APPENDIX A

NewProgram/Major or Minor/Concentration , McGill Proposal Form (0712004) 1,0 DegreeTitle 2,0 Administering Faculty/Unit Please specifythe two degrees for concurrentdegree programs Agricultural &Environmental SdencesIPlant Science Dept.

1.1 Major (Legacy:: Subject)(30-char. max.) . Offering Faculty/Department

IBarbadOS Inter.Trop. Studies Aglicultural & Environmental SciencesIPlant Science Dept. 1.2 Concentration(Legacy =ConcentrationJOption) 30 EffectiveTerm of Implementation If applicableto Majors only (30 char, max) (Ex. Sept 2004 == 200409) Term IMay 2009 1200905 1,3 Minor (withConcentration, if Applicable)(30 char. max.) I ~ I

4.0 Rationalefor new proposal I There tsa growing need forprofessionals with international experience intheunlversilles, government, non-govemmental agencies. and theprivate sector. This program is course- and project-intensive butinterdisciplinary in nature. Thecombination ofsolk! academic training intropical Island a91i-fooo. nutrition, and energy Ina tourist-based economy anda focus onproject work oncurrent 'realwortd' development issues arelikely tobe ofinterest toother McGill units and the University of thewest Indies (please see attached fora more detailed program description). - 5.0 ProgramInformation Please check appropriate boxtes) 5.1 Program Type 5.2 Category 5.3 Level o Bachelor'sProgram o FacultyProgram(FP) . ~ Undergraduate o Master's o Major o DentistryfLawlMedicine o M.Sc. (Applied) Program o Joint Major o Continuing Ed (Non-Credit) o Dual Degree/ConcurrentProgram o MajorConcentration (CON) o Collegial o Certificate o Minor o Masters & Grad Dips & Certs o Diploma o Minor Concentration (CON) o Doctorate o GraduateCertificate o Honours(HON) o Post-GraduateMedicinelDentistry o GraduateDiploma o Joint HonoursComponent (HC) o Graduate Qualifying o Ph.D. Program o IntemshipfCo-op o Postdoctoral Fellows o DoctorateProgram o Thesis(T) (Otberthan Ph.D.) o Non-Thesis (N) o PrivateProgram o Other o Off-GampusProgram Please specify o Distance Education Program (By Correspondence) I I IEJ Other (Please specify) IField Semesler. SELF-FUNDED I 6.0 Total Credits 7.0 Consultation with Related Units Yes I!J No 0 115 credits I FinancialConsult Yes 0 No 0 I Attach list of consultations. PH 8.0 Program Description (Maximum 150 words)

The Barbados interdisdplinary TropicalStudies(BITS) FieldSemester Is an actMty-filled, hands-on, experience for students with an interestin international studies with a Caribbean-flavour. Thefocusis on sustainable agri-food andenergy production and nutrition on a tropicalislandwith a tourist-based economy. Itwill be offered annually(In the summer). It consistsof a 2·day orientation course conducted on the Macdonald Campusfollowed by three 3-eredit courses and one 6-eredit projectcourseat Bellalrs Research Institute In Barbados. This program integrates Intensive course worjc withgroupprojectworil andcontributes to the formation ofprofessiorialswith planning, managing. dedsion-making, and communication skills. Theprogramaddresses a globalneed for experienced professionals capable of interacting withvariouslevelsof government, nori-govemmental organizations, and theprI\Iate sector.

9.0 List Ofproposed program for the New ProgramlMajor or Minor/Concentration.

If new concentration (option) of existing Major/Minor (program), please attach a program layout (list of all courses) of existing MajorlMinor.

Proposed program (listcoursesas follows: SubjCodeICrse Num,Title.Credit weight underthe headings of. Required Courses, ComplementarY Courses, Elective Courses)

Required Courses (15 credits):

AEBI421 Tropical Horticultural Ecology(3 cr.)

AEBI423 Sustainable LandUse (3 cr.)

AEBI425 Tropical Energy andFood (3 cr.)

AEBI 427 Barbados Interdisdplinary Project(6 cr.)

Attachextra pagels)as needed New ProgramIMaJor or Minor! Concentratlon Propos" Fonn P1·2 100 Approvals

Routing Sequence Name _--~-Si~na~~~~ Date

Department ~;:::Pla:::;nl::=sCl=.e::;::nce==;==:::::;===~){~.~=~ CurridAcad Committee [ uJ. q:.eod~1" S{~

Faculty 1 'QQ. I ~.:Rn fq (£ I ~::::::::::<:~====::::::=:::=:=:.:~.'::;z '- •. Faculty 2 I I Faculty 3 I I scrp iNov·1ohz I GS I APPC :I sIY;",~;",~ Senate I Submitted------1 by To be completed by ARR: Name I I

Phone I::::=:::======I CIPCode C===~====I Email I [ I ------I Submission Date

New progrlmiMajot or Minor! Con~nttaljon Proposal Form Pl·) Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

New Program Submission

Barbados Interdisciplinary Tropical Studies (BITS)

Location: Bellairs Research Institute, Holetown, Barbados

Semester: May-August (summer)

Starting Date: 2009

Introduction

The Barbados Interdisciplinary Tropical Studies (BITS) Summer Field Semester consists ofthree intensive courses of3 credits each and one project course of 6 credits (total of 15 credits). This will be offered during the summer semester (end ofMay-end ofAugust; total of 14 weeks in Barbados). Once BITS is fully established, it will be financially self-sustaining. Initially, the funding will come through fees paid by student participants. Efforts will be made to identify sponsors who will contribute to the support of the Program. BITS will be managed by a collaborative committee, composed of McGill and Bellairs Research Institute staff, and administered through services provided by the staffofMacdonald Campus and ofBellairs Research Institute. BITS will be an activity-filled, hands-on, study experience for students with an interest in international studies with a Caribbean-flavour. This Program is course- and project-intensive but interdisciplinary in nature. The focus is on sustainable agri-food systems, including energy and nutrition in a tropical, tourist-intensive island setting. The BITS Field Semester integrates intensive course work with mentored group project work and contributes to the formation of professionals with international planning, managing, decision-making, and communication skills. This Program addresses a global need for experienced professionals capable of interacting with various levels of government, non-governmental organizations, and the private sector. It also provides an interdisciplinary living and learning environment; an exceptional opportunity for personal growth.

Intellectual Focus

The BITS Field Semester will have students in an exciting international location exposed to the complexities of "real-life" field situations. They will be absorbed in a semester of work equivalent to a semester at McGill University here in Montreal, but in a unique international setting. Groups of primarily Canadian students, from diverse upper-level backgrounds (final year students) in agricultural, biological, environmental, and nutritional sciences as well as the international development studies program, will be faced with planning, organizing, researching, .and completing both in-course projects and the 6-credit 'Barbados Interdisciplinary Project' in a third-world environment. Students willieam to work cohesively in groups to better understand and contribute to real issues. They wi1lleam to interact with local mentors to realize goals at the local, regional, national, or intemationallevel during these projects. Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

These student projects have the potential to alter the landscape and to educate large numbers of people. Examples of such projects involve participation in building 0 f annotated garden displays or creation of teaching materials used for touristic garden tours or museum exhibits visited by thousands oftourists annually. Examples where student project work could promote environmental remediation include participation in planting programs to control coastal erosion or increase and distribute endangered species such as mahogany. Some projects could contribute more immediately to improvements to the life or health oflocal islanders. Examples in this category include participation in projects related to home energy efficiency (better solar collectors, biodiesel refinement, etc.) or improved patient diets in hospitals and clinics. Please see attached list of proposed Project Sites.

Rational for location in Barbados

Bel/airs Research Insitute The presence of McGill's Bellairs Research Institute is one major draw for studies in Barbados. It would be highly beneficial to Bellairs to have an annual cohort of McGill students in residence during the summer. The Institute has recently expanded its living quarters for students, built a large classroom, and renovated its kitchens. Bellairs has a small library. It also has a new computer room with internet access. Bellairs can accommodate approx. 23-25 students enrolled in this Field Semester during the summer.

Close Proximity and Interactions with the University ofthe West Indies (UWl) and National Conservation Commission (NCC) Bellairs Research Institute, in Holetown, is close to the University of the West Indies (UWI) campus at Cave Hill. UWI has an extensive library that McGill students can use. UWI students will be participating in the "Tropical Horticultural Ecology" course under a separate UWI course code (Horticulture, ECOL 2055). OWl staff will be lecturing and interacting with McGill teaching staff for the duration ofthis course. Every attempt will be made to encourage further collaborative teaching activities for the other two intensive courses and for the project. This will contribute to the internationalization experience and the sustainability of the program. Bellairs is also close to the National Conservation Commission site which houses a new greenhouse, extensive nursery facilities, and new classrooms. This is the proposed teaching site for the "Tropical Horticultural Ecology/Horticulture" course and will also serve as a project site for several student groups. A memorandum of understanding (MOU) has been prepared by McGill (aIR) and is circulating in Barbados at this time. It is being examined by the UWI legal department. Once signed by Dean Sean Carrington at Cave Hill, it will await the next meeting of the NCC Board, for signing and ratification.

Barbados, a Relatively Safe Place to be Barbados is a relatively safe international location for McGill staff and students. It is quite easy to get to. Like Canada, Barbados is a former British Colony. Its infrastructure is somewhat similar to our own and the island functions in English. All students involved in the Program would have ready access to medical assistance (local clinic). Medical services in Barbados are considered excellent (for those with financial resources). They have had to become world-class to deal effectively with> 800,000 international visitors per year. There are some concerns related to

2 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected] mosquito-borne diseases (malaria, dengue fever) and all efforts will take place to ensure the safety ofMcGill students and staffthrough awareness programs, to take place during Orientation.

Barbados, a way for students to "Contribute Internationally" and to "Make a Difference" Barbados is a relatively small island that is faced with many challenges at the agricultural, environmental, and nutritional1evels. At one time, sugar cane was its major industry. However, this is changing and will change more drastically in the future due to reduced market demand for Barbados sugar. The major industry is now tourism. This is promoting a chaotic situation for Bajans, where grocery produce prices are inflated, and pressure to import US and European produce for the hotel and tourism industry is extreme, to the detriment of local growers and suppliers. Many local Bajans struggle with real poverty; relatively low wages but high cost of living contribute to nutritional constraints. Everywhere the environment is becoming polluted and degraded due to touristic pressure and lack of infrastructure to protect what is there. Private industry, govenunent, and non-governmental agencies are all aware of these difficulties and are eager for assistance. Barbados is therefore an ideal site for agri-food, energy, and nutritional research and assistance on the native consumer (and supply-side) of the tourism equation.

Comparison to Other McGill Semesters (quotes are taken from McGill Websites describing these Programs)

BITS Summer Field Semester is directed to final year undergraduate students in the Faculty of Agricultural and Environmental Sciences and School of Dietetics and Human Nutrition, as well as MSE and Biology students. International Development Studies (IDS) students with some science background will also be eligible for the Program. This Program offers participants an opportunity to develop an in depth understanding ofagr-food,energy, and nutrition dynamics in a tourism-stressed tropical island environment. The students selected for this Program will have a background in agriculture, biology, environment, or nutrition, and a strong interest in interdisciplinary international studies. Integration ofUWI and McGill students and staff.in the first intensive on-site course will lend a major impetus to associated course and project work:. BITS semester participants are more likely to accept project work in local agri-food industries, conventional or organic farm enterprises, nurseries, orchards, parks, museums, energy installations generating bio-gas, solar heat, etc. and food preparation sites including hotel, clinic, or hospital placements for dietitians or nutritionists. These have not been areas of traditional interest for the BFSS students.

Barbados Field Study Semester (BFSS) - The BFSS (Fall) and BITS (Summer) Programs share common elements that will act synergistically to contribute to the success ofboth Programs. The students attracted to the BFSS Program are primarily engineers and natural resource management students with an interest in water resources. The BFSS offers participants a knowledge and understanding of "complex interactions between strategies for the management and conservation of water resources and the physical, social, political, and economic pressures which effect the management decisions made". The need for an emphasis on environmental management and water issues has not diminished. For example, more than 75 waste dumps are full or nearing saturation in Barbados. Many of these waste facilities have begun to leech into the aquifer beneath the island. Tourism and over-use have stressed both parklands and urban

3 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

environments, providing much scope for students of renewable resource management and urban planning.

Panama - The Panama Field Studies Semester (Winter) has some common elements with the BFSS and BITS Programs. In all three, intensive consecutive courses are done along with a hands-on multidisciplinary project course. This Program incorporates Spanish language use and is focused on students with a background in environment. The projects centre on "practical environmental problems/questions important for Panama."

Africa - The Canadian Field Studies in Africa Program (Winter) is a research based program that incorporates extensive travel and "introduces students to East Africa specifically with a view to increasing their understanding of the goals, circumstances, challenges and opportunities of people living in the areas visited." Participants will be better equipped to contribute actively and effectively to sustainable development in Africa.

Mode of Delivery

MacdonaldlMcGill Campus Activities Once students have been accepted to the Program (fall session), they will be given a CD of websites to visit and material to read. Activities will be planned for this group of students throughout the winter semester. For example, they will get together for lectures from various McGilJ staff. Confirmed lecture participants include Drs. Bruce Downey, Don Kramer, Chris Buddie, and Caroline Begg. These lectures will provide an overview of the agr-food, energy, and economic situation in Barbados. Issues of safety will be addressed with this group just prior to departUre in May.

Orientation to Barbados Orientation on arrival in Barbados will also stress safety and comportment, as well as introduce students to Bellairs, the Holetown community, and Barbados at large. A comprehensive tour of the island and visits to key sites are planned for the group.

Coursework The on-location coursework will be delivered by at least six McGill professors (more may be invited to participate, as needed) teaching in Barbados. They will be assisted by several University of West Indies (UWI) professors who will participate in particular in the first course ("Tropical Horticultural Ecology") which will run in collaboration with the,Cave Hill campus staff under the UWI course name "Horticulture". Several local speakers from UWI, industry, and government have indicated their interest in contributing course materia! to this course and to the other two courses. In Barbados, three 3-credit intensive courses of 4 weeks each will run consecutively and a 6-credit project course will last for 14 weeks. The students will work in groups of2-4 on their projects, for a ful114 weeks. Each week, Monday and Tuesday will be devoted to project activities. There will be a full week of project-related work part way through the semester. Each week, Wednesday to Friday will be devoted to course work. Each course will have a course project component and laboratories. Individual students will present their course project at the end of each course.

4 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

For the Tropical Horticultural Ecology course, one McGill professor (D. Donnelly) will share the teaching with staff from UWI. An additional McGill professor may be recruited to assist with this course in future years. At the moment, D. Donnelly iscornmitted to teaching with UWI staff and feels that continuity of teaching the course will be lost iftoo many changing staff are involved. Professors in the two courses Sustainable Land Use (p. Seguin, A. Mustafa) and Tropical Energy and Food (D. Smith, S. Kubow, M. Lefsrud) will participate by sharing the teaching or teaching in alternate years. This level of flexibility is ideal since the summer semester is also a research semester in Canada for most participants. An exam will immediately follow each course. The final week ofthe 14-week semester will be devoted to project completion and presentations. There will be a closing ceremony at Bellairs Research Institute to which all host institutions will be invited to hear the students' oral presentations.

Teaching Support Teaching support is necessary in the form of a local Barbados Project Coordinator who will assist in the development of the student projects and oversee these projects through the proposal, preliminary results, and completion stages. Susan Mahon has agreed to act as Project Coordinator for this Field Semester. She will provide continuity within the Program as teaching staff come and go over the swnmer. Susan Mahon is a local biologist with extensive knowledge ofBarbados and outstanding teaching and networking skills. She has made an outstanding contribution to the Barbados Field Studies Semester. . Ideally, one or more of the program instructors should remain for the duration of the summer semester. This will bolster the McGill presence at Bellairs and provide additional research and learning opportunities for staff and students in the program. There is no budget for this at. the current time. However, it is hoped that successful acquisition of sponsors may enable more long-term stay opportunities for staff participants in the future. A graduate student assistant (teaching assistant) will also be required to assist all course instructors during the semester with lab preparation and teaching, marking, and miscellaneous duties. A McGill graduate student who is doing thesis work in Barbados would be an ideal candidate. A UWI graduate student could also be selected in the future.

Grading McGill professors will do the teaching. The exception is that teaching will be shared with staff from the University ofthe West Indies in the case ofthe ''Tropical Horticultural Ecology" course. UWI professors will contribute some teaching and may participate in the labs and tours in the other courses. McGill professors will be responsible for the grading, with the project coordinator (Susan Mahon) to assist with project marks and course TA's (from McGill or from UWI) assigning some ofthe in-course quiz or lab marks (note Teaching Support section above).

5 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

Proposed required intensive courses in order ofpresentation Each course will focus on different components of agri-food, nutrition, and energy in Barbados

I. Tropical Horticultural Ecology (AEBI 421) / Horticulture (ECOL 2055) (UWI) Professors: Danielle Donnelly / Francis Lopez, Jeff Chandler, and other UWI staff 12 days; 3 days per week for 4 weeks (3 cr.)

2. Sustainable Land use (AEBI 423) Professors: ArifMustafa, Philippe Seguin 12 days; 3 days per week for 4 weeks (3 cr.)

3. Energy and Food (AEBI 425) Professors: Don Smith & Mark Lefsrud, (Energy), Stan Kubow (Food, Secondary Products) 12 days; 3 days per week for 4 weeks (3 cr.)

Proposed 6-credit Project Course 4. Barbados Interdisciplinary Project (AEBI 427) Professor Danielle Donnelly and Project Coordinator (Biologist, Susan Mahon) 33 days; 2 days per week (6 hours/day) for 14 weeks plus one week without other activities

The Barbados Interdisciplinary Project is an essential component of BITS. The students work in small groups under the guidance of a local mentor. Ideally, the groups are comprised of students with different backgrounds. The mentors are assigned by local host participants, drawn from governmental or non-governmental agencies, or private companies. Academic staff will work with mentors, project coordinators, and students to ensure academic rigor. Furthermore, students will interact with their home departments to address departmental and faculty project requirements. This demanding course will encourage students to work as a coherent group in an environment that is entirely new to them. They will need to work with their mentors and professors to formulate a proposal. Research and practical activities will follow. Scientifically correct and professionally prepared progress and final reports will be expected. Scientific discussion and presentation skills will be honed through progress and final oral reports. Projects will be "real-world" and useful in the Barbados context but also interesting and scientifically challenging to the students.

Course Prerequisites The course prerequisites include basic courses in agriculture, biology, environment, nutrition, or international development with some background in agricultural or biological science. Students from our faculty, from the faculty of Science or, in some cases, the faculty of Arts, who are in their final two years of study, will have sufficient background in to do well in this Program. In addition, the students will be pre-selected by a committee, on the basis of background, year, and program. Undergraduate students in their final two years of study will be eligible to take the Program. Students with insufficient background to take these courses will not be accepted to the Program (see Student Selection, following section).

6 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

Proposed Program as an Internationalization Experience Participants in the BITS Programwill attend lectures, laboratories, and field trips in a highly interactive manner. They will have extensive opportunity to interact with the Barbados . community and will interact with other students from McGill,partner institutions, and UWI. These students bring an assortment ofbackgroundsin biology, agricultural sciences, and nutrition to this experience. They share a living and studying environment. There is ample opportunity for students to enjoy an intense international experience.

Student Selection

Student selection will be done by BITS teachingstaff. McGill University, its partner institutions, and University of the West Indies students will be given preference. Exchange students at McGill may be eligible. For example, if an exchange student is at McGill for the winter semester they may stay on to take 15 further credits through the BITS Field semester. The number of participants in the BITS Program is limited to 22-25 students (Bellairs housing limit). The students will be selectedbased on a I-page letter explaining why this Program is of interest to them, their CGPA (must be 2: 3.0), study discipline(background in science or engineering), and year ofstudy (U2 or U3). A committeeofBITS professors will examine the documentation and select the students based on credible letter of interest, grades, discipline, and year ofstudy. Only the best senior undergraduatestudents will be selected for this Program as learning in Barbados will be very intensive. Assigned readings, laboratory work, course projects, and a group project course will challengeeven excellent students. Students who are selected for this Program are likely to have varied backgrounds, coming primarily from the Faculty of Agricultural and EnvironmentalSciences, the Faculty of Science, or the School ofDietetics and Human Nutrition. For this reason, it is not realistic to specify a discrete number ofpre-requisites for each course. It is quite possible that some students enrolled in the Faculty of Arts, such as the IDS students, would also have sufficientscience background to participate in this Program.

Administration and Management

McGill Resourcesfor Administration ofStudent Mobility McGill has diffuse resources for administeringvarious types ofstudent mobility including visits, exchanges, and internships. These include: a. Office of Student Exchanges and Study Abroad (Linda Anderson and staff administer visiting and exchange students for all faculties), b. Arts Internship Office (Faculty ofArts, Ann Turner and others coordinate the Faculty ofArts internships). c. International Student Services(FacultyofScience,only 1 officer, Martine Dolmiere coordinates the Panama and Africa Field semesters).Martine also has the responsibility of coordinating the internship program for the Faculty of Science. d. Barbados Field Study Semester(BFSS) is administered by Susan Gregus, Administrative Assistant in Bioresource Engineeringwith help from Director Inteaz Alli. e. Barbados InterdisciplinaryTropical Studies (BITS) will be administered by Carolyn Bowes, secretary in Plant Science with help fromDirector DanielleDonnelly. It is immediately clear that administration of student mobility could be centralized for improved efficiency. At the very least, administration of the four Field Semesters could be

7 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected] centralized in International Student Services. However, this office is poorly located and under­ resourced to take on more activities.

BITS Management Dr. Donnelly will direct the overall BITS Program during the first year of the Program. Subsequently, this position will be filled by an individual elected by the directly involved staff of this Program. The BITS will be managed through a BITS committee, reporting directly to the Dean of Agricultural & Environmental Sciences. This committee will include the directly involved faculty, director of the Barbados Field Study Semester (Dr. 1. Alli) the Director of Bellairs (Dr. J. Mendes, former director Dr. B. Downey), a representative from the University of West Indies, Cave Hill Campus (UWI) (Dean, Dr. S. Carrington), invited representatives of McGill University programs listing the BITS Program (for example, the MSE, Faculties of Agricultural and Environmental Sciences, School of Dietetics and Human Nutrition, Science), two student representatives (selected from students planning to take or having taken the Program). The chair of the committee will be elected by committee members. Administrative tasks will be shared by Bellairs Research Institute (Administrative Secretary) and the Department of Plant Science (Secretary). Costs for these services will be recovered out of Program fees. The tasks include management of the BITS staff travel, residence arrangements, publicity, and liaison with students and UWI.

Project Coordinator The 6-credit course Barbados Interdisciplinary Project will require a project coordinator with extensive knowledge of Barbados and connections with the scientific and university community. An ideal candidate would be a UWl professor, retired, or available for additional duties or a local biologist with extensive teaching and networking skills (Susan Mahon). Before each semester, this person, with the aid of the BITS Director (D. Donnelly in year-I), will contact potential host institutions to identify possible projects and mentors. This project coordinator would then help to match student interests with host institutions and assist in guiding students through the project process. Costs for this position will be recovered out of Program Fees.

Financing (see appended "BUdget" and "Budget Explanation" sheets)

BITS will be entirely self-financing through Program Fees of approx. $7,000 (2009) paid by student participants.

These Program Fees ($ 7,000 in 2009) are meant to cover: 1. Partialtravel: airfare for McGill staff participants, and ground transportation for both students and staff Does not include airfare for students (Additional Costs, see below). 2. Accommodation, food, and use offacilities: Student rooms, lunch and supper during the week, student use of kitchens during breakfast and on weekends, use of common areas, computer rooms, classrooms, grounds and equipment, professors apartment, food and use of facilities, with per diem for weekends. Does not include student breakfasts during the week or weekend meals (Additional Costs, see below). 3. Salaries: for professors == $0.00 and all staff participants understand this but are still willing and eager to participate, project course coordinator (local Bajan biologist Susan Mahon or

8 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected] alternate), teaching assistant (to help in the classes and labs for each course), research lab supervisor (senior grad student) to look after lab while Program director is in Barbados for 5 weeks, 4. Course deliverables: including preparation of course packs, purchase or rental oflaboratory equipment and materials, demonstration items, supplies and disposables. Nonacademic items required to support these courses include transportation and entry fees for select tours such as museum entrance, and final project presentations to which all hosts are invited for an evening event, 5. Administration: at McGill and Bellairs (registration, phoning, photocopying, etc.), long terrn student visas (not available in Canada/discounted for groups in Barbados), miscellaneous and contingencies.

Additional Costs to Participants, not included in Program Fees: 1. Air travel to andfrom Barbados (approx. $950/round-trip flight). 2. Breakfasts during the week and all meals on weekends (approx. $1,000115 weeks). 3. Tuition expensesfor l S-credit summer semester. 4. Misc., such as local travel ($1.25Ibus trip).

Fundraising and Program Subsidies Students who are interested in the Program will be encouraged to participate in fund­ raising activities and helped in this regard. We plan to make a concerted effort to identify some company sponsors to help defray the cost ofthe Program. Students who are residents ofQuebec may be eligible for a bursary for international studies (Quebec PBSCE travel award). McGill students may find additional information on this bursary through the McGill Scholarship and Student Aid Office at [email protected]

Financial Concerns In the unlikely and unfortunate event that insufficient student numbers are obtained to achieve the break-even point financially, it is important to understand that there will be few options available to the Program organizers beyond cancellation ofthe Program for that year. This would occur in early winter of the year preceding each summer field semester. A decision not to go forward with the Program for a year would be made in consultation with financial administrators at the University (Mr. Gary O'Connell, Director ofAcademic and Administrative Services, Macdonald Campus and Mr. Real Del Degan, Director ofAcademic Management, McGill University).

Additional Concerns All student participants in the BITS Field Semester will be required to provide paperwork to Ms. Carolyn Bowes ofthe Plant Science Department who will be in charge of administering the Program on the McGill side. For each student, a dossier will be created. There will be a participation check list to complete. This ensures that the student will: 1. Complete a personal data sheet which includes particulars relating to travel such as passport number, coordinates ofcontact persons, etc., 2. Supply medical information and a medical certificate indicating a clean bill ofhealth, 3. Supply proofofimmunizations, 4. Supply proof of medical insurance, and

9 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

5. Sign a documentthat attests to compliance with McGill standards of propriety while away.

Safety Awareness All staff and students will be properly briefed before departure and again once on location. Studentswill participate in Orientationon arrival in Barbados. At this time, they will be informed of all possible threats to their own safety and provided with information on suitable comportment. A list of participants' names will be shared with the Canadian High Commission in Barbados.

Advantages offered by the Barbados InterdisciplinaryTropical Studies Field Semester

This Program provides a worthy alternative to other McGill opportunities for internationalization of directly involved staffand students. It exposes McGill students to UWI students and staff in the classroom and to a range of agencies, governmental, non-governmental or private, in the community. McGill staff may find exposure to UWl staff and the Barbados environment both stimulating and exciting from a research point of view. Students will certainly fmd that the environment in Barbados is exceptional. Off-hours can be spent in a prime tourist destination. Participation in the Program will open their eyes to how the island functions "behind the scenes". Contributing to projects that will improve life on this little island will be a life-changingevent for these students. Programs of this type provide recruitment opportunities for McGill University through word of mouth. Potential students may realize that they will be eligible for this type of exciting program in their final undergraduate year or following graduation. The sununer semester would provide Bellairs Research Institute with more intensive use at a time of year where it has been under-utilized. There are few learning activities at McGill University or at UWI during the summer. For this reason, we anticipate increased participation by UWI students in BITS.

Biographic Information on Directly Involved Staff

Program Director: Danielle Donnelly, Associate Professor, Plant Science Department - Danielle Donnelly has extensive international teaching and consulting experience. She has taught micropropagation teclmology workshops in the Middle East and hosted many Middle Eastern students and visitors to McGill's Plant Tissue Culture Facility. Dr. Donnelly directed the Plant Science Department's student mobility program; linkages were made with three partner institutions in Europe and both students and staff were exchanged with these partners. She has participatedin producing multimedia training materials in plant propagation for agrologists in sub-SaharanAfrica. These experiences have enabled Dr. Donnelly to . fully understand the challenges of directing a semesterofintensive course and project work at an international site, such as Barbados. Danielle Donnellyhas taught extensivelyto McGill graduate and undergraduate students. For many years, she also taught Fann Management Teclmology students. More recently, she assisted Biology Instructors at John Abbott to introduce a new plant science laboratory module. She is eager to take on the challengeofteaching Tropical Horticultural Ecology in association with the University of the West Indies.

10 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

Project Coordinator: Susan Mahon, Bajan Biologist, Scientific Writer, Consultant - Susan Mahon graduated from the University ofOttawa and the University of Guelph. She was a Lecturer at University of Guelph and University of Toronto, teaching Invertebrate Zoology, Comparative Vertebrate Morphogenesis, and Histology and Developmental Biology of Plants and Animals. Susan Mahon has now lived and worked for 22 years in the Caribbean. At the University of the West Indies she worked as a Lecturer, teaching in the field of Environmental Law and related subjects. At the Earth Summit in Brazil, in 1992, Susan Mahon was elected to the Global 500 Roll of Honour of the United Nations Environment Program in recognition of outstanding practical achievements in the protection and improvement of the environment. Susan Mahon served as Project Coordinator for the Barbados Field Study Semester. Her contributions as Project Coordinator and advisor to students in the Program are widely acknowledged. We are fortunate that she has agreed to serve as Project Coordinator for the BITS Field Semester.

Participants: (red, may come out and nutrition profs inserted here) Dr. Philippe Seguin, Associate Professor, Plant Science Department - Philippe Seguin has collaborated with scientists of the Soil and Water Research Institute of Iran and other Iranian institutions on the development of a local biofertilizer industry (i.e, mainly rhizobial inoculants). Dr. Seguin presently works on several projects with international components. For example, he is developing soybean as a source of isoflavones for the nutraceutical and functional food sectors. Most of the interest and markets for high-isoflavones soybeans are currently located in Asia. He also conducts research on Kura clover and studies the evolution of specificity in the interactions between rhizobia and plants of the genus Trifolium. Collaborations have involved scientists from the lower Caucasus, where soils and plants were sampled from Azerbaijan, Armenia, and Iran to study the biodiversity and evolution of specificity between rhizobia and Trifolium ambiguum. Dr. Seguin has also participated in producing multimedia training materials in cropping systems and agricultural practices for agrologists in sub-Saharan Africa. Dr. Seguin will work collaboratively with Dr. Arif Mustafa, to teach a new course in tropical forage production and utilization.

ArifMustafa, Associate Professor, Animal Science Department - Arif Mustafa has considerable experience in animal production in sub-tropical and tropical regions. Dr. Mustafa completed his MSc degree in the Sudan in the area of animal nutrition and has been interested in animal nutrition in tropical areas ever since. In 2007, he spent 10 months at the Federal Rural University of Pernambuco (Brazil) as part of his sabbatical leave, He is now involved in several research projects in the northeast region of Brazil to optimize the feeding value of forage. He is an ideal candidate to teach a new course in tropical forage production and utilization.

Don Smith, Professor and Chair, Plant Science Department - Don Smith currently leads the NSERC funded ($1.2 million per year) Green Crop Network (www.greencropnetwork.com) on crops and climate change, including work on biofuels, and also heads the McGill Network for Innovation in Biofuels and Bioproducts (McNIBB). He has had international collaborations with India, China, and Africa. Dr. Smith's research interests are wide-ranging but predominantly on production and physiology of crop plants, more recently with an emphasis on plant-microbe interactions. The areas of research investigation include: nitrogen metabolism, nitrogen fixation, root zone temperature stress and nodule development, development ofmethods for injection ofmetabolites into developing plants, barley production, use of plant growth regulators, intercropping,the dynamics ofinter-plant competition, plant-microbe signaling, plants and climate change and biofuel crops. He is also

11 Danielle Donnelly(plant Science Dept.) 514-398-7856 [email protected]

involved in thephysiological responses of crop plants to increasing atmospheric CO2 levels andto climatechange. Dr. Smithwill workcollaboratively withDrs. Lefsrud and Kubow to teach a new course in Energy and Food, in the Caribbean context.

Dr. Mark Lefsrud, Assistant Professor, Bioresource Engineering Department - Mark Lefsrud's trainingis in the disciplinesofBioresourceEngineering and Plant Sciences, with the title of biomassproduction engineer. Dr. Lefsrudhas extensive experience with agriculture in both Canadaand the US, sheep farm experiencein New Zealand, and dairy farm experience in Germany, He is currently investigating methods to improve both total yield and secondary compound accumulation within microorganism and field and horticulture crops. One area of interest is usingmass spectrometryto determineprotein expression within fermentation microbes for increased production and plants to optimize specific compound accumulation for use in biofuels. Projects in this area have been investigating protein expression in fermentation, sludge, acid mine drainage, ocean, soil and plant / microbecommunities. The second area ofresearch is investigatingmethods to improve plant growth in both controlled environments and field conditions focusing on LED lighting systems and nutrient delivery systems. Information gathered from measuring the stress responses of organisms allow for improved development of the growing system. This expertise will contribute greatly to his participation in the new course on Energy and Food.

Dr. Stan Kubow, Associate Professor, School ofDietetics and Human Nutrition - Stan Kubow has ongoing international research collaborations with universities in both Brazil and India.These collaborations include working with professorsat The Federal University ofParana and the UniversidadeTuiti do Parana in Curitiba,Brazil and at the University of AgriculturalSciences GKVK, Bangalore and Dharwad, India. These collaborations includeprojects investigating health properties of functional foods and nutraceuticals generated via novel bioprocessing methods. Dr. Kubow's experiencein the functional food and neutraceutical arena will lend excitement to the bioproducts portion of the new course on Energy and Food.

Future Participants

It is probablythat other staff will participate in BITS in futureyears. It is our intention to bring other new courses on stream that may be offered in alternate years, or may replace current offerings, depending on staff availability and student responses. Other McGill faculty with an expressed interest in teaching and conducting research in Barbadosin the future, include: 1. Dr..C. Begg - course proposal: "Tropical Organic Vegetable Production". Dr. C. Begg has considerable experience in tropical soils, including soils on coral islands such as Barbados. She is currently a participant in the Panamasemester Program. 2. Drs. A. Watson, C.Biddle, S. Jabaji, A. Kushalappa- course proposal: "Tropical Pests & the Environment". All have international research experience. All have expressed an interest in preparing a new course offering on tropical plant pests and diseases. 3. Drs. B. Simpson, M. Ngadi,1. Bergthorson - course proposal: "Tropical Biodiesel". All have international research experience. This course could complement the proposed new introductory course "Tropical Energy and Food". 4. Staff from the SchoolofDietetics and Human Nutrition- "Human Ecology and Health"

12 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

Consultations

The Following Persons/Committees were Consulted: Dr. C. Madramootoo Dean, Faculty of Agricultural & Environmental Sciences Ms. J. TenEyck Assistant to the Dean, Faculty of Agricultural & Environmental Sciences Dr. M. Grant Dean, Faculty of Science Dr. W. Hendershot Assoc. Dean, Academic, Faculty of Agricultural and Environmental Sciences Dr. B. Downey Director (outgoing), Bellairs Research Institute Dr. 1. Mendes Director, Bellairs Research Institute Dr. B. Bonnell Fonner Director, Barbados Field Study Semester Dr. D. Kramer Professor, Biology Department Dr. S. Carrington Dean, Faculty ofPure & Applied Sciences (The University of the West Indies) Dr. L. Chinnery Head, Department ofBiological & Chemical Sciences, UWI Committee International Development Committee (presentation at meeting Jan. 22,2008) Dr. I. Alli Director, Barbados Field Study Semester & Chair, Com. on Int. Development Dr. N. Roulet Director, McGill School of Environment Mr.P.Barry Program Coordinator/Advisor, McGill School of Environment Dr. M. Frankman Head, International Development Studies, Faculty of Arts Dr. D. Smith Chair, Plant Science Department Dr. P. Lasko Chair, Department ofBiology Dr. K. Wade Chair, Animal Science Department Dr. R. Kok Chair, Bioresource Engineering Department Dr. K. Koski Director, School of Dietetics and Human Nutrition Dr. S. Kermasha Chair, Food Science and Agricultural Chemistry Dr. B. Cote Chair, Department ofNatural Resource Sciences Dr. T. Spithill Director, Institute ofParasitology Dr. H. Barrios Leader, Field Study Semester in Panama Dr. T. Meredith Leader, Canadian Field Studies in Africa Ms. L. Anderson Student Exchange Officer, Student Exchanges and Study Abroad Ms. M. Bergevin Student Aid Counsellor, Quebec, Student Aid Office Mr. F. Carrier Director, Office of International Research Dr. C. BuddIe Assoc. Prof. Natural Resources Sciences Dr. G. McCourt McGill School of Environment

Detailed Program Budget Discussion Occurred With: Dr. B. Downey Fonner Director, Bellairs Research Institute, Barbados Dr. J. Mendes Director, Bellairs Research Institute, Barbados Dr. D. Smith Chair, Plant Science Department, Macdonald Campus Ms. J. TenEyck Assistant to the Dean, Faculty of Agricultural & Environmental Sciences Ms. MJ. McCullogh Accountant, Fee Policy Committee, Student Accounts Office, McGill Mr. R. Del Degan Director, Academic Management, McGill University Mr. G. O'Connell Director, Academic and Administrative Services, Macdonald Campus

The following Professors oflarge classes were asked to conduct Student Consultations (2 courses) Dr. C. Buddle Assoc. Prof., NRS Dept. (Principles of Ecology - 80 students) Ms. K. McClintock Lecturer, Plant Science Dept. (Comparative Plant Biology - 57 students)

13 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

The Following Industries/Agencies in Barbados Consulted re Hosting Student Projects (12 projects) Mr. M. Goddard Director, Andromeda Gardens Mr. H. Callendar Director, CounterpartCaribbean, The Future Centre Mr. D. Burmeister Director, CaribbeanPlants Ltd. Ms. N. Garofano Volunteer Administrator, Counterpart Caribbean, The Future Centre Mr. 1. Hunte Manager, Bawden Environmental Park Group Mr. K. Neblett General Manager, National Conservation Centre Mr. C.Lucas Manager, Soil Conservation Unit

Individual Course Consultations Occurred With: Dr. M. Lefsrud Bioresource Engineering Department Dr. D. Smith Chair, Plant Science Department Dr. S. Kubow School of Dietetics & Human Nutrition Dr. D. Donnelly Plant Science Department Dr. P. Seguin Plant Science Department Dr. A. Mustafa Animal Science Department

. Letters ofSupport Requested as part ofConsultation Process Dr. C. MadramootooDean, Faculty of Agricultural and Environmental Sciences Dr. M. Grant Dean, Faculty ofScience (Expression ofverbal support) Dr. W. Hendershot Associate Dean of Student Affairs Dr. 1.AlIi Chair, Committee on International Development Dr. D. Kramer Professor, Biology Department Dr. S. Carrington Dean, University of West Indies (Barbados) Dr. B. Downey Director (outgoing),Bellairs Research Insitute (Barbados) Dr. J. Mendes Director, Bellairs Research Institute (Barbados) Dr. D. Smith Chair, Plant Science Department Dr. K. Wade Chair, Animal Science Department Dr. R. Kok Chair, BioresourceEngineeringDepartment Dr. K. Neblett General Manager, National Conservation Council (Barbados) Dr. K. Koski Director, School of Dietetics and Human Nutrition Dr. N. Roulet Director, McGill School ofEnvironment Dr. Benoit Cote Chair, Renewable Resources Department Mr. P. Barry Program Coordinator/Advisor, McGill School of Environment Dr. M. Frankman Head, International Development Studies, Faculty ofArts Mr. M. Goddard Director, AndromedaGardens (Barbados) Ms. N. Garofano Volunteer Administrator, The Future Centre (Barbados)

Memorandum of Understanding In Progress With: Mr. R. Del Degan Director, AcademicManagement, McGill University Mr. F. Carrier Director, Office of International Research Mr. K. Neblett General Manager, National Conservation Commission Dr. C. Madramootoo Dean, Faculty of Agricultural & Environmental Sciences Dr. S. Carrington Dean, University of West Indies (Barbados) Dr. L. Chinnery Head, Departmentof Biological and Chemical Sciences (Barbados)

14 Danielle Donnelly (plant Science Dept.) 514-398-7856 [email protected]

.New Program Submission

Barbados Interdisciplinary Tropical Studies (BITS)

BUDGET DOCUMENTATION

Detailed Program Budget Discussion has occurred with:

Dr. B. Downey Former Director, Bellairs Research Institute, Barbados Dr. r. Mendes Director, Bellairs Research Institute, Barbados Dr. D. Smith Chair, Plant Science Department, Macdonald Campus Ms. r. TenEyck Assistant to the Dean, Faculty ofAgricultural & Environmental Sciences Ms. M.l. McCullogh Accountant, Fee Policy Committee, Student Accounts Office, McGill Mr. R. Del Degan Director, Academic Management, McGill University Mr. G. O'Connell Director, Academic and Administrative Services, Macdonald Campus

Current Status of the Budget

The budget is now satisfactory to all of the above.

Real Del Degan reviewed the budget November 12,2008; using dollar conversion of 1.25, program fee increased to $7,000. Barbados Summer Semester Program on Tropical Plant Industries Nov. 12, 2008 Canadian Dollars unless indicated otherwise: $0.80 US/ Cdn $ Income: Number of students: 25 22 20

$7,000.00 each 175,000.00 154,000.00 140,000.00

Travel Expense~: One airfare for each of 6 profs giving courses ($950 ea) 5,700.00 5,700.00 5,700.00 Airfare for Dr. Donnelly to attend presentations and closing ceremony 950.00 950.00 950.00 Barbados ground transportation to-from airport for class (May and Aug) 393.75 393.75 393.75 Canada ground transportation to-from airport 7 trips ($30 x 14) 420.00 420.00 420.00 Accommodation, food, use of facilities Students stay at Bellairs including food, lodging, use of facilities $900US =$900 per student per month (3.5 months) 98,437.50 86,625.00 78,750.00 Professors stay at Bellairs (only one on-site at a time) . $375.00US per week (food & lodging) • 15 weeks 7,031.25 7,031.25 7,031.25 Professor's per diem for weekends 30 days at $70 ea 2,100.00 2,100.00 2,100.00 Salary McGill Professors: 6 profs giving courses 0.00 0.00 0.00 Project Course coordinator: Susan Mahon 8,000.00 8,000.00 8,000.00 Teaching assistant: Graduate student from McGill or UWI 4,500.00 4,500.00 4,500.00 Research lab supervisor while Dr. Donnelly is in Barbados (5 weeks) 1,500.00 1,500.00 1,500.00 Course dellverables Course materials for classes ($3,000US x 4) 15,000.00 15,000.00 15,000.00 Bus & car rentals ($1 ,OOOUS per course x 4) 5,000.00 5,000.00 5,000.00 Transportation assistance for some project groups ($1 ,OOOUS) 1,250.00 1,250.00 1,250.00 Final project presentations ($3,000US) 3,750.00 3,750.00 3,750.00 Program administration Administration fees to Department of Plant Science ($2,000) 2,000.00 2,000.00 2,000.00 Administration fees to Bellairs Research Institute ($2,000) 2,000.00 2,000.00 2,000.00 Purchase of long-term student visas (24 students at $120US ea) 3,750.00 3,300.00 3,000.00 Miscelaneous & contingencies ($3,000) 3,000.00 3,000.00 3,00000 Total 164,782.50 152,520.00 144,345.00 Difference between income and expenses 10,217.50 1,480.00 -4,345.00 Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

BUDGET EXPLANATION

1. Travel a. There will be 6 McGill professors involved in the course. For this reason, 6 round-trip air fares are required ($950 per round trip x 6). [$5,700] b. Project Director (D. Donnelly, has an additional round-trip air fare to attend the closing ceremonies at the end of August ($950 round trip). [$950] .c. Students and staffwill be picked up and delivered from the airport at Bridgetown to Bellairs Research Institute at Holetown; a round-trip of about 1 hour ($300). [$350] d. Staff ground transportation in Canada ($30 x 14). [$420]

2. Accommodation, Food, Facilities a. Bedroom, food, use of kitchens (students cook their own breakfast, all their own meals on the weekends), laundry rooms, communication centre, recreation facilities and grounds, classrooms ($900 US/month x 3.5 months = $3,150 US). [$3,937.50 per student] b. Professors' apartment, food, use of laundry rooms, communication centre, recreational facilities and grounds. One professor at a time at Bellairs ($375 US/week x 15 weeks = $5,625 US). [$7,031] c. Professors per diem for weekends ($70 x 30 days). [$2,100]

3. Salary a. McGill professors do not expect additional salary or compensation. [$0.00] b. Project course coordinator, Bajan biologist Ms. Susan Mahon. [$8,000] c. Teaching assistant (McGill or UWI graduate student for 15 weeks). [$4,500] d. Research lab supervisor (senior graduate student) to help D. Donnelly manage her laboratory while she is in Barbados (5 weeks). [$1,500]

4. Course Deliverables a. Academic materials cost ($3,000 US per course x 4 = $12,000 US). [$15,000] b. Bus and car rentals for class trips ($1,000 US per course x 4 = $4,000 US). [$5,000] c. Transportation assistance for select project groups with distant sites ($1,000 US). [$1,250] d. Final project presentations with all groups presenting to invited project hosts (evening activity) ($3,000 US). [$3,750]

5. Administration a Registration, phoning, filing, briefing, sorting medical and insurance documents. NB All students will require medical certificate, indicating clean bill of health, vaccination certificate and'proof of insurance. Plant Science Department = administering department ($2,000). [$2,000] b. Registration and room assignment, day-to-day monitoring and care of students, administrative issues on the island (such as purchase ofvisas). Bellairs Research Institute administrative staff ($2,000). [$2,000] c. Purchase of long-term student visas ($120 US per student for 24 students). This cannot be done in Canada. There is a group cost advantage (24 students incoming to Barbados). [approx. $150 per student] d. Miscellaneous & contingencies. [$3,000] IJipco ?-O~~ «(~dJ Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

New Program Submission

Barbados Interdisciplinary Tropical Studies (BITS)

LIST OF SUPPORT LETTERS

1. Drs. Louis Chinnery & Sean Carrington Head, Department of Biological & Chemical Sciences Dean, Faculty of Pure & Applied Sciences University of the West Indies (UWI), Barbados

2. Ms. Beverly White National Conservation Commission (NCC), Codrington House, Barbados

3. Dr. Judith Mendes Director, Bellairs Research Institute, Barbados

4. Dr. Bruce Downey Professor & Director (outgoing) Bellairs Research Institute, Barbados

5. Dr. Don Smith Professor and Chair, Plant Science Dept., McGill University

6. Dr. Kevin Wade Assoc. Prof. and Interim Chair, Animal Science Dept., McGill University Danielle Donnelly (Plant Science Dept.) 514-398-7856 [email protected]

New Program Submission

Barbados Interdisciplinary Tropical Studies (BITS)

LIST OF COURSE CONSULTATIONS

1. Dr. Danielle Donnelly Tropical Horticultural Ecology

2. Drs. Philippe Seguin and Arif Mustafa Sustainable Land Use

3. Dr. Mark Lefsrud Tropical Energy and Food

LIST OF STUDENT CONSULTATIONS

1.. Dr. Chris Buddie - WILD 205 - Principles of Ecology March 2008 - 80 students

2. Ms. Kathie McClintock - PLNT 201 - Comparative Plant Biology (pending) March 2008 - 58 students APPENDIX B

New Program/Major or Minor/Concentration ; McGill Proposal Form (0712004) 1.0 Degree Title 2.0 Administering Faculty/Unit Please specify the two degrees for concurrent degree programs I Science I B.Sc.

1.1 Major (Legacy: SUbJect}(30-char. max.) . Offering FacultylDepartment

I Biology and Mathematics ~ Science/Biology& Mathematics& Stats 1.2 Concentration (Legacy =Concentration/Option) 3.0 Effective Termof Implementation If applicableto Majorsonly (30 char. max.) (EX. Sept. 2004 =200409) Term I I [ii09_09 -' 1.3 Minor (with Concentration, ifApplicable)(30 char. max.) [ ~ - 4.0 Rationalefor new proposal This programis proposed to replace the previously existing faCulty programin Biology and Mathematics,to train undergraduatestudents in both mathematics andbiology. It will increasethe visibilityof the math-biologyinterfacethat opens many prospectsfor students,and willtrain the nextgenerationof graduatesto have the necessaryquantitative skills to undertake theoretical research.

5.0 ProgramInformation Please check appropriate box(as) 5.1 Program Type 5.2 Category 5.3 Level I¥I Bachelor's Program o FaCUlty Program (FP) lil Undergraduate o Master's o Major o DentistrylLaw/Medicine o M.Sc. (Applied) Program Ii) Joint Major o ContinUing Ed (Non-Credit) o Dual Degree/Concurrent Program o MajorConcentration (CON) o Collegial o Certificate o Minor o Masters & Grad Dips & Certs o Diploma o MinorConcentration (CON) o Doctorate o GraduateCertificate o Honours (HON) o Post-GraduateMedicine/Dentistry o Graduate Diploma o JointHonoursComponent(HC) o Graduate Qualifying o Ph.D. Program o IntemshipfCo-op o Postdoctoral Fellows o DoctorateProgram o Thesis (T) (Other than Ph.D.) o Non-Thesis (N) o Private Program o Other o Off-Campus Program Please specify o Distance Education Program (By Correspondence) \ I o Other(Please specify) I I I 6.0 Total Credits 7.0 Consultation with Related Units Yes 0 No 0 ~credits ---~ Financial Consult Yes 0 No 0 '----~ --J1[ Attach list of consulta_tiO_n_s_. ~.

Pl·' 8.0 Program Description (Maximum 150 words)

The program is built on a selection of mathematics and biology courses that recognizes mathematical biology as a field of research, with 3 concentrations within biology. Program Prerequisites (28 credits): MATH 140 (3) Calculus 1: MATH 141 (4) Calculus 2; MATH 133 (3) Vectors, Matrices and Geometry BIOL 111 (3) Principles: Organismal Biology; BIOL 112 (3) Cell and molecular biology; CHEM 110 (4) General Chemistry 1; CHEM 120 (4) General Chemistry 2; PHYS 101 (4) Introductory Physics - mechanics ·PHYS 102,(4) Introductory Physics- electromagnetism, required only for the Molecular Evolution and Neurosciences Streamsof Biology,need not necessarily be takeninVO.

9.0 List of proposed program for the New Program/Major orMinor/Concentration.

If new concentration (option) of existing Major/Minor (program), please attach a program layout (list of all courses) of existing Major/Minor.

Proposed program (list coursesas follows: SubjCode/CrseNum,Title, Credit weight under the headingsof: RequiredCourses, Complementary Courses. Elective Courses)

Required courses [37 credltsl BIOL 200 (3) MolecularBiology BIOL 201 (3) Cell biologyand metabolismor equivalent(BlOC 212 / ANAT 212) BIOL 215 (3) Introductionto Ecology and Evolution BIOl 308 (3) EcologicalDynamics CHEM 212 (4) Organic Chemistry MATH 222 (3) calculus 3 MATH 242 (3) Analysis 1 MATH243 (3) Analysis 2 MATH223 (3) Linear Algebraor MATH 247(3) HonoursAppliedLinear Algebra MATH 315 (3) Ordinary Differential Equations MATH 323 (3) Probability COMP 202* (3) Introductionto Computing 1 * Studentsv.OO have suffident knowledgein a programming languageshould take COMP 250 rather than COMP 202.

Complementary Courses (39 credits) Studentsmust complete 21 creditsof BIOVNEURlPHGYIPHYSIPSYC coursesincluding one of the three Streams, and 18 creditS of MATHcoursescomprised asfollows: Either BIOl 466 (3) IndependentResearch Project 1 or BIOl 467 (3) IndependentResearchProject 2 or MATH 410 (3) Majors Project

Students haveto complete one of the following two sequences of MATH courses: Either MATH 314 (3) AdvancedCalculus MATH 317 (3) Numericalanalysis or MATH 327 (3) Matrixrunerical analysis MATH 319 (3) Partial DifferentialEquations MATH 326 (3) NonlinearDynamicsand Chaos or MATH 437(3) Mathematical Methods in Biology

or MATH 324 (3) Statistics MATH 423 (3) Regression and Analysisof Variance MATH 447 (3) StochasticProcesses

The remaining MATHcoursesmay be chosen from any of the two precedingsequences and/orfrom the followinglist MATH 204(3) Principlesof Statistics2 MATH 340 (3) DiscreteStructures2 MATH 523(4) GeneralizedUnear Models MATH 524 (4) NonparametricStatistics MATH 525 (4) SamplingTheoryandApplications

Continued on extI:a attached page

Attach extra page(s}as needed New ProgramIMaJor or Minor/ Concentration Proposal Form P1-2 Furthermore, students must complete one of the following streams in Biology: Ecology and Evolutionary Ecology Stream (at least 15 credits) 3 credits from the following: Blal206 (3) Methods in Biology of Organisms

3 credits from the following field courses or any other field course with permission: Blal240 (3) Monteregian Flora Blal331 (3) EcologyfBehaviour field course Slal334 (3) Applied Tropical Ecology SIOl432 (3) Umnology

At/east 9 credits chosen from the folloWing list, of I'vtlich 6 credits must be at the 4OQ-Ievel or above: SIOl202 (3) Basic Genetics SIOl 304 (3) Evolution SIOl310 (3) large Scale Ecology SIal324 (3) Ecological Genetics - requires Blal 202 SIOl434 (3) Theoretical Ecology SIOl585 (3) Game Theory and Evolutionary Dynamics - requires SIOl 434 SIOl590 (3) Unking Community and Ecosystem Ecology - requires Blal 434 SIOl 594 (3) Evolutionary Ecology

Molecular Evolution Stream (at least 17 credits) 7 credits from the following: SIal202 (3) Basic Genetics SI0L301 (4) Cell and Molecular Laboratory

At least 6 credits chosen from the following list: Blal518 (3) Advanced Topics in Cell Biology (requirements: see notes) SIal569 (3) Developmental Evolution SIOl572 (3) Molecular Evolution SIal592 (3) Integrated Bioinformatics BINF 511 (3) Bioinfonnatics for Genomics

Neurosciences Stream fat least 16 credits) 3 credits from the following: SIOl306 (3) Neurobiology

At least 9 credits selected from: SIOl 369 (3) Laboratory in Neurobiology PHGY 314 (3) Integrative Neuroscience PSYC 427 (3) Sensorimotor Behaviour PHGY 425 (3) Analyzing Physiological Sys1ems (requirements: see notes) SIOl 530 (3) Neural Basis of Behaviour

Notes: For the remaining BIOUNEURlPHGYIPHYSIPSYC Ccmplementary Course credits, if any, students can lop up their credits to the necessary 21 credits v.ithany course listed in the above streams in Biology or any other course in Biology subject to the approval of the program coordinator.

Notes: SIOl 518 and PHGY 425: prerequisites at tne discretion of the instructor (resp, Jackie Vogel. Erik Cook and Christopher Pack). Program coordinators: Claire de Mazancourt and Frederic Guichard (Biology), Stephen Drury and Axel HUndemer (Mathematics).

New Program/Major or Minorl Concentration Proposal Form Pl-4 10.0 Approvals

Routing Sequence Name Signature Date

Department I P. Lasko , D. \NOj,. fSo,.J ~ CurriclAcad Committee I P Lasko . , D Wot,.FSON

Submitted by To be completed by ARR: Name

Phone CIP Code

Email

Submission Date

NewProgramlMajor or Minorl Conceotndon Proposal Form P1!+ APPENDIX C

09·APC·01·56 (Revised 0809-APC-l 0-26)

REVISED PROPOSAL FOR THE CREATION OF THE MCGILL INSTITUTE FOR GENDER, SEXUALITY, AND FEMINIST STUDIES

January 9, 2009

Submitted by: Marguerite Deslauriers, Director MCRTW

Summary

This is a proposal for the creation of an Institute for Gender, Sexuality, and Feminist Studies at McGill, which will replace the McGill Centre for Research and Teaching on Women (MCRTW). The proposed Institute will incorporate five research axes (see Appendix A), the Women's Studies undergraduate programs, the undergraduate minor in Sexual Diversity Studies, and the Graduate Option in Gender and Women's Studies.

The fields of women's studies, gender studies, feminist studies, and sexuality studies (which include lesbian and gay studies, queer theory, transgender studies, the history of sexuality, and other sub­ fields) are all burgeoning, genuinely interdisciplinary, and thriving areas of research and teaching development. The proposed Institute will provide the organizational structure to facilitate collaborations among all those involved in these interrelated fields, faculty and students alike. The name reflects the three branches of research and teaching that the Institute will house, and that many faculty and students at McGill are engaged with: (1) Gender studies, which are concerned with the distinctions between men and women, both empirically (e.g., how is masculinity signified in various media?) and normatively (e.g., are norms of femininity necessarily oppressive?); (2) Sexuality studies, which include the study of historical and cultural variations in sexual expression, the norms of sexuality with their social force and implications, sexuality as an identity, and the relation between sexuality and gender; and (3) Feminist research, which occurs across the disciplines and is characterized not so much by an object (feminist research studies more than women as such) but by an approach, considering objects, events, and other phenomena in their connection to gender distinctions founded on differences in social power.

The proposed academic and administrative structures of the Institute for Gender, Sexuality, and Feminist Studies would build on the existing positions at the MCRTW, namely a Director, to be appointed by the Dean of Arts, and three administrative positions: Administrative .Coordinator, Student Affairs Coordinator and Communications Director. The Chair of the Women's Studies Advisory Committee and the Chair of the Sexual Diversity Program Committee will report to the Director of the Institute. A Board of Trustees, chaired by the Dean of Arts or the Dean's representative, will advise the Director.

The Faculty of Arts will provide an operating budget to the Institute, which will cover the salaries and benefits of the three members of the administrative staff, the administrative stipend of the Director, a fund for outreach activities to promote research and build links with the community, and the budget for the teaching programs, as well as the standard operating budget lines. As an Institute, we will also be eligible to apply for funding from the VP Research and International Relations. 2

TABLE OF CONTENTS

Introduction 3

Historical Background 4

Rationale 4

Rationale for the Choice of Name 7

Similar Units at Other Universities 7

Mission Statement and Objectives 7

Activities Working Groups 8 Seminar Series 9 Symposia 9 Special Lectures 9 Visiting Scholars 9 Public Events 9 Hosting Visiting Delegations 10 Inter-university Collaboration 10 Media Outreach 10

Govemance 10

Resources Human 11 Financial 11 Development Plans 12

Relationship with Other Units at McGill 12

Conclusion 13

Appendix A: Research Axes 14 3

INTRODUCTION e

This is a proposal for the creation of an Institute for Gender, Sexuality, and Feminist Studies at McGill, built on the resources of the existing McGill Centre for Research and Teaching on Women. The MCRTW will cease to exist with the creation of this Institute. The proposed Institute will incorporate five research axes (listed below and detailed in Appendix A) developed at the MCRTW, the Women's Studies undergraduate program (including minor, major, honours, and joint honours streams), the undergraduate minor in Sexual Diversity Studies, and the Graduate Option in Gender and Women's Studies. The combination of these elements into an Institute will strengthen each of them, but also lead to new opportunities for collaborative, interdisciplinary research and teaching, for community outreach and community involvement, for increased internationalization and for a higher public profile and impact on public debate and policy.

Creating the Institute will benefit the Faculty of Arts and the University as a whole in concrete ways: first, the Institute will have direct responsibility for teaching programs which are currently housed in Interdisciplinary Studies; second, it will provide an opportunity for making academic appointments in gender studies, sexual diversity studies, and feminist studies; third, it will provide a structure for interdisciplinary research conducted in these areas through the development of the research axes; and fourth, it will provide an opportunity to enhance the international orientation of research and teaching in these areas, and to increase international visibility for McGill's work in these areas.

Research at the Institute will focus on five (5) research axes (descriptions and faculty researchers associated with these axes can be found in Appendix A):

Health and Wellness Equity and Justice Representation, Performance, Culture Historical Perspectives Policy and Practices

These axes represent the consensus of much discussion and consultation with researchers -- those already involved with the MCRTW as well as non-affiliated academics who have expressed interest in joining the proposed Institute. Although this process was conducted independently of the White Paper, several of the research axes established closely mirror the "areas of broad initiatives" detailed in Action IV 2.2. Similar to these areas in the Paper, our research axes cut across the disciplinary boundaries with the objective of consolidating or becoming leaders in these fields. Finally, these axes are a flexible structure that we imagine will develop in new directions and will be altered to adapt to changing needs. A review of these axes as the major .fields of research will be conducted biennially. .4

HISTORICAL BACKGROUND

The creation of the McGill Centre for Research and Teaching on Women (MCRTW) was proposed by the Vice Principal (Academic) and approved by Senate and Board in February 1988. The Centre's administration at that time was assigned to the Vice Principal (Academic), as per the cover memorandum dated 18th December 1987, signed by Dr. S. O. Freedman ("it will report directly to the Office of the VP (Academic) in a manner similar to the Centre for University Teaching and Learning"). The Centre's purposes were: (1) to stimulate and support interdisciplinary research on women; and (2) to provide administrative assistance and academic collaboration for the development of the Women's Studies program. Responsibility for the MCRTW moved from the Office of the Provost to the Dean of Arts in the spring of2004. Since then, the Centre has been integrated into the Faculty of Arts and the Director has reported to the Dean of Arts.

The Women's Studies program is not officially attached to the MCRTW but to Interdisciplinary Studies in the Faculty of Arts, although the Centre's administrative staff has provided support to that program since its inception. In addition to the Women's Studies program, the Centre also provides support to the new Graduate Option in Gender and Women's Studies (introduced in the 2007-2008 academic year). The Faculty of Arts offers another interdisciplinary teaching program that bears on gender: the minor in Sexual Diversity Studies (introduced in 2005). Until now this program has been supported by Interdisciplinary Studies, but we wish to include it in the proposed Institute, because it will complement and extend our teaching offerings, as well as benefit the research projects of the new Institute. It is important to note that none of these three interdisciplinary programs have any tenured or tenure-track appointments. They function largely through teaching contributed by tenured and tenure-track members of various departments in the Faculty of Arts and other faculties (e.g. Medicine, Education, Music), which is made possible only by the cooperation of Department Chairs and Deans. The Women's Studies program does have one Faculty Lecturer appointment designated for 2007-9 (with the possibility of renewal for a third year).

RATIONALE

The academic justifications for a new Institute for Gender, Sexuality, and Feminist Studies are many. For instance:

(1) The fields of women's studies, gender studies, and sexuality studies (which include lesbian and gay studies, queer theory, transgender studies, the history of sexuality, and other sub-fields) are all burgeoning, genuinely interdisciplinary, and thriving areas of research and teaching development. This is evidenced by the growing number of researchers working in these areas, the numbers of students who wish to take courses in these areas, and the increasing intersections between these fields and other disciplines both within and outside the Faculty of Arts. The Institute will provide the organizational structure to facilitate collaborations among all involved in these interrelated fields, faculty and students alike.

We have developed descriptions of five research axes, areas of research strength at McGill that both describe current work, and point the way for future inquiry. Each of these axes is interdisciplinary, involving faculty from a wide variety of disciplines, with an interest in building on one another's work, comparing methodologies, and creating multi-disciplinary working 5 groups. Our aim is to be inclusive, particularly with respect to methods and perspectives. While research will focus primarily on gender and sexuality, and while feminist approaches to these subjects are now a strength at McGill, we wish to include research on other subjects that links those subjects to issues of gender or sexuality, and we welcome a variety of approaches to these subjects. These commitments stem from the conviction that a plurality of perspectives enriches us all intellectually. The Institute will thus allow for and, indeed, encourage many different methodological approaches within and among disciplines.

Within each axis, we have put forward sub-themes for working groups. These themes have been proposed and developed by the faculty attached to each axis. More than one hundred (100) researchers throughout McGill have confirmed their interest in association with the proposed Institute through the research axes.

(2) Many researchers at McGill conduct work concerned with women, with gender issues, and/or with sexuality. In addition, many other researchers across our Faculties employ feminist methodology in their work. Many of those who understand the object of their work to be women are already associated with the MCRTW; those who think of their research in other tenus (e.g. as work on gender differences, or as work on the history of sexuality) often are not. This is understandable, for while Women's Studies is now a well-established interdisciplinary field of inquiry with its own methods and its own questions, it does not exhaust the field of research into women, gender, or sexuality. The broad mandate of the Institute will encompass the diversity of research across these fields, thereby encouraging a greater number of researchers to become affiliates.

(3) There is presently no structure at McGill to coordinate the research generated by these diverse faculty members, to facilitate the formation of research groups, to develop applications for research funding, or to support the dissemination of this broad range of research results. The proposed Institute will provide the umbrella structure under which a number of existing units and programs at McGill can operate. In recognition of the increasing diversity of research areas and methodologies developed since the creation of the MCRTW in 1988, and in anticipation of the broad and inclusive scope of research interests to be reflected in the proposed Institute, the MCRTW has already initiated research axes on themes that extend significantly beyond inquiry into women. As part of the Institute, these burgeoning research axes will provide the internal structure for the initiation of, support for, and dissemination of research in these areas within and outside McGill, and internationally.

(4) The Institute will allow us to strengthen and develop the current teaching programs. We will be better able to bring in tenure-track faculty from various departments (through the expanded mandate) and will have new potential for joint appointments with departments. This will mean that existing courses unique to the programs (i.e., those that are not being offered by disciplinary departments) can be taught more often by tenure-track professors. This in turn will open up more possibilities for creating new multidisciplinary courses. The Institute will also allow for the centralization and hence streamlining of administrative responsibility for several programs. The three distinct teaching programs concerned with women, gender and sexuality are: Women's Studies, the Sexual Diversity Studies minor, and the Graduate option in Gender and Women's Studies, They are supported in part by the MCRTW, in part by the Interdisciplinary Studies Office in the Faculty of Arts, and in part by the Women's Studies Advisory Committee and its Chair (Prof. Julia Krane, Social Work) and the Sexual Diversity Studies Program Committee and 6 its Chair (Prof. Kenneth Borris, English (Acting Chair 2008-2009)). The Graduate Option is also supported in part by the GPSO. The Institute will also house all three teaching programs, thereby allowing for greater cooperation and coordination amongst them. It will provide these teaching programs with stable and ongoing support, essential for any interdisciplinary program. Status as an Institute will also allow for the eventual appointment of tenure-track faculty. This will allow us to attract more international students to the programs.

(5) Interest outside the academic community in feminist issues and in issues relating to gender and sexuality has become increasingly widespread in recent years. Discussion of these issues in society at large has brought them to the forefront of people's minds and led many of us to reflect on how we define ourselves. This developing discussion has awakened many to the ways in which our lives are, in part at least, determined by gender designation and sexuality, and perhaps even more so, by the social structures that promote, sanction, or pathologize specific expressions of gender and sexuality. The result is a heightened community interest in identities formed around gender and sexuality, and in issues of social justice concerned with gender and sexuality. The research conducted at McGill in these areas, and the excellence of the teaching programs, will serve as an important link to the community. The Institute will serve as the focal point for these diverse groups, within and outside academia, to come together. The Institute will help to connect McGill to the broader community in two ways: (i) by making the non-academic community more aware of the work conducted at McGill and its vital interest for the public; (ii) by facilitating the interaction between researchers in the university, in outside agencies, and in government and in so doing, promoting interaction between academia and the public and private sectors. For example, one member 'of the MCRTW was called on this year to work with the TaylorlBouchard Commission, because of her expertise on Muslim women. The proposed Institute will be able to coordinate the varied expertise of researchers at McGill who focus on women, gender or sexuality, with the interests of public and private bodies outside McGill and beyond provincial and national borders.

(6) The creation of the Institute for Gender, Sexuality, and Feminist Studies will contribute directly to Strategy IV.1 outlined in the White Paper: "McGill will support an effective range of vehicles to promote sound inter-disciplinary research and education." The research axes we have identified as strengths (see Appendix A) intersect with at least three of the areas listed in Action IV.2.2 of the White paper. The Institute will not only support the interdisciplinary work on women, gender and sexuality already being conducted at McGill; it will also create new opportunities for researchers in a variety of disciplines to share methodologies, consider results, comment on one another's work, and collaborate on projects, events, and grants. At the same time, the Institute will foster the internationalization of McGill. With the emphasis in both research and teaching broadening to include gender and sexuality, we will be able to attract both more researchers (including visiting scholars) and more students to our programs and -events, many of which include a theme of transnational interest. For example, on April 17, 2008 we hosted a Symposium on Women and Development with the CDAS, and on September 23-24, 2008 we organized a symposium with the Italian Cultural Institute on Italian and Canadian feminism. 7

RATIONALE FOR THE CHOICE OF NAME

The revised name, the Institute Gender, Sexuality, and Feminist Studies, emerged after long discussion among members of the Advisory Board of the MCRTW (including graduate and undergraduate student representatives), the Women's Studies Advisory Committee, and the Executive Committee of the MCRTW (including a member of the Sexual Diversity Studies Program Committee), and in response to comments from the APe. The name reflects the three branches of research and teaching that the Institute will house, and that many faculty and students at McGill are engaged with: (1) Gender studies, which are concerned with the distinctions between men and women, both empirically (e.g., how is masculinity signified in various media?) and normatively (e.g., are norms of femininity necessarily oppressive?); (2) Sexuality studies, which include the study of historical and cultural variations in sexual expression, the norms of sexuality with their social force and implications, sexuality as an identity, and the relation between sexuality and gender; and (3) Feminist research, which occurs across the disciplines and is characterized not so much by an object (feminist research studies more than women as such) but by an approach, considering objects, events, and other phenomena in their connection to gender distinctions founded on differences in social power. 'Feminist' in the name is not intended to exclude other approaches. Many other approaches to the study of gender and sexuality are welcome in the proposed Institute. The' name recognizes McGill's existing strength and activities relating to this approach to gender and other subjects, . and that the proposed Institute is sensibly building on this existing strength.

SIMILAR UNITS AT OTHER UNIVERSITIES

Both the Simone de Beauvoir Institute at Concordia and IREF at UQAM have mandates to focus on women and feminism. The University of Toronto has the Women and Gender Studies Institute; UBC has the Centre for Women's and Gender Studies. These incorporate gender studies along with feminist and women's studies. Harvard has a Committee on Degrees in Studies of Women, Gender and Sexuality, and Cornell has an Institute for Feminist, Gender and Sexuality Studies. These last combine the different elements of research and teaching that will characterize the proposed Institute.

The proposed McGill Institute will be the first in Canada to combine teaching and research around gender, sexuality, women and feminist methods. This broad mandate will make the Institute and its elements more attractive to faculty, to visiting scholars, and to students, and will give us an important role internationally.

MISSION STATEMENT AND OBJECTIVES

(1) To promote, support, and disseminate research on women, gender, and sexuality, and feminist research in all disciplines.

(2) To cultivate interdisciplinary research in all these areas.

(3) To provide intellectual collaboration and administrative support to the teaching programs in Women's Studies, Gender and Women's Studies, and Sexual Diversity Studies. 8

(4) To train future researchers in these areas by establishing links between the research axes of the Institute and the teaching programs, by the sponsorship of student groups (e.g. Women without Borders, Women in House, the Women's Studies Student Association) and by the integration of graduate and postdoctoral students into the research axes of the Institute.

(5) To act as a resource to departments in the Faculty of Arts and elsewhere in the University through coordinated invitations of speakers, joint symposia, and the organization of collaborative research projects through the research axes.

(6) To establish links and build relationships outside of the McGill community, at the local, national and international level. We hope to build links with designated community groups, to include members of such" groups in research projects, and to provide structures for the dissemination of research to both public and private entities beyond the academic community.

ACTIVITIES

The Institute will initiate and sponsor a variety of activities designed to stimulate, support and disseminate research and to provide intellectual stimuli to the teaching programs. The activities will also serve to bring together academics and community groups and will help McGill to share its research outside of the University.

(1) Working groups. These are in the process of growing out of the identified research axes and the groups of researchers associated with those axes. The Institute will organize a variety of activities for these groups, depending on the needs they identify: reading groups on themes of common interest, research workshops where collaborators share preliminary results of their work and provide critical responses, grant-writing workshops through the Faculty of Arts' Office of Research Opportunities to provide support to teams (and individuals) applying for research funds. Four of the axes have already met and begun to organize activities or events. Representation, Performance, Culture wished to initiate a work-in-progress group for the 2008­ 2009 academic year, which we have organized (three sessions were held in fall 2008 and four more are scheduled for spring 2009), and to hold a symposium on representation for September 2009 (planning is underway). In addition, a two-day event on improvisation, gender and collaboration will be held as part of this axis's activities in February 2009. Equity and Justice has met and agreed to set up an electronic bulletin board on the web-site of the MCRTW in order to keep informed of activities in different units (we extended this to the other research axes, as a useful tool of communication for everyone involved in the axes); we also organized under the aegis of this axis the Symposium on Feminist Responses to the BouchardlTaylor report. The Equity and Justice axis is also planning a workshop on photovoice and participatory feminist research for 2009. The Health and Wellness axis met and decided on a workshop series on research methods, beginning in Winter term 2009. The Historical Perspectives axis met to help organize activities for the visit of Professor Joan Scott (whose visit will be funded by the Beatty Memorial Committee), and decided on a list of possible themes for a symposium that might be of interest to other research axes, to be organized in 2009-10. We have begun to invite graduate students and Visiting Scholars, as well as scholars at other universities will to join these research axes and participate in their activities, building unique research communities housed at McGill. 9

(2) Seminar series: The MCRTW annual seminar series, inaugurated in 1988, will continue, with a particular purpose: Its primary function will be to support the working groups organized around the research axes, and in particular to connect them to different units throughout McGill, by co-sponsoring speakers. This is an effective use of resources, ensures a large and diverse audience for speakers, and makes visible the work of the Institute to other parts of the University and the greater community, emphasizing the possibilities for cooperation and shared research interests.

(3) Symposia. Two or three symposia will be offered annually and will be organized around the current projects of the working groups associated with the research axes. The symposia will be interdisciplinary, structured around topics rather than disciplines. Panels will be comprised of researchers from within and outside McGill. These symposia will assist the research of McGill faculty by providing them the opportunity to interact directly with experts in their fields, and will serve as a vehicle to disseminate the work of McGill researchers throughout and outside of the University. For 2008-9 we have organized a symposium on Italian and Canadian feminism, and another on responses to the Bouchard/Taylor commission, both of which drew large audiences and connected researchers from McGill with researchers from elsewhere.

(4) Special lectures. The Institute will host mini-Beatty lectures, in conjunction with other units whenever possible. This will allow the Institute to bring in eminent researchers in various fields whose work concerns gender, sexuality, or feminism, and will stimulate interest in research and teaching in those areas. Events surrounding the lecture will provide the opportunity for interaction between the lecturer and McGill faculty and students. Furthermore, because of the strong reputation of the speakers, these lectures will allow us to attract and build new linkages with a wide network of community groups. For 2009 we have invited, with the department of History, the historian Joan Scott from the Institute for Advanced Study at Princeton, and been awarded a mini-Beatty to support her visit. Depending upon the individual speakers, we also will work towards securing media coverage, which will help raise the profile of the Institute and of McGill.

(5) Visiting scholars. The Institute will invite applications for both senior and junior researchers as visiting scholars armually. Visiting scholars provide research stimulus to faculty at McGill, and an opportunity for students (both undergraduate and graduate) to interact with rising and established scholars from outside McGill. Visiting scholars will also contribute to the seminar series and participate in other events organized by the Institute. These scholars will help create and maintain our linkages with other universities and Institutes.

(6) Public events. A central element of the Institute's mission is to engage the public in its research. In addition to establishing links with community groups and providing additional support for their activities, the Institute will also sponsor public events concerned with women, gender or sexuality, topics of enormous interest to many outside the academy. These public events will serve to make the community aware of the Institute, and to provide researchers at the Institute insights into the interests of communities beyond McGill. Two examples: we have committed to be one of the key CBC partners for their Montreal Matters show; and as part of the symposium on responses to the TaylorlBouchard commission we organized a panel of representatives from community groups. 10

(7) Hosting visiting delegations. The Institute will establish teams to receive national and international delegations, to provide them with information on our research and our teaching programs, on the status of women and the LGBTQ (Lesbian, Gay, Bisexual, Transgendered, Queer) communities in Quebec and Canada, on public policy affecting these and other groups, and on strategies for equality. There is a great demand for this sort of interaction with visiting groups. In 2007-8 the MCRTW received a delegation from China, one from Russia, one from Indonesia and one from northern Quebec's Amerindien community. The Institute will have the resources to provide specialized teams and to adapt these events to each visiting delegation.

(8) Inter-university collaboration with similar units at the other universities in Montreal and elsewhere. For instance, in Montreal there are two Institutes with University affiliations and similar (but narrower) mandates: the Simone de Beauvoir Institute at Concordia and the IREF (Institut de recherche et d'etudes feministes) at UQAM. The Simone de Beauvoir takes as its mandate the study of the condition of women; the !REF is focused exclusively on feminist research. We have begun building structures of collaboration with both these Institutes.

(9) Media outreach. The broadened mandate of the Institute naturally means that it will be well placed to reach out to an expanded audience, both academic and outside of the University. The Institute will work towards creating greater visibility for its work. This will be carried out by our newly hired Communications Director (Natalie Amar), in consultation with the Director, using and refining the website, Newsletter and Community Digest. She will also make increased and strategic use of the media. Part of the work of the Institute will involve being proactive in raising awareness of its research and the issues raised by that research, and placing them on the community and public agenda.

GOVERNANCE

A Board ofTrustees will be established for the proposed Institute. The membership ofthe Board will include the Dean of Arts or delegate, the Provost or delegate, the Director of the Institute, two tenure stream McGill professors (including at least one appointed or jointly appointed professor when such appointments are made), a graduate student, an undergraduate student, and at least one person from outside the University. The Dean of Arts (or delegate) will assume the Chair of the Board. The terms of appointment of the Board members, other than the Dean, Provost, or their delegates, will be three years for faculty and one year for students (renewable once). The Board must meet at least once a year to advise the Director on issues related to Institute activities. A Research Committee will be struck, which will guide the development and renewal of the research axes. An Awards Committee will be struck, which will make decisions on the awards available to students. The terms of appointment for the committee members will be three years. As the Institute grows through the addition of appointed or jointly appointed professors, an Institute Faculty Committee will be formed. Chaired by the Institute Director, the Faculty Committee will be the functional equivalent of departmental faculty committees in relation to the oversight of Institute teaching programs, as well as subsequent hiring and promotion decisions. 11

RESOURCES

Human

The proposed staff composition of the Institute for Gender, Sexuality, and Feminist Studies would build on the existing positions at the MCRTW, namely a Director and three administrative positions: Administrative Coordinator, Student Affairs Coordinator and Communications Director.

The Chair of the Women's Studies Advisory Committee (Prof. Julia Krane) has responsibility for all of the teaching programs in Women's Studies: the undergraduate programs in Women's Studies (major, minor, honours, joint honours), and the Graduate Option in Gender and Women's Studies. There is also a Chair of the Sexual Diversity Program Committee (Prof. Kenneth Borris, English (Acting Chair 2008-2009)). These Chairs will report to the Director of the Institute. A Board of Trustees, chaired by the Dean of Arts or the Dean's delegate, will advise the Director.

The research axes housed at the Institute will contribute enormously to the intellectual life and activities of the Institute. The teaching programs will continue to be interdisciplinary. As in the past, they will be staffed largely through the provision ofcourse-releases to instructors in various units. For this, the Institute will continue to rely on the cooperation of those faculty members and their departmental Chairs and Deans. The academic year 2007-2008 saw the hiring, for the first time, ofa Faculty Lecturer in Women's Studies. The creation of this position has provided stability to the program. At the same time, we anticipate that, through Development efforts, in the future we will be able to make appointments to the Institute, both joint appointments with other units, which will encourage the commitment to interdisciplinarity, and at least one endowed Chair in Gender and Sexuality Studies. The Dean of Arts has indicated his interest in making interdisciplinary appointments, and to that end has encouraged the Director to begin seeking partnerships with departments who might wish to share a joint appointment. Together, these efforts will provide a core of stable and continuing faculty in the teaching programs.

Financial

The MCRTW has now a budget from the Faculty of Arts which covers the salaries and benefits of the three members of the administrative staff, the administrative stipend of the Director, a fund for outreach activities to promote research and build links with the community, and the budget for the teaching programs, as well as the standard operating budget lines. That budget will continue to be provided to the new Institute. As an Institute, we will also be eligible to apply for funding from the VP Research and International Relations.

Because of the past fund-raising efforts of the Friends Committee of the MCRTW and other benefactors, the Institute will have modest funds available for visiting scholars, for a graduate student fellowship, for various student prizes, and special projects. We will continue to endow the Peta Tancred Prize, the Margaret Gillett Graduate Research Awards, the Shree Mulay Graduate Award in Gender and Women's Studies, the MCRTW Friends Committee Gender and Women's Studies Graduate Best Paper Prize arid the Muriel Gold Senior Visiting Scholar. 12

Development Plans

The MCRTW has developed a numberof requests with the Development Office of the Faculty of Arts. One request has been identified as a Faculty of Arts fundraising priority for Campaign McGill. • An endowedChair in Gender and Sexuality.

Other requests are being developed: • An endowed Visiting Scholar position. • An endowedjunior appointment in Women's Studies. • An endowedjunior appointmentin Sexual Diversity Studies. • Recruitment fellowships for Graduate Students entering the Option in Gender and Women's Studies.

RELATIONSIDP WITH OTHER UNITS AT MCGILL

The MCRTW has only recently joined the Faculty of Arts. Since its inception it has been conceived of as an inter-Faculty Centre, and for many years reported directly to the VP Academic and more recently to the Provost. The Advisory Board of the MCRTW has therefore always included members from every Faculty, which has resulted in the participation of a very diverse range of researchers and instructors. The Centre presently has active members from most of McGill's faculties: . Arts, Medicine, Engineering, Education, Management, Religious Studies. Moreover, instructors in the Women's Studies and the Sexual Diversity programs are also drawn from many faculties including Arts, Music, Education and Medicine. The new Institute will maintain and develop the range of disciplines and research projects currently existing, structured around the research axes and the working groupsthat emerge from them. The teaching programs will continue and will develop and expand the disciplinary variety of instruction. The Institute for Gender, Sexuality,and Feminist Studies, therefore, will have as its two primary elements, structures that draw from almost every faculty at McGill, and within the Faculty of Arts from almost every department and unit. The links with departments both within and beyond the Faculty of Arts will be strengthened through the seminar series, co-sponsored speakers, and joint appointments. (In 2007-8 alone, the MCRTW joined with a number of units to bring in speakers, including Philosophy, Art History and Communication Studies, History, Sociology, Social Studies in Medicine, the Centre tor Developing Area Studies, the School of Social Work, the Classics program, and East Asian Studies). .This practice builds both pragmatic and intellectual links by allowing those who do not work on women, gender or sexuality or use feminist methods to see the work of colleagues in their discipline who do work in these areas situated in the larger context of disciplinary and interdisciplinary research.

The Institute for Gender, Sexuality, and Feminist Studies will also be well placed to plan events in cooperation with other Institutes and Centres at McGill, most notably the Centre for Developing Area Studies (with which the MCRTW developed the Symposium on Women and Development of April 2008) and the newly created Institute for the Study of International Development, the McGill Institute for the Study of Canada, the Institute for Health and Social Policy, and the proposed Institute for Public Policy. 13

CONCLUSION

The discussions around the creation of the proposed Institute for Gender, Sexuality, and Feminist Studies have been overwhelmingly positive. The members of both the Women's Studies Advisory Committee and the Sexual Diversity Studies Program Committee look forward to new collaborative projects. As the members of the Research Committee of the MCRTW set out to formulate the research axes and their sub-themes they encountered enormous enthusiasm and willingness. Nearly all of the researchers contacted to join the respective axes not only agreed to participate, but also came back to us with suggestions of additional academics who may be interested in our work. Student groups on campus also have expressed their enthusiasm towards the transition to an Institute.

The proposed Institute will be well positioned to provide the organizational structure to facilitate collaboration among those involved in many interrelated fields, faculty and students alike. The creation of the Institute will help raise the profile of the programs it will incorporate, nationally and internationally. Under the Institute's umbrella, the meeting of these various areas of research and teaching will develop into a unit far greater than the sum of its parts: stronger and more connected teaching programs, new research initiatives, greater visibility for the research produced, and new possibilities for impact on policy and academic development. The proposed working groups within the research axes, together with a calendar of vibrant activities, will help to contribute to the successes of the Institute and McGill as Canada's foremost research and teaching institution. 14

APPENDIXA

Research Axis: Health and WeUness

According to the World Health Organization (WHO), "[h]ealth is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity." While this definition ofhealth has been widely criticized for being both too broad and too narrow, it draws attention to several key aspects ofhealth: first, that health includes a sense of wellness or well­ being and, second, that health is a function of many facets of life beyond biological and medical conditions. Consequently, the Institute's research axis on health and wellness will examine the ways in which gender is implicated in the physical (biological and environmental), mental, and social facets of health and wellbeing. Research has clearly shown that biological differences between the sexes, as well as the social context and cultural constructs surrounding men's and women's gender roles and identities, have a direct bearing on the health status of individuals. Pronounced differences with respect to gender are evident in access to and provision of health .care services, as well as in the identification, defmition, treatment, and regulation of health issues in Canada and worldwide.

McGill researchers based in several departments across the faculties of Medicine, Agriculture and Environmental Science, Education, and Arts have sought to better understand the gendered aspects of health and wellbeing. These researchers have explored such diverse issues as how women experience the process ofchildbirth and menopause in different cultures, why young women in sub-Saharan Africa are more likely to be infected with HIV/AIDS, the informed consent process among non-literate women in clinical trials, how medical technologies have been used to regulate women's fertility, why women are more likely to be diagnosed with anxiety or depression, differences in the aging process and health risks of men and women, the development and use of pharmaceuticals in treating women throughout their lifecycle, the health consequences of sexual and physical abuse, and how individuals' gendered environments shape their health outcomes-to name only a few examples. Although these researchers often approach these issues from different-sometimes even opposing-- methodological and theoretical perspectives, by bringing them together around the common theme of gender, health, and wellness, the Institute for Gender, Sexuality, and Feminist Studies seeks to create a supportive environment in which to initiate a vibrant discussion among health researchers at McGill.

McGill is already a widely recognized leader in health research. The Institute's work will further bolster its reputation by creating a centre of excellence for research into gender, health, and wellness. Its multi-disciplinary approach will draw on expertise in the humanities, social sciences, helping professions, and biomedical research. It is hoped that this research axis will attract researchers working on feminist health issues as well as health issues relevant for transgendered persons, queer communities, and sexuality studies generally. The work on health and wellness will be organized into three broad sub-themes: sexual and reproductive health, environmental and health interactions over the life course, and critical approaches to biomedicine and its institutions. Crosscutting each ofthese sub-themes will be a focus on sex (as a health determinant and as a biomedical construct), gender (as a social and cultural construct), and sexual diversity. Moreover, building on McGill's increasing involvement with global health research, each sub-theme will encompass health issues from around the world. While some researchers will focus on health issues that are most salient in Montreal and Canada, others will investigate pressing health issues in other parts of North and South America, Western and Eastern Europe, Africa, Asia, and the Middle East.

Working Groups

Sexual and Reproductive Health: Sexual and reproductive health encompass several issues that are central to the study of gender and health. One particular concentration of research within this sub-theme will focus on the medical, biological, social, cultural, political, and psychological dimensions of pregnancy and childbirth. This focus of research will be both local and global in perspective, ranging from the childbirth practices among immigrant groups in Montreal to the maternal health outcomes of impoverished women in India. This sub-theme will also examine the use of reproductive health technologies and treatment of diseases such as breast and cervical cancer. A second area of concentration within this sub-theme is sexual health, which will address healthy sexual behavior (including diverse expressions of sexuality and the positive dimensions and benefits of sexual activity) as well as the health risks posed by sexually transmitted infections and unintended pregnancies. For example, members of the McGill faculty have been conducting pioneering research on both the biomedical and social aspects of HIV/AIDS in areas as different and diverse as Montreal, Malawi, Kenya, Botswana, and China. This sub-theme will help facilitate the interaction of researchers around the issues of gender. Finally, although this topic is not currently an area of active research at McGill, the Institute would be uniquely positioned to develop and foster research on transgender health issues.

Environmental and Health Interactions Over the Lifecourse: Humans are influenced by and influence their environments, where environments include prenatal, family, culture, social, political, 'economic, geographical, and climate environments, each plays a direct and indirect role in how both males, females, and intersex people develop, grow, transform, find identity, learn roles, understand themselves and their worlds, fmd meaning and purpose, respond to illness, threat, and trauma throughout their lifecourse. These understandings have a direct bearing on health, health behaviors, responses to treatment, access to and provision of health care services, as well as in the identification, definition, treatment, and regulation of health issues. Examination of these complex interactions requires both quantitative and qualitative approaches. This sub-theme will specifically address the issue of how differences in response are products of how a person's genotype develops into the phenotype through selection and interaction with environments, and how the mechanisms of nature via nurture changes through the lifecourse. Critical Approaches to Biomedicine anditsInstitutions: Scholarly research into the cultural, technological, and institutional determinants of medical knowledge and practices has been pursued at the Department of Social Studies of Medicine (SSOM) since its inception in 1975. Its multidisciplinary mesh of anthropologists, historians, and doctors, have conducted research on biomedicine in several countries, including on gynecologists in France, on the pharmaceuticalization of women's sexuality in the US, and contrasting approaches to menopause in Japan and Canada. The Institute aims to further build SSOM's line of research by focusing on the gendered elements of these determinants, drawing in other researchers from the School of Nursing, Epidemiology, Sociology, Psychology, and Political Science. Researchers in this area will explore topics such as the treatment of anxiety and depression in men and women, the "creation" or "recognition" of new diseases such as anorexia, building gendered institutional spaces, the implications of polypharmacy in hospitalized elderly women, gendered doctor/patient interactions and exchanges, the construction of biomedical ethics in the realm of reproductive technologies, and biomedical approaches to intersex infants. Other research may examine how governance and the enforcement of legislation may impact the health and wellness of individuals in a highly gendered manner. For example, the inability of governments to effectively regulate the control of reproductive technologies such as ultrasound has led the continued practice of selectively aborting female fetuses in parts of South and East Asia. .

Faculty who have confirmed interest in joining this axis:

Annemarie Adams (Architecture) Shari Brotman (Social Work) Angela Campbell (Law) Franco Carnevale (School ofNursing) - pendingconfirmation Shelley Clark (Sociology) Dr. Helene Ezer - pending confirmation Nancy Feeley (School of Nursing) - pending confirmation Jennifer Fishman (Medical Ethics) Jennifer Fosket (Sociology) Laurie Gottlieb (School of Nursing) Barbara Hales (Pharmacology) Sandra Hyde (Anthropology) Margaret Lock (Anthropology) Margaret Purden (School ofNursing) - pending confirmation Sonia Semenic (School of Nursing) Nathan Grant Smith (Educational and Counselling Psychology (ECP) Erin Strumpf (Economics) Andrea Tone (History and Social Studies of Medicine) Amelie Quesnel-Vallee (Sociology and Epidemiology) Research Axis: Equity and Justice

In the aftermath of the Fourth World Conference on Women in Beijing in 1995, there was a strong desire among gender advocates to examine how far gender equality had progressed. A recent review from the United Nations, titled Gender Equality: Striving/or Justice in an Unequal World (2005) unfortunately offers few ready or clear answers. While women have achieved some gains, gender inequalities endure. The Institute's research axis on equity and justice seeks to examine gendered injustices within three primary areas: I) Gendered and Sexual Rights 2) The Economy, Employment and Labor and 3) Citizenship and Activism.

McGill researchers based in an array of schools and faculties including, Arts, Management, Law, and Social Work are working to understand and address the various manifestations of gendered injustice. Current projects include examining how women are more or less vulnerable to violence due to their social location, how East European women have coped economically with the transition from communism, how women's social networks constitute a political resource, and how Ghanaian women have participated in the democratization of their country - to identify just a small sampling. The gender and justice axis enables researchers from diverse theoretical and methodological inclinations to converge around this shared interest.

Topics for Working Groups

Gendered and Sexual Rights: The nature of gendered and sexual rights is configured in historical, social, and political contexts and consequently vary across the globe. The aim of these rights is to protect individuals from bodily harm due to their gender, sex, or sexuality. The spectrum of research at McGill runs from abuses and atrocities suffered during civil conflict to intimate-partner violence in places as far-reaching as Sierra Leone and as immediate as Montreal. In addressing rights through this broad and layered spectrum, scholars from multiple disciplines such as law and social work, engaging questions of policy and practice, come together and complement each other's work in tackling this pressing matter.

The Economy, Employment and Labor: Historically and contemporarily a complex array of forces - cultural, ideological, legal, and political- shape individual's economic prospects across the globe in ways that yield both inter-gender and intra-gender inequalities. For instance, in Eastern Europe, the transition from communism to capitalism, in some countries, resulted in greater economic hardship for men than women. Meanwhile, the incorporation and advancement of middle-class women in the labor market in North America has fostered an international division of reproductive labor as they increasingly turn their domestic work over to female migrant domestic workers. This sub-theme brings together qualitative and quantitative methodologies to explore the varying origins and workings of labor's gendering, and its implications for social equality across time and space. Researchers in this realm come from a diverse range of fields such as Islamic Studies, History, Law, Management, and Sociology, enabling a dynamic cross-fertilization of thinking about the economy, employment and labor through the lens of gender.

Citizenship and Activism: This sub-theme brings the political engagement of women and others marginalized on the basis oftheir gender, sex or sexuality, formally and informally, globally and locally, to the fore. For example, some McGill faculty are investigating women's leadership in formal politics in North America. Others look back, researching the history of Hungarian women's political participation. A number of other faculty members' attentions are directed at exploring collective action organized around gender/women's issues or identity. Their work considers a variety of facets around such modes of insurgency including their emergence, recruitment, mobilization, and outcomes. This social movement scholarship extends from more historically-based inquiries in, for instance, the insurgency of Lebanese women during the French colonial period to those that are more contemporary in nature such as the women's movement in Montreal.

Faculty who have confirmed ipterest in joining this axis

Malek Abisaab (History) Nancy Adler (Management) Bev Baines (Head, Women's Studies, Law, Queen's University) Lisa Bornstein (Urban Planning) Laurel Bossen (Anthropology) Kimberley Ruth Brooks (Law) Mary Dean Lee (Management) Myriam Denov (Social Work) KatWeen Fallon (Sociology) Myriam Gervais (Research Associate, MCRTW) Elisabeth Gidengil (political Science) Robert Leckey (Law) Claudia Mitchell (Education) Suzanne Morton (History) Chantal Nadeau (Concordia, Communications Studies) Barbara Nichols (Social Work) Carrie Rentschler (Art History & Communication Studies) Genevieve Saumier (Law) Colleen Sheppard (Law) Dietlind Stolle (Political Science) Suzanne Staggenborg (Sociology) Judith Szapor (History) Sarah Turner (Geography) Elaine Weiner (Sociology) Research Axis: Representation, Performance, Culture

This axis clusters inter-disciplinary research that considers practices of representation and cultural life through a variety of frameworks that draw from feminist theory, gender studies, sexuality studies, and transnational cultural studies. The theme that links the research axis together is that of representation, and the diverse ways scholars approach its study and define it as a research object - from practices of depiction, expression and performance to that of political representation and the politics of representation (e.g. who speaks for whom and under what conditions) and the institutions and industries that produce, distribute and commodify representation in the form of media and other artistic and cultural works.

Representation, Performance, Culture will serve as an umbrella framework for a number of working groups that are forming among faculty from a broad array of disciplines. The particular research focus and membership of working groups will necessarily be open to change to reflect the research interests of the faculty involved.

Working Groups

Gender, Technologies, Bodies and Media: Studies in gender and technology query the reduction oftechnologies to tools in order to examine them as more fully social- that is, as broadly social processes and forms of instrumentation. Feminist work in technology studies probes questions of embodiment, knowledge, and agency in human/machine/animal interface, the intimate connections between "technology," "media" and "the human," and the macro levels ofsocial organization in infrastructures of communication, commerce, and other movements. The spectrum of research in this area at McGill runs from technologies of augmented reality to querying the construction of "gender gaps" in ICTs, to the national imaginaries of technological infrastructures in Canada, and the gendered histories of medical science and the technologies of medical investigation and imaging.

Transnational Feminist Cultural Studies: In the early 1990s, former director of the Birmingham Centre for Cultural Studies, Stuart Hall, rewrote the history of its field by recognizing the long-unrecognized centrality ofpostcolonial and feminist frameworks to its inquiry. Today, Cultural Studies work extends transnational, postcolonial, and feminist frameworks to examine, by McGill scholars, the complex interplay among popularforrns of expression, the movements of immigrant populations and the affective dimensions of transnational intimacies; and the work of translation in the transnational book markets for Lebanese women writers; and the- interplay of immigration, music cultures and schooling within the Quebec classroom.

Gender, Race, Class and the Politics ofRepresentation: Representation constitutes both the depiction of social lives and stands in for it; it is both portraiture and proxy as Gayatri Spivak argues. Feminist, postcolonial, and Marxist studies of representation have long probed this dual character of representation in order to understand representation according to its social and political labors. At McGill, this broad research framework is represented by work on the links between the racialized, gendered and classed dimensions of murder victim and death row inmate commemorative portraiture and claims making around the status of who can constitute the human in the politics of murder; the terrain of mainstream media representations of Islamic women and the threat construction of women's covering practices in Quebec and France and their role in the creation of a political chasm between feminist and anti-racist movements; philosophical inquiries into Marxist and feminist theories of representation as a necessarily material practice; and studies of the classed, gendered, and raced dimensions of the film industry and its relation to US labor politics in white working class "men's films" of the 1970s.

Gender, Sexuality and Performance Studies: From the sociology of performance in everyday life to current feminist and queer theorizing on performativity, perhaps no other concept has so profoundly re-defined inquiry in feminist and queer studies as performance. At McGill, performance studies has connected scholars working in the Faculty of Music with those working in the Faculty of Arts. Some McGill faculty are looking at the intersections of race, sexuality, and jazz cultural performances and practices ofcomposition; queer musicology and a history of Joni Mitchell; and the ways Quebec theatrical practices and celebrity are reshaping North American cultural landscapes.

Studies in Girl Culture: The cultural study of girls and their lifeworlds is a burgeoning area of scholarship across the humanities, social sciences, and the field of education. Drawing on the great interest in the topic shown at the McGill book launch of Claudia Mitchell and Jaclyn Reid Walsh's new encyclopedia of girl studies, this working group will bring together researchers interested in questions of schooling, popular music, the "bedroom cultures" of girl play and discourse, and the institutional barriers and possibilities that shape girls' lives.

Faculty who have confIrmed interest in joining this axis

Alia Al-Saji (philosophy) Lisa Marie Lorenzino (Music) Lisa Barg (Music) Bronwen Low (Education) Karin Bauer (German Studies) Chantal Nadeau (Concordia, Danielle Bobker (English, Concordia) Communications Studies) Jenny Burman (Communication Studies) Fiona Ritchie (English) Kenneth Borris (English) Carrie Rentschler (Communication Nathalie Cooke (English) Studies) Marguerite Deslauriers (Philosophy) Christine Ross (Art History) Jennifer Fishman (Social Studies of Hasana Sharp (Philosophy) Medicine) Jonathan Sterne (Communication Michelle Hartman (Islamic Studies) Studies) Allan Hepburn (English) Alanna Thain (English) Mary Hunter (Art History) Andrea Tone (Social Studies of Erin Hurley (English) Medicine) Berkeley Kaite (English) Lloyd Whitesell (Music) Roe-Min Kok (Music) Elizabeth Wood (Education) Eric Lewis (Philosophy) Research Axis: Historical Perspectives

This research axis will intersect with each of the other four. Researchers in different disciplines at McGill (history, philosophy, anthropology, architecture, art history) approach questions concerning women, gender and sexuality from a historical perspective. Among the questions they address are: How has the status of women changed over time and why? How have "women", gender and sexuality been conceived of in the past? How have social bodies been organized along gendered lines at diverse levels, ranging from the macro-level of the nation and the global economic system, to the micro level of the family and the household? How does studying the history of masculinity change our view of the past and the present? How have workforces been organized along gendered lines in the past? What is the historical relationship between gender and poverty? How has sexuality changed over time? The themes below provide particularly rich possibilities for research synergies.

Working Groups

The history offamily and the household: Key themes include ways of thinking about women in the household; debates about the organization of the household; publici private divisions; economics of the household; changing conceptions of the family; legal approaches to the family; the gendered organization of household space. A particular strength of this field is its focus on private experience and the opportunity to think about the interaction between the private and the public. We also envisage a history of motherhood working group.

Historical representations ofgender and sexuality: This theme will look at changing views of gender and gender identity, including masculinity, over time in diverse social contexts. It will consider historical uses of ideas of the nation and other collectivities as gendered; this theme is also important in thinking about how views of the gender organization and status of women of other societies and different ethnicities have been deployed historically. Related topics include the history of philosophy and political thought; historical memory; the history of queer identities; the intersection ofideas about sexuality and ideas about "race".

Gender and work: This sub-theme will consider work in a broadly defined sense. Potential topics include the organization of the workforce; the global economy and the migration of women; the history of prostitution; sexuality and slavery; women's work and industrialization. This sub-theme will also enable us to draw out historical legacies for the present, in a diverse range of societies, with important implications for development issues, among others.

The politics ofgender and the gender ofpolitics: This subfield will consider politics in the broadest terms. What counts as the political? How, in comparative perspective, has gender operated in the political sphere? How and when have women been defined as "citizens" and from what aspects of citizenship have they been excluded? Possible issues that might be taken up by workgroups in different years could include feminism as a political movement; struggles over the emancipation of women; legal change in relation to social change; gay liberation; Aboriginal politics; relationships between the politics of ethnicity and of gender. A working group associated with the Politics of Gender stream will focus in particular on gender and colonialism. Different regional specialists will consider recent work in this emerging field, opening the door to both regional comparisons and transnational linkages, with attention to the history of globalization.

Genderand religion: A workgroup on religion and gender will draw on the rich resources of the Faculty of Religious Studies as well as the Faculty of Arts. How have ideas of the feminine and the masculine been deployed in a variety of theological contexts? How has the experience of women been different from the experience of men in diverse religious settings (however the concept of "religion" is defined)? What opportunities have been offered for empowerment? How conversely have religious institutions and religious beliefs affected the status of women and the nature of gender roles within diverse societies? How has colonialism deployed religious ideas to attempt to change gender roles?

Faculty who have confirmed interest in joining this axis Anne-Marie Adams (Architecture) Ellen B. Aitken (Religious Studies) Adelle Blackett (Fac of Law) Danielle Bobker (English, Concordia) Laurel Bossen (Anthropology) Lara Braitstein (Religious Studies) Marguerite Deslauriers (Philosophy) Elizabeth Elboume (History) Elsbeth Heaman (History) Patricia Kirkpatrick (Faculty of Religious Studies) Roe-Min Kok (Music) Brian Lewis (History) Suzanne Morton (History) Kristin Norget (Anthropology) Research Axis: Policy and Practices

The intersection of practice, policy and principle has particular significance in the study of women, gender and sexuality. The theoretical development of guiding principles informs the articulation of policies and governance frameworks, and both principle and policy demand the nourishment that comes from careful attention to concrete practices and experience. Policies must be interpreted, often through organizational practices, which impact on the lives of individuals, families, and social groups. Moreover, the distinction between policy and practice is not invariable or rigid. There is a need for research that explores the complex interconnections between social policies and organizational practices with particular attention to the construction and reproduction of relations of power and social location.

Drawing on the strengths of McGill faculty across various departments within Arts as well as across faculties and schools such as Law, Social Work and Education, the Institute will serve as a vital bridge between academic research, community-based organizations, and both governmental and non-governmental institutions. By fostering careful contemplation, rigorous debate, and dynamic interactions, these collaborations will help to produce sound policy recommendations that better serve the interests of women and their families in Quebec and Canada. Situated in an English-language university in the dominantly francophone, ethnically diverse environment of Montreal, the Institute is well-positioned to explore different types of legal and policy environments and their relationship to key gender issues. Moreover, with the development of the proposed McGill Institute for Public Policy, we expect to benefit from new perspectives on public policy, services, and practices, and to contribute perspectives on women, gender and sexuality.

Topics for Working Groups

Families: Child welfare and protection, family law frameworks, family relations and resources over time or in particular sites, Diverse family structures and normative interactions; maternal and paternal leave, day care provision, education, and work-place programs.

Public Governance: Education, tax and wealth distribution, labour and employment, Government at multiple levels, the impact and agenda of Status of Women departments, poverty alleviation programs designed to benefit indigent women and their children, health administration. For example, work will be conducted on the lived experiences of older women receiving health and social care services within the context of public care, older women's perceptions and experiences of disability and frailty, home care services in Quebec and in the U.K., and organizational practice and 'modem' service delivery.

Citizenship: Social diversity, immigration, participatory processes, arbitration/mediation/access to justice, criminal justice, gender-based violence, racism and the intersection of racialized categories with gender, First Nations communities, women's rights, identity-based rights, policy provisions for the inclusion of diverse ethnic and cultural grouping, including immigrants and indigenous women; gendered practices within these diverse groups, access to services among marginalised communities (gay and lesbian or "ethnoracial" minority women), social justice initiatives in health and straight-queer alliance building. Corporate practice: Finance and investment, intellectual property, private sector organization, management practices, corporate responsibility.

We are in the process of confirming the interest in joining this axis of the following faculty:

Alia Al-Saji (Philosophy) Bev Baines (Head, Women's Studies, Law, Queen's University) Shari Brotman (Social Work) Angela Campbell (Law) - confirmed Irwin Cotler (On leave) (Law) Linda Davies (Social Work) Myriam Denov (Research Associate, MCRTW) Elizabeth Gildengil (Political Science) Amanda Grenier (Social Work) Jody Heymann (Institute for Health and Social Policy and Political Science) Alana Klein (Law) Julia Krane (Social Work) Celine Le Bourdais (Sociology) Christopher Manfredi (Political Science) Antonia Maioni (McGill Institute for the Study of Canada and Political Science) Shauna van Praagh (Law) Colleen Sheppard (Law) Suzanne Staggenborg (Sociology) Erin Strumpf (Economics) Wendy Thomson (Social Work) Amelie Quesnel-Vallee (Sociology and Epidemiology) MBRC Proposal APPENDIX D n McGill Biodiversity Research Centre

Formerly: Limnology Research Centre

I. Identification

a. Name

The McGiU Biodiversity Research Centre (MBRC) will be reconstituted from the existing Limnology Research Centre in order to broaden the field of enquiry from freshwater to all aquatic and terrestrial ecosystems.

b. Faculties (identify lead Faculty)

Faculty of Science

c. Names of proposers and affiliation ) G. A.C. Bell (Biology)

A. Gonzalez (Biology)

d. Table: Consultations (internal & external) / Review / Approval (dates) reo creation of proposed centre

Consultation Review Approval Faculty of Agricultural and January 2007 Environmental Sciences Biology Department May 2007 Redpath Museum May 2007 McGill School of January 2007 Environment Department of Geography January 2007 Department ofNatural January 2007 Resource Science Department of Plant January 2007 Sciences MBRC Proposal RPe Doc.4 (04-02-08) n II. Rationale

a. Context (Disciplinary, Societal. Institutional)

Disciplinary. The biodiversity group in the Biology DepartmentJRedpath Museum comprises 22 academic faculty and is perhaps the strongest in the country. It includes 4 eRC holders, two FQRNT Strategic Professors, a James McGill Professor, a William . Dawson Scholar, the Macdonald Chair of Botany, the Chair of the scientific committee of DIVERSITAS and the former Chair of COSEWIC. Biodiversity is also represented by several staff with appointments in the McGill School of Environment. There are several active research programs in biodiversity on the Macdonald campus, especially in the Departments of Natural Resource Sciences and Plant Science. Biodiversity research is supported by four fully equipped field stations (Gault, Penfield, Schefferville and Bellairs) and other field sites (Axel Heiberg, Molson, Macdonald Arboretum). There are three major curated collections (Redpath Museum, Lyman Entomological Museum, (, ) McGill Herbarium). In short, McGill has sufficient staff and resources to be a major international centre for biodiversity research.

Societal. Canada, perhaps more than any other nation, has built its economy and culture around the communities of plants and animals that inhabit its vast landscape. Research in biodiversity should thus be at the forefront of Canada's efforts to maintain a prosperous and sustainable economy, a just society, and to help a world where natural resources are being depleted at an alarming and accelerating rate.

Institutional. The goals of the MBRC are consistent with the Strategic Research Plan, which identifies as priorities (under section Dl) "ecology: ecology and conservation biology, biodiversity, ecoinforrnatics, complex ecological systems, long-term change" and (under section El) "evolution, links from micro-evolution to macro-evolution". It also supports the Capital Campaign, where funding for a Chair in Biodiversity will be sought.

2 MBRC Proposal RPC Doc.4 (04-62-08) n b. Past history (Researchcollaborations, Grants obtained, Publicationsand other evidence of collaboration)

The LimnologyGroup, later the Limnology Research Centre, was founded in 1972and set up a field stationon Lake Memphremagog in 1975. Under the leadership of Bill Leggett, Frank Rigler, Jacob Kalff, RobertPetersand Joseph Rasmussen it establishedan internationallyrenowned researchprogrambasedon studiesofthe Eastern Townships lakes. In the early 1990sthe Centre quit its original site to build a new station at Sargent's Bay on land donated by the Penfield family. The building includes a wet lab, indoor accommodation for up to 6 researchers, a kitchen and domestic facilities. It stands about 50m from the shoreline, where there is a dockand boat anchorage. As well as shoreline, the land attachedto the station includes abouta square kilometre of forest. The station was completed in 1994and was directedby Prof Kalff until his retirement in 2003. The current director is Prof GrahamBell ofthe Biology Department. The website is at http://www.mcgill.ca/penfieldreserve.

The Limnology Research Centre was an outstandingly successful institutionthat was instrumental in makingCanadian lirnnological research renownedthroughoutthe world. It was responsible for hundreds of publications and graduated dozens of students who now hold positions in universities acrossthe continent. Unfortunately, no Annual Reports were filed (or required), so no precise figures are available. It is probably reasonable to say that in its heyday between 1975 and 1995 it was responsible for about 10% of the researchoutputof the BiologyDepartment. Sincethe retirementof ProfKalff and the resignation of Prof Rasmussen in 2003 the focus of research in aquatic ecology has shifted from conventional limnologytowards ecological and evolutionary aspects of biodiversity, which has motivated this proposal.

c. Consultations (internaland external)

See table above. A first draft of this document was sent to all units and individuals likelyto participate in scientific researchin biodiversity, and we received formal responsesfrom the Faculty of Agricultural and Environmental Sciences,the McGill

3 MERe Proposal RPC Doc.4 (04-02-08) n Schoolof Environment, the Department of Geography and the Department of Natural ResourceSciences. Therewere three mainconcerns, voiced by these units. The first. was the lack of emphasis on the human aspectof biodiversity'research in the first draft, especially the effectof human activities on the structure and diversity ofnatural communities. This has beenmet by revising the proposal to underline the strengths ofthe membership in themes such as invasive species, conservation biologyand adaptationto global change. Secondly, the Centre wasfeltto be too narrowly focussed on the Biology Department and the Redpath Museum. This has beenmetby the inclusion of 12 members from4 otherdepartments on both campuses (mostof whom had in fact beencontacted at the sametimeas the units). Finally, it wasfelt that there was too little emphasis on the field stations, and this inadvertent omission has been corrected. A revised version wascirculated andthe fmal text was adopted as modified by a widely announced Information Meeting that was held on 31 May 2007.

( ) III. Objectives a. Description of the proposed centre

MERC would foster synthetic and interdisciplinary scientific researchon biodiversity, including the effects of human activities on biological systemsand the reciprocal effectsof altered biodiversity on human society.

b. Mission and goals

1. To document the biodiversity of natural systems through systematic biological surveys, especially at the McGill field stations, to preserve specimens and records of these surveys using the facilities of the university collections, and to construct andanalyse largedatabases using the techniques of ecological bioinformatics.

4 MBRC Proposal RPe Doc.4 (04-02-08)

() 2. To investigate the mechanisms underlying the generation and maintenance of biodiversityin nature and in laboratory model systems using facilities such as the CFI-funded facilities housed in the McGillPhytotron, the field stastions (through ECONET) and the Laboratory for Experimental Ecology and Evolution. Likewise, to investigate the mechanisms whereby the alteration of biodiversity affectsthe productivity and stabilityof ecosystems.

3. To investigate directand indirect human impacts on biodiversity andthe social and economic consequences of biodiversity loss, and to evaluate strategies for conserving biodiversity.

c. Proposed activities (axesof research)

( ) The centralorganizing theme of the MBRC will be hownaturalcommunities respond to anthropogenic change and how this affects the properties of ecosystems. This has emerged as one of the key scientific and social issuesof the

21 st Century, and the strength of recently hired faculty in the field of biodiversity has established McGillto become a world leader. Within this main themethereis a rangeof topics addressed bystrongresearch groups at McGill.

(a) The discovery and documentation of biodiversity.The essential disciplines of taxonomy andsystematics. (b) The structure andfunction of communities. The fundamental science of the diversity and trophic structure of natural communities, including experimental, comparative andtheoretical work. (c) The distribution of animals and plants. The factors affecting the limits of ranges and how global changewillcauserangeshifts. (d) Invasive species. The spread of exotic species and their effecton native communities and human society.

5 MBRC Proposal RPC Doc.4 (04-02;.08)

() (e) Adaptation. Evolutionary responses to environmental change driven by natural selection. (f) Conservation and sustainability. Methods of preventing the extinction of speciesand the degradation of communities and ecosystems

d. Valueadded (contributions to the discipline, promotion ofresearch, facilitation of connections, etc.)

Most of the staff involved have beenhiredduring the lastfive years. The MBRC will enablethem to concerttheirresearch plans,to form groups for collaborative projects, to identify funding opportunities andto provide a broadplatformfor graduate training. The MBRC willhelp this powerful young group establishthemselves on the national and world stage.

( ) McGill has the most extensive natural history collections of any Canadian university, backed by taxonomic and curatorial expertise. These provide the basis for any researchprogram in biodiversity. MBRC wouldprovide the means to utilize the university collections mosteffectively in conducting systematic biological surveys and monitoring.

McGill also has an unrivalled seriesof field stations from the tropics to the high Arctic,with severalof themeasilyaccessible from Montreal. MBRC wouldenable the potential of these stations to be more fully realized byfacilitating the coordination of field projects and providing a common forum for field-based research.

We would establish a newBiodiversity Colloquium to provide faculty and students withthe opportunity to meetleading figures in thefield. The MBRC would also moveto establish a Visitor's Program that would bring in active researchers for a few weeks or months in orderto give staffand students more intensive exposure to new researchdirections and techniques.

6 MBRC Proposal RPC Doc.4 (04-02-08) n e. Contribution to training (graduate students, postdoctoral scholars, research . associates, etc.)

The MBRC will make three main contributions to training. First, it will establish a program to provide research opportunities for undergraduate students. By pooling resources and sharing information, we will aim to ensure that all interested undergraduates will be able to pursue research projects for credit as part of their degree programs. MBRC will also coordinate hiring of undergraduates to work in research labs at field stations during the summer. Secondly, MBRC will design and deliver a set of advanced courses in biodiversity to provide our graduate students with state-of-the-art instruction in all aspects of the field. Finally, we aim to design and operate a series of workshops for advanced training of researchers inside and outside McGill.

f. Research funding opportunities

MBRC will provide the framework for drawing up proposals at the provincial level (FQRNT Centre program) and at the national level (NSERC MRS program and CFI). We are at an advanced stage of discussions with UQAM regarding collaborative proposals and shall continue to develop this relationship.. University support for MBRC will be likely to leverage both provincial and federal funding; indeed, without such support no application would be likely to succeed. Finally, MBRC would enhance the fund-raising capacity ofthe University, especially in pursuit ofCapital Campaign priorities such as an endowed Chair in Biodiversity.

IV. Strategic positioning

a. Importance to Faculties

The MBRC will represent a large coherent group of researchers aligned with one of the main academic priorities of the Faculty of Science. It will provide an important

7 MBRC Proposal RPC Doc.4 (04-02-08)

focus for research withinthe Faculty and willhelp to ensureoptimal utilization of the n relevantresearch facilities, including field stations and collections. It will supportthe mission of the McGill School of Environment, and in particular the Domainof Biodiversity and Conservation. It willalso facilitate the coordination of biodiversity researchbetween Scienceandother Faculties, especially the Faculty of Agriculture and Environmental Sciences.

b. Importance to McGill University

Biodiversity is a recognized priority for the University, and MBRCwill help McGill to achieve its stated goals, It will provide a clearing-house for enquiries related to biodiversity and will be able to advise university officers on any questions related to biodiversity.

c. Relation to other unitsI researchcentres at McGill University or elsewhere

( ) MBRCwill not significantly overlap with any otherestablished Centre. It will complement themissionof the Global Environmental and Climate Change Centre, which covers the physical basis of global change and includes consideration of biological effects at a whole-ecosystem level. The presence of twostrongCentres dealingwith the physical and biological aspects of globalchangewill put McGill in an exceptionally strongposition to leadthe field withinCanadaand to establish a prominent international presence. MBRC willmove to establish strong links with similar units elsewhere. These willinclude the FQRNT-funded Centres CEF (forestry), GRIL(limnology) and Quebec-Ocean (oceanography), as wellas other Montreal-based institutions such as the Secretariat of the Convention on Biological Diversity and the Canadian University Biodiversity Consortium, basedat Universite de Montreal. MBRC would also establish a strong connection withthe proposed Canadian Institute for Ecology and Evolution, whichis being mooted by the newly­ formed Canadian Society for Ecology and Evolution. MBRC members already participate in all these institutions andate in a very good position to ensure fruitful collaboration.

8 MBRC Proposal RPC Doc.4 (04-02-08) n Future development plans MBRC willdevelop a Five-Year Plan for presentation to the Board withinone year of its establishment.

V. Membership and structure

a. Directorship

The currentDirector of the Limnology Research Group is Prof G.A.c. Bell (Biology)

b. Membership by category

A list of members is attached.

c. Board

Chair: Deanof Science Vice-Principal (Research) or delegate Fullmember: Deanof AES or delegate Chairof responsible Department Director of MBRC Full member: A. Gonzalez (PI for FQRNT Centre application) Fullmember:tba Graduate student member: tba External member: tba

VI. Resources: required and obtained

a. Budgetand sources of funding

Income: User fees from field station at Penfield NatureReserve Support from GaultNature Reserve Support from Departments Support from Facultyof Science

9 MBRC Proposal . RPC DocA (04-02-08)

Support from Faculty of Agricultural and Environmental Science n Support from Office ofVP (Research and International Affairs)

Expenses: Operating cost of field station. Operating cost of Centre Biodiversity Colloquium Travel and accommodation for visitors Support of undergraduate research Summer research experience for undergraduates Workshop costs

b. Staffmg (incI. teaching release)

Administrative support

c. Physical resources: specific location, space allocated/required and other resources (labs, library implications etc.)

The Centre would require a seminar/meeting room, offices for visiting researchers, an office for the Director and an administrative office. We have identified suitable possible space in Rabinovitch House (3640 de la Montagne).

Appendices:

A. Bylaws B. Letters of support (must include Deans of Faculties involved) C. .Curricula Vitae of full members

G.A.C. Bell . Biology Department I June 2007

10 AppendixA n McGill Biodiversity Research Centre . Bylaws

1. Location The physical location of the Research Centre should be clearly identified, for example, by a suitable plaque near the entrance to the Research Centre. 2. Management The governance of the Research Centre is the responsibility of its Board. The Director of the Research Centre is responsible for the management and reports to the Dean of its Reporting Faculty, who, or whose delegate, acts as Chair of the Board. In the event of all extended absence of the Director, an Associate Director can manage the Research Centre. 3. Membership of the Board The membership of the Board of the Research Centre will include the Dean(s) [or delegate(s)] of the faculty(ies) most concerned, the Vice-Principal (Research) (or delegate), the Director of the Research Centre, two active Full Members, a graduate student, and at least one person from outside the University, not directly involved in the Research Centre. (Add others if appropriate). The dean (or delegate) of the Reporting Faculty will assume the Chair ofthe Board.

) The Board members who are also members of the Research Centre, and who are not there ex-officio will be elected by their appropriate constituencies. The terms of appointment of the Board members, other than the Dean(s), Vice-Principal (Research), or their delegates, will normally be three years for faculty and one year for students or post­ doctoral fellows.

4. Appointment of the Director Recommendations for nomination(s) for the Director and, if necessary, the Associate Director ofthe Research Centre will be made to the Board by a subcommittee consisting of at least the Vice-Principal (Research) (or delegate) as Chair, two active Full Members of the Research Centre, and one other member of the Board. If necessary, the Board may decide to conduct an open search for a Director. The recommendation(s) ofthe Board for the appointment(s) of a Director and, if necessary, an Associate Director will be conveyed to the Provost by the Dean, of the Reporting Faculty. The Provost has the responsibility of approval of the appointment(s). The appointments of the Director and, if necessary, Associate Director will normally be for a term of two to five years, with a limit of ten years. The positions of Director and Associate Director of the Research Centre do not automatically involve any teaching release. Decisions on teaching release are the responsibility of the Chairs/Directors of the home units of the Director and Associate Director of the Research Centre. S. Annual Report The Director of the Research Centre will prepare the Annual Report, which will include all financial details of the operation of the Research Centre, and will present it to the Board for approval. Following its approval, the Annual Report will be submitted to the Vice-Principal (Research), in his/her capacity as the chief research officer of the University. 6. Membership The Centre will have classes of membership covering the following categories of membership; the actual nomenclature can vary. i. Full Member: A senior researcher, such as a faculty member, whose principal research affiliation is with the Centre; in consequence, he/she cannot be a Full Member of more than one McGill Research Centre. n. Associate Member: A senior researcher, such as a faculty member, with significant research affiliation with the Centre; a researcher can be an Associate Member of more than one McGill Research Centre. iii. Visiting Member:' A visiting scholar, appointed to the Research Centre for a limited term. IV. Postdoctoral ScholarlResearch Associate Member v. Graduate Student Member

Nominations for new Full and Associate Members of the Research Centre must include full curricula vitae and letters of support and must be submitted to the Board for approval. Terms of membership are renewable, and each term will be up to five years for Full and Associate Members, up to two years for Student Members and PostdoctorallResearch Associate Members, and up to one year for Visiting Members.

7. Research Resource Allocations and Budget ) The Research Centre's budget is prepared by the Director for approval by the Board. Recommendations for the allocation of Research Centre resources to Members will also be made by the Director to the Board. Appeals concerning resource allocation can be brought by Full and Associate Members to the Board, whose decision will be final. 8. Annual General Meeting There will be an Annual General Meeting ofall members ofthe Research Centre during . which the Annual Report will be presented and approved. (Insert rules for who is allowed to vote). 9. Meetings of Board The Board must meet at least once a year to receive the Annual Report, to review activities and membership, to approve the budget, and to help resolve any difficulties that may have arisen during the past year. It may meet more often if necessary.

An Extraordinary Meeting of the Board will be convened if a written request to do so, signed by at least two thirds of the Full and Associate Members ofthe Research Centre, is submitted to the Chair of the Board.

10. Research Agreements, Contracts Grants and Gift The Research Centre does not have the right to enter into research agreements, grant or contract agreements without the co-signatures of the appropriate University signing officers. Similarly, gifts to the Centre must be managed through the appropriate University channels. Appendix B ()

From: Martin Grant, Prof. Sent: Friday, June 22, 2007 8:16 AM To: Graham Bell, Prof. Cc: Prof. D. THERIEN; David Burns, Prof. Subject: FW: McGill Biodiversity Research Centre

Attachments: MBRC Formal Proposal.doc; Consultation Documents.doc

Graham,

Your attached proposal for a McGill Biodiversity Centre, reconstituting the existing Limnology Research Centre, was circulated and discussed at this week's meeting of the Chairs of the Faculty of Science. Indeed, yours is the first proposal concerning a Centre which has been vetted through the Faculty's new mechanism of consultation with the Council of Chairs.

After discussion, your proposal received the unanimous support of the Chairs. Hence on behalf of the Faculty of Science, I fully endorse it. By copy of this message, I am so informing the Vice Principal (Research and International Relations) Denis Therien.

( If any other information would be of use, please do not hesitate to contact me.

Martin

Martin Grant, Dean of Science, Dawson Hall, McGill University, 853 Sherbrooke St W, Montreal QC H3A 2T6 Canada, 514-398-4211, Fax 3932, [email protected], http://WVvw.physics.mcgill.cal~granti

APPENDIX E

Academic Policy Committee

Report to Senate

on the Academic Program Review Process

at McGill University

2004-2008

January 2009 Table of Contents

Introduction...... p.3 Overview of the process...... p.3 Status as of End of January 2009 " p.4 Faculty Review Groups...... p.4 Program Study Groups...... p. S External experts...... p. S Strengths and weaknesses...... p.6 Conclusion and recommendation...... p. 7

Appendices

Appendix I: Faculty Review Group (FRG) memberships (as of July 2008) ...... p~ 9

Appendix 2: List of Program Study Groups (PSGs) (Sept 2008)...... p.12

Appendix 3: List of external experts and dossiers reviewed...... p.IS

Appendix 4: Commission de verification de l'evaluation des programmes (CVEP) recommendations

from the December 2006 site visit [English translation] ...... p.20

Appendix 5: Summary of "Rapport de la Commission de verification de l'evaluation des programmes ­ Deuxierne cycle de verification de I' evaluation periodique des programmes (2001-2008),

September 2008 p.21

2 INTRODUCTION

In the fall of 2004 Senate approved a policy entitled "Academic Program Review Process" and a set of "Detailed Procedural Guidelines" (see revised version D06-69, approved by Senate, 23rd May 2007 http://www.mcgill.caJdeputyprovostlreview/) for the review of all of McGill's academic programs.

The policy and guidelines were in compliance with the policy adopted in 1991 by Quebec universities through CREPUQ, Politique des etablissements universitaires du Quebec relative al 'evaluation periodique des programmes existants . They were a departure from the two rounds of "cyclical reviews" conducted earlier by McGill. The University had, as early as 1981 and on the recommendation by APPC's Subcommittee on Planning and Priorities, adopted a cyclical review process which focused on units, whereas the policy adopted by CREPUQ in 1991 was for the evaluation of existing teaching programs. After McGill was visited by CREPUQ's Commission de verification des evaluations de programmes (eVEP) in 1992, the University continued to focus on units in its second round of reviews. McGill and Universite de Montreal were the only two Quebec universities reviewing units. Both have now switched to academic program reviews.

McGill's new Review process • was to focus on academic programs, not units; • was to be light, flexible, and fast; it was to be conducted over two or three years; • was to grant latitude in the way facuIties approached and organized the reviews;

Each faculty was to establish a Faculty Review Group (FRG) to coordinate the reviews that would be conducted by the Program Study Groups (PSGs).

As a central university body, the APPCIAPC was to exercise quality oversight over the whole process. Its role was to comment, give feedback (to be incorporated into the final review report), draw attention to certain issues, draw comparisons across the University, point to shortcomings and to the need to put in place certain policies in view of making recommendations to Senate. It also was required to submit a report to Senate on the Academic Program Review exercise.

The present report is intended • to provide a summary of the procedure followed, • to identify the strengths and weaknesses of the Academic Program Review process that was used, • to consider ways of improving the process so that it can be maximally useful to the University and to the faculties; • to review academic program review models used elsewhere; • to make recommendations for the conduct of future reviews at McGill.

OVERVIEW OF THE PROCESS

Briefly, the process was meant to unfold as follows:

1. The PSG drafts the self study report using data provided centrally and submits the report to the FRG.

2. The FRG reviews the self-study document and makes comments, to ensure that the Dean IS involved in the process and is aware ofthe document that will be sent to an outside reviewer.

3 3. The self-study document is then submitted to the Office of the Deputy Provost. The Academic Planning Officer identifies any particular omissions and/or issues that might have to be addressed immediately.

4. The faculty also submits the name of the external expert(s), approved by the Dean, to the Office of the Deputy Provost, which transmits the report and handles all arrangements for the external reviewer's visit.

5. The dossier, including the external expert's report, is considered by APC, and the Committee's comments are communicated to the faculties.

6. The PSG considers all comments (Faculty, Dean, Dean of Graduate Studies [if applicable], external expert, and APC) and completes the final review document, which is reviewed by the FRG and Dean for approval prior to submission to APC.

7. The final review documents are received by APC for information only, reported to Senate, and made public.

8. The Office of the Deputy Provost follows up on the action plans identified in the final review document six months after APC received them.

STATUS AS OF END OF JANUARY 2009

All of 70 academic program review reports, but two, have been reviewed by APC I. Final review summary sheets for each review are expected to be received by March 2009. and will be routed through APC for information and reported to Senate before the end of the 2008-2009 academic year. These sheets will be made public on the McGill website, in compliance with the CREPUQ policy.

FACULTY REVIEW GROUPS (FRG)

Each faculty was free to determine the membership of its FRG (Appendix 1). Some faculties used their Academic Committee to serve this role, while others created a separate FRG. One advantage of using the Academic Committee was that membership was relatively stable for the duration of the review process. Faculties that created an ad hoc committee were hampered by rotating membership. Moreover, FRGs that were chaired by an Associate Dean did not experience the delays that tended to be encountered by those chaired by a faculty member who was not an administrator.

The FRGs took full advantage of the latitude granted in organising the reviews pertaining to the programs of their faculty. This resulted in an enormous disparity in the scope of the reviews conducted, e.g. from multiple programs in one review (Faculty of Science) to highly detailed individual program reviews (Schulich School of Music).

I This figure does not include the Centre for Continuing Education which was not required to undertake this exercise. The Centre did, however, conduct reviews of the programs offered by its Career and Management Studies department, and those dossiers were routed through the Academic Policy Committee in the Fall 2008 term.

4 PROGRAM STUDY GROUPS (PSG)

The PSGs (Appendix 2) were the core groups charged with drafting the self-study documents that would be used by the external experts as the basis for their reports. PSGs were composed, essentially, of faculty members involved in the delivery of the program(s), students (both current and former), and representation from the administrative staff of the units that deliver the program(s). The PSG was also charged with the revision of the self-study document upon receipt of any comments generated in the review process. PSGs varied considerably in size, which raised problems related to work load and/or turnover in membership.

The overall quality of the reports submitted to APC fluctuated greatly, and a number of issues were raised by both the faculties and the Committee concerning what should or should not have been addressed in the reports. The PSGs had been provided with a list of questions to address in their reports. While it was understood that some of the questions may not have been pertinent to all programs, discussion of admission, enrolment trends and retention rates were considered standard. Many dossiers, however, did not address the relevant questions and many of those that did address them did so only cursorily. A contributing factor to this issue of quality could be attributed to the long list of questions asked, which had a detrimental effect on the writing of the PSG reports. In addition, changes in procedure that occurred during the process proved disruptive to the faculties as they were in the process of compiling their reports.

One of the most explicit requirements of the CREPUQ policy was the serious involvement of students in the drafting of these reports. The inclusion of student input varied across the faculties, and this variation was raised by the Commission de verification de I 'evaluation des programmes (CVEP) when it visited McGill in December 2006 to review the process being used by the University (see Appendix 4 for an English translation of its recommendations). Another issue raised by the Commission was the deficiency in the participation of both recent graduates from the program(s) and part-time faculty.

EXTERNAL EXPERTS

The use of external experts (see Appendix 3 for a list of experts and the dossiers they reviewed) was required to ensure objective evaluations of programs. Programs that had recently undergone an accreditation exercise were exempt from this requirement, which proved to be problematic: some of the accreditations had taken place more than three years before the review, and accreditation reports are focused primarily on professional competencies rather than purely academic issues. The PSGs that used accreditation reports were expected to supplement them with discussion of the missing academic issues, but they did not all do so.

Faculties could decide how best to utilise the external experts during their visit. Some faculties held collective meetings, in the form of workshops or symposia, while the majority arranged individual meetings for the external expert with the Dean, faculty members, and, most importantly, the students of the prograrn(s). External experts were asked to submit their reports within thirty days of their visit to campus, a deadline that was respected in almost all cases.

The following summarises the procedure related to external experts: • PSGs identified potential candidates and submitted the list to the Dean for approval. • The faculty supplied the self-study document, approved by the FRG and the Dean, as well as any additional information deemed relevant, to the Office of the Deputy Provost at least one month before the scheduled visit. • The external expert was sent the package from the faculty as well as other supporting documents related to the review process.

5 • The external expert's visit to campus lasted one to three days, with faculties organising the visit as they saw fit for the best use of the external expert's time. • The external expert was expected to submit a report within one month of the visit. • The Office of the Deputy Provost made all the necessary arrangements, including contacting external reviewers, sending relevant information, making travel arrangements, receiving reports, and arranging payment of honoraria and expenses.

STRENGTHS AND WEAKNESSES

As would be expected for any newly developed process, this one had positive and negative outcomes. This section outlines the strengths and weaknesses of the Academic Program Review process that were identified by the faculties, the Office of the Deputy Provost (Student Life and Learning), the Associate Provost (Graduate Education), and current and former members of APC.

Three primary positive aspects of the process were identified:

• The flexibility of the process provided faculties the opportunity to adapt the exercise to their own use while remaining true to the CREPUQ policy. • Some faculties used the review as an opportunity to revamp some program offerings completely; for example, the new B.Sc. Liberal in the Faculty of Science was a direct outcome of the program review. • The writing of self-study documents is seen as a beneficial exercise as it necessitates self­ examination and reflection on program strengths and weaknesses.

A number of weaknesses were identified:

• Separating the review of academic programs from the framework of the units offering them was problematic, because issues of capacity and resources were not uniformly addressed. This was. especially true for thesis-based graduate programs, because they were not evaluated in the context of the research productivity of the unit, but applied to other programs as well. • The central administration had difficulty providing current, multi-year data before some PSGs started drafting their self-study documents; thus, some faculties had to find supplementary data, which did not necessarily mirror those provided by the administration. Even when data were available, many of the self-study reports lacked analysis and interpretation. . • No strict templates, either for the preparation of the self-study documents or for the external experts' reports, were provided. As a result, it was difficult for APC to compare the reports with a view to identifying cross-faculty commonalities. • The guidelines that were provided were often ignored. This meant that important issues were overlooked in many of the reviews. • As noted, the use of accreditation reports raised issues related to the currency of the information and gaps in focus. • All of McGill's programs were reviewed in a relatively short period of time, which meant that depth was necessarily sacrificed in many instances. For example, APC was not able to be as actively involved as it might have been, even though its members displayed extraordinary dedication in reviewing all the documents. • The review reports lacked information on program outcomes such as could be obtained from surveys regarding the degree of satisfaction experienced by graduates and employers. Professional programs, in particular, need feedback on program adequacy in meeting professional requirements.

6 • The lack of benchmarking in the review reports was a major deficiency. It is important in academic program reviews to seek answers to questions such as: which programs/units/institutions are used for comparison, and how does the academic program/unit rank? • Although the process was conducted on budget, it is unclear whether the University achieved full value for the total cost of the multi-year exercise, which was approximately $525,000, exclusive of the time of McGill faculty, staff, and administrators.

CONCLUSION AND RECOMMENDATION

As it reviewed about seventy Academic Program Review reports, APC became acutely aware of a number of deficiencies in the process and of corrections that would address them. The Office of the Deputy Provost solicited the faculties' input with a view to improving academic program reviews in the future. The following conclusions were reached and should be taken into account in the preparation of the next Academic Program Review Policy and Guidelines:

• The University needs to design a review process that complies with CREPUQ's standards for evaluating teaching programs but encompasses a review of other issues, activities and resources that bear on the quality of the teaching programs, such as research productivity, staffing, space and such; explicitly links the evaluation of teaching programs to the other aspects of the life of academic units; is forward-looking and is integrated in the University's strategic planning exercise; allows a comparative discussion of programs across a given unit; allows an assessment of the unit's overall strategy in relation to inquiry-based learning, interdisciplinarity and internationalization; This would best be achieved by adopting a review process that frames program reviews within the context of reviewing academic units. Care should be taken, however, when considering/addressing teaching programs that are offered across departments, so that the contribution of each unit and professor is reflected accurately

• Centrally-generated data need to be complete and current and must be supplied to the faculties at the beginning of the review process.

• A more uniform process is needed to ensure that key issues are addressed for all programs. Templates should be provided for the drafting of self-study reports (that could include a helpful question such as "Give five features of your program that demonstrate excellence or innovation") and for external expert reports.

• Each Master's and Doctoral program will be required to provide "milestones" - predefined program requirements including designated times by which these requirements must be completed. Common milestones include: completing coursework, designating and approving a supervisor/supervisory committee, passing comprehensive examination(s), submission and approval of thesis proposal, submission of completed thesis; others: passing language requirement(s), completing placementslfieldwork, etc.

• Accreditation reports should not be used as a substitute for an external expert's assessment of an academic program.

7 • Student participation at both the faculty and central level needs to be clearly defined and articulated.

• A rotation of reviews should be scheduled over, say, seven years, to ensure that each review receives the attention it needs.

• Inasmuch as possible, reviews that are framed by the academic unit should be coordinated with the term appointments of the relevant Dean/Chair/Director.

• The findings reported by CREPUQ's Commission de verification de l 'evaluation des programmes in April 2008 (Rapport de la CVEP - Deuxieme cycle de verification de I'evaluation periodique des programmes [2001-2008J) (see Appendix 5) should be taken into consideration when a new Academic Program Review Policy and Guidelines is being drafted: special care should be taken to include the evaluation of interuniversity, international programs, and distance education programs.

• Reports should be shared among faculties as an "idea-generating exercise".

• The FRG/PSG Chair should be invited to the APC meeting at which that report is presented in order to "allow for a useful dialogue prior to final comments" from APC (if number and scheduling of reviews allow).

• Central administration should provide assistance to the faculties regarding the benchmarking exercise

• The possibility of making use of Departmental or Faculty reports in the review process should be considered.

• The connection between past and new reviews should be made clear. The new review should respond to the findings and recommendations stated in the previous review.

The current Academic Program Review Process adopted in 2004, concentrating as it did almost exclusively on academic programs was not as successful as it might have been. McGill needs to find a more cost­ effective, organised, and timely review process that will become part of permanent ongoing operations. Other universities facing the same challenge have developed and tested various review procedures. McGill should examine what these universities have done but design an academic review process that meets its own needs and particularities as well as the requirements of the CREPUQ policy for quality assurance and accountability purposes.

The Academic Policy Committee therefore recommends the following:

1) That after completion of the current Academic Program Review exercise, McGill University move to conducting the review of its academic programs within the context of full reviews of academic units, and that the Academic Policy Committee recommend a new review policy and a new review process to Senate by April 2009.

8 APPENDIX 1

Faculty Review Group (FRG) Membership (as ofJuly 2008)

Agricultural & Environmental Sciences William Hendershot (Associate Dean, Academic), Chair Robert Bonnell (Bioresource Engineering) Christopher Buddie (Natural Resource Sciences) Armando Jardim (Parasitology) Chandra Madramootoo (Dean) ArifMustafa (Animal Science) Katrine Stewart (Plant Science) Frederick van de Voort (Food Science) Kevin Wade (Cont. Prof. Dev. Representative) G. McCourt (MSE rep) M. Rose (Dietetics & Human Nutrition) S. Higgins (Manager, Student Affairs Office) A. Stoute (Associate Librarian) H. Goto (MCSS VP Academic) DHNUS representative AESUS representative MCGSS representative

Arts Philip Oxhorn, Chair Nathalie Cooke (Associate Dean, Research & Graduate Studies) Jane Everett (French Language & Literature) Mary McKinnon (Associate Dean, Academic Administration & Oversight) GIyne Piggott (Linguistics) Enrica Quaroni (Associate Dean, Student Affairs) Sarah Stroud (Philosophy) N. Kassam (undergraduate student member) A. Deguise (graduate student member)

Continuing Education Alfred Jaeger (Associate Dean, Academic), Chair Alistair Duff (Accounting) Emine Sarigollu (Marketing) Albert Teitlebaum (Management) Alex Whitmore (Management) R. Jassim (Director, CMS programs) A. Safraoui (President, MACES)

Dentistry Marc McKee (Associate Dean, Graduate Studies & Research), Chair Peter Chauvin Marie Dagenais (Associate Dean, Academic Affairs) James Lund R. Perri (student member)

Education Elizabeth Wood (Associate Dean, Academic Programs), Chair Julie Cote (Kinesiology & Physical Education) Kimiz Dalkir (Information Studies) Janet Donin (Educational & Counselling Psychology) C. Riches (Integrated Studies in Education) F. Benson (Director, Office of Student Teaching)

9 M, Cohen (Director, Education Library) C. Zilbennan (Faculty Administrator, Student Affairs Office) D, Cuvalo (EDUS representative) S, Chang-Kredl (EGSS representative)

Engineering James Clark (Associate Dean, Academic), Chair Annmarie Adams (Architecture) Jorge Angeles (Mechanical Engineering) Lisa Bomstein (Urban Planning) Benoit Champagne (Electrical & Computer Engineering) Raynald Gauvin (Ming & Materials Engineering) Alejandro Rey (Chemical Engineering) Patrick Selvadurai (Civil Engineering & Applied Mechanics) 2 student members

Law Veronique Belanger (Assistant Dean. Student Affairs), Co-Chair Shauna Van Praagh (Associate Dean, Graduate Studies), Co-Chair Blaine Baker Jean-Guy Belley Adele Blackett Armand De Mestral Paul Dempsey Jaye Ellis Fabien Gelinas Richard Gold Marie-Claude Premont Margaret Somerville Charmaine Lyn (Assistant Dean, Admissions) Daniel Boyer (Wainwright Civil Law Librarian) HJ, Lamed C. Borrelli (Administrative and Student Affairs Coordinator) T. Moneit (Vice-President, LSA) A. Guerard-Langlois (student member) M, Nsour (student member) A. Picard (student member) A. Singh (Student member)

Management Omar Toulan (Associate Dean, Academic), Chair Jan Ericsson Alfred Jaeger Emine Sarigollu R.G. Donovan Support Staff representative Drager (student representative)

Medicine Paul Holland, Chair James Brawer (Anatomy & Cell Biology» Ellis Cooper (Physiology) Abraham Fuks (Biomedical Ethics Unit) Richard Levin (Dean) Nadia Turianskyj (Senior Administrative Coordinator, Academic Affairs) P. Fok (student member)

10 Music Bruce Minorgan (Associate Dean, Administration), Chair David Brackett (Music Research) Sean Ferguson (Music Research) Hank Knox (Performance) Don McLean (Dean) Douglas McNabney (Performance) Christoph Neidhofer (Music Research) Richard Raymond (performance) Andre Roy (Performance) Julian Wachner (Performance) Marcelo Wanderley (Music Research) Lloyd Whitesell (Music ResearchO Director, McGill Conservatory Cynthia Leive (Associate Librarian) Reisa Lipszyc (Administrative Officer) Brian McMillan (Library Professional) Marie Moscato (Advisor) M. Adler (MUSA representative) B. Gingras (MGS representative)

Religious Studies Ellen Aitken (Dean), Chair Ian Henderson Victor Hori Barry Levy Chair, BTh program committee S. Parks Ricker (graduate student member) BA student representative BTh student representative

Science Laurie Hendren (Associate Dean, Academic), Chair Don Baker (Earth & Planetary Sciences) David Burns (Associate Dean, Research & Graduate Education) Dik Harris (Physics) Bettina Kemme (Computer Science) Robert Levine (Biology) Craig Mandato (Anatomy & Cell Biology) Ann Wechsler (Physiology) Katherine Peterson (Director of Administration) Jennifer Hunter (Administrative Coordinator) M. Lagodich (Vice-President, Academic, SUS) D. Durnford (graduate student member) M. EI Ouali (graduate student member)

J 1 APPENDIX 2

List of Program Study Groups (PSGs) and Timetable for Their Completion

FACULTY PSG NAME APCMEETING EXPECTED SUBMISSION OF FINAL REVIEW DOCUMENT Agricultural & Agricultural Sciences 23 November 2006 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Bioresource Engineering 1 March 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Animal Science 29 March 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Animal Biology 26 April 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Agricultural Economics 10 May 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Microbiology 24 May 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Wildlife Biology, Environ­ 30 August 2007 31 March 2009 Environmental Sciences mental Biology, Resource Conservation, Applied Zoo­ logy (undergrad programs) Agricultural & Botanical Science 11 October 2007 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Dietetics and Nutrition 14 February 2008 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & Food Science 13 March 2008 31 March 2009 Environmental Sciences (undergraduate programs) Agricultural & M.Sc. programs 27 March 2008 31 March 2009 Environmental Sciences Agricultural & PhD. programs 27 March 2008 31 March 2009 Environmental Sciences Arts Interdisciplinary Studies I February 2007 31 March 2009 (undergraduate programs) Arts Religious Studies 15 March 2007 31 March 2009 (undergraduate programs) Arts Social Sciences 26 April 2007 31 March 2009 (undergrad & grad programs) Arts Science programs 10 May 2007 31 March 2009 (undergraduate only) Arts Languages & Culture 24 May 2007 31 March 2009 (undergrad & grad programs) Arts Multi-Track program 11 October 2007 31 March 2009 (undergraduate only) Arts Other Faculties 11 October 2007 3 I March 2009 (undergraduate programs) Arts Humanities 25 October 2007 31 March 2009 (undergraduate & graduate programs) Arts Arts Legacy Freshman 16 October 2008 31 March 2009 Dentistry Oral & Maxillofacial Surgery 23 November 2006 31 March 2009 (M.Sc. program) Dentistry DMD program' 26 April 2007 31 March 2009 Dentistry Graduate programs 8 November 2007 31 March 2009

12 Education School!Applied Child 26 April 2007 3 I March 2009 Psychology (PhD. program) Education Counselling Psychology 26 April 2007 3 I March 2009 (PhD. program) Education Cognition and Instruction 24 May 2007 31 March 2009 (graduate programs) -~ Education tv1LIS program 8 November 2007 31 March 2009 Education Kinesiology 17 January 2008 31 March 2009 (B.Sc. program) - Education B.Ed. programs 14February 2008 31 March 2009 Education Kinesiology (M.Sc.) 28 February 2008 3I March 2009 Physical Education (M.A.) Education Integrated Studies in Educ, 13 March 2008 3 I March 2009 (graduate programs) Education Educational Psychology 8 May 2008 31 March 2009 (M.Ed.) Education Educational Psychology 8 May 2008 3 J March 2009 (M.A. & Ph.D.) Education Counselling Psychology 15 January 2009 31 March 2009 (M.A.) Education Joint B.Ed. programs 12 February 2009 3 I March 2009 (tentatively) Engineering Chemical Engineering 14 September 2006 31 March 2009 (undergraduate & graduate programs) Engineering Civil Engineering & Applied 14 September 2006 3 J March 2009 Mechanics (undergraduate & graduate programs) Engineering Mechanical Engineering 14 September 2006 31 March 2009 (undergraduate & graduate programs) Engineering Electrical & Computer 26 October 2006 3 I March 2009 Engineering (undergraduate & graduate programs) Engineering Mining & Materials 26 October 2006 31 March 2009 Engineering (undergraduate & graduate programs) Engineering Arch itecture 9 November 2006 31 March 2009 (undergraduate & graduate programs) Engineering Urban Planning 23 November 2006 3 I March 2009 (undergraduate & graduate programs) Joint programs 13 September 2007 Law 31 March 2009 -- Law Undergraduate programs II October 2007 31 March 2009 Law Graduate programs 28 February 2008 31 March 2009 Management B.Com program 22 May 2008 31 March 2009 Management I Masters' programs 22 Mav 2008 3I March 2009 Management PhD. program Fa112009 (*Inter-University program with U de M, Concordia U, UQAM) Medicine B.Se.(N) & BNI programs 30 August 2007 3I March 2009

13 Medicine B.Sc.(OT) & B.Sc.(PT) proas 30 August 2007 3 1 March 2009 Medicine Basic Biomedical Sciences 25 October 2007 31 March 2009 Medicine Clinical B: Experimental 13 December 2007 3 1 March 2009 Medicine & Human Genetics (graduate programs) Medicine Medical Physics & 13 December 2007 31 March 2009 Biomedical Engineering Medicine Communication Sciences & 13 December 2007 31 March 2009 Disorders, Nursing & Physical and Occupational Therapy (graduate programs) Medicine Clinical A: 31 January 2008 3 1 March 2009

I (graduate programs) Medicine Clinical C: 31 January 2008 3 1 March 2009 (graduate programs) Medicine MDCM program 24 April 2008 3 1 March 2009 Music Jazz 9 November 2006 3 1 March 2009 (undergrad & grad programs) Music Music Technology 14 December 2006 3 1 March 2009 (undergrad & grad programs) Music Sound Recording 14 December 2006 3 1 March 2009 (undergrad & grad programs) Music Musicianship program 18 January 2007 3 1 March 2009 Music Music Theory 18 January 2007 31 March 2009 (undergrad & grad programs) Music Early Music 18 January 2007 31 March 2009 (undergrad & grad programs) Music Music HistorylMusicology 1 March 2007 31 March 2009 (underzrad & grad programs) Music Piano/Keyboard 22 November 2007 31 March 2009 (undergrad & grad programs) Music Voice/Opera/Choral 22 November 2007 31 March 2009 (underzrad & grad programs) Music Composition 22 November 2007 3 1 March 2009 (undergrad & grad programs) Music Orchestral 17 January 2008 3 1 March 2009 (underzrad & grad programs) Religious Studies Graduate programs 8 November 2007 31 March 2009 Religious Studies B.Th. program 13 March 2008 31 March 2009 Science Undergraduate programs 13 September 2007 31 March 2009 Science Graduate programs 24 April 2008 31 March 2009

14 APPENDIX 3

External Experts Used for the Academic Program Review 2005-2008

NAME TITLE UNIVERSITY FACULTY & DOSSIER(S) Harley Furtan Professor Dept ofAgricultural Economics AES: Agricultural Economic University of Saskatchewan programs Saskatoon, SK CANADA Steve Leeson -Professor Dept ofAnimal & Poultry Sci. AES: Animal Biology program -Chair of Department University of Guelph Guelph, ON CANADA Ellen Macdonald Professor .Dept of Renewable Resources AES: Botanical Sciences program University of Alberta Edmonton, AB CANADA Marielle Ledoux Professor Dept de nutrition AES: Dietetics program Universite de Montreal , Montreal, QC CANADA Carl Keen -Distinguished Professor Dept of Nutrition AES: Nutrition program of Nutrition and Internal University of California-Davis DID NOT SUBMIT REPORT Med. Davis, CA USA DESPITE NUMEROUS REMINDERS -Mars Chair in Developmental Nutrition Jean Amiot -Professor Dept des sciences des AES: Food Science program -Chair of Department Aliments et de nutrition Universite Laval Quebec City, QC CANADA Peter Loewen -Professor Dept of Microbiology AES: Microbiology program -Head of Department University of Manitoba Winnipeg, ME CANADA Anne Naeth Professor Dept of Renewable Resources AES: Wildlife Biology, University of Alberta Environmental Biology, Resource Edmonton, AB CANADA Conservation, Applied Zoology programs Alan Grant -Professor Dept of Animal Sciences AES: MSc programs -Head of Department Purdue University West Lafayette, IN USA Digvir Jayas -Distinguished Professor Dept of Biosystems Engineering AES: PhD programs - Associate VP University of Manitoba (Research) Winnipeg, ME CANADA -CRC in Stored-Grain Ecosystems Harvey Graff -Professor Depts of English and History ARTS: Humanities programs -Ohio Eminent Scholar in Ohio State University Literacy Studies Columbus, OH USA Joanne Rappaport Professor Dept ofSociology & Anthrop. ARTS: Interdisciplinary programs Georgetown University Washington, DC USA Roland Greene -Professor Division ofLiteratures, Cultures ARTS: Language and Culture -Head of Division and Languages programs Stanford University Palo Alto, CA USA Paul Pietroski -Professor of Philosophy Depts of Philosophy & ARTS: Multi-Track program -Professor ofLinguistics Linguistics -Distinguished Teacher- University of Maryland Scholar College Park, MD USA f-c:-­ -- Bernard Dobroski -John Evans Professor of School of Music ARTS: Other Faculty programs Music Northwestern University -Former Dean Evanston, IL USA

15 David Lehmann Reader Faculty of Social and Polit.. Sci. ARTS: Religious Studies programs Cambridge University Cambridge, UK Pekka Sinervo -Dean Faculty of Arts and Science ARTS: Science programs -Vice Provost First-Entry University of Toronto Programs Toronto, ON CANADA David Welch Professor Dept of Political Science ARTS: Social Sciences programs University of Toronto Toronto, ON CANADA Kenneth Bryant -Associate Professor Dept of East Asian Studies ARTS: Arts Legacy Freshman -Director, University of British Columbia Program ArtsOne Program Vancouver, BC CANADA *special review mandated by APC when first approved in 2006 Jean-Pierre Professor Ecole des Hautes Etudes CONT ED: All Career and LeGoff Commerciales Management Studies programs Montreal, QC CANADA Paul Santerre -Professor Faculty of Dentistry DENT: Graduate programs -Associate Dean University of Toronto (Research) . Toronto, ON CANADA Alan Lesgold -Professor School ofEducation EDUC: Cognition and Instruction -Dean of School University of Pittsburgh programs Pittsburgh, PA USA Judy Lupart -Professor Dept of Educational Psychology EDUC: Educational Psychology -CRC in Special University of Alberta Graduate programs Education Edmonton, AB CANADA Arpi Hamalian Associate Professor Dept of Education EDUC: Graduate programs in DISE Concordia University Montreal, QC CANADA Wade Parkhouse -Professor of Kinesiology Faculty ofApplied Science EDUC: Kinesiology Graduate -Associate Dean Simon Fraser University programs (Research and Graduate Burnaby, BC CANADA Studies) Gloria Leckie Associate Dean faculty ofInfonnation and EDUC: MUS program Media Studies University of Western Ontario London, ON CANADA Judith Wiener Professor Dept ofHuman Development EDUC: School/Applied Child and Applied Psychology Psychology Ontario Inst. for the Study of Ed. University of Toronto Toronto, ON CANADA Michel Turcotte Senior Analyst and Skills Development Canada EDUC: MA program in Counselling Career Counsellor Government ofCanada Psychology Gatineau, QC CANADA Frances Bronet Dean School of Architecture and ENGG: Architecture programs Allied Arts - U. ofOregon Eugene, OR USA Larry Richards Professor Faculty of Arch., Landscape and ENGG: Architecture programs Design - University of Toronto Toronto, ON CANADA John Grace -Professor Dept ofChem. & Biological ENGG: Chemical Engineering -CRC in Clean Energy Eng programs Processes University of British Columbia Vancouver, BC CANADA Andrew Hrymak -Professor Dept of Chemical Engineering ENGG: Chemical Engineering -Chair of Department McMaster University programs Hamilton, ON CANADA

16 Anthony McHugh -P.c. Rossin Senior Dept of Chemical Engineering ENGG: Chemical Engineering Professor Lehigh University programs -Chair of Department Bethlehem, PA USA Jean-Guy Professor College of Engineering and ENGG: Civil Engineering programs Beliveau Mathematical Sciences University of Vermont Burlington, VT USA Sidney Mindness Professor Dept of Civil Engineering ENGG: Civil Engineering programs University of British Columbia Vancouver, BC CANADA Vijay Bhargava -Professor Dept of Electrical and Computer ENGG: Electrical and Computer -Head of Department Engineering Engineering programs University of British Columbia Vancouver, BC CANADA Steven Blostein -Professor Dept of Electrical and Computer ENGG: Electrical and Computer -Head of Department Engineering Engineering programs Queen's University Kingston, ON CANADA Kenneth Connor -Professor Dept of Electrical, Computer ENGG: Electrical and Computer -Head of Department and Systems Engineering Engineering programs Rennselaer Polytechnic Institute Troy, NY USA Caroline Baillie -Professor Dept of Chemical Engineering ENGG: Mechanical Engineering -Dupont Chair of Queen's University programs Engineering Education, Kingston, ON CANADA Research and Development Glenn Heppler Professor Dept ofSystems Design Eng. ENGG: Mechanical Engineering University of Waterloo programs Waterloo, ON CANADA Kon-Well Wang William E. Diefenderfer Dept ofMechanical Engineering ENGG: Mechanical Engineering Chaired Professor Pennsylvania State University programs University Park, PA USA Stephen Corbin Associate Professor Dept of Mechanical Engineering ENGG: Mining and Materials University of Waterloo Engineering programs Waterloo, ON CANADA Roe-Hoan Yoon Nicholas T. Camicia Dept of Mining & Minerals Eng. ENGG: Mining and Materials Professor Virginia Tech Engineering programs Blacksburg, VA USA Jonathan Levine -Professor Urban and Regional Planning ENG: Urban Planning programs -Chair of Division Taubman College of Architecture and Urban Planning University of Michigan Ann Arbor, MI USA Frank Palermo Professor School of Planning ENG: Urban Planning programs Dalhousie University Halifax, NS CANADA John Barcelo III W.N. Cromwell Cornell Law School LA W: Institute of Air & Space Law Professor of Law Cornell University programs Ithaca, NY USA Lome Sossin -Professor Faculty of Law LAW: Undergraduate and Joint -Associate Dean University of Toronto programs Toronto, ON CANADA James McKeen Professor School ofBusiness MGMT: Masters programs Queen's University Kingston, ON CANADA

17 Rebecca Reuber Associate Professor Rotman School ofManagement MGMT: BCom program University of Toronto Toronto, ON CANADA MGMT: PhD program Dorothy Pringle Professor Emerita Faculty ofNursing MED: Allied Health Graduate University of Toronto programs Toronto, ON CANADA Reinhart -Professor Dept of Biochemistry MED: Basic Science Departments Reithmeier -Chair ofDepartment University of Toronto Graduate programs Toronto. ON CANADA Michael Lee Professor School of Biomedical Eng. MED: Biomedical Engineering Dalhousie University programs Halifax, NS CANADA James Jans Professor Dept of Psychology MED: Graduate programs, Clinical A: Concordia University Exp 'I Surgery, Neurological Sci, Montreal, QC CANADA Otolaryngology, Pathology, Psychiatry Patricia Brubaker -Professor Depts of Physiology and MED: Graduate programs, Clinical B: -CRC Medicine Experimental Medicine, Human University of Toronto Genetics, Genetic Counselling Toronto, ON CANADA Martin Schechter -Professor Dept ofHealth Care & Epidem. MED: Graduate programs, Clinical A: -Head of Department University of British Columbia Epidemiology and Biostatistics Vancouver, BC CANADA Jerry Battista -Professor Dept ofMedical Physics MED: Medical Physics programs -Chair of Department University of Westem Ontario London, ON CANADA Manon Lemonde Associate Professor Faculty ofHealth Science MED: Undergraduate programs in Ontario U. Institute ofTechn. Nursing Oshawa, ON CANADA Elaine Chapman Professor Ecole de readaptation & Dept de MED: Undergraduate programs in physiologie - U. de Montreal Physical & Occupational Therapy Montreal, QC CANADA Julian Anderson Fanny P. Mason Dept ofMusic MUSIC: Composition programs Professor Harvard University Cambridge, MA USA Tristan Murail Francis Goelet Professor Dept ofMusic MUSIC: Composition programs of Music Columbia University New York, NY USA Michael McCraw -Associate Professor Jacobs School of Music MUSIC: Early Music programs -Director, Early Music Indiana University Institute Bloomington, IN USA Lyle Nordstrom -Professor College of Music MUSIC: Early Music programs -Director ofEarly Music University of North Texas Denton, TX USA Allan Chase Dean of Faculty New England Conserv. ofMusic MUSIC: Jazz programs Boston, MA USA Dean McNeill -Professor Dept of Music MUSIC: Jazz programs -Head of Department University of Saskatchewan Saskatoon, SK CANADA Susan Cook Professor School of Music MUSIC: Music History programs University of Wisconsin Madison, WI USA Patrick Macey Professor Eastman School of Music MUSIC: Music History programs University of Rochester Rochester, NY USA

18 Xavier Serra Professor Dept de Tecnologies de la MUSIC: Music Technology programs Informacio i les Comunicacions Universitat Pompeu Fabra Barcelona, SPAIN David Wessel -Professor Dept of Music MUSIC: Music Technology programs -Director, Ctre for New U.ofCalifomia-Berkeley Music & Audio Techno!. Berkeley, CA USA Elizabeth Marvin Professor Eastman School ofMusic MUSIC: Music Theory programs University of Rochester Rochester, NY USA Patrick Professor Dept of Music -Yale University MUSIC: Music Theory programs McCreless New Haven, CT USA Michael Professor Dept ofMusic- Yale University MUSIC: Musicianship program Friedmann New Haven, CT USA Eric Isaacson -Associate Professor Jacobs School of Music MUSIC: Musicianship program -Chair of Music Theory Indiana University Bloomington, IN USA Kathryn Lukas Professor Jacobs School of Music MUSIC: Orchestral Instruments Indiana University programs Bloomington, IN USA Merit Palas Head of Department Dept of Orchestral Instruments MUSIC: Orchestral Instruments Sibelius Academy programs Helsinki, FINLAND Marilyn Engle Professor Dept of Music MUSIC: PianolKeyboard programs University of Calgary Calgary, AB CANADA Julian Martin Professor Music Division MUSIC: Piano/Keyboard programs The Juilliard School New York, NY USA Stephen Croes Dean Music Technology Division MUSIC: Sound Recording program Berklee College ofMusic Boston, MA USA Theresa Leonard Director of Audio, Music The Banff Centre MUSIC: Sound Recording program and Sound Banff, AB CANADA Francis Rumsey Professor Institute of Sound Recording MUSIC: Sound Recording program University of Surrey GuiIdford, UK Mikael Eliasen Artistic Director Vocal Studies & the Curtis MUSIC: Voice/Opera/Choral Opera Theatre - Curtis Institute programs of Music, Philadelphia, PA USA Mary Ann Hart Chair of Voice Jacobs School ofMusic MUSIC: Voice/Opera/Choral Indiana University programs Bloomington, IN USA Michel Professor Dept of Religion and Culture REL ST: Graduate programs Desjardins Wilfrid Laurier University Waterloo, ON CANADA Laurie Patton -Professor Dept of Religion REL ST: Graduate programs -Chair of Department Emory University Atlanta, GA USA Don Thomas Dean Faculte des Sciences SCI: Undergraduate programs Universite de Sherbrooke Sherbrooke, QC CANADA Laurent Lewis Professor Dept de physique SCI: Graduate programs Universite de Montreal Montreal, QC CANADA

19 APPENDIX 4

TransLatedSummary Recommendationsfrom the CVEP Site Visit ofDecember 2006 (p. 19 ofthe report)

Concerning the institutional policy, the Commission recommends that McGill University:

• Ensure that all the important points presented in section 2.1. are reflected in the policy, especially those concerning the criteria for the review of programs and the role played by the external reviewers;

• Ensure that the Guidelines are aligned with the institutional policy, especially regarding those points raised in the previous recommendation, as well as the issue of the necessity of student participation in the review process as members of the Program Study Groups;

• Clarify the role played by the institutional committee and to ensure that the decision to divide the role between two groups (Faculty Review Groups and APC) does not hinder the university level overview which is to be undertaken in the third stage of the review process.

Concerning review process itself, the Commission recommends that McGill University:

• Pay more attention to the input of the different groups in the programs under review, namely the current students and recent graduates of the program.

20 APPENDIX 5

« Rapport de la Commission de verification de l'evaluation des programmes Deuxieme cycle de verification de I'evaluation periodique des programmes (2001-2008) », Conference des recteurs et principaux des universites du Quebec (CREPUQj, avril 2008

(English summary with comments in italics by HMCR)

Sommaire

In the first paragraph ofthe Report it is stated that the 1991 policy adopted by CREPUQ prompted Quebec universities to adopt policies for the periodical review ofexisting programs Comment: McGill's cyclical review policy and process preceded by ten years CREPUQ's 1991 "Politique des etablissements universitaires du Quebec relative a1'evaluation periodique des programmes existants" - except that McGill's reviews dealt with all aspects and activities ofa teaching unit, not only its teaching programs. Many aspects dealt with in the reviews could, however, be shown to have an impact on the quality ofteaching programs (research, management and administration, staffing, space and equipment, relations within the unit and with other units ...). In reviews that focus on teaching programs, other aspects ofthe activities ofthe teaching unit should be examined inasmuch as they have an impact on the quality ofteaching programs, for example research on graduate programs. CVEP has dealt with two rounds ofperiodical reviews, whilst McGill has already had three rounds ofreviews. For this third round, McGill's new policy and process were closer to CREPUQ 's policy objectives since they focused on teaching programs.

The Commission (CVEP) reports not only on the second round of reviews in the Quebec university network but on its role in the first two rounds and outlines possible directions for the future. The Commission takes a very broad view and questions its role and the overall impact of its own audits on the quality and relevance of teaching programs.

Introduction:

CVEP reminds us that its report is not intended solely for VRAA (Comite des affaires acaderniques) and the Conseil d' administration (CA) of CREPUQ but for the people of Quebec to whom universities are accountable. On the basis of its own experience and in light of international trends relating to evaluations in the university milieu, CVEP adopts the view that the objectives and modalities of a third round ofreviews cannot be a repetition of what has occurred in the first two. The report reveals the limitations of the approach used over the past twenty years and points to possible directions, taking into account today's best practices. (Comment: CVEP's approach, its explorations oftrends andpractices at the international level and its reflections on particular avenues to explore, should be commended. We at McGill have been looking at the review processes developed by other institutions, in order to examine which aspects ofthose processes might be usefully applied in McGill's next review procedure.)

1. The Policy

1.1 Major elements The CREPUQ policy provides a common framework ("cadre de reference ") for Quebec universities to develop their own policies. It requires that periodic reviews include the following: a self-study, use of external evaluators, a final report by an institutional committee, follow-up and publication of results. Evaluations must deal with at least nine criteria spelled out in the Policy.

21 1.2 CVEP The Commission's mandate is to audit, not to evaluate. CVEP verifies that institutional policies conform to the CREPUQ Policy, and that institutional review practices conform to the institution's policy. CVEP is autonomous. Its recommendations do not require approval by any CREPUQ body. Its five members (who have a thorough knowledge of the university milieu and present no conflicts of interest) are appointed by CREPUQ's Conseil d'administration. The report then lists the steps of the verification process (not included here).

2. Second audit round

2.1 Preparatory activities 1999 Forum; amendments to Policy; 2003 development of a "Guide d'application".

2.2 Audit In the second round of audits, all institutions but one (Universite de Montreal) had adopted a review process focusing on programs. All have now adopted the program approach (Comment: Universite de Montreal adopted a program review policy in June 2007). CVEP examined 57 review dossiers - almost all dealing with "uni-disciplinary" programs. No programs offered in partnership (joint or extended) were included. It is regrettable that, in spite of the growing significance of such programs in recent years, universities seem not to have found a way to review them. (Comment: McGill will be reviewing the inter-university PhD. in Management with input from the three other Montreal universities involved. The three other universities did the same, to satisfy their own institutional review processes. The reviews ofother inter-university programs did not involve the other institution(s) involved. The difficulty is one ofsynchronization with partner institutions and agreement on process. CVEP could perhaps assist by proposing workable mechanisms. Drawing attention to inter­ university program reviews is helpful as this may prompt the universities to reflect together on how to deal with the review ofspecific programs offered in partnership. On an institutional scale, the review ofinter-disciplinary and inter-faculty programs may also have poser} difficulties)

3. Institutional policies and their implementation

Method. CVEP describes how it examined institutional policies, comparing them to the previous versions and checking its understanding of them when it visited the universities. During the visits, the Commission met with persons involved in the implementation of those policies. The visits are useful in that they reveal certain dimensions that the reading of documents would not allow one to perceive.

3.1 Comparison between first and second rounds:

all institutional policies now conform to the CREPUQ Policy and most universities developed an implementation Guide. all universities now focus their reviews on teaching programs. most institutions have now integrated ways of making use of accreditation reports so as not to duplicate efforts. most institutions have put professional resources in place for the review process. areas of improvement tend this time to be more specific. Policies are diverse; they vary according to size, traditions and characteristics of the institutions. This is viewed as positive.

22 Audits focused less on whether university policies and processes conform to the CREPUQ policy than on how processes, that were by and large already appropriate, could be improved, through communication and collaboration.

CVEP then lists the points most often lacking that were the focus of its recommendations to the universities in its reports. Several institutions had to harmonize their policy and process (Comment: this was the case for McGill). Self-studies were satisfactory on the whole. The use of external evaluators is now well integrated (shortcomings had more to do with their designation and the details of their visit). The size, composition and mandate of the institutional committee were the subject of some difficulties. Publication of results (to satisfy accountability requirements) remains to be improved and is not clear.

3.2 Implementation

CVEP's verification was in relation to institutional policy not to CREPUQ's Policy. Implementation highlights the challenges faced in implementing the institutional policy and the initiatives taken to conform to the policy. Each program review constitutes a way of interpreting the institutional policy since each program has its own context and challenges (Comment: this was certainly borne out at McGill, given the broad variety in the review reports submitted to APe; 3.2.1 First round: recommendations had focused essentially on the self-study (the basis of the review), insisting on consultation and participation (by professors and students), on review criteria that were neglected (for example, a critical analysis of professorial resources, and of institutional, inter-university and social relevance/pertinence). 3.2.2 Second round: recommendations still dealt with the following: consultation and participation and means of achieving them, selection of external reviewers and circulation of their reports, institutional committee and arms-length position of its members in view of the committee's task, and means of publicizing review results. 3.2.3 Areas that are still problematic - consultation of students and other relevant groups (for self-study purposes) and - inclusion of all program review criteria in the policy. Groups consulted: It is imperative that the self-study committee include one or more students, professors, and, if applicable, representatives of groups linked to the program ("charges de cours" and alumni belong to that category). The role of students (members in their own right, as individuals or as spokespersons) has not been well understood. Various means of student consultation have been used (questionnaire surveys, testimonies, discussion groups or a combination thereof). Students' perception of their contribution to the process has not always been clear. On the basis of testimonies heard during the visits and of an analysis of the dossiers submitted, CVEP underlines the need for institutions to hear the views of students and take them into consideration in a structured and representative manner (since the quality and relevance of teaching programs has as much significance for students as it does for the institution). The same applies to alumni and "charges de cours" if the contribution of the latter is significant. (Comment: this criticism applies also, on the whole, to McGill's program reViews). Analysis by the self-study groups As in the first round, many recommendations dealt with the absence or inadequate treatment of certain criteria in the self-study reports: for example, the adequacy of human resources with respect to the educational objectives of the program, and the evaluation of teaching strategies. CVEP hopes that delays in providing data to the self­ study groups does not occur in the next round of reviews

23 (Comment: delays in the productionofdata were an impediment at McGill for launching program reviews in a timely manner). CVEP was unable to verify the follow-up stage of the reviews and the proposed schedules.

4. The Commission's view regarding a third round of audits

All institutional policies now conform to the CREPUQ policy. It would appear that the only role remaining for the Commission would be a monitoring role, for making sure that policies are duly respected in their implementation. The situation, however, is more complex. The Commission's work led to a number of observations that require attention before questions of pertinence, objectives and format for the next exercise can be considered.

4.1 Merits and limits of the auditing function

A number of aspects are not covered by the audit, for example: The universities are free to choose whichever dossiers will be submitted to the audit process. This has limited the range of programs examined. Multi-disciplinary, inter-disciplinary, inter-university, inter-faculty, pluri-faculty ... programs have escaped scrutiny. It would be desirable to have the audit cover not only long-established programs but innovative programs as well. (Comment: given the late launch ofMcGill's Academic Program Review Process, McGill had little choice: it presented the program reviews that had progressedfarthest). The universities' follow-up action plans also escape scrutiny. Implementation remains unclear. It would be desirable to find a means of highlighting the changes made so as to demonstrate the real and positive effects of reviews on the quality and relevance of programs. The CREPUQ Policy says little about auditing follow-up actions (Comment: universities themselves should see to making sure that the program reviews have led to concrete actions that improve the quality and relevance ofprograms. Perhaps the next round of audits could deal, as a first step, on those aspects that escaped the second round such as follow-up actions and publication ofresults). The schedule of reviews is not audited by CVEP. Discrepancies between what was intended and what was realized were observed. CVEP is unable to state that the universities review all their programs in keeping with their proposed schedule. It would be useful to report on that aspect with respect to each university and to the network as a whole (Comment: universities could perhaps be asked to report the list ofreviews completed, at the close oftheir exercise).

While the audit focuses on process, on whether institutional policies conform to the CREPUQ Policy, and on whether practices conform to institutional policies, it does not cover the effectiveness of such practices on the improvement of quality and relevance of programs (this is an exercise that McGill / each university has to do when it assesses follow-up actions and when it questions teaching units on the benefits ofhaving engaged in the exercise. We know that program revisions and other adjustments were carried out while programs were being reviewed and as a direct and immediate result ofthe reviews)

CVEP can comment only on review policies and practices, not on outputs and outcomes. The Commission suggests that the universities would no doubt need to make use of indicators in order to measure the performance of their programs in terms of outputs and outcomes.

CYEP acknowledges the limits of its mandate. It suggests that after seventeen years of audits, a different, more demanding approach might be required, that would be more suitable for the objectives being pursued by the universities.

24 State of affairs

Can the measures in place for program reviews in Quebec still be considered exemplary and ground breaking?

Answer: they remain appropriate and middle-of-the-road in the context of the western world. However, Quebec's models and practices should be reviewed so as to be in tune with most recent trends in the area.

higher education is being developed at an increased pace on most continents; economies and societies are increasingly based on knowledge and technological advances, and private and public interests influence research and higher education systems. Huge investments lead to a greater need for accountability. Program reviews will be increasingly demanded and audited.

The need for systematic reviews increases with the growing diversification that is occurring with respect to institutions (public/private, profit/non-profit, general/specialized, small/large, etc.) and means of delivery (continuing education, distance and online education, by extension, through international collaboration, in partnership with industry, student mobility, etc.). Such factors raise the question of quality in education and of the growing need for efficient evaluation.

Three major approaches to evaluation can be observed in the western world: l . evaluations that focus on the institution, its units or its programs, in order to evaluate quality and relevance and bring improvements. Such evaluation systems are managed by governments or government agencies, rarely by private agencies. Accountability is a major concern. 2. accreditation by university associations or professional associations. Public safety and respect of training standards are the major motives of such review systems. 3. quality audits whose goal is the improvement of quality and which are concerned with reviewing the strengths and weaknesses of the mechanisms put in place for ensuring program quality.

Structures committed to the accreditation of evaluation systems have been created, in particular in the £.U. (Bologna process). Such structures do not carry out the reviews but make sure that the agencies and organizations that are in charge of carrying them out meet a common set of regulations and norms. Such structures identify standards for objectives and means and allow a certain leeway.

Whatever the structures, all evaluations/reviews follow the same pattern: self-study with consultation of stakeholders, validation by external reviewer, synthesis leading to action plan or decision taken centrally, publication of results.

Two new trends: I. use of competency-based standards: "competency" meaning a demonstration of learning outcomes in an appropriate and effective application of knowledge, skills and attitudes. This applies most often in the evaluation of professional programs but is spreading to other educational areas. 2. review of program outputs. Output indicators include: number of graduates, attrition rates, number of theses SUbmitted, graduate placement, revenues, quality of employment, graduate satisfaction, employee satisfaction, etc. They share one common view: .not only processes but results have to be measured. It is argued that this is easier said than done: the tools are not in place for this type of evaluation to be

25 carried out easily and in a reliable fashion. Universities have a chal1enge which they have no choice but to take on.

Since 1990, expectations of greater accountability with respect to quality and performance have been increasing rather than decreasing.

4.2 How to approach the third round of audits

In light ofthe above observations, a third round of audits should be considered. The Commission has explored a number of avenues. The first two are not viewed as desirable. 1. Stop the audits and trust that the universities will continue to review their programs. Given trends outlined above, Quebec would be out of step. 2. Replace CVEP by a monitoring body that would make sure that universities implement their policy. It is doubtful that a purely technical body would be sufficient to meet the quality and accountability requirements that universities agree to submit to. 3. An improved status quo. CVEP has not been able to go to the end of its mandate. A third round could focus on those aspects that were not covered in the first two rounds: action plans and follow-up, collaborative and other types of programs, development of new auditing means, without giving up the visits. 4. A more strategic type of evaluation. An improved status quo may not be sufficient. Going beyond would involve tackling the question of program performance (the universities' responsibility) and (for CVEP) going beyond making sure that processes conform to policies. This would involve a review of the CREPUQ Policy, a reflection on measures that would have to be put in place to implement the Policy, and on the persons that would be involved and on the means put at their disposal.

Recommendations:

1. CVEP should be mandated to undertake a third round of audits lasting no longer than four years, using a method that takes into account the program review situation in each institution and reflects the "improved status quo" approach.

2. In parallel, a working group should be mandated to consult, research and reflect with a view to enlightening the choices to be made, in the medium term, regarding program reviews and should be given a deadline for reporting back.

The Comite des affaires academiques (VRAA) ofCREPUQ approved those two recommendations, as did the Conseil d'administration ofCREPUQ on 15'h May 2008. A working group was set up and on 15th December 2008, a document entitled "CVEP. troisieme cycle de verification de I'evaluation periodique des programmes (2008-2012)" was circulated to Quebec universities. The document states CVEP 's concerns, plans, requests for information, and deadlines for submission ofthat information.

Summary prepared by Helen M.e Richard 2008-05-13 revised and updated 2008-09-/7 and 2009-0/-29

26