Office ofo Assistant Vice-President (Program Quality Assurance) x54124
interoffice MEMORANDUM
to: Senate Committee for Quality Assurance
from: Anthony Clarke, Assistant V.P. (PQA)
subject: Periodic Review of the Bachelor of Arts and Science Program
date: 26 July 2013
Please find attached the documents for the periodic review of the Baachelor of Arts and Science Program: Final Assessment Report, the Executive Summary, the responses of the Chair, Dean, and Provost as separate documents. As per section V.4.A.(vii) of our IQAP for the review of departments and schools, the Executive Summm ary has been prepared for the infoormation of Senate, and submission to the Ontario Universities Council for Quality Assurance.
SENATE COMMITTEE FOR QUALITY ASSURANCE PERIODIC REVIEW OF THE BACHELOR OF ARTS AND SCIENCE PROGRAM
EXECUTIVE SUMMARY of FINAL ASSESSMENT REPORT
July 2013
Membership of Internal Review Subcommittee (IRS) External Reviewers: Dr. Lesley Cormack, Dean of Arts, University of Alberta Dr. Yves Gingras, Professor, Department of History, Université du Québec à Montréal
Facilitator: Dr. Satsuki Kawano, Department of Sociology and Anthropology
The Internal Review Committee (IRC) received the Final Assessment Report for the BAS from the IRS on 25 March 2013. The IRC now presents an Executive Summary of the review, which includes the following:
- Introduction - Summary of the review process - Review Committee’s recommendations - Administrative responses to the report from the Chair, Dean, and Provost
INTRODUCTION
The Bachelor of Arts and Sciences program is a unique undergraduate program at the University of Guelph. One aspect of its uniqueness is the design of the curriculum which requires students to do two minors, one from the Bachelor of Arts Program and the other from the Bachelor of Sciences Program. These minors offer the students grounding in traditional disciplines. Through the interdisciplinary core of courses of the Bachelor of Arts and Sciences Program, students have the opportunity to integrate knowledge from the humanities, social sciences and natural sciences.
The BAS Program was approved by Senate in December 2000. The Program emerged from Akademia which had been introduced in 1990 as an option for first year students in either the BA or BSc Programs. Students in Akademia were required to take a course from the BA Program and one from the BSc Program, in addition to two courses which were specific to Akademia. These courses, which integrated perspectives from the humanities, social sciences and natural sciences, were restricted to students in Akademia.
The first class was admitted to the BAS Program in 2001. The Program was designed to be relatively small, as had the Akademia Program. The original intention was that at steady state, roughly 125 students would be admitted per year. This intention has been realized: the Program admits between 120-135 students per year and represents just over 2% of the undergraduate enrollments at the University of Guelph. The Program is a popular choice of potential University of Guelph students. Most undergraduate degree programs of the University are highly competitive with, on average, six students applying for every available seat in the undergraduate programs. The BAS Program is slightly above the University’s average in terms of the demand for the Program.
SUMMARY OF THE REVIEW PROCESS
Submission of Self-Study by Department: 01 November 2013 (due 1 November 2012) Site visit: 07/08 March Final Assessment Report received: 25 March (expected: March 25) Response of Coordinator: requested, 26 March; received, June 25 (expected: 10 April) Response of Dean: requested, 26 June 2013; received, 26 June 2013 (expected:8 July )
The IRS conducted their site-visit to review the BAS program over a two-day period. Their agenda included meetings with (in chronological order): Anthony Clarke, Assistant Vice- President (Graduate Studies & Program Quality Assurance); Serge Desmarais, Associate Vice- President (Academic); Ann Wilson, Associate Dean and BAS Coordinator, and Donald Bruce, Dean, College of Arts; Jonathan Schmidt, Associate Dean (Academic), Ontario Agricultural College; Ryan Gregory, Department of Integrative Biology; Eric Piosson, Chair, Department of Physics; Glen Van Der Kraak, Associate Dean (Research & Graduate Studies), College of Biological Science; Jeff Thomason, Department of Biomedical Science; Anthony Vannelli, Dean, College of Physical and Engineering Sciences; Jerome Chang, BAS Program Counsellor; BAS students; BAS instructors (Maya Goldenberg and Patrick Barclay); Patricia Tersigni, Coordinator of Undergraduate Curriculum; Kyle Mackie, Manager, Open Learning and Educational Support; and Clare MacMartin, Associate Dean (Academic), College of Social and Applied Human Sciences.
REVIEWERS’ RECOMMENDATIONS
Overall, the Consultants believed that this is a strong and successful program. It has a small but committed group of core faculty; it attracts high quality students; and it delivers a very strong interdisciplinary degree which is often life-changing for students. Amongst the strengths of the Program, the Consultants listed: its flexibility, the excellence of the students attracted to it, it constitutes one of the strongest science studies programs in the country, and the well-qualified and engaged faculty members. The two weaknesses noted concerned the 5-year sustainability of the program given it only involves 1.5 core faculty members, and that the role of science colleges is minimal.
Recommendations.
1. There is an urgent need to develop concrete outcomes, based on the core values of the BAS program. At the moment, the learning outcomes are just the generic university outcomes. Defining these outcomes will help to define the objectives of the program itself, which are now implicit, and may help attract students, define appropriate minors, etc. Having met the students, we would suggest that senior students and recent graduates should be involved in this process, since they have a good understanding of some of the objectives.
2. The program should be controlled by the core faculty- that is, they should be choosing (as far as possible) courses to be taught each year and choosing instructors and T As for the courses. They should also be creating the learning outcomes specific to the program. In other words, the core faculty should constitute a program committee in charge of planning and development.
3. There should be a larger committee of all teachers of core courses, which meets regularly to ensure that all courses meet the objectives of the BAS.
4. The capstone courses are very important to this program and we are concerned that they do not always integrate the interdisciplinary experiences of the past three years. It is also not clear that there are sufficient faculty to teach these 4th year courses. This is essential, since these integrative activities, together with the other ASCI courses, define the specificity of the program. This integration will be facilitated with a teaching committee meeting regularly.
5. We urge the University to add some resources to this program. Ideal would be a 4th core appointment, probably in the social sciences (sociology or anthropology) and hard budget to buy out teaching for interested faculty in the sciences. It is probably not realistic to expect a hiring in the sciences area, since few scientists work in the area of the interaction of science and society. The exception might be in an area such as ecology.
6. We suggest that there are links between teaching in this area and research interests and that these should be explored with the interested faculty across the Colleges.
COLLEGE OF ARTS Office of the Dean
November 1, 2012
The Bachelor of Arts of Sciences Program
Self-Study
Consonance of the Undergraduate Program Within the General Framework of the University’s Mission and Strategic Directions The Bachelor of Arts and Sciences Program (BAS) focuses on the relation between knowledge and societies, exploring the premise that knowledge shapes societies and societies shape knowledge. The Program strives to foster a critical awareness in students of this reciprocity through the development of skills in formulating intellectual problems; in researching problems, with particular attention to a critical examination of the material being used; and in presenting findings through dissemination, to academic audiences and the general public, in a range of modes and venues. The Program fosters engagement in its students, both as young scholars and as citizens who are aware that the dissemination of knowledge should advance the betterment of societies and must not be used to intentionally cause harm.
The Bachelor of Arts and Sciences program is a unique undergraduate program at the University of Guelph. One aspect of its uniqueness is the design of the curriculum which requires students to do two minors—one from the Bachelor of Arts Program and the other from the Bachelor of Sciences Program. These minors offer the students grounding in traditional disciplines. Through the interdisciplinary core of courses of the Bachelor of Arts and Sciences Program, students have the opportunity to integrate knowledge from the humanities, social sciences and natural sciences. These foundational principles are in keeping with the mission of the University of Guelph, as articulated in its Learning Objectives and Mission Statement.
History of the Program The BAS Program was approved by Senate in December 2000. The Program emerged from Akademia which had been introduced in 1990 as an option for first year students in either the BA or BSc Programs. Students in Akademia were required to take a course from the BA Program and one from the BSc Program, in addition to two courses which were specific to Akademia. These courses, which integrated perspectives from the humanities, social sciences and natural sciences, were restricted to students in Akademia.
Students in Akademia tended to be high achieving students with strong academic records and a history of involvement in extracurricular activities, particularly those with objectives of addressing social inequity. Often students in Akademia were not just participants in these activities, but were leaders who took initiative. Over the ten years of Akademia, the response by
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students was consistent: they enjoyed, and learned a lot, from the Akademia courses. They regretted that the program was restricted to their first year. Students in the BSc, despite finding Akademia academically stimulating and challenging, felt that against the requirements of the BSc Programs, participation in Akademia left them “behind” because they did not have prerequisites for all of the 2000-level courses in science. As a result, students from BSc Program frequently dropped out of Akademia after one semester.
The Bachelor of Arts and Sciences Program was designed to address these concerns through a stand-alone degree program which integrates the arts, the social sciences and the natural sciences. The first class was admitted to the Program in 2001. The Program was designed to be relatively small, as had the Akademia Program. The original intention was that at steady state, roughly 125 students would be admitted per year. This intention has been realized: the Program admits between 120-135 students per year and represents just over 2% of the undergraduate enrollments at the University of Guelph.
(http://www.uoguelph.ca/info/factsfigures/)
Appropriateness of Program’s Academic Objectives
Admission to the Bachelor of Arts and Sciences Program To ensure that students have appropriate preparation to succeed in the Program, the admission requirements include courses from the arts, social sciences and the natural sciences. All BAS students, entering the Program from high school, are required to have:
- ENG4U - English - MHF4U - Math Advanced Functions - 2 of the following 3 courses: SBI4U (Biology), SCH4U (Chemistry), SPH4U (Physics) - 1 4U or 4M arts or social studies - 1 additional 4U or 4M course
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Arts and social studies credits include languages and literatures, performing arts, social sciences, geography and history. Though the Bachelor of Science and the Bachelor of Arts and Sciences only require two of the three 4U sciences, the BSc program strongly recommends all three sciences because they are required for all majors in their degree program. Similarly, the BAS Program encourages prospective students to enter the Program having taken the three science courses. The admission requirements are designed to ensure that students have appropriate preparation to succeed in their minors, and in the courses which are core to the BAS Program.
Students cannot declare minors until they have accepted, and are enrolled at, the University of Guelph. Thus, all prospective students apply to the Bachelor of Arts & Sciences Program without identifying their minors. Students in the BAS Program usually declare formally their minors by the time they have completed two semesters of study at the University of Guelph. The Handbook for Admission identifies the anticipated average for acceptance into the BAS Program from high school to be between 78% and 81% for Fall 2013. (The anticipated average for most programs in the BA is between 76% and 80%, and for the BSc, 75% - 80%.)
Demand for the BAS Program The undergraduate degree programs at the University of Guelph are highly competitive. On average, six students apply for every available seat in the undergraduate programs. As the table below indicates, the BAS Program is slightly above the University’s average in terms of the demand for the Program.
(http://www.uoguelph.ca/info/factsfigures/student/)
Awards The following list indicates the number of students who were registered in the BAS Program, as of 1 November for each year since 2003. The information is taken from the Summary of Attendance which is published annually in The Undergraduate Calendar.
Registration in Bachelor of Arts and Sciences Program: 2011 412 students
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2010 391 students 2009 368 students 2008 361 students 2007 334 students 2006 354 students 2005 329 students 2004 275 students 2003 220 students
Since its inception the Program has grown steadily and now has attained a steady-state number of just over four hundred students.
The registrations in the BAS Program serve as an important context for information on the number of awards with a monetary value which BAS students received. The percentage of students in the BAS receiving awards is very high, evidence of the exceptional quality of many of the students in the Program.
Additionally, in 2011, Alisha Fernandes was the first BAS student to be awarded the W. C. Winegard Medal, a university-wide award given to an undergraduate at convocation. The award recognizes high academic achievement, as well as contributions to the campus and community. Ms. Fernandes was an outstanding student who held President’s and Dean’s Scholarships throughout her studies as an undergraduate. She volunteered within the University as a mentor to new students at the University; within the community at local hospitals and internationally, in Brazil as part of Project Serve, an initiative to inculcate citizenship which is offered through Student Life. Alisha Fernandes currently attends medical school. Though not all students attain the same level as Ms. Fernandes, her accomplishments and career path serve as an example for students in the Program.
The table that follows demonstrates by year the number and range of award winners in the BAS program. Compared to other programs, the percentage of students receiving academic awards is very high. The BAS program was never conceived to be a program for all types of students: high levels of personal motivation, the ability to work across disciplinary boundaries, a solid work ethic, and the desire to enact social well-being are amongst the characteristics inherent to most BAS students.
# Award Academic Year Awarded Total University of Guelph 2003-2004 Entrance Scholarship 109 $154,500.00 Board of Governors'
Scholarship 1 $2,000.00 John Vanderkamp Memorial
Scholarship 1 $500.00
Lincoln Alexander Chancellor's Scholarship 1 $5,000.00 McArthur-Humphries 1 $1,000.00
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Scholarship 113 $163,000.00
Arthur D. Latornell Undergraduate Travel 2004-2005 Grants 2 $1,500.00 Dean's (Incourse)
Scholarships 2 $1,000.00
Lincoln Alexander Chancellor's Scholarship 1 $5,000.00 University of Guelph
Entrance Scholarship 41 $60,500.00 46 $68,000.00
Dean's (Incourse) 2005-2006 Scholarships 4 $4,000.00 Gordon W. Innes
Scholarship 1 $1,400.00 John Vanderkamp Memorial
Scholarship 1 $500.00
Lincoln Alexander Chancellor's Scholarship 1 $5,000.00 Marion McKenzie Prize for Outstanding Achievement in History 1 $100.00 President's Scholarship
(Dick Brown) 1 $2,500.00 University of Guelph
Entrance Scholarships 39 $62,012.50 48 $75,512.50
Dean's (Incourse) 2006-2007 Scholarships 1 $1,000.00
International Student Entrance Scholarship 1 $2,000.00 John Vanderkamp Memorial
Scholarship 1 $500.00
Lincoln Alexander Chancellor's Scholarship 1 $2,500.00 University of Guelph
Entrance Scholarship 51 $107,500.00 55 $113,500.00
Dean's (Incourse) 2007-2008 Scholarships 1 $1,000.00 John Vanderkamp Memorial
Scholarship 1 $500.00
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President's Scholarship 3 $195,000.00 University of Guelph
Entrance Scholarship 54 $122,500.00 59 $319,000.00
Dean's (Incourse) 2008-2009 Scholarships 3 $3,000.00
Football Endowment Fund (FEF) Scholarship 1 $1,500.00 John Vanderkamp Memorial
Scholarship 1 $500.00 President's Scholarship 1 $6,500.00 President's Scholarships (In- course) 1 $6,500.00 XXXPresident's Scholarship
(Dick Brown) 1 $6,500.00 William Furlong Scholarship in Microeconomics 1 $200.00 University of Guelph
Entrance Scholarship 61 $126,375.00 70 $151,075.00
Dean's (Incourse) 2009-2010 Scholarships 1 $1,000.00 Gryphon Athletic
Scholarships 1 $3,500.00 President's Scholarship 2 $13,000.00 President's Scholarship
(Dick Brown) 1 $6,500.00
President's Scholarships (In- course) 1 $3,250.00 University of Guelph
Entrance Scholarship 65 $129,500.00 71 $156,750.00
Andrea Laatsch Scholarship 2010-2011 1 $300.00 Dean's (Incourse)
Scholarships 1 $1,000.00 Gryphon Athletic
Scholarships 1 $2,000.00 International Student
Entrance Scholarship 1 $4,500.00 President's Scholarship 1 $6,500.00 President's Scholarships (In- 1 $6,500.00
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course) University of Guelph
Entrance Scholarship 71 $141,500.00 77 $162,300.00
Lincoln Alexander 2011-2012 Scholarship 1 $3,250.00 McArthur-Humphries
Scholarship 1 $500.00 President's Scholarship 1 $3,250.00 President's Scholarships (In-
course) 1 $6,500.00 Walter & Halina
Slabikowski Scholarship 1 $1,000.00 University of Guelph
Entrance Scholarship 70 $127,250.00 75 $141,750.00
Curriculum Design The BAS Program was created within five years of Senate approving the Mission Statement in November of 1995. The curricular design of the BAS Program realizes the Mission Statement through a path of study which is learner-centred, and aims to serve society by building on the sense of engaged citizenship which the students in the BAS bring to their undergraduate studies. The Program fosters an awareness of disciplinary perspectives through the minors, and dialogue between disciplines through the interdisciplinary core of courses in the BAS. Students in the BAS Program complete three full credits from the core of interdisciplinary Arts and Sciences courses. The first three courses in the sequence are: ASCI*1000 “Society and Science I: Historical Perspectives”; ASCI*1010 “Society and Science II: Current Issues”; and ASCI*2000 “Modes of Inquiry and Communication Across Disciplines.” These three courses of the BAS core are mandatory for, and restricted to, students in the BAS Program. Having a common learning experience achieves two ends: it facilitates students having a strong sense of belonging to a cohort which is possible because the Program is relatively small; and it provides a strong base upon which courses at the 3000- and 4000- level can build. This base includes introducing students to the inter-relation of modes of knowledge, as well as to the reciprocal relation between the production of knowledge and the evolution of societies. In addition, the 1000- and 2000- level courses in the BAS core provide students with a foundation in scholarly skills such as the formulation of intellectual problems, in research and the transmission of findings, orally and in writing.
By the time that students enter their fifth semester of study in the BAS Program, most have selected their minors, either formally or informally. It is at this point that there is greater choice for students in fulfilling the BAS core through different curricular options. Students must complete a .5 credit in the ASCI core at the 3000-level. The options include ASCI*3000
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“Community Project” in which students study a selected topic while simultaneously completing a placement in a community agency appropriate to that topic. ASCI*3100 “Case Studies in Arts and Sciences” is a course built on case studies which allow students explore how cultural, social and (or) scientific initiatives address actual problems which face (or have faced) the world. ASCI*3700 “Independent Studies in Arts/Sciences” provides students with the opportunity to study in a range of formats outside the conventional classroom, including: independent reading and/or research under a faculty member's supervision in a research lab or program; a course taken while studying on exchange during a semester abroad; a course developed in conjunction with experiential learning situations. ASCI*3200 “Public Health” considers the impact of social and political forces on the formulation of public health policy, with a particular focus on Canada. The course is a unique offering in the BAS Program in several ways. It is the only course which is offered through a distance education format, during the summer. The aim of offering the course in this format was to provide students in the BAS Program greater flexibility in meeting the core requirements. “Public Health” is also the only course with ASCI prefix which is open to students outside the BAS Program.
As indicated, the 3000-level offerings build on students’ learning in their first two years of study in the BAS Program, focusing on the development of bodies of knowledge, and on academic skills. As such, the courses inculcate an increasing sense in the students of themselves as young scholars with the capacity to pursue research interests. Independence of thought and critical engagement with learning are core values of the BAS Program, and articulate with the Learning Objectives of the University of Guelph. By the time students in the BAS Program are in their final semesters of undergraduate study, they have taken a number—usually most—of the courses required for their minors. Building on the preparation offered through the earlier courses in the BAS core, the 4000-level courses provide students with the opportunity to integrate the learning in their minors through courses which offer a range of learning contexts.
ASCI*4010 “Arts and Sciences Honours Research Seminar” provides a forum for students to work as a research group in which each student devises a research project, conducts the research and presents the material in its various phases of development into a research paper. This course is designed for students who wish to pursue graduate school and want the experience of conducting original research leading to an academic article.
ASCI*4020 “Topics in Arts and Sciences Research” and ASCI*4030 “Topics in Arts and Science Sciences Research” are variable content courses addressing an interdisciplinary problem which presented as seminars which are guided by an instructor. Each of these courses provides students with the opportunity to conduct and present research related to the topic of the course.
ASCI*4700 “Independent Studies in Arts/Sciences” and ASCI*4710 “Independent Studies in Arts/Sciences” provide students with opportunities to pursue unique learning opportunities outside the immediate options afforded by the BAS Program. These opportunities might include being part of a faculty member’s research team or engaging in an experiential learning opportunity outside the aegis of the University of Guelph. In each instance, students must present a proposal outlining the course of study, the assignments and have a member of faculty from the University of Guelph indicate that she or he is willing to supervise the placement,
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including ensuring that student is prepared appropriately for any risk which might be involved in the placement.
Transfer Students A significant feature of the Bachelor of Arts and Sciences Program is that students who wish to transfer into the BAS Program are not disadvantaged inasmuch as it is less important for students to take the courses in sequence than it is to have the experience of the common courses. Students who directly enter the BAS Program typically take ASCI*1000 “Society and Science I: Historical Perspectives” in the Fall, followed by ASCI*1010 “Society and Science II: Current Issues,” in the Winter of their first year. In the Fall of their second year, they take “Modes of Inquiry and Communication Across Disciplines.” Students who wish to transfer into the BAS Program can do so with relative ease since sequence is of less importance in the first two levels of the core courses. Students who express a desire to transfer into the BAS Program at the end of their first semester are encouraged to join the cohort by taking ASCI*1010 in their second semester (which is the Winter.) In the Fall of their second year, these transfer students take ASCI*1000 and ASCI*2000, as would students transferring at the end of their second semester of study. For students wishing to transfer in the BAS at the end of their third semester of study, the process is somewhat more complicated, but possible, although most students would require an extra semester of study. There are few students who wish to transfer after semester three. The situation which they face in the BAS Program would be equally true if they were transferring from one undergraduate program to another: the later the decision to transfer, the more complicated the students’ schedules of study become. In this regard, the BAS Program Counsellor is key to the success of students because he provides individual attention and guidance to students.
Program Counselling Since 2007, Jerome Chang has been the BAS’s Program Counsellor. Mr. Chang brings a wealth of experience to his role. After graduating from the Music and Theatre Studies programs at the University of Guelph, Mr. Chang worked in residence life, both at the University of Guelph and at Carleton University. Through working in residence life, Mr. Chang gained a deep understanding of undergraduate students and their transition from being teenagers to young adults within the context of the learning environment (curricular and co-curricular) of universities. When Mr. Chang became the Program Counsellor for the BAS, he quickly acquired the vast knowledge which the position requires: the Program Counsellor for the BAS needs to understand not only the BAS Program, but also the BA and BSc Programs in which students take minors. Much of the strength of the BAS Program is a consequence of the excellence of Mr. Chang in his role as the Program Counsellor.
Evidence of Significant Innovation in Delivery of the Program
Bachelor of Arts and Sciences Program at Guelph in Relation to Similar Programs in
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Ontario Programs which feature an intentional interplay between arts and sciences are relatively new to the post-secondary system in Ontario. As such, these programs offer curricular innovation by meeting the needs of students who are strong in the arts, social sciences and natural sciences, and wish to study in those areas. The Arts and Science Program at McMaster began in 1981. By design, the Program is small, admitting roughly 60 students per year (and one supposes, relatively expensive to run). The Program has set of dedicated courses which adhere to conventional disciplinary formations. Students by the end of their Program at McMaster will have been exposed to a balance of courses in arts and science along a model of what might be described as a liberal education. (See: http://artsci.os.mcmaster.ca/) Similarly, the University of Windsor has an established Bachelor of Arts and Science Program which, like that at McMaster, provides students the opportunity to study in a range of disciplines from the humanities, social sciences and natural sciences. The model for the program is that of a liberal education in which students are encouraged to develop skills in critical thinking and communication (See: http://web4.uwindsor.ca/units/registrar/calendars/undergraduate/cur.nsf/982f0e5f06b5c9a285256 d6e006cff78/f465f1edd45a083e852578f1005c7b58!OpenDocument).
The arts and sciences program which is most similar to the University of Guelph’s BAS Program is the Knowledge Integration Program at the University of Waterloo. The description of the program advises students that
the goal of Knowledge Integration is to equip students of high potential and broad interests to become thoughtful citizens, ethical leaders, and innovative researchers. You'll compare the methods and problem-solving tools of different disciplines, and research a unique transdisciplinary topic of your choosing. You'll compare the methods and problem-solving tools of different disciplines, and research a unique transdisciplinary topic of your choosing. (https://uwaterloo.ca/knowledge-integration/academic-programs)
The Knowledge Integration Program, like other arts and science programs (including the BAS), seeks to expose students to modes of knowledge from the humanities, social sciences and natural sciences. All the programs emphasize the development of skills in critical thinking, formulating and addressing intellectual problems, as well as the effective communication of results. By implication, these programs strive to inculcate values of engaged citizenship although the Bachelor of Arts and Sciences at Guelph, like the relatively recently created Knowledge Integration Program at Waterloo, places explicit emphasis on the important relation between critical thinking and citizenship, particularly in addressing the complex problems of the world.
E-Portfolios The Bachelor of Arts and Sciences Program has been a pioneer at the University of Guelph in the use of e-portfolios as a tool of learning and self-evaluation. E-portfolios are electronic portfolios which are controlled by the user. In the case of the BAS Program, students are introduced to the e-portfolio function of Courselink, the platform through which aspects of courses are delivered electronically. The tool allows students to create an archive of materials in different forms, such as essays, presentations, and audio-visual materials which she or he can “tag” through labelling
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material in the archive with descriptors to allow the archive to be organized in different ways. The user can manipulate the “artefacts” in the “archive” to create presentations geared for specific audiences, such as prospective employers or graduate programs to which the user grants assess, on a selective and limited basis.
The experimentation with e-portfolios in the BAS Program began in 2009, when the faculty who are core to the BAS wanted to address the problem of how students might integrate the various learning, curricular and extra-curricular activities, in which they are engaged. The combination of minors which students the BAS take is manifold. To foster a sense of cohesive learning, students forge inter-relations between their minors, discovering the commonalities and differences. Guided with questions, the e-portfolio is an excellent tool which supports self- reflection about learning.
The initial phase of using e-portfolios as a learning tool involved a focus on the first and fourth year students. The use of e-portfolios in first year was a mandatory aspect of ASCI*1010. Dr. Jeff Thomason, the instructor for ASCI*1010, asked each student to create a profile of him or herself, which were part of the class participation component. Students were introduced to the e- portfolio by a specialist in this technology from the Centre for Learning and Educational Support (COLES). In effect, the assignment required students to create a profile in their e-portfolios on terms which were familiar to most first year students because the profile platform in e-portfolio is similar to that of Facebook. The session allowed students to use technology in a way with which they felt comfortable, and allowed the opportunity for instruction on presenting oneself within an electronic environment where it is crucial to be aware of the audience, intended or otherwise, and the implications of a digital footprint. This moment within the session on e- portfolios articulates with a theme of the BAS Program: communication and the importance of calibrating the message to the audience.
The use of e-portfolios within the first year was met with enthusiasm by students, although Dr. Thomason noted that while most students were comfortable with using technology, not all were and it was important to provide appropriate support those students. Students enjoyed the opportunity to produce on a topic with which they were familiar: themselves. Dr. Thomason found that the profiles allowed him to get to know the students in his class, and their aspirations, in ways that are often difficult in a large-lecture class. What was also apparent was that students in their first year could not appreciate the possibilities of the e-portfolio as a tool which could help them consolidate their learning. Perhaps this was because first-year students are just embarking on university-learning, and, while most entertain thoughts of what they might do after graduation, that ambition seems a long way off in the future.
Students in fourth year, on the other hand, embraced the possibilities of the e-portfolio. For these students, even though they had not formally created an archive of materials using the e- portfolio, they recognized and availed themselves of the opportunity to gather material and manipulate it into presentations for their applications to graduate programs. At this point, few graduate schools (or employers) accept e-portfolios as part of the application process. Nevertheless, the experience of consolidating material into a presentation served students as an effective means of preparing applications, and preparing for interviews because in creating a
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presentation, they were engaging in self-reflection.
As a result of these pilots, the Bachelor of Arts and Sciences has formally embraced e-portfolios as a tool to facilitate students reflecting critically on their learning. In May 2012, the instructors in the Program agreed to use e-portfolios at all levels, designating specific assignments for each level:
1000-level Students create a profile of themselves in ASCI*1000; in ASCI*1010, students revise their profiles by adding new materials, and by using the tools of the e-portfolio in a more sophisticated way such as adding captions to pictures. Students are encouraged to deposit artefacts, even if they are not intending to use these materials immediately. They will learn about “tagging” and be encouraged to “tag” the materials so that they are easily accessible.
2000-level Students create a presentation on what they imagine their lives will be like in five years and how they plan to achieve goals. They are encouraged to think about the knowledge, skills and values which they have acquired and what knowledge, skills and values they wish to acquire. They are encouraged to deposit course-related materials, from all their courses, in the archive. This use of the e-portfolio is designed to spur students to reflect on their learning.
3000-level Students prepare an application for their ideal job, including a cv and covering letter in which they address how curricular and co-curricular learning makes them a strong applicant, in terms of knowledge, skills and values. Thus, the process of fostering reflection continues in this use of the e-portfolio.
4000-level Students prepare an application for a graduate program by presenting themselves as engaged learners who, throughout their undergraduate education, have acquired knowledge, skills and values which equip them to excel in graduate-level study.
Instructors are free to supplement these assignments with others, should they choose.
Modes of Delivery to Meet the Program’s Identified Learning Outcomes In post-secondary education, there is a new emphasis on the evaluation of student learning through the establishment of learning outcomes. The University of Guelph has been working on establishing general learning outcomes for several years, with the work on establishing specific learning outcomes for degree programs in the nascent stages. In this sense, the Bachelor of Arts and Sciences is a leader inasmuch as the Program established learning outcomes in June 2006.
These learning outcomes were formulated in the following manner:
a. to pose and solve problems by drawing on and integrating the protocols and methods of the humanities/social sciences and natural sciences; b. to communicate in both oral and written forms for both academic and general audiences; c. to conduct research using both traditional and electronic sources in both humanities/social sciences and scientific contexts;
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d. to be creative and analytical thinkers and practitioners; e. to approach the complexities and ambiguities of the “risk society” with both creativity and vigour; f. to integrate academic work and broader issues of global citizenship through experiential learning. On December 5, 2011, the core faculty for the BAS Program held a meeting to begin the process of reviewing the learning outcomes. The meeting was facilitated by Dr. Natasha Kenny, an educational development specialist with expertise in learning outcomes from the Centre for Open Learning and Educational Support (COLES). Faculty were invited to express freely their responses to the question: what should a successful student from the BAS Program have learned upon graduation? Eight themes emerged:
1. Communication: awareness of forms of commuication, technology and their effective use in communicating to particular audiences (for example, academics, general public, children etc.) 2. Agency and awareness: ability to recognize, address and solve problems; to participate actively in effecting remedy for social problems; 3. The skills and discipline to work independently and collaboratively; 4. Critical thinking; 5. Information literacy, research, critical acquisition and assessment; 6. Self-awareness, ability to reflect and learn from introspection; 7. Ability to look at a discipline from a perspective which is informed by science, arts, social sciences; 8. Dissemination of academic knowledge to the real-world: knowledge transfer, translation and mobilization. From the discussions which began in December 2011 and continued in May of 2012, the learning outcomes, established in 2006 were reaffirmed. The Bachelor of Arts and Sciences is committed to honing its learning outcomes, but wants to do so within the context of University- wide learning outcomes for undergraduate programs to ensure that the Program’s outcomes are consistent with those of the University.
Appropriateness and Effectiveness of the Means of Assessment of Learning Outcomes Given that learning outcomes are still being developed at the University of Guelph, the assessment of those outcomes is developing. The University is proposing a rubric to assess the learning outcomes of undergraduate programs which will be key in developing rubrics which are specific to degree programs. The use of the e-portfolio, as discussed earlier, has been an essential new tool to support students in engaging in active reflection and self-evaluation about what they have learned in specific courses, and then in making connections between their courses.
The first three courses in the BAS core are designed to introduce students to the skills and values which are the foundation of the program. For example, in these courses, students develop skills in formulating intellectual problems, and in the skills necessary to research these problems. There is great emphasis placed on effective communication, particularly writing. In the seminars
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for ASCI*1000 and ASCI*1010, students review each other’s work, a process which encourages them to be aware of the need to write clearly and concisely.
In the upper year courses, students are encouraged to pursue independent projects which provide them with the opportunity to refine their ability to formulate and address a problem in research, as well communicate results. Given that one of the learning outcomes for the program is effective communication with different audiences, students—working under the supervision of a member of faculty—often present their findings in two forms: a scholarly essay and a presentation to a non-academic audience. The latter can take a range of forms, including, for example: an educational booklet; a power-point presentation for school-age children; an article for a newspaper. The process of carrying out the formulation of a research problem, addressing it and communicating findings, coupled with encouraging students to reflect critically on their learning has been effective in realizing the learning outcomes. The evaluation of student work in these courses, which takes into account learning outcomes as part of the rubric of assessment, effectively reinforces the learning outcomes of the Program.
Graduates of the BAS Program The success of students in securing employment which relates to their degree or in gaining admission to graduate study is an important indicator of the achievement of individual students, and of the regard in which the Program is held. Undergraduate programs at the University of Guelph have never been required to keep this data and, in truth, do not have the means for doing this. The BAS has kept records of students ‘post-graduation’, but informally and based only on graduates self-reporting their successes. From this information we can say that since the first class of the BAS Program graduated in Spring 2005, alumni have been pursuing a number of areas including:
Doctor of Veterinary Medicine (DVM) program at Guelph’s Ontario Veterinary College (OVC) Medical School (University of Ottawa, McMaster University) College of Naturopathic Medicine Chiropractic College Law School (Queen’s University, McGill University) Employed in the Pharmaceutical Industry as Quality Assurance Manager Employed by the Ontario Provincial Government Master’s (MSc) of Global Health (McMaster University) Master’s (MA) program in Museum Studies Program Manager, Greater Boys and Girls Club of Vancouver PhD program in the History and Philosophy of Science Master’s (MA) program in Environmental Studies (UK) Master’s (MA) program in Landscape Archeology (UK) Bachelor of Education (BEd) degrees completed and teaching Biology, Chemistry, Drama, English, French, History, Mathematics, Music, Physics and Outdoor Education Communications for Canadian Sports Hall of Fame Graduate diploma in Communication of Science
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Master’s in Public Health Policy and Administration (Dalhousie) (minors in Nutrition and Political Science) Master’s of Public Service (University of Waterloo) Master’s in Toxicology and Pharmacology (U. of Toronto) (minors in Biomedicine and Political Science) Master’s of Landscape Architecture (U. of Toronto) (minors in Art History and Mathematics) Graduate Diploma program in Forest Ecology (Niagara College, US)
As this list indicates, students who graduate from the BAS Program pursue a wide-range of interests, frequently within elite programs which have high standards for admission, such as medicine and veterinary medicine.
Retention Issues A glance at the statistics regarding the number of students who enter the BAS Program and the number of students who graduate might suggest that the Program has problems with retention. However, in this case the issues circulate less around retention in the traditional sense than they do around the nature of the Program. Many students enter the Program assuming that it is a BA Program, and are surprised to find that it is genuinely an arts and sciences program. Some students enter the BAS Program because they are uncertain about what they want to pursue in their university studies. For these students, the BAS Program is an opportunity to explore the BA and BSc Programs. Once they have exposure to courses in BA Program or the BSc Program, they often find that one of the majors offered by either of those Programs fits their learning needs and aspirations better than does the BAS Program. Some students have trepidation around having two minors, rather than a major/minor combination, and believe that their chances for pursuing options at graduate school level will be compromised by not having a major. This is, in fact, not the case, as the success of BAS graduates in gaining admission to a host of graduate programs indicates. Further, students in the BAS can use electives to enhance one of their minors, thereby gaining the equivalent of a major, in terms of credits. These reasons for students transferring out of the BAS Program are legitimate and have little to do with the quality of the Program; rather, they circulate the needs students to find their bearings once they are immersed in university-level study. A Program such as the BAS fills the needs of students who are intellectually curious and adventurous, wanting to explore the humanities, social sciences and natural sciences.
Distribution Registration by Class Levels in BAS program Semester F07 W08 F08 W09 F09 W10 F10 W11 F11 W12 F12 ASCI Courses Level ASCI*1000 1 116 1 143 8 130 8 144 6 139 3 131 (F)
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ASCI*1010 2 5 111 6 132 17 116 16 126 14 124 22 (W) 3 74 15 89 19 96 22 88 19 92 14 92 ASCI*2000 4 17 58 20 81 28 96 35 78 30 82 23 (W) 5 41 12 38 21 55 20 58 28 56 22 49 ASCI*3xxx 6 29 39 22 40 34 50 31 57 36 47 26 (F,W,S) 7 34 27 29 24 28 31 33 22 47 41 43 8 25 33 29 17 35 39 47 49 41 51 51 ASCI*4xxx 9 18 25 5 35 12 23 16 33 18 34 24 (F,W,S) 10+ 6 0 2 2 2 2 1 3 5 7 2 TOTALS 365 321 383 380 437 407 469 421 478 425 463
Sem 1&2 121 112 149 140 147 124 160 132 153 127 153 ASCI*1000/10 Sem 3&4 91 73 109 100 124 118 123 97 122 96 115 ASCI*2000 Sem 5&6 70 51 60 61 89 70 89 85 92 69 75 ASCI*3xxx Sem 7+ 83 85 65 79 77 95 97 107 111 133 120 ASCI*4xxx
Graduations: Year Number of Graduates 2007 58 2008 58 2009 47 2010 44 2011 54 2012 (Winter and Spring) 54
In surveying students, it is clear that the sequence of 1000- and 2000- level courses is not the optimum introduction to the BAS Program. First year students have difficulty with the notions of inter-disciplinarity because they do not have a clear sense of what constitutes a discipline. This problem is exacerbated by the first course of the required core which focusses on historical perspectives. Many students in the Program do not have a particularly strong interest in history (which may well be a characteristic of this generation). ASCI*1000, as it currently is configured, has a specific mandate of providing a historical purview of the impact of scientific innovation on societies. This mandate means that the course, viably, should be taught by someone who has a background in the history of science. The view of the faculty at the retreat held in May 2012 is that the introductory course for the BAS Program should be more generic and more broadly based, focusing not solely on history, but also including perspectives from history, philosophy and sociology. As well, the feeling of faculty is that the first of the required courses should not be restricted to historical examples, but should position historical examples with contemporary examples to illustrate the continuity of challenges facing societies, past and present, as they integrate knowledge from the sciences, social sciences and humanities.
Curricular Renewal This proposed curricular adjustment would have an impact on the second course in the sequence.
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In terms of content, the course would remain largely unchanged, but would have a more intentional focus on the development of skills relating to the formulation of an intellectual problem, research and the presentation of findings. These are skills which are foundational to the Program’s learning outcomes.
Through course evaluations and surveys of students, as well as input from the instructors, the greatest curricular challenge to the BAS Program is around 1000-level courses (ASCI*1000 “Society and Science I: Historical Perspectives”; ASCI*1010 “Society and Science II: Current Issues”; and ASCI*2000 “Modes of Inquiry and Communication Across Disciplines”). Students who have completed ASCI*1000, when surveyed about the effectiveness of the course in the semester after they have taken it, report that the course does not meet their expectations, although the expression of what those expectations might be tends to be a somewhat vague. Senior students in the Program (in semester 5 and above) understand the course and its value. There is, then, a gap in conveying to first year students the role of the course both in relation to the curriculum and in their own intellectual development. Various instructors of ASCI*1000 have tried to be explicit in explaining the purpose of the course, a laudable attempt which has met with little success. The consensus of the instructors in the Program, at a meeting to review the Program held in May 2012, was that ASCI*1000 needs rehabilitation. The iteration in Fall 2012, offered by Dr. Lachapelle, seems to be meeting with success. Dr. Lachapelle has intentionally included contemporary examples so that the relation between the past and present is forged clearly, and with relevance to first year students. She also have drawn on global examples, both historical and contemporary, to emphasize that the issue of the impact of knowledge is not a phenomena of European cultures, but has significance for societies throughout the world. This strategy seems to be very successful.
Given the faculty complement in the Program, restricting the first year course to historical perspectives has a tremendous impact on the assignment of an instructor to teach the course. The perspective of the course needs to be broaden so that it includes the expertise of other instructors, particularly Dr. Barclay and Dr. Goldenberg who, in addition to Dr. Lachapelle, are the faculty with permanent appointments to the BAS Program. As the curriculum for the BAS Program evolves, it is important that curricular change take into account the deep exposure of contemporary students to information technology (IT) and its prevalence in society. Students need the capacity to use information technologies in an informed and critical manner.
Resource Issues Facing the BAS Program
Faculty The group which designed the Bachelor of Arts and Sciences Program—a committee chaired by Robert Sheath, then Dean of Biological Sciences—was conscious that for interdisciplinary
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programs to succeed, the institution needed to commit financially, and provide base budget. The Bachelor of Arts and Sciences does have a base budget in place, which covers the salary of the Program Counsellor, as well as support for teaching assistants in the three courses offered at the 1000- and 2000- levels. The budget also covers costs for hiring sessional instructors. In designing the BAS Program, the original architects were conscious that the success of the Program depended on faculty who were dedicated to the Program.
All academic programs fall under the aegis of a dean. The BAS Program falls under the College of Arts which led in establishing faculty appointments where teaching was split between a home department and the BAS Program. Dr. Sophie Lachapelle was the first of these appointments, in 2005. Dr. Lachapelle is a historian of science whose work focuses the relationship of science, magic and entertainment in nineteenth- and early twentieth-century France, focusing on the world of magicians and magic shows. Dr. Lachapelle is cross-appointed between the Department of History and the BAS Program.
Maya Goldenberg was appointed to the Department of Philosophy and the BAS Program in 2007. Dr. Goldenberg investigates epistemological and ethical considerations and concerns regarding the evidence-based movement in biomedicine, with particular attention to the related political ramifications in terms of the formulation of public health policy.
Patrick Barclay is the most recent member of faculty to be cross-appointed to the BAS Program and the Department of Psychology in 2009. Dr. Barclay is an evolutionary psychologist who studies cooperation, particularly human generosity and why it exists given that within human groups, cooperation can be at a cost to individual members of the group.
In addition to these three members of faculty who are cross-appointed between home departments and the BAS, Dr. Jeff Thomason (from Biomedical Science) has contributed actively to the BAS Program. From 2006-2012, he taught ASCI*1010 “Society and Science II: Current Issues” and has participated in discussions relating to the evolution of the curriculum. The Program owes a tremendous debt of gratitude to the three members of faculty who are cross- appointed to the BAS, and to Dr. Thomason, as well as to Jerome Chang, the Program Counsellor because each brings a tremendous dedication to the Program which has been key to the Program’s success. As evinced by the course evaluations, students find these four members of faculty to be inspirational instructors who are committed to their students.
The budget lines for full-time members of faculty are held within colleges, and for purposes of deliberations around Promotion and Tenure, and the annual assessment for tenure-stream faculty and bi-annual assessment for tenured faculty, the files are considered by the department and not by the BAS Program, although the Program is consulted about the contributions of cross- appointed faculty. The crucial issue facing the BAS Program is that there is no full-time member of faculty who is cross-appointed between the Program and the science colleges. As indicated, the Ontario Veterinary College generously provided Dr. Thomason to teach in the BAS Program for the past six years. The College of Biological Sciences has made a minimum of one and often two faculty members available to teach annually in the Program. This generosity is appreciated greatly, but two facts remain:
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1. There is no faculty member from the science colleges who is cross-appointed between the science colleges and the BAS Program. While the faculty from the sciences who teach in the BAS Program are committed to their individual courses, with the exception of Dr. Thomason, most of the faculty from the sciences seem, understandably, to be committed to their home departments in terms of engaging in curricular development and refinement.
2. The University of Guelph, like many universities in Ontario, is facing significant financial challenges and is undergoing a process of assigning priority to programs. Against the horizon of constraint, the BAS Program might lose the contribution of full-time faculty from the sciences because they may be needed to deliver the curricula of their home units. This is a significant risk.
Interdisciplinary programs at the University of Guelph have a history of being inadequately resourced. They have struggled to maintain curricular integrity without an appropriate complement of faculty whose teaching assignments include dedicated contributions to interdisciplinary programs. The fact that the Bachelor of Arts and Sciences Program does have a base budget distinguishes it from most interdisciplinary programs on the campus, but does not mitigate the fact that the science colleges have not yet committed to the BAS Program by creating permanent cross-appointments which would offer greater stability to the delivery of courses in the Program. For the delivery of the curriculum which requires staffing of ten courses (annually and excluding independent study options), the Program relies on a minimum of four sessional instructors, a number which is increased if one of the cross-appointed members of faculty is on sabbatical or another mode of leave.
The full-time faculty who have cross-appointments have extraordinarily strong teaching evaluations. The remarkable gifts of these individuals aside, these three individuals were hired because their research is interdisciplinary: for this reason, their scholarly sensibilities are an excellent fit with the Program, and more specifically, with the interests of the students. The faculty who have been seconded on a per course basis from other Programs and the sessionals do not have the same consistently strong evaluations by students as do the cross-appointed faculty. This is not to the result of a lack of goodwill and commitment to the particular course to which these instructors have been assigned; rather, the evaluations suggest that these instructors often cannot make the paradigm shift from work which is based in a single discipline to interdisciplinary, problem-based teaching. Further, assigned on a per course basis, understandably, these instructors do not have particular commitments to the Program as a whole and for this reason they rarely make contributions to the development of the BAS. Suffice to say that this is not the case with all instructors, whether full-time members of faculty or sessional instructors, but it does occur with great enough frequency to be a concern. The solution, in an ideal world, would be to hire two more members of faculty who can be cross-appointed between the science colleges and the BAS Program. Given that the University of Guelph faces serious financial constraints, the possibility of new hires may well be unlikely. The interim solution is for the Director of the Program, Ann Wilson (Associate Dean, Academic in the College of Arts) to ensure that instructors understand the BAS Program and integrate the learning outcomes into the design of their courses.
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Student Concerns Around the Institutional Location of the Program As indicated earlier, all academic programs at the University of Guelph fall under the auspices of a “designated dean.” For the students, on a day-to day basis, falling under a college (currently, the College of Arts) has little impact. As a cohort, the students feel that the Bachelor of Arts and Sciences Program does not have appropriate recognition within current institutional structures. Student associations are grouped by colleges and so, the BAS student association—the Bachelor of Arts and Sciences Student Association (BASSA)—falls under the College of Arts Student Association (CASU). The students in the BAS feel that this designation does not represent their interests because only some of the students take a minor which is offered through the College of Arts and all take minors in the BSc Program. Similarly, graduating students attend the convocation for the College of Arts, although they do not feel a particular affinity with the College.
The University’s system of organizing through colleges has a long history. It makes sense when programs fall within colleges: all of the undergraduate programs within the College of Arts, save for the BAS, contribute to the BA Program. For interdisciplinary programs, such as the BAS, there is little logic in their being housed under one college. It perhaps gives rise to a sense amongst some that the BAS Program is largely a humanities program where science does not feature. This is a misperception because students in the BAS complete a minor in the sciences: students’ learning in the sciences is strong, a point evinced by the success of BAS students in gaining admission to medical schools, veterinary programs and other programs where having a strong knowledge of science is crucial.
Conclusion The Bachelor of Arts and Sciences is a small, vibrant undergraduate degree program. Its strength lies in the dedication of the instructors and staff associated with the Program, and with the students who are bright, engaged, and are keen to learn and to marshal their learning for the good of society, both locally and globally. Fully, the BAS realizes the Learning Objectives and the Strategic Directions of the University of Guelph. The Program has a clear identity, evinced by many factors but perhaps most clearly, the Program’s learning outcomes. As such, the Program is crucial to undergraduate education, both at the University of Guelph and in the province.
If the BAS program is to continue to flourish in the future, it is imperative that there be cross- appointed faculty members from the science colleges in the BAS. This is a Program which has proven itself in terms of the quality of applicants, the number of awards won by students, and the fundamental interdisciplinary nature of the Program itself. The Program speaks clearly fulfills the needs of individuals with a strong sense of social commitment and the intellectual keenness to acquire the learning necessary to deal with the complex problems of the future: almost all of these issues will require scientific and technical knowledge as well as cultural, social, historical, and political understanding of people living within the real world. This combination of forms of knowledge, bringing together the humanities, fine and performing arts, and the social sciences in conjunction with the natural and applied sciences will be a defining feature of the twenty-first century. The uniqueness and the strength of this Program is a tremendous opportunity for the
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University of Guelph to excel and demonstrate the values of its educational mission.
Prepared by: Dr. Ann Wilson (Associate Dean, Academic, College of Arts) assisted by Dr. Donald Bruce (Dean, College of Arts)
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315 Learning Objectives
Literacy
Literacy is the base on which all else is predicated. The ability to read and write and, in general, to communicate properly is a fundamental intellectual tool. With it, students can learn to think clearly and to some purpose. Without it, they cannot analyze properly nor develop an independence of thought. Literacy affords a means of access to the raw material upon which the critical or creative intelligence is to be exercised. It affords a means of communication, of shaping ideas and concepts, of selecting between different or competing formulations. It is a means of instructing others.
The most basic experience in literacy given to the student should be the writing of a short expository paper, or the oral presentation of an informational report, on a prescribed topic or on a topic chosen from a restricted list.
At the next level, the student should be required to write a paper (or give a seminar), critical and analytical in its intent, on a topic of the student's devising. The ability to devise a topic, to frame its bounds, is at the same time an aspect of understanding of first order importance.
At the highest level, there should be produced a paper, in an appropriate style, that analyses, synthesizes or argues from a hypothesis and itself generates hypotheses; that produces knowledge, insight, or understanding in the reader and manifests it on the part of the writer; that shows a breadth of understanding in drawing out implications and making connections between remote features of the domain; that, in short, demonstrates a love of learning and an intelligent creativity. This requirement may readily be met in existing senior honours paper courses and the like.
Over the course of an undergraduate education, the level of difficulty of the material which the student can read, comprehend, and utilize should increase. One way of securing this might be to encourage, in each discipline program where they do not now exist, reading courses requiring independent work at the 400 level.
In general, the ability to read and comprehend materials of the highest difficulty is enhanced in semester long research paper courses and in reading courses. Such courses contribute also to independence of thought and to depth and breadth of understanding. In its broadest sense, the objective of literacy implies that it is desirable that the student have skill in another language, so as to be able to comprehend material of the appropriate level of sophistication in that language.
Numeracy
For the purposes of this discussion, numeracy may be defined as the ability to use mathematics at a level and in a manner appropriate to good citizenship and to vocational fitness. Mathematics deals with quantity and form, with measurement, structures, and relations, and encompasses a richer intellectual domain than just the utilitarian skills of numerical computation. It is as a mode of thinking, no less than as a collection of useful techniques, that it justifies its place in any well- rounded curriculum.
Numeracy, in the sense adopted here, is an essential attribute of the informed and responsible citizen. A correct understanding of the proper use of numbers is necessary in a culture in which information routinely comes in numeric form and significant decisions of social policy often have quantification at their base. Without the ability to comprehend the use of quantitative data, and to detect instances of misuse, we may have to forego opportunities for independent judgment.
Numeracy, more generally, enforces an accuracy and precision of procedure and thought that is valuable to all educated persons. As a mode of conceptualization of thought, it should be part of the mental apparatus of all graduating students. While a grasp of the nature and principles of mathematical forms of inquiry is essential to an understanding of scientific thought, it can be of benefit in other areas of intellectual activity. Opportunities for fostering numeracy exist in more disciplines than those traditionally requiring a substantial knowledge of mathematics. A recognition that numeracy, in association with literacy, forms the foundation of most if not all of the other learning objectives, should result in greater exploitation of those opportunities than in their avoidance.
Sense of Historical Development
All disciplines have a history, an understanding of which contributes to an understanding of the place each has in contemporary society. No discipline is self sufficient, and no discipline is autonomous. "Historical development" should not be narrowly construed to mean only the history of the discipline within its own limits, but efforts should be made to connect developments in the discipline to wider coeval social conditions. Students may thereby be endowed with a sense of the fundamental relativity of knowledge and understanding at any given time. This objective comports also a sense of the continuity of change (and, indeed, of discontinuities), over time. This objective may facilitate the acceptance, on the part of students, of intellectual ambiguity or uncertainty; such acceptance is a mark of depth of understanding.
Global Understanding
Global understanding may be associated with "Sense of Historical Development". It can be described as comprehension of the variety of political, religious, cultural, geographical, biological, environmental, and historical forces in the shaping of nature and the human condition. It conveys to the student an understanding of the ways in which specific cultural or geographical or other circumstances condition the differences between nations or peoples, and an understanding of the place of his or her discipline in the international setting. Global understanding may be enhanced by a sense of historical perspective, by breadth of understanding, and by independence of thought. In its turn it may itself contribute to these.
Moral Maturity Moral Maturity is marked by depth and consistency of moral judgement; by recognition that any moral judgement may be fallible; that moral judgement is complex, in that moral principles, if they are to be applied to a specific case, may need to be interpreted. Moral maturity is a requirement in the person who is to apply a body of knowledge or a skill to the solution of a problem, or to the understanding of a situation, if the knowledge is not to remain abstract and the skill potential unrealized.
Attainment of this objective is probably best realized by appropriate consideration of moral issues in context, as they arise in the course of study. In this way, a moral perspective may be shown to be inherently important to study of a body of material, and not merely something supplementary to it (guidelines for conducting ethical discussion in the classroom have been written by the Ethics Research Group in the Department of Philosophy). Scope for demonstration of moral maturity can be provided in seminars and other assignments, if problems in the moral issues associated with a subject are set for consideration alongside problems in content and process.
Aesthetic Maturity
Aesthetic Maturity may be described as a quality of the critical response to some object, natural or artificial, external to the self. Or it may be a process of creation and development of the self. In the former case, aesthetic maturity may be attained by a sufficient exposure, not necessarily in courses alone, to works of art (inclusive of music, literature, and drama) and to the critical traditions concerning them. Such maturity may also be directed at aesthetic valuing of features of the natural environment.
In the latter case, attainment of the quality will require an active involvement in the work of creation itself. A different order of aesthetic maturity may be attained by practice of that form of manipulation and recreation of the original object known as criticism (as distinct from appreciation).
Viewed this way, aesthetic maturity has a certain resemblance to both independence of thought and depth of understanding, in requiring an active creativity. Aesthetic maturity need not be divorced from the specific character of individual disciplines. By possession and exercise of aesthetic maturity, students may be brought to appreciate the order, elegance, and harmony not only of the subject matter, but also of the procedures, of the discipline.
Understanding of Forms of Inquiry
Inquiry, the search for truth, information, knowledge and understanding, follows a methodology based upon systematic study, reflection, intuition and innate creativity. Inquiry involves resolving an identified problem, collecting relevant information, evaluating the information and observing relationships in order to reach a conclusion. The student is the active inquirer and must be able to undertake the process independently. Scientific method represents a form of inquiry concerned with hypotheses development, data collection, analyses and interpretation. Just as an understanding of scientific inquiry is necessary for the educated citizen functioning in the midst of the technologies of the contemporary world, so too an appreciation of other modes of inquiry is an essential characteristic of an educated citizen. Graduates should be familiar with the modes of inquiry utilized, for example, by historians, by philosophers and by scholars concerned with the various fields of creative expression.
As outcomes of this objective, students will understand the strengths and limitations of the various forms of inquiry, and the cultural, intellectual and historic impact of these forms. The student will be able to describe similarities and differences between the inquiry methods of the physical scientist, the biological scientist, the social scientist and the scholar of the humanities.
Depth and Breadth of Understanding
Breadth of understanding is an expression of the ability to operate across disciplinary boundaries in a coherent and productive way, with principles drawn from different disciplines. Depth of understanding depends upon mastery of a body of knowledge, but it is not to be confused with knowledge, and is not necessarily commensurate with the number of courses taken in a subject.
Depth and breadth of understanding depend upon, and themselves contribute to, independence of thought; they contribute also to a love of learning. Possession of a historical perspective may be essential to a broad and deep understanding of a subject.
At the lowest level of experience, in courses introductory to a subject, students might be shown how sets of facts may be related to others both laterally and vertically (or hierarchically). The outcome of this might be simply consciousness, on the part of the student, of the possibilities of understanding, as distinct from simply knowing.
The next higher level moves from demonstration to the student, of interrelationships to the development of the student's own ability to create interrelations. The experience provided will develop a creative imaginativeness skillfully exercised on a body of material mastered in some detail. But the experience, like that provided for independence of thought, goes beyond display of erudition, and requires alert curiosity and a refusal to be content with mere assemblage of data. At this level, the student should be expected to integrate knowledge and modes of interpretation and comprehension from different disciplines, so as to generate a new understanding. The highest level takes the student to the ability to deal in abstractions, to generate abstractions.
In general, depth and breadth of understanding are characterized by the ability to recognize the implications of the information at hand and to put it into a broader context; and by the ability to draw upon different disciplines to provide a clearer and deeper understanding of the discipline with which the student is immediately concerned. These outcomes might be assessed in a piece of written work such as an independent research paper, in the design of an experiment, in the identification and solution of a problem, or in a work of aesthetic creation.
Independence of Thought
At the lowest level, students are shown the possibilities of independent thinking, by an instructor who, in the classroom and elsewhere, challenges orthodoxies and criticizes received opinions. The experience provided is that of imitation or emulation of a role model. At this level, the outcome might be no more than a receptivity, on the part of the student, to critical thinking and an openness to reasoned skepticism about the authority of the expert.
At a higher level, students become actively engaged in learning and thinking. At this level, they should be given the opportunity, in seminars, tutorials, or structured small group discussions, to offer their own challenges. The bases for such challenges may be unformed, and so the challenges themselves will be open to challenge. As students become more independent in thought, they are better able to combine ideas and to generate new ideas
At the highest level, independence of thought is a manifestation of love of learning, and it may contribute to a sense of self worth and of well being. At this level, opportunities are provided for self directed learning. One accomplishment may be the ability to ask the right kinds of questions, rather than the ability always to have answers.
Love of Learning
Love of Learning is perhaps the quality that activates all other qualities that are the focus of learning objectives. Its expression is not easily separable from demonstration of other virtues. Thus, the true lover of learning will demonstrate both independence of thought and depth of understanding. As a consequence, setting an objective for love of learning comports also setting an objective for other qualities as well. But love of learning is not exhausted by (e.g.) independence of thought.
Love of learning may be reflected in, or expressed in terms of, intellectual curiosity; the ability (as in independence of thought) to ask useful kinds of questions (rather than the ability always to have answers); the ability to see far reaching implications; the ability to make connections between disparate topics; energy and passion in the pursuit of knowledge and understanding; dissatisfaction with simply accumulating facts or data; critical ability. Testing and instruction must minimize rote learning, and, so far as possible, give scope for the exercise of individual patterns of learning and individual interests.
Love of learning may be impeded by the demands of frequent evaluation of students' performance. The time frames imposed at an institutional level, to provide an organizational framework for the university experience, may also impair love of learning.
Love of learning may best be enhanced by the provision of opportunities for the student's personal involvement in learning. Such opportunities are perhaps best furnished in independent research projects initiated by the student. In such autonomous, but supervised, study the student can not only engage with the conflicting views of published authorities but also see in action, close at hand, the supervisor's own love of learning.
In courses of formal instruction, the use of team teaching might help to encourage a student's own love of learning, especially if members of the teaching team take an appropriate role as "students", and if true dialogue is developed between the teachers.
MISSION STATEMENT
Approved by Senate: November 21, 1995
The University of Guelph is a research-intensive, learner-centred university. Its core value is the pursuit of truth. Its aim is to serve society and to enhance the quality of life through scholarship. Both in its research and in its teaching programs, the University is committed to a global perspective.
The University offers a wide range of excellent programs, both theoretical and applied, disciplinary and interdisciplinary, undergraduate and graduate, in the arts, humanities, social sciences, natural sciences, as well as professional fields. Among these, it recognizes agriculture and veterinary medicine as areas of special responsibility.
The University attracts students, faculty, and staff of the highest quality. It is animated by a spirit of free and open inquiry, collaboration, and mutual respect. It asserts the fundamental equality of all human beings and is committed to creating for all members of its community, an environment that is hospitable, safe, supportive, equitable, pleasurable, and above all, intellectually challenging.
The University of Guelph is determined to put the learner at the centre of all it does, recognizing that research and teaching are intimately linked and that learning is a life-long commitment. The University eagerly promotes collaboration among undergraduates, graduate students, faculty, staff, and alumni, as well as with our local and international community, other educational institutions, government and business.
The University of Guelph is committed to the highest standards of pedagogy, to the education and well-being of the whole person, to meeting the needs of all learners in a purposefully diverse community, to the pursuit of its articulated learning objectives, to rigorous self-assessment, and to a curriculum that fosters creativity, skill development, critical inquiry, and active learning. The University of Guelph educates students for life and work in a rapidly changing world.
The University of Guelph invites public scrutiny of the fulfillment of its mission, especially by the people of Ontario, to whom it is accountable.
5 STRATEGIC DIRECTIONS FROM STRATEGIC PLAN [June 20, 1995]
1. Learner-Centred 2. Research Intensive 3. Collaboration 4. Internationalism 5. Open Learning
Sem Course Course Title Enrol Instructor Position Department F02 ASCI*1000 Society & Science I: Historical Perspectives 78 William Cormack Faculty COA‐HIST Modes of inquiry & Communication Across F02 ASCI*2000 Disciplines 12 Ward Chesworth Emeritus OAC ‐ LRS 90
Ann Wilson / W03 ASCI*1010 Society & Science II: Current Issues 77 David G. Castle Faculty THST//PHIL/BIOL 77
F03 ASCI*1000 Society & Science I: Historical Perspectives 139 Edward Jones‐Imhotep Faculty COA ‐ HIST Modes of inquiry & Communication Across COA ‐ PHIL & CSAH ‐ F03 ASCI*2000 Disciplines 63 Donald Dedrick Faculty PSYC F03 ASCI*3000 Arts & Sciences Community Project) 19 Ann Wilson Faculty COA ‐ THST F03 ASCI*4000 Arts & Sciences Honours Seminar 2 unknown 223
Usher Poluszny / Alan W04 ASCI*1010 Society & Science II: Current Issues 114 F. Belk Faculty/Sessiona CBS‐BOT/COA‐PHIL W04 ASCI*4010*01 Arts & Sciences Honours Research Paper 1 Alan G. Wildeman Faculty CBS ‐ MCB W04 ASCI*4010*02 Arts & Sciences Honours Research Paper 1 Michael Emes Faculty CBS 116
F04 ASCI*1000 Society & Science I: Historical Perspectives 97 Edward Jones‐Imhotep Faculty COA ‐ HIST Modes of inquiry & Communication Across COA ‐ PHIL & CSAH ‐ F04 ASCI*2000 Disciplines 95 Donald Dedrick Faculty PSYC F04 ASCI*3000 Arts & Sciences Community Project) 51 Ann Wilson Faculty COA ‐ THST
F04 ASCI*4010 Arts & Sciences Honours research Paper 16 David G. Castle Faculty COA ‐ PHIL& CBS ‐BIOL 259
W05 ASCI*1010 Society & Science II: Current Issues 99 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST W05 ASCI*4010*02 Arts & Sciences Honours Research Paper 13 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST 112 F05 ASCI*1000 Society & Science I: Historical Perspectives 96 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Modes of inquiry & Communication Across COA ‐ PHIL & CSAH ‐ F05 ASCI*2000 Disciplines 69 Donald Dedrick Faculty PSYC F05 ASCI*3100 Case Studies in Arts & Sciences research 21 Donna Pennee Faculty COA F05 ASCI*4000 Arts & Sciences Honours Seminar 18 Alan F. Belk Faculty COA ‐ PHIL F05 ASCI*4020 Topics in Arts & Sciences Research 34 Ward Chesworth Emeritus OAC ‐ LRS 238
W06 ASCI*1010 Society & Science II: Current Issues 78 Jeffrey Thomason Faculty OVC ‐ BIOM Modes of inquiry & Communication Across W06 ASCI*2000 Disciplines 15 unknown W06 ASCI*3000 Arts & Sciences Community Project) 66 Cheryl Rose Sessional Student Affairs W06 ASCI*4000 Arts & Sciences Honours Seminar 32 Ward Chesworth Emeritus OAC ‐ LRS
W06 ASCI*4010*02 Arts & Sciences Honours research Paper 9 David G. Castle Faculty COA ‐ PHIL& CBS ‐BIOL W06 ASCI*4010*03 Arts & Sciences Honours research Paper 8 unknown W06 ASCI*4030 Topics in Arts & Sciences Research 12 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST 220
F06 ASCI*1000 Society & Science I: Historical Perspectives 110 Tara Abraham Faculty COA ‐ HIST Modes of inquiry & Communication Across Jeffrey Mitscherling / F06 ASCI*2000 Disciplines 44 Donna Pennee Faculty COA F06 ASCI*3100 Case Studies in Arts & Sciences research 24 Donna Pennee Faculty COA F06 ASCI*4000 Arts & Sciences Honours Seminar 20 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST F06 ASCI*4020*01 Topics in Arts & Sciences Research 27 Ward Chesworth Emeritus OAC ‐ LRS E. Ann Clark / F06 ASCI*4020*02 Topics in Arts & Sciences Research 7 Jennifer M. Sumner Sessional F06 ASCI*4030 Topics in Arts & Sciences Research 17 Dr, Jonathan Newman Faculty OAC ‐ ENVB 256
W07 ASCI*1010 Society & Science II: Current Issues 97 Jeffrey Thomason Faculty OVC ‐ BIOM Modes of inquiry & Communication Across W07 ASCI*2000 Disciplines 20 unknown W07 ASCI*3000 Arts & Sciences Community Project) 34 Cheryl Rose Sessional Student Affairs Independent Studies in Arts & Sciences W07 ASCI*3700 Research 1 Varies n/a n/a W07 ASCI*4010 Arts & Sciences Honours research Paper 19 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST W07 ASCI*4020 Topics in Arts & Sciences Research 15 Robert Keates Emeritus CBS ‐ MCB Peter Krell / W07 ASCI*4030 Topics in Arts & Sciences Research 15 Roselynn Stevenson Faculty CBS ‐ MCB Independent Studies in Arts & Sciences W07 ASCI*4700 Research 6 Varies n/a n/a W07 ASCI*4710 Independent Studies in Arts & Sciences Resear 1 Varies n/a n/a 209
F07 ASCI*1000 Society & Science I: Historical Perspectives 128 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Modes of inquiry & Communication Across F07 ASCI*2000 Disciplines 40 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL F07 ASCI*3100 Case Studies in Arts & Sciences research 24 Lawrence Murphy Sessional CSAHS ‐ FRHD Independent Studies in Arts & Sciences F07 ASCI*3700 Research 2 Varies n/a n/a F07 ASCI*4000 Arts & Sciences Honours Seminar 8 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL F07 ASCI*4020 Topics in Arts & Sciences Research 19 Jennifer Sumner Sessional n/a F07 ASCI*4030*01 Topics in Arts & Sciences Research 8 Jaideep Mathur Faculty CBS ‐ MCB F07 ASCI*4030*02 Topics in Arts & Sciences Research 19 Usher Posluszny Faculty CBS ‐ MCB Independent Studies in Arts & Sciences F07 ASCI*4700 Research 12 Varies n/a n/a 260
W08 ASCI*1010 Society & Science II: Current Issues 112 Jeffrey Thomason Faculty OVC ‐ BIOM Modes of inquiry & Communication Across COA ‐ PHIL & CSAHS ‐ W08 ASCI*2000 Disciplines 6 Donald Dedrick Faculty PSYC W08 ASCI*3000 Arts & Sciences Community Project) 19 Cheryl Rose Sessional Student Affairs Independent Studies in Arts & Sciences W08 ASCI*3700 Research 1 Varies n/a n/a W08 ASCI*4010 Arts & Sciences Honours research Paper 4 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL W08 ASCI*4020 Topics in Arts & Sciences Research 14 Isobel Heathcote Faculty CPES ‐ ENG Peter Krell / W08 ASCI*4030*01 Topics in Arts & Sciences Research 13 Roselynn Stevenson Faculty CBS ‐ MCB W08 ASCI*4030*02 Topics in Arts & Sciences Research 10 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Independent Studies in Arts & Sciences W08 ASCI*4700 Research 5 Varies n/a n/a W08 ASCI*4710 Independent Studies in Arts & Sciences Resear 10 Varies n/a n/a 194
F08 ASCI*1000 Society & Science I: Historical Perspectives 149 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL Modes of inquiry & Communication Across F08 ASCI*2000 Disciplines 95 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL F08 ASCI*3000 Arts & Sciences Community Project) 24 Cheryl Rose Sessional Student Affairs Independent Studies in Arts & Sciences F08 ASCI*3700 Research 5 Varies n/a n/a F08 ASCI*4000 Arts & Sciences Honours Seminar 12 Jennifer Sumner Sessional F08 ASCI*4020 Topics in Arts & Sciences Research 6 John Klironomos Faculty CBS ‐ MCB F08 ASCI*4030*02 Topics in Arts & Sciences Research 16 Lawrence Murphy Sessional CSAHS ‐ FRHD F08 ASCI*4030*03 Topics in Arts & Sciences Research 10 Ward Chesworth Emeritus OAC ‐ LRS F08 ASCI*4700 Independent Studies in Arts & Sciences Resear 11 Varies n/a n/a F08 ASCI*4710 Independent Studies in Arts & Sciences Resear 3 Varies n/a n/a 329
W09 ASCI*1010 Society & Science II: Current Issues 124 Jeffrey Thomason Faculty OVC ‐ BIOM W09 ASCI*3100*01 Case Studies in Arts & Sciences research 16 Lawrence Murphy Sessional CSAHS ‐ FRHD ASCI*3100*02 Case Studies in Arts & Sciences research 15 Roselynn Stevenson Faculty CBS ‐ MCB Independent Studies in Arts & Sciences W09 ASCI*3700 Research 2 Varies n/a n/a W09 ASCI*4010 Arts & Sciences Honours research Paper 6 Jennifer Sumner Sessional W09 ASCI*4020*01 Topics in Arts & Sciences Research 13 Jennifer Sumner Sessional W09 ASCI*4020*02 Topics in Arts & Sciences Research 21 Lawrence Murphy Sessional CSAHS ‐ FRHD W09 ASCI*4030 Topics in Arts & Sciences Research 9 Teresa Crease Faculty CBS ‐ MCB Independent Studies in Arts & Sciences W09 ASCI*4700 Research 8 Varies n/a n/a Independent Studies in Arts & Sciences W09 ASCI*4710 Research 2 Varies n/a n/a 216
F09 ASCI*1000 Society & Science I: Historical Perspectives 154 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL Modes of inquiry & Communication Across F09 ASCI*2000 Disciplines 85 TBA Joint Faculty CSAHS ‐ BAS/PSYC F09 ASCI*3000 Arts & Sciences Community Project) 38 Cheryl Rose Sessional Student Affairs Independent Studies in Arts & Sciences F09 ASCI*3700 Research 2 Varies n/a n/a F09 ASCI*4000 Arts & Sciences Honours Seminar 10 Jennifer Sumner Sessional F09 ASCI*4020 Topics in Arts & Sciences Research 20 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST F09 ASCI*4030 Topics in Arts & Sciences Research 7 Jnanankur Bag Faculty CBS ‐ MCB Independent Studies in Arts & Sciences F09 ASCI*4700 Research 3 Varies n/a n/a Independent Studies in Arts & Sciences F09 ASCI*4710 Research 0 Varies n/a n/a 319
W10 ASCI*1010 Society & Science II: Current Issues 116 Jeffrey Thomason Faculty OVC ‐ BIOM W10 ASCI*3100 Case Studies in Arts & Sciences research 25 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Independent Studies in Arts & Sciences W10 ASCI*3700 Research 1 Varies W10 ASCI*4010 Arts & Sciences Honours research Paper 3 Jennifer Sumner Sessional W10 ASCI*4020 Topics in Arts & Sciences Research 15 Pat Barclay Joint Faculty CSAHS ‐ BAS/PSYC W10 ASCI*4030 Topics in Arts & Sciences Research 17 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL Independent Studies in Arts & Sciences W10 ASCI*4700 Research 14 Varies 191
F10 ASCI*1000 Society & Science I: Historical Perspectives 150 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Modes of inquiry & Communication Across F10 ASCI*2000 Disciplines 87 Pat Barclay Joint Faculty CSAHS ‐ BAS/PSYC F10 ASCI*3000 Arts & Sciences Community Project 42 Ann Milne Sessional Independent Studies in Arts & Sciences F10 ASCI*3700 Research 1 Varies F10 ASCI*4000 Arts & Sciences Honours Seminar 11 Lawrence Murphy Sessional CSAHS ‐ FRHD F10 ASCI*4020 Topics in Arts & Sciences Research 21 Andrew Winston Faculty CSAHS ‐ PSYC F10 ASCI*4030 Topics in Arts & Sciences Research 14 Jnanankur Bag Faculty CBS ‐ MCB F10 ASCI*4700 Independent Studies in Arts & Sciences Resear 9 Varies F10 ASCI*4710 Independent Studies in Arts & Sciences Resear 0 Varies 335 W11 ASCI*1010 Society & Science II: Current Issues 119 Jeffrey Thomason Faculty OVC ‐ BIOM W11 ASCI*3100 Case Studies in Arts & Sciences research 28 Lawrence Murphy Sessional CSAHS ‐ FRHD Independent Studies in Arts & Sciences W11 ASCI*3700 Research 1 Varies W11 ASCI*4010 Arts & Sciences Honours research Paper 6 Jennifer Sumner Sessional W11 ASCI*4020 Topics in Arts & Sciences Research 19 Laurie Manwell Sessional W11 ASCI*4030 Topics in Arts & Sciences Research 23 Roselynn Stevenson Faculty CBS ‐ MCB Independent Studies in Arts & Sciences W11 ASCI*4700 Research 12 Varies Independent Studies in Arts & Sciences W11 ASCI*4710 Research 3 Varies 211
S11 ASCI*3100*DE Case Studies in Arts & Sciences Research 26 Lawrence Murphy Sessional CSAHS ‐ FRHD Independent Studies in Arts & Sciences S11 ASCI*4710 Research 1 Varies 27
F11 ASCI*1000*01 Society & Science I: Historical Perspectives 73 Laurie Manwell Sessional F11 ASCI*1000*02 Society & Science I: Historical Perspectives 73 Kelly Bronson Sessional Modes of inquiry & Communication Across F11 ASCI*2000 Disciplines 79 Pat Barclay Joint Faculty CSAHS ‐ BAS/PSYC F11 ASCI*3000 Arts & Sciences Community Project 33 Ann Milne Sessional Independent Studies in Arts & Sciences F11 ASCI*3700 Research 0 Varies F11 ASCI*4000 Arts & Sciences Honours Seminar 17 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL F11 ASCI*4020 Topics in Arts & Sciences Research 22 Andrew Winston Faculty CSAHS ‐ PSYC F11 ASCI*4030 Topics in Arts & Sciences Research 18 Jnanankur Bag Faculty CBS ‐ MCB Independent Studies in Arts & Sciences F11 ASCI*4700*01 Research 8 Varies Topics in Arts & Sciences Research (alt course F11 ASCI*4700*02 code) 4 Varies Independent Studies in Arts & Sciences F11 ASCI*4710 Research 0 Varies 327 W12 ASCI*1010 Society & Science II: Current Issues 101 Jeffrey Thomason Faculty OVC ‐ BIOM W12 ASCI*3100 Case Studies in Arts & Sciences research 31 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Independent Studies in Arts & Sciences W12 ASCI*3700 Research 1 Varies W12 ASCI*4010 Arts & Sciences Honours research Paper 8 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL W12 ASCI*4020 Topics in Arts & Sciences Research 18 Laurie Manwell Sessional W12 ASCI*4030 Topics in Arts & Sciences Research 18 Pat Barclay Joint Faculty CSAHS ‐ BAS/PSYC Independent Studies in Arts & Sciences W12 ASCI*4700*01 Research 3 Varies Topics in Arts & Sciences Research (alt course W12 ASCI*4700*02 code) 12 Varies Independent Studies in Arts & Sciences W12 ASCI*4710 Research 5 Varies 197
S12 ASCI*3200*DE Issues in Public Health 71 Lawrence Murphy Sessional CSAHS ‐ FRHD
F12 ASCI*1000 Society & Science I: Historical Perspectives 146 Sofie Lachapelle Joint Faculty COA ‐ BAS/HIST Modes of inquiry & Communication Across F12 ASCI*2000 Disciplines 85 Pat Barclay Joint Faculty CSAHS ‐ BAS/PSYC F12 ASCI*3000 Arts & Sciences Community Project 17 Christy Hempel Sessional Independent Studies in Arts & Sciences F12 ASCI*3700 Research 1 Varies F12 ASCI*4020 Topics in Arts & Sciences Research 28 Maya Goldenberg Joint Faculty COA ‐ BAS/PHIL F12 ASCI*4030 Topics in Arts & Sciences Research 26 Jnanankur Bag Faculty CBS ‐ MCB Independent Studies in Arts & Sciences F12 ASCI*4700*01 Research 7 Varies Topics in Arts & Sciences Research (alt course F12 ASCI*4700*02 code) 4 Varies Independent Studies in Arts & Sciences F12 ASCI*4710 Research 0 Varies 314
Pat Barclay Curriculum Vitae
Current Position & Contact Information (July 2009 – present):
Pat Barclay Assistant Professor Department of Psychology (Cross-Appointed to Bachelor of Arts & Sciences Program) 3009 Mackinnon Extension University of Guelph Guelph, ON, Canada, N1G 2W1 Work Phone: (519) 824-4120 ext. 58247 Cell Phone: (519) 760-1859 Fax: (519) 837-8629 [email protected]
Previous Positions (August 2005 to June 2009):
Title: Postdoctoral Assoc. & Lecturer (2005-2008) Research Assoc. & Lecturer (2008-2009) Employer: Department of Neurobiology & Behavior, Cornell University Advisor: H. Kern Reeve Note: This position was more than a typical postdoctoral position. As required for the position, I set up and ran my own research laboratory on human social behaviour that was completely independent of my advisor’s work on social insects, I created and taught a third-year lecture course on the evolution of human behaviour, and I team-taught a second-year course on animal behaviour.
Education
Graduate Education (Sept. 2000 to July 2005):
Ph.D. McMaster University: Department of Psychology, Neuroscience, & Behaviour Program Area: Evolution and Social Behaviour Supervisors: Drs. Martin Daly and Margo Wilson Date Completed: July, 2005 Thesis Title: Reputational benefits of altruism and altruistic punishment
Undergraduate Education (Sept. 1995 to April 1999):
University of Guelph, Honours B.Sc. with Specialization in Psychology. Degree awarded June 1999. Graduated with Distinction
Research Activity:
Research Interests:
General: evolutionary social psychology, cooperation, and experimental economics. Specifically: competitive altruism, reputation, biological markets, partner choice, trust, public goods, common pool resources, reciprocity, costly signaling, punishment, social status, cheater-detection, game theory, intergroup behavior, commitment
Scholarships, Awards, Grants, Contracts:
Social Sciences & Humanities Research Council (SSHRC), 2011-2014, Standard Research Grant entitled “The maintenance of cooperative behaviour through partner choice and punishment”, Amount: $90,000 (Role: PI) Higher Education Quality Council of Ontario (HECQO), 2011-2013, contract entitled “Cooperation and Competition in Large Classrooms”, $57,650 (Role: co-PI). Social Sciences & Humanities Research Council (SSHRC), 2011-2013, Insight Development Grant entitled “The role of social environment on risky behaviour”, $23,700 (Role: co-PI) Social Sciences & Humanities Research Council (SSHRC), 2010-2011, Standard Research Grant entitled “The maintenance of cooperative behaviour through reputational costs and benefits”, Amount: $19,132 (Role: PI) National Science Foundation (NSF) and US Department of Defense (DoD), 2009-2011 NSCC grant entitled: “Status, manipulating group threats, & conflict within & between groups”, Amount: $59,948 to me & $95,695 to my co-PI (Role: lead PI) Cornell Institute for Social Sciences (ISS) 2007; Small Grant. Amount: $4877 (Role: PI) Human Behavior & Evolution Society (HBES), 2005 Co-author on Best New Investigator talk. Amount: $500 Social Sciences and Humanities Research Council (SSHRC), 2002/2003 to 2003/2004 Doctoral Fellowship. Amount: $17,500/year ($35,000 total) Human Behavior & Evolution Society (HBES), 2003 Winner of Best New Investigator talk. Amount: $500 Ontario Graduate Scholarship (OGS), 2001/2002; Amount: $12,000 Ontario Graduate Scholarship (OGS), 2000/2001; Amount: $10,000
Refereed Publications
Barclay, P. (in press). Harnessing the power of reputation: strengths and limits for promoting cooperative behaviours. Provisional acceptance in Evolutionary Psychology . Impact Factor: 1.055.
Barclay, P., & Reeve, H.K. (2012). The varying relationship between helping and individual quality. Behavioral Ecology , 23(4) , 693-698. Impact Factor: 2.926.
Barker, J., Barclay, P., & Reeve, H.K. (2012). Within-group cooperation reduces cooperation and payoffs in human groups. Behavioral Ecology , 23(4) , 735-741. Impact Factor: 2.926.
Barclay, P. (2011). Competitive helping increases with the size of biological markets and invades defection. Journal of Theoretical Biology , 281 , 47-55. Impact Factor: 2.574.
Barclay, P. (2010). Altruism as a courtship display: Some effects of third-party generosity on audience perceptions. British Journal of Psychology , 101 , 123-135. Impact Factor: 2.114.
Kiyonari, T., & Barclay, P. (2008). Cooperation in social dilemmas: free-riding may be thwarted by second-order rewards rather than punishment. Journal of Personality and Social Psychology , 95(4) , 826-842. Impact Factor: 4.732
Krupp, D. B., DeBruine, L. M., & Barclay, P. (2008). A cue of kinship promotes cooperation for the public good. Evolution & Human Behavior , 29 , 49-55. Impact Factor: 3.594. Winner of the New Investigator Award at the international Human Behavior & Evolution Society (HBES) meeting in June, 2005 .
Barclay, P. (2008). Enhanced recognition of defectors depends on their rarity. Cognition , 107 , 817-828. Impact Factor: 3.564
Barclay, P., & Willer, R. (2007). Partner choice creates competitive altruism in humans. Proceedings of the Royal Society of London Series B, 274 , 749-753. Impact Factor: 4.857
Barclay, P. (2006). Reputational benefits for altruistic punishment. Evolution and Human Behavior , 27 , 325-344. Impact Factor: 3.594
Barclay, P., & Lalumière, M. (2006). Do people differentially remember cheaters? Human Nature , 17(1) , 98-113. Impact Factor: 1.600
Barclay, P. (2004). Trustworthiness and Competitive Altruism Can Also Solve the “Tragedy of the Commons”. Evolution & Human Behavior , 25(4) , 209-220. Impact Factor: 3.594. Winner of the New Investigator Award at the international Human Behavior & Evolution Society (HBES) meeting in June, 2003.
Books and Book chapters
Barclay, P., & Van Vugt, M. (in press). The evolutionary psychology of human prosociality: adaptations, mistakes, and byproducts. To appear in D. Schroeder & W. Graziaono (Eds.) Oxford Handbook of Prosocial Behavior . Oxford, UK: Oxford University Press.
Barclay, P. (2011). The evolution of charitable behaviour and the power of reputation. In C. Roberts (Ed.) Applied Evolutionary Psychology , pp. 149-172. Oxford, UK: Oxford University Press.
Barclay, P. (2010). Reputation and the Evolution of Generous Behavior . Nova Science Publishers, Hauppauge, NY.
Non-Refereed Publications
Barclay, P. (in press). Pathways to Abnormal Revenge and Forgiveness. Accepted for publication in Behavioral and Brain Sciences . Impact Factor: 21.952
Barclay, P. (2012). Proximate and ultimate causes of Strong Reciprocity and punishment. Behavioral and Brain Sciences , 35(1) , 16-17. Impact Factor: 21.952
Krupp, D. B., & Barclay, P. (2010). Margo Wilson (1942-2009). Journal of Evolutionary Psychology , 8(1) , 1-3.
Barclay, P. (2008). Using the hatchet and burying it afterwards – A review of “Beyond revenge: The evolution of the forgiveness instinct”. Invited book review for Evolution & Human Behavior , 29(6) , 450-451. Impact Factor: 3.594.
Barclay, P. (2006). Dissertation abstract: Reputational benefits of altruism and altruistic punishment. Experimental Economics , 9(2) , 181-182. Impact Factor: 3.300
Krupp, D.B., Barclay, P., Daly, M., Kiyonari, T., Dingle, G., & Wilson, M. (2005). Let’s add some psychology (and maybe even some evolution) to the mix. Behavioral & Brain Sciences , 28(6) , 828-829. Impact Factor: 21.952
Barclay, P., & Daly, M. (2003). Humans should be individualistic and utility- maximizing, but not necessarily “rational”. Behavioral & Brain Sciences , 26(2) , 154-155. Impact Factor: 21.952
Invited Talks
Barclay, P. (2012). Reputation and Competitive Helping Within Biological Markets . Invited seminar in the Research Center for Group Dynamics, April 2012, University of Michigan, Ann Arbor, MI.
Barclay, P. (2011). Reputation and the Evolution of Cooperation . Invited seminar in the Arts and Sciences Seminar Series, November 2011, Clarkson University, Potsdam, NY.
Barclay, P. (2010). Harnessing the Power of Reputation . Invited talk at the TEDxGuelphU conference (independently licensed TED conference), April 2010, University of Guelph, Guelph, ON.
Barclay, P. (2009). Partner choice and competitive generosity . Invited talk at the “Cooperation: Self Interest and Mutual Interest” meeting (SUNY Conversations in the Disciplines), October 2009, Cornell University, Ithaca, NY.
Barclay, P. (2009). The evolution of cooperation in human groups: reputations, competitive generosity, and punishment . Invited seminar for the Department of Psychology, April 2008, University of Guelph, Guelph, ON.
Barclay, P. (2008). Group cooperation and competition: competitive altruism, social markets, and manipulation of group threats . Invited seminar for the Department of Psychology, November 2008, Brunel University, Uxbridge (West London), UK.
Barclay, P. (2008). Cooperation and competition within groups: manipulation and reputational benefits for generosity and punishment. Invited seminar for the Department of Psychology, November 2008, University of Kent, Canterbury, UK.
Barclay, P. (2008). Competition within cooperative groups: competitive altruism, social markets, and manipulation of group threats . Invited colloquium for the Department of Psychology, Neuroscience, & Behaviour, November 2008, McMaster University, Hamilton, ON.
Barclay, P. (2008). Survival of the generous: game theory and the evolution of human altruism . INVITED KEYNOTE SPEAKER at the inaugural SUNY Albany Darwin Day, February 2008, SUNY Albany, NY.
Barclay, P. (2008). Cooperation in Groups: Reputations, Generosity, and Punishment . Invited seminar for the Department of Experimental Psychology, January 2008, University of Bristol, UK.
Barclay, P. (2007). Social markets, costly signals, and the evolution of competitive altruism . Invited seminar for the Program for Evolutionary Dynamics, October 2007, Harvard University, Cambridge, MA.
Barclay, P. (2007). The evolution of cooperation and altruistic punishment via reputation and partner choice . Invited seminar for the Department of Psychology, March 2007, University of Lethbridge, Lethbridge AB.
Barclay, P. (2006). The evolution of ethics and morality . Invited talk for the Cornell Bioethics Society, April 2006, Ithaca, NY.
Barclay, P. (2005). Trustworthiness and the evolution of cooperation and punishment . Invited seminar for the Center for Behavioral Economics & Decision Research, November 2005, Cornell University, Ithaca, NY.
Barclay, P. (2004). Cooperation, Altruistic Punishment, and Reputation in a “Tragedy of the Commons”. Invited seminar for the Department of Neurobiology and Behavior, Oct. 2004, Cornell University, Ithaca, NY.
Barclay, P. (2003). New Darwinian Solutions to the “Tragedy of the Commons” . Invited seminar for the Ecology, Evolution & Behaviour Seminar, Oct. 2003, Department of Biology, McMaster University, Hamilton, ON.
Barclay, P., Daly, M., DeBruine, L., & Wilson, M. Psychologist Meets Economist . Invited talk, April 2003, Department of Economics, McMaster University, Hamilton, ON.
First-Authored Conference Presentations:
Barclay, P. (2012). Risk-taking: costly signal or nothing to lose? Talk at the annual meeting of the Human Behavior & Evolution Society, June 2012, University of New Mexico, Albuquerque, NM.
Barclay, P., & Reeve, H.K. (2012). The varying relationship between helping and individual quality. Talk at the annual meeting of the Animal Behavior Society, June 2012, University of New Mexico, Albuquerque, NM.
Barclay, P. (2012). The varying relationship between helping and individual quality. Talk at the annual Ontario Ecology, Ethology, and Evolution Colloquium (OE3C), May 2012, McMaster University, Hamilton, ON.
Barclay, P. (2012). Strategies within biological markets. Presentation at the Lorentz Center workshop “Cooperation in Multi-Partner Settings: Biological Markets and Social Dilemmas”, January 2012, Leiden, NL.
Barclay, P., & Benard, S. (2011). “Power corrupts, competition for power corrupts more”: manipulating threats to preserve dominance within cooperative groups. Talk at the 14 th International Conference on Social Dilemmas, July 2011, Amsterdam, NL.
Barclay, P., & Benard, S. (2011). Manipulation of Perceived Threats to Preserve Rank in Cooperative Groups. Talk at the annual meeting of the Human Behavior and Evolution Society, June 2011, Montpellier, FR.
Barclay, P., & Benard, S. (2011). “Power corrupts, competition for power corrupts more”: manipulating threats to preserve one’s rank within groups. Poster at the annual meeting of the Society for Personality and Social Psychology, January 2011, San Antonio, TX.
Barclay, P. (2010). Biological markets, partner choice, and the evolution of competitive altruism. Talk at the annual meeting of the Human Behavior and Evolution Society, June 2010, University of Oregon, Eugene, OR.
Barclay, P. (2009). Balancing reputational and non-reputational costs & benefits: An evolutionary model of bystander effects . Talk at the annual meeting of the Human Behavior and Evolution Society, June 2009, California State University: Fullerton, Fullerton, CA.
Barclay, P. (2008). Balancing group cooperation and conflict: status and manipulation of group threats . Talk at the 12 th International Behavioral Ecology Conference (ISBE), August 2008, Cornell University, Ithaca, NY.
Barclay, P., & Benard, S. (2008). Stability-Dependent Cooperation, Status, and “Upping the Threat Level” . Talk at the annual meeting of the Human Behavior and Evolution Society, June 2008, Kyoto University, Kyoto, Japan.
Barclay, P. (2008). Punishing free-riders to signal toughness and deter transgressions . Talk at the annual meeting of the North-Eastern Evolutionary Psychology Society, May 2008, University of Southern New Hampshire, Manchester, NH.
Barclay, P., & Willer, R. (2007). Partner choice creates competitive altruism in humans . Talk at the 12 th International Conference on Social Dilemmas, July 2007, Seattle, WA.
Barclay, P., & Willer, R. (2007). Partner choice creates competitive altruism in humans . Talk at the annual meeting of the Human Behavior and Evolution Society, June 2007, College of William & Mary, Williamsburg, VA.
Barclay, P., & Willer, R. (2007). Partner choice creates competitive altruism in humans . Talk at the annual meeting of the North-Eastern Evolutionary Psychology Society, April 2007, SUNY New Paltz, New Paltz, NY.
Barclay, P. (2006). Enhanced recognition of defectors depends on their rarity . Talk at the annual meeting of the Human Behavior and Evolution Society, June 2006, University of Pennsylvania, Philadelphia, PA.
Barclay, P. (2005). Punishment and reputation in public goods games . Talk at the annual international meeting of the Economic Science Association, June 2005, CIRANO, McGill University, Montreal, QC.
Barclay, P. (2004). Having a Reputation for Punishing in Public Goods Games . Talk at the Canadian Experimental and Behavioral Economics Workshop, Oct. 2004, University of Calgary, AB.
Barclay, P. (2004). Do Altruistic Punishers Receive Social Benefits? Testing For Within- Group Benefits . Talk at the annual meeting of the Human Behavior and Evolution Society, June 2004, Free University, Berlin.
Barclay, P. (2004). Social Benefits of Altruistic Punishment in a Tragedy of the Commons . Talk at the Ontario Ecology and Evolution Colloquium, May 2004, University of Toronto Mississauga, ON.
Barclay, P., & Lalumière, M. (2003). Do People Who Score High on Psychopathy Have a Good Memory for Cheaters or Altruist? Does anyone? Talk at 7th annual Law & Mental Health Conference, Nov. 2003, Centre for Addiction and Mental Health, Toronto, ON.
Barclay, P. (2003). Do We Really Remember Cheaters? Talk at the annual Darwin Day meeting, Sept. 2003, Centre for Addiction and Mental Health, Toronto, ON.
Barclay, P. (2003). Tragedy of the Commons, Trustworthiness, and Competitive Altruism . Talk at the annual international meeting of the Economic Science Association, June 2003, University of Pittsburgh, PA.
Barclay, P., & Lalumière, M. (2003). Are Humans Actually Good at Cheater-Recall? Maybe Not... Poster presentation at the Brain, Behaviour and Cognitive Sciences Conference, June 2003, McMaster University, Hamilton, ON.
Barclay, P. (2003). Trustworthiness and Competitive Altruism Can Also Solve the “Tragedy of the Commons” . Talk at the annual meeting of the Human Behaviour and Evolution Society, June 2003, University of Nebraska, Lincoln, NE. NOTE: THIS TALK WON BEST NEW INVESTIGATOR AT THIS CONFERENCE
Barclay, P. (2003). Self-Perceived Social Status and Behaviour in Experimental Social Dilemmas . Talk at the annual meeting of the Canadian Economic Association, June 2003, Carleton University, Ottawa, ON.
Barclay, P. (2003). Tragedy of the Commons, Trustworthiness, and Competitive Altruism . Talk at the Ontario Ecology and Evolution Colloquium, May 2003, McMaster University, Hamilton, ON.
Barclay, P. (2001). Altruism as a courtship display: Is it actually attractive? Poster presentation at the annual meeting of the Human Behavior and Evolution Society, June 2001, University College London, U.K.
Reviewing Work:
Social Sciences and Humanities Research Council (SSHRC) Economic & Social Research Council (ESRC) National Science Foundation (NSF) Human Behavior & Evolution Society (HBES) Best New Investigator Competition, 2007 Academic Journals (in order of Impact Factor): Behavioral and Brain Sciences (21.952); Trends in Ecology & Evolution (14.448), PNAS (9.432); Psychological Science (5.090); Proceedings of the Royal Society of London B (4.857); Journal of Personality and Social Psychology (4.732); IEEE Transactions on Evolutionary Computation (4.589); PLoS ONE (4.351); Journal of Evolutionary Biology (3.816); BMC Evolutionary Biology (3.700); Climatic Change (3.635); Evolution and Human Behavior (3.594); Cognition (3.564); Biology Letters (3.521); Current Directions in Psychological Science (3.490); Behavioral Ecology and Sociobiology (2.749); Personality and Social Psychology Bulletin (2.575); Journal of Experimental Social Psychology (2.239); Acta Psychologica (2.194); British Journal of Psychology (2.114); Personality and Individual Differences (1.878); Human Nature: An Interdisciplinary Biosocial Perspective (1.600); Evolutionary Psychology (1.278); Journal of Artificial Societies and Social Simulation (1.234); Journal of Social and Personal Relationships (0.969); Journal of Applied Social Psychology (0.772); Journal of Evolutionary Psychology (online journal); Journal of Bioeconomics (online journal); Journal of Social, Evolutionary, and Cultural Psychology (online journal)
Teaching Activities
Teaching Interests:
General: Evolution and human social behaviour, social psychology, cooperation and conflict, game theory and strategic interactions, philosophy of psychology & science
Courses Instructed:
University of Guelph: Psychology Seminar (4 th year) in W10,W11, W12 University of Guelph: Topics in Arts & Science Research – Implications of Darwinism (4 th year) in W10, W12 University of Guelph: Evolutionary Psychology (3 rd year) in F10, F11 University of Guelph: Modes of Communication & Inquiry Across Disciplines (2 nd year) in F10, F11 Cornell University: Human Sociobiology (3 rd year) 2006-2009 Cornell University: volunteered to teach in team-taught Introduction to Behavior (2 nd year) 2005-2009 McMaster University: Evolution and Human Behaviour (3 rd year) in Spring/Summer 2004 and 2005. Co-instructors with Daniel Krupp & Eric Bressler
Invited Guest Lectures:
Barclay, P. (2009, 2011, invited for 2012). Human Mating, Conflict, and Cooperation (multiple lectures). Invited lectures in “Introduction to Behavior” in the Department of Neurobiology & Behavior, Cornell University, Novembers 2009, 2011, & 2012.
Barclay, P. (2009). Introduction to Evolutionary Psychology . Invited guest lecture in “Science and Society” in the Bachelor of Arts and Sciences Program, University of Guelph, November 2009.
Barclay, P. (2009, 2010). Human cooperation & punishment . Invited guest lecture in “Evolution & Human Behaviour” in the Department of Psychology, McMaster University, July 2009, October 2010.
Barclay, P. (2007, 2008, 2009). Violence and aggression: a sociobiological perspective . Invited guest lecture in “Global Conflict and Terrorism” in the Department of Developmental Sociology, Cornell University, February 2007 and repeated in 2008 & 2009, Ithaca, NY.
Teaching Assistantships:
I was a teaching assistant for 10 courses from 2000-2005, including Animal Behaviour Laboratory (3 rd year), Evolutionary Psychology (3 rd year), Special Populations (3 rd year), Introduction to Social Psychology (2 nd year), Motivation and Emotion (3 rd year), General Experimental Psychology Laboratory (3 rd year), and Introduction to Animal Learning and Behaviour (2 nd year)
References:
All of these references can be contacted without consulting me first.
Mentor at Cornell: Chairman of Department 2005-2008: Dr. Hudson Kern Reeve Dr. Thomas Seeley Professor Professor Department of Neurobiology & Behavior Department of Neurobiology & Behavior Cornell University Cornell University Ithaca, NY, 14853, USA Ithaca, NY, 14853, USA Phone: 1-607-254-4352 Phone: 1-607-254-4301 Fax: 1-607-254-1303 Fax: 1-607-254-1303 [email protected] [email protected]
Ph.D. Supervisor: Ph.D. Committee Member: Dr. Martin Daly Dr. R. Andrew Muller Professor Professor Dept. of Psychology, Neuroscience, Department of Economics & Behaviour McMaster University McMaster University 1280 Main St. West 1280 Main St. West Hamilton, ON, Canada, L8S 4K1 Hamilton, ON, Canada, L8S 4K1 Phone: 1-905-525-9140 ext. 23831 Phone: 1-905-525-9140 ext. 23018 Fax: 1-905-521-8232 Fax: 1-905-529-6225 [email protected] [email protected] College of Arts
CURRICULUM VITAE
Maya Goldenberg Department of Philosophy Office Number: 334 Extension: 56367 Email: [email protected]
1. General Information
A. Education
2007 Ph.D. Department of Philosophy, Michigan State University (2001-2007)
2001 M.A. Department of Philosophy, McGill University (1999-2001)
1999 B.A. University of Toronto (1995-1999)
B. Academic Appointments at the University of Guelph
2012 Associate Professor
2007 Assistant Professor
C. Academic Appointments or Related Experience Prior to Appointment at the University of Guelph
2007 Post-Doctoral Fellow University of Toronto
D. Awards, Honours, Grants
2009 Social Science and Humanities Research Council (SSHRC) General Research Grant, $3,100 2008 Canadian Institutes of Health Research Meeting, Planning and Dissemination Grant, $5,000 2008 Connaught Award, $9,000 2008 Grant from SSHRC Strategic Knowledge Cluster “Situating Science: Cluster for the Humanist and Social Studies of Science”, $10,000 2007 Canadian Institutes for Health Research (CIHR) - Ontario Women’s Health Council/Institute for Gender and Health Fellowship, $40,000 2007 Post-Doctoral Funding Grant, Program in Healthcare, Technology, and Place/CIHR Strategic Initiative, University of Toronto, $16,000
1 2006 Varg-Sullivan Endowed Award for Outstanding Performance by a Graduate Student, College of Arts and Letters, Michigan State University, $500 2004 Associated Medical Services Bioethics Internship, $7500
2. Teaching
A. Undergraduate
1. Courses
PHIL 2180 Philosophy of Science F09 PHIL 3178 Intermediate Philosophy of Science W08 PHIL 3450 Ethics in the Life Sciences W09,W10, W12 PHIL 4390 / Special Topics: Philosophy of the Body F08 PHIL 6730 ASCI 1000 Society and Science I: Historical Perspectives F08,F09 ASCI 2000 Modes of Inquiry and Communication across the F07,F08 Disciplines ASCI 4000 Honours Seminar F07,F11 ASCI 4010 Arts and Science Honours Research Seminar W08,W12 ASCI 4030 Special Topics in Arts & Science Research: W10 Ethics and Evidence in an Evidence-Based World
2. Other Teaching Activities
PHIL 4930 Directed Reading W09,W10 Guest Lecture PHIL 2060 W09 ASCI 3700 Independent Study F07 ASCI 4700 Independent Study W08 WMST 4510 Directed Reading S09
B. Graduate
1. Courses
PHIL 6730(x 4930) Philosophy of the Body F08 PHIL 6960 PhD Seminar F11-W12 Directed Readings: PHIL 6900 Philosophy of Science F08,W09 PHIL 6900 Epistemology W10 PHIL 6900 Political Theory W12
- 2 - 2. Other Teaching Activities
a. Advisor (PhD)
Sept 2008- Amy Butchart Philosophy of Science
b. Supervisory Committee (PhD)
April 2011- Michael Cournoyea Philosophy of Science (IHPST, U Toronto) April 2011- Marco Maestrello Philosophy of Medicine (McMaster U)
c. Supervisory Committee (MA)
Sept 2008-Aug 2010 Lauren Elliott Social & Political Sept 2008-Oct 2009 Lucy Langston Bioethics (McMaster U) Sept 2007-May 2009 Boyana Peric Philosophy of Science Sept 2007- N/A Devin Pratt Philosophy of Science
d. Examining Committee
May 2008 Andrew Robinson OQE for PhD Philosophy Ethics May 2009 Amy Butchart OQE for PhD Philosophy Philosophy of Science Oct 2009 Lucy Langston FOE for MA Philosophy Bioethics (McMaster U) Nov 2009 Jason Robinson FOE for PhD Philosophy Philosophy of Science July 2010 Neils Feuerhahn OQE for PhD Philosophy Metaphysics Aug 2010 Lauren Elliott FOE for MA Philosophy Social & Political March 2011 Michael OQE for PhD Philosophy Philosophy Cournoyea (IHPST, U Toronto) of Science
3. Scholarly and Creative Activity
A. Publications
i. Book Chapters
1. “Innovating Medical Knowledge: Understanding Evidence-Based Medicine as a Socio- Medical Phenomenon.” In Evidence Based Medicine. Ed. Nikolaos Sitara. Rijeka: InTech
- 3 - Publications, 2012.
2. “Working for the Cure: Challenging Pink Ribbon Activism.” In Configuring Health Consumers: Health Work and the Imperative of Personal Responsibility. Eds. R. Harris, N. Wathen, S. Wyatt. Amsterdam: Palgrave Macmillan, 2010. pp. 140-159.
ii. Articles in Refereed Journals
1. “Defining ‘Quality of Care’ Persuasively.” Theoretical Medicine and Bioethics 33:4 (2012): 243-261.
2. Loughlin M, Bluhm R, Goldenberg MJ, Borgerson K, Upshur REG, Entwistle V, Buetow S, Kingma E. “Reason and Value: Making Reasoning Fit for Practice.” (Editors’ introduction) Journal of Evaluation in Clinical Practice 18:5 (October 2012): in press.
3. “A Response to Sestini’s Response.” Journal of Evaluation in Clinical Practice 17:5 (2011): 1004-1005.
4. Loughlin, M, Bluhm R, Buetow S, Upshur REG, Goldenberg MJ, Borgerson K, Entwistle, V. “Virtue, Progress and Practice.” (Editors’ introduction) Journal of Evaluation in Clinical Practice 17:5 (2011): 839-846. jep_1748 839..846
5. “Perspectives in Evidence-Based Women’s Health.” Journal of Women’s Health 19:7 (July 2010): 1235-1238.
6. “From Popperian Science to Normal Science. Commentary on Sestini (2010).” Journal of Evaluation in Clinical Practice 16:2 (2010): 306-310.
7. Loughlin M, Upshur REG, Goldenberg MJ, Bluhm R, Borgerson K. “Philosophy, Ethics, Medicine and Health Care: The Urgent Need for Critical Practice.” (Editors’ introduction) Journal of Evaluation in Clinical Practice 16:2 (2010): 249-259.
8. “Clinical Evidence and the Absent Body in Medical Epistemology: On the Need for a New Phenomenology of Medicine.” International Journal of Feminist Approaches to Bioethics , 3:1 (Spring 2010): 43-71.
9. “Iconoclast or Creed? Objectivism and Pragmatism in Evidence-Based Medicine’s Hierarchy of Evidence.” Perspectives in Biology and Medicine 52:2 (Spring 2009): 168- 187.
10. Goldenberg MJ, Borgerson K, Bluhm R. “The Nature of Evidence in Evidence-Based Medicine: Guest Editors’ Introduction.” Perspectives in Biology and Medicine 52:2 (Spring 2009): 164-167.
11. “The Problem of Exclusion in Feminist Theory and Politics: A Metaphysical Investigation
- 4 - into Constructing a Category of ‘Woman’.” Journal of Gender Studies 16:2 (June 2007): 139-153.
12. Secker, Barbara, Maya J Goldenberg, et al. “Just Regionalisation: Rehabilitating Care for People with Disabilities and Chronic Illnesses.” BMC Medical Ethics 7:3 (Aug 2006).
13. “On Evidence and Evidence Based Medicine: Lessons from the Philosophy of Science.” Social Science & Medicine 62:11 (June 2006): 2621-2632.
14. “Evidence Based Ethics? On Evidence Based Practice and the ‘Empirical Turn’ from Normative Bioethics.” BMC Medical Ethics 6:11 (Nov 2005).
iii. Reviews
1. “Review of Feminists Doing Ethics. ” Teaching Philosophy 26:1 (2002): 361-364.
2. “Review of A Rulebook for Arguments, 3 rd ed. ” Teaching Philosophy 25:4 (2002): 115-119.
iv. Reference Texts
1. “Evidence Based Medicine.” Wiley -Blackwell Encyclopedia of Health, Illness, Behavior, and Society. Eds. WC Cockerham, R Dingwall, S Quah. In press.
2. “Women’s Health.” Oxford Encyclopedia of Women in World History . Oxford University Press (2007): 441-444.
v. Other Writings
1. “On Empirical Approaches to Bioethics: Why Moral Deliberation should not be Evidence Based.” Canadian Society for the Study of Practical Ethics Newsletter, Winter 2006.
2. Secker, Barbara, Frank Wagner, Maya J Goldenberg, et al . “Ethics of LHINS: Implications for People with Disabilities and Chronic Illnesses.” [POLICY PAPER] Released: November 2005.
What is Women’s Health? )” La-Briut: The Israel Association for the) בריאות האישה מהי?“ .3 Advancement of Women’s Health . http://www.la-briut.org.il (2001).
What’s the Problem with Barbie?)” La-Briut: The Israel Association) מה הבעיה עם ברבי?“ .4 for the Advancement of Women’s Health . http://www.la-briut.org.il (2001).
5. “The Doctor-Patient Relationship in the Age of Evidence Based Medicine (and not the Post- Managed Care Era)” (Letter to the Editor) American Journal of Bioethics 6;1 (Jan-
- 5 - Feb 2006): W32.
6. “Against Evidence Based Bioethics.” British Medical Journal 331(7521): 901-903. http://bmj.bmjjournals.com/cgi/eletters/331/7521/901.
B. Performances and Exhibitions
N/A
C. Conferences, Workshops, Invited Lectures
1. Major Addresses and Conference Papers * An asterisk indicates that the presentation was refereed. ↑ An upward arrow indicates that the presentation was invited
1. “Philosophical Considerations of Evidence-Based Practice.” Clinical Psychology Colloquium , University of Guelph. April 2012. ↑
2. “Is Evidence-Based Medicine Good for Women’s Health?” Collaborative Program in Women’s Health – Gender & Health Seminar, University of Toronto. April 2012. ↑
3. “The MMR Vaccine Scandal and Trust in Science.” 4th Annual GTA Symposium on History, Philosophy and Social Studies of Science, Technology, and Medicine. Guelph, ON: May 2011. ↑
4. “Reclaiming Evidence in Feminist Science Studies: A Revised View.” XIV International Association of Women Philosophers (IAPh) Symposium: Feminism, Science and Values . London, ON: June 2010. *
5. “Ethics and the Evidence of Evidence-Based Medicine.” Specialist Seminar in Empirical Ethics. Department of Humanities, University of Tilburg. Tilburg, Netherlands: December 2009. ↑
6. “Responsibility and Pink Ribbon Activism.” Canadian Society for Women in Philosophy. Guelph, ON: October 2009. *
7. “Feminist Approaches to Bioethics Panel: Gender, Feminism and Evidence.” Canadian Society for Bioethics . Hamilton, ON: June 2009. ↑
8. “Resituating Evidence in Feminist Science Studies.” Society for Philosophy of Science in Practice. University of Minnesota. Minneapolis, MN: June 2009. *
9. “Evidence and Governance in Women’s Healthcare.” University of Warwick Women’s Health Workshop Series. Coventry, UK: May 2009. ↑
- 6 - 10. “Campaigning for the Cure: Women’s Health and the Ethics of Pink Ribbon Activism.” Working to Be Healthy: Negotiating Health Information and Technology in a Consumerist Age . London, ON: May 2009. ↑
11. “Clinical Evidence and the Absent Body in Medical Epistemology.” Canadian Philosophical Association. Vancouver, BC: June 2008. *
12. .“Advancing an Ethics of Evidence for Biomedical Ethics.” Canadian Society for the Study of Practical Ethics. Vancouver, BC: June 2008. *
13. “Rehabilitating the Evidence in Evidence-Based Medicine: A Davidsonian Account of Evidence.” Philosophy of Medicine Roundtable. Birmingham, AL: March 2008. *
14. “Challenges to Evidence-Based Medicine: Closing Remarks.” Critical Debates in Evidence-Based Medicine: Where We’ve Been and Where We’re Going, University of Toronto. Toronto, ON: November 2008.
15. “Clinical Evidence and the Absent Body in Medical Epistemology.” Canadian Society for Women in Philosophy. Windsor, ON: October 2008. *
16. “Clinical Evidence and the Absent Body.” Feminist Approaches to Bioethics Rijeka, Croatia: September 2008. *
17. “Challenging the Hierarchy of Medicine in Evidence Based Medicine.” Society for Philosophy of Science in Practice , 1 st Biennial Conference. University of Twente, Enschede, Netherlands: August 2007. *
18. “Theorizing Within/Against Health.” National Women’s Studies Association. St. Charles, IL: July 2007.
19. “Complementary and Alternative Medicine in the Hospital Setting: The Controversy and Challenge of Developing CAM Policy.” Canadian Bioethic Society/International Conference on Clinical Ethics Joint Conference . Toronto, ON: June 2007.
20. “On the Power/Knowledge of Evidence Based Medicine: A Political Economy Perspective.” Canadian Philosophical Association . Saskatoon, SK: May 2007. *
21. “Iconoclast or Creed? Objectivism, Pragmatism, and Evidence Based Medicine’s Hierarchy of Evidence.” Canadian Society for the History and Philosophy of Science . Saskatoon, SK: May 2007. *
22. “Advancing an Ethics of Evidence.” University of Toronto Joint Centre for Bioethics Seminar Series , Toronto, ON: April 2007. ↑
23. “Investigating Embodiment Issues in Evidence Based Approaches to Women’s Health:
- 7 - Part I. Phenomenology of Illness and the Absent Body” Healthcare, Technology and Place Seminar Series , University of Toronto. Toronto, ON: November 2006.
24. “On Evidence Based Approaches to Decision Making and the Role of Empirical Evidence in Moral Judgments.” Ryerson University Department of Philosophy Colloquium Series . Toronto, ON: November 2005.
25. “Evidence Based Bioethics? The Empirical Turn and a Crisis of Confidence in Bioethics.” Canadian Bioethics Society. Halifax, NS: October 2005. *
26. “Feminist Responses to Evidence Based Practices: Alternative Configurations of Evidence and the Problem of Relativism in Feminist Epistemology.” Canadian Women’s Studies Association. London, ON: June 2005. *
27. “On Evidence Based Ethics and the ‘Empirical Turn’ in Medical Ethics.” Canadian Society for the Study of Practical Ethics. London, ON: May 2005. *
28. “On Evidence and Evidence Based Medicine: Lessons from the Philosophy of Science.” American Society for Bioethics and Humanities. Philadelphia, PA: October 2004. *
29. “Privilege and Performativity in J. L. Austin’s Speech Act Theory.” Canadian Philosophical Association. Halifax, NS: May 2003. *
30. “The Problem of Exclusion in Feminist Theory and Politics: A Metaphysical Investigation into Constructing a Category of ‘Woman’.” Canadian Women’s Studies Association . Halifax, NS: May 2003. *
31. “Privilege and Performativity: The Workings of Privilege in Speech Act Theory.” Society for Women in Philosophy (Midwest Division) . East Lansing, MI: March 2003. *
32. “Moral Deliberation in the Clinic: Theory and Practice in Equilibrium.” Canadian Bioethics Society . Quebec City, PQ: October 2000. *
32. “Sexuality in the Nursing Home.” Canadian Bioethics Society . Edmonton, AB: October 1999. *
2. Other
i. Presentations in hospital and clinical forums
1. “On Evidence and the Embodied Experience of Illness: A Phenomenology of Evidence Based Healthcare.” Women’s Mental Health Program Grand Rounds, Women’s College Hospital , Toronto. ↑
- 8 - 2. “Complementary and Alternative Medicine (CAM) in the Hospital,” William Osler Health Centre Ethics Forum . Etobicoke, ON: June 2006.
3. “The Ethics of Bioethics: Public Perceptions, Accreditation, Big Pharma and Other Questions of Legitimacy in the Professionalisation of Bioethics.” University of Toronto Joint Centre for Bioethics Clinical Ethics Forum. Toronto, ON: March 2006.
ii. Presentations to student groups
1. “Clinical Evidence and the Body: A Humanistic Challenge to Evidence.” Bachelor of Arts and Science Student Association Speaker Series , University of Guelph. November 2007.
2. “Commentary: Creating Sexuality—Self-Constitution and Perversion in the Ethics of Michel Foucault.” Michigan State University 3 rd Annual Philosophy Graduate Student Conference (East Lansing, MI).
iii. Workshop participant
1. “Gender and Science Teaching and Learning Workshop”, University of Waterloo. June 2012.
2. “Science, Facts, and Values”, University of Western Ontario. May 2010.
3. “Critical Debates in Evidence-Based Medicine”, University of Toronto. November 2008.
D. Other Professional Activities
• Series editor for Philosophy of Medicine and Healthcare series of Journal of Evaluation in Clinical Practice 1. Reasoning, Meaning, and Measurement in Medicine . (Vol 18, Iss. 5, October 2012) 2. Progress in Medicine . (Vol. 17, Iss. 5, October 2011). 3. Philosophy of Medicine and Healthcare . (Vol. 16, Iss. 2, April 2010) 4. 4th thematic approved by general editor for April 2013 issue of JECP
• Organizing committee member for Canadian Society for Women in Philosophy 2009 annual conference at University of Guelph.
• Guest editor for special issue of Perspectives in Biology and Medicine on Evidence Based Medicine, Vol. 52, Issue 2 (Spring 2009).
• Co-organizer for November 2008 Workshop “Critical Debates in Evidence Based Medicine: Where We’ve Been and Where We’re Going (An Interdisciplinary Workshop).” - international speakers and participants
- 9 - - funded by SSHRC, the Connaught Fund at the University of Toronto, and CIHR Meetings, Planning, and Dissemination Grant.
• Faculty Mentor for Program in Healthcare, Technology, and Place at the University of Toronto .
• Founder and administrator of the Feminist Philosophy Research Group at the University of Guelph.
• Referee for Hypatia, Bioethics, Journal of Medical Ethics, Signs, Perspectives in Biology and Medicine, Synthese, American Journal of Sociology, Journal of Evaluation in Clinical Practice, Evidence & Policy
• Abstracts reviewer for Canadian Society for Women in Philosophy , Philosophy Graduate Student Association (University of Guelph) conferences . • Textbook review for Oxford University Press.
• Book review for University of Toronto Press.
• Clinical ethics intern at William Osler Health Centre in Brampton, Ontario, 2004-2006
E. Work in Progress
1. How Can Feminist Theories of Evidence Assist Clinical Reasoning and Decision- Making?
This manuscript was completed and submitted for review to Social Epistemology in August 2012:
Abstract While most of healthcare research and practice fully endorses evidence-based healthcare, a minority view borrows popular themes from philosophy of science like underdetermination and value-ladenness to question the legitimacy of the evidence-based movement’s philosophical underpinnings. While the feminist origins go unacknowledged, those critics adopt a feminist reading of the “gap argument” (cf. Kristen Intemann 2005) to challenge the perceived objectivism of evidence-based practice. From there, the critics seem to despair over the “subjective elements” that values introduce to clinical reasoning, demonstrating that they do not subscribe to feminist science studies’ normative program—where values enable good science and justified decisions. In this paper, I investigate why it is that the critics of evidence-based medicine adopt feminist science’s characterization of the problem but resist the productive solutions offered by those same theorists. I suggest that the common feminist empiricist appeal to idealized epistemic communities is impractical for those working within the current - 10 - biomedical context and then offer an alternate stream of feminist research into the empirical content of values (cf. Elizabeth Anderson, Sharyn Clough) as a more helpful recourse for facilitating the important task of legitimate and justified clinical decision-making.
2. The MMR Vaccine Controversy and Trust in Science
This project emerged in light of the Lancet’s November 2010 retraction of Andrew Wakefield et al’s controversial 1998 paper alleging a link between autism and the Measles, Mumps, Rubella (MMR) vaccine and the subsequent explosive investigative report, published in the British Medical Journal in January 2011, revealing blatant fraud and misconduct by Wakefield. In a 2011 conference presentation, I presented initial findings of my examination of the Wakefield case through the lens of the trust literature in science studies (i.e. Hardwig, Kitcher, Shapin, Shaffer, Rolin). I will continue this research for presentation as an invited panelist on “Values and Science” for the Summer 2013 meeting of Society for Philosophy of Science in Practice in Toronto.
3. Textbook Proposal: Ethics in Life Science Research
I will spend my sabbatical year (2013-2014) developing a textbook for ethics in life science research. The motivation for this project comes from my frequent teaching of PHIL 3450 Ethics in Life Sciences, a course that I developed (as the first instructor to offer the course) from my own research into philosophical issues in biomedical research and practice. I did not find a suitable text for the course and therefore have used my own course pack. I think the contents of my teaching and research would also be suitable for ethics training for graduate students in biomedical research and health policy programs. I have consulted several faculty members in the Faculty of Medicine at the University of Toronto and the School of Health Policy and Management at York University to discover what kind of ethics training they think their students should be encountering in their professional studies. These discussions have informed my plans for this textbook. I will send a textbook proposal to publishers in Fall 2012.
4. Service and Administration
A. Department
Department of Philosophy 2011-2012 PHIL Graduate Recruitment Officer 2011-2012 PHIL Graduate Admissions and Awards Committee 2008-2010 PHIL Speaker Series Coordinator 2008-2010 PHIL External Relations Committee 2007-2008 PHIL Undergraduate Program Committee Bachelor of Arts and Science Program 2011-2012 Presenter for BAS at annual Spring Academic Open House 2011-2012 Bachelor of Arts and Science Program (BAS) Council 2011-2012 BAS Program Committee 2011-2012 BAS Curriculum Committee 2008-2010 Presenter for BAS at annual Spring Academic Open House 2008-2010 Bachelor of Arts and Science Program (BAS) Council - 11 - 2008-2010 BAS Program Committee 2007-2010 BAS Curriculum Committee
B. College and University
2007-2008 Women’s Studies Curriculum Review Committee 2009-2010 Faculty Advisor for Jewish Students Organization
C. Community
2012-onward PhilPapers category editor for new “Philosophy of Medicine” category 2012 Abstract reviewer for 2012 meeting of Canadian Society for Women in Philosophy
Date: August 5, 2012
Signature:
- 12 - College of Arts
CURRICULUM VITAE
Name: Sofie Lachapelle Department or School: History Office Number: Mackinnon Extension 2016 Extension: 53214 Email: [email protected]
1. General Information
A. Education
2002 PhD Program in the History and Philosophy of Science, University of Notre Dame, USA 1996 Minor History, Université de Montréal
1995 B.Sc Physics-Mathematics, Université de Montréal
B. Academic Appointments at the University of Guelph
July 2009- Present Associate Professor, University of Guelph
January 2011-December Research Leave 2011 September and October Temporary Member 2011 Centre Alexandre Koyré. Histoire des Sciences et Techniques, Paris
July 2008- February 2009 Maternity Leave
January 2005- July 2009 Assistant Professor, University of Guelph
June 2005-August 2005 Visiting Scholar Max Planck Institute for the History of Science, Berlin
C. Academic Appointments or Related Experience Prior to Appointment at the University of Guelph
2002-4 Postdoctoral Fellow Max Planck Institute for the History of Science, Germany
2001-2 Visiting Assistant Purdue University Calumet, USA Instructor
D. Awards, Honours, Grants
Grants
2010-2011 Learning Enhancement Rethinking the $29400 Fund HIST*1250 Experience in Principal Applicant the Context of Global Awareness and a Diverse Classroom April 2008 –March SSHRC Standard Research Science on Stage $37000 2013 Grant
May 2007 SSHRC General Research Science on Stage $5000 Grant (Internal grant-4A)
May 2007 SSHRC Conference Travel Robert-Houdin on the $660 Grant (Internal Grant) Stage in France and Algeria (1845-1871) November 2006 SSHRC Conference Travel Magic Shows and $530 Grant (Internal Grant) “Amusing Physics” in Nineteenth-Century Paris December 2005- SSHRC General Research Science on Stage in 19th- $1 525 July 2007 Grant (Internal Grant) Century France
Summer 2005 College of Arts Research $2 250 Enhancement Fund
2005- University of Guelph , Start- $5 000 Up Grant
2002-2004 Postdoctoral Fellowship, Max The Relationship between Approx. Planck Institute for the History theory formation and 46 200 of Science disciplinary organization Euro in the Creation of French psychology
1999-2001 SSHRC Doctoral Fellowship Psychical research and the Approx. role of authority in fin-de- $36 000 siècle French science
1996-2001 University of Notre Dame, Approx. Tuition Fellowship $11 000 per year
1993 NSERC Undergraduate Student Research Award
1992 NSERC Undergraduate Student Research Award for Women
1991-1993 Dean’s Merit Scholarship and Dean’s List, University of Ottawa
Awards
Nominated Faculty Appreciation by Student Senate March 2008
2. Teaching A. Undergraduate 1. Courses University of Guelph
HIST*4670 Seminar in Science and Society Fall 2007 Fall 2005 ASCI*4030 Science and Gender Fall 2009 Winter 2008 Winter 2006 ASCI*4010 Arts and Sciences Honours Research Seminar Winter 2007 Winter 2005 ASCI*4000 Arts and Sciences Honours Research Seminar Fall 2006 HIST*3570 Women in Modern Europe Winter 2010 Winter 2008 Winter 2007 Winter 2006 ASCI*3100 Case Studies in the Arts and Sciences Winter 2012 Winter 2010 HIST*2510 Modern Europe Fall 2009 HIST*1250 Science and Society Winter 2010 Winter 2008 Fall 2006 Winter 2006 ASCI*1000 Science and Society 1: Historical Perspectives Fall 2010 Fall 2007 Fall 2005 ASCI*1010 Science and Society 2: Current Issues Winter 2005 Purdue University Calumet
HIST 104 Introduction to Modern World Civilization Fall 2001, Winter 2002 HIST 390D Modern Imperialism Fall 2001 HIST 334 Science and Technology in Western Civilization II Winter 2002
2. Other Teaching Activities
Undergraduate Directed Readings
HIST*4470 "The History of Aquaria" with Heena Mistry Winter 2012 HIST*4470 “The History of Flagellation” with Stephanie Conron Winter 2008 HIST*4470 “Civil Beasts: Wild Children entering Humanity” with Winter 2008 Jessica Wever HIST*4470 “Tycho Brahe and Patronage” with Erik Mortensen Fall 2007 HIST*4470 “Dissection of an Ape-Brain Debate” with Matthew Fall 2006 Keeley
Supervision and Help with Undergraduate Publications
Faculty Elise Schembi, "Cryptozoology as a Pseudoscience: Beasts 2011 supervision for in Transition" publication in SURG, vol. 5, no. 1 (2011) SURG Second Reader Pascale Rabineau, “A Taste of his Own Medicine: Winter 2010 for submission Analysing Emile Zola’s Interpretation of Claude Bernard’s to SURG Experimental Method”
Other
Principal Learning Enhancement Fund Proposal (Funded) 2010-2011 Applicant Attendee “Teaching and Learning Innovations Conference” 11 May, 2010
B. Graduate
2. Other Teaching Activities
MA Advisor
Directing MA Paper of Jesslyn Effler Winter 2010- Winter 2011 (dropped) Directing MA Paper of Christopher Laursen Defended in Summer 2009 Directing MA Thesis of Jill McMilan Defended in Winter 2008 Directing MA Paper of Niklas Straub September 2007- April 2009 (dropped)
Graduate Directed Reading Courses
HIST*6040 "19th-century French Culture" with Jesslyn Effler Fall 2010
HIST*6040 “Nymphomania and Psychiatry” with Niklas Straub Winter 2008- Summer 2008 HIST*6040 “British Psychiatry, 19th-Century” with Jill McMilan Fall 2006-Winter 2007
Minor Field Preparation
PhD minor “History of Science” with Lisa Cox Fall 2007- field Summer 2008 PhD minor “History of Science” with Pat Bowley Fall 2007- field Summer 2008
MA Examining Committees
Member Examining Committee for MA Thesis of Elizabeth Gagnon Ongoing
Member Examining Committee for MA Thesis of Erika Mandarino Ongoing in SOLAL
Member Examining Committee for MA Thesis of Katherine June 2012 Heyland Member Examining Committee for MA Thesis of Yvan Prkachin April 2008 Member Examining Committee for MA Thesis of Nathalie Dubé April 2008 Member Examining Committee for MA Thesis of Ashley Shifflet Member Examining Committee for MA Major Paper of Christina December 2006 Grech Member Examining Committee for MA Thesis of Katherine Kruger April 2006
Other
Grader Graded French language exam of Suzanne McCullagh, March 2008 PhD candidate in the department of Philosophy
3. Scholarly and Creative Activity
A. Publications Book
Investigating the Supernatural: From Spiritism and Occultism to Psychical Research and Metapsychics in France, 1853-1931. Baltimore: Johns Hopkins University Press, 2011.
Reviewed in Metascience, the American Historical Review, the Journal of the History of Behavioral Sciences, the Annals of Science, and on H-France and H-Soz-u-Kult.
Peer Reviewed Articles
“On Hans, Zou and the Others: Wonder Animals and the Question of Animal Intelligence in Early Twentieth-Century France.” Studies in History and Philosophy of Science Part C 41 (2010), 12-20. With Jenna Healey. “Science on Stage: Amusing Physics and Scientific Wonder at the Nineteenth-Century French Theatre.” History of Science 47 (2009), 297-315.
“From the Stage to the Laboratory: Magicians, Psychologists, and the Science of Illusion.” Journal of the History of the Behavioral Sciences 44 (2008), 319-334.
“Educating Idiots: Utopian Ideals and Practical Organization Regarding Idiocy in Nineteenth- Century French Asylums.” Science in Context 20 (2007), 627-648.
“Attempting Science: The Creation and Early Development of the Institut Métapsychique International in Paris, 1919–1931.” Journal of the History of the Behavioral Sciences 41 (2005), 1-24.
“Between Miracle and Sickness: Louise Lateau and the Experience of Stigmata and Ecstasy.”Configurations 12 (2004), 77-105.
Book Reviews
“Review of Heather Wolffram, The Stepchildren of Science: Psychical Research and Parapsychology in Germany, c. 1870
“Review of Nicole Hulin, L’Enseignement secondaire scientifique en France d’un siècle à l’autre, 1802-1890 and Les femmes, l’enseignment et les sciences,” Isis 100 (2009), 638-639.
“Review of Fernando Vidal, Les Sciences de l’âme, XVIe-XVIIIe siècle,” Journal of the History of Behavioral Sciences. Forthcoming.
“Review of Michael R. Lynn, Popular Science and Public Opinion in Eighteenth-Century France,” Isis 98 (2007), 633-634.
“Review of From Sin to Insanity. Suicide in Early Modern Europe, edited by Jeffrey R. Watt,” Catholic Historical Review 92 (2006), 117-118.
“Review of Alex Owen, The Place of Enchantment: British Occultism and the Culture of the Modern; Corrina Treitel. A Science for the Soul: Occultism and the Genesis of German Modern,” Journal of the History of the Behavioral Sciences 16 (2005), 290-292.
Others
"Turtles," in Eine Naturgeschichte für das 21.Jahrhundert. In honor of Hans-Jörg Reinberger. Max Planck Institute for the History of Science, p. 134-135.
L. Oppenheimer, A. Gruslin, D. McDonald, A.R. Dabrowski. S. Lachapelle, “Power Spectral Analysis (PSA) of Fetal Heart Rate (FHE) in Labor,” American Journal of Obstetrics and Gynecology, 1 (168), 1993.
C. Conferences, Workshops, Invited Lectures 1. Major Addresses and Conference Paper
Invited Lectures
March 2012 "From the Waters of the Empire to the Tanks of Paris: The Aquarium of the 1931 Colonial Exposition" with Heena Mistry Centre for the Study of Animal Welfare, University of Guelph
October 2011 "Amusing Experiments and Wondrous Tricks: Science, Magic and Entertainment in Modern France" Centre Alexandre Koyré. Histoire des Sciences et des Techniques, Paris, France
September 2011 "Science et magie au Théâtre Robert-Houdin" Institut Métapsychique Internationale, Paris, France May 2010 “Science on Stage: Recreational Physics, White Magic and Scientific Wonder in Nineteenth-Century France” Third Annual GTA Symposium on the History, Philosophy, and Social Studies of Science, Technology and Medicine, Ryerson University
February 2010 “Performing Amusing Physics: Magicians on Stage in Nineteenth-Century Paris” Institute for the History and Philosophy of Science and Technology, University of Toronto April 2008 “The Science of Spirits in 19th Century France” ASTRA Series University of Guelph March 2008 “In the Lab with Psychologists: Testing Magicians and Mediums in Early 20th Century France” History of Science Series, McGill University
February 2006 “Charles Richet and French Psychical Research, 1890-1919,” York University, Atkinson College
2003 “Stigmata—Phenomena Between Religion and Psychiatry, ” Klinik und Polyklinik für Psychiatrie und Psychotherapie, U. Psychotherapie des Kindes- und Jugendalters, Charité Universitätsmedizin Berlin, Germany
2003 “Spaces of Religious Experiences: Comparing Stigmatics at Home and in the Hospital,”Klinik für Psychiatrie, Psychosomatik, U. Psychotherapie des Kindes- und Jugendalters, Charité Universitätsmedizin Berlin, Germany
Conference Papers
June 2012 "The Aquarium of the 1931 French Colonial Exposition" with Heena Mistry French Colonial Historical Society, New Orleans
June 2011 "Amusing Science: French children at play with science, 1830-1914" Society for the History of Children and Youth, New York
November 2009 “On Hans, Zou and the Others: Wonder Animals in French Psychical Research and Early Psychology” with Jenna Healey History of Science Society, Phoenix, AZ
June 2007 “From the Stage to the Laboratory: Magicians, Psychologists and the Science of Illusion” Joint meeting of the International and the European Societies for the History of the Human Sciences, Dublin, Ireland
May 2007 “The Great Magician as Ambassador of Science: Robert-Houdin on the Stage in France and Algeria (1845-1871)” Canadian Society for the History and the Philosophy of Science, Saskatoon, Canada
November 2006 “Science on Stage: Magic Shows and “Amusing Physics” in Nineteenth- Century Paris” History of Science Society, Vancouver, Canada
2004 “The Prophylaxis and Treatment of Endemic Cretinism by Nineteenth- Century Alienists” History of Science Society, Austin, TX
2004 “Mental Disability in Early Twentieth-Century France.” Colloquium of Department III at the Max Planck Institute for the History of Science, Germany in March 2004.
2003 “Between Miracle and Sickness: Louise Lateau and the Experience of Stigmata and Ecstasy” Colloquium of Department III, Max Planck Institute for the History of Science, Germany
2002 “Between Miracle and Sickness: Louise Lateau and the Experience of Stigmata and Ecstasy” History of Science Society, Milwaukee, WI
2002 “Between Psychical Research and Psychology in France: Eusapia and the 1905–1907 Experiments at the Institut général psychologique” European Society for the History of the Human Sciences, Barcelona, Spain
2002 “Occultism, A Science Behind Ancient Revelations” American Historical Association, San Francisco, CA
2001 “When Faith Was Not Enough: The Scientific Study of the Afterlife in France” History of Science Society, Denver, CO
2000 “Materializing Authority: The 1922 Psychical Experiments at the Sorbonne” History of Science Society, Vancouver, BC, Canada
1999 “Astronomy, Religion, and the Psychical Research of Camille Flammarion” Fourth Biennial History of Astronomy Conference, Notre Dame, IN
Workshops
May 2011 The 4th Annual GTA Symposium on History, Philosophy, and Social Studies of Science, Technology, and Medicine
I co-organized this one-day symposium at the University of Guelph
May 2011 Rethinking the History of Science and Technology in a Global Context
I co-organized this one-day workshop at the University of Guelph
December 2010 “Performing Science” Participant in a one-day follow-up workshop in Toronto
November 2009 “Spirits Meet Experiments” Presenter at the Technoscience Salon, Toronto
July 2009 “Mediums, Magicians, Fakirs and the Assessment of Deception” Paper pre-circulated for a roundtable discussion on “Bodies on Display” in “Performing Science: Science and Theatre in the Modern Age” Workshop at the University of Pennsylvania
1999 Perspectives on the Question of Extraterrestrial Life Discussion panel, Notre Dame, IN
2. Other
Community Talks
March 2012 "Learning through Play: The History of Scientific and Educational Toys" Extended Learning Opportunities, Erin November 2011 "Playing with Science: The History of Scientific Toys for Children" Wellington Centre for Continuing Education Centennial High School January 2011 "The Magician and the Ghost" Wellington Centre for Continuing Education Centennial High School January 2011 "Amusing Science: French Children at Play, 1830-1914" Café Philosophique, NV Lounge, Guelph
October 2006 “Spirits, Scientists, and French Psychical Research” Oakville University Lecture Series School of Continuing Studies’ University of Toronto Lecture Series
Student Invited Talks
January 2011 "Playing with Science: Scientific Books and Toys for Children in France, 1830-1914" Keynote speech at the Second Annual Combining Two Cultures Conference (undergraduate conference on interdisciplinary education) McMaster University March 2010 “Magicians and Science on Stage in Nineteenth-Century Paris” University of Guelph Residence Presentation March 2008 “In the Lab with Psychologists: Testing Magicians and Mediums in Early 20th Century France” BAS Speaker Series University of Guelph March 2007 “The Saint and the Patient: Louise Lateau and Madeleine Lebouc and the Stigmatic Experience at Home and in the Asylum” BAS Speaker Series University of Guelph November 2006 “Ghosts and Other Signs of the Beyond: French Psychical Research from the Séance to the Laboratory” BAS Speaker Series University of Guelph
Other
June 2012 History Writing Group Presentation on "From the Waters of the Empire to the Tanks of Paris: The Creation and Early Years of the Aquarium Tropical, Palais de la Porte Dorée" July 2009 History Writing Group Presentation on “On Hans, Zou and the Others: Wonder Animals in French Psychical Research and Early Psychology” February 2007 “When Magicians Were Also Scientists” New Faculty Colloquium, Tri- University University of Waterloo November 2006 Chair of a session at the annual meeting of the History of Science Society Vancouver, Canada
D. Other Professional Activities
SSHRC Standard Research Grant Committee Member
Member SSHRC Standard Research Grant, Digital Economy 2012 Committee competition
Member SSHRC Standard Research Grant, Selection 2011 Committee 2 (History) competition
Member SSHRC Standard Research Grant, Selection 2010 Committee 2 (History) competition
Professional Association Work
Member Editorial Board of the Journal of the Canadian Historical 2010-2013 Association Member Canadian Society for the History and Philosophy of May 2007- Science executive committee present Co-editor Communiqué May 2007- Newsletter of the Canadian Society for the History and present Philosophy of Science Member Science Studies SSHRC cluster grant advisory board Fall 2007- present Poster In charge of poster design for the Canadian Society for Winter 2008 the History and Philosophy of Science
Journal Referee Work
Referee French Historical Studies 1X in 2009 Referee Isis 1X in 2009 Referee Journal of the History of Behavioral Sciences 3X between 2005-2009 Referee History of the Human Sciences 1X in 2011 Referee Studies in the History and Philosophy of Science 1X in 2011
E. Work in Progress
"Amusing Experiments and Wondrous Tricks: Science, Magic and Entertainment in Modern France"
Book manuscript (almost completed) to be submitted to The Johns Hopkins University Press in Fall 2012 (SSHRC funded)
"From the Waters of the Empire to the Tanks of Paris: The Creation and Early Years of the Aquarium Tropical, Palais de la Porte Dorée"
Manuscript submitted to the Journal of the History of Biology in June 2012
"Fakirs and Other Performers of the Occult on the Stages of Interwar Paris"
Talk to be given at the 26th Annual Meeting of the Society for Literature, Science and the Arts in Milwaukee at the end of September 2012
Book review of The Romantic Machine. Utopian Science and Technology After Napolean by John Tresch for H-France, due in September 2012 4. Service and Administration
A. Department
2012 Graduate Committee Member from History Department February to July 2012 Chair from July 2012 onward
2010-2011 History of Science Renewal Committee Co-Chair September 2010 Autumn Boathouse Social Co-organizer
Summer 2008- History Curriculum Committee Member 2010 March 2010 Campus Days November 2009 Fall Preview Day September 2009 Autumn Boathouse Social Co-organiser September 2009 Applying to Graduate School Information Night Presenter February 2007 Undergraduate History Colloquium Judge Fall 2005 History of Science Job Search Committee Member
B. College and University
Committee Work
Fall 2009- Fall University Senate Member 2010 Fall 2010 Senate Sub Committee: Student Petitions Member
Fall 2009- Fall University Research Ethics Board Member 2010 Winter 2009- BA Program Committee Member Fall 2010 2005-Winter BAS Program Committee Member 2008 and Winter 2009- present Winter 2007- ASTRA Steering Committee Member Winter 2008 Fall 2007- BAS e-portfolio focus group Member Winter 2008 Winter 2007 School of Languages and Literatures/French Studies Job Member Search Committee Winter 2007 BAS Job Search Committee Member 2005-2008 Nellies Committee (Women in Leadership) Member
2005-present Collaboration with library and Learning Commons on 2005-present BAS program
Other
May 2012 Presentation at the COA SSHRC Insight Grant Workshop March 2012 Presentation at the E-Portfolio Showcase on experience in ASCI*1000 and ASCI*3100 2010-2011 Reviewers for 3 internal SSHRC proposal from faculty in COA May 2010 BAS Spring Academic Open House September 2009 Orientation for BAS students May 2009 Academic Open House—BAS lecture March 2009 Campus Days—Representing BAS May 2008 BAS Spring Academic Open House—lecture “Evolution” April 2006 Interaction 2006—lecture “History of Science: Where World’s Collide” March 2006 Campus Days—Representing BAS May 2005 BAS Spring Academic Open House—lecture “Genetically Modified Food—Historical Context” April 2005 Interactions 2005—lecture “Genetically Modified Food: What are we Eating?”
2009- present Mentor to Abigail Menendez—President Scholar
COLLEGE OF ARTS Office of the Associate Dean (Academic)
To: Anthony Clarke, Assistant Vice President (Program Quality Assurance)
From: Ann Wilson, Director, Bachelor of Arts and Sciences Program
Date: 21 June 2013
Subject: Response to Recommendations of the Assessors of the Bachelor of Arts and Sciences Program
BAS Response to Internal Review
The BAS Program appreciates the attention of the assessors, Dr. Leslie Cormack and Dr. Yves Gingras, their insights and suggestions.
Strengths and Weaknesses
As the assessors note, the BAS Program is one of the strongest of its kind in the country. The Program attracts academically excellent students who have a keen sense of social responsibility. Additionally, the core faculty are both strong scholars and excellent teachers. The key issue which faces the Program is that it has only 1.5 FTEs whose responsibilities are dedicated to teaching in the BAS: these three professors, two in COA and one in CSAHS, are all based in home departments with duties in those departments. The science colleges provide no faculty members who permanently have an allotted portion of their academic appointment that is dedicated to the Program, although the College of Biological Science annually seconds a member of faculty to teach in the BAS Program.
Suggestions
1. Learning Outcomes: The BAS Program adopted Learning Outcomes in June 2006 and reaffirmed those Outcomes in December 2011. Thus, the BAS was in the fore at the University of Guelph in developing Learning Outcomes as an integral part of the curricular assessment. The reaffirmation of these outcomes came at a point when the University was developing university‐wide outcomes. There was a clear recognition by the BAS Program of the need to assign particular outcomes to individual courses, but consensus that this process should not be undertaken until the university‐wide outcomes had been adopted and the BAS could ensure that its outcomes were in alignment with those of the University. The Learning Outcomes for undergraduate were adopted by Senate at its meeting on 5 December 2012.
The Learning Outcomes of the BAS Program do align with those of the University. Core faculty in Program have been meeting to map Learning Outcomes to courses in the Program. Additionally, the BAS Program is participating in a project, sponsored by the Office of the Associate Vice President Academic, to devise ways in which the analytics tool in D2L can be used to gather reliable data around the realization of Learning Outcomes. It is very important to be able to generate reliable data around this issue.
2. Role of the Core Faculty in the Management of the BAS Program: The assessors suggest that the core faculty should be actively involved in the day‐to‐day management of the BAS. The comments of the assessors indicate some conflation of various aspects of the management of the workings of an academic program. It is unnecessary to involve the core faculty in choosing the courses which are offered each year given that the Program is very lean, with all the courses being offered annually. Every year, the core faculty are asked to indicate their teaching preferences; these preferences are honoured, to the best of the Director’s abilities. When a course includes teaching assistant support, the instructor is invited participate in the decision‐making process around which of the applicants will be hired. Given that these decisions occur within the context of a collective agreement, for which the Director serves as “management,” the involvement of the Director is crucial to ensure that the terms of the collective agreement are upheld.
All members of the BAS’s core faculty are part of the Program Committee, constituted under the bylaws of the Board of Undergraduate Studies. Additionally, the core faculty meet informally, as the equivalent of a departmental curriculum committee.
3. Meetings of All Instructors in the BAS: This is a good suggestion, and one which the Program has acted upon, periodically, and perhaps should make a more concerted effort to arrange such meetings on a more regular basis. That said, the reality is that it is difficult to schedule such meetings, and the participation of sessional instructors is voluntary. The Director of the BAS Program meets with all sessionals, at the beginning and end of the course (as per the collective agreement) and during the course if the instructor wishes. She also meets with faculty throughout the semester.
4. Integration of Knowledge in 4000‐level Courses: The degree to which capstone courses integrate knowledge from the humanities, social sciences and sciences is currently somewhat dependent on the instructor. Most instructors are attentive to the integration of knowledge, encouraging students to create a research project based on the intersection of their two minors within the seminar courses. Occasionally, instructors—usually those who are seconded from the science areas—focus their course on their area of specialization, without including other disciplinary perspectives Students have the option of doing independent research projects under the supervision of a member of faculty. Proposals for these projects are vetted to ensure that they do involve the integration of knowledge. In those instances where students pursue projects that integrate their minors, they find the experience rewarding in terms of their learning.
5. Add Resources to the Program: One comment by the assessors which resonates throughout their report is the need to add another member of faculty for whom half the teaching component of the individual’s appointment would be dedicated to the BAS. This recommendation is one with which the Program concurs strongly.
6. Links More Members of Faculty With Teaching and Research Interests that Articulate with the BAS Program: Given the number of senior students who undertake research project under the supervision of faculty from outside the Program, this recommendation is in place, although perhaps not obvious. The BAS Program thanks the many members of faculty who undertake these supervisions, and will pursue ways to make these collaborations more apparent.
COLLEGE OF ARTS Office of the Dean
To: Anthony Clarke, Assistant Vice-President (Graduate Studies & Program Quality Assurance)
From: Donald Bruce, Dean, College of Arts
Date: June 21, 2013
Re: Response of Dean of Arts to BAS External Reviewers’ Report, and BAS Program Director’s Response
During the visit of the two external reviewers for the BAS Program (Drs. Cormack and Gingras), we had a number of very interesting and useful conversations about the UG BAS Program and other such programs elsewhere in Canada and the US. Their experience with these programs was most useful in discussing the present state of the BAS Program at UG, and the direction this Program should take in the future. At the same time, we were able to focus on the specificity of this Program, its goals and its needs.
The BAS Program is somewhat different from other programs in that it is managed through the Dean of Arts’ Office, the responsibility for the Program being delegated to the Associate Dean Academic, Ann Wilson. In addition, the duties of the three faculty members who are appointed to the Program are split between their home departments (History, Philosophy, and Psychology) and the BAS Program. In addition, the students’ programs are made up of two minors, one each from Arts and Science (broadly understood), with a core of common ASCI (Arts and Science) courses.
In this document I will address the issues as required by the IQAP process.
(a) The plans and recommendations proposed in the Self-study Report
The Self-study Report accurately presents the historical background, the curriculum, the staffing issues, the quality of the students, the career outcomes, and other significant factors around the BAS. Several of the issues identified in this report are echoed in the report prepared by the external assessors. The entire IQAP review presents us with an opportunity to examine the BAS Program and to make appropriate changes for the next years. The key factor, which is apparent in the Self-Study, is that Program sustainability and stability are at risk if we do not address some of the issues which are raised in the Self-Study report, and underscored in the Assessors’ document. There is considerable agreement between the Self-Study document and the Assessor’s report.
(b) The recommendations proposed in the Assessment Report
In summary, the major recommendations raised in the Assessment Report speak to the following issues:
1) ‘The need for at least a .5 FTE increase in the core BAS faculty member component.’ This increase is essential for the sustainability of the program and we will continue to work towards achieving it. At best, this increase would come from a science or social science college.
2) ‘Increased participation of other Colleges, notably the Science and Social Science Colleges.’ We will continue to encourage the other UG colleges to participate more actively in the BAS program; we agree that this participation is essential for the well-being of the BAS.
3) ‘Increased participation of the BAS faculty members and instructors in the governance of the BAS program, as well as increased consultation within this group of instructors.’ We will
GUELPH ! ONTARIO ! CANADA ! N1G 2W1 ! 519-824-4120 ! FAX 519-837-1315 2
continue to promote wider participation of faculty members and sessional instructors in the academic portion of the program, the management components remaining in the hands of the Director.
4) ‘The need for specific changes in the ASCI 1000 course and in the fourth year capstone course.’ There is a strong awareness of the need for a change in the ASCI 1000 level course; we will also re-examine the means by which the capstone course integrates previous knowledge into a coherent whole, though of course the wide range of projects and supervisors makes this something of a challenge.
5) ‘Clearer articulation of the Learning Outcomes of the BAS progam.’ The Learning Outcomes of the BAS program exist on two levels: the overall ‘generic’ outcomes which have been approved at university level, as well as at the level of the specificity of the BAS Program. These latter outcomes are articulated for each course. It would certainly be possible to articulate these in terms of the whole program.
(c) The Program Committee Chair’s response to the Assessment Report
In the response document from the BAS program Director, Assoc. Dean Ann Wilson, addresses these issues. The issues presented in b) above will be addressed within the next academic cycle, as much as that is possible. They will need to be assessed in relation to the impact on the College of the PPP process and the next round of budget reductions.
(d) Any changes in organization, policy or governance that would be necessary to meet the recommendations
There are no changes in organization, policy, or governance necessary to meet the recommendations. The only changes which might arise could be in relation to the manner in which other colleges take on a more active role in the BAS. We will promote and increase possibilities of discussion and participation in the curriculum development and coordination of course content in the BAS.
(e) The resources, financial and otherwise, that would be provided in supporting the implementation of selected recommendations
There is no need to belabor the resources issue here: the University has few if any extra resources to accord to programs. However, the PPP process which we are currently engaged in may well serve a positive purpose in re-directing resources to particular areas of the university. The most significant resource recommendations put forward by the reviewers were: 1) the creation of another .5 FTE within the BAS program; 2) the inclusion of more interested faculty members from other Colleges as instructors within the BAS program (particularly from the Science and Social Science areas). Once the College has a clear sense of the PPP implications for Arts, it will be in a better position to plan the further development of the BAS program over the next five years. (See below in ‘Timeline’).
(f) A proposed timeline for the implementation of the recommendations
1) As part of the PPP discussions which will begin this Fall, the College of Arts will include for consideration the key recommendations of the Reviewers’ Report. Recommendations around content in ASCI 1000 and the role of the capstone course could be made within the next academic year. Recommendations relating to increased FTEs and increased commitment from Science and Social Science areas may take long, depending on the impact of PPP on these units.
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MEMORANDUM FROM THE PROVOST AND VICE-PRESIDENT (ACADEMIC)
To: Anthony Clarke, Assistant VP (Graduate Studies & Program Quality Assurance)
From: Maureen Mancuso, Provost and Vice-President (Academic)
Date: July 23, 2013
Subject: Provost’s Response to the Final Report of the Internal Review of the Bachelor of Arts and Sciences Program
______
I have had an opportunity to review the Final Report of the Internal Review of the Bachelor of Arts and Sciences Program and I am pleased to accept the report.
In their report, the reviewers highlight the unique nature of the BAS program as well as its many strengths that include the quality and dedication of its faculty, the excellence of the students, and the strong interdisciplinary focus of the curriculum. In the reviewers’ words, the BAS “constitutes one of the strongest science programs in the country.”
The reviewers made six recommendations designed to improve program delivery. I was pleased to note the Dean’s intention to address most of these recommendations within the next academic cycle. I strongly support the recommendation that the BAS faculty engage in efforts to clarify their own learning outcomes; the recently approved University level learning outcomes should help guide this process. I was also pleased to note the faculty members’ intention to revisit the content of their first year core course (ASCI 1000) and to integrate more previously acquired interdisciplinary knowledge in their capstone course. Finally, I support ongoing efforts to encourage other University of Guelph Colleges to participate more actively in the BAS program. Other recommendations will require a longer timeline in light of their complexity as well as the budgetary challenges highlighted in Dean Bruce’s response. As he notes, the outcome of the current Program Prioritization Process (PPP) will help guide future discussions on the most effective ways to address these recommendations and enhance the capacity of the BAS.
Consistent with our new Quality Assurance process, and recognizing the need for longer term consultation and planning to address all of the reviewers’ comments, I recommend that the implementation process be conducted in two stages during the next year and that the Director of the program be responsible for this process. A preliminary status report will be due at the end of the fall semester of 2013 and a final status report will be submitted to the SCQA subcommittee at the end of the winter semester of 2014. This strategy has been discussed with Dr. Ann Wilson, the Director of the BAS program, who is supportive of this approach.
I would like to thank the faculty and staff of the BAS program as well as all other faculty and students who have taken part in this internal review process, along with the Associate Dean and the Dean of the College, the internal and external consultants, and the members of the SCQA subcommittee.
I am supportive of the self-study, the consultants’ report, and the Dean’s response moving forward to SCQA.
Maureen Mancuso Provost and Vice-President Academic
cc: Don Bruce, Dean, College of Arts Ann Wilson, BAS Program Director and Associate Dean Academic, College of Arts