UNIVERSITY dGUELPH
SENATE Tuesday, April 13, 1999 18:30 Room 113, MacNaughton Building
AGENDA
APPROVAL OF AGENDA
REMARKS FROM THE CHAIR
READING AND DISPOSING OF MINUTES OF THE SENATE MEETING OF TUESDAY, March 16, 1999
IV BUSINESS ARISING FROM THE MINUTES v READING OF ENQUIRIES AND COMMUNICATIONS
VI QUESTION PERIOD
VII UNFINISHED BUSINESS
VIII CAUCUS REPORT
IX ATTACHED FOR INFORMATION Report on the Financial Support of Graduate Students at Guelph i.. . 11. Library Hours: Spring 1999 iii. Open Learning At the University of Guelph: 1998 Annual Report iv. Changes for the Graduate Calendar v. Scheduling of Semester Abroad vi. 1998 CIP Annual Report
REPORTS OF STANDING BOARDS AND COMMITTEES
1. EXECUTIVE COMMITTEE page 105 (a) Presentation on the Double Cohort Issue (M. Rozanski)
2. BOARD OF GRADUATE STUDIES page 111 (a) Report on the One-Time Allocation of Ontario Graduate Scholarship in Science and Technology (for information) (b) Report on the Allocation of Graduate Awards (OGSST & UGS) (for approval) (c) Co-op Option in Economics (for approval) 10. INTERNATIONAL COMMITTEE page 121 (a) Proposed Revision to the Criteria for the Ranking of Semesters Abroad (for approval)
XI OTHER BUSINESS (a) COU Report (to be distributed at the meeting)
XI1 CLOSED SESSION (a) Five Nominations for Honorary Degrees
Please note: The Senate Executive will meet483in Room 121, MacNaughton Building just prior to Senate Report on the financial support of Graduate Students at Guelph Board of Graduate Studies March 1999
SUMMARY
Most students at the University receive financial support from a variety of sources including internal awards (GTAs, GRAB, GSAs, bursaries, needs-based awards etc.) and external awards (SSHRC, NSERC, OGS and other GRAB). This document shows the level of support in each category by college. For the purpose of the report, information for the colleges of Social Science and Family and Consumer Studies are shown separately. The data are compiled for spring/fal1197and winter '98 (the most recent full academic year).
Approximately 1350 FTE graduate students enroled in each semester during 97/98. The majority of students (-40%) were in the Ontario Agricultural College, with 5% in Family and Consumer Studies and 9-13% in each of the remaining colleges. In general roughly three quarters of the registered students bring basic grant funds from the government to the University i.e. are within the time-frame set by the government to qualify for funds. This means that fully 25% of graduate students bring only tuition revenue and no Basic Income Unit support to the institution.
During 1997/98 just over $16M of internal and external hnds were allocated to graduate student support: 55% of this support was derived from internal sources and 45% from external sources. The average level of support for all students was $1 1,816 per student per year: the level increased to $15,634 per student per year for students in the BIU-eligible bracket.
There are differences in the amount and the distribution of funds allocated to students in different colleges. Students in Biological Science, Physical and Engineering Science and the Ontario Veterinary College have a higher average level of annual funding ($13-16 K per student per year) compared with students in Arts, Social Science, Family and Consumer Studies and the Ontario Agricultural College ($10-1 1 K). Less than 25% of funding in Arts, Social Science and Family and Consumer Studies comes from external sources while greater than 50% of funding is derived from external support for the remaining colleges.
There are three major challenges which face the University in the coming years with regard to funding graduate students: (1) continue to increase hnding to support graduate students; (2) increase the number of students who complete within the BIUeligible period in order to boost revenues for the institution; and (3) increase the level of external support for graduate students in the colleges of Arts and Social and Applied Human Sciences.
Demographics
I During 1997198 approximately 1350 FTE equivalent students registered in each of the three semesters (see Table 1). Of these students approximately three-quarters were within the time frame to attract BIU support from the government (semester 6 for magisteriate programs, semester 9 for doctorate programs and 12 semesters for transfer).
TABLEI- GRADUATE STUDENT FTE ENROLMENT BY COLLEGE 97/98
These data show that OAC has the largest number of graduate students (-40%). Roughly 15% of students are in CBS and CPES respectively and the new college will also have approximately 15% (combination of FACS and CSS). There are approximately 10% of students in OVC and 7.5% in COA.
Graduate students bring government support, known as the Basic Income Unit (BIU), provided that the student has not exceeded 6 semesters in a magisteriate program, 9 semesters in a doctoral program, or 12 semesters in a transfer program. However the number is cumulative i.e. a student who takes 7 semesters to complete an MA has only 8 semesters to complete a PhD irrespective of the university where the magisteriate was completed. Only 75% of enroled graduate students are in the BIU-eligible period. Therefore, the institution only obtains tuition fees from the remaining 25%, which represents a considerable loss of potential income. It is also important to note that the overall percentage of ineligible students has increased from 1991 when the average was approximately 18%. This represents an increase in the length of time to completion. Inspection of Table 2 shows that there has been a considerable increase in the length of time to completion and therefore an increase in BIU-ineligible students in CBS, CPES and OVC in particular. At the same time there has been a reduction in the number of BIU-ineligible students in COA. TABLE HERCENTAGE BTU-ELIGIBLE STUDENTS AT GUELPH 1
The impact of the fall in the number of BIU-eligible students from just over 82% in 1991 to 75.6% in 1997 represents a potential loss of revenue of $1.3 M in 1997198 figures. The reasons for the university-wide shift in the percentage of students who exceed the BIU-eligibility period need to be investigated further. There are several possible reasons behind this shift, including increasing faculty workload, decreasing faculty numbers, debt burdens etc. However, the College of Arts took deliberate effort to ensure that students finish their programs in a more timely manner by taking specific action to help students who had exceeded the time available for completion of degrees. Such action might be contemplated in other colleges.
Table 1 also shows that the number of enroled students in the spring is lower compared with fall and winter. This is particularly noticeable in the Colleges of Arts, Social Science, and Family and Consumer Studies.
Financial support
The total support available to graduate students (excluding provincial and federal loan program support) was $15,948,413 during 1997198, Of this approximately 55% was derived from internal sources and 45% from external support. The average level of support for all students at the University was $12,143 during 1997198. The average level of support for students who are attracting BIU income to the University was $16,138. A detailed breakdown of the figures, by college, is shown in Table 3.
There are differences in the average amounts and the sources of those amounts allocated to graduate student support in different colleges. For example, in three colleges (Arts, Social Science, and Family and Consumer Studies) less than 25% of the total support of graduate students is derived from external money. In contrast, more than 50% of funding in the remaining colleges comes from external sources. This is a reflection of the grants available to support graduate education in different disciplines. However, this difference also reflects a considerable amount of work by students in the science disciplines actively seeking out and applying for external sources of money. Despite the large amount of external support for students in OAC, there are four colleges in which the total level of support is $10-1 1 K per student per year (COA, CSS, FACS and OAC). The University Research Scholarship Program was instituted two years ago and was geared towards the three colleges with the lowest levels of external support for students.
The two science colleges and OVC provide in the range $13-16 K per student per year in support.
There are two important points to note in these figures:
(1) The vulnerability of OAC: approximately 40% of graduate students are in OAC. This college has a very large external budget to support students but a very small budget for GTAs and GSAs (see Table 4). If there is a reduction in external support, OAC students could be at risk.
(2) The level of support for students in the OVC is skewed by financial support for students in the DVSc program. This program is designed not only to provide doctoral level research for DVM students but also clinical expertise in the hospital. Students in the DVSc program have a one-third-time commitment to work in the clinic (including extensive out-of-hours work). To attract people into these positions they have to be paid a salary which is reasonably attractive compared with private practice. The program is funded by a special grant from the province. There is currently major concern because there has not been an increase in pay of DVSc students for the past five years. It is becoming progressively more difficult to recruit students into the program.
TABLE %-FINANCIAL SUPPORT OF GRADUATE STUDENTS
Analysis of internal support
Detail on internal support is shown in Table 4. The most notable features are the relatively low amount of support for students in OAC from GTAsIGSAs. Although this reflects the relatively small number of undergraduate students in the BSc(Agr) program and therefore lower demand for TAs in OAC, it is likely that OAC should be able to compete effectively for TA positions in other colleges. Conversely, the higher level of TA support in other colleges is a I reflection of the teaching activities in these areas. It would however place students in OAC in a ) difficult position in the event that external sources of money were to decrease.
There is a considerable range in internal award support from 22% (CPES) to 36% (FACS). These data are a combination of operating, endowed and tuition reinvestment money. It might be useful to dissect these figures further to be able to separate out the amount of money from these three sources. Certainly the higher percentage available in FACS is due in part to a rather large endowment spread over a relatively small number of graduate students. The impact of the merger of FACS and CSS to form the CSAHS will impact this figure.
TABLE 4 - INTERNAL SUPPORT OF GRADUATE STUDENTS
COA CBS CPES CSS FACS OAC OVC GTAslGSAs 73% 68% 78% 78% 64% 44% 66% $per all shrdenffyr 6,098 3,891 5,166 6,836 5,310 1,437 3,629 $per 6/9/12 7,910 ------5,716 7,237 8,094 6,263 1,854 5,198
Internal Awwds 27% 32% 22% 22% 36% 56% 34% $per all studenffyr 2,268 1,821 1,485 1,881 3,033 1,814 1,857 $per 6/9/12 2,942 1,884 2,080 2,226 3,577 2,339 2,659
I I I I 1 I I Total $per d 1 16 8,366 $ 5,712 1 $ 6,651 1 $ 8,717 1 $ 8,343 1 $ 3,251 1 $ 5,486 TotalSper6/9112 1 $ 10,852 1 $ 7,600 1 $ 9,317 1 $ 10,320 1 $ 9,840 1 $ 4,193 1 $ 7,857
Detail on external support is shown in Table 5. The most notable features are the relatively low amount of research assistantship support for students in COA. This difference will become even more apparent when CSS and FACS are counted together in the new college. This might be an important area for COA to focus on.
TABLE 5 - EXTERNAL SUPPORT OF GRADUATE STUDENTS
I I COA I CBS I CPES I CSS I FACS I OAC I OVC I I I I I I I I GRAs 22% 80% 75% 47% 69% 85% 87% $~erall studetiVvr I 339 1 6.597 1 4.996 1 1,220 1 1,100 1 5,714 1 9,662
External Awards 78% 20% 25% 53% 31% 15% 13% $per all studeuVyr 1,229 1,624 1,675 1,374 503 990 1,453 .%per6/9/12 1,595 2,386 2,346 1,626 593 1,277 2,081
I I I I I I I Total $per all 1 $ 1,568 1 $ 8,221 1 $ 6,671 1 $ 2,594 1 % 1,603 1 $ 6,704 1 $ 11,115 Changes in 1998/99 1 Since 1995196 there has been an increase in the internal awards to graduate students. This increase is based on two sources: (1) the move to full funding of the University Scholarship Program and the development of the University Research Scholarships, and (2) the advent of tuition reinvestment. The former has increased by approximately $250 Kper annum and was fully hnded for the first time in the present academic year (1998199). The influence of the latter has been seen disproportionately in support of graduate students: in general about 20% of applicants for bursary support from tuition reinvestment have been graduate students despite the fact that only one ninth of the student population are graduate students.
In 1998f99 there was a further and substantial increase in tuition reinvestment money available to students. There was approximately $200-250 K available for college-based awards and $200-250 K for general distribution. The college-based awards will increase the support for graduate students primarily in CSAHS, OAC and OVC whilst the general awards will go to students with the greatest level of demonstrated financial need. Library Building Hours Spring 1999 McLaughlin Library: Building Hours May 3 - August 16 Monday - Friday 8:30 am - 10:OO pm Weekends, Holidays Noon - 10:OO pm (Victoria Day - Monday, May 24; Canada Day - Thursday, July 1; Civic Holiday - Monday, August 2) August 17 - September 6 Monday - Friday 8:30 am - 7:00 pm Weekendsnabour Day (Mon. Sept. 6) Noon - 7:00 pm
Veterinary Science: Building Hours May 3 - May 9 Monday -Friday 8:30 am - 5:00 pm Weekend CLOSED 9 May 10 - August 16 Monday - Thursday 8:30 am - 10:OO pm Friday 8:30 am - 5:00 pm Weekends Noon - 5:00 pm Holidays (Victoria Day, Canada Day, Civic Holiday) CLOSED
August 17 - September 6 Monday - Friday 8:30 am - 5:00 pm Weekendsnabour Day (Mon. Sept. 6) CLOSED
Archival, Rare and Special Collections: (Wellington County Room, McLaughlin Library) May 3 - September 6 Monday - Friday 8:30 am - 4:30 pm WeekendsMolidays CLOSED
Monday, May 10 Summer Session May 6 - June 25 Wednesday, August 4 June 24 - August 13 At the University of Guelph 1998 Annual Report
Prepared by the Office of Open Learning April, 1999 TABLE OF CONTENTS
I IMPORTANT EVENTS IN THE HISTORY OF OPEN LEARNING ......
PREAMBLE ...... 2 WhatisOpenLearning? ...... 2 The Open Learning program ...... 2 DistanceEducation: ...... 2 Continuing Education ...... 2
SENATE COMMITTEE ON OPEN LEARNING ...... 4 I99811999 Membership ...... 4 Messagefromthechair ...... 5 SCOL Vision and Mission Statements ...... 6 SCOL Subcommittees and their Mandates ...... 7 SCOL Activities 1998 ...... 8
THE ANNUAL REPORT ...... 9 Introduction ...... 10 University Open Learning Statistics. 1996-1998 ...... 10 1998 initiatives & Accomplishments ...... 11 Continued Growth of the Open Learning program: ...... 12 Development of Infrastructure Systems ...... 13 OOL World Wide Web Site ...... 14 Agri-Food and Rural CE ...... 14 International Initiatives ...... 14 Collaborative Ventures with Departments. Colleges. Other Universities or Private Sector Providers: ...... 16 1998 OOL Conference PresentationslPapers/Activities ...... 18 Activities of the Director. Office of Open Learning: ...... 19
DISTANCE EDUCATION ...... 21 1998 Distance Education Registrations ...... 22 TheDesignProcess ...... 22 New Developments ...... 22 TABLE A: SUMMARY OF 1998 DISTANCE EDUCATION OFFERINGS AND REGISTRATIONS BY SPONSORING COLLEGEIDEPARTMENT ...... 24 BREAKDOWN OF 1998 DISTANCE EDUCATION OFFERINGS AND REGISTRATIONS BY COURSES AND PROGRAMS IN SPONSORING COLLEGESDEPARTMENTS ...... 25
THE OPEN LEARNING PROGRAM ...... 28 Open learning program Certificates and Diplomas ...... 29 Open Learning program Courses ...... 30 .. TABLE B: SUMMARY OF 1998 OPEN LEARNING PROGRAM OFFERINGS AND REGISTRATIONS BY SPONSORING COLLEGES AND DEPARTMENTS. 35 BREAKDOWN OF 1998 OPEN LEARNING OFFERINGS AND REGISTRATIONS BY COURSES AND PROGRAMS IN SPONSORING COLLEGESIDEPARTMENTS ...... 36
CONTINUING EDUCATION ...... 40 J University Continuing Education Activity: ...... 41 TABLE C: SUMMARY OF 1998 CONTINUING EDUCATION OFFERINGS AND REGISTRATIONS BY SPONSORING COLLEGEIDEPARTMENT ...... 47 BREAKDOWN OF 1998 CONTINUING EDUCATION OFFERINGS AND REGISTRATIONS BY COURSES AND PROGRAMS IN SPONSORING COLLEGESIDEPARTMENTS ...... 48 Continuing Education Offerings by Discipline ...... 56
BREAKDOWN OF 1998 DISTANCE EDUCATION, CONTINUING EDUCATION, OPEN LEARNING PROGRAM & CONFERENCE OFFERINGS WITH REGISTRATIONS BY SPONSORING COLLEGESIDEPARTMENTS ...... 58 In 1995: + Senate approved Open Learning as one of the University's five strategic directions after an extensive, consultative process.
+ Senate approved the Open Learning Program (OLp). This open admission distance-only mode of study provides access to degree credit courses for individuals who wish to study independently and who are not interested in pursuing a degree at the present time. The program is designed to extend the academic resources of the University to those who may wish to take courses individually, towards a degree-credit certificate or for eventual application to a degree program, or for professional updating, andlor for personal enrichment. Upon the completion of four courses, the learner may apply for transfer into a degree program.
+ The Senate Committee on Open Learning (SCOL) was created to formulate and monitor policy relating to the provision of education and services to open learners and act as a reporting and/or approving body for open learning activities on campus.
+ Senate approved the establishment of the Office of Open Learning (OOL) to encompass the work of continuing education, distance education, and the Open Learning program. As such, the Office of Open Learning is the institutional focus for all open learning as well as the University's Conference Planning Unit. OOL oversees educational programs and collaborates with departments and colleges to facilitate both degree distance and non-degree (classroom-based and distance) initiatives.
In 1997: +The Office of Open Learning began offering on-line credit courses through the World Wide Web.
+NAWEB '97 Award. The University of Guelph's newly designed web-based distance education course titled "Forest Ecology 2" won first prize in the Best Educational Web Site - Single Course category, at the 1997 North America Web Conference (NAWEB '97). The conference was held in October at the University of New Brunswick. Robert Carley, Mediated Learning Designer (OOL) and Aldo Caputo, Learning Technology Designer (joint appointment OOL and TSS) worked collaboratively with course authors . Andrew Gordon (Dept. Of Environmental Biology) and Rob McCart, in designing this resource-rich and interactive course. Forest Ecology 2 was chosen over 18 other web course entries from universities and colleges across North America.
In 1998: +The first scholarship for the Open Learning Program was awarded to an OLp student from Kingston, Ontario. The H.J. Malik Scholarship is awarded in honor of retired faculty member Henrick Malik of the Department of Mathematics and Statistics. Established by the College of Physical and Engineering Science and the Office of Open Learning, the scholarship is awarded for academic excellence shown by an Open Learning Program registrant in the distance education course Statistics for Business Decisions (89-20668). Open learning encompasses degree credit distance education, continuing education and the Open Learning program. Open learning promotes a learner-centred culture that values continuous learning opportunities, increased flexibility and user choice. It is an approach that adopts a range of strategies in a variety of learning environments to allow for different learning styles, interests and needs and equality of opportunity. Open learning is consistent with current developments in teaching and learning that are characterized by more self-directed, interactive and independent learning approaches.
WHO WILL TAKE ADVANTAGE OF... The Open Learnina proaram: Learners wishing to take degree credit courses and certificates for personal enrichment andlor professional updating. Learners who wish to gain entrance to the University of Guelph by applying for transfer into a degree or diploma program, after they have successfully completed four distance Open Learning courses and met transfer requirements.
Benefits: Courses and certificates via distance allow the University to provide accessibility and service to the community without straining existing physical resources. People with family and financial responsibilities can take courses one at a time via distance. It allows flexible learning while still pursuing a career.
Undergraduate students who elect to take degree credit courses via distance.
Benefits: Distance Education brings the University to the Learner. Students avoid the high cost of the residential university experience. It allows students flexibility in determining their study schedules and students can complete courses while they are away in the summer or on co-op exchange semesters. Courses and use of technologies developed for distance education, such as CD-ROM, video and computer conferencing can enrich the curriculum of on-campus courses.
Continuina Education: Individuals who wish to expand their professional qualifications or learners interested in personal enrichment. CE courses are developed in response to a need expressed internally or externally.
Benefits: Individuals have access to learning activities that will allow for "lifelong" learning and re-training. Business and industry work with University of Guelph faculty and program development coordinators to develop programs specifically designed to suit their needs. THE SENATE COMMITTEE ON OPEN LEARNING 1998/1999 Membership SCOL Members Mary Cyr, College of Arts Representative (Chair from September, 1998) J.L. Campbell, Provost and Vice-President, Academic Constance Rooke, Associate Vice-President Academic (to January, 1999) Alastair Summerlee, Acting Associate Vice-President, Academic (from January, 1999) Virginia Gray, Director, Office of Open Learning lsobel Healthcote, Office of Graduate Studies Kerry Daly, Chair, Board of Graduate Studies Joseph Mokanski, Chair. Board of Undergraduate Studies Brenda Whiteside, Secretary of Senate (to June, 1998) Joanne Doucet, Associate Secretary of Senate (from September, 1998) Kathy Biondi. Director, Agri-Food Continuing Education, Ontario Agricultural College Usher Posluszny, College of Biological Sciences Representative (to June, 1998) P. Hebert, College of Biological Sciences Representative (from September, 1998) Joe Consolo, College of Physical Sciences Representative (to June, 1998) J.J. Hubert, College of Physical Sciences Representative (from September, 1998) J. Mottin (College of Social Sciences Representative, former Chair) (to June, 1998) J. Walsh, College of Family and Consumer Studies Representative (to June, 1998) J. Mersey, College of Social &Applied Human Sciences Representative (from September, 1998) James Taylor, Ontario Agricultural College Representative (to June, 1998) Art Hill, Ontario Agriculture College Representative (from September, 1998) Meg Thorburn, Ontario Veterinary College Representative Robert Murray, University of Guelph Alumni Association Representative Heidi Clark, B. Comm Student Senator (to June, 1998) Carolyn Barkey (to June, 1998) Kris Kernohan, Student Senator (from September, 1998) Venk Chandran, Student Senator (from September, 1998)
Members at Large: Kenneth Graham, English Rob McLaughlin, Dean, OAC Don Richardson1Jana Janakiram, Rural Extension Studies Michael Ridley, Chief Librarian Chuck Cunningham, Registrar & Director, Enrolment Management & Registrarial Services Gerald Mackie, Zoology Jim Shute, International Programs Ron Elmslie. CCS Larry Martin, George Morris Centre
Resource Personnel: C. Lohuis. SCOL Secretary (to July, 1998) G. Joseph SCOL Secretary (from September, 1998) Tom Carey, OOL Rick Nigol, Distance EducationlOpen Learning program Development Coordinator, OOL Stewart Hilts, Land Resource Science On behalf of the Senate Committee on Open Learning, I am pleased to be able to offer a few comments to Senate in this preface to the 1998 Annual Report from the Office of Open Learning. Since its creation in 1995, SCOL has fulfilled its mandate under the leadership of James Mottin, whose term ended in June, 1998. During that four-year period, SCOL and its subcommittees formulated many new policies and procedures, such as those for review and approval of open learning initiatives, a redefinition of certificates, and academic review for open learners. Jim's confidence in the future of distance education and open learning at the University of Guelph is evident in the many accomplishments that are herein reported, and I am pleased to be able to continue that work with SCOL and the Office of Open Learning. During the early part of 1998, 1 participated in the work of SCOL as a member-at-large and vice-chair, and beginning in September, I began a new term as chair of that committee.
I wish to take this opportunity to remind Senate that the breadth of open learning activities, collaborative ventures, courses, certificates, and programs reported in these pages relies to a large extent upon the expertise and commitment of the Director of the Office of Open Learning and the many individual faculty and staff who help the Office of Open Learning to achieve its goals. As one of the secondary strategic directions of the University of Guelph, open learning offers an opportunity to enrich the university's programs with flexible learning alternatives, and to do this with a local, national, and international dimension. Rapid technological changes have encouraged distance education to move in innovative ways toward web-based instruction, and 1998 was a year of considerable activity in this area. There were 26 conversions of classroom courses to the distance format in 1998, and one CD-ROM project, a remarkable six-fold increase over similar conversions the previous year. Although actual course offerings in distance education dropped slightly in 1998 (despite course registrations remaining constant), we anticipate that the availability of many of these newly-converted courses in 1999 will bring an increase in overall distance enrolments. It is encouraging to note that a significant number of these courses will be offered online for the first time in 1999. Last year, there were also significant increases in Open Learning registrations in distance courses as well as in the number of new Continuing Education certificates and non-degree activities. Examples of open learning initiatives that support the university's goal of internationalism include numerous partnerships with other universities, Colleges, and professional organizations, as well as a new partnership with G.A.T.E. Enterprises to deliver quality instruction in English as a Second Language.
While recognizing the significant accomplishments of the past year, I also acknowledge that many challenges lie ahead. As the teaching and learning environment continues to change and incorporate new technologies, we need to be cognizant of the need to assist learners in gaining access to these technologies and, where necessary, to help them learn to use them. In all of our academic endeavours, we remain steadfast in our wish to achieve high quality and to use technology as a means to that end. Meeting the needs of students today and planning for 2000 and beyond offers significant challenges, but as this report demonstrates, planning for the future of Open Learning at the University of Guelph is already well underway.
Mary Cyr, Chair i The Senate Committee on Open Learning (SCOL) is the formal link between Senate and the University's strategic direction of open learning as administered through the Office of Open Learning (OOL). SCOL provides the necessary mechanism for the flow of information between Senate and OOL.
he Senate Committee on Open Learning's vision is that the University of Guelph be he institution of choice in providing Open Learning.
Mission Statement:
The mission of Open Learning has the following primary components:
m To develop and deliver open learning offerings that educate, delight and serve the needs
To create open learning offerings that are personally and professionally rewarding to our faculty and staff and that are regarded as integral to the mission of the University
To encourage and facilitate the conversion of degree credit courses into the distance format to enhance access
To have local, national and international dimensions; and in addition
To develop open learning offerings in collaboration with the expertise of other educational institutions, organizations and individuals, and
m To develop open learning offerings, components of which will enrich our existing degree and research programs To establish procedures for the review and approval of non-degree programslcourses sponsored by the University of Guelph.
To act as the Academic Review Committee for the Open Learning program.
To make recommendations to the Associate Vice-President Academic and the Director, Office of Open Learning for the conversion of an existing course into the distance mode.
To regularly inform the Senate Committee on Open Learning of upcoming open learning
Subcommittee on Policy and Procedures:
To develop policies and procedures for the Open Learning program which take into consideration the needs of the adult learner while at the same time ensuring that academic integrity and rigor is maintained.
To determine what University policies must be adhered to with respect to continuing education course and programs.
Subcommittee on Internationalism:
To investigate the potential role and opportunities of open learning to meet the needs of open learners from around the world. Documents Forwarded to Senate:
1997 Open Learning Annual Report (May, 1998) Double Counting of Credits within Degree-credit Certificates and Degree Programs (May, 1998) OLp Student Guaranteed Admission into the B.A. Program (May, 1998) OOL International Activity Report (January, 1998)
Reviewed and Responded to:
Religious Document (BUGS) May, 1998 Intellectual Property Document (JFPC) November, 1998
SCOL & Subcommittee Activities:
Review of grade summaries for distance education and Olp 243 non-degree activities reviewed andlor approved 27 conversions of classroom-based courses to distance format approved 18 new continuing education (non-degree credit) certificates approved 11 academic deferrals reviewed and approved
Invited Presentations to SCOL:
Constance Rooke: The University Campaign Rick Nigol and Robert Carley: Presentation of Examples of Web-based Distance Education Courses THE ANNUAL REPORT This Annual Report describes all aspects of open learning at the University of Guelph in 1998. In subsequent sections of this report, information is provided on courses, programs and registrations in areas of continuing education, distance education and the Open Learning program.
Open Learning Enrolment: At the University of Guelph in 1998 there were 591 open learning offerings for a combined total registration of 21,365 learners as illustrated in the Box below. This represents a significant increase in offerings and registrations from 1997. This increase can be attributed to an increase in CE courses being reported by the Agricultural Colleges.
Oaen Learnina roara am Reaistrations 577 1 737
Distance Education Registrations 6171 1 5894
Continuing Education Registration 10718 1 14758
TOTAL UNIVERSITY REGISTRATIONS 17466 1 21389
All open learning activities, with the exception of distance education courses, operate on a cost recovery basis. Surplus funds from these learning activities are shared with the sponsoring academic department and the University. Recoverable expenses include all direct costs required to develop and deliver a program. Cost transfers for the provision of services to departments such as Hospitality and Retail Services, the Bookstore, Athletics, Parking, Student Housing Services, Audio Visual Services, Printing and Duplicating contribute to the financial viability and profits brought to the University from these units. i The following are some of the open learning highlights of 1998:
The Bangladesh Open University Training Project: Through a contract with one private sector consultant, the Office of Open Learning designed and delivered customized training for eight visiting faculty from Bangladesh Open University (BOU). The major components of the program included work placements with University of Guelph faculty and course study in aquatic sciences, veterinary medicine, rural extension studies and dairy science. In addition, the BOU faculty participated in a series of workshops on how to design, develop, deliver and evaluate distance education programs.
Certificate in Couple and Family Therapy Studies (Sault Ste. Marie): Twelve family therapists, living in Sault Ste. Marie, were the first group to complete their open learning certificates in Couple and Family Therapy Studies after two and a half years of study. As the course progressed, participants were able to come together not only for networking, exchange and academic pursuit, but the experience also resulted in stronger professional ties and important friendships.
Soil & Water Quality Workshop: This was the first offering of this course for re-certification credits for Certified Crop Advisors. The course was fully subscribed within 3 weeks, well before the early-bird deadline.
Prior Learning Assessment (PLA) Funding from the Council of Ontario Universities: Two PLA projects were funded by COU to develop a set of procedures to reliably and efficiently admit students to two new bachelor programs at the University of Guelph. The new bachelor programs are a BA in Criminal Justice and Public Policy and a proposed Executive BA in partnership with Ryerson Polytechnic University. The University of Guelph is one of the few universities that has a senate approved policy to recognize prior learning assessment that acknowledges the merit of experiential learning.
Heritage Development Funding '98: Significant funds were directed toward the development or conversion of 27 distance education courseslprojects which will be offered starting in Spring, 1999. This action was seen as a clear signal to the University community that open learning is an important and strategic function of the University of Guelph. Support will benefit not only those academic departments who were allocated funds for DE development, but will also benefit the University as a whole. University of Guelph English As A Second Language Training in Collaboration with G.A.T.E. Enterprises Inc.: The Office of Open Learning, together with the Office of Registrarial Services, Graduate Studies and Enrolment Management, brokered a relationship with G.A.T.E. Enterprises Inc. to develop and deliver University of Guelph English as a Second Language training programs. G.A.T.E. is a privately owned, local company that has been offering a distinct and exciting way of learning English to individuals and institutions since December, 1996. The overall objectives of this relationship are to:
Develop and deliver the University ESL Training opportunities for open learners, degreeldiploma students, university employees and privatelpublic sector groups;
Ensure that the University ESL Training meets or exceeds the learning needs of the participants;
Foster the development of the University's presence in the ESL market in collaboration with G.A.T.E.
Using the World Wide Web as a Learning Environment: There has been tremendous growth in the number of on-line courses being developed and offered via distance education through the Office of Open Learning. In the Spring '97 Semester, there were four on-line courses with a total enrolment of 188 students. In the Spring '98 Semester, there were 12 on-line courses with a total enrolment of 779 students. For the Spring '99 Semester, we are projecting 28 on-line courses with a total estimated enrolment of approximately 1,600.
In the space of two years, we have evolved from an institution that offered approximately 60 correspondence courses, to an institution that now has 90+ distance education courses, most of which are now making use of course design strategies and learning technologies that make these courses truly interactive. Thirty-eight courses are, or soon will be, on-line, using the World Wide Web as a learning environment. Another 18 courses make use of listservs to connect students and three courses have required computer-based exercises, but do not require students to be connected to the Internet.
To see a list of on-line web-based courses, go to:
Continued Growth of the Open Learning program: There has been steady growth in the Open Learning program in 1998. This program is an open admission distance only mode of study that provides access to degree-credit university course for individuals who wish to study independently but are not interested in pursuing a degree at the University of Guelph at the present time. The Open Learning program extends the academic resources of the University to those interested in personal enrichment, professional updating or eventual application to a degree program. Development of Infrastructure Systems:
During 1998, a number of infrastructure systems were developed and enhanced to 1 continue to provide our clients with the outstanding service they have come to know and expect.
=The Distance Education COPYRIGHT Clearance lnformation System now logs and tracks details of COPYRIGHT requests, costs, approvals and payments.
=The RegistrationIName Tag System now provides customized name tags to clients attending large University associated conferencesltrade shows held on and off campus. The system also tracks client information for the reporting needs of committee members.
=Initial discussions and planning have taken place to ensure that our systems are Y2K compliant. Time has been spent identifying the changes necessary to ensure that OOL systems will meet the needs of the new Financial lnformation System and Colleague software.
Continued effort to provide clients with exceptional customer service was the catalyst in the amalgamation of the two offices for Continuing Education and Distance Education into one main office for all of Open Learning. This change allows greater efficiencies and provides "one stop shopping" to all clients interested in a particular subject area whether it be Continuing Education, Distance Education andlor the Open Learning program. The new office has more room to browse the wide selection of courses, conferences and workshop material thus enabling OOL to increase visibility to a larger clientele.
=An assignment submission program was developed to make it easier for learners in web-based courses to electronically submit their assignments.
MAfull-time Computer Systems Analyst was hired to support the Office's computing needs, including key infrastructure support for the growing number of on-line courses.
=Many part-time and contractual technical personnel were hired to keep up with the increasing demand for HTML assistance and multimedia programming to support the growing number of on-line courses.
.A task force with representation from Teaching Support Services, Computing and Communications Services, and the Office of Open Learning, was established to study, evaluate and recommend web-based courseware for the University.
=A joint Computing and Communications Services IOffice of Open Learning task force was established to make recommendations on how best to support the growing infrastructure needs for the on-line courses. OOL World Wide Web Site: (http://www.open.uoguelph.ca) The Office of Open Learning web site won the GOLD Award in the Best Department or Program Site on the World Wide Web category of the 1998 Canadian Council for the
I Advancement of Education's PRlX D'EXCELLENCE awards. The PRlX D'EXCELLENCE is the prestigious annual awards program of the CCAE, which recognizes outstanding achievement in alumni affairs, public affairs, development, student recruitment and overall institutional advancement, Improvements to the OOL web site during 1998 included: creating a course database that could be updated directly by Program Development Coordinators and Program Managers rather than through the webmaster; and more course and program list options and categories for easier access to course information.
Agri-Food and Rural CE: Sensitive to the needs of industry, Alfred College designed a series of turf maintenance courses. As the francophone college, Alfred continues to develop working relationships with the Guelph Food Technology Centre and the Independent Study program and delivers selected programs in French.
Kemptville College, located south of Ottawa, attracts regional contracts and has for many years been a centre for agricultural power and equipment programs. During the past year, new courses in turf equipment began, complimentary to the lawn maintenance courses available at Alfred and Guelph. Kemptville is a regional centre for horsemanship courses and equine studies. Food handling and food industry technical training programs support local dairy processors and other plants.
The ice storm crisis of early 1998 in eastern Ontario led to a number of training opportunities for both College d'Alfred and Kemptville College, such as programs in aboriculture, chain saw operation and other retraining courses.
From its location in Southwestern Ontario, Ridgetown College coordinates the provincial vendor and grower pesticide certificition In 1998 this initiative was exoanded and Ridaetown- now coordinates the broader pesticide licensing examination for the Ontario Ministry of the Environment. veterinary technology, one of Ridgetown's areas of speciality, has inspired a number of certificate programs, particularly the Veterinary Medical Receptionist Certificate. Industry-focused workshops such as the "excellence" courses - BT Corn, Weed Management, Crops Input Certificate, Swine Excellence Certificate - drew great favour from clients.
Total registrations at the three colleges of agriculture in certificate and community- based programs was 7,217 with 222 course offerings in 1998.
International Initiatives: In keeping with the University of Guelph strategic direction of Internationalism, Open Learning continued a series of international initiatives in 1998. The focus of the initiatives included both professional development activities and the Open Learning
14 program.
.The directory of international opportunities was updated, containing one page
'1 descriptions of professional development programs. - for international clients, under the headings of ~~ribusiness,~~riculture and Food Science, Environmental Science, Family Studies and Hospitality Management. Distribution continued through international consulting companies, Canadian Education Centres, Education Fairs, and University faculty and staff traveling abroad.
.International registrations in open learning professional development programs at the University of Guelph in 1998 came from Australia, Argentina, Brazil, Finland, Hong Kong, Hungary, United Kingdom and Vietnam.
=Increasingly, private sector consultants are being awarded governmental and non- governmental contracts in the international education market. This development does not preclude university involvement, but does require that alliances be made with the consulting firms and external organizations. Contact with these private sector consultants continued.
.Through a contract with one private sector consultant, the Office of Open Learning designed and delivered customized training for eight visiting faculty from Bangladesh Open University (BOU). The major components of the program included work placements with University of Guelph faculty and course study in aquatic sciences, veterinary medicine, rural extension studies and dairy science. In addition, the BOU faculty participated in a series of workshops on how to design, develop, deliver and evaluate distance education programs.
=A meeting was held with representatives of the Canadian Education Centres to discuss how Corporate and Group Training activities can be expanded. CEC initiatives in seeking out training opportunities and in streamlining the request for proposals process were a particular focus of the meeting.
.Given the University's new membership in the Canadian Education Centre in Mexico, possible training opportunities were investigated. Mexico and Latin America will serve as a significant target market for our English as a Second Language program.
=The Open Learning program provides vast potential for expansion in international markets as it can be accessed globally through the distance format. The OLp serves an international learner in a variety of ways from professional upgrading in programs such as the degree-credit Certificate in Food Science to fulfilling personal enrichment goals in subject areas such as music and history. The OLp also serves a useful role in allowing international students to experience University of Guelph courses from their home countries, and then eventually apply for transfer into a Guelph degree program.
.Through Canadian embassies, Canadian Education Centre Fairs and magazine advertisements, OOL promoted the English Language Certificate Program which began during the fall semester. =In co-operation with Graduate Studies, Centre for International Programs and the Office of Registrarial Services, OOL participation in education fairs in Malaysia, Thailand and Hong Kong. In addition, in co-operation with GATE Enterprises, OOL
1 also participated in education fairs in Argentina and Brazil. i =A contract with ClDA and others to enhance the quality of food production in Morocco was awarded this year to Alfred College in parternship with GFTC, Food Science and Laboratory Services.
Collaborative Ventures with Departments, Colleges, Other Universities or Private Sector Providers: In 1998 the Office of Open Learning- worked with a wide cross-section of academic and research units on campus in developing, managing, designing and offering open learnina- opportunities... In total there were 32 academic departments in all 6 colleges that worked with the Office of Open Learning to provide quality degree credit or non- credit courses. In addition, other open learning partners based at the University of Guelph include the Centre for the Genetic Improvement of Livestock, the George Morris Centre, Guelph Turfgrass Institute, Centre for Toxicology and the Canadian Network of Toxicology Centres.
The Office of Open Learning also works cooperatively with industry, government, educational and professional groups in organizing educational opportunities that meet the needs of our learning communities. In 1998 the Office of Open Learning worked in partnership with:
The Canadian Aquafitness Leaders Alliance Durham College Economic Developers Council of Ontario Food and Consumer Products Manufacturers of Canada International Poultry Consultants Inc. Ontario Agricultural Training Institute Ontario Ministry of Agriculture, Food and Rural Affairs Ontario Association for Marriage and Family Therapy Commission on Education Ontario Association of School Business Officials Ontario Ministry of Community and Social Services Ontario Recreation Facilities Association Turf Industry Partners in the Ontario Turfgrass Symposium
The following are some of the other collaboration ventures that the Office of Open Learning engaged in during 1998:
=In September of 1998, the Office of Open Learning partnered with Atkinson College and York University, to deliver a Certificate in Dispute Resolution. University of Guelph Drama program students participated in the role plays as disputants. Their participation, partly because they were unknown to course participants, heightened the realism of the simulations. =Virginia Gray, the Director of Open Learning, is a member of the Distance Education Consortium with Wilfrid Laurier University and the University of Waterloo that is exploring ways in which collaboration in the development and delivery of distance 1 education and non-credit courses can be implemented. =The Office of Open Learning, together with the Office of Registrarial Services, Graduate Studies and Enrolment Management, brokered a relationship with G.A.T.E. Enterprises Inc. to develop and deliver University of Guelph English as a Second Language training programs. G.A.T.E. is a privately owned, local company that has been offering a distinct and exciting way of teaching English to individuals and institutions since December, 1996.
=The Office of Open Learning collaborated with Communication Services and Teaching Support Services to support on-line courseware.
=A Television series aired in Fall, 1998 entitled: Death: A Personal Understanding, was inspired by a University of Guelph DE course: The Psychology of Death & Dying. The TV program will now be used for the DE Course as a result of a collaboration with Sleeping Giant Productions.
=Two Forest Ecology credit courses (34-698 and 34-699) were developed in collaboration with Lakehead University.
.The Office of Open Learning collaborated with the George Morris Centre to provide several courses on business related topics.
=The University of Guelph is collaborating with Ryerson Polytechnic University on a new Executive BA progra.
=The Office of Open Learning and the School of Hotel and Food Administration are collaborating on a Council of Ontario Universities funded pilot project to determine the applicability and demand for Prior Learning Assessment procedures. 1998 OOL Conference Presentations/Papers/Activities: Presentations: R. Carley, R. Nigol (OOL). "Tuning into the new media in our schools". Update '98 Professional Development day for Ontario Teachers. University of Guelph, April 24, 1998 R. Carley, R. Nigol (OOL). "Learning to be partners: A shared approach to the creation of distance education courses". 14IhAnnual Canadian Association for Distance Education Conference, Banff, Alberta, Canada. May 21-24, 1998 R. Carley (OOL), A. Caputo (TSS). "Achieving better learning through web-based distance education". 1 lthAnnual Conference on Teaching and Learning Innovations. University of Guelph. May 20-23, 1998 P. Carnochan (OOL) & B. Katz (Library). "Copyright Do's and Don'ts for Teaching". November 11, 1998. L. Gibson, R. Nigol & R. Carley, (OOL). "Best Practices in Distance Education". Program Counselors Presentation April 3, 1998 L. Gibson (OOL), H. Schraft, (Food Science). "Designing 42-242 Food Microbiology". Arboretum Show and Tell April 29, 1998 Poster Session L. Gibson (OOL), H. Schraft, (Food Science)."Cooperation in Developing a Distance Education Course" Ilth Annual Teaching & Learning Innovations conference (University of Guelph) May 21, 1998 L. Gibson (OOL). "Principles of Effective Course Design". New Faculty Orientation (University of Guelph) August 25, 199. 2 hour workshoplpresentation L. Gibson , R. Carley, P. Wolf (OOL). TA Open House (Office of Open Learning, University of Guelph) September 21,1998. L. Gibson (OOL),A. Caputo (TSS). "Course Design: On Campus or Online". Teaching Support Services Workshop Series (University of Guelph) November 12, 1998 6.Stuart and K. Maki (OOL) (1998). Lessons learned in the Development and Evaluation of the Certificate Program for Child Care Administrators. Toronto:National Association for the Education of Young Children.
Conference Proceedinas:
Carley, R.J. and Nigol, R. (1998). Learning to be partners: A shared approach to the creation of distance education courses. Proceedings of the Canadian Association for Distance Education 14'h Annual Conference. Banff, Alberta, Canada.
Carley, R.J. and Caputo, A. (1998). Achieving better learning through web-based distance education [Abstract]. Proceedings of the 1 Annual Conference on Teaching and Learning Innovations. Guelph, Ontario, Canada. http://www.tss.uoguelph.calst.html M.M. Lohuis, C.T. Lohuis and R.A. Petrongolo (in press). The Potential of Open Learning in Animal Breeding. Journal of Dairy Science.
B. Carley (OOL) is a reviewer for the Canadian Journal of University Continuing Education.
Activities of the Director, Office of Open Learning:
In addition to regular duties, the Director has a number of internal and external responsibilities.
Internal responsibilities comprise memberships on the Board of Undergraduate Studies, Senate, Senate International Committee, Senate Committee on Open Learning and its subcommittees on Review and Approvals, Policies and Procedures, and Internationalism. The Director was also chair of the Conference Services Directorate, and a member of the Food Council.
Externally in 1998, the Director served in the following organizations:
Executive Committee member of the Ontario Council for University Lifelong Learning Member of the Standing Committee on Distance Education of the Ontario Council for University Lifelong Learning Member of the Board of Directors of OPAS (Council of Ontario Universities) Member of the Distance Education Consortium with Wilfrid Laurier University and the University of Waterloo that is exploring ways in which collaboration in the development and delivery of distance education courses can be implemented. Member of the Conestoga College, Wilfrid Laurier University, University of Waterloo and University of Guelph Consortium which was created to explore non-distance education joint ventures Member of Humber College and Niagara College Consortium to explore blended programs with the University of Guelph Member of Advisory Council for Conestoga College's Career Development Practitioners Program and Ad Hoc member of the Human Resources Program Committee Member of Waterloo Wellington Training and Adjustment Board, Local Training and Education Committee University of Guelph representative on the Guelph Chamber of Commerce and member of the Chamber Focus Committee The Office of Open Learning holds institutional memberships in the Canadian Association for University Continuing Education, Ontario Council for University Lifelong 1 Learning (OCULL), the Canadian Association for Distance Education (CADE) and the inter-American Distance Education Consortium (CREAD).
OOL is committed to maintaining a position on the leading-edge of distance education technologies. The Advisor to the Director for Learning Innovation and Technology, Dr. Tom Carey of Rural Extension Studies, consults with the Director and OOL managers on emerging technologies, and is continuing development of future learning community models for DE students.
In 1998, Dr. Carey served in the following organizations:
- the Executive Committee and Board of Directors of the TeleLearning Network of Centres of Excellence, - co-leader, TeleLearning in the Workplace research theme in TL-NCE - Expert Advisory Panel, Office of Learning Technologies, Human Resources Development Canada - keynote address, Association for Media and Technology in Canada, Edmonton AB - keynote address, National Conference on Human-Computer Interaction, Rio de Janeiro. Brazil.
Dr. Carey and his research team also presented papers on learner-centred design methods [International Conference on the Learning Sciences, Atlanta GA; Association for Learning Technologies, Oxford, UK], telelearning technologies for workplace distance education [TeleLearning: Emerging Applications and Opportunities in the Knowledge Economy, Toronto; ACM Conference on Human Factors in Computing, Los Angeles, CA; Conference on Information Systems and Technology, Montreal PQ]. DISTANCE EDUCATION 1 The Office of Open Learning facilitates the delivery of degree-credit courses to students who are typically off campus or who wish to take a distance course(s) in order to accommodate their schedules. The Office of Open Learning is the focal point of this activity by providing information, student support, course development and preparation and administration.
1998 Distance Education Registrations: There were a total of 5,894 degree distance education registrations in 82 offerings in the calendar year of 1998. This compares to 6, 171 registrations in 87 offerings in 1997. Although the average registration level is the same as the previous year (71 per course), there were five fewer offerings in 1998. With a major distance education course development effort undertaken in 1998, there will be well over 100 offerings in 1999. With the increased awareness of DE offerings, and increased offerings especially in the Spring semester, it is anticipated that this will result in a significant increase in overall distance education course registrations.
The Design Process A course design and development team works closelv with facultv. exDerts.. The team consists of m&iated learning designers, instructiona~technologyexperts and course production personnel. Their role is to work collaborativelv with facultv to ensure that distance education courses sponsored by the University bf Guelph hive well-defined learning objectives, are pedagogically sound, and are interactive and engaging. Distance education courses are being designed to incorporate the following learning technologies: computer conferencing, e-mail, computer-based quizzes, lab kits, videotapes, audiotapes and audio CDs, computer listsews, and the InternetIWorld Wide Web.
New Developments:
The following courses were approved for conversion to the distance mode in 1998:
- Nature Interpretation (34-300) - Biology of Plant Pests (34-204) - Elementary French (44-1 10) - German for Professionals (47-313) - Business German (47-353) - Mental Retardation (80-385) - Serial Murder (86-271) - Meteorology and Climatology (64-203) - Information Management (26-202) - Introductory Macroeconomics (36-1 10) - conversion to on-line course - Introductory Microeconomics (36-120) - conversion to on-line course - Economic Growth and Environmental Quality (36-210) - conversion to on-line course - Human Impact on the Environment (45-122) - Environment and Resources (45-221) - Introduction to Canadian Business Management (54-215) - Organizational Design and Effectiveness (54-220) - Anthropology (12-1 15) - Sociology (86-110) - Public Management and Administration (78-140) - major re-design - Days of Reckoning (78-394) - corruption, scandaland political Ethics (78-344) - Business-Government Relations in Canada (78-347) - Principles of Perception (80-239) -Witchcraft and Popular Culture in Scotland: 1560-1700 (49-314) - Celtic Britain and Ireland Since 1603 (49-353) - re-design - Topics in Scottish History - The Immigrant Experience (49-404) - Masterworks of Music (67-228) - Histology CD-ROM
Many more existing distance education courses were updated throughout the year.
A major impetus for this extensive course development load was incentive funding provided to academic departments from the Heritage Fund. TABLE A
School of Literatures & Performance Studies
School of Languages and Literatures Dept. of History School of Fine Art and Music
SUBTOTAL ARTS:
Dept. of Consumer Studies Family Relations &Applied Nutrition2 Dept. of Economics Dept. Political Science Dept. of Psychology
Dept. of Mathematics & Statistics
Dept. Land Resource Science School of Rural Extension Studies School of Rural Planning and Development
SUBTOTAL OAC:
1 Includes offerings and registrations for the College of Family & Consumer Studies and the College of Social Science which combined in 1998 into CSAHS.
2 Formerly the Department of Family Studies
24 COLLEGE OF ARTS REGISTRATIONS
School of Literatures and Performance Studies in English 35-25068 - Contemporary Cinema:S98 96 37-14068 - Major English Writers:S98,F98 -114 Department Subtotal: 210
School of Languages and Literatures 44-10968 - Basic French:W98, S98,F98 -144 Department Subtotal: 144
Department of History 49-12568 - Science and Society Since 1500:S98 49-20068 - The British Isles: 1066-1603:S98 49-30368 - Celtic Britain and Ireland to 1066:S98 Department Subtotal:
School of Fine Art and Music 67-10688 - Introduction to Music:W98,F98 165 67-21488 - History of Jazz:S98,F98 255 Department Subtotal: 420
COLLEGE OF BIOLOGICAL SCIENCE
Department of Zoology 15-34568 - Introduction to Aquatic Environments: W98,F98,S98 124 15-22168 - Introductory Cell Biology: S98,F98 197 92-15068 - Humans in the Natural World:S98,F98 -54 Department Subtotal: 375
COLLEGE OF PHYSICAL AND ENGINEERING SCIENCES Department of Physics 76-10268 - Introductory Physics:W98
Department of Mathematics & Statistics 89-20668 - Statistics for Business Decisions:W98,S98,F98 139
$xv&-.\ ,">*.P9$ . '*",~x~" ,,+ A . A *&A*$$gg@&@@*~~Q@$&~***i@$$#&@&*w$ * *..LA ~* A A , . . *k~d&g.::.A;@%y@aw@@@@-p" .. a . , < , , , ~.&2%%42%.4. :*P& COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES REGISTRATIONS
Department of Consumer Studies 26-21068 - Personal and Family Finance: W98 26-21068 - Personal and Financial Management:S98 Department Subtotal:
Family Relations & Applied Nutrition 39-10168 - Human Development:S98 39-21068 - Development of Human Sexuality:W98, S98 39-20168 - Couple and Family Relationships:S98.F98 39-21168 - The Exceptional Child in the Family:S98 71-10168 - Nutrition and Society:S98 71-20568 - Family & Community Nutrition:S98 Department Subtotal: Department of Economics 36-1 1068 - lntroduction to Macroeconomics:S98,F98 36-12068 - lntroduction to Microeconomics:W 98,S98 36-21068 - Economic Growth and Environmental Quality: W98,S98 36-36668 - Economics of Equity Markets: S98 Department Subtotal:
Department of Political Science 78-33768 - Environmental Policy Formation:S98 78-15068 - World Politics:S98 Department Subtotal:
Department of Psychology 80-1 1068 - Principles of Behaviour:W98,S98 80-12068 - Dynamics of Behaviour:W98 80-27468 - Personality:W98 80-35768 - The Psychology of Death and Dying:W98,S98 80-23168 - lntroduction to Social Psychology:S98 80-35168 - Industrial-OrganizationalPsychology:S98,F98 80-38568 - Mental Retardation:S98 Department Subtotal:
INTERDISCIPLINARY UNIVERSITY 58-20568 - 5000 Days:F98 58-32568 - Beyond the 5000 Days:W98,S98
ONTARIO AGRICULTURAL COLLEGE Department of Food Science 42-20168 - Principles of Food Science: W98, S98,F98 42-24068 - lntroduction to Food Chemistry: S98,F98 42-24168 - lntroduction to Food ~rocessing:~98,~98 42-24268 - lntroduction to Food Microbiology:W98, S98 REGISTRATIONS 42-34368 - Introduction to Food Analysis: W98,F98 -11 Department Subtotal: 246
Department of Land Resource Science 46-1 1068 - Principles of Geology:W98, S98,F98 306 87-20168 - Soil Science:S98,F98 124 87-21268 - Introduction to Environmental Stewardship:S98,F98 51 87-30868 - Soil & Water Conservation & Reclamation:W98,S98 -83 Department Subtotal: 564
School of Rural Extension Studies 38-30468 - Communication Process:W98, S98 38-30868 - Technology in Extension:S98 Department Subtotal:
School of Rural Planning & Development 58-53068 - Planning Recreation Tourism:W98,F98
ONTARIO VETERINARY COLLEGE Department of Pathology 73-36168 - Principles of Disease:S98,F98 OPEN LEARNING PROGRAM i The Open Learning program is an open admission distance-only mode of study which provides access to degree-credit university courses for individuals who wish to study independently and who are not interested, or are presently unable, to pursue a degree. The program is designed to extend the academic resources of the University to those who may wish to "bank" courses for eventual application to a degree program, or for professional updating andlor for personal enrichment.
Open Learning program students must complete the same assignments and examinations as those in degree programs and are evaluated using the same standards. Upon successful completion of a course, learners receive the same course credit weight as would apply to the degree program.
There were a total of 737 Open Learning program registrations in 1998. This represents an increase of 160 over the previous year. The program is expected to enjoy continued growth as it gains more of a profile, as more distance education courses are developed and there are more choices, and as more purpose-built packages (i.e. certificates and diplomas) are developed.
Also aiding the growth of the Open Learning program is the adoption of a new Guaranteed Admission Policy in 1998. The new policy reads as follows:
Open Learning program students applying for transfer to the B.A. program at the University of Guelph will be guaranteed admission provided they complete a minimum of four credits with a minimum 70 per cent cumulative average. Students who complete a minimum of four courses with a cumulative average between 60 and 69.9 per cent may apply for admission consideration to the B.A. Admissions Committee. Applicants are advised to complete two courses from the College of Arfs and two courses in the Social Sciences. English proficiency requirements as outlined in the Undergraduate Calendar apply.
OPEN LEARNING PROGRAM CERTIFICATES AND DIPLOMAS:
= Certificate in Food Science Courses: Principles of Food Science lntroduction to Food Chemistry lntroduction to Food Processing lntroduction to Food Microbiology lntroduction to Food Analysis Topics in Food Science
Diploma in Public Policy and Administration (under review) Techniques in Animal Nutrition Research (10-636):Theory and/or practices of techniques to evaluate i feedstuffs and determine nutrient utilization in poultry, swine and ruminants. Painting 1(13-220): Introduces various technical and aesthetic issues of representational, abstract, and non-objective painting. Diverse approaches will he investigated through specific studio assignments in oil and water-based media on various painting supports.
Sculpture I (13-230):Studio projects exploring the aesthetics and the dynamic potential of form. Projects will involve the study of representational, abstract, and non-objective form through basic additive and reductive methods. Assignments will include work in clay, plaster, and basic casting materials and methods.
Extended Media (13-280):Basic video camera and editing skills will be integrated into an introduction to interdisciplinary or alternative art practices through video and performance art exercises.
Introductory Cell Biology (15-22168):The structure and function of eukaryotic cells with emphasis on ~nnlticellnlarorganisms. Role of subcellular structures and organelles in cellular processes of bioenergetics, division, differentiation, motility, secretion, nutrition and communication.
Introduction to Aquatic Environments (15-34568):An introduction to the strnctnre and components of aquatic ecosystems, how they are regulated by physical, chemical and biological factors and the impact of these environments and their biota.
The Exceptional Child in the Family (39-21168):An overview of problems faced by parents and siblings of exceptional children, i.e. the mentally retarded, gifted, handicapped, seriously ill or disturbed child.
Infant Development (39-22668):An examination of developmental principles and milestones characterizing infant development from conception to 24 months.
Introduction to Classical Culture (24-100):A wide-ranging look at essential features of Greek and of Roman culture and society. Considerable emphasis will be given to the classical views of the human condition.
Housing & Community Planning (26-180):A general survey of the developing residential environment in the modern community. The social, psychological, economic, physical and political dimensions of housing and urban development are included.
Personal and Family Finance (26-21068):A course designed to meet the professional needs of those in teaching, counseling and community service, as well as personal goals in financial management.
Business and Consumer Law (26-304)Course introduces students to statutory and common law concerning business and consumer transactions. An overview of the laws of contracts and torts forms the basis of business and producer/consumer relationships. Discussion topics include sale of goods and consumer protection legislation; debtor-creditor relations; competition law; intellectual property rights and manufacturers' product liability.
Introduction to Computer Applications (27-100):A survey of computer systems and software. An introduction to computer programming and data organization. An emphasis on using application packages for personal and business use. The social impact of computing. Contemporary Cinema (35-25068): A course is designed to give the student knowledge and understanding of contemporary cinematic expression.
Introductory Macroeconomics (36-11068): In the Canadian economy: aggregate performance and policy; an analysis of determinants of national income; employment and price level, government monetary and fiscal policies in improving rate of economic growth.
Introductory Microeconomics (36-12068): In the Canadian economy: prices and markets; an analysis of behavior of consumers and business firms in determining prices and allocation of resources.
Economic Growth and Environmental Quality (36-21068): An examination of implications of economic growth on quality of environment, employing basic principles of economic analysis.
Economics of Equity Markets (36-36668): A course studies the economic literature regarding the determination of security prices and the operation of the stock market.
Literatures in English I: Reading the Past (37-106): This course introduces a range of historical and national writings in prose, poetry, and drama. Lectures address chronologically, works by selected authors from the middle ages to the mid-twentieth century, the periods in which these works were produced, and some of the ways in which they have been read. Workshops focus on the development of writing and analytical skills.
Major English Writers (37-14068): An introduction to study of literature through chronological consideration ofworks by selected authors from Middle Ages to the 20th Century.
Communication Process (38-30468): An introduction to the communications process, with emphasis on examination of symbols, meaning, patterns of miscommunication and their correctives.
Foundations of Rural Extension (38-607): Historical, philosophical and sociological foundatioi~sof rural extension and non-formal educational Investigation of changing rural community structure. Past, present and future institutional support for non-formal and extension education: the issues of access and professionalism. Significant leadership by individuals in groups. Critical appraisal of philosophical assumptions and social functions of non-formal and extension education.
Program Planning and Evaluation in Rural Extension (38-6230): This course will focus on concepts and processes of program planning and the evaluation in rural extension. Programs designed with client involvement in situational analyses and priority settings will receive particular attention.
Human Development (39-10168): An introduction to the study of the development of the individual through out the life cycle.
Couple & Family Relationships (39-20168): A survey of family dynamics throughout the life course, emphasizing themes of power, intimacy, and family diversity.
Development of Human Sexuality (39-21068): A social scientific analysis of human sexuality with emphasis on development of sexuality within interpersonal context.
Development in Early & Middle Childhood (39-227): The course will examine the development of the child from the beginning of the preschool years through the course of middle childhood. The lectures in the first half of the course are focused on the main theoretical positions that support much of the research on children and their development. In the second half, the lectures are concerned primarily with a variety of questions and issues that face child professionals as they attempt to understand and deal with the developing child. Professional Issues (39-6140):An exploration of ethics in marriage and family therapy; legal issues in the practice of family therapy; professional issues regarding identity, licensure and practice.
Seminar on Divorce, Single Parenting and Remarriage (39-6150):This course focuses upon theory, ) research and practice related to the process of marital breakdown, separation, divorce, divorce mediation, custody and access, single-parent families and reconstructed families.
Treating Violence and Abuse Within Families (390617): This course examines theory, research and clinical intervention related to the physical, sexual, verbal and emotional because of women, children (including adult survivors of child abuse) and the elderly. It also explores the relationship between varying forms of family violence.
Principles of Food Science (42-20168):Principles involved in the processing, handling and storage of foods, and the relationship of science and technology to food processing.
Introduction to Food Chemistry (42-24068):An introduction to chemistry and biochemistry of major components of foods.
Introduction to Food Processing (42-24168):An introduction to food processes and relationship between chemistry, microbiology and engineering as applied to food processing.
Introdnction to Food Microbiology (42-24268):An introduction to major groups of microorganisms important in foods.
Introduction to Food Analysis (42-34368):An introduction to quantitative analysis of foods by chemical, physical, and instrumental means.
Basic French (44-10968):A basic course in French grammar and reading.
Principles of Geology (46-11068):An introduction to earth sciences, including processes, materials, and landscapes.
Reading German Literature: An Introduction (47-256):This course is designed to develop students' facility in reading German literary texts. It is to be taken before literature courses at the 300 and 400 level.
Science and Society Since 1500 (49-12568):A course is intended as an introduction to the history of science and its interrelationships with society in the western world since 1500, including its influence on the environment, religion, economics, and political developments.
The Britain Isles, 1066-1603 (49-20068):A comparative survey of the histories of England, Scotland, Ireland and Wales during the medieval and early modern era.
Celtic Britain to 1066 (49-30368):The social, political, and cultural history of the Celtic peoples if the British Isles from Prehistory to the advent of the Normans.
The 5000 Days (58-20568):Human populations, resources and associated environmental changes are considered for the next decade.
Beyond the 5000 Days (58-32568):Complexity and dimensions of key environmental issues are explored, to allow the student to critically evaluate socio-economic-environmental linkages between contemporruy challenges such as sustainable resources, energy, human population, ethics. Recreation and Tourism Planning (58-360):Application of planning theory to recreation and tourism in the private and public sectors, approaches to implementing plans and strategies for involving stakeholders in the planning process. Focus will also be on the impact of various approaches to planning recreation and tourism. ) Introduction to Music (67-10668):The main concepts and terminology of music from the Medieval period through the 20"' century will be explored in connection with the study of selected musical works.
History of Jazz (67-21468):A survey of major styles, personalities and performances of the jazz tradition in terms of its societal, cultural contexts.
Nutrition and Society (71-10168):The significance of nutrition in terms of individuals and societies throughout the world.
Family and Community Nutrition (71-20568):Nutritional needs through the life cycle and their significance in family and community health.
Fundamentals of Nutrition (71-321):This is the foundation course for the study of nutrition. The occurrence, uptake and metabolic role of nutrients will be discussed in relation to growth, reproduction and longevity in human subjects, domestic animals and other species.
Principles of Disease (73-36168):A presentation of basic concepts of disease in cells, tissues, organs and fluids of the body.
Introductory Physics (76-10268):A course stressing the fundamental properties of particles and waves.
Public Management and Administration (78-14068):This course examines the growth, organization and function of government in Canada with particular attention to selected public policy issues.
World Politics (78-15068):An examination of the fundamental patterns of international politics, focusing especially on the major issues and contemporary events at the root of international conflict. As well, the reality of global interdependence is assessed in terms of the alternative patterns of international cooperation in the contemporary world.
Politics of Ontario (78-311):This course provides an overview of the political history of Ontario, the character and development of the political parties and institutions, as well as an intensive examination of selected policy issues in Ontario politics.
Environmental Policy Formation and Administration (78-33768):Survey of federal and provincial governmental policies and programs relating to management of environmental issues.
Principles of Behavior (80-11068): Experimental methods for study of behavior - physiological basis, sensory processes, perception, motivation, learning and memory.
Dynamics of Behavior (80-12068):Experimental methods for psycllological research - human development, intelligence, thinking, language, personality, behavior pathology, and social psychology
Introduction to Social Psychology (80-23168):Exploration of content and research methods of social psychology- social perception, attraction, group dynamics, leadership, conflict and cooperation.
Personality (80-27468):Review of theory, assessment procedures and research findings, pertinent to major personality constructs. Industrial-Organizational Psychology (80-35168): Examination of current theories and practices - problems of motivation and morale, studies of performance, organizational analysis, assessment of work environment, personnel selection, operations research, and systems theory. i The Psychology of Death and Dying (80-35768): Social influences on attitudes toward death, dying and aging.
Mental Retardation (80-38568): This course covers applied and theoretical aspects of mental retardation, and lays a foundation for work in the area of mental retardation.
Social Deviance (86-207): An introduction to some of the basic theories of deviance and social control and their application to selected social problems.
Soil Science (87-20168):Introduction to principles of soil science: origin of soils, their classification and interpretation for uses in agriculture, forestry, recreation and urban development.
Introduction to Environmental Stewardship (87-21268): An introduction to the concepts of resources management, environmental planning and assessment, land stewardship and sustainable development.
Soil and Water Conservation & Reclamation (87-30868): A course on the processes leading to deterioration of soil and water quality, the impact of deterioration on use, and preventative and corrective techniques.
Statistics I (89-204): A course stressing the practical methods of Statistics. Topics include: Descriptive statistics; univariate models such as binomial, Poisson, geometric, uniform and normal; Central Limit theorem; expected value; the t, F and chi-square models; point and interval estimation; hypothesis testing methods up to two-sample data; simple regression and correlation; ANOVA for CRD and RCBD.
Statistics for Business Decisions (89-20668): Application of statistics for a business setting - role of statistics in business decisions, organization of data, frequency distributions, probability, normal and sampling distributions, hypothesis tests, linear regression, introduction to time series, quality control.
Immunobiology (91-6100): Major areas of immunology, including initiation, regulation, receptors, genetics, immune system development and function.
Humans in the Natural World - A Zoological Perspective (92-15068): This course will examine past and present human interactions with the natural world. It investigates both case studies of "the problem animal" and current issues of public debate which require scientific analysis form a zoological perspective. This course is designed for students outside science programs. TABLE B
Arts School of Fine Art & Music Dept. of History School of Languages & Literatures School of Literatures & Performance Studies in English
BIOLOGICAL SCIENCE Dept.of Zoology
SUBTOTAL CBS: I 54 I ONTARIO AGRICULTURALCOLLEGE Dept. Animal & Poultry Science Dept. of Food Science Dept. of Land Resource Science School of Rural Extension Studies
SUBTOTAL OAC: 25 1 ONTARIO VETERINARY COLLEGE 3 17 ' SUBTOTAL OVC: PHYSICAL & ENGINEERING SCIENCES Dept. Computing & Information Science 1 1 Dept. of Mathematics & Statistics 4 37 Dept. of Physics 1 5 I
SUBTOTAL CPES: 6 43 I I SOCIAL & APPLIED HUMAN SCIENCES Dept. of Consumer Studies Dept. of Family Relations & Applied Nutrition Dept. of Economics Dept. Political Science Dept. of Psychology Dept. of Sociology I 1 SUBTOTALCSAHS: 43 1 296 I I INTERDlSCIPLINARY UNIVERSITY 5 1 29 I I I TOTAL: * includes open learners in classroom-based courses, with permission of instructor COLLEGE OF ARTS REGISTRATIONS
School of Literatures and Performance Studies in English 35-25068 - Contemporary Cinema:S98 8 37-14068 - Major English Writers:S98, F98 24 37-106 - Literatures in English I: Reading the Past:F98 -1 Department Subtotal: 33
School of Languages and Literatures 44-10968 - Basic French:W98, S98,F98 24-100 - lntroduction to Classical Culture:W98 47-256 - Reading German Literature: An Introduction:W98 Department Subtotal:
Department of History 49-12568 - Science and Society Since 1500:S98 49-20068 - The British Isles: 1066-1603:S98 49-30368 - Celtic Britain and Ireland to 1066:S98 Department Subtotal:
School of Fine Art and Music 67-10688 - lntroduction to Music:W98,F98 13-220 - Painting I:W98 13-230 - Sculpture I:W98 13-377 - Extended Media ll:F98 67-21468 - History of Jazz:S98,F98 Department Subtotal:
COLLEGE OF BIOLOGICAL SCIENCE
Department of Zoology 15-34568 - Introduction to Aquatic Environments: W98,S98,F98 24 15-22168 - Introductory Cell Biology: S98,F98 16 92-15068 - Humans in the Natural World:S98,F98 -14 Department Subtotal: 54 COLLEGE OF PHYSICAL AND ENGINEERING SCIENCES REGISTRATIONS Department of Physics 76-10268 - Introductory Physics:W98 5
Department of Computing & Information Science 27-100 - Introduction to Computer Applications:F98
Department of Mathematics & Statistics 89-20668 - Statistics for Business Decisions:W98,S98,F98 89-204 - Statistics I:S98 Department Subtotal:
COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES3
Department of Consumer Studies 26-21068 - Personal and Family Finance: W98, S98 26-180 - Housing & Community Planning:F98 26-304 - Business and Consumer Law:F98 Department Subtotal:
Family Relations & Applied Nutrition4 39-10168 - Human Development:S98 39-21068 - Development of Human Sexuality:W98, S98 39-20168 - Couple and Family Relationships:S98,F98 39-21 168 - The Exceptional Child in the Family:W98,S98 39-06150 - Seminar on Divorce, Single Parenting and Remarriage:F98 30-06140 - Professional Issues: S98 39-227 - Development in Early & Middle Childhood:F98 39-06170 - Treating Violence and Abuse Within Families: W98 39-22668 - Infant Development: W98 71-10168 - Nutrition and Society:S98 71-321 - Fundamentals of Nutrition: F98 71-20568 - Family & Community Nutrition:S98 Department Subtotal:
Department pf Economics 36-1 1068 - Introductory Macroeconomics:S98,F98 27 36-12068 - Introductory Microeconomics:W 98,S98 34 36-21068 - Economic Growth and Environmental Quality: W98,S98 10
Includes offerings and registrations for the College of Family & Consumer Studies and the College of Social Science which combined in 1998 into CSAHS.
Formerly the Department of Family Studies REGISTRATIONS
36-36668 - Economics of Equity Markets: S98 Department Subtotal:
Department of Political Science 78-33768 - Environmental Policy Formation:W98,S98 78-31 1 - Politics of Ontario:W98 78-14068 - Public Management and Administration:W98 78-15068 - World Politics:S98 Department Subtotal:
Department of Psychology 80-1 1068 - Principles of Behaviour:W98,S98 80-12068 - Dynamics of Behaviour:W98 80-27468 - Personality:W98 80-35768 - The Psychology of Death and Dying:W98,S98 80-23168 - lntroduction to Social Psychology:S98,F98 80-35168 - Industrial-Organizational Psychology:S98,F98 80-38568 - Mental Retardation:S98 Department Subtotal:
Department of Sociology 86-207 - Social Deviance: W98
INTERDISCIPLINARY UNIVERSITY 58-20568 - 5000 Days:F98 I1 58-32568 - Beyond the 5000 Days:W98,S98 7 58-350 - Recreation and Tourism Planning:W98,F98 11 Department Subtotal: 29
ONTARIO AGRICULTURAL COLLEGE Department of Animal & Poultry Science 10-636 - Techniques in Animal Nutrition Research:F98
Department of Food Science 42-20168 - Principles of Food Science: W98, S98,F98 42-24068 - lntroduction to Food Chemistry: S98,F98 42-24168 - lntroduction to Food Processing:W98,F98 42-24268 - lntroduction to Food Microbiology:W98, S98 42-34368 - lntroduction to Food Analysis: W98,F98 Department Subtotal: REGISTRATIONS
Department of Land Resource Science 46-1 1068 - Principles of Geology:W98, S98,F98 87-20168 - Soil Science:S98,F98 87-21268 - Introduction to Environmental Stewardship:S98,F98 87-30868 - Soil &Water Conservation & Reclamation:W98,S98 Department Subtotal:
School of Rural Extension Studies 38-30468 - Communication Process:W98, S98 38-6230 - Program Planning and Evaluation in Rural Extension:F98 38-607 - Foundations of Rural Extension: F98 Department Subtotal:
ONTARIO VETERINARY COLLEGE Department of Pathology 73-36168 - Principles of Disease:S98,F98 16 9106100 - Immunobiology:F98 -1 Department Subtotal: 17 CONTINUING EDUCATION Continuing education remains an integral part of open learning activities on and off campus. As represented in this report, continuing education activities are non-degree credit educational offerings, most often of a highly specialized nature for professional development or personal enrichment. Courses are offered to local, provincial, national and international audiences. The offerings use a variety of delivery formats, such as conferences, symposia, seminars, workshops and courses. The delivery method may be via face-to-face instruction andlor distance delivery.
The use of the University of Guelph name reflects sponsorship by the department or college that is responsible for, or has endorsed, the academic content and design of the offering and the selection of teaching personnel. All offerings are sent to the Senate Committee on Open Learning (SCOL) for information andlor approval.
1998 Continuing Education Offerings and Registrations increased from those reported in 1997. This is due to the increase in reporting courses offered through the Agricultural Colleges.
THE OFFICE OF OPENLEARNING (OOL):
OOL provided the institutional focus for support and services to departments and external agencies to assist in the development and implementation of continuing education offerings. These services included: needs assessment, market research, program design, planning and evaluation, development of funding proposals and marketing plans, program administration and implementation.
The University maintains a focus on professional programs of an individual nature or as part of purpose-built packages as with the certificate programs offered through the Office of Open Learning in Human Resource Management, Personnel Administration, Managing People at Work, Communication, Child Care Administration, and Voluntary and Non-profit Sector management, the Advanced Certificate in Family & Couple Therapy, the Executive Certificate Program in Animal Breeding, the Ontario Lamb Improvement Breeding Certificate Program, the Ontario Association of School Board Administrator's Certificate in Human Resource Management, The Certificate in Dispute Resolution and the Certificate in Pupil Transportation Management.. Professional Affiliations
The University of Guelph offers a number of certificate courses which have been approved by the following associations:
Human Resources Professionals Association of Ontario Ontario Association of Certified Engineering Technicians and Technologists Purchasing management Association of Canada Association of Administrative Assistants Canadian Payroll Association The Trust Institute lnstitute of Canadian Bankers Association of Professional Engineers of Ontario Industrial Accident Prevention Association L'Association pour la Conservation des Petits Abattoirs du Quebec The Crop Protection Institute Inter-Ministry Learning Opportunities Ontario Association of Marriage and Family Therapy Commission on Education
Professional Development Proarams
In 1998, the Continuing Education Unit of OOL, in collaboration with other institutions and University of Guelph academic departments, offered successful professional development programs in the following areas:
Certificate in Dispute Resolution:
In September of 1998, the Office of Open Learning partnered with Atkinson College and York University, to deliver a Certificate in Dispute Resolution. This 136 hour, part-time program was offered in response to the growing need for properly trained mediators to offer an alternative to traditional (litigative) dispute resolution. Participants in this progam learn a solid theoretical foundation in lectures that is then applied in role plays to train participants in current dispute resolution techniques. The instructors, who are drawn from Atkinson College and the Guelph area, have expert knowledge in family, civil, organizational and commercial mediation, as well in the relationship between alternative dispute resolution and the practice of law. Participants in the Certificate program come from both on and off-campus. Many plan to use their new knowledge to complement their current work. Others have expressed their intention to start independent mediation practices, or to join the Provincial roster for court-appointed mediation. To further prepare individuals for these various endeavors, an optional internship is offered with external dispute resolution providers. The Banaladesh Course: \ i This course was offered to visiting faculty members from Bangladesh Open University. It began as an individualized summer work placement opportunity supervised by University of Guelph faculty. In the fall, the course participants took customized studies in their area of expertise or interest in order to learn how to design, develop, deliver and maintain open learning programs. Placements included Aquatic Sciences, Vet Medicine, Rural Extension Studies and Dairy Science.
Twelve family therapists, living in Sault Ste. Marie, were the first group to complete their open learning certificates in Couple and Family Therapy Studies after two and a half years of study. As the course progressed, participants were able to come together not only for networking, exchange and academic pursuit, but the experience also resulted in stronger professional ties and important friendships.
Universitv of Guel~hEnalish As A Second Lanauaae Trainina in Collaboration with G.A.T.E. Enterprises Inc.: The Office of Open Learning, together with the Office of Registrarial Services, Graduate Studies and Enrolment Management, brokered a relationship with G.A.T.E. Enterprises Inc. to develop and deliver University of Guelph English as a Second Language training programs. G.A.T.E. is a privately owned, local company that has been offering a distinct and exciting way of learning English to individuals and institutions since December, 1996. The overall objectives of this relationship are to:
Develop and deliver the University ESL Training opportunities for open learners, degreeldiploma students, university employees and privatelpublic sector groups;
Ensure that the University ESL Training meets or exceeds the learning needs of the participants;
Foster the development of the University's presence in the ESL market in collaboration with G.A.T.E.
Certificate in Human Resources Manaaement for School Board Administrators Offered annuallv since 1984 in collaboration with the Ontario Association of School Business ~fficiak,this program is designed for Ontario school board personnel who wish to develop skills and knowledge in the area of human resources management. The certificate consists of four courses, each of which is offered on a four-year cycle: Human Resources Administration, Labour-Management Relations, Salary Administration and Benefits, and Organization and Management. This intensive program includes optional exams which enable the participants to transfer certificate credits to the professional accreditation offered through the Human Resources Professionals Association of Ontario. Viewed as a leading-edge learning opportunity for school board human resources management practitioners, the program enrolment is usually at full capacity well in advance of the registration deadline. ) ) Offered annually since 1991 in collaboration with the Ontario Association of School Business Officials, this program is designed to meet the learning needs of school board transportation specialists and independent operators. The certificate consists of four courses, each of which is offered on a four-year cycle: Managing People at Work, Negotiations and Contract Administration, Business Communication, and Customer Service and Community Relations. The program is well-known within the pupil transportation sector and consistently attracts high registration numbers.
tg Developed with the support of an advisory committee of senior managers from various Guelph manufacturing companies, the success of this program has been overwhelming.. Offered since 1991, this twenty week program provides participants with an introduction to supe~isionwithin the manufacturing environment. Program topics include production and operations management, human resources management and industrial and employee relations. The positive feedback from both participants and their respective sponsoring companies to the customized-approach taken in the design and delivery of the program is reflected in the multiple registrations from individual companies and their continuing patronage of the program each year.
fi The Ontario Recreation Facilities Association (ORFA) is an internationally known organization that provides leadership in professional development, promotion and enhancement of recreation facilities management and operations. The Office of Open learning works with the association to design, develop, deliver and manage ORFA's premier education and training event. This annual program, which attracts participants from across Canada and from around the world, provides leading-edge courses in a variety of subject areas related to administration and management and technical operations.
AGRI-FOOD& RURAL: The Agri-Food Continuing Education Council is comprised of representatives from the Ontario Agricultural College and the Colleges of Agriculture at Alfred, Kemptville and Ridgetown, plus the Office of Open Learning and Independent StudylOAC Access and is chaired by the Director of Agri-Food C.E.
Each component unit has its particular specialty. Farm and rural residents in the four counties east of Ottawa, rely on College dlAlfred for community and quality of life programs. Thus a significant base of the Alfred operation responds to that need by providing family-based and community interest courses. Nonetheless, Alfred has a long standing reputation in international agricultural development work and programs that attract foreign students to Ontario. For example, a contract with ClDA and others to enhance the J quality of food production in Morocco was awarded this year. Sensitive to the needs of industry, Alfred College designed a series of turf maintenance courses. As the francophone college, Alfred continues to develop working relationships with the Guelph Food Technology Centre and the lndependent Study program and delivers selected programs in French.
Kemptville College, located south of Ottawa, attracts regional contracts and has for many years been a centre for agricultural power and equipment programs. During the past year, new courses in turf equipment began, complimentary to the lawn maintenance courses available at Alfred and Guelph. Kemptville is a regional centre for horsemanship courses and equine studies. Food handling and food industry technical training programs support local dairy processors and other plants.
The ice storm crisis of early 1998 in eastern Ontario led to a number of training opportunities for both College d'Alfred and Kemptville College, such as programs in aboriculture, chain saw operation and other retraining courses.
From its location in Southwestern Ontario, Ridgetown College coordinates the provincial vendor and grower pesticide certification programs. In 1998 this initiative was expanded and Ridgetown now coordinates the broader pesticide licensing examination program for the Ontario Ministry of the Environment. Veterinary technology, one of Ridgetown's areas of speciality, has inspired a number of certificate programs, particularly the Veterinary Medical Receptionist Certificate. Industry-focused workshops such as the "excellence" courses - BT Corn, Weed Management, Crops Input Certificate, Swine Excellence Certificate - drew great favour from clients.
Total registrations at the three colleges of agriculture in certificate and community-based programs was 7,217 with 222 course offerings in 1998.
INDEPENDENTSTUDY/OAC ACCESS: lndependent StudylOAC ACCESS provides distance diplomas and certificates, industry s~ecificcourses and educational videotapes in the areas of food, aariculture and hbrticulture. In 1998, enrolment in independent Study programs was 3977, with 358
certificates~ ~~~~~ awarded. There were 104 araduates- in the Ontario Diploma in Horticulture and Agriculture (ODHIODA).
Important initiatives in 1998 for lndependent Study1 OAC ACCESS included: =The attainment of the Three Year Plan objective of establishing 5 certificate programs relevant to the environment theme. =The development of nine videolCD-ROM programs using new and current ISIACCESS video materials, along with the residential diploma promotional videolCD-ROM .Delivery of new courses supporting the Ontario Diploma in Horticulture and the completion of the Grape and Wine certificate and the Certified Animal Health Advisor program.
THEARBORETUM Through its continuing education programs in topics concerning the environment and nature interoretation. the Arboretum accounted for 398 continuing education registrations in 1998. ~h'erewere20 offerings for the general public in seasonal
HOTELAND FOODADMINISTRATION (HAFA) Within the new College of Social &Applied Human Sciences, HAFA offered its two annual professional development courses, the Hospitality Manager's Development Course (HMDC) and the Advanced Management Program for the Hospitality Industry (AMPHI). HMDC is an intensive one-week training program in the theory and practice of management in the hospitality and tourism industries. AMPHI is a two-week program for senior executives in hospitality and related industries, with an emphasis on management decision making and problem solving. juauvedap fiu!~osuodsSjBS eqj s! Bu!u~ea7uedo jo a3!#0 aq4 q3!q~u! scue~fio~dasoqj Aluo sj3al~aw- - 8SLPC COP :1v101 099 EZ :SHVS~1~10lEn~ - - 8s Z UO!leJlS!U!luPV PO04 '8 IalOH 40 lOOY3S Z09 1Z uo!l!llnl\] pa!lddv 8 suo!lelak! Al!luej 40 '~daa S33N313S NVWnH O3llddV 9 lV130S EZ 6 s3!!s!)els 8 s3!leLuayley\ljo 'jdaa S33N313S 0NIN33NION3 9 lV3ISAHd
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Owl Workshop Night Stalker's Owl Prowl A Natural Approach to Home Gardening (2 offerings) The Art and Practice of Pruning (2 offerings) Duck Workshop A Life Zone Approach to Naturalization (2 offerings) Warbler Level I Warbler Level II Spring Wildflower Workshop &Tour Sparrow Workshop Fern Identification & Propagation Strictly Stargazing Growing Native Plants from Seed (2 offerings) Hawk Workshop Shrub ID (2 offerings) Native Tree ID Willow Wattle Weave Gull Workshop Natural Winter Decorations
COLLEGE OF ARTS
Classics Symposium Russian Music & Popular Culture Symposium Decentring Cultural Studies: 1998 Cultural Studies Colloquium Scottish Studies Colloquium COLLEGE OF PHYSICAL AND ENGINEERING SCIENCE REGISTRATIONS
Department of Mathematics and Statistics .Getting Ready for Calculus s; Advanced Certificate in Couple and Family Therapy Family Systems I Theory and Methods of Couple Therapy Change Strategies in Therapy Research in Family Therapy Divorce, Single Parenting & Remarriage (Sault Ste. Marie) Divorce, Single Parenting & Remarriage (2 offerings) Human Sexuality & Sex Therapy (2 offerings) The Annual Guelph Conference and Training Institute on Sexuality Main Conference Daily Registrants only Intensive Sex Therapy Training Institute Ontario Sexual Health Pre-conference Workshop (2 offerings) School of Hotel and Food Administration Advanced Management Program for the Hospitality Industry Hospitality Managers Development Course Certificate Programs in: Dispute Resolution Human Resources Management Managing People at Work Couple & Family Therapy Includes offerings and registrations for the College of Family &Consumer Studies and the College of Social Science which combined in 1998 into CSAHS. Formerly the Department of Family Studies REGISTRATIONS Office of Open Learning Certificate Course Offerings: Employment Law Dispute Resolution Divorce, Single Parenting & Re-marriage m English as a Second Language Finance and Accounting Concepts Fundamentals of Human Communication (distance format) Human Resources Administration (2 offerings) Labour Market Economics Labour Management Relations = Managing People at Work Managing People at Work (distance format) Marketing & Public Relations Organization and Management Salary Administration and Benefits Training and Development (2 offerings) Using Audio-Visual Media .Certificate Program in Human Resources Management for School Board Administrators Certificate Program in Pupil Transportation Management 21 Non-Certificate Offerings Annual Drainage Engineer's Conference Annual Staff Training and Management Development Program for the Ontario Recreation Facilities Association Inc. APE0 Professional Engineers' Practice Exam (3 offerings) Guelph School of Japanese Sword Arts , ~u~ervisor~~evelo~ment Training Program Bangladesh Project (3 offerings) pesticide ~~~licators~icense-Exam Preparation Course OFFICE OF RESEARCH Laboratory Services Laboratory Analytical Methods (Malaysia) Quality Assurance in laboratory Analysis (Alberta Civil Service) AGRI-FOOD AND RURAL REGISTRATIONS i Ontario Agricultural College: Department of Agricultural Economics and Business Agribusiness Marketing Management I: Principles of Marketing to Farmers Agribusiness Marketing Management II: Strategy Planning Department of Animal and Poultry Science Canadian Dairy Breeders Workshop (2 offerings) Department of Environmental Biology Advanced Principles of Toxicology* Pesticides & the-~nvironment Department of Food Science Cheese Technology ABC's of Cheese Food Service Account Management Ice Cream Technology Course George Morris Centre Strategic Alliances (2 offerings) Trading in Commodity Futures Canadian Agri-Food Executive Development Program Advanced Course in Futures Trading (2 offerings) Guelph Turfgrass Institute The Ontario Turfgrass Symposium Three-Day Symposium Pass One-Day Symposium Pass Annual Turf Managers' Short Course (2 offerings) Turfgrass Water Workshop Interdepartmental Advanced Agricultural Leadership Program Agricultural Lenders Symposium Land Resource Science Soil &Water Quality Management Independent StudylOAC ACCESS Ontario Diploma in Agriculture (ODA) Ontario Diploma in Horticulture (ODH) Accredited Animal Health Representative Certificate Animal Care Certificate Building the Landscape Certificate Canadian Feed Industry Advisor Certificate Certified Crop Protection Practitioner Creating Landscapes I Certificate Creating Landscapes II Certificate Golf Course Maintenance Certificate n Grape and Wine Certificate Greenhouse Flower Production Certificate The Horticulturist Certificate Landscape Maintenance for Ornamental Plants Certificate n Landscape Maintenance for Turf Certificate Landscape Maintenance for Woody Plants Certificate n Meat Industry: The Quality Accreditation Program Certificate n New Farmer Certificate Nursery Production Certificate Park Maintenance Certificate n Small Rural Entrepreneur Certificate Urban Tree Care Certificate Total offerings = 66 Total Registrations = Alfred College mAboriculture/Maple Grove Management mAmenagement de plantes d'interieur ~Amenagementpaysager (2 offerings) .Analysis and Development of your HACCP Plan ~AnglaisLangue Seconde (3 offerings) =Animaux de compagnie mApplication d'une methode comptable .Aqua Bambins (4 offerings) =Aquafitness (13 offerings) =Aquaventure (26 offerings) =Arrangements floraux mBain Libre (4 offerings) =Boise de ferme .Botanique =Camp d'ete (12 offerings) =CERT Gestionnaire-Proprietaire Abattoir I =Commercialisation des Grains II =Comptabilite I m~onduitede debusquesuse & abattage d'arbres (2 offerings) mconseiller certif en protection des cultures mCours ~ardio-secoursRCR et Premier soins/CPR (8 offerings) REGISTRATIONS ~Creersa Page Web 5 Culture des rosiers 25 mDanse ABrobic (2 offerings) 25 ~Danseen ligne (3 offerings) 59 .Decoration de gateaux 10 mDecouvrir L'internet 6 mDessin & Peinture (2 offerings) 18 =Economic Globale 2 .Elagage (2 offerings) 89 mEntretien de Terrain de Golf & D'espace verts 15 .Espagnol (3 offerings) 26 .Floriculture commerciale 7 =Gestion des gazons 7 mGestion du troupeau laitier 2 .Golf - Prepose a I'entretien I 10 mGymnastique 17 =Horticulture (3 offerings) 22 .Word 7 Introduction 8 =Wordperfect 95 Introduction 11 .Initiation a I'informatique 10 .Internet introduction (4 sessions) 2 1 =Jardinage chez soi 12 .Le compostage 11 =Lentreprise 1 mManiement Securitaire des Scies a Chaine 1 .Marketing 1 mMenuiserie et construction 1 .Multiplication des plantes 22 .Nage competitive 24 mNage Libre (2 sessions) 14 =Notions d'anatomie et de physiologie animales 1 .Nutrition animale 1 morganismes et politiques agricoles: structures de commercialisation 3 ~Plantesornementales herbacees 15 mPlongeon (4 sessions) 13 =Prod de legumes et de fruits 8 mRegie de la production cerealiere et herbagere 3 =Se preparer au HACCP 26 .Serre et serriculture I 7 mServSafe 8 mSIMDUTMIHMIS (5 sessions) 130 =Simply Accounting 9 =Soccer interieur 30 .Sols horticoles 25 =Technical Maintenance Mechanics Training (leaders only) 19 REGISTRATIONS =Tai Chi 22 =Techniques d'abattage d'arbres 82 =Techniques de gestion des ressources humaines 2 =Tracteurs et moteurs 1 =Volley-ball pour adultes 16 =Windows 95 (3 sessions) 26 Kemptville College mAboriculture Certificate =Agri Venture Tours =Designing the Home Landscape =Landscape Design Workshop =Native Plants in the Landscape =Water in the Landscape =Pruning =Equestrian Certificate =Hoof Care for the Horse Owner =Common Core Apprenticeship =Diesel Equipment Mechanic Certificate =Diesel Equipment Technician Certificate =Farm Equipment Mechanic Apprenticeship Level 2&3 =Forklift Equipment Mechanic Apprenticeship Level 2&3 =Golf & Turf Equipment Mechanic Certificate =Heavy Duty Equipment Mechanic Apprenticeship Level 2&3 =Welding and Equipment Repair Certificate =Dairy Herdperson Apprenticeship Unit 1&2 =Introduction to Institutional Food Service =Food Production & Equipment 1 Certificate =Food Production & Equipment 2 Certificate =Nutrition =Ontario Plant Milk & Cream Grader Certificate =Sanitation and Safety =Train the Trainer =Air Brake Adjustment =Air Brake Z Endorsement =Basic Welding Techniques =CFC Certificate for Air Conditioning & Refrigeration Chain Saw Course =Forklift Operator =Ground Training Techniques =Internal Combustion EnginesIPropane =Small Engine Repair =Transportation of Dangerous Goods =Introduction to the Internet =Introduction to Computers REGISTRATIONS =Introduction to MS Excel 7.0 10 =Introduction to MS Word 7.0 7 .Simply Accounting/Windows 5.0 25 =Windows '95 22 Ridgetown College =BT Corn Day =Excellence =Estimating for Landscapers =Chain Saw Certification =Perennials for the landscape =Veterinary Medical Receptionist =Crop inpit Operations =Employee Swine Excellence =Excellence in Weed Management =Grower Pesticide Safety Course .Pesticide Vendor Certificate Course =Ontario Pesticide Training for Exterminator's Certification TOTALOFFERINGS '312 TOTALREGISTRATIONS = ONTARIO VETERINARY COLLEGE =Advanced Quantitative Veterinary Epidemiology 12 Ontario Lamb Improvement Breeding Strategy Certificate Program .Case Studies 32 .Marketing of Lamb 35 =Milk 75 I AGRIBUSINESS .Certificate Program in Pupil Transportation Agricultural Lenders Symposium Management Accredited Animal Health Representative Hospitality Manager's Development Course Certificate Program Ontario Recreation Facilities Assoc. Annual Advanced Agricultural Leadership Program Training & Development Program. Advanced Course in Futures Trading .Supervisory Development Program for First- Agribusiness Marketing Management I Line Supervisors in Manufacturing .~gribusiness Marketing Management II .Animal Care Certificate Canadian Agri-Food Executive Development Ill. CULTURAL STUDIES Program Classics Symposium Canadian Dairy Breeders Workshop .Russian Music & Popular Culture Canadian Feed Advisory Certificate Symposium Crop Protection Practitioner .Decentring Cultural Studies .Employee Swine Excellence Certificate Scottish Studies Colloquium Equestrian Certificate .Executive Certificate in Animal Breeding IV. COMMUNITY PROGRAMMING .International Poultry Production Seminar .Alfred College High Density Apple Orchards Workshop .Arboretum New Farmer Certificate Guelph School of Japanese Sword Arts Ontario Diploma in Agriculture .Kemptville College .Ontario Lamb Improvement Breeding Strategy .Ridgetown College Certificate Program Getting Ready for Calculus Ontario Product Costing Course Small Rural Entrepreneur Certificate V ENGINEERING Strategic Alliances .Annual Drainage Engineer's Conference Trading in Commodity Futures PEO Professional Practice Exam Workshop II. BUSINESS I MANAGEMENT VI ENVIRONMENTAL Advanced Management Program for the Advanced Principles of Toxicology Hospitality lndustry Certified Crop Protection Consultant Course Annual Staff Training & Management Grower Pesticide Safety Course Development Program, Ontario Recreation Pesticide Applicator Certification Course Facilities Association Inc. Pesticides &the Environment. .Certificate Program for Child Care Soil &Water Quality Management Administrators Certificate in Dispute Resolution VII FOOD SCIENCE .Certificate in Human Resources ABC's of Cheese Management . Bulk Milk Tank Grader Course Certificate Program in Managing People . Cheese Technology at Work Food Service Account Manager Certificate Program in Human Resources Grape &Wine Certificate Management for School Board Administrators Ice Cream Technology Course Meat I Industry Certificate )VIII HORTICULTURE / LANDSCAPING Xlll VETERINARY Ontario Diploma in Horticulture Advanced Quantitative Veterinary .Ontario Diploma in Horticulture Plus Epidemiology .Building the Landscape Certificate .Creating Landscapes I Certificate .Creating Landscapes II Certificate Golf Course Maintenance Certificate .Greenhouse Flower Production Certificate The Horticulturist Certificate .Landscape Maintenance for Woody Plants Certificate .Landscape Maintenance for Ornamental Plants Certificate .Landscape Maintenance for Turf Certificate .Nursery Production Certificate Park Maintenance Certificate .Urban Tree Care Certificate IX HUMAN BEHAVIOUR I HEALTH .Annual Guelph Conference & Training Institute on Sexuality Certificate in Couple & Family Therapy Studies X INTERDISCIPLINARY Bangladesh Course ,I .English as a Second Language at Guelph XI TECHNICAL ACCREDITATION PROGRAMS .Air Brake Adjustment Course Air Brake "Z" Endorsement Course .CFC Certification Course Diesel Equipment Mechanic Certificate .Diesel Equipment Technician Certificate .Lift Truck Operators Training Course Small Powered Equipment Mechanic Certificate .Transportation of Dangerous Goods Welding & Equipment Repair Certificate XI1 TURF PROGRAMS 28Ih Annual Turf Managers' Short Course .The Ontario Turfgrass Symposium .Turfgrass Water Workshop 'sa6allo3 u~o$a6p!~pue all!qdway 'pa~~lv'sa!pnlS luapuadapul '3~0sapnl3ul , .)uawpedap 6u!~osuods~sa41 s! Gu!u~ealuado 40 a3go aql 4314~u! SW~J~OJ~asoql Aluo spauaa, ZSP 1 LL PSL 182 6 & P Z a6allo3 rDeu!laja,j o!rquo sa~uaps PEZ I EZ 891 EL. 9 E P ~u!J~~u!~u=J9 leqsAqd 40 a6allo3 LPE C I LOL S6Z 9E 61 P El C'V) Chan~esfor the Graduate calendar Course Additim and Course Description Changes in heDepartment of Human Biology and Nutritional Sciences, Biophysics Interdepartmental Group, and the University School of Rural Planning and Development. Pe~artmentof Human Biolow and Nutritional Sciences The Board of Graduate Studies has approved the request from the Depament of Human Biology and Nutritional Sciences to add two new courses (Biodynamics HBNS*6020, Research Fronts in Nutritional and Nutraceutical Sciences HBNS*6040), one course title change (from Topics in Biological Anthropology to Human Adaptatim and Evolution 7506120), and six course deletions Wutrition and Host Defence 7106420. Seminar 7106500, Teaching Practicum 7106600, Sympathetic Nervous System and Human Metabolism 7506050, Experimental Orientation 7506060, and Respiratory Physiology 7506170). Bio~hvsicsInterde~amnental Grou~ The Board of Graduate Studies has approved the request from the Biophysics Interdepartmental Group to add two new courses (Concepts in Biophysics BIOP6000 and Biophysics Seminar BIOP6010). Univemitv School of Rural Plannine and Develo~ment The Board of Graduate Studies has approved the request from the University School of Rural Planning and Development to add a new course (Rural Social Policy and Planning RPD*6390). (v) Scheduling of Semesters Abroad SCHEDULE OF SEMESTERS ABROAD FUNDING Fall 1996 London (B. Comm) Krakow Winter, 1997 Latin America Paris India Fall, 1997 Krakow London (B.Comm) Winter, 1998 India London (BA) Fall, 1998 London (B. Cornm) Winter, 1999 Paris Latin America London (BA) Fall, 1999 Krakow Winter, 2000 London (BA) India Fall, 2000 London* Winter, 2001 Paris Latin America Fall, 2001 London Krakow Winter 2002 India Fall, 2002 London Winter, 2003 Latin America Paris * Tentative: there has been some discussion about moving the London Semester to the Fall. viii. CIP 1998 Annual Report I 1998 Annual Report Centre for International Programs March 1999 Introduction i The Centre for International Programs continues to support and facilitate the university's internationalization mandate set out in Toward 2000 and Makine Chanee. The Centre is the university's international office, serving as a resource for students, faculty, alumni and administration in support of the university's wide-ranging and comprehensive approach to internationalization. As well, the Centre serves as a link to universities, uon-governmental organizations, government departments and individuals outside the university. It also receives international delegations and visitors to the university. This report highlights the 1998 activities of CIP. Study Abroad 2. In 1998, the administration of' university exchange programs, some 50 in number, became the responsibility ofthe Centre. CIP now assists in selection, prc-departure orientation and other services fur both outgoing and incoming exchange students. It provitlcs the sutne service for study abroad semesters, field courses and independent scholars. 1. Exchanses. In 1997-98, the University of Guelph sent out 105 exchange students to some 29 universities in 15 countries, including Australia, England, Scotland, France, Italy, Spain, the Netherlands, Germany, Mexico, New Zealand, Sweden, Taiwan, Norway, U.S.A. and Swaziland. In turn, we received some 135 exchange students from many of those same universities. The imbalance noted in our 1997 report continues, as does the effort to interest more Guelph students in exchange opportunities. To assist with this effort and to support the greatly expanded responsibility for study abroad management, CIP added an Education Abroad Advisor on contract in 1998. In 1998, three new exchange agreements were signed with: 1. Swedish University of Agricultural Science (existing Landscape Architecture agreement expanded to include agriculture and veterinary medicine) 2. University of Hannover, Germany (Landscape Architecture) 3. Christian-Albrechts University of Kiel, Germany (university-wide) Several expired agreements were removed from our books. We now have a total of 47 exchange agreements in force. 3. Semesters Abroad. In winter 1997, the Latin America (Guatemala) Semester was offered for the first time and the decision was made in 1998 to continue to offer it on an alternate year basis.. London (BA) semester and the India semester were offered for the second time in W98. In F'98, the London (BComm) Semester was again successfully undertaken. Some 73 University of Guelph students participated in these semesters abroad. CIP now manages the budgets for centrally-controlled semesters abroad. 4. Eu-Canada Student Mobilitv Program. The University of Guelph leads three of the 13 funded Canadian consortia; they are housed in Biomedical Sciences, Food Science and Computing and Information Science (directed by Dr. Allan King, Dr. Marc LeMaguer and Dr. David Swayne, respectively). CIP normally assists faculty in submitting proposals. 5. North-American Student Mobilitv Proeram. In this, the first HRDC-funded student mobility scheme, Guelph participates in three consortia with Canadian, Mexican and US universities. (Details available from Dr. Michael Moss, Faculty of Environmental Sciences, Dr. Isobel Heathcote, School of Engineering and Dr. John Prescott, Department of Pathobiology.) CIP assists faculty in submitting these proposals. . InternationalFieldThe Centre administers an annual IFS fund of $5,000. In 1998, awards were made to seven graduate and undergraduate students to undertake individual study projects in India, Mexico, Ghana and Israel. Jan Walker coordinates this program. 7. Don Snowden Program for Development Communication. The first winner of this new $1.500. , award. named in honour of Donald Snowden, was Maia McKinley who undertook development communication research in Guatemala. 8. w.The Commonwealth Universities Study Abroad Consortium now numbers about 50 universities around the Commonwealth. Under this scheme, 18 Guelph students have studied in universities in Ghana, Zimbabwe, Swaziland, India, gji and Malaysia. Where possible, these study abroad arrangements are converted into bilateral exchanges to promote a two-way flow of students. 1. Golden Jubilee Program. In 1998, six Guelph students were again selected for summer work attachments in rural Thailand, and five Thai female undergraduate students studied full-time at Guelph - all funded by the Golden Jubilee Program. 9. Policies and Procetlures. Formalizing and refining our study abroad procedures continued in 1998. The follo\viug n~aterialsand serviccs wcre provided by CII'. * Directory of Study Abroad Programs * Infosheets on Conducting Research Abroad, Cultural Adaptation, Fundraising, Letter of Permission (LOP) for Undergraduate Study Outside Canada, Planning Your Finances for Study Abroad, Selecting A WorWStudylTravel Abroad Program and Your Safety 1. Exchange Program Manual 2. Semester Abroad Manual 3. Meetings with departmental exchange coordinators 4. A WorWStudy Abroad Fair in the University Centre in October (attended by about 500 students) 5. Selection and pre-departure orientation for six University of Guelph students proceeding to Thailand in Summer 1998. 6. Supervising 8-10 Peer helpers who staff the InfoCentre. The CIP InfoCentre recorded about 2,530 visits in 1998 7. The International Student Advisor recorded approximately 1,200 office visits from international students, exchange students, visiting scholars and post- doctoral fellows 8. Exchange program application forms. 2. Development Cooperation Projects Throughout 1998 the university continued to work in development cooperation with university partners and research institutions in developing countries. Projects either in progress or colnpleted in 1998 include: Distance Education, Dschang University, Cameroon - $1,700,000 (Rural Extension Studies). Completed. Animal Production, ENA, Honduras - $1,332,000 (Animal & Poultry Science). Completed. Distance Education, Tamil Nadu Agricultural University - $749,000 (Rural Extension Studies). Tropical Agroecosystem Research (CIAT and CIDA) - $286,000 (Population Medicine). Development Communication Support, University of Mansour, Egypt - $1,400,000 (Rural Extension Studies). Canada-Slovakia Dairy Project - $177,000 (Animal and Poultry Science1 Agricultural Economics and Business. Environmental Capacity Enhancement Project, University of Cape Town - $4,400,000 (Rural Planning & Development). Completed. Canadian Universities Technology Consortium (Guelph, Waterloo, Ryerson, Dalhousie and Suranaree University of Technology in Thailand - $5,954,000 (Centre for International Programs). Completed. Golden Jubilee Scholarship Program, Khon Kaen University, Thailand - $892,000 (Centre for International Programs). Integrated Ecosystem Management Project in Mexico and Ecuador with Trent University and U.N.B. Total value of this Tier 1 program is $4.5 million over five years. (Land Resource Science.) 11. Forestry and Environment Management in Northern Ghana with Lakehead University. Total value of this Tier 1 program is $2.5 million. (Environmental Biology.) 12. "Facilitating and Channelling the Reform Trends of Rural Industrialization and Urban Development in the Chinese Countryside." Canada China Higher Education Program. (Geography.) Value: $2.3 million. Guelph is also a partner in a CCHEP project in environmental management in Hainan with Waterloo, Laurier and Nanjing University (Land Resource Science). Value: $1.4 million. One of our two Tier 2 submissions in 1998 was successful; details will be in the 1999 CIP report. CIP continues to connect faculty and sponsoring agencies concerned with development cooperation and to facilitate proposal submission. The Office of Research has responsibility for setting up financial management systems for these projects. Projects are managed by departments/schools except for the SUT and Golden Jubilee Scholars programs in Thailand which have been managed by CIP. 3. The Hopper Lecture The sixth annual Hopper Lecture in Intemational Development, financed by a 1992 endowment from the International Development Research Centre, was given by Joanna Ken of the North-South Institute in Ottawa. Her topic was "Women's Rights In The Global Economy: Can Feminists Transform Development?" This and earlier lectures are published by CIP and distributed free, frequently for class use, as well as being posted on CIP's web site (http://www.uoguelph.ca/CIP). The 1998 Hopper Lecture was administered by CIP and planned by a committee consisting of Professors David Knight, Nora Cebotarev, Truman Phillips, Lila Engberg, graduate student Ricardo Ramirez, and chaired by the Acting Director of CIP. The 1998 Canadian university partner for the Hopper Lecture was the University of Northern British Columbia. Isobel Lander of CIP coordinates this annual event. 4. Open Learning CIP is represented on the OOL Subcommittee on Internationalism and cooperates with OOL in identifying open learning and short-term training opportunities abroad. 5. Student Recruitment CIP contributes to the Enrolment Management Committee's efforts to publicize the university abroad and to recruit potential students. In March, 1998, the Director visited the Canadian Education Centres in Kuala Lumpur and Bangkok to which the university subscribes. 6. Discretionary Funding Micro-grants were provided from CIP discretionary funds to two students, six faculty members, World On a Plate, Intemational Association for Medical Assistance to Travelers, (IAMAT) and Intemational Celebration Night. Funding from the residue of the Guelph-Wageningen fund was provided to three University of Guelph students studying at Wageningen Agricultural University. 7. Visitors and Delegations The Centre coordinates, largely through the efforts of Isobel Lander, formal and informal visits to the university of visitors fiom abroad (and from elsewhere in Canada). In 1998 CIP received visitors from China, Iran, UNDP, Bosnia and Herzegovina, Australia, Colombia, Mexico, Paraguay, Austria, Italy, France, Chile and Kenya, as well as from many individuals from Canadian consulting firms, NGO's, government departments, and universities. The Centre coordinates visits and ensures that visitors meet appropriate faculty, students and administrators. 8. Private Sector Collaboration The University of Guelph is a member of the Canadian Higher Education Group (CHEG), a consortium consisting of Guelph, McMaster, Western, Waterloo and the Hickling Corporation in Ottawa and established to solicit consulting contracts in the higher education sector. Two small technical assistance projects were in progress in 1998, financed by the Asian Development Bank. 9. Information Management The Centre, through the Director's official role as International Liaison Officer (ILO), acts as first point of contact with the University of Guelph for many agencies, universities, individuals, governments, non-governmental organizations and private firms. Much incoming information is re-directed to appropriate senior administrators, academic departments, deans, chairs, directors and appropriate individual faculty on campus. Similarly, the Centre provides information about the universitv to off Individual consultations with faculty and students continue to be a major activity at the Centre. The Centre maintains an electronic faculty and graduate student distribution system and serves as a resource for faculty and students concerned with international issues and opportunities. The Centre's homepage (http://www.uoguelph.ca/CIP)carries links to most of our overseas partners. The Centre is a member of a number of electronic networks in Canada and globally. 9. Staff Centre staff consists of Lynne Mitchell, Study Abroad Manager, Jan Walker, Financial & Information Coordinator, Isobel Lander, Executive Secretary, Benny Quay, International Student Advisor and James Shute, Director. Replacing Dr. Shute during his 1998 administrative leave were Acting Co-Directors, Professors Ron Stoltz and Ab Moore. UNIVERSITY OF GUELPH SENATE Tuesday, April 13,1999 REPORT FROM THE SENATE EXECUTIVE COMMITTEE Chair: J. Leatherland, Biomedical Sciences (a) Presentation on the Double Cohort Issue There will be an oral presentation on the Double Cohort Issue. The February 24, 1999 At Guelph articles Working Group Examines Impact ofDouble Cohort and Preparin~forTomorrow Rrough Higher Education are attached. Membership: Mordechai Rozanski Iain Campbell Charles Cunningham G. Manning John Leatherland Maureen Mancuso Kirsten Mercer Sandi Bowland Chairs Senate Boards and Committees Bylaws - K. Inwood Library - David Noakes BUGS - Joe Mokanski Petitions - J. Atkinson BGS - Kerry Daly Awards - David Swayne Research Board -Anthony Clarke SCUP - Glenn Van Der Kraak SIC - A. Filewod SCOL - Mary Cyr Working Group Examines Impact of Double Cohort Phase 1 involves cataloguingissues and questions that must be addressed to assess the University's ability to accommodate an increase in demand I he Council of Ontario Uni- the effectsof an infusion of new stu- when COU data indicate that the per- group are registrar Chuck Cunning- Increasing university participation Tversities (COU) estimates that dents on class size, laborato~and manent increase in undergraduate ham; Darlene Frampton, director of rates and demographic trends like the demand for Ontario post-secondary classroom space, residences and the and graduate enrolment will be more Communications and Public Affairs; population bulge attributed to the education could increase by as mu& quality of student life and services. than 44,000 if one takes into account undergraduate student Dee Madden; baby-boom echo could mean that the as 53,000 spaces beginning in 2003 as These are the issues being examined participation rates and demographic Garry Round, director of Facilities pressure for enrolment growth will oc- a result of the double cohort, a by the Double Cohort Working trends. Do we want to retain our and Hospitality Services; CBS dean cur until 2015. Further complicating byproduct of the restructuring of the Group appointed by president Mor- character as a highly residential and Robert Sheath; Brian Sullivan, associ- the issue is the fact that increased de- Ontario high school system and the dechaiRozanskito advisetheuniver- learner-centered mid-sized univer- ate vice-president (student affairs); mand is occurring at a time when 75 elimination of Grade 13, anticipated sityon the implications for Uof G, sity! How many additional students and Brenda Whiteside, academic as- per cent of full professors in Ontario population growth and increased This study is tied to the COU should we admit from the perspective sistant to the provost. are over 50 and nearing retirement age participation rates. "Meeting Expectations" project, of accessibility to our academic pro- The group is expected to complete in unprecedented numbers. And Aithough'it's not certain Guelph which seeks to increase base public grams? And what do we need in Phase 1ofitsmandate-cataloguing physical infrastructure is aging to the will he able to accept additional stn- funding for universities. It will also physical and human resources to ac- the issues and questions that must be point that deferred maintenance is dents, to position the Univenity for a help anticipate possible actions by cornmodate this increase while pre- addressed to assess the University's currently about $60 million. timely decision in response to the government. serving quality? It is imperative that ability to accommodate an increase Phase 2 of the working group's growth in demand, careful consid- "Our mandate at this stage is to the government begin to increase its in demand -by mid-March. mandate will involve discussions to eration must be given to the re- begin framing the issues and asking a investment in post- secondary educa- One factor that is quickly becom- guide Gnelph's response to the double sources needed to restore the quality lot of questions," says working group tion to deal with both the inadequate ing dear to the worldng group is that cohort and demographic trends. foundation of the University lost in chair Prof. Ken Grant, assistant to the funding of current operations and ihe double cohort will not he just a For a discussion of the double co- the recent cuts, as well as the re- president. "First, we must consider the anticipated future growth in en- "blimp on the radar screen" or a hort issue as part of the COU "Meet- sources needed to Fund increased in- where we want to be as an institution rolment." "bubble" that can be accommodated ing Expectations" project, see the take. Other related questions involve not just in 2003, but also in 2010, Other members of the working by temporay measures, says Grant. COU report on pages 6 and 7. AT GUELPH 5 FEBRUARY 24,1999 PREPARINGFOR TOMORROW Ontario Univarsily Participation Rates (IUBL. COHORT. PIC^.^. of the nmdlennium, but it's it with -d.d and it sull undurjuif howmurh. &.,""dl more k a nsw he CovlcU of Onfvio Uulvrrri- rnffe+ one that tiu (WUI mtirnatu that as mmy as ~~nethrlcraisk~crpingai~fffp~~pi~D 5311W additional rtudcnta auld h adeatnight "&g univeniry opporwitirr by A b*rnd"tl of rrruuctoring in 200, - .figure ,hat mmbinu the the Ontario bighschaol ryitem, the doublr mhort and papul=titin sawth doublc ahon ruulU born the among ths 18-to-24 age soup. /LI- onlado dtlrenr'rateofparttclpatlon In unlverrltyeducatlon has been increasing. etiLirmnstion dGrsde 13 br Lhr yrar rvming ram. aan of rvrgc ia just rn,d."," ,,I, m..n.bmtiwdd,gmddddddddiiiid"d,d~.p.irtniogr.,.ml~.wl.".n.g.d3~~os nllhr tirrdr i7~rudrnl~nm~Ime. crs~lbdquallry Ihc M nbln uf Pdu'anon in1 Unemployment Rates by odymrnr lu\xlu>gulo ihr doors oirrurgeu~d.nnr#>#l.n T,vn.ng 1,- liaurmbltl a plmn.nd EducationalAttainment ~~Lins.the pll. yrvpto brgn wcc>n~=hrndlroll the tent n she lrrr th~t,.o olr mlly n~~mkrranll~~r~~~rlilor~~p~~~g~~h knu~~a*hnthcnrln~jen~ollkthr drublr crhotc i(.prumuc#vra uf Additional Students Seeking st University Opportunities ,"..k."., Auniverritydesre ~radstobetteremployrnsntpmrpe~ than any otherfarm ofeducation. I ~l~donCom~nn3loZ~sMSrss9~ Demand for an Onlarlo posi.recondanl education could lncnare by as much BI 53.000 spaces over rurr~nienmlment af ar7.800. Average Income R~"nl~~edanP.,~~leddddd"d,orru,I."nnnnnhUn",, by EducationalAttainment st8A"gwithnul fdl'a smp of on- the mininri, akllrgu, mvmsitiu, the &a high whaolua, arvdrnrs ran Arrad.lionofCoUegraolApptirdhs opt forthe last of the tive-y<*, mc- andT=hnologyolOnt.rio and cou ticuium or an arcr1uated fom-yrar arrmertingmonlhlyrnd hope to ham pmgun. Depending on what *r to the 3,"drnra chooa., the impsr, of !he prcllmrnwminitvb7Apd rrcommmdationr 1999. doublr coho- could be rpmd ~~e..lyra"orhltall .tttt, I" addition, rmdurfa, paren* and tnchm .re kgasked to get ti.d -u.cr rolu&u, iodudmg an wlier nan on ~l.nnio~for tire fidry, b%ra"e,, lab. rnd andUaq aflcr hi& school. hconluio go". vcrsuch r. apon. firilitiw; thr po- =corn<", har intr0d"Wd "strram. tentid ofdi.tan* iAr"in8and newin- ing" into the high *mi fornation trrhno1sra; altrrnsivr ~""irul"rn, wh.rcmrcan,$e, will 11,000 1 ! 9,000 i 1 6,WO I j 3,OM) ! ! 55-59 yrs O 90.91 91-92 92.93 93-96 94.95 93.96 96-97 75% ~flhefull professors at Ontarlo unlverrltler are over the age of 50 he number of lull.tlme faculty employed at Onfarlo vniverrlller Bo,rdo"ast~s,icrm.~b7. has fallen by almost 2.000 in the part reven yeerr. inthc~",~m.Buth~z&owIdgsfhh Graduate and pmfwiond prognms kk01 he double CO~OIIugQ.F m.ynoth~topofmindyrtt*ithinthth 00 Age Proflle of Ontarlo double whon worldng goup, but University Buildings oneth.tmrriu~drtempo~~~nen-uoivertitilr vnth significant mrol- ti*". men* in portgradual. propmr are .Tmprav pmonn.,, fsrilitia -redtokeepthe iuwdii. =nd suppolt nrgaw long-term plan- WLulc the double cohohoe i. front ning mdbuilding on sfre@%; says and renUe within the minUW, uni- ~.icM.we should hsrr amnfe#c urnicy ludrrs uc ahmrou~dng ~hjmiyeafu~ingth~doub~~~hhnnthrgowmmrnotu,lo~~nightofth~ wo~enmiwnthsnhan~~thth~ther imponant puhuc pow ohjrc quality of the university ~~tirncrtiue sum as cnhs~ementttd main- a<- Onf~io.' tenanrr of .ear& in*CIuc~ and ontario mnXIdndlet amongthe mppm.~ndeRcdxm.rhu,u,iiifff 10 pronnes in ""krnicy operating atud.n,fimrY aid and debt pntr pel -pita. In Prfchald's view, lion. nm lunding bared on ihc double co- ho* muid ruh.rantinlly impmrr out Ratio of Students to Full-Time kcUllY rankingifthe fundimgnrrr U, bepr- ~.~., " m,m,,,~~,of~~h~th.r,s.ml- ..,:,*-.... z?. merit rrkta" &.I 6. douhl~coho* bulge parrc. Uvovgh the poa- The physitat inCsrtruclure of . Ontario unlv~rrlti~slr aslng hhe %ondwsplrm. average building 19 now 28 years "Duringth.pkp.riod,wemuld old) and requires ranrtant upkeep he preserving qndiv and then see a and renewal. lhe cost of deferred ,am nppzeciatio.lion in qdv 20 maintenancerirer by $60 million to tbmugh !nurued rcrourr?S per 5tU- $so milllon each year. dent inth. lacefr.para.' hcsm.'Tha sor~onsronsmmr~wrhc. be a vn.l deskable ouf(f(mf(..' F.NIDI rmd,drmdrs oric icy .,d. .,d. of new 6c"tq -iu ha". to he 17 hired just u, keep pa- with current artudencto-faculty rauoof 2%to I now exirlsatOntarl0 en~olmc",.* univ.mi~erhave heen loring pravindal owrating grant support to the Point wherethey rereivethe lowertpercaplta lundlnzarnons the pravlnce~-'0th out of 10. University of Guelph SENATE Tuesday, April 13, 1999 REPORT OF THE BOARD OF GRADUATE STUDIES Chair: K. Daly, Family Relations & Applied Nutrition (a) Report on the One-Time Allocation of Ontario Graduate Scholarships in Science & Technology (for information) (b) Report on the Allocation of Graduate Awards (OGSST and UGS) MOTION: that Senate approve that the allocation of the University Graduate Scholarships be re-weighted. Forty-six awards will be taken away from the OGSST eligible programs and reallocated to the OGSST programs using the FTE formula. (c) Co-op Options in Economics MOTION: that Senate approve the Co-op Option for the MA program in Economics, effective Fall, 1999, subject to review in three years. Membership M. Rozanski A.J.S. Summerlee A. Sullivan J.L. Campbell I. Heathcote P. Brigg L.P. Milligan J. Murray K. Cuddington B. Sullivan A. Nassuth K. Daly L. Bruce M. Shoukri H. Dolan J. Goddard L. Halfpenny K. Miyanishi La) Report on the Allocation of One-time-Only Ontario Graduate Scholarships in Science and Technology \ The University of Guelph has received $690,000 from the Ontario Government this year to support the Ontario Graduate Scholarships in Science and Technology Program. Because this money has been made available for the current fiscal year and there has only been $170,000 spent and $230,000 committed, there is an additional $290,000, or fifty-eight one-time-only awards, available to be spent before the end of the Winter semester. The Board of Graduate Studies Awards Committee considered how these fifty- eight one-time-only awards might be allocated and presented a motion to the Board of Graduate Studies. On the recommendation of the Board of Graduate Studies and with the support of the- Senate- Awards Committee the followina allocation was a~oroved.Fortv-six of the one-time-onlv scholarshi~sshould be Gocated to ~o~~eak'Awards Committees basedkn the full-t/me equivalent registration of'eigible programs within each College. The twelve additional one-time-only scholarships should be split equally between Computing and Information science and ~n~ineering. These would be in addition to the amount they would receive from the regular full-time eauivalent allocation. These additional scholarshi~sare beina- awarded in light of p'otential for ATOP matched funds. (b) Ontario Graduate Scholarships in Science and Technology (OGSST) and the University Graduate Scholarship (UGS) Program I The OGSST program has been designed to be in place for the next ten years and will bring $690,000 to graduate funding in 1998199. A similar amount will be available in 199912000. However, this external money is only available to OGSST eligible programs of which there are twenty-nine at Guelph. The rest of our programs are ineligible for this external money. The Board of Graduate Studies had to decide how it might adjust the allocation of University Graduate Scholarships in light of the addition of this money to graduate student funding. The recommendation is to remove forty-six UGS from the OGSST eligible programs and give them to the OGSST ineligible programs. As the FTE weighting formula will be used to accomplish this, the amount removed and reallocated will be proportionate to the size of the graduate program. For example, a large OGSST eligible program such as Animal and Poultry Science, which has thirty-six UGS, would lose three UGS valued at $2000 each could gain four OGSSTs valued at $15000 each. A smaller OGSST eligible program, such as Microbiology, which has eleven UGS, would lose one UGS valued at $2000 and would gain one OGSST valued at $15,000. A larger OGSST ineligible program such as Psychology would gain five UGSs and a smaller OGSST ineligible program such as History would gain two UGSs. The attached table shows the impact on all programs. This approach has been supported by the Senate Awards Committee. MOTION: that Senate approve that the allocation of University Graduate Scholarships be re-weighted. Forty-six awards will be taken away from the OGSST eligible programs and reallocated to the OGSST ineligible programs using the FTE formula. Effects of Proposal to Reweight University Graduate Scholarships (UGS) -- -~ March 24, 1999 . r. r. 1 ~ Present Allocation Proposed allocation --Proposed~ Reallocation . ...~ ~ .. of UGS of OGSSTs -. of-- UGS- Total-~ $- $ change---- Program Number Dollars Number Dollars Number Dollars Agric Economics 21 $42,000 26 -$52.000 $50 $10,000 Anim and Poultry Sci 36 $72.000 4 $60,000 33 $66.000 $126,000 $54,000 Aqmculture 3 $6,000 1 $15.000 3 $6,000 $21,000 $1 5.000 Biomedical Science ~ .~ . ~ Biophysics ~ ~- ~. 10 - ~~ ~ - -y 1 $26,000 $22,000 .. . Int Devo .... ~ Clineiai stuies .. ..~ ~-~ Computing Consumer Studies $1 0,000 ~ ~~ Crop Science.~ ~ ~ . .. -$46.000 . ~ Drama $6.000 Economics $16.000 $20,000 ~~~~~ ~ ~-~ ~ Engineering $42.000 $38.000 -~--- English 12 -~ $24.000 15 $30.000 s~iology 20 ~- $40,000 $30,000 18 $36,000 Family ~~lations ~ 18~~~ -. $36,000 ~ $30,000. ~~ - 16 $32.000 Fine Art $10,000 $14.000 Food Science 23 .~.$46.000 $30,000 20 $40,000 Food Safety .QA ~ . ~~ ~ ~ 10 . $20.000 $15.000 $18,000 e3P!?!!~~ 17 ~ ~~-~ $34,000~ ~ 2~~ ~ $30,000 15 $30.000 Hotel and ~ood 7 $14.000~. ~ -~ ~-~~ ~~~.~. ~ ~ .~~- ~ ~ ~ -~ ~ ~~ . $16,000 ~. ~ $16,000 ~ ~~~~$2,000 $18.000 11 $22,000 $22.000 $4,000 ~ - -~~~-~ ~ p- ~ ~ History . . 9 . - ~ ~-~.. ~ Hart Science 12 $24.000 1 $15.000 I1 $22.000 ~~ ~ - ~ - ~~ ~~~ ~ - ~- - ~ - -. .-.~~.~ -- - ~. . . ..~ $37.000 $1 3.000 Human Bio and Nut 20 $40,000 1 $15,000 18 $36.000 $51.000 ~ $1 1.000 ---- -~ ~~~ ~ . ~~~~~- Landscape Arch ~ ~ 14 $28.000 2 $30.000 12 $24,000 ~-~~ $26,000 ~ ~-~~ ~ ~~~~~~ ~ ~- -- ~ ~ $54.000 ~~... . . - . -~..... -~. - ~-~ ~~ Land Resource Sci 18 .~$36,000 2 $30,000 17 $34.000 $s4,000 - $28.000 Math and ~&ts 18 -- $36,000 $15.000 16 $32.000 $47,000 $1 1,000 ~ ~ ~~ ~ ~~ 1 . -~ ~ ~~ Molecular Bio 12 $24,000 1 $15,000 11 $22,000 $37.000 $1 3.000 Proposal for a Co-op sh-eam in the Economics M.A. Department of Economics Preamble: The Department of Economics is undertaking a review of its graduate activities with the aim of seeing a growth in enrolments in both the M.A. and Ph.D. programs consistent with current resources. The review is one in which the content of the programs as well as the marketing is to receive attention. In addition, the Department is building on its links with Alumni and intensifying its contacts in government, finance and industry. The M.A. program is long-established and has been highly successful in preparing students for successful careers in government- and business. The *~roezam - has never been static and has periodically undergone adjustments to respond to student and market needs. In the competitive environment for M.A. programs in economics this is essential and it will continue. Consistent with the objectives of -.oreoaring " students for the work~laceand continuing to attract high qukty students, the Department seeks approdl from the University to mount a Co-op stream in the M.A. on a pilot basis for three years. The Co-op option is part of a number of initiatives designed to increase the readiness of our graduates for the workplace. These include a re-examination of the mix between theoretical and applied econometrics, plans to expose students to more hands-on data analysis, and the introduction of policy seminars. The M.A. program: The M.A. in Economics is generally a three semester program requiring 6, 0.5-credit courses and a I .O-credit research paper. The bulk of the work for the research paper is completed during the summer - semester 3 for the Fall incoming class. Other options are possible, and are occasionally exercised, such as Winter entry or completion within two semesters by taking seven courses and a research seminar. The target program size for the M.A. as a whole is 15 - 20 students at entry. The Co-op stream: The proposed Co-op program requirements would be the same for the existine M.A. with the addition of one or two (consecutive) work semesters (four or eight months) and the writing of a work report. ~he'totallengthof the program would be four or five semesters. The choice of eight months maximum for the work term is consistent with practices elsewhere at the graduate level and facilitates an in-depth experiential component appropriate to the level of responsibility. The option of having one work term rather than two is designed to introduce additional choice for both potential employers and students. Both platforms fit well with the course component followed by the Fall entrant. i Admission to the co-op would be limited and based on incoming grade averages or performance in core courses in the fist semester. Initially, it is expected that at most four students from any cohort will be allowed into the co-op stream. Any growth in the co-op stream would be conditional on availability of placements and the workload of the faculty co-op advisor. The co-op work b la cement is to be a ioint exercise between the Deoartrnent and the University's Co-op 0kice. The Department will ktroduce a graduate co-op adiisor as part of the workplan of a faculty member to monitor progress, and to supervise the writing of the work report. Implementation: On completion of the approval process, the Department will advertise the cc- op option to all applicants and through the usual communications media (web, direct mail, and revisions to the graduate publicity materials). The Department will contact those organizations and companies that have already expressed an interest in the proposal to make firmer commitments, and we will continue with our efforts to expand our pool of potential placements. It is expected that the co-op stream will be available to the in-coming class of Fall 1999, with the first work semesters beinis00 and FOO. Given that the approval will take us into the middle of this year's recruitment activities, it is possible that our target- of 4 co-op students may not be met in &e first year. Since this is a three year pilot project, it will be reviewed, and if it is judged to be a success the Department will seek University and OCGS approvals to make it a regular program. I University of Guelph Senate Tuesday, April 13, 1999 REPORT OF THE SENATE INTERNATIONAL COMMITTEE Chair: A. Filewod, School of Lit. & Perf. Studies In Eng. (a) Proposed Revisions to the Criteria for the Ranking of Semester Abroad Programs MOTION: that Senate approve the proposed revision to the Criteria for the Ranking of Semester Abroad Programs to add a statement regarding student cost. Membership: C. Rooke W. Marsh A. Summerlee A. Moore A. Auger V. Gray G. Filson A. Filewod J. Linders K. Miyanishi M. Nightingale U. Posluszny D. Smith P. Beausoleil M. Rozanski L. Mitchell B. Quay S. Szczerbak (a) Proposed Revisions to the Criteria for Ranking of Semester Abroad i Programs The Criteria for the Ranking of Semester Abroad Programs was approved by the Senate in May, 1997. At its meeting of March, 1998 the Senate received a request from Student Senate Caucus to add an item to this criteria which would recognize their desire to not promote semesters abroad that would be priced at such a level as to make them inaccessible to some students. This matter was reviewed carefully by the Senate International Committee. It is recommended that the criteria be amended to add an additional requirement under the "Accessibility" section of the Criteria. The intent of the addition is not to eliminate programs at the University of Guelph but rather to provide a diversity of participation in said programs. The proposed revision is identified in bold. Accessibility Semester Abroad Programs should: be designed to be compatible with as many program requirements as possible so that students from across various programs and disciplines would be able to participate without severely restricting their ability to graduate in a timely fashion; provide evidence of adequate student demand for the program; ; be designed, wherever possible, to spread across departments and degree programs; be designed so that the required cost to students for participation in the program not exceed the sum of BAlBSc tuition fees, double occupancy residency fees, and a full meal plan at the University of Guelph, multiplied by a factor of 1.7. i Council of Ontario Universities 245th Meeting Friday, 9 April 1999 Meeting Expectations - Update and Followup On March 3 1, 1999, COU held a news conference to release the findings of two major, commissioned studies showing that the demand for university education in Ontario could grow by as much as 40%. This represents an increase of almost 90,000 enrolments over the next decade starting in 2002 with the double cohort. Moreover, Ontarians clearly expect that all qualified students should have access to quality university education. Media coverage of the news conference and the studies has been excellent, reflecting COU's efforts to keep this issue in the public eye. There has been coverage at all levels ffom local papers and radio stations in Ontario, to the national media, including a pending feature in Macleans and possible coverage in the Washington Post. CUCC Degree Completion Accord At its meeting COU endorsed the College-University degree completion Accord. This agreement has been a long time in the making and represents a significant priority for the government. While not every university will participate in this arrangement, where there is "substantial academic affinity" between College and University programs, degree completion will provide an efficient and visible display of inter-system cooperation. Grade Twelve Exit Exams Another government initiative, reflecting the demonstrated preference for standarized assessment, is the introduction of Grade 12 exit examinations. Although no formal proposal has been introduced, COU has reason to believe that one will be part of an electoral policy platform. If they are to be instituted, COU feels that these exams must be developed with its input in mind. From the universities' perspective, the major objective of these exams should be to increase the reliability and consistency of final high school grades. To this end, the President of COU has written tot he Deputy Minister to request COU's involvement, and a task force has been directed to develop specific suggestions and report on the issue. Lobbyists' Registration Act In January of this year the Ontario Lobbyist Registration Act came into effect, requiring registration of in-house lobbyists, defined as employees who spend more than 20% of their time--individually or in aggregate--in contact with government policymakers. The President of COU has determined that COU does not meet this technical threshold and will therefore not register any members as lobbyists. In any event, COU characterizes its current relationship with the government as more than an interest group attempting to influence policy, but rather as a 1 'public sector partner' working with the government to improve the provision of post-secondary education by developing for government a comprehensive plan to restore public funding of universities, both to restore quality and normal capacity for growth. COU has a significant advocacy role in drawing public and government attention to the needs and concerns of Ontario universities. SSHRC Marc Renaud, President of SSHRC, presented to Council an update on SSHRC activities and especially its involvement with the new Canadian Institutes for Health Research. While health is traditionally conceived as primarily a topic for natural science research, CIHR takes a more expansive view which includes studying the human dimensions and social implications of health and illness. If researchers would like more information, please contact me for details. 199912000 COU Operating Budget On a final note, the COU Operating budget for 199912000 was presented and accepted. Details are again available upon request.