and how relevant stakeholders were consulted in preparing the proposal.
Sexualities, Genders, and Bodies: Rationale and Alignment The University of Guelph has a strong history of supporting research and teaching in the field of Sexualities. For forty-four years, the University hosted the Guelph Sexuality Conference, an event considered a leading forum for the training and education of sexual health professionals. In addition, the University of Guelph was one of the first universities in Canada to offer programs in sexual health, and so a program in sexualities, genders, and bodies builds upon this deep institutional strength. Unique programming in sexual health is something for which the U of G has become widely renowned. Additional efforts and programs, such as the GenEq Initiative, Women in Engineering student group, the Q of G Alliance, OUTline Guelph, HeforShe scholarships offered by the Gordon S. Lang School of Business and CEPS, mark the University of Guelph as strongly committed to supporting equity and inclusivity as concerns Sexualities and Genders.
The SGB collaborative specialization gives these community strengths a focus at the graduate level. Indeed, at a time when such social movements such as #MeToo and TimesUp are increasingly important to public discourse, following the recent furor over the reconstruction of Ontario’s Sexual Education curriculum, and considering the gender-based implications of the COVID-19 crisis, this collaborative specialization is especially relevant and necessary.
This proposal directly aligns with the University's Strategic Framework. Connections can be observed through the following:
1. Connecting Communities – Students will be encouraged to consider how their theoretical and methodological training connects to their community, including work being undertaken by partners in our undergraduate offerings such as Aging with Pride, youth groups, CMHA Waterloo Wellington, and Big Brothers, Big Sisters. SGB CS students will also link with essential student life groups and research initiatives such as Student Services, OUTline, and ReVision. Graduate students will also provide foundational support for the undergraduate program in Sexualities, Genders and Social Change, working as graduate teaching assistants in first-year undergraduate courses. 2. Stewarding Valued Resources – By leveraging our existing program strengths, we provide broad multi-disciplinary knowledge in a practical and unique format. 3. Inspiring Learning and Inquiry – The CS design ensures students will have opportunities to access high-impact practices, understanding the pressing societal challenges related to sexuality and gender identities. 4. Nurturing a Distinctive University Culture – This specialization will see the collaboration of several disciplines across Colleges and disciplines and will enhance the university’s commitment to an open and inclusive environment. This CS will support the education and well-being of the whole student while also providing opportunities for students to gain depth in their specific area of interest.
With foundational groundings in inclusivity, equity, and support for vulnerable groups, this program amplifies the University of Guelph’s commitment to an equitable scholarly environment and provides a space for this
2
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commitment to merge with research. Students participating in this program will be invaluable agents for change, enhancing efforts to create welcoming and accepting spaces at the University of Guelph and beyond.
Collaborative Specialization, Educational Goals The Collaborative Specialization in Sexualities, Genders and Bodies explores the complex connections between political, social, and cultural systems and how these interact with constructions of sexual and gender identities, self-expression, and embodied experiences of humanity. Inherently multi-disciplinary, this collaborative specialization examines the theories, methodologies, and epistemologies related to ideas about human sexualities and genders from across the arts, humanities, and social sciences. Students in this collaborative specialization will explore, challenge, and problematize advanced theoretical and methodological positionings drawn from feminism, (de/post)colonialism, transnationalism, LGBTQ+, race/whiteness, indigeneity, masculinity, and (dis)ability among many others.
Value Added Encouraging collaboration and an exchange of ideas between students from a series of graduate programs across the College of Arts and the College of Social and Applied Human Sciences will allow learners to engage in advanced research on Sexualities, Genders and Bodies in a way not currently offered by existing graduate programs on campus. The cross pollination of disciplinary perspectives will allow students to problematize case studies and contemporary issues from a variety of vantage points. They will encounter new theoretical and methodological insights that will exceed what they would be exposed to in their home studies, many of which do not have room to offer core courses in fundamental SGB literature with broad disciplinary coverage. By completing the SGB collaborative specialization, students will grow sensitive to possibilities outside their typical disciplinary paradigms. Students will then transform their home field and that of sexuality and gender studies, with the aim of working toward equity, inclusion, and decolonial practices. Students who participate in this collaborative specialization will emerge with broadened perspectives and a sense of the real-world implications of politically-oriented research. Through respectful, open dialogue, students will work with each other to create new, inter- and multi-disciplinary strategies that will extend, challenge, and transcend pre-existing methods and knowledge; improve their marketability post-graduation; and extend research practices in unique, novel directions.
Consultation with Key Stakeholders The graduate program committee in Sexualities, Genders and Bodies includes faculty from across the COA and CSAHS as well as graduate students, fourth-year undergraduate students, and staff. Many of these participants have been involved with discussions relating to the development of the undergraduate degree in Sexualities, Genders and Social Change and are excited to be a part of building a graduate corollary. The Associate Deans of Research and Graduate Studies, chairs, directors, and graduate program coordinators of partner programs have all been consulted about this specialization. Both ADRGSs are supportive of the collaborative specialization and have agreed to a resource-sharing model for the core seminars. There has been wide-spread consultation and discussion about this program with faculty, and there is enthusiasm and support for this CS to move forward. In most partner areas, faculty agree there will be a strong interest in the CS and that it may also help to recruit students into programs.
B. Administration
1. Describe the administrative structure and academic oversight for the collaborative specialization to ensure requirements associated with the specialization are met.
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This program will be administered by the Director of Interdisciplinary Programs (IDP) within the College of Arts. Along with the new undergraduate degree in Sexualities, Genders and Social Change, this specialization will be supported by critical strengths in both the College of Arts and the College of Social and Applied Human Sciences. While the COA will oversee strategic leadership for this program, faculty from both the COA and CSAHS will be a part of the graduate program committee, making this a cross-College program in vision and management. Duties of the Graduate Program Assistant will be fulfilled by Elke Radebolt, administrative support for the Associate Dean Academic, COA. The IDP Director will appoint a Graduate Program Coordinator to serve as a liaison between students, faculty, and campus resources. The GPC will advise in-program students, be present for consultation regarding admissions should participating departments request it and liaise with participating departments about the completion of SGB program requirements when necessary.
The CS will provide opportunities to resource teaching assistantships for participating students through undergraduate courses in Sexualities, Genders and Social Change. Teaching assistantships will be assigned and funded by the home unit.
Beyond the administrative mechanics of the CS, the Interdisciplinary Programs department of the COA has developed robust processes by which students, staff, and faculty can address grievances around bullying, discrimination, and abuse while in program. These processes are clear and transparent, supporting students, staff, and faculty, particularly those in vulnerable positions. This mechanism will provide students, staff, and faculty a process via which to voice grievances to an advisory board, overseen by the Director of Interdisciplinary programs and drawing from a cross section of the graduate SGB and undergraduate SXGN program committees. This process will welcome conversation and create an informed community that will work to address challenges and any identified ongoing issues within the Sexualities and Genders cluster at the University of Guelph.
Similarly, to promote a respectful, inclusive, self-reflexive culture amongst faculty, staff, and students, SGB members will have regular (bi-annual) training in anti-oppression, conflict resolution, and inclusion, and will be purposely and meaningfully mentored as a part of the SGB community. Regular workshops will run to allow affiliated faculty members access to resources for addressing curricular development and best practices to enhance EDID in their home programs. This series will also provide insights and guidance concerning interdisciplinary mentoring and provide an opportunity for students and advisees from a variety of programs to learn more about ongoing research and build a sense of community across disparate subject areas.
To ensure these goals are met for both the curricular and the cultural aspects of the Collaborative Specialization, the Graduate Program Committee will conduct regular (bi-annual for the first five years) reviews of the specialization’s core seminars and requirements. Student exit surveys and midterm check-ins will be included in the review, as will feedback solicited from affiliated faculty, advisees in the program, and staff. Each review will result in a report that will be shared widely and openly so as to allow for growth and a renewed commitment to improvement, especially in the early years of the program.
2. Describe the process for admission to the collaborative specialization, and comment on the consistency of the admission requirements of the participating degree programs with the aims of the collaborative specialization.
Students must meet the admission requirements and be admitted into one of the specialisation’s participating programs. To progress through the CS, all MRP, Master’s, and Doctoral students in partner programs must have their program of study approved by the SGB Graduate Program Committee. This committee will meet twice a year (once in October and once in February) to approve in-course student proposals. These “Letters of Intent” must include a 750-1000-word summary of the proposed research along with an annotated bibliography of 10-
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15 key sources to be used for MRPs, theses, and dissertations. Some students may submit their Master’s or Dissertation proposal in lieu of this letter of intent. Students are encouraged to check with their participating program to see what their unit would prefer.
Advisors (if affiliated with the SGB specialization) or the SGB member on an applicant’s committee must sign off on student proposals prior to it being brought to the SGB committee. Letters of Intent will be evaluated based on the following criteria:
1) The subject matter engages meaningfully and respectfully with theoretical writings related to the study of Sexualities, Genders, and/or embodiment (score 1-5). 2) The project meaningfully employs methods that draw from the field of Sexualities, Genders, and/or embodiment (score of 1-5). 3) The project employs equitable processes that draw from scholarship written by a diverse array of authors (within reason based upon the limits of a given discipline) (score of 1-5). 4) The project takes an interdisciplinary approach to research questions or methodological construction (score 1-5). 5) The project is feasible and reflective of a students’ level (Master’s vs. PhD) and location within the program. (1-5)
Students are recommended to consult with the SGB Graduate Program Coordinator and/or their home unit GPC in advance of proposal submission should they have any questions or concerns.
C. Learning Outcomes and Assessment
1. Outline and describe the anticipated learning outcomes specific to the proposed collaborative specialization. Identify which of the five University of Guelph Learning Outcomes for Graduate Programs are particularly addressed and how the proposed collaborative specialization supports student achievement of the Learning Outcomes.
This program addresses all five of the University of Guelph Learning Outcomes for Graduate Programs: Critical and Creative Thinking, Literacy, Global Understanding, Communicating, and Professional and Ethical Behaviour.
By the end of a Collaborative Specialization in Sexualities, Genders, and Bodies, students will be able to do the following:
Critical and Creative Thinking 1. Apply a critical reading of queer and feminist scholarship (with an eye to assumptions, and systemic biases within scholarship) to execute interdisciplinary research projects 2. Incorporate theories and methodologies from inter- and multi-disciplinary perspectives in flexible, nuanced ways
Literacy 1. Synthesise multiple theoretical perspectives, in primary and/or secondary sources, to formulate an original research question that addresses existing gaps or unresolved debates. 2. Demonstrate a fluid understanding of the quantitative, observational, and qualitative research methods available for the study of sexualities and genders
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3. Apply a variety of research approaches—including sensory, technological, multimodal, participatory action, asset/strengths-based, traditional and non-traditional—to an interdisciplinary project of their design
Global Understanding 1. Demonstrate a nuanced awareness of the geo-political and transformational systems that inform lived experiences of sex, gender, and sexuality through political, social, and cultural inclusion and exclusion
Communicating 1. Communicate respectfully and inclusively throughout the research process (from inception to knowledge mobilisation) in oral, written, and/or creative modalities to academic and non-academic audiences 2. Apply a sophisticated understanding of the need to be self-reflexive, attentive to others (both their verbal and nonverbal cues), and aware of one’s own privilege, positioning, and potential biases (both overt and implicit) within the research process
Professional and Ethical Behaviour 1. Collaborate and lead using respectful, inclusive, and self-reflexive processes that acknowledge academic integrity and ethical responsibilities 2. Adapt to changing circumstances, both within and outside the discipline, and respond to needs for social, political, and cultural change in their communities
Student success with these LOs will be supported through exploration of contemporary issues, case studies, seminar discussions, focused readings, written and presentation assignments, and additional pedagogical activities. Students will explore the breadth and depth of inquiry relating to human sexualities, genders, and embodiment across disciplines and on both a local and a global scale. Students will engage in these activities in multidisciplinary environments, encouraging students to think in terms of diverse perspectives, life experiences, levels of privilege, and appropriateness of approach. As a result, learners will accomplish unique, novel ways of tackling complex problems. Students will be encouraged to work across disciplines and outside of their comfort zones. Ethical, inclusive, professional behaviour will be required throughout core seminars.
2. Indicate how the identified outcomes will be assessed, and comment on the appropriateness of the proposed methods of assessment in evaluating student progress and achievement of the collaborative specialization learning outcomes.
Learning Outcome Context of Assessment Method of Assessment Critical and Creative Thinking SXGN*6000, SXGN*6100, Major - case study/issue presentation research output - peer-to-peer evaluations - seminar discussions - term papers/major term projects - thesis/dissertation/MRP Literacy SXGN*6000, SXGN*6100, Major - course readings research output - literature reviews and annotated bibliographies - seminar discussions - thesis/dissertation/MRP
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Global Understanding SXGN*6000, SXGN*6100, Major - annotated bibliographies research output - seminar discussions - term papers - written assignments Communicating SXGN*6000, SXGN*6100, Major - peer-to-peer evaluations research output - presentations - term papers/major term projects - thesis/dissertation defense - written assignments Professional and Ethical SXGN*6000, SXGN*6100, Major - groupwork Behaviour research output - seminar discussions - seminar presentations - thesis/dissertation defense
These assignments are all designed to encourage incremental learning, moving from introduction to application of complex theoretical and methodological concepts and tools. Students will receive feedback throughout these courses and their respective assignments so that they will continually evolve and increase their mastery of this material and the Learning Outcomes to which they are connected. All Learning Outcomes are assessed in multiple assignments, allowing learners a variety of opportunities to hone their skills.
3. Identify any distinctive curriculum aspects, innovations, or creative components of the proposed collaborative specialization.
Core courses for the collaborative specialization in Sexualities, Genders and Bodies begin by introducing students to the key concepts and vocabulary of the ever-evolving world of identity expression. Students will work through case studies, historical examples, and issues pulled from contemporary headlines to explore the complexity of the human condition. In their core seminars, learners will challenge and celebrate the cultural elements that inform and shape our understandings of identity and the myriad possibilities for expression of those identities both as individuals and as communities. Simultaneously, students will consider how self- expression can be suppressed and threatened. Students will work through examples of inequity and discrimination, spending time reflecting on oppressive practices of the past and present with an emphasis on resistance and leading transformative change for the future. The curriculum offered in these core courses is intentionally and explicitly diverse, informed by up-to-date best practices in EDID work. These courses offer both a wide range of topics and subject positionings while intentionally citing authors and the work of scholars from BIPOC and historically under-represented voices.
The offerings and experiences of this program have been designed in alignment with core values identified by the SGB graduate curriculum committee, a vision that stipulates that sexual rights and respect for gender and sexual expression are human rights. This learning environment will be intentionally inclusive and supportive, respecting different ways of knowing and being sensitive to social location and positions of privilege. In this environment, students will be free to be their authentic selves and will be encouraged to question the foundation of knowledge production. Students will seek to ensure that knowledge represents diversity, inclusion, and an openness to all human experiences. Learners will be supported in their efforts to question and oppose societal inequalities, whether those inequalities be endemic to the university or exist elsewhere, bringing the personal—and the academic—to bear on the political.
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D. Collaborative Specialization Requirements
1. Outline the requirements of the proposed collaborative specialization. Note: Collaborative specializations must have at least one foundational, core course in the area of specialization. In coursework-based master’s programs at least 30% of course requirements must be in the area of specialization.
To complete the Collaborative Specialization in Sexualities, Genders and Bodies, students must do the following: 1) Complete the two foundational courses in SGB: SXGN*6000, Somatic Entanglements: Issues & Methods; and SXGN*6100, Challenging Bodies: Theorising Sexualities and Genders. 2) Whether completing a major research paper, thesis, or dissertation, their project must place a substantial emphasis on content from within the study of Sexualities, Genders, and Bodies. To have this approved, the student must do the following: a. submit a proposal of the project + an annotated bibliography of 10-15 core sources for approval by the SGB Graduate Curriculum Committee b. for thesis-based students, one member of their committee must be an affiliated member of the SGB program c. the thesis or dissertation must be successfully defended. This component will be assessed by the committee member affiliated with the SGB program.
2. Outline the existing degree requirements for each participating program. Comment on any inconsistencies in the number of courses required for degree completion with the additional requirements of the collaborative specialization. Indicate whether requirements of the collaborative specialization can act as electives or be substituted in the place of one or more of the requirements of a participating program.
Program (College) Degree Level Requirements Alignment with CSOH AHVC (COA) MA 2.00 credits + For thesis-based MA AHVC students, thesis or one of the CS SGB core courses can act 3.00 credits + MRP as an elective; there are 0.50 credits available as electives, which means that the other CS SGB course will be completed in addition to program requirements. For course-based MA AHVC students, the CS SGB core courses can both act as electives; there are sufficient credits available as electives to support this option. EURO (COA) MA 4.00 credits + For MA EURO students, the CS SGB core thesis (Crossways) courses can act as electives. There are 3.00 credits + MRP sufficient credits available as electives to support this option. FREN (COA) MA 3.00 credits + MRP For MA FREN students, the CS SGB core courses can act as electives. There are sufficient credits available as electives to support this option. HIST (COA) MA 2.00 credits + For MA HIST students, the CS SGB core thesis or courses can act as electives. There are 3.00 credits + MRP
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sufficient credits available as electives to support this option. HIST (COA) PhD Professional PhD students may substitute the two Development core SGB courses (SXGN*6000, 6100) for seminar [0.00]; one of their minor field seminars. language requirement [0.00]; colloquium [0.00]; 1 major field seminar [1.50] + 2 minor field seminars [2.00]; thesis LACS (COA) MA 2.00 credits + For thesis-based MA LACS students, CS thesis or SGB core courses will be completed in 3.00 credits + MRP addition to program requirements. For MRP students, the CS SGB core courses can act as electives. There are sufficient credits available as electives to support this option. PHIL (COA) MA 2.00 credits + For MA PHIL students, the CS SGB thesis or core courses can count toward meeting 4.00 credits + MRP program requirements. There are sufficient credits available to support this option. PHIL (COA) PhD 3.00-5.00 credits + For PhD PHIL students, the CS SGB core PhD Research courses can act as program Seminar [0.50] requirements. There are sufficient credits available to support this option. FRAN (CSAHS) MSc 2.25 credits + For MSc FRAN students, the CS SGB thesis (AHN) or courses will be completed in addition to 2.25 credits + program requirements. thesis (FRHD) or 8.00 credits (all) + 1.25 credits and thesis (quantitative thesis students); or 0.75 credits and thesis (qualitative thesis students); or MRP (CFT) FRAN (CSAHS) PhD 1.75 credits + For PhD FRAN students, the CS SGB thesis (AHN) or courses will be completed in addition to 1.75 credits + program requirements. thesis (FRHD)
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PSYC (CSAHS) MA 3.25 credits + For MA PSYC (ASP) students, the CS SGB thesis (ASP) courses will be completed in addition to program requirements. PSYC (CSAHS) PhD 3.00 credits + For PhD PSYC (ASP) students, one of the thesis (ASP) CS SGB core courses can act as an elective; there are 0.50 credits available as electives, which means that the other CS SGB course will be completed in addition to program requirements. SOPR (CSAHS) PhD 1.50 credits + For PhD SOPR students, the CS SGB thesis courses will be completed in addition to program requirements.
3. For each new course proposed as part of the collaborative specialization, provide a calendar description and include a course outline and course addition form in Volume II.
Two new courses are proposed as part of this collaborative specialization:
SXGN*6000 Somatic Entanglements: Issues and Methods [0.50] This course applies mixed- and emergent methods for the study of sexualities, genders and bodies. This course focuses on how to construct research questions and projects, exploring the differences between methods, methodologies and epistemologies from a variety of disciplinary and theoretical perspectives. Material will focus on contemporary issues that will introduce, problematize, or advance disciplinary practices within a variety of established and emerging research fields.
SXGN*6100 Challenging Bodies: Theorizing Sexualities and Genders [0.50] Drawing on a case studies approach, this course asks students to identify, critique and assess the appropriateness of selected theoretical and epistemological perspectives and practices from the fields of sexualities, genders and bodies. Case studies will consider health; sexual pleasure; reproductive rights; biopolitics; environmentalism; technoscience; media and futurities; political and social justice movements; and archival collections and absences, among others.
Course outlines, and course addition forms are included as Appendix C in Volume II.
4. Provide calendar descriptions for each required course currently offered.
N/A - The only courses that will be required for this collaborative specialization are the new courses proposed in Volume II.
5. In programs requiring a major project, essay, or thesis, the topic must be in the area of the specialization. Comment on the resources (supervisory and other) in place to ensure this requirement can be met.
As an inherent interdiscipline, the study of sexualities and genders has long existed at the intersection of a variety of scholarly fields. The sort of model provided by the SGB CS fits this area of study well and will be easily supported by participating programs. All programs that have agreed to partner with this CS have researchers working in the area of Sexualities, Genders, and Bodies who will be able to support and mentor students in this research area. For those students wishing to work in this area but for whom their advisor is not directly affiliated
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with the SGB program, there is a strong depth of affiliated members from across the Arts, Humanities, and Social Sciences who can be called upon to provide student support.
Once a student has been accepted into the SGB Collaborative Specialization, they will have regular (bi-annual) meetings with the Graduate Program Coordinator. The SGB GPC will assist students in ensuring their research aligns with the expectations of the collaborative specialization and will serve as a resource in the event of any perceived difficulties (resource, personal, or discrimination based) that students experience. Given the highly personal and complex nature of much research relating to SGB, the GPC will receive regular anti-discrimination, conflict resolution, and anti-oppression training through the University and will be up-to-date on campus supports for student mental health and crisis management.
The two core courses in Sexualities, Genders, and Bodies are designed to build a sense of cohort amongst students enrolled in the Collaborative Specialization. Likewise, the undergraduate and graduate offerings of the degree will have access to regular campus events that will bring students together to share and discuss ongoing research in the Guelph community, thus allowing students to feel supported and connected with additional researchers in their field.
6. Describe the mode(s) of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid). Explain why the modes of delivery and the collaborative specialization structure are appropriate for meeting the program’s learning outcomes:
The study of Sexualities, Genders, and Bodies requires fluency with vocabulary in both written and oral forms and a self-reflexive sensitivity to theories, methodologies, and practices. Thus, the SGB collaborative specialization has been designed with two in-class, seminar-based courses. One is designed around issues to introduce students to advanced methodologies in an applied—rather than entirely abstract—sense. In this way, SGB research becomes about doing and research in this area becomes an act. The second seminar is designed around case studies, immediately connecting theoretical concepts about sexualities, genders and embodiment with real-life applicability. In this course, students will engage with advanced-level theory from its political and praxial orientation.
Both of these courses emphasize engagement, participation, and community building amongst students. This structure will encourage students to use the vocabulary and concepts taught in class, learn more about themselves and their own strengths and weaknesses, and view this area of study as one that requires constant refreshment. All students will also be expected to apply their research in written formats. These smaller assignments model how learners will apply this subject matter in other courses, research projects, or in the context of thesis or dissertation work. Indeed, the SGB specialization encourages students to seek opportunities to connect their seminar studies with their larger research program, so that participation and exploration within the context of these core courses will serve as a microcosm of their larger research plan. This allows students the opportunity to experiment, test, and make mistakes/adapt their thinking within a safe context that will be optimal for growth as a researcher and a scholar of Sexualities, Genders and Bodies.
E. Anticipated Enrolment and Impact on Existing Programs
Describe the enrolment projections for the collaborative specialization (by degree level, as appropriate). Specify the number of students for each participating program and indicate how many are expected to be ‘net new’ (i.e.,
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beyond the current enrolment in a single program). Indicate how the collaborative specialization might impact other fields of study in each participating program.
In each of the first two years of the CS in SGB, we project an enrolment of approximately 10 students. This goal is based upon the number of projects already in-progress that engage with material related to SGB and consultation regarding expected uptake with program partners.
As awareness of the SGB CS grows, we anticipate this increasing to a steady state of approximately 20-25 students each year, 5 of which would be “net new.” The CS SGB will be attractive to students seeking to enrich and enhance their training in their home discipline and participate in a dynamic challenging area of study that will allow them to pose new solutions to broader cultural, political, and societal challenges.
The proposed program does not directly conflict with any existing University of Guelph programs. We expect minimal movement of students from existing degree programs. The proposed program aims to attract additional students and address an existing academic gap within current offerings.
F. Resources
1. In Table 1 below, list the core faculty who will associated with the collaborative specialization—those faculty members in the participating home units who have an interest and expertise in the area of the collaborative specialization. The intent of this Table is to establish the strength and the degree of involvement of the faculty complement participating in the collaborative specialization (whose CVs are provided in Volume II).
TABLE 1. Faculty Members
Home Supervisory Completed Current Faculty Name & Rank Unit1 Privileges2 Master’s3 Doctoral Master’s Doctoral Category 1 – Tenured or tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review. For this purpose, the master’s and doctoral programs of the same name are considered a single program. Membership in the graduate program, not the home unit, is the defining issue.
Category 2 – Non-tenure-track core faculty members whose graduate involvement is exclusively in the graduate program under review.
Category 3 – Tenured or tenure-track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review. Paula Barata, Associate Professor, Full 7 3 3 2 Department of Psychology Amanda Boetzkes, Professor, School of Fine Full 10 0 3 0 Art and Music Diane Borsato, Associate Professor, School of Full 3 0 2 0 Fine Art and Music
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Samantha Brennan, Professor, Department Full 0 7(3) 0 3 of Philosophy Susan Brown, Professor, School of English Full 21 1 0 4 and Theatre Studies Julie Cairnie, Professor, School of English and Full 4(6) 1(1) 5 3 Theatre Studies Catherine Carstairs, Professor, Department Full 19(1) 12(4) 0 4 of History Dawn Cornelio, Professor, School of Full 34 0 0 0 Languages and Literatures Adam Davies, Assistant Professor, 0 0 4 1 Department of Family Relations and Applied Nutrition Jade Ferguson, Associate Professor, School of Full 9 1 3 1 English and Theatre Studies Kimberly Francis, Professor, School of Fine Full 1 0 0 0 Art and Music Karyn Freedman, Professor, Department of Full 2 3 0 1 Philosophy Sally Hickson, Associate Professor, School of Full 29 0 1 0 Fine Art and Music Troy Hourie, Assistant Professor, School of Full 0 0 0 0 English and Theatre Studies Margot Irvine, Professor, School of Full 14(1) 0 2 0 Languages and Literatures Mark Lipton, Professor, School of English and Full 200 0 1 5 Theatre Studies Linda Mahood, Professor, Department of Full 5 0 0 0 History Kimberley Martin, Assistant Professor, Full (1) 0 1(1) 0 Department of History Carla Rice, Professor, Department of Family Full 10 5 0 2 Relations and Applied Nutrition Patricia Sheridan, Associate Professor, Full 2 1 0 1 Department of Philosophy Norman Smith, Professor, Department of Full 3(1) 2 1 0 History Christina Smylitopoulos, Associate Professor, Full 12 0 School of Fine Art and Music John Walsh, Assistant Professor, School of Full 2 0 3 1 Languages and Literatures Alyssa Woods, Assistant Professor, School of Full 0 0 0 0 Fine Art and Music Category 4 – Non-tenure track core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review.
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Category 5 – Other core faculty, which may include emeritus professors with supervisory privileges and other Associated Graduate Faculty members.
Category 6 – Special Graduate Faculty members.
1. Indicate the budget unit paying the salary (department, school, research centre or institute, or other). 2. Indicate the level of supervisory privileges held by each faculty member (full, master’s only, co-supervision only, etc.). 3. Use parentheses to indicate co-supervisions
2. Indicate how the teaching and supervisory requirements of the collaborative specialization can be covered by tenure/tenure-track faculty in accordance with respective participating units’ workload agreements. If net new students are anticipated, comment on the adequacy of the faculty complement to teach and/or advise in the collaborative specialization.
Resourcing the two core seminars in the SGB will be split between the College of Arts and the College of Social and Applied Human Sciences. Faculty for these courses will rotate from among partner programs within the COA and CSAHS, with preference given to formal affiliates of the program. An MOU will be established with the partner departments and the ADRGSs of both Colleges to solidify the commitment and the process for assigning teaching.
The depth of researchers available to advise and/or serve on committees for the SGB collaborative specialization is quite sizeable (currently stands at 24 researchers). Many faculty affiliated with the CS already supervise students completing projects of this kind, and therefore requirements for the CS will overlap with their already- existing advisory service load. Additional support for students completing the CS whose advisors do not work in this area will then fall to other faculty affiliates, some of whom draw from programs without PhD or master’s programs and who would be glad to work with graduate students. The expectation is that most students interested in the CS will be working with researchers already active in this area, and so the bulk of advising/participation by faculty in this CS will come from projects that would have been supervised by these same people only without the additional certification. For that reason, we do not anticipate this CS generating a great deal of extra service for any faculty researcher.
3. Comment on faculty attributes (including research activity and participation in other activities involving graduate students such as conferences and colloquia) that will support the area of specialization and ensure the intellectual quality of the student experience. Discuss any plans for future development in this area.
Faculty at Guelph include international leaders in their fields. Faculty affiliates include high-ranking, active officials within scholarly societies, editors of scholarly journals and academic publishing projects, conference organisers, Canada Research Chairs, PIs for major grants (SSHRC, NSERC, and CFI), and facilitators of vital community partner relationships. Some highlights, though certainly not an exhaustive list, include the following:
• The Sexualities Conference – For forty-four years, the University has hosted the Guelph Sexuality Conference, an event that “seeks to advance the sexual health and well-being of Canadians and the global community by providing evidence-based information, education, and training designed to engage practitioners in diverse fields related to sexual health.” The event is considered a leading forum for the training and education of sexual health professionals. Though the conference has
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recently shifted direction, the legacy the event leaves behind—including faculty and research strengths still maintained at Guelph—provide rich opportunities for future graduate researchers who wish to take the Collaborative Specialization in Sexualities, Genders and Bodies. • Re*Vision – The Centre for Art and Social Justice, is the research body created by CRC Dr. Carla Rice (Canada Research Chair in Care, Gender, and Relationships). This centre is a thriving space on campus for research on gender and artist-activism. Events offered by this program will offer enriching experiences for the SGB students, allowing them to expand their horizons. Dr. Rice is supportive of the SGB Collaborative Specialization and would certainly be a key draw for graduate students interested in this area of study. • The ThincLab at the University of Guelph serves as a space that supports collaborative, interdisciplinary, and digital humanities research. It provides a space for researchers and research assistants to learn and support one another. Multiple events, projects, and workshops take place in the ThincLab, including the DH@Guelph, DigiCafe, and DigiDo series. Dr. Susan Brown, Canada Research Chair in Digital Humanities, is connected to this series, affiliated with this CS, and will undoubtedly be a significant draw for this program. • The Grove Music Online Revision project. Dr. Kimberly Francis is currently serving as the co- editor in chief for the major revision of Grove Music Online, which is revising and expanding its content related to gender and sexuality. This project will present paid experiential learning opportunities for graduate students who wish to serve as editors or article authors in this project. This project is just one example of the wide variety of research opportunities, SSHRC-funded projects, and faculty research-creation activities hosted within the College of Arts that would draw interested students to the Collaborative Specialization in SGB. • The SURE Project, overseen by Jade Ferguson. SURE provides “an opportunity for Students of Colour to further develop their ‘scholarly habitus’ within a diverse and including learning environment” that affirms their racialized “identities, communities, and experiences.” SURE is an innovative initiative intentionally aimed at addressing the specific scholarly and social needs of Students of Colour, especially Black students, as outlined in Supporting the Needs of Black Students at the University of Guelph (May 2016). SURE’s design implements both formal and informal supports, skills, and strategies to help Students of Colour successfully navigate the academic and social challenges resulting from “feelings of isolation, racial micro-aggressions and overt racism on campus and in the local community” (Supporting 4). • The Community Engaged Scholarship Institute (CESI) in the College of Social and Applied Human Sciences (CSAHS) brings together community and campus resources to advance community- identified research goals. CESI’s Community Engaged Teaching and Learning (CETL) program works with faculty and course instructors, students, staff and community partners who carry out collaborative research in undergraduate and graduate courses. Through the CETL program, students work with community partners across a range of course types, including practicums, independent studies, thesis projects, small seminar courses, and large lecture-style courses. • The Art Gallery of Guelph regularly mounts exhibitions and shows that deftly demonstrate the connections between gender, sexuality, and artistic expression. Director Shauna McCabe, a past Canada Research Chair and adjunct faculty in the Department of History is also highly active as an advocate for Indigenous women artists through experiential learning courses with undergraduate and graduate students. • Linda Mahood is the Editor-in-Chief of the prestigious Journal of the History of Childhood and Youth. This international, peer-reviewed journal publishes texts on childhood and youth cultures and the diverse experiences of young people. The journal publishes texts both empirical and essays that emphasise contemporary issues of childhood and youth with an historical context. It is the official journal of the Society for the History of Children and Youth
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• The Live Work Well Research Centre at the University of Guelph is a central hub for research on Sexual and Gender Diversity; Disability, Access and Inclusion; Indigenous Ways of Knowing; Displacement, Emergence and Change; and Integrating Care and Livelihoods. This research cluster explores factors that influence professional and family relationships, and advocates for changes in policy and addressing community action. As a part of their founding mission, this institute engages in research, knowledge mobilisation, student engagement, teaching, and learning to address diverse family structures and well-being in a variety of forms. Faculty in this research area also connected to the SGB program include Ruth Neustifter and Adam Davies. • The Graduate Students’ Association, LGBTQ2IA+ representative: In February 2020, the University of Guelph’s GSA added two LGBTQIA+ student representative positions to its organisation. The creation of these positions shows a concerted interest on the part of the graduate student body at U of G to respond to issues specific to the LGBTQ2IA+ community. Jenaya Nixon, one of the current student representatives, has served as a member of the SGB curriculum working group. • The Sexual and Gender Diversity Office within the Department of Student Experience is focused on supporting the wellbeing and success of LGBTQ2IA+ students at the University through one-on- one advising and support, community volunteer and leadership opportunities, and regular programming and events to engage the community. The Office also hosts an anonymous and confidential online chat support service specializing in answering questions related to sexual orientation and gender identity, which is staffed by trained peer support volunteers. Staff for this program have been involved in developing this CS and are supportive of its creation.
4. Indicate if graduate students in the collaborative specialization will receive funding packages, and if so, the expected level and source(s) of stipend, relative to other graduate students enrolled in the participating home units.
This collaborative specialization will follow the same practices as most other CS at the University of Guelph in that students will not receive additional funding for participating in the SGB CS; funding is delivered through their core graduate program. That said, the expectation is that students enrolled in the SGB will serve as prime candidates for Teaching Assistant positions within the Sexualities, Genders and Social Change undergraduate program, which anticipates around 6 assistantship positions/year.
5. Describe any other notable resources available to the program demonstrating institutional appropriateness and/or additional resource needs (human, physical, financial, or otherwise) required to launch and/or sustain the collaborative specialization long-term. (Evidence of institutional commitment to support additional needs should be included in Volume II.)
The College of Arts is aware of this growing area of curricular strength within the College and is in the process of securing additional, explicit administrative support for the Interdisciplinary Programs sector of the COA. The COA is also in discussions regarding physical space for students to come together and to increase visibility for this program and other interdisciplinary programs. As people return to campus, the COA will prioritise the question of physical space and visibility for these programs.
Beyond these resourcing questions, the University of Guelph continues to have robust Student Experience resources to support students interested in the study of Sexualities, Genders and Bodies. These resources include (but are not exclusive to) the following:
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• OUTline the University of Guelph’s resource and support service, specializing in questions and information relating to sexual orientation and gender identity. OUTline is organized by GryphLife and is available to all undergraduate and graduate students. • The Interdisciplinary Feminist (IF) Speaker Series: an interdisciplinary, intersectional, and (mostly) internal speaker series to inspire conversations about gender and sexuality studies across campus. These events are hosted by our Digital Humanities @ Guelph unit in the College of Arts. • The Footnotes Journal the University of Guelph’s undergraduate feminist journal. The journal provides immediate open access to its content, based on the principle that making research freely available to the public supports a greater global exchange of knowledge. The current journal editors are hoping to find ways for the Collaborative Specialization in Sexualities, Genders and Bodies to take a leadership role in the future structure of the journal. • QUofG – The Queer University of Guelph Faculty and Staff Network, or QUofG Network, is a campus community bringing together people of intersecting identities and multiple histories. Their goal is to provide education, resources, programming, and support for employees across the spectrums of gender and sexuality, with an emphasis on intersectional experiences. • Guelph Queer Equality – Guelph Queer Equality is a student-run initiative that uses their office as a safe space for LGBTQ+ students to relax, study and chat. Events, workshops and socials are planned throughout the school year with the goal of helping students make friends and combating any stigma surrounding the queer and trans community. • Her Campus – Her Campus is a media brand for the empowered college/university woman. This blog-like source covers topics such as Beauty, Health, Love, Career, Entertainment, News, DIY, LGBTQ+ and more. Over 300 campus chapters are involved in this hub for women, including the University of Guelph. • Student Experience – which provides programming in areas such as cultural diversity, support for indigenous students, LGBTQ21A+ support (including Guelph’s OUTline), and other gender and sexuality- related advocacy groups.
G. Duplication, Student Demand, and Societal Need
1. Explain how the collaborative specialization will fulfill a societal need (considering labour market gap, employment opportunities, and dimensions, geographic scope, trends, and duration of need) and why the proposed specialization will be attractive to applicants.
Academic programming related to sexualities, genders, and bodies is vital to understanding the human experience. Our student market has developed during several significant societal shifts, including major expansions of trans activism; legalization of same-sex marriage in many countries; resurgent movements to restrict access to reproductive health services and to curb sex and gender-inclusive education alongside the stark inequitable socio-economic impacts of the COVID-19 pandemic on women and marginalised populations. Meanwhile, the #MeToo movement and sustained tensions around LGBTQ2IA+ rights continue to reveal how much work remains to be done to create an equitable society. Graduates will have an improved understanding of the complexities and social importance of these related trends and will be empowered to create equitable and inclusive spaces—whether in work, personal, or political environments.
Moreover, demands on researchers to speak to questions of EDID in research proposals are growing. Government granting agencies, particularly NSERC, require explicit statements from applicants detailing how EDID plays a role in a research program’s construction. SSHRC grants are now evaluated with explicit criteria
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requiring projects speak to EDID in robust, meaningful ways. It is becoming essential in the current research landscape that students be able to address equity, diversity, inclusivity, and decolonization in meaningful ways. The SGB collaborative specialization will build just those types of researchers, ready to engage the research process in a way that supports and respects a variety of ways of being and doing.
2. Provide evidence of student demand for the collaborative specialization (considering application statistics, origin, duration of projected demand, and student feedback).
We believe considerable student demand exists for the program as a result of the following:
Current student enrolment
The College of Arts currently offers two Women’s Studies courses (WMST*1000 Introduction to Women’s Studies – 2 sections, WMST*2000 Women and Representation – 1 section). While these are lower-year undergraduate courses, it is relevant to note that these courses are most often taken as electives, indicating an interest in the topic and a potential demand for a graduate CS. The CS would allow these students to continue to engage in gender and sexualities discourse in graduate studies, while completing a degree in another discipline.
The College of Arts has found that these courses are almost always at capacity, with the ability to enrol more students if additional sections were offered.
Course 2016/2017 2017/2018 2018/2019 2019/2020 2020/2021 WMST*1000 279 390 393 388 615* WMST*2000 173 172 175 178 /** *3 sections offered **No sections offered
Enrolment in upper-year undergraduate course offerings with a focus on gender and sexuality also indicate an opportunity and demand for a graduate program in this field. The selection of courses detailed below have strong enrolment each year that sections were offered.
Course 2016/2017 2017/2018 2018/2019 2019/2020 2020/2021 ARTH*3780 – Gender and / / 59 / / Culture FREN*3140 – Women in 40 / 47 / 60 Literature, Art and Film FRHD*4200 – Issues in 75 72 71 71 70 Human Sexuality GEOG*3090 – Gender and 44 53 40 39 / the Environment HIST*3020 – Sexuality and 98 37 30 / 30 Gender in History HIST*3580 – Women's 19 / 24 / / History in Asia HIST*4140 – Sexuality in 20 / 15 / / the Middle Ages
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HUMN*3400 – Renaissance / / / / 30 Lovers and Fools PHI* 4060 – Philosophy of / / 17 8 11 Feminism II POLS*3160 – Global 51 52 49 52 76 Gender Justice PSYC*3300 – Psychology of 177 / 107 / 117 Gender SOAN*3240 – Gender and 41 63 53 36 66 Global Inequity I SOAN*4220 – Gender and / 26 / 27 / Change in Rural Canada SOAN*4230 – Gender and 27 22 12 13 10 Global Inequity II
The following table details fall term enrolment in participating academic partner graduate programs to represent the existing market for students currently eligible to participate in this CS.
Specialization 2016/2017 2017/2018 2018/2019 2019/2020 2020/2021 Master’s AHVC 6 9 10 7 8 EURO 19 17 13 13 11 FREN 6 5 9 9 6 HIST 19 17 14 11 13 LACS 4 3 1 5 4 PHIL 12 11 6 6 8 FRAN-AHN 13 15 13 12 12 FRAN-CFT 17 18 17 15 16 FRAN 34 36 32 37 31 FRAN-FRHD 17 15 15 19 16 PSYC 42 47 54 57 42 Total 345 350 349 355 331 Doctoral HIST 18 15 15 10 10 PHIL 23 23 26 25 29 FRAN-AHN 5 3 5 6 9 FRAN 23 19 17 18 21 FRHD 18 16 12 12 12 PSYC 74 78 75 79 90 SOPR 2 6 Total 212 208 210 214 250
International Development Studies is a graduate collaborative specialization across six colleges at the University of Guelph. The enrolment numbers below can provide an indication of students interested in adding a CS and
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the potential demand for the proposed CS in Sexualities, Genders and Bodies. Enrolment numbers in COA and CSAHS may be of particular interest.
2016/2017 2017/2018 2018/2019 2019/2020 2020/2021 Master’s (COA) 5 5 2 6 9 Master’s (CEPS) 2 2 1 Master’s (CSAHS) 15 9 14 14 12 Master’s (Lang) 1 1 1 Master’s (OAC) 4 5 10 13 21 Master’s (OVC) 3 5 1 1 3 Doctoral (COA) 1 1 1 1 Doctoral (CEPS) 1 2 2 2 2 Doctoral (CSAHS) 10 8 11 15 16 Doctoral (OAC) 2 2 1 1 Doctoral (OVC) 4 2 4 5 4
Graduate research
Based on a review of our electronic database, we estimate that ~500 theses and dissertations over a period of 10 years were in gender-related topics (keywords included gender, sexuality, and feminism). Research in this area is being conducted in other disciplines and has been for some time. The CS would allow us to provide students with a core foundation to support them in their research as well as build connections with like-minded scholars across the institutions.
Selected thesis/dissertation titles include:
Gender and Sexuality in Design: Discourses on Gender, Sexuality and Inclusivity in Community Design and Analysis of Theoretical Frameworks for Gender-Neutral and Gender-Sensitive Design Maicantis, Phaedra Maria (2016-05-11)
Gender and Sentencing: A Canadian Perspective Cahill, Sarah (2012-08-30)
Heterosexist Suspicion of a Queer Outsider McGlade-Ferentzy, Quinn (2020-01-08)
Food Insecurity in Haiti: A gendered problem Vansteenkiste, Jennifer (2017-09-07)
Protection for whom and from what? Canadian sex work legislation and competing narratives of structure and agency Wilson, Ashley (2017-09-01)
The Aesthetics of Collective Identity and Activism in Toronto's Queer and HIV/AIDS Community Flannery, Peter (2019-04-29)
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Masculine Identity in Medieval Scotland: Gender, Ethnicity, and Regionality Holton, Caitlin Taylor (2017-05-17)
Student support
The University of Guelph has a strong history of supporting research and teaching in the field of sexualities, as demonstrated by the Guelph Sexuality Conference and historical program offerings. Students continue to engage with co-curricular programs and initiatives in the field (s. F5) and have shown an interest in academic offerings in the area of gender studies and sexuality.
Societal demand
We predict long-term demand exists for graduates with a CS in Sexualities, Genders, and Bodies. The knowledge and skills developed within the program ensure that our students will be adaptable to the changing markets. We believe that graduates with an in-depth understanding of these topics will become increasingly more valuable to organizations and institutions working toward equity, diversity, and inclusion, both in hiring, training or employee education, and output.
We also believe the University has a responsibility to contribute to the local community in providing study opportunities in the critical area of study of sexualities and genders. Although other nearby institutions offer related programming, our current graduates and wider Guelph community are at a deficit without explicit programming available in this area of study.
3. Comment on similar specializations or programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.
A review of existing graduate programs in Ontario reveals:
University Degree & Program Title Notes Brock University MA in Social Justice and Equity Studies Source Brock University PhD in Interdisciplinary Humanities Source Carleton University MA in Women’s and Gender Studies with Source specializations in African Studies, Latin American and Caribbean Studies Lakehead University Collaborative Specialization (master's Source level) in Gender and Women’s Studies Laurentian University MA in Humanities Source Laurentian University PhD in Human Studies and Source Interdisciplinarity McMaster University MA in Gender Studies and Feminist Source Research McMaster University GDip in Gender Studies and Feminist Source Research
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University of Ottawa MA in Feminist and Gender Studies Source University of Ottawa Collaborative Specialization (master’s Source level) in Feminist and Gender Studies University of Ottawa PhD in Feminist and Gender Studies Source Queen’s University MA in Gender Studies Source Queen’s University PhD in Gender Studies Source University of Toronto MA in Women and Gender Studies Source University of Toronto PhD in Women and Gender Studies Source University of Toronto Collaborative Specialization – Women Source and Gender Studies Trent University Collaborative Specialization in Feminist Source and Gender Studies Western University MA in Gender, Sexuality & Women’s Source Studies with specializations in Migration and Ethnic Relations, Transitional Justice and Post-Conflict Reconstruction Western University PhD in Gender, Sexuality & Women’s Source Studies with specializations in Migration and Ethnic Relations, Transitional Justice and Post-Conflict Reconstruction Wilfrid Laurier University MA in Cultural Analysis and Social Theory Source York University MA in Gender, Feminist & Women’s Source Studies York University PhD in Gender, Feminist & Women’s Source Studies
Most graduate offerings in Ontario are master’s and doctoral programs in “gender studies” with a particular focus on feminist theory. By completing the SGB CS, students can take the knowledge developed in core courses and reflect on the application of sexual and gender diversity within their discipline. This CS will help to develop scholars and citizens with an understanding of equity and inclusion and a strong sense of real-world implications across disciplines.
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The Collaborative Specialization in Sexualities, Genders and Bodies examines advanced concepts relating to human identity, embodiment, and self-expression. Students explore theories drawn from the fields of feminism, decolonialism, postcolonialism, LGBTQ+, race/whiteness, queer-of-colour, indigeneity, masculinities, and disability/crip studies among many others. Students engage with these topics from interdisciplinary perspectives and work toward applying these concepts, theories, and methodologies to research in their home discipline.
Doctoral and master’s (thesis or course work and MRP) students wishing to undertake graduate studies with emphasis on Sexualities, Genders and Bodies will be admitted by a participating department and will register in both the participating department and in the collaborative specialization.
The participating academic programs are Art History and Visual Culture (MA), European Studies (MA), French Studies (MA), History (MA, PhD), Latin American and Caribbean Studies (MA), Philosophy (MA, PhD), Family Relations and Applied Nutrition (MSc, PhD), Psychology - Applied Social Psychology (MA), and Social Practice and Transformational Change (PhD).
Administrative Staff
Director of Interdisciplinary Programs Kimberly Francis (108 Johnston Hall, ext. 52362) [email protected]
Graduate Program Coordinator TBD
Graduate Program Assistant Elke Radebolt (128 MacKinnon, ext. 54388) [email protected]
Graduate Faculty
Paula Barata, Associate Professor, Department of Psychology
Amanda Boetzkes, Professor, School of Fine Art and Music
Diane Borsato, Associate Professor, School of Fine Art and Music
Samantha Brennan, Professor, Department of Philosophy
Susan Brown, Professor, School of English and Theatre Studies
Julie Cairnie, Professor, School of English and Theatre Studies
Catherine Carstairs, Professor, Department of History
Dawn Cornelio, Professor, School of Languages and Literatures
Adam Davies, Assistant Professor, Department of Family Relations and Applied Nutrition
COA: New Collaborative Specialization (Sexualities, Genders and Bodies) ... Page 523 of 543 Jade Ferguson, Associate Professor, School of English and Theatre Studies
Kimberly Francis, Professor, School of Fine Art and Music
Karyn Freedman, Professor, Department of Philosophy
Sally Hickson, Associate Professor, School of Fine Art and Music
Troy Hourie, Assistant Professor, School of English and Theatre Studies
Margot Irvine, Professor, School of Languages and Literatures
Mark Lipton, Professor, School of English and Theatre Studies
Linda Mahood, Professor, Department of History
Kimberley Martin, Assistant Professor, Department of History
Carla Rice, Professor, Department of Family Relations and Applied Nutrition
Patricia Sheridan, Associate Professor, Department of Philosophy
Norman Smith, Professor, Department of History
Christina Smylitopoulos, Associate Professor, School of Fine Art and Music
John Walsh, Assistant Professor, School of Languages and Literatures
Alyssa Woods, Assistant Professor, School of Fine Art and Music
Master’s Collaborative Specialization
Admission Requirements
Master’s students in the Collaborative Specialization in Sexualities, Genders and Bodies must meet the admission requirements of the participating program in which they are enrolled. The application process has two stages. First, prospective students will apply to their primary program of interest, identifying interest in the collaborative specialization as a focus. If the student is admitted to the primary program, the second stage is then admission to the collaborative specialization. Applicants will be required to submit a letter of intent (750-1000-word summary of the proposed research along with an annotated bibliography of 10-15 key sources) demonstrating alignment of their planned studies with Sexualities, Genders and Bodies.
All applications to participate in the Collaborative Specialization in Sexualities, Genders and Bodies will be reviewed by the specialization’s Graduate Curriculum Committee.
Program Requirements
Master’s students in the Collaborative Specialization in Sexualities, Genders and Bodies must complete:
COA: New Collaborative Specialization (Sexualities, Genders and Bodies) ... Page 524 of 543 SXGN*6000 [0.50] Somatic Entanglements: Issues and Methods
SXGN*6100 [0.50] Challenging Bodies: Theorizing Sexualities and Genders
Whether completing a major research paper or thesis, students’ projects must place a substantial emphasis on content from within the study of Sexualities, Genders and Bodies. For thesis-based master’s students, at least one member of the student’s advisory committee must be a core graduate faculty member of the Collaborative Specialization in Sexualities, Genders and Bodies.
Requirements of this collaborative specialization may also serve as elective requirements in the student’s home program.
Doctoral Collaborative Specialization
Admission Requirements
Doctoral students in the Collaborative Specialization in Sexualities, Genders and Bodies must meet the admission requirements of the participating program in which they are enrolled. The application process has two stages. First, prospective students will apply to their primary program of interest, identifying interest in the collaborative specialization as a focus. If the student is admitted to the primary program, the second stage is then admission to the collaborative specialization. Applicants will be required to submit a letter of intent (750-1000-word summary of the proposed research along with an annotated bibliography of 10-15 key sources) demonstrating alignment of their planned studies with Sexualities, Genders and Bodies.
All applications to participate in the Collaborative Specialization in Sexualities, Genders and Bodies will be reviewed by the specialization’s Graduate Curriculum Committee.
Program Requirements
Doctoral students in the Collaborative Specialization in Sexualities, Genders and Bodies must complete:
SXGN*6000 [0.50] Somatic Entanglements: Issues and Methods
SXGN*6100 [0.50] Challenging Bodies: Theorizing Sexualities and Genders
Doctoral theses must place a substantial emphasis on content from within the study of Sexualities, Genders and Bodies. At least one member of the student’s advisory committee must be a core graduate faculty member of the Collaborative Specialization in Sexualities, Genders and Bodies.
Requirements of this collaborative specialization may also serve as elective requirements in the student’s home program.
Courses
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This course applies mixed- and emergent methods for the study of sexualities, genders and bodies. This course focuses on how to construct research questions and projects, exploring the differences between methods, methodologies and epistemologies from a variety of disciplinary and theoretical perspectives. Material will focus on contemporary issues that will introduce, problematize, or advance disciplinary practices within a variety of established and emerging research fields.
Department(s): Dean’s Office: College of Arts
SXGN*6100 Challenging Bodies: Theorizing Sexualities and Genders W [0.50]
Drawing on a case studies approach, this course asks students to identify, critique and assess the appropriateness of selected theoretical and epistemological perspectives and practices from the fields of sexualities, genders and bodies. Case studies will consider health; sexual pleasure; reproductive rights; biopolitics; environmentalism; technoscience; media and futurities; political and social justice movements; and archival collections and absences, among others.
Department(s): Dean’s Office: College of Arts
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***
The proposed collaborative specialization has been vetted through the Graduate Programs and Policies Committee and the Board of Graduate Studies.
The complete proposal brief can be found online in the supporting material folder.1
1 https://uoguelph.civicweb.net/filepro/documents/193058
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To: Members of Senate
From: Dr. Andrew Papadopoulos, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: April 5, 2021
k) Graduate Curriculum: Course Changes, Deletions, Additions
At its meeting May 25, 2021, the Board of Graduate Studies (BGS), on the recommendation of the Graduate Programs and Policies Committee, approved the following course changes:1
College of Engineering and Physical Sciences
Course Additions ENGG*6330 Thermal Design of Heat Exchangers ENGG*6470 Solidification and Processing of Metals and Alloys ENGG*6480 Advanced Topics in Mechanical Systems Design ENGG*6490 Nonlinear and Intelligent Control with Applications to Mechatronic Systems
Ontario Agricultural College
Course Changes RST*6000 Sustainable Rural Systems RST*6100 Integrative Research Methods
Course Additions RST*6110 Integrative Research Methods II RST*6010 Sustainable Rural Systems II
1 https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1634
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Ontario Agricultural College (Continued)
Course Deletions RST*6300 Research Seminar RST*6500 Special Topics PLNT*6170 Statistics in Plant Agriculture
d) Graduate Faculty Appointments The Graduate Faculty Appointments approved by GPPC are provided for the information of the Senate and can be found online in the supporting material folder.2
2 https://uoguelph.civicweb.net/filepro/documents/193082
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To: Members of Senate
From: Dr. Vivian Shalla, Chair, Committee on Non-degree Studies
Subject: 9. Committee on Non-degree Studies Report
Meeting: June 7, 2021
Members of the Senate Committee on Non-degree Studies for 2020-21:
Vivian Shalla, Faculty, CSAHS (Committee Chair) Ryan Clemmer, Faculty, CEPS Tarek Saleh, Faculty, OVC (Committee Vice-Chair) Eric Lyons, Faculty, OAC Patricia Tersigni, Director, Academic Programs and Policy Stephanie Gerend, Undergraduate student Victoria Fritz, Library, Learning Specialist and Peer Helper Supervisor Victoria Duarte, Undergraduate student Michelle Fach, Executive Director, OpenEd
a) New Program Approval
The Senate Committee on Non-degree Studies (SCNS) bylaws provide for delegated authority from Senate to the committee for the introduction of new non-degree programs.
At its meeting on May 19, 2021, the SCNS approved the establishment of a new non-degree certificate: 1 i. Plant-Based Nutrition Certificate
b) Non-degree Program Reviews
The Senate Committee on Non-degree Studies (SCNS) is responsible for the approval of periodic quality reviews of non-degree programming offering a University of Guelph credential.
At its meeting on May 19, 2021, the SCNS approved the following non-degree program quality reviews: i. Veterinary Office Administration Program
c) Non-degree Program Changes
The SCNS bylaws provide for delegated authority from Senate to the SCNS for changes to existing non-degree programs (including course additions and deletions), taking into consideration the academic philosophy and planned directions of the University, the coherence of proposed programming, and the relevant internal and external criteria for the evaluation of such programs.
1Full details with respect to the program approval, program review and changes can be found online in the May 19, 2021 SCNS agenda package https://uoguelph.civicweb.net/Portal/MeetingInformation.aspx?Org=Cal&Id=1647
New Program Approval i . Plant-Based Nutrition Certificate Page 531 of 543
At its meeting on May 19, 2021, the SCNS reviewed and approved the following changes:
i. Proposed New Course: Certificate in Information and Communication Technology Management Program ii. Proposed Name Change: Veterinary Office Administration Certificate Program iii. Proposed Certification Deletion: Environment, Health and Safety Certificate iv. Proposed Certificate Deletion: Laboratory and Processing Technology Certificate
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To: Members of Senate
From: Dr. Scott McEwen, Chair, Senate Committee on Quality Assurance
Subject: 10. Committee on Quality Assurance Report
Meeting: June 7, 2021
Members of the Senate Committee on Quality Assurance for 2020-21:
Scott McEwen, Faculty, OVC (Committee Chair) Gerarda Darlington, Interim Dean, CEPS Sofie Lachapelle, Faculty, COA (Committee Vice-Chair) Flavio Schenkel, Faculty, OAC Ben Bradshaw, Assistant Vice-President (Graduate Studies) Michele Preyde, Faculty, CSAHS Cate Dewey, Associate Vice-President (Academic) Justin Mihaly, Undergraduate student Melanie Parlette-Stewart, Head, Learning & Curriculum Support, Library Laila Zahra Harris, Graduate student Patricia Tersigni, Director, Academic Programs and Policy Leigh West, Staff, OAC
a) Update on the Revised Quality Assurance Framework
The Ontario Universities Council on Quality Assurance (OUCQA, or the Quality Council) recently reviewed and modified the Quality Assurance Framework (QAF) upon which Ontario institutions build their individual Institutional Quality Assurance Process (IQAP). The revised QAF was completed and approved in February 2021. The Office of Quality Assurance and the Office of Graduate & Postdoctoral Studies are currently examining the institutional impacts of the QAF revisions as they will form the basis of the next version of the University of Guelph’s IQAP. It is anticipated that a revised IQAP, which is due to the Quality Council by May 2022, will be presented to Senate in the fall. Senators are encouraged to pay particular attention to the principles outlined in the revised Quality Assurance Framework and to note the new components of an increased emphasis on learning outcomes as well as the elements of adjusted oversight from the Quality Council in recognition of a university’s past performance. Related material can be found online in the supporting material folder: • Quality Assurance Framework1 • Summary of Key Post-consultation Changes to the Quality Assurance Framework’s Protocols2 • Quality Assurance Framework Transition Guidance3
1 https://uoguelph.civicweb.net/filepro/documents/193064 2 https://uoguelph.civicweb.net/filepro/documents/193065 3 https://uoguelph.civicweb.net/filepro/documents/193066
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To: Members of Senate
From: Dr. Marc Coppolino, Chair, Senate Research Board
Subject: 11. Senate Research Board Report
Meeting: June 7, 2021
Members of the Senate Research Board for 2020-21:
Marc Coppolino, Faculty, CBS (Committee Chair) Roberta Hawkins, Faculty, CSAHS Emily Chiang, Faculty, CEPS (Committee Vice-Chair) Ilias Tsiakas, Faculty, LANG Malcolm Campbell, Vice-President (Research) Andreas Boecker, Faculty, OAC Karina McInnis, Associate Vice-President (Research Services) Stephen LeBlanc, Faculty, OVC Ben Bradshaw, Assistant Vice-President (Graduate Studies) Sooraj Modi, Undergraduate student Beverley Hale, Associate VP Research (Agri-Food Partnership) Madison Pereira, Graduate student Carol Perry, Acting Head, Head Research & Scholarship, Library Glen Pyle, Faculty Member of the Board of Governors Katherine Sorensen, Co-op Coordinator
a) Annual Report on Research Integrity Breaches: 2019-20
The annual Report on Research Integrity Breaches is provided to members of the Senate Research Board and Senate in accordance with the University’s Responsible Conduct of Research Policy and Procedures.1 The Report on Research Integrity Breaches for the 2019-20 cycle can be found online in the supporting material folder.2
The annual reports for 2019-20 for the Northern Studies Committee and SSHRC Institutional Grant Committee Annual Reports have been delayed and will be presented to the Board during the 2021-22 session.
1 https://www.uoguelph.ca/research/researchers-ethics-and-regulatory-compliance-other/responsible-conduct- research-policy-and 2 https://uoguelph.civicweb.net/filepro/documents/193076
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Annual Report on Research Integrity Breaches: 2019-20 Page 535 of 543 Page 536 of 543
To: Members of Senate
From: Dr. Andreas Heyland, Chair, Honours and Awards Committee
Subject: 12. Honours and Awards Committee Report
Meeting: June 7, 2021
Members of the Senate Honours and Awards Committee for 2020-21:
Charlotte Yates, President and Vice-Chancellor Lori Jones, Faculty, CEPS Gwen Chapman, Provost and Vice-President (Academic) Kristen Ashworth, Undergraduate Student Catherine Carstairs, COU Academic Colleague Jingen Liang, Graduate Student Tami Martino, Chair, Priorities & Planning Committee Katherine Sorenson, Co-op Coordinator Andreas Heyland, Faculty, CBS (Committee Chair) Doug Campbell, Alumni Association Alexa Bersenas, Faculty, OVC (Committee Vice-Chair) Robin-Lee Norris, Community Member Jeffrey Spence, Faculty, CSAHS Kevin Golding, Community Member Massimo Marcone, Faculty, OAC Davar Rezania, Faculty, LANG
a) Medal Announcements
The recipients of the following medals, to be listed in the June 2021 Convocation program, will be announced to Senate. The recipients are selected each year by the Senate Honours and Awards Committee with the exception of the Governor General’s Academic Medals:
W.C. Winegard Medal The top convocation award presented to an undergraduate student. The medal is named for former University President Dr. William Winegard and is awarded in recognition of both academic achievement and contributions to the university and community life.
D.F. Forster Medals – Doctoral and Magisteriate Named for the late Donald Forster, a former president of the University, the Forster medals recognize academic achievement, motivation, leadership and citizenship at the doctoral and magisteriate levels.
Walter Vaughan Medal Named in honour of the late Walter Vaughan, a former Secretary of Senate, this medal recognizes a student Senator who has achieved high academic standing and who has made a substantial contribution to student life and to the University, particularly through involvement in and commitment to Senate activities.
Medal Announcements Page 537 of 543 Governor General’s Gold, Silver and Bronze Academic Medals The Governor General Medals are presented in recognition of outstanding academic achievement. Originating in 1873 to encourage academic excellence across the nation, they have become the most prestigious award that students in Canadian schools can receive. Gold – graduate level. Silver – undergraduate level. Bronze – associate diploma level.
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Medal Announcements Page 538 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 13. Student Senate Caucus Report
Meeting: June 7, 2021
13. Student Senate Caucus Report
a) Update on Student Senate Caucus Activities
The co-chairs of Student Senate Caucus, Sooraj Modi and Justin Mihaly, will provide an update on recent activities.
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Update on Student Senate Caucus Activities Page 539 of 543 Page 540 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 14. Leadership Updates
Meeting: June 7, 2021
a) Update from the Provost and Vice-President (Academic)
The Provost and Vice-President (Academic), Dr. Gwen Chapman, will provide members with an update on recent activities of relevance to Senate.
b) Update from the Vice-President (Research)
Dr. Malcolm Campbell, Vice-President (Research), will provide an update on research-related planning and activities within the Office of Research.
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Update from the Provost and Vice-President (Academic) Page 541 of 543 Page 542 of 543
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 15. Other Business 16. Move to Closed Session
Meeting: June 7, 2021
15. Other Business
16. Move to Closed Session
a) Adjourn Open Session and Move into Closed Session
Senate is asked to,
RESOLVE, that Senate move to the closed session of the meeting for the Senate Honours and Awards Committee Report.
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Adjourn Open Session and Move into Closed Session [Motion] Page 543 of 543