Sa150313

NOTICE OF MEETING

There will be a meeting of the Senate on, Friday, March 13, 2015, at 2:30 p.m. Room 203 in the Anthony P. Toldo Health Education Centre

A G E N D A

A CONTINUATION OF THIS MEETING IS SCHEDULED FOR Monday, March 16, 2015 at 2:30pm, in Room 203.

1 Approval of Agenda (Unstarring agenda items)

2 Minutes of the meetings of February 13, 2015 SM150213

3 Business arising from the minutes

4 Outstanding Business/Action Items *4.1 Fall In-Course Board of Governor’s Medal Recipient for Nursing Alan Wildeman-Approval – Amendment Sa150313-4.1

5 Reports/New Business 5.1 Report from the Student Presidents UWSA-Information (UWSA, OPUS, GSS) OPUS-Information GSS-Information

5.2 Report of the President Alan Wildeman

5.3 Report of the Academic Colleague Philip Dutton Sa150313-5.3

5.4 Senate Student Caucus Ziad Kobti

5.5 Program Development Committee *5.5.1 Program Course Changes Lionel Walsh-Approval *a) Inter-Faculty (Forensics) – New Course Proposals Sa150313-5.5.1a-k *b) Inter-Faculty (Forensics and Minor in Anthrozoology) – Minor Program Changes *c) Inter-Faculty - Bachelor of Arts and Science (BAS) – New Course Proposal *d) Master of Applied Economics and Policy – New Course Proposals *e) MEd Concentration in Second Language Acquisition, Culture and Society Minor Program Changes *f) Liberal Arts and Professional Studies Degree Completion Programs with Lambton College – Title Change *g) History – New Course Proposal *h) School of Creative Arts – Minor Program Changes *i) Sociology, Anthropology, Criminology – Minor Program Changes *j) Sociology, Anthropology, Criminology – New Course Proposals *k) Political Science - Minor Program Changes

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*5.5.2 Physics - Request for Waiver of Course Deletion Lionel Walsh-Approval Sa150313-5.5.2

*5.5.3 School of Creative Arts - Requests for Waiver of Course Deletions Lionel Walsh-Approval Sa150313-5.5.3

5.5.4 Inter-Faculty - Bachelor of Arts and Science (BAS) – Major Lionel Walsh-Approval Program Change Sa150313-5.5.4

*5.5.5 Undergraduate Program Review Annual Status Reports Lionel Walsh-Information Sa150313-5.5.5

*5.5.6 University Program Reviews – New and Status Reports Lionel Walsh-Information Sa150313-5.5.6

5.6 Academic Policy Committee 5.6.1 Community Legal Aid (CLA) Transcript Notation for Group Leaders Rick Caron-Approval Sa150313-5.6.1

*5.6.2 Student Affairs Annual Report Rick Caron-Information Sa150313-5.6.2

5.6.3 Undergraduate English Language Proficiency Requirement – Revisions Rick Caron-Approval Sa150313-5.6.3

5.6.4 Report on Options/Electives Terminology Rick Caron-Approval Sa150313-5.6.4

*5.6.5 Policy on Granting a Certificate or Diploma Posthumously or to a Rick Caron-Approval Terminally Ill Student Sa150313-5.6.5

5.6.6 Revisions to Special Needs Policy (renamed Academic Accommodation Rick Caron-Approval Policy for Students with Disabilities) Sa150313-5.6.6

*5.6.7 Liberal Arts and Professional Studies - Aeronautics Leadership – Rick Caron-Approval Admission Requirement Changes Sa150313-5.6.7

5.7 Senate Governance Committee 5.7.1 Revised Bylaw 31 Katherine Quinsey-Approval Sa150313-5.1

5.8 Report of the Provost Douglas Kneale

5.9 Report of Vice-President, Research and Innovation K Michael Siu

6 Question Period/Other Business

7 Adjournment Please carefully review the ‘starred’ (*) agenda items. As per the June 3, 2004 Senate meeting, ‘starred’ item will not be discussed during a scheduled meeting unless a member specifically requests that a ‘starred’ agenda item be ‘unstarred’, and therefore open for discussion/debate. This can be done any time before (by forwarding the request to the secretary) or during the meeting. By the end of the meeting, agenda items which remain ‘starred’ (*) will be deemed approved or received. Page 2 of 236 Page 2 of 2 Sa150313-4.1

University of Windsor Senate

*4.1: Fall In-Course Board of Governor’s Medal Recipient for Nursing – Amendment

For: Approval

MOTION: That Heather Bucciachio be awarded the In-Course Board of Governors medal for Nursing for Fall 2014.

Rationale: • In November, it came to the attention of the Student Awards and Financial Aid Office that the recipient of the In-Course Board of Governor's Medal for Nursing should have been Heather Bucciachio and therefore they are now seeking the appropriate approval. No medal was awarded for Nursing at the Fall 2014 convocation.

Page 3 of 236 Sa150313-5.3

University of Windsor Senate

5.3: Report of the Academic Colleague

Item for: Information

The Academic Colleagues met in Toronto February 26 and 27, 2015.

Working Dinner Discussion, February 26, 2015:

Dr. Jonathan Hamilton-Diabo, Director of Aboriginal Student Services and Coordinator of the Council of Aboriginal Initiatives at the First Nations House of the University of Toronto met with academic colleagues to discuss Engaging Aboriginal Students in Post-Secondary Institutions. Jonathan’s presentation follows from various first nations topics that have been at the forefront of the Colleague’s agendas this year. We learned about services and support offered at First Nations House. Apart from supports offered to aboriginal students while on campus, which has very individualistic needs, the importance of outreach to the K-12 sector was also stressed. We were informed about the diversity amongst First Nations peoples, both as discrete nations within the First Nations, but also, within a particular nation, the diversity amongst the individuals.

It is important that First Nations youth, in early elementary school become engaged in their education. Universities can assist through outreach activities. It was clearly noted that outreach and recruitment are two different things. Outreach is needed. A particular target that Jonathan felt was important was science camps and the encouragement for students to study in the STEM disciplines. At Windsor we might be able to do this through current activities that could be targeted towards the first nations with the leadership/assistance and support of Russell Nahdee and Turtle Island. We already have some activities in this area. We must recognize that any engagement that encourages involvement in post secondary education is important.

In subsequent discussions it is apparent that there is a lot of differences between institutions and the supports, policies and practices that are in place. At our April meeting we plan to continue this discussion; First Nations students at Laurier will be invited to participate in a discussion so that their important perspectives can be heard and given consideration.

COU Update provided to Academic Colleagues, February 27, 2015:

Funding Formula Review COU has put forward a proposal to the Ministry emphasizing that the only real hope for a positive outcome is to have a collaborative approach. Such an approach was used successfully in the run up to the double cohort. There is expectation of an announcement from the Ministry, but the timeline is not clear.

Graduate Outcomes Currently the Ministry surveys graduates two years after graduation and requests information regarding the graduates overall status at 6 months and 2 years following graduation. The Ontario Council of Academic Vice- Presidents is advocating for a model piloted in B.C. where graduates were surveyed 5 years out, and a wider range of information was collected.

On Line Additional funds have been allocated to development of courses for the On Line Consortium. There will now be $6.5 million worth of activity (up from the original $4.5 M). A majority of the board has now been elected and in their first meeting they were simply catching up with the activities of the MTCU and the Steering Committee.

Page 4 of 236 Longer-term policy needs to be developed. The search for an Executive Officer is currently underway. Discussion centred around IP issues, expert compliment on the board (front line faculty?), web presence, letters of permission, and workload and effective practices. Program Approvals Two academic colleagues sit on the Quality Assurance committee, so we get some direct information regarding those procedures and practices. MTCU practices are not so clear. MTCU decisions for the January program proposals that were under the “expedited process” are due soon, so we should have some idea of how the process is actually working (for example, with respect to interpretation of relationship of new programs to SMAs). A number of institutions, including Windsor, are initiating processes that determine fiscal viability earlier in the program development process. It is possible that program development reports will be required by the Ministry in order to harness the variability of the rigour that individual institutions oversee new program development.

Sexual Violence A reference group is set up that will engage the ministry and other parts of the government with respect to the Premier’s Action Plan on Sexual Violence. Recognition for the good work that is already being done, and advocacy for flexibility at local levels to develop policy that fits into local contexts, is needed. There are concerns about simplistic system-wide approaches. The reference group will support efforts to have the best possible responses to complainants.

Ontario Education Number Bill 10 was passed and selected personal information can be collected by the MTCU (program, gender, year of birth, etc.). All K-12 students will be assigned a OEN. Tracking through the post secondary system will also be enabled. From COU’s perspective the move is sincerely motivated, committed to deep privacy principles, and has credible reasoning. Policy framework needs development, and Universities would benefit from access to selected data.

COU Public Affairs Update provided to Academic Colleagues, February 27, 2015:

The COU perspective of the current political environment was discussed in relation to deficit, borrowing status, transit commitments, pension plans and Pan Am games. Cuts in spending are expected through value-added measurement processes directed by Treasury Board.

Accountability could be brought into the “new” funding formula. Ideas about how to push back on this are needed. Dialogue about our fiscal responsibility and accountability needs to be balanced and reframed in the current political realities. We will be unable to rely upon autonomy of institutions.

Additional topics directly related to Universities were discussed including: impact of the Ontario Retirement Pension Plan on undergraduate students, Student Associations bill, radon awareness and prevention act, and public relations issues related to the funding formula (faculty salary, teaching loads, program balances, faculty productivity).

The comfortable Liberal majority means the legislation will get moving.

Respectfully Submitted P.J. Dutton, Academic Colleague.

Page 5 of 236 Sa150313-5.5.1a

University of Windsor Senate

*5.5.1: Inter -Faculty – New Course Proposals

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the following course additions be made*: 57-110. Introductory Crime Scene Investigation 57-210. Crime Scene Evidence Analysis

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by the Centre for Inter-Faculty programs and the Program Development Committee. • Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 4.1 .

Page 6 of 236 Page 1 of 1 Sa150313-5.5.1b

University of Windsor Senate

*5.5.1b: Inter-Faculty –Minor Program Changes

Item for: Approval

Forwarded by: Program Development Committee

MOTION 1: That the degree requirements for the Honours Bachelor of Forensic Science (BFS) and Combined BA in Forensics be changed according to the program/course change forms.*

MOTION 2: That the requirments for the Minor in Anthrozoology be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposals have been approved by the Centre for Inter-Faculty programs and the Program Development Committee § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 4.2 .

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Sa150313-5.5.1c

University of Windsor Senate

*5.5.1c Inter-Faculty - Bachelor of Arts and Science – New Course Proposal

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the following course additions be made*: 56-100. Introduction to Interdisciplinary Arts and Science

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by Inter-faculty programs and the Program Development Committee. • Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.2.

Page 8 of 236 Page 1 of 1 Sa150313-5.5.1d

University of Windsor Senate

*5.5.1d: Masters of Applied Economics and Policy (Graduate) – New Course Proposals (PDC Form D)

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the following course additions be made:* 41-601 Applied Microeconomics 41-602 Applied Macroeconomics 41-603 Mathematics for Applied Economics 41-604 Applied Econometrics I 41-605 Applied Econometrics II 41-606 Business Communications 41-607 Research Project in Economic Policy and Seminar

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the Faculty of Science Coordinating Council, the Graduate Studies Council and the Program Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.4 .

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Sa150313-5.5.1e

University of Windsor Senate

*5.5.1e: MEd Concentration in Second Language Acquisition, Culture and Society – Minor Program Changes

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the degree requirements for the MEd Concentration in Second Language Acquisition, Culture and Society be changed according to the submitted program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculty of Education and Academic Development Council, the Graduate Studies Council and the Program Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.5 .

Page 10 of 236 Page 1 of 1 Sa150313-5.5.1f

University of Windsor Senate

*5.5.1f: Liberal Arts and Professional Studies Degree Completion Programs with Lambton College – Title Change

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the General and Honours Liberal Arts and Professional Studies Degree Completion Programs (for Lambton College General Arts and Science University (GASU) transfer students be renamed to General and Honours Liberal Arts and Professional Studies Degree Completion Programs (for Liberal Studies transfer students).

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences and the Program Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.6.

Page 11 of 236 Page 1 of 1 Sa150313-5.5.1g

University of Windsor Senate

*5.5.1g: History – New Course Proposal

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the following course addition be made:* 43-499 Research Capstone Thesis

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the FAHSS Coordinating Council and the Program Development Committee § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.9.

Page 12 of 236 Page 1 of 1 Sa150313-5.5.1h University of Windsor Senate

*5.5.1h: School of Creative Arts – Minor Program Changes

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That degree requirements for the BA Combined Honours in Visual Arts and the BFA in Visual Arts be changed according to the submitted program/course change forms.

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the FAHSS Coordinating Council and the Program Development Committee § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.10.

Page 13 of 236 Page 1 of 1 Sa150313-5.5.1i

University of Windsor Senate

*5.5.1i: Sociology, Anthropology and Criminology – Minor Program Changes

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the requirement changes to the BA Honours in Criminology, BA Combined Honours in Criminology and the Minor in Family and Social Relations be made according to the submitted program/course change forms.

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the FAHSS Coordinating Council and the Program Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.11.

Page 14 of 236 Page 1 of 1 Sa150313-5.5.1j

University of Windsor Senate

*5.5.1j: Sociology, Anthropology and Criminology – New Course Proposals

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the following new course additions be made:* 48-216. Education and Society 48-217. Religion and Society

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the FAHSS Coordinating Council and the Program Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.12 .

Page 15 of 236 Sa150313-5.5.1k

University of Windsor Senate

*5.5.1k: Political Science – Minor Program Changes

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the degree requirements for the BA Honours International Relations and Development Studies be changed according to the submitted program/course changes.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, the FAHSS Coordinating Council and the Program Development Committee § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the February 26 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.13.

Page 16 of 236 Page 1 of 1 Sa150313-5.5.2 University of Windsor Senate

*5.5.2: Physics - Request for Waiver of Course Deletion (64-420)

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the request for waiver of course deletion for 64-420 be approved.*

*Subject to the approval of expenditures required.

Rationale/Approvals: § The proposal has been approved by the AAU Council, and the Science Coordinating Council.

1. Faculty, Department, and Program Title Faculty of Science, Department of Physics Physics (BSc Honours Combined Program) Physics (BSc Honours) (with thesis option and with co-op option) Physics (Physics and High Technology) (BSc Honours) (with thesis option and with co-op option) Physics (Medical Physics) (BSc Honours) (with thesis option and with co-op option)

2. Course Number and Title 03-64-420 Classical Electrodynamics

3. Credit hours, Total Contact hours and Delivery format 3 lecture hours a week. 12 week semester. 36 contact hours. Classroom lecture format.

4. Calendar Description 64-420. Classical Electrodynamics Conservation laws, Bremsstrahlung scattering of radiation, multipole radiations fields, Liénard-Wiechert potentials, Green functions, radiation reaction, Lorentz-Dirac equation, radiation from time-dependent currents.

5. Pre/co/anti-requisites Prerequisites: 64-320 (Electromagnetic Theory) and 64-323 (Electromagnetic Waves). No anti-requisites.

6. RATIONALE FOR KEEPING THE COURSE This course has automatically been selected for deletion from the Calendar since it has not been offered since 2010. However one of the main reasons for keeping this course is that it is always co-offered (as a cross-listed course) with 03-64-520 Classical Electrodynamics, a graduate course, and this course has been offered in the last five-years. Therefore it is in no way misleading to students to carry 64-420 on the books, since it has been, and currently is, available to students who wish to take it. The only reason 64-420 is not a separate course is due to a lack of faculty resources. To compensate we are optimizing departmental resources by cross-listing 420/520. Also, while 64-420 is not a required course, its content is an essential component of the standard undergraduate physics curriculum. This is not a “fringe” or “special topics” type class. Rather it is a core area of physics that needs to remain a part of our curriculum.

6.1 The purpose of the course within the program of study.Page 17 of 236 03-64-420 is not a required course, but it is an absolutely standard offering in the upper level physics curriculum in our department and in any physics department across North America. Any student who wants to do graduate level physics, particularly physics theory, at another university and even in our own graduate program must have access to the content in this course.

6.2 Student Demand for Course - a clear statement on the student demand for the course. 64-420 is the second course in classical electrodynamics and as already mentioned any student who wants to do graduate level physics (this is at least one-half of our undergraduates who matriculate or more) at another university or in our own graduate program must have access to the content in this course. There has not been a recent demand for this course mostly because the students have been unaware of the possibility of taking it when it is cross-listed with 64-520. This is a failure to advertise and inform, not a lack of interest. There is currently a great demand in our student body for more and better upper level physics optional courses. Our Honours Physics majors must take five optional courses in Physics at the 300 or 400 level and seven other courses from any area. There is great demand for these courses to be high-quality important 400 level physics courses. The only limitation to the offering of such important courses has been faculty resource unavailability due to the limited number of physics faculty. Removing much-needed and much-desired courses from the calendar is obviously not the solution to this problem.

6.3 Relationship to Unit's Five Year Plan and other University Priorities. Our department would be negatively impacted with regards to undergraduate program reviews when our course offerings are compared to other comparable departments if this course were not offered as part of the core physics curriculum.

6.4 Explanation of why the course has not been offered over the past years. This course has been available to upper level undergraduate in the last five years, because any time 64-520 is offered, undergraduates may enroll in this course as 64-420. 64-520 was last offered in Winter 2013, and it had six enrolled students. The lack of undergraduate enrollment is due to that fact that we have not been sufficiently proactive in advertising this course early enough (in October or earlier, before students start to register for Winter classes) to fourth year students who are eligible to take it. Also, in the last three years (from 2011 onward) a great emphasis has been put on developing two new 400-level medical physics courses which are required for the medical physics program. Many 4th year undergraduates have taken these courses which are more heavily advertised but may not be as relevant or appropriate to a BSc Honours Physics student as 64-420.

6.5 Whether the course will be offered in Fall 2015. If not, why will it not be offered? This course is a winter-semester course and should be offered in Winter 2016.

7. RESOURCE IMPLICATIONS As mentioned already, we are already optimizing resources by cross-listing 420/520. Keeping 64-420 on the books therefore makes excellent usage of faculty resources by allowing one faculty member to offer both a much-needed graduate course as well as an essential upper level course.

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Sa150313-5.5.3

University of Windsor Senate

*5.5.3: School of Creative Arts - Requests for Waiver of Course Deletions (28-338, 27-383)

Item for: Approval

Forwarded by: Program Development Committee

For MOTION: That the request to waive course deletion for the following courses be approved: 28-338. Islamic Art 27-383. Inter Media Practices – Processes

1. Faculty, Department, and Program Title: FAHSS, School of Creative Arts, BFA Visual Arts

2. Course Number and Title: 01-28-338; Islamic Art

3. Credit hours, Total Contact hours and Delivery format: 3.0, 36 hours, Lecture

4. Calendar Description: An examination of important trends in the artistic development of the Muslim era, including the Umayyad, Tulunid, Fatamid, Seljuk, Mongol, Nasrid, Mamluk, Ottoman, Timurid, Safvid, and Mughal dynasties. (Prerequisites for Visual Arts majors: 28-214 and 28-215.)

5. Pre/co/anti-requisites: 28-214 and 28-215 (for Visual Arts Majors only)

6. RATIONALE FOR KEEPING THE COURSE 6.1 The purpose of the course within the program of study. This is one of the third year art history courses students take to fulfill major degree requirements.

6.2 Student Demand for Course - a clear statement on the student demand for the course. Students are required to take 4 Art History courses at the 300 and 400 levels; this is one possible course they can take.

6.3 Relationship to Unit's Five Year Plan and other University Priorities. N/A

6.4 Explanation of why the course has not been offered over the past years. Only one professor can teach this course, and he has been offering it in rotation with several other Art History courses over the past 4 years.

6.5 Whether the course will be offered in Fall 2015. If not, why will it not be offered? This course is scheduled to be offered in Fall 2015

7. RESOURCE IMPLICATIONS: N/A

Page 19 of 236 Page 1 of 2 Request for Waiver of Course Deletion Form

1. Faculty, Department, and Program Title: School of Creative Arts, BFA Visual Arts

2. Course Number and Title: 01-27-383: Inter-Media Practices - Processes

3. Credit hours, Total Contact hours and Delivery format: 3.0 credits; 36 contact hours; Studio/seminar

4. Calendar Description: A studio/seminar course providing the basis for an interwoven art practice in an interdisciplinary context is developed through a critical approach to materials, issues, and art-making. Required readings/research pertinent to current issues are discussed in relation to studio production. Studio production integrating two or more Visual Arts' disciplines is expected.

5. Pre/co/anti-requisites: Prerequisites: 27-203, two 200 level studios, and three 200 or 300 studios

6. RATIONALE FOR KEEPING THE COURSE 6.1 The purpose of the course within the program of study. The course offers students the possibility of integrating two or more disciplines

6.2 Student Demand for Course - a clear statement on the student demand for the course. The semesters it was offered, we had full enrollment requested

6.3 Relationship to Unit's Five Year Plan and other University Priorities. The area is working towards a more integrative, interdisciplinary curriculum, and this class fulfills this requirement.

6.4 Explanation of why the course has not been offered over the past years. In general the area had less resources and subsequently have been offering less classes

6.5 Whether the course will be offered in Fall 2015. If not, why will it not be offered? This course is scheduled to be offered in Fall 2015

7. RESOURCE IMPLICATIONS: N/A

Page 20 of 236 Page 2 of 2

Sa150313-5.5.4 Revised

University of Windsor Senate

5.5.4: Bachelor of Arts and Science (Inter-Faculty) – Major Program Change (PDC Form B)

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the Bachelor of Arts and Science be renamed Bachelor of Interdisciplinary Arts and Science and that the degree requirements be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by the Centre for Inter-Faculty Programs Council and the Program Development Committee. • The Departments of Languages, Literature, and Culture and Political Science were consulted.

Page 21 of 236 Page 1 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” A. Basic Program Information

FACULTY: Centre for Interfaculty Programs AAU: Program Title: Interdisciplinary Arts and Science Name of Program as it Will Appear on the Diploma Bachelor of Arts and Science (e.g., Bachelor of Arts Honours Psychology with thesis) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall 2015 Mode of Delivery: In class, online, blended courses Planned Student Enrolment (per section B.4.2) 70-80 Normal Duration for Completion: 4 years Will the revised program be run on a cost-recovery yes basis?

B. Major Program Changes - Overall Plan

B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president) During the 2013-14 IQAP review it was noted that that BAS program did not always provide the “rationale for the establishment and sequences of core Arts/Science courses (pedagogical relationship of one to the other; relationship of content to program goals) is not clear” (p. 5). The reviewers recommended that a program review be completed with the assistance of a curriculum subcommittee of the BAS council. This proposal is the result of that review. In particular we heeded their advice to develop “a more diverse curriculum”.

The overall aim of the revision is to make the BAS program more attractive to students and provide flexibility in allowing them to pursue double major or double minors in their fields of study. Some of the past attrition of students has been linked to the limitations of allowing students these choices. The BAS program will retain its core course requirements, but allow for flexibility in students selecting options. A central component of the revised program is to offer a first year experience that introduces students to Interdisciplinary studies which will inform their choices and research interests throughout their degree. Part of this change includes aligning the fourth year course, Inquiry and Communication (14-56-410), to assist students in conducting their own research for their capstone course, Research Project (15-56-420). In addition, learning objectives have been revised to align the proposed Introduction to Interdisciplinary Arts and Science (14-56-100) with Inquiry and Communication (14-56- 410), as well as the program outcomes.

The intended impact of the revised program is to attract additional high achieving students to the BAS program and to provide flexibility in order to retain those students throughout their 4 year degree.

This program change is consistent with the strategic priority #1, “Provide an exceptional and supportive undergraduate experience that emphasizes independent learning, interdisciplinary opportunities, flexibility in degree completion pathways and successful year to year transition.”

Page 22 of 236 Page 2 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study. The nature of interdisciplinary studies is that it has no one discipline or area of study. However, interdisciplinarity has become a popular choice for students and universities to provide a mechanism to deal with the complexity of modern life. As Repko and his associates note, “The interdisciplinary approach critically analyzes the relevant disciplinary perspectives and integrates their insights to produce a more comprehensive understanding of the problem” (p. 4).

The proposed program change provides students with an introduction to viewing the world from an interdisciplinary perspective from the beginning of their degree. This introductory course is consistent with program in other universities in North America. It is anticipated that the planned changes will help increase enrolment as well as reduce attrition.

State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere. The revised BAS program will be the only one of its kind in Ontario to provide the flexibility that students seek. No other program offers as many pathways to success as the one that will be offered at Windsor. For example at McMaster, one of the founding interdisciplinary programs in the province, students are able to double major in Interdisciplinary studies and another field of interest. In contrast, the Universities of Trent and Guelph, offer double minors. None of the above noted institutions offer the choice of a major and minor concentration; a double major concentration; or a major concentration with a double minor.

B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline Interdisciplinary Arts and Science better reflects the unique nature of the degree and will reduce confusion with the Faculty of Arts, Humanities and Social Science (FAHSS). One of the challenges in recruiting students has been the name of the degree itself. Many students are not able to differentiate BAS from other programs or faculty on campus. The title, “Interdisciplinary Arts and Science” is a better reflection of the course content and the program goals. It also provides a more clear alignment with the proposed introductory course and will enable students to have a unique interdisciplinary experience.

B.4 DEMAND FOR THE MODIFIED PROGRAM [Major program changes requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.]

B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions.

Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.). The BAS program conducts an end of year survey for graduating and continuing students. Sporadic feedback has indicated a dissatisfaction with course selection and students had indicated that some of the blocks of courses in the core program did not offer flexibilities. Others indicated that they wanted the option of a double major or double minor. For the 2014 survey we asked students specifically whether they would like to see some of these options. The most recent survey was conducted using Fluid survey and was sent to all students not graduating in the spring of 2014.

Page 23 of 236 Page 3 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

As you may have heard, the BAS program has undergone a program review. One of the suggestions was to make the degree more flexible. Of the following options, which would you personally prefer for your degree? N % Current model of Major/Minor concentrations 8 24% Double major concentration 9 27% Major concentration with a double minor 9 27% Major concentration with more interdisciplinary courses 5 15% Other (more choices for core courses) 2 6% Total 33 100%

We also conduct an annual exit survey of students graduating. A theme in their comments has been the lack of choice and the restrictions placed on some of the core course offerings: • I would like [it] if we had flexibility of choosing courses especially in the core group blocks within our degree. • Full-time faculty need to be teaching our core Arts and Science courses. Students need to be challenged to think interdisciplinarily. Presently, there is no real integration of the Arts and Sciences, except for Science, Ethics, and Social Policy (56-421). Inquiry and Communication (56-410) should accomplish this, but the textbook presently used is garbage...Besides these 4th year courses, none of the other core Arts and Science courses are very much concerned with integration of the Arts, Social Sciences, or Humanities, with the Sciences. This curricular problem warrants immediate address. • I would have liked a class with just my peers from Arts and Science each term. • Allow for more flexibility in choosing courses; allow for double major concentration; keep the program relatively small (the feel of more intimate interfaculty courses is nicer than 100+ students). • Get a better choice of courses, not being forced to take ones we know we aren't good at that have little relevance to our concentrations. • Custom built degrees - allowance to choose interdisciplinary courses based on specific interests. For example, our philosophy and history courses are chosen for us (even if there are options). I would have enjoyed having been able to choose any course I wanted within a prescribed subject area.

Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn. The BAS program currently draws from domestic students. We have not been able to attract very many visa students to the program. It is anticipated that as the program becomes more flexible it will attract higher numbers of students. One of the limitations to enrolment is the high GPA of 80%. There is no plan to change this requirement as the nature of the program is that it is focussed on students seeking additional professional or higher education.

B.4.2 Expected Impact of Changes to Estimated Enrolments Provide details on projected enrolments for the revised program in the following tables.

For Co-op programs: normally an annual intake of a minimum of 20 students is required for new co-op programs or programs with other experiential learning component.

Projected enrolment levels for the First Year Second Third Year Fourth Year Fifth Year of Operation first five years of operation of the of Year of of of (Steady-state student revised program. Operation Operation Operation Operation enrolment overall) (If the program is in operation, use actual and projected data.) In the regular program (non-co- 65 70 75 80 80 op) Page 24 of 236 Page 4 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” In the co-op/experiential learning stream (if applicable) For co-op options: projected number of international students enrolled in the co-op stream

Annual projected student intake into the first year of the revised program: 20 (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co-op/experiential learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program)

B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes. Not applicable

B.4.4 Evidence of Societal Need for the Revised Program (MTCU section 6) Describe the tools and methodology used to assess societal need.

Elaborate on the 1) dimensions of (e.g., socio-cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program

Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction. The main change of the program is that it provides more choice to students in completing their degree. The added course, Introduction to Interdisciplinary Arts and Science (56-100), will help situate the students to have significant learning throughout their degree. According to Fink (2003), significant learning is when there is meaningful and lasting classroom experiences. There are six elements that Fink identifies as leading to significant learning:

• Foundational knowledge – acquiring information and understanding ideas • Application –acquiring an understanding of how and when to use skills • Integration – the capacity to connect ideas • Human Dimension – recognition of the social and personal implications of issues • Caring – acknowledgement of the role of feelings, interest, and values • Learning How-to-Learn – obtaining insights into the process of learning.

The very structure of the proposed changes to the Interdisciplinary Arts and Science is consistent with the core features of significant learning. By taking an interdisciplinary approach to Arts and Science, student will have an effective way to advance their understanding of topics that are of relevance to them, and to society as a whole.

Page 25 of 236 Page 5 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” The BAS program has already been successful in helping students achieve their career goals. As was noted in the IQAP review, BAS students have gone on to professional schools such as: medicine, law, education, and physician’s assistants. Others, have pursued other advanced degrees in the biological sciences, chemistry, political science, environmental studies, to name a few. The program change will only enhance the already exceptional career path of our alumni.

B.4.5 Duplication (MTCU section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar program in the geographically contiguous area, e.g., Michigan/Detroit. Arts and Sciences Guelph » GAS (Programs) Interdisciplinary Studies;

Arts and Science I McMaster » MX (Programs) Interdisciplinary Studies;

Bachelor of Arts & Science Trent » RAC (Programs) Interdisciplinary Studies;

General Humanities Brock » BHU (Programs) Interdisciplinary Studies;

If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs. As mentioned above, the Interdisciplinary Arts and Science at Windsor will be unique as it will be the only program of its kind in Ontario to provide students with as much choice in advancing their degree completion. Students will be able to continue with the major concentration minor, which is already unique in the province, but also be able to choose a double major concentration, or a major concentration with a double minor. None of the other schools in the province offer the same breadth of choice.

B.5 RESOURCES

B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix A]

B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s).

B.5.1.1a Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU.

Page 26 of 236 Page 6 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Faculty Name & Rank (alphabetical) Graduate Faculty Program Affiliation member list all programs offered by the (for graduate AAU and indicate faculty programs only) affiliation to the revised and existing program(s) Category 1: Tenured Professors teaching exclusively in Existing Proposed the AAU offering the program program(s) in the program AAU Course taught …

Category 2: Tenure-track Professors teaching exclusively in this AAU … Category 3: Ancillary Academic Staff such as Learning Specialists Positions …

Category 4: Limited-term Appointments teaching exclusively in this AAU …

Category 5: Tenure or tenure-track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU Hansen, Hans, PHILOSOPHY 0134162 Associate Professor - Tenured 0134221 HlynkaL, Myron, MATHEMATICS & 0365205 Professor, Tenured STATISTICS Hu, Zhiguo MATHEMATICS & 0362130 Professor, Tenured STATISTICS 0362139 0362140 0362141 Lazure, Guy HISTORY 0243113 Associate Professor - Tenured 0243114 1415301 Mansoora, Abida, MATHEMATICS & 0362139 Assistant Professor, Limited Term STATISTICS 0362140 0362141 Miljan Lydia, POLITICAL 1456420 Associate Professor, Tenured SCIENCE 1456100 Muldoon, Maureen, FACULTY OF 1456410 Associate Professor, Tenured ARTS & SOCIAL SCIENCES Phipps, Alan, P SOCIOLOGY, 0202250 Professor, Tenured ANTHROPOLOGY Page 27 of 236 Page 7 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” AND CRIMINOLOGY Rossini, Antonio LANGUAGES, 0107220 Associate Professor, Tenured LITERATURES AND CULTURES Sarker, Animesh, MATHEMATICS & 0362140 Assistant Professor, Limited Term STATISTICS 0362141 CoreA LANGUAGES, 0111161 Weir, Robert LITERATURES & Assistant Professor - Tenured CULTURES

Category 6: Sessional and other non-tenure track faculty Battaglia, John M MATHEMATICS & 0362130 Sessional Instructor STATISTICS 0362140 Buj, Lorenzo LANGUAGES, 0107202 Sessional Lecturer LITERATURES 0107203 AND CULTURES Macpherson, Brian PHILOSOPHY 0134221 *Sessional Lecturer 1 – hybrid appointment /INTER-FACULTY 1456310 1456421

B.5.1.1b Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program. Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to: • sustain the program, promote innovation, and foster an appropriate intellectual climate. Only one additional course will be required to support the revised program. As noted above, the new course 14-56- 100 will be taught by the program chair, who is currently in the Political Science department. In addition, others who teach regularly in the program such as sessional instructors and other FAHSS staff are able to teach the course.

B.5.1.1c Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. The Interdisciplinary Arts and Science will continue to rely on courses already taught within FAHSS and Science. Apart from the one additional course, that is to be taught by a tenured faculty, there is no anticipation of increasing our reliance on adjunct, limited-term, or sessional faculty.

B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program. Not applicable

B.5.1.1e For graduate programs: Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students. Not applicable Page 28 of 236 Page 8 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example: • staff support, library, teaching and learning support, student support services, space, equipment, facilities GA/TA Academic counseling and administrative tasks such as the program review, program development, as well as recruitment and retention of students are done by the BAS Program Chair, Dr. Lydia Miljan. This is a part-time position with a one course teaching release. Dr. Miljan is a tenured faculty in the Department of Political Science. Dr. Miljan is the instructor of record for 14-56-420 the research project. She meets with students to help select an advisor for the research project and collects and forwards the grades to the Registrar’s office. She has also directly supervised two students in their research project. She is the proposed instructor for 14-56-100.

The BAS program shares an Inter-Faculty Programs Academic Coordinator with the other programs in the Centre for Interfaculty programs. The Inter-Faculty Programs Academic Coordinator to the Assistant Provost contributes substantially to the smooth and efficient operation of the Centre for Inter-Faculty Programs (Bachelor of Arts and Science, Bachelor of Environmental Studies, Bachelor of Forensics Science and Combined Bachelor of Arts – Forensics) by providing academic, administrative, budgetary and service support to the Assistant Provost, Program Chairs, faculty, students and sessional staff who instruct in the University and the laboratories. Due to the interdisciplinary nature of these programs, a high degree of coordination is required among participating faculties, professors, and departments. The Academic Coordinator/Administrative Assistant to the Associate Provost is the only staff position reporting directly to the Associate Provost of the Centre for Inter-Faculty Programs. In addition, the Centre for Interfaculty programs has a full-time receptionist.

The following departments provide support services that contribute to the quality of the BAS program: • Academic Writing Centre • Leddy Library • Centre for Teaching and Learning • Information Technology Services • Office of Research Services • Centre for Career Education • Student Disability Services

B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example: • existing courses, • equipment or facilities outside the proposer’s control, • external resources requiring maintenance or upgrading using external resources Provide relevant details.

The proposed program changes will reduce the reliance on some campus units. The following Core requirements will be dropped: (b) One course from 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100. (c) One course from 24-111, 24-130, 24-230, 24-330, 28-214, 28-215, 32-116, 32-117, 53-260. (d) One course from 55-208, 59-201*, 61/66-213, 61/66-214, 64-130, 64-202, 64-203, 66-201.

In its place the requirement for a History and Greek Civilization will be a block of courses that students can choose from that focus on the development of Western Thought [(b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-203, 07-220].

Page 29 of 236 Page 9 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Area Course

2 *56-100 Introduction to Interdisciplinary Arts and Science Arts and Science *56-301 World Civilizations3 *56-310 Modes and Methods of Inquiry *56-410 Inquiry and Communication *56-420 Research Project *56-421 Science, Ethics and Social Policy 55-141 Cell Biology Biology 55-140 Biological Diversity 59-140 General Chemistry I Chemistry 59-141 General Chemistry II 11-161 Introduction to Greek Civilization Classical Civilization 60-140 Introduction to Algorithms and Programming I Computer Science 60-141 Introduction to Algorithms and Programming II 66-141 Introduction to Earth Science Earth and Environmental Science 66-141 Introduction to Environmental Science 41-110 Introduction to Economics I Economics 41-111 Introduction to Economics II 02-250 Basic Quantitative Methods in the Social Sciences General Social Science 02-250 Basic Quantitative Methods in the Social Sciences 43-113 Europe Encounters the World: Facing Islam, 8th-15th Century History 43-114 Europe Encounters the World: The Age of Discovery, 15th-18th Century 07-202 Culture & Ideas/Black Death-Enlightenment Languages, Literatures and Cultures 07-203 Culture & Ideas/French Revolution to Pres. 07-220 Language, Linguistics and Society 62-130 Elements of Calculus Mathematics 62-139 Functions and Differential Calculus 62-140 Differential Calculus 62-141 Integral Calculus 34-110 Introduction to Western Philosophy Philosophy *34-162 Logic and Argumentation 34-221 Introduction to Ethics 64-130 Introductory Physics for Life Sciences Physics 64-131 Introductory Physics for Life Sciences II 64-140 Introductory Physics I 64-141 Introductory Physics II 45-251 Classical Political Thought Political Science 45-252 Modern Political Thought

65-205 Statistics for the Sciences Statistics

1. Required courses are italicized. 2. Courses denoted by an asterisk are limited to BAS students only.

Page 30 of 236 Page 10 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revisions to this program. None

B.5.1.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the revisions to this program. IFP has sufficient resources to fund the additional 56-100 course. This has been confirmed by the budget office.

B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program. Faculty: 1 course Staff: none GA/TAs: none

Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: none Teaching and Learning Support: none Student Support Services: none Space and Facilities: one classroom Equipment (and Maintenance): none

C. Program Details

C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to • program-specific admission requirements, selection criteria, credit transfer, arrangements for exemptions or special entry, and alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc. No changes to admission requirements

Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program. Not applicable

C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.

NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two-thirds of the course requirements from among graduate-level courses. Include course Page 31 of 236 Page 11 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” requirements with course numbers and course names.

Identify in BOLD the changes to program requirements.

Total courses: 40

Major requirements: Major Concentration and Minor Concentration

Core Courses (a) 11-161, 56-100, 34-162, 34-221, (43-113 or 43-114), 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry.), 65-205 or 02-250 (Science majors must take 65-205), 56-301, 56-310, 56-410, 56-420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220

(b) One course from 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100. (c) One course from 24-111, 24-130, 24-230, 24-330, 28-214, 28-215, 32-116, 32-117, 53-260. (d) One course from 55-208, 59-201*, 61/66-213, 61/66-214, 64-130, 64-202, 64-203, 66-201. (e) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60-140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131. *Note: 59-140 and 59-141 are antirequisites for 59-201. Major Concentration (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Minor Concentration (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Options requirements: (a) Four courses from FASS or Science, as needed to satisfy (a) below

Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

When a requirement in the Major or Minor Concentration is taken as part of the core BAS program course requirements, another course must be selected from within the area of concentration and substituted with the approval of the Director of Inter-Faculty programs. Similarly, when a requirement in the Major Concentration is taken as part of the course requirements in the Minor Concentration, another course must be selected from within the area of Major Concentration and substituted with the approval of the Coordinator of Inter-Faculty programs.

***BAS students who have successfully completed a thesis as part of their Major Concentration will have the “with thesis” designation added to their transcript and diploma.***

Required courses for Major and Minor concentrations are listed in the relevant program section of the calendar. The structure of this program does not allow for completion of additional Minors, outside of the Minor Concentration. Page 32 of 236 Page 12 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

Honours Bachelor of Arts and Science (BAS) Double Major Concentration Major requirements: Core Courses (a) 56-100,34-162, 34-221, 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry), 65-205, 56-301, 56-310, 56-410, 56-420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220 (c) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60- 140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131.

Major Concentration I (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Major Concentration II (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

Honours Bachelor of Arts and Science (BAS) Major and Double Minor Concentration Total courses: forty. Major requirements: Core Courses (a) 56-100, 34-162, 34-221, 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry.), 65-205 or 02-250 (Science majors must take 65-205), 56-301, 56-310, 56-410, 56- 420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220 (c) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60- 140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131.

Major Concentration (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Minor Concentration I (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Minor Concentration II (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Page 33 of 236 Page 13 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

Other requirements: N/A Recommended options (if any): N/A Description of thesis option (if applicable):

Description of experiential learning components (if applicable): Not applicable

Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: Not applicable

For Co-op components: Guidelines for co-op work term reports: N/A General length of co-op work term: N/A Is the completion of the experiential learning/co-op component a requirement of the program? Not applicable

C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5): Not applicable

C.3.2 For All Program Proposals:

C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify new or changes to standing required for continuation in the experiential learning option or co-op option of the revised program, where applicable. No changes to standing required for continuation in program

C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify new or changes to standing required for graduation in the experiential learning option or co-op option of the revised program, where applicable. No changes to standing required for graduation

C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre-requisites are met in the sequencing.

Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co-op version of the revised program. Please ensure that all pre-requisites are met in the sequencing. Page 34 of 236 Page 14 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

For Co-op programs: The proposed work/study sequence or alternative arrangement should allow for year-round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co- operative education as set out by the Canadian Association for Co-operative Education (see Policy on Co-op Programs).

Year 1: 56-100, 11-161, 34-162, 43-114, 62-130 (or 62-140 and 62-141 if requirement for major or minor concentration), one of 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-203, 07-220, two courses selected as needed to satisfy major or minor requirements in Arts, Humanities, and Social Science, four courses consisting of any two of the following pairs: 55-140 and 55-141, 62-140 and 62-141, 59-140 and 59-141, 60-140 and 60-141, 66- 140 and 66-141, 62-140 and 62-141, 64-130 and 64-131, 64-140 and 64-141, 41-110 and 41-111.

Year 2: 65-205 or 02-250; one of 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100; one of 24-111, 24-130, 24-230, 24-330, 26-105, 28-214, 28-215, 32-116, 32-117, 53-260; one of 64-202, 64-203, 66-213, 66-214, 66-201, 59- 201; 65-205; plus any nine additional courses, at least 2 from each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science, and consistent with satisfying the requirements for the Major and the Minor concentrations.

Year 3: 34-221, 56-310, 56-301; Plus any seven additional courses, at least 2 from each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science, and consistent with satisfying the requirements for the Major and the Minor concentrations.

Year 4: 56-421, 56-410, 56-420 (or other departmental requirement for the student's Major concentration); plus any seven additional courses as needed to satisfying the remaining requirements for the Major concentration, the Minor concentration and/or the Program.

C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6) COMPLETE THIS TABLE FOR UNDERGRADUATE DEGREE PROGRAMS

In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows.

A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework.

Proposers are strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations).

Page 35 of 236 Page 15 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.

A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: • Define “interdisciplinarity” and why it A. the acquisition, 1.Depth and Breadth of matters. application and Knowledge • Develop structural knowledge – both factual integration of 2.Knowledge of Methodologies and procedural. knowledge 3. Application of Knowledge • Demonstrate understanding of elements in 5.Awareness of Limits of at least two disciplines. Knowledge • Compare disciplinary and interdisciplinary approaches to research. • Understand the Broad Model of interdisciplinary process. • Develop a “meta-disciplinary” explanation of B. research skills, 1. Depth and Breadth of how disciplines differ (as well as overlap) in including the ability to Knowledge their epistemologies, disciplinary define problems and 2. Knowledge of Methodologies contributions (and limitations) in addressing access, retrieve and 3. Application of Knowledge complex problems, and seeing disciplines as evaluate information 5. Awareness of Limits “tools” or “lenses”. (information literacy) Knowledge • Develop structural knowledge of problems appropriate to interdisciplinary inquiry. • Assemble a literature review on a relevant topic that can be analyzed using interdisciplinary techniques. • Integrate conflicting insights from two or C. critical thinking and 1. Depth and Breadth of more disciplines. problem-solving skills Knowledge • Apply critical thinking skills to solve problems 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge • Prepare writing assignments that D. literacy and numeracy 4.Communication Skills communicate knowledge and research of skills 5. Awareness of Limits of contemporary social issues. Knowledge • Define a problem or state a research question. • Analyze data and present the interpretation to others • Acquire perspective taking techniques. E. responsible behaviour 5. Awareness of Limits of • Justify research using an interdisciplinary to self, others and Knowledge approach. society Autonomy and Professional • Interact with others in a responsible and Capacity appropriate manner

Page 36 of 236 Page 16 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.

A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: • Recognize the social and personal implication F. interpersonal and 4. Communication Skills of issues. communications skills 6. Autonomy and Professional • Communicate effectively in both oral and Capacity written form with peers and mentors. • Provide critical feedback for the G. teamwork, and 4. Communication Skills development and presentation of the personal and group 6. Autonomy and Professional interdisciplinary research of self and peers in leadership skills Capacity a constructive and respectful manner. • Engage in discussions and scholarly debates with classmates. • Demonstrate a critical awareness of the H. creativity and 2. Knowledge of Methodologies content of various forms of media (image, aesthetic appreciation 3. Application of Knowledge text, sound) as active viewers. 6. Autonomy and Professional Capacity • Integrate conflicting insights from alternative I. the ability and desire Autonomy and Professional disciplines. for continuous Capacity • Obtain insights into the process of learning. learning

C.4.1 Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students. The revised program is part of an overall curriculum review that assessed the learning outcomes of this program and other programs in North America. The latest research on learning outcomes for Interdisciplinary studies was reviewed and informed the creation of the changes (Hall et al., 2006; Repko, 2007; Newell, 1994; Szostak, 2007).

C.4.2 For programs with a proposed experiential learning or co-op component: describe how the experiential learning/co-op component changes the emphasis or the means of achieving the intended learning outcomes for the program. Not applicable

C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face-to-face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes. Only one new course has been proposed and it is purposively designed as a face-to-face course to ensure collegiality between students and the Program Chair. The course will consists of partial lectures, small group activities, and seminar format to facilitate learning interdisciplinary approaches.

Page 37 of 236 Page 17 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.) The program change will not impact current workload.

Expected Workload per 3.0 Course Credit/Week Average Time the Student is Expected to Devote to Each Component Over the Course of the Program per week Lectures 3 Tutorials 0-3 Practical experience Service or experiential learning Independent study 0-3 Reading and work for assessment, including 0-3 meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 0-3 Other: [specify] Compare the student workload for the proposed revised program with the workload for the existing program and other similar programs in the AAU. The workload is consistent with that of the current program and the programs offered in Science and in FAHSS.

D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations. The program change will not impact on degree level expectations.

Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations. Not applicable

E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO-OP COMPONENT ONLY (Senate Policy C5) – not applicable

Page 38 of 236 Page 18 of 18

Sa150313-5.5.4

University of Windsor Senate

5.5.4: Bachelor of Arts and Science (Inter-Faculty) – Major Program Change (PDC Form B)

Item for: Approval

Forwarded by: Program Development Committee

MOTION: That the Bachelor of Arts and Science be renamed Bachelor of Interdisciplinary Arts and Science and that the degree requirements be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

Rationale/Approvals: • The proposal has been approved by the Centre for Inter-Faculty Programs Council and the Program Development Committee. • The Departments of Languages, Literature, and Culture and Political Science were consulted.

Page 39 of 236 Page 1 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” A. Basic Program Information

FACULTY: Centre for Interfaculty Programs AAU: Program Title: Interdisciplinary Arts and Science Name of Program as it Will Appear on the Diploma Bachelor of Interdisciplinary Arts and Science (e.g., Bachelor of Arts Honours Psychology with thesis) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall 2015 Mode of Delivery: In class, online, blended courses Planned Student Enrolment (per section B.4.2) 70-80 Normal Duration for Completion: 4 years Will the revised program be run on a cost-recovery yes basis?

B. Major Program Changes - Overall Plan

B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president) During the 2013-14 IQAP review it was noted that that BAS program did not always provide the “rationale for the establishment and sequences of core Arts/Science courses (pedagogical relationship of one to the other; relationship of content to program goals) is not clear” (p. 5). The reviewers recommended that a program review be completed with the assistance of a curriculum subcommittee of the BAS council. This proposal is the result of that review. In particular we heeded their advice to develop “a more diverse curriculum”.

The overall aim of the revision is to make the BAS program more attractive to students and provide flexibility in allowing them to pursue double major or double minors in their fields of study. Some of the past attrition of students has been linked to the limitations of allowing students these choices. The BAS program will retain its core course requirements, but allow for flexibility in students selecting options. A central component of the revised program is to offer a first year experience that introduces students to Interdisciplinary studies which will inform their choices and research interests throughout their degree. Part of this change includes aligning the fourth year course, Inquiry and Communication (14-56-410), to assist students in conducting their own research for their capstone course, Research Project (15-56-420). In addition, learning objectives have been revised to align the proposed Introduction to Interdisciplinary Arts and Science (14-56-100) with Inquiry and Communication (14-56- 410), as well as the program outcomes.

The intended impact of the revised program is to attract additional high achieving students to the BAS program and to provide flexibility in order to retain those students throughout their 4 year degree.

This program change is consistent with the strategic priority #1, “Provide an exceptional and supportive undergraduate experience that emphasizes independent learning, interdisciplinary opportunities, flexibility in degree completion pathways and successful year to year transition.”

Page 40 of 236 Page 2 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study. The nature of interdisciplinary studies is that it has no one discipline or area of study. However, interdisciplinarity has become a popular choice for students and universities to provide a mechanism to deal with the complexity of modern life. As Repko and his associates note, “The interdisciplinary approach critically analyzes the relevant disciplinary perspectives and integrates their insights to produce a more comprehensive understanding of the problem” (p. 4).

The proposed program change provides students with an introduction to viewing the world from an interdisciplinary perspective from the beginning of their degree. This introductory course is consistent with program in other universities in North America. It is anticipated that the planned changes will help increase enrolment as well as reduce attrition.

State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere. The revised BAS program will be the only one of its kind in Ontario to provide the flexibility that students seek. No other program offers as many pathways to success as the one that will be offered at Windsor. For example at McMaster, one of the founding interdisciplinary programs in the province, students are able to double major in Interdisciplinary studies and another field of interest. In contrast, the Universities of Trent and Guelph, offer double minors. None of the above noted institutions offer the choice of a major and minor concentration; a double major concentration; or a major concentration with a double minor.

B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline Interdisciplinary Arts and Science better reflects the unique nature of the degree and will reduce confusion with the Faculty of Arts, Humanities and Social Science (FAHSS). One of the challenges in recruiting students has been the name of the degree itself. Many students are not able to differentiate BAS from other programs or faculty on campus. The title, “Interdisciplinary Arts and Science” is a better reflection of the course content and the program goals. It also provides a more clear alignment with the proposed introductory course and will enable students to have a unique interdisciplinary experience.

B.4 DEMAND FOR THE MODIFIED PROGRAM [Major program changes requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.]

B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions.

Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.). The BAS program conducts an end of year survey for graduating and continuing students. Sporadic feedback has indicated a dissatisfaction with course selection and students had indicated that some of the blocks of courses in the core program did not offer flexibilities. Others indicated that they wanted the option of a double major or double minor. For the 2014 survey we asked students specifically whether they would like to see some of these options. The most recent survey was conducted using Fluid survey and was sent to all students not graduating in the spring of 2014.

Page 41 of 236 Page 3 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

As you may have heard, the BAS program has undergone a program review. One of the suggestions was to make the degree more flexible. Of the following options, which would you personally prefer for your degree? N % Current model of Major/Minor concentrations 8 24% Double major concentration 9 27% Major concentration with a double minor 9 27% Major concentration with more interdisciplinary courses 5 15% Other (more choices for core courses) 2 6% Total 33 100%

We also conduct an annual exit survey of students graduating. A theme in their comments has been the lack of choice and the restrictions placed on some of the core course offerings: • I would like [it] if we had flexibility of choosing courses especially in the core group blocks within our degree. • Full-time faculty need to be teaching our core Arts and Science courses. Students need to be challenged to think interdisciplinarily. Presently, there is no real integration of the Arts and Sciences, except for Science, Ethics, and Social Policy (56-421). Inquiry and Communication (56-410) should accomplish this, but the textbook presently used is garbage...Besides these 4th year courses, none of the other core Arts and Science courses are very much concerned with integration of the Arts, Social Sciences, or Humanities, with the Sciences. This curricular problem warrants immediate address. • I would have liked a class with just my peers from Arts and Science each term. • Allow for more flexibility in choosing courses; allow for double major concentration; keep the program relatively small (the feel of more intimate interfaculty courses is nicer than 100+ students). • Get a better choice of courses, not being forced to take ones we know we aren't good at that have little relevance to our concentrations. • Custom built degrees - allowance to choose interdisciplinary courses based on specific interests. For example, our philosophy and history courses are chosen for us (even if there are options). I would have enjoyed having been able to choose any course I wanted within a prescribed subject area.

Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn. The BAS program currently draws from domestic students. We have not been able to attract very many visa students to the program. It is anticipated that as the program becomes more flexible it will attract higher numbers of students. One of the limitations to enrolment is the high GPA of 80%. There is no plan to change this requirement as the nature of the program is that it is focussed on students seeking additional professional or higher education.

B.4.2 Expected Impact of Changes to Estimated Enrolments Provide details on projected enrolments for the revised program in the following tables.

For Co-op programs: normally an annual intake of a minimum of 20 students is required for new co-op programs or programs with other experiential learning component.

Projected enrolment levels for the First Year Second Third Year Fourth Year Fifth Year of Operation first five years of operation of the of Year of of of (Steady-state student revised program. Operation Operation Operation Operation enrolment overall) (If the program is in operation, use actual and projected data.) In the regular program (non-co- 65 70 75 80 80 op) Page 42 of 236 Page 4 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” In the co-op/experiential learning stream (if applicable) For co-op options: projected number of international students enrolled in the co-op stream

Annual projected student intake into the first year of the revised program: 20 (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co-op/experiential learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program)

B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes. Not applicable

B.4.4 Evidence of Societal Need for the Revised Program (MTCU section 6) Describe the tools and methodology used to assess societal need.

Elaborate on the 1) dimensions of (e.g., socio-cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program

Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction. The main change of the program is that it provides more choice to students in completing their degree. The added course, Introduction to Interdisciplinary Arts and Science (56-100), will help situate the students to have significant learning throughout their degree. According to Fink (2003), significant learning is when there is meaningful and lasting classroom experiences. There are six elements that Fink identifies as leading to significant learning:

• Foundational knowledge – acquiring information and understanding ideas • Application –acquiring an understanding of how and when to use skills • Integration – the capacity to connect ideas • Human Dimension – recognition of the social and personal implications of issues • Caring – acknowledgement of the role of feelings, interest, and values • Learning How-to-Learn – obtaining insights into the process of learning.

The very structure of the proposed changes to the Interdisciplinary Arts and Science is consistent with the core features of significant learning. By taking an interdisciplinary approach to Arts and Science, student will have an effective way to advance their understanding of topics that are of relevance to them, and to society as a whole.

Page 43 of 236 Page 5 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” The BAS program has already been successful in helping students achieve their career goals. As was noted in the IQAP review, BAS students have gone on to professional schools such as: medicine, law, education, and physician’s assistants. Others, have pursued other advanced degrees in the biological sciences, chemistry, political science, environmental studies, to name a few. The program change will only enhance the already exceptional career path of our alumni.

B.4.5 Duplication (MTCU section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar program in the geographically contiguous area, e.g., Michigan/Detroit. Arts and Sciences Guelph » GAS (Programs) Interdisciplinary Studies;

Arts and Science I McMaster » MX (Programs) Interdisciplinary Studies;

Bachelor of Arts & Science Trent » RAC (Programs) Interdisciplinary Studies;

General Humanities Brock » BHU (Programs) Interdisciplinary Studies;

If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs. As mentioned above, the Interdisciplinary Arts and Science at Windsor will be unique as it will be the only program of its kind in Ontario to provide students with as much choice in advancing their degree completion. Students will be able to continue with the major concentration minor, which is already unique in the province, but also be able to choose a double major concentration, or a major concentration with a double minor. None of the other schools in the province offer the same breadth of choice.

B.5 RESOURCES

B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix A]

B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s).

B.5.1.1a Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU.

Page 44 of 236 Page 6 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Faculty Name & Rank (alphabetical) Graduate Faculty Program Affiliation member list all programs offered by the (for graduate AAU and indicate faculty programs only) affiliation to the revised and existing program(s) Category 1: Tenured Professors teaching exclusively in Existing Proposed the AAU offering the program program(s) in the program AAU Course taught …

Category 2: Tenure-track Professors teaching exclusively in this AAU … Category 3: Ancillary Academic Staff such as Learning Specialists Positions …

Category 4: Limited-term Appointments teaching exclusively in this AAU …

Category 5: Tenure or tenure-track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU Hansen, Hans, PHILOSOPHY 0134162 Associate Professor - Tenured 0134221 HlynkaL, Myron, MATHEMATICS & 0365205 Professor, Tenured STATISTICS Hu, Zhiguo MATHEMATICS & 0362130 Professor, Tenured STATISTICS 0362139 0362140 0362141 Lazure, Guy HISTORY 0243113 Associate Professor - Tenured 0243114 1415301 Mansoora, Abida, MATHEMATICS & 0362139 Assistant Professor, Limited Term STATISTICS 0362140 0362141 Miljan Lydia, POLITICAL 1456420 Associate Professor, Tenured SCIENCE 1456100 Muldoon, Maureen, FACULTY OF 1456410 Associate Professor, Tenured ARTS & SOCIAL SCIENCES Phipps, Alan, P SOCIOLOGY, 0202250 Professor, Tenured ANTHROPOLOGY Page 45 of 236 Page 7 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” AND CRIMINOLOGY Rossini, Antonio LANGUAGES, 0107220 Associate Professor, Tenured LITERATURES AND CULTURES Sarker, Animesh, MATHEMATICS & 0362140 Assistant Professor, Limited Term STATISTICS 0362141 CoreA LANGUAGES, 0111161 Weir, Robert LITERATURES & Assistant Professor - Tenured CULTURES

Category 6: Sessional and other non-tenure track faculty Battaglia, John M MATHEMATICS & 0362130 Sessional Instructor STATISTICS 0362140 Buj, Lorenzo LANGUAGES, 0107202 Sessional Lecturer LITERATURES 0107203 AND CULTURES Macpherson, Brian PHILOSOPHY 0134221 *Sessional Lecturer 1 – hybrid appointment /INTER-FACULTY 1456310 1456421

B.5.1.1b Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program. Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to: • sustain the program, promote innovation, and foster an appropriate intellectual climate. Only one additional course will be required to support the revised program. As noted above, the new course 14-56- 100 will be taught by the program chair, who is currently in the Political Science department. In addition, others who teach regularly in the program such as sessional instructors and other FAHSS staff are able to teach the course.

B.5.1.1c Describe the area’s expected reliance on, and the role of adjunct, limited-term, and sessional faculty in delivering the revised program. The Interdisciplinary Arts and Science will continue to rely on courses already taught within FAHSS and Science. Apart from the one additional course, that is to be taught by a tenured faculty, there is no anticipation of increasing our reliance on adjunct, limited-term, or sessional faculty.

B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program. Not applicable

B.5.1.1e For graduate programs: Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students. Not applicable Page 46 of 236 Page 8 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example: • staff support, library, teaching and learning support, student support services, space, equipment, facilities GA/TA Academic counseling and administrative tasks such as the program review, program development, as well as recruitment and retention of students are done by the BAS Program Chair, Dr. Lydia Miljan. This is a part-time position with a one course teaching release. Dr. Miljan is a tenured faculty in the Department of Political Science. Dr. Miljan is the instructor of record for 14-56-420 the research project. She meets with students to help select an advisor for the research project and collects and forwards the grades to the Registrar’s office. She has also directly supervised two students in their research project. She is the proposed instructor for 14-56-100.

The BAS program shares an Inter-Faculty Programs Academic Coordinator with the other programs in the Centre for Interfaculty programs. The Inter-Faculty Programs Academic Coordinator to the Assistant Provost contributes substantially to the smooth and efficient operation of the Centre for Inter-Faculty Programs (Bachelor of Arts and Science, Bachelor of Environmental Studies, Bachelor of Forensics Science and Combined Bachelor of Arts – Forensics) by providing academic, administrative, budgetary and service support to the Assistant Provost, Program Chairs, faculty, students and sessional staff who instruct in the University and the laboratories. Due to the interdisciplinary nature of these programs, a high degree of coordination is required among participating faculties, professors, and departments. The Academic Coordinator/Administrative Assistant to the Associate Provost is the only staff position reporting directly to the Associate Provost of the Centre for Inter-Faculty Programs. In addition, the Centre for Interfaculty programs has a full-time receptionist.

The following departments provide support services that contribute to the quality of the BAS program: • Academic Writing Centre • Leddy Library • Centre for Teaching and Learning • Information Technology Services • Office of Research Services • Centre for Career Education • Student Disability Services

B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example: • existing courses, • equipment or facilities outside the proposer’s control, • external resources requiring maintenance or upgrading using external resources Provide relevant details.

The proposed program changes will reduce the reliance on some campus units. The following Core requirements will be dropped: (b) One course from 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100. (c) One course from 24-111, 24-130, 24-230, 24-330, 28-214, 28-215, 32-116, 32-117, 53-260. (d) One course from 55-208, 59-201*, 61/66-213, 61/66-214, 64-130, 64-202, 64-203, 66-201.

In its place the requirement for a History and Greek Civilization will be a block of courses that students can choose from that focus on the development of Western Thought [(b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-203, 07-220].

Page 47 of 236 Page 9 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Area Course

2 *56-100 Introduction to Interdisciplinary Arts and Science Arts and Science *56-301 World Civilizations3 *56-310 Modes and Methods of Inquiry *56-410 Inquiry and Communication *56-420 Research Project *56-421 Science, Ethics and Social Policy 55-141 Cell Biology Biology 59-140 General Chemistry I 55-140 Biological Diversity 59-141 General Chemistry II Chemistry 11-161 Introduction to Greek Civilization Classical Civilization 60-140 Introduction to Algorithms and Programming I Computer Science 60-141 Introduction to Algorithms and Programming II 66-141 Introduction to Earth Science Earth and Environmental Science 66-141 Introduction to Environmental Science 41-110 Introduction to Economics I Economics 41-111 Introduction to Economics II 02-250 Basic Quantitative Methods in the Social Sciences General Social Science 02-250 Basic Quantitative Methods in the Social Sciences 43-113 Europe Encounters the World: Facing Islam, 8th-15th Century History 43-114 Europe Encounters the World: The Age of Discovery, 15th-18th Century 07-202 Culture & Ideas/Black Death-Enlightenment Languages, Literatures and Cultures 07-203 Culture & Ideas/French Revolution to Pres. 07-220 Language, Linguistics and Society 62-130 Elements of Calculus Mathematics 62-139 Functions and Differential Calculus 62-140 Differential Calculus 62-141 Integral Calculus 34-110 Introduction to Western Philosophy Philosophy *34-162 Logic and Argumentation 34-221 Introduction to Ethics 64-130 Introductory Physics for Life Sciences Physics 64-131 Introductory Physics for Life Sciences II 64-140 Introductory Physics I 64-141 Introductory Physics II 45-251 Classical Political Thought Political Science 45-252 Modern Political Thought

65-205 Statistics for the Sciences Statistics

1. Required courses are italicized. 2. Courses denoted by an asterisk are limited to BAS students only.

Page 48 of 236 Page 10 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revisions to this program. None

B.5.1.4 Planned Reallocation of Resources and Cost-Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for • internal reallocation of resources and • cost savings identified and pursued by the area/department in support of the revisions to this program. IFP has sufficient resources to fund the additional 56-100 course. This has been confirmed by the budget office.

B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program. Faculty: 1 course Staff: none GA/TAs: none

Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: none Teaching and Learning Support: none Student Support Services: none Space and Facilities: one classroom Equipment (and Maintenance): none

C. Program Details

C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to • program-specific admission requirements, selection criteria, credit transfer, arrangements for exemptions or special entry, and alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc. No changes to admission requirements

Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program. Not applicable

C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.

NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two-thirds of the course requirements from among graduate-level courses. Include course Page 49 of 236 Page 11 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” requirements with course numbers and course names.

Identify in BOLD the changes to program requirements.

Total courses: 40

Major requirements: Major Concentration and Minor

Core Courses (a) 11-161, 56-100, 34-162, 34-221, (43-113 or 43-114), 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry.), 65-205 or 02-250 (Science majors must take 65-205), 56-301, 56-310, 56-410, 56-420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220

(b) One course from 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100. (c) One course from 24-111, 24-130, 24-230, 24-330, 28-214, 28-215, 32-116, 32-117, 53-260. (d) One course from 55-208, 59-201*, 61/66-213, 61/66-214, 64-130, 64-202, 64-203, 66-201. (e) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60-140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131. *Note: 59-140 and 59-141 are antirequisites for 59-201. Major Concentration (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Minor Concentration (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Options requirements: (a) Four courses from FASS or Science, as needed to satisfy (a) below

Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

When a requirement in the Major or Minor Concentration is taken as part of the core BAS program course requirements, another course must be selected from within the area of concentration and substituted with the approval of the Director of Inter-Faculty programs. Similarly, when a requirement in the Major Concentration is taken as part of the course requirements in the Minor Concentration, another course must be selected from within the area of Major Concentration and substituted with the approval of the Coordinator of Inter-Faculty programs.

***BAS students who have successfully completed a thesis as part of their Major Concentration will have the “with thesis” designation added to their transcript and diploma.***

Required courses for Major and Minor concentrations are listed in the relevant program section of the calendar. The structure of this program does not allow for completion of additional Minors, outside of the Minor Concentration. Page 50 of 236 Page 12 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

Honours Bachelor of Arts and Science (BAS) Double Major Concentration Major requirements: Core Courses (a) 56-100,34-162, 34-221, 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry), 65-205, 56-301, 56-310, 56-410, 56-420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220 (c) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60- 140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131.

Major Concentration I (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Major Concentration II (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

Honours Bachelor of Arts and Science (BAS) Major and Double Minor Concentration Total courses: forty. Major requirements: Core Courses (a) 56-100, 34-162, 34-221, 62-130 (or 62-139 or 62-140 and 62-141 if major or minor concentration is Math, Physics or Biochemistry.), 65-205 or 02-250 (Science majors must take 65-205), 56-301, 56-310, 56-410, 56- 420 (or other departmental requirement for the student's Major concentration), 56-421. (b) One course from 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-202, 07-203, 07-220 (c) Four courses (any two of the following pairs): 41-110 and 111, 55-140 and 55-141, 59-140 and 59-141, 60- 140 and 60-141, 61/66-140 and 61/66-141, 62-140 and 62-141, 64-140 and 64-141, 64-130 and 64-131.

Major Concentration (12) (a) Maximum of two 100-level courses in the major subject (b) At least four 300-level or 400-level courses in the major subject

Minor Concentration I (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Minor Concentration II (6) (a) Maximum of two 100-level courses in the minor subject (b) At least one 300-level or 400-level course in the minor subject

Page 51 of 236 Page 13 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Other requirements: (a) At least 15 courses must be taken in each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science. (b) To continue in the program, and to receive the Honours BAS degree, students must maintain an Honours 70% cumulative average and major average. (c) Any remaining courses to bring the total course number to 40 may be from any area of study.

Other requirements: N/A Recommended options (if any): N/A Description of thesis option (if applicable):

Description of experiential learning components (if applicable): Not applicable

Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: Not applicable

For Co-op components: Guidelines for co-op work term reports: N/A General length of co-op work term: N/A Is the completion of the experiential learning/co-op component a requirement of the program? Not applicable

C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5): Not applicable

C.3.2 For All Program Proposals:

C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify new or changes to standing required for continuation in the experiential learning option or co-op option of the revised program, where applicable. No changes to standing required for continuation in program

C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Specify new or changes to standing required for graduation in the experiential learning option or co-op option of the revised program, where applicable. No changes to standing required for graduation

C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre-requisites are met in the sequencing.

Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co-op version of the revised program. Please ensure that all pre-requisites are met in the sequencing. Page 52 of 236 Page 14 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

For Co-op programs: The proposed work/study sequence or alternative arrangement should allow for year-round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co- operative education as set out by the Canadian Association for Co-operative Education (see Policy on Co-op Programs).

Year 1: 56-100, 11-161, 34-162, 43-114, 62-130 (or 62-140 and 62-141 if requirement for major or minor concentration), one of 11-161, 43-113, 43-114, 34-110, 45-251, 45-252, 07-203, 07-220, two courses selected as needed to satisfy major or minor requirements in Arts, Humanities, and Social Science, four courses consisting of any two of the following pairs: 55-140 and 55-141, 62-140 and 62-141, 59-140 and 59-141, 60-140 and 60-141, 66- 140 and 66-141, 62-140 and 62-141, 64-130 and 64-131, 64-140 and 64-141, 41-110 and 41-111.

Year 2: 65-205 or 02-250; one of 26-120, 26-122, 26-123, 26-128, 26-140, 29-141, 53-100; one of 24-111, 24-130, 24-230, 24-330, 26-105, 28-214, 28-215, 32-116, 32-117, 53-260; one of 64-202, 64-203, 66-213, 66-214, 66-201, 59- 201; 65-205; plus any nine additional courses, at least 2 from each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science, and consistent with satisfying the requirements for the Major and the Minor concentrations.

Year 3: 34-221, 56-310, 56-301; Plus any seven additional courses, at least 2 from each of the Faculty of Arts, Humanities, and Social Sciences and the Faculty of Science, and consistent with satisfying the requirements for the Major and the Minor concentrations.

Year 4: 56-421, 56-410, 56-420 (or other departmental requirement for the student's Major concentration); plus any seven additional courses as needed to satisfying the remaining requirements for the Major concentration, the Minor concentration and/or the Program.

C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6) COMPLETE THIS TABLE FOR UNDERGRADUATE DEGREE PROGRAMS

In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows.

A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework.

Proposers are strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations).

Page 53 of 236 Page 15 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.

A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: • Define “interdisciplinarity” and why it A. the acquisition, 1.Depth and Breadth of matters. application and Knowledge • Develop structural knowledge – both factual integration of 2.Knowledge of Methodologies and procedural. knowledge 3. Application of Knowledge • Demonstrate understanding of elements in 5.Awareness of Limits of at least two disciplines. Knowledge • Compare disciplinary and interdisciplinary approaches to research. • Understand the Broad Model of interdisciplinary process. • Develop a “meta-disciplinary” explanation of B. research skills, 1. Depth and Breadth of how disciplines differ (as well as overlap) in including the ability to Knowledge their epistemologies, disciplinary define problems and 2. Knowledge of Methodologies contributions (and limitations) in addressing access, retrieve and 3. Application of Knowledge complex problems, and seeing disciplines as evaluate information 5. Awareness of Limits “tools” or “lenses”. (information literacy) Knowledge • Develop structural knowledge of problems appropriate to interdisciplinary inquiry. • Assemble a literature review on a relevant topic that can be analyzed using interdisciplinary techniques. • Integrate conflicting insights from two or C. critical thinking and 1. Depth and Breadth of more disciplines. problem-solving skills Knowledge • Apply critical thinking skills to solve problems 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge • Prepare writing assignments that D. literacy and numeracy 4.Communication Skills communicate knowledge and research of skills 5. Awareness of Limits of contemporary social issues. Knowledge • Define a problem or state a research question. • Analyze data and present the interpretation to others • Acquire perspective taking techniques. E. responsible behaviour 5. Awareness of Limits of • Justify research using an interdisciplinary to self, others and Knowledge approach. society Autonomy and Professional • Interact with others in a responsible and Capacity appropriate manner

Page 54 of 236 Page 16 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Characteristics of a COU-approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute.

A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: • Recognize the social and personal implication F. interpersonal and 4. Communication Skills of issues. communications skills 6. Autonomy and Professional • Communicate effectively in both oral and Capacity written form with peers and mentors. • Provide critical feedback for the G. teamwork, and 4. Communication Skills development and presentation of the personal and group 6. Autonomy and Professional interdisciplinary research of self and peers in leadership skills Capacity a constructive and respectful manner. • Engage in discussions and scholarly debates with classmates. • Demonstrate a critical awareness of the H. creativity and 2. Knowledge of Methodologies content of various forms of media (image, aesthetic appreciation 3. Application of Knowledge text, sound) as active viewers. 6. Autonomy and Professional Capacity • Integrate conflicting insights from alternative I. the ability and desire Autonomy and Professional disciplines. for continuous Capacity • Obtain insights into the process of learning. learning

C.4.1 Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students. The revised program is part of an overall curriculum review that assessed the learning outcomes of this program and other programs in North America. The latest research on learning outcomes for Interdisciplinary studies was reviewed and informed the creation of the changes (Hall et al., 2006; Repko, 2007; Newell, 1994; Szostak, 2007).

C.4.2 For programs with a proposed experiential learning or co-op component: describe how the experiential learning/co-op component changes the emphasis or the means of achieving the intended learning outcomes for the program. Not applicable

C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face-to-face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes. Only one new course has been proposed and it is purposively designed as a face-to-face course to ensure collegiality between students and the Program Chair. The course will consists of partial lectures, small group activities, and seminar format to facilitate learning interdisciplinary approaches.

Page 55 of 236 Page 17 of 18 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”

C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.) The program change will not impact current workload.

Expected Workload per 3.0 Course Credit/Week Average Time the Student is Expected to Devote to Each Component Over the Course of the Program per week Lectures 3 Tutorials 0-3 Practical experience Service or experiential learning Independent study 0-3 Reading and work for assessment, including 0-3 meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 0-3 Other: [specify] Compare the student workload for the proposed revised program with the workload for the existing program and other similar programs in the AAU. The workload is consistent with that of the current program and the programs offered in Science and in FAHSS.

D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations. The program change will not impact on degree level expectations.

Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations. Not applicable

E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO-OP COMPONENT ONLY (Senate Policy C5) – not applicable

Page 56 of 236 Page 18 of 18 Sa150313-5.5.5

University of Windsor Senate

*5.5.5: Undergraduate Program Review Annual Status Reports

Item for: Information

Forwarded by: Program Development Committee

Background § As publicly funded institutions, Ontario universities are mandated by the Government to undergo a cycle of program reviews for the purpose of quality control and accountability. § The Undergraduate Program Review Process operates on a seven-year cycle and is part of a larger process of quality assurance that was mandated by the government and supervised by the Council of Ontario Universities through the Undergraduate Program Review Advisory Committee (UPRAC) of the Ontario Universities of the Ontario Council of Academic Vice Presidents (OCAV). The Undergraduate Program Review process is being phased out and replaced by the Institutional Quality Assurance Process (IQAP) (combining undergraduate and graduate program reviews) which was developed in accordance with the COU’s Quality Assurance Framework. As of Fall 2011, the Ontario universities’ Quality Council is responsible for reviewing, auditing and approving all new undergraduate and graduate programs and new cyclical reviews. § Some of the information contained in the UPR annual status reports may seem outdated since these reports provide a historical look at the department’s actions over a review cycle, showing a progression of changes over the years.

Undergraduate Program Review Annual Status Reports Business 5th Annual Status Report Communication, Media and Film 3rd Annual Status Report Computer Science 4th Annual Status Report General Science 4th Annual Status Report Kinesiology 4th Annual Status Report Physics 5th Annual Status Report Social Work 5th Annual Status Report

Page 57 of 236 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FIFTH ANNUAL STATUS REPORT ON: BUSINESS January 2015

Recommendation 1: That consideration be given to adding an elective in Leadership to augment the Human Resource Management offerings. Agent: OSB Council, Management area Completion by: Fall 2012

Actions taken 2010: The Management area is offering a “Special Topics” course in leadership during the Winter 2011 semester. Continued offering of this course will depend on enrolments and availability of an instructor in future years.

PDC recommended further actions to be taken (2011): Although PDC notes that this recommendation has been adequately satisfied, it requests that Business report next year on the enrolment in the leadership course and whether it expects to continue to offer it.

Recommendation Satisfied 2010-2011

PDC Comments 2013: PDC understands that a Special Topics course (71-491) focussing on various aspects of leadership has been offered in Winter 2011 (21 students), Fall 2012 (14 students), and will be offered in Winter 2013 (15 students currently registered), indicating the area’s willingness to continue to offer a course on leadership.

Recommendation Satisfied 2010-2011

Recommendation 2: That the OSB review how it supports student recruitment and retention initiatives - including the Commerce Society, whose debates, stock exchanges and other activities can prove attractive to students – and that it work closely with the Office of Liaison and Student Recruitment to continue to attract top quality students. Agent: Dean Completion by: Fall 2013

Actions taken 2010: Odette continuously reviews its efforts to recruit and retain students. In Fall 2010, Odette will introduce a new organizational structure for student services which will bring all staff involved in student advising, recruiting, and retention under a single manager. This will provide greater structure and control over an already flourishing student experience. As well, the various functional Business areas have been asked to provide increased advising for students with area-specific questions (rather than have this role performed by a more general student advisor).

Odette works closely with the Office of Liaison and Student Recruitment, including recruiting communications and events such as the Mock Stock Exchange. In general, Odette takes the initiative to facilitate many recruitment activities outside of the Office of Liaison and Student Recruitment because that office has a small staff and many different programs to represent. Odette ensures that the Office of Liaison and Student Recruitment is well informed and aware of Odette recruiting initiatives.

Discussion of some initiatives Odette has taken in the last year to augment recruiting and retention activities is found in the response to Recommendation 12 below.

Page 58 of 236 Page 1 of 15 PDC recommended further actions to be taken (2011): PDC commends the area’s student recruitment and retention activities, particularly the innovative “house” initiative (see recommendation 12), and looks forward to next year’s update on the OSB’s new organizational and advising structure. PDC also requests that the area report on the impact of these initiatives on retention rates, in its next annual report.

Actions taken in 2011: In November, 2010, Odette introduced a new Student Success model which brought all recruitment, first year transition and career advising support under one team leader. The new Student Success Centre was opened in September, 2011, with the goal to act as a one stop shop for all student inquiries. The Centre currently houses recruitment, first year transition, career advising and the team leader. It is the goal in 2011/2012 to provide academic advising within this Centre. In addition, an on-line appointment booking system is being developed to accommodate student requests of academic advising appointments.

Outreach is underway to all of the functional business areas to designate a faculty advisor for each of our six areas. As a means of ensuring information flow and student preparedness for faculty based advising appointments, the Student Success team is working to develop a student triage protocol with the goal of indentifying the student’s need and, therefore, the faculty and/or staff person who can best address the inquiry. Outcomes will be tracked through the appointment booking system, an intake process and satisfaction survey.

Since our new initiatives are still very new, it is too early to evaluate how successful these initiatives are with respect to retention rates. Even though it is difficult to measure its effect on retention, the welcoming of our students into ‘houses’ can easily been seen to have a positive effect on student culture. These ‘houses’ create a cohesive, inclusive community. Further, through events and social media, members are constantly connected. Most importantly, each house has 2 dedicated senior mentors for our younger students. This works very successfully when students want an opinion from a ‘colleague’.

The Odette School of Business continues its strong recruitment efforts constantly evaluating, improving and tailoring its efforts to secure increased applications and conversion rates.

PDC recommended further actions to be taken (2012): PDC commends the area on its efforts with regard to this recommendation. With the submission of a report evaluating the successful impact of these initiatives, in Business’ next annual update, PDC would consider this recommendation satisfied.

Actions taken 2012: The Odette School of Business is continuing with its previous successful efforts. The ‘house’ initiative is still going strong in terms of student and Faculty involvement. The Student Success Centre is still offering the services it began to offer in 2011, but the loss of some of its experienced staff is having some effect of the efficiency of its services. A new ‘co-ordinator’ has recently been hired and the office should soon be back to where it was before. In terms of retention rates, 34.9% of the Fall 2008 class has graduated while 25.4% are still in the program. In total, 60.3% have either graduated or still in our program. An additional 7.1% have transferred to another program within the University.

Recommendation Satisfied 2012-2013

Recommendation 3: That the OSB continue to work with the Department of a. Mathematics and Statistics to ensure that 62-194 contains sufficient and appropriate business examples, concepts and techniques. (This part of the recommendation has been satisfied. (2011-2012)) b. Economics to ensure that 41-110 and 41-111 contain sufficient and appropriate business examples, concepts and techniques. Agent: Associate Dean – Programs, Dean of Science, Mathematics and Statistics, Economics Completion by: Fall 2013 Page 59 of 236 Page 2 of 15 Actions taken 2010: The Associate Dean and the Director of Undergraduate Business Programs have met with the chair of the Department of Mathematics and Statistics several times to discuss ways to improve the delivery of 03-62-194 (Mathematics for Business). For example, Odette supports the Mathematics department’s movement toward making tutorials more structured, more uniform across sections, and much less of a student-asked-questions approach. As well, the Mathematics department now supplies Odette with information on student-by-student performance on 03-62-194 midterm examinations, to allow Odette to identify those students who require extra assistance. Based on the success of interactions with the Mathematics department, the Odette Associate Dean and the Director of Undergraduate Business Programs plan to meet with the Economics Department in late Fall 2010 or early Winter 2011.

PDC recommended further actions to be taken (2011): PDC congratulates the OSB and the Department of Mathematics and Statistics on their combined efforts to improve the delivery of, and increase support to OSB students in 62-194. PDC looks forward to a report next year on similar discussions between OSB and Economics.

Actions taken in 2011: The Director of Undergraduate Business Programs has recently met with the Department Head of Economics to discuss issues that are students are encountering in their required Economics courses. The Department Head is attempting to do everything to make our students’ experiences within these courses more rewarding. Common outlines are being used across all sections although common exams are not yet in place. As far as using business examples, it is very difficult not to use business examples in an economics course. The Economics Department has also set up an Economics Help Centre to help students in the two introductory economics courses. It is too difficult to judge the impact of this help centre.

PDC recommended further actions to be taken (2012): PDC notes that recommendation 3a has been satisfied. With regard to recommendation 3b, PDC looks forward to a report next year on the outcome of discussions with Economics.

Actions taken 2012: Little discussion has been held with the Economics Department this past year although it has been well aware of our concerns about the need for our students to be more engaged in their courses. The Economics Department has been working on assigning the most effective professors to teach the two introductory courses.

PDC recommended further actions to be taken (2013): PDC encourages the area to continue its efforts to address recommendation 3b. PDC looks forward to next year’s progress report.

Actions taken 2013: OSB and members of the Department of Economics have met and changes to the two required Economics courses are being implemented beginning the Fall of 2013. Two specific sections of 41-110 (and 41-111 in Winter 2014) have been recommended for business students. These two sections will be taught by a specific professor, or professors, who are aware of our concerns about the need for relating economics to the business world. In addition, the use of ‘MyEconLab’ in these two sections will enhance the learning experience of our students. (Because there would be an additional cost to students for this ‘on-line’ learning tool, students not wanting to incur this expense will be able to enrol in sections not using this tool. Conversely, non-business students wanting this additional experience will be allowed to sign-in to the two ‘business’ sections.)

PDC Comments (2014): PDC thanks the area for its efforts with regard to this recommendation and notes that it has been satisfied.

Recommendations Satisfied (2013-2014) Page 60 of 236 Page 3 of 15

Recommendation 4a: That methods of student evaluation in all courses be such that the evaluation of the three critical skills (problem solving, critical thinking, and communication skills) be appropriate. This may mean a move away from multiple choice examinations - particularly in upper-level (2nd-4th year) courses. Recommendation 4b: That the use of multiple choice examinations be reviewed, especially in upper level (2nd-4th year) courses, and that the OSB consider whether more appropriate methods of student assessment can be utilized (i.e., presentations, case examinations, complex problems, essay questions, etc.). Agent: Dean, OSB Undergraduate Committee Completion by: Fall 2013

Actions taken 2010: Each summer, the Odette Undergraduate Committee reviews a block of courses. A review of third-year and fourth- year courses was planned for Summer 2010, but other issues took precedence, so this review has been postponed until Summer 2011. The Odette Undergraduate Committee recognizes that use of multiple choice examinations in third-year and fourth-year is, in many cases, not the most appropriate way of testing student understanding, and has discussed (along with the Associate Dean), methods to improve testing in upper-year courses. However, the Undergraduate Committee notes that: 1) very few (if any) courses have examinations that are exclusively multiple- choice questions, and 2) moving long-term faculty members away from the use of multiple choice questions will be difficult and politically sensitive, especially with the continued decrease in funds for teaching assistants.

PDC recommended further actions to be taken (2011): PDC notes the area’s efforts to regularly review its courses. PDC understands that “moving long-term faculty members away from the use of multiple choice questions will be difficult and politically sensitive”. Where this is the case, the area should consider, as a first step, encouraging such faculty members to reduce the weighting of the multiple choice component in their examinations.

Actions taken in 2011: Another informal email survey of the use of multiple choice questions in 3rd and 4th year courses was recently undertaken. The results indicated that approximately 65% of courses have multiple choice questions worth no more than 20% of the final grade with approximately 25% of courses using no multiple choice questions in determining a student’s final grade.

PDC recommended further actions to be taken (2012): PDC notes the progress made regarding reducing the use of multiple choice examinations. PDC request that, in next year’s update, the area report on efforts made to ensure that methods of student evaluation in all courses include appropriate evaluation of the three critical skills (problem solving, critical thinking, and communication skills).

Actions taken 2012: In a recent survey of our Faculty members, very few courses use multiple choice questions worth more than 20% of a student’s final grade. Even those that do use multiple choice, one could argue that multiple choice questions and problem solving and critical thinking are not mutually exclusive.

PDC recommended further actions to be taken (2013): PDC appreciates that the use of multiple choice questions is less than 20% of the students’ final grades and notes that recommendation 4b has been satisfied.

With regard to recommendation 4a, PDC agrees that multiple choice questions and problem solving and critical thinking are not mutually exclusive, and reminds the area that the recommendation requests that OSB ensure that the methods of student evaluation in all courses be such that the evaluation of the three critical skills (problem solving, critical thinking, and communication skills) be appropriate. PDC therefore directs that OSB list the various methods of evaluation used across its courses and report on how each of these methods of evaluation (including multiple choice) address the development and assessment of problem solving, critical thinking and communication skills. Page 61 of 236 Page 4 of 15

Actions taken 2013: Across its courses in aggregate, OSB uses numerous methods of evaluations (multiple choice, narrative questions, cases, oral and written presentations, field projects, simulation games, role playing, class participation, individual and group projects). Although many lower level courses use multiple choice questions as a substantial component of their testing and fewer upper level courses use multiple choice questions to a lower extent, many of these questions involve problem solving and critical thinking. It could be argued that no matter what method is being used in evaluations, critical thinking and problem solving is an important component of each method while communication skills is an important component in oral and written presentations, case analysis, individual and group projects. By their very nature, problem solving and critical thinking play a paramount role in our accounting, finance and management science courses. Critical thinking and problem solving also play a key role in the less quantitative areas or marketing, management, entrepreneurship and strategy.

Beginning in Winter 2014, OSB is introducing a first year course that exclusively uses spreadsheets in problem solving, critical thinking and in enhancing communication skills through the appropriate use of graphing and numerical descriptive measures.

PDC Comments (2014): PDC thanks the area for its efforts with regard to this recommendation and notes that it has been satisfied.

Recommendations Satisfied (2013-2014)

Recommendation 5: That the curriculum in the third and fourth year of the program be reviewed to identify courses that are not integrated with other courses and/or contribute to the overall coherence of the degree programs offered. Agent: Dean, OSB Undergraduate Committee, OSB Council Completion by: Winter 2012

Actions taken 2010: Each summer, the Odette Undergraduate Committee reviews a block of courses. The past year has seen discussion with the Strategy area and considerable improvement to 75-498, as well as to earlier-year Finance and Management courses. A broad review of third-year and fourth-year courses was planned for Summer 2010, but other issues took precedence, so this review has been postponed until Summer 2011. We also feel that the implementation of concentrations (hopefully in 2011) in various Business areas will identify courses that do not contribute to the BComm program.

PDC recommended further actions to be taken (2011): PDC looks forward to receiving the proposal for Business concentrations and to hearing of the successful review of third and fourth-year courses, in the next annual status report.

Actions taken in 2011: The forms for approval of concentrations should be submitted for approval by PDC by the end of November, 2011. The review of all third and fourth year courses should be completed by the end of the calendar year.

PDC recommended further actions to be taken (2012): PDC looks forward to reviewing the proposal for concentrations and proposed changes to third- and fourth-year courses, as appropriate.

Actions taken 2012: Our concentrations have been approved by Senate on November 9th of this year. The system will be set up so that students enrolling in these concentrations will be able to get preferential treatment when registering for the courses Page 62 of 236 Page 5 of 15 within their concentration. This past year, we have made several minor changes to our 3rd and 4th year courses. Many of these changes have involved changing prerequisites and changing some course numbers from fourth to third year numbers and vice versa. All changes have been approved by PDC and Senate.

Recommendation Satisfied 2012-2013

Recommendation 6: That the OSB review the technical support supplied and required to enable OSB instructors to include technology in the delivery of their courses, including making use of the full functionality of CLEW (discussion threads, chat options, etc.) Agent: Dean, OSB Undergraduate Committee, OSB faculty members Completion by: Fall 2014

Actions taken 2010: A complete, course-by-course review of the application and use of technology in all undergraduate Business courses is currently underway.

PDC recommended further actions to be taken (2011): PDC notes that work has begun on a course-by-course review of the application and use of technology in all undergraduate Business courses, and looks forward to a progress report next year on this review.

Actions taken in 2011: An informal preliminary survey of the use of technology in all undergraduate business courses has been completed. The preliminary findings (with over 50% of full-time faculty responding) indicates that there is widespread use of various components of Microsoft Office and the Internet by both instructors and students. CLEW is used by all instructors although no information has yet been gathered on what aspects of CLEW are being used in each of the courses. Hopefully, this information would become available by the end of the calendar year.

PDC recommended further actions to be taken (2012): PDC congratulates the area on the progress made with regard to this recommendation, and looks forward to next year’s report on extent of the use of the full functionality of CLEW among Business instructors.

Actions taken 2012: In a survey done among our Faculty (24 responding), all use CLEW and most professors are using many of the functions that CLEW offers. Most of the responses mentioned CLEW for posting announcements, course material and grades, and, for giving feedback.

PDC recommended further actions to be taken (2013): PDC notes the results of the survey and requests that a plan be submitted next year for providing ongoing support to instructors to enable them to increase the use of technology in the delivery of their courses, including making use of the full functionality of CLEW (discussion threads, chat options, etc.) The plan might include, among other objectives, the OSB offering annual workshops to its instructors through the Centre for Teaching and Learning on the full functionality of CLEW and other technology-based instructional tools.

Actions taken 2013: With the completion of the south wing (aka the old bookstore) and the technology built into this renovation, we will be concentrating on this technology and developing instructor expertise in its use. (A member of our staff, Sribanti Chitte, will be available to assist our instructors in the use of the technology when necessary. CTL will also be available when unique situations arise.) The technology in our new 100-seat auditorium classroom will allow us to use true multimedia in teaching, That is, professors will now have the ability to use the blackboard and two projections (either two computer projections or one computer and one document projections) simultaneously. Currently this advantage is not available in most of the classrooms across campus. This new space also includes a 60-seat video conference case room and a video conference meeting room. These facilities will offer us the ability Page 63 of 236 Page 6 of 15 to reach out to more students in an effective way. With the addition of Dr. Nobuko Fujita, an on-line course developing expert, to our staff, we are accelerating our development of additional on-line courses, again offering an effective way of reaching out to more students.

PDC recommended further actions to be taken (2014): PDC notes the progress made with regard to this recommendation, due in large part to the completion of the south wing with its technological enhancements. PDC looks forward to a report on the use of technology in the delivery of courses in its next annual report.

Actions taken 2014: OSB continues to develop on-line/blended courses as funds become available. Grants were applied for and successfully achieved through the Office of Open Learning over the past three years, with successful application for three new online courses in this academic year, 2014-2015. Additionally, in Fall 2014 the faculty submitted proposals to the Ontario Shared Online Course Fund in collaboration with the Office of Open Learning, while these are under review, if successful, they will provide substantial funding. The Faculty has completed 8-10 new course developments online in the last two years. It is hoped by the end of Summer 2015, we will have on-line/blended sections for all courses in our CPA Pathway certificate program (except for one course whose content is still being developed in accordance with the CPA of Ontario guidelines). All instructors use egrade to submit their grades and to submit any changes they make to their grades. This allows our students to receive their grades in a more timely fashion.

Collaborate, an interactive virtual classroom has been integrated into all online courses. Workshops are offered by Nick Baker and the Office of the Open Learning in addition to one-on-one training for new instructors and GA’s and TA’s. It is used in approximately 10 business courses for blended and online teaching, as well as being used by some faculty for research and meeting collaborations.

Each of the online courses in Business have offered the option to take exams through BVirtual, an online live proctoring service that allows proctoring of exams that are taken online in any location with web access.

Between 70-80% of the courses (depending on the term) in Business use CLEW sites according to the CTL 2013-2014 annual report. Professors continue to take advantage of CLEW’s capabilities, and continue to use our computer lab as an instructional tool and as a testing tool. CLEW Training has been offered for instructors, and a representative from Business attended the early training for the new LMS, Blackboard that took place in August 2014. Additionally, a representative from Business sits on the LMS Advisory Committee, providing feedback on the LMS from the perspective of Business particularly important during the transition to the new system. This new LMS is expected to provide more functionality for interaction, including discussions, group work, and online assessment.

An Online Learning Symposium was organized by Nobuko Fujita in 2014, with over 50 faculty in attendance. During this event, faculty and guests spoke about online learning. Additionally, a keynote speaker and workshops were offered to the faculty on the use of a new interactive technology called Echo 360, which includes lecture capture ability as well as interactive tools for voting and communicating in class and virtually. Echo 360 is now installed in 3 classrooms in Odette, and instructors have piloted the technology in two courses, for example Bill Wellington has used the technology.

There was a successful Teaching Leadership Chair awarded to the Faculty of Business, Maureen Gowing. Through her Chair, she has been leading a number of initiatives related to teaching, including the support of online and blended learning. Another major project is that of accreditation, in particular Assurance of Learning (AoL). While AoL does not directly require technology, the learning outcomes are tracked through technology, and a substantial number of workshops and meetings have addressed the appropriate alignment of learning outcomes, teaching methods and assessment methods.

The renovated classroom spaces have been integrated this year into the teaching. The renovated spaces mentioned in the previous year are now available, interactive screens on the podiums, videoconference capability, web Page 64 of 236 Page 7 of 15 conference capability that are connected to Echo 360 and so able to access the lecture capture capabilities.

In addition, our computer lab is used extensively throughout the year. The Fall 2014 semester had 11 courses using the lab for both teaching and for testing. When the lab was not used by individual classes, it was used by students, with the aid of lab assistants where necessary. In total, the lab was available from approximately 8:30 am until 9:50 pm Monday through Thursday, and, from 9:00 am to noon on Friday.

Our Financial Markets Lab continues to be open approximately 24 hours a week. It is mainly used by finance classes beginning with our second finance course. Bloomberg and Interactive Trades are used for increasing the knowledge of our students.

PDC Comments: PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 7: That the OSB develop a hiring plan/strategy to address the shortage of accounting faculty. (e.g., consideration might be given to recruiting former partners or senior accountants/accounting managers for a number of renewable limited-term contracts). Agent: Dean, OSB Council Completion by: Fall 2012

Actions taken 2010: In the last two years, the Odette School has hired three new tenure-track faculty members in Accounting, and now has achieved the faculty compliment planned. As a result, at this time, a shortage of accounting faculty does not exist in the Odette School.

Recommendation Satisfied 2010-2011

Recommendation 8: That the OSB reviews its grading policy with a view to ensuring that it is in line with other comparable Business Schools. Agent: Dean, OSB Undergraduate Committee, Odette Experience Coordinator, OSB Council Completion by: Fall 2012

Actions taken 2010: The Odette School contacted the Associate Deans of several Canadian business schools regarding grading policies. Many of schools queried did not respond. Most of those who did respond reported not having a grading policy, and schools that did have grading policies tended to have stricter grading guidelines than do Odette. Therefore, at this time, the Odette School foresees no change in its grading policy. This may be an issue to be reviewed in future years.

PDC recommended further actions to be taken (2011): PDC notes that OSB has conducted a review of its grading policy against comparable Business Schools and that, as a result, the area has concluded that its current grading policy should stand. Although PDC notes that this recommendation has been adequately satisfied, it requests that Business continue to monitor and regularly review its grading policy.

Actions taken in 2011: Our grading policy seems to be working in that a very small percentage of grade submissions violate this policy. If and when this policy becomes an issue, OSB will review the policy.

Recommendation Satisfied 2010-2011 Page 65 of 236 Page 8 of 15

Recommendation 9: That OSB, together with the Centre for Career Education, work with the Alumni Office to determine how it might draw on alumni more effectively in assisting students with co-op placements in key businesses throughout North America. Agent: Dean, Centre for Career Education, Alumni Office (University Advancement) Completion by: Ongoing

Actions taken 2010: Since the inception of the Odette Career and Placement Services (OCAPS) office in January 2009, an extensive outreach strategy has been developed to engage community partners and national employers, including alumni, to recruit and hire business students for co-op, internship, and full time opportunities. OCAPS has invited alumni to campus to speak to students about career opportunities within their organization, including the annual business recruitment fair which allows a small number of hiring organizations the opportunity to connect with business students. Five of the hiring organizations who participated in the 2010 recruitment fair had representatives who are alumni of the Odette School of Business.

In partnership with the Centre for Career Education, OCAPS has purchased a new database which allows for the identification and tracking of alumni who are interested in hiring a University of Windsor student. To date 180 alumni have been identified with a goal to increase the numbers. As well, the Centre for Career Education has developed a new strategy to build relationships with current employers and develop relationships with new employers.

PDC recommended further actions to be taken (2011): PDC notes the area’s efforts with regard to this recommendation and looks forward to next year’s report on new and continuing initiatives to draw on alumni more effectively in assisting students with co-op placements in key businesses throughout North America.

Actions taken in 2011: The Centre for Career Education and Odette Career and Placement Services continue to work together to build relationships with employers that lead to part-time, co-op and full-time opportunities for graduates. Some examples of new Business co-op employers in the last 18 months include IMG Canada, Caseware International Inc., Benson Inkster Brighton Professional Corporation, the Walsh Group and Lakeside Plastics Limited.

The Centre for Career Education has recently hired an Employer Development Coordinator in a part-time, one-year contract position to focus on rebuilding the base of local co-op employers that eroded significantly during the economic downturn. This coordinator has already made outreach to close to 200 companies.

Currently, the myCareer database, launched in May, 2009, houses 241 contacts (approximately 8.5% of all contacts) who have identified as University of Windsor alumni. Of those contacts, 46 (19.1%) have identified themselves as Odette School of Business alumni. Some of the key businesses in North America where Odette alumni are currently employed and accessing the myCareer system to hire new graduates are Business Development Bank of Canada, Chrysler Canada, CIBC, Green Shield Canada, Magna International Inc., Maple Leaf Sports and Entertainment Ltd., PricewaterhouseCoopers LLP, RBC, TD Bank Financial Group.

PDC recommended further actions to be taken (2012): PDC congratulates the area and CCE on their efforts to draw on alumni more effectively in assisting students with co- op placements in key businesses throughout North America. PDC looks forward to hearing more on the success of these initiatives in next year’s report.

Actions taken 2012: Over the past year Workforce Windsor Essex has been researching and promoting nine (9) emerging labour markets in Windsor Essex County. A partnership was formed with the University of Windsor Alumni Office, Workforce Windsor Essex and the Centre for Career Education to host a career information event featuring local businesses, Page 66 of 236 Page 9 of 15 alumni and community partners who work within the nine (9) emerging labour markets. The event brought in twenty (20) organizations who offered students career information, networking advice, resume critiques and access to job opportunities. The Career Expo was open to both co-op and non-co-op students with an overwhelming response rate.

In November 2012, a second phase of the partnership with the University of Windsor Alumni Office will be launched. The Centre for Career Education will join the Alumni LinkedIn network as a means of sharing student success, building new corporate partnerships with alumni greater than five (5) years out and reintroduce co-op to many of our graduates. It is the goal of this initiative to utilize the social media as a means of outreaching to alumni in all geographical regions, including in the global emerging markets such as China.

PDC recommended further actions to be taken (2013): PDC commends the area on its efforts with regard to this recommendation and encourages it to continue them.

Actions taken 2013: The Centre for Career Education (CCE) and the Odette Career Services continue to work in partnership to provide engage hiring organizations to recruit and hire business students. In 2013, Odette Career Services has hosted, in partnership with CCE, several recruitment events in which alumni are key members of the hiring team. Odette has hosted the Fall Recruitment Fair in which 8 of the 11 participating organizations had alumni participating in the event as employers. These organizations were hiring co-op, summer, and full time candidates. Some of the organizations included Target Canada, RBC, TD Financial Group, CIBC, Windsor Family Credit Union, Enterprise Holdings, and Chrysler Canada.

CCE and the Odette Career Services have launched a new enhancement to the myCareer site which provides alumni, who have graduated greater than one year, access to current job postings, career and community resources. The resources have been targeted to support their career transitioning as well as promote the services offered within the two offices.

CCE has continues to work with the Alumni Office (University Advancement) to enhance communication with alumni and promote the co-operative educations and internship programs. CCE and Alumni are utilizing their online newsletters to outreach to a greater pool of alumni. The first edition, with links, is expected to be published in fall of 2013.

PDC recommended further actions to be taken (2014): PDC notes that this recommendation is ongoing, in light of the nature of the recommendation. PDC commends the area on its efforts to draw on alumni more effectively in assisting students with co-op placements in key businesses throughout North America. PDC looks forward to next year’s update.

Actions taken 2014: In 2013, the Centre for Career Education (CCE) began advertising in the alumni newsletter at strategic times (4-5 times per year) and continued to do so as a regular practice. In addition, CCE has maintained a strong partnership with the Schaeffler Group in Germany which has resulted in an expansion of available co-op opportunities to include roles for business students. In fact, the Schaeffler Group is now posting co-op roles to business students every semester and in 2013-2014, CCE had three business students accept coop placements in Germany. Another student has just accepted for 2015.

The Odette Career Services team has partnered with the student government, Odette Commerce Society, to deliver a series of discussion topics called Odette Talks. The goal of this series is to bring in recent graduates and/or graduates in a position to hire to share their experience with our current cohort. This initiative was developed following the 2014 Business Recruitment Fair which featured nine regional and national employers all of whom had an alumnus representing them on the day of the event. The feedback from the alumni was that they saw value in sharing their story beyond graduation. The goal is to host one session per month.

Page 67 of 236 Page 10 of 15 PDC Comments: PDC commends the area on its efforts with regard to this recommendation.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 10: That the OBS report on the AACSB accreditation application that was filed November 30, 2009. Agent: Dean, OSB Council Completion by: Fall 2012

Actions taken 2010: Both our initial proposal to AACSB and our pre-accreditation plan have been approved by AACSB, and the accreditation plan has been accepted. A progress report will be submitted soon, after which we hope that a review committee will be formed by AACSB.

PDC recommended further actions to be taken (2011): PDC looks forward to receiving the results of the final review from AACSB regarding accreditation.

Actions taken in 2011 Odette’s first plan was accepted July 2011 and another is due January 15, 2012. Major issues include the Assurance of Learning process which is being overseen by a task force of three members of the Odette School of Business. Another issue that must be addressed is the use of part-time versus full-time faculty especially in the accounting and management areas, especially when there are sabbaticals in those areas. Finally, there are still a number of faculty who are not research-active. Progress has been made in all three of these areas but everything has to be accomplished within the reality of declining budgets.

PDC recommended further actions to be taken (2012): PDC commends the area on its progress to date and encourages it to continue working to address all issues identified, in order to attain accreditation.

Actions taken 2012: Odette filed its update on its Accreditation Plan in January, 2012. The Accreditation Committee accepted the report as filed, essentially accepting that we had met all the milestones laid out. They have now asked that we file another update in January, 2013. While we are hopeful of AACSB assigning a review committee next year to finalize the process, ongoing budget cuts and Collective Agreement restrictions on using faculty on-load for teaching in our Master of Management program do threaten our ability to maintain the proper ratios of full-time and Academically-Qualified faculty.

PDC recommended further actions to be taken (2013): PDC notes that obtaining AACSB accreditation has been a long-standing goals of the OSB and looks forward to a report on its successful application, in the next annual status report.

Actions taken 2013: We are in the final stages of completing a self-evaluation report which will be sent to our AACSB review committee before the end of November. This review committee has been chosen and will be visiting our Faculty sometime in March of 2014.

PDC recommended further actions to be taken (2014): PDC looks forward to a report on OSB’s successful application for AACSB accreditation, following the AACSB’s review committee site visit in March 2014.

Page 68 of 236 Page 11 of 15 Actions taken 2014: The AACSB accreditation team visited OSB in May. While it was satisfied with most of what they saw and heard, it had some concerns about our AoL knowledge and testing procedures. Since then, OSB has been working hard to better understand AoL and to implement procedures to satisfy their concerns when AACSB again visits us in 2015 to review what actions we have taken with respect to AoL.

PDC Comments: PDC notes that the area has made some progress toward obtaining AACSB accreditation and urges the area to continue to focus on addressing the accreditation team’s concerns regarding OSB’s “Assurance of Learning” knowledge and testing procedures, specifically demonstrating how course learning outcomes are assessed and measured.

Status: _ ahead of target on target X behind target __recommendation satisfied.

TWO KEY OVERALL RECOMMENDATIONS

Recommendation 11: That the OSB develop a strategic plan for research, and that it ensure that its research plan integrates teaching and research, and encourages multidisciplinary collaborations. Agent: OSB Dean, OSB faculty members, OSB Director of Graduate Programs, Dean of Graduate Studies, VP, Research, Provost Completion by: Annual Report

Actions taken 2010: Progress in this area has been slow. A research committee exists, and a research retreat identified several research areas which warrant further consideration. Our proposal for a research-based Master degree program has been delayed. The position of Odette research chair remains vacant and will be difficult to fill due to the highly- competitive market and the fact that people at that level of accomplishment often are quite comfortable in their current positions.

PDC recommended further actions to be taken (2011): Given that this was identified by the external reviewers as one of two overall key recommendations, PDC urges the OSB to increase its efforts to develop a strategic plan for research, which could include as one component a research-based Master’s program. The area is also encouraged to pursue senior and/or junior University of Windsor leadership chairs, whose role it is to assist in developing and promoting research culture and activities within their Faculty.

PDC also notes that the area might wish to avail itself of the resources offered through CTL, including workshops on integrating research and teaching.

Actions taken in 2011 A new research chair is in place with the hope of having two more in place within this academic year. Significant progress has been made on two new research seminar series. A proposal for an MSc was put forward for the SPF but was rejected. The Faculty will have to decide how to do this with less resources than originally envisioned or it probably won’t happen.

PDC recommended further actions to be taken (2012): PDC is pleased that a research chair has been appointed and notes that this individual may be of assistance in the development of a strategic research plan. PDC requests that, in next year’s annual report, Business report on its efforts to develop a strategic plan for research, which integrates teaching and research, and encourages multidisciplinary collaborations.

Page 69 of 236 Page 12 of 15 Actions taken 2012: The Research Chair has already started working on the OSB strategic plan for research. The plan will address the issues identified and will be highlighted in next year’s annual report. In the meanwhile, several individuals, both within the Faculty and external to the Faculty have presented numerous research forums during the year.

PDC recommended further actions to be taken (2013): PDC urges the area to increase its efforts to finalize its strategic plan for research that integrates teaching and research and encourages multidisciplinary collaborations. The plan should be submitted in next year’s report.

Actions taken 2013: OSB has made significant progress on developing its plan for research-based degrees which need to wend their ways through various approval streams. As well, for the first time Odette has access to the undergraduate outstanding scholars program which will have faculty members involving undergraduate students in research projects, although the effects of this will only start to be felt in 2014/15. After a seven-year search, Odette hired a senior person into the privately-funded Odette Research chair last year and continues building its capacity with other new hires, although budget cuts are affecting the strategy some as well.

PDC recommended further actions to be taken (2014): PDC notes the area’s efforts to provide more research opportunities for students. PDC reminds that area that the recommendation calls for the development of an overall strategic plan for research. PDC notes that, in 2012, the area reported that the research chair had begun working on the OSB strategic plan for research. PDC directs the area to refocus its efforts on developing a strategic research plan for the Faculty that supports and links to the grand themes associated with the University’s Strategic Plan for Research, and to submit its plan in next year’s annual report.

Actions taken 2014: The Odette Research Chair conducted a thorough review of Odette’s provision of support to faculy research and found that faculty members were generally pleased with support provided. He did find that faculty needed to have Odette research-based graduate students to supervise in order to be more competitive in attracting SSHRC and NSERC funding despite strong personal research records. PDC documents are just being completed to support this ambition. As well, the School has instituted an ambitious program of inviting high-profile scholars to visit the School for a day or two at a time to further support the evolution of the scholarly culture at the School.

A revised RQA was approved by OSB’s Faculty Council in December, 2013 after a year or more of consultations and discussions. Despite the fact that the previous assessment program led to significant increases in publications in top-level scholarly outlets, the recent assessment guidelines have set significantly higher minimum requirements for tenure and promotion. The approved plan is included as an electronic attachment to this form. While the document is largely focused on discipline-based research, it does also address outputs related to pedagogy practice as borne out by the inclusion of relevant journals in our list (also electronically attached).

With OSB now having undergraduate “outstanding scholars” fpr the first time, OSB is in the process of creating a BComm. Program with a thesis option for high-performing business students who wish to pursue research-related careers or further educational opportunities. The School has also raised the requirements to qualify for a non- thesis-based honours program.

Odette launched a new version of its entrepreneurship programming over the past year and hosted an international group of leading entrepreneurship scholars at a symposium here last June. The new centre already has strong links with ORS, Engineering, and Law and will continue to find opportunities to partner with other faculties and departments. Since Entrepreneurship is an area where scholarship, practice, and student development have been more integrated than in some other business school disciplines, expanding our activities in this area augurs well for cross-disciplinary research outputs we believe. As well, we are re-activating the Asia-Pacific Studies Centre and are in discussion with two other major centres to co-develop rotating symposia (one of those also in Canada and one overseas). Page 70 of 236 Page 13 of 15 PDC Comments: PDC thanks the area for its report on a number of discrete actions and steps relating to research that could inform a strategic plan for research. PDC encourages the area to develop a written strategic research plan that integrates teaching and research, and encourages multidisciplinary collaborations, prior to OSB’s next cyclical review.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 12: That the OSB continues and enhances its initiatives to improve the first-year experience for business students and to improve retention generally. As it does so, the OSB might consider the following: a) adding more designated (quiet) space for students to study; b) building on the excellent student clubs to ensure that every student is included and involved; and c) matching a second, third, or fourth year student with a first-year student so that all incoming students (whether they enter in the fall or winter terms) have support. Agent: Dean, Space Allocation Committee Completion by: Fall 2013

Actions taken 2010: RE: Adding more designated quiet space for students: There is no more space available in the Odette Building for student studying.

RE: Building on the excellent student clubs: Odette student clubs are now more excellent and better organized than previously. All clubs are now more aware of, and active in, ensuring successful succession of club leaders and events. As well as the high quality of Odette club executives, members of Odette administration and staff (including, for example, the Odette Experience Coordinator) hold regular meetings with club executives to discuss ways of maintaining a high level of quality, activity, and student involvement in regular activities and special events. Members of the Odette Commerce Society also meet with clubs to discuss activities and, in some cases, to provide funding.

RE: Matching first-year students with upper-year students: No attempt has been made to match students on a one- for-one basis. However, beginning in Fall 2010, each first-year student is assigned to one of six houses. Each house has five or six upper-year students acting as mentors for small groups of students within each house; each first-year student is able to contact their group’s mentor. Odette also has two Business students situated in one of the student residences who provide advice to Business students in that residence.

Odette staff, faculty, and students participate in a lengthy list of Odette and external recruitment activities, including high school visits, open houses, applicant receptions, exchange receptions, class visits, professional meeting of high school business teachers. Increased emphasis has been put on identifying and training first-year students to act as “Odette ambassadors” in their later years in the Business program. As well, efforts have been made to involve alumni in recruiting efforts, and there has been greater use of advertising agencies and third-party vendors.

PDC recommended further actions to be taken (2011): PDC commends the area on its efforts to improve the student undergraduate experience, particularly the innovative “house” initiative and the increased support and communication between OSB administration and staff and student club leaders through regular meetings. PDC requests that the area report on the impact of these initiatives on retention rates, in its next annual report. PDC commends the area on its recruitment initiatives and encourage it to continue them. PDC understand the constraints around space and encourage the area to consult with the Space Allocation Committee on the feasibility of providing more designated quiet/study space for students.

Actions taken in 2011: Please see actions taken in 2011 in recommendation 2.

Page 71 of 236 Page 14 of 15 PDC recommended further actions to be taken (2012): See comment under recommendation 2.

Actions taken 2012: The various student business clubs have been active with more co-ordination in the activities among the clubs. Faculty and students were a strong presence at this year’s Ontario Universities’ Fair resulting in a large number of student contact information. More student meeting and study space will become available by May 1 due to the Odette School of Business renovating the space currently being evacuated by the University Bookstore as a result of a $3M donor gift.

PDC recommended further actions to be taken (2013): PDC notes OSB’s efforts with regard to this recommendation and looks forward to a final report in Fall 2013 on its initiatives to improve the first-year experience for business students and to improve retention generally. The report should include an assessment of the impact of these initiatives on retention rates, as requested in 2011.

Actions taken 2013: With the completion of the south wing (aka the old bookstore), the experience of all our first-year students will be enhanced with this additional space. The additional classroom, seminar/lounge area, study space and other amenities should result in our students spending more time in our building, allowing them to develop relationships among their cohorts, an important aspect of their educational experience. Although students have not yet been able to take advantage of either this expansion or the enhanced mentoring program that the Commerce Society is introducing to our first-year students this coming year, the initiatives developed in past years (‘house’ initiative, one- on-one tutoring and counselling/intervention, co-ordination among the various business clubs) are being continued and strengthened.

Retention: Clubs and Teams Resources dedicated to promoting and supporting student clubs and activities has resulted in more students being engaged more of the time. The connection between extracurricular experiences and a strong resume/opportunities is becoming more apparent to the student body, particularly as students reach the end of year 2. State-of-the-art space for group meetings, dedicated faculty and staff support, and strong promotion and buy-in from the Dean has resulted in many of our clubs and teams being competitive and recognized provincially and beyond.

Outreach and Support In addition to the activities already in place (First year class visits, pre-exam study seminars, daily academic /general/personal advising appointments, H.O.U.S.E program, promotion of all campus-wide support, mid-term intervention outreach, AP counselling, early career advising intervention, concentration fair, free tutoring for required courses, math & economic resource centres, professor office hours), formalizing the mentorship portion of the H.O.U.S.E program has been launched this F2013. This enhancement creates processes and benchmarks allowing administration to track the usage and management of the program. Additionally, mentors (who gain valuable, transferrable skills) are required to go through on-going training seminars throughout the year. The dedication to first year support and undergraduate outreach has grown over the last 3 years with the expansion of career advising staff, and later, the merging of advising/outreach/club relations joining together with career staff to form the Odette Success Centre. We have seen a significant decline over the last 3 years in the amount of full time students directly out of high school who don’t transition to year 2 from year 1 as a result of these initiatives. (10% from F2010 to F2013). (To continue our desire to improve retention rates, we have strengthened our requirements (pending Senate approval) to enter our programs beginning with the 2014 high school graduating class. We have raised our minimum high school averages to 73% (non co-op programs) and to 78% (co-op programs). We are also requiring a minimum grade of 70% in any one grade 12 U math course where before a passing grade was acceptable.)

PDC Comments (2014): PDC thanks the area for its efforts with regard to this recommendation and notes that it has been satisfied. Recommendations Satisfied (2013-2014)

Page 72 of 236 Page 15 of 15 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) THIRD ANNUAL STATUS REPORT ON: COMMUNICATION, MEDIA AND FILM January 2015

Recommendation 1: That the AAU review its strategic plan (completed in May 2011), and revise it as needed taking into account the recent changes to its structure, operations, and curriculum. The strategic plan should integrate with the broader Faculty plan. Agent: AAU Head, CMF faculty members, Dean of FASS Completion by: Fall 2012

Actions taken 2012: The strategic plan was revised in Spring/Summer 2012 and approved by council in Fall 2012 based on (i) an updated and comprehensive study of Ontario universities offering communication/media studies programming (conducted in 2011); (ii) recommendations stemming from the most recent Undergraduate Program Review and the PDC; (iii) changes to the structure of the AAU; (iv) feedback from students (via recruitment fairs, information from our undergraduate advisor, etc.); and (v) new directions in the discipline.

PDC Recommended actions to further be taken (2013): PDC notes that the area has approved a revised strategic plan. Once approved by the Dean, PDC would consider this recommendation satisfied.

Actions taken 2013: The Strategic Plan was reviewed and approved by Dr. Robert Orr, Acting Dean, FASS in 2012/2013. His approval was the basis upon which we moved forward with several new course proposals and curriculum revisions that have since been approved by Senate.

PDC Comments (2014): PDC commends the area on its efforts to meet this recommendation and notes that this recommendation has been satisfied.

Recommendation Satisfied (2013-2014)

Recommendation 2a: That the AAU undertake a studied and thorough curriculum review, focussing first on identifying the main paths (areas of study) to be offered and clearly advertising them. (ER recommendation 4 and 5) Recommendation 2b: In addition, as part of this curriculum review, that the AAU: i. identify the content and learning outcomes of its foundation courses to ensure consistency and mitigate redundancy regardless of the who is teaching the courses. (ER recommendation 1) ii. review the content of fourth-year courses to ensure that course workload requirements are more consistently rigourous (ER recommendation 2) iii. establish a mechanism for the provision of better support for students in learning how to operate technical devices and software. (ER recommendation 3) iv. consider adding courses in applied communications. More applied 300- and 400-level courses would help prepare some students for their post-University careers. (ER recommendation 6) v. consider focussing its social justice theme on issues in the Windsor area, which would enable the AAU to uniquely position itself as a centre for interpreting, critiquing, and developing Windsor’s community interests in the context of global issues and challenges. (ER recommendation 8) vi. consider extending information literacy initiatives into its degree programs, perhaps as an intensive workshop mandated for all student at the beginning of their incoming year. (ER recommendation 16) Agent: AAU Head, CMF faculty members Completion by: Fall 2013 Page 73 of 236 Page 1 of 14

Actions taken 2012: Recommendation 2a: The AAU began a studied and thorough review of its curriculum in 2011/2012. We have identified the following areas of study (non-production) by introducing a stream of new courses in the area of new media and digital culture (upon which we hope to build), “bundling” existing offerings into more clearly delineated paths, and revising some existing courses: (i) new media, technology and digital culture; (ii) popular culture and media literacy; (iii) advertising, public relations and message design; (iv) film studies and cinema history; (v) communication theory and policy; (vi) research methods. These main paths/areas of study are already being identified in our informational materials, at recruitment events, and will be featured on our updated website. Another stream in digital media production (consisting of 10 new courses) has been proposed (see below).

In 2011-2012, 5 new courses were added to our curriculum while a number of outdated courses were deleted. In Fall 2012, a number of additional courses were proposed for deletion in an effort to streamline and better focus our curriculum and two new courses, aligned with the new media, technology and digital culture stream were proposed. The production stream/path which currently includes both introductory and advanced courses has been completely revamped in anticipation of film production migrating to SACI and as CMF focuses more on digital media production (both in studio and in the field). A new production curriculum, consisting of 10 courses, was approved by council in October 2012 and has been forwarded to the FCC for consideration. If approved, elements of the new production curriculum will begin to be implemented in 2013/2014.

Recommendation 2b: (i) Although the AAU previously identified six foundation courses which were, at one point, required of students, that format was changed more than one year ago. CMF now requires three courses—40-101 (Introduction to Media and Society) 40-234 (Research Methods in Communication) and 40-275 (Theories of Communication and Media) which are quite distinct from one another. (ii) A full review of fourth-year courses will be undertaken in Winter 2013. (iii) Efforts have already been made to better utilize the expertise of CTL personnel to assist students in this regard. For example, CTL personnel are facilitating production courses conducted in the recently updated sound studio (G140). (iv) Applied components in courses already focussed on advertising and public relations have been integrated via course assignments. As previously noted, we have also identified a cluster of courses in the area of “advertising, public relations and message design”—all of which have an applied component. However, more applied non- production course offerings will not be possible until more faculty resources (particularly LTA or TT positions) are put into place. (v) Faculty members are being encouraged, where appropriate, to pursue such initiatives. Many of our courses already explore local social justice related issues and link them to the broader context of corporate globalization. (vi) We will be implementing an information literacy workshop in our required introductory course (40-101) in Fall 2013. Such a workshop would become part of the course assignments and evaluated accordingly.

PDC Recommended actions to further be taken (2013): PDC commends the area on its curriculum review efforts, including, among others, revising the first-year foundation courses and incorporating an information literacy workshop within the required first-year course (40-101). PDC looks forward to receiving proposed program and course revisions through the approval process. PDC notes that a slate of new media and digital culture courses have recently been submitted to Senate and will provide students with a structured optional “stream” in this area, should they wish to do so.

Actions taken 2013: (i) Dr. Kyle Asquith (currently an LTA who is teaching our introductory course, 40-101 which is required for all majors) consulted with personnel from Leddy Library last year and created an Information Literacy assignment that was implemented for the first time in Fall 2013. The information literacy workshop, presented by a representative from the Leddy Library, instructs students on how to critically evaluate the usefulness of different types of information sources, with an emphasis on three general categories: web sources (including Wikipedia), news sources, and peer reviewed periodicals. (For a more detailed description of this initiative, please see Appendix I [on file in the University Secretariat]). Page 74 of 236 Page 2 of 14 (ii) The AAU revised and updated Learning and Program Outcomes for the entire undergraduate curriculum. These were submitted to the FAHSS Dean’s Office in October 2013. (iii) The curriculum committee has undertaken a comprehensive review of 4th year courses offered in the program. A list of recommendations will be developed in coming months to ensure rigour across all course offerings at the 4th year level. (iv) In light of the retirement of our former Media Technician, CMF revised the job description to accommodate our focus on digital media production and new courses in this area. The new Digital Media Production Technician (DMPT) will work closely with students to train them in the operation of new equipment and software accordingly. Part of the new DMPT’s duties includes developing user-friendly manuals and workflow charts for all new equipment and software, offering workshops to students, and assisting in all stages of the production workflow— from pre- to post-production. (v) The slate of ten new courses in Digital Media Production was approved by Senate and a number of them are being offered in 2013/2014. We received funding to purchase several new cameras, equipment and computers to facilitate these new production courses. Additionally, we updated our editing labs with new Mac computers and, with funds awarded from the Strategic Priority Fund, were able to purchase the software for these new computers. Students will now be trained on industry standard equipment and software; these developments will, undoubtedly, assist us in our recruitment efforts and we have already begun to highlight these new courses on our website and at events such as the Ontario University Fair. (vi) CMF received an Open Learning grant in the amount of $10,000.00 to develop an on-line version of New Media Studies (40-201)—a course first introduced in Fall 2012 as part of a cluster of courses in “New Media Studies, Technology and Digital Culture.” Dr. Brian A. Brown will be spearheading this initiative in consultation with Dr. Valerie Scatamburlo-D’Annibale and Nick Baker. (vii) Additionally, minor curriculum changes were forwarded to FCC in October and others will be forthcoming as the AAU continues to revise, update and tweak its curriculum.

PDC recommended further actions to be taken (2014): PDC thanks the area for its extensive report and notes that recommendations 2a, 2b(i), 2b(iv) and 2b(vi) have been satisfied.

PDC notes the progress made with regard to the remaining subsections of this recommendation and looks forward to a final status report confirming that all fourth-year courses have been reviewed to ensure that course workload requirements are more consistently rigourous; and that a mechanism has been established for the provision of better support for students in learning how to operate technical devices and software.

The area is also asked to report on its consideration of recommendation 2b(v) to focus its social justice theme on issues in the Windsor area, which would enable the AAU to uniquely position itself as a centre for interpreting, critiquing, and developing Windsor’s community interests in the context of global issues and challenges.

Actions taken 2014: Recommendation 2b(ii): A careful review of fourth-year courses was undertaken in the AAU in light of the recommendation asking CMF to ensure consistency and rigour across all offerings. The AAU acknowledged that issues of academic freedom had to be considered and that standardized guidelines would not necessarily be appropriate. However, guidelines (see Appendix I [on file in the University Secretariat]) that align with our 4th year learning outcomes were established and approved by the AAU council in April 2014 and have since been implemented. The curriculum committee will be responsible for regularly monitoring the content of all fourth-year courses to ensure the guidelines are being followed.

It should also be noted that during our review and, in consultation with undergraduate student representatives, it became evident that many of the issues involving ‘consistency and rigour’ stemmed from the way in which some faculty members were conducting Directed Reading (40-495) courses. As such, we took additional steps to tighten up the application and approval process for such courses (see Appendix II [on file in the University Secretariat].)

Recommendation 2b(iii): CMF hired a new full-time Digital Media Production Technical Coordinator, Mr. Kyle Archibald, in Fall 2013. As per his job description, Mr. Archibald “works closely with faculty and undergraduate Page 75 of 236 Page 3 of 14 students to facilitate, organize and execute professional digital productions including both studio and field-based projects and editing procedures.” Among his responsibilities are to schedule, promote and deliver regular video- editing workshops for students, provide technical support to faculty and students in the use of industry-standard equipment and software and prepare manuals/instructional materials for departmental equipment and software. Mr. Archibald set up new digital editing labs, created a new on-line system for booking equipment and produced workflow manuals for our new industry-standard cameras and editing software. He offers regular workshops to students enrolled in our production courses—training them in the use of our new equipment and software as well as digital editing protocols and is often “on-set” to assist students with their production work. Additionally, as a result of our new first-year production course (40-112)—Introduction to Media Design and Production, students are now taught—beginning in their first semester—how to operate technical devices (e.g. cameras, lighting equipment, etc.) and how to utilize editing software through in-class workshops, experiential learning exercises and weekly two- hour labs. Each of our ten new digital media production courses includes a required two-hour lab component to further support students in learning how to operate technical devices, equipment and software.

Recommendation 2b(v): It is imperative to note that since the external reviewers made this recommendation, the Department has undergone significant and necessary changes. Therefore, the original recommendation may not completely align with the AAU’s current and revised curriculum. That said, CMF maintains a strong focus on social justice as it pertains to the local context across a variety of courses and community-based initiatives.

For example, Prof. Heather Hartley has been on the Board of Directors of the Sexual Assault Crisis Centre (SACC) since December 2008 and has been the Board president since June 2012. She worked with the Executive Director and others at the Centre to develop the Party Safe multi-media initiative, which was launched on the University of Windsor campus in 2013. Party Safe is a program designed to reduce the number of drug and alcohol-facilitated sexual assaults among young people in the Windsor community. She also directed and edited the documentary Step Up about SACC’s annual Walk a Mile in Her Shoes event, which gets men involved in the fight to end sexual violence and raises community awareness of issues related to sexual violence in our community.

Within our new digital media production curriculum, a number of courses emphasize social advocacy and digital activism. In Winter 2014, the capstone project in a third-year course entitled “Documenting Your World” focused on social justice issues impacting the University and/or Windsor communities. Each team completed a documentary and developed a social media campaign that involved community stakeholders in the development of the project and to raise awareness of the issue the group was examining. One team, for example, worked with local organizations to create a documentary that addressed the stigma around mental illness. The team involved many young people in their campaign through their social media component including an activist hashtag element #photoyourfeelings. Additionally, a new course focused exclusively on “Social Advocacy and Digital Media Production” is currently in development.

Prof. Heather Hartley’s documentary Campus Community Garden Project, examined the start up and operation of a community garden situated on land own by the University of Windsor, highlighting the sustainable practices and cooperation of neighbourhood residents, employees of the University and local government and organizations. And, in summer 2014, Prof. Hartley partnered with a faculty member in Earth and Environmental Sciences, to supervise an independent study in which a student created a multi-media community education project on the decline in pollinators (bees and butterflies) in order to inform people in the Windsor/Essex area about the issue and steps they can take to encourage pollinator revival. The project included a website with learning modules as well as a social media campaign designed to engage local residents. This project involved many local environmental organizations, including the Windsor-Essex Community Garden Collective and GMO Free Windsor Essex.

Some CMF faculty members have established relationships with the founders of the national “Start Making Waves” campaign, as the Windsor-Essex region is the focus of its pilot program. Making Waves is a “newly formed non- partisan collection of community-minded citizens” committed to “social justice activism” and experimenting with “new forms of more coordinated, progressive, grassroots, organizing and outreach” that challenge the threats posed by concentrated corporate power to communities, jobs, the environment, food safety and security, public health and services and democracy itself (www.makingwaveswindsoressex.org/about).

Page 76 of 236 Page 4 of 14 Global issues, including the aforementioned issues of environmental stewardship and sustainability, are also explored in a variety of other course offerings including 40-301 (Digital Technologies and Everyday Life) and 40-364 (Media, Technology and the Environment). The latter, in particular, critically examines media constructions of the environment; mainstream and alternative media coverage of environmental movements and issues; environmental impact of communication practices, technological advancements and consumer culture; environmental themes in advertisements and corporate greenwashing. Additionally, other social-justice related topics and themes are woven throughout the fabric of our curriculum. “Net neutrality”—a global issue of particular significance to democratic communication practices is a topic addressed in various courses that deal with new/social media studies (e.g. 40- 201, 40-301 and 40-401), privacy and surveillance in a networked world is covered in both 40-301 and 40-401 and we will soon have a new course dedicated specifically to privacy, surveillance and security in the digital era. The relationship between media and democratic movements for social change is a theme that animates 40-370 “Alternative Media and Digital Activism” and a new course on “New Media and Social Movements” was recently approved by PDC.

PDC Comments: PDC commends the area on its efforts with regard to this recommendation and notes that all remaining action items have been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 3: That the AAU consider redefining its production area, in consultation with the newly merged Visual Arts/Music unit and the Dean of FASS. Any new production pathway will need to be clearly defined and should be complimentary to what is already offered on campus (no duplication). (ER recommendation 4) Agent: Dean, AAU Head, CMF faculty members Completion by: Fall 2013

Actions taken 2012: As previously noted, the AAU has developed a new production curriculum consisting of 10 courses focused on digital/social/new media production. The proposed stream in digital media production differs substantially from what is to be offered by SACI, specifically the MFA in Film Production. The Head of CMF and CMF production faculty members met with Dr. Cecil Houston and Prof. Min Bae (from Visual Arts) in Fall 2012 to consult about CMF’s proposed courses. It was determined that there is no duplication. The suite of 10 new CMF production courses is now moving through the FCC and PDC process. If approved, elements of the new production curriculum will be implemented beginning in Fall 2013. Existing courses in advanced film production will continue to be offered by redeployed faculty (Profs. Min Bae and Kim Nelson) as we move through a transitional phase.

PDC Recommended actions to further be taken (2013): PDC appreciates the steps that have been taken to ensure there is no duplication between programming offered through the School for Arts and Creative Innovation and CMF. PDC notes that the slate of proposed new courses on digital/social/new media production has been submitted to Senate for approval.

Actions taken 2013: As noted above, CMF began offering new courses in Digital Media Production in Fall 2013. We have still been in somewhat of a transitional phase as we continue to accommodate teaching loads for faculty who have moved to SACI. It has now been established (in consultation with Dr. Karen Engle, Acting Director of SACI and Dean Nancy Wright) that those faculty will assume full teaching loads in SACI beginning in Fall 2014. Therefore, several of the old film courses taught by redeployed faculty will be deleted accordingly as we move forward with the full implementation of CMF’s new digital media production curriculum. In October 2013, Dr. Scatamburlo-D’Annibale met with Drs. Engle and Wright to further discuss curriculum matters and to ensure no overlap/duplication in courses/programming in CMF and SACI.

PDC recommended further actions to be taken (2014): PDC looks forward to a report on the outcome of discussion with Dean of FAHSS and the Director of SACI. With the Page 77 of 236 Page 5 of 14 confirmation that there is no overlap/duplication between the CMF and SACI courses/programs, the PDC would consider this recommendation satisfied.

Actions taken 2014: Drs. Valerie Scatamburlo-D’Annibale and Karen Engle (Director of SoCa, formerly SACI) continued to discuss curriculum matters and consulted with Dean Nancy Wright throughout 2013/2014. The consultation process assured that there were no duplications and/or overlaps between production courses offered by CMF and those proposed by SoCA. See Appendix III, [on file in the University Secretariat] for a memo pertaining to this specific matter from Dr. Nancy Wright, Dean, Faculty of Arts, Humanities and Social Sciences.

PDC Comments: PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 4: That the AAU consider offering more courses aimed at non-major students. (ER recommendation 7) Agent: AAU Head, CMF faculty members Completion by: Winter 2014

Actions taken: Given our existing faculty complement, it is difficult to offer enough seats to our own students. We have already had to increase enrolment caps on several courses to accommodate students in CMF and Combined Programs. A review of enrolment histories available on the SIS demonstrates that a number of our courses are larger than they have ever been. Without additional, adequate faculty resources, it is not possible to offer more courses aimed at non-majors at this time.

PDC Recommended actions to further be taken (2013): PDC thanks the area for increasing enrolment caps to ensure that majors have access to needed courses. PDC appreciates that resource constraints have made it difficult for the area to offer more courses or seats to non- majors and encourages CMF to continue working with the Dean to seek to address this recommendation.

Actions taken 2013: We offer three courses (which do not have prerequisites) that can be taken by non-majors—40-101 Introduction to Media & Society, 40-140 Introduction to Film Studies and 40-225 Media Literacy. These courses are currently capped at 175, 120 and 135 respectively. The AAU is still experiencing resource constraints.

PDC Comments (2014): In light of the area’s current resource constraints, PDC considers this recommendation satisfied. Should additional teaching resources be made available, the area is encouraged to consider further increasing course availability to non-majors.

Recommendation Satisfied (2013-2014)

Recommendation 5: That the department revamp its website and use it as an example of the “cutting edge” design of which it is capable through its production expertise. (ER recommendation 9) Agent: AAU Head Completion by: Fall 2014

Actions taken 2012: The AAU has already begun the task of revamping its website but this initiative requires a great deal of faculty Page 78 of 236 Page 6 of 14 oversight. There are currently only two FT members—Dr. Valerie Scatamburlo-D’Annibale (Head) and Dr. Richard Lewis who are shouldering all service responsibilities both in the AAU and university-wide and it is difficult for them to oversee this process due to those commitments. Nonetheless, the AAU is finalizing a new promotional video (created by advanced production students under the direction of Prof. Tony Lau) and it will provide material that will be used on our website. Additionally, the Head and Prof. Tony Lau met with Zora Savic (Student Communication & Events Coordinator) and other representatives from Public Affairs & Communications (Web Communication) in Fall 2012 to discuss possible synergies and collaborations. Excerpts from the CMF promotional video (especially general information about the city of Windsor and student testimonials) will be used by both the AAU and the University— more broadly—in upcoming recruitment efforts (i.e. The November 9th Open House) and on the UofW website.

PDC Recommended actions to further be taken (2013): PDC congratulates the area on the work done to date to address this recommendation, particularly in light of the department’s human resources. PDC commends the area on the development of a promotional video and pursuing collaborations with the Student Communication & Events Coordinator and representatives from Public Affairs & Communications.

Actions taken 2013: In summer 2013, we added new links that describe paths/areas of study in our program(s). We have also included information about our new courses in digital media production. Members of the 2013/2014 Website Committee will be working with Work Study students to further update the AAU’s online presence adding, among other items, visuals of our updated editing facilities and information about the industry standard equipment and software that CMF students are now being trained on. There are plans to add more student testimonials and visuals to promote our department.

The Head of CMF and Zora Savic (Student Communication & Events Coordinator) secured funding from FAHSS and other sources for a university-wide promotional video that will be deliverable across various media platforms. Work on this initiative will begin in Winter 2014; CMF students will shoot, edit and create the final product as part of course work in advanced digital media production classes.

PDC recommended actions to further be taken (2014): PDC thanks the area for its efforts to revamp its website. While realizing that website updates are ongoing efforts, with a final report on the information, tools and functionality of the website, PDC would consider this recommendation satisfied.

Actions taken 2014: In 2013/2014, the website committee consisted of three faculty members: Dr. Kyle Asquith, Dr. Susan Bryant, and Prof. Tony Lau. Dr. Asquith chaired the committee and was responsible for managing all website-related initiatives; Dr. Bryant, as undergraduate advisor, offered valuable insights regarding content and links prospective and current students seek; Prof. Lau, a talented media-maker, brought an eye for aesthetics and creative visual presentation. Our Digital Media Production Technician, Kyle Archibald regularly consulted with the committee and produced content for the revised website. The department also hired a Work-Study student in 2013-2014 who had previous experience working with the university’s content management platform. Furthermore, he offered his own insights as a current CMF student. He was re-hired in Fall 2014.

Major changes to the website include: i) Top banners and photos. Visually representing the diversity of CMF, ten banners rotate at random. These banners include images of: students collaborating in the classroom, students working with production equipment, faculty lecturing, as well as other photos representing our objects of study, ranging from relevant books to mobile technologies. (ii) Main page video. The department’s home page features a 30-second “trailer.” This digital video represents the department in two important ways: the content promotes the department’s unique offerings and the form represents what CMF students can create—the video was produced by a CMF student using CMF equipment. (iii) Faculty and staff page. This page has been substantially developed and re-organized in a more aesthetically Page 79 of 236 Page 7 of 14 pleasing fashion. New photographs have been taken of most faculty and staff members. (iv) Internship page. Prominently featured are profiles/testimonials, including photos, from students who have completed internships. These profiles showcase the value of CMF internships and the diversity of internship opportunities. These profiles will be continually updated. (v) Alumni showcase page. Profiles, including photos, are presented on this new page. Of considerable interest to prospective and current students, these profiles highlight the many CMF success stories, such as Asha Tomlinson, CBC Windsor news anchor. These profiles will be continually updated. Those currently available include recent graduates working in journalism, film/television production, advertising, public relations, and non-profit management. We believe this is a powerful way to promote the versatility of a CMF degree. (vi) Production equipment listing. This new page displays CMF’s recent investments in industry standard production equipment. Once again, this information is both a resource for current students and serves as promotional material for prospective students.

Other on-going developments and pages in progress include:

(i) launching a “Community Partnerships” page to document, and cross-promote, organizations in the region with which the department and/or faculty members have partnered (e.g. Sexual Assault Crisis Centre)

(ii) launching a “Student Showcase” page to display student work, particularly student video/digital media projects. Prof. Lau is editing a “highlights” reel that draws upon the student projects screened at the April 2014 CMF/CSA Film Festival.

Other actions taken:

The content of all pages is thoroughly checked on an on-going basis to ensure it is up-to-date. Content has also been edited and re-organized to improve the visual look. With the assistance of John Powell, the Website Committee regularly examines Google Analytics to see which pages are viewed most frequently, etc.

PDC Comments: PDC commends the area on the revamping of its website and is pleased to note that there is a mechanism in place for timely updating of information. PDC notes that this recommendation is satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 6: That the AAU pursue collaborative initiatives with other departments (Visual Arts/Music, Drama, Business, etc.) and assist CMF students forging connections with students in other disciplines. (ER recommendation 10) Agent: AAU Head Completion by: Annual report

Actions taken 2012: The Head has been in regular contact with Dr. Michael Darroch (Visual Arts) about cross-listing future courses to be offered by the SACI, particularly courses dealing with urban ecology given their link to our discipline. Our contractual Undergraduate Advisor, Dr. Simon duToit (whose contract will expire in April 2013), has been working with both CMF and Drama students to produce a data bank that will facilitate greater collaboration between them (i.e. actors/actresses from Drama working on CMF students’ production projects). But again, such initiatives are time-consuming. At present, only two full-time faculty members (including the Head) are available to pursue such initiatives. However, due to other commitments, they cannot do so at this time.

PDC Recommended actions to further be taken (2013): PDC notes the progress made to pursue collaborative initiatives and cross-listings of courses with Visual Arts and Dramatic Art. PDC understands the constraints under which the area is operating and encourages the area to continue to pursue such initiatives, as best it can. PDC looks forward to next year’s progress report. Page 80 of 236 Page 8 of 14 Actions taken 2013: As noted below, we will be hiring a tenure-track Assistant Professor in Critical Communication Studies and Media History (Advertising & Consumer Culture) this year. That person may be asked explore potential links with Business, where feasible. The current LTA occupying this position has already initiated contact with faculty members in Odette to discuss possible synergies and collaborative efforts.

Dr. Richard Lewis is collaborating with Dr. Chitra Rangan, Head of Physics. Advanced production students will create segments on “Fun with Physics;” these segments will then be compiled into a program available to the Department of Physics to use for recruitment purposes.

A new 4th year course in our Digital Media Production curriculum—40-423 Advertising/Marketing Campaign Production may also offer opportunities to forge links with other units.

PDC recommended further actions to be taken (2014): PDC commends the area on its efforts to meet this recommendation and encourages the area to continue them.

Actions taken 2014: CMF has pursued a number of collaborative initiatives with other units.

In 2013/2014 Dr. Kyle Asquith collaborated with Dr. Erica Stevens-Abbitt from the School of Dramatic Art as both teach required courses in their respective AAUs and share a number of students, particularly CMF-Drama combined majors. Over several meetings, the two compared the content and approaches of their respective undergraduate courses. Subsequently, in January 2014, Dr. Asquith delivered a guest lecture in one of Dr. Stevens-Abbitt’s courses- -“Canadian Drama: From Page to Stage to Screen.” This course, an ideal bridge between CMF and the School of Dramatic Art, considers television and film adaptations of Canadian plays. Dr. Asquith’s lecture explained how advertising, as the primary source for broadcast television revenue, shapes and limits the stories that can be told. Since Dr. Asquith was hired as a tenure-track faculty member (in July 2014), he plans to continue working with Drama faculty members to further cultivate the relationship between the two departments and CMF and Drama students.

Dr. Asquith has also established contact with several faculty members in the Odette School of Business as well as Dean Allan Conway. Those in Odette expressed enthusiasm in hearing more about CMF's offerings in the areas of advertising and public relations, and how these courses could broaden the experience of Odette students. Future discussions are planned to explore possible collaboration between CMF and Odette.

The Head of CMF and the Head of Dramatic Arts (Tina Pugliese) are currently engaged in reviewing, updating and revising the requirements for the Certificate in Arts Management and are investigating options for other potential certificate programs.

CMF has also worked with Women's Studies to cross-list a new course 54-270/40-270 that is making its way through the approvals process. In October 2014, CMF co-sponsored a workshop with Women's Studies that was delivered to our students by Distinguished Visitor, Shari Graydon, an award-winning author, educator and advocate dedicated to building women's leadership in the public domain.

Additionally, it bears mentioning that in Fall 2013, Dr. Jyotika Virdi, in conjunction with CMF students, other campus- wide student groups and the local South Asian Center, organized a film festival, that ran on two consecutive weekends in November, to commemorate the centennial year of Indian films—an anniversary that was observed globally in cities across the world. With funding derived from the Provost’s Office, CMF and the Humanities Research Group, the event included film screenings and papers presented by scholars working on Indian cinema.

Dr. Rennie facilitated an exhibition of student work--from two of his courses--in March/April 2014 at the Common Ground Gallery as part of community outreach and this linked students in CMF and Visual Arts.

PDC Comments: PDC commends the area on its efforts to pursue collaborative initiatives with other departments and assist CMF Page 81 of 236 Page 9 of 14 students to forge connections with students in other disciplines. PDC looks forward next year’s update.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 7: That full-time tenure-track hiring decisions be postponed until the strategic plan, under recommendation 1, has been reviewed and revised, as appropriate. That consideration be given to hiring more sessionals or limited-term appointments. (ER recommendations 11, 12, 14; ER recommendation 15 deleted due to change with film production) Agent: Dean and AAU Head in the budget process Completion by (REVISED): Fall 2013

Actions taken 2012: As previously noted, the strategic plan has already been reviewed, revised and approved by the AAU council. CMF has already made a number of changes based on the revised plan and more are being proposed. However, the AAU will be facing a crisis in 2013/2014 unless we obtain additional faculty positions—in short, we will not have enough faculty personnel to offer a sufficient number of undergraduate, non-production courses given upcoming sabbatical leaves, etc. Additionally, the AAU will not be able to offer its newly defined stream of courses in new media, technology and digital culture (which has already proven to be highly popular) beyond 2013/2014 unless the current 2-year LTA position is extended or a TT position is approved in this area.

PDC Recommended actions to further be taken (2013): PDC understands and appreciates the resource constraints under which the area is operating and urges CMF to continue working with the Dean to try to address this recommendation.

Actions taken 2013: We will be hiring two Tenure-Track (TT) faculty members (July 1, 2014 start date) in the upcoming year. These hires will be in two areas the AAU previously identified as areas of strategic growth—New Media Studies & Digital Culture and Critical Communication Studies and Media History (focussed on Advertising & Consumer Culture). While we plan on expanding course offerings in these two areas, the fact is that these two hires may also need to cover existing required courses that are highly subscribed. One of the redeployed faculty members who moved to SACI has been teaching required theory courses at the undergraduate and graduate levels in CMF for the last two years; however, his teaching load will shift to SACI after 2013/2014 therefore additional faculty resources will be required to fill this void.

PDC Comments (2014): PDC notes that, in times of fiscal constraints, the area was able to make a successful case for the hiring of two new tenure-track positions. PDC congratulates the area and notes that this recommendation is satisfied.

Recommendations Satisfied (2013-2014)

Recommendation 8: That the contributions and potentials of sessionals and LTAs be recognized by establishing incentives for their creative participation in various aspects of the program’s development. Their expertise and relationships outside the University should be recognized as a valued resource. (ER recommendation 13) Agent: AAU Head, CMF faculty members Completion by: Annual review

Actions taken 2012: We currently have 2 sessional instructors teaching in the AAU—each of whom is responsible for large numbers of students in the courses they teach. This makes it difficult for them to participate creatively in “various aspects of the program’s development.” The 2-yr LTA has been actively involved in curriculum revision, especially with respect to developing courses in the area of new media and digital culture. His involvement was initially facilitated by a course release; however, he has since had to assume responsibility for an additional course (in Fall 2012) because of an unexpected leave. He is currently teaching 4 courses. The 9-month LTA, responsible for covering 6 courses in Page 82 of 236 Page 10 of 14 2012/2013, is currently teaching more than 300 undergraduate students (in Fall 2012, including the required 1st year course in CMF). His teaching workload makes it virtually impossible for him to participate in the program’s development despite his willingness to do so. One of our permanent sessional lecturers (SL) has been instrumental in developing the new production curriculum as well as a new promotional video for the AAU but he too is teaching very large courses. In fact, the 1st year production course is the largest it is has ever been according to course enrolment data available through the SIS. In summary, while the AAU would like to be able to establish incentives for sessionals/LTAs and invite their contributions to the program’s development, this laudable recommendation has simply not been feasible given the real on-the-ground circumstances in CMF.

PDC Recommended actions to further be taken (2013): PDC recognizes that LTA and sessional courses loads may sometimes make it difficult for them to participate creatively in various aspects of program development, although there are opportunities for doing so as noted by CMF. The area should continue to encourage such participation.

PDC encourages the area to develop a program that recognizes the contributions of sessionals and provides for ongoing support (e.g., regular orientation sessions, awards, etc.).

Actions taken 2013: One of CMF’s Permanent Sessional Lecturers, Dr. Susan Bryant, is currently serving as the AAU’s Undergraduate Advisor. In addition to counselling students and coordinating events such as Welcome Week and University Open Houses, she serves on the curriculum and website committees. Another Sessional Lecturer, Prof. Tony Lau, is serving on the Website Committee and is actively involved in implementing our new Digital Media Production curriculum.

The current LTAs, Dr. Brian A. Brown and Dr. Kyle Asquith, have been involved in curriculum development (i.e. Open Learning Grant for on-line course in New Media Studies) and new initiatives (Information Literacy Workshop for 1st year students) as well as numerous other events and recruitment activities (i.e. Head Start, Ontario University Fair, Open Houses, etc.). Dr. Asquith is also the departmental contact person for the Outstanding Scholars Program and has worked on alumni outreach efforts Additionally, Dr. Brian A. Brown serves as a representative on FCC, is a member of the Graduate Committee and has been instrumental in working with Dr. Shelagh Towson (College- University Partnerships) and representatives from St. Clair College on transfer agreements. Both Drs. Asquith and Brown were granted a course release in 2013/3014 in recognition of their outstanding service contributions to the AAU.

In 2013/2014 CMF will begin work to establish criteria for two awards—one for outstanding service contributions by a Sessional Lecturer and another for outstanding teaching by a Sessional Lecturer/Instructor. Once these criteria are in place, we will begin the process of accepting nominations for awards in these categories.

PDC recommended further actions to be taken (2014): PDC commends the area on its efforts to encourage and increase sessional and LTA involvement in all aspects of curriculum development, recruitment and retention initiatives, and other departmental events. PDC notes that CMF will begin working on criteria for service and teaching awards and encourages the area to consult with the Centre for Teaching and Learning for advice on establishing awards for a small, consistent pool of candidates.

Actions taken 2014: The AAU established criteria for two awards—one for outstanding service contributions by a Sessional Lecturer/LTA and another for Teaching Excellence by a Sessional Lecturer/Sessional Instructor. Additional details about eligibility, nomination procedures/processes and criteria for both awards are included in Appendix IV. [on file in the University Secretariat]

PDC Comments: PDC congratulates the area on the creation of two awards to recognize the contributions of sessionals and LTAs. PDC looks forward to hearing of the inaugural recipients of these two awards.

Status: _ ahead of target X on target behind target __recommendation satisfied. Page 83 of 236 Page 11 of 14

Recommendation 9: That the AAU consider using its studio facilities to enhance collaboration with the community, both inside and outside the University (for example, having students develop commercials for local non-profit groups as part of a course). (ER recommendation 17) Agent: AAU Head, CMF faculty members Completion by: Fall 2015

Actions taken 2012: It should first be noted that existing studio facilities operate under the auspices of CTL, not the AAU. At least one of the proposed new courses within the revamped production curriculum is dedicated to developing material for advertising/marketing campaigns in accordance with this recommendation. The course is designed to facilitate both studio and location projects in conjunction with the broader community. However, if the University expects the AAU to expand opportunities for commercial media production, upgrades to existing facilities (i.e. Studio B) will be required and additional financial resources will be needed to purchase the industry-standard equipment necessary to fully realize this recommendation.

PDC Recommended actions to further be taken (2013): PDC encourages the area to work with CTL to provide CMF students with access to studio facilities for use in developing collaborations and initiatives with community groups.

Actions taken 2013: As previously noted, CMF has secured funding along with Zora Savic to produce a university-wide promotional video that will be deliverable across various media platforms.

Additionally, advanced CMF production students created a video for the Faculty of Graduate Studies on Academic Integrity; that project is in post-production at this time.

Under the guidance of Prof. Tony Lau, seven advanced production students are also working on a collaborative project with the VON, Health Unit and Windsor Regional Hospital to produce a video that will provide a tour of the Family Birthing Centre (see Appendix II for more details of the project [on file in the University Secretariat]).

Dr. Richard Lewis is the Executive Producer of 401 Sunset—an advanced production course in which students create segments about various activities/individuals on campus that are aired on Cogeco Cable. In Winter 2013, students created seven different programs; seven more are being produced in Fall 2013. This activity is made possible through collaborative efforts with CTL personnel and the use of CTL studio facilities.

PDC recommended further actions to be taken (2014): PDC commends the area on its efforts with regard to this recommendation and encourages it to continue them.

Actions taken 2014: The Head of CMF and Zora Savic (Student Communication & Events Coordinator) secured funding from FAHSS, the Alumni Association and the Student Recruitment Office to plan and develop a University of Windsor recruitment video. A team of advanced CMF production students completed the project under the guidance of Prof. Tony Lau and with the assistance of our Digital Media Production Technician, Mr. Kyle Archibald, in Summer 2014. The video was shot using CMF’s industry-standard cameras and equipment (e.g. RED camera and hexacopter drone technology) and incorporated a number of high-level cinematographic techniques. It was post-produced in CMF’s newly updated, advanced editing lab facilities. The video was launched on September 12th on the Daily News and was showcased at the Ontario University Fair in September 2014. CMF has continued its affiliation with Recruitment personnel and additional videos are being produced for individual departments and programs across campus.

It should be noted that since the efforts outlined above are based on “field” shoots—as opposed to being “studio- based” projects, collaboration with CTL is not necessarily required. In light of the original recommendation, the AAU would like to make clear that CMF production activities are not always linked to CTL; nor are they all contingent upon CTL “studio” facilities. CMF has its own equipment and advanced editing labs to support its production courses Page 84 of 236 Page 12 of 14 and projects such as those previously mentioned. While the AAU utilizes CTL facilities in some courses—e.g., G140 for a sound course and Studio A for some other courses, many of our new digital media production courses are non- studio based and they use high-level, cinematic production techniques that cannot be facilitated through CTL. That said, courses such as 40-489 (401 Sunset) produce content aired on Cogeco Cable and such activities are made possible through collaborative efforts with CTL personnel and the use of CTL studio facilities.

Additionally, as previously noted (see information under Recommendation 2b(v)), faculty members in the AAU have partnered with local community stakeholders to produce media content that addresses issues such as sexual assault, environmental sustainability, mental health, etc., and promotional videos/social media campaigns produced by CMF students—in our courses—have been used by non-profit groups.

In conclusion, the AAU, its faculty members and students have been engaged with the community, both inside and outside the University and have produced, and continue to produce, media content that is utilized by a variety of on-campus units, non-profit groups and community agencies/organizations.

PDC Comments: PDC thanks the area of its update and notes that this recommendation is satisfied. PDC encourages the area to continue to build on these initiatives in order to strengthen and pursue new collaborations with University and community partners.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 10: That the AAU: i. actively seek feedback from its students, its graduates, and employers of its alumni. (ER recommendations 19) ii. work with students to organize annual alumni visits and workshops which could be used to gain feedback on its programs and as a career information session for students. (ER recommendation 20) iii. establish a register of its graduates and maintain cordial relationships with them. (ER recommendations 21) Agent: AAU Head, CMF faculty members Completion by: Fall 2014

Actions taken 2012: (i) The AAU has not been able to act on this recommendation due to inadequate faculty resources. (ii) A series of production-oriented workshops were offered in Winter 2012, some by alumni. There are plans to do so again in Winter 2013. (iii) Our Undergraduate Advisor has been in contact with personnel from Alumni Affairs but any such efforts must be supervised by a full-time faculty member and that is difficult at this time. Nonetheless, the AAU is investigating the possibility of hosting some alumni events as part of the 50th anniversary of the University in 2013-2014.

PDC Recommended actions to further be taken (2013): PDC notes that the area has offered production-oriented workshops in conjunction with alumni and encourages it to continue with such initiatives. PDC encourages the area to continue efforts to establish a list of, and maintain contact with its graduates and to actively seek feedback from its students, its graduates, and employers of its alumni. PDC notes that the current surveys in which the University participates through Institutional Analysis (e.g., NSSE) may provide a good starting point with regard to gaining student feedback.

Actions taken 2013: The AAU planned to host an alumni event as part of the 50th Anniversary celebration in September 2013. However, the event was cancelled (like several others on campus) due to the work stoppage by CUPE 1393.

The Communication Student Association (CSA) and CMF are working together to facilitate a series of workshops for students focussed on skills development and training, developments in the digital media industry, career planning and advice, etc. The plan is to offer workshops in both the Fall 2013 and Winter 2014 semesters. Page 85 of 236 Page 13 of 14

Additionally, as the Department now has a permanent Undergraduate Advisor in place, she will explore possibilities for obtaining student feedback and facilitating other workshops and/or speaking events with alumni and other stakeholders.

PDC recommended further actions to be taken (2014): PDC recognizes that reaching out to alumni and establishing a register of graduates is time-consuming, however the end result would be worthwhile. PDC encourages the area to increase its efforts to address this recommendation.

Actions taken 2014: The AAU has made progress on this set of recommendations.

Recommendation 10(i): CMF includes “Student Issues” as an agenda item at each departmental council meeting; this mechanism enables student representatives—representing both undergraduate and graduate constituencies— to address topics/issues they feel are most relevant to their experience in the AAU. They provide feedback on a variety of topics including existing and future programming, departmental events, etc. As noted above, we have created an “alumni showcase” page on our website that highlights the accomplishments of some of our former students. Additional profiles will be added on an on-going basis.

Recommendation 10(ii): CMF, in partnership with the Communication Student Association (CSA), offered two workshops to students in Winter 2014; these were focused on skills development and training, developments in the digital media industry, and career planning/advice. An additional 3-4 workshops are being planned for 2014/2015. Also, see Recommendation #6 above for additional information about a workshop CMF co-sponsored with Women's Studies in October 2014.

Recommendation 10(iii): Prof. Heather Hartley, who redeployed back to CMF (as of July 1, 2014), has significant experience in alumni relations based on her work at another institution. She will be working with other faculty members to forge ahead with alumni outreach initiatives under the rubric of the website/outreach committee. As a result of additional faculty resources, CMF is now better positioned to pursue alumni-related matters. There are also plans to hire a work-study student to assist in this process.

PDC Comments: PDC notes the progress made with regard to this recommendation and encourages the area to continue to build on these initiatives to enhance student engagement and develop stronger ties and relationships with alumni.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Page 86 of 236 Page 14 of 14 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FOURTH ANNUAL STATUS REPORT ON: COMPUTER SCIENCE January 2015

Recommendation 1: That Computer Science initiate a comprehensive curriculum review with a view to streamlining its program and course offerings. This curriculum review exercise should take into consideration1: a) restructuring current offerings with a view to offering fewer, more streamlined programs, in line with current resources. The current set of offerings must be rationalized and restructured in order to ensure the sustainability of the existing programs. b) creating a common core curriculum for the first few years of the programs, with specialization streams in the last year or two; c) establishing learning outcomes for each of its undergraduate programs that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate" and to the COU-approved and mandated Undergraduate Degree Level Expectations; d) reviewing and restructuring the co-op option to ensure sustainability; e) limiting the number of sections of a course offered in a semester; f) re-weighting the credit of courses with additional compulsory lab components, to underscore the increased student and faculty workload associated with them; g) offering low-enrolment courses as reading courses, as appropriate; h) increasing the use of Advanced Placement and/or Challenge tests, given the variation in background of entering students; i) replacing the BCS (for University Graduates) program with a MCS (Diploma) program. The existing undergraduate courses could be accelerated and advanced courses could be combined with low-level graduate courses. j) reducing the reliance on sessional instructors and deploying current faculty teaching resources to teach core and service courses. The area might consider holding a retreat to help launch this curriculum review. [In responding to this recommendation, the area is requested to provide a detailed update on each subsection of the recommendation (a-j).] Agent: AAU Head, AAU Council, Curriculum Committee Completion by: Fall 2014

Actions taken 2011: On page 4 of this document, each of the above recommendations is addressed individually. However before reporting on the individual recommendations, many of which are concerned with modifying CS program and course offerings to better match resources available (and some of which are concerned with improving the quality of the student experience) it is appropriate to list some changes that have taken place over the 2010-2011 academic year, which are relevant to these issues as a whole:

1. There has been a significant reduction in support staff and faculty: • A senior technical support staff position was eliminated, and a vacant technical position will not be filled. • One full-time undergraduate secretarial position was eliminated, and the other was reduced to part- time. • Two limited-term lecturer positions that had been in place for a number of years were not renewed for the 2011-2012 academic year. • There is no expectation that CS will have a replacement for a faculty member who sadly passed away during the 2010-11 academic year. • In summary, CS has 1 less faculty position, 2 less full-time lecturers (now having none), 2 less technical staff, and 1.5 less administrative support personnel.

1 For morePage 87detailed of 236 information, see the External Reviewers’ Report pp.13-15. Page 1 of 16 • I note that this reduction in support staff and faculty in 2011 remained and there were no new hires in 2011-2012. • Since July 2010 the School had no permanent Director to oversee the continuity of School policies.

2. There has been a significant reduction in course section offerings: - The “normal” entry points to some of the CS degree programs were reduced for the 2011-12 year. By “normal” we mean that students entering at that point can begin taking major courses immediately, rather than waiting for the next semester. In particular, by limiting the entry points for the “Degree Completion Programs for University Graduates and the Degree Completion Program for College Diploma graduates, we have been able, together with other changes, to make a reduction from 65 major course section offerings in 2010-2011 to 57 major course section offerings in 2011-2012.

• There has also been a modest reduction in regular section offering of service courses (given to non- major students) from 17 in the 2010-2011 academic year to 15 in the 2011-2012 academic year, by increasing enrolment limits. There was a slight increase in the number of section offerings of service courses given through distance education from 7 in 2010-2011 to 10 in 2011-2012.

3. There has been some progress on rationalization and update of course offerings for 2012-2013: • The Undergraduate Program Committee approved the replacement of a new I.T. non-major course “Social Media and Mobile Technology for End-Users” (approved by PDC and Senate) and a new non- major course ‘Web-Based Data management” (to be approved by PDC) which will add to the course which students across campus can take for a Minor in Applied I.T., and allows CS to implement an 8- course Certificate in Applied I.T. PDC Form A is nearly complete (as of October 1st 2012). Funding was obtained in Spring and Summer of 2012 from the Office of Open Learning and the VP’s SPF fund to develop (respectively) distance versions of 3 existing service courses which did not have distance versions, and to develop the two new service courses and provide stipends for the first offerings of all new versions and new courses in 2013. All 8 courses for the CAIT will be offered in regular and distance by Fall 2013.

4. Although the number of students joining our first year is significantly less than 10 years ago at the peak of the .com boom, the quality appears to be improving and there was a 20% increase in first-year high-school intake in Fall 2012 compared to Fall 2011. In Fall 2011, we have 18 Outstanding Scholars enrolled in our Computer Science programs (plus 12 admitted into 1st year). Outstanding Scholars are students whose high- school entry averages are within the equivalent “A grade” range and are sufficient for them to be awarded high value University of Windsor Scholarships.

5. Owing to the fact that there are more co-op placements available than students to fill them the school now provides a co-op option for Master’s students. This has been successful. In the 2010-2011 calendar year, we have had 40 undergraduates and 13 Master’s students in co-op placements. In the 2011-2012 calendar year, we have had ~70 undergraduates and ~10 Master’s students in co-op placements.

6. The degree completion program which we have had in place for many years with St Clair College has been updated as a result of changes to the St. Clair program. An additional 19 Colleges have been identified for which the degree completion program can apply (as the program has the wording “Degree Completion Program for Graduates of St Clair Three-Year Diploma in Computer Systems Technology – Networking or Equivalent Three-Year College of Arts and Applied Technology Diploma Program”). The University is in the process of advertising at the identified colleges and reviewing other college diplomas to determine if new degree completion programs can be defined.

We have made the degree completion program for college graduates more attractive by increasing the number of “transfer” credits from 13 to 15 (approved by Senate 2011-12).

Page 88 of 236 Page 2 of 16

7. The operating system used for the Computer Science compute servers has been changed from the proprietary Solaris version of UNIX to the open source UBUNTU UNIX, with a significant saving in yearly maintenance costs. No loss of support is expected as UBUNTU is well supported through a user group that includes many of the most prestigious US Computer Science departments. The resulting computing environment has been running successfully for several months with no problems.

We now address the specific items under Recommendation 1. The recommendation items are given in bold italic font and the actions taken are given in regular font:

That Computer Science initiates a comprehensive curriculum review with a view to streamlining its program and course offerings. This curriculum review exercise should take into consideration2: a) restructuring current offerings with a view to offering fewer, more streamlined programs, in line with current resources. The current set of offerings must be rationalized and restructured in order to ensure the sustainability of the existing programs.

The School has undertaken a huge restructuring of the degree programs that it offers and has also reduced the entry points to some of them. This has enabled a significant increase in the sharing of courses and course sections amongst different degrees:

i) All CS degree programs share exactly the same set of first year CS courses.

ii) All CS degree programs share the same set of second year courses with the exception that the Honours BCS program and the Software Engineering Specialization share two additional theory courses and, in addition, the Software Engineering Specialization has one other additional S/W Eng. Course. A single optional second year major CS course is offered that is related to the ACM Programming Competition, which is very useful for increasing the visibility and reputation of the School. A second optional second year course is no longer offered.

iii) The 3-year General BCS degree program requires students to take a strict subset of the courses required for the Honours BCS degree. No additional courses or sections are required for this program.

iv) At the 3rd and 4th year level, the School no longer offers any course which is purely an optional course (i.e is not required in any program). Students who are required to take “x more CS courses at the 3rd or 4th year level” now have to choose, as an option, courses which are required courses in one of the other programs.

v) The entry points for students from colleges who enrol in the “Degree Completion Program” and those who enrol in the “BCS Degree for University Graduates” have been restricted, so that no additional courses or sections are required for these students.

vi) The Curriculum Committee has begun an exercise of rationalizing programs even further by replacing 4 courses that are taken by students in different programs, by two new courses that better serve the needs of students.

vii) The 4 section offerings per year of the 4th-year project courses (which involved the instructor giving lectures on project management and monitoring student groups working on projects defined by other CS faculty who acted as “customers”) have been replaced by a single section each semester.

The overall effect of these changes will be a reduction of at least 12 course sections, and probably more, in the future compared to the 2010-2011 year.

2 For morePage 89detailed of 236 information, see the External Reviewers’ Report pp.13-15. Page 3 of 16 b) creating a common core curriculum for the first few years of the programs, with specialization streams in the last year or two;

As discussed above in a) i), ii), and iii), this has already been done. c) establishing learning outcomes for each of its undergraduate programs that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate" and to the COU-approved and mandated Undergraduate Degree Level Expectations;

All CS courses have learning outcomes as required. d) reviewing and restructuring the co-op option to ensure sustainability;

Master’s students can now take part in a Co-op experience. In the 2010-2011 calendar year, we had 40 undergraduates and 13 Master’s students in co-op placements. In the 2011-2012 calendar year, we have had ~70 undergraduates and ~10 Master’s students in co-op placements. Currently, there are more co-op positions than we can fill giving the students an opportunity to choose. We are placing students locally and with larger companies such as RIM and IBM Toronto Laboratories further away. e) limiting the number of sections of a course offered in a semester;

Only two major courses now have two sections in one semester. These are two first-year first-semester courses where there is a demand for evening sections. Discussion with the students in these evening sections indicates that many of these students are mature students who are taking these evening sections in order to decide whether or not to make arrangement with their employers (or even to give up their jobs) in order to be able to take courses that are scheduled during regular hours. The total number of students in the two sections exceeds 120 students in each course.

Service courses continue to have multiple sections where there is a demand, and where limits on section enrolments are exceeded. Limits are high (150 to 200 students per section depending on the course) and are determined by the amount of instructor/student interaction that is required. Some CS service courses require significant instructor involvement in, or supervision of, marking as they involve student creation of web sites, and/or use of software.

The 4 sections per year of the 4th year project course 60-499 have been replaced by one section, in each of the two terms. f) re-weighting the credit of courses with additional compulsory lab components, to underscore the increased student and faculty workload associated with them;

This has been discussed but has been found not to be feasible or desirable from a learning perspective. The reason is that there are a number of fundamental courses that every Computer Science student should take. If we were to give credit for laboratory attendance, then we would have to reduce the number of CS courses in our programs which would make our students less prepared for industry or graduate study, than their counterparts graduating from other universities. g) offering low-enrolment courses as reading courses, as appropriate;

The CS Council has approved the replacement of 4 courses (two with low enrolments) with two new courses.

In addition, some faculty have voluntarily agreed to offer some low-enrolment 4th-year courses in conjunction with graduate courses as part of their regular teaching load.

Page 90 of 236 Page 4 of 16 h) increasing the use of Advanced Placement and/or Challenge tests, given the variation in background of entering students;

First-year students were given an opportunity in Fall 2011, to take an advanced placement exam for course 60- 140. They would have to pay ($20) to take the exam, and if they passed, they would be given the opportunity to replace 60-140 with a more advanced course. Although some students indicated interest, none took advantage of the advanced placement exam. There seemed to be little incentive as the students would have to pay, and would not receive a course credit if they passed the exam. In order to address the problem of some students finding 60-140 to be too easy, we are discussing ways to make parts of 60-140 more difficult/interesting without leaving students behind who have no programming experience. i) replacing the BCS (for University Graduates) program with a MCS (Diploma) program. The existing undergraduate courses could be accelerated and advanced courses could be combined with low-level graduate courses.

Until this year, 2 accelerated (6-week) courses sections were provided to students in the BCS for University Graduates, and 2 other course sections were provided primarily for these students. However, this was not a good use of resources, and students found the pace to be very difficult in their first two semesters. This 2011-2012 year, by restricting entry to the BCS program for University Graduates to Intersession only, no additional sections need be offered for these students (with minimal impact on the time taken to complete the program). Also, students who graduate from this program are eligible to enter the second year of the proposed Professional Master’s program when it is launched. j) reducing the reliance on sessional instructors and deploying current faculty teaching resources to teach core and service courses.

By reducing course and section offerings as discussed above, all core (major) course offerings can be taught by regular faculty as part of their regular teaching duties. Sessional/overload instructors are only required to cover faculty who are on sabbatical or other leave.

Until more faculty resources are available, CS service courses will continue to be taught by sessional instructors with oversight from the Course Advisory Committees (CACs). CS Service courses are concerned with Information Technology (I.T.) and introductory programming as opposed to algorithm design, advanced programming, database design, network protocols, artificial intelligence, and other advanced Computer Science topics. The material is less theoretical and can be taught by experienced sessional instructors with a Master’s in Computer Science or by sessional instructors with appropriate industrial experience. Ideally, the CS service courses should be taught by lecturers with Master’s degrees holding teaching-only positions.

The area might consider holding a retreat to help launch this curriculum review.

A retreat was held in August 2011 specifically to address curriculum and management aspects of the School. Some of the changes to the curriculum described above resulted from that retreat.

PDC recommended further actions to be taken (2012): PDC commends the area on its efforts with regard to this recommendation and notes that subsections (a)-(g) have been satisfied.

PDC looks forward to a report next year on further progress made towards meeting (h)-(j).

Actions taken 2012: a)vi) : “Mobile Application Development” (for which we have equipped a lab), and “Advanced Object-Oriented System Design Using C++”. i) A proposal for a Professional Master’s program is being developed. The motion to go ahead with this project

was approved by the SchooPage 91 of 236 l of Computer Science Council in September 2012. Page 5 of 16

PDC recommended further actions to be taken (2013): PDC encourages the area to continue to offer students the option of taking an advanced placement exam for course 60-140. In addition, to address the variation in background of entering students, the area may consider streaming students into tutorials based on their background. Those with more advanced knowledge could be streamed into a specific tutorial where more complex programming scenarios would be presented. While course content, exams and evaluative procedures would remain the same for students across all tutorial sections, providing for advanced tutorial sections will help keep students with programming experience interested and challenged during class time.

PDC notes the area’s intention, listed in its 2011 response, to only use sessional instructors to cover faculty who are on leave or for the teaching of service courses. Should this practice continue, PDC would consider item (j) of this recommendation satisfied.

PDC looks forward to reviewing the proposal for a Professional Master’s program. PDC thanks the area for its update to item (a)(vi).

Actions taken 2013: The 60-140 advanced placement exam will remain available to any eligible student who requests it. IT should be noted that we did not have any students actually writing it since we started offering it. An ‘undergraduate retention’ coordinator position was introduced in May 2013 to enhance CS retention of undergraduate students. An initial step was to 1) create a volunteer group of capable mentors, 2) contact all students in the first year classes after the first midterm informing them that mentors are available one-on-one to assist them in any difficulties from any class in the first year. This is currently in progress and hope to have a good number of students taking advantage of the extra tutoring. Some faculty have started to voluntarily offer additional tutorials for weaker students in their sections. More formally, CS undergraduate curriculum committee will consider the PDC recommendation to introduce two streams in the first two years of studies; one that would possibly include additional tutorials with mandatory attendance. CS will report on this next year. In Fall 2013 all the core courses were taught by fulltime faculty members as a result of the efforts in re-organizing course offerings and sections in the previous teaching allocation. Overall, we are on target to ensure that sessional instructors are only used to cover faculty who are on leave or for the teaching of service courses. The Professional Master’s program is now making its way to the PDC and great effort and care had been taken to ensure the high quality of the program.

PDC recommended further actions to be taken (2014): PDC commends the area on its thorough review of this recommendation. While recognizing that curriculum review is an ongoing process, PDC would consider this recommendation satisfied with a final report next year on the outcome of the area’s considerations regarding creating a common core curriculum for the first few years of the programs, with specialization streams in the last year or two.

Actions taken 2014: All CS Honours and General programs have common core curriculum of the following 8 first and second year CS courses: 60-100, 60-140, 60-141, 60-212, 60-254, 60-256, 60-265, 60-266. CS programs consist of the following 5 main programs and 4 degree completion program: (i) BCS(Honours), (ii) BSc(Honours CS with Software Engineering specialization), (iii) BCS(Honours Applied Computing), (iv) BSc(Honours Computer Information Systems) and (v) BCS(General) with the degree completion programs for (vi) BCS(General) for University Graduates, (vii) BCS(Honours Applied Computing) for University Graduates, (viii) BCS(General) for College diploma holders, (ix) BCS(Honours Applied Computing) for College diploma holders. The first two programs of BCS(Hons) and BSc(Hons CS with SE) are most comprehensive with regards to theoretical, mathematical and CS practical content and thus, also contain in their first two years the 2 additional CS theoretical courses of 60-214 and 60-231. With these two programs three additional courses along theory trend of 60-354, 60-440 and 60-454 are taken in the final two years. These two programs best prepare students for graduate studies in CS as well as careers in the industry while the BCS(Honours Applied Computing) program prepares students who are not very theoretical or mathematical for careers in the industry.Page 92 of 236 Page 6 of 16 Specialization streams for BCS(Honours) such as AI, Games Development, Networks and Security, Multimedia have always kicked in within the last 2 years.

On PDC recommendation to introduce two streams in the first two years of studies; one that would possibly include additional tutorials with mandatory attendance, it should be noted that all CS first and second year courses carry mandatory laboratory sections which are held as tutorial lab sections with laboratory manuals. CS has also always provided additional tutor hours to students needing them. Efforts to maintain good first year learning experience and retention continues to be foremost in CS strategy and some offerings of 60-140 offer additional services such as electronic online office hours, optional additional more challenging assignments to enable students with diverse backgrounds better adapt to learning approaches most suitable to their level. The first year 60-140 and 60-100 continue to maintain very high enrolments with low attritions in both Fall 2013 and Fall 2014. Enrolment records show that first year enrolments in CS programs has been on a continuous increase since 2009 when it was 79 to 85 in 2010, 88 in 2011, 109 in 2012 and 122 in 2013. The second year enrolment has also been on a similar increase since 2009 when it was 71, to 80 in 2010, 85 in 2011, 78 in 2012 and 91 in 2013. There has been overall continuous increase in CS programs enrolment from 334 in 2009 to 403 in 2013 and current 426 in Fall 2014. These are some of the evidence of good first year student satisfaction.

It should also be noted that other recent initiatives to promote transfer mobility of 3 year college diploma holders transferring from College to two CS programs through degree completion programs are beginning to record some enrolment numbers not previously available prior to 2011 when these programs were not updated and publicized. Currently, there are 5 students from the two programs and the number is expected to increase.

Efforts to keep down number of sessional course offerings due to resource limitations continue to be on target with the goal of having full time faculty teaching most CS core courses. Despite increased enrolments and increased number of SEUs in many core and service courses, record shows that the number of core course section offerings in Fall 2013 is 95 for teaching 49 courses and this is similar to the numbers for Fall 2012 when there were 89 course sections for 45 courses.

PDC Comments: PDC commends the area on having addressed all elements of this recommendation. PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target X__recommendation satisfied.

Recommendation 2: That multi-section courses as well as core courses be designated course coordinators who are responsible for the uniformity of courses, and reviewed annually by the Course Advisory Committee. Multi-section courses should have the same assignments, and examinations. Software could be used to facilitate posting common assignments and on-line quizzes. Agent: AAU Head, AAU Council, Course Advisory Committee Completion by: Fall 2012

Actions taken 2011: Only two major courses currently have two sections in one semester. Both have common assignments, tests, and final exams.

More professors now use the same textbook and similar course notes for different sections of the same course that are taught twice a year. (Note: The only courses that are taught twice a year are those required core courses where a second offering is required for students who need to repeat the course, because it is a prerequisite for courses to be taken in the following year). These courses also cater for students who enter the program in Intersession. All such second offerings of core courses have healthy enrolment numbers.

Page 93 of 236 Page 7 of 16 It should be noted that every course offered by the School of Computer Science has an associated Course Advisory Committee (CAC). One responsibility of these committees is to ensure uniformity of section offerings.

PDC recommended further actions to be taken (2012): PDC encourages the area to continue efforts to ensure that all sections of the same course have the same assignments and examinations, and that all multiple offerings between semesters of a course utilize the same textbooks.

Actions 2012: In most cases these sections had common final exam, assignments and labs. The academic freedom of the individual instructor had to be respected.

The school is moving to a situation in which the same CLEW website is used (with minor changes to dates and changes to accommodate different ways of testing distance students) for all CS service courses.

PDC recommended further actions to be taken (2013): PDC welcomes the area’s decision to use the same CLEW site for all CS service courses. PDC notes that the Collective Agreement (5:25(d)) states that all faculty members must “comply with AAU policies concerning the coverage of course content and consistency in the assessment of students among and between multiple sections of the same course”. PDC therefore urges the area to ensure that all sections of the same course have the same assignments and examinations, and that all multiple offerings between semesters of a course utilize the same textbooks.

Actions taken 2013: In the past year CS introduced the Certificate of Applied IT program, which initiated additional online service courses developed by different instructors. As a result, in the initial phase of the offerings some issues have been identified that CS is now addressing by assigning a ‘service course coordinator’, a faculty member who would oversee the consistency and AAU policy procedures followed for all service courses. Specifically, there is a need to ensure a common exam between multiple sections were one section is online and another is classroom based; it should be noted however that online sections and classroom sections of the same course may offer assignments at different paces. A plan is underway to ensure instructors of online courses and those of classroom based courses be informed and realign their contents to ensure common assessments and consistency as much as possible throughout the course offerings. This is no longer a main issue in core courses in 2013.

PDC recommended further actions to be taken (2014): PDC notes the area’s progress with regard to this recommendation. With a report next year confirming that all of the area’s multi-section courses (including in-class and online section offerings of the same course) utilize the same textbooks and have common assignments, PDC would consider this recommendation satisfied.

Actions taken 2014: A regular reminder to all instructors is sent every term from the director to remind instructors with a highlight of essential senate policies and responsibilities, with the addition of the AAU policies to have multiple section courses using common final examinations and as much as possible, common assignments and textbooks. Furthermore, instructors are to use CLEW whenever possible and for new instructors to follow the contents from the immediate previous offering of the course in order to ensure consistency. An Applied Information Technology coordinator had been appointed to monitor offerings for sessional courses.

PDC Comments: PDC notes that the purpose of requiring that multi-section courses have the same evaluations, assignments and textbooks is to ensure that all students are given equal opportunity to succeed and attain the same level of understanding in preparation for their next courses. PDC directs the area to discuss this matter with the Dean and the Vice-Provost, Teaching and Learning, with a view to identifying a way forward which will ensure that all sections of the same course have the same assignments and examinations, and that all multiple offerings between semesters

Page 94 of 236 Page 8 of 16 of a course utilize the same textbooks. The area might consider, for instance, taking a team-teaching approach to set the curriculum, evaluations and textbooks for multi-section courses.

Status: _ ahead of target on target X behind target __recommendation satisfied.

Recommendation 3: That the area develop a mechanism for ongoing review of the overall structure of its undergraduate and graduate programs and service courses; and that as part of this ongoing review, the area assess and monitor the impact of its graduate programs (and graduate program expansion) on the delivery of its undergraduate programs and the School’s service role. Agent: AAU Head, AAU Council, Curriculum Committee Completion by: Fall 2012

Actions taken 2011: The School has begun a series of regular “retreats” in order to discuss these issues.

The first retreat, which was held in August 2011, resulted in further restructuring of the degree programs and course and section offerings for the 2012-2013.

At the next retreat (scheduled for the 2012-13 academic year, the school will discuss possible restructuring of the degree specializations (Artificial Intelligence, Gaming, Multi-Media, and Networking) to determine if there is scope for further sharing of courses.

Great care was taken during 2010 and early 2011 when offers of admission were being sent to prospective graduate students. As a consequence, in the 2011-2012 academic year, the number Master’s students who held GAships exactly matched the actual 2011-2012) requirements of undergraduate teaching needs. This took into account the new Collective Agreement for Graduate Teaching Assistants (which requires that Master’s students be offered three semester GAships if they are offered one. CS intends to be equally careful in the next round of offers.

The Undergraduate Curriculum Committee has already approved a new course on “Social Media and Mobile Technology for End Users” and a new service course “Web-Based Data management” which are under development. These new courses will enable the school to offer a Certificate in Applied Information Technology (CAIT) which can be taken by students in degree programs, or by students who are not enrolled in any degree program

PDC recommended further actions to be taken (2012): PDC notes the area’s efforts with regard to this recommendation and encourages it to continue them.

Actions taken 2012: In early 2012, the Associate Dean of Science (Graduate Studies) and the Acting Dean of Graduate Studies were concerned that CS might admit more graduate students with GAships than the budgeted GAships available. Consequently a process was imposed on CS which required that the number of outstanding offers with guaranteed GAships could never exceed the number of remaining GAships (despite CS’s 20-year record of never exceeding the number of allocated GAships, and evidence that only 50% of CS offers with GAships are accepted). The result of this process has been a 50% decrease in new graduate students in fall 2012 compared to recent years. Fortunately, the situation can be remedied owing to the fact that Master’s students usually only begin receiving GAships in the Winter semester of their first year. This fall 2012, we have been able to offer all new students a GAsip in the Fall.

However, if the same policy is imposed this 2012-2013 year, CS could face a situation in which the number of GAs is

Page 95 of 236 Page 9 of 16 significantly less that the number needed for undergraduate class and laboratory assistance.

We currently have approximately 3,000 SEUs in applied I.T. courses and expect this number to increase significantly when the two new courses are offered and the CAIT becomes available.

PDC recommended further actions to be taken (2013): PDC reminds the area that this recommendation calls for the development of “a mechanism for ongoing review of the overall structure of its undergraduate and graduate programs and service courses; and that as part of this ongoing review, the area assess and monitor the impact of its graduate programs (and graduate program expansion) on the delivery of its undergraduate programs and the School’s service role.”

PDC directs the area to report next year on the mechanism it has established for reviewing its undergraduate and graduate programs and service courses, and for ensuring that graduate programming and expansion does not negatively impact undergraduate offerings.

Actions taken 2013: In relation to service courses: The School has established a service position for a faculty member to act as a “Service course coordinator” whose role is to oversee the service courses, including the minor and certificate programs. This role is important to focus on ensuring the service courses are consistent and annually review their contents.

In relation to the undergraduate program: The Course Advisory Committees meet annually to ensure consistency throughout the courses and that Learning Objectives are being met (review of assignments, textbooks, and tests/exams). The Associate Undergraduate Program Chair before the start of each term reviews all course outlines for consistency and standardized policies on various issues, including make-up exams, academic integrity, and any AAU policies.

Effective Fall 2013, the graduate colloquiums were opened to 60-496 and 60-499 students who are now required to attend. The effect of this is increased attendance in our seminars and more importantly high level of student engagement to pursue higher education or connect with industry speakers and visitors. This will positively impact the domestic student enrolment into our graduate programs.

Furthermore, this year at the Windsor Welcome orientation, the School has introduced a workshop for graduate students where new graduate assistants were trained on academic integrity matters, AAU policies for teaching and lab supervision, as well as practical skills to properly mentor the undergraduate students.

PDC recommended further actions to be taken (2014): PDC recognizes and appreciates that the area has established a mechanism to oversee service and undergraduate courses. PDC reminds the area that the recommendation also calls for the development of a mechanism for ongoing review of the overall structure of its undergraduate and graduate programs to ensure that they complement each other and to ensure that its graduate programs (and graduate program expansion) do not negatively impact on the delivery of its undergraduate programs and the School’s service role. PDC directs the area to report next year on the mechanism it has established for the review and monitoring of its programs, and for ensuring that its graduate programs do not negatively impact undergraduate program and course offerings.

Actions taken 2014: The structure reported in actions taken 2013, for maintaining consistency between the different program level offerings of the department and how they impact each other continues to be maintained and is re-enforced by a hierarchical departmental committees formation structure composed in 2013/2014 which includes diverse faculty handling graduate, undergraduate, service course, co-op, academic advising duties and others to have representations in key graduate, undergraduate curriculum, co-op and other committees. This enables good knowledge flow about the requirements of the different program levels and their impacts on each other. With regards to Graduate Teaching Assistants, some important changes include: A mandatory orientation for all new graduate students where we review items related to student success and academic integrity. Additionally, we have Page 96 of 236 Page 10 of 16 been diligent in having instructors write detailed job duties for their teaching assistants in order to ensure all the teaching support responsibilities are clearly addressed. We have also encouraged our instructors and students to report any issues with the teaching support of the teaching assistants and have a documented procedure to follow promptly, led by the grad chair, in order to ensure the quality of the teaching support is not compromised. Recently, with the increase in the undergraduate enrolment and decrease in our graduate students we have insufficient number of graduate students to cover the teaching support needs for undergraduate courses. We have been resorting to use more undergraduate TAs.

PDC Comments: PDC thanks the area for its report on the mechanism it has developed, as defined above in its outline of its hierarchical committee structure, to review the overall structure of its undergraduate and graduate programs and service courses. PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 4: That the School, in consultation with CTL, increase its efforts to ensure an educational experience of students in the first years (and first year in particular) of the program is high quality. Agent: AAU Head, Computer Science faculty and staff members, Dean of Science, Centre for Teaching and Learning (CTL) Completion by: Ongoing

Actions taken 2011: Computer Science faculty and sessional instructors have been attending some seminars arranged by CTL.

One of our graduate student sessional instructors, Rahmatullah Hafiz, was one of the first three graduates in North America to obtain the SEDA teaching certificate - Fundamentals of University Teaching, through courses offered by CTL.

Faculty across all 4 years of the CS degree programs continue to receive very good student teaching evaluations.

The continued use of compulsory group-work labs for all major first and second year Computer Science courses provides students with a supportive environment for learning difficult concepts.

The Director of the School of Computer Science has discussed the School’s approach to teaching with members of CTL, including Dr. Erica Kustra.

In addition, Dr. Anne Dickinson, a CTL visiting Fellows sat in on first-year CS lectures and provided useful feedback to the instructor.

PDC recommended further actions to be taken (2012): PDC thanks the area for its efforts to ensure a high quality undergraduate experience. PDC looks forward to hearing more on initiatives to enhance the educational experience of first year students, in particular. PDC encourages the area, in consultation with the CTL, to identify indicators to measure first year student satisfaction with the educational experience, such as focus groups for first year students.

PDC looks forward to a report on the success of initiatives to ensure an educational experience of students in the first years (and first year in particular) of the program is high quality.

Actions taken 2012: The school has provided every faculty member with a Windows tablet with Adobe Captivate s/w which can be used to capture speech and screen activity in a compact video format for recording lectures. These recordings can then

Page 97 of 236 Page 11 of 16 be made available through the CTL uView video streaming service. CS faculty are experimenting with this technology and will be using it as a course resource in 2013.

PDC recommended further actions to be taken (2013): PDC notes that the area is encouraging its faculty to experiment with Adobe Captivate s/w to record and post their lectures. PDC directs the area to provide a report on the impact of this technology in enhancing the student experience. The area is encouraged to apply for funding from the Centre for Learning Innovation Fund and to consult with the CTL to assist it in assessing and measuring the impact of this tool on the student experience.

PDC also directs the area to work with the CTL to identify and report on other initiatives to ensure that the educational experience of students in the first years (and first year in particular) of the program is high quality.

Actions taken 2013: The Adobe Captivate software fell short of expectations due to the limited bandwidth, video quality and recording time. As a consequence, a complete lecture was difficult to capture and stream, particularly the text capture of the projected slides was not readable in videos. This issue presented a technical challenge and practical limitations on the readiness of this technology in the classroom. The School is currently embarking on working with CTL to identify new technologies and possibly create a hybrid classroom model for one or two undergraduate Computer Science courses to be offered in January 2014.

PDC recommended further actions to be taken (2014): PDC appreciates the area’s efforts in trying to identify new technologies, including the possibility of creating a hybrid classroom model with CTL, that may contribute to a positive undergraduate student experience. In addition to these technological initiatives, PDC reiterates that the area work with CTL to identify other initiatives to ensure that the educational experience of students in the first years (and first year in particular) of the program is high quality. PDC expects a report on such other initiatives, in next year’s annual status report.

Actions taken 2014 The School is working with CTL on applying for funding to create new online courses. The restructuring of CTL in the past year has hindered some of the initiatives we wanted to pursue with hybrid classrooms. Nevertheless we scored a significant advance in deploying the technology needed in order to be able to do the laboratories remotely. Since our core courses in the first two years have a mandatory computer lab, driving the technology on the lectures side was insufficient. Now we are better prepared to enable our entire course, both lecture and labs, to be delivered in a hybrid or online model. This will be explored further in the coming year as the technology becomes more mature and our newly acquired and faster network router gets installed (necessary to deliver the labs remotely).

PDC Comments: PDC notes the progress made with regard to this recommendation and looks forward to an update next year on the delivery of core courses in a hybrid or online format and the possibility of delivering labs remotely.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 5: That Computer Science work with the AIO to standardize best practices around academic honesty and develop an effective mechanism to communicate this to students. Agent: AAU Head, Computer Science faculty members, Academic Integrity Officer Completion by: Fall 2012

Actions taken 2011: No recent activity has taken place with respect to this recommendation. Currently, most course outlines contain a statement concerning academic integrity. However, the statement has not yet been standardized. Many professors also require their students to sign each assignment with a declaration that “This is my own work”. However, this has not yet been standardized across the school. Page 98 of 236 Page 12 of 16

PDC recommended further actions to be taken (2012): PDC urges the area to move forward with this recommendation. PDC also encourages the area to develop an effective mechanism to ensure that students are aware of what constitutes plagiarism and what it means to sign the statement on academic integrity.

Actions taken 2012: A discussion between the new Director and the AIO is scheduled during Fall 2012 to pursue a standardization policy.

PDC recommended further actions to be taken (2013): PDC urges that area to meet with the Office of the Dean and the AIO to complete this recommendation. PDC directs the area to finalize its standardization policy, together with a clear mechanism for educating students on plagiarism, cheating and what it means to sign the statement on academic integrity. Consideration might be given to providing an educational session on academic honesty in one of the first lecture sessions of 60-140. PDC notes that all course outlines must inform students of the University’s plagiarism policy, in accordance with bylaw 51. PDC looks forward to next year’s update, reporting on the completion of this recommendation.

Actions taken 2013: The School has a uniform policy on academic integrity (AI). The associate undergraduate chair before the start of every term ensures that every course outline has the AI policy and statement on honesty spelled out. We also incorporated into the Windsor Welcome education for the future Graduate Assistants to alert them of signs of academic integrity, as well as a presentation by the undergraduate chair to educate students on plagiarism and academic integrity. The School will either consider inviting a representative of the AIO to future Windsor Welcome orientation to make a short presentation on academic integrity to our first year students, or review the current presentations slides to ensure they reflect any changes.

PDC Comments (2014): PDC notes that the area has developed a standardized academic integrity policy and established mechanism to communicate it to faculty and students. PDC considers this recommendation satisfied.

Recommendations Satisfied 2013-2014.

Actions taken 2014: The School continues to enforce the actions reported in 2013. The School has further embedded additional academic integrity materials applied to coop job placements and further educating graduate teaching assistants during orientations.

Recommendations Satisfied 2013-2014.

Recommendation 6: That the School and the Dean of Science consider options for better coordinating computing support personnel and resources. Agent: AAU Head, Dean of Science Completion by: Annual review

Actions taken 2011: After discussion with the Dean of Science, one senior technical support staff position (that of Database administrator DBA) was eliminated, and it was also agreed that a vacancy created by a previous resignation of another technician would not be filled. This reduction in technical support staff has created some difficulties in Computer Science, with slower response times to faculty requests for new software installation, etc. However, the School understands the need to reduce resources to match revenue that is generated by student enrolment.

Page 99 of 236 Page 13 of 16 The School’s remaining 4 technical support staff manage a hugely complex state-of-the-art “cloud” (thin-client distributed) computing environment, that supports 390 undergraduate students, over 55 students pursuing a thesis- based master’s degree, over 25 students pursuing a doctoral degree, 20 professors, several sessional instructors, and hundreds of non-Computer Science students who take courses such as 60-205 which requires access to one of the CS servers so that they can create their own web sites.

The cloud computing environment consists of a variety of compute servers running different versions of the Linux operating system (including Ubuntu and Debian) connected to over 100 inexpensive Linux thin-client terminals through the LTSP (Linux Terminal Server protocol) which is not used elsewhere on campus.

The technical support staff also manage a highly specialized multi-media and video game development laboratory, and a mobile application development environment used by undergraduate students in various projects.

In order to cover some of the responsibilities that the DBA previously had, the School is gradually moving all email functions over to Lotus Notes which is maintained by ITS. However, few other tasks can be shared with ITS or technical support staff in other Science departments. The reason is that the role of the Technical Support staff in Computer Science is quite different to the role of those other support staff. Technical staff in Computer Science provide extremely rapid support for emerging programming languages and new software development environments, most of which are not found elsewhere on campus. Also, CS students are not just users of CS compute servers, programming languages, and database systems, they need systems manager privileges to configure virtual servers, create web servers (not just web sites), manage a database system (not just use one), and install new programming languages and software development environments. Technical Support staff need to find ways to enable this without compromising the reliability and security of compute services provided to other students.

Despite the reduction in technical support staff, the School believes that it can continue to act as an early adopter of computing hardware and software paving the way for informed decisions to be made for campus-wide purchases. Past examples include the school having the first UNIX compute servers on campus, the 3rd web server in Ontario, the first implementation and use of Lotus Notes on campus, the first use of Gigabit Ethernet, the first use of thin- client X-terminals and Sunrays, and the first to implement a wireless network. All of these technologies have subsequently been adopted a few years later by ITS, implemented at a “production level” rather than at an “experimental level” (as was done in Computer Science) and made available to the wider campus community. It should not be forgotten, that Computer Science faculty (with help from CS Support Staff) acquired the funding for the first academic Unix compute server to be installed in ITS, the first Gigabit routers to connect the Library and the faculties of Science and Engineering to ITS (which was the beginning of the campus-wide GB Ethernet network backbone), the PCs which were first used in the SAP laboratory in Business Administration, and the first PCs to be used in the Multi-Media laboratory in the School of Visual Arts.

The School is now an early adopter of the open source (i.e. free) Ubuntu Linux as its major operating system, and the Linux Terminal Server Protocol and very-low-cost Linux terminals as the basis for the cloud-computing environment. The School is also the first department to install Android Mobile Application Development environments on tablets that can be used by students to develop Mobile Applications in project courses. It is anticipated that the experience gained in Computer Science will be helpful when these new technologies are considered for use elsewhere on campus.

PDC recommended further actions to be taken (2012): PDC thanks the area for its detailed report and looks forward to future updates on computing support personnel and resources impacting undergraduate students.

Actions taken 2012: In addition, the School hosts a regional high school programming competition and various recruitment events that require our resources and special configurations of competition servers and equipment such as robots. Furthermore, in 2012 the School will host the Regional ACM computer programming competition for university students for the third consecutive year. These events attract potential and existing students from Computer Science Page 100 of 236 Page 14 of 16 as well as Mathematics and Engineering from the Windsor/Essex region and, in the case of ACM from the entire Southern Ontario (up to 130 participants in a typical event).

In 2011-12 our technical support staff have been supporting other departments with the Faculty of Science. In addition to time critical maintenance on specialized equipment, one member has setup a server and trained the faculty in Mathematics on the new technology being introduced.

In addition, CS had one of the first large-scale ultra-thin-client distributed computing networks in Ontario capable of supporting hundreds of concurrent users (these networks are now referred to as “Cloud Computing” networks), and providing those students with state-of-the-art computing resources.

The School also appears to be among the first to experiment with Adobe Captivate S/W for lecture capture.

PDC recommended further actions to be taken (2013): PDC notes that the area continues to pursue and embrace new technologies to assist it in meeting its teaching, learning and research needs. The PDC commends the area for providing continued technical support to other departments in Science. In next year’s report, the area is asked to report more specifically on the strategies it has developed, in consultation with the Dean, for better coordinating computing support personnel and resources.

Actions taken 2013: In consultation with the dean of Science, the School is currently reviewing, and possibly updating the job descriptions of the technical staff to reflect the evolving needs of the students and new technologies. It should be noted that the School continues to service an increasing number of undergraduate student population and host multiple high profile outreach events such as the regional (university wide) ACM Computer Programming Competition (4th year running), Secondary School Programming Competition (10th year running), Google CS4HS teacher workshops (2nd year running), among other events which are now putting our four technical staff under pressure. There soon will be a need for additional technical staff support in order to support the CS programs and outreach activities necessary for our reputation and growth. The staff continue to service whenever possible other departments within Science, but we risk running them into overtime due to the loss of technical staff we endured in the recent years.

PDC recommended further actions to be taken (2014): PDC notes that the area has entered into discussions with the Dean regarding this recommendation and directs the area to submit a report, next year, on the strategies for better coordinating computing support personnel and resources, which emerge from this consultation.

Actions taken 2014: In order to successfully deliver Computer Science courses and special events we require highly customized environments with the latest software versions for the students deployed in a relatively short period of time. We have an on-going need from our computing support personnel to ensure a reliable network infrastructure, working hardware equipment in the labs, updated system and software customization support. It is essential that we maintain redundant systems and proper backups to ensure a maximum service uptime for the students and researchers. We have recently installed a backup server located at ITS in order to create a mechanism for backing up our critical data offsite (this is important in case of fire in the building for instance). The School has adopted an online project management system (Redmine) that helps track and manage the projects assigned to the technical staff on a daily basis, allowing monitoring and efficiency of the workflow. All our technical staff, director, and one administrative support staff are on the project management system to coordinate and monitor the status of any project at any given time. This tool has significantly improved our communication and project management strategy, as well as our overall efficiency. The School, owing to the fact that it maintains the second largest server room after ITS, has been hosting a server for the Mathematics and Statistics department and administering it for over a year now. Recently Physics has approached us at the request of the dean to salvage some of their CFI research equipment and administer them in our server room as well as ITS wanted them removed. Talks have been ongoing with the dean about increasing the Page 101 of 236 Page 15 of 16 role of the School computing support personnel in supporting other departments within Science. It should be noted however, that with the increasing enrolment of undergraduate students and the introduction of the new Professional program has placed additional demand on our support personnel and resources. Despite our internal efficiencies we have to ensure the resources are not stretched beyond their capacity.

PDC Comments: PDC notes the area’s provision of computing support to other departments in Science and its efforts to strengthen its partnership with ITS, and commends the area on these initiatives.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Page 102 of 236 Page 16 of 16 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FOURTH ANNUAL STATUS REPORT ON: GENERAL SCIENCE January 2015

Recommendation 1: That the low enrolment programs be deleted, as planned (BSc Science, Technology and Society, Concurrent BSc/BEd, Concurrent BSc/BEd/ECE, Concurrent BSc (General Science)/Medical Laboratory Science diploma). Students currently enrolled in these programs will be permitted to complete the program. Agent: Dean, Program Coordinator Completion by: Fall 2011

Actions Taken 2010: Admission to the programs has been terminated effective Fall 2011. The progress of students registered in the programs is being monitored and they will be permitted to complete their respective programs.

PDC recommended actions to be further taken (2011): PDC notes that this recommendation has been satisfied.

Recommendation Satisfied (2010-2011)

Recommendation 2: That the Faculty introduce a four-year Honours Science “Non-major” program option, and that careful consideration be given to the name of the program. Agent: Dean, Program Coordinator Completion by: Fall 2011

Actions Taken 2010: A preliminary version of a four-year Honours Science "Non-Major" program option has been has been completed and it is anticipated that a proposal for the program will be submitted to PDC during the 2011 Winter semester. A tentative name, "Honours Science" has been assigned to the preliminary version of the program.

PDC recommended actions to be further taken (2011): PDC commends the area on its efforts to meet this recommendation and looks forward to receiving the proposal for a four-year BSc (Honours Science) program.

Actions taken 2011-2012: The preliminary design of the program – its purpose and target audience, plus its structure - is being re-examined. This is being done to ensure that it fits appropriately with other developments under consideration in the Faculty of Science: a) The feasibility of a common first-year structure for four-year Science programs, to aid students in selecting and transitioning into majors or double-majors; and b) The development of a Health Science program. The role of, and potential student pool served by, a four-year “non-major” Honours Science program will likely change in relation to these developments, as would the structure and requirements of the program. Design alternatives are being considered in parallel with the above-mentioned developments.

PDC recommended actions to be further taken (2013): PDC notes that the possible creation of a four-year Honours Science program is being reconsidered in light of new developments within the Faculty, including establishing a common first-year curriculum and the possible development of a Health Science program. PDC looks forward to next year’s report on the viability and appropriateness of a four-year Honours Science program in the context of other programmatic initiatives in the Faculty.

Actions taken 2013:

Page 103 of 236 Page 1 of 7 With the change through two Associate Deans this recommendation has been on the back burner. While it would not be difficult to set a program (basically it looks like a double major, but students have a bit more leeway in courses), there is no obvious benefit in serving the students upon reviewing transcripts of students from two separate years who are in the 3 year BSc General.

Of more importance than a four year Honours [General] degree is the newly introduced Bachelor of Health and Biomedical Sciences, which is currently being prepared for IQAP review after approval in both Chemistry and Biochemistry, and Biological Sciences.

After a review of two separate years of General Science students we find that about 40% of the General Science students transfer to other programs (about 2/3 of those to Biochemistry or Biology, the rest to assorted areas), about 30% graduate with a degree in General Science (and about half of those go on to finish a four year honours degree following), about 20% were in progress and just under 10% had been required to withdraw. Of the group of students considered (75 of 136 students enrolled in Fall 2009, and 59 of 114 students enrolled in F2011) nearly all of the students who were performing well (>7.5 GPA) were transferring to Honours programs. Only one or two graduated with the 3 year general and did not continue to other degrees at Windsor. The majority of students in the program, from consideration of their transcripts and GPA information, were weak in science in particular, and often weak in general. It seems that the students are very well served by a three year general degree. Those who can, transfer to honours degrees, and those who are unable to manage an honours degree have a route to graduation. The RTW numbers were reasonably low which was also good news, as this is the last chance degree in the Faculty of Science. It would certainly be a mistake to dispose of the three year degree as it serves students well. The benefit of a four year “general” Honours degree in Science is certainly not clear, as its purpose can be served by the Combined Honours program (for students who are undecided in two areas of science study), the Bachelor of Arts and Science or Combined Honours program (for students who are undecided in an area of science and an area of arts, humanities or social science, or simply transfer to a regular stream Honours degree.

Based on this analysis the Faculty of Science does not wish to act upon this recommendation and we deem that the recommendation should be withdrawn.

PDC Comments (2014): PDC thanks the area for its update and concurs that the recommendation should be withdrawn.

Recommendation Withdrawn (2013-14)

Recommendation 3: That the Faculty retain the existing three-year BSc (General Science) program, but not admit to it from high school. Agent: Dean, Program Coordinator Completion by: Fall 2011

Actions Taken 2010: Enrolment data for the General Science Program during the period Fall 2001 to Fall 2011 are being analyzed to determine the possible impact of eliminating General Science as an entry point to the University of Windsor for high school applicants. At present, discussions are being held with the Associate Director, Registrarial Services regarding this recommendation.

PDC recommended actions to be further taken (2011): PDC looks forward to hearing the results of this analysis and of discussions with the Office of the Registrar.

Actions taken 2011-2012: Prior analysis results did not carry forward through the transition in the Associate Dean’s office. New analysis is underway to examine the program transition and program completion paths followed by students who enter the General Science program from high school. Also, see Recommendation 5.

Page 104 of 236 Page 2 of 7

Informal discussions with current students and recent graduates, plus discussions with prospective students at recruitment events including the Ontario Universities Fair, indicate that continuing first-year intake into this program is considered attractive. We remain steady with a first-year intake in the low twenties each year. It gives undecided students an opportunity to arrive at the University of Windsor and transition into an appropriate Science program once they encounter first-year Science courses. The merit of these arguments will be tested once the new analysis is completed. The value of this pathway may also change, should common first-year structures be developed for the Science programs, or when a four-year “non-major” Science program becomes available, so we will continue to monitor and assess the value of this program to first-entry recruitment into Science.

PDC recommended actions to be further taken (2013): PDC notes that retaining or discontinuing first-year intake into the General Science program will depend on the outcome of discussions on a common first-year curriculum for Science students and the possible development of a four-year Honours Science program. PDC requests that the area submit a more detailed report next year on whether students should be admitted directly into it from high school, including an analysis of program transition and program completion paths of students that have been admitted directly into first-year of the General Science program from high school.

Actions taken 2013: We continue to discuss a common first year curriculum. The problem is that we need three or four common curricula. One for Health Sciences (which has basically been introduced through the BSc HBS program), one for computational sciences (computer science and math), and one for Physical Science (which encompasses a blend of the other two) and finally, one for the Ecological Sciences. This is hardly a common curriculum in first year. The disparate areas of expertise required to move forward in the vastly different disciplines reflected in a Faculty of Science have continually pushed us up against this barrier. Discussions are still ongoing.

There is merit in retaining the BSc[General] as an entry point to the University as this is the only uncommitted program in Science. Students are well counselled in their educational choices and options for the future. The bulk of the students in the program look like a blend of Biological Science (~60%) and Chemistry and Biochemistry (~40%) and it may be that these students will be well served in entry to the four year Honours Bachelor of Health and Biomedical Science. Still, there is a need for the three year degree entry point.

Having given serious consideration to this recommendation, the Faculty of Science does not wish to act upon it, and we feel that the recommendation should be withdrawn.

PDC Comments (2014): PDC thanks the area for its update and concurs that the recommendation should be withdrawn.

Recommendation Withdrawn (2013-14)

Recommendation 4: That the Faculty improve general support and advising procedures for the General Science students. Agent: Dean, Program Coordinator Completion by [revised]: Fall 2014

Actions Taken 2010: Last summer, General Science students were contacted by email and invited to visit the Office of the Dean of Science to meet with an Academic Advisor and discuss their overall academic plans and course selections for the Fall 2010 semester. A similar invitation was sent to students in October 2010. The email initiative has been successful and has resulted in increased numbers of students receiving Academic support. This communication with the General Science students will be continued. Information on the type of support required by the students is being obtained during the counseling sessions.

Page 105 of 236 Page 3 of 7 PDC recommended actions to be further taken (2011): PDC notes the area’s efforts to meet this recommendation and encourages it to continue them.

Actions taken 2011-2012: Outreach and follow-up efforts from the Academic Advisor and the Office of the Dean of Science have intensified on several fronts: email communication with current students through mailing campaigns and invitations included in most direct correspondence with individual students; verbal communication at recruitment and orientation events; and most recently, the great availability and quality of academic advising is featured as an important element of the program in the new print material for recruitment. The proportion of students coming in for counseling with the Academic Advisor, and the frequency with which they come in for counseling, has increased considerably.

PDC recommended actions to be further taken (2013): PDC commends the area on its efforts to increase support for advising of General Science students. PDC notes that, if it is not already doing so, the area should clearly advise students of the opportunities and limits of a three-year general science degree in terms of future employment and graduate studies opportunities.

Actions taken 2013: Efforts to engage General Science students have increased. Walk in appointments are encouraged. Appointments may also be specifically scheduled by phone or email. In some cases, simple advising is even handled by email to alleviate the need for the student to visit the office on a straightforward matter.

Students are always advised of options open to them when they come in for advising. In particular planning for success in the 3 year program with an eye to moving into a four year Honours program is always enunciated. Consideration is given to discussing employment and future study opportunities. All student requests are handled in a timely manner and records of visits are kept in active student files that are secured and well managed.

With the appointment of Dr. Dutton as Associate Dean there has been significant improvement in the work flow and advising flow within the Faculty office. We will continue to report on our efforts to support and advise the General Science students.

PDC recommended further actions to be taken (2014): PDC notes the area’s efforts to meet this recommendation and looks forward to next year’s report.

Actions taken 2014: We continue to closely monitor all general science students and are proactive when required, and responsive to student requests for assistance. Incoming student transcripts are reviewed to ensure the initial course choices are correct. We contact incoming students to offer assistance in course choice if there is a problem and we suggest that all students arrange an appointment for advising in their first semester. We will continue our efforts and have no plans to change any of our current procedures as they are operating very well. We therefore consider that this recommendation is satisfied.

PDC Comments: PDC commends the area on its efforts with regard to this recommendation and concurs that it has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 5: That the Faculty develop initiatives to improve inclusion of General Science students in the life of the Faculty. Agent: Dean, Program Coordinator Completion by [revised]: Fall 2014

Page 106 of 236 Page 4 of 7 Actions Taken 2010: Last "Welcome Week" (September 2010), a separate session was held for General Science students. During the sessions, twenty-nine students met with the advisors for the program and were provided with information regarding the program and the Faculty of Science. A separate session for General Science students will be part of future "Welcome Week" activities. An informal gathering of General Science students is being planned for the Winter 2011 semester. Science Faculty will be asked to participate in the informal session and students will be provided the opportunity to discuss matters of concern.

PDC recommended actions to be further taken (2011): PDC notes the area’s efforts and looks forward to a report, next year, on the outcome of the informal gathering and on additional new initiatives aimed at improving the inclusion of General Science students in the life of the Faculty.

Actions taken 2011-2012: We held a General Science reception for students in April 2011. It was sparsely attended although the interaction with the students who did attend was excellent. The approach was changed for the 2011/2012 academic year to try and increase participation. A pizza lunch for General Science students was held in the Fall semester. This event was better attended than the reception of the previous year, but the students who attended explained that it was a challenge to fit any event into their busy schedules. A greater proportion of General Science students are in non- conventional situations than in most programs; many have other work or family obligations, or do not live close enough to campus to attend events outside of classes. In an attempt to include all General Science students (e.g. full-time, part-time, those completing their degree through distance education), we decided to change our approach again. We held a draw in which students dropped off a ballot at the Faculty of Science office or returned it through email to win a substantial prize (including a computer bag, portfolio, travel mug and degree frame). A great number of students participated, and although the effects were indirect, it appeared to be successful in better connecting General Science students to the Faculty. It brought more students into the office to meet the staff and advisors, and gave them a much better sense of the office as a friendly, collaborative place that is open to them. It also gave an opportunity for personal responses to the email ballots, giving an “unofficial” point of personal connection with the remote students.

Students are emailed on a regular basis and encouraged to speak with the General Science advisor in person or via email to address any program questions they may have (see Recommendation 4). When they come in for an appointment they are given a General Science T-shirt or one of a variety of Faculty of Science items, based on prior visiting history. This has greatly increased the interaction between the General Science students and the Faculty of Science office and advisor and has helped to make General Science students feel welcome on campus. We are still exploring ways to improve the connections between the General Science students themselves.

PDC recommended actions to be further taken (2013): PDC commends the area on the innovative approaches taken to connect with General Science students and draw them into the life of the Faculty. PDC encourages the area to continue with such innovative approaches and looks forward to next year’s update.

Actions taken 2013: With a recent acquisition of space the Faculty of Science office has moved into Essex Hall. Contact with the Science Society has improved as a result. In addition we have acquired a significant student lounge space that is an epicentre of activity for science students. Previously introduced procedures are ongoing and students are encouraged to seek advising and seek opportunities for participation in both student led and Faculty led events.

The efforts to involve all students in the life of the faculty are ongoing and are on target.

PDC recommended further actions to be taken (2014): PDC commends the area on its efforts to meet this recommendation and encourages it to continue them.

Page 107 of 236 Page 5 of 7 Actions taken 2014: The Essex Hall offices of the Faculty of Science, the Science Society and the Science Lounge have given a home to all science students and is well utilized at all times of the year. Certainly General Science students are benefiting along with all others who utilize the space. In addition, the proximity of our offices to a large student social/study space, and our open doors, have raised the profile of the Faculty leadership team, and provided easy access for all students to our services. We have no plans to further augment the inclusion of the General Science students in the life of the Faculty, but will certainly continue to support the social and study lives of our students. No further reporting of this recommendation is required and we ask that it be deemed satisfied.

PDC Comments: PDC notes the area’s initiatives to improve inclusion of General Science students in the life of the Faculty and concurs that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 6: That the Faculty establish procedures for improving the tracking of General Science students, during their programs and at the end. Agent: Dean, Program Coordinator Completion by: Fall 2012

Actions Taken 2010: The manual tracking of students enrolled in the General Science program, by semester, beginning with the Fall 2009 semester, is underway. A template for reporting the data will be developed during the 2011 Winter semester and a request will be made to the Registrar to provide a "tracking report" at the end of each semester. Personnel in the Office of Alumni Affairs will be consulted during the 2011 Winter semester to assist with the tracking of students after graduation.

PDC recommended actions to be further taken (2011): PDC looks forward to next year’s update on the establishment of procedures of improving the tracking of General Science students.

Actions taken 2011-2012: Every semester, the status of current and former students in the General Science program is compiled into a standard report. At the program level, this report includes summary demographics. For individual students, information on program transfers, both into and out of General Science, are included. This information is a key component of the analysis that is described in Recommendation 3.

This reporting is still being done manually in the Faculty of Science office based on data provided by the Registrar’s Office, but now that we have tested which information is desirable, and how it may be usefully presented, we are examining ways to better automate the process. There are now enough semesters of reporting that we can begin building in some trend analysis; we are considering which analyses would be most helpful.

PDC recommended actions to be further taken (2013): PDC notes that the area now has sufficient data from tracking reports on current and former students and requests that the area submit a trend analysis on the movement/progress of these students, in next year’s report.

Actions taken 2013: See the discussion in Recommendation 1 regarding the trends in student movement and progress in the General Science program. The observations that the good students move into four year Honours programs in Science of interest, that moderate students mostly successfully complete a general science degree, and that the very weak students transfer out of the faculty to other manageable programs is confirmation of our beliefs that have been built up anecdotally.

Page 108 of 236 Page 6 of 7

There is no significant benefit to maintaining this analysis; indeed, the former Associate Dean terminated it as a poor use of our limited resources. It is sufficient to troll though the list of general science students generated by Crystal Reports once in a while to ensure that there have been no significant changes in the profile of the students. An improved Crystal Report might assist this, and such a report might have benefits to other programs wondering where their students transferred. Currently much student information is not accessible as a result of University Policy FIPPA preventing access to many student transcripts by our staff, and indeed, even by the Associate Dean. Individual tracking is very problematic since that policy came into effect.

We will explore the possibility of obtaining a useful report from Crystal or Institutional Analysis for future consideration of tracking. In any case, the profile that has recently been built up on general science students over the past two to three years has absolutely no surprises and is not significantly different from the profile that we had about ten years ago. This is a stable population of students that is being well served by the services and program offered to them.

This recommendation should be deemed satisfied.

PDC Comments (2014): PDC concurs with the area’s response and deems this recommendation satisfied.

Recommendations Satisfied (2013-2014)

Page 109 of 236 Page 7 of 7 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FOURTH ANNUAL STATUS REPORT ON: KINESIOLOGY January 2015

Recommendation 1: That the Department continue with the execution of its carefully planned faculty appointment and renewal process, which will see the department reach a full faculty complement of 25 by the end of the growth plan and ensure that it is able to keep pace with the planned increases in undergraduate enrolment. Agent: Dean, AAU Head, Appointments Committee, Kinesiology faculty members Completion by: Attainment of faculty complement of 25

Actions taken 2011: The Department has fallen behind the growth target due to budget restraints. We have temporarily traded off faculty positions for budget cuts because the discretionary budget in Kinesiology is so small that the only possible way to achieve the necessary cuts was to bargain away new positions. Thus, while we have upheld our part of the original agreement and raised our enrolment to approximately 720 students, we have fallen behind in faculty appointments and are finding it quite challenging to offer enough courses to allow our students even minimal choice in some of the majors. Our major level classes are larger than we would like and many students have had to be given DARS exceptions to count unrelated courses in their major programs because we just can’t offer enough courses in the Sport Management and Sport Studies areas. We need to get back on the growth plan quickly and increase our faculty numbers from current levels to the 25 range.

PDC recommended actions to further be taken (2012): PDC notes that the area has met its enrolment targets and recognizes that, due to budget constraints, concomitant additional faculty positions have yet to be realized, as was originally planned. PDC encourages the area to work with the Provost within the ABB process to secure these positions.

Actions taken 2012: Although the department has exceeded its enrolment targets, no further tenure track positions have been approved. According to university data, we now have an SEU to faculty ratio of approximately 43.5 to 1, which is the fourth highest in the whole university. We have scrambled to find sessional teachers to allow us to offer the absolute minimum number of courses we need to accommodate our majors, especially in movement science. As a result of the success of two thirds of the growth plan, we have terrific facilities and lots of highly qualified and motivated students. The third component, increased faculty, has not materialized and this has left the department in a difficult position. Essentially, we do not have enough Movement Science courses or Movement Science faculty to effectively run that major program. Although we have managed to cobble together enough courses for the fall semester, the winter semester is still in jeopardy. This problem has been exacerbated by the departure of Dr. Weir and we will be further challenged with the anticipated initiation of the new PhD program in the immediate future. Unfortunately, there is no easy solution on the horizon and it appears that we will have to continue to scramble to provide essential courses. A proposed LT faculty member will provide some, but limited, help in the 2013-2014 academic year and beyond. Hopefully, the stellar reputation of the department and its programs and the extremely high student satisfaction levels we have enjoyed will not suffer significantly.

PDC Recommended actions to further be taken (2013): PDC continues to encourage the area to work with the Dean through the ABB budget and the SPF processes to secure the needed positions. PDC cautions that the expansion of graduate programming and departmental resource allocations will need to be carefully considered and monitored to ensure that undergraduate programs continue to be appropriately supported. PDC recognizes that continued fiscal constraints are impacting the area’s ability to meet this recommendation and the delivery of programs (within the department and the University as a whole). PDC also recognizes that the PhD program has no negative resource implication on current undergraduate programming.

Page 110 of 236 Page 1 of 5 Actions taken 2013: The department has recently hired two LT faculty members who will provide much needed assistance in the area of undergraduate teaching. We have also dropped one of our major programs to relieve some of the pressure to offer more courses for third and fourth year students. These are stop gap measures that will help until permission is secured to hire additional tenure track faculty. The department will be at an all-time high in terms of overall enrolment this fall so we continue to abide by the original HK Growth Plan agreement that we increase student numbers. For long term success, however, we need additional full time faculty members who not only teach at all levels but who also contribute to the research culture of the department.

PDC recommended further actions to be taken (2014): PDC recognizes the constraints under which the area and the University are operating and encourages Kinesiology to continue its efforts, through the Dean in the budget process, to secure the needed positions. PDC congratulates the area on its two new limited term appointments.

Actions taken 2014: Although one of the four LT positions in Kinesiology last year was converted to a tenure track position starting in 2014, the department offered more courses taught by sessional instructors in the fall of 2014 than it has ever offered before. This was to accommodate the 3 sabbaticals, two parental leaves and 1 academic leave taken by regular faculty members of our unit. The number of sessional instructors needed in 2015/2016 will likely decrease given that fewer leaves than this year are anticipated. The recent announcement by the Dean that one of our current LT positions will be converted into a tenure track position in Movement Science is excellent news, given the relative lack of regular faculty positions available in recent years. The tenure track position will provide us needed stability in terms of course offerings, and will provide additional capacity at the graduate level in an area of research that will complement our current strengths.

PDC Comments: PDC congratulates the area on the conversion of two limited-term appointments to tenure-track positions. PDC looks forward to the area’s final progress report next year.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 2: That the search for the next Dean of the Faculty of Human Kinetics be launched by early Fall 2010 in order to ensure a start date of July 2011 for the successful candidate. Agent: Provost, Search Committee for the Dean of HK Completion by: Spring 2011

Actions taken 2011: A new dean will take office on September 1, 2011.

PDC recommended actions to further be taken (2012): PDC welcomes Dean Michael Khan.

Recommendation satisfied (2011-2012)

Recommendation 3: That the Department continue to strive to ensure that every faculty member is engaged in the undergraduate experience, particularly in light of the development of a PhD program and the resulting increased demands this will have for grants and research output. Agent: Dean, AAU Head, Kinesiology faculty members Completion by: Fall 2015

Actions taken 2011: This recommendation has always been satisfied. Since a new PhD program is still only on the horizon, the Page 111 of 236 Page 2 of 5 engagement of faculty in the undergraduate experience will not be a problem. Every faculty member teaches at least two or three undergraduate courses each year and this will not change. We have full professors teaching at least four of our eight first year courses. Every faculty member participates in recruitment events such as our phone campaign as well as in departmental events such as research day, scholars evening and the HK book awards. Several also volunteer for high school visits, universities fair, and other liaison activities. Engagement of faculty in the undergraduate program is not currently a problem and should not be in the future.

PDC recommended actions to further be taken (2012): PDC notes that student satisfaction in the undergraduate program is high. As plans for developing a PhD program evolve, the area is encouraged to make every effort to ensure that its focus on undergraduate students and programming remains strong.

Actions taken 2012: Even in the face of budget cuts and “re-alignment”, Kinesiology remains fully committed to providing a comprehensive undergraduate education and an outstanding undergraduate experience to all of our students. Every faculty member buys into the "Kinesiology Family” concept of excellence in teaching and all strive to provide the best experience possible. We have continued to have high SET evaluation results with the average faculty member falling in the 6.0 range. At least four of our first year required course teachers have won major teaching awards. Fourteen of our eighteen full time faculty members teach in our core program and the other four all have in the past as well. This alone indicates the level of commitment to teaching and to students at the undergraduate level. We send six full time faculty and staff members to the Universities Fair in Toronto; we try to have representatives at every local high school liaison visit; and, we entertain dozens of visitors and their parents and teachers each year through liaison visits and high school class visits to Kinesiology. There should be no doubt of the commitment in Kinesiology to the undergraduate program.

PDC Recommended further actions to be taken (2013): PDC commends the area for ensuring that all faculty are involved in undergraduate teaching. PDC encourages the area to ensure that this remains the case with the implementation of the new PhD program.

Actions taken 2013: The new PhD program will launch in January 2014 with the acceptance of four doctoral students. Every faculty member will continue to teach between two and four courses at the undergraduate level. The department recognizes the importance of the undergraduate program and will continue to place supreme emphasis on excellence in both undergraduate and graduate teaching.

PDC Recommended further actions to be taken (2014): With the launch of the new PhD program and a report next year that all faculty continue to teach courses at the undergraduate level, PDC would consider this recommendation satisfied.

Action taken 2014: The new PhD program in Kinesiology launched successfully in January 2014, with four outstanding doctoral students. Two additional outstanding students have been accepted for the fall 2014. Despite this growth at the graduate level, full time faculty in Kinesiology continue to be committed to teaching at the undergraduate level and will do so moving forward.

PDC Comments: PDC thanks the area for its update affirming that all faculty continue to teach courses at the undergraduate level. PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Page 112 of 236 Page 3 of 5 Recommendation 4: As the Department and the Faculty move forward with the HK Growth plan, that the Department develop a plan to monitor its undergraduate program and activities to ensure that the quality of the undergraduate program, the recruitment and retention of highly qualified students, and the provision of an exceptional undergraduate student experience remain a priority. Agent: Dean, AAU Head Completion by: Fall 2013

Actions taken 2011: The new curriculum initiated in 2008, is now fully operational. The first entering class has now reached fourth year. The Movement Science major is operating smoothly with sufficient course offerings and an abundance of students. The Sport Management and Sport Studies majors, while smaller, do attract many interested students as well. The only issue we have is related to recommendation 1 above. That is, because we have fallen behind in faculty hiring, we are limited in the number of courses we can offer in these areas. As far as recruitment is concerned, we have initiated a new entrance standard which includes minimum grades of 70 % in grade 12U Biology and English. This may reduce the number of 101’s admitted initially but in the long term will improve the overall quality of students. In the interim, it has allowed us to admit many more 105 applicants. These are students who generally have done quite well in Kinesiology. As a result, it is anticipated that the elimination of the weaker high school applicants and the addition of some strong transfer applicants will boost the overall quality of entering students and increase retention. Another new initiative this year is a “Kin One” program which will be mandatory for all first year students and is designed to enhance the transition from high school to university. By heading off problems early through this new program, we hope to ensure better success in the fall semester and avoid the typical problem of large numbers of first year students on probation.

PDC recommended actions to further be taken (2012): PDC commends the area on its progress to date with regard to this recommendation. PDC looks forward to a report on the outcomes of the two new initiatives (1 – new entrance standard; 2- “Kin One” program).

Actions taken 2012: The two new initiatives of fall 2012 have been highly successful. Our enrolment targets have been met despite the new entrance requirements and there is clear evidence that the quality of incoming students has risen. In addition, the initiation of the KinOne program has contributed as well to the successful transition of our students from high school to university. The proof of the success of these two initiatives comes from Academic Standing records in the department. Following the fall 2011 semester, 20 first year students were placed on academic probation (GPA below 5.0). This compared to the number for fall 2010 (56) shows an amazing improvement. Following the winter 2012 semester, 10 first year students were required to withdraw from Kinesiology (cumulative GPA below 5.0). This compared to the winter of 2011 (22 RTW) again shows a very significant improvement in retention of first year students. Although the success of the entrance standards changes and KinOne have been proven, we will continue to monitor first year students and we already have several improvements planned for the KinOne program which should make it even more effective.

PDC Recommended actions to further be taken (2013): PDC commends the area on the success of its two new initiatives (1- new entrance standard; 2- “Kin One” program). PDC notes that, in accordance with the recommendation, the area has developed a plan to monitor its undergraduate program and activities to ensure that the quality of the undergraduate program, the recruitment and retention of highly qualified students, and the provision of an exceptional undergraduate student experience remain a priority. PDC requests that the area provide an update on retention numbers next year. PDC notes that, if retention is the same or better than the 2011-12 year, it would consider this recommendation satisfied.

Actions taken 2013: Increased admission standards and the Kin One program have once again resulted in excellent retention from year 1 to year 2. In the spring of 2013 only 9 first year students were required to withdraw due to a cumulative GPA below 5.0. It is clear that our retention efforts over the past several years have resulted in not only recruiting more highly qualified students into first year but also in ensuring that the large majority of them are able to successfully

Page 113 of 236 Page 4 of 5 complete first year and continue with their program. Once again this year, Kinesiology will have in excess of 850 total students, which is approximately 150 more than was agreed to in the original HK Growth Plan.

PDC Comments (2014): PDC commends the area on its retention initiatives and notes that HK is a model for the successful retention of students. With this report of continued success in student retention from year 1 to year 2, PDC considers this recommendation satisfied.

Recommendations Satisfied (2013-2014)

Recommendation 5: That the Faculty consider establishing an “equipment repair” line in the Kinesiology budget for the regular maintenance and replacement of teaching lab equipment, particularly in light of recent significant new equipment acquisitions. Agent: Dean and AAU Head in the budget process Completion by: Fall 2013

Actions taken 2011: This is an initiative that the new dean will have to spear head in the 2011 – 2012 academic year. To this point in time, the new labs are running very effectively under the direction of our Laboratory Coordinator.

Actions taken 2012: At this point in time, budgets remain a challenge. We do have a computer upgrade account which can be used to ensure that the computer lab is kept current. As far as equipment repair is concerned, to date, it has been handled through the meagre Kinesiology repairs and maintenance account as well as through the assistance of our Research Leadership Chair. The dean and department head are aware of the urgency of this issue and will work to ensure adequate funding for future repairs and acquisitions of teaching laboratory equipment.

PDC Recommended actions to further be taken (2013): PDC notes that the area has established budget accounts for equipment repair and renewal but does not have stable funding for all maintenance or replacements. PDC recognizes that the area has addressed this recommendation as best it can, within existing resources, and in the context of ongoing budget constraints. The area has confirmed that the Dean and the Head will ensure that needed repairs and replacements of teaching lab equipment are made. The PDC therefore considers this recommendation adequately satisfied.

Recommendation satisfied (2012-2013)

Page 114 of 236 Page 5 of 5 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FIFTH ANNUAL STATUS REPORT ON: PHYSICS January 2015

Recommendation 1: That the Department continue its efforts to ensure that agreed upon enrolment targets are met within the Medical Physics stream and across all programs offered by Physics, as set out in the November 2007 agreement submitted as part of the Medical Physics program proposal. Agent: AAU Head, Dean of Science Completion by: Ongoing

Actions taken (2010): Efforts at recruitment continue and a new program to increase retention of students in the first-year of the physics program has been initiated. The retention initiative entails computerized grading of assignments and the provision of electronic tutorials. The reorganization of the physics program instituted this fall, based on a B.Sc. in Honours Physics, offers new flexibility in course selection and is expected to contribute to recruitment and retention efforts. Most important is the appointment of a new faculty member, which is currently nearing completion, to a tenure- track position in medical physics. The appointee will be instrumental in developing and publicizing the medical physics program and recruiting students to it.

PDC recommended further actions to be taken (2011): PDC notes with concern the area’s continued low enrolment numbers. PDC also notes the area’s recruitment and retention efforts, particularly the recent renaming and redesign of its programs and the provision of additional voluntary electronic tutorials. PDC requests that Physics provide more detailed quantitative enrolment information, and an analysis of these enrolment numbers and its program offerings, in its next annual report.

Action taken (2011): Efforts on Recruitment continue. All faculty members and some of the retirees are visiting local high schools to publicize our physics programs including medical physics. Additional voluntary electronic tutorials are in place to maintain retention in first year physics classes.

PDC recommended further actions to be taken (2012): PDC Comments (January 2012) PDC continues to note with concern the area’s continued low enrolment numbers. The approval and further resourcing of the Medical Physics and other Physics programs were contingent on meeting enrolment targets as set out in the Senate-approved program proposal (see attached). These enrolment targets have never been met and Fall 2011 enrolment numbers show a decrease. Immediate consideration of the future of Physics programs is now required, as noted in the Senate-approved document, with a report due to PDC by June 1, 2012. PDC recommends that one of the Physics programs be cancelled, given the failure to meet enrolment targets as specified in the Senate document.

PDC Comments (February 2012) Following a meeting with Physics, the PDC has agreed to extend the area’s deadline for meeting its enrolment targets for all existing programs, as set out in the Senate-approved document, to Fall 2013. Physics is also required to submit to PDC student recruitment and retention plans, with specific action items and timelines, by June 1, 2012.

Actions taken (2012): Our report on the efforts within the Physics Department to improve undergraduate recruitment and retention in the past academic year was submitted to Senate PDC in June, and was discussed on the Sep. 21st meeting. All of our 7 faculty members, and 4 of our professor emeriti participate actively in Recruitment, Retention and Publicity activities. The undergraduate students, graduate students, and the laboratory coordinator, Mr. Aldo Dicarlo, volunteer their time to support these activities. During the past year, we have promoted the high quality of our

Page 115 of 236 Page 1 of 9 B.Sc. Hons. Physics program, in particular focusing on the Medical Physics stream. Fall 2012 first-year enrolment data indicates that our aggressive recruitment efforts of the past year have been very successful. The first year enrolment in all B.Sc. Physics streams is 43 students (approximately 37 FTE’s), which meets our target of 27 FTE’s in year 1. (See Appendix C). We are continuing our aggressive recruitment efforts.

PDC recommended further actions to be taken (2013): PDC commends the area on its recruitment efforts and encourages it to continue them. PDC notes that, as of the November 1, 2012 enrolment count date, Physics first year enrolment across all streams is 31 full-time (24 in the medical physics stream) and 1 part-time. Over all four years, Physics enrolments in all streams is at 61 full-time (31 in the medical physics stream) and 15 part-time. As noted last year, PDC extended the area’s deadline for meeting its enrolment targets for all existing programs, as set out in the Senate-approved document, to Fall 2013. PDC looks forward to Physics’ reporting next year on its achievement of enrolment targets. (see Appendix A for Senate document on enrolment targets)

PDC also notes with concern that the area saw a loss of 41% of first year students to other departments from Fall 2011, as reported under recommendation 3. In light of this, PDC requires that the area devise and implement new retention initiatives in order to enhance the student experience and meet enrolment targets, and provide a report on these new initiatives in Fall 2013.

As it works to develop new retention initiatives, Physics is encouraged to consult with the CTL for strategies for delivering first-year courses which could enhance retention, and to consult with other Faculties or departments that have instituted retention programs for ideas that could translate to Physics (e.g., FASS year-one initiatives, the Faculty of Human Kinetics KinOne initiatives). Physics should also conduct exit surveys of students who leave the program to determine reasons for leaving. (e.g., Is the level of difficulty of the first-year 100-level courses reasonable and appropriate?) Such information would help inform retention initiatives.

Actions taken (2013): According to the Office of Institutional Analysis, in the 2012-2013 year, Physics had 78.5 FTEs (projected 70) of which 71.4 FTEs were single Physics majors. Of this, 38.9 FTEs (projected 40) are in the Medical Physics stream, with 22 FTEs (projected 15) in first year Medical Physics. Therefore, the 2007 enrollment projections have been met, and this recommendation has been satisfied.

It is important to note that the resource allocation assumptions upon which the enrollment projections were based have changed. Specifically, our projected enrollment was predicated upon having 8 full time faculty members with one devoted to medical physics. This has not happened. In addition, it was assumed that resources would be made available to offer new medical physics teaching laboratories. These resources including space and funding have only been received in 2012.

We have been continuing our aggressive recruitment activities as listed in Attachment 1. This summer, we received a $1,25,000 grant from the Baker Foundation to support development of our Medical Physics Education laboratory, and this along with the $50,000 commitments by the University ($40,000 from Strategic Project Funds and $10,000 from Faculty of Science) will allow us to develop a high quality laboratory experience. Our plan is to utilize these already-obtained funds to develop a “show-piece” laboratory, which will make an excellent recruitment and retention tool. We expect that the news of this cutting-edge training lab will further attract students to our program.

We have also initiated first-year retention activities as advised by PDC (Attachment 2). These activities seem to have borne fruit, and in this year, the loss of first-year students to other Departments in Science has decreased from 40% to 17.6%. We are continuing to refine these retention activities in consultation with the students. We have made programmatic changes in all our streams that have increased flexibility, made it easier for students to select courses, and will aid in the timely graduation of all students.

It must be recognized that these activities are very time and labour intensive for faculty members. Attachments 1

Page 116 of 236 Page 2 of 9 and 2 will demonstrate that we have been doing both recruitment and retention activities in addition to our full complement of teaching and scholarly activities, with a decrease in staff secretarial support, and with no resources provided for this. Over the past 5 years, we have been the fastest-growing unit in Science, but without prompt faculty & staff investment, sustaining this rate of growth in future years will be extremely challenging.

PDC Comments (2014): PDC commends the area on its intensive recruitment and retention efforts and encourages it to continue them. PDC concurs that this recommendation has been satisfied.

Recommendation Satisfied (2013-2014)

Recommendation 2: That the Department work with the Dean of Science and Public Affairs and Communication to continue to find ways to publicly recognize the distinguished achievements of the faculty in the Physics Department. Agent: AAU Head, Dean of Science, Public Affairs and Communication Completion by: Fall 2011

Actions taken (2010): This is an on-going action that has seen an increase in publicity for the Department, with news items sent to Daily News and media on a frequent basis. The Maev group has been especially successful in its publicity efforts. The effort is tied to the development of a new Physics website, which is near completion but has been delayed by transfers of both secretaries to the department office.

PDC recommended further actions to be taken (2011): PDC notes the area’s efforts to promote the faculty and the department and encourages Physics to increase them. PDC also encourages the area to place a higher priority on launching its new website which serves as a primary vehicle for publicizing faculty achievements and departmental events.

Actions taken (2011): A new physics website was launched. Public lectures have been delivered to the Windsor community through Science City, most recently about Medical Physics, which received city wide media coverage and articles about Medical Physics have been published in local news paper (Windsor Star) and in the university Daily News website. Dr. Steve Rehse attended the University Fair in Toronto in October 2011 with Recruitment Staff to draw new students to Physics and Medical Physics programs.

PDC recommended further actions to be taken (2012): PDC notes the area`s efforts to promote faculty achievements, including on the website and in local media. PDC encourages the area to continue these efforts and to expand them to include provincial and national coverage.

Actions taken (2012): Publicity efforts have become challenging since we have lost the part-time general secretary, and have only one secretary in the whole department. • Undergraduate students in the Physics Club greatly increased our social media presence by instituting a Twitter feed and a Facebook page to make it easier for prospective high-school students to engage with current students/faculty. • We are regularly sending Physics news and event items to the Daily News for broad dispersal. • Undergraduate and graduate students volunteered their time to put together a show called “Phunky Physics Show” and this was premiered at the Rotary Club’s Children’s Fest on Sep. 15th. to about 100 attendees. • We held a public seminar by Wayne State professor Dr. Robert Harr to talk about the momentous discovery of the Higg’s boson on Sep. 13th. He spoke to a standing-room-only crowd of over 90 people. • The Physics Club and the Department of Physics put on a grand exhibit at Science Rendezvous, a festival that attracted over 600 attendees to campus. The featured attraction was the ‘fire tornado’ – a demonstration that was presented on national television (Discovery Channel’s Daily Planet). Dr. Rehse appeared again on the Daily Page 117 of 236 Page 3 of 9 Planet this month demonstrating how laser skin treatments work. • Physics was well represented at the Research Showcase event at Devonshire Mall. 6 faculty/emeriti members participated with approximately 8 undergrad/grad students participating to increase visibility of the Physics Department, and to promote Physics. • We participated in the Virtual Researcher on Call program that webcasts science to Ontario high schools. Dr. Chitra Rangan webcasted a physics module to a high-school in the York region; Dr. Steve Rehse and undergraduate Daniel Travo recorded webcasts for the ‘Science Careers Weekly!’ program. • Faculty presented public lectures at the Canada South Science City and to the Windsor Humanist Club. Rehse's talk at Science City received good media attention, including a CBC interview and an article on the front page of the Windsor Star. • Faculty have broadcast on CJAM radio, ‘Research Matters’ showcasing physics research highlights.

PDC recommended further actions to be taken (2013): PDC commends the area on its efforts to promote physics as a discipline and encourages it to continue them. PDC also notes that, since the recommendation speaks to promoting faculty achievements, the area might consider establishing a webpage commemorating the impact of emeriti on the program and the discipline as a whole (in addition to separate webpage(s) on current faculty).

Actions taken (2013): Physics thanks PDC for acknowledging and appreciating the impact of our Emeriti faculty on our programs and discipline. A brief summary of these contributions is attached (Attachment 3). As you see, the workload of the professors emeriti supporting graduate and undergraduate programs is very significant. We promote our Emeriti’s research outputs on the Department’s main page. We feel, however, and the Dean agrees, that it would be detrimental to the image of the Department and the Faculty to put their contributions on a separate website when we have such a small faculty complement.

Emeriti webpages are part of our Departmental website. The research activity (grants, and student supervision) of our professors Emeriti enable us to provide experiential learning opportunities for our undergraduates. Our emeriti supervise honours research projects (theses) and outstanding scholar projects (sometimes as many as three students per year!) that greatly support our undergraduate retention activities.

PDC Comments (2014): PDC commends the area on its efforts to publicize faculty achievements and other activities and initiatives through its website. PDC encourages the area to focus on keeping the website current and notes that this recommendation has been satisfied.

Recommendation Satisfied (2013-2014)

Recommendation 3: That Physics work with the Dean to develop a hiring plan that addresses the teaching needs of the department, in accordance with program course requirements, and aligns with student enrolment numbers.

Agent: AAU Head, Dean of Science Completion by: Fall 2013

Actions taken (2010): The first major step in the hiring plan has been taken with the approval of a tenure-track position in Medical Physics. The position was posted, two candidates were interviewed, and one was selected. The process is nearing completion. Future plans were discussed at a recent Departmental retreat, but more background work is needed before a definite proposal can be made to the Dean.

PDC recommended further actions to be taken (2011): PDC encourages the area to continue its efforts with regard to this recommendation and looks forward to receiving a hiring plan that addresses the teaching needs of the department, in accordance with program course

Page 118 of 236 Page 4 of 9 requirements, and aligns with student enrolment numbers.

Actions taken (2011): Dr. Steven Rehse was hired for tenure-track position in Medical Physics. Unfortunately, Dr. Tim Reddish resigned from his position as full faculty member in the Department and now he is now an Adjunct Professor. The Department is now trying to convince Administration of the University that to address the teaching and research needs of our Department properly, we should hire a replacement for Dr. T. Reddish.

PDC recommended further actions to be taken (2012): PDC notes that current enrolment numbers do not seem to reflect a need for an additional faculty member. PDC urges the area to submit a hiring plan that addresses the teaching needs of the department, in accordance with program requirements, and aligns with student enrolment numbers. PDC notes that any future hires needs to be associated with a realistic strategic plan for the department, developed in consultation with the Dean.

Actions taken (2012): We are behind target in this recommendation since Dr. Reddish (who resigned in 2011) has not been replaced. The loss of Dr. Reddish is seriously stressing our undergraduate program. In addition to being a great teacher, Dr. Reddish provided experiential learning opportunities for many of our undergraduates. He was also responsible for teaching the nuclear and particle physics content. Without these topics, our students have a gaping hole in their physics education and this will affect their performance in the national Canadian Association of Physicists undergraduate prize exam, and the Physics GRE. There are also fewer opportunities available to our undergraduates for thesis research. We urgently (it is not an exaggeration to say desperately) need a replacement for Dr. Reddish. We would reiterate that it is the position of the Physics Department that this is not an “…additional faculty member…” as noted by the PDC, but rather a continuation of the tenure-track position of Dr. Reddish, which will allow us to maintain a constant faculty number.

Dr. Rehse, who was hired in 2011 (as a replacement for Dr. Atkinson who retired in 2009), has developed and delivered 4 courses in the Medical Physics program. Two of these courses are to include a laboratory, but the funding for establishing and delivering a laboratory have not been provided. Dr. Rehse has worked extensively with Windsor Regional Cancer Centre’s medical physicists who are helping us set up the undergraduate laboratories on medical imaging and radiation therapy, but we urgently need set-up funds for this. (Appendix D)

Our Department has identified the retention of first year Physics majors as a strategic priority. To that end, in 2010, we applied for and obtained funds from the Strategic Priority Fund to develop tutorial modules for students who would be identified as requiring supplemental instruction. Dr. Tim Reddish was to develop these modules and implement the intervention in Fall 2011. Unfortunately, Dr. Reddish left the University in August 2011, and there was no one who could pick up the delivery of these modules on such short notice. The first year course was taught by a sessional instructor. This definitely worked against out efforts on retention, and we lost 11 out of 27 first year students to other departments within the University. We have since ensured that first year courses are taught by full time faculty members. This has stressed other aspects of our programs – we do not offer any fourth year options, and we cannot offer sufficient graduate courses in order to support/promote our one-year course-based Master’s program.

Another issue to be considered is the commitment to replace anticipated retirements (during the next five years, three faculty members are/will be eligible for retirement). This will be an important consideration as we complete our strategic planning exercise.

In consultation with the Dean of Science, we are developing a strategic plan for our Department with strategic priorities of Teaching Excellence, Research & Experiential Learning, and Community Engagement. Our Department is uniquely known for the multiple genres of experiential learning opportunities we provide all our students. Most students participate in research with our world-renowned faculty in the areas of Atomic, Molecular and Optical (AMO) Physics, Materials Science, and Biomedical Physics. We also look forward to working with other AAU’s in the areas of Nanomaterials and Cancer Research. We would like to explore the possibility of joint (multidisciplinary)

Page 119 of 236 Page 5 of 9 faculty appointments in these cutting-edge areas.

PDC recommended further actions to be taken (2013): PDC requires that the area submit a hiring plan that addresses the teaching needs of the department, in accordance with program requirements, and aligns with student enrolment numbers. PDC notes that any future hires need to be associated with a realistic strategic plan for the department, developed in consultation with the Dean.

PDC notes that the area has an allocation of seven full-time tenure or tenure-track faculty members, as well as three cross-appointments with Chemistry and Biochemistry. In developing its hiring plan, the area ought to first review teaching loads to ensure that all current tenured and tenure-track faculty members contribute to the delivery of the Physics program through involvement in undergraduate and graduate teaching.

Actions taken (2013): We are developing a hiring plan that both supports our current teaching activities and our plans for increasing enrolment particularly at the undergraduate level. We will submit this in a separate document to PDC.

With the current financial situation of the University and the Faculty of Science, and the method in which Activity- based Budgeting is implemented, no Faculty positions are expected to open up in Science in the near future, and we have been advised by the Dean that no hiring in Physics will occur in the foreseeable future. Based on this analysis the Faculty of Science does not wish to act upon this recommendation and we [the Faculty of Science] deem that the recommendation should be withdrawn.

Please note that all our faculty teach their full load of courses a year unless their teaching releases were sponsored by a University office/grant. Cross-appointed faculty mainly supervise graduate students and provide research synergies. We cannot expect cross-appointed faculty to teach in our unit, just as the 3 of us cross-appointed in other units do not teach in them.

PDC recommended further actions to be taken (2014): PDC appreciates the Faculty of Science’s position and understands that the Department would nevertheless like to submit a hiring plan (currently in draft format) in the event that circumstances change.

Independent of the financial situation, the PDC requests that the area submit its hiring plan with its next annual status report, so that when funds become available there will be a plan in place.

Actions taken (2014): A Hiring Plan that addresses the teaching needs of the department, in accordance with program requirements, and aligns with student enrolment numbers is attached. This recommendation is thus satisfied. [Plan filed with the University Secretariat]

PDC Comments: PDC thanks the area for submitting a hiring plan, in the event that resources become available. PDC understands that the Dean of Science support this plan with the caveat that any new resources will be allocated according to the priorities of the University, Strategic Mandate Agreements, and the Faculty of Science, and according to the number of Majors enrolled in the areas’ programs.

PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target _X_recommendation satisfied.

Recommendation 4: That the Department continue working with the Centre for Career Education (CCE) to clearly define the co-op experience and available co-op placements, to ensure that student expectations are in line with current co-op offerings. The Department is encouraged to pursue its proposal to establish a co-op liaison

Page 120 of 236 Page 6 of 9 representative from Physics to facilitate communication and understanding between all parties (faculty, students and CCE). Agent: AAU Head, Centre for Career Education Completion by: Fall 2012

Actions taken (2010): Dr. Reddish is the Departmental liaison representative for the co-op placements and to the Centre for Career Education. His appointment has improved communication and reduced complaints among students, faculty, and the CCE. All parties seem satisfied and pleased with the progress

PDC recommended further actions to be taken (2011): PDC commends the area on its assignment of a faculty liaison representative for co-op placements, which has gone a long way to addressing this recommendation.

Actions taken (2011): Dr. Eugene Kim will replace Dr. Reddish as the Departmental liaison representative for co-op placements and Centre for Career Education. He will continue the work which was started by Dr. Reddish.

PDC recommended further actions to be taken (2012): PDC urges the area to continue to work with the Centre for Career Education to actively pursue co-op opportunities and ensure that this is a viable option for students.

Actions taken (2012): Dr. Eugene Kim continues to be the liaison of the Department with CCE. All the students seeking co-op placements were well-placed. We note that the number of students in the co-op option has dropped. One reason seems to be the fact that co-op students do not have many choices in courses during the summer term.

Over the summer, after seeking the advice of Dr. Dave Bussiere and Ms. Katia Benoit, as well as surveying our own undergraduate students, we decided that it would be in the best interest of students and faculty to go to a fall- winter teaching schedule. We are working with Co-op and Career Education, and if we get the paperwork together on time, we will plan to switch to the new schedule in fall 2013 with some adjustments for students who are currently in co-op.

PDC recommended further actions to be taken (2013): PDC encourages the area to continue working with CCE regarding the feasibility of providing summer-only co-op terms, as this may not be in line with co-op accreditation rules which general require a minimum number of alternating semester (Fall, Winter, Summer) co-op terms.

Actions taken (2013): The changes in our Co-op option are in collaboration and concurrence with the Co-op office. With the program changes that we are making, starting in Fall 2014, the co-op option will take 5 years with a 3 month (in Summer of year 2) and 12 month (in year 4) co-op placements similar to that offered by Industrial Engineering.

Thus, this recommendation has been satisfied.

PDC Comments (2014): PDC notes that this recommendation has been satisfied.

Recommendation Satisfied (2013-14)

Recommendation 5: That the Department and the Faculty continue to explore opportunities for undergraduate program collaboration with Engineering and other Science-related or cognate disciplines. Such discussions may

Page 121 of 236 Page 7 of 9 include consideration of a Engineering Physics program, a Engineering Science program, and undergraduate partnerships with the Diagnostic Imaging Institute. Agent: AAU Heads, Departmental Councils and Faculty Coordinating Council in Science, Dean of Science, AAU Heads, Departmental Councils and Faculty Coordinating Council in Engineering, Dean of Engineering, Completion by: Fall 2014

Actions taken (2010): The Department has participated in meetings and supported the initiative to launch new programs in Engineering Science, and the Faculty of Engineering together with the support of the Faculty of Science made an internal grant application to fund the initiative. The Department of Physics also reorganized its first-semester course, 03-64-140: Introductory Physics I, so that it could accommodate engineering students. (All engineering students currently take the second-semester course 03-64-141: Introductory Physics II.) However, progress to date is minimal. The initiative in Engineering Science, in which engineering physics would play a central role, was not funded, and administrative reorganization in Engineering, a recently approved course sequence for engineering students, and distractions related to the construction of a new centre for engineering innovation, have postponed the planning for the initiative. There are good opportunities for future collaboration between our new appointee in medical physics and the Department of Biology.

PDC recommended further actions to be taken (2011): PDC notes the area’s efforts to explore and develop collaborative initiatives and encourage it to continue them

Actions taken (2011): Talks between The Department of Physics and the Faculty of Engineering regarding the possibility of launching a new Engineering Physics program or/and Engineering Science program are in progress. A short survey was prepared to be conducted at the Ontario University Fair in Toronto, as well as by CO-OP employers of our current students, and by some high school students at the time of our high school visits.

PDC recommended further actions to be taken (2012): PDC looks forward to hearing the results of the survey to gage prospective student interest in an Engineering Physics program. PDC requests that the area report next year on the progress it has made in the development of such a proposal, should the survey results warrant it. From the perspective of PDC, considering past enrolment trends, it would seem that an Engineering Physics program would constitute the "hope" of the future of Physics as an entity and significant effort should be made toward this recommendation this year.

Actions taken (2012): We have begun discussions with the Faculty of Engineering to develop an Engineering Physics program. This program was shown to be in demand by a survey conducted at the Toronto University Fair. Currently, we are assembling the curriculum in such a way that we will meet all the requirements of the accreditation from the CAEB as well as the CAP. When this program gets under way, it would be prudent to phase out the Physics and High Technology stream.

A large number of applicants ask us about concurrent education. Similar to other concurrent science and education programs that currently exist, we plan to develop a Physics and Education program.

Both these programs are being planned such that they would not require any new resources.

We have presented a proposal to the Department of Chemistry and Biochemistry to rebrand/refocus the joint B.Sc. Honours program in Chemistry and Physics as a B.Sc. program in Nanoscience, with an aim to offering an attractive interdisciplinary program and increasing enrolment in both AAU’s.

Representatives from the Physics Department have met with the Associate Dean of Medicine from the Schulich School of Medicine – Dr. Mark Awuku and his replacement Dr. Gerry Cooper – with the intent of forming a collaborative educational experience between the School of Medicine and the new Medical Physics program. Such

Page 122 of 236 Page 8 of 9 collaboration would be to the mutual benefit of both medical and physics students. Great interest was expressed by both Deans, although their preference was to let the numbers of the emerging School of Medicine program stabilize (taking 1-3 years) before exploring “new” options and involvements for medical school students and staff. Nonetheless, we see the new specialty classes in Medical Physics as strong candidates for providing in-roads to involvements with other programs both within and outside the Faculty of Science.

Progress on ramping up these programs is hampered by the fact that we are a low resourced AAU with one secretary for the whole Department, and there is no opportunity for giving teaching releases for faculty members who take on these administrative responsibilities.

PDC recommended further actions to be taken (2013): PDC cautions that the development of new undergraduate programs should be considered only where such developments are viable, require no new resources, and have no impact on the sustainability and growth of current programs. Current programs, and new programs (if any), must be considered in light of retention concerns and initiatives under recommendation 1.

Actions taken (2013): All program development is indeed taken on with the considerations of viability (e.g., we have had expertise in Nanoscience for the past 30 years), no new resources (using existing courses), and the potential impact on our current programs (i.e., we are not developing streams of our own programs but seeking new partnerships with other units). We also progress slowly on these initiatives because we are a low resourced AAU with one secretary for the whole Department, and there is no opportunity for giving teaching releases for faculty members who take on these heavy administrative responsibilities.

Our proposal to the Department of Chemistry and Biochemistry to rebrand/refocus the joint B.Sc. Honours program in Chemistry and Physics as a B.Sc. program in Nanoscience was not adopted. At this time, we should seriously consider deletion of the joint Honours program in Chemistry and Physics as it stands because students can complete the same program by doing a double major in Chemistry and Physics.

The details of the Engineering Physics program are being worked out in the Faculty of Engineering. This is a time- consuming exercise since we wish the program to be accredited. However, we believe that the enrollment in this program will be worth the effort that we put into it.

We would very much like to develop Concurrent Physics and Education and we are waiting to see how the change to the Faculty of Education program (from one year to two years) will impact these development.

We have many ideas for innovative and attractive collaborative undergraduate programs, but with our current faculty complement, we cannot develop any more new programs.

PDC recommended further actions to be taken (2014): PDC appreciates the area’s continuing efforts to explore undergraduate program collaboration and looks forward to an update on these initiatives, particularly the Engineering Physics proposal, in next year’s annual report.

PDC encourages the area to address the question, raised by Physics, of the viability of the Honours Chemistry and Physics program with the Department of Chemistry and Biochemistry and looks forward to an update next year.

Actions taken (2014): Discussions with Faculty of Engineering have not progressed. We are still discussing with the Department of Chemistry and Biochemistry our proposal to rebrand/refocus the joint B.Sc. Honours program in Chemistry and Physics as a B.Sc. program in Nanomaterials.

PDC Comments: PDC thanks the area for its continued efforts to explore opportunities for undergraduate program collaboration with other disciplines and recognizes that cross-Faculty and multi-Faculty initiatives take time to come to fruition.

Status: _ ahead of target X on target behind target __recommendation satisfied. Page 123 of 236 Page 9 of 9 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNDERGRADUATE PROGRAM REVIEW (UPR) FIFTH ANNUAL STATUS REPORT ON: SOCIAL WORK January 2015

Recommendation 1: That the School review the way it communicates the progression requirements between its pre-professional and professional programs with a view to ensuring clear and consistent academic advising and counseling on program regulations, and admission requirements and procedures for entry into the professional program (3rd and 4th years). Agent: AAU Head Completion by: Fall 2010

Actions taken 2009: The School of Social Work has prepared a document which clearly outlines the admission criteria and the application process for progress from the pre-professional to the professional years (3rd and 4th year) of the BSW program. This document supplements the information package which is used for applications to all BSW programs on an annual basis. The document is posted on the School of Social Work website and has been attached to this report.

The process for admission to the professional years of the BSW program is presented and discussed in the Windsor Welcome Week session for 1st year students, who have declared Social Work as their major. In addition, the detailed process for admission and all admission requirements are presented annually in BSW Admission Information Sessions held in late October and early November of each year. All faculty members, for the School of Social Work, participate in providing academic advising to first and second year students on a rotation throughout the year.

Finally, all Social Work undergraduate students are made aware that they may seek consultation with a Graduate Assistant. These consultations are available for tutoring and peer support, but also are clearly advertised as opportunities to review and discuss the application process.

PDC recommended further actions to be take (2010) PDC commends the area on its work to communicate progression requirements for entry to the professional program and encourages Social Work to continue with these initiatives. PDC notes that this recommendation has been satisfied.

Actions taken 2010: The School of Social Work has continued the actions and processes specified in 2009. In addition, the School is in the process of establishing two comprehensive student advising days per semester. These advising days will be staffed by all faculty members and will focus specifically on providing services to first and second year Social Work students. The days will be set up each semester with one prior to the end of drop/add and the second prior to the end of the voluntary withdrawal period. These days will be designed to encourage maximum student involvement in an effort to strengthen student retention and clarify requirements for students to transition successfully into the professional years of the social work program.

Recommendation satisfied (2009-2010)

Recommendation 2: That the School work to ensure that its policy of including the University’s Special Needs policy and the School’s agreed upon statement of accommodation for students with disabilities be consistently applied. Agent: AAU Head Completion by: Annual Review Page 124 of 236 Page 1 of 10

Actions taken 2009: The School of Social Work works diligently to ensure that both accessibility and accommodation, for students with disabilities, is both effective and consistent. In the area of accessibility, faculty members work closely with the Centre for Teaching and Learning to ensure that course instruction is sensitive to the diverse needs of student learners, particularly emphasizing the use of Universal Instructional Design principles. A number of Social Work faculty members have undertaken research and made presentations through CTL and related conferences to help develop and disseminate techniques in this regard. The School of Social Work Council has established an Accessibility Planning Committee staffed by faculty and students which functions to facilitate communication, knowledge and innovation of accessibility processes within its domain (Terms of Reference attached). All faculty members and sessional instructors are aware that they are expected to cooperate with and facilitate action regarding requests made on behalf of students with disabilities by Student Disability Services. The School of Social Work actively refers students who have disclosed a disability to Student Disability Services, in order that they may deal with accommodation issues in confidence and receive the benefit of advice through the Learning Specialists with expertise in the area of effective accommodation.

PDC recommended further actions to be take (2010) PDC commends the area on its efforts with regard to this recommendation and encourages it to continue them. PDC requests that the area report on milestones or difficulties, if any, in the implementation of this policy, in its next annual status report.

Actions taken 2010: The School of Social Work has continued with all the efforts specified in 2009. Many of these efforts have been successful as evidenced by faculty member scholarly presentations at conferences and in peer reviewed publications. Two faculty members, in Social Work, were invited to participate in developing a workshop designed to encourage all faculty at the University of Windsor to understand and adhere to the Customer Service Standards recently established under the Accessibility for Ontarians with Disabilities Act. This process required collaboration with the Employment Equity and Accessibility Office of Human Resources, Student Disability Services, and the Centre for Teaching and Learning which resulted in the development of a presentation of faculty training workshops “Aim for Success” presented at the CTL Sumer Institute and the Faculty of Education Fall Training Session.

PDC recommended further actions to be take (2011) PDC commends the area on its efforts with regard to this recommendation and encourages it to continue them.

Actions taken 2011: Continuing its commitment to accessibility and accommodation, the School of Social Work has ensured that all faculty members, sessional instructors, and graduate assistants are aware of and act in compliance with all policies and bylaws related to students with disabilities. Furthermore, the AAU’s supports the student initiated Accessibility Planning Committee instituted a number of years ago, which continues to guide and inform practices within Social Work with respect to persons with disabilities. As well, the faculty members working with CTL on instructional design principles and applications continues.

Actions taken 2012: No further action noted. See 2011 above.

PDC recommended further actions to be take (2013) PDC notes that the area continues its efforts to meet this recommendation.

Actions taken 2013: The AAU’s established Accessibility Planning Committee continues to meet regularly with an engaged membership of faculty, staff, and students. To ensure continued communication of the AAU’s commitment to inclusion, accessibility and accommodation, the AAU has taken directed measures to publicize this commitment to students, faculty, and staff through multiple sources. The University of Windsor Special Needs Policy (Senate Bylaw S2) is Page 125 of 236 Page 2 of 10 referenced and linked in the Student Manuals and Policies section of the School of Social Work website. Section 10.5 of the Undergraduate Student Manual pertains to accessibility and accommodation for students with disabilities and identifies the services of Student Disability Services. Further, Section 6.15 of the BSW Field Education Policy and Standards Manual expressly addresses issues of accessibility and accommodation for students in field placement settings. The School of Social Work presentations to first year students at Head Start and Windsor Welcome Week also highlight our commitment to accessibility and accommodation for students and references Student Disability Services as a resource to ensure early linkages between incoming students and the resources needed to promote their academic success. Finally, to ensure consistent application of the University’s Special Needs Policy by sessional instructors in the School of Social Work, who may be less familiar with the AAU’s efforts to promote inclusion, accessibility, and accommodation than regular faculty members, every sessional instructor in the School of Social Work is assigned a faculty teaching mentor who communicates the AAU’s expectations pertaining to accessibility and accommodation for students with disabilities.

In preparation for our move to the downtown campus, our faculty representatives on various downtown campus planning committees (see actions taken under Recommendation 4 of this report for a list of committees with departmental representatives) have also promoted a consideration of issues of inclusion, accessibility, and accommodation in both the physical structuring and educational designs of the space.

PDC recommended further actions to be taken (2014): PDC notes that this recommendation is ongoing, in light of the nature of the recommendation, and encourages the area to continue to ensure that its policy of including the University’s Special Needs policy and the School’s agreed upon statement of accommodation for students with disabilities be consistently applied.

Actions taken 2014: The School of Social Work continues to engage in the activities outlined in the 2013 update, in light of the on-going nature of the recommendation.

PDC Comments: PDC thanks the area for its continuing activities related to this recommendation.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 3: That the combined degrees (BSW in Social Work and Women’s Studies, BSW in Social Work and Diaspora Studies, and the BA in Disability Studies) be evaluated on an ongoing basis to determine the overall effectiveness and enrollments of these programs. Agent: AAU Heads of Social Work, Psychology, Political Science, and Director of Women’s Studies Completion by: Ongoing

Actions taken 2009: The process for monitoring and evaluating the above programs are ongoing. Enrollments for Social Work and Women’s Studies remain very strong, with the 2009 professional years of the program enrollments accounting for approximately 20% of the total. The combined Social Work and Diaspora program continues to struggle with enrollment. The Political Science Department, through its Diaspora Committee, has reviewed the overall Diaspora Studies program and implemented changes which are designed to enhance and streamline this area of study. It is anticipated that these changes, in combination with the major revisions undertaken in the BSW program itself, will increase both enrollment and effectiveness. The Honours BA in Disability Studies has moved ahead more rapidly than initially anticipated. It is expected to graduate 10 to 12 students this year and approximately 30 students the following year.

The BSW core degree program has been actively under review for the past four years, since completion of its accreditation process through the Canadian Association of Social Work Education. This review has resulted in the proposal for significant changes to all BSW programs. The most significant of these changes include the reduction of total course requirements from 44 to 40 courses, a more clearly organized requirement for students to acquire Page 126 of 236 Page 3 of 10 expertise and knowledge in one or two related social science disciplines and the introduction of a capstone field education program to be offered in fourth year. These proposed changes have required significant attention to be paid to the School of Social Work’s relationship to its partner disciplines in the combined degree programs and to the Honours BA program in Disability Studies. The combined degrees in Social Work and Women’s Studies and Social Work and Diaspora Studies have been modified to work effectively with this new program design. Development of a combined degree in Social Work and Disability Studies has been postponed while alternate possibilities such a minor in Disability Studies or Social Work and a Certificate in Disability Studies are explored.

PDC recommended further actions to be take (2010) PDC congratulates the area on its curriculum review and reform initiatives and looks forward to a report on the impact of these changes on the overall program, on student success and satisfaction, and on student enrolment numbers (the latter particularly within the Combined Social Work and Diaspora Studies program).

Actions taken 2010: The School of Social Work has moved into a transition year 2010-2011 whereby years 1 & 2 of the BSW programs are adhering to the revised curriculum, while years 3 & 4 continue to follow the original curriculum. It is projected that BSW enrollments in the professional years of the program will increase by 20% in both 2011-2012 and 2012- 2013.

The School of Social Work has also agreed to take on administrative responsibility for the overall Diaspora program and Disability Studies program. This will allow the School to implement procedures to monitor, track and recruit and retain students in these study areas.

PDC recommended further actions to be taken (2011) PDC notes that the School has taken on administrative responsibility for the overall Diaspora Studies and Disabilities Studies interdisciplinary programs and agrees that placing this responsibility in one office will help with monitoring, tracking, recruiting and retaining students in these programs.

PDC understands that the area is in a transition year and looks forward to a more detailed report on the overall effectiveness and enrolments in the BSW combined programs.

Actions taken 2011 The School of Social Work is in the process of completing its transition to the new BSW curriculum. There are currently 76 fourth year students completing the 44-course degree curriculum for the final time and 101 full time students who have been admitted into the professional years (3rd year) of the new curriculum, representing approximately an 18% increase in enrollment in the professional years of the program. Finally, the number of first year students entering FASS and declaring Social Work as their major, is up by 54%.

The School of Social Work has instituted a process to explore ways of accommodating this increase demand for Social Work in the professional years of the program. It is the School’s hope that ways can be found to accommodate all four year degree BSW students who meet the minimum requirements.

The School of Social Work worked actively with the Dean of FASS’ Office and the Interdisciplinary Diaspora team to review the Diaspora Studies program. Two possible directions immerged, with neither receiving overall support. Given the low level of current student interest and the apparent inability to develop a clear mission and purpose for this academic program, it is anticipated that the Diaspora Studies program will be discontinued in the near future.

The Combined BSW program for Social Work and Women’s Studies continues to function smoothly. The redesigned curriculum was amended to include a capstone social work course on Social Work and Intersectionality, instead of offering special topics courses in Social Work and Women’s Studies, Diaspora Studies and Disability Studies. This allows the program to provide a course that is meaningful for the combined BSW degree programs and the regular BSW degree programs as well. Enrollments in the combined Social Work and Women’s Studies degree continue to have a strong presence in the BSW programs, with 15% of the incoming professional years Page 127 of 236 Page 4 of 10 students being in the combined Social Work and Women’s Studies program.

The review of the Honours BA in Disability Studies program resulted in a number of significant changes. The Disability Studies degree program did away with its second level admission entry requirement, which better accommodated the various degree completion programs for college graduates. In addition, a minor, a combined Disability Studies and Psychology and a combined BSW in Social Work and Disability Studies were created. Currently, enrollments for 2011 indicate a total of 83 enrolled in Disability Studies programs, with 62 being full time and 21 listed as part time. In first year, 4 of 24 Disability Studies majors are enrolled in the combined Psychology and Disability Studies with an additional 4 listed in the combined BSW for Social Work and Disability Studies. In 2010, 10 students graduated in Disability Studies, with a further 16 graduating in June of 2011.

Actions taken 2012: The BSW curriculum transition is complete and the School of Social Work now focuses on observation of its implementation. Enrolment in pre-BSW and the Professional years remains steady, with 98 admitted into the professional years and approximately 211 1st year students identifying Social Work as their major.

In early 2012, Social Work and Women’s Studies struck a combined committee to assess and address curricular issues for students in the combined program. This group has worked productively together, revising two of the combined courses and preparing to work on a third. The two already revised passed through Senate and are in the implementation stage. The enrolment in the program is steady, with 6% of our Professional Years students.

Now that programs are fully implemented, the Disability Studies program has increased enrolment in all three programs. Newly enrolled students number as follows: BA in Disability Studies (6), BA in Disability Studies and Psychology (25), and combined BSW/Disability Studies (21).

The future of the Diaspora Studies program remains unclear. A Social Work faculty member took an interest in attempting to find a way to continue the program and the Dean of FASS provided funding to hire a PhD student to work on recruitment and retention. The faculty member is preparing a report with recommendations. This year, the School of Social Work will decide how to proceed in terms of continuing to offer the combined degree option. Enrolment remains a challenge and marketing a degree program that is totaling reliant on interdisciplinary course options makes navigating the degree plan of study problematic. This being said, 2012-2013 will be a deciding year for this offering, at least from a Social Work perspective.

PDC recommended further actions to be take (2013) PDC commends the area on its efforts with regard to this recommendation. PDC looks forward to the results of the deliberations on the future of the diaspora studies programs.

Actions taken 2013: We have continued to track enrollments in all of our degree programs as well as student progress and retention. The combined program offerings in Social Work and Women’s Studies and Social Work and Disability Studies continue with robust student interest and enrollment. At present, there are 81 students enrolled in the Combined Social Work and Women’s Studies program, and 61 students in the Combined Social Work and Disability Studies Program. Students enrolled in combined degree programs currently account for approximately 24% of the total enrollment in our BSW program.

Evaluation of the value of the Combined Social Work and Women’s Studies program was undertaken in 2011-2013 as part of the Women’s Studies Program self-assessment for their Institutional Quality Assurance Process (IQAP review). Efforts to specifically assess the Combined Social Work and Women’s Studies program included a curriculum review that analyzed the ways in which the Women’s Studies course requirements in the combined program contributed to students’ Social Work education. This was done through a cross examination of the Women’s Studies program learning outcomes with the Canadian Association for Social Work Education BSW Accreditation Standards that pertained to curricular issues (Section 3.1) and the Canadian Association of Social Workers (CASW) Code of Ethics. This cross examination revealed that Women’s Studies courses made significant contributions to students’ Social Work education, most notably in the areas of the promotion of human rights and Page 128 of 236 Page 5 of 10 social justice, the development of critical thinking and self-reflection skills, the deconstruction of structural sources of inequality, the challenging of social oppression, and respect for human diversity. Evaluation of the Combined Social Work and Women’s Studies Program also involved the collection of focus group data with students in the combined program (a final research report summarizing this data has been published by the Women’s Studies program on their website). This data indicates that students in the combined major were enthusiastic about their degree and noted the complementary nature of Social Work and Women’s Studies courses. Also of note, the Combined Social Work and Women’s Studies joint committee continues to meet to successfully address programmatic issues.

The Disability Studies program has experienced monumental growth since its inception. This surge in enrollment speaks to the strengths of our curriculum and the increasing market demand for professional advocates for the full inclusion of persons with disabilities in Canadian society. The continued enrollment growth in the Disability Studies major (and its combined degrees with Social Work and Psychology), however, has not been met with a corresponding increase in resources to the Disability Studies program which continues to create programmatic challenges. Specific Social Work courses are required for the Disability Studies major (and its combined majors), and other Social Work courses can be taken as options within the major as Disability Emphasis courses. This has led to increased enrollment in those Social Work courses (specifically, 47-210 Social Work and Diversity and 47-204 Issues and Perspectives in Social Welfare) without the allocation of additional sections of these courses to absorb this growth. If the Disability Studies program (and its combined degrees) continues its expected increase in enrollment, additional resources are necessary to ensure that students are able to access the courses they need in the recommended course sequence.

Enrollment in the Combined Social Work and Diaspora Studies program continues to stagnate (with a present enrollment of 7 students) in large part due to the challenges within the larger Diaspora Studies program noted in our previous update reports. The viability of the Combined Social Work and Diaspora studies program, in particular, was examined in a report entitled “Assessment of the Combined Bachelor of Social Work-Diaspora Program: Strengths, Challenges, and Recommendations” which was authored by the Bachelor of Social Work- Diaspora Ad Hoc Committee of the School of Social Work School Council. The report was completed on June 24, 2013 and was submitted to the Dean of the Faculty of Arts, Humanities, and Social Sciences for consideration. Subsequent to the submission of this report, a decision was made by the Dean’s office to transfer administrative responsibility for the Diaspora Studies program to the Department of Sociology, Anthropology, and Criminology who has assumed responsibility for the redesign and revitalization of the program to address its documented challenges and increase student enrollment. Given the recent nature of this administrative change, the future of the Diaspora Studies program has renewed hope yet still remains unclear. As the School of Social Work now awaits the possibility of substantial focus and curriculum changes in the Diaspora Studies program in its new administrative home, we anticipate the need to re-evaluate the Combined Social Work and Diaspora Studies program in light of any future changes in the Diaspora Studies program itself. As such, the possibility of temporarily suspending the Combined Social Work and Diaspora Studies until the Diaspora Studies program stabilizes is currently before our Undergraduate Program Committee for discussion and review.

Finally, in anticipation of accreditation for 2017, we will be evaluating all of our programs (including the combined degree options). This year, we anticipate that we will begin the planning for that evaluation process.

PDC recommended further actions to be taken (2014): PDC thanks the area for its detailed report and notes the progress made. PDC looks forward to next year’s report on the process established for the evaluation of all of the area’s programs, in anticipation of accreditation for 2017.

Actions taken 2014: The combined BSW program options in Disability Studies and Women’s Studies remain popular degree programs within our unit. Enrollment in the Combined BSW in Social Work and Women’s Studies programremains stable at 81 students (the same number of students enrolled in the previous year), while enrollment in the Combined BSW in Disability Studies and Social Work continues to climb (with a study body of 76 students, up from 61 students last year). In 2013, our School Council voted to suspend new enrollments into the Combined Social Work and Diaspora Studies Program pending the outcome of broader university discussions regarding the future viability of the Page 129 of 236 Page 6 of 10 Diaspora Studies program. In addition to administrative responsibility for the Combined BSW in Social Work and Disability Studies program, the School of Social Work is the administrative home for the Disability Studies program. At present, the Disability Studies program has a total of 205 students enrolled (including combined degree options with both Social Work and Psychology). As noted in our previous update, the unit remains concerned about the increasing student demand for the Disability Studies program in light of its current resource allocations, which has implications not only for the Disability Studies program but also for the School of Social Work. Disability Studies students are required to take the two introductory social work courses (47-117/47-118) as well as one 200 level social work course (47-210 Social Work and Diversity). Additional social work courses (e.g. 27-204) also serve as Disability Emphasis courses. Despite the monumental growth in the Disability Studies program, no additional sections of these courses have been provided to absorb these students which has placed a strain on enrollment in those classes (which are required for both Social Work and Disability Studies majors). In addition to the impact on our Social Work courses, the increase of our combined BSW/Disability Studies students will also influence the Field Education component of our program through the necessity of more Disability emphasis placements. If the growth in the Disability Studies program remains in line with that experienced in recent years, additional resources are necessary to ensure that students are able to access the courses they need in the recommended course sequence. The School of Social Work experienced an unanticipated shortage of faculty in the 2012-2013 academic year to a number of sabbatical, maternity, and medical leaves. Further, the School of Social Work entered a transitional period with the departure of our long time director and a failed director search for his replacement, resulting in the appointment of an acting director for the 2012-2013 year. Given the reduced faculty compliment and the transitional period of leadership in the School, the development of a process for the evaluation of the program’s curriculum in preparation for accreditation in 2017 was postponed as the school needed to focus its efforts on routine program administration.

PDC Comments: PDC recognizes that the area has evaluated each of its combined honours programs and made changes accordingly. PDC appreciates the constraints under which the area has been operating and notes that as the number of leaves lessens, the area will be able to place a greater focus on evaluating the program curriculum (including combined programs) in preparation for 2017 accreditation review.

As it prepares for its next cyclical review, Social Work must clarify the role of the Disabilities Study program within the unit’s overall program offerings, ensure that the Disability Studies program is appropriately supported, and continue to strengthen its relationship with Psychology, particularly as it relates to this important program.

Status: _ ahead of target X on target behind target __recommendation satisfied.

Recommendation 4: That the School work with the Space Allocation Committee to address issues of space shortages and requirements for the area. Agent: AAU Head, Dean, Space Allocation Committee Completion by: Fall 2012

Actions taken 2009: The School of Social Work has been actively working with the Space Allocation Committee and senior management of the university for a number of years to address this critical issue. Currently, there is a proposal before senior management which is designed to address the space needs for the School of Social Work on a long term basis. It is anticipated that decisions will be made and actions taken that will address this critical issue.

PDC recommended further actions to be take (2010) PDC looks forward to hearing the results of the School’s deliberations with the Space Allocation Committee and senior administration.

Actions taken 2010: The School of Social Work continues to consult actively with the Space Allocation Committee and senior management to resolve the significant space shortage being experienced at this time. This issue has grown Page 130 of 236 Page 7 of 10 increasingly critical over time and now is at a crisis point with faculty and staff located in three locations on campus. Additionally, space needed for students and research is virtually non-existent. With a reaffirmation of accreditation of the School’s BSW and MSW programs by the Canadian Association for Social Work Education due to be submitted in April 2011 resolution of this matter is essential.

PDC recommended further actions to be take (2011) PDC notes that the University faces serious space constraints and that this makes addressing this recommendation challenging. PDC encourages the area to continue working with the Dean, the Space Allocation Committee and senior administration to resolve this matter.

Actions taken 2011: The School of Social Work has continued working with the Dean, the Space Allocation Committee and senior administration to resolve the space issue. Resolution appears promising with the serious exploration of a possible move for the School of Social Work to a downtown location.

Actions taken 2012: The School of Social Work has been actively engaged in the planning for the new Downtown campus. Meetings with architects have been ongoing since early in the year and both faculty and staff are involved with various committees responsible for planning the move. Final approval from the Board of Governors is expected in January 2013 with a target move date to the former Windsor Star building sometime during the 2014-2015 academic year.

PDC recommended further actions to be take (2013) PDC considers that this recommendation has been satisfied, pending the actual move of the School to the downtown campus.

Actions taken 2013: The School of Social Work continues to be actively involved in the planning for our relocation to the Windsor Star building as part of the new Downtown campus. In particular, the School of Social Work has representatives on the following committees involved in the Downtown campus planning process: Steering Committee, Downtown Teaching and Learning Committee, Architectural Planning Committee, AV Committee, and Furniture Committee. We anticipate our relocation to begin in early 2015.

PDC Comments (2014): PDC agrees with the area’s assessment that this recommendation has been satisfied.

Recommendations Satisfied (2013-14)

Recommendation 5: That the area, in consultation with the Vice-Provost, Teaching and Learning, establish learning outcomes for each of its undergraduate programs that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate" and to the COU-approved and mandated Undergraduate Degree Level Expectations. Agent: Head, Dean, AAU Council, Vice-Provost, Teaching and Learning Completion by: Fall 2010

Actions taken 2009: The School of Social Work, through its Undergraduate Studies Committee, has developed and approved BSW learning outcomes (see attached). These program outcomes were approved by the School of Social Work Council on October 7 and have been forwarded to the Faculty of Arts and Social Sciences Coordinating Council for review and submission to the Program Development Committee.

As well, learning outcomes and expected student workloads have been established for each of the Social Work courses which are proposed to be retained in the revised BSW program. Committees are being established to design the new courses which will be required for the revised BSW program and which will, of course, include clear Page 131 of 236 Page 8 of 10 outcomes and student workload expectations. The Field Education courses have had learning outcomes for many years, although they are labeled as practice competencies. These competencies will also be reviewed and adjusted as required to meet the needs of the new fourth year capstone education program. The Undergraduate Studies Committee has established a process to finally review all the course outlines and learning outcomes to ensure consistency and linkage to BSW program learning outcomes and course evaluation procedures.

PDC recommended further actions to be take (2010) PDC commends the area on its efforts to develop and review learning outcomes for each of its programs and courses. PDC looks forward to reviewing these learning outcomes. PDC encourages the area to consult with the Vice-Provost Teaching and Learning, or his delegate, as necessary, prior to submitting learning outcomes to PDC.

Actions taken 2010: The School of Social Work has consulted rigorously with the Vice-Provost Teaching and Learning and with key CTL staff. Further, all faculty members and Field Education Specialists have been involved in reviewing program and course learning outcomes. A Form 4 encompassing minor calendar changes and learning outcomes for all social work courses, which will be retained in the new curriculum, has been prepared and will be submitted to the Undergraduate Studies Committee in September and the Social Work School Council in October.

Form 3s, for eight new courses or significantly redesigned courses are being prepared and should be submitted to the Undergraduate Studies Committee and School Council by mid December 2010.

In addition, the learning outcomes, relevant to the university, the BSW program and each of the courses offered in social work, are being scrutinized through the development of a chart allowing for identification of alignment across these levels. This process will also allow for review of learning outcomes both laterally and vertically in the curriculum.

PDC recommended further actions to be take (2011) PDC commends the area on its efforts with regard to this recommendation and looks forward to reviewing the appropriate PDC forms and receiving the learning outcomes chart.

Actions taken 2011: Form Ds for all existing required courses in the new BSW curriculum have been completed and submitted through PDC to Senate. Form Ds for all new courses in the revised BSW curriculum have been completed and are being submitted to Undergraduate Studies Committee in September, School Council in October and on through the hierarchy of FASS FCC, PDC and Senate for final approval. The full chart of learning outcomes has also been completed and will follow the above process.

The final step in the revision of the BSW curriculum will be a review of all electives currently established by the School of Social Work, with a view to determining which, if any, will be retained and offered on a regular basis. This review is scheduled to take place in fall semester of 2011.

Actions taken 2012: The Learning outcomes have been approved by Senate and implemented in the BSW courses. With this accomplished, the School of Social Work has shifted attention to reviewing electives. The first area of attention was in the BSW/Women’s Studies program. A combined committee was struck, with faculty and student representation from Social Work and from Women’s Studies. The committee revised two electives, both of which were approved by Senate and are in the process of being implemented. This year, the committee has turned to revising the third and final elective in this program. In the meantime, no further action will be taken on the Social Work electives until decisions are made regarding the Diaspora program.

PDC recommended further actions to be take (2013) PDC notes that learning outcomes for all of the area’s programs have been developed and submitted, as well as for the majority of its courses. PDC looks forward to the results of deliberations on the future of the diaspora studies programs and receiving the final revised learning outcomes for these programs and courses, as appropriate. Page 132 of 236 Page 9 of 10

Actions taken 2013: As discussed in our actions taken for Recommendation 3, the Diaspora Studies program has been relocated to the Department of Sociology, Anthropology, and Criminology for curricular and program revitalization. The future of the Diaspora program has renewed promised yet, at present, remains unclear. We await information on programmatic changes to the Diaspora Studies program and will assess the future viability and curricular structure of the Combined Social Work and Diaspora Studies program in light of these changes.

PDC Comments (2014): PDC looks forward to the results of deliberations on the Diaspora Studies programs. With regard to this particular recommendation, - to establish learning outcomes for each of its programs - PDC notes that this recommendation has been satisfied.

Recommendations Satisfied (2013-14)

Page 133 of 236 Page 10 of 10 Sa150313-5.5.6

University of Windsor Senate

*5.5.6: University Program Reviews New and Status Reports and Response(s)

Item for: Information

Forwarded by: Program Development Committee

Background § The attached reviews have been conducted under the new Institutional Quality Assurance Process (IQAP) (combining undergraduate and graduate program reviews) which was developed in accordance with the COU’s Quality Assurance Framework. As of Fall 2011, the Ontario universities’ Quality Council is responsible for reviewing, auditing and approving all new undergraduate and graduate programs and new cyclical reviews. § Some of the information contained in the status reports may seem outdated since these reports provide a historical look at the department’s actions over a review cycle, showing a progression of changes over the years.

Undergraduate Program Review Annual Status Reports Biology (Undergraduate) & Response New Report Business (Graduate) 1st Biennial Report Education (Graduate) (Joint PhD) 1st Biennial Report History (Undergraduate & Graduate) New Report Women’s Studies (Undergraduate) New Report

Page 134 of 236 UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: BIOLOGICAL SCIENCES UNDERGRADUATE PROGRAMS January 2015

EXECUTIVE SUMMARY This review covers the undergraduate programming offered by the Department of Biological Sciences. However, to provide context, some information on the area’s graduate programs has also been included.

Review Preparation In preparing this document, the Program Development Committee reviewed the following: Biological Sciences Self- Study (SS) (2013/14), the report of the external reviewers (ER) (March 2014), and the response from the Department Head (May 2014), and the response from the Dean (July 2014) to the above material. The external reviewers were: Dr. Turlough Finan, Professor, Department of Biology, McMaster University, Dr. M. Brock Fenton, Professor, Department of Biology, Western University, Dr. Darren Stanley, Professor, Faculty of Education and Academic Development, University of Windsor.

Undergraduate and Graduate Programs At the undergraduate level, the Department offers a Bachelor of Science (Honours) in Biological Sciences (with and without thesis), a Bachelor of Science (Honours) in Biology and Biotechnology, a Bachelor of Science (Honours) in Biology and Biochemistry (Health and Biomedical Stream), and, in collaboration with the Department of Psychology, a Bachelor of Science (Honours) in Behaviour, Cognition and Neuroscience. Students also have the option of combining their Honours Biological Sciences major with a major from another discipline or of pursuing a Bachelor of Science (Honours) in Biological Sciences (with or without thesis) degree concurrently with a Bachelor of Education degree.

The Department is also heavily involved in the delivery of the Faculty of Science’s General Bachelor of Science program, with a significant number of students in the program electing to focus on biological sciences.

The Department offers a Minor in Biological Sciences, as well as Major and Minor Concentrations for the Bachelor of Arts and Science.

At the graduate level, the Department offers a Master of Science in Biological Sciences and a PhD in Biological Sciences each with the following three fields: 1) Molecular/Cellular Biology; 2) Ecology, Evolution, Environment, and Behaviour; and 3) Neuroscience and Behaviour; and a PhD in Biological Sciences.

Enrolments

Undergraduate Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Full-Time 590.3 579.95 613.99 605.04 622.6 Part-Time 118.3 113.9 108.3 100.8 85.2

Graduate Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 MSc Full-Time 30 37 28 28 32 MSc Part-Time 5 2 2 2 0 PhD Full-Time 23 25 29 21 18 PhD Part-Time 8 4 2 4 2

Page 135 of 236 Page 1 of 3 Human Resources

Faculty/Instructors Tenure/tenure-track faculty 18 AAS as Learning Specialists 2 Sessional Lecturer (continuous 8mth position) 1 Faculty members involved in graduate program delivery 16

Full/Part-time Staff Secretaries 3 Biology Technician 1 Technician 1 Facilities Maintenance Technician 1 Laboratory Demonstrator 1 Laboratory Technician (part-time) .75 Biotechnology Program Technician (part-time) .5 Administrative Financial Clerk (part-time) .7

FINAL ASSESSMENT REPORT (with Implementation Plan)

Significant Strengths of the Programs The faculty members in the department demonstrate a strong commitment to teaching and to engaging undergraduate students in research. The level of involvement of undergraduate students in faculty research is commendable. The elite Behaviour, Cognition and Neuroscience program, offered in collaboration with Psychology, attracts top students, as does the Biological Sciences with thesis program. Faculty research and collaboration with external institutions and bodies only serve to enrich the learning experience of students. (ER, pp.1,3-4; SS, p.111)

Opportunities for Program Improvement/Enhancements By its own admission, the Biological Sciences “curriculum has evolved over the years with little coherent planning. As new faculty are hired they have been allowed to develop courses around their field of specialization and while these are often popular courses it has left our curriculum a bit incoherent in places, with some gaps in key areas.” Courses sizes and tracking of students were also identified as areas for improvement. (SS, p.111, ER, pp.3,5) Biological Sciences would “benefit from the exercise of developing a strategic plan that addresses curriculum and resources”. (ER, p.3)

IMPLEMENTATION PLAN

Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the Head’s response and the Dean’s response.)

Recommendation 1: That the Department, working with the Dean, develop a strategic plan, including clear mandates and quantifiable deliverables, that will: • identify, among others, priorities for future hires with clear justification of positions in the context of the teaching program (i.e., a hiring plan should resources become available), and opportunities for the development of interdisciplinary teaching and research as well as program design with the goal of bringing together the three groups in the department (Neuroscience, Ecology/Environment, and Molecular/Cellular Biology). • Address the need for curriculum review and reform with attention paid to learning outcomes and rationalization of all course offerings. Any changes to curriculum should ensure the continued offering of the laboratory-based Microbiology course. • Establish enrolment targets for the overall department and for each program (undergraduate and graduate),

Page 136 of 236 Page 2 of 3 including the new Health and Biomedical Sciences stream, ensuring that growth in any one program does not negatively impact other offerings. The BCN is a unique, strong program and, as part of the strategic planning, the department is encouraged to ensure that enrolment in the BCN is strategically limited to ensure the offering of this elite program within current resources. • Monitor the impact of new Health and Biomedical Sciences stream on the department and its programs. Sustainability should be at the core of the strategic plan. The strategic plan should be a living document and should be reviewed and possibly revised every two years. Agents: Department Head, Department Council, Dean of Science Completion by: Fall 2016 and biennial review

Recommendation 2: That the Department consider enhancing its outreach to students through the establishment of a Career Night in the Fall and Winter terms, and the re-establishment of the Undergraduate Biology Club. Agents: Department Head Completion by: Fall 2016

Recommendation 3: That the Department consider inviting representation from Departmental staff at Council meetings, either as members (in accordance with section Bylaw 40, 4.1.4) or as invited guests. Agents: Department Council Completion by: Fall 2016

Recommendation 4: That the Department website provide accurate and timely information to students, including links to other university websites such as a permanent link to the Registrar’s timetable and course offering site. Agents: Department Head Completion by: Fall 2015

Recommendation 5: That the Department submit learning outcomes and assessment methods for each of its programs and courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016

Page 137 of 236 Page 3 of 3 Senate PDC Review of Biological Sciences Undergraduate Program Review

Head’s Response

February 5 2015

As the final outcome of the IQAP undergraduate review of Biological Sciences I was gratified to once again see the acknowledgments of the strengths of our department and the efforts that we make on the efforts to enhance the experience of our growing student body. I would like to update PDC and Senate on the progress we have made on recommendations from our undergraduate review as laid out in the PDC document. It was unfortunate that the Senate PDC recommendations ignored the dire need faced by diminished faculty complement identified by the external reviewers but we have already made progress on those recommendations under our control.

Recommendation #1 dealt with a need for a strategic plan and curricular review. The Department met as a group on December 4 2014 at an off-campus venue for a full day departmental retreat. The focus of the morning was on a full-scale curriculum review by all faculty to re-examine our offerings in light of changing needs. As a result we are currently changing programs and course offerings and these changes will be forwarded through Senate PDC as they work through the proper channels. The afternoon of the retreat was devoted to development of a strategic plan and identifying current strengths and areas of future hiring.

Recommendation #2 asked for a Career night as well as a revamped Biology club. We are currently investigated a career night structure that will work for the students but found little interest from our Undergraduates in a Biology club due to the fine representation they already receive from Science Society, BCNSA and other student organizations. While I would support such a club, its formation really needs to be student-led to be successful.

Recommendation #3 was that staff representation be included in our Departmental council. This change has now been made and one staff member, elected each year by our staff, is now a voting member of council where allowed by appropriate Senate Bylaws.

Recommendation #4 dealt with updating our departmental website. This has now been completed and more regular updates will be made.

Recommendation #5 asked for more learning outcomes. These are ongoing as part of our curriculum review.

Page 138 of 236 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL REPORT ON: BUSINESS (GRADUATE) January 2015

Recommendation 1: That the area submit learning outcomes for each of its graduate programs and courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". (ER, 2.1) Agents: MBA Program Director, MoM Program Director, Faculty Council, Dean, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2014

Actions taken 2014:

Table 1: Identification of associated “Characteristics of a University of Windsor Graduate” and MBA Learning Objectives.

Master of Business Administration (AACSB) Characteristics of a Goal 1: Dynamic Management (3 Learning Outcomes) University of Goal 2: Decision Making/Problem Solving (5 Learning Outcomes) Windsor Graduate Goal 3: Interpersonal Capacity (3 Learning Outcomes) Goal 4: Social Responsibility (4 Learning Outcomes) 1.1 MBAs will exhibit adaptability in managing changing situations. A, C, F, G 1.2 MBAs will be adept at environmental scanning. A, B, C, 1.3 MBAs will engage in continuous and independent learning. A, B, C, E, I 2.1 MBAs will engage in data collection prior to making decisions. A, B, C, D 2.2 MBAs will be able to research the information needed for decision-making. A, B, C 2.3 MBAs will undertake structured and semi-structured analysis of information in A, B, D order to make a decision. 2.4 MBAs will demonstrate critical thinking abilities. A, B, C 2.5 MBAs will implement and act upon decisions. A, E, G 3.1 MBAs will practice effective leadership behaviours. E, F, G, I 3.2 MBAs will constructively participate in team activities when appropriate. E, F, G 3.3 MBAs will communicate effectively through a variety of media. D, F, H 4.1 MBAs will be able to identify ethical problems, assess them critically, and A, B, C, D develop practical solutions. 4.2 MBAs will be able to identify social problems, assess them critically, and A, B, C, D develop practical solutions. 4.3 MBAs will be able to identify environmental problems, assess them critically, A, B, C, D and develop practical solutions. 4.4 MBAs will engage in non-formal, independent learning based in charitable and A, B, C, D philanthropic activities.

Legend: A. the acquisition, application and integration of knowledge B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem-solving skills D. literacy and numeracy skills E. responsible behaviour to self, others and society F. interpersonal and communications skills

Page 139 of 236 Page 1 of 9 G. teamwork, and personal and group leadership skills H. creativity and aesthetic appreciation I. the ability and desire for continuous learning

Table 2: Identification of associated “Characteristics of a University of Windsor Graduate” and Master of Management Learning Objectives. Characteristics of a Master of Management Learning Objectives (AACSB) University of Windsor Graduate 1.1 MMs will engage in data collection prior to making decisions A, B, C, D 1.2 MMs will be able to research the information needed for decision making. A, B, C 1.3 Students have undertaken structured and semi-structured analysis of A, B, D information in order to make a decision. 1.4 Students have demonstrated critical thinking abilities. A, B, C 1.5 MMs have implemented and acted upon decisions. B 2.1 MMs have practiced effective leadership behaviors. E, F, G, I 2.2 MMs have constructively participated in team activates when appropriate. E, F, G 2.3 MMs have communicated effectively through a variety of media channels. F 3.1 MMs have demonstrated understanding and can explain the dynamics and A, D economic drivers of international businesses. 3.2 MMs have demonstrated understanding and can explain the role of consumers. A, D, F 3.3 MMs have demonstrated an understanding and can explain the role of A, C, D, F governments and Corporate Governance regulations of international business. 3.4 MMs have demonstrated an understanding and can explain the role and A, C, D, F structure of multi-nationals. 4.1 MMs have demonstrated an understanding and can explain the importance of A, E, F social responsibility and philanthropy in the business community. 4.2 MMs have demonstrated an adherence to a standard of honesty and ethical E behavior. 4.3 MMs have demonstrated a knowledge and understanding of environmental E concerns as it relates to business. 4.4 MMs have demonstrated an understanding and can explain the importance of A, C, E, F, H diversity as it relates to business.

Legend: A. the acquisition, application and integration of knowledge B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem-solving skills D. literacy and numeracy skills E. responsible behaviour to self, others and society F. interpersonal and communications skills G. teamwork, and personal and group leadership skills H. creativity and aesthetic appreciation I. the ability and desire for continuous learning

PDC Comments: PDC thanks the area for the submission of its program-level learning outcomes and looks forward to receiving individual course-level learning outcomes for each of the MBA and MoM graduate courses.

Status: _ ahead of target X on target behind target recommendation satisfied.

Page 140 of 236 Page 2 of 9

Recommendation 2: That the OSB review all graduate course outlines to ensure that every course has some form of meaningful report, case study or essays as a method of assessment. Graduates from an English-speaking university graduate program would reasonably be expected to have solid written and verbal communication skills. (ER, 2.4) Agents: Dean, MBA Program Director, MoM Program Director, Faculty Council Completion by: Fall 2014

Actions taken 2014:

Table 3: Assessment methods undertaken in MBA courses (most course recent offering was sampled)

Assessment Method(s) Course A R GP GPj P C E Q MT FT Business Ethics and Sustainability x x x (71-600) Dynamics of Business x x x x x x x Negotiations (71- 646) Consumer Behaviour (74- x x x x x x x 631) Project Planning I x x x x (75-611) Project Planning II x x x x (75-612) Entrepreneurship: New Venture x x x x x x Formation (75- 690) Strategic Management (75- x x x x x x 698) Interpersonal Dynamics (76- x x x x x 501) Core Conecpts of Accounting I (76- x x x x x x x 502) Introduction to Financial x x x Management (76- 503) Quantitative Techniques in x x x Management (76- 504)

Page 141 of 236 Page 3 of 9 Marketing Management (76- x x x x x x x x 505) Core Concepts of Accounting II (76- x x x x x x 510) Research Methodology (76- x x x x x x x 511) Financial Management II x x x (76-512) Human Resources Management (76- x x x x x x 513) Management Information x x x x Systems (76-514)

Legend: A - written assignment(s) R - report GP – group presentation GPj – group project P - participation C - case study E - essay Q – quiz(zes) MT – midterm examination FT – final examination

Table 4: Assessment methods undertaken in the various Master of Management courses (most course recent offering only)

Assessment Method(s) Course A R GP GPj P C E Q MT FT

Finance in a Global Perspective (78-612) ¤ ¤ ¤ ¤

Managing Employees (78-613) ¤ ¤ ¤ ¤

Marketing (78-614) ¤ ¤ ¤ ¤

International Business (78-631) ¤ ¤ ¤

Quantitative Studies (78-632) ¤ ¤ ¤ ¤ ¤

Introduction to Business Logistics Management (78-633) ¤ ¤ ¤ ¤ ¤

Leadership and Organizational Change (78-634) ¤ ¤ ¤ ¤ ¤

Purchasing and Procurement (78-635) ¤ ¤ ¤ ¤

International Financial Reporting (78-636) ¤ ¤ ¤ ¤

International Financial Management (78-637) ¤ ¤ ¤ ¤

Human Resources Management (78-638) ¤ ¤ ¤ ¤

Business Strategy (78-651) ¤ ¤ ¤

Marketing Strategy and Planning (78-652) ¤ ¤ ¤ ¤ Page 142 of 236 Page 4 of 9 Manufacturing Strategy (78-653) ¤ ¤ ¤ ¤

Manufacturing Globalization (78-654) ¤ ¤ ¤ ¤ ¤

Domestic Transportation and International Shipping (78- ¤ ¤ ¤ ¤ 655) Quantitative Analysis for Logistics and Supply Chain ¤ ¤ ¤ Management (78-656) Supply Chain Management (78-657) ¤ ¤ ¤ ¤ ¤

Consolidated Financial Statements (78-661) ¤ ¤ ¤ ¤

Accounting Systems Control and Auditing (78-662) ¤ ¤ ¤ ¤

Corporate Governance (78-663) ¤ ¤ ¤

International Management (78-665) ¤ ¤ ¤

Managing for High Performance (78-666) ¤ ¤ ¤ ¤

Current HR Trends (78-667) ¤ ¤

Finance in a Global Perspective (78-612) ¤ ¤ ¤

Legend: A - written assignment(s) R - report GP – group presentation GPj – group project P - participation C - case study E - essay Q – quiz(zes) MT – midterm examination FT – final examination

PDC Comments: PDC commends the area for ensuring that there are well-rounded meaningful assessment methods across MBA and MoM courses and notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target X recommendation satisfied.

Recommendation 3: Given the longer program timeframe, that OSB consider the feasibility of increasing the experiential learning component of the MoM program. (ER, 2.3) Agents: Dean, MoM Program Director, Faculty Council Completion by: Fall 2016

Actions taken 2014: In response to both student feedback and recommends from PDC, the Odette School of Business in collaboration with the Centre for Career Education undertook review to determine if students, registered in the MoM program, had the skills/abilities to be successful within a co-op program (one type of experiential learning). This review evaluated the skills/abilities of current students to the skills/abilities that employer were looking for within each of the four professional concentrations: logistics & supply chain -, human resource -, manufacturing -, and international accounting and finance – management.

The results of this review indicated that the logistics & supply chain management program demonstrated the strongest likelihood for being conducive to a co-operative learning program. The Centre for Career Education identified potential employers and sought feedback, using the skills/abilities of both Certified Logistics Professional (industry expectations) and MoM – LSC students, and confirmed that students were indeed likely to be successful in obtaining a work placement within this sector. Page 143 of 236 Page 5 of 9

The Centre for Career Education has not currently undertaken any promotional and/or business development activities within the logistics and supply chain sector to secure an adequate number of quality placements needed to successfully launch a co-op program within this concentration. As such, we are investigating developing a corporate project course, possibly as a substitute to Business Strategy (78-651), to build industry knowledge of the skills and abilities of MoM students to provide meaningful contributions to an employer within the Logistics and Supply Chain sector. The proposed course would be team-based, comprised of students from each concentration (LSC (n=2), HR (n=1), MM (n=1), and IAF (n=1)), and would be assigned to work in collaborations with a pre- identified corporate partner, in the Logistics and Supply Chain sector, to solve a business challenge facing their operation or industry. This approach would simultaneously provide MoM students with an experiential learning opportunity while developing awareness within the sector of the skills and abilities of University of Windsor students to support a future co-op program.

PDC Comments: PDC notes that the area will investigate developing an experiential learning component as part of the MoM, for the logistics and supply chain sector, following a feasibility review conducted by the Centre for Career Education. PDC looks forward to receiving a proposal for a corporate project course, as described above, which may lead to the development of a co-op stream.

Status: _ ahead of target X on target behind target recommendation satisfied.

Recommendation 4: That the OSB, working with Centre for Executive and Professional Education (CEPE), continue to monitor the English language skills entrance requirements of the MoM. (ER, 2.2) Agents: Dean, MBA Program Director, MoM Program Director, Faculty Council, CEPE Completion by: Ongoing

Actions taken 2014: The Odette School of Business and Centre for Executive and Professional Education continue to ensure that students admitted into the Master of Management program meet the English language proficiency requirements stipulated in the University of Windsor Graduate Calendar.

The Centre for Executive and Professional Education has performed a detailed analysis of academic performance of students over the last five (5) years as it relates to satisfying language proficiency requirements. This analysis indicates that students who elect to participate in the University of Windsor’s English Language Improvement Program (ELIP) to demonstrate language proficiency perform higher, on average, than individuals who produce a satisfactory language score (i.e. IELTS, TOFEL, etc.). There are many variables that may influence these observations, such as undergraduate academic performance, prior life and/or work experience, but overall these results support ELIP as a pathway to demonstrating language proficiency. In Fall 2014, a new Business Communications workshop was added to the existing orientation and non-credit professional development programs that are included within MoM program. This workshop saw students actively participate in a hands-on facilitated 16-hr program, delivered over three days, to assist students enhance their existing communications skills with specific emphasis placed on communicating in person – etiquette, teamwork, meetings, and business presentations.

Further work is being undertaken to develop and embed business communications skills, introduced within the Business Communications, throughout the entire Master of Management curriculum, including further supporting the development of MoM students in becoming stronger academic and professional writers.

PDC Comments: PDC notes the success of students who have completed the ELIP program and commends the area on the new Business communications workshop. PDC notes the importance of continued English language support for MoM Page 144 of 236 Page 6 of 9 students and looks forward to hearing that the development of business communication skills has been embedded throughout the MoM curriculum.

Status: _ ahead of target X on target behind target recommendation satisfied.

Recommendation 5: To promote international engagement and provide for further internationalization and globalization of both programs, that the OSB consider how it might pursue more imaginative and fruitful links between the MoM and MBA, both in terms of programming and student interaction. (ER, 3(3)) Agents: Dean, MBA Program Director, MoM Program Director, Faculty Council, CEPE Completion by: Fall 2016

Actions taken 2014: MBA and MoM students are regularly engaged in Odette-wide collaborations such as the Georgie - Odette Leadership Symposium (est. 2013), the Odette Gala (2012) and other professional development and guest speaker opportunities (ongoing, year-round). While some of these are already in-motion, there is still much growth potential that can be capitalized upon by increased discussions between the MBA and MoM Program Directors and planned collaborations between the two programs in terms of curriculum and the intertwining of students in opportunities that make sense and bring value to both programs.

In Fall 2012, the Master of Management students came together, with the support of the Odette School of Business, to form a student society. The MoM Society has worked in collaboration with the MBA Society to organize and execute a variety of activities, including the Odette Gala. Discussions between the Academic Directors of both the Master of Business Administration (MBA) and Management (MoM) are underway to identify linkages between their respective students, faculty, and curriculum in attempts to promote internationalization and international engagement.

PDC Comments: PDC notes the initial steps taken with regard to this recommendation and looks forward to hearing the results of discussions between the Academic Directors of the MBA and the MoM regarding building linkages between MBA and MoM students, faculty, and curriculum to promote internationalization and international engagement.

Status: _ ahead of target on target X behind target recommendation satisfied.

Recommendation 6: That the OSB develop a plan to ensure that there are comparable instructional resources for teaching the MoM courses. (ER, 2.5) Agents: Dean of OSB Completion by: Fall 2016

Actions taken 2014: The Master of Management Appointments Committee, in collaboration with the Centre for Executive and Professional Education, continues to solicit applications to teach in the MoM program, including from Odette faculty and collaborative institutions within the region (i.e. Wayne, University of Michigan, and Oakland). Faculty members selected to teach are required to be either academically qualified (AQ) or professionally qualified (PQ).

AQ status is achieved in one of the following ways: (1) the faculty member is expected to complete his/her Ph.D. within twelve months; (2) the faculty member obtained his/her Ph.D. in the last 5 years; or (3) faculty members who obtained their terminal degrees more than 5 years ago are expected to publish a minimum of 2 refereed articles in the past 5 years.

PQ status is achieved in one the following ways: (1) the faculty member held a position of significant professional, managerial or entrepreneurial responsibility for a substantial period in the last five years; or (2) through

Page 145 of 236 Page 7 of 9 publications in peer–reviewed practitioner or pedagogical journals, or from other intellectual contributions to pedagogy or to the area of the faculty member’s practical experience.

Table 5: % of Odette faculty contracted to instruct one or more sections within the MoM program over the last 3- years (W12 – S14).

Odette Faculty # Sections % of Total No 36 37.89% Yes 59 62.11% Grand Total 95 100.00%

Table 6: Qualification determination of faculty contracted to instruct one or more sections within the MoM program over the last 3-years (W12 – S14).

Qualifications # Sections % of Total AQ 60 63.16% PQ 19 20.00% TBD 16 16.84% Grand Total 95 100.00%

PDC Comments: PDC supports the criteria for AQ and PQ status and looks forward to a report comparing annual hiring for the MoM (Tables 5 and 6), as part of the area’s next update. PDC also requests that the area work to decrease or eliminate the number of MoM faculty listed as TBD under “Qualifications”.

Status: _X ahead of target on target behind target recommendation satisfied.

Overall MBA programmatic updates:

Since the last review in 2011/2012, there were important changes to the program that have been made the have supported both the learning goals of the program, but also the overall quality of learning experience and orientation towards curricular and extra-curricular innovation, and constant improvement.

Most dramatically, the sequencing of courses was altered thus offering a more student-friendly structure and one that speaks to the level of expected preparedness of students. Thus, Accounting and Finance courses are now offered in consecutive modules, the Management Science area course is advanced to module 3 while the Strategic Management course is now the final compulsory course, thus making it a truer capstone course.

Since 2012, a new course was created and introduced as compulsory to the program, Business Ethics and Sustainability. This course is in-line with all learning outcomes associated with our refined and deepened learning goal of Social Responsibility.

Also since 2012, a new leadership competency initiative was developed, refined and ultimately now implemented fully into the program. This competency is assessed primarily in the Interpersonal Dynamics course but is reinforced in numerous other areas, both in-class (Business Ethics and Sustainability) but also extra-curricular, in independent learning and personal development initiatives (e-Portfolio, Georgie-Odette Leadership Symposium, Community Champions, Student Success Center)

Futhermore, a third week of pre-MBA orientation has been delivered, programmed and delivered every year since, and including, 2012. This overall MBA orientation provides a rigorous and comprehensive orientation to and initial

Page 146 of 236 Page 8 of 9 development of leadership skills, oral and written communication, independent learning, professional development and an overall acclimatization to the core academic content and character of the program.

Odette MBA students continue to demonstrate signs of an appreciation and curiosity for international business and an understanding of their need to be a global-minded professional. Consistently, approximately 25% of the class cohort selects an optional final module abroad. Interestingly, this global-minded orientation also applies to exchange students who are studying at Odette, who thus opt to complete their final module via inter-Ontario exchange at a second Ontario University, and ultimately experience a greater diversity of the Canadian business landscape.

The centerpiece and key differentiator of the Odette MBA are the field projects with corporate partners. These projects have now been re-structured to include a strategic audit, which provides an opportunity for additional contextual research and wisdom to be drawn from that. Furthermore, the additional two other major reports that are to be delivered offer students a greater chance to understand the state of the organization at hand in different periods (growing markets, mature/declining markets).

Finally, a significant focus in the program has been placed on developing the leadership capacity and self-reflexivity of students while also building internal and external community and a culture of strong character and collaboration that consequently leads to appropriate levels of success. Numerous traditions, ceremonies, and rituals have been nurtured to achieve these goals.

PDC Comments: PDC thanks the area for this update and commends Business on the number of initiatives it has pursued and implemented to enhance student engagement and the learning experience in the MBA.

Page 147 of 236 Page 9 of 9 UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE UNIVERSITY PROGRAM REVIEW (UPR) FIRST BIENNIAL REPORT ON: EDUCATION January 2015

Recommendation 1: That the Joint PhD Program Committee embark upon a review of its curriculum, including developing clearer program and course-specific learning outcomes to provide additional guidance for those developing syllabi and for students. As part of this curriculum review and learning outcomes exercise, that the Program Committee bring together faculty from each field of study to collaborate in developing clearer course learning outcomes, and in updating course design and course content, to: (a) clearly distinguish between aspects of the program intended to promote breadth of knowledge, depth of knowledge, research competence, and sense of cohort and to make these distinctions clear in the program overview and each syllabus. (b) identify additional metrics or measures for assessing the achievement of program and course learning outcomes related to depth, breadth, and research skills. (c) ensure vertical and lateral integration of the curriculum by making sure that concepts and theories from all three fields of study are present equally in both Doctoral Seminars (reflected in content and in instructors), as well as other aspects of the program as appropriate. (e.g., this may be done by developing a set of teaching and learning resources for each the courses that touch on all three fields, so that all three fields of study are given appropriate focus regardless of the expertise of the instructor.) (d) clarify the purpose and requirements of the portfolio, and the methods of assessment and criteria for evaluating the portfolio; and that these be communicated explicitly to instructors and all students through a web-based handbook. (ER, 2.1.1, 2.1.2, 2.1.3, 2.3.5, 2.3.7, 2.3.8) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2016

Actions taken 2014: With regard to addressing each of the points identified in this biennial report, the Program Committee has taken the following systematic approach. Each year the Program Committee has taken on the task of addressing key elements of the report. During the 2013-2014 academic year, the focus of attention was on the Comprehensive Portfolio task, including how items pertaining to this task would be articulated in the handbook, including the focus of the Portfolio, consistency across the program and sites with regard to expectations and methods of evaluation and assessment, and which supporting artefacts would be deemed to be appropriate to include. During the 2014- 2015 academic year, the issue of residency will be addressed. Such issues are addressed and resolved at the Program Committee level, and then forwarded to the Deans’ council during their semi-annual meetings. b) Particularly in relation to the specified tasks of the Comprehensive Portfolio, a section was added in the program handbook that specifically identifies a more focused set of evaluation criteria (p. 22, Evaluation Criteria for Comprehensive Portfolio d) The Program Committee drafted a revision of the portfolio requirements and sought faculty feedback through the winter 2014. The completed document clearly set out the requirements of the portfolio as well as evaluation criteria. This was communicated to instructors and students through the Handbook which was given to all faculty and 1st and 2nd year students in the spring/summer 2014. It is also posted on the website.

PDC Comments: PDC concurs that the review of the Comprehensive Portfolio should be the primary undertaking and notes that this review will lead to the Program Committee to addressing other portions of this recommendation. PDC notes that paragraph (d) has been satisfied and looks forward to hearing the progress made with regard to the other elements of this recommendation in the Program’s next update.

Status: _ ahead of target X on target behind target X recommendation satisfied. (d) satisfied

Page 148 of 236 Page 1 of 5

Recommendation 2: As part of the curriculum review, that consideration be given to providing two required half- courses in the Field of Study courses rather than one half course, perhaps by adjusting the weight given to the Comprehensive Portfolio from 1.5 to 1.0. (ER, 2.3.6) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2016

Actions taken 2014: • This was a topic of discussion at the Faculty Retreat in March 2013. A variety of perspectives were articulated by various attendees at the retreat. These perspectives were then carefully weighed by the Program Committee. The program Committee has decided, based on the various perspective put forward, the overall goals of the program, and the demands on students’ schedules, to maintain the one required half-course in each of the Fields of Study.

PDC Comments: PDC thanks the Program for its thoughtful consideration of this recommendation and notes the decision to maintain the one required half-course in each of the Fields of Study. PDC notes that this recommendation is satisfied.

Status: _ ahead of target on target behind target X recommendation satisfied.

Recommendation 3: That the Joint PhD Program Committee and the Deans of Education review existing regulations related to full- and part-time study within the Joint PhD program with a view to establishing clearer and, where possible, more consistent policies across the three institutions that can and will be consistently enforced. Among others, the Program Committee is asked to review and address residency requirements and their place in a part-time online cohort program, and the feasibility of establishing a consistent and common application process requiring the identification of a potential supervisor prior to final admission for all prospective Joint PhD students at all three institutions. (ER, 2.2.1, 2.8.1) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2014

Actions taken 2014: • The Director and HU PC representatives met with faculty and students at each HU (UWi in January 2014). The residency requirement was a topic of discussion and feedback was sought. • The residency requirement is on the agenda for the October 27, 2014 meeting of the Deans. Further, it will be a focus of the Program Committee during its monthly meetings during the 2014-2015 academic year. • The identification of a potential supervisor prior to admission has been addressed. Students are now required to identify a potential supervisor before admission to the program. • The application process is consistent and common between the three HUs. One standard application form is used which is submitted to the Secretariat. Applicants are instructed to identify and communicate with a potential supervisor prior to applying. • The application review process at all three HUs includes the identification of a supervisor prior to admission.

PDC Comments: PDC notes the Program’s progress with regard to this recommendation and looks forward to hearing of a resolution to the residency requirement issue in the next update.

Status: _ ahead of target X on target behind target recommendation satisfied.

Page 149 of 236 Page 2 of 5 Recommendation 4: That the Program Committee develop a plan for the recruitment and retention of international students in the Joint PhD Program, which clearly articulates its position in the recruitment, admission, and support of international students and provides key actions for implementation. (ER, 2.2.2) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2014

Actions taken 2014: The committee is awaiting further clarification from the Ontario Government with regard to the funding of international graduate students.

PDC Comments: PDC notes that the development of a plan for recruitment and retention of international students in the Joint PhD Program should not be expressly tied to funding from the province. While government funding may be part of the consideration in developing a plan, it should not be the sole consideration. The Program is directed to submit a plan for recruitment and retention of international students, assuming government funding (Plan A) and a plan for recruitment and retention of international students, assuming no government funding (Plan B), as part of its next update.

Status: _ ahead of target on target X behind target recommendation satisfied.

Recommendation 5; That the Program Committee develop a plan a) for providing regular professional development opportunities to faculty related to online teaching and to increasing the use of synchronous communication in the teaching of courses, and b) for ensuring ongoing support for faculty while teaching the online course. (ER, 2.3.1, 2.3.2, 2.3.4) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2014

Actions taken 2014: • The Secretariat has established a fall term meeting, taking place in October each year, for instructors teaching the online courses. This meeting allows instructors to share best practices. • The Secretariat made available the opportunity for a faculty retreat in the spring term for the purpose of professional development, particularly in the area of online teaching.

PDC Comments: PDC thanks the Program for the initial steps it has taken to fulfill this recommendation. PDC encourages the Program to build-in additional, and more frequent professional development opportunities and support related to online teaching through, for instance, online professional development sessions. The Program is encouraged to contact the University of Windsor’s Office of Open Learning for assistance in developing online professional development sessions.

Status: _ ahead of target X on target behind target recommendation satisfied.

Recommendation 6; That team instruction be maintained for the core seminars to ensure one of the unique strengths of the program. (ER, 2.4.1) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by [revised]: Fall 2014

Page 150 of 236 Page 3 of 5 Actions taken 2014: • Team instruction continues in the core seminars. The hosting university provides an instructor for each seminar. The second instructor is filled on a rotating basis by the other two HUs.

PDC Comments: PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target X recommendation satisfied.

Recommendation 7: That the Program Committee, in consultation with the Deans, examine the distribution of advising/supervisor loads; and that it develop a plan for inducting and mentoring new advisors into the program. (ER, 2.4.3) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2016

Actions taken 2014: This will be a topic for discussion at the Program Committee level. It is noted that each university operates independently with regard to the advising and supervision load. Policies at each HU Education Faculty will ultimately govern the procedures and practices with regard to this recommendation. As always, in the spirit of collaboration in which this program operates, Program Committee members will attempt to foster practices in their individual HUs that reflects best practices that occur across the program, while respecting policies of each home university.

PDC Comments: PDC looks forward to a progress report in the Program’s next update on this recommendation.

Status: _ ahead of target X on target behind target recommendation satisfied.

Recommendation 8: That the Program Committee continue monitoring the availability of expertise within each institution to ensure that students, across all three institutions, can identify their supervisors in relation to their chosen field of study, establish their dissertation committees and move through the program in a timely way. (Requiring that a supervisor be identified prior to final admission would partly address this recommendation. See recommendation 3) (ER, 2.7.1) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by [revised]: Fall 2014

Actions taken 2014: • A Directory of Designated Faculty was developed which identifies all faculty available for supervision and/or for participation on doctoral committees. This faculty list identifies field of study and research interests and is posted on the Joint PhD website.

PDC Comments: PDC thanks the Program for its update and notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target X recommendation satisfied.

Page 151 of 236 Page 4 of 5 Recommendation 9: That the Program Committee investigate ways to harmonize the grading for the Joint Ph.D. program that may include the mapping out of the different institutional grading scales on a grid. (ER, 2.4.4) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Fall 2014

Actions taken 2014: • The issue of each participating university using a different grading scheme, in particular Windsor using a different scheme for A+, A. or A- than the other two universities, has been addressed. The University of Windsor changed its grading scheme in the spring 2013 and now aligns with the grading scheme used at Brock and Lakehead Universities.

PDC Comments: PDC notes that this recommendation has been satisfied.

Status: _ ahead of target on target behind target X recommendation satisfied.

Recommendation 10: That the Program Committee, working with the Deans, continue to explore ways to enhance and provide sustainable funding for both full and part-time students to ensure timely completion. (ER, 2.7.2) Agents: Joint PhD Program Committee, Deans of the Faculties of Education Completion by: Ongoing

Actions taken 2014: Each Graduate coordinator/Associate Dean Graduate Studies has provided information to the Program Committee informing them of how they are funding the students in the program at each HU. While there are differences in practice, each university appears to be providing a reasonable level of funding and meeting its program requirements.

PDC Comments: PDC requests that the Program provide, in its next update, more detail on how the financial needs of students are monitored and on initiatives to enhance and provide sustainable funding for students.

Status: _ ahead of target X on target behind target recommendation satisfied.

Recommendation 11: That efforts to enhance the sense of community among faculty members at all three universities be a prime focus over the next few years. To this end, that the Program Secretariat promote and seek funding opportunities for collaboration in teaching, supervising, and research across institutions. (ER, 2.8.2, 2.3.3) Agents: Joint PhD Program Committee, Deans of the Faculties of Education, Program Secretariat Completion by: Ongoing

Actions taken 2014: No update on this initiative to date. This matter will be under the purview of the secretariat

PDC Comments: While the Program Secretariat is asked to promote and seek funding opportunities in support of collaborative teaching, supervising, and research across institutions, initiatives unrelated to funding should be developed and pursued by the Program to enhance the sense of community among faculty members at all three universities. To this end, the Program is asked to provide a report, as part of its next update, on initiatives to build this sense of community. The Program should also request a report from the Program Secretariat on its efforts to promote and seek such funding opportunities, for inclusion in the next update.

Status: _ ahead of target on target X behind target recommendation satisfied. Page 152 of 236 Page 5 of 5

UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: HISTORY UNDERGRADUATE AND GRADUATE PROGRAMS January 2015

EXECUTIVE SUMMARY

Review Preparation

In preparing this document, the Program Development Committee reviewed the following: History Self-Study (SS) (2013/14), the report of the external reviewers (ER) (April 2014), the response from the Head (May 2014), and the response from the Dean (July 2014) to the above material. The external reviewers were: Prof. Joan Sangster, Frost Centre for Canadian Studies and Indigenous Studies, Trent University, Prof. James Naylor, Department of History, Brandon University, and, Prof. Lydia Miljan, Department of Political Science, University of Windsor.

Undergraduate and Graduate Programs

At the undergraduate level, the Department offers a Bachelor of Arts (General) in History and a Bachelor of Arts (Honours) in History). Students also have the option of combining their Honours History major with a major from another discipline.

The Department offers a Minor in History, as well as Major and Minor Concentrations for the Bachelor of Arts and Science.

At the graduate level, the Department offers a Master of Arts in History.

Enrolments

Undergraduate Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Full-Time 254.65 247.55 220.45 171.90 141.28 Part-Time 56.55 68.85 44.66 44.5 32

Graduate Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 MSc Full-Time 31 29 31 28 22 MSc Part-Time 1 0 0 1 1

Human Resources

Faculty/Instructors Tenure/tenure-track faculty 11 (including Associate Vice-President, Academic) Sessional Lecturers (continuous 8 month positions) 2 Faculty members involved in graduate program delivery 11

Full/Part-time Staff Secretaries 1.5

Page 153 of 236 Page 1 of 3 FINAL ASSESSMENT REPORT (with Implementation Plan)

Significant Strengths of the Programs “Since the last review, the Department has been engaged in a process of re-structuring, building a strong ethos of research activity, collaborative departmental work, and innovating with new course delivery. Recruitment of new faculty has diversified the curriculum”. The development of mentorship activities – integrating student mentors into the first-year core course to help new students transition to university and provide upper-level students with leadership skills; mentoring graduate students as they present papers at conferences or for publication – is a significant strength of the programs and helps foster a sense of community. (SS, p.103, 104) “There is a collegial and collaborative atmosphere in terms of the labour of teaching and service, and a shared, strong commitment to creating an excellent, student-focused educational experience.” (ER, pp.9,1) There are clear program-level learning outcomes that articulate well to the University’s learning outcomes and the Department is ensuring that learning outcomes at all levels and in all courses are clearly laid out. (ER, p.1) Retention is high which speaks to the level of student engagement and undergraduate and graduate student experience. (ER, p.9)

Opportunities for Program Improvement/Enhancements The department should continue to review its curriculum on a regular basis to ensure needed changes are made in a timely way. The area is encouraged to pursue areas of improvement which it identified, including: the possibility of collaborating with other departments on program offerings increasing the opportunity for undergraduate student research, and encouraging diversification of topics for graduate theses (SS, pp.106-107) Further opportunities for program improvements are captured in the recommendations listed below.

IMPLEMENTATION PLAN

Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the Head’s response and the Dean’s response.)

Graduate and Undergraduate

Recommendation 1: That the Department work with the Dean to develop strategies to address the teaching and resource needs of the programs. Agents: Department Head, Dean of FAHSS Completion by: Fall 2018

Graduate

Recommendation 2: That the Department examine its graduate program with a view to improving and enhancing its standards and attracting quality students. Among others, consideration should be given to: • examining and enhancing what is taught in the two required courses, • making sure reading and writing demands are consistently rigorous, • moving towards a six course degree • raising the admission average to 77% • adding directed reading options • introducing formal “progress reports” • developing recruitment strategy aimed at attracting students from outside the local area. Agents: Department Head, Department Council Completion by: Fall 2018

Page 154 of 236 Page 2 of 3 Undergraduate

Recommendation 3: That better and more discipline specific training be provided for mentors working in the first- year undergraduate course (43-110), as well as for departmental GAs. Agents: Department Head Completion by: Fall 2018

Recommendation 4: That the undergraduate curriculum be re-examined for minor modification, perhaps removing one required first-year course and having one required second year course instead. Part of this re-examination would be the development of an agreed on set of critical reading and writing expectations for each level of the undergraduate curriculum, and particularly for the core courses such as 43-110, 43-111 and 43-303. Agents: Department Head, Department Council Completion by: Fall 2016

Recommendation 5: That the Department introduce a full-year, fourth-year capstone course that is research intensive, offering students important skills they can identify as ‘transferable’ to the job market. Agents: Department Head, Department Council Completion by: Fall 2018

Recommendation 6: That the Department submit learning outcomes and assessment methods for each of its courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016

Page 155 of 236 Page 3 of 3 UNIVERSITY OF WINDSOR UNIVERSITY PROGRAM REVIEW (UPR) REPORT ON: WOMEN’S STUDIES UNDERGRADUATE PROGRAMS January 2015

EXECUTIVE SUMMARY

Review Preparation

In preparing this document, the Program Development Committee reviewed the following: Women’s Studies Self- Study (SS) (2012/13), the report of the external reviewers (ER) (January 2014), and the response from the Director (May 2014), and the response from the Dean (June 2014) to the above material. The external reviewers were: Dr. Annalee Lepp, Chair and Associate Professor, Department of Women’s Studies, University of Victoria; Dr. Si Transken, Associate Professor, School of Social Work, University of Northern British Columbia; and, Dr. Marijke Taks, Professor, Faculty of Human Kinetics, University of Windsor.

Undergraduate Programs

The program area offers a Bachelor of Arts (General) in Women’s Studies, a Bachelor of Arts (Honours) in Women’s Studies, and, in collaboration with the School of Social Work, a Combined Honours Bachelor of Social Work and Women’s Studies. Students also have the option of combining their Honours Women’s Studies major with a major from another discipline.

The program area also offers a Certificate in Women’s Studies, a Minor in Women’s Studies, as well as Major and Minor Concentrations for the Bachelor of Arts and Science.

Enrolments

Undergraduate Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Full-Time 87.5 87 80.5 72 65.7 Part-Time 15.5 16.5 16 9 13

Human Resources

Faculty/Instructors Director 1 Sessional Lecturers (continuous 8 month positions) 2.5 AAS as Learning Specialist 1

Full/Part-time Staff Secretary 1

FINAL ASSESSMENT REPORT (with Implementation Plan)

Significant Strengths of the Programs “The following provides a summary of the strengths of the Women's Studies BA and BSW in Social Work and Women's Studies programs: • Strong and consultative leadership and governance structures, demonstrated commitment to transparent and Page 156 of 236 Page 1 of 3 collegial decision-making, and highly efficient use of available financial and limited faculty resources. • Appointment and affiliation of highly qualified tenure track and tenured faculty members and sessional lecturers/instructors in the BA in Women's Studies and BSW in Social Work and Women's Studies programs, with strong records of scholarly publication and/or success in obtaining research grants appropriate to their career stage. • Demonstrated dedication of faculty members and sessional lecturers/instructors to the success, growth, and development of both programs, which involves very significant levels of service given the size and complexity of the Women's Studies programs and the limited number of regular faculty appointed to the Women's Studies program. • Well developed and coherent interdisciplinary Women's Studies BA and BSW in Social Work and Women's Studies programs, with high student demand as measured by student enrolments and the number of (double) majors. • Development of strong, appropriate, and clear learning outcomes at the program as well as year and course levels, which are consistent with the University of Windsor's mission and strategic plan and the Faculty of Arts and Social Sciences academic plan. Emphasis on disciplinary knowledge acquisition, academic rigor, and feminist and social justice content; engaged and applied learning; the unity of theory and practice; and the development of academic, practical, and life skills. • Highly systematized, collaborative, and responsive approach to multi/interdisciplinary program development, course approval and revision, and mentorship of sessional lecturers and instructors. • Development of a very strong student-centred approach and engaged pedagogical approaches, demonstrated teaching effectiveness and commitment to excellence in instruction, and the achievement of a high degree of student satisfaction with and engagement in both programs. • Demonstrated leadership in the creation of the unique and timely university initiative, the Bystander Initiative. • Development of very strong community links and partnerships, through the impressive and active Friends of Women's Studies group that organizes the Distinguished Visitor in Women's Studies program, the support of annual community events, the broad dissemination of the program's newsletter across campus and in the community, the volunteer activities of Women's Studies faculty and students, and the Social Work placements of Social Work-Women's Studies majors.” (ER, pp.18-19)

Opportunities for Program Improvement/Enhancements Women’s Studies’ assessment of areas for improvement include focusing on strengthening third and fourth year students’ writing skills, building greater student buy-in to the 400-level courses, identifying more tenure/tenure- track faculty (from designated groups) to affiliate and teach in the program, and increasing humanities content in its programs. (SS, p.98) The development of a strategic plan will guide Women’s Studies efforts regarding future program development and/or re-structuring, and determine future directions and priorities.

IMPLEMENTATION PLAN

Recommendations (in priority order) (Final recommendations arrived at by the Program Development Committee, following a review and assessment of the External Reviewers report, the Director’s response and the Dean’s response.)

Program Mission Recommendation 1: Given the recent inclusion of courses in the field of masculinities studies and with an eye to building a more gender diverse student cohort, initiate a process to undertake a name change to Women's and Gender Studies and to revise the program's mission statement. Agents: Director, Dean of FAHSS Completion by: Fall 2015

Program Structure and Curriculum Recommendation 2: That the area review its curriculum with a view to: • Strengthening the focus on intersectionality in upper level required courses, with a particular focus on sexuality, trans studies, dis/ability, racialization, colonialism, neo-colonial realities, and Indigenous issues. Page 157 of 236 Page 2 of 3 • Developing an optional Women’s Studies practicum placement for majors, if feasible. • Developing a senior research project/directed reading course for those students who may wish to go on to graduate school. • Enhancing, where appropriate, the Humanities content in required courses, through the further incorporation of a diversity of relevant textual and other materials. • Considering strategies to balance students’ intellectual needs in required 400-level Social Work seminars, as feasible. Agents: Director, Advisory Committee, Director of Social Work Completion by: Fall 2018

Recruitment Recommendation 3: That the program area build on existing recruitment and retention efforts, particularly with a view to attracting more students to the university and directly into its programs. Agents: Director, Advisory Committee, Dean of FAHSS, Office of Recruitment and Liaison Completion by: Biennial Report

Governance and Sustainability Recommendation 4: Work with the Dean to develop a strategic plan for the area, to respond to the teaching, resource and space needs of the program area and to guide future program development and/or streamlining. The strategic plan should include at minimum: • The development of strategies to address the high service demands of administering and coordinating the programs. This could involve streamlining some committee structures, and developing relevant policies to enhance efficiency in decision-making. • The development of a succession plan for the position of Director should be a key priority. A hiring plan, linked to program growth and activities, should also be developed in the event that resources become available. • An exploration of patterns of student demand with respect to double majors and the resource feasibility of strategically developing one or more additional collaborative programs, with particular attention to program and faculty buy-in and administrative and service demands. • The development of a plan to ensure stability, sustainability, and growth of the Bystander Initiative. Agents: Director, Advisory Committee, Dean of FAHSS Completion by: Fall 2016

Awards and Outreach Recommendation 5: Increase awareness and visibility of Women’s Studies undergraduate awards (monetary and non-monetary) and celebrate award winners, as appropriate. Agents: Director, Advisory Committee Completion by: Fall 2016

Learning Outcomes Recommendation 6: That the Department submit learning outcomes and assessment methods for each of its courses that clearly correspond to the University's stated "Characteristics of a University of Windsor Graduate". Agents: Advisory Committee, Director, CTL, Vice-Provost, Teaching and Learning Completion by: Fall 2016

Page 158 of 236 Page 3 of 3 Sa150313-5.6.1 University of Windsor Senate

5.6.1 Transcript Notation – Community Legal Aid (CLA) Group Leaders

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That a notation be added to the Academic Transcript for Group Leaders at Community Legal Aid.

Rationale: • Although there are many students who volunteer at CLA, Group Leaders spend the greatest amount of time and effort in their work. • Between September and April each year, Group Leaders are expected to commit approximately 10 hours per week to their duties. • The work completed by Group Leaders can be connected to a course; however, many students choose not to take the course due to scheduling issues. • Therefore, a transcript notation would underscore the value of their work, which is both a practical service to students and clients and a pedagogically significant experience. • The notation should read "Group Leader at Community Legal Aid" with the relevant dates.

Duties Performed by Group Leaders: Mandatory Duties • attend at minimum one training session in August on acting as a Group Leader and student supervisor, taught by the Executive Director and Academic Clinic Director, • attend case conferencing meetings with the Executive Director as required, • meet with a group of 8 - 10 law students weekly for a two-hour time slot. Review students' cases, support them in answering questions and seeking Review Counsel support, • identify ongoing issues that require follow up including substantive law issues and/or problems in the Windsor- Essex community that might require clinic intervention, • attend the clinic between weekly group hours to ensure students are maintaining their files, • exercise judgment in resolving student disputes, or bringing them to the attention of the Executive Director as required, • complete direct client service along with caseworkers as required (complete intakes, research, edit professional correspondence, give input on case strategy, etc.), • follow all internal and University policies and adhere to the Rules of Professional Conduct of the Law Society of Upper Canada.

Optional • sit on the CLA Board (2 students per year) and provide input, • work on a Mental Health team to support clients with mental health challenges, • conduct outreach in the Windsor-Essex community through presentations and meetings.

Background Information: CLA is a Student Legal Aid Services clinic funded by Legal Aid Ontario and the Faculty of Law, University of Windsor.

CLA offers legal services in the following areas: • Landlord/Tenant Disputes (UWindsor students and addresses which are in the N9B area code only) Page 159 of 236 Page 1 of 2 • Criminal Offences (Summary conviction offences where there is no possibility of imprisonment) • Drug and alcohol offences • Provincial Offences • Bylaw Infractions • Academic Affairs • Small Claims where there is an imbalance of power between the parties • Notarizations and Commissioning • Public Legal Education • Community Outreach

CLA offers several volunteer, credit and paid placements for law students wishing to gain practical legal skills and serve the community. They are as follows: 1) Volunteers (Each year, law student Caseworkers, Litigators and Group Leaders volunteer at the clinic; 2) Credit (Group Leaders can work for credit through the CLA Practice Program); and, 3) Paid Positions (During the summer, law students are hired to work full time between May and the end of August. Students volunteer as Group Leaders between September and April each term as a condition of summer employment.0

Summary of Learning Outcomes Based on the above duties, students complete their eight-month term having learned the following skills, knowledge and attitudes: 1) Students learn and practice peer supervision skills both in group and individual settings, 2) Students improve their oral communication skills through leading group sessions and communicating with a wide range of students in individual and group settings, 3) Students improve their time management skills by working with a group of students with live-client files with competing deadlines and complexity, 4) Students improve their conflict management skills through supervision of peers in a dynamic and challenging professional work environment, 5) Students exercise professional judgment in both peer and client file management including adhering to the Rules of Professional Conduct of the Law Society of Upper Canada, CLA internal guidelines, and University of Windsor bylaws and policies, and, 6) Students deepen their understanding of the lived realities of poverty and inquality through increased exposure to a wide range of more complex client disputes.

Page 160 of 236 Page 2 of 2 Sa150313-5.6.2 University of Windsor Senate

*5.6.2: Student Affairs Annual Report (2013-2014)

Item for: Information

Forwarded by: Academic Policy Committee

See attached.

Page 161 of 236

2012-13 2013-14

Student Affairs Annual Report Strengthening the UWindsor Student Experience

International Students on Summer 2014 Trip to Point Pelee National Park

Student Affairs University of Windsor 2/12/2015 Page 162 of 236 Annual Student Affairs Report to Senate, 2013-14

Table of Contents 1. Executive Summary……………………………………………………………………………………………………………………………………………..…….3 A. Introduction……….………………..………………………………………..……………………………………………………….……………….…….4 B. Goals and Objectives of Reporting Year……………….……………..………………………………………………….…………….………4 C. Successes………..……………………………………………………………………………………..…………………………………………..…..………6 D. Challenges………………………………………………………………………………………………………………………………………….…………7

2. Report…………………………………………………………………………………………………………………………………………………………….……...….8

A. Area’s Goals and Objectives and the University’s Strategic Plan……………………………………………………………………8

B. Future Actions and Initiatives……………………………………………………………….………………………………………………………10

C. Recommendations for Senate Consideration…………………………….…………………………………………………………………..11

Figures

1. Student Affairs: Strengthening the UWindsor Student Experience……………….…………………………………………………………..4

Appendices

1. Statistics for Services within Student Affairs…………………………………………………………………………………………………………..12

Outstanding Scholars promoting the UWill Discover Undergraduate Research Conference

Page 163 of 236 Page 2 of 13 1. Executive Summary

We are pleased to submit the Annual Student Affairs Report to Senate covering the 2013-14 academic year. “As a parent this gives you great The mission of Student Affairs is to enrich the student experience through the provision of programs and services that advance student peace of mind when you see how success, contribute to campus engagement and promote a safe, caring much assistance is there to make and inclusive environment. the transition smooth. At Head Start my husband and I were We do this through: impressed that students went together to get their orientation  Advocating on behalf of student needs and interests; experience and parents gathered  Providing leadership in meeting basic safety, health and to learn what to expect, what is welfare needs of students; available and a wonderful tour of  Providing programs of personal counselling, academic and the campus. We felt most career advising;  Engaging students in transitional and learning support prepared for your University programs; than any other one.”  Coordinating programs that encourage student participation in experiential learning, including voluntary service; and -Parent who attended Head Start  Administering a student discipline system that is (2014) fundamentally fair and focused on student learning.

Student Affairs is proud of our role in helping students to become independent, self-advocate, and connect with the University of Windsor educational community.

Student Affairs will continue to work toward becoming a valued partner with students, staff, faculty, alumni and the wider community in creating caring, engaging, welcoming and supportive campus community environments, programs and services that stimulate learning, and encourage personal growth and development.

We “Go the Extra Mile” for all UWindsor students!

Respectfully submitted,

Dr. Clayton Smith. Ed.D. Vice-Provost, Student Affairs and Dean of Students

Page 164 of 236 Page 3 of 13 A. Introduction

Student Affairs is focused on strengthening the UWindsor student experience. We do this by providing support to students that enhances safety and wellness, campus life and learning support. We also provide specialized support to a variety of student populations, including Aboriginal, First Generation, international, high academic achieving, residence and transfer students. Figure 1 provides an overview of our services.

Figure 1. Student Affairs: Strengthening the UWindsor Student Experience

• Club Advising • Alcohol Policy Coordination • Co-Curricular Transcript • Campus Safety • Community Service • Emergency Management • Cultural Enrichment • Mental Health Counselling • New Student Orientation • Services for Students of Concern • Parents & Families Support • Student Discipline • Student Communications • Wellness Education & Awareness • Student Government Liaison • Student Leadership • Student Life Enhancement • Student Recognition Awards • Volunteer Support Safety & Campus Wellness Life

Specialized Learning Support Support

• Aboriginal Students • Academic Advising • First Generation Students • Academic Integrity Education • International, Study Abroad & • Career & Employment Services Student Exchange Students • External Scholarship Advising • Outstanding Scholars • Study Skills & Learning Strategies • Residence Students • Services for Students with • Transfer Students Disabilities • Student Success • Writing Support

B. Goals and Objectives of Reporting Year

Our primary goal is to strengthen the UWindsor student experience. To achieve this, we developed goals and objectives for 2013/14, which fit into the Strategic Plan’s five primary areas.

1. Provide an exceptional undergraduate experience:  Enhance orientation for new international students to be both inclusive and time appropriate.  Increase residence services by expanding connections with faculty theme floors, change residence life programming model to focus on connections made with students in the first 6 weeks of living on campus, expand educational programming to include drug education, hire co-op students to provide an on-campus experience, and enhance connections with campus partners to provide support for students, and implement Residence Review recommendations.  Increase Aboriginal recruitment and outreach efforts through a mentoring program with the local boards Pageof 165education, of 236 and the development of an Aboriginal Outreach Coordinator position. Page 4 of 13  Expand the Lead@UWindsor volunteer program to broaden volunteer opportunities for students and create a more The [Outstanding Scholars] centralized hub for staff and faculty seeking student volunteers.  Expand transition support programming for new transfer academic appointment I’m students to ensure that they receive sufficient support and fulfilling adds a layer of depth advising unique to their needs.  Develop an Academic Integrity Student Ambassador Club to and a splash of colour to my increase academic integrity education among students. undergraduate journey at the  Develop an Outstanding Scholars Student Council to increase student input into the Outstanding Scholars program and to University of Windsor. It is facilitate more social interaction between Outstanding Scholars meaningful, exciting, students. challenging and rewarding, and  Develop a plan for providing policing and exam accommodation at the downtown campus. it continues to fuel my passion  Improve collection of study permits from international students. for learning.  Develop an effective way to register new undergraduate international students. nd  Expand eligibility for the Outstanding Scholars program to Emily Kogel, 2 Year, B.Sc. include all first entry honours programs. (Biological Sciences & Modern  Expand Student Counselling Centre services to the International Student Centre. Languages-German Option)  Finalize the merger of the Advising Centre, Centre for Career Outstanding Scholar Education and Educational Development Centre into the Student Success Centre.  Seek approval from the Board of Governors for the Behavioural Intervention Plan, which will assist faculty and staff to respond to student behaviours of concern and to create support plans to promote student health and well-being.  Reorganize Student Affairs so that more focus is placed on the current student experience.

C4S [Connecting4Success] has Pursue strengths in research and graduate education 2. : been an enlightening experience.  Collaborate with MITACS as these student opportunities increase on campus. Not only do you begin to realize  Support the development of the UWILL Undergraduate Research the leadership qualities you Conference. yourself possess, but you also 3. Recruit and retain the best faculty and staff: start to realize the joy you  Recognize excellence in Student Affairs through the annual Going the Extra Mile (GEM) awards. receive from seeing someone  Sponsor an annual Summer Retreat to provide engagement and you care about achieve success. professional development for Student Affairs staff. The program is excellent at 4. Engage and build the Windsor and Essex County community matching mentors and mentees through partnerships:  Retain experts from local agencies to present on topics during and provides a great Resident Assistant training. opportunity to make new  Partner with St. Clair College to provide career opportunities for friendships with students having students through the Job Fair.  Explore initiatives for working more closely on career services similar interests! topics with Workforce Windsor Essex. nd 5. Promote international engagement: Danielle Cooper, 2 Year, B.Sc.  Create a Global Village in Laurier Hall for students interested in Behaviour, Cognition & experiencing other cultures while living in Residence. Neuroscience  Expand the Brazilian Science without Borders internship opportunities related to research or industry.  Use the Outstanding Scholars program to attract and support Page 166 of 236 Page 5 of 13 international students.  Refocus the International Student Centre toward current international students.

C. Successes

Area Successes Office of the Vice-  Student Affairs reorganization approved (Vice-Provost position now serving full-time on the Provost & Dean student file as Vice-Provost, Student Affairs and Dean of Students), the management of Students structure for the International Student Centre and the Student Success Centre was finalized and the Executive Director, Student Affairs position was changed to Assistant Dean of Students.  Board of Governors approved the Behavioural Intervention Plan, which will assist faculty and staff to respond to student behaviours of concern and to create support plans to promote student health and well-being.  Internationalization reorganization approved, which led to all international student recruitment moving to the Centre for Executive and Professional Education under the direction of the Vice-Provost, International Development, the Associate Vice-Provost, International Cooperation, moving as a direct report to the Provost, international admissions moving to the Office of the Registrar, and international student services remaining in the International Student Centre.  Received conceptual support from Senate for the proposed academic integrity system.  Held Summer Retreat on "Discovering the UWindsor Student Experience(s)".  Hosted the annual Staff Recognition Luncheon to announce the Going the Extra Mile (GEM) awards and awarded the Student GEM awards at the end-of-year student government banquets.

Aboriginal  Strengthened focus on Aboriginal recruitment efforts through a mentoring program with the Education Centre local boards of education, and the development of an Aboriginal Outreach Coordinator position.  Formed partnerships with the Greater Essex County District School Board to support Aboriginal, First Nations, Inuit and Métis secondary students and parents.  Developed a partnership with the Windsor-Essex Catholic District School Board to provide a Summer Arts Camp for Aboriginal, First Nation, Inuit and Métis students.  Successfully completed the 4 Winds Science Technology Engineering and Math and Beginning Time Teaching program.

Academic  Enlisted 7 volunteers as Academic Integrity Ambassadors to help promote integrity. Integrity Office  Participated in several student events to bring us closer to students to help deliver what we value (e.g., honesty, trust, responsibility, respect, fairness, courage).  Redesigned the tag line “Earn Your Degree” as a visual reminder to our students and created new promotional items to feature the new tag line.

Campus  Partnered with Windsor Police for their “SPEER” school safety program to ensure Windsor Community Police have access to detailed campus information if required. Police  Presented our emergency preparedness software and procedures as a model for other Ontario Universities at a meeting of the Ontario Association of Colleges and Universities.  Provided emergency responder interoperability through UWindsor emergency software hosted for Essex-Windsor for the Detroit Marathon. This allowed for the first ever emergency information exchange between UWindsor, Windsor Fire and Rescue, Windsor Police and Detroit Department of Homeland Security.

International  Approximately 100 Brazilian Students attended UWindsor through the Science without Student Centre Borders program.  Supported 77 students going away and 71 attending here on Exchange.  Hosted the second Student’s Summer Camp and International Faculty Training groups from Chinese Universities.  Served 3,534 walk-in appointments regarding personal, financial and immigration matters, met with 914 students to discuss student exchange, and assisted over 495 undergraduate Page 167 of 236 Page 6 of 13 Area Successes students with registration.  Improved collection of study permits and entry into the SIS.  Improved and expanded collaboration with faculty through partnerships in exchange and consulting/research.

Outstanding  Created the Outstanding Scholars Student Council. Scholars  Expanded student eligibility to include all first-entry honours programs. Program  Opened a CLEW site as a resource and communications channel for students and faculty.  Identified a suite of undergraduate research oriented study abroad opportunities.

Residence  Launched an Academic Support Week highlighting available academic resources. Services  Annual Residence Academic Reception recognized 150 undergraduate students who achieved a B+ or higher in the fall of 2013.  Made significant contributions to the community and in response to world needs (e.g., played a major role in hosting the International Children’s Games, raised funds for cancer research, and for survivors of Typhoon Haiyan, donated 51,570 millilitres of blood by residents via rezOutreach, improved recycling efforts).  Working with the Campus Student Substance Education Coordinator, hosted "dry" activities in each residence hall lobby for safe and alternative Halloween celebrations.  Delivered monthly Residence Drug Education and Alcohol Education seminars. Student  Provided therapy and crisis intervention services to over 788 students with 3,700 hours of Counselling direct service (over 100 students presented with a mental health crisis and 25% of students Centre seen at intake indicated suicidal thoughts).  Supported the opening and ongoing operations of the Peer Support Centre.  Provided training to students, faculty and staff on a variety of topics (e.g., mental health, first aid, suicide prevention, identifying and referring students in distress).

Student Success  Enhanced outreach initiatives to increase awareness of available support (e.g., Health Cart, Centre Service of the Day, Staff/Faculty Coffee Break, banners, flyers, social media).  Dedicated staff member assigned to improve the experiences and enhance programming for transfer students.  Made several changes to the Co-Curricular Transcript (CCT) to improve its utilization, including implementation of the CCT Involvement Record, reorganization and cleanup.  Working with the Cashier’s Office, worked to establish the Equitable Tuition Policy for students unable to study full time due to their disability.  Streamlined the recruitment, selection and training process for all Student Affairs volunteers to create efficiencies and consistencies.  Established a working group to examine and make improvements to the methods used to provide learning strategies to students with disabilities.  Expanded writing support to include Saturday service and increased consultation hours, which resulted in a 100% increase in consultations during Summer 2014 and Fall 2014.

D. Challenges

 Establishing a self-identification mechanism to identify Aboriginal and First Nations students.  Meeting the Downtown Campus needs for increased Campus Community Police services.  The increasing number of international students is stretching resources within the International Student Centre, specifically advising and administration of the Green Shield health insurance plan.  The Outstanding Scholars Program lacks dedicated programming space required to meet future development plans.  The Student Counselling Centre is challenged to meet the increasing demand for counselling services with the low number of staff given our institutional size. Another challenge results from the Student Counselling Centre operating out of three different locations.

Page 168 of 236 Page 7 of 13  The Student Success Centre is resource challenged, which makes it difficult to evaluate/enhance services, to maintain I needed help with my resume service levels in some cases and to provide adequate professional development opportunities for staff. There is (many times) and Yvonne Currie continuing confusion among students and staff/faculty as to the was there providing crucial existence/location of the Student Success Centre which impacts working relationships with faculty members. feedback at every step. When I  While the current writing support offered by retired faculty and later received an interview from student peers appears to have met the support needs of many of our students, it is not sufficient to address the greater needs of an organization, Yvonne our additional language students. scheduled me in to ensure that  The Government funding envelope supporting Student Disability my nerves would be at ease. She Services is not adequate to meet current needs. Additional exam writing space is also needed to support accommodations, is an incredible asset to your particularly during the peak mid-term and final exam season. organization!  Academic advising continues to be an issue for many students. Over 5,000 students this year sought advising through the Student Success Centre advising unit, with nearly half of those Tina Poisson, 4th Year, B.Sc.N. students being beyond second year.  Residence Services faces several key challenges, including: o achieving full residence occupancy since it is so closely tied to university enrolment, particularly the number of students attending the University from outside Windsor-Essex County; o attracting international students to live on campus is difficult given our residence and meal plans cost structures; o since the cost to offer a residence experience is much higher on campus than in the surrounding community, the number of current students returning to residence has declined; o while there has been significant investment in the residence buildings in recent years, there continues to be a challenge with funding renovations needed to improve the current offerings; and o turnover of professional residence life staff in recent years has created additional workload for our staff which hinders our ability to sustain current program offerings and add new ones.

2. Report

A. Area’s Goals and Objectives and the University’s Strategic Plan

Provide an exceptional undergraduate experience

•Provide a safe and welcoming gathering space for Aboriginal and non-Aboriginal students (e.g., social and cultural gathering, special events and culturally inspired activities). •Provide a safe and welcoming space for international students which meets the personal and academic needs of international students and those on student exchange. •Provide timely short-term counselling and crisis intervention services, and provide consultation to the wider campus community around the issues of student mental health and handling worrisome or difficult situations. •Contribute to the exceptional experience of our most high-achieving academic students by providing enhanced student-faculty mentorships in the context of undergraduate research projects. •Provide career education programming that partners with faculties to support in-course practicum work for students, promotes the Co-curricular Transcript so that more students document campus experiential opportunities, and connects advising and career counselling. •Improve writing support for all student populations including undergraduate, graduate, Aboriginal, first generation and additional language students. •Examine our methods of learning strategy support to provide students with new ways to enhance their methods of learning. •Use a community based service policing delivery model that places emphasis on customer service and provides pro-active programming.

Page 169 of 236 Page 8 of 13 Recruit and Retain the Best Faculty and Staff

•Provide professional development opportunities for staff at all levels. •Enhance the attractiveness of the University to prospective and current faculty members by providing support for faculty research through the Outstanding Scholars Program, and offering a unique opportunity for faculty to engage with students outside the classroom.

Engage and Build the Windsor & Essex County Community Through Partnerships

•Continue building partnerships with the local school boards and local First Nations schools. •Collaborate with the Multicultural Council, New Canadian Centre for Excellence, Workforce Windsor Essex, the Rotary groups and other community groups to support transition and support for international students. •Continue our partnership with the Windsor-Essex County Food Bank in the hosting of the HERO Day of Action. •Continue partnering with community agencies to enhance working relationships, including consulting with St. Clair College on mental health cases, sitting on community boards (e.g., Windsor Family Health Team, Distress Centre) and providing training on topics of interest to the City of Windsor, Revenue Canada, and the Greater Essex County District School Board.

Promote International Engagement

•Provide services to international students to enhance their student experience. •Support both out-going and in-coming exchange students.

Aboriginal Students Attending the Turtle Island Barbeque, 2014

Page 170 of 236 Page 9 of 13 B. Future Actions/Initiatives

• Complete and seek approval for the Proposal for Implementation of the Career Education Review. Office of the Vice • Complete the search for the Assistant Dean of Students. Provost & Dean of • Roll out the Board-approved Behavioural Intervention Plan. Students • Develop a strategic plan for Student Affairs to guide our development over the next several years. • Complete and seek approval for the new sexual misconduct policy.

• Plan and deliver a series of Aboriginal seminars for the university community. Aboriginal • Implement the Aboriginal Outreach Plan. Education Centre

• Working with the associate deans and the University Secretariat introduce the new Academic Integrity academic integrity system. • Office Increase student participation in activities or programs related to academic integrity.

• Reinstate a modified version of a Campus Community Police Advisory Committee. Campus • Implement a campus-wide identification system for staff, students and faculty. Community Police

• Increase coordination with CELD and CEPE to simplify orientation/advising for new International students. • Increase the variety of workshops offered throughout the year. Student Centre • Refocus the ISC to emphasize current student services and student life.

• Work toward future program development (e.g., service learning, financial support Outstanding for exchange, peer mentoring, improved academic appointment procedures, support Scholars Program for the UWILL Discover Undergraduate Research Conference).

• Develop a closer relationship with CELD, consolidate residence students into Residence existing residence communities, create efficiencies in programming, enhance partnerships regarding residence theme communities, and conduct quantitative Services assessments to track academic success of residence students.

• Meet the increasing student demand for mental health services. Student • Advance the work of the President’s Mental Health Advisory Committee. • Explore options for more appropriate space for the SCC. Counselling Centre • Develop more training modules and workshops for staff, faculty and students.

• Examine space to improve triage/ service, administrative support and efficiencies. Student Success • Meet exam needs of students with disabilities studying downtown. • Seek new ways to provide students with 24/7 support and resources for Centre success. • Explore new collaborations with faculty/staff to increase SSC awareness and identify new partnerships. • Implement an awards and recognition category in the Co-Curricular Transcript.

Page 171 of 236 Page 10 of 13

C. Recommendations for Senate Consideration

1. We recommend that upon successful completion of the Outstanding Scholars program a notation should be added to students’ transcripts. This has been endorsed by the Outstanding Scholars Advisory Group and suggested by Deans Council. 2. The revisions to Bylaw 31 that are currently in motion will likely require that a new policy related to behavioural misconduct come forward to the Board of Governors. This will also necessitate a review of the Student Code of Conduct.

Residence Students Who Participated in the HERO Day of Action, 2014

Page 172 of 236 Page 11 of 13 Appendix 1: Statistics for Services within Student Affairs

Department Service 2012/13 2013/14 Change Aboriginal Education Identified FT Aboriginal Students 179 104 -75 Centre Identified PT Aboriginal Students 62 14 -48 4Winds STEAM (Science, Technology, 8 24 16 Engineering, Arts, and Mathematics) and Beginning Time Teaching Project Turtle Island Summer Arts Camp 10 19 9 Academic Integrity Cases filed with University Secretariat 146 231 85 Office Cases Investigated by the AIO 130 197 67 Campus Community Total Calls for Service 4397 3437 -960 Police Reportable Events - Criminal 302 245 -57 Reportable Events - Non Criminal 155 153 -2 Total Reports Filed 479 414 -65 Crimes Against Persons 16 13 -3 Crimes Against Property 232 167 -65 International Student International Student Advising Walk-ins 4807 3534 -1273 Centre and Appointments Appointments with Program Advisor 1057 495 -562 Appointments with Exchange 1082 914 -168 Administrator Outgoing Exchange Students 63 77 14 Incoming Exchange Students 78 71 -7 Outstanding Scholars Outstanding Scholars Total 423 323 -100 Program 1st Year Outstanding Scholar Candidates 236 112 -124 2nd Year Outstanding Scholars 75 83 8 3rd Year Outstanding Scholars 66 65 -1 4th Year Outstanding Scholars 46 63 17 Residence Services Students in Residence 1310 1186 -124 First Year Students in Residence 658 635 -23 Upper Year Students in Residence 489 415 -74 International Students in Residence 163 136 -27 Student Counselling Students Served 788 782 -6 Centre Appointments 3701 3269 -432 Crisis Cases 115 134 19 % on Psychiatric Meds 15% 19% 4% % International Students Served 9% 9% 0 % Residence Students Served 14% 10% -4% % Part-time Students Served 12% 10% -2% % with Suicidal Thoughts at Intake 34% 32% -2% Student Success Centre Advising Advising Appointments 5293 4594 -699 % 1st Year Appointments 22% 16% -6% Page 173 of 236 Page 12 of 13 Department Service 2012/13 2013/14 Change % 2nd Year Appointments 33% 36% 3% % 3rd Year Appointments 25% 29% 4% % 4th Year Appointments 20% 19% -1% % Appointment Type: Academic 32% 19% -13% % Appointment Type: Change of Major 9% 26% 17% % Appointment Type: General Advising 18% 28% 10% % Appointment Type: Walk-in 19% 40% 21% % Appointment Type: Degree Planning 22% 14% -8% % Appointment Type: Transfer Advising NA 12% NA Connecting4Success Total Students Participating 172 196 24 First Generation Students Participating 159 132 -27 Other Students Participating 13 64 51 Mentors 204 271 67 % Students Completing Academic Year 80% 73% -7% Co-op Work Terms 540 594 54 Job Postings 1549 1875 326 Job Applications Processed 12933 14497 1564 Job Interviews Processed 1522 1518 -4 Career Services Appointments 803 846 43 Brazil SWB Employment Prep & 19 47 28 Placements Career Jobs Posted 1553 1562 9 Career Presentations - Clubs & Academic 94 50 -44 Groups Career Presentations - Faculties 1460 1036 -424 (Students) Career Presentations - General 102 83 -19 Job Fair Attendees (UWindsor students) 603 1151 548 Peer Resume Clinic 432 373 -59 Practicum Support (FAHSS) 42 46 4 VIP - Applications 573 752 179 VIP - Interviews 397 514 117 VIP - Invited Participants 390 416 26 VIP - Placements 250 279 29 VIP - Job Postings 313 324 11 Work-study Jobs Posted 268 193 -75 Disability Services Students Registered with SDS 518 450 -68 Disabilities Supported 642 622 -20 Exam Accommodations 4000 3558 -442 Supported by Learning Strategist 145 126 -19 Supported by Assistive Technologist 137 130 -7 Writing Support Students Served - Fall 486 474 -12 Students Served - Winter 515 545 30 Students Served - Summer NA 330 NA

Note: The Fall 2013 work stoppage impacted service delivery in 2013-14.

Page 174 of 236 Page 13 of 13 Sa150313-5.6.3 University of Windsor Senate

5.6.3: Undergraduate English Language Proficiency Requirement - Revisions

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That the revisions to the Undergraduate English Language Proficiency Requirements be approved. (see pages 2-3)

Report of the APC Subcommittee on Internationalization Mandate: To consider and report (including recommendations, if any) on the following from the Dean of Student’s Internationalization Annual Report (2012-2013): C. Recommendations for APC consideration 1) The length of time it takes to establish new international agreements continues to be problematic. Competitor universities, especially those abroad, have an ability to develop and implement transfer agreements, collaborative academic initiatives, and related internationalization agreements in a much quicker timetable than is the case at Windsor. Senate should review approval procedures and consider streamlining them where appropriate. 2) English proficiency exam (i.e., TOEFL, IELTS) scores change frequently. The Registrar should be empowered to implement new exam scores consistent with the standards approved previously by Senate. In this way, we will ensure that English proficiency exam scores stay current. 3) In order to be competitive in countries that do not have a Grade 12 level in their secondary educational system, it is important that we recognize foundation programs that provide this educational experience. As it is impractical to recognize foundation programs one at a time, Senate should consider developing a procedure by which foundation programs can be approved in a more time-sensitive manner.

Re: #1 • In addition to the Council of Ontario Universities’ Quality Assurance process, which governs new program approvals including new international agreements, the government requirements for program approvals and quality assurance have become more stringent. While international partners may be able to act more quickly, all Ontario universities are subject to approval requirements and procedures that can be quite lengthy. APC appreciates the interest and desire to move more nimbly but also stresses the importance of ensuring that the University and Senate has acted with due diligence in reviewing the academic quality and programs of the international institution. • Although approval procedures are well established and governed by the COU Quality Council and MTCU, the following are a few suggestions for accelerating program approvals: 1) ensure that all curriculum materials are updated regularly (including courses and learning outcomes) and ready for submission should a new program proposal be developed; 2) pursue broader agreements which would apply to many institutions in one country; 3) target a particular institution and prepare materials ahead of discussions in the event that an agreement is pursued.

Re: #2 • APC reviewed English Language Proficiency policies at several Canadian Universities and International Education Ministries and recommends approval of the attached policy. • The Office of the Registrar will review the policy annually and submit any new country additions to Senate. • Similar changes for graduate admissions requirements are under review.

Re: #3 • The Registrar continues to look into this. Currently, applicants who have completed the International Foundation Year (University Preparation Program) offered by Lambton College with a minimum cumulative average of B (70%) are considered for admission to First Year of an appropriate program. The goal is to expand on this. Page 175 of 236 Page 1 of 7 Proposed Revisions

Undergraduate English Language Proficiency Policy1

A. Exemptions The English Language Proficiency requirement may be waived for undergraduate applicants who have completed at least three consecutive years of full-time study in a recognized institution where the language of instruction is English, unless contradictory evidence comes to light. These studies must include satisfactory completion of English 12U (or equivalent), or at least two transferable semester courses in English. These studies must precede admission by not more than two years.

Applicants whose first language is not English may be required to provide satisfactory evidence that the language of instruction was in English; examples of acceptable evidence include an official letter from the teaching institution or statements from the institution’s official Calendar/Catalogue, as well as standardized test results such as TOEFL, IELTS, etc. Applicants who are uncertain regarding the status of their qualifications with respect to this policy should contact the Office of the Registrar for further information.

The English Language Proficiency Requirement will be waived for applicants educated in the following countries:

Anguilla Gibraltar Singapore Antigua Grenada St. Kitts and Nevis Australia Guam St. Lucia Bahamas Guyana St. Vincent and the Grenadines Barbados Ireland Sweden Belize Jamaica Trinidad and Tobago Bermuda Kenya Turks and Caicos Islands British Virgin Islands Lesotho Uganda Cayman Islands Malta United States of America Dominica Mauritius Wales England Montserrat Zambia Falkland Islands New Zealand Zimbabwe Fiji Puerto Rico Ghana Scotland

Applicants educated in the following countries will be exempt from the English Language Proficiency requirement if they attended an exempted university. Where an exemption is not granted, these applicants will be required to demonstrate English language proficiency in accordance with the English Language Proficiency Requirement (section B):

Bangladesh India Philippines Barbuda Kuwait Samoa Botswana Lebanon Saudi Arabia Bulgaria Liberia Sierra Leone Eritrea Malawi Tanzania Ethiopia Namibia Turkey Gambia Nigeria United Arab Emirates Germany Pakistan Hong Kong Papua New Guinea

The Office of the Registrar will maintain a complete list of ELP exempt universities from the countries listed above.

1 Much of this policy is taken from https://www.uleth.ca/ross/admission-information/elp Page 176 of 236 Page 2 of 7 An exception may be granted to any student who can show proof of instruction in English. Exceptions may be denied, or may be revoked, if contradictory evidence exists, for example, low TOEFL scores, low grades on an English-based course, or significant communication difficulties.

Individual circumstances will be reviewed by the Registrar (or designate) whose decision shall be final.

Special arrangements will be made for students attending the University under an approved exchange program.

The Registrar (or designate) will modify the list of ELP exempt countries and universities according to existing standards and practices and report to Senate annually on any and all changes to this list.

B. Undergraduate English Language Proficiency Requirement [this is the current policy]

All applicants, not covered by section A, Applicants whose native language is not English must demonstrate proficiency in English to be considered for admission.

This can be demonstrated in the following ways: 1) A minimum score of 6.5 on the International English Language Testing System (IELTS); or 2) A minimum score of 60 on the Carleton University’s Canadian Academic English Language Assessment (CAEL); or 3) A minimum score of 60 on the Pearson Test of English Academic (PTE); or 4) Successful completion of the University of Windsor's English Language Improvement Program (ELIP)* (level III) with a minimum final grade of 75%; or 5) A minimum score of 85 on the English Proficiency Test administered by the English Language Institute of the University of Michigan (MELAB); or 6) A minimum score of 220 with a T.W.E. 4.5 on the Computer-based Test, 83 with an essay score of 20 on the Internet-based Test of English as a Foreign Language (T.O.E.F.L.); or 7) Receive a minimum of five semester transfer credits based on work completed at a recognized English-speaking University. (Normally, students must have at least one term of full-time study.); or 8) Receive a minimum of one year of transfer credit based on work completed at a non-university post-secondary institution with an overall transfer average of B; or 9) Have completed all secondary or post-secondary education in English speaking countries such as the United Kingdom, West Indies and other countries as specified by the Office of the Registrar; or 10) Can demonstrate that they have completed three years of full-time secondary or post-secondary study in a school where the language of instruction is English (e.g., in a British, Canadian, American or Australian Curriculum or an international diploma like the International Baccalaureate) and can demonstrate English proficiency. In some cases an English proficiency test may still be required; or 11) Applicants who do not satisfy the above requirements and wish exemption must provide the Office of the Registrar with a letter detailing the reasons for their appeal and include a letter of recommendation from their Secondary School principal or designate. The Registrar (or designate) will assess the request for exemption of this requirement.

Note: The University reserves the right to require applicants with an English Language Proficiency score disparate from their academic English prerequisite achievement to present further evidence of proficiency.

*For more information on the University of Windsor's 12-week intensive English language training program, go to www.uwindsor.ca/celd/important-application-information.

Page 177 of 236 Page 3 of 7 The following will be posted at www.uwindsor.ca/registrar/admission-information/elp_exempt (link to be developed)

English Language Proficiency - Exempt Universities

Country University Anguilla All institutions Antigua All institutions Australia All institutions Bahamas All institutions Bangladesh Bangladesh Agricultural University Bangladesh University of Engineering and Technology (BUET) Independent University Islamic University of Technology Shahjalal University of Science and Technology (Engineering programs only)

Barbados All institutions Belize All institutions Bermuda All institutions Botswana University of Botswana British Virgin Islands All institutions Bulgaria American University in Bulgaria

Cayman Islands All institutions Dominica All institutions Eritrea University of Asmara

Ethiopia Addis Ababa University Alemaya University Jimma University

Egypt American University in Cairo

Falkland Islands All institutions Fiji All institutions Germany International University Jacob's University

Ghana Kwame Nkrumah University of Science and Technology University of Cape Coast University of Ghana

Gilbraltar All institutions Grenada All institutions Guam All institutions Guyana All institutions Hong Kong City University of Hong Kong Hong Kong Polytechnic University Hong Kong University of Science & Tech University of Hong Kong

Page 178 of 236 Page 4 of 7 India Aligarh Muslim University Anna University Arunachal University Assam Agricultural University Berhampur University Birla Institute of Technology (Ranchi) Birla Institute of Technology and Science Cochin University of Science & Technology Gauhati University Indian Institute of Management (Bangalore) Indian Institute of Science Indian Institute of Technology (All campuses) Indian School of Mines Jadavpur University Karnatak University Kerala Agricultural University Konkan Agricultural University Maharaja Sayajirao University of Baroda Manipur University Sambalpur University Tamil Nadu Agricultural University Tamil Nadu Veterinary and Animal Sciences University Thapar Institute of Engineering and Technology University of Calcutta University of Hyderabad University of Kashmir University of Kerala University of Mumbai University of North Bengal Utkal University West Bengal University of Technology

Ireland All institutions Jamaica All institutions Kenya All institutions

Kuwait Kuwait University (Faculties of Science, Engineering and Petroleum, Allied Health Science, Medicine and the Department of English)

Lebanon Lebanese American University American University of Beirut

Lesotho All institutions

Malawi University of Malawi

Malta All institutions Mauritius All institutions Montserrat All institutions Namibia University of Namibia Page 179 of 236 Page 5 of 7 Nigeria Abia State University Abubakar Tafawa Balewa University Ahmadu Bello University Ambrose Alli University American University of Nigeria Bayero University Delta State University Enugu State University of Science and Technology Federal University of Technology, Akure Federal University of Technology, Minna Federal University of Technology, Owerri Federal University of Technology, Yola Igbinedion University Okada Ladoke Akintola University of Technology Lagos State University Nnamdi Azikiwe University Obafemi Awolowo University Ogun State University Adekunle Ajasin University (Formerly Ondo State University, 1982) Rivers State University of Science and Technology University of Abuja University of Ado-Ekiti University of Agriculture, Abeokuta University of Agriculture, Makurdi University of Benin University of Calabar University of Ibadan University of Ilorin University of Jos University of Lagos University of Maiduguri University of Nigeria University of Port Harcourt University of Uyo

New Zealand All institutions Pakistan Aga Khan University Gomal University Hamdard University Lahore University of Management Sciences Mehran University of Engineering and Technology National University of Computer and Emerging Sciences NED University of Engineering and Technology NWFP Agricultural University NWFP University of Engineering and Technology Quaid-I-Azam University Sindh Agriculture University, Tandojam Sir Syed University of Engineering & Technology University of Agriculture, Faisalabad University of Engineering and Technology, Lahore Page 180 of 236 Page 6 of 7 University of Karachi University of Health Sciences

Papua New Guinea Papua New Guinea University of Technology University of Goroka University of Papua New Guinea

Philippines Adamson University Far Eastern University Mindanao State University National University Silliman University University of Negros Occidental-Recoletos University of San Carlos Xavier University

Samoa University of the South Pacific Saudi Arabia King Fahd University of Petroleum and Minerals Sierra Leone University of Sierra Leone Singapore All institutions Sri Lanka University of Moratuwa St. Kitts and Nevis All institutions St. Lucia All institutions St. Vincent and the Grenadines All institutions Tanzania Mzumbe University Sokoine University of Agriculture University of Dar es Salaam

Thailand Asian Institute of Technology Assumption University Mahidol University

Trinidad and Tobago All institutions Turkey Atilim University Bilkent University Bogazici University Izmir Institute of Technology Koc University Middle East Technical University

Turks and Caicos Islands All institutions Uganda All institutions

United Arab Emirates American University of Sharjah

United States of America All institutions Zambia All institutions Zimbabwe All institutions

Page 181 of 236 Page 7 of 7 Sa150313-5.6.4 University of Windsor Senate

5.6.4: Report on Options/Electives Terminology

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That, effective Fall 2016: 1. The descriptors elective, option, technical elective, non-technical elective, other requirement and major requirement no longer be used in the Undergraduate Calendar to define degree requirements. 2. For each program, the Undergraduate Calendar lists all degree requirements under the single heading, “Degree Requirements”. 3. For each program, the Undergraduate Calendar give an explicit description of the courses that will be counted in the “Major Average”. 4. The section on Options in the Undergraduate Calendar will be revised accordingly.* *See page 5.

Rationale: • The words option and elective are not used in a consistent manner throughout the calendar and in advising. For example, Economics uses the term “elective” in its recommended course sequence, FAHSS programs generally use the term “option requirements”, though some refer to electives, Engineering uses the term “technical elective”, and Nursing uses the phrase “option elective”. • There is confusion about the meaning of the words. • The single list of degree requirements is more easily understood and managed. • The only use of the major average is internal for the purposes of academic standing decisions, scholarships, etc. • The Associate Deans Group reviewed and support the proposal

Implementation 1. The change will be in force for the Fall 2016 Undergraduate Calendar. 2. All program changes that require PDC approval will be required to make the changes prior to approval. 3. The University Secretariat will make the appropriate changes to the calendar for review by all programs by October 1, 2015. The departments will respond with corrections by January 15, 2016. 4. Programs that allow a combined degree will have to explicitly state the courses required for the combined degree.

Page 182 of 236 Page 1 of 7 Example 1: B. Math (Honours)

Current Calendar: Major requirements: twenty-two courses, consisting of 62-120 or 62-125, 62-140 or 62-139, 62-141, 62-190, 62-215, 62-216, 62-220, 62-221, 62-314, 62-315, 62-318, 62-321, 65-250, 65-251; plus eight more courses (62- or 65-) at the 300 level or above. Other requirements: 60-140 and 60-141; four courses from Faculty of Arts and Social Sciences, and twelve courses from any area of study.

Potential Fall 2016 Calendar: Degree Requirements: • The fourteen courses 62-120 or 62-125, 62-140 or 62-139, 62-141, 62-190, 62-215, 62-216, 62-220, 62-221, 62- 314, 62-315, 62-318, 62-321, 65-250 and 65-251. • Eight mathematics (62-) or statistics (65-) courses at the 300 or 400 level. • The two courses 60-140 and 60-141. • Four courses from the Faculty of Arts and Social Sciences. • Twelve courses from any area of study.

The major average will be the calculated using all mathematics (62-) and statistics (65-) courses.

Example 2: B.A. Economics (General)

Current Calendar: Major requirements: eleven courses, including 41-110, 41-111, 41-212, 41-221, and 41-231; and six 200-, 300- or 400-level courses. (With the approval of a program advisor, equivalent statistics courses may be substituted for 41- 212.) Other requirements: (a) 02-250, or 65-205; (b) eight courses from outside Social Sciences with at least two from Arts/Languages and two from Sciences; (c) four courses from any area of study including Economics; (d) six courses from any area of study excluding Economics.

Potential Fall 2016 Calendar: Degree Requirements: • The five courses 41-110, 41-111, 41-212, 41-221 and 41-231. (With the approval of a program advisor, equivalent statistics courses may be substituted for 41-212.) • Six Economics (41-) courses at the 100, 200 or 300 level. • 02-250 or 65-205 • Eight courses from outside Social Sciences with at least two from Arts/Languages and two from Sciences (excluding Economics) • Four courses from any area of study including Economics; • Six courses from any area of study excluding Economics.

The major average will be the calculated using all economics (41-) courses.

Example 3: Combined Honours Women’s Studies

Current Calendar: Program Regulation: Students in combined programs must complete the major requirements for both subject areas, and 01-150 and 01- 151. They must also complete the Option requirements, in the order presented, followed by any additional requirements under Other requirements, to a total of forty courses. Example: If the total course requirements add up to 43 once the major requirements for the second subject area are included, then section (c) of the Option Page 183 of 236 Page 2 of 7 requirements and one course from section (b) of the Option requirements should be excluded from the degree requirements.

Total courses: forty.

Major requirements-Women's Studies: fourteen courses (a) 53-100, 53-202, 53-301, 53-400, 53-410; (b) 53-200/43-251; (c) 53-201/48-251; (d) 53-300/34-359 or 53-305; (e) at least two of 53/54-206, 45/53-211, 53-230, 53-260, 53-310, 53-320/48-353, 53-330, or 53-340*; (f) one Women’s Studies or Women-Emphasis course at the 100-level; (g) three additional Women’s Studies or Women-Emphasis courses.

Major requirements-Other Subject: as prescribed by that area of study.

Option requirements: six courses, including (a) two courses from Arts; (b) two courses from Languages or Science**; (c) two courses from any area of study, excluding Social Sciences.

Other requirements: (a) 01-150, 01-151; (b) additional courses from any area of study a total of forty courses.

*Any course(s) not taken in category (e) can be taken in category (g) (except any cross-listed course numbers). **53-220 will satisfy a Science requirement for students in the Faculty of Arts, Humanities and Social Sciences.

Potential Fall 2016 Calendar: Degree Requirements: • The eight courses 53-100, 53-202, 53-301, 53-400, 53-410, 53-200/43-251, 53-201/48-251, 53-300/34-359 or 53-305; • Two courses from 53/54-206, 45/53-211, 53-230, 53-260, 53-310, 53-320/48-353, 53-330, or 53-340 • One Women’s Studies or Women-Emphasis course at the 100-level; • Three additional Women’s Studies or Women-Emphasis courses. • Two courses from Arts • Two courses from Languages or Science** • Two courses from any area of study, excluding Social Sciences. • The twenty courses required from the area for a combined degree

The major average will be the calculated using 53-100, 53-202, 53-301, 53-400, 53-410; 53-200/43-251; 53-201/48- 251; 53-300/34-359 or 53-305; two of 53/54-206, 45/53-211, 53-230, 53-260, 53-310, 53-320/48-353, 53-330, or 53- 340; one Women’s Studies or Women-Emphasis course at the 100-level; three additional Women’s Studies or Women-Emphasis courses.

Example 4: Bachelor of Applied Science in Mechanical Engineering with Automotive Option

Potential Fall 2016 Calendar:

Fall Term 62-126. Linear Algebra 62-140. Differential Calculus 85-111. Engineering Mechanics I Page 184 of 236 Page 3 of 7 85-133. Engineering and Design 85-118. Engineering and the Profession

Winter Term 59-110. Topics General Chemistry 62-141. Integral Calculus 64-141. Introductory Physics II 85-120. Engineering Thermofluids 85-119. Technical Communications

SECOND YEAR Fall Term 62-215. Vector Calculus 85-232. Engineering Software Fundamentals 85-234. Electrical and Computing Fundamentals 92-210. Dynamics 85-250. Engineering and the Environment 91-201. Engineering Management and Globalization

Winter Term 62-216. Differential Equations 85-219. Introduction Engineering Materials 85-222. Treatment of Experimental Data 85-220. Numerical Analysis for Engineering 85-230. Advanced Engineering and Design 85-218. Mechanics of Deformable Bodies

Summer Term Co-op students only 85-298.Work Term I

THIRD YEAR Fall Term 85-212. Thermodynamics 85-233. Fluid Mechanics I 92-311. Stress Analysis 85-313. Engineering Economics 92-323. Machine Dynamics Non-Technical Elective 1 course from outside Engineering, selected from the approved list in the Undergraduate Calendar.

Winter Term Co-op students only 85-398.Work Term II

Summer Term 92-317. Applied Thermodynamics 92-320. Fluid Mechanics II 92-459. Computer Aided Engineering - CAE 92-421. Machine Design 92-328. Heat Transfer 94-330. Automotive Engineering Fundamentals

Page 185 of 236 Page 4 of 7 FOURTH YEAR Fall Term Co-op students only 85-498.Work Term III

Winter Term 92-418. Thermofluid Systems Design 92-400. Capstone Design 92-411. Design for Failure Prevention 94-463. Vehicle Dynamics 94-467. Vehicle Thermal Management 1 Technical Elective course with an automotive focus from 89-, 92-, or 94- .

Summer Term 92-321. Control Theory 92-324. Engineering. Measurements 85-421. Engineering and Society 92-400. Capstone Design 94-465. Internal Combustion Engines 1 Technical Elective course with an automotive focus from 89-, 92-, or 94- .

AUTOMOTIVE TECHNICAL ELECTIVES Automotive Option Program technical electives must have an automotive focus and be numbered 89-XXX, 92-XXX, or 94-XXX.

NON-TECHNICAL ELECTIVES Non-technical electives must be selected from the approved list in the Undergraduate Calendar.

APPROVED LIST OF COURSES FROM OUTSIDE ENGINEERING (non-technical courses) [link to list will be embedded here]

Note: Engineering does not calculate a major average.

Proposed Revision to the “Options” section of the Undergraduate Calendar:

OPTIONS CATEGORIES OF COURSES

Options are courses in subjects other than the major subject(s). For the purpose of meeting option degree requirements the University categorizes its courses as follows:

ARTS/HUMANITIES (01-) (In addition, All Language courses can count for credit as Arts courses) Art History Greek and Roman Studies Dramatic Art English and Creative Writing General Courses, Faculty of Arts, Humanities and Social Sciences (01/02) Intercultural Studies Music-Academic Studies Music-Performance Studies Philosophy

Page 186 of 236 Page 5 of 7 Visual Arts Women's Studies* *The following Women’s Studies courses may be taken for Arts credit: 53-106, 53-120, 53-130, 53-230, 53-240, 53- 250, 53-236, 53-270, 53-300, 53-335, 53-345, and 53-380. The following Inter-Faculty course may be taken for Arts credit: 51-160.

LANGUAGES (HUMANITIES) (01-) Arabic French German Ancient Greek Italian Japanese Latin Spanish Hebrew

Note: Courses in all languages listed above that may be used to satisfy language option requirements include: xx- 100, xx-101, xx-102, xx-200, xx-201, xx-202. xx-300, xx-301. All French Studies courses count as language option requirements. 08-110 and 08-111 (formerly 07-110 and 07-111) also count as language option requirements. All other courses in any language listed above count only as Arts options.

SOCIAL SCIENCES (02-) Anthropology Communication Studies Economics***(03-) General Courses, Faculty of Arts, Humanities and Social Sciences (02) Human Geography (42-) History Labour Studies Planning Political Science Psychology Social Work Sociology Women's Studies** ** (53-106, 53-120, 53-130, 53-230, 53-240, 53-250, 53-270, 53-300, 53-345, and 53-380 can satisfy either a Social Science or an Arts option requirement.) ***All Economics courses will be permitted to satisfy either Science or Social Science options requirements. The following Inter-Faculty and Environmental Studies courses may be taken for Social Science credit: 51-160, 58- 110 and 58-210.

SCIENCE (03-) Biology Biochemistry Chemistry Computer Science Economics*** Environmental Science General Courses, Faculty of Science (03-) Geology Mathematics Physical Geography (67-)

Page 187 of 236 Page 6 of 7 Physics Statistics Women's Studies**

** Women's Studies 53-220 will satisfy either a Social Science or a Science option requirement. ***All Economics courses will be permitted to satisfy either science or social science options requirements.

Note: For students in the Faculty of Arts, Humanities and Social Sciences the following Nursing courses will satisfy a Science option requirement: 63-241, 63-245, 63-351, and 63-391.

PROFESSIONAL Business Administration (04-) Education (05-) Engineering (06-) Kinesiology (07-) Law (08-) Nursing (11-)

Page 188 of 236 Page 7 of 7 Sa150313-5.6.5

University of Windsor Senate

*5.6.5: Granting a Certificate or Diploma to a Posthumously or to a Terminally Ill Student

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That the proposed revisions to the Policy on Granting a Degree Posthumously or to a Terminally Ill Student be approved.

Policy on Granting a Degree, Certificate or Diploma Posthumously or to a Terminally Ill Student

A degree, certificate or diploma may be granted posthumously or to a terminally ill student, where a student has completed almost all substantive degree, certificate or diploma requirements. Courses where the main requirement is attendance at seminars will not be considered as substantive requirements for the purpose of this policy.

Degrees A student in an undergraduate program will have completed all but the last semester of courses (or equivalent) of a program. A student in a thesis or major paper based graduate program will have completed all course work as well as a majority of the thesis or major paper. A student in a course-based graduate program will have completed all but two courses.

Certificates or Diplomas A student in a certificate or diploma program will have either 1) completed in full approximately 85% of the course requirements (e.g., 7/8 courses, 8/10 courses, or 10/12 courses) or 2) satisfied all of the requirements for the certificate or diploma program with aegrotat standing awarded, where appropriate, for the courses not completed.

Procedure 1. A request to have a degree, certificate or diploma granted posthumously or to a terminally ill student may be submitted to the Dean of the Faculty in which the student was registered. The person making the request will be referred to herein as the applicant. In the event that there is more than one requestor, the Dean will determine which requestor will be known as the applicant. 2. The Dean will consult with the AAU Head and the Registrar and then submit a recommendation to the Provost. 3. The decision to grant the degree, certificate or diploma posthumously or to the terminally ill student will be made by the Provost and communicated to the Dean of the Faculty. 4. The Dean of the Faculty will inform the applicant of the decision. 5. If the decision is to award the degree, certificate or diploma posthumously, the applicant will be invited to attend the next appropriate convocation ceremony. If the applicant so chooses, the applicant (or designate) may cross the stage carrying the appropriate hood and any cords of distinction that have been earned. The deceased’s name and degree, certificate or diploma will be read with the statement “awarded posthumously, being accepted by (applicant’s (or designate’s) name)”. Otherwise, the name will not be read. In any event, the name will be published in the convocation program followed by “(posthumously granted)”. If the decision is to award the degree, certificate and diploma to a terminally ill student, arrangements will be made with the applicant.

Rationale: • At its November 2014 meeting, Senate asked APC to consider amendments to the policy on the granting of degrees posthumously, which would allow for the granting of certificates and diplomas to deceased or terminally ill students. Page 189 of 236 Page 1 of 1 • This revision allows the university to recognize the efforts of a deceased or terminally ill University of Windsor student prior to completion of a certificate or diploma, provided that the student has completed almost all substantive requirements. • Minors are not included in the policy, as parchments are not issued upon their completion.

Page 190 of 236 Page 2 of 1 Sa150313-5.6.6

University of Windsor Senate

5.6.6: Revisions to Special Needs Policy (renamed Academic Accommodation Policy for Students with Disabilities)

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That the revised Special Needs Policy (to be renamed “Academic Accommodation Policy for Students with Disabilities”) be approved.

Rationale for the revisions to the Special Needs Policy submitted by the Student Success Centre:

The Senate Policy S2: Special Needs Policy was approved by the Senate in October of 2004 and the Board of Governors in November of the same year. The original intent for modifying the Special Needs Policy was borne out of the Special Needs Office being renamed Student Disability Services. Over the course of the last ten years, changes to the various pieces of legislation that inform the policy itself necessitated additional changes. Upon reviewing the policy to address the name change, other necessary changes became evident. For example categories of disabilities, were removed to acknowledge that such definitions were unnecessary to the policy itself.

While the original intent of the policy remains intact, the ways in which those intentions are expressed have been updated to more accurately reflect the population served by the Student Success Centre - Student Disability Services and the manner in which accommodations are provided.

The revisions to the Special Needs Policy clarify the principles of accommodations, the processes by which accommodations are determined and the roles of those involved in the accommodation process itself.

Statement of Intent: The original statement of intent has been updated to more succinctly state the purpose of the policy which is to operationalize current legislation in a manner that accurately reflects and serves the needs of students with disabilities. Furthermore, the statement of intent now provides links to the legislation that governs our institutional practices. Those pieces of legislation, segments of which are quoted throughout the policy, include: the Canadian Charter of Rights and Freedoms (Section 15), the Ontario Human Rights Code (Section 17, Subsections 1-4), the Ontarians with Disabilities Act (Bill 125) and the Accessibility for Ontarians with Disabilities Act (Bill 118).

In addition to provincial and federal policies, the statement of intent provides a link to the Student Disability Services website (www.uwindsor.ca/disability). This provides information about the university’s policies and processes as they relate to students with disabilities.

The statement goes on to clarify the University of Windsor’s position on providing reasonable and appropriate accommodations to students with documented disabilities and affirms the university’s commitment to maintain these policies.

Principles of Accommodations: Following the statement of intent in S2, general principles are outlined. Those principles have largely remained the same however they have been synthesized and moved to a later section in the document. It was determined that outlining and defining the principles of accommodation, as determined by relevant legislation, would provide a framework for the policy. Page 191 of 236 Page 1 of 14

The term ‘duty to accommodate’ contains three key principles as defined by the Ontario Human Rights Commission and those principles are now outlined in this document. The determination of what is an essential requirement is also significant in understanding what constitutes an appropriate academic accommodation. Therefore, the factors used to determine essential requirements were included in this policy.

Academic Accommodations: Accommodations in both the classroom and exam setting were defined and slightly modified from Senate Policy S2: Special Needs Policy. This was done, largely, because much of the language used to describe the manner in which accommodations were provided and the technology used to do so (ex. tape recorders, diskettes, etc.) were now outdated. The current descriptions used for classroom and exam accommodations were taken from the Student Success Centre - Student Disability Services website. These are consistent with how institutions across the province provide services to students with disabilities, as well as, with relevant legislation.

General Principles and Operational Principles: The general and operational principles reflect, for the most part, the content of the Senate Policy S2: Special Needs Policy. Principles of equality, fairness, equality and non-discrimination are still central to the general principles. Operational principles still cover documentation guidelines, individualized accommodations, confidentiality and flexibility, along with the need for all members of the university community to work cooperatively in the accommodation process. The most significant changes made to both of these sections involved updating the language.

The rationale for many of the updates made was to utilize more current language and terminology to describe the accommodation process and definitions relevant to disability legislation. For example, legislation requires that institutions provide accommodation to the point of undue hardship. The three elements involved in assessing the parameters of undue hardship when determining accommodations have been provided in the policy.

In Winter 2014, Senate mandated APC to review the policy with a view to including four points stemming from a human rights complaint. These points have been added under the sections “Operational Procedures”, “Confidentiality”, and “Undue Hardship”, of the revised policy.

Page 192 of 236 Page 2 of 14 Proposed Revision:

Academic Accommodation Policy for Students with Disabilities

STATEMENT OF INTENT

The University of Windsor is committed to ensuring that reasonable and appropriate academic accommodations are provided to students with documented disabilities. Disabilities are defined as those conditions designated by the Ontario Human Rights Code.

The university will promote and affirm its commitment to students with disabilities by maintaining current policies and operationalizing those policies in an equitable and fair manner. It is understood that all members of faculty, instructional staff and administrative staff share the responsibilities outlined in the Ontario Human Rights Code for the provision of accommodations to students with disabilities.

This policy is one of the ways that the University of Windsor will put relevant Human Rights legislation into effect including: the Canadian Charter of Rights and Freedoms (Section 15), the Ontario Human Rights Code (Section 17, Subsections 1-4), the Ontarians with Disabilities Act (Bill 125) and the Accessibility for Ontarians with Disabilities Act (Bill 118).

More detailed accommodation policies and procedures are available for review on the Student Success Centre - Student Disability Services website: www.uwindsor.ca/disability.

GENERAL PRINCIPLES 1. The University of Windsor is committed to providing equal access and accommodation to the point of undue hardship to all academically qualified students with identified and documented disabilities. This will be done in order to foster accessibility and the full participation of students with disabilities in the academic environment. See Appendix A for criteria for the assessment of undue hardship.

2. The university recognizes its responsibility to maintain equal rights for all students with disabilities in a fair and non-discriminatory manner. The university will uphold its responsibilities by ensuring the physical accessibility of the campus, as well as, by creating an environment that is free from bias and, instead, embodies inclusiveness, mutual respect and understanding.

3. The University of Windsor’s Student Success Centre - Student Disability Services will work with students and faculty members to identify potential barriers to academic participation and to determine appropriate accommodations to address those barriers for students with disabilities. This will be done on a case by case basis provided that students have provided the Student Success Centre – Student Disability Services with appropriate documentation and sufficient notice of their accommodation needs so that reasonable steps may be taken to accommodate those needs

PURPOSES OF ACCOMMODATION

The overarching purpose of academic accommodations is to ensure that students with disabilities may fulfill the essential requirements of their academic programs as well as learn and demonstrate learning in ways that accurately reflect each student’s potential.

While students will, as an essential requirement, be expected to master the curriculum, there are various ways in which mastery may be demonstrated. For example, it may be demonstrated in the form of an oral as opposed to a written test. However, on other occasions it may be that the format that is to be utilized to demonstrate competency is, in and of itself, the essential requirement. See Appendix A for more information related to essential requirements and typical accommodations.

Page 193 of 236 Page 3 of 14 OPERATIONAL PRINCIPLES: When it receives a request for accommodation, the University has a procedural duty to take reasonable steps to obtain information, examine alternatives, consult with the student, maintain confidentiality and weigh available accommodations. Conversely, the student has a duty to disclose sufficient information and cooperate with the University in fashioning an appropriate accommodation.

Documentation

Students with disabilities who self-identify to the Student Success Centre - Student Disability Services are required to adhere to the documentation guidelines outlined by that office, in accordance with current legislation and to provide documentation relevant to their condition in order to qualify for accommodations.

Confidentiality

The University is dedicated to maintaining the privacy of a student’s information to the greatest extent possible. Any information related to the specific nature and impact of a student’s disability will remain on file in a secure location within the Student Success Centre - Student Disability Services.

In some circumstances, the accommodation process may require that a student disclose information to staff or faculty beyond the Student Success Centre – Student Disability Services if the knowledge is required to perform their duties under the terms of this policy.

The nature and severity of the disability should only be made known to the extent that it is necessary for the University to assess the validity of the accommodation request and the available choices in terms of an appropriate accommodation in the circumstances. This will not always involve disclosing the student's diagnosis, and if it does, the information about the diagnosis should be restricted by the "need to know" principle. The focus should be on the accommodation, rather than the reason it is required, unless there is a basis to question the existence or extent of the disability or the good faith of the request.

Medical and other health-related information should generally be restricted to Student Disability Services, and should not be disclosed to faculty or staff of the University. This restriction is founded in several grounds, including the importance of confidentiality as a human rights principle of dignity and respect.

All such information disclosed to faculty or staff will only be provided with the consent of the student.

Flexibility

Accommodations that may be applicable to one student with a particular type of disability may not apply to another student with the same type of disability. Therefore, academic accommodations must be determined on an individual basis.

Students, instructors and administrative staff must develop solutions, and in doing so exercise creativity and flexibility, to meet the needs of the students while preserving the essential academic requirements of the University’s courses and programs. The provision of academic accommodations is therefore a collaborative process, which requires effective and open communication between all parties involved.

To that end, this policy encourages an effective and meaningful dialogue between students, their instructors, university staff and advisors in the Student Success Centre - Student Disability Services in an effort to best determine how individual needs can be accommodated within legislative terms, as well as, within the current guidelines established by the university.

Page 194 of 236 Page 4 of 14 APPENDIX A: BACKGROUND

Undue Hardship

The Ontario Human Rights Commission (2004) states that, “education providers have a duty to accommodate the needs of students with disabilities to allow them to access educational services equally, unless to do so would cause undue hardship”. The only factors to be taken into account in assessing to the point of undue hardship are: • Consideration of cost • Examination of outside sources of funding • Exploration of any health and safety concerns that may be involved in the provision of a particular accommodation (Ontario Human Rights Commission, 2001)

Essential Requirements

The Ontario Human Rights Commission (2003) defines essential requirements as being “indispensable, vital, and very important. Thus, a requirement should not lightly be considered to be essential, but should be carefully scrutinized. This includes course requirements and standards”.

Essential requirements can therefore be defined by two factors: a skill that must be necessarily demonstrated in order to meet the objectives of a course; and a skill that must be demonstrated in a prescribed manner.

Academic Accommodations

An accommodation refers to any service, equipment, or arrangement that is put in place to support a student with a disability in the university setting and is meant to enable students to best perform the essential requirements of their academic program. Accommodations do not undermine or compromise the essential requirements of the courses or curricula established by the academic regulatory bodies of the university. An appropriate academic accommodation will not provide an unfair advantage but rather minimize the impact of, and the barriers caused by, the disability.

Classroom accommodations are adjustments provided to ensure that students with disabilities have fair and equal access to the curriculum and an opportunity to process classroom information in a way that respects and addresses differences in learning styles, strengths, and needs. Examples include but are not limited to: o Assistance from a note taker o Use of a laptop for note taking o Preferential seating (usually at the front of the class) / Ergonomic modifications o Provision of written material in advance (overheads, PowerPoint presentations, lecture notes) o Textbooks or articles in alternate format (Braille, large type, PDF, or other electronic text)

Examination accommodations are adjustments to standard exam conditions that lessen the impact of the disability without fundamentally altering the nature or security of the examination or providing unfair advantage. Examples include but are not limited to: o Extended time to write exams o A quiet, distraction free environment in which to write o Alternative format for exams (i.e., oral, take-home, or electronic versions) o Assistance from a reader or a scribe o Allowances for spelling/grammatical errors, with grading focus on content o Use of a computer for essay exams o Use of assistive technology on exams (including magnification devices)

Page 195 of 236 Page 5 of 14 Current Policy

Policy S2: Special Needs Policy

The policy within this document applies to academic issues involving full-time and part-time undergraduate and graduate students. Students enrolled in University-sanctioned outside learning environments (co-op placement, internship, practicum) will be supported by the policies of the hiring or supervisory agencies and by the provisions of this policy. In all circumstances, the student shall have access to the policies of the relevant Human Rights Commission.

STATEMENT OF INTENT

It is intended that this document will demonstrate that the University of Windsor is committed to equal access of all academically qualified students regardless of disability and to the creation of a climate of understanding and mutual respect, so that each person with a disability feels that he/she is able to contribute to, and be part of the university community. It is also intended in this document that the integrity and academic standards of every program within the university will be respected and maintained while also ensuring that the provisions of the Ontario Human Rights Code, Revised Statues of Ontario (2001) and the Ontarians with Disabilities Act 2001, are followed.

The Human Rights Code states that, “Every person had a right to equal treatment with respect to services .... without discrimination because of .... handicap”, and that, “A right of a person is infringed where a requirement, qualification or consideration is imposed that .... would result in the exclusion, qualification or preference of a group of persons who are identified by a prohibited ground of discrimination.” For the purposes of this policy, a student with a disability will be understood to be a person who, in terms of the Human Rights Code,

“.... has or has had or is believed to have or have had any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, including diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness or visual impairment, deafness or hearing impairment, muteness or speech impediment, or physical reliance on a guide dog or on a wheelchair or other remedial appliance or device, [or] .... a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, or a mental disorder, or an injury or disability for which benefits were claimed or received under the Workplace Safety and Insurance Act, 1997;

The University is committed to fulfilling its duty to provide accommodation as defined by the Ontarians with Disabilities Act, 2001 and the Ontario Human Rights Commission Policy and Guidelines on Disability and Duty to Accommodate.

“The most appropriate accommodation is one that most respects the dignity of the individual with a disability, meets individual needs, best promotes integration and full participation, and ensures confidentiality. Accommodation is a process and is a matter of degree, rather than an all-or-nothing proposal and can be seen as a continuum.”

GENERAL PRINCIPLES:

1. Equal Access: The University of Windsor is committed to equal access of all academically qualified students without discrimination based on disability.

2. Non-Discrimination: The University of Windsor recognizes its responsibility for the provision of equal rights for all students without discrimination based on disability.

Page 196 of 236 Page 6 of 14 3. Goods, Services, Accommodations: The University of Windsor is committed to the provision of appropriate and necessary goods, services, and accommodations to students with disabilities in such a way that most respects their dignity, if to do so does not create undue hardship. It is intended that such goods, services, and accommodations will eliminate, as much as possible, the effects of a disability and allow each student with a disability to realize his/her educational and vocational goals.

4. Duty to Accommodate: The University of Windsor is obligated to accommodate students with disabilities in accordance with the terms of the Ontario Human Rights Code. Accommodation involves removing barriers for students with disabilities in a way that respects their dignity and provides them with equality of opportunity in the academic environment. Reasonable accommodation may require members of the university community to exercise creativity and flexibility in responding to the needs of students with disabilities, while maintaining academic standards. Once accommodated (thereby provided with an equal opportunity), it is the student’s responsibility to meet the essential requirements of an academic course/program.

The University is required to accommodate students with disabilities to the point of “undue hardship”. The Ontario Human Rights Code prescribes three factors in assessing whether a requested accommodation would cause undue hardship: 1) cost; 2) availability of outside sources of funding; and 3) health and safety requirements. Other factors which may be relevant include but are not limited to, the degree to which an accommodation negatively impacts other students, staff and faculty. Costs are considered in the context of the University as a whole, not on the basis of Department, Faculty or Program.

An additional limitation on the duty to accommodate may occur when the nature and degree of the disability precludes the student from fulfilling the essential requirements of a course or program, (i.e., no reasonable accommodation would enable the individual to perform the essential requirements of the program.) In such cases the University is not required to accommodate and may refuse accommodations in order to preserve the academic integrity (meaning essential elements) of a course/program. A student cannot be presumed incapable of performing the essential requirements of a course/program unless an effort has been made to develop all reasonable options for accommodation. Essential elements of a course/program may include but are not limited to, the knowledge and skills which must be acquired or demonstrated in order for a student to successfully meet the learning objectives of the course/program. It is the responsibility of the University in such cases to prove the essential elements of the course/program and that no reasonable accommodations would enable the student to meet those requirements.

5. Advocacy: The Special Needs Program strives to elevate the awareness of the entire university community (administration, faculty, staff, and students) of its responsibilities to its population who have disabilities, and to provide advocacy assistance (as requested) when problems arise that may potentially hinder a student’s integration into university life or progress toward an academic goal.

6. Information Resource: The Special Needs Program, in concert with the Special Needs Accessibility Committee, functions as an information resource to the university community (administration, faculty, staff, and students) and to the local community when questions or problems arise concerning physical accessibility, access technology, appropriate accommodative measures, or other disability issues. It is the practice of the Special Needs Program to offer support or provide other information resources to professors or departments, whenever possible, to enhance the teaching or evaluation processes for students with disabilities.

OPERATIONAL PRINCIPLES:

1. Duty to Provide Evidence of Disability: It is recognized that there is a duty on the student to provide relevant and recent psychological or medical documentation that substantiates his/her disability. This is necessary to enable those responsible for provision of accommodations to respond to the request. To assess an individual’s request for accommodation in a university Page 197 of 236 Page 7 of 14 setting, an understanding of the impact of the disability on specific academic tasks is necessary. This understanding is only possible with detailed data concerning the nature of the disability and the functional limitations that are manifested in the learning environment. This information, when submitted, is kept confidential and is treated in a manner that will protect the dignity of the individual.

2. Accommodation Specific to the Individual: In fulfilling its obligation to accommodate students with disabilities, the University recognizes that the needs of each student with a disability must be individually assessed to determine the appropriate accommodations. Not all students with the same disability will need or benefit from identical accommodations.

3. Confidentiality: The University is dedicated to protecting the privacy and confidentiality of students with disabilities. At the same time, the Special Needs Program requires sufficient information to reasonably evaluate and respond to a student’s request for accommodation. For this reason, students are required to provide information concerning the nature of their disability, their needs and restrictions. In some circumstances the accommodation process may require that the student disclose such information to staff and faculty beyond the Special Needs Program, if the knowledge is required to perform their duties under the terms of this policy. All such information disclosed to faculty or staff shall be at the consent of the student.

4. Flexibility: The provision of accommodation for students with disabilities may require that students, instructors and administrative staff all exercise creativity and flexibility in developing solutions that meet both the needs of the students, and preserve the essential academic requirements of the University’s courses/programs. Provision of academic accommodations is based on a collaborative process in which effective and open communication is key to assessing and meeting the needs of all parties in the process. (See the examples in Appendix B)

5. Classification of Disabilities: The University of Windsor follows the guidelines of the Inter-university Disabilities Issues Association and the Ministry of Training, Colleges and Universities. These classifications are: Deafness/Hearing Impairment; Blindness/Visual Impairment; Learning Disabilities; Chronic Medical Disability; Mobility Impairment; and Multiple Disabilities. Definitions of these classifications are found in Appendix A.

6. Evaluation Procedures: Tests/examinations are a faculty and/or AAU responsibility and as such whenever possible students with disabilities will follow the normal procedures for these testing activities. In instances which require accommodation as part of the test/examination procedure, faculty will be notified of the required accommodation(s). Where identified and verified in the documentation, the needs of students with disabilities must be given due consideration with regard to accommodation in the evaluation process. Tests/examinations administered by the Special Needs Program will be administered under the university policy related to examinations. Detailed information outlining the process for test/examination accommodation is available from the Special Needs Program Office or in the Faculty and Staff Handbook on Disability Issues.

APPENDIX A

CLASSIFICATION OF DISABILITIES

1. Deafness/Hearing Impairment: The degree of ones inability to hear may range from having difficulty hearing certain tones and sounds to being profoundly deaf. A person who is deaf is one in whom the sense of hearing is non-functional for the ordinary purposes of life. A person who is hearing impaired (or hard of hearing) is one in whom the sense of hearing is to some degree functional, with or without the use of assistive devices (e.g. hearing aids). Persons who are deaf or hard of hearing may communicate orally with others and/or lip-read. (As a rule, less than 20% of what is spoken is recognized by lip-reading.) Others may use sign language, communicating through the use of a sign language interpreter. Many members of the deaf community perceive English to be their second language, with ASL Page 198 of 236 Page 8 of 14 (American Sign Language) being their mother tongue. Diagnosis and documentation should come from a physician (M.D.) or an audiologist (M.S.).

2. Blindness/Visual Impairment: a) Blindness: Blindness is a sensory impairment which involves a complete lack of sight. The definition of legal blindness in Canada ranges from a person having a visual acuity correctable to no more than 20/200 (10% vision) to no sight at all, although complete lack of sight is rare. A CNIB registration number is enough proof of blindness, or a letter from a physician (M.D.)or an ophthalmologist (M.D.). b) Visual Impairment: Visual impairments are so varied that it is often difficult to identify students who are partially sighted or have vision in one eye only. Persons who are visually impaired commonly rely on adaptive aids such as: magnifiers, monoculars, computers and software, and large print materials. Some of the conditions which can result in serious visual impairments are: diabetes, albinism, nystagmus, retinitis pigmentosa, macular degeneration, Marfan’s Syndrome, and glaucoma (to name a few). Diagnosis and documentation should come from a physician (M.D.) or an ophthalmologist (M.D.).

3. Learning Disabilities (L.D.):

In general terms, a learning disability is a disorder that affects the manner in which individuals with normal or above-average intelligence take in, retain, or express information. It is commonly recognized as a significant deficit in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or problem-solving. Individuals with learning disabilities may also have difficulty with sustained attention, time management, organizational skills, or social skills. This is but one definition among many and so, it is useful to extract some common elements that are found in most definitions of a learning disability. Four features appear particularly essential:

1. Learning disabilities are a heterogeneous group of disorders. 2. These disorders are characterized by an impairment in academic/cognitive performance. 3. Learning disabilities are presumed to be neurological in origin. 4. The disability is not caused by sensory or motor impairments, low general intellectual ability, socioeconomic status, or emotional disturbance.

Guidelines for documentation of learning disabilities have been developed by a number of post- secondary institutions and typically require that documentation ....

• be provided by a licensed psychologist or Psychological Associate with access to the Controlled Act of Diagnosis

• be based on an assessment conducted within the last three to five years

• includes test results for a comprehensive set of psychological tests which includes measures of general intelligence, measures demonstrating a specific neuropsychological deficit, and standardized achievement measures

• demonstrates a significant discrepancy between general ability and standardized achievement scores (Discrepancy defined as a minimum of 1.5 SD)

• provides a definite diagnosis based on consideration of developmental history, medical and psychological history, academic history, clinical observations, and psychometric test scores*

• demonstrates that the learning disability causes a substantial limitation to learning

• provides evidence to rule out causes for learning difficulties other than a learning disability such as inadequate Page 199 of 236 Page 9 of 14 educational opportunities, emotional difficulties, attentional problems, medical conditions, socioeconomic disadvantages, poor study skills, inadequate motivation, or studying in a language other than the mother tongue

• makes recommendations for academic accommodations which are clearly linked to the specific learning disability

*References to learning styles, learning differences, academic problems, underachievement, learning delays etc. are not diagnoses. If the data clearly indicate that there is no learning disability present as the primary reason for the student’s learning problems, the conclusion should include such a statement.

4. Chronic Medical Disabilities: These are chronic medical conditions which interfere in some way with the learning or evaluation processes. The range of conditions is vast and includes, but is not limited to: asthma, epilepsy, cancer, heart disease, environmental allergies, genetic skin conditions, diabetes, Crohn’s disease, anxiety and panic disorders, depression, schizophrenia, dissociative personality disorder, narcolepsy, and other sleep disorders (to name a few). Diagnosis and documentation should come from a physician (M.D.), a psychiatrist (M.D.), or a psychologist (C.Psych.).

5. Mobility Impairments: These are conditions that limit mobility partially or totally. Examples include: spina bifida, cerebral palsy, amputation, spinal cord injuries, and severe arthritic conditions. Mobility aids (or remedial devices) include, but are not limited to: wheelchairs, crutches, artificial limbs, braces, and canes. Diagnosis and documentation should come from a physician (M.D.) or a rheumatologist (M.D.).

6. Multiple Disabilities: This category represents a combination of two or more of the disabilities in the other categories. The documentation required and accommodations recommended are the same, but there will be two or more times as many.

APPENDIX B

ACCOMMODATIONS THAT MAY BE CONSIDERED BY THE UNIVERSITY: NOTE: These are not all inclusive and may vary amongst individual students or disciplines.

LEARNING DISABILITIES: For Tests and Examinations In the Classroom *Provide in advance study questions for exams that *Provide student with a detailed course outline (if possible illustrate the format as well as the scope of the before the start of the semester) test/exam. Specify expectations. *Extra time and quiet space (these two are the most *Clearly spell out the expectations (orally as well as written in common accommodations required for a wide the syllabus) at the beginning of the course (grading, material variety of learning disabilities) to be covered, due dates etc.) *If necessary allow students with learning disabilities * Start each lecture with an outline of material to be covered to demonstrate mastery of course material using in that lecture period. At the conclusion of the class briefly alternate methods (e.g. oral exams/oral-interactive summarize key points. (This aids in clarity, structure, and exams instead of written, essay/short answer format organization of students’ notes) instead of multiple choice, multiple choice instead of essay, take-home exams) *Permit use of a computer (clean diskettes and *Speak directly to the students, using gestures and natural computers are provided by Special Needs), simple expressions to convey further meaning calculator (non-programmable), scratch paper, pocket speller, and dictionary during tests/exams (as verified in documentation) *Tests/exams may be enlarged or administered with *Present new or technical vocabulary on the chalkboard or Page 200 of 236 Page 10 of 14 the use of assistive technology as appropriate use a student handout *Permit use of scribes for tests/exams *Give assignments both orally and in written form to avoid confusion *Provide assistance with completion of scantron *Announce additional reading assignments in advance for answer sheets students who are using taped reading materials

*Provide adequate opportunities for questions and answers, including review sessions

*Allow the students to tape-record lectures to facilitate note taking

*Allow the use of note-takers in lectures

Note: The Special Needs Program will adhere to the use of “professor-specified exam aids” wherever possible.)

BLINDNESS/VISUAL IMPAIRMENT: For Tests and Examinations In the Classroom *Allow extra time for tests/exams *Provide advanced notice of textbook/reading lists to allow time for reformatting (e.g. Brailling, enlarging, or ordering texts on tape) *Allow use of exam readers, exams on audio-tape, *Make a verbal announcement of office location, campus brailled or enlarged exams, scribes, use of computers extensions, and office hours and assistive software, answering questions on audio-tape *Assistance with completion of scantron answer *State aloud what is written on the chalkboard or on sheet overheads

*Provide students with copies of overheads or handouts in advance of the class to allow time for reformatting

*Use black print (18 font bold, arial, double-spaced on white paper for copies of overheads and handouts)

*Avoid use of Roman numerals whenever possible

*Permit use of notetakers in lectures

*Permit use of laptops/tape recorders for notetaking in lectures

*If the student relies on recording the lecture, background noise can be greatly reduced by placing the recording device near the professor

*Use descriptions that are meaningful to the student (e.g. the rod which is three feet long, rather than this rod)

*In lab situations place the student with a competent partner

*Allow some flexibility with assignment deadlines, considering that more time is required to locate necessary materials and have them transcribed into alternate formats

*If the student uses a guidedog, advise the class that when the harness is on, the dog is working and should not be fed or petted

Page 201 of 236 Page 11 of 14 DEAFNESS/HEARING IMPAIRMENT:

For Tests and Examinations In the Classroom *Most students who are deaf or hearing impaired do not *Have textbook/reading list prepared early to allow the require accommodations for tests or examinations (unless sign language interpreter and the student to familiarize there is another disabling condition present) themselves with new terminology before the start of the course *Any accommodations requested usually concern the *Speak clearly without over-enunciating the words classroom environment

*If a sign language interpreter is present, speak at a normal pace – the interpreter will ask if any information needs to be repeated

*Notify the interpreter ahead of time if it is necessary to dim the lights for visual presentations

*Face the class when speaking to allow for lip-reading

*Avoid standing in front of a light source when lecturing as it may produce a shadowing effect on the speaker’s face, making lip-reading difficult

*Permit the use of a taping device in lectures, placing the machine close to the professor. The tape will be transcribed following the class

*Permit the use of notetakers in lectures

*Carry an FM transmitter and clip the microphone to a lapel when the student provides the equipment

*Make oral announcements of information on overheads or on the chalkboard

*Provide a written summary or outline of the materials covered in the lecture

DISABILITY ETIQUETTE: Please direct speech or questions to the student, not to the interpreter.

MOBILITY IMPAIRMENTS: For Tests and Examinations In the Classroom *Allow extra time for tests and exams *Allow the use of a notetaker or a recording device in lectures *Allow the use of a scribe or computer for tests and *In lab situations, pair the student with a competent exams partner

*Consider accessibility issues when planning a field trip

*Be willing to meet with student in an alternate location if campus office is in an inaccessible building

*Understand that the student may have difficulty arriving on time to class, if they have back-to-back classes

DISABILITY ETIQUETTE: When engaged in an extended conversation with a person in a wheelchair, please consider sitting down (or crouching) in order to be at a comfortable eye level with the person you are speaking to. Please do not touch the wheelchair unnecessarily as it is considered to be part of the user’s personal space. Page 202 of 236 Page 12 of 14 CHRONIC MEDICAL DISABILITIES:

Bowel/Urinary Tract Problems For Tests and Examinations In the Classroom *Allow extra time on tests/exams *Allow food and drink during the lecture *Provide close proximity to washrooms during *Allow the student to leave the room unexpectedly tests/exams (without question) to use the washroom

*Allow the student to leave the test area, when necessary, to use the washroom

*Allow food and drink during tests/exams

*Permit the substitution of a take-home exam in extreme situations

Psychological/Psychiatric Disorders For Tests and Examinations In the Classroom *Allow extra time for tests/exams *Allow use of beverages during lectures as some medications may cause a dry mouth *Allow beverages during tests/exams as some medication *Allow use of notetaker or recording device as some may cause a dry mouth medications can interfere with concentration *Provide a quiet, separate area to write tests/exams *Provide frequent feedback on the student’s academic progress * Allow alternate means of evaluation if necessary (e.g. *Consider a grade of “incomplete” in the event of written rather than oral presentations, take-home exams prolonged illness-related absences or hospitalization rather than in the regular exam setting)

General information: should it become necessary, discuss inappropriate behaviour(s) with the student directly, outlining the limits of acceptable conduct.

Speech Difficulties For Tests and Examinations In the Classroom * If part of the grade is allocated to oral presentations, *Ask the student to prepare questions or comments in consider changing the grade allocation or allow for a one- writing and share these with the rest of the class (it is on-one presentation not unusual for the stress associated with public speaking to worsen a speech problem)

*Be a patient listener (it is best to refrain from finishing the student’s sentences as his/her speech pattern may include extended pauses)

*Ask the student to repeat what s/he said if unsure rather than to guess at what was said

Chronic Pain The stress of sitting in one position for an extended period of time (as in longer lectures or exams) may precipitate the need to stand, stretch, walk, lie down, or massage the affected area. Parts of the body most often affected are the back, neck, shoulders, or the writing hand and arm. For tests or examinations In the Classroom *Allow extra time to account for time spent standing, *Allow the student to stand, stretch, or walk a few steps stretching etc., when necessary

Page 203 of 236 Page 13 of 14 Special Needs Policy Review – Four Points Stemming from a Human Rights complaint, the current Special Needs Policy was also reviewed by outside legal counsel specializing in human rights; resulting in the following four points. Senate tasked the Academic Policy Committee to review the four points and propose revisions to the Special Needs Policy, as appropriate.

[Review conducted by: Raj Anan, Lawyer specializing in Human Rights]

“Generally speaking, the policy represents a reasonably fair and accurate statement of the respective rights and obligations of the University and its students. I have some substantive comments on ways in which the policy can be improved:

1. There is no specific reference to the procedural obligation that has been part of the duty of accommodation at least since the Meiorin decision of the Supreme Court of Canada. In other words, when it receives a request for accommodation, the University has a procedural duty to take reasonable steps to obtain information, examine alternatives, consult with the student, maintain confidentiality and weigh available accommodations. While a good deal of the content of this procedural duty is covered in the policy, it would be worthwhile in my view to recognize the procedural duty explicitly.

2. Conversely, the student has a duty to disclose sufficient information and cooperate with the University in fashioning an appropriate accommodation. In other words, accommodation is a "two way street". Again, there is some reference to the student's obligations in the accommodation exercise, but it would be helpful to specifically state the complementary nature of the parties' obligations.

3. On the meaning of undue hardship, which is discussed under heading 4 on page 2 of the policy, I would note that the three numbered considerations (cost, outside sources of funding and health and safety requirements) are in fact the only factors to be taken into account in assessing undue hardship under the Ontario Human Rights Code. Other factors were in fact included in the original 1986 Bill and were removed before the post-Charter amendments to the Code were passed. I do not deny that labour arbitration jurisprudence, particularly in other provinces, has allowed consideration of factors such as impact on other employees, which is analogous to the negative impact on other students that is mentioned in Policy S2. But the views of non-disabled students or employees, or the impact on such individuals, have to be approached with some care, because by definition accommodation does not involve identical treatment, and this may not be well understood by those who do not require accommodation. More generally, Ontario is the only province whose human rights legislation provides an exhaustive list of three factors to be considered in assessing undue hardship. The Ontario Human Rights Commission Policy and Guidelines on Disability and the Duty to Accommodate, which I wrote in their original form over 20 years ago, stipulate that undue hardship will intercede where the accommodation threatens the economic viability or essential character of the program or activity in question. The current version is at http://www.ohrc.on.ca/en/resources/Policies/PolicyDisAccom2/pdf. While this is not necessarily the legal threshold, the Policy does adopt these Guidelines.

4. Confidentiality is an important aspect of accommodation, and in my view section 1 under Operational Principles could be tightened up. First, generally speaking, the nature and severity of the disability should only be made known to the extent that it is necessary for the University to assess the validity of the accommodation request and the available choices in terms of an appropriate accommodation in the circumstances. This will not always involve disclosing the student's diagnosis, and if it does, the information about the diagnosis should be restricted by the "need to know" principle. The focus should be on the accommodation, rather than the reason it is required, unless there is a basis to question the existence or extent of the disability or the good faith of the request. Second, medical and other health-related information should generally be restricted to Student Disability Services, and should not be disclosed to faculty or staff of the University. This restriction is founded in several grounds, including the importance of confidentiality as a human rights principle of dignity and respect; the usual absence of training in these issues that is available to faculty and staff; and the need to protect them from claims that other decisions that they

madePage 204were of 236 influenced by their knowledge of students' confidential health information.” Page 14 of 14

Sa150313-5.6.7 University of Windsor Senate

*5.6.7: Liberal Arts and Professional Studies (Aeronautics Leadership) – Admission Requirement Changes

Item for: Approval

Forwarded by: Academic Policy Committee

MOTION: That the admission requirements for the Honours BA in Liberal Arts and Professional Studies – Aeronautics Leadership be changed as follows: For the Liberal Arts and Professional Studies: Aeronautics Leadership (Flight Option), students need to have successfully completed ENG4U Grade 12 math and physics, SPH3U, and one of MHF4U, MCV4U or MDM4U. For the Liberal Arts and Professional Studies: Aeronautics Leadership (Ground Option), students need to have successfully completed ENG4U and Grade 12 math one of MHF4U, MCV4U or MDM4U.

Rationale: • Currently the Honours BA in Liberal Arts and Professional Studies – Aeronautics Leadership (Flight Option) requires that students have Grade 12U Physics (SPH4U) in order to be admitted to the program. This change lowers the requirement to Grade 11U Physics (SPH3U), which is more in line with what is required to begin Ground School training for a Commercial Pilot’s License. This change, along with future changes to the program requirements, addresses the reality that most of the Math and Physics education for these students will take place in Ground School, run by Journey Air and the revised requirements provide the proper background knowledge. This revised statement of admission requirements also more clearly identifies the Mathematics requirements in both the Flight Option and Ground Option by outlining all the specific Grade 12U Math options. ENG4U is already a requirement for admission to any Liberal Arts and Professional Studies degree, and its addition here is, again, for the sake of clarity. • These revisions were approved by the FAHSS FCC.

Page 205 of 236 Sa150313-5.7.1 Revised

University of Windsor Senate

5.7.1: Revised Bylaw 31

Item for: Approval

Forwarded by: Senate Governance Committee

MOTION 1: That the new Bylaw 31 be approved.*,^

*The non-academic misconduct process will be considered by the Board of Governors. The non-academic misconduct process stipulated in the current bylaw will be in place until revised by the Board. ^The new bylaw will be effective immediately and applied to all existing academic misconduct cases files.

MOTION 2: That the revisions to the Student Code of Conduct be approved.**

**To avoid duplication and redundancy, the examples of misconduct previously listed in Bylaw 31 have been merged with those provided in the Student Code of Conduct. Please note that the Student Code of Conduct will be undergoing a thorough review shortly. This revision is to ensure that nothing has been missed in the short term.

Rationale: • In November 2013, following review and discussion on a conceptual framework for a new academic integrity (AI) procedures developed by the Dean of Students based on extensive consultations, Senate directed the Bylaw Review Committee (BRC) to draft a new bylaw 31. The attached flow chart presents the conceptual framework of the new AI system endorsed by Senate and which the BRC was asked to adhere to in its drafting. • The proposed new bylaw presents a clearer and less convoluted process for addressing academic misconduct matters while upholding the mission, beliefs, values and principles of the new AI system endorsed by Senate. • The Dean of Students and the Academic Integrity Officer reviewed the proposed new bylaw against the principles of the new AI system endorsed by Senate and believe that these have been well addressed by the BRC. • The bylaw represents but one piece of the new AI system. A critical piece will be the education and training of Associate Deans, Heads, and others with a role designated in the bylaw. This piece will be rolled out by the AIO immediately upon the approval of the new bylaw. • The BRC is seeking feedback on the proposed revisions from the Deans Council, Associate Deans Group, APC and the Student Caucus prior to making any final revisions and submitting the proposal to Senate. • The Senate Student Caucus, the Academic Policy Committee, the Associate Deans Group, the Deans Council and the Senate Governance Committee have reviewed the revised bylaw and fully support and endorse it.

Page 206 of 236 Page 1 of 15 DRAFT: Bylaw 31 – Academic Integrity

1 Preamble

1.1 The objectives and purposes of the University of Windsor are: (a) The advancement of learning and the dissemination of knowledge; and (b) The intellectual, spiritual, moral, social and physical development of its members and students and the betterment of society. (University of Windsor Act (1962-63, amended 1969))

The pursuit of these objectives, in a safe and mutually respectful environment, requires that all members of the University community act responsibly and with honesty, trust, respect and fairness at all times. As members of the University community, students are therefore expected to conduct themselves with integrity as illustrated by the codes of conduct established by their professional discipline and the Senate Student Code of Conduct. Any student whose conduct exhibits a lack of integrity, as defined in this bylaw and in related Senate and University bylaws and policies, shall be disciplined in the interest of safeguarding and upholding these objectives. It is the purpose of this bylaw to set out a fair and equitable process by which these standards are upheld. Faculty and staff discipline is covered under the respective collective agreements and personnel polices and practices.

The mission of the academic integrity system, of which this bylaw forms a part, is to uphold a culture of academic integrity – the foundation of academic life within our community – through education, enforcement and re-engagement.

The University’s student discipline system “is not in the character of a criminal or civil legal proceeding. It is not modeled on these adversarial systems; nor does it serve the same social functions. It is not a court or tribunal. Rather, it is an academic process unique to the community of scholars that comprise a university.”1

1.2 This bylaw applies to: § all current students; except for students registered in the Faculty of Law (including students registered in dual degree or joint programs with the Faculty of Law) or students registered in the Schulich School of Medicine and Dentistry. § individuals (current and former students) who are alleged to have committed an act of misconduct while they were registered as students; and § students and applicants who are alleged to have committed an act of misconduct to obtain admission, readmission or registration.

1.3 For the purpose of this bylaw, all communications (including signatures, notices, memos, invitations, decisions, etc.) may be electronic.

2 Related Bylaws and Policies include: Behavioural Intervention Plan Bylaw 32: Procedural Irregularities and Discrimination Regarding Academic Instruction, Evaluation and Appeals Bylaw 33: Student Rights and Freedoms Bylaw 51: Academic Evaluation Procedures Policy A7: Authorship Policy E3: Conduct of Exams and Tests Policy P4: Plagiarism Policy P5: Graduate Studies Policy on Authorship and Plagiarism Policy S6: Student Code of Conduct Faculty policies relating to plagiarism, academic integrity and misconduct Policy Statement on Student Discipline of the Faculty of Law Residence Handbook

1 Pavela, Gary. “Applying the Power of Association on Campus: A Model Code of Academic Integrity.” Journal of College and University LawPage, 24 (1997 207 of 236-1998): 97-118. HeinOnline. Web. 1 Oct. 2014, p. 112. Page 2 of 15 3 Definitions In this bylaw:

Academic Misconduct means any action taken by a student that gives the student an unearned advantage in matters affecting his/her academic standing. For professional programs, all actions that result in a breach of the rules of conduct as set out by the professional bodies and adopted in whole or in substance by the relevant professional program as part of its code of conduct shall also be considered acts of academic misconduct. (See Student Code of Conduct for some examples of academic misconduct.)

Academic Integrity Office includes the Academic Integrity Officer and other staff appointed to that office and provides support at all stages of the process and in any capacity required, to all members of the University Committee on academic integrity and discipline matters. This includes but is not limited to investigating complaints where requested by an adjudicator.

Adjudicator means the Dean or designate of the Dean who will normally act to investigate and adjudicate academic misconduct matters occurring in courses offered by his/her Faculty. Where the instructor reporting the misconduct is also the adjudicator who would normally be reviewing the matter, the Dean shall act in the adjudicator’s place or designate another to act as adjudicator under this bylaw on that particular matter. In the event of the absence or inability to act of the adjudicator, the Dean shall act in the adjudicator’s place or designate another to act as adjudicator under this bylaw. In Inter-Faculty Programs, the Assistant Provost Inter- Faculty Programs will normally act as adjudicator. If the Dean or Assistant Provost Inter-Faculty Programs is the instructor initiating the complaint, the Provost shall act as, or designate, an adjudicator.

Advisor means family member, friend, or other person (such as an ombudsperson), but does not include legal counsel.

Associate Dean. In Faculty units Associate Dean(s) will normally be designated as the adjudicator(s) within their areas of responsibility at the direction of the Dean of the Faculty.

Discipline Appeal Committee means the Senate Committee that has final and binding jurisdiction over academic appeals of decisions of an adjudicator and over any appeals of decisions imposed under the Faculty of Law student discipline policy.

Head means head of the academic administrative unit offering the course in which the alleged misconduct occurred and includes Heads of Departments and Directors of Schools. Where the instructor reporting the misconduct is also the Head that will be reviewing the matter, the Dean of the Faculty shall appoint a designate to act in his/her capacity under this bylaw on that particular matter. In the event of the temporary absence or inability to act of the Head, the faculty member appointed in a temporary acting capacity will act in the Head’s place under this bylaw.

Instructor means an individual assigned to teach a course and includes supervising. Any member of the University Community who believes an act of academic misconduct has occurred must bring the matter to attention of the course instructor. An academic misconduct complaint should normally be initiated by the instructor.

Legal counsel means lawyer or other legal practitioners, including individuals working under the auspices of a lawyer such as Community Legal Aid students.

Party means either the adjudicator or the student.

Parties means the adjudicator and the student.

Student means applicants and current or former students that applied and/or were registered at some point at the University of Windsor. Page 208 of 236 Page 3 of 15

Teachable Moment means a learning opportunity for a student, whereby the instructor engages in an informal lesson or discussion with the student on the particular matter. This may be done in lieu of filing a formal complaint. Teachable moments can be a more appropriate and effective way of reaching and educating the student, and mitigating repeat offences, than the pursuit of a complaint and/or the imposition of any sanction. It is understood that adjudicators and the Discipline Appeal Committee should incorporate teachable moments in the review and adjudication of all formal complaints.

4 Allegation of Misconduct

4.1 At every stage in the process, the merits of potential misconduct cases should be assessed with careful consideration of whether misconduct occurred. The instructor, the Head or other University Community member (prior to forwarding a complaint), the adjudicator and the Discipline Appeal Committee (once a complaint has been filed) should:

a) Determine the advisability of an educational response (i.e., a teachable moment), in cases where the act is determined to be the result of an oversight, error or lack of understanding of expectations on the part of the student. In such cases, a teachable moment offered by the instructor or, if a complaint is filed, by the adjudicator or by the Discipline Appeal Committee should be considered in lieu of filing or pursuing a complaint.

or

b) Determine the need for further investigation and/or a disciplinary response, taking into account the nature and scope of the possible misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background and other relevant circumstances. Specific illustrations include (this list is not exhaustive) 2: § Relative weight of the assignment § The level of the student’s academic experience § Whether the student accepts responsibility for his/her action and is amenable to educative remedies § Extenuating circumstances that may help explain the action taken by a student § Any other aggravating or mitigating factors (health, personal issues, etc.) § Whether the work in which the offence has been committed is one of the major milestones of the graduate or undergraduate program (capstone, thesis, major paper) § The severity of the offence, including its impact on others (within and outside the university community)

5 Procedures in Cases of Academic Misconduct

5.1 Step 1 – Preliminary Review (Instructors or Supervisors)

An instructor or supervisor who suspects that a student has committed an act of academic misconduct should meet informally with the student to discuss the matter. This shall normally be done within 10 working days of discovering the potential misconduct. At the meeting, the instructor or supervisor may dismiss the matter and, if appropriate, offer a teachable moment. Should the instructor or supervisor choose not to dismiss the matter, s/he will forward the matter including all relevant documentation and evidence to the Head, in the case of Departmentalized Faculties, or directly to the adjudicator in the case of non-Departmentalized Faculties.

In cases where the student does not respond to the invitation or chooses not to meet with the instructor, the instructor will forward the matter to the Head (in the case of departmentalized Faculties – Step 2) or to the adjudicator (in the case of non-departmentalized Faculties – Step 3), including all relevant documentation and evidence, and a note stating that attempts to meet with the student failed.

2 University of Waterloo Policy 71, Student Discipline, section 4 PenaltiesPage 209 of 236 Page 4 of 15 5.2 Step 2 – Review by the Head (Departmentalized Faculties)

Following a review of the documentation, the Head will either dismiss the matter or schedule a meeting with the student to discuss the matter. The meeting shall normally be held within 10 working days of receiving the allegation of misconduct from the instructor or supervisor. The student may bring an advisor as support. At the conclusion of the meeting, the Head shall inform the student that: a) the matter is being dismissed and, where appropriate, offer a teachable moment, or b) the matter will be forwarded for further review, including all relevant documentation and evidence, and notes from the meeting with the student, to the adjudicator.

In cases where the student does not respond to the invitation or chooses not to meet with the Head, the Head will forward the matter to the adjudicator, including all relevant documentation and evidence, and a note stating that attempts to meet with the student failed.

5.3 Step 3 – Review and Decision by Adjudicator

5.3.1 Where an allegation of misconduct is forwarded to the adjudicator, s/he shall investigate the complaint, with the assistance of the Academic Integrity Office, as needed. As part of his/her investigation, the adjudicator shall request a meeting with the student to review the evidence in support of the complaint. The student shall be informed in advance of the purpose of the meeting and that s/he has the right to have an advisor present at this meeting. In cases where the student does not respond to the request for a meeting or chooses not to meet with the adjudicator, the student shall be informed in writing that the adjudicator will be required to make a decision without the student’s input.

The investigation shall normally be completed within 20 working days of having received the complaint.

5.3.2 With the agreement of all parties, at any time during the post-investigation, pre-sanction period, a tri- partite meeting may be held involving the instructor, the student (and his/her advisor) and the adjudicator.

5.3.3 Having completed the investigation, the adjudicator shall either: a) dismiss the matter and, where appropriate, offer a teachable moment, or b) impose a sanction (see Appendix A for list of sanctions and sanctioning guidelines)

Upon a finding of misconduct and when imposing a sanction, the adjudicator shall take into consideration the nature and scope of the misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background, whether this was a first offence (see 8.1), and other relevant circumstances (see 4.1), and shall follow the sanctioning guidelines in Appendix A.

5.3.4 The adjudicator shall inform the student of the decision and his/her right of appeal to the Discipline Appeal Committee and the process to be followed. This shall normally be done within 25 working days after having received the complaint.

5.4 Step 4 – Appeal

5.4.1 Students have an automatic right of appeal to the Discipline Appeal Committee (see section 6). A student wishing to exercise his/her right to appeal a finding of misconduct and/or sanction imposed by an adjudicator shall initiate the appeal process within 10 working days of the decision having been issued by the adjudicator. The decision shall be deemed to have been received by the student three working days after it has been sent by the adjudicator.

An appeal to the Discipline Appeal Committee shall operate as a stay on the decision of an adjudicator.

Page 210 of 236 Page 5 of 15 6 Discipline Appeal Committee (Step 4)

6.1 The Discipline Appeal Committee has final and binding jurisdiction over matters brought before it under this bylaw. Any reconsideration by the Discipline Appeal Committee of its decision must be on the basis of cogent and persuasive evidence of a miscarriage of justice or where new evidence has come to light. The Chair of the Discipline Appeal Committee may grant leave to review a prior Discipline Appeal Committee decision, where there is credible evidence provided by either party for doing so. The Chair’s decision on whether to grant the reconsideration shall be final.

6.2 The Discipline Appeal Committee shall be composed of two faculty members and a student.

The two faculty members (one of whom shall be appointed as chair) shall be appointed by the Senate Governance Committee for two-year terms. Two faculty member alternates shall also be appointed by the Senate Governance Committee for two-year terms, as possible replacements where an appointed faculty member is unable to serve. Faculty members, including ancillary academic staff as learning specialists holding a regular appointment and professors/associate professors emeriti are eligible to serve on the Discipline Appeal Committee.

The University of Windsor Students' Alliance, the Graduate Students Society, and the Organization of Part Time University Students shall each provide the name of one student to the Senate Governance Committee for consideration and appointment to the Discipline Appeal Committee for one-year terms. The student serving on the Discipline Appeal Committee for a given case shall be selected from this pool and should normally represent the constituency of the student against whom the allegation is made, subject to availability.

The President of the University may appoint a replacement for a member of the Discipline Appeal Committee, of pool of faculty member alternates, or the pool of students where the individual is unable to serve, or in other extenuating circumstances, bearing in mind the constituency represented by that member.

6.3 Where a member of a Discipline Appeal Committee is unable to serve on a particular case file, s/he may be replaced at any time prior to the presentation of evidence. Except with the consent of the parties or in extenuating circumstances, no replacements to Discipline Appeal Committee members shall be made once the hearing at which the evidence is presented and heard has begun.

6.4 A quorum of the Discipline Appeal Committee shall be its full membership participating in person, with the exception of the entering of the plea and the setting of additional dates (if these occur separately) where a quorum of the Committee shall be its full membership attending by any means that allows all members and parties to participate.

6.5 The Chair of the Discipline Appeal Committee shall be entitled to participate in all proceedings of the Discipline Appeal Committee and shall have the same voting rights as all other voting members of the Committee.

6.6 All decisions of the Discipline Appeal Committee shall be made by majority vote, with the exception that a unanimous vote is required to uphold the original decision of the adjudicator to suspend, expel or exclude a student from campus, or to issue its own decision to suspend, expel or exclude a student from campus.

6.7 When hearing an appeal, the Discipline Appeal Committee may consider alternate sanctions than those originally imposed. When determining the sanction to be imposed, the Discipline Appeal Committee may consider whether the act of misconduct constitutes a first or subsequent offence. (see 4.1)

6.8 Appeal Timelines

6.8.1 Hearings of the Discipline Appeal Committee should, wherever possible, commence within sixty calendar days of the receipt of the student’s appeal filing.

Page 211 of 236 Page 6 of 15 6.8.2 The parties shall be given at least ten calendar days’ notice of the hearing unless this right is waived. The notice shall be deemed to have been received by the parties three working days after it has been sent.

6.8.3 Within fourteen calendar days of the hearing, the Chair of the Discipline Appeal Committee shall inform the parties to the hearing in writing, with a copy to the University Secretariat, of the finding(s) of the Discipline Appeal Committee’s and the sanction(s), if any, to be imposed.

6.8.4 The Discipline Appeal Committee shall have the power to waive or extend deadlines when the interests of justice warrant or where no substantial prejudice would result.

6.9 Appeal Procedures

6.9.1 The parties shall have the right to have an advisor or legal counsel present at a hearing.

6.9.2 The parties shall have the right to present evidence in support of their cases. They shall have the right to full disclosure of any evidence upon which the parties will rely, including lists of witnesses. The parties shall normally exchange such evidence a minimum of seven calendar days prior to the hearing. Parties shall be permitted to exchange new evidence that comes to light in the period between this deadline date and the last working day before the hearing, and may present, at the hearing, a revised list of witnesses and/or additional documentary evidence with the permission of the Chair of the Discipline Appeal Committee and where the interests of justice warrant it. The parties shall come to the hearing with five copies of the evidence upon which they will rely for the Discipline Appeal Committee, the other party, and the official appeal file in the University Secretariat.

6.9.3 The Discipline Appeal Committee shall have control over its own procedures or stay its process, as needed, as long as they are in compliance with the procedures in this bylaw.

6.9.4 The Discipline Appeal Committee may grant a recess or adjournment, if requested, to provide the parties the opportunity to review additional documentary evidence submitted at the hearing. The Discipline Appeal Committee may also grant a recess or adjournment at any time to ensure a fair hearing.

6.9.5 Any party to the proceedings before the Discipline Appeal Committee may call witnesses and cross- examine witnesses called by another party. Parties are responsible for producing their own witnesses and paying for any costs associated with their appearance. The Chair of the Discipline Appeal Committee may limit the number of witnesses or amount of examination or cross-examination where further examination or cross-examination shall be repetitive or irrelevant.

6.9.6 The Discipline Appeal Committee may address questions, through the chair, to any witness in the pursuit of clarification or fairness, and may call its own witnesses.

6.9.7 The parties shall have the right to call witnesses. Witnesses, other than the student and the adjudicator and their advisors or legal counsel (if any), shall not be permitted to attend the hearing, until after they have testified and responded to questions.

6.9.8 The Discipline Appeal Committee may request the submission of additional information of the parties.

6.9.9 The Discipline Appeal Committee shall admit evidence and testimony provided only through the procedures outlined in this bylaw.

6.9.10 The Discipline Appeal Committee is not bound by the laws of evidence applicable to judicial proceedings but shall be guided by the principles of fairness and justice.

Page 212 of 236 Page 7 of 15 6.9.11 Where there are two or more proceedings involving the same matter, or similar questions of fact or policy, being adjudicated at the same time, the Discipline Appeal Committee may combine all or part of the proceedings, run the proceedings concurrently, or run the proceedings consecutively.

6.9.12 If a party, who has been notified of the hearing date, is absent without contacting, through the University Secretariat, the Chair of the Discipline Appeal Committee with a satisfactory explanation, the hearing may proceed in his/her absence.

6.9.13 In all cases, the burden of proof shall lie with the adjudicator. The finding of the Discipline Appeal Committee shall be based on the review of the evidence (oral or written) and arguments presented. The decision shall be based on whether the Discipline Appeal Committee finds that the elements of the allegations have been sufficiently proven and that it is more likely than not that the student has committed an act of misconduct.

6.9.14 No disciplinary penalties shall be imposed based solely upon the failure of the student charged with misconduct to answer the allegations within the complaint, or appear at the hearing, or testify. In any such case, the evidence in support of the complaint shall be presented and considered.

6.9.15 Any procedural requirement in this bylaw may be waived by the written consent of both parties, and the Chair of the Discipline Appeal Committee. The Chair of the Discipline Appeal Committee shall provide a copy of the agreement to the University Secretariat with the submission of the Committee’s final decision on the appeal.

6.9.16 All hearings shall be audio-recorded and recordings shall be kept, in confidence, in the University Secretariat. A copy of the recording may be made available to the party(ies) solely upon official proof of the intent to file for a judicial review of the proceedings. Audio-recordings released to the parties may not be copied or distributed. Audio-recordings shall be destroyed upon the expiration of the sanction, provided that the file has been kept for a minimum of one year beyond its last use. Costs involved in the copying of recordings and any transcription shall be borne by the party requesting a copy(ies) or transcription of the recording. Costs involved in the copying of additional copies of materials already provided shall also be borne by the party requesting an additional copy(ies).

6.10 Order of Hearing Procedures

The student, the adjudicator, and/or their advisor or legal counsel shall have standing to make representations before the Discipline Appeal Committee.

Proceedings before the Discipline Appeal Committee shall adhere to the following order: 1) opening statements from the adjudicator and/or his/her advisor or legal counsel 2) opening statements from the student and/or his/her advisor or legal counsel 3) evidence from the adjudicator and/or his/her advisor or legal counsel 4) cross-examination of witnesses by student and/or his/her advisor or legal counsel 5) evidence from the student and/or his/her advisor or legal counsel 6) cross-examination of witnesses by adjudicator and/or his/her advisor or legal counsel 7) closing statements from the adjudicator and/or his/her advisor or legal counsel 8) closing statements from the student and/or his/her advisor or legal counsel

6.11 Closed/Open Hearings

6.11.1 The hearings of the Discipline Appeal Committee shall be open to the public except where; a) the student requests that the proceeding not be public, or b) the Discipline Appeal Committee rules, on its own motion or on request, by majority vote, that avoiding public disclosure of all or part of the proceeding is in the interests of any person that may be adversely affected, in which case the Discipline Appeal Committee shall hold all or part of the proceedings in camera. Page 213 of 236 Page 8 of 15 6.11.2 If the Discipline Appeal Committee hearing is open to the public, members of the public who are present may not record, participate in, or in any way disrupt, the proceedings.

6.11.3 If the Discipline Appeal Committee hearing is closed to the public, at the discretion of the Chair, others may be permitted to attend the proceedings for training purposes, or other reasonable considerations. The obligation to maintain the confidentiality of the proceedings will be extended to them.

7 Misconduct Charge and Student Status

7.1 A student charged with misconduct related to a course is permitted to withdraw from that course in accordance with Senate policy and deadlines for voluntary withdrawal. Regardless of the student’s decision to remain in, or withdraw from, the course, the University’s jurisdiction over the student, as a student in that course, shall be maintained until the case is adjudicated or otherwise settled.

7.2 Transcripts shall not be issued directly to a student charged with misconduct while there is a charge of misconduct pending. However, transcripts may be sent directly to institutions, employers and potential employers, upon the request of the student. If the student is found to have committed an act of misconduct and a sanction is imposed which involves a transcript notation, those institutions, employers and potential employers provided with a copy of the student’s transcript shall be sent a revised transcript by the Office of the Registrar.

8 Records of Misconduct

8.1 At the conclusion of a matter, and with the exception of complaints that have been dismissed, the adjudicator shall submit a record containing the student’s name, student number, the allegation of misconduct, the finding of misconduct and the sanction to a central database. The record shall be kept indefinitely. The purpose of such a record shall be to determine, after a finding of misconduct and before a sanction is imposed, whether there has been a previous offence. Access to the records in the database shall be restricted to the University Secretariat. Confirmation of first or subsequent offences shall be provided upon request to the adjudicator and the Discipline Appeal Committee by the University Secretariat if and when there has been a finding of misconduct as determined by these persons/bodies.

8.2 The length of time for maintaining notations on transcripts, as they relate to sanctions, shall comply with Appendix A.

8.3 Where there has been a finding of misconduct, the file, including any audio-recorded hearings, other than that listed under 8.1, shall be destroyed upon the expiration of the sanction, provided that the file has been kept for a minimum of one year beyond its last use.

8.4 In the event that the complaint is dismissed, the student’s discipline file relating to the case, which shall include all records collected for the case, shall be retained for a period of one year and the records, including any audio-recorded hearings, shall be destroyed thereafter, subject to the provision of Bylaw 33, section 3.9.1.2. No personal identifying information shall be retained following this period. A record containing the allegation(s) of misconduct and the dismissal of the complaint shall be kept indefinitely for statistical purposes only.

9 Report to Senate

The Academic Integrity Officer shall present an annual report to Senate. The report shall include a summary of the disciplinary proceedings under this bylaw, including a summary of the cases heard by and dispositions of the Discipline Appeal Committee, the Faculty of Law Discipline Committee and Residence Judicial Boards, along with any recommendations. The statistical information on allegations of misconduct and their disposition without attribution to student identifying information, recorded in the central database, shall be made available to the Academic Integrity Officer for this purpose. The report to Senate shall also include information on current or proposed new education initiatives undertaken by the Academic Integrity Office. Page 214 of 236 Page 9 of 15 APPENDIX A – SANCTIONING GUIDELINES

The AIO shall review sanctioning guidelines listed in Section IV, Table A.1 annually and shall update them as required by new precedent. Dispositions that diverge significantly from the guidelines shall be reported by the AIO to the Provost (or delegate) who will determine appropriate action (if any) and these shall not normally affect the sanctioning guidelines.

I Determining the Sanction(s) to Impose3 a) Where there is a finding of misconduct, as defined in this bylaw, one or more of the sanctions listed below may be imposed by an adjudicator or by the Discipline Appeal Committee (with the exception of #11, which also requires the approval of the President), taking into account the nature and scope of the misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background and other relevant circumstances. Specific illustrations include (this list is not exhaustive): § Relative weight of the assignment § The level of the student’s academic experience § Whether the student accepts responsibility for his/her action and is amenable to educative remedies § Extenuating circumstances that may help explain the action taken by a student § Any other aggravating or mitigating factors (health or personal issues) § Whether the work in which the offence has been committed is one of the major milestones of the graduate or undergraduate program (capstone, thesis, major paper) § The severity of the offence, including its impact on others (within and outside the university community) § Any record of previous offences b) Disciplinary actions are an opportunity to educate and should, where appropriate, also incorporate a teachable moment.

II List of Sanctions

1. Admonition: A notice to the student, orally or in writing, that s/he has violated a rule of conduct and that continuation or repetition of the conduct found wrongful may be cause for more severe disciplinary action. There shall be no transcript notation related to this sanction.

2. Letter of Apology/or Reflection: A short reflective paper describing the misconduct and acknowledging wrong-doing. There shall be no transcript notation related to this sanction.

3. Educational Session: A requirement that the student attend an educational session, if available, on what constitutes plagiarism and how to cite properly, on time management, or on stress management, etc. (The educational session may be offered by an individual (e.g., Associate Dean) or through a formal workshop offered through an appropriate University office, where available. There shall be no transcript notation related to this sanction.

4. Mark Reduction: 1) A reduction of the mark or assigning a mark of zero for the work submitted, based on an evaluation of the academic merit of the work and taking into account the criteria for, and nature of, the assignment and, taking into account the extent of the work that is the result of the misconduct. This may result in a reduction of the final grade in the course; or 2) A grade of zero in the course, where the academic misconduct so taints the student’s academic performance in the course that no credit can be given. There shall be no transcript notation related to this sanction.

3 University of Waterloo Policy 71, Student Discipline, section 4 PenaltiesPage 215 of 236 Page 10 of 15 5. Repeat Work for Assessment: A requirement that the student re-do the assignment or re-sit the test/examination for full or partial credit. There shall be no transcript notation related to this sanction.

6. Censure: A reprimand for violation of a specified University regulation, including the possibility of more severe disciplinary sanction in the event of conviction for the violation of any University regulation within a period of time stated in the reprimand. This sanction shall normally result in a transcript notation for the specified period of time, unless otherwise directed by the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee.

7. Denial of Registration: A decision to deny the student permission to register, or to cancel the student’s registration in a course or program. There shall be no transcript notation related to this sanction where there is no existing transcript. Where there is an existing transcript, this sanction shall normally result in a transcript notation for a specified period of time, unless otherwise directed the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee.

8. Community Service: Community service work within the campus or wider community as set forth in the order of community service for a definite period of time. The student shall make appropriate arrangements with the intended agency, with which s/he may be serving his/her community service work, and shall submit proof of hours worked by the deadline stated in the order. The community service work setting shall be approved by the person or body responsible for adjudicating the matter. This sanction shall normally result in a transcript notation for a specified period of time, unless otherwise directed by the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee, as the case may be.

9. Suspension: Exclusion from classes and other privileges or activities as set forth in the notice of suspension for a specified period of time. This sanction shall result in a transcript notation for a specified period of time.

10. Expulsion: Termination of student status for an indefinite period. The conditions of readmission, if any is permitted, shall be stated in the order of expulsion. A notation shall be placed on the student’s transcript for an indefinite period of time. A student may apply to the adjudicator or the Discipline Appeal Committee, as the case may be, to request to have the notation of expulsion removed from his/her transcript three years after the imposition of the sanction.

11. Rescinding Degree: Rescinding the student’s degree, requires approval by the President of the University, based on a recommendation from the Discipline Appeal Committee. In cases where this may be warranted, the adjudicator shall forward the matter with his/her recommendation to the Discipline Appeal Committee for a hearing. The rescinding of a student’s degree shall remain on his/her transcript permanently.

III Transcript Notations

In the case of #6 and #9, the sanction shall be automatically removed from the student’s transcript upon the expiration of the sanction. In cases where placement of a sanction on the transcript will have an adverse impact on employment or on applications to graduate programs, or other post-secondary programs, the student may appeal to the Discipline Appeal Committee to have the notation period shortened or the notation removed.

Page 216 of 236 Page 11 of 15 IV Guidelines for Types of Sanctions to Impose by Offence

Table A.1 – Sanctioning Guidelines Where there is a finding of misconduct, one or more of the sanctions listed below may be imposed by an adjudicator or by the Discipline Appeal Committee. Disciplinary actions are an opportunity to educate and should, where appropriate, also incorporate a teachable moment. Offences First offence Subsequent offence Consideration should be given to assigning an A subsequence offence will normally lead to a educational sanction, possibly in addition to the more severe sanction sanctions listed here4 PLAGIARISM Minor5 • Admonition • Censure: 12 months until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Resubmission of the assignment for partial • Letter of apology/or reflection credit • Letter of apology/or reflection Major • Censure: 6 months to 12 months • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection CHEATING6 Minor • Censure: 6 months to 12 months • Censure: 12 months until graduation • Mark reduction: zero on the assignment • Mark Reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 12 months until graduation • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection UNAUTHORIZED COLLABORATION Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Admonition • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection IMPERSONATION Minor • Admonition • Censure: 2 years or until graduation • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 1 year up to until graduation • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment up to • Mark reduction: zero in the course zero in the course • Letter of apology/or reflection • Letter of apology/or reflection ACADEMIC FORGERY OR FRAUD Minor • Admonition • Censure: 2 years up to until graduation • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 1 year up to until graduation • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection

4 For factors to be considered when determining a sanction, see section I of this Appendix. 5 Minor offences usually include only one student, a small percentage of the value of the course, and would not involve criminal charges. 6 Examples of cheating include but are not limited to: using unauthorized aid during examination; glancing at another student’s paper during examination; asking a student or a proctor the answer for one or some questions of an examinationPage 217 of 236 Page 12 of 15 Offences First offence Subsequent offence Consideration should be given to assigning an A subsequence offence will normally lead to a educational sanction, possibly in addition to the more severe sanction sanctions listed here4 EXAM/TEST TAMPERING AND RESUBMITTING Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 1 year • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection VIOLATING EXAM/TEST RULES7 Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 1 year • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection FURNISHING FALSE INFORMATION Minor • Admonition • Censure: 1 year up to until graduation • Community service: 6 hours up to 20 hours • Community service: 30 hours up to 60 hours • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 2 years • Suspension: 4 months up to 3 years • Community service: 20 hours up to 60 hours • Community service: 40 hours up to 100 hours • Letter of apology/or reflection • Letter of apology/or reflection VIOLATION OF THE UNIVERSITY’S SCHOLARSHIP RULES Minor • Admonition • Censure: 6 months up to 2 years • Community Service: 6 hours up to 20 hours • Community service: 30 hours up to 60 hours • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 2 years • Suspension: 6 months up to 2 years • Community service: 20 hours up to 60 hours • Community service: 40 hours up to 100 hours • Letter of apology/or reflection • Letter of apology/or reflection

Table A.1 – Sanctioning Guidelines is based on the following documents: o Penalty Guidelines for Findings of Academic Misconduct, University of Guelph o Guidelines for the Assessment of Penalties, University of Waterloo

7 Examples of violating exam/test rules include but are not limited to: not following direct instructions; possession of unauthorized aids; talking with another studentPage 218 of 236 Page 13 of 15 Proposed Revisions to Student Code of Conduct

[…]

3. Statement of Academic and non-Academic Rights and Responsibilities

A) Academic Rights and Responsibilities. All students of the University of Windsor have the right to have their work judged accurately and fairly and have the responsibility to behave in a manner that ensures this. Some eExamples of behaviours that violate this code follow include, but are not limited to: i. Plagiarism: the act of copying, reproducing or paraphrasing significant portions of one’s own work, or someone else's published or unpublished material (from any source, including the internet), without proper acknowledgment, and representing these as new or as one's own. Plagiarism applies to all intellectual endeavours: creation and presentation of music, drawings, designs, dance, photography and other artistic and technical works. (Students have the responsibility to learn and use the conventions of documentation as accepted in their area of study and instructors have the responsibility of informing students in writing of any significant individual interpretations of plagiarism.) ii. Falsifying/altering, withholding or concocting medical records, compassionate documents, correspondence, academic documents, research results, references, sources. Forging or using University documents, records or instruments of identification with intent to defraud. iii. Submitting false, fraudulent or purchased assignments, research or credentials. Taking or releasing, without permission, the ideas or data of others that were shared with the expectation that they are were confidential. iv. Impersonating another or permitting someone to impersonate you, either in person or electronically, for academic assessment or in order to improperly gain access to services. v. Improperly obtaining, through theft, bribery, collusion or other means, access to confidential or privileged information, examination papers, or set of questions, or improperly distributing restricted material. vi. Submitting the same work, research or assignment, or portions of the same course work, research or assignment, for credit on more than one occasion in two or more courses without the prior written permission of the instructor(s) in all the course(s) involved. vii. Taking part in unauthorized collaboration with another student, which may include working in a group, and submitting the same assignment course work as one or more another students in the course, unless expressly permitted by the instructor. viii. Copying or using unauthorized aids, or, without permission, working or receiving assistance from another, for any evaluative procedure. ix. Allowing another student to copy one’s academic work when one knows or has reason to believe the other student will be submitting the work for evaluation. x. Failing to take reasonable care, in the circumstances known to the student, to prevent one’s material from being inappropriately copied. xi. Altering, destroying, hiding or generally otherwise restricting access to academic materials intended for general use. xii. Interfering with the scholarly activities of another in order to harass or gain unfair academic advantage. This includes falsifying, interfering or tampering with experimental data, with a human or animal subject, with a written or other creation (for example, a painting, sculpture, film), with a chemical used for scientific study or research, or with any other object of study. xiii. Breach of the Senate Policy on the Conduct of Exams and Tests.

B) Non-Academic Rights and Responsibilities. It is the right of all members of the University community that their person and their property be treated respectfully, free from endangerment or harassment. It is the responsibility of each Page 219 of 236 Page 14 of 15 individual to behave in a manner that ensures this and ensures the protection of societal property. Some e Examples of behaviours that violate this code follow include, but are not limited to: i. Unauthorized removal, destruction, or theft of library and other university resources. ii. Intentional obstruction or disruption of teaching, research, administration, disciplinary proceedings, or other University activities, including public service functions, and other authorized activities on University premises. iii. Malicious abuse of any person on University premises or at University sponsored or University supervised functions or malicious conduct that threatens, endangers or harasses any such person. iv. Theft from or deliberate damage to University premises or theft of or deliberate damage to property of a member of the University community on University premises. v. Failure to comply with directions of members of the University administration or of the teaching staff acting in the proper performance of their particular duties. vi. Physically, verbally or sexually assaulting or harassing another person or in any way threatening another person. vii. Knowingly creating a situation that endangers or threatens the health, safety or well-being of any person or that threatens to damage or destroy property, while on campus or while off-campus and representing, or acting as a representative of, the University or a student group/organization. viii. Misusing one’s own or another person’s identity, password, identification number, University identification card or any other identification card or assisting another to misuse any identity, password, identification number, University identification card or any other identification card. ix. Stealing, destroying or damaging property or stored information such as data files or computer programs or the like. x. Knowingly possessing stolen property or University supplies or documents without authority. (These may include, but are not limited to, equipment, keys, records, files, computer accounts and instruments of identification.) xi. Participating in unauthorized or fraudulent use of University facilities, equipment or services. xii Deliberate alteration or misappropriation of computer records, data, software, etc. of the University or a member of the University community. xiii. Violation of rules governing University Residence halls. xiv. Misusing library resources, as defined in the “Library Behaviour Code”. xv. Misusing computer resources, as defined in the “Acceptable Use Policy”.

Other examples of behaviours that violate this code include: xvi. Breach of this Senate Student Code of Conduct. xvii. Breach of the rules of conduct as set out by professional bodies and adopted in substance by the relevant professional program as part of its code of conduct in the program. xvii. Breach of any other Senate or University bylaw, policy, rule or procedure, including regulations relating to entry to, and use of, University facilities.

Law students should also consult the Faculty of Law Policy Statement on Student Discipline.

More specific examples of academic and non-academic misconduct and the consequences of academic or non-academic misconduct are laid out in Senate Bylaw 31. (http://athena.uwindsor.ca/senatebylaws)

Page 220 of 236 Page 15 of 15 Sa150313-5.7.1

University of Windsor Senate

5.7.1: Revised Bylaw 31

Item for: Approval

Forwarded by: Senate Governance Committee

MOTION 1: That the new Bylaw 31 be approved.*,^

*The non-academic misconduct process will be considered by the Board of Governors. The non-academic misconduct process stipulated in the current bylaw will be in place until revised by the Board. ^The new bylaw will be effective immediately and applied to all existing academic misconduct cases files.

MOTION 2: That the revisions to the Student Code of Conduct be approved.**

**To avoid duplication and redundancy, the examples of misconduct previously listed in Bylaw 31 have been merged with those provided in the Student Code of Conduct. Please note that the Student Code of Conduct will be undergoing a thorough review shortly. This revision is to ensure that nothing has been missed in the short term.

Rationale: • In November 2013, following review and discussion on a conceptual framework for a new academic integrity (AI) procedures developed by the Dean of Students based on extensive consultations, Senate directed the Bylaw Review Committee (BRC) to draft a new bylaw 31. The attached flow chart presents the conceptual framework of the new AI system endorsed by Senate and which the BRC was asked to adhere to in its drafting. • The proposed new bylaw presents a clearer and less convoluted process for addressing academic misconduct matters while upholding the mission, beliefs, values and principles of the new AI system endorsed by Senate. • The Dean of Students and the Academic Integrity Officer reviewed the proposed new bylaw against the principles of the new AI system endorsed by Senate and believe that these have been well addressed by the BRC. • The bylaw represents but one piece of the new AI system. A critical piece will be the education and training of Associate Deans, Heads, and others with a role designated in the bylaw. This piece will be rolled out by the AIO immediately upon the approval of the new bylaw. • The BRC is seeking feedback on the proposed revisions from the Deans Council, Associate Deans Group, APC and the Student Caucus prior to making any final revisions and submitting the proposal to Senate. • The Senate Student Caucus, the Academic Policy Committee, the Associate Deans Group, the Deans Council and the Senate Governance Committee have reviewed the revised bylaw and fully support and endorse it.

Page 221 of 236 Page 1 of 15 DRAFT: Bylaw 31 – Academic Integrity

1 Preamble

1.1 The objectives and purposes of the University of Windsor are: (a) The advancement of learning and the dissemination of knowledge; and (b) The intellectual, spiritual, moral, social and physical development of its members and students and the betterment of society. (University of Windsor Act (1962-63, amended 1969))

The pursuit of these objectives, in a safe and mutually respectful environment, requires that all members of the University community act responsibly and with honesty, trust, respect and fairness at all times. As members of the University community, students are therefore expected to conduct themselves with integrity as illustrated by the codes of conduct established by their professional discipline and the Senate Student Code of Conduct. Any student whose conduct exhibits a lack of integrity, as defined in this bylaw and in related Senate and University bylaws and policies, shall be disciplined in the interest of safeguarding and upholding these objectives. It is the purpose of this bylaw to set out a fair and equitable process by which these standards are upheld. Faculty and staff discipline is covered under the respective collective agreements and personnel polices and practices.

The mission of the academic integrity system, of which this bylaw forms a part, is to uphold a culture of academic integrity – the foundation of academic life within our community – through education, enforcement and re-engagement.

The University’s student discipline system “is not in the character of a criminal or civil legal proceeding. It is not modeled on these adversarial systems; nor does it serve the same social functions. It is not a court or tribunal. Rather, it is an academic process unique to the community of scholars that comprise a university.”1

1.2 This bylaw applies to: § all current students; except for students registered in the Faculty of Law (including students registered in dual degree or joint programs with the Faculty of Law) or students registered in the Schulich School of Medicine and Dentistry. § individuals (current and former students) who are alleged to have committed an act of misconduct while they were registered as students; and § students and applicants who are alleged to have committed an act of misconduct to obtain admission, readmission or registration.

1.3 For the purpose of this bylaw, all communications (including signatures, notices, memos, invitations, decisions, etc.) may be electronic.

2 Related Bylaws and Policies include: Behavioural Intervention Plan Bylaw 32: Procedural Irregularities and Discrimination Regarding Academic Instruction, Evaluation and Appeals Bylaw 33: Student Rights and Freedoms Bylaw 51: Academic Evaluation Procedures Policy A7: Authorship Policy E3: Conduct of Exams and Tests Policy P4: Plagiarism Policy P5: Graduate Studies Policy on Authorship and Plagiarism Policy S6: Student Code of Conduct Faculty policies relating to plagiarism, academic integrity and misconduct Policy Statement on Student Discipline of the Faculty of Law Residence Handbook

1 Pavela, Gary. “Applying the Power of Association on Campus: A Model Code of Academic Integrity.” Journal of College and University LawPage, 24 (1997 222 of 236-1998): 97-118. HeinOnline. Web. 1 Oct. 2014, p. 112. Page 2 of 15 3 Definitions In this bylaw:

Academic Misconduct means any action taken by a student that gives the student an unearned advantage in matters affecting his/her academic standing. For professional programs, all actions that result in a breach of the rules of conduct as set out by the professional bodies and adopted in whole or in substance by the relevant professional program as part of its code of conduct shall also be considered acts of academic misconduct. (See Student Code of Conduct for some examples of academic misconduct.)

Academic Integrity Office includes the Academic Integrity Officer and other staff appointed to that office and provides support at all stages of the process and in any capacity required, to all members of the University Committee on academic integrity and discipline matters. This includes but is not limited to investigating complaints where requested by an adjudicator.

Adjudicator means the Dean or designate of the Dean who will normally act to investigate and adjudicate academic misconduct matters occurring in courses offered by his/her Faculty. Where the instructor reporting the misconduct is also the adjudicator who would normally be reviewing the matter, the Dean shall act in the adjudicator’s place or designate another to act as adjudicator under this bylaw on that particular matter. In the event of the absence or inability to act of the adjudicator, the Dean shall act in the adjudicator’s place or designate another to act as adjudicator under this bylaw. In Inter-Faculty Programs, the Assistant Provost Inter- Faculty Programs will normally act as adjudicator. If the Dean or Assistant Provost Inter-Faculty Programs is the instructor initiating the complaint, the Provost shall act as, or designate, an adjudicator.

Advisor means family member, friend, or other person (such as an ombudsperson), but does not include legal counsel.

Associate Dean. In Faculty units Associate Dean(s) will normally be designated as the adjudicator(s) within their areas of responsibility at the direction of the Dean of the Faculty.

Discipline Appeal Committee means the Senate Committee that has final and binding jurisdiction over academic appeals of decisions of an adjudicator and over any appeals of decisions imposed under the Faculty of Law student discipline policy.

Head means head of the academic administrative unit offering the course in which the alleged misconduct occurred and includes Heads of Departments and Directors of Schools. Where the instructor reporting the misconduct is also the Head that will be reviewing the matter, the Dean of the Faculty shall appoint a designate to act in his/her capacity under this bylaw on that particular matter. In the event of the temporary absence or inability to act of the Head, the faculty member appointed in a temporary acting capacity will act in the Head’s place under this bylaw.

Instructor means an individual assigned to teach a course and includes supervising. Any member of the University Community who believes an act of academic misconduct has occurred must bring the matter to attention of the course instructor. An academic misconduct complaint should normally be initiated by the instructor.

Legal counsel means lawyer or other legal practitioners, including individuals working under the auspices of a lawyer such as Community Legal Aid students.

Party means either the adjudicator or the student.

Parties means the adjudicator and the student.

Student means applicants and current or former students that applied and/or were registered at some point at the University of Windsor. Page 223 of 236 Page 3 of 15

Teachable Moment means a learning opportunity for a student, whereby the instructor engages in an informal lesson or discussion with the student on the particular matter. This may be done in lieu of filing a formal complaint. Teachable moments can be a more appropriate and effective way of reaching and educating the student, and mitigating repeat offences, then the pursuit of a complaint and/or the imposition of any sanction. It is understood that adjudicators and the Discipline Appeal Committee should incorporate teachable moments in the review and adjudication of all formal complaints.

4 Allegation of Misconduct

4.1 At every stage in the process, the merits of potential misconduct cases should be assessed with careful consideration of whether misconduct occurred. The instructor, the Head or other University Community member (prior to forwarding a complaint), the adjudicator and the Discipline Appeal Committee (once a complaint has been filed) should;

a) Determine the advisability of an educational response (i.e., a teachable moment), in cases where the act is determined to be the result of an oversight, error or lack of understanding of expectations on the part of the student. In such cases, a teachable moment offered by the instructor or, if a complaint is filed, by the adjudicator or by the Discipline Appeal Committee should be considered in lieu of filing or pursuing a complaint.

or

b) Determine the need for further investigation and/or a disciplinary response, taking into account the nature and scope of the possible misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background and other relevant circumstances. Specific illustrations include (this list is not exhaustive) 2: § Relative weight of the assignment § The level of the student’s academic experience § Whether the student accepts responsibility for his/her action and is amenable to educative remedies § Extenuating circumstances that may help explain the action taken by a student § Any other aggravating or mitigating factors (health, personal issues, etc.) § Whether the work in which the offence has been committed is one of the major milestones of the graduate or undergraduate program (capstone, thesis, major paper) § The severity of the offence, including its impact on others (within and outside the university community)

5 Procedures in Cases of Academic Misconduct

5.1 Step 1 – Preliminary Review (Instructors or Supervisors)

An instructor or supervisor who suspects that a student has committed an act of academic misconduct should meet informally with the student to discuss the matter. This shall normally be done within 10 working days of discovering the potential misconduct. At the meeting, the instructor or supervisor may dismiss the matter and, if appropriate, offer a teachable moment. Should the instructor or supervisor choose not to dismiss the matter, s/he will forward the matter including all relevant documentation and evidence to the Head, in the case of Departmentalized Faculties, or directly to the adjudicator in the case of non-Departmentalized Faculties.

In cases where the student does not respond to the invitation or chooses not to meet with the instructor, the instructor will forward the matter to the Head (in the case of departmentalized Faculties – Step 2) or to the adjudicator (in the case of non-departmentalized Faculties – Step 3), including all relevant documentation and evidence, and a note stating that attempts to meet with the student failed.

2 University of Waterloo Policy 71, Student Page 224 of 236 Discipline, section 4 Penalties Page 4 of 15 5.2 Step 2 – Review by the Head (Departmentalized Faculties)

Following a review of the documentation, the Head will either dismiss the matter or schedule a meeting with the student to discuss the matter. The meeting shall normally be held within 10 working days of receiving the allegation of misconduct from the instructor or supervisor. The student may bring an advisor as support. At the conclusion of the meeting, the Head shall inform the student that: a) the matter is being dismissed and, where appropriate, offer a teachable moment, or b) the matter will be forwarded for further review, including all relevant documentation and evidence, and notes from the meeting with the student, to the adjudicator.

In cases where the student does not respond to the invitation or chooses not to meet with the Head, the Head will forward the matter to the adjudicator, including all relevant documentation and evidence, and a note stating that attempts to meet with the student failed.

5.3 Step 3 – Review and Decision by Adjudicator

5.3.1 Where an allegation of misconduct is forwarded to the adjudicator, s/he shall investigate the complaint, with the assistance of the Academic Integrity Office, as needed. As part of his/her investigation, the adjudicator shall request a meeting with the student to review the evidence in support of the complaint. The student shall be informed in advance of the purpose of the meeting and that s/he has the right to have an advisor present at this meeting. In cases where the student does not respond to the request for a meeting or chooses not to meet with the adjudicator, the student shall be informed in writing that the adjudicator will be required to make a decision without the student’s input.

The investigation shall normally be completed within 20 working days of having received the complaint.

5.3.2 With the agreement of all parties, at any time during the post-investigation, pre-sanction period, a tri- partite meeting may be held involving the instructor, the student (and his/her advisor) and the adjudicator.

5.3.3 Having completed the investigation, the adjudicator shall either: a) dismiss the matter and, where appropriate, offer a teachable moment, or b) impose a sanction (see Appendix A for list of sanctions and sanctioning guidelines)

Upon a finding of misconduct and when imposing a sanction, the adjudicator shall take into consideration the nature and scope of the misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background, whether this was a first offence (see 8.1), and other relevant circumstances (see 4.1), and shall follow the sanctioning guidelines in Appendix A.

5.3.4 The adjudicator shall inform the student of the decision and his/her right of appeal to the Discipline Appeal Committee and the process to be followed. This shall normally be done within 25 working days after having received the complaint.

5.4 Step 4 – Appeal

5.4.1 Students have an automatic right of appeal to the Discipline Appeal Committee (see section 6). A student wishing to exercise his/her right to appeal a finding of misconduct and/or sanction imposed by an adjudicator shall initiate the appeal process within 10 working days of the decision having been issued by the adjudicator. The decision shall be deemed to have been received by the student three working days after it has been sent by the adjudicator.

An appeal to the Discipline Appeal Committee shall operate as a stay on the decision of an adjudicator.

Page 225 of 236 Page 5 of 15 6 Discipline Appeal Committee (Step 4)

6.1 The Discipline Appeal Committee has final and binding jurisdiction over matters brought before it under this bylaw. Any reconsideration by the Discipline Appeal Committee of its decision must be on the basis of cogent and persuasive evidence of a miscarriage of justice or where new evidence has come to light. The Chair of the Discipline Appeal Committee may grant leave to review a prior Discipline Appeal Committee decision, where there is credible evidence provided by either party for doing so. The Chair’s decision on whether to grant the reconsideration shall be final.

6.2 The Discipline Appeal Committee shall be composed of two faculty members and a student.

The two faculty members (one of whom shall be appointed as chair) shall be appointed by the Senate Governance Committee for two-year terms. Two faculty member alternates shall also be appointed by the Senate Governance Committee for two-year terms, as possible replacements where an appointed faculty member is unable to serve. Faculty members, including ancillary academic staff as learning specialists holding a regular appointment and professors/associate professors emeriti are eligible to serve on the Discipline Appeal Committee.

The University of Windsor Students' Alliance, the Graduate Students Society, and the Organization of Part Time University Students shall each provide the name of one student to the Senate Governance Committee for consideration and appointment to the Discipline Appeal Committee for one-year terms. The student serving on the Discipline Appeal Committee for a given case shall be selected from this pool and should normally represent the constituency of the student against whom the allegation is made, subject to availability.

The President of the University may appoint a replacement for a member of the Discipline Appeal Committee, of pool of faculty member alternates, or the pool of students where the individual is unable to serve, or in other extenuating circumstances, bearing in mind the constituency represented by that member.

6.3 Where a member of a Discipline Appeal Committee is unable to serve on a particular case file, s/he may be replaced at any time prior to the presentation of evidence. Except with the consent of the parties or in extenuating circumstances, no replacements to Discipline Appeal Committee members shall be made once the hearing at which the evidence is presented and heard has begun.

6.4 A quorum of the Discipline Appeal Committee shall be its full membership participating in person, with the exception of the entering of the plea and the setting of additional dates (if these occur separately) where a quorum of the Committee shall be its full membership attending by any means that allows all members and parties to participate.

6.5 The Chair of the Discipline Appeal Committee shall be entitled to participate in all proceedings of the Discipline Appeal Committee and shall have the same voting rights as all other voting members of the Committee.

6.6 All decisions of the Discipline Appeal Committee shall be made by majority vote, with the exception that a unanimous vote is required to uphold the original decision of the adjudicator to suspend, expel or exclude a student from campus, or to issue its own decision to suspend, expel or exclude a student from campus.

6.7 When hearing an appeal, the Discipline Appeal Committee may consider alternate sanctions than those originally imposed. When determining the sanction to be imposed, the Discipline Appeal Committee may consider whether the act of misconduct constitutes a first or subsequent offence. (see 4.1)

6.8 Appeal Timelines

6.8.1 Hearings of the Discipline Appeal Committee should, wherever possible, commence within sixty calendar days of the receipt of the student’s appeal filing.

Page 226 of 236 Page 6 of 15 6.8.2 The parties shall be given at least ten calendar days’ notice of the hearing unless this right is waived. The notice shall be deemed to have been received by the parties three working days after it has been sent.

6.8.3 Within fourteen calendar days of the hearing, the Chair of the Discipline Appeal Committee shall inform the parties to the hearing in writing, with a copy to the University Secretariat, of the finding(s) of the Discipline Appeal Committee’s and the sanction(s), if any, to be imposed.

6.8.4 The Discipline Appeal Committee shall have the power to waive or extend deadlines when the interests of justice warrant or where no substantial prejudice would result.

6.9 Appeal Procedures

6.9.1 The parties shall have the right to have an advisor or legal counsel present at a hearing.

6.9.2 The parties shall have the right to present evidence in support of their cases. They shall have the right to full disclosure of any evidence upon which the parties will rely, including lists of witnesses. The parties shall normally exchange such evidence a minimum of seven calendar days prior to the hearing. Parties shall be permitted to exchange new evidence that comes to light in the period between this deadline date and the last working day before the hearing, and may present, at the hearing, a revised list of witnesses and/or additional documentary evidence with the permission of the Chair of the Discipline Appeal Committee and where the interests of justice warrant it. The parties shall come to the hearing with five copies of the evidence upon which they will rely for the Discipline Appeal Committee, the other party, and the official appeal file in the University Secretariat.

6.9.3 The Discipline Appeal Committee shall have control over its own procedures or stay its process, as needed, as long as they are in compliance with the procedures in this bylaw.

6.9.4 The Discipline Appeal Committee may grant a recess or adjournment, if requested, to provide the parties the opportunity to review additional documentary evidence submitted at the hearing. The Discipline Appeal Committee may also grant a recess or adjournment at any time to ensure a fair hearing.

6.9.5 Any party to the proceedings before the Discipline Appeal Committee may call witnesses and cross- examine witnesses called by another party. Parties are responsible for producing their own witnesses and paying for any costs associated with their appearance. The Chair of the Discipline Appeal Committee may limit the number of witnesses or amount of examination or cross-examination where further examination or cross-examination shall be repetitive or irrelevant.

6.9.6 The Discipline Appeal Committee may address questions, through the chair, to any witness in the pursuit of clarification or fairness, and may call its own witnesses.

6.9.7 The parties shall have the right to call witnesses. Witnesses, other than the student and the adjudicator and their advisors or legal counsel (if any), shall not be permitted to attend the hearing, until after they have testified and responded to questions.

6.9.8 The Discipline Appeal Committee may request the submission of additional information of the parties.

6.9.9 The Discipline Appeal Committee shall only admit evidence and testimony provided through the procedures outlined in this bylaw.

6.9.10 The Discipline Appeal Committee is not bound by the laws of evidence applicable to judicial proceedings but shall be guided by the principles of fairness and justice.

Page 227 of 236 Page 7 of 15 6.9.11 Where there are two or more proceedings involving the same matter, or similar questions of fact or policy, being adjudicated at the same time, the Discipline Appeal Committee may combine all or part of the proceedings, run the proceedings concurrently, or run the proceedings consecutively.

6.9.12 If a party, who has been notified of the hearing date, is absent without contacting, through the University Secretariat, the Chair of the Discipline Appeal Committee with a satisfactory explanation, the hearing may proceed in his/her absence.

6.9.13 In all cases, the burden of proof shall lie with the adjudicator. The finding of the Discipline Appeal Committee shall be based on the review of the evidence (oral or written) and arguments presented. The decision shall be based on whether the Discipline Appeal Committee finds that the elements of the allegations have been sufficiently proven and that it is more likely than not that the student has committed an act of misconduct.

6.9.14 No disciplinary penalties shall be imposed based solely upon the failure of the student charged with misconduct to answer the allegations within the complaint, or appear at the hearing, or testify. In any such case, the evidence in support of the complaint shall be presented and considered.

6.9.15 Any procedural requirement in this bylaw may be waived by the written consent of both parties, and the Chair of the Discipline Appeal Committee. The Chair of the Discipline Appeal Committee shall provide a copy of the agreement to the University Secretariat with the submission of the Committee’s final decision on the appeal.

6.9.16 All hearings shall be audio-recorded and recordings shall be kept, in confidence, in the University Secretariat. A copy of the recording may be made available to the party(ies) solely upon official proof of the intent to file for a judicial review of the proceedings. Audio-recordings released to the parties may not be copied or distributed. Audio-recordings shall be destroyed upon the expiration of the sanction, provided that the file has been kept for a minimum of one year beyond its last use. Costs involved in the copying of recordings and any transcription shall be borne by the party requesting a copy(ies) or transcription of the recording. Costs involved in the copying of additional copies of materials already provided shall also be borne by the party requesting an additional copy(ies).

6.10 Order of Hearing Procedures

The student, the adjudicator, and/or their advisor or legal counsel shall have standing to make representations before the Discipline Appeal Committee.

Proceedings before the Discipline Appeal Committee shall adhere to the following order: 1) opening statements from the adjudicator and/or his/her advisor or legal counsel 2) opening statements from the student and/or his/her advisor or legal counsel 3) evidence from the adjudicator and/or his/her advisor or legal counsel 4) cross-examination of witnesses by student and/or his/her advisor or legal counsel 5) evidence from the student and/or his/her advisor or legal counsel 6) cross-examination of witnesses by adjudicator and/or his/her advisor or legal counsel 7) closing statements from the adjudicator and/or his/her advisor or legal counsel 8) closing statements from the student and/or his/her advisor or legal counsel

6.11 Closed/Open Hearings

6.11.1 The hearings of the Discipline Appeal Committee shall be open to the public except where; a) the student requests that the proceeding not be public, or b) the Discipline Appeal Committee rules, on its own motion or on request, by majority vote, that avoiding public disclosure of all or part of the proceeding is in the interests of any person that may be adversely affected, in which case the Discipline Appeal Committee shall hold all or part of the proceedings in camera. Page 228 of 236 Page 8 of 15 6.11.2 If the Discipline Appeal Committee hearing is open to the public, members of the public who are present may not record, participate in, or in any way disrupt, the proceedings.

6.11.3 If the Discipline Appeal Committee hearing is closed to the public, at the discretion of the Chair, others may be permitted to attend the proceedings for training purposes, or other reasonable considerations. The obligation to maintain the confidentiality of the proceedings will be extended to them.

7 Misconduct Charge and Student Status

7.1 A student charged with misconduct related to a course is permitted to withdraw from that course in accordance with Senate policy and deadlines for voluntary withdrawal. Regardless of the student’s decision to remain in, or withdraw from, the course, the University’s jurisdiction over the student, as a student in that course, shall be maintained until the case is adjudicated or otherwise settled.

7.2 Transcripts shall not be issued directly to a student charged with misconduct while there is a charge of misconduct pending. However, transcripts may be sent directly to institutions, employers and potential employers, upon the request of the student. If the student is found to have committed an act of misconduct and a sanction is imposed which involves a transcript notation, those institutions, employers and potential employers provided with a copy of the student’s transcript shall be sent a revised transcript by the Office of the Registrar.

8 Records of Misconduct

8.1 At the conclusion of a matter, and with the exception of complaints that have been dismissed, the adjudicator shall submit a record containing the student’s name, student number, the allegation of misconduct, the finding of misconduct and the sanction to a central database. The record shall be kept indefinitely. The purpose of such a record shall be to determine, after a finding of misconduct and before a sanction is imposed, whether there has been a previous offence. Access to the records in the database shall be restricted to the University Secretariat. Confirmation of first or subsequent offences shall be provided upon request to the adjudicator and the Discipline Appeal Committee by the University Secretariat if and when there has been a finding of misconduct as determined by these persons/bodies.

8.2 The length of time for maintaining notations on transcripts, as they relate to sanctions, shall comply with Appendix A.

8.3 Where there has been a finding of misconduct, the file, including any audio-recorded hearings, other than that listed under 8.1, shall be destroyed upon the expiration of the sanction, provided that the file has been kept for a minimum of one year beyond its last use.

8.4 In the event that the complaint is dismissed, the student’s discipline file relating to the case, which shall include all records collected for the case, shall be retained for a period of one year and the records, including any audio-recorded hearings, shall be destroyed thereafter, subject to the provision of Bylaw 33, section 3.9.1.2. No personal identifying information shall be retained following this period. A record containing the allegation(s) of misconduct and the dismissal of the complaint shall be kept indefinitely for statistical purposes only.

9 Report to Senate

The Academic Integrity Officer shall present an annual report to Senate. The report shall include a summary of the disciplinary proceedings under this bylaw, including a summary of the cases heard by and dispositions of the Discipline Appeal Committee, the Faculty of Law Discipline Committee and Residence Judicial Boards, along with any recommendations. The statistical information on allegations of misconduct and their disposition without attribution to student identifying information, recorded in the central database, shall be made available to the Academic Integrity Officer for this purpose. The report to Senate shall also include information on current or proposed new education initiatives undertaken by the Academic Integrity Office. Page 229 of 236 Page 9 of 15 APPENDIX A – SANCTIONING GUIDELINES

The AIO shall review sanctioning guidelines listed in Section IV, Table A.1 annually and shall update them as required by new precedent. Dispositions that diverge significantly from the guidelines shall be reported by the AIO to the Provost (or delegate) who will determine appropriate action (if any) and these shall not normally affect the sanctioning guidelines.

I Determining the Sanction(s) to Impose3 a) Where there is a finding of misconduct, as defined in this bylaw, one or more of the sanctions listed below may be imposed by an adjudicator or by the Discipline Appeal Committee (with the exception of #11, which also requires the approval of the President), taking into account the nature and scope of the misconduct, whether there was intent, the context in which it occurred, the student’s educational and cultural background and other relevant circumstances. Specific illustrations include (this list is not exhaustive): § Relative weight of the assignment § The level of the student’s academic experience § Whether the student accepts responsibility for his/her action and is amenable to educative remedies § Extenuating circumstances that may help explain the action taken by a student § Any other aggravating or mitigating factors (health or personal issues) § Whether the work in which the offence has been committed is one of the major milestones of the graduate or undergraduate program (capstone, thesis, major paper) § The severity of the offence, including its impact on others (within and outside the university community) § Any record of previous offences b) Disciplinary actions are an opportunity to educate and should, where appropriate, also incorporate a teachable moment.

II List of Sanctions

1. Admonition: A notice to the student, orally or in writing, that s/he has violated a rule of conduct and that continuation or repetition of the conduct found wrongful may be cause for more severe disciplinary action. There shall be no transcript notation related to this sanction.

2. Letter of Apology/or Reflection: A short reflective paper describing the misconduct and acknowledging wrong-doing. There shall be no transcript notation related to this sanction.

3. Educational Session: A requirement that the student attend an educational session, if available, on what constitutes plagiarism and how to cite properly, on time management, or on stress management, etc. (The educational session may be offered by an individual (e.g., Associate Dean) or through a formal workshop offered through an appropriate University office, where available. There shall be no transcript notation related to this sanction.

4. Mark Reduction: 1) A reduction of the mark or assigning a mark of zero for the work submitted, based on an evaluation of the academic merit of the work and taking into account the criteria for, and nature of, the assignment and, taking into account the extent of the work that is the result of the misconduct. This may result in a reduction of the final grade in the course; or 2) A grade of zero in the course, where the academic misconduct so taints the student’s academic performance in the course that no credit can be given. There shall be no transcript notation related to this sanction.

3 University of Waterloo Policy 71, Student Discipline, section 4 PenaltiesPage 230 of 236 Page 10 of 15 5. Repeat Work for Assessment: A requirement that the student re-do the assignment or re-sit the test/examination for full or partial credit. There shall be no transcript notation related to this sanction.

6. Censure: A reprimand for violation of a specified University regulation, including the possibility of more severe disciplinary sanction in the event of conviction for the violation of any University regulation within a period of time stated in the reprimand. This sanction shall normally result in a transcript notation for the specified period of time, unless otherwise directed by the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee.

7. Denial of Registration: A decision to deny the student permission to register, or to cancel the student’s registration in a course or program. There shall be no transcript notation related to this sanction where there is no existing transcript. Where there is an existing transcript, this sanction shall normally result in a transcript notation for a specified period of time, unless otherwise directed the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee.

8. Community Service: Community service work within the campus or wider community as set forth in the order of community service for a definite period of time. The student shall make appropriate arrangements with the intended agency, with which s/he may be serving his/her community service work, and shall submit proof of hours worked by the deadline stated in the order. The community service work setting shall be approved by the person or body responsible for adjudicating the matter. This sanction shall normally result in a transcript notation for a specified period of time, unless otherwise directed by the adjudicator, in the case of the Faculty of Law, the Discipline Committee of the Faculty of Law, or the Discipline Appeal Committee, as the case may be.

9. Suspension: Exclusion from classes and other privileges or activities as set forth in the notice of suspension for a specified period of time. This sanction shall result in a transcript notation for a specified period of time.

10. Expulsion: Termination of student status for an indefinite period. The conditions of readmission, if any is permitted, shall be stated in the order of expulsion. A notation shall be placed on the student’s transcript for an indefinite period of time. A student may apply to the adjudicator or the Discipline Appeal Committee, as the case may be, to request to have the notation of expulsion removed from his/her transcript three years after the imposition of the sanction.

11. Rescinding Degree: Rescinding the student’s degree, requires approval by the President of the University, based on a recommendation from the Discipline Appeal Committee. In cases where this may be warranted, the adjudicator shall forward the matter with his/her recommendation to the Discipline Appeal Committee for a hearing. The rescinding of a student’s degree shall remain on his/her transcript permanently.

III Transcript Notations

In the case of #6 and #9, the sanction shall be automatically removed from the student’s transcript upon the expiration of the sanction. In cases where placement of a sanction on the transcript will have an adverse impact on employment or on applications to graduate programs, or other post-secondary programs, the student may appeal to the Discipline Appeal Committee to have the notation period shortened or the notation removed.

Page 231 of 236 Page 11 of 15 IV Guidelines for Types of Sanctions to Impose by Offence

Table A.1 – Sanctioning Guidelines Where there is a finding of misconduct, one or more of the sanctions listed below may be imposed by an adjudicator or by the Discipline Appeal Committee. Disciplinary actions are an opportunity to educate and should, where appropriate, also incorporate a teachable moment. Offences First offence Subsequent offence Consideration should be given to assigning an A subsequence offence will normally lead to a educational sanction, possibly in addition to more severe sanction other sanction4 PLAGIARISM Minor5 • Admonition • Censure: 12 months until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Resubmission of the assignment for partial • Letter of apology/or reflection credit • Letter of apology/or reflection Major • Censure: 6 months to 12 months • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection CHEATING6 Minor • Censure: 6 months to 12 months • Censure: 12 months until graduation • Mark reduction: zero on the assignment • Mark Reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 12 months until graduation • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection UNAUTHORIZED COLLABORATION Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Admonition • Suspension: 4 months up to 2 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection IMPERSONATION Minor • Admonition • Censure: 2 years or until graduation • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 1 year up to until graduation • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment up to • Mark reduction: zero in the course zero in the course • Letter of apology/or reflection • Letter of apology/or reflection ACADEMIC FORGERY OR FRAUD Minor • Admonition • Censure: 2 years up to until graduation • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 1 year up to until graduation • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection

4 For factors to be considered when determining a sanction, see section I of this Appendix. 5 Minor offences usually include only one student, a small percentage of the value of the course, and would not involve criminal charges. 6 Examples of cheating include but are not limited to: using unauthorized aid during examination; glancing at another student’s paper during examination; asking a student or Page 232 of 236 a proctor the answer for one or some questions of an examination Page 12 of 15 Offences First offence Subsequent offence Consideration should be given to assigning an A subsequence offence will normally lead to a educational sanction, possibly in addition to more severe sanction other sanction4 EXAM/TEST TAMPERING AND RESUBMITTING Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 1 year • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection VIOLATING EXAM/TEST RULES7 Minor • Admonition • Censure: 1 year up to until graduation • Mark reduction: up to zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 1 year • Suspension: 4 months up to 3 years • Mark reduction: zero on the assignment • Mark reduction: zero in the course • Letter of apology/or reflection • Letter of apology/or reflection FURNISHING FALSE INFORMATION Minor • Admonition • Censure: 1 year up to until graduation • Community service: 6 hours up to 20 hours • Community service: 30 hours up to 60 hours • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 2 years • Suspension: 4 months up to 3 years • Community service: 20 hours up to 60 hours • Community service: 40 hours up to 100 hours • Letter of apology/or reflection • Letter of apology/or reflection VIOLATION OF THE UNIVERSITY’S SCHOLARSHIP RULES Minor • Admonition • Censure: 6 months up to 2 years • Community Service: 6 hours up to 20 hours • Community service: 30 hours up to 60 hours • Letter of apology/or reflection • Letter of apology/or reflection Major • Censure: 6 months up to 2 years • Suspension: 6 months up to 2 years • Community service: 20 hours up to 60 hours • Community service: 40 hours up to 100 hours • Letter of apology/or reflection • Letter of apology/or reflection

Table A.1 – Sanctioning Guidelines is based on the following documents: o Penalty Guidelines for Findings of Academic Misconduct, University of Guelph o Guidelines for the Assessment of Penalties, University of Waterloo

7 Examples of violating exam/test rules include but are not limited to: not following direct instructions; possession of unauthorized aids; talking with another studentPage 233 of 236 Page 13 of 15 Proposed Revisions to Student Code of Conduct

[…]

3. Statement of Academic and non-Academic Rights and Responsibilities

A) Academic Rights and Responsibilities. All students of the University of Windsor have the right to have their work judged accurately and fairly and have the responsibility to behave in a manner that ensures this. Some eExamples of behaviours that violate this code follow include, but are not limited to: i. Plagiarism: the act of copying, reproducing or paraphrasing significant portions of one’s own work, or someone else's published or unpublished material (from any source, including the internet), without proper acknowledgment, and representing these as new or as one's own. Plagiarism applies to all intellectual endeavours: creation and presentation of music, drawings, designs, dance, photography and other artistic and technical works. (Students have the responsibility to learn and use the conventions of documentation as accepted in their area of study and instructors have the responsibility of informing students in writing of any significant individual interpretations of plagiarism.) ii. Falsifying/altering, withholding or concocting medical records, compassionate documents, correspondence, academic documents, research results, references, sources. Forging or using University documents, records or instruments of identification with intent to defraud. iii. Submitting false, fraudulent or purchased assignments, research or credentials. Taking or releasing, without permission, the ideas or data of others that were shared with the expectation that they are were confidential. iv. Impersonating another or permitting someone to impersonate you, either in person or electronically, for academic assessment or in order to improperly gain access to services. v. Improperly obtaining, through theft, bribery, collusion or other means, access to confidential or privileged information, examination papers, or set of questions, or improperly distributing restricted material. vi. Submitting the same work, research or assignment, or portions of the same course work, research or assignment, for credit on more than one occasion in two or more courses without the prior written permission of the instructor(s) in all the course(s) involved. vii. Taking part in unauthorized collaboration with another student, which may include working in a group, and submitting the same assignment course work as one or more another students in the course, unless expressly permitted by the instructor. viii. Copying or using unauthorized aids, or, without permission, working or receiving assistance from another, for any evaluative procedure). ix. Allowing another student to copy one’s academic work when one knows or has reason to believe the other student will be submitting the work for evaluation. x. Failing to take reasonable care, in the circumstances known to the student, to prevent one’s material from being inappropriately copied. xi. Altering, destroying, hiding or generally otherwise restricting access to academic materials intended for general use. xii. Interfering with the scholarly activities of another in order to harass or gain unfair academic advantage. This includes falsifying, interfering or tampering with experimental data, with a human or animal subject, with a written or other creation (for example, a painting, sculpture, film), with a chemical used for scientific study or research, or with any other object of study. xiii. Breach of the Senate Policy on the Conduct of Exams and Tests.

B) Non-Academic Rights and Responsibilities. It is the right of all members of the University community that their person and their property be treated respectfully, free from endangerment or harassment. It is the responsibility of each Page 234 of 236 Page 14 of 15 individual to behave in a manner that ensures this and ensures the protection of societal property. Some e Examples of behaviours that violate this code follow include, but are not limited to: i. Unauthorized removal, destruction, or theft of library and other university resources. ii. Intentional obstruction or disruption of teaching, research, administration, disciplinary proceedings, or other University activities, including public service functions, and other authorized activities on University premises. iii. Malicious abuse of any person on University premises or at University sponsored or University supervised functions or malicious conduct that threatens, endangers or harasses any such person. iv. Theft from or deliberate damage to University premises or theft of or deliberate damage to property of a member of the University community on University premises. v. Failure to comply with directions of members of the University administration or of the teaching staff acting in the proper performance of their particular duties. vi. Physically, verbally or sexually assaulting or harassing another person or in any way threatening another person, while on campus or while off-campus and representing, or acting as a representative of, the University or a student group/organization. vii. Knowingly creating a situation that endangers or threatens the health, safety or well-being of any person or that threatens to damage or destroy property, while on campus or while off-campus and representing, or acting as a representative of, the University or a student group/organization. viii. Misusing one’s own or another person’s identity, password, identification number, University identification card or any other identification card or assisting another to misuse any identity, password, identification number, University identification card or any other identification card. ix. Stealing, destroying or damaging property or stored information such as data files or computer programs or the like. x. Knowingly possessing stolen property or University supplies or documents without authority. (These may include, but are not limited to, equipment, keys, records, files, computer accounts and instruments of identification.) xi. Participating in unauthorized or fraudulent use of University facilities, equipment or services. xii Deliberate alteration or misappropriation of computer records, data, software, etc. of the University or a member of the University community. xiii. Violation of rules governing University Residence halls. xiv. Misusing library resources, as defined in the “Library Behaviour Code”. xv. Misusing computer resources, as defined in the “Acceptable Use Policy”.

Other examples of behaviours that violate this code include: xvi. Breach of this Senate Student Code of Conduct. xvii. Breach of the rules of conduct as set out by professional bodies and adopted in substance by the relevant professional program as part of its code of conduct in the program. xvii. Breach of any other Senate or University bylaw, policy, rule or procedure, including regulations relating to entry to, and use of, University facilities.

Law students should also consult the Faculty of Law Policy Statement on Student Discipline.

More specific examples of academic and non-academic misconduct and the consequences of academic or non-academic misconduct are laid out in Senate Bylaw 31. (http://athena.uwindsor.ca/senatebylaws)

Page 235 of 236 Page 15 of 15 FACULTY/STAFF MEMBER Direction from Senate: -Faculty/staff member meets with student to discuss alleged misconduct Concept flow chart

AAU HEAD/FACULTY MEMBER -Faculty member discusses alleged misconduct with AAU Head -AAU Head decides to resolve matter or to make allegation of misconduct

ALLEGATION OF MISCONDUCT

STUDENT FACULTY SUPPORT ASSOCIATE DEAN SUPPORT -Case entered in central database -Conducts investigation or engages AIO to conduct investigation -Dismisses case or makes sanction decision

ACADEMIC OMBUDSPERSON INTEGRITY OFFICE

APPEAL CENTRE FOR TEACHING AND LEARNING COMMUNITY LEGAL AID DISCIPLINE APPEALS COMMITTEE

-Full hearing of the facts LIBRARY -Makes discipline appeal decision (COPYRIGHT)

UNIVERSITY SECRETARIAT -Data entry & record retention

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