MEETING AGENDA
MONDAY, OCTOBER 16, 2017 5:30 pm | OVC Lifetime Learning Centre | Room 1714
Page
Information for Senators 3-24 a) Orientation and Governance 1. Welcome and Approval of the Agenda 25 a) Approval of the Agenda [Motion] 2. Approval of the Minutes 27-37 a) Minutes of May 23, 2017 [Motion] b) Business Arising 3. Remarks from the Chair 39-50 a) Chair's Remarks to Senate b) Chancellor's Remarks to Senate 4. Question Period 51 a) Question Period 5. Student Senate Caucus Report a) Update on Student Senate Caucus Activities 6. Priorities and Planning Committee Report 53 a) Provost's Update on Academic Planning and Priorities [Addenda] 55-57 b) Planning of the 2017-18 Senate Session 59-62 c) Council of Ontario Universities (COU) Academic Colleague Update 7. Board of Undergraduate Studies Report 63-125 a) Proposed New Major and Co-op Option in Food Industry Management in Bachelor of Bio-Resource Management [Motion] 127-132 b) Academic Schedule of Dates: 2018-19 133-139 c) Undergraduate Curriculum: Course Changes, Deletions, Additions 141-142 d) BUGS Subcommittees Membership: 2017-18 8. Board of Graduate Studies Report 143-154 a) Proposed Changes to Admission and Degree Requirements - Master of Biotechnology [Motion] 155-160 b) Proposed Change to Admission Requirements - Master of Fine Arts, Studio Art [Motion]
Page 1 of 237 Senate Meeting Agenda October 16, 2017 Page
8. Board of Graduate Studies Report 161-172 c) Proposed Changes to the MA in Political Science [Motion] 173-184 d) Proposed Changes to PhD in Political Science [Motion] [Addenda] 185-187 e) Graduate Curriculum: Course Changes, Deletions, Additions f) BGS Subcommittees Membership: 2017-18 g) Graduate Faculty Appointments 9. Committee on Quality Assurance Report 189-211 a) Annual Report on Quality Assurance: 2016-17 b) One-year Follow-up Reports l Family Relations and Applied Nutrition 10. Honours and Awards Committee Report 213-215 a) Call for Nominations for 2018 University Awards 11. Committee on Bylaws and Membership Report 217-218 a) Membership Slate: Presidential Review Committee [Motion] 219 b) Results of Senate By-elections 12. Other Business 13. Move to Closed Session 221 a) Adjourn Open Session and Move into Closed Session [Motion] 14. Closed Session Honours and Awards Committee Report Addenda Item 223-234 a) Item 6a) Provost's Update on Academic Planning and Priorities 235-237 b) Item 8d) Proposed Changes to PhD in Political Science Adjournment Next Senate Meeting: Monday, November 27, 2017
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To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: Senate Governance and Orientation
Meeting: October 16, 2017
The University of Guelph Senate
The University of Guelph, like all universities in Ontario, was formally created through provincial statute, which, in the case of this institution, is the University of Guelph Act, 1964 (the “Act”). The Act prescribes a “bicameral” governance structure common to Canadian universities, which is comprised of both a Senate and a Board of Governors.
Generally, the Board of Governors is responsible for fiscal oversight of the University, while Senate is responsible for the oversight of academic initiatives. Specifically, the Act charges Senate with: • formulating educational policy; • creating faculties, departments, schools and institutes for the delivery of curricula and related educational initiatives1; • creation and implementation of bylaws and regulations relating to matters under the jurisdiction of Senate; • election of the Chancellor; • determining courses of study; • oversight of academic examinations; • matters involving scholarships, bursaries, prizes and awards relating to students and their learning; and, • conferring of degrees and diplomas that fall under the jurisdiction of the University of Guelph, including honorary degrees.
1 Approval of the Board of Governors is required as it relates to required financial resources
Orientation and Governance Page 3 of 237 Senate Standing Committees and Boards
Senate has established nine standing committees and boards to assist in carrying out its responsibilities:
Standing Committee or Board Chair (2017-18) Priorities and Planning Committee (SPPC) Ian Newby-Clark Committee on Bylaws and Membership Ann Wilson Board of Undergraduate Studies (BUGS) Byron Sheldrick Board of Graduate Studies (BGS) Miana Plesca Committee on Non-degree Studies (SCNS) Olaf Berke Committee on Quality Assurance (SCQA) Scott McEwen Research Board (SRB) Marc Coppolino Committee on Student Petitions Tami Martino Committee on Honours and Awards (SHAC) Peter Conlon
The relevant terms of reference, membership, and meeting materials for each of Senate’s standing committees and boards can be found on the University Secretariat website2.
Reference Information and Documents for Senators
Enclosed for the reference and information of Senators are the following:
• Governance at the University of Guelph – The Role of Senate • University of Guelph Mission Statement • Role and Responsibilities of Senators • Curriculum Renewal Process Overview • 2017-18 Senate Membership • 2017-18 Standing Committee Membership • 2017-18 Senate and Senate Committees Meeting Schedule
Senators are also encouraged to view the following documents available on the University Secretariat website: https://www.uoguelph.ca/secretariat/ • Senate Bylaws • Senate Standing Committee Bylaws • Rules of Order • Governance Handbook3 • University Policies
2 URL: https://www.uoguelph.ca/secretariat/office-services/senate/senate-boards-and-standing-committees 3 URL: https://www.uoguelph.ca/secretariat/office-services/university-secretariat/governance-handbooks
Orientation and Governance Page 4 of 237 Finally, additional Senate-approved documents that inform the work and decision-making of Senate are:
• The Senate-approved Learning Outcomes4 for both the undergraduate and graduate curriculum • Academic Calendars5 [see agenda items 7 and 8 for relevant Senate decision items] • The Senate-approved Institutional Quality Assurance Process (IQAP)6 [see also agenda item 9] • The Senate-approved Strategic Research Plan7 [see also agenda item 2a]
Questions and Additional Information
Senators are invited to contact the University Secretary, Gen Gauthier-Chalifour ([email protected]) with questions on the above, or other Senate-related matters.
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4 URL: https://www.uoguelph.ca/vpacademic/avpa/outcomes/ 5 URL: https://www.uoguelph.ca/academiccalendars/ 6 URL: https://www.uoguelph.ca/secretariat/office-services/senate/senate-boards-and-standing- committees/committee-quality-assurance/quality 7 URL: https://www.uoguelph.ca/research/about-us/strategic-research-plan
Orientation and Governance Page 5 of 237 Page 6 of 237 Governance at the University of Guelph: The Role of Senate
In accordance with the University of Guelph Act (1964), the University operates under a bicameral system of governance comprising the Senate and the Board of Governors. The Senate is responsible for the academic policy of the University which includes responsibility for determining the courses of study, standards of admission and qualifications for graduation. The Board of Governors is responsible for all other aspects of the governance of the University not assigned to the Senate. This includes oversight of the management and control of the University and its property, revenues, expenditures, business and related affairs.
Excerpt from the University of Guelph Act regarding the responsibilities of Senate. https://uoguelph.civicweb.net/Documents/DocumentDisplay.aspx?ID=5523&Original=1
13. The Senate is responsible for the educational policy of the University, and, with the approval of the Board in so far as the expenditure of funds and the establishment of facilities are concerned, may create such faculties, departments, schools or institutes or establish such chairs as it may determine, may enact bylaws and regulations for the conduct of its affairs, and, without limiting the generality of the foregoing, has power a) to elect the Chancellor; b) to control, regulate and determine the educational policy of the University; c) to determine the courses of study and standards of admissions to the University and continue membership therein, and qualifications for degrees and diplomas; d) to conduct examinations and appoint examiners; e) to deal with all matters arising in connection with the awarding of fellowships, scholarships, bursaries, medals, prizes and other awards; f) to confer the degrees of Bachelor, Master and Doctor, and all other degrees and diplomas in all branches of learning that may appropriately be conferred by a University; g) to confer honorary degrees in any department of learning; h) to create faculty councils or committees and committees generally to exercise its powers.
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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.
Orientation and Governance Page 8 of 237
Role and Responsibilities of Senators
The Senate is the foremost academic decision-making body of the University of Guelph and Senators have a vital role in fostering and supporting the mission and goals of the University. These include a commitment to: the highest standards of pedagogy; the education and well-being of the whole person; meeting the needs of all learners in a purposely diverse community; the pursuit of the University’s learning objectives; rigourous self-assessment, and a curriculum that fosters creativity, skill development, critical inquiry, and active learning. 1
The following guidelines are intended to assist Senators in the execution of their role and responsibilities. Each Senator should:
a) Engage in the work of Senate, as outlined in the University of Guelph Act, which includes the formulation of educational policy, the conferring of degrees (including honorary degrees); the determination of recipients of fellowships, scholarships, bursaries, medals, and others prizes and awards; and the election of the Chancellor.
b) Understand and respect the distinction between the role and responsibility of the Board of Governors (which, broadly, is financial governance) and those of Senate (which, broadly, is the formulation of educational policy and related matters), as defined in the University of Guelph Act.
c) Participate constructively in the formulation of educational policy within Senate and its various bodies, including standing committees and their subcommittees and working groups.
d) Communicate with constituents about the issues before Senate.
e) Engage in frank, candid and respectful discussion of matters which are brought before Senate and its various bodies, including standing committees, subcommittees and working groups, while adhering to the rules of procedure of Senate.
f) Consider fully, as citizens of the University, the complex issues that Senate faces, taking into account that advancing the good of the University in all of its diversity inevitably will involve negotiation and compromise.
1 Adapted from the Mission Statement, University of Guelph (1995)
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Orientation and Governance Page 9 of 237 Orientation and Governance Curriculum Renewal Process
Undergraduate Curriculum Graduate Curriculum
Curriculum Program Committees Graduate Studies Division Committees [degree program Committees Committees [unit level] level] [unit level] [consultation]
Board of Graduate Programs Calendar Review Board of Graduate Undergraduate and Policies Committee Studies Studies Committees
Senate Senate Page 10 of 237 Orientation and Governance Undergraduate Program Approval Process
New Program External Internal External Proposal Brief Reviewers Governance Governance
• Review by • Site visit • Review of • Review by Office of • Report to Proposal Brief Ontario Provost Department by Program Universities • External and College Committee & Council on Reviewer Dean CRC Quality Nominations • Revised • Review by Assurance Proposal Brief BUGS • MAESD for • Including • Review and funding response to approval by approval review Senate report Page 11 of 237 Orientation and Governance Graduate Program Approval Process
New Program External Internal External Proposal Brief Reviewers Governance Governance
• Review by • Site visit • Review of • Review by Office of • Report to Proposal Brief Ontario Provost Department by Graduate Universities • Review by and College Programs and Council on Division Dean Policies Quality Committee • Revised Committee Assurance • External Proposal Brief • Review by • MAESD for Reviewer • Including Board of funding Nominations response to Graduate approval • Library review Studies Assessment report • Review and approval by Senate Page 12 of 237 Updated October 10, 2017
2017-18 SENATE MEMBERSHIP (September 1, 2017 - August 31, 2018)
Chancellor Martha Billes President Franco Vaccarino Provost and Vice-President (Academic) Charlotte Yates Vice-President Research Malcolm Campbell University Secretary Gen Gauthier-Chalifour [non-voting] Associate University Secretary (Senate) TBD [non-voting] Associate University Secretary (Board) Ben Doadt [non-voting]
ONTARIO AGRICULTURAL COLLEGE Ex-officio Senate Ex-officio Members Faculty Members Term Term [9] Concludes 11 seats | 11 elected Concludes
Rene Van Acker, Dean 2021 1 Kate Shoveller, Animal Biosciences 2020 Sean Kelly, Director, School of 2022 2 Flavio Schenkel, Animal Biosciences 2020 Environmental Design & Rural Dev. John Cranfield, Chair, Food, Agricultural 3 Karen Landman, Environmental 2019 2019 and Resource Economics Design and Rural Development 4 Brandon Gilroyed, School of Art Hill, Chair, Food Science 2019 2019 Environmental Sciences 5 Youbin Zheng, School of Hugh Earl, Chair, Plant Agriculture 2022 2019 Environmental Sciences Jim Squires, Chair, Animal Biosciences 2020 6 John Cline, Plant Agriculture 2020 Jon Warland, Director, School of 7 Sheri Longboat, Environmental Design 2020 2020 Environmental Sciences and Rural Development Ken McEwan, Director, Ridgetown Campus 2018 8 Lisa Duizer, Food Science 2020 Jonathan Schmidt, Associate Dean 9 Mark Habash, School of one year 2020 (Academic) Environmental Sciences 10 Al Sullivan, Plant Agriculture 2020
11 Massimo Marcone, Food Science 2020
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ONTARIO VETERINARY COLLEGE Ex-officio Senate Ex-officio Members Faculty Members Term Term [6] Concludes 9 seats | 9 elected Concludes Jeff Wichtel, Dean 2020 1 Geoffrey Wood, Pathobiology 2019
Tarek Saleh, Chair, Biomedical Sciences 2021 2 Scott McEwen, Population Medicine 2018
Carolyn Kerr, Chair, Clinical Studies 2021 3 Brigitte Brisson, Clinical Studies 2020
Todd Duffield, Chair, Population Medicine 2022 4 Luis Gaitero, Clinical Studies 2020
Shayan Sharif, Interim Chair, Pathobiology ___ 5 Tami Martino, Biomedical Sciences 2020
Peter Conlon, Associate Dean (Student one year 6 Noel Moens, Clinical Studies 2020 Affairs) 7 Lee Niel, Population Medicine 2020
8 Olaf Berke, Population Medicine 2020 9 Andrew Papadopoulos, Population 2020 Medicine
COLLEGE OF BIOLOGICAL SCIENCE Ex-officio Senate Ex-officio Members Faculty Members Term Term [5] Concludes 8 seats | 8 elected Concludes Jonathan Newman, Dean 2020 1 Ray Lu, Molecular & Cellular Biology 2019 2 Terry Van Raay, Molecular & Cellular John Fryxell, Chair, Integrative Biology 2020 2019 Biology Lawrence Spriet, Chair, Human Health and 2021 3 Todd Gillis, Integrative Biology 2019 Nutritional Sciences Marc Coppolino, Chair, Molecular & 4 Kelly Anne Meckling, Human Health 2021 2018 Cellular Biology and Nutritional Sciences 5 Joseph Colasanti, Molecular & Cellular Brian Husband, Associate Dean (Academic) one year 2020 Biology 6 Amanda Wright, Human Health and 2020 Nutritional Sciences 7 Stephen Seah, Molecular & Cellular 2020 Biology 8 Baozhong Meng, Molecular & Cellular 2020 Biology
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COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES Ex-officio Senate Ex-Officio Members Faculty Members Term Term [7] Concludes 10 seats | 10 elected Concludes 1 Olga Smoliak, Family Relations and Gwen Chapman, Dean 2021 2019 Applied Nutrition Troy Riddell, Chair, Political Science 2021 2 Carol Dauda, Political Science 2019 Clare MacMartin, Chair, Family Relations & 2022 3 David MacDonald, Political Science 2019 Applied Nutrition Francesco Leri, Chair, Psychology 2018 4 Leanne Son Hing, Psychology 2020
John Smithers, Chair, Geography 2019 5 Ian Spears, Political Science 2020 Elizabeth Finnis, Chair, Sociology and 6 Tuuli Kukkonen, Family Relations 2019 2018 Anthropology and Applied Nutrition Byron Sheldrick, Associate Dean (Academic) one year 7 Ian Newby-Clark, Psychology 2018
8 Ze’ev Gedalof, Geography 2018 9 Sally Humphries, Sociology and 2018 Anthropology 10 Deborah Powell, Psychology 2020
COLLEGE OF ARTS Ex-officio Senate Ex-Officio Members Faculty Members Term Term [7] Concludes 9 seats | 9 elected Concludes Dec 31, Sofie Lachapelle, (Interim) Dean 1 Matthew Hayday, History 2019 2017 Sally Hickson, Director, School of Fine 2 James Harley, School of Fine Art & 2019 2019 Art and Music Music Ann Wilson, Director, School of 2021 3 Christina Smylitopoulos, SOFAM 2018 English and Theatre Studies Margot Irvine, (Acting) Director, School June 30, 4 Mark Lipton, English & Theatre Studies 2020 of Languages & Literatures 2018 Catherine Carstairs, Chair, History 2018 5 Susan Douglas, Art History 2020
Mark McCullagh, Chair, Philosophy 2017 6 Jesse Palsetia, History 2020 Ruediger Mueller, (Interim) Associate 7 Dominic Marner, School of Fine Art & one year 2019 Dean (Academic) Music 8 Kimberley Francis, School of Fine Art 2020 & Music 9 Maya Goldenberg, Philosophy 2020
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COLLEGE OF ENGINEERING AND PHYSICAL SCIENCES Ex-officio Senate Ex-Officio Members Faculty Members Term Term [7] Concludes 10 seats | 10 elected Concludes ___ Richard Zytner, (Interim) Dean 1 Ibrahim Deiab, School of Engineering 201 9
Paul Rowntree, Chair, Chemistry 2019 2 Wael Ahmed, School of Engineering 2019 Pascal Matsakis, Interim Director, School April 30, 3 Dan Gillis, School of Computer 2019 of Computer Science 2018 Science Julie Horrocks, Chair, Mathematics and 4 Medhat Moussa, School of 2020 2019 Statistics Engineering June 30, Martin Williams, (Acting) Chair, Physics 5 Bill Van Heyst, School of Engineering 2019 2018 Hussein Abdullah, Director, School of 2020 6 France-Isabelle Auzanneau, Chemistry 2019 Engineering 7 Marwan Hassan, School of Karen Gordon, Associate Dean (Academic) one year 2019 Engineering 8 Simon Yang, School of Engineering 2018 9 Bahram Gharabaghi, School of 2020 Engineering 10 Soha Moussa, School of Engineering 2020
COLLEGE OF BUSINESS AND ECONOMICS Ex-officio Senate Ex-Officio Members Faculty Members Term Term [6] Concludes 6 seats |6 elected Concludes 1 Julia Christensen Hughes, Dean 2019 Kurt Annen, Economics and Finance 2019 Statia Elliot, Director, School of Hospitality, 2 Nita Chhinzer, Management Food and Tourism Management 2019 2019 Davar Rezania, Chair, Management 3 Marion Joppe, Hospitality, Food, 2017 2020 and Tourism Management Stephen Kosempel, Chair, Economics and 2019 4 Evie Adomait, Economics and Finance 2018 Finance 5 Tirtha Dhar, (Interim) Chair, Marketing Dec 31, Miana Plesca, Economics and Finance 2018 and Consumer Studies 2017 Kerry Godfrey, Associate Dean (Academic) 6 Jian Zhou, Marketing & Consumer one year 2020 Studies
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OTHER EX-OFFICIO MEMBERS Associate Vice-President (Academic) Serge Desmarais Assistant Vice-President (Graduate Studies) Ben Bradshaw Associate Vice-President (Student Affairs) Brenda Whiteside Registrar Ray Darling Vice-Provost Guelph-Humber John Walsh Chief Librarian Rebecca Graham Vice-President, Academic Rebecca Cheskes Central Student Association President, Graduate Students’ Association Danyelle Liddle
ELECTED/APPOINTED SENATE REPRESENTATIVES Senate Term Affiliation Incumbent Concludes
Librarian Robin Bergart 2019
Faculty Association Herb Kunze 2018
1 Bill Hogarth 2018 Board of Governors [2] 2 Mary Deacon 2018
1 Staff Members Scott McWhinnie 2018
[2] 2 Leigh West 2018
1 Doug Campbell 2020 Alumni Representatives
[2] 2 Jack Hutchison 2018
GRADUATE STUDENTS One-year Senate term College concludes August 31, 2018 Ontario Agricultural College Tatiana Zakharova Ontario Veterinary College Jessica Helwig College of Social and Applied Human Sciences Ratanak Ly College of Arts Peter Flannery College of Engineering and Physical Sciences Soroush Ebadi
College of Biological Science Mason Stothart
College of Business and Economics Nicholas Manuel
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UNDERGRADUATE STUDENTS One-year Senate term concludes Program August 31, 2018 Bachelor of Arts (BA) [4] Veronica Boydell Emily Fardad Lindsey Fletcher Andrew Kuttain Bachelor of Science (BSc) [4] Christine Cash Raymond Hu Claudia Idzik Nicholas Kowaleski Bachelor of Arts and Science (BAS) [1] Sauvanne Julien Bachelor of Engineering (BEng) [2] Sean Mitchell Vacant Bachelor of Science (Agriculture) (BScAgr) [1] Vacant Bachelor of Applied Science (BASc) [1] Katie Langan Bachelor of Commerce (BComm) [3] Kyra Faderbauer Sydney Prince Hannah Ruuth Bachelor of Biological Resource Management Vacant (BBRM) [1] Bachelor of Science (Environmental Sciences) Vacant (BScEnv) [1] Bachelor of Computing (BComp) [1] Vacant Associate Diploma Program [1] Vacant Doctor of Veterinary Medicine (DVM) [1] Stipe Jelovcic Guelph-Humber [4] Dalton Beseau Dilshan Jayasinghe Ameerah McLean Priya Rajkumar Bachelor of Landscape Architecture (BLA) [1] Jenny Trinh
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SENATE STANDING COMMITTEE MEMBERSHIP 2017-18 (September 1, 2017 - August 31, 2018)
PRIORITIES AND PLANNING COMMITTEE (SPPC) Ex-officio Franco Vaccarino President and Vice-Chancellor Charlotte Yates Provost and Vice-President (Academic) Jonathan Newman COU Academic Colleague Ian Newby-Clark Member-at-Large (Chair of SPPC) Chairs of Senate Standing Committees Ann Wilson Committee on Bylaws and Membership Byron Sheldrick Board of Undergraduate Studies Miana Plesca Board of Graduate Studies Marc Coppolino Research Board Tami Martino Committee on Student Petitions Olaf Berke Committee on Non-degree Studies Peter Conlon Honours and Awards Committee Scott McEwen Committee on Quality Assurance Students (2) [one graduate & one undergraduate – both confirmed by Student Senate Caucus] Nicholas Manuel CBE (graduate) Lindsey Fletcher BA (undergraduate)
COMMITTEE ON QUALITY ASSURANCE (SCQA) Ex-officio Ben Bradshaw Assistant Vice-President (Graduate Studies) Serge Desmarais Associate Vice-President (Academic) Gwen Chapman Dean (CSAHS) Non-voting Patricia Tersigni Director, Academic Programs and Policy Faculty (4) Scott McEwen (Chair) OVC Amanda Wright CBS Medhat Moussa CEPS Jon Warland (Vice-Chair) OAC Librarian [Designate of the Chief Librarian] Barbara McDonald Associate Chief Librarian (Discovery & Access) Staff Leigh West OAC Students (2) [one undergraduate & one graduate] Veronica Boydell BA (undergraduate) TBD after by-elections TBD (graduate)
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BOARD OF GRADUATE STUDIES (BGS) Ex-officio Ben Bradshaw Assistant Vice-President (Graduate Studies) Teresa Crease Associate Dean, Graduate Studies Malcolm Campbell Vice-President (Research) Irene Thompson – Designate Associate VP (Student Affairs) – or Designate Kim Garwood – Designate Chief Librarian – or Designate Faculty (7) [one from each College] Miana Plesca (Chair) CBE Andrew Papadopoulos (Vice-Chair) OVC Leanne Son Hing CSAHS Matthew Hayday COA Simon Yang CEPS Lisa Duizer OAC Stephen Seah CBS Graduate Students (4) [one of whom shall be President, GSA] Danyelle Liddle President, Graduate Students’ Association Tatiana Zakharova OAC Ratanak Ly CSAHS Nicholas Manuel CBE
COMMITTEE ON NON-DEGREE STUDIES (SCNS) Ex-Officio Patricia Tersigni – Designate Associate Vice-President (Academic) – or Designate Jodie Salter – Designate Chief Librarian – or Designate Michelle Fach Director, Open Learning and Educational Support Faculty (4) Olaf Berke (Chair) OVC Tuuli Kukkonen (Vice-Chair) CSAHS Ray Lu CBS Nita Chhinzer CBE Students (3) Stipe Jelovcic DVM (undergraduate) TBD after by-elections TBD – Undergraduate TBD after by-elections TBD - OpenEd Student
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BOARD OF UNDERGRADUATE STUDIES (BUGS) Ex-officio Serge Desmarais Associate VP (Academic) – or Designate Laurie Schnarr – Designate Associate VP (Student Affairs) – or Designate Michelle Fach Director, Open Learning and Educational Support Ray Darling Registrar Jonathan Newman Dean (CBS) Ex-officio Non-voting Members Melanie Cassidy – Designate Chief Librarian – or Designate Patricia Tersigni Director, Academic Programs and Policy John Walsh Vice-Provost Guelph-Humber – or Designate Faculty (5) Byron Sheldrick (Chair) CSAHS Mark Lipton (Vice-Chair) COA Baozhong Meng CBS Evie Adomait CBE Marwan Hassan CEPS Undergraduate Students (4) [1 shall be CSA VP Academic; 3 student Senators] Rebecca Cheskes Central Student Association, VP Academic Katie Langan BASc Raymond Hu BSc Jenny Trinh BLA
COMMITTEE ON BYLAWS AND MEMBERSHIP (BYLAWS) Ex-officio Jeff Wichtel Dean (OVC) Faculty (5) Ann Wilson (Chair) COA Carol Dauda CSAHS Ibrahim Deiab CEPS Karen Landman OAC TBD Students (2) Lindsey Fletcher (Vice-Chair) BA (undergraduate) TBD after by-elections TBD
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RESEARCH BOARD (SRB) Ex-Officio Malcolm Campbell Vice-President (Research) Ben Bradshaw Assistant Vice-President (Graduate Studies) John Livernois Associate Vice-President (Research Services) Wayne Caldwell Interim Associate VP Research (Strategic Partnerships) Amy Buckland – Designate Chief Librarian – or Designate Sally Hickson Faculty Member of the Board of Governors Staff Leigh West OAC Faculty (7) [one from each College] Marc Coppolino (Chair) CBS Bahram Gharabaghi CEPS Kurt Annen (Vice-Chair) CBE Anna-Kate Shoveller OAC Deborah Powell CSAHS Geoffrey Wood OVC Christina Smylitopoulos COA Students (2) [one undergraduate & one graduate] Sauvanne Julien BAS (undergraduate) TBD after by-elections TBD – Graduate
COMMITTEE ON STUDENT PETITIONS Faculty (6) Tami Martino (Chair) OVC Bill Van Heyst (Vice-Chair) CEPS Kelly Meckling CBS James Harley COA Ze’ev Gedalof CSAHS Marion Joppe CBE Students (7) Nicholas Kowaleski BSc – Undergraduate Christine Cash BSc – Undergraduate Ameerah McLean Guelph-Humber – Undergraduate Ratanak Ly CSAHS – Graduate TBD after by-elections TBD – Graduate
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HONOURS AND AWARDS COMMITTEE (SHAC) Ex-officio Franco Vaccarino President & Vice-Chancellor Charlotte Yates Provost & Vice-President (Academic) Ian Newby-Clark Chair of Senate Priorities and Planning Committee Doug Campbell – Designate President of UGAA – or Designate Faculty (7) [one from each College] Terry Van Raay CBS Peter Conlon (Chair) OVC Elizabeth Finnis CSAHS Al Sullivan OAC Statia Elliot (Vice-Chair) CBE Dan Gillis CEPS Dominic Marner COA Staff Scott McWhinnie Physical Resources Students (2) [one undergraduate & one graduate] Claudia Idzik BSc (undergraduate) TBD after by-elections TBD – Graduate External (2) Robin-Lee Norris Community Member (Miller Thomson LLP) Kithio Mwanzia Community Member (Guelph Chamber of Commerce)
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Updated July 7, 2017
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Orientation and Governance Senate and Standing Committees Fall 2017 Meeting Schedule
As of: Oct 6, 2017 SEPTEMBER OCTOBER NOVEMBER
Thursday, October 5 Thursday, November 16 Board of Undergraduate No meeting scheduled. 1:00 – 2:30 pm 10:00 – 11:30 am Studies UC Executive Boardroom 424 UC Executive Boardroom 424 Wednesday, October 4 Thursday, November 9 Committee on No meeting scheduled. 12:30 – 1:30pm 9:00 – 10:30 am Bylaws and Membership UC Room 425 UC Executive Boardroom 424 Tuesday, October 3 Tuesday, November 14 Board of Graduate Studies No meeting scheduled. 1:00 – 2:30 pm 1:00 – 2:30 pm UC Executive Boardroom 424 UC Executive Boardroom 424 Friday, November 17 1:00 – 2:30 pm Research Board No meeting scheduled. No meeting scheduled. UC Executive Boardroom 424 (rescheduled from Nov 15) Friday, November 3 Committee on No meeting scheduled. No meeting scheduled. 10:30 – 12:00 noon Non-degree Studies UC Executive Boardroom 424 Monday, October 2 Monday, November 13 Committee on No meeting scheduled. 2:00 – 3:30 pm 1:30 – 3:00 pm Quality Assurance UC Executive Boardroom 424 UC Executive Boardroom 424 Monday, September 25 Honours and Awards 1:00 – 3:00 pm No meeting scheduled. No meeting scheduled. Committee UC Room 430 Wednesday, October 4 Wednesday, November 15 Priorities and Planning No meeting scheduled. 2:00 – 4:00 pm 8:30 – 10:00 am Committee UC Executive Boardroom 424 Page 24 of 237 UC Executive Boardroom 424 Student Petitions Meetings scheduled as needed.
Monday, October 16, 2017 Monday, November 27, 2017 SENATE 5:30 pm | OVC LLC 1714 5:30 pm | OVC LLC 1714
Monday, February 5, 2018 Monday, April 9, 2018 Monday, May 28, 2018 SENATE – Winter 2018 5:30 pm | OVC LLC 1714 5:30 pm | OVC LLC 1714 5:30 pm | OVC LLC 1714
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To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 1. Welcome and Approval of the Agenda 2. Approval of the Minutes
Meeting: October 16, 2017
1. Welcome and Approval of the Agenda
a) Approval of the Agenda [Motion]
Senate is asked to, RESOLVE, that the October 16, 2017 meeting agenda be approved, as presented.
2. Approval of the Minutes
a) Minutes of May 23, 2017 [Motion]
The minutes of the May 23, 2017 meeting are enclosed for consideration.
Senate is asked to, RESOLVE, that the minutes of the May 23, 2017 meeting be approved, as presented.
b) Business Arising
Strategic Research Plan 2017-2022 – At its meeting June 9, 2017 the Board of Governors also approved the University’s Strategic Research Plan; the final approved plan is available online at: https://www.uoguelph.ca/research/document/strategic-research-plan
Amendments to the Institutional Quality Assurance Process (IQAP) – On June 23, 2017 the Ontario Universities Council on Quality Assurance confirmed acceptance of the amendments to the University’s IQAP. Because the changes reflected a change in the Quality Assurance Framework and were otherwise editorial, re-ratification was not required. The updated IQAP document is available online at: https://www.uoguelph.ca/secretariat/office- services/senate/senate-boards-and-standing-committees/committee-quality-assurance/quality
All other matters of business arising are addressed throughout the meeting agenda.
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Approval of the Agenda [Motion] Page 25 of 237 Page 26 of 237 SENATE Minutes of the meeting held Tuesday, May 23, 2017 5:30 pm | OVC Lifetime Learning Centre | Room 1714
Present *Non-voting Franco Vaccarino, Chair Kate Revington, University Secretary* Hussein Abdullah David Dyck Herb Kunze Rene Van Acker Wael Ahmed Hugh Earl Karen Landman Glen Van Der Kraak Joe Barth Statia Elliott Francesco Leri Bill Van Heyst Robin Bergart John FitzSimons Janet MacInnes Jon Warland Olaf Berke John Fryxell Scott McEwen Leigh West Ben Bradshaw Gen Gauthier-Chalifour* Scott McWhinnie Brenda Whiteside Don Bruce Brandon Gilroyed Ian Newby-Clark Ann Wilson Malcolm Campbell Rebecca Graham Jonathan Newman Charlotte Yates Catherine Carstairs James Harley Andrew Papadopoulos Youbin Zheng Gwen Chapman Matthew Hayday Miana Plesca Richard Zytner Rebecca Cheskes Art Hill Michèle Preyde Nita Chhinzer Bill Hogarth Davar Rezania Visitors* Julia Christensen Hughes Sally Humphries Paul Rowntree Annette Blok John Cline Margot Irvine Byron Sheldrick Ben Doadt Peter Conlon Hilary Jarvis* Olivia Shotyk Jackie Gillis Marc Coppolino Andria Jones-Bitton Leanne Son Hing Karen Gordon John Cranfield Keely Kavcic Lawrence Spriet Vicki Hodgkinson Ray Darling Carolyn Kerr Jim Squires Deanna McQuarrie Carol Dauda Stephen Kosempel Al Sullivan Joe Varamo Ibrahim Deiab Tuuli Kukkonen Olga Sutherland
1. Welcome and Approval of the Agenda
President Franco Vaccarino, Chair of Senate, called the meeting to order and welcomed Senators to the last meeting of the 2016-17 session.
a) Approval of the Agenda
On motion duly moved and seconded, it was RESOLVED, that the May 23, 2017 meeting agenda be approved, as presented.
Speaking Privileges On motion duly moved and seconded, it was RESOLVED, that the Visitors to the Senate meeting be granted speaking privileges.
2. Approval of the Minutes a) Minutes of April 4, 2017
On motion duly moved and seconded, it was RESOLVED, that the minutes of the April 4, 2017 meeting be approved, as presented.
Minutes of May 23, 2017 [Motion] Page 27 of 237 Page 2 Senate Minutes | May 23, 2017
b) Business Arising
All matters of business arising were addressed throughout the meeting agenda.
3. Remarks from the Chair a) Chair’s Remarks to Senate
Dr. Vaccarino directed Senators to his written report which was included with the meeting materials. He added the following remarks:
• He expressed thanks and appreciation to those Senators who have completed their terms and will not be returning to Senate next year; in particular, the Senate Standing Committee Chairs and Vice Chairs were asked to stand to be recognized with a round of applause • Congratulations and best wishes were extended to those student Senators who will be graduating this year. • Ms. Rebecca Cheskes, incoming Vice-president (Academic) of the Central Student Association, and Ms. Danyelle Liddle, incoming President of the Graduate Students’ Association were welcomed to the meeting, as they commenced their appointments on May 1, 2017. • The President acknowledged Dr. Sofie Lachapelle, Acting Associate Vice-president (Academic), who will be completing her term on July 1st, and Dr. Don Bruce, Dean of the College of the Arts, who will be retiring on July 1st, for their dedication and contributions to the University and Senate. Senators responded with a round of applause. • Dr. Julia Christensen Hughes, Dean of the College of Business and Economics, was welcomed back to Senate following her leave, and thanked Dr. Kerry Godfrey for his contributions as Acting Dean of CBE during her absence. • The President noted that two other long-time staff members and University contributors are retiring this year: Ms. Vicki Hodgkinson, Special Advisor to the President, is retiring on July 1st; and Ms. Kate Revington, University Secretary, is retiring on August 31st. He thanked them both for their contributions to the institution. Senators responded with a round of applause. • The President was pleased to report that the University’s new Chancellor Dr. Martha Billes, duly elected by Senate at the April meeting, has expressed her thanks for the honour of the appointment, and looks forward to serving as the institution’s ninth chancellor. The Chancellor Installation ceremony will be held on Thursday, June 8, 2017, and all Senators are invited to attend. • As per the Senate-approved policy “Naming of Academic Entities”, President Vaccarino announced that on the recommendations of the Provost and the College, the name of the College of Physical and Engineering Sciences (CPES) will be changed to the College of Engineering and Physical Sciences (CEPS).
With his oral remarks concluded, President Vaccarino invited questions. There were none.
b) Update from the Provost and Vice-President (Academic)
Dr. Charlotte Yates, Provost and Vice-President (Academic), was invited to present her update.
Minutes of May 23, 2017 [Motion] Page 28 of 237 Page 3 Senate Minutes | May 23, 2017
Gender Equity Through Leadership Referring to the “gender equity” mugs which had been provided at the place of each Senator, Dr. Yates explained her recent initiative to strengthen gender equity on campus. She reported that an initial dinner meeting had been held with women faculty, staff, and students from across campus, and that comments and feedback collected will be summarized and used to support various activities. The campus community will be kept advised of developments.
Strategic Mandate Agreement 2 Dr. Yates reported that the first draft of the SMA2 has been submitted to the Province. She thanked Senators for their feedback at the last meeting, that had been used to inform the draft submitted. There are no enrollment numbers included in the document, as negotiations with the province are ongoing. Senate will be kept advised of developments. Questions or comments were invited; there were none.
Experiential Learning: A Framework for Impact Dr. Yates directed attention to the draft Experiential Learning Framework document which was included with the meeting materials. She explained that this draft document has been developed in consultation with the Experiential Learning Taskforce, under the leadership of Acting Associate VP (Academic) Dr. Sofie Lachapelle, and Associate VP (Student Affairs) Brenda Whiteside, and she is seeking feedback and comments from Senate in order to further refine the draft. The Framework is in part a response to the high priority that the Province has placed on experiential education opportunities at the post-secondary level, as well as an outcome of the University’s own view that experiential education is critical for students, especially as the transition to the labour market becomes more difficult.
Questions, and comments were invited, and Senators provided the following feedback:
• In response to question regarding the definition of experiential learning, Dr. Yates explained that there has been extended debate about the definition of the term. She highlighted the need to distinguish between experiential learning opportunities and “high impact practices”. As well, the Province is driving a strong work-integrated learning approach to experiential education, which the University has attempted to broaden beyond elements such as co-op education, in order to capture the richness of opportunities provided to students. For now, the strategy is to use this definition and wait to see if the Province is responsive to the broader definition. • In response to a question, Dr. Yates explained that the proposed experiential learning hub will be a coordinating entity and will work closely with entities such as the Community Engaged Scholarship Institute (CESI), and Co-op Education and Career Services. • A Senator noted that in order for instructors and faculty to incorporate experiential learning opportunities into courses and programs, support for curriculum design will be required. Dr. Yates responded that Open Learning and Educational Support (OpenEd) services continued to offer support for curriculum design and revisions, including for example, incorporating experiential learning components into courses through related modules. She invited Senators to contact OpenEd for assistance as required.
4. Question Period
Members of Senate were invited to present questions. There were none.
Minutes of May 23, 2017 [Motion] Page 29 of 237 Page 4 Senate Minutes | May 23, 2017
5. Student Senate Caucus Report a) Update on Student Senate Caucus Activities
A written report from Student Senate Caucus co-chairs Ms. Arielle Geist and Ms. Carolyn Augusta was included in the meeting materials. The co-chairs were unable to attend the meeting. President Vaccarino expressed thanks and appreciation to both for their contributions to Senate.
6. Priorities and Planning Committee Report [Dr. Ian Newby-Clark, Chair of the Committee, presented the report.]
a) Global@Guelph (Internationalization companion document to the UoG’s Strategic Framework)
Dr. Newby-Clark reported that the SPPC had met on May 11 to discuss the document, which is now provided for a discussion with Senate. Dr. Vaccarino was invited to provide contextual remarks.
Dr. Vaccarino began by thanking Ms. Vicki Hodgkinson, Special Advisor to the President, for her work in reviewing the literature, reviewing the past history of internationalization at Guelph including existing policies, and developing the document. He noted that the document is intended to serve as a companion to the Strategic Renewal Framework, and he expressed his desire to receive feedback and comments from Senators to further develop and refine it.
The Chair invited comments or feedback on the document. There were none. Senators were invited to submit any comments via email to the University Secretariat at [email protected]. The Secretariat will forward the comments to the President and Ms. Hodgkinson for consideration.
b) Year-end Reports of the Senate Standing Committees
Dr. Newby-Clark directed Senate’s attention to the year-end reports of the Senate Standing Committees, and he observed the large number of activities undertaken and accomplished over the year, including the nearly completed SMA2, the Strategic Research Plan, the Chancellor Search, the Diversity and Inclusion Framework, discussions on student mental health, the draft document Global@Guelph, and the draft Experiential Learning document.
Questions or comments were invited. There were none.
c) Council of Ontario Universities Academic Colleague Update
A summary of recent Council of Ontario Universities activities and advocacy initiatives, prepared by the University’s COU Academic Colleague, Dr. Jonathan Newman, was provided for information. There were no questions.
Minutes of May 23, 2017 [Motion] Page 30 of 237 Page 5 Senate Minutes | May 23, 2017
7. Research Board Report [Dr. Marc Coppolino, Chair of the Research Board, presented the report.]
a) Strategic Research Plan 2017-2022
Dr. Coppolino reminded Senators that the process of developing a renewed Strategic Research Plan (SRP) has been underway since the fall, and he highlighted the extensive consultation undertaken by the VP Research Dr. Malcolm Campbell to develop the plan principles, themes and signature areas. Noting that at the last Senate meeting, Dr. Campbell had provided a thorough presentation of the draft Plan, which then was subsequently amended according to Senate’s feedback, he reported that the Senate Research Board has reviewed the final version of the SRP and now recommends it for approval by Senate.
A Senator expressed pleasure with the document, and in particular the principles-based approach used.
On motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Senate Research Board, Senate approve the University of Guelph Strategic Research Plan 2017-2022.
b) 2015-16 Inventory of Centres and Institutes
The 2015-16 Inventory of Centres and Institutes was provided for information. There were no questions.
8. Committee on Bylaws and Membership Report [Dr. Ann Wilson, Chair of the Committee, presented the report.]
a) Proposed Amendment to Preferential Voting Method for Senate Elections
Dr. Wilson noted that the proposed amendment aligns the document with the Senate-approved election regulations. There were no questions.
On motion duly moved and seconded, it was RESOLVED, that on recommendation of the Committee on Bylaws and Membership, Senate approve the proposed amendment to the Preferential Voting Method for Senate Elections, as presented.
b) 2017-18 Senate Standing Committees Membership
Dr. Wilson presented the proposed 2017-18 Senate Standing Committees Membership list, which had been included with the meeting materials.
On motion duly moved and seconded, it was RESOLVED, that on recommendation of the Committee on Bylaws and Membership, Senate approve the proposed Senate standing committees membership for 2017-18.
Minutes of May 23, 2017 [Motion] Page 31 of 237 Page 6 Senate Minutes | May 23, 2017
c) 2016-17 Senate and Senate Standing Committees Evaluation Survey Results
Dr. Wilson directed attention to the results of the 2016-17 Senate and Senate Standing Committees evaluation survey. There were no questions or comments.
9. Board of Undergraduate Studies Report [Dr. Byron Sheldrick, Chair of the Board of Undergraduate Studies, presented the report.]
a) Proposed Certificate in Organic Agriculture and Proposed Deletion of Major in Organic Agriculture
Dr. Sheldrick explained that the motion calls for the establishment of a new Certificate in Organic Agriculture, along with the deletion of the major in Organic Agriculture
On motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed Certificate in Organic Agriculture; and, FURTHER RESOLVED, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed deletion of the Organic Agriculture major.
b) Undergraduate Curriculum: Course Changes, Deletions, Additions
Course changes approved by the Board of Undergraduate Studies were presented for information. There were no questions.
10. Board of Graduate Studies Report [Dr. Miana Plesca, Chair of the Board of Graduate Studies, presented the report.]
a) New Course-work Option and Removal of Thesis Option for MA in Economics
Dr. Plesca explained that the proposed change would replace the current thesis option with a course-based option, and facilitate a common structure across the program. She noted that the current path to completion by combination of course work and a major research paper will remain.
On motion duly moved and seconded it was, RESOLVED, that on the recommendation of the Board of Graduate Studies, Senate approve the proposed new course work option for the MA in Economics, including the associated course change and addition, as presented; and, FURTHER RESOLVED, that on the recommendation of the Graduate Programs and Policies Committee, the Board of Graduate Studies accept and recommend Senate approve the removal of the thesis option for the MA in Economics.
Minutes of May 23, 2017 [Motion] Page 32 of 237 Page 7 Senate Minutes | May 23, 2017
b) New Field in Indigenous Histories of Turtle Island for PhD in History
Dr. Plesca reported that the new field is a joint program between the universities of Guelph, Waterloo, and Wilfrid Laurier.
She confirmed that the title of the new field is the term used by historians working in the area of indigenous history. It was further confirmed that the department of History has the resources to deliver such indigenous programming, given the recent hiring of specialists in this field including a number of indigenous scholars.
On motion duly moved and seconded it was, RESOLVED, that on the recommendation of the Board of Graduate Studies, Senate approve the proposed new doctoral field in Indigenous Histories of Turtle Island for the PhD in History, including the associated course additions, as presented.
c) Graduate Curriculum: Course Changes, Deletions, Additions
Course changes approved the Board of Graduate Studies were presented for information. There were no questions.
d) Graduate Faculty Appointments
Recent appointments to the Faculty of Graduate Studies were presented for information. There were no questions.
e) Committee on Admissions and Progress Annual Report 2015-16
11. Committee on Quality Assurance Report [Dr. Leanne Son Hing, Vice-Chair of the Committee, presented the report.]
a) One Year Follow-up Reports • Bioinformatics Graduate Program • Department of Sociology and Anthropology
The one year follow-up reports were presented for information. There were no questions.
b) Required Amendments to the Institutional Quality Assurance Process (IQAP)
Dr. Son Hing explained that the amendments are intended to update the University’s IQAP to reflect recent requirements by the Quality Council, and are generally editorial in nature. There were no questions.
On motion duly moved and seconded it was, RESOLVED, that on the recommendation of the Senate Committee on Quality Assurance, Senate approve the amendments to the Institutional Quality Assurance
Minutes of May 23, 2017 [Motion] Page 33 of 237 Page 8 Senate Minutes | May 23, 2017
Process, as presented.
12. Committee on Non-degree Studies Report [Dr. Olaf Berke, Chair of the Committee, was in attendance to respond to questions on the report.]
a) Non-degree Program Reviews • Equine Welfare Certificate • Certificate in Pupil Transportation Management • Creative Writing Certificate
The three recently completed non-degree program reviews were presented for information. There were no questions.
b) Non-degree Program Changes: Creating Landscapes Certificate and Diploma
Information on the non-degree program changes were provided for information. There were no questions.
c) New Program Approval
It was reported that the new non-degree program “Data Science Certificate” was been approved, as per the Committee’s delegated authority from Senate. There were no questions.
13. Honours and Awards Committee Report [Dr. Peter Conlon, Vice-Chair of the Committee presented the report.]
a) Medal Announcements
Dr. Conlon was pleased to announce the recipients of this year’s convocation medals and awards, which will be presented at the June convocation ceremonies. [List of recipients attached.]
b) 2018 Call for Nominations for Honorary Degrees
Dr. Conlon drew members’ attention to the call for Honorary Degree nominations included with the meeting materials, and encouraged Senators to submit nominations for this highest Senate honour.
14. Other Business
With the open session, regular business concluded, President Vaccarino provided remarks on the occasion of the retirement of University Secretary Ms. Kate Revington. He thanked Ms. Revington for her dedication to Senate and the University over the years, and expressed his appreciation for her guidance on governance matters. A number of Senators rose to speak to Ms. Revington’s contributions, and messages were shared from a number of former student Senate Caucus co-chairs, attesting to her support of student engagement in governance.
Minutes of May 23, 2017 [Motion] Page 34 of 237 Page 9 Senate Minutes | May 23, 2017
Ms. Revington was presented with a small, white gavel, to commemorate her many years on Senate. She thanked Senators for the tributes, noting that it has been her honour to serve the University.
Members responded with a round of applause.
15. Move to Closed Session a) Adjourn Open Session and Move into Closed Session
On motion duly moved and seconded it was, RESOLVED, that Senate move to the Closed Session of the meeting for the Senate Honours and Awards Committee Report.
16. Closed Session Honours and Awards Committee Report The Closed Session report of the Senate Honours and Awards Committee was presented. Ballots will be circulated electronically following the meeting.
Adjournment With the business completed, the meeting was adjourned at approximately 7 pm. Senators were invited to join President Vaccarino for a reception to honour Ms. Revington immediately following the meeting.
Minutes of May 23, 2017 [Motion] Page 35 of 237 Page 10 Senate Minutes | May 23, 2017
Medal Announcements The 2017 recipients of the University’s highest convocation honours, to be presented at the June convocation ceremonies.
W.C. Winegard Medal
This award is the University of Guelph’s top convocation award to an undergraduate student. Named for former University President Dr. William Winegard, the medal is awarded in recognition of both academic achievement and contributions to the university and community life.
This year’s recipient is Nia King, from the College of Biological Science, graduating with a Bachelor of Science Honours in Bio-Medical Science. Nia has achieved an exemplary academic record, graduating with the highest average in the University and having co-authored six papers. Nia has taken part in numerous community organizations, serving as a Health Care volunteer, a mentor for Big Brothers and Big Sisters, a coordinator of the TEDxGuelphU series, and a delegate liaison at the Global Development Symposium. She was awarded a Guelph Top 40 under 40 award, participated on an esteemed roundtable on gender equity, and was selected as 1 of 3 North Americans as an Impossible2Possible Global Youth Ambassador.
D.F. Forster Medals
These medals are named for the late Donald Forster, a former president of the University. The award recognizes academic achievement, motivation, leadership and citizenship. These medals are awarded annually – one at the magisteriate level, and one at the doctoral level.
Magisteriate
This year’s recipient is Anthony Incognito, from the College of Biological Science, who recently completed a Thesis Master of Science in the Department of Human Health and Nutritional Sciences and has since transitioned to a PhD program in the Human Cardiovascular Physiology Laboratory. Anthony’s research focused on using ischemic preconditioning and accentuation of the metaboreflex to understand, mechanistically, how muscle sympathetic nerve activity affects cardiovascular control. Anthony is also involved in numerous community outreach and extracurricular activities, most notably serving as the current president of the University’s Exercise is Medicine program and as a student executive for the Centre for Cardiovascular Research Investigations.
Doctoral
This year’s recipient is Matthew Little, from the Ontario Veterinary College, recently completing a PhD in the collaborative program between Population Medicine and International Development. Matthew has received several prestigious scholarships for his PhD work, including a CIHR Vanier Canada Doctoral Scholarship. His work focuses on the nutrition transition, focusing on obesity, Type 2 Diabetes, and the double burden of malnutrition in Tamil Nadu in southern India. He has co-developed and taught a first-year seminar in 2015 that focused on the outbreak of epidemics. In addition, he was the head coach of the University’s Varsity Nordic Ski Team for two years, having coached 22 athletes during his PhD program.
Minutes of May 23, 2017 [Motion] Page 36 of 237 Page 11 Senate Minutes | May 23, 2017
Walter Vaughan Medal
This medal recognizes a student Senator who has achieved high academic standing and who has made a substantial contribution to student life and to the University, particularly through involvement in and commitment to Senate activities. Named in memory of the late Walter Vaughan, a former Secretary of Senate.
This year’s recipient is Carolyn Augusta, a graduate student senator and Co-Chair of Student Senate Caucus for the past two years. Carolyn has served on the Senate Priorities and Planning Committee, most recently the Chancellor Selection Committee, Board of Graduate Studies, Committee on Student Petitions and the Graduate Programs and Policies Committee. Carolyn has also been very active with the Graduate Students Association (GSA), serving as Vice President Internal since 2016 as well as the Vice-Chair of the GSA Board of Directors and Chair of GSA By-Laws Committee.
Governor General’s Gold, Silver And Bronze Academic Medals
The Governor General Awards are presented in recognition of outstanding academic achievement. Originating in 1873 to encourage academic excellence across the nation, they have become the most prestigious award that students in Canadian schools can receive.
This year’s Gold Medal Recipient (for academic achievement at the graduate level) is:
• Peter Chen, PhD in Food Science program, Ontario Agriculture College, with an average of 93.6%
This year’s Silver Medal recipients (two medals are awarded for academic achievement at the undergraduate level) are:
• Nia King, Bachelor of Science Honours, Bio-Medical Science, with an average of 97.494% • Mara McHaffie, Bachelor of Science Honours, Wildlife Biology and Conservation, with an average of 95.65%
This year’s Bronze Medal recipient (for academic achievement at the diploma level) is:
• Holly Alexander, graduating with an Associate Diploma in Agriculture, with an average of 92.38%
Minutes of May 23, 2017 [Motion] Page 37 of 237 Page 38 of 237
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 3. Remarks from the Chair
Meeting: October 16, 2017
a) Chair’s Remarks to Senate
Enclosed for the information of Senators is the written report from the Chair of Senate, President Franco Vaccarino, highlighting recent activities and events of interest to Senate and the University community. Dr. Vaccarino will provide additional comments and remarks at the meeting.
b) Chancellor’s Remarks to Senate
Dr. Martha Billes was formally installed as Chancellor of the University of Guelph on June 8, 2017 and is pleased to attend the first meeting of the 2017-18 session of Senate. Chancellor Billes will provide remarks to Senate at the meeting.
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Chair's Remarks to Senate Page 39 of 237 Page 40 of 237 Chair’s Remarks to Senate President Franco Vaccarino
For October 16, 2017 meeting
It is my honour and privilege to welcome you to the 2017-2018 Senate session at the University of Guelph. I am looking forward to another exciting year and am grateful to each of our Senators for their commitment to ongoing excellence at U of G.
New deans and administrative leaders We have a number of new leaders joining us this academic year, including Mary Wells, dean of the newly renamed College of Engineering and Physical Sciences, and Samantha Brennan, dean of the College of Arts. My sincere thanks go to Richard Zytner and Sofie Lachapelle, who continue to serve as respective interim deans of these colleges.
Our University librarian, Rebecca Graham, has been reappointed for a five-year term and we welcomed Ted Dodds as our interim chief information officer at the start of September.
These leaders will help U of G reach its potential as a centre of research and teaching excellence this year and into the future.
Making mental well-being a priority As we start our academic year, we continue to make student mental health a University priority. Earlier this month, we ran our House Calls program, in which volunteers from across the University knocked on residence doors to check on our students and provide information on supports available to them. The program is always well received, and our volunteers reached out to about 4,700 students.
Student Affairs has made mental health training available to all faculty and staff, and is continually promoting resources for our community. I appreciate this ongoing support for our students. It truly speaks to our Gryphon values.
As you will see in the accompanying report, summer was anything but quiet at U of G. Those of you who are on campus over the summer know how busy we are even after many of our students have headed home for a well-deserved break. I am always impressed by the buzz of campus activity in the fall as our students return and re-energize our campus.
We have an exciting year ahead of us. Thank you again to all of our Senators, new and returning, for your dedication to the University of Guelph. Together, we will improve life.
Franco J. Vaccarino, PhD, FCAHS President and Vice-Chancellor
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Chair's Remarks to Senate Page 41 of 237 SUPPORTING RESEARCH EXCELLENCE
• U of G gets $10.7 million for genomics research o Three cutting-edge University of Guelph research projects in genomics – one of today’s most rapidly developing and powerful areas of science and technology – received $10.7 million to improve animal health and welfare, crop yields and food production. The Genome Canada funding fosters partnerships between research and industry. • Strengthening health goal of $2-million federal investment o U of G professors will help improve health with $2 million in federal funding from the Canadian Institutes of Health Research. Tami Martino, Department of Biomedical Sciences, will study how incorporating day-night rhythms could improve treatment of heart disease patients. Jim Uniacke, Department of Molecular and Cellular Biology, will use model cancer cell lines to look at targeted treatment of low-oxygen tumour regions. Jess Haines, Department of Family Relations and Nutrition, will test the impact and cost-effectiveness of home interventions in a childhood obesity prevention strategy. • Three profs earn Early Researcher Awards worth $420,000 o Three U of G profs have landed highly competitive Early Researcher Awards totalling $420,000. Political science professor Leah Levac, physicist Alex Gezerlis and food scientist Paul Spagnuolo were awarded funding through a program open to researchers within the first five years of their career. The awards will support novel research projects, from studying well-being among women in Canada’s North, to investigating dietary supplements and cancer treatments, to using high-performance computers in nuclear physics. • $1.4-M grant to fight Lyme disease honours memory of Magnotta Winery founder o A new lab at U of G will tackle a debilitating disease that often eludes detection. The new G. Magnotta Lyme Disease Research Lab aims to improve testing and treatment of Lyme disease. • Developing new cancer test focus of biology researchers o Molecular and cellular biology professor Emma Allen-Vercoe will receive more than $400,000 from the Canadian Cancer Society (CCS) to develop a new diagnostic test for colorectal cancer. According to CCS, an average of 26 Canadians will die from colorectal cancer each day. • Leading U of G researchers receive $630,000 in federal support o Federal Minister of Science Kirsty Duncan recently announced that five U of G projects will receive $630,000 in funding from the Canada Foundation for Innovation.
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Chair's Remarks to Senate Page 42 of 237 • U of G, CFIA collaboration gets $320,000 investment o A partnership between U of G and the Canadian Food Inspection Agency to protect Canada’s plants, animals and people from invasive pests and diseases has received $320,000 in Federal Innovation Partnership funding. • U of G researchers, students get $19.2 million from NSERC o A federal government effort to support fundamental research by engineers, scholars, scientists and students has resulted in nearly $19.2 million in funding for 82 U of G faculty members, researchers and students. • Prof receives support to advance Canada’s knowledge, innovation in the humanities o A powerful new collaboration tool developed by Prof. Susan Brown, School of English and Theatre Studies, has received more than $450,000 in funding from the federal government. Brown’s Canadian Writing Research Collaboratory is a repository of research, allowing scholars to build on each other’s work in the humanities in a dynamic research environment.
COLLABORATING FOR EXCELLENCE
• U of G part of international commission on food security, new report o U of G is the only Canadian institution represented in the international Challenge of Change commission that has developed an action plan to solve food and nutrition challenges around the world. Our Food From Thought initiative was held up as a leadership example of using big data to tackle complex food security issues. • U of G strengthens ties in Germany o A recent visit to Germany by a team of U of G representatives will likely result in stronger research and teaching partnerships. The group, led by Charlotte Yates, provost and vice-president (academic), made important connections with the University of the Arts and the University of Bremen. • Building on opportunities through government relations o In September, U of G hosted an Agriculture and Agri-Food Canada regional session for A Food Policy for Canada – a meeting to help develop a national policy that ensures safe and affordable food while protecting the environment. Thought leaders from across the province, including U of G experts, took part in the conversations. o Deb Matthews, Ontario minister of advanced education and skills development, was on campus Sept. 12 to speak with students about major reforms to the provincial government’s student financial assistance program.
o OMAFRA Deputy Minister Greg Meredith visited campus in September to acquaint himself with the University and OMAFRA’s partnership on campus.
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Chair's Remarks to Senate Page 43 of 237 o Agriculture and Agri-Food Canada Deputy Minister Chris Forbes toured campus with AAFC’s departmental audit committee to highlight ongoing research connected to AAFC. • U of G prof takes part in Parliament Hill ‘Research Matters’ event o In May, the Council of Ontario Universities invited Prof. Shayan Sharif, Department of Pathobiology, to take part in a pop-up research event on Parliament Hill. Sharif discussed whether it's possible to raise farm animals without antibiotics. The event connected government officials with Ontario university researchers, students and industry. • Agri-food experts, profs address House of Commons o Profs, Brady Deaton, Alan Ker and Alfons Weersink, all with the Department of Food, Agricultural and Resource Economics, shared their expertise with the House of Commons standing committee on agriculture and agri-food this spring. The committee is studying the effects of debt in the agricultural sector and looking for research and insight to help shape agri-food policy. • Prof addresses House of Commons on national food policy o In September, Prof. Evan Fraser, director of U of G’s Arrell Food Institute, provided recommendations about the development of a national food policy to a House of Commons committee. Fraser recommended the committee focus on a few specific initiatives, such as addressing food insecurity and safety among Indigenous people and at-risk communities.
FACULTY, STAFF AND STUDENT EXCELLENCE • Prof Lawrence Hill wins 2017 Canada Council for the Arts Prize o Prof. Lawrence Hill, School of English and Theatre Studies, has been awarded the 2017 Canada Council for the Arts Molson Prize in the arts category. The council awards annual prizes worth $50,000 each to distinguished Canadians: one in the arts and one in the social sciences and humanities. • U of G grad wins Trillium Book Award o U of G grad Melanie Mah won in the English-language category of the 2017 Trillium Book Awards for her novel The Sweetest One, a coming-of-age tale about a teenager’s connection to her hometown. One current student and three other authors with U of G connections were shortlisted in other categories.
• OVC student achieves highest possible score on veterinary licensing exam o OVC grad Rose Rumney is feeling positively perfect after scoring 800 out of 800 on the North American Veterinary Licensing Examination. The average score last year was 513. • Food Science prof wins international award for work with fats, lipids o Prof. Alejandro Marangoni received the 2017 Alton E. Bailey Award earlier this month, recognizing his lifetime contributions to research in fats and oils.
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Chair's Remarks to Senate Page 44 of 237 • Gryphon women’s hockey coach wins OUA award o Gryphon women’s hockey head coach Rachel Flanagan has been named the Ontario University Athletics’ Female Coach of the Year. Flanagan is the third female coach from U of G to receive the conference-wide honour. • Former president Summerlee named interim president at Carleton University o Former U of G president Alastair Summerlee has accepted the position of interim president at Carleton University, effective Aug. 1. • Grad student wins top prize, People’s Choice Award in national 3MT contest o Plant agriculture master’s student Shanthanu Krishnakumar is the first competitor in the national Three-Minute Thesis contest to win both the annual competition’s top prize and its People’s Choice Award. • Two U of G PhD candidates awarded Vanier Scholarships o PhD candidates Laura Jane Weber and Ashley Ross have been awarded Vanier Canada Graduate Scholarships, the most prestigious doctoral awards in Canada. Weber studies maternal and neonatal care for Inuit. Ross studies innovative strategies to fight cancer. • Three, including gorilla doctor, receive honorary degrees at summer ceremonies o At the May convocation ceremonies, Gorilla Doctors founder Michael Cranfield; Mary Anne Chambers, a former Ontario government cabinet minister; and University of British Columbia agriculture dean Rickey Yada received honorary doctorates from the University of Guelph. • Professor receives lifetime achievement award o Professor emeritus Ric Knowles, School of English and Theatre Studies, recently received a Lifetime Achievement Award from the Canadian Association for Theatre Research. • Engineering prof receives national NSERC honour o A provincial outreach organization begun by professor emerita Val Davidson, School of Engineering, has received the Natural Sciences and Engineering Research Council of Canada Award for Science Promotion. • U of G publications win awards at Canadian competition o Portico magazine won silver, and news releases from the Department of Communications and Public Affairs won gold at the recent Canadian Council for the Advancement of Education national conference. • Professors’ papers selected for special-edition chemistry publication o Articles from recent PhD grads Vidhya Nagarajan and Ghodsieh Mashouf Roudsari, supervised by plant agriculture professors Amar Mohanty and Manjusri Misra, were selected for a special publication celebrating the 100th meeting of the Canadian Chemistry Conference. Of the 32 articles in the Hot Materials in a Cool Country publication, two were from U of G. • College of Arts professor launches exhibition in Paris o Professor Clive Thomson, School of Languages and Literatures, launched his exhibition “FIERES ARCHIVES” in Paris this summer. The exposition presents a collection of manuscripts and photographs left in the closet of history and 5
Chair's Remarks to Senate Page 45 of 237 produced by those who were referred to as “inverts” at the end of the nineteenth century. • History profs receive awards o Two College of Arts professors were celebrated at the recent Canadian Historical Association Awards ceremony. Aboriginal historian Brittany Luby received the John Bullen prize for the best dissertation defended in the past year. Graduate chair Matthew Hayday won best article published in the Journal of the Canadian Historical Association. • Political science prof wins prize o Prof. Candace Johnson, Political Science, has won the 2017 Jill Vickers Prize for her paper “Transnational reproductive rights regimes in the context of Zika virus” from the Canadian Political Science Association. • Alumni honoured at Awards of Excellence o The University of Guelph Alumni Association celebrated four exceptional alumni for their outstanding achievements and commitment to excellence at the Awards of Excellence Gala on June 9. Congratulations to Judy Maddren, W. Brian Little, Mitchell Moffit and Gregory Brown. • Professor’s writing, activism recognized with appointment to Order of Canada o Prof. Dionne Brand, School of English and Theatre Studies, was among 99 Canadians named to the Order of Canada on June 30. Brand was recognized for her contributions to Canadian literature and poetry, and for promoting awareness of gender studies and intercultural relations. • New U of G awards honour research excellence o The inaugural recipients of U of G’s new Research Excellence Awards and Research Leadership Chairs have been announced. Congratulations to Research Excellence Award winners Profs. Amanda Boetzkes, David Ma, Emma Allen-Vercoe, Meghan McMurtry, Sarah Adamowicz and Thomas Koch. Congratulations as well to Research Leadership Chairs Profs. Emma Allen- Vercoe, Thomas Koch, Stephen Henighan, David Ma, David MacDonald, Ed McBean, Amar Mohanty, Shayan Sharif and Alfons Weersink. • Sweet corn nanoparticles, immuno-genetics research receive Innovation of the Year awards o U of G has named its two new Innovations of the Year. Congratulations to physics professor John Dutcher and Prof. Bonnie Mallard, Department of Pathobiology, whose inventions were selected for this year’s prize. • Public health PhD student wins Trudeau scholarship o PhD student Jamie Snook was recently named a Pierre Elliott Trudeau Foundation scholar. Snook is one of only 15 people in Canada to receive the prestigious scholarship, which is awarded for academic excellence and civic engagement in the social sciences and humanities.
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Chair's Remarks to Senate Page 46 of 237 • U of G staffer wins violence prevention award o Chris Moulton, University of Guelph Alumni Association advancement manager, received the provincial Draw The Line Post-Secondary Sexual Violence Prevention Award for summer 2017. • Solving global issues focus of Food From Thought grad students o Tackling global food issues will be the focus for 12 graduate students in the inaugural cohort of the Food From Thought research assistantship program beginning this September at U of G. The students, representing all seven colleges on campus, will gain experiential learning opportunities in the agri-food sector. They will address global food issues with non-academic partners and U of G experts. • Profs’ books named must-reads for Canadians o Three U of G faculty members have their published work on CBC’s Great Canadian Reading List – 150 books to read for Canada 150. Congratulations to Karyn Freedman, Lawrence Hill and Thomas King. • U of G prof part of ‘One Health’ event in South Africa o Prof. Merritt Turetsky, Canada Research Chair in Integrative Ecology, was the sole Canadian scientist to participate in the recent Worldwide Meeting of National Young Academics conference. The event aimed to help the United Nations meet its sustainable development goals. • Grad student wins at driver training competition o Congratulations to Danielle Filio, who received the 2017 Honda Outstanding Student Paper runner-up award at an international symposium earlier this summer. Filio compared response times in wraparound screens versus head- mounted display technology for driver assessments. • Animal cancer centre, OVC prof win veterinary awards o The Canadian Veterinary Medical Association has named OVC’s Mona Campbell Centre for Animal Cancer as Practice of the Year. Population medicine professor Stephen LeBlanc received the Merck Veterinary Award for his work in farm animal health and production. • U of G master plan wins national legacy award o The Canadian Society of Landscape Architects named U of G winner of its 2017 Legacy Project Award. U of G’s original 1965 master plan was recognized for emphasizing a pedestrian-oriented environment and social spaces, while respecting history and nature and promoting construction innovation and sustainability. • U of G achieves Excellence Canada’s Bronze Level Healthy Workplace Certification o In August, U of G achieved Excellence Canada’s Bronze Level Healthy Workplace® Standard Certification. The research-based standard was developed in association with Canadian health, mental health and work safety professionals, 7
Chair's Remarks to Senate Page 47 of 237 and demonstrates the University’s commitment to developing wellness in the workplace. • Prof wins best paper prize o Geography professor Kirby Calvert recently won the 2016 Progress in Human Geography Best Paper Prize. The annual essay prize encourages and highlights high-quality published work in human geography from early-career scholars. • Dedication to research and students wins professor Novus Teaching honour o Professor Gregoy Bédécarrats is the 2017 Novus Outstanding Teaching Award recipient. The award honours those who exhibit excellence in research and teaching and who make important contributions to poultry science. • Jobs aplenty for agri-food grads, report finds o Employment prospects are looking sunny for Ontario Agricultural College students. A new report commissioned by the college found four jobs are currently available for every agri-food grad. The agriculture and food industry is thriving and needs qualified people to meet the sector’s potential. • History prof named Royal Society of Canada Fellow o In September, Prof. Catharine Wilson, History, was named a Fellow of the Royal Society of Canada, Canada’s top senior honour for an academic. • OVC prof named to Canadian Academy of Health Sciences o Population medicine professor Jan Sargeant has been named a Fellow of the Canadian Academy of Health Sciences, considered one of the highest honours for individuals in the Canadian health sciences community. • Three profs elected to College of Scholars o Profs. Andrew MacDougall, Integrative Biology, Nigel Raine, School of Environmental Sciences, and Carla Rice, Family Relations and Applied Nutrition, are U of G’s newest members of the College of New Scholars, Artists and Scientists. The College recognizes academics who have made exceptional contributions to their fields within 15 years of completing their doctoral degrees. • Outstanding staff recognized at Community Breakfast o Staff who are committed to excellence and who exceed expectations in their work at U of G were celebrated with President’s Awards for Exemplary Staff Service at the 2017 Community Breakfast. Congratulations to our winners! • 2017 President’s and Chancellor’s Scholarships awarded o Seven incoming undergrad students received President’s Scholarships this fall in recognition of their high school achievements, leadership abilities and citizenship activities. Two students who identify as Aboriginal, members of a visible minority or people with a disability were awarded Lincoln Alexander Chancellor’s Scholarships for making significant community contributions. • SEDRD prof honoured with teaching award o Prof. Sean Kelly, director of the School of Environmental Design and Rural 8
Chair's Remarks to Senate Page 48 of 237 Development. has been recognized with the Canadian Society of Landscape Architect’s Teaching Award. • OVC prof wins award of excellence o Veterinary epidemiologist David Kelton has received the 2017 American Association of Bovine Practitioners Award of Excellence. The award recognizes those who have had a consistent and direct influence on daily activities of veterinarians in bovine practice.
INVESTING IN EXCELLENCE • Vimy oaks being planted at U of G rooted in Great War conflict o Saplings descended from a shell-blasted Vimy Ridge oak tree now hold a place of honour next to War Memorial Hall and along the John McCrae trail in the Arboretum. Acorns collected by a soldier after the First World War battle of Vimy Ridge have created an arboreal legacy spanning the Atlantic Ocean. • Leading-edge beef research centre planned o U of G is collaborating with federal and provincial government and industry partners to create the most sophisticated sustainable livestock production research centre in Canada. The new $15.5-million Livestock Research and Innovation Centre — Beef Facility is set to open in about 18 months. • Ridgetown Campus to open Swine Education Centre o Ridgetown Campus will soon be home to one of the most advanced swine learning facilities in Canada. The new Swine Education Centre will open this fall, offering training and education for agricultural and veterinary technology students and industry producers. • U of G updates communications approach o Over the summer, the University updated its communications approach, including a refreshed brand promise (Improve Life), a new strategy for news stories, updated brand guidelines and a new look for the University’s website.
SUPPORTING EXCELLENCE IN THE COMMUNITY • SummerFest on the Green a hit o U of G hosted SummerFest on the Green, a community party to kick off the Canada 150 summer. The event was a great success, attended by about 4,500 people. Johnston Green was filled with community members enjoying live music from Fred Penner, BACA, Danny Michel and Midnight Shine. Fun activity tents, food trucks, a beer garden and (mostly) sunny skies made the day one to remember. • U of G hosts World Dwarf Games o The University of Guelph hosted the 7th annual World Dwarf Games this summer. Athletes from around the globe were on campus to compete Aug. 4 to 12. 9
Chair's Remarks to Senate Page 49 of 237 • U of G hosts two Indigenous sports camps o Indigenous teenagers from across Ontario visited U of G in August for the Indigenous Leadership and Sport Camp and the Indigenous High Performance Hockey Camp – both inaugural events for Ontario. • Gryphons Care: Funding for your project to improve life o Alumni Affairs and Development is running a new initiative called Gryphons Care. This pilot project provides 10 grants of $1,000 each to members of the University community to support their ideas that improve life on campus and beyond.
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Chair's Remarks to Senate Page 50 of 237
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: 4. Question Period 5. Student Senate Caucus Report
Meeting: October 16, 2017
4. Question Period
The purpose of Senate’s Question Period, a feature developed out of parliamentary procedure, is to provide an opportunity for members to ask questions related to Senate business to any member, including Senior Administration.
The regulations guiding Question Period are outlined in Senate’s bylaws (s.5):
The question period at each meeting shall be limited to a maximum of thirty minutes. Matters raised by members during the question period shall be confined to topics of significance to Senate as determined by the Chair. A member shall be entitled to only one question and one supplementary question. Questions may be directed to any member of Senate and a question not dealt with due to time constraints shall be answered during the next meeting of Senate.
5. Student Senate Caucus Report
a) Update on Student Senate Caucus Activities
The co-chairs of Student Senate Caucus, Lindsey Fletcher and Nick Manuel, will provide an update on recent activities.
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Question Period Page 51 of 237 Page 52 of 237
To: Members of Senate
From: Ian Newby-Clark, Chair, Priorities and Planning Committee
Subject: 6. Priorities and Planning Committee Report
Meeting: October 16, 2017
a) Provost’s Update on Academic Planning and Priorities
Dr. Charlotte Yates, Provost and Vice-President (Academic), will provide members with an update on academic planning and priorities for the 2017-18 session, including an update on the Strategic Mandate Agreement (SMA2).
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Provost's Update on Academic Planning and Priorities Page 53 of 237 Page 54 of 237
To: Members of Senate
From: Ian Newby-Clark, Chair, Priorities and Planning Committee
Subject: 6. Priorities and Planning Committee Report
Meeting: October 16, 2017
b) Planning of the 2017-18 Senate Session
i) Senate Priorities
In the 2014-15 session of Senate, the Senate Priorities and Planning Committee (SPPC) proposed a multi-year framework for priority-setting, acknowledging the distinction between annual committee work plans and priorities, and high-level strategic areas explored by Senate as a whole. The priorities established by Senate at the time were approved through to 2016-17, in recognition of the upcoming changes to key institutional planning documents.
Since this time, the University has undergone extensive consultative processes which have led the following key institutional documents approved by both Senate and the Board of Governors:
• Strategic Framework1 (approved June 2016); infographic enclosed • Student Mental Health Strategy2 (approved Spring 2016) • Inclusion Framework3 (endorsed April 2017) • Strategic Research Plan4 (approved June 2017) • Strategic Mandate Agreement 25 (draft; approval pending fall 2017)
As was the case last year, for the current session the Senate standing committees have been asked to continue their work in accordance with their mandates and that of Senate, with the lens of the Strategic Framework and others noted above as guiding documents for committee initiatives and decision-making.
Given that the multi-year priorities established in 2014 have now expired, the SPPC are actively engaged in setting an approach to priority-setting, with a view to ensure alignment with the key institutional documents referenced above. An update on the progress of this initiative will be provided to Senate at its November 27, 2017 meeting.
1 URL: http://strategicrenewal.uoguelph.ca/read-u-gs-new-strategic-framework/ 2 URL: http://bit.ly/2c4efkz 3 URL: https://www.uoguelph.ca/diversity-human-rights/university-guelph-inclusion-framework 4 URL: https://www.uoguelph.ca/research/about-us/strategic-research-plan 5 URL: https://www.uoguelph.ca/vpacademic/docs/SMA-University-of-Guelph-draft-for-community.pdf
Planning of the 2017-18 Senate Session Page 55 of 237 ii) Senate Deliberative Discussions
One way that SPPC supports progress towards Senate priorities is through the support and facilitate on “deliberative discussions”. These discussions are opportunities for Senators to engage in shared inquiry on areas of strategic importance to the University (i.e. relative to the institutional framework documents referenced above), so that input may be used to shape decisions, policies or documents in advance of their presentation to a University governing body.
The SPPC is considering topics for presentation to Senate in the form of a deliberative discussion, with a view to holding a minimum of two deliberative discussions in the 2017-18 Session of Senate. An update will be provided at Senate’s meeting on November 27th.
Senators are invited to submit suggestions for deliberative discussion topics to the University Secretariat ([email protected]).
iii) Key Items to be Addressed in the 2017-18 Senate Session
In addition to topics for deliberative discussion, the following topics of strategic importance for the University are expected to come forward to Senate as follows:
October 2017 Provost’s Update on Academic Planning and Priorities
Update on Strategic Mandate Agreement 2 November 2017 Senate Priorities
Key Performance Indicators February 2018 2018-19 Budget Planning and Development
April 2018 2018-19 Budget Presentation
May 2018 Reflections/Update on Strategic Framework
Internationalization Experiential Learning TBD GenEq Update on Implementation of Strategic Research Plan
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Planning of the 2017-18 Senate Session Page 56 of 237 Session Planning ofthe2017
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inspire eecrrOmar serveothers, rette prrae Meite principled Work mgellier E Recognize the impcnarim of our to excel, remain supparling in and be choices tnatare ‘ openly, resoeeitutty campuses, lacililiesemservices in curimisand lake peoprereentry inspired try lmnspamril eminctuetveiy. supporting our apneiernie mission and lnlormadrisks and gtepeiiy eur nisiery. and accountable. buildingnomrnunincswhere people mrivc. Page 58 of 237
To: Members of Senate
From: Ian Newby-Clark, Chair, Priorities and Planning Committee
Subject: 6. Priorities and Planning Committee Report
Meeting: October 16, 2017
c) Council of Ontario Universities (COU) Academic Colleague Update
The Council of Ontario Universities (COU) is a membership organization consisting of Ontario’s 20 publicly assisted universities and one associate member, the Royal Military College of Canada. The COU promotes university education and research, and works with members to find consensus on a wide range of university issues and advance them with government and other stakeholders1.
The Council is comprised of two representatives from each member and associate member institution: the executive head (president) and an academic colleague appointed by each institution’s senior academic governing body.
Dr. Jonathan Newman, Dean of the College of Biological Science, currently serves as the Academic Colleague for the University of Guelph. He, together with the President, are the University’s representatives on the Council.
A summary report on recent COU activities and advocacy initiatives, prepared by Dr. Newman, is enclosed for the information of Senators.
1 Source: http://cou.on.ca/about/
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Council of Ontario Universities (COU) Academic Colleague Page 59 of 237
Council of Ontario Universities (COU) Academic Colleague Page 60 of 237 Council of Ontario Universities Update — Sep 2017
Update on Activities
Internationalization: MAESD engaged in a consultation process in 2016. In July, MAESD indicated that they will announce a strategy this fall. At this time, it is not clear what will be included in the strategy. It does not seem that government will be seeking to regulate international tuition or enrolment.
Sexual Violence: Bill 132 brought legislative changes related to the Premier’s Sexual Violence Action Plan. The Bill requires all colleges and universities have a stand-alone sexual violence policy. These policies were developed in 2016 and finalized in January 2017. https://www.uoguelph.ca/sexualviolence/panel/home https://uoguelph.civicweb.net/document/126417
Bill 132 included reporting requirements:
• Common metrics: all institutions will be required to report the number of formal sexual violence complaints filed. Reporting will begin this fall.
• Campus climate survey: is being developed and will be required for all universities. MAESD has been working with university representatives, as well as student groups, to design the survey. The survey is planned for February, 2018. Universities will be asked to pursue ethics review this fall. There are strong indications from some universities that ethics approval is not likely to be provided.
Executive Compensation: Government announced the executive compensation framework in 2016, setting out requirements that designated public sector employers must meet when setting executive compensation. The framework establishes a process for determining salary caps based on comparators. New directives from government were provided over the summer:
• The overseeing ministry must approve both draft and final compensation programs. Draft compensation programs must be submitted to the overseeing ministry by September 29. There is no sense of timelines beyond that.
• Government must approve annual rates of increase to the new “pay envelope” – the total salary for all executives.
• COU has strongly advocated that government complete their review of the programs quickly. The freeze on deans and executives will remain in place until the final programs are approved and posted.
Bill 148 (Fair Workplaces, Better Jobs Act): The Changing Workplaces Review Special Advisors’ final report came out in May, and the government’s response to it was released a week later. Details of the proposed legislation include:
COU Sep 2017 Update | Page 1 of 2
Council of Ontario Universities (COU) Academic Colleague Page 61 of 237 • Increase in the minimum wage to $15 on January 1, 2019;
• Equal pay for equal work provisions;
• 3 weeks of paid vacation after 5 years of service with an employer;
• Public holiday pay and paid emergency leave entitlements; and
• New scheduling rules (must be paid for all scheduled hours, even if shifts are shorter).
COU conducted a cost impact analysis of the above provisions and estimated that proposed legislated changes would cost over $175M annually. Costs were estimated using full-time teaching faculty as comparators for sessionals. COU is seeking clarification regarding interpretation of the legislation and asking government to provide ongoing funding to help universities offset the increased costs. COU has also asked for clarification around the application of the legislation to students.
Highly Skilled Workforce (HSW): Experiential learning is a government priority. COU and university members were part of a joint university-MAESD group to develop recommendations around the definition of Experiential Learning (EL) for the purposes of reporting and accountability. The COU HSW Steering Committee has worked to ensure that a broad definition of experiential learning is used, rather than one focused on work-integrated learning. The ministry has announced a “Career Ready Fund”--$68M for colleges and universities over three years. Details of the funding, including a definition of EL, are expected soon.
Academic Colleagues’ Preparation for Council Meeting
Colleagues are focusing on the theme of change in our current provincial context. Institutional change mandated by government is very different than change being implemented through Board initiatives. Colleagues are interested in exploring three aspects of change management:
• Definition, including constraints brought by government mandates and a differentiated environment.
• Translation, including how faculty communities are energized to enact change.
• Leadership for implementation, including how faculty can serve as leaders.
• These focal points can be discussed using a case study (experiential learning, or Indigenization).
Academic Colleagues will also consider developing a proposal to the Executive Committee regarding a change in the Council Meeting format for the April meeting.
Jonathan Newman Co-Chair, COU Academic Colleagues 2017-SEP-26
COU Sep 2017 Update | Page 2 of 2
Council of Ontario Universities (COU) Academic Colleague Page 62 of 237
To: Members of Senate
From: Byron Sheldrick, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: October 16, 2017
a) Proposed New Major and Co-op in Food Industry Management in Bachelor of Bio-Resource Management [Motion]
At its meeting October 5, 2017, the Board of Undergraduate Studies reviewed and considered the proposal for a new major and co-op option in Food Industry Management in the Bachelor of Bio-Resource Management degree program, which includes a suite of course additions and changes.
This program proposal is supported by the Deans of the respective colleges, and the Office of the Provost and Vice-President (Academic). Enclosed is the new program proposal brief and letters of support. A memorandum from Ms. Patricia Tersigni, Director of Academic Programs and Policy is also enclosed and offers further context.
Additional material including detailed the external review report and related curriculum changes and templates are available in the on-line in the supporting documents folder1.
Senate is asked to,
RESOLVE, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed new Major and Co-op in Food Industry Management (BBRM.FIM and BBRM.FIM:C), as presented.
1 URL: https://uoguelph.civicweb.net/filepro/documents/136856
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Proposed New Major and Co-op Option in Food Industry Page 63 of 237 Page 64 of 237
To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
Date: September 26, 2017
Re: Proposal for new Major – Food Industry Management (BBRM)
Please find enclosed a proposal for a new major and co-op option in Food Industry Management in the Bachelor of Bio-Resource Management (BBRM.FIM and BBRM.FIM:C) requiring the recommendation for approval to Senate.
The proposal has the support of the Provost and AVPA, the Dean, Associate Dean (Academic), Department Chairs and approval and support of the BBRM Degree Program Committee. The new program was subject to an external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP) and the reviewers report is included in the package. The additional material for the proposed Food Industry Management major includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from all of the sponsoring units and colleges, and the responses from the Chairs and Deans, Provost support, and corresponding curriculum additions and changes. A Co-operative Education Labour Market Survey was completed and the co-op option has the support of Co-operative Education and Career Services (CECS). Should a member wish to review the survey data, please contact my office. There is a significant volume of material and I will provide an overview at the meeting; a list of documentation is included below in order as it appears in the submission.
Should a member have questions in advance regarding this proposal or wish to review any of the supporting documentation held on file, please contact Joanne Emeneau, Curriculum Manager, ext. 52260 or the Secretary to the Calendar Review Committee, Lucy Cremasco, ext. 55902.
List of Documents included in the proposal package:
OAC, Associate Dean Academic Cover Memo to Board of Undergraduate Studies, Senate Provost Letter of Approval OAC, Dean’s Letter of Support to Office of the Associate Vice-President Academic Chair, Food Agricultural and Resource Economics Letter of Support Chair, Food Science, Letter of Support CBE, Dean’s Letter of Support CBE, Associate Dean Academic Letter of Support Co-operative Education and Career Services Letter of Support (Appendix VII) External Letters of Support: (Appendix IX) o Food and Beverage Ontario o Loblaw Companies Limted o The Food Institute, University of Guelph o J. Wong, Alumna New Program Proposal Brief BBRM Degree Program Learning Outcomes (Appendix II)
Proposed New Major and Co-op Option in Food Industry Page 65 of 237 Proposed Learning Outcomes of the BBRM.FIM Major (Appendix III) Undergraduate Degree Learning Outcomes Alignment Template (Appendix IV) Undergraduate Degree Learning Outcomes Alignment Template Mapping Learning Outcomes to Assessment Methods and Courses (Appendix V) Mapping BBRM.FIM Major Learning Outcomes to Assessment Methods and Courses (Appendix VI) List of Faculty Dedicated to Teaching Courses in BBRM.FIM from the Departments of Food, Agricultural and Resource Economics (FARE) and Food Science (Appendix XI) External Reviewers’ Assessment Report List of Revisions to the Program Proposal Brief subsequent to the External Review OAC, Dean’s Response to External Reviewers’ Assessment Report Joint FARE and Food Science Chair’s Response to External Reviewers’ Assessment Report Undergraduate Curriculum Changes – BBRM.FIM Summary of changes Curriculum Templates
NB: Additional appendices held on file include: Appendix I – Consultation with additional departments Appendix VIII – Course Descriptions Appendix X – Library Assessment
Proposed New Major and Co-op Option in Food Industry Page 66 of 237 Memorandum To: Board of Undergraduate Studies, Senate From: Dr. Jonathan Schmidt, OAC Associate Dean Academic (on behalf of Depts. of Food Science and Food, Agricultural and Resource Economics) Subject: New Program Proposal, BBRM in Food Industry Management Date: September 11, 2017 Please find enclosed a proposal and all associated materials for a new BBRM Honours major in Food Industry Management for approval by the Board of Undergraduate Studies and Senate. The following documents are included: New Program Brief and supplementary materials associated with the Program Brief including the schedule of studies (calendar copy), learning outcomes, templates for six new courses, nine course change forms, external reviewers report, CECS report on market survey for Co-op option, letters of support and letters of consultation from all participating departments. The Program Brief reflects changes made in response to the comments and suggestions of the external reviewers and in light of changes in resource deployment. These are documented in an accompanying appendix.
Background: This program is a joint venture by two departments (Food Science and Food, Agricultural and Resource Economics) in the Ontario Agricultural College, reflecting the interdisciplinary nature of the major which encompasses the science of food safety, quality control, processing and innovation and the management of food
Proposed New Major and Co-op Option in Food Industry Page 67 of 237 businesses, including operations and marketing. The development of the program was motivated by the rapid expansion and increasing complexity and sophistication of the food industry in Ontario and globally, student interest in a program addressing both the technical and business facets of the food industry and strong demand from food businesses for highly qualified graduates. The presence of nationally and internationally recognized food science, economics and business faculty present on campus provides a unique opportunity to deliver an innovative multidisciplinary program addressing these needs. The proposed program targets students seeking career opportunities in food industry management and product development, including graduates of culinary arts and related diploma programs. It will complement the successful Food Science Major in the B.Sc. and the Food and Agricultural Business Major in the B.Comm. as well as graduate programs in Food Science, Food Safety and Quality Assurance and Food Economics. The program is scheduled to begin in fall 2018. In order to address current and future provincial and global needs of the food industry for technically and scientifically-informed, highly competent managers the program provides students with a solid foundation in basic science, applied food science, business and management practice, as well as supply chain and operations management. The proposed program leverages the flexible structure of the Bachelor of Bio-Resource Management degree to provide students with a breadth of knowledge and skills spanning the technical and management aspects of the food industry. Upon completion of the major graduates will have a solid foundation of the theoretical and practical aspects of food science, economics and business, based on a mix of theoretical, experiential and
Proposed New Major and Co-op Option in Food Industry Page 68 of 237 applied study. The program will be offered in both co-op and non- co-op format. Graduates will have developed an understanding of the variables affecting the delivery of safe and palatable foods to consumers, the methods involved in food processing and how food composition and structure are influenced by processing. They will also have the ability to perform business evaluations of customer, operational and workforce requirements in the context of food processing and logistics and be able to analyze how markets for food products are influenced by broader socio-cultural, economic and technological trends domestically and globally. They will have the opportunity to apply this knowledge to the innovation and continuous improvement of food business management including food processing, supply chain and retailing operations and food product development. The program incorporates a variety of required experiential learning components, including a capstone course that entails working directly with industry partners. The program proposal and associated resource requirements have been reviewed and endorsed by the Dean of OAC and the Chairs of the hosting departments. As required for new programs, this proposal has been through an external review, for which it received very positive endorsement. Subsequent to approval by BBRM Program Committee, BUGS and Senate, it will also require approval from the Ontario Universities Council on Quality Assurance.
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DATE: September 26, 2017
TO: Rene Van Acker, Dean, OAC Jonathan Schmidt, Associate Dean, Academic, OAC John Cranfield, Chair, FARE Art Hill, Chair, Food Science
FROM: Serge Desmarais, Associate Vice-President (Academic)
CC: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Ray Darling, Registrar Genevieve Gauthier, Associate University Secretary
SUBJECT: Major in Food Industry Management, BBRM Program
I am writing to confirm the approval of the Provost for the proposed Food Industry Management (FIM) Major in the Bachelor of Bio-Resource Management (BBRM) program. The undergraduate major has great promise, particularly given the expressed interest from industry partners and the local and global needs in the food industry for graduates with equal emphasis of skills and knowledge in food science and business. Also commendable are the opportunities for students to engage in experiential learning through co-operative education placements, work-embedded learning and other high impact practices such as entrepreneurial and product development courses, research positions, and international experiences.
We are aware of the significant and collegial work that has gone into the proposal and the cross- departmental and cross-college efforts that have been made in developing the major and addressing resource needs.
As the University continues to build efforts around strategic enrolment management, the Registrar and I will work closely with the leadership in the academic units and Dean’s office to establish appropriate enrolment targets for initial intake as well as steady state levels.
Please work with the Director, Academic Programs and Policy to bring the proposal through the next stages of internal governance and external approvals.
Best wishes with this endeavor.
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MEMORANDUM
To: Dr. Rene Van Acker, Dean, OAC
From: Dr. Julia Christensen Hughes, Dean, CBE
Subject: BBRM:FIM
Date: 6 September 2017
Dear Rene,
The memo is written in full support of your proposal to develop a new major in Food Industry Management within the existing BBRM degree program. The College of Business and Economics supports the integration of business and management studies within other degree programs, and we see how this is particularly relevant to this proposal. We look forward to working with you and your colleagues in OAC to examine the resource implications generated by this additional program, and how we can best ensure these are placed to support the further growth and development of the Food Industry Management major within the BBRM program.
Sincerely,
Julia Christensen Hughes, PhD Dean
College of Business and Economics 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 uoguelph.ca/business
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COLLEGE OF BUSINESS & ECONOMICS Office of the Associate Dean (Academic)
16 May 2017
Rene Van Acker, PhD, P.Ag. Dean and Professor Ontario Agricultural College
Re: Proposed new ‘food industry management’ major in the BBRM
Dear Rene,
As a follow-up to our various conversations around the BBRM:FIM proposal, in my role as the Associate Dean (Academic) for the College of Business and Economics, please accept this letter as an indication of my support for this program moving forward. I very much appreciate having had the opportunity to review the proposal and understand the background and relevance of this new major. I would say this of course, but I believe all students would benefit from some understanding of business operations, and the BBRM:FIM proposal clearly has sought to integrate core and foundational business management concepts into the program. I hope the new major proves successful.
Sincerely,
Kerry B. Godfrey, PhD Associate Dean (Academic) College of Business and Economics
GUELPH • ONTARIO • CANADA • N1G 2W1 http://www.uoguelph.ca/business
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Senate-Board of Undergraduate Studies NEW PROGRAM PROPOSAL BRIEF 2017/2018 Undergraduate Calendar
Program/Specialization Name and Administration
Proposed Program/Specialization Name: Food Industry Management (FIM) in the Bachelor of Bio-Resource Management Degree (BBRM)
Indicate the Sponsoring Department/School and College(s): Departments of: 1. Food Science 2. Food, Agricultural and Resource Economics (FARE) Both Departments are part of the Ontario Agricultural College (OAC). Program Oversight and Reporting: The Bachelor of Bio-Resource Management Program Committee (BBRM.PC) will be responsible for reviewing proposed changes to the curriculum of the Food Industry Management (FIM) major. A Joint FIM Curriculum Committee will be established for the specialization, including instructors and student representatives from the Departments of Food Science and FARE. This committee will consult annually with industry representatives, review achievement of academic goals and outcomes, and submit proposals to the BBRM.PC for modification of the curriculum including the addition or deletion of courses. Proposals having gone through due consultations and approved by the BBRM.PC will then be forwarded to BUGS/Senate. All Undergraduate Degree programs fall under the purview of the University of Guelph Senate via the Board of Undergraduate Studies (BUGS). BUGS considers and makes recommendations to Senate regarding program additions and eliminations, course changes, and changes to Schedules of Study.
Indicate the office(s) responsible for academic counselling. Program Counselling The Bachelor of Bio-Resource Management Program Counsellor is available to assist students who require information or advice about their program or other academic regulations and who seek information about resources available to students. The OAC Program Counselling Office would be responsible for providing students with academic advising and support. Departmental Advising On entering the program all students are assigned to a Faculty Advisor from the Department of Food Science who will mentor them throughout their studies. The Faculty Advisor is familiar with the academic requirements of the program and is aware of career opportunities. The Department of Food, Agricultural and Resource Economics (FARE) will identify one of their faculty members to assist the Faculty Advisor in the topic areas of operations/supply chain management and marketing management/research. Students are strongly encouraged to attend all meetings called by their Faculty Advisor, and to set up individual meetings when needed.
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Proposed New Major and Co-op Option in Food Industry Page 82 of 237 The faculty advisor from Food Science would also be the co-op faculty advisor and also receive assistance from their counterpart in FARE. Provide evidence of consultation with other units/programs participating in the proposed new program/specialization. If the schedule of studies includes courses from unit(s) other than the sponsoring unit, a clear commitment of support (memo from the Chair/Director/Dean) for the proposed program/specialization must be included. Appendix I: Evidence of Consultation. The two sponsoring departments (FARE & Food Science) have been in regular discussions about this major since January 2015. A working group, comprised of: Andreas Boecker (FARE), Doug Goff (Food Science), Lisa Duizer (Food Science), Jonathan Schmidt (Associate Dean (Academic), OAC) and Joe Varamo (OAC Dean’s Office), has met on a regular basis to explore the feasibility of this major and to assemble this proposal. The Departmental Chairs of FARE (John Cranfield) and Food Science (Art Hill) have also been heavily involved in this process and have provided their support for this major. Dean Rene Van Acker is supportive of the academic program and its proposed resource model. Consultations have been completed with all of the additional academic units that were asked to offer courses in the Food Industry Management Major. Academic units that were consulted are: 1. Department of Plant Agriculture (Ontario Agricultural College, OAC) 2. Department of Economics and Finance (College of Business and Economics, CBE) 3. Department of Management (College of Business and Economics, CBE) 4. Department of Marketing and Consumer Studies (College of Business and Economics, CBE) 5. Department of Human Health and Nutritional Sciences (College of Biological Sciences, CBS) 6. Department of Molecular and Cell Biology (College of Biological Sciences, CBS) 7. Department of Chemistry (College of Engineering and Physical Sciences, CEPS) 8. Department of Mathematics and Statistics (College of Engineering and Physical Sciences, CEPS) 9. Department of Philosophy (College of Arts, COA) 10. Department of Political Science (College of Social and Applied Human Sciences, CSAHS)
Rationale and Consistency with the University’s Mission, Integrated Plan, and Strategic Mandate Agreement Explain the rationale for developing the proposed program and identify its relationship to the Integrated Plans of the Department/School and College, the University’s Integrated Plan (IP) and the approved Strategic Mandate Agreement (SMA). The Department of Food Science and the Departments of Food, Agricultural and Resources Economics (FARE), with the support of the Ontario Agricultural College (OAC) are proposing a new major in Food Industry Management (FIM) to be delivered within the Bachelor of Bio-Resource Management (BBRM) degree program. The proposed major would: Address current and future provincial and global needs of the food industry for technically and scientifically-informed, highly competent managers. Provide students with a solid foundation in basic science, applied food science, business and management practice, as well as supply chain and operations management. Leverage the flexible structure of the Bachelor of Bio-Resource Management degree as a unique opportunity to provide students with a breadth of knowledge and skills spanning the technical and management aspects of the food industry.
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Proposed New Major and Co-op Option in Food Industry Page 83 of 237 Be attractive to students seeking career opportunities in food industry management and product development. Rationale: The University of Guelph is a major national and international centre for research and education in food and the food industry, including product development, food safety and food economics and business. The contemporary food industry necessitates a multi-pronged approach to effective management. Food industry managers must be able to understand both the science-based technical aspects of product development and processing operations, and the principles of effective business operations and management practice. The leadership capacity needed for success in the food industry is multi-facetted and draws on different skill sets. At present, no program in the Ontario university system provides students with the multi- disciplinary opportunity to acquire the understanding, knowledge and skills needed to enter and succeed in operations-related management of the post-farm gate food sector. The Food Industry Management (FIM) major seeks to fill this gap by combining courses from food science and food business management and economics in a unique blend that provides students with the knowledge, skills and abilities needed for effective management in the post-farm gate food sector. The University of Guelph currently offers a Bachelor of Science (BSCH) major in Food Science (FOOD), a Bachelor of Commerce (BCOM) major in Food and Agricultural Business (FAB), and a Bachelor of Arts (BAH) major in Food, Agricultural and Resource Economics (FARE). These existing majors provide little opportunity for students to explore both the applied science and business aspects of food within their respective degree program requirements. Students in the FARE and FAB majors could acquire the Food Science Certificate offered by the Department of Food Science through Open Learning and obtain a broad understanding of food science at the level of primarily second year courses. Going beyond this level would not be possible for FAB students and is difficult for FARE students. For students enrolled in the Food Science major obtaining a minor in Business Administration has been possible. While this combination would get closest to the proposed major in Food Industry Management, obtaining it major-minor combination requires a minimum of 20.50 credits, provided the right electives are taken from semester one. As a consequence, only two Food Science graduates have also minored in Business Administration in the past five years. A new Minor in Business has been launched in 2016. Its curriculum may be more attractive to Food Science students but the challenge of requiring more than 20.00 credits for completion of major and minor will remain. The combined competencies developed through the major, and its Learning Outcomes differ substantially from those available through the current majors described above, with little perceived overlap either at the student recruitment level at entrance or the job opportunity level on exit. At the same time, the proposed major builds on the existing strengths of the two sponsoring departments in delivering their current undergraduate programs. For one of the sponsoring departments, FARE, successful delivery of the proposed major necessitates expanding on their current expertise in operations management by developing three new courses. These will cover supply chain and advanced operations management in the food industry and the industrial organization of the food industry and its regulatory and policy environment.
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Proposed New Major and Co-op Option in Food Industry Page 84 of 237 Integrated Plan, and Strategic Mandate Agreement (SMA) 2014-2017: [Note for reviewers: the 2017-2020 SMA is currently under negotiation with the Ministry of Advanced Education and Skills Development, Government of Ontario.] The Integrated Plan and the University’s Strategic Mandate Agreement present an intentional concentration on four strategic areas: food, health, environment and community. Each area represents an institutional priority or strength. Food is central to the identity of the University of Guelph, and our interest in food differentiates us from all other universities in Ontario and Canada, as underscored by the recently obtained CFRF grant for “Food from Thought” and the funding of the Arrell Food Institute through the largest gift the University of Guelph has ever received. The proposed BBRM major in Food Industry Management would directly support the focus on food, strengthen this identity and enhance the U of G’s reputation as Canada’s food university. Within the focus of food, the proposed Food Industry Management major would support the focus area of human health, while also exposing students to environmental issues in operations and supply chain management. With regards to community, the importance of the university’s interaction with the Ontario and Canadian food industry cannot be overestimated. The University continually stresses its reputation as Canada’s food university, and we rely on the food industry for considerable external support. The proposed Food Industry Management major would very much contribute to further enhance the University of Guelph’s position in the first area of strength identified in the SMA, i.e. Jobs, Innovation and Economic Development. The importance of further alignment of this particular area of strength with the Ministry’s Differentiation Policy Framework is underscored by Premier Wynne’s challenge to double the annual growth rate of and create 120,000 more jobs in the Ontario agrifood sector by 2020. As a significant employer and driver of economic growth, the post-farm gate food sector has a crucial role to play in growing the Ontario economy by 2020 and beyond. Such aspirations require talent, ingenuity and HQP development that build managerial capacity in Ontario’s food industry. Further, industry strongly supports the proposed major, as documented through the attached letters. With regard to the University’s second area of strength, Teaching and Learning, the proposed program delivery methods are well suited to expand learning opportunities for students, and improve the learning experience and career preparedness. We are convinced the proposed schedule of studies provides an effective blend of experiential/work-embedded and online and entrepreneurial learning in the required and restricted elective courses, as well as international exchange and summer research program opportunities. Close collaboration with industry and wider community partners will play an important role. This major further builds on the University of Guelph’s leadership in the third area of strength, Student Population. The University has made an outstanding commitment to providing the required resources to achieve the Integrated Plan goals of Student Success; Engagement; Knowledge Creation, Mobilization, and Impact; Transformative Program Innovation; and Institutional Capacity and Sustainability. The Food Industry Management major will also have a positive impact on the fourth area of strength, Research and Graduate Education, as opportunities for relevant applied research will arise from the intensified collaboration with industry, from which we would also expect additional funding opportunities to arise for grad student education. As these opportunities differ between the two sponsoring departments, they will be briefly described in the context of their Integrated Plans below. Fifth, the proposed major would further enhance the University of Guelph’s leading position in Agri-Food Research, Teaching and Outreach. It would be perfectly aligned with the 2012-2017 Integrated Plan of the Ontario Agricultural College. Finally, the Ontario Agricultural College has been a leader in the development of the sixth area of strength, Institutional Collaboration to Support Student Mobility, through a number of pathway pilot projects. Hence, we 4
Proposed New Major and Co-op Option in Food Industry Page 85 of 237 can build on the acquired experience and expertise in our commitment to ensure that students have access to a continuum of learning opportunities in a coordinated system.
From the Perspective of the Department of Food Science: This program meets a longstanding request for the industry partners of Food Science and from our graduates. The depth and breadth of the basic and food science required for a reputable program in Food Science and also required to meet our Institute of Food Technology accreditation requirements, leave little room for elective courses in the BSCH in Food Science major for building relevant knowledge in business, management and economics. As pointed out above, only two Food Science graduates have completed a minor in Business in the past five years. However, periodic program reviews consistently highlight the need for graduates with more food industry management skills. We are confident the proposed major will meet that need, but will also be sufficiently different from the existing Food Science major so as not to compete with same applicant pool. From the Perspective of the Department of Food, Agricultural and Resource Economics, FARE: Through excellence in research, education, and outreach, the Department of Food, Agricultural and Resource Economics (FARE) seeks to develop and provide leadership and scholarship that supports evidence based policy and management decisions. In support of this, FARE seeks to expand enrolment in the undergraduate programs it offers, and in which it collaborates. The proposed BBRM in Food Industry Management will figure significantly into these plans. At present FARE offers undergraduate degrees that focus on agricultural business, food and agricultural economics, and resource/environmental economics. The Food Industry Management major will provide complementary programming that enables the department to extend its educational offerings beyond the farm-gate, and into the processing, distribution and retailing (PDR) sector, all the while offering students a blend of science and management training. What is more, by providing HQP with training for the PDR sector, FARE/OAC/UofG will contribute to mobilizing talent that contributes to an economic powerhouse in the Ontario economy. In so doing, FARE will enhance its ability to contribute to achieving growth in the Ontario agri-food sector. The proposed program will also contribute to building a collaborative and complementary relationship between FARE and Food Science, with ancillary effects including expanded interdisciplinary scholarship and educational opportunities. Lastly, the department has identified graduate program growth and enhanced graduate student quality, alongside development of pathways from undergraduate studies to graduate studies, as strategic priorities. The new Food Industry Management major will provide a new pathway for students to pursue graduate studies in FARE, thus contributing to increased graduate enrollment and quality, and increasing opportunities for post- farm gate graduate research activities.
Program Learning Outcomes and University of Guelph Learning Outcomes Appendix II: BBRM Degree Program Learning Outcomes. Appendix III: Proposed Learning Outcomes of the BBRM.FIM major. Appendix IV: Undergraduate Degree Learning Outcomes Alignment template. About the Degree: The University of Guelph offers a 20.00 credit Honours undergraduate program, normally completed over 8 semesters, leading to a Bachelor of Bio-Resource Management degree (BBRM). At the present time, two majors, Environmental Management and Equine Management, are available in the program. The Bachelor of Bio-Resource Management degree program combines business studies and technical training with a strong emphasis on experiential learning in a unique way. A solid foundation in applied aspects of science, technology and business provides graduates with sufficient breadth and expertise to 5
Proposed New Major and Co-op Option in Food Industry Page 86 of 237 become competent managers in their respective fields. Students begin studying in one of the program majors during the first semester. Students are encouraged to integrate their academic program with a well-planned series of co-op or summer term employment activities and to develop their leadership and interpersonal skills in on-campus and community activities. There is a strong commitment in the curriculum to personal development and students are encouraged to identify goals that they wish to accomplish throughout their university career. About the Major: The proposed major focuses on the development of leaders in the areas of food industry innovation and operations. The program will combine a solid background in food science, economics and business, using a mix of theoretical and applied study. Students in this major will be able to create a curriculum uniquely tailored to their career goals. The flexibility provided in semesters 5 through 8 enables students to develop their understanding of specific areas of food science and business specialization related to industry operations and also product development. Student participation in international exchanges and international summer research programs is encouraged and supported through academic advising on course selection and substitution. Students have the opportunity to incorporate a variety of field trips, experiential learning in the workplace through co-op and summer job positions and independent research projects into their program. The combination of a solid understanding of food science and current business practice with specialized skills and experience provided by this program is unique.
Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum. In addition to the degree level learning outcomes (Appendix II), the specific learning outcomes for the Food Industry Management major are: a) Food preservation and safety: A thorough understanding of food preservation and the variables affecting the delivery of safe and palatable foods to consumers. b) Food processing methods: A thorough understanding of methods involved in food processing. c) Food composition and structure: A thorough understanding of food composition and structure, and how these are influenced by processing. d) Business evaluation methods: The ability to perform economic/business evaluations of customer, operational and workforce/labour requirements in the context of food processing and logistics. e) Industry analysis: The ability to analyze how markets for food products are embedded in/influenced by broader socio-cultural, economic and technological trends domestically and globally. f) Development of specialization: The ability to apply the above knowledge and skills to contribute to innovation/continuous improvement in management of food processing, supply chain and retailing operations and food product development. In addition, throughout their studies and particularly in third and fourth year, Food Industry Management students would have joint classes with students from related fields, such as Food Science, Agricultural Sciences, Food and Agricultural Business/Economics, Environmental Sciences, and Marketing. Through a number of assessment elements, e.g. group work, in-class discussions and peer review, they would have numerous opportunities to broaden their perspective on food industry trends and issues through closely interacting with students in related fields. The learning outcomes stress the integration of disciplinary perspectives in food science and business and management studies. This will give the proposed major a unique and strong position among related undergraduate programs in Canada and provide its graduates with a valuable set of skills for successful career development in the food industry.
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Proposed New Major and Co-op Option in Food Industry Page 87 of 237 Indicate how the identified outcomes will be assessed and in which specific courses. Appendix V: Undergraduate Degree Learning Outcomes Alignment template. Mapping Learning Outcomes to Assessment Methods and Courses. Appendix VI: Mapping BBRM.FIM Major Learning Outcomes to Assessment Methods and Courses. The attached documents provide detailed information of how learning outcomes are mapped to a set of diverse and effective assessment methods and the main courses in which the assessment methods are used.
Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes. There would be a wide variety of assessment methods used throughout this program which would range from multiple choice, online quizzes and short answer exams to presentations, lab reports, simulations, case study analyses, written assignments, including peer review, group and individual projects, literature reviews, and integrative and independent research projects. The appropriateness of assessment methods in evaluating student progress is demonstrated through sequences of courses, for example, The students’ progress in understanding of food preservation and the variables affecting the delivery of safe and palatable foods to consumers is assessed through written assignments and exams in FOOD*2100 - Risk Communication and FOOD*2150 - Introduction to Nutritional and Food Sciences, and Food 4310 - Food Safety Management Systems, and reinforced via written examinations, written assignments, and hands-on laboratory exercises in all process related courses during semesters 4 – 8. For example, laboratory reports and assignments in FOOD*4400 - Dairy Processing require students to apply food processing principles to ensure quality and safety of dairy products. The students’ progress in understanding of methods involved in food processing is assessed in the food engineering and processing related courses including commodity courses. They all require students to demonstrate understanding of food processing methods by drawing and explaining flow charts, calculating numerous process parameters (mass balance, yield prediction, statistical process control, heat flow in thermal processes, etc), and hands-on processing and process control testing in our pilot plants and laboratories. These skills are also demonstrated in group projects, including oral examination, in the product development courses. The students’ progress in their ability to conduct industry analysis progresses is assessed through written exams in ECON*1100 - Introduction to Macroeconomics. Assessment methods then expand to a food sub-sector analysis report in FARE*3000 - Food Industry Analysis and Policy and to the identification of a major marketing opportunity based on an in-depth industry analysis presented in a written report and in class in FARE*4370 - Food & Agri Marketing Management. The students’ progress in their ability to conduct business evaluation and to contribute to innovation and continuous improvement in food industry management progresses is assessed in written exams in ACCT*1220 - Introductory Financial Accounting and ACCT*2230 - Managerial Accounting and written assignments and exams in FARE*3310 - Operations Management. Assessment methods then expand to case analyses in FARE*3320 - Supply and Value Chain Management and a comprehensive team project with an industry partner in FARE*4330 - Advanced Operations Management in the Food Industry.
The learning outcomes of required courses after semester 3 have been mapped to the program and major learning outcomes based on course sequences as above to ensure that the learning outcomes of the Food Industry Management major are achievable through the proposed schedule of studies. Overview documentations of the main courses contributing to the degree program learning outcomes and the major learning outcomes, and the main assessment methods employed are provided in Appendices V and VI. 7
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Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes. All University of Guelph Learning Outcomes are addressed in a significant way by the proposed Food Industry Management major. Critical & Creative Thinking – The first three semesters of the proposed major will primarily focus on the outcome of depth and breadth of understanding through foundational science, and economics and business courses. While the seeds for the outcome of inquiry and analysis will also be planted across all these early courses, the students will be primarily supported in achieving the outcomes of problem solving and creativity in business and economics through assessments applied to business contexts, such as in FARE*1400 – Economics of the Agri-Food System, MATH*1030 - Business Math, and HROB*2090 - Individuals and Groups in Organizations. Starting in semester four, courses increasingly focus on the Inquiry and Analysis, Problem Solving, and Creativity outcomes, while further deepening the understanding of food science and operations management and research. Capstone courses in this regard are the supply chain and operations management courses and the marketing management that will use real-life and realistic cases. Finally, students will be encouraged to enroll in at least one independent studies/experiential learning course in fourth year, to learn how to apply their skills and knowledge to an issue that is relevant to the industry. Literacy – Information, Quantitative and Technological Literacy feature heavily throughout in the entire curriculum. In both disciplines included in the major, food science and economics and business, students will engage in activities related to information extraction, management and analysis. Students will develop technical skills associated with food processing and product development and primary research approaches and methods used in the two disciplines. Quantitative skills will be particularly developed related to industry operations, through the required supply chain and advanced operations management courses. In addition to the above activities, students will also be introduced to the literature and active learning activities in leadership and organizational management, and ethics. Global Understanding – Knowledge and awareness of historical and regulatory/policy context of the food manufacturing industry and the discipline of food science will be conveyed through the sequence of seven Food Science courses in the core. Two core courses in Human Resources and Organizational Behaviour will enable students to identify and address cultural differences and similarities in an organizational context. Communication – Ample opportunity to develop written and oral communication skills are provided throughout the entire curriculum. Starting in year one, reading comprehension and written communication will be the primary learning outcomes in the basic science, business and economics courses. Year two will build on that and provide first exercises in oral and integrative communication in FOOD*2100 - Communication in Food Science. In years three and four, as courses become increasingly applied to real- world decision problems, all four specific communication learning outcomes will also feature more heavily in student assessment, in particular in cap stone courses, such as FARE*4370 - Food and Agri-Marketing Management, FARE*3320 - Supply and Value Chain Management and FARE*4330 - Advanced Operations Management. Professional & Ethical Behaviour – The proposed major integrates ethics, team work and professional behaviour in its coursework. The ethics course in year two and the human resources and organizational behaviour courses in year one and three provide the foundation for acquiring best practices in professional and ethical behaviour in the above mentioned cap stone courses. Providing interaction with leading professionals of the industry, these courses will also provide rich learning experiences regarding teamwork and personal organization and time management.
Identify any distinctive curriculum aspects, program innovations or creative components. 8
Proposed New Major and Co-op Option in Food Industry Page 89 of 237 The key distinctive curriculum aspects, program innovations and creative components, are the following. a) The concept of the degree itself is innovative, as it links a well grounded applied science education with business management skills and knowledge that have been identified as central to future human resource needs of particular industries. This concept has received support from industry stakeholders. b) Starting in the second term of year two, courses have group work assessments that allow designing interdisciplinary collaboration between Food Industry Management students and students in related fields. Examples would be: FOOD*2100 - Communications in Food Science, and FOOD*2410 - Introduction to Food Processing, with Food Science students; FARE*4370 - Food and Agri Marketing Management: Food and Agricultural Business students; FARE*3320/FARE*4330 - Supply and Value Chain Management / Advanced Operations Management: BCOM or ENGG students; FOOD*4260/FOOD*4270 - Food Production Development I/Food Production Development II: Food Science and Marketing students. c) The most promising students will be advised towards selecting independent studies or research courses as restricted electives. Both departments will assist these students with connecting with industry stakeholders for these courses. This voluntary but guided approach will allow industry stakeholders and faculty to connect with students for personalised career development. d) Through this arrangement, insights can be gained for assessing the potential for cross-linking senior undergraduate and graduate courses to engage students and speed up moving them through the graduate degrees in the departments of FARE and FOOD SCIENCE.
Identify how the curriculum addresses the current state of the discipline. Students in the major will take a common required core that will build a foundation in general science, food science, business, economics and management. To provide breadth of exposure to relevant concepts, students will take a core set of courses that introduce them to Industry Operations, Sales and Marketing, and Value Chain/Operations. To provide depth of understanding and acquisition of more specific capacity, students will select courses in Industry Operations and Value Chains. Students will also have the opportunity to select restricted elective courses that are critical for developing product development-related skills in the context of marketing management decisions. We envision Food Industry Management majors being highly sought after within the Ontario and Canadian food industry in management positions, and their competencies within these positions will be unique because of their high-level knowledge and appreciation of the technical component of the industry.
If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work term reports; and 2) work term report guidelines for students. Contact the Director, CECS for more information. Appendix VII: Letter of Support from CECS for co-op option in Food Industry Management. The co-op term sequence is: Summer term after academic term four: Work term 1 Summer term after academic term six: Optional work term Fall term after academic term six: Work term 2 Winter term after work term two: Work term 3 The Co-op Program Coordination Committee of the University of Guelph is currently reviewing learning outcomes of co-op programs across campus in order to have more consistency across programs and to align
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Proposed New Major and Co-op Option in Food Industry Page 90 of 237 work term learning outcomes with the objectives and best practices of experiential learning/education. Given this review being in process, the information on learning outcomes and guidelines for students described below, are preliminary in nature. The learning outcomes for the work term reports focus on the students demonstrating that they have studied (and gained insight) into the nature of the specific employment and career opportunity and, more importantly, that they have studied themselves in the role of employees in terms of knowledge and skill development, aptitude, compatibility and professionalism. The specific LOs are: 1. The student understands and can articulate the key characteristics and features of the job itself, in terms of theory and practice beyond simply describing/listing the assigned tasks. This would include relevant regulations, operating procedures, independence, creativity/initiative, team work, communications (internal, external), and supervision. 2. The student also has an understanding of the broader context of the position within the organization (in terms of organizational structure, institutional or corporate culture, risk management and contribution to corporate or institutional objectives) as well as comparable employment opportunities. 3. The student can identify the opportunities for professional development and promotion associated with this particular career path. 4. The student has reflected upon the requirements for successfully performing the job and has critically considered the adequacy of their own preparation, including strengths, deficiencies and opportunity for enhancement. This includes which further training and professional development opportunities they would require for career advancement. 5. The student has evaluated and can articulate fairly and objectively their own performance in the role (and provide evidence supporting this self-assessment, including feedback received). Specifically, they should be able to discuss their own strengths, weaknesses, and preferences for career development. 6. Based on the first five learning outcomes, the student, in collaboration with their supervisor identifies and investigates a particular aspect of the student’s work area that is of particular interest to their employer. Based on information collected during the work term, the student is able to investigate that particular aspect of work more closely and provide recommendations for improvement. The report consists of two parts. First, covering learning outcomes one through five, the student will be asked to reflect on their position and career development. While the learning outcomes can be used for structuring this part of the report, it will be necessary to stimulate the students’ reflective thinking processes with questions such as: What surprised or intrigued them about their work experience? What did they personally gain from the experience? What value do they attribute to these discoveries about the job and themselves as employees? How has the experience shaped their view of their career aspirations and educational needs? After the first work term: How did the current work term experience build on previous/relate to previous work term experiences? Second, covering learning outcome six, the students will be given the opportunity to apply their knowledge and skills they have acquired through their academic and experiential learning to an adequate project that addresses a relevant issue/area for improvement for the employing organization. Adequate projects are closely linked to the actual tasks performed by the student during the work term, relate to organizational structure and processes, can be completed within the full-time equivalent of one work week, and do not require significant additional data collection by the student. It will be made very clear to students and employers that the work report project is not a research project report that is not related to organizational structure and processes. If student and employer wanted to engage in that type of endeavour, that would go beyond the co-op work report requirements and the student would have to enroll in a research/experiential
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Proposed New Major and Co-op Option in Food Industry Page 91 of 237 learning/ independent studies course and find an academic advisor to meet the requirements for academic credit.
For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies. N/A
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Proposed New Major and Co-op Option in Food Industry Page 92 of 237 Program Requirements Outline the proposed program (course and additional academic) requirements, including:
a) Required and restricted elective courses currently offered, with frequency of offering; COURSE CODE COURSE TITLE OFFERED HOME DEPARTMENT COLLEGE Required Courses ACCT*1220 Introductory Financial Accounting F,W Management CBE ACCT*2230 Management Accounting F,W Management CBE BIOC*2580 Introduction to Biochemistry S,F,W Molecular and Cell Biology CBS BIOL*1080 Biological Concepts of Health F,W Human Health & Nutritional Sc’s CBS BIOL*1090 Introduction to Molecular and Cellular Biology F,W Molecular and Cell Biology CBS CHEM*1040 General Chemistry I F,W Chemistry CPES CHEM*1050 General Chemistry II F,W Chemistry CPES ECON*1100 Introductory Macroeconomics S,F,W Economics & Finance CBE FARE*1400 Economics of the Agri-Food System W FARE OAC FARE*3310 Operations Management F,W FARE OAC FARE*4370 Food and Agri Marketing Management F FARE OAC FOOD*2100 Communication in Food Science W Food Science OAC FOOD*2150 Introduction to Nutritional and Food Science F Food Science OAC FOOD*2620 Food Engineering Principles W Food Science OAC FOOD*3140 Food Processing I F Food Science OAC FOOD*3170 Food Processing II W Food Science OAC FOOD*3240 Food Microbiology F Food Science OAC FOOD*4310 Food Safety Management Systems W Food Science OAC HROB*2010 Foundations of Leadership F,W Management CBE HROB*2090 Individuals and Groups in Organizations F,W Management CBE MATH*1030 Business Mathematics F,W Mathematics & Statistics CPES MCS*2020 Information Management F,W Marketing & Consumer Studies CBE MICR*2420 Introduction to Microbiology S,F,W Molecular and Cell Biology CBS PHIL*2120 Ethics F,W Philosophy COA PHIL*2600 Business and Professional Ethics W Philosophy COA STAT*2060 Statistics for Business Decisions F,W Mathematics & Statistics CPES Restricted Elective Courses AGR*3010 Special Studies in Agricultural Science I S,F,W Plant Agriculture OAC AGR*3500 Experiential Education I F Plant Agriculture OAC FARE*3170 Cost-Benefit Analysis W FARE OAC FARE*4360 Marketing Research W FARE OAC FARE*4500 Decision Science F FARE OAC FARE*4550 Independent Studies I S,F,W FARE OAC FARE*4560 Independent Studies II S,F,W FARE OAC FOOD*3050 Food Chemistry I F Food Science OAC FOOD*3700 Sensory Evaluation of Foods W Food Science OAC FOOD*4070 Food Packaging F Food Science OAC FOOD*4090 Functional Foods and Nutraceuticals W FS, & HHNS OAC,CBS FOOD*4110 Meat and Poultry Processing W Food Science OAC FOOD*4220 Topics in Food Science S,F,W Food Science OAC FOOD*4230 Research in Food Science S,F,W Food Science OAC FOOD*4260 Food Product Development I F Food Science OAC FOOD*4270 Food Product Development II W Food Science OAC FOOD*4400 Dairy Processing W Food Science OAC FOOD*4520 Utilization of Cereal Grains for Human Food F Food Science OAC POLS*3470 Business-Government Relations in Canada U Political Science CSAHS
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Proposed New Major and Co-op Option in Food Industry Page 93 of 237 b) List of any new courses proposed as part of the submission; COURSE CODE COURSE TITLE OFFERED HOME DEPARTMENT COLLEGE Required Courses FARE*3320 Supply and Value Chain Management F FARE OAC FARE*4330 Advanced Operations Management W FARE OAC FARE*4380 Retailing, Merchandising and Sales W FARE OAC Restricted Elective Courses FARE*3000 Food Industry Analysis and Policy F FARE OAC FOOD*4010 Quality Management in the Food Industry W Food Science OAC
c) Required and restricted elective courses mounted by other units and confirm commitment by said unit (commitments have been documented in Appendix I: Evidence of Consultation); COURSE CODE COURSE TITLE OFFERED HOME DEPARTMENT COLLEGE Required Courses ACCT*1220 Introductory Financial Accounting F,W Management CBE ACCT*2230 Management Accounting F,W Management CBE ECON*1100 Introductory Macroeconomics S,F,W Economics & Finance CBE HROB*2010 Foundations of Leadership F,W Management CBE HROB*2090 Individuals and Groups in Organizations F,W Management CBE MCS*2020 Information Management F,W Marketing & Consumer Studies CBE BIOC*2580 Introduction to Biochemistry S,F,W Molecular and Cell Biology CBS BIOL*1080 Biological Concepts of Health F,W Human Health & Nutritional Sc’s CBS BIOL*1090 Introduction to Molecular and Cellular Biology F,W Molecular and Cell Biology CBS MICR*2420 Introduction to Microbiology S,F,W Molecular and Cell Biology CBS CHEM*1040 General Chemistry I F,W Chemistry CPES CHEM*1050 General Chemistry II F,W Chemistry CPES MATH*1030 Business Mathematics F,W Mathematics & Statistics CPES STAT*2060 Statistics for Business Decisions F Mathematics & Statistics CPES PHIL*2120 Ethics F,W Philosophy COA PHIL*2600 Business and Professional Ethics W Philosophy COA Restricted Elective Courses POLS*3470 Business-Government Relations in Canada U Political Science CSAHS
d) Research and/or experiential learning activities, indicating whether required or elective; COURSE CODE COURSE TITLE OFFERED HOME DEPARTMENT (activity) COLLEGE Required Courses FARE*1040 Intro. Environmental Economics, Law & Policy W FARE (mock hearing exercise) OAC FARE*3320 Supply and Value Chain Management F FARE (life case analysis project) OAC FARE*4330 Advanced Operations Management W FARE (industry partner project) OAC FARE*4360 Marketing Research W FARE (group research project) OAC FARE*4370 Food and Agri Marketing Management F FARE (industry analysis project) OAC FOOD*3170 Food Processing II W FOOD (lab exercises, pilot plant) OAC FOOD*3700 Sensory Evaluation of Foods W FOOD (lab exercises, sensory) OAC Restricted Elective Courses FOOD*4010 Quality Management in the Food Industry W FOOD (case studies with guest lecturers) OAC FOOD*4110 Meat and Poultry Processing W FOOD (lab exercises, pilot plant) OAC FOOD*4400 Dairy Processing W FOOD (lab exercises, pilot plant) OAC FOOD*4520 Utilization of Cereal Grains for Human Food F FOOD (lab exercises, pilot plant) OAC
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Proposed New Major and Co-op Option in Food Industry Page 94 of 237 e) Thesis, major paper or other capstone requirement, indicating whether required or elective. COURSE CODE COURSE TITLE OFFERED HOME DEPARTMENT (activity) COLLEGE Required Courses FARE*4330 Advanced Operations Management W FARE (capstone project) OAC FARE*4380 Retailing, Merchandising and Sales W FARE (capstone project) OAC FOOD (apply principles of food FOOD*4310 Food Safety Management Systems W OAC satey management) Restricted Elective Courses The research/experiential learning/independent studies courses listed under d) would also qualify for this category.
Identify the mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes. The curriculum of the proposed major in Food Industry Management provides for a gradually more specialising learning experience that will allow students to choose their areas of expertise in a broad and dynamic career field in Ontario and internationally. A variety of high impact learning practices will be employed in the students’ transformation towards an independently thinking, knowledgeable and skillful graduate. In the sections below, we provide an overview of the delivery methods from first to fourth year in this major. In first year, students will take required introductory courses with a balance of science courses on the one hand and business/economics and management courses on the other. Despite these courses having large enrolment numbers (150 to 1200) most of them consist of smaller sections or have lab/tutorial sessions. Students will be exposed to high impact learning techniques, such as problem-solving in lecture period, case- based learning, and mock hearings in the introduction to microeconomics and environmental law course. The courses’ lecture sessions are primarily face-to-face (with some offering online sections) and they typically offer combinations of online, in-class and small group learning (labs/tutorials). For specific parts of these courses, students are expected to engage with reading material delivered online prior to the lecture period or lab/tutorial sessions. In term two of the first year, students can take an elective to either explore an additional topic or discipline of their choice or start focusing on a particular science or business aspect of the food industry they are interested in. This rounds off a broad multi-disciplinary introductory year with solid opportunities for deeper investigation of real-world topics and issues. In second year, the schedule of studies maintains a rough balance of social sciences and science courses but shifts the focus of the latter towards biological and food sciences. All courses are delivered face-to- face. The diversity of the delivery and teaching methods and assessments across the required courses in year two reflect their multi-disciplinarity. The social science courses with large enrolments and few sections or only one rely heavily on online support for student learning and delivery of learning and practicing materials in order to provide individualised learning experiences. The courses in biological and food sciences, in contrast, rely very much on intense, small-group learning experiences in the lab sessions to complement the theoretical advancement in the lecture sessions. Throughout the first two years, in addition to exposure and reinforcement of key disciplinary concept knowledge, students will acquire general and transferable competencies in written and oral communication, numeracy, scientific inquiry, and time management. In third and fourth year, the schedule maintains a balance of food science and business. After semester five, the courses increasingly turn to high impact and experiential learning with a strong emphasis on project-based learning – in many cases with close involvement of external stakeholders and partners. In addition to established 4000 level courses, new courses in supply chain management and operations management will be developed that are very much geared towards experiential learning in team work settings to prepare graduates for complex, inter-disciplinary problem solving in their career development. The interdisciplinary nature of the projects will be reinforced through the fact that registration in these courses will be open to other programs, in particular commerce, agricultural science and engineering. Further, students are encouraged to take a research/experiential learning/independent studies course that 14
Proposed New Major and Co-op Option in Food Industry Page 95 of 237 would count towards their restricted elective requirements, as an individual or group effort. Finally, international summer research programs, e.g. through OBW and OJS, that are open to and very popular among Food Science students would also be open to Food Industry Management students, providing them with experiential learning with the possibility of getting academic credit for the research project they work on abroad.
Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes. As outlined in the chart below, the structure of the proposed Food Industry Management major rests on a solid foundation in science and business. In year two, science courses become more geared towards applications in food industry or reflect food science foundations in nutrition and processing. However, foundational business/management skills and knowledge remain more readily transferable until year three so that no business or management courses that are specific to the food industry are offered in the core until fourth year. But restricted electives with such specific content are offered in year three. It is also in year three that the core science content has moved entirely to food science. In fourth year, the content in the core is entirely geared towards specific aspects of the food industry with regard to technology (e.g. processing) and management. As the chart indicates, in these primarily project- based courses, students can build on the foundations of business and management on the one hand and food science on the other. To a significant extent, this also applies to the restricted electives which are mostly food industry specific. The structure of the major demonstrates how technical/disciplinary knowledge and skills development progresses from year one to four and leads a unique food industry management qualification. As documented in the Learning Outcomes Alignment template, the build-up of transferable skills (communication, critical thinking, problem-solving, information and time management, numeracy, teamwork) occurs throughout the curriculum and is coupled with the progression of cognitive abilities so that students in particular in fourth year can perform critical analysis of complex and realistic problems and the synthesis of recommendations for their solution, including effectively communicating them.
Science Core: Food Science: Business Foundations: Year 1 Accounting, Economics, Biology, Chemistry, Math Organizational Behaviour Year 2 Biochemistry, Microbiology, Nutritional Science, Food Business Ethics, Economics, Statistics Processing/Engineering Information Management Year 3 Restricted Food Microbiology, Food Chemistry, Leadership, electives: Food Processing, Operations Management, Sensory Evaluation Communications Year 4 Food Science: Food Packaging, Nutraceuticals, Management studies specific to Food Industry: Specific Food Processing, Product Supply Chain Management, Food Safety Development; Research/Independent Studies Management, Marketing Management, Business/Management: Advanced Operations Management Food Industry Analysis & Policy; Business-Gov’t Relations; Retailing; Quality Management; Research/Independent Studies
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Proposed New Major and Co-op Option in Food Industry Page 96 of 237 Include the proposed calendar copy for this program (Preamble, Schedule of Studies) and templates for any new courses proposed to support the program. Appendix VIII: Course Descriptions. Program of Studies: Bachelor of Bio-Resource Management Degree (BBRM), Food Industry Management (FIM). Department of Food, Agricultural and Resource Economics and Department of Food Science, Ontario Agricultural College This major focuses on the development of leaders in the areas of Food Industry Innovation and Operations. The program combines a solid background in food science, economics and business, using a mix of theoretical and applied study. Students in this major will be able to create a curriculum uniquely tailored to their career goals. The flexibility provided in semesters 5 through 8 enables students to develop their understanding of specific areas of food science and business. Student participation in international exchanges and international summer research programs is encouraged and supported through academic advising on course selection and substitution. Students have the opportunity to incorporate a variety of field trips, experiential learning in the workplace and independent research projects into their program. The combination of a solid understanding of food science and current business practice with specialized skills and experience provided by this program is unique and greatly valued by prospective employers in this important sector of the Canadian and global economies. This major will require the completion of 20.00 credits: 14.50 credits of required courses, 3.00 credits from restricted electives, and 2.50 credits of free electives. Of these credits, a minimum of 6.00 credits are required at the 3000 level or higher, of which at least 3.00 credits must be at the 4000 level. Semester 1 ACCT*1220 [0.50] Introductory Financial Accounting BIOL*1080 [0.50] Biological Concepts of Health CHEM*1040 [0.50] General Chemistry I HROB*2090 [0.50] Individuals and Groups in Organizations MATH*1030 [0.50] Business Mathematics
Semester 2 BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology CHEM*1050 [0.50] General Chemistry II FARE*1400 [1.00] Economics of the Agri-Food System 0.50 electives
Semester 3 BIOC*2580 [0.50] Introduction to Biochemistry FOOD*2150 [0.50] Introduction to Nutritional and Food Sciences MCS*2020 [0.50] Information Management MICR*2420 [0.50] Introduction to Microbiology STAT*2060 [0.50] Statistics for Business Decisions
Semester 4 ACCT*2230 [0.50] Management Accounting ECON*1100 [0.50] Introductory Macroeconomics FOOD*2100 [0.50] Communication in Food Science FOOD*2620 [0.50] Food Engineering Principles 0.50 electives or restricted electives
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Proposed New Major and Co-op Option in Food Industry Page 97 of 237 Semester 5 FARE*3310 [0.50] Operations Management FOOD*3140 [0.50] Food Processing I FOOD*3240 [0.50] Food Microbiology 1.00 electives or restricted electives
Semester 6 FOOD*3170 [0.50] Food Processing II HROB*2010 [0.50] Foundations of Leadership One of: PHIL*2120 [0.50] Ethics PHIL*2600 [0.50] Business and Professional Ethics 1.00 electives or restricted electives
Semester 7 FARE*3320 [0.50] Supply and Value Chain Management (NEW COURSE) FARE*4370 [0.50] Food & Agri Marketing Management 1.50 electives or restricted electives
Semester 8 FARE*4330 [0.50] Advanced Operations Management (NEW COURSE) FARE*4380 [0.50] Retailing, Merchandising and Sales (NEW COURSE) FOOD*4310 [0.50] Food Safety Management Systems 1.00 electives or restricted electives
Restricted Electives Students should note that some restricted electives require other courses not included among the required courses for the major as prerequisites. Students should consult the most recent undergraduate calendar for specific requirements. Students must take a minimum of 3.00 credits from restricted electives.
A minimum of 1.00 credits from the following list: FOOD*4070 [0.50] Food Packaging FOOD*4110 [0.50] Meat and Poultry Processing FOOD*4400 [0.50] Dairy Processing FOOD*4520 [0.50] Utilization of Cereal Grains for Human Food
A minimum of 1.00 credits from the following list: FARE*3000 [0.50] Food Industry Analysis and Policy (NEW COURSE) FARE*3170 [0.50] Cost-Benefit Analysis FARE*4360 [0.50] Marketing Research FARE*4500 [0.50] Decision Science FOOD*4010 [0.50] Quality Management in the Food Industry (NEW COURSE) POLS*3470 [0.50] Business-Government Relations in Canada
Students may also count any of the courses from the following list as restricted electives: FOOD*3050 [0.50] Food Chemistry I FOOD*3700 [0.50] Sensory Evaluation of Foods FOOD*4090 [0.50] Functional Foods and Nutraceuticals
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Proposed New Major and Co-op Option in Food Industry Page 98 of 237 FOOD*4260 [0.50] Food Product Development I FOOD*4270 [0.50] Food Product Development II
Students may also count any of the research/experiential learning/independent study courses from the following list as restricted electives: AGR*3010 [0.50] Special Studies in Agricultural Science I AGR*3500 [0.50] Experiential Education I FARE*4550 [0.50] Independent Studies I FARE*4560 [0.50] Independent Studies II FOOD*4220 [0.50] Topics in Food Science FOOD*4230 [0.50] Research in Food Science
Food Industry Management (Co-op) (FIM:C). Department of Food, Agricultural and Resource Economics and Department of Food Science, Ontario Agricultural College This major focuses on the development of leaders in the areas of Food Industry Innovation and Operations. The program combines a solid background in food science, economics and business, using a mix of theoretical and applied study. Students in this major will be able to create a curriculum uniquely tailored to their career goals. The flexibility provided in semesters 5 through 8 enables students to develop their understanding of specific areas of food science and business. Student participation in international exchanges and international summer research programs is encouraged and supported through academic advising on course selection and substitution. Students have the opportunity to incorporate a variety of field trips, experiential learning in the workplace and independent research projects into their program. The combination of a solid understanding of food science and current business practice with specialized skills and experience provided by this program is unique and greatly valued by prospective employers in this important sector of the Canadian and global economies. A principal aim of the Co-op program in Food Industry Management is to facilitate the transition of students from academic studies to a professional career by enhancing the integration of theory and practice. The Co-op program in Food Industry Management is a five year program, including 3 work terms. Although the schedule includes 3 work terms, students have the option to complete a fourth work term, but must graduate with a Fall, Winter and Summer work term. Please refer to the Co-operative Education program policy with respect to adjusting the schedule listed below. Students are eligible to participate in a maximum two (2) summer employment processes and must follow the academic work schedule as outlined on the Co-operative Education and Career Services website: https://www.recruitguelph.ca/cecs/. In order for students to be eligible to continue in the Co-op program, they must meet a minimum 70% cumulative average requirement after second semester, as well as meet all work term requirements. Please refer to the Co-operative Education program policy with respect to work term performance grading and work term report grading. For additional program information students should consult with their Co-op Co-ordinator and Co-op Faculty Advisor, listed on the Co-operative Education and Career Services web site. This major will require the completion of 20.00 credits: 14.50 credits of required courses, 3.00 credits from restricted electives, and 2.50 credits of free electives. Of these credits, a minimum of 6.00 credits are required at the 3000 level or higher, of which at least 3.00 credits must be at the 4000 level.
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Proposed New Major and Co-op Option in Food Industry Page 99 of 237 Semester 1 - Fall ACCT*1220 [0.50] Introductory Financial Accounting BIOL*1080 [0.50] Biological Concepts of Health CHEM*1040 [0.50] General Chemistry I HROB*2090 [0.50] Individuals and Groups in Organizations MATH*1030 [0.50] Business Mathematics
Semester 2 - Winter BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology CHEM*1050 [0.50] General Chemistry II FARE*1400 [1.00] Economics of the Agri-Food System 0.50 electives
Summer Semester Off
Semester 3 - Fall BIOC*2580 [0.50] Introduction to Biochemistry FOOD*2150 [0.50] Introduction to Nutritional and Food Sciences MCS*2020 [0.50] Information Management MICR*2420 [0.50] Introduction to Microbiology STAT*2060 [0.50] Statistics for Business Decisions COOP*1100 [0.00] Introduction to Co-operative Education
Semester 4 - Winter ACCT*2230 [0.50] Management Accounting ECON*1100 [0.50] Introductory Macroeconomics FOOD*2100 [0.50] Communication in Food Science FOOD*2620 [0.50] Food Engineering Principles 0.50 electives or restricted electives
Summer Semester COOP*1000 [0.00] Co-op Work Term I
Semester 5 - Fall FARE*3310 [0.50] Operations Management FOOD*3140 [0.50] Food Processing I FOOD*3240 [0.50] Food Microbiology 1.00 electives or restricted electives
Semester 6 - Winter FOOD*3170 [0.50] Food Processing II HROB*2010 [0.50] Foundations of Leadership One of: PHIL*2120 [0.50] Ethics PHIL*2600 [0.50] Business and Professional Ethics 1.00 electives or restricted electives
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Proposed New Major and Co-op Option in Food Industry Page 100 of 237 Summer Semester Optional
Fall Semester COOP*2000 [0.00] Co-op Work Term II
Winter Semester COOP*3000 [0.00] Co-op Work Term III
Summer Semester Off
Semester 7 - Fall FARE*3320 [0.50] Supply and Value Chain Management (NEW COURSE) FARE*4370 [0.50] Food & Agri Marketing Management 1.50 electives or restricted electives
Semester 8 - Winter FARE*4330 [0.50] Advanced Operations Management (NEW COURSE) FARE*4380 [0.50] Retailing, Merchandising and Sales (NEW COURSE) FOOD*4310 [0.50] Food Safety Management Systems 1.00 electives or restricted electives
Restricted Electives Students should note that some restricted electives require other courses not included among the required courses for the major as prerequisites. Students should consult the most recent undergraduate calendar for specific requirements. Students must take a minimum of 3.00 credits from restricted electives.
A minimum of 1.00 credits from the following list: FOOD*4070 [0.50] Food Packaging FOOD*4110 [0.50] Meat and Poultry Processing FOOD*4400 [0.50] Dairy Processing FOOD*4520 [0.50] Utilization of Cereal Grains for Human Food
A minimum of 1.00 credits from the following list: FARE*3000 [0.50] Food Industry Analysis and Policy (NEW COURSE) FARE*3170 [0.50] Cost-Benefit Analysis FARE*4360 [0.50] Marketing Research FARE*4500 [0.50] Decision Science FOOD*4010 [0.50] Quality Management in the Food Industry (NEW COURSE) POLS*3470 [0.50] Business-Government Relations in Canada
Students may also count any of the courses from the following list as restricted electives: FOOD*3050 [0.50] Food Chemistry I FOOD*3700 [0.50] Sensory Evaluation of Foods FOOD*4090 [0.50] Functional Foods and Nutraceuticals FOOD*4260 [0.50] Food Product Development I FOOD*4270 [0.50] Food Product Development II
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Proposed New Major and Co-op Option in Food Industry Page 101 of 237
Students may also count any of the research/experiential learning/independent study courses from the following list as restricted electives: AGR*3010 [0.50] Special Studies in Agricultural Science I AGR*3500 [0.50] Experiential Education I FARE*4550 [0.50] Independent Studies I FARE*4560 [0.50] Independent Studies II FOOD*4220 [0.50] Topics in Food Science FOOD*4230 [0.50] Research in Food Science
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Proposed New Major and Co-op Option in Food Industry Page 102 of 237 Anticipated Enrolment and Impact on Existing Programs Identify whether the proposed program will impact existing programs and whether students move to this program from others or whether the proposed program is expected to attract new students. Three majors have been identified that have overlap in curriculum content and learning outcomes with the proposed major in Food Industry Management and could thus be affected by it: The Bachelor of Science in Food Science (BSCH.FOOD), the Bachelor of Commerce in Food and Agricultural Business (BCOM.FAB) and the Bachelor of Arts in Food, Agricultural and Resource Economics (BAH.FARE). Food Science majors must fulfill the BSCH program requirements. As such, they need two of physics, chemistry and biology, as well as calculus at the Grade 12 level for admission, and in the first year to move to higher year studies in Food Science. Clearly, these are students interested and capable in the sciences who look for the applications of those basic sciences to food production, processing and quality. BSCH.FOOD majors are highly sought within the food industry upon graduation to fulfill technical positions in manufacturing, quality assurance and product development. The Food Industry Management major focuses on a blend of technical and business/managerial skills. Entering students will not require the same depth and breadth of science required by the BSCH.FOOD, as physics is not required. In addition, their advancement through the program does not rely as heavily on that foundational science background. Rather, these students will develop a solid appreciation of the technical processes involved in the food industry but at a more generalized level. This is offset by the development of management competencies that are not delivered by the BSCH.FOOD major. The BCOM.FAB requires students to meet the core requirements of the BCOM program, with a strong emphasis on managerial decision making for agricultural and agribusiness enterprises. Graduates from this specification are highly sought after by firms and organizations, including those providing inputs to primary agriculture, financial institutions engaged in agricultural lending, as well as government and non-government organizations. The BAH.FARE provides students with training in economic and policy analysis related to food, agricultural and resource use, with the aim to prepare them for policy analysis positions within government and non-government organizations. On both accounts, the specializations offered by the Department of FARE prepare students for managerial decision making related to either public policy or private strategy. Neither of these specializations provides students with the science-based technical background needed to understand issues related to food industry management. Moreover, both of the existing specializations in FARE have an emphasis on issues related to primary agriculture. As such, the Food Industry Management major would complement the existing suite of specializations in FARE, and would serve to broaden the scope of learning activities and outcomes beyond the farm gate, and to include the food processing, distribution and retailing sectors. In October 2016, we conducted a survey among BSCH.FOOD, BSCH.FOOD:C, BCOM.FAB, BCOM.FAB:C and BAH.FARE students to gauge their interest in the proposed BBRM.FIM major. Among the business and economics students, interest was limited and only very few indicated that they would consider switching into it, were it currently offered. Hence, given the science requirements for admission to the BBRM.FIM major which many of these students don’t have, the potential for cannibalization among BCOM.FAB and BAH.FARE students is limited. As expected, interest among Food Science students was considerably higher and quite a few indicated that they would consider switching into it, were it currently offered. So, there is some cannibalization potential among prospective Food Science students of five, possibly ten incoming students per year (the Food Science major admits about 30 first year students every year, plus five to ten transfer students). However, application numbers for BSCH.FOOD and BSCH.FOOD:C have significantly increased in the past three years so that the cannibalization could be reduced by increased awareness among high school students of the promising science-based career prospects in the food industry and subsequent greater combined interest in the BSCH.FOOD and BBRM.FIM programs. This trend is supported by industry efforts, in particular the Taste
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Proposed New Major and Co-op Option in Food Industry Page 103 of 237 Your Future campaign by Food and Beverage Ontario which aims to increase awareness of career prospects in the food industry. In summary, the projected enrolment impacts would be all new students.
Identify projected enrolment levels for the first five years of operation of the proposed program. Estimation of the anticipated enrolment in the Food Industry Management major was based on the following: Steady increases in total enrolment (all four years) and in applications to the Bachelor of Science in Food Science major, from 128 in F11 to over 160 in F15, and from 156 in F11 to 232 in F15, respectively. Significant increases in Food Science course enrolments, from 1824 in 2011/12 to 2295 in 2015/16. Results from a survey among Food Science, Food and Agricultural Business (BCOM.FAB) and Food, Agricultural and Resource Economics (BAH.FARE) students indicating considerable interest in the proposed major. 14 (56%) of 25 Food Science students who responded and 4 (8%) out of 48 indicated interest in enrolling/switching into it, were it available. It is, however, not possible to infer from these sample statistics similar levels of interest (in %) among all students in these majors, as those who did not respond may not have been interested in the new major in the first place. But the numbers signal a considerable interest. Inquiries from Food Science students to their faculty advisor for recommendations on how to obtain relevant business training and skills. Due to the novelty of the combined fields of study of the proposed major we cannot build on application statistics or student surveys in very similar majors. However, with the current Taste your Future campaign of Food and Beverage Ontario (FBO) to increase awareness of the career prospects in the food industry among Ontario high school students, we are confident that the estimated steady state intake is a realistic to conservative reflection of student demand for the proposed major. We are aware that it will take some effort and time to reach effective awareness of the new major among high school students. While we will collaborate with FBO’s Career Development and Education Implementation Team in advertising for the proposed major, we can also rely on the OAC Liaison Office, which is entirely alumni-funded, to reach out to high school students, their parents and guidance counsellors. The liaison efforts of OAC have played a central role in increasing undergraduate enrolment over the past five years. As can be seen in the table below: a) initial enrolment is estimated to be 15 students (15 in total) b) in year two intake is estimated to be 25 students (40 in total) c) steady-state with annual intake of 40 students entering is expected to be reached after four years (total enrolment at 160). Academic Year New Entry Existing Total Enrolment Anticipated # Enrolment Enrolment (4 years) of Graduates Year 1 (2018-19) 15 0 15 0 Year 2 (2019-20) 25 15 40 0 Year 3 (2020-21) 35 70 105 0 Year 4 (2021-22) 40 90 130 15 Year 5 (2022-23) 40 105 145 25 Year 6 (2023-24) 40 115 155 35 Year 7 (2024-25) 40 120 160 40
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Proposed New Major and Co-op Option in Food Industry Page 104 of 237 Identify any programs proposed for closure as a result of this proposed new program. NB: Program closures require approval of the Board of Undergraduate Studies and Senate. Closures are reported for information to the Quality Council and to Ministry of Advanced Education and Skills Development (MAESD). None.
Admission Requirements List the admission requirements and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the proposed program. Students seeking admission to the proposed major in the BBRM degree program must present the Ontario Secondary School Diploma (OSSD), or equivalent, and a minimum of six “4U” (University level) / “4M” (University/College level) courses including: Grade 12, University Preparation English (ENG4U), Grade 12, University Preparation Advanced Functions (MHF4U), Grade 12, University Preparation Biology (SBI4U), and Grade 12, University Preparation Chemistry (SCH4U).
List any proposed alternative admission requirements and rationale. No alternative admission requirements are proposed.
For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale. Admission requirements for the other two majors in the BBRM program are: ENG4U, SBI4U, and four additional 4U and/or 4M courses. The additional Food Industry Management admission requirements of MHF4U and SCH4U need to be in place because of the science (chemistry) requirements associated with Food Science courses and the quantitative analyses associated with required FARE courses, in particular in the operations/supply chain management and marketing management/research courses. A solid foundation in science related to food production and distribution and quantitative analysis skills will equip graduates with distinct strengths for developing their careers in the envisioned areas for the BBRM.FIM successfully. For these objectives, the 4U Chemistry and 4U Math (Advanced Functions) courses are necessary. Due to the additional admission requirements for Food Industry Management students, students enrolled in the other two BBRM majors will not be able to switch freely into the BBRM.FIM major. They would have to apply and demonstrate meeting the science and math requirements. It should be pointed out that the BBRM Program Committee is currently considering making MHF4U an admission requirement for the other two majors, too.
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Proposed New Major and Co-op Option in Food Industry Page 105 of 237 Human and Physical Resource Requirements
(a) Impact on participating departments based on steady-state enrolment projections The table below indicates how many additional student equivalents are projected to annually enrol in the courses offered by the participating departments based on the annual steady-state intake of 40 students and the following assumptions for student allocation across restricted elective: 1. Steady State intake of 40 students per year. 2. Cannibalization of existing programs is negligible. 3. For each restrictive elective on the first two lists, equal likelihood of being chosen based on the number of courses on the list, i.e.: 1/4 and 1/6 which is then adjusted for the number of prerequisites that would need to be taken as free electives. This covers 2.00 of 3.00 restricted elective credits. 4. 50% of students take one independent studies/experiential learning/research course, covering an additional 0.25 credits (half a regular course) per student. 5. For the remaining 0.75 restricted elective credits, each restricted elective on the first, second and third list has the same probability of being selected. 6. Free elective courses are not taken into consideration. DEPART- FARE FOOD PLANT ECON MGMT MCS HH MCB CHEM MATH PHIL POLS MENT SCI AGR.* & & NS & FINCE. STATS # of 12 19 2 1 4 1 1 3 2 2 2 1 Courses Est. # of 341 453 4 40 160 40 40 120 80 80 40 8 Students COLLEGE OAC CBE CBS CPES COA CSAHS # of 33** 6 4 4 2 1 Courses Est. # of 794 240 160 160 40 8 Students * Two courses are research/experiential learning courses with additional enrolment of two each. These courses are assigned to the Department of Plant Agriculture, because a faculty member of this department serves as course coordinator. The actual advising of FIM students would most likely be done by FARE or Food Science faculty. ** Includes a total of six research/experiential learning courses with a total projected enrolment of twenty per year (based on assumption that, on average, 50% of FIM students take one such course during their whole studies.
In summary, the additional enrolment across the 12 departments in five colleges would be 1,402 students in 28 required and 22 restricted elective courses (of which 6 are research/experiential learning/independent studies courses).
(b) Evidence of and planning for adequate numbers and quality of faculty and staff to achieve the goals of the program This section is organised by college as the main demand on faculty and staff, especially for 3000 and higher level courses will rest on the two sponsoring departments which are in OAC and because participating colleges differ with regard to their resource needs. Ontario Agricultural College As shown in the table above, the two sponsoring departments, Food Science and FARE, would accept about 54% (762) of the total 1410 additional student count per year in their core and restricted elective courses. 25
Proposed New Major and Co-op Option in Food Industry Page 106 of 237 The two departments can build on established strengths of their faculty in research, and graduate and undergraduate program delivery in their respective fields. The Department of Food Science has 16 faculty members, including nine Professors, four Associate Professors and two Assistant Professors. Many faculty members are renowned nationally and internationally for their expertise. Of the seven Food Science departments in Canada, faculty members at the University of Guelph have positioned the department as a national leader in teaching and research. The Food Science research program contributes to innovation in the Food Industry, Canada’s largest manufacturing sector. In line with the UoG`s strategic plan, major research themes are food and health including nutraceuticals, food risk analysis, food protection including packaging, food quality assurance including sensory analysis, and food and the environment. The Department of Food, Agricultural and Resource Economics (FARE) has 11 faculty members, including 6 Professors and 5 Associate Professors. In addition, there are two active searches underway for tenure-track faculty members in agri-food trade and policy and agribusiness. The Department takes great pride in providing outstanding educational experiences, and in providing research and outreach activities related to issues of importance to urban and rural stakeholders in Ontario and beyond. FARE’s research focus has been on agricultural economics and agribusiness including value chain analysis, food economics, resource economics, and the economics of agricultural development. FARE’s research excellence has been recognized with numerous quality of research discovery and outstanding thesis awards. Of particular relevance to the proposed major is the fact that FARE has a key strength in operations management and efficiency analysis in the food industry. Building on that particular strength, FARE has identified the strategic need to expand its research activities in the economic and operations management research of the post farm-gate food sector further. Both the graduate program and the undergraduate programs offered by FARE, including the BBRM.FIM, would benefit from this extension. Of the 31 courses offered by the two departments in the proposed major, 26 already exist. i) The majority of these can absorb the additional FIM students in their lecture sections but many would need a larger room size. ii) For about half of these courses, however, additional lab or tutorial sections would need to be made available, requiring additional support for GTA’s and lab supplies. iii) For three to four course (all at the 3000 level or higher) additional lecture sections would likely be needed. In these cases, faculty or faculty equivalent resources will be required. iv) For the research/experiential learning/independent studies courses the additional enrolment of 20 per year could be easily absorbed and integrated in existing research projects by the close to 30 faculty in both departments. The five new courses can be mounted with existing expertise in Supply Chain and Operations Management (FARE*3320, FARE*4330, FARE*4380) and Industrial Organization and Food Policy (FARE*3000), as well as in Food Quality Management (FOOD*4010). However, directing faculty to these courses will necessarily affect availability of resources in other courses. Hence, we will be seeking support to cover these gaps. There is no need for additional teaching resources for the two research/experiential learning/ independent studies courses that are coordinated by the Department of Plant Agriculture. Students enrolling in them would most likely be supervised by faculty in FARE or Food Science. The OAC Program Counselling Office will have the necessary number and quality of staff to accommodate the additional 160 students in the proposed major. College of Business and Economics All six courses offered by the College of Business and Economics are foundational courses at the 1000 and 2000 levels with current annual enrolments between 800 and 1700. However, due to recent and further
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Proposed New Major and Co-op Option in Food Industry Page 107 of 237 anticipated enrolment growth in the BCOM degree program and minors and certificates offered by the departments of Management and, Marketing and Consumer Studies, accommodating the additional 40 FIM students may require additional lecture sections in up to five of them (see letters of support from department chairs). College of Biological Sciences and College of Engineering and Physical Sciences The colleges of Biological Sciences and of Engineering and Physical Sciences each offer four foundational science courses with current annual enrolments from 450 to 2800. While the additional 40 FIM students can be accommodated without opening additional lecture sections, additional lab sections and TA resources would be needed for two courses. We will be seeking support to cover these gaps. College of Arts and College of Social and Applied Human Sciences The College of Arts/Department of Philosophy offers two courses, as a “one of” requirement, while the College of Social and Applied Human Sciences/Department of Political Science offers a restricted elective course. The enrolment impact for the courses would be limited so that neither department indicated a need for additional teaching resources. Reflecting the relatively small projected enrolment numbers of 15 and 25 in year one and two, it has been agreed between OAC and the other colleges involved in teaching in the Food Industry Management major to address resource needs under the guidance of central admistration as they may evolve over time.
(c) Plans and the commitment to provide the necessary resources in step with the implementation of the program All participating departments have committed significant resources to this program in the form of access to many of their courses, and hence to their faculty and staff. For the two sponsoring departments, this extends to faculty support for faculty advising in general and for research/experiential learning/independent studies specifically. However, because of the anticipated enrolment impacts on existing course offerings and the need to develop new courses and offer additional lecture sections, one additional faculty position in each of the Departments of Food Science, and of Food and Agricultural Resource Economics, as well as resources for sessional instructors, teaching assistants would be needed (see attached Excel workbook “BBRM.FIM enrolment impacts” for details of resource needs).
The faculty position in the Department of Food Science will be funded through the Arrell Foundation (see point (b) under Funding and Resource Availability, below) while the faculty position in Food, Agricultural and Resource Economics will be funded through additional base funding that had been allocated to the Ontario Agricultural College and dedicated to a new faculty position in 2016. Resource needs for enrolment growth, i.e. sessional instructors, TAs, lab material, in the remaining 26 courses offered by the sponsoring departments can be covered throught college-internal reallocations for the enrolment projections of year one and two. For enrollment beyond 20-25 students additional resources will be needed and assistance sought from central administration.
As stated above, reflecting the relatively small projected enrolment numbers of 15 and 25 in year one and two, it has been agreed
(d) planned/anticipated class sizes; The most recent enrolment caps and the additional enrolment impact of Food Industry Management major have been reported in the Spreadsheet “BBRM.FIM enrolment impacts”. Throughout first and second year, the enrolment impact will be relatively small compared to current enrolment numbers of 150 to 1200
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Proposed New Major and Co-op Option in Food Industry Page 108 of 237 students per term in the foundational science and business courses. But as has been pointed out, most of these courses are either split up in smaller sections or have small group labs/tutorials. In year three, class sizes will first remain relatively high at around 300 to 500 for three courses in term 5 but for two courses will be at around 80. Starting with semester six courses will be much smaller ranging from 30 50 for the required and for most restricted elective courses.
(e) provision of supervision of experiential learning opportunities (if required); and A number of FOOD and FARE courses have been identified as providing research and experiential learning activities. When these are part of a course with a predominant lecture component it is expected that the instructor accommodate the additional FIM student enrolment through organizational adjustments or increasing the numbers of involved external stakeholders, where applicable and meaningful. For research components in lecture-based courses it would be expected that the additional GTA resources requested would be allocated to supervisory tasks in proportion to the share of time/effort of these research activities in the total time/effort. For new courses, the supervision of research and experiential learning activities has been taken into consideration in the provided course descriptions to accommodate enrolments up to 50 students per year. The additional resources for supervising 20 FIM students projected to annually enroll in research/ experiential learning/independent studies courses would be expected to come from the faculty who would serve as advisors of FIM students’ projects that are well integrated in the faculty’s research program. In addition, the department of FARE is in the process of seeking external funds to support an experiential learning specialist in the department. The successful candidate will focus on building relationships between the department and industrial stakeholders. This person would use these relationships to identify experiential learning opportunities for FARE’s undergraduate students through independent study projects, internships, etc. They would also act as a liaison between the department and industry in coordinating the student experiential learning activities, and in assisting faculty with curriculum development and renewal that brings enhanced experiential learning opportunities in to taught classes. Similarly, the Department of Food Science is seeking external funding to support the upgrading of existing equipment or the purchase of state-of-the-art and emerging-technology equipment to continue to operate as a catalyst for discovery and change, in particular in the top priority field of food safety. The department has placed an emphasis on research in this area from the perspectives of microbiology, chemistry and health in the sectors of cereals, meat and dairy. The identified funding amounts will allow the Department of Food Science to significantly augment the experiential learning exposure of students in the department’s graduate and undergraduate programs.
(f) the role of adjunct and part-time faculty. The departments of Food Science and, Food, Agricultural and Resource Economics do not anticipate using these or sessional instructors other than in unusual circumstances (i.e. one-off sabbaticals, retirements, resignations, etc.). We have not heard from the units in other colleges that adjunct and part-time faculty, or sessional instructors are intended to be involved specifically for courses requested for Food Industry Management students.
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Proposed New Major and Co-op Option in Food Industry Page 109 of 237 Funding and Resource Availability
Provide evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access.
(a) Indicate whether there are any notable resources available to the proposed program demonstrating institutional appropriateness e.g. Chairs, institutes, centres; unique library collections or resources; facilities such as computer, laboratory, other acquisitions, etc.
Note: We have merged the above instruction with the second instruction (see below) under Funding and Resource Availability, because the notable resources in support of the proposed major have all received external funding, some exclusively.
(b) Indicate any external financial support demonstrating strength such as facility/equipment donations, other external donations, grants, etc. The University of Guelph is Canada’s food university. Its mission, expressed through the Food Institute of the University of Guelph is to “build on Guelph’s world-class strengths in all aspects of food in order to become the world leader in food and agricultural innovation.” This focus on innovation in food and agriculture has been rewarded with the Canada First Research Excellence Fund (CFREF) grant for the Food from Thought research project, in which current food industry issues, such as food safety and food fraud play an important role. Embedded in such a supportive network of expertise, knowledge transfer and teaching excellence, further key resources have been or will be made available for the successful delivery of the proposed major in Food Industry Management. These have all received significant external financial support.
Guelph Food Innovation Centre The Guelph Food Innovation Centre (GFIC), in the Department of Food Science, was created to enhance the innovation capacity of Canada’s food sector and help meet Ontario Premier Wynne’s challenge to create 120,000 food processing jobs by 2020. The GFIC includes the food processing pilot plants attached to the Food Science building. There is over 48,000 square metres of food pilot plant space including utility, storage, and access spaces, and some undeveloped space in the basement. Built in 1994, the pilot plants are the only publically available pilot facilities in Ontario that are suitable for food process scale up and incubation.
The space has been re-purposed for both academic use and industry research to: support product and process development provide hands on training of industry personnel educate Canada’s future generations of food innovators
The University recently received funding from the Post-Secondary Institutions Strategic Investment Fund (SIF) which will be used mainly to bring the pilot plant facilities up to modern standards for waste handling and preventative food safety protocols. Upgrades are required for all four pilot plants in the Food Science building and the meat pilot plants in the Animal Bioscience building to obtain approval from the Canadian Food Inspection Agency. CFIA approval is necessary to produce product for consumer marketing trials, sensory analysis, consumption by students and trainees, clinical trials, and sale to on-campus hospitality services. In addition to the SIF funding, OAC is fundraising for this project and currently has one pledge for $200k. This project has been proposed to the province (OMAFRA) and the City of Guelph and it has received support in terms of a confirmation for its need from Food and Beverage Ontario through its Innovation Implementation Team initiative. Finally, the Department is also investing significantly in equipment for the GFIC, on the order of $1.1 M.
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Proposed New Major and Co-op Option in Food Industry Page 110 of 237 Arrell Food Institute The University of Guelph has received a $20 M donation from the Arrell Family Foundation with the goal to transform the global food economy and further elevating Canada’s leading role within that economy. Part of the gift will fund three named Arrell Chairs at the University of Guelph, one of which will be in the area of Food Innovation and located in the Department of Food Science. In addition to the research and teaching capacity added to the department, the Food Industry Management major would benefit from the generous gift of the Arrell Family Foundation through support in two areas. First, an annual conference to showcase innovative global research in food studies will be hosted in Guelph. Students in the new major would have the opportunity to participate in that conference, present their own research and connect with global leaders in food research. Second, lucrative graduate scholarships will be available to apply for and thus provide an additional incentive for the best performing Food Industry Management students to proceed to graduate studies.
Institute for the Advanced Study of Food and Agricultural Policy The mission of the Institute for the Advanced Study of Food and Agricultural Policy Institute, which is located within the Department of FARE is to attract and educate competent students in food and agricultural economics. Through the Institute, FARE is able to bring its research discoveries to bear on relevant policy issues. The Institute has hosted several policy conferences and workshops on current issues in food and agriculture with active student involvement. The launch of the Food Industry Management major would provide an opportunity for the Institute to extend its expertise in economic and policy analysis to the post- farm gate food sector. The Institute received significant external support, including a generous gift from the TD Bank Group.
Undergraduate Scholarships in OAC In the academic year 2015/16, OAC gave out more than $300,000 in scholarships to undergraduate students. Food Industry Management students will be eligible for many of these awards. In addition, OAC will be actively soliciting more scholarships from key donors in the food industry management area specifically for this program.
OAC Liaison Office With the generous funding from its Alumni, OAC has been able to set up a liaison office that currently has one full-time staff and several part-time student assistants. Its mandate is to increase awareness of career opportunities in food and agriculture and of the corresponding programs in OAC among high school students, their parents and high school teachers and guidance counsellors. As the Food Industry Management major is a very specific area of study, it will be difficult to achieve this goal through the central recruitment and liaison activities of the university. Therefore, the liaison office will play an important role in advertising the proposed major in order to reach the targeted enrolment as soon as possible.
Fundraising efforts for and by the two sponsoring departments, FARE and Food Science As has been pointed out above, the department of FARE is in the process of seeking external funds to support an experiential learning specialist in the department. This position will build relationships between the department and industry stakeholders to identify experiential learning opportunities for FARE’s undergraduate and graduate students. The position will also assist faculty with curriculum development and renewal that brings enhanced experiential learning opportunities in to taught classes. Similarly, the Department of Food Science is seeking external funding to support the upgrading of existing equipment or the purchase of state-of-the-art and emerging-technology equipment to continue to operate as a catalyst for discovery and change. The identified funding amounts will allow the Department of Food Science to significantly augment the experiential learning exposure of students in the department’s graduate and undergraduate programs. 30
Proposed New Major and Co-op Option in Food Industry Page 111 of 237 Duplication, Student Demand and Societal Need
Identify similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need. To the best of our knowledge, no institution in Ontario is currently offering any other program of this type.
Some US and UK programs similar names are essentially business programs that include rather limited science content: Food Marketing major at St. Joseph’s University: https://www.sju.edu/majors- programs/undergraduate/majors/food-marketing-major Food Industry Management at Arizona State University: https://wpcarey.asu.edu/undergraduate- degrees/food-industry-management Agribusiness and Food Industry Management at Cal Poly Pomona: http://catalog.cpp.edu/preview_program.php?catoid=8&poid=2018&returnto=1061 - RequiredCoreCoursesForMajor5657Units The Food Industry Management Program at Cornell University: http://fimp.dyson.cornell.edu Food Industry Management at Michigan State University (again, little science): https://reg.msu.edu/academicprograms/ProgramDetail.asp?Program=0487
There are three specializations within Bachelor of Science programs in the UK, the US and Manitoba that present a blend of science and business/management studies similar in structure to the proposed BBRM.FIM major. Demand among students for these specializations is strong.
Bachelor of Science in Food Marketing and Nutrition at Newcastle University (a bit different, but getting the blend of science and management): http://www.ncl.ac.uk/documents/ugp- brochure/db64.pdf Bachelor of Science in Food Science with two specializations, one in Science and the other in Business at University of Manitoba: https://www.umanitoba.ca/student/admissions/programs/food- science.html Bachelor of Science in Food Science and Technology with three program options, one of which is Food Business at Virginia Tech: http://www.fst.vt.edu/undergraduate/Program_Options.html
Provide convincing evidence of student demand for the proposed program. Per the Ministry of Advanced Education and Skills Development (MAESD) checklist, consider the following in making these determinations:
a) evidence of student demand through application statistics, for example: number of enquiries, applications received, number of qualified applicants; As the proposed major would be novel to Ontario, no information based on application statistics is available. However, we see strong interest in a degree that offers a combination of science and management in the area of food among students based on the following. But the following points illustrate that there is a need for and strong interest in a degree that offers a combination of food science and business management. First, the strong demand reported to us from the three programs/specializations in the UK, US and Manitoba (see above) is most likely transferable to the University of Guelph and Ontario. Second, In addition, as pointed out in the section on relationships with existing programs, we conducted a survey among Bachelor of Science – Food Science (BSCH.FOOD), Bachelor of Science – Food Science: Coop (BSCH.FOOD:C), Bachelor of Commerce – Food and Agriculutral Business (BCOM.FAB), Bachelor of Commerce – Food and Agriculutral Business: Coop (BCOM.FAB:C) and Bachelor of Arts – Food, Agricultural 31
Proposed New Major and Co-op Option in Food Industry Page 112 of 237 and Resource Economics (BAH.FARE) students in October 2016 to gauge their interest in the proposed BBRM.FIM major. Interest among Food Science students was very high and quite a few indicated that they would consider switching into it, were it currently offered. This clearly demonstrates strong interest among students for a combination of food science with business and management. Given that application numbers for Bachelor of Science – Food Science (BSCH.FOOD), and Food Science: Coop (BSCH.FOOD:C) have significantly increased in the past three years, there is evidence of increased awareness among high school students of the promising science-based career prospects in the food industry and subsequent greater combined interest in the BSCH.FOOD and BBRM.FIM programs. This trend is supported by industry efforts, in particular the Taste Your Future campaign by Food and Beverage Ontario which aims to increase awareness of career prospects in the food industry. Among the business and economics students, interest was limited with few indicating that they would consider switching into the Food Industry Management major, were it currently offered. The main reason for this limited interest is probably connected to the science requirements for admission to the Food Industry Management major which many of these students don’t have. But more students who meet the science admission requirements and have an interest in economics and management in the food industry may be attracted to the Food Industry Management major in the future.
b) origin of student demand (% domestic and visa students); We anticipate the vast majority of demand from this program to originate from domestic students (>95%).
c) duration of the projected demand (e.g. short, medium or long-term demand from specified sources; Given the current growth potential of the food industry and its complementary industries in Ontario, we expect the projected demand for this program to be long-term. Evidence to this is given by the commitment of the industry to create 60,000 new jobs in the province and to generate long-term funding for continuing the Taste Your Future campaign to further increase awareness of career opportunities in the food industry.
d) evidence of review and comment by appropriate student organization(s), if applicable. The Student Federation of OAC (SFOAC) were asked to review the proposal. Their president, Neals van Wely commented favourably about the proposed major.
Identify the societal need for the proposed program including:
a) dimensions of the societal need for graduates (e.g. socio-cultural, economic, scientific, technological); The societal need for graduates with training in food industry management is observed in the socio- cultural, economic and scientific-technological dimensions. First, the economic dimension is clearly visible in the size and growth of the food industry in all its facets, specialisations and diversity, including the large number of complementary sectors that serve the food industry. Hence, the need for professionals familiar with the intricacies of the industry is reflected in the career opportunities for Food Industry Management majors. These can be found across all stages of the post-farm gate food supply chain. Retailers need managers with expertise in food processing for their own product development efforts. Similar demand exists among wholesale, logistics and food service businesses, as semi-processed products with specific quality management requirements play an ever more important role in the expanding eating away from home sector. Managers are sought by the food manufacturing industry for the organizational functions of marketing, sales and procurement, production, equipment and maintenance, food safety, logistics and research and development. Further, graduates of this major will be well positioned for careers with technology and service providers to food processing and food services. The
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Proposed New Major and Co-op Option in Food Industry Page 113 of 237 proposed major covers the areas of supply chain and operations management, and retailing. Without highly qualified personnel, the food industry cannot realize its full growth potential in Ontario and Canada. Second, referring to the socio-cultural dimensions, there is an increasing demand for citizens and consumers to more generally understand and communicate about the technological, environmental, ethical and cultural aspects of food production, distribution and consumption. The Food Industry Management majors will be in a unique positon to engage with other citizens or to contribute to expert consultations to communicate with the general public in an open and balanced way about opportunities and challenges of a modern food industry whose development and decisions are science-based. Third, by increasing the number of highly qualified graduates with a solid foundation in food science and the business side of the food industry, the scientific-technological dimension of the societal need can be addressed through increased potential for innovation in products and processes, including business solutions to address particular issues the industry is facing.
b) geographic scope of the societal need for graduates (e.g. local, regional, provincial, national); There currently exists a strong demand for trained and experienced individuals at the provincial level, in the Ontario Food Industry, but also at the national level, as will be laid out below.
The trade organization Food and Beverage Ontario notes in, “Ontario's Food and Beverage Processing Industry Strategy I The New Engine of Ontario's Economy” that attracting the next generation to the food sector will pose and issue and challenge for the industry. More specifically they emphasize: “The food and beverage processing industry is one of Ontario’s major hiring sectors providing over 125,000 direct jobs. Not unlike other manufacturing sectors, processors are finding themselves in a growing employee deficit scenario. Jobs are available, however trained or experienced individuals are in shortage.” (page 11) They go on to note that a significant bottleneck in this respect is education and training resources, with particular mention for the role of “…college and/or university educated individuals.” Clearly, the FIM specialization will generate a pipeline of talent that can be deployed in the Ontario and Canadian food sectors.
In 2013 Ontario Premier Kathleen Wynne challenged the Ontario agri-food sector to double its annual growth rate, and create 120,000 jobs by 2020. This challenge, coupled with the shortage of HQP in the sector (see the FBO report and OAC “Planning for Ontario’s Future Agri-Food Workforce”), underscores the need for a program like the FIM – it will generate the talent and HQP that have both technical, science-based skills, but also the much needed managerial skills and knowledge required to effectively operate and manage firms and establishments in the Ontario, and arguably Canadian, food sector. The two sponsoring departments add the following information from their perspectives.
Food Science: Food product diversification is accelerating requiring large numbers of graduates trained in food technology but also with an emphasis on business management. This is particularly true for the rapidly growing small and micro processor sectors. For example, the number of microbreweries in Ontario doubled in 2015. Other rapidly growing sectors are cheese and fermented milk and meat products.
From Food, Agricultural and Resource Economics: As part of the national Value Chain Roundtables, the Food Processing Industry Roundtable devised an Industry/Government Action Plan “Growing the Canadian Food Processing Sector” in 2011. It identified four factors as critical to the industry’s competitiveness. Two of them, Economics (“…to improve productivity…”), and Research and Development and Innovation, directly point to employment fields for the proposed BBRM major in Food Industry Management. With their solid foundations in food science, food processing, supply chain management and business they are essential to 33
Proposed New Major and Co-op Option in Food Industry Page 114 of 237 industry competitiveness. This translates directly into a sustained long-term societal need for graduates from the proposed major, by the 5,500 registered food processing operations that exist in Canada and range from small scale businesses to multinational corporations (http://www.agr.gc.ca/eng/industry-markets-and- trade/value-chain-roundtables/food-processing). There is anticipation of a strong and sustainable need of graduates of this program at the provincial and national levels. Seeing that this sector has global implications, this need is highly likely to extend internationally as well.
c) trends in societal need for graduates; The sustained, long-term trend in societal need for Food Industry Management graduates has been substantiated through the initiatives of the food industry that were described above. In addition, it is noteworthy that the Canadian Food Processing Human Resources Council has intensified its efforts to develop national occupational standards to provide more transparency for employers and employees about essential skills profiles. The council has recently launched a corresponding National Online Skills Library for the food and beverage manufacturing industry which will be a major employer of Food Industry Management graduates. The competency standards provided in that online library refer to six broad areas that reflect the curriculum of the major and thus career fields for graduates: food safety; equipment and facilities maintenance; research and development; food production; supply-chain and logistics; marketing, sales, HR and finance.
d) duration of the societal need (e.g. short, medium, or long-term). The continued growth in the sector, coupled with the export orientation of the agri-food sector in Canada suggests this will be a long-term need.
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Proposed New Major and Co-op Option in Food Industry Page 115 of 237 Appendix II: BBRM Degree Program Learning Outcomes.
Graduates of the BBRM program, regardless of their area of specialization will have acquired and demonstrated the following competencies:
1. Effective, professional communication: The ability to accurately and effectively communicate ideas, arguments and analyses to diverse stakeholders in visual, oral and written forms. Demonstrated through written assignments and oral presentations, including the appropriate and correct use of literature and citation. 2. Teamwork and leadership: The ability to engage fully and respectfully as a leader and/or team member to solve relevant industry issues. Demonstrated through successful completion of group projects. 3. Applied research capacity: The ability to formulate relevant and testable research questions, develop and implement an effective method of inquiry and perform appropriate quantitative and qualitative analyses. Demonstrated through the successful completion of individual and group research projects and assignments incorporating the acquisition, critical analysis and appropriate presentation of numerical and qualitative evidence. 4. Organization and professionalism: The ability to present themselves as credible candidates for career opportunities by demonstrating an understanding of workplace and professional expectations and successful completion of tasks requiring effective organization, time management and knowledge of industry standards. 5. Reflective change agent: The ability to critically reflect on their personal, academic and professional goals (values) to promote ongoing positive change within themselves as well as local & global communities. Demonstrated through written and oral assignments requiring self-reflection and articulation of personal opinions. 6. Integrative problem solving: The ability to use connections among business, social, technological and scientific concepts and practices to gain new insights, to identify and characterize problems and to propose and critically evaluate potential solutions based on the integration of knowledge (theory) and practice across disciplinary boundaries. Demonstrated by the successful completion of a multifaceted capstone project based on real-world issues and challenges relevant to their area of specialization and reflecting the scope and depth of their undergraduate experience. 7. Quantitative business skills: The ability to apply relevant and appropriate business and technical skills (including accounting, budgeting and forecasting, project management, data collection and management). Demonstrated through the timely and effective completion of assignments based on realistic business, research and policy-making scenarios. 8. Specialization Learning Outcomes: The ability to effectively acquire, critique, share and apply expertise and skills relevant to their particular area of specialization. Demonstrated through the successful completion of coursework specific to the requirements of the major.
For the generic LO outcome #8, each major within the BBRM program provides more specific learning outcomes.
Proposed New Major and Co-op Option in Food Industry Page 116 of 237 Appendix III: Proposed Learning Outcomes of the BBRM.FIM major.
Students completing the major will have achieved the learning outcomes of the BBRM degree program and acquired and demonstrated the following specific competencies within their specialisation, as indicated in BBRM program learning outcome #8:
a) Food preservation and safety: A thorough understanding of food preservation and the variables affecting the delivery of safe and palatable foods to consumers.
b) Food processing methods: A thorough understanding of methods involved in food processing.
c) Food composition and structure: A thorough understanding of food composition and structure, and how these are influenced by processing.
d) Business evaluation methods: The ability to perform economic/business evaluations of customer, operational and workforce/labour requirements in the context of food processing.
e) Industry analysis: The ability to analyze how markets for food products are embedded in/influenced by broader socio-cultural, economic and technological trends domestically and globally.
f) Development of specialization: The ability to apply the above knowledge and skills to contribute to innovation/continuous improvement in management of food processing, supply chain and retailing operations and food product development.
Proposed New Major and Co-op Option in Food Industry Page 117 of 237
Appendix IV: Undergraduate Degree Learning Outcomes Alignment template.
Critical and creative thinking is a concept in which one applies logical principles, after Critical and much inquiry and analysis, to solve problems with a high degree of innovation, divergent Creative thinking and risk taking. Those mastering this outcome shows evidence of integrating Thinking knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. Learning Outcomes and Specialization Degree Program Outcomes Associated Skills (2013) (Major/Minor) Outcomes 1. Inquiry and Analysis 3. Applied research capacity 6. Integrative problem f. Development of 2. Problem Solving solving specialisation 6. Integrative problem 3. Creativity solving a. Food preservation and safety 7. Quantitative business skills b. Food processing methods 4. Depth and Breadth of c. Food composition and
Understanding structure 8. Specialisation Learning d. Business evaluation Outcomes methods e. Industry analysis
Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. The comfort in using Literacy quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy. Learning Outcomes and Specialization Degree Program Outcomes Associated Skills (2013) (Major/Minor) Outcomes a. Food preservation and safety b. Food processing methods c. Food composition and 1. Information Literacy 3. Applied research capacity structure d. Business evaluation methods e. Industry analysis d. Business evaluation 2. Quantitative Literacy 3. Applied research capacity methods e. Industry analysis
Proposed New Major and Co-op Option in Food Industry Page 118 of 237 a. Food preservation and safety 8. Specialisation Learning 3. Technological Literacy b. Food processing methods Outcomes c. Food composition and structure 1. Effective, professional f. Development of 4. Visual Literacy communication specialisation
Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, Global and how they are manifest in modern society. Global understanding is exercised as civic Understanding engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context. Learning Outcomes and Specialization Degree Program Outcomes Associated Skills (2013) (Major/Minor) Outcomes 1. Global Understanding 5. Reflective change agent e. Industry analysis 2. Sense of Historical 5. Reflective change agent Development 5. Reflective change agent 3. Civic Knowledge and
Engagement 6. Integrative problem solving 4. Intercultural 5. Reflective change agent Knowledge and 6. Integrative problem e. Industry analysis Competence solving
Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and Communicating written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately and reliably. Learning Outcomes and Specialization Degree Program Outcomes Associated Skills (2013) (Major/Minor) Outcomes 1. Effective, professional 1. Oral Communication communication 3. Applied research capacity 1. Effective, professional 2. Written Communication communication 3. Applied research capacity a. Food preservation and 3. Reading Comprehension 7. Quantitative business skills safety
Proposed New Major and Co-op Option in Food Industry Page 119 of 237 b. Food processing methods c. Food composition and structure d. Business evaluation methods 8. Specialisation Learning e. Industry analysis Outcomes f. Development of specialisation 1. Effective, professional 4. Integrative communication
Communication 3. Applied research capacity
Professional and ethical behaviour requires the ability to accomplish the tasks at hand Professional with proficient skills in teamwork and leadership, while remembering ethical reasoning and Ethical behind all decisions. The ability for organizational and time management skills is essential Behaviour in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome. Learning Outcomes and Specialization Degree Program Outcomes Associated Skills (2013) (Major/Minor) Outcomes 1. Teamwork 2. Teamwork and leadership 2. Ethical Reasoning 5. Reflective change agent e. Industry analysis 2. Teamwork and leadership 3. Leadership 4. Organization and professionalism 4. Organization and 4. Personal Organization / professionalism Time Management 7. Quantitative business skills
Proposed New Major and Co-op Option in Food Industry Page 120 of 237 Appendix V: Undergraduate Degree Learning Outcomes Alignment Template Mapping Learning Outcomes to Assessment Methods and Courses.
BBRM Program Learning Adequate/Relevant Courses* primarily linked to Learning Outcomes Assessments Outcomes 1. The ability to accurately and • Written assignments • FARE*4330 Advanced Operations effectively communicate • Oral presentations Management ideas, arguments and • Professional • FARE*4370 Food and Agri Marketing analyses to diverse communication exercises Management stakeholders in visual, oral • Digital media • FOOD*2100 Communication in Food and written forms. compositions Science • Briefings/meetings with industry partners/stakeholders 2. The ability to engage fully • Group projects • FARE*4330 Advanced Operations and respectfully as a leader • Interactions with Management and/or team member to industry • FARE*4360 Marketing Research and solve relevant industry partners/stakeholders Analysis issues. • FARE*4370 Food and Agri Marketing Management • HROB*2010 Foundations of Leadership 3. The ability to formulate • Individual or group • FARE*4360 Marketing Research and relevant and testable research projects Analysis research questions, develop • Written research • FARE*3000 Food Industry Analysis and and implement an effective assignments Policy method of inquiry and • FOOD*3700 Sensory Evaluation of perform appropriate Foods quantitative and qualitative • FOOD*4260 Food Product Development analyses. I • FOOD*4270 Food Product Development II 4. The ability to present • Tasks requiring effective • FARE*4330 Advanced Operations themselves as credible organization, time Management candidates for career management and • FARE*4370 Food and Agri Marketing opportunities. knowledge of industry Management standards and • FOOD*4310 Food Safety Management professional language. Systems • Professional • FOOD*4010 Quality Management in the communication Food Industry exercises. 5. The ability to critically • Written/oral assignments • HROB*2010 Foundations of Leadership reflect on their personal, requiring self-reflection • PHIL*2120 Ethics academic and professional and articulation of • PHIL*2600 Business and Professional goals (values) to promote personal opinions. Ethics ongoing positive change
Proposed New Major and Co-op Option in Food Industry Page 121 of 237 within themselves as well as local & global communities. 6. The ability to apply relevant • Assignments based on • ACCT*2230 Managerial Accounting and appropriate business realistic business, • FARE*3310 Operations Management and technical skills research and policy- • FARE*3320 Supply and Value Chain (including accounting, making scenarios, e.g. Management budgeting and forecasting, using real-world cases. • FARE*4330 Advanced Operations project management, data Management collection and • FARE*4360 Marketing Research and management). Analysis • FARE*4370 Food and Agri Marketing Management • FARE*4500 Decision Science • MCS*2020 Information Management 7. The ability to use • Multifaceted capstone • One of six independent studies courses connections among project based on real- (recommended for top students only, not business, social, world issues and part of core). technological and scientific challenges relevant to • FARE*3320 Supply and Value Chain concepts and practices to their area of Management gain new insights, to specialization (overlaps • FARE*4330 Advanced Operations identify and characterize with major-specific Management problems and to propose learning outcome 6.) • FOOD*4260 Food Product Development and critically evaluate I potential solutions based on • FOOD*4270 Food Product Development the integration of II knowledge (theory) and practice across disciplinary boundaries. 8. The ability to effectively See major-specific learning See major-specific learning outcomes below acquire, critique, share and outcomes below. apply expertise and skills relevant to their particular area of specialization. * Sequences of prerequisite courses not included.
Proposed New Major and Co-op Option in Food Industry Page 122 of 237
Appendix VI: Mapping BBRM.FIM Major Learning Outcomes to Assessment Methods and Courses.
BBRM.FIM Major Learning Adequate/Relevant Courses* primarily linked to Learning Outcomes Assessments Outcomes 1. A thorough understanding • Tests, Exams • FOOD*2620 Food Engineering Principles of food preservation and the • Assignments • FOOD*3240 Food Microbiology variables affecting the • Group/individual • FOOD*4310 Food Safety Management delivery of safe and research projects Systems palatable foods to consumers. 2. A thorough understanding • Tests, Exams • FOOD*2620 Food Engineering Principles of methods involved in • Assignments • FOOD*3150 Food Processing I food processing. • Group/individual • FOOD*3170 Food Processing II research projects • FOOD*4110 Meat and Poultry Processing • FOOD*4400 Dairy Processing • FOOD*4520 Utilization of Cereal Grains for Human Food 3. A thorough understanding • Tests, Exams • FOOD*2620 Food Engineering Principles of food composition and • Assignments • FOOD*3150 Food Processing I structure, and how these are • Group/individual • FOOD*3170 Food Processing II influenced by processing. research projects • FOOD*4110 Meat and Poultry Processing • FOOD*4260 Food Product Development I • FOOD*4270 Food Product Development II • FOOD*4400 Dairy Processing • FOOD*4520 Utilization of Cereal Grains for Human Food • FOOD*4010 Quality Management in the Food Industry 4. The ability to perform • Tests, Exams • ACCT*2230 Management Accounting economic evaluations of • Assignments • HROB*2090 Individuals and Groups in customer, operational and • Group/individual Organizations workforce/labour research projects • MCS*2020 Information Management requirements in the context • Interactions with industry • FARE*3310 Operations Management of food processing. partners/stakeholders • FARE*3320 Supply and Value Chain Management • FARE*4330 Advanced Operations Management • FARE*4500 Decision Science • POLS*3470 Business-Government Relations in Canada
1
Proposed New Major and Co-op Option in Food Industry Page 123 of 237
5. The ability to analyze how • Tests, Exams • FARE*3000 Food Industry Analysis & markets for food products • Assignments Policy are embedded in/influenced • Group/individual • FARE*3320 Supply and Value Chain by broader social, economic research projects Management and technological trends • Interactions with industry • FARE*4330 Advanced Operations domestically and globally. partners/stakeholders Management • FARE*4360 Marketing Research & Analysis • FARE*4370 Food and Agri Marketing Management • FARE*4380 Retailing, Merchandising and Sales 6. The ability to apply the • Multifaceted capstone • One of six independent studies courses above knowledge and skills project or advanced task (recommended for top students only, not to contribute to in specialization area part of core). innovation/continuous based on real-world • FARE*3320 Supply and Value Chain improvement in issues and challenges Management management of food relevant to their area of • FARE*4330 Advanced Operations processing, supply chain specialization. Management and retailing operations and • FARE*4380 Retailing, Merchandising food product development. and Sales • FOOD*4260 Food Product Development I • FOOD*4270 Food Product Development II * Sequences of prerequisite courses are not included. Only courses are listed in which learning outcome is primarily assessed. Other courses may also contain assessments of corresponding learning outcomes to a lesser degree.
2
Proposed New Major and Co-op Option in Food Industry Page 124 of 237 Appendix XI: List of Faculty Dedicated to Teaching Courses in BBRM.FIM from the Departments of Food, Agricultural and Resource Economics (FARE) and Food Science.
Name Position Department Research Specialization Associate Innovation, with a focus on marketing & traceability; Andreas Professor & Acting FARE Communication about Technologies & Production Boecker Associate Dean Practices in Food & Agriculture (Academic), OAC Methodology; Property Rights and Natural Resource Glenn Fox Professor FARE Stewardship Associate Production Economics (Productivity and Efficiency), Getu Hailu FARE Professor Agribusiness Finance, Risk Management, Demand Analysis Structure and Performance of Food Value Chains, Mike von Associate FARE Economics of food demand - both restaurant and retail, Massow Professor Management Science/Operations, Pricing Strategy Alfons Agri-environmental Policy; Farm Structure; Production Professor FARE Weersink Economics
Food Poultry, meat and egg products; meat microbiology, Shai Barbut Professor Science gelation and structure Benjamin Food Meat Science and muscle biology, beef, pork, poultry, Assistant Professor Bohrer Science meat quality, meat yield, processed meat Associate Food Descriptive analysis of whole grain products, perceptions Lisa Duizer Professor Science of tastes and textures, sensory evaluation and aging Processing, physical chemistry and structure of dairy Food Douglas Goff Professor products & frozen foods; hydrocolloid applications in Science foods Cereal science and technology, gluten functionality, Food Iris Joye Assistant Professor encapsulation, protein particles, protein structure and Science interactions Loong-Tak Associate Food Food packaging, biopolymer films, active/intelligent Lim Professor Science packaging, electrospinning, encapsulation, coffee Associate Food Don Mercer Science of food processing Professor Science Associate Michael Professor & Tier II Food Food nanotechnology, gel chemistry, food processing and Rogers Canada Research Science nutrient bioaccessibility, physical chemistry of foods Chair Focuses on developing nutraceuticals (i.e., food derived Paul Associate Food bioactive compounds) as novel therapeutics for treatment Spagnuolo Professor Science of chronic diseases with specific emphasis on targeting diseases characterized by metabolic dysfunction Keith Food Biosensors for pathogen and toxin detection, microbial Professor Warriner Science safety of salads and sprouts, molecular tracing techniques
Proposed New Major and Co-op Option in Food Industry Page 125 of 237 Page 126 of 237
To: Members of Senate
From: Byron Sheldrick, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: October 16, 2017
b) Academic Schedule of Dates: 2018-19
The academic schedule of dates is prepared each year using the Principles and Goals1 approved by Senate.
The 2018-19 academic schedule of dates for the University of Guelph were reviewed by the Board of Undergraduate Studies at its meeting October 5, 2017; and are enclosed for the information of Senators.
1 URL: http://bit.ly/2fb6cFf
n:\senate\senate meetings\meeting packages\2017-18\1. october 16, 2017\cover memos\7b_bugs-schedule of dates.docx
Academic Schedule of Dates: 2018-19 Page 127 of 237 Page 128 of 237 III. Schedule of Dates The dates for the 2018-2019 academic year are listed by semester below as follows: Summer Semester 2018 Fall Semester 2018 Winter Semester 2019
Summer Semester 2018 (12 Week Format) Tuesday, May 1 • Last day for applications for external and internal program transfer to Fall Semester 2018 for all programs except D.V.M. Friday, May 4 • Last day to apply via hard copy to graduate at Summer 2018 Convocation (late application fee still in effect) Wednesday, May 9 • Add period begins Thursday, May 10 • Classes commence Friday, May 11 • Last day to submit co-op work performance evaluations and learning goals reflections for Winter Semester 2018 Monday, May 14 • New student course selection for F18 begins Wednesday, May 16 • Last day to submit co-op work semester reports for Winter Semester 2018 Friday, May 18 • Add period ends • Last day to drop two-semester courses (W18/S18) • Last day for clearance to graduate at Summer 2018 Convocation • Last day to submit co-op learning goals for Summer Semester 2018 Monday, May 21 • Holiday--NO CLASSES SCHEDULED--classes rescheduled to Thursday, August 2 Friday, June 1 • Ridgetown Campus Convocation Monday, June 4 • Course selection period for Fall Semester 2018 begins--In-course students (F18 new students can continue to add & drop F18 courses) Friday, June 8 • Course selection period for Fall Semester 2018 ends--In-course students (F18 new students can continue to add & drop F18 courses) Monday, June 11 • Summer 2018 Convocation ceremonies begin • Deferred examinations for Winter 2018 courses commence Friday, June 15 • Summer 2018 Convocation ceremonies end • Deferred examinations for Winter 2018 courses conclude Thursday, June 21 • Last day to apply to graduate at Fall 2018 Convocation without late application fee Monday, July 2 • Holiday--NO CLASSES SCHEDULED--classes rescheduled to Friday, August 3 Wednesday, July 4 • Last day for Fall 2018 new student course selection Friday, July 6 • 40th class day--Last day to drop one-semester courses • Last day to apply online to graduate at Fall 2018 Convocation (late application fee still in effect) Wednesday, August 1 • Last day for regularly scheduled classes Thursday, August 2 • Classes rescheduled from Monday, May 21, Monday schedule in effect Friday, August 3 • Classes rescheduled from Monday, July 2, Monday schedule in effect • Classes conclude Monday, August 6 • Holiday Thursday, August 9 • Examinations commence Saturday, August 11 • Examinations scheduled Friday, August 17 • Examinations conclude Monday, August 20 • Add period for Fall Semester 2018 begins
Summer Session 2018 (6 Week Format) Wednesday, May 9 • Add period begins Thursday, May 10 • Classes commence Monday, May 14 • Last day to add Summer Session courses Monday, May 21 • Holiday-- NO CLASSES SCHEDULED--classes rescheduled to Thursday, June 21 Thursday, June 7
Academic Schedule of Dates: 2018-19 Page 129 of 237 • Last day to drop Summer Session courses Wednesday, June 20 • Last day for regularly scheduled classes Thursday, June 21 • Classes rescheduled from Monday, May 21, Monday schedule in effect • Classes conclude Monday, June 25 • Summer Session I examinations commence Friday, June 29 • Summer Session I examinations conclude
Fall Semester 2018 Monday, August 20 • Add period for Fall Semester 2018 begins Monday, September 3 • Holiday Thursday, September 6 • Classes commence Friday, September 7 • Last day to submit co-op work performance evaluations and learning goals reflections for Summer Semester 2018 • Last day to apply via hard copy to graduate at Fall 2018 Convocation (late application fee still in effect) Wednesday, September 12 • Last day to submit co-op work semester reports for Summer Semester 2018 Friday, September 14 • Add period ends • Last day to drop two-semester courses (S18/F18) Friday, September 21 • Last day for clearance to graduate at Fall 2018 Convocation • Last day to submit co-op learning goals for Fall Semester 2018 Monday, October 8 • Holiday--NO CLASSES SCHEDULED -- classes rescheduled to Friday, November 30 Tuesday, October 9 • Fall Study Break Day - NO CLASSES SCHEDULED -- classes rescheduled to Thursday, November 29 Wednesday, October 10 • Course selection period for Winter Semester 2019 begins--In-course students Monday, October 15 • Fall 2018 Convocation ceremonies begin • Deferred examinations for Summer 2018 courses commence Tuesday, October 16 • Fall 2018 Convocation ceremonies end Friday, October 19 • Deferred examinations for Summer 2018 courses conclude • Last day to apply to graduate at Winter 2019 Convocation without late application fee Thursday, November 1 • Course selection period for Winter Semester 2019 ends--In-course students Friday, November 2 • 40th class day--Last day to drop one-semester courses • Last day to apply online to graduate at Winter 2019 Convocation (late application fee still in effect) Thursday, November 15 • Last day for external and internal applications for admission to Winter Semester 2019 for all programs with Winter entry Wednesday, November 28 • Last day for regularly scheduled classes Thursday, November 29 • Classes rescheduled from Tuesday, October 9, Tuesday schedule in effect Friday, November 30 • Classes rescheduled from Monday, October 8, Monday schedule in effect • Classes conclude • Last day for applications from in-course students for admission into the Co-op option of B.A. (Psychology); B.Comm. (Accounting); B.Sc. (Biochemistry, Biological & Pharmaceutical Chemistry, Chemistry, Biomedical Toxicology); and B.Sc.(Env.) for Winter Semester 2019 Saturday, December 1 • Last day for applications to D.V.M. for Fall 2019 (Canadian applicants) Monday, December 3 • Examinations commence Saturday, December 8 • Examinations scheduled Monday, December 10 • Add period for Winter Semester 2019 begins Friday, December 14 • Examinations conclude
D.V.M. Fall Semester 2018 Monday, September 3 • Holiday--NO CLASSES SCHEDULED (Phases 1, 2, 3) • Summer rotations with case-care responsibilities continue (Phase 4) Tuesday, September 4 • Classes commence (Phases 1, 2, 3) • Rotations commence (Phase 4)
Academic Schedule of Dates: 2018-19 Page 130 of 237 Monday, October 8 • Holiday--NO CLASSES SCHEDULED (Phases 1, 2, 3) • Rotations with case-care responsibilities continue (Phase 4) Tuesday, October 9 • Fall Study Break Day - NO CLASSES SCHEDULED (Phases 1, 2, 3) • Rotations begin or continue as scheduled (Phase 4) Friday, December 14 • Classes conclude (Phases 1, 2, 3) • Rotations conclude (Phase 4)
Winter Semester 2019 Monday, December 10 • Add period for Winter Semester 2019 begins Friday, January 4 • Last day to apply via hard copy to graduate at Winter 2019 Convocation (late application fee still in effect) Monday, January 7 • Classes commence Tuesday, January 8 • Last day to submit co-op work performance evaluations and learning goals reflections for Fall Semester 2018 Friday, January 11 • Add period ends • Last day to drop two-semester courses (F18/W19) • Last day to submit co-op work semester reports for Fall Semester 2018 Friday, January 18 • Last day for clearance to graduate at Winter 2019 Convocation • Last day to submit co-op learning goals for Winter Semester 2019 Friday, January 25 • Last day to apply for international exchange, field schools and semester abroad programs departing in Summer Semester 2019, Fall 2019 or Winter 2020 Monday, February 4 • Deferred examinations for Fall 2018 courses commence Friday, February 8 • Deferred examinations for Fall 2018 courses conclude Friday, February 15 • Last day to apply to graduate at Summer 2019 Convocation without late application fee Monday, February 18 • Winter Break begins--NO CLASSES SCHEDULED THIS WEEK • Holiday Tuesday, February 19 • Winter 2019 Convocation ceremonies begin Friday, February 22 • Winter Break ends • Winter 2019 Convocation ceremonies end Monday, February 25 • Classes resume Monday, March 4 • Course selection period for Summer Semester 2019 and Fall Semester 2019 begins--In-course students Friday, March 8 • 40th class day--Last day to drop one-semester courses • Last day to apply online to graduate at Summer 2019 Convocation (late application fee still in effect) Friday, March 15 • Last day for external and internal applications for admission to Summer Semester 2019 for all programs with Summer entry Monday, March 25 • Course selection period for Summer Semester 2019 and Fall Semester 2019 ends--In-course students Friday, April 5 • Classes conclude • Last day for applications from in-course students for admission into the Co-op option of B.A. (Economics, Mathematical Economics); B.A.Sc.; B.Comm. (all programs except Accounting); B. Comp.; B.Eng.; B.Sc. (Biological & Medical Physics, Chemical Physics, Food Science, Microbiology, Nanoscience, Physics) for Fall Semester 2019 Monday, April 8 • Examinations commence Saturday, April 13 • Examinations scheduled Friday, April 19 • Holiday – NO EXAMS SCHEDULED Monday, April 22 • Examinations conclude
D.V.M. Winter Semester 2019 Monday, January 7 • Classes resume (Phases 1, 2, 3) • Rotations resume (Phase 4) Monday, February 18 • Rotations with case-care responsibilities continue this week (Phase 4) • Winter Break begins--NO CLASSES SCHEDULED THIS WEEK (Phases 1, 2, 3) • Holiday Friday, February 22 • Winter Break ends (Phases 1, 2, 3)
Academic Schedule of Dates: 2018-19 Page 131 of 237 Monday, February 25 • Classes resume (Phases 1, 2, 3) Friday, April 5 • Classes conclude (Phases 1, 2, 3) Monday, April 8 • Laboratory evaluations commence (Phases 1, 2, 3) Friday, April 12 • Laboratory evaluations conclude (Phases 1, 2, 3) Monday, April 15 • Final examinations commence (Phases 1, 2, 3) Friday, April 19 • Rotations conclude (Phase 4) • Holiday Monday, April 22 • Summative examinations commence (Phase 4) Friday, April 26 • Final examinations conclude (Phases 1, 2, 3) • Summative examinations conclude (Phase 4) Monday, May 13 • Externship begins (Phase 4)
Academic Schedule of Dates: 2018-19 Page 132 of 237
To: Members of Senate
From: Byron Sheldrick, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: October 16, 2017
c) Undergraduate Curriculum: Course Changes, Deletions, Additions
The Board of Undergraduate Studies Bylaws (section 3.c)) delegate Senate authority for approval of curriculum change, as follows:
For undergraduate degree and associate diploma courses, acting on Senate’s authority and subject to subsequent report to Senate, decide upon: i. proposals for undergraduate and associate diploma course changes, additions and deletions, taking into consideration the academic philosophy of the institution, its planned directions, the program’s Learning Outcomes, the coherence of proposed programming changes, and the relevant internal and external criteria for the evaluation of such programs; ii. proposals for changes to the degree or associate diploma program Schedules of Study.
At its meeting October 5, 20171, the Board of Undergraduate Studies (BUGS) approved a number of curriculum changes (i.e. course changes, deletions and additions), on recommendation of the Calendar Review Committee.
Enclosed is a memo from Ms. Patricia Tersigni, Director of Academic Programs and Policy, outlining changes to the undergraduate curriculum.
1 Full details with respect to the proposed changes can be found in the online meeting materials for the October 2017 meeting of the Board of Undergraduate Studies: https://uoguelph.civicweb.net/filepro/documents/137689
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Undergraduate Curriculum: Course Changes, Deletions, Page 133 of 237 Page 134 of 237
To: Board of Undergraduate Studies
From: Patricia Tersigni, Director, Academic Programs and Policies
Date: September 26, 2017
Re: 2018‐2019 Academic Calendar Changes
Enclosed for approval by the Board of Undergraduate Studies are curriculum changes to the 2018‐2019 University of Guelph Academic Calendars. This includes changes reviewed by the Calendar Review Committee and recommended by:
‐ the Bachelor of Arts (B.A.) Program ‐ the University of Guelph – Humber AMAP ‐ the Associate Diploma Program ‐ the Bachelor of Commerce (B.COMM.) Program (for information)
The changes are listed on summary sheets by degree program and all associated submissions (calendar templates and change forms) can be found by degree program on the Secretariat’s DocumentCenter site. Consultation for submissions requiring support from multiple colleges or academic departments is held on file. All changes have the approval of the respective Dean/Associate Dean.
Included as a separate package is a proposal for a new major and co‐op option in Food Industry Management in the Bachelor of Bio‐Resource Management (BBRM.FIM and BBRM.FIM:C) requiring the recommendation for approval to Senate.
The Academic Calendars can be found online. To review undergraduate curriculum information, please refer to the AVPA website.
Should a member have questions in advance regarding any of the changes, the curriculum change process or wish to review any of the supporting documentation held on file, please contact Joanne Emeneau, Curriculum Manager, ext. 52260 or the Secretary to the Calendar Review Committee, Lucy Cremasco, ext. 55902.
Undergraduate Curriculum: Course Changes, Deletions, Page 135 of 237 Course Changes, Deletions, Undergraduate Curriculum:
Undergraduate Curriculum Changes Bachelor of Arts (B.A.) Curriculum changes 2018/2019
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change-MM Major Modification Degree Department/ Code Title CA CC CD CW PC PD PI PA SC MM Description Program School International Development course addition BA ID IDEV*3300 Engaging in Development Practice x W18 early offer requested library assessment requested Page 136 of 237 Course Changes, Deletions, Undergraduate Curriculum: Undergraduate Curriculum Changes University of Guelph - Humber Curriculum Changes 2018/2019
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change-MM Major Modification Degree Department/ Code Title CA CC CD CW PC PD PI PA SC MM Description Program School Guelph Humber - Common courses/General Electives GH AHSS*1110 Introductory Psychology: Dynamics x add offer "Also DE" GH AHSS*1130 Principles of Sociology x add offer "Also DE" GH AHSS*1210 English I: Reading and Writing Effectively x add offer "Also DE" Supporting Families: Research and GH AHSS*2090 x add offer "Also DE" Applications GH AHSS*3010 Leadership and Early Childhood x add offer "Also DE" GH AHSS*3040 Foundations of Social Gerontology x add offer "Also DE" GH SCMA*2040 Research Methods for Social Science x add offer "Also DE" GH SCMA*3040 Quantitative Methods for Social Science x add offer "Also DE" Bachelor of Applied Science, Early Childhood Studies - Diploma in Early Childhood Education Counselling and Communication in Family BASc GH ECS*3020 x add offer "Also DE" Consultation BASc GH ECS*3070 Community Development in Early Childhood x add offer "Also DE" BASc GH ECS*4030 Professional Issues in EC x add offer "Also DE" Bachelor of Applied Science, Family and Community Social Services - Social Service Worker Diploma BASc GH FCSS*3020 Developing a Culturally Sensitive Practice x add offer "Also DE" BASc GH FCSS*3040 Counselling II: Theory and Practice x add offer "Also DE"
Page 137 of 237 BASc GH FCSS*3060 Crisis Intervention: Theory and Practice x add offer "Also DE" BASc GH FCSS*4000 Family Theory and Therapy x add offer "Also DE" BASc GH FCSS*4010 Agency Admin. and Community Relations x add offer "Also DE" BASc GH FCSS*4030 Social Work and the Law x add offer "Also DE" BASc GH FCSS*4040 Empowerment Oriented Case Management x add offer "Also DE" BASc GH FCSS*4060 Family Mediation & Conflict Resolution x add offer "Also DE" Course Changes, Deletions, Undergraduate Curriculum:
Undergraduate Curriculum Changes Associate Diploma Curriculum Changes 2018/2019
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change Diploma Department/ Code Title CA CC CD CW PC PD PI PA SC Description Program School Associate Diploma in Agriculture DAGR Ridgetown DAGR*2070 Livestock Evaluation and Selection X course deletion DAGR Ridgetown DAGR*2350 Field Crop Equipment X course deletion - last offer F13 DAGR Ridgetown DAGR*3350 Welding X course deletion - last offer F13 schedule of studies change (removal DAGR Ridgetown DAGR Associate Diploma in Agriculture X of DAGR*2070) Page 138 of 237 Course Changes, Deletions, Undergraduate Curriculum: Undergraduate Curriculum Changes Bachelor of Commerce (B.COMM.) Curriculum changes 2018/2019
LEGEND CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change- PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change-MM Major Modification Degree Department/ Code Title CA CC CD CW PC PD PI PA SC MM Description Program School College of Business and Economics ammendment to Pathway B.Comm CBE HTM Hospitality and Tourism Management x agreements due to curriculum change in schedule of studies Page 139 of 237 Page 140 of 237
To: Members of Senate
From: Byron Sheldrick, Chair, Board of Undergraduate Studies
Subject: 7. Board of Undergraduate Studies Report
Meeting: October 16, 2017
d) BUGS Subcommittees Membership: 2017-18
The Board of Undergraduate studies is assisted in its responsibilities by several subcommittees. The memberships are provided to Senate for information at the start of each academic year and are as follows:1
Calendar Review Committee
Chair Joanne Emeneau (Designate for Director, Academic Programs and Policy) Open Learning and Educational Support Mickey Smart (Program Counsellor) Enrolment Services Sandra Speller (Associate Registrar) Stella Holley (Manager, Operations and Records) Bachelor of Arts Counselling Office Matt Edwards (Program Counsellor) Central Student Association Rebecca Cheskes (CSA Vice President Academic)
Joint Editorial Awards Committee (JEAC) [Reports jointly to the Board of Undergraduate and Graduate Studies.]
Chair Ann Wilson (Director, School of English and Theatre Studies) Student Financial Services Manuela Sheehy (Associate Registrar, SFS) Brenda Nicholson (Recording Secretary; non- voting) Office of Graduate Studies Pauline Sinclair Donna Drohan Jennings (designate) Alumni Affairs & Development Vacant Resources to the Committee Monica Bertolo (Manager Student Awards, SFS) Gen Gauthier-Chalifour (University Secretary)
1 Membership of curriculum and program committees will be provided to Senate at its November 27th meeting.
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BUGS Subcommittees Membership: 2017-18 Page 142 of 237
To: Members of Senate
From: Miana Plesca, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: October 16, 2017
a) Proposed Changes to Admission and Degree Requirements – Master of Biotechnology [Motion]
At its meeting October 3, 2017, the Board of Graduate Studies reviewed and considered submissions from the interdepartmental Master of Biotechnology (MIBOT) program, for changes in admission and degree requirements.
Specifically, the proposed changes include: i) Admission requirements: raising the English language requirement ii) Degree requirements: reducing the number of electives in science or business to 1; increasing the number of required courses by 2.
The proposal brief is enclosed for Senate’s consideration.
Senate is asked to,
RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the admission requirements for the Master of Biotechnology Program (MBIOT), as presented; and,
FURTHER RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the degree requirements for the Master of Biotechnology Program (MBIOT), including the associate course changes, as presented.
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Proposed Changes to Admission and Degree Requirements - Page 143 of 237 Page 144 of 237 University of Guelph Senate: Board of Graduate Studies
PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).
A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.
A. Program Name and Administration
1. Name of Program: Master of Biotechnology
2. Program Coordinator responsible for program management and academic counseling: Dr. Andrew Bendall
3. Description of change (clearly note any differences to existing program): We would like to change the English language requirements. This is a course-based, intensive, one year Master’s program. In our effort to support student success, we recognize that incoming students must have very good English language skills in order to fully participate in the program and accomplish the learning outcomes. By raising the English language requirement, we feel that we will recruit applicants who are well prepared to successfully engage in the program.
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
This change will indicate the level of English proficiency that is required to successfully complete this program.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below). Not applicable.
3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any: Not applicable.
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
Proposed Changes to Admission and Degree Requirements - Page 145 of 237 4. Intended career and/or higher education, if different to current program outcomes.
Not applicable.
C. Admission Requirements
List admission requirements if different from existing program:
We would like to raise the English language requirement. The current University standard is: TOEFL 89 with a minimum of 21 in each category, and IELTS score is 6.5.
The proposed changes are: Students whose first language is not English require a minimum TOEFL score of 93 with a minimum score of 22 in each of the four categories, or a minimum IELTS score of 7.0, with a minimum of 6.5 in each component.
While more stringent than the current University-wide policy, these changes are consistent with standards at other Ontario universities in similar programs.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course proposal form(s)). Not applicable
b) new required courses mounted by other units, if any, and confirm commitment by said unit: Not applicable
c) changed required research and/or experiential learning activities:
Not applicable d) changed thesis, major paper or other capstone requirement:
Not applicable
2. Mode of delivery, if different from existing program:
Not applicable
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
Not applicable
Proposed Changes to Admission and Degree Requirements - Page 146 of 237 4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
Not applicable
Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission.
E. Human and Physical Resource Requirements
1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
Not applicable
2. Expected level and source(s) of student stipend, if different to that already provided.
Not applicable
Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.
Proposed Changes to Admission and Degree Requirements - Page 147 of 237 MBIOT Program
Admission Requirements
Students entering the program will normally have completed an Honours Bachelor’s degree with a minimum admission average of B (75% and higher) in one of the following fields: biology, molecular biology and genetics, biotechnology, microbiology, biochemistry, biophysics, food science, agriculture, food production systems, commerce with a strong science background. Anyone lacking the required background will be encouraged to complete them prior to commencing their studies in the new program (typically in the immediately preceding summer semester) or, if approved by the program counsellor, during their studies. Students also require a minimum TOEFL score of 250/300 (computer based), 600/677 (paper based) or 89 (internet based) and are strongly encouraged to take the Graduate Record Examination (general) as well. Subject specific GRE tests will also be considered for admission. Students whose first language is not English require a minimum TOEFL score of 93 with a minimum score of 22 in each of the four categories, or a minimum IELTS score of 7.0, with a minimum of at least 6.5 in each component. Applicants who have completed an undergraduate degree from institutions where the language of instruction was English may be exempt from ESL requirements, pending departmental approval.
All components of the application, including transcript(s), graduate certificate(s), grading scale(s), language test results, assessment forms, and a statement of interest, must be uploaded no later than two months after an application is submitted through the OUAC portal. Applications that are incomplete after this time period will be closed.
Admissions Process
Graduate student applications to programs in the College of Biological Science are handled by the Office of the Associate Dean, Research (ADR). Before submitting an application, applicants are strongly encouraged to view the "Before you Apply" and "Admission Process" webpages on the ADR Future Student's site.
Space in this program will be limited and students are advised to apply as early as possible to be accepted for the following Fall. Application details are posted on the program web-site.
Proposed Changes to Admission and Degree Requirements - Page 148 of 237 University of Guelph Senate: Board of Graduate Studies
PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).
A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.
A. Program Name and Administration
1. Name of Program: Master of Biotechnology
2. Program Coordinator responsible for program management and academic counseling: Dr. Andrew Bendall
3. Description of change (clearly note any differences to existing program): We want to change the program requirements as finding relevant electives for the students has been challenging in some areas. Currently, students are asked to take 3 electives in science and/or business. We propose to change this to 1 elective in science or business and increase the number of required courses by two. To this end we have developed two new courses – one in science, one in business – to guarantee our students will have access to relevant courses in both semesters. The course material in the two new courses has been developed to specifically meet the needs of the MBIOT students. Students will choose one elective in their first term.
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s): This change will address the current gap in finding relevant electives for the MBIOT students. In the 2016-17 cohort, some electives were not offered or were over-capacity and students had challenges finding electives.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below). Not applicable.
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
Proposed Changes to Admission and Degree Requirements - Page 149 of 237
3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any:
The proposed biodiversity and biotechnology course will enhance the laboratory and applied skills training that the students receive. The proposed business course will use the case study method to add depth to the student’s understanding of the intersection of science and business.
4. Intended career and/or higher education, if different to current program outcomes.
Not applicable.
C. Admission Requirements
List admission requirements if different from existing program:
Not applicable
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course proposal form(s)). BIOT*6550: Biodiversity and Biotechnology BIOT*6610: Cases in Biotechnology Management
Course proposal forms with course outlines attached.
b) new required courses mounted by other units, if any, and confirm commitment by said unit: Not applicable
c) changed required research and/or experiential learning activities:
Not applicable d) changed thesis, major paper or other capstone requirement:
Not applicable
2. Mode of delivery, if different from existing program:
Not applicable
Proposed Changes to Admission and Degree Requirements - Page 150 of 237 3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
These courses will continue to reinforce the learning outcomes of the existing program.
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
Not applicable
Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission.
E. Human and Physical Resource Requirements
1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
Not applicable
2. Expected level and source(s) of student stipend, if different to that already provided.
Not applicable
Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.
Proposed Changes to Admission and Degree Requirements - Page 151 of 237 MBIOT Program
Degree Requirements
A total of 4.0 course credits are required to graduate, which must include BIOT*6500, BIOT*6600, BIOT*6550, BIOT*6610 and BIOT*6700 (each 0.50). In addition, the research project course BIOT*6800 (1.00) must be taken in Semester 3. Additional courses can be selected from electives.
An optional Semester 4 may be added, as a research project extension.
Duration of the Program
Students will normally take three courses per semester for two semesters (3.0 credits) and complete the Biotechnology Masters project (1.0) credit in semester 3. Therefore, the program normally takes 12 months of full-time study. There is, however, the option to continue the Biotechnology Masters project into a second fall semester, in which case the program will take 16 months of full-time study.
Courses
Core Courses
BIOT*6500 Molecular Biotechnology F [0.50] This course will provide an overview of molecular approaches relevant to a broad range of biotechnology industries including those found in medical, microbial, protein, pharmaceutical, environmental and agricultural fields. Department of Molecular and Cellular Biology Department(s):
[BIOT*6550 Biodiversity and Biotechnology W [0.50] This course will provide an overview of DNA-based approaches used to analyze and characterize the main principles of biodiversity followed by discussions of the impact of biologically diverse communities within the biotechnology sector. Department(s): Department of Molecular and Cellular Biology]
BIOT*6600 Innovation Management F [0.50] This course will focus on the integration of science and business from initial discovery through to commercialization. This integration involves resolving issues related to technical, market and financial feasibility. Topics will include the innovation process, assessment of markets, development of business models and managing projects under high uncertainty. Department(s): Department of Management
Proposed Changes to Admission and Degree Requirements - Page 152 of 237
[BIOT*6610 Cases in Biotechnology Management W [0.50] This course will examine contemporary issues in biotechnology / science-based business through a case-based approach. Topics from across the spectrum of business disciplines (marketing, management, strategy, intellectual property, etc.) will be examined. Time permitting, a live case with an industry partner will be used. Department(s): Department of Management]
BIOT*6700 Communication in Science and Business W [0.50] The goal of this course is to develop written, and oral presentation skills to effectively communicate ideas and experiments in both scientific and business contexts. Students will be asked to write and orally communicate a research proposal. Department(s): Department of Molecular and Cellular Biology
BIOT*6800 Research Project S [1.00] The students will be matched with a research advisor in their first semester and write a research proposal on their project in the second semester communication course. During the time they do their research project, they will be expected to do the research work that they propose and then to prepare a written report of their results and conclusions as well as to give a poster presentation on this. The research project can be undertaken with any appropriate faculty member, or with an approved off-campus institution. Students registered in Master of Biotechnology Restriction(s): program Department(s): Department of Molecular and Cellular Biology
Electives
College of Biological Sciences
MCB*6310 [0.50] Advanced Topics in Molecular and Cellular Biology
MCB*6370 [0.50] Protein Structural Biology and Bioinformatics
HHNS*6440 [0.50] Nutrition, Gene Expression and Cell Signalling
Bioinformatics
BINF*6110 [0.50] Genomic Methods for Bioinformatics
BINF*6210 [0.50] Software Tools for Biological Data Analysis and Organization
Proposed Changes to Admission and Degree Requirements - Page 153 of 237 College of Business and Economics
MGMT*6100 [0.50] Evidence Based Management Research
MGMT*6200 [0.50] Leadership Assessment and Development
MGMT*6300 [0.50] Business Consulting
MGMT*6400 [0.50] Project Management
Ontario Agricultural College
ANSC*6450 [0.50] Topics in Animal Biotechnology
ENVS*6040 [0.50] Molecular Basis of Plant-Microbe Interactions
PLNT*6500 [0.50] Applied Bioinformatics
Proposed Changes to Admission and Degree Requirements - Page 154 of 237
To: Members of Senate
From: Miana Plesca, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: October 16, 2017
b) Proposed Change to Admission Requirements – Master of Fine Arts, Studio Art [Motion]
At its meeting October 3, 2017, the Board of Graduate Studies reviewed and considered a submission from the Master of Fine Arts, Studio Art (MFA SART) program, for changes to admission requirements. Specifically, the proposed change removes the requirement for applicants who are holders of a degree in another field to have completed a minimum of six one-semester courses in fine art or visual arts.
The proposal brief is enclosed for Senate’s consideration. Senate is asked to,
RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed change to the admission requirements for the Master of Fine Arts, Studio Art Program (MFA SART), as presented.
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Proposed Change to Admission Requirements - Master of Fine Page 155 of 237 Page 156 of 237 University of Guelph Senate: Board of Graduate Studies
PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).
A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.
A. Program Name and Administration
1. Name of Program:
MFA SART
2. Program Coordinator responsible for program management and academic counseling:
Sandra Rechico
3. Description of change (clearly note any differences to existing program):
Admission requirements
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
To better reflect the multi-discilplinarity of students in advanced studies in visual arts.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any:
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
Proposed Change to Admission Requirements - Master of Fine Page 157 of 237 4. Intended career and/or higher education, if different to current program outcomes.
C. Admission Requirements
List admission requirements if different from existing program:
In the Graduate Calendar, under admission requirements, it currently states:
In exceptional cases, holders of a degree in another field who have completed a minimum of six one- semester courses in fine art or visual arts;
We would like to change this to:
In exceptional cases, holders of a degree in another field.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course proposal form(s)).
b) new required courses mounted by other units, if any, and confirm commitment by said unit:
c) changed required research and/or experiential learning activities:
d) changed thesis, major paper or other capstone requirement:
2. Mode of delivery, if different from existing program:
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
Proposed Change to Admission Requirements - Master of Fine Page 158 of 237
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission.
E. Human and Physical Resource Requirements
1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
2. Expected level and source(s) of student stipend, if different to that already provided.
Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.
Proposed Change to Admission Requirements - Master of Fine Page 159 of 237 Studio Art
PDFStudio Art MFA Program
The Master of Fine Arts Program in Studio Art equally supports interdisciplinary and media specific practices, such as drawing, painting, printmaking, photography, video, performance, sculpture, and alternative practices. Although studio practice is emphasized, the program also includes courses in art theory, criticism, history and pedagogy. A thesis exhibition is also required. The objective of the program is to prepare students as professional artists and art educators. The MFA program is intended to produce a high level of professional competence and personal originality in the informed practice of a studio discipline. In response to the numerous and divergent approaches to the making of visual art, the MFA program provides an individually oriented education that is primarily concerned with the development of independent studio work while encouraging a critical awareness of the cultural context and its ideological complexities. In addition to intense involvement with studio practice, students will be required to demonstrate pertinent knowledge and judgement about the visual arts in presentations, discussions, and written papers within the required course work. Admission Requirements Admission to the MFA program in studio art may be granted on the recommendation of the School of Fine Art and Music to the following applicants:
1. Holders of a BFA degree (honours equivalent), or an Honours BA (or its equivalent in fine art or visual arts); or 2. In exceptional cases, holders of a degree in another field who have completed a minimum of six one-semester courses in fine art or visual arts; or 3. Students who have satisfied the requirements for transfer from the provisional-student category.
Proposed Change to Admission Requirements - Master of Fine Page 160 of 237
To: Members of Senate
From: Miana Plesca, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: October 16, 2017
c) Proposed Changes to the MA in Political Science [Motion]
At its meeting October 3, 2017, the Board of Graduate Studies reviewed and considered a submission from the MA in Political Science program, which are reflective of a comprehensive revision to the program. Specifically, the proposed changes are intended to: • Attract more high-quality students • Better reflect faculty expertise • Respond to feedback from program reviews • Better highlight current strengths in the program, and distinguish from other nearby programs • Better reflect the state of the discipline and increased interest in interdisciplinary studies.
The proposal brief is enclosed for Senate’s consideration.
Senate is asked to,
RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the MA in Political Science Program, including:
a) Addition of a new field in Rights, Justice, Citizenship and Identity b) Addition of new Course-based Option c) Deletion of the Guelph-McMaster Option d) Deletion of the field in Comparative Politics e) Deletion of the field in Public Policy and Governance
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Proposed Changes to the MA in Political Science [Motion] Page 161 of 237 Page 162 of 237 University of Guelph Senate: Board of Graduate Studies
PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).
A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.
A. Program Name and Administration
1. Name of Program: MA in Political Science
2. Program Coordinator responsible for program management and academic counseling:
Troy Riddell, Chair Tamara Small, Graduate Coordinator
3. Description of change (clearly note any differences to existing program):
The MA program is being completely revised. The old fields and the Guelph-McMaster option are being deleted. New requirements are replacing them (see details below under 4(d)).
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s): a) Attract more high quality students. The quantity and quality of students applying to the MA program is declining. For example, this year (for Fall 2017 admissions) we only had 19 applications to the MA from students with B+ GPAs or higher. b) Better reflect faculty expertise. The program no longer aligns with the teaching and research interests of faculty. Almost all our faculty members have been hired since 2001 and the program has not been changed since then.
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
Proposed Changes to the MA in Political Science [Motion] Page 163 of 237 c) Respond to reviews of the program. Previous reviews of the MA program have suggested changes to it, particularly the Guelph-McMaster Public Policy and Administration option. (And, McMaster no longer wishes to participate in the GM program). The lack of coherence in the MA program was considered a drawback—this proposal addresses that concern. d) Better highlight current strengths in POLS and better distinguish ourselves from other nearby programs (such as Western, Waterloo, Laurier, Brock and McMaster). The University and College are responding to provincial calls for universities to focus on areas of strength and differentiate themselves from one another. This proposal responds to that direction. e) Better reflect the state of the discipline of Political Science and the increased interest in interdisciplinary studies. The terminology used to describe the fields, particularly comparative politics (“industrial” and “third world”…”) are outmoded and new issues, such as Citizenship and Identity, are prevalent in Political Science.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
Existing fields:
Comparative Politics (industrial and third world/ international development) [DELETE]
Public Policy and Governance [DELETE]
New field:
Rights, Justice, Citizenship, and Identity
3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any: a) Course-based option: students will have the opportunity to move through the program taking only courses, whereby research takes place within the courses. Students can therefore choose to complete the program by course work only, MRP or thesis.
This year we will also be working on an experiential/engaged option for the MA program— documents will be submitted in February 2018 for approval. b) Creating one field for the MA on a thematic basis—Rights, Justice, Citizenship, and Identity— while also allowing students the option of concentrating in either Public Policy and Administration or Global Justice and Politics. (Though concentrating in either is not required).
4. Intended career and/or higher education, if different to current program outcomes.
The MA program is still designed to help students either continue on to PhD studies or to enter the workforce. We believe that the proposed changes will better help to achieve both goals. Aligning the program with current faculty interests and with the state of the discipline will be useful for students wanting to apply for PhDs. By including a more focused seminar on Communication and by providing a distinct course on data analysis we will be better equipping our students for non- academic employment after graduation.
Proposed Changes to the MA in Political Science [Motion] Page 164 of 237
C. Admission Requirements
List admission requirements if different from existing program:
Admissions requirements will not change.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include:
See the tables below to see the differences between the existing POLS MA program and the new proposal.
Existing POLS MA Program
Thesis route MRP route Guelph-McMaster Option
Pro-seminar+ Qualitative Research Pro-seminar+ Qualitative Research Pro-seminar+ Qualitative Research Design and Methods Design and Methods Design and Methods Comparative Approaches to Comparative Approaches to Comparative Approaches to Political Science (POLS*6000) Political Science (POLS*6000) Political Science (POLS*6000) 3 other courses 4 other courses Approaches to Public Policy (POLS6630) Thesis MRP Canadian Public Admin (POLS6640) Res. Seminar Public Policy (MCM794) 2 other courses MRP
Preamble to new program
The MA program revolves around the themes of Rights, Justice, Citizenship, and Identity while allowing flexibility for students to pursue their various interests. As part of that flexibility, students have the option of concentrating in Public Policy and Administration or Global Justice and Politics if they so choose. See the chart below for details.
Our broad range of course offerings and routes to complete the degree allow students to tailor their experience towards their future employment or academic goals. Graduates of the program are engaged in a wide range of careers with academic institutions, government and the public sector agencies, non-governmental organizations, and industry.
New Proposed POLS MA program (see Calendar copy in Appendix A)
Proposed Changes to the MA in Political Science [Motion] Page 165 of 237
Course Based MRP Thesis Engaged
Research Methods Research Methods (0.75 credits) + Research Methods (0.75 To be (0.75 credits) + Communications (0.25 credits) credits)+ developed Communications (0.25 + Communications (0.25 credits) credits) 4 courses (0.50 credits each) + + + 3 courses (0.50 credits each) 5 courses (0.50 credits MRP + each) ------Thesis ------at least 2 of the courses must be ------at least 3 of the from these core courses: at least 2 of the courses must courses must come -Rights and Public Policy be from these core courses: from these core -Development and Global Justice -Rights and Public Policy courses: -Constitutionalism and Judicial -Development and Global -Rights and Public Politics Justice Policy -Politics of Identity -Constitutionalism and Judicial -Development and -Citizenship and Social Policy Politics Global Justice -Political Participation and -Politics of Identity -Constitutionalism and Engagement] -Citizenship and Social Policy Judicial Politics -Political Participation and -Politics of Identity Engagement -Citizenship and Social Policy -Political Participation and Engagement
Public Policy -at least 3 of your -at least 2 of your courses overall - at least 2 of your courses and courses overall are are from the Public Policy and overall are from the Public Administration from the Policy and Administration list and the MRP Policy and Administration list concentration Administration list (see relates to Policy and and the thesis relates to Policy (optional) below) Administration and Administration Global Justice -at least 3 of your -at least 2 of your courses overall --at least 2 of your courses and Politics courses overall are are from the Global Justice and overall are from the Global concentration from the Global Justice Politics list and the MRP relates to Justice and Politics and the (optional) and Politics list (see Global Justice and Politics Thesis relates to Global Justice below) and Politics
Policy and Administration Global Justice and Politics
Rights and Public Policy Development and Global Justice Citizenship and Social Policy Theories of International Relations Approaches to Public Policy Resource Scarcity and Conflict Canadian Public Administration International Political Economy (co-listed) Multi-level Governance in Canada (co-listed) Human Rights, Ethics and Development (co-listed) Topics in Public Management (co-listed) IR Middle East (co-listed) Topics in Public Policy (co-listed) Topics in International Relations (co-listed)
[note: the concentrations will be tracked internally. For now, we will advertise our expertise in Public Policy and Administration and Global Justice and Politics and see whether we want to designate them as official calendar fields in the future]
Proposed Changes to the MA in Political Science [Motion] Page 166 of 237 a) list of any new courses proposed as part of the submission (provide completed course proposal form(s)).
New Courses:
Rights, Justice and Public Policy (POLS*6140) Constitutionalism and Judicial Politics (POLS*6150) Political Participation and Engagement (POLS*6510) Theories of International Relations (POLS*6180) Qualitative and Quantitative Data Analysis (POLS*6500)
New cross-listed courses.
(These courses are fourth-year seminars with emphasis on communication (participation, presentations and writing) and critical analysis. Undergrad students are credited with 1.0 credits for these courses whereas graduate students will be credited with 0.5 credits).
POLS*6160 Multi-level Governance in Canada (cross-listed with POLS*4160) POLS*6170 Courts and Parliament (cross-listed with POLS*4070) POLS*6180 Women, Justice and Public Policy (cross-listed with POLS*4100) POLS*6190 Advanced Topics in Law and Politics (cross-listed with POLS*4050) POLS*6520 International Political Economy (cross-listed with POLS*4200) POLS*6530 Human Rights, Ethics and Development (cross-listed with POLS*4300) POLS*6540 Topics in Comparative Politics (cross-listed with POLS*4710) POLS*6550 Topics in Public Management (cross-listed with POLS*4250) POLS*6560 Topics in Public Policy (cross-listed with POLS*4260) POLS*6570 International Relations of the Middle East (cross-listed with POLS*4730) POLS*6580 Topics in International Relations (POLS*4720) POLS*6590 Advanced Topics in Rights and Liberties (POLS*4740)
Revised Courses:
POLS*6380 Democratization in Comparative Perspective now State-building and regime change
POLS*6390 Environmental Politics and Policy now Resource Scarcity and Conflict
POLS*6900 Pro-seminar now Communications
POLS*6730 The Politics of Development and Underdevelopment now Development and Global Justice
POLS*6050 Gender and Politics now Politics of Identity
POLS*6400 Social Policy now Citizenship and Social Policy
POLS*6940 Qualitative Research Design and Methods now Research Design and Methods with a credit weighting of 0.75 (up from 0.50)
Deleted Courses:
Proposed Changes to the MA in Political Science [Motion] Page 167 of 237 POLS*6000 Comparative Approaches to Political Science POLS*6250 Comparative Government in the Americas POLS*6290 The American Political System POLS*6450 International Political Economy POLS*6750 Development in Practice b) new required courses mounted by other units, if any, and confirm commitment by said unit: n/a
c) changed required research and/or experiential learning activities:
In the course-only stream all of the students research will be built in to the courses; therefore, students are required to take more courses in this route. Also, all students will be required to take the Research Methods and Design course. A core component of this course is the creation of a research proposal. d) changed thesis, major paper or other capstone requirement:
2. Mode of delivery, if different from existing program: n/a
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
We believe that the new program will better meet our graduate learning outcomes. In particular, the program will better address Global Understanding, Communicating, Literacy (particularly around data analysis), and Professional and Ethical Behaviour. We have more courses directed towards these outcomes. As always, we strive in our classes and research options to ensure that students are able to fulfill the goals associated with Critical and Creative Thinking.
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
n/a
Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission.
E. Human and Physical Resource Requirements
Proposed Changes to the MA in Political Science [Motion] Page 168 of 237 1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
No change. We are deleting the same number of courses that we are adding as new courses. The cross-listed courses are already resourced.
2. Expected level and source(s) of student stipend, if different to that already provided.
-no change
Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.
Proposed Changes to the MA in Political Science [Motion] Page 169 of 237
Appendix A—Calendar Copy of New Program
The MA program revolves around the theme of Rights, Justice, Citizenship, and Identity while allowing flexibility for students to pursue their various interests. Within the broader framework of Rights, Justice, Citizenship and Identity, the Department has particular strengths in Public Policy and Administration and Global Justice and Politics and offers a number of courses related to those topics.
Our broad range of course offerings and routes to complete the degree allow students to tailor their experience towards their future employment or academic goals. Graduates of the program are engaged in a wide range of careers with academic institutions, government and public sector agencies, non-governmental organizations, and industry.
Degree Requirements
Students enrol in one of two study options: 1) course work only, or 2) course work and major research paper, or 3) course work and thesis.
Course Work Only
In order to satisfy the degree requirements, the student will complete six courses plus a Communications seminar.
POLS*6900 [0.25] Communications
POLS*6940 [0.75] Research Design and Methods (or an approved equivalent from another department).
Five additional courses with at least three of them from the following core courses:
POLS*6140 [0.50] Rights and Policy
POLS*6730 [0.50] Development and Global Justice
POLS*6150 [0.50] Constitutionalism and Judicial Politics
POLS*6050 [0.50] Politics of Identity
POLS*6400 [0.50] Citizenship and Social Policy
POLS*6510 [0.50] Political Participation and Engagement
Course Work plus Research Paper
In order to satisfy the degree requirements, the student will complete five courses plus a Communications seminar and complete a Major Research Paper
Proposed Changes to the MA in Political Science [Motion] Page 170 of 237
POLS*6900 [0.25] Communications
POLS*6940 [0.75] Research Design and Methods (or an approved equivalent from another department).
Four additional courses with at least two of them from the following core courses:
POLS*6140 [0.50] Rights and Policy
POLS*6730 [0.50] Development and Global Justice
POLS*6150 [0.50] Constitutionalism and Judicial Politics
POLS*6050 [0.50] Politics of Identity
POLS*6400 [0.50] Citizenship and Social Policy
POLS*6510 [0.50] Political Participation and Engagement
POLS*6970 [1.00] Major Research Paper
The research paper is approximately 10,000 to 12,500 words (approximately 40 to 50 double- spaced pages).
Thesis
In order to satisfy the degree requirements, the student will complete four courses plus a Communications seminar and complete a Thesis
POLS*6900 [0.25] Communications
POLS*6940 [0.75] Research Design and Methods (or an approved equivalent from another department).
Three additional courses with at least two of them from the following core courses:
POLS*6140 [0.50] Rights and Policy
POLS*6730 [0.50] Development and Global Justice
POLS*6150 [0.50] Constitutionalism and Judicial Politics
POLS*6050 [0.50] Politics of Identity
POLS*6400 [0.50] Citizenship and Social Policy
POLS*6510 [0.50] Political Participation and Engagement
Proposed Changes to the MA in Political Science [Motion] Page 171 of 237 A thesis of approximately 10,000 to 15,000 words (approximately 80 to 100 double-spaced pages). The written thesis is defended in an oral examination.
Proposed Changes to the MA in Political Science [Motion] Page 172 of 237
To: Members of Senate
From: Miana Plesca, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: October 16, 2017
d) Proposed Changes to PhD in Political Science [Motion]
At its meeting October 3, 2017, the Board of Graduate Studies reviewed and considered materials regarding proposed changes to the PhD in Political Science. Specifically, the proposed changes are intended to: • Attract more and better qualified applicants by expanding the number of fields offered • Help students better prepare for qualifying exams • Provide a greater degree of consistency in qualifying exam material • Allow for qualifying exam material to be better tailored to individual students.
The materials are enclosed for Senate’s consideration.
Senate is asked to,
RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the PhD in Political Science Program, including:
a) Addition of a new field in Canadian Politics b) Addition of a new field in Gender, Race, Indigeneity, and Sexuality c) Addition of a new field in International Relations d) Addition of a new field in Law and Politics.
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Proposed Changes to PhD in Political Science [Motion] Page 173 of 237 Page 174 of 237 University of Guelph Senate: Board of Graduate Studies
PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM
Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).
A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.
A. Program Name and Administration
1. Name of Program: PhD in Political Science
2. Program Coordinator responsible for program management and academic counseling:
Troy Riddell, Chair Tamara Small, Graduate Coordinator
3. Description of change (clearly note any differences to existing program):
We are expanding the number of fields in our PhD to better reflect faculty expertise and to attract more and better quality applicants. In conjunction with this expansion we are altering our course requirements. In the proposed program students will be required to take two PhD field courses— each of these courses will be two semesters and worth 0.50 credits. They will also take two methods courses and two elective courses. The QE process will remain the same.
Existing Program and Process
Two PhD core courses (see Department’s Graduate Handbook in the student’s major field and minor field (selected in consultation with the student’s Advisor) Two of the following courses as electives: . One or two of the other existing graduate courses offered in the Department . A graduate course offered in another department at the University of Guelph (selected in consultation with the student’s Advisor).
[Note: most PhD students were also required to take our graduate methods course (POLS*6940), owing to this provision in the Admissions Requirements in the Calendar: “Students are also
1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.
Proposed Changes to PhD in Political Science [Motion] Page 175 of 237 required to have successfully completed a graduate course in quantitative and qualitative Political Science methods. Students not satisfying this requirement may be admitted with the provision that it be satisfied by completing the requisite extra course.”
A written qualifying exam and an oral qualifying exam. The qualifying examination will take the form of a written take-home examination followed by an oral examination and will be based on the reading lists for the core courses in the major and minor field. Normally the examination will involve three questions based on the major field of study and two questions from the minor field. A thesis Each candidate will be required to write and submit a thesis on the research carried out by the candidate on a topic approved by the Advisory Committee. The thesis is expected to be a significant contribution to knowledge in its field and the candidate must indicate in what ways it is a contribution. A thesis is expected to be no less then 200 pages in length. The thesis must demonstrate mature scholarship and critical judgement on the part of the candidate, and it must indicate an ability to express oneself in a satisfactory literary style. Approval of the thesis is taken to imply that it is judged to be sufficiently meritorious to warrant publication in reputable scholarly media in the field.
Proposed POLS PhD program
2 PhD Field courses (two semester courses worth 0.5 credits organized by a Field Coordinator) POLS*6940 Research Design and Methods POLS*6500 Qualitative and Quantitative Data Analysis Elective Elective
{the QE process and thesis requirements remain the same} A written qualifying exam and an oral qualifying exam. The qualifying examination will take the form of a written take-home examination followed by an oral examination and will be based on the reading lists developed in the field courses. Normally the examination will involve three questions based on the major field of study and two questions from the minor field. A thesis Each candidate will be required to write and submit a thesis on the research carried out by the candidate on a topic approved by the Advisory Committee. The thesis is expected to be a significant contribution to knowledge in its field and the candidate must indicate in what ways it is a contribution. A thesis is expected to be no less then 200 pages in length. The thesis must demonstrate mature scholarship and critical judgement on the part of the candidate, and it must indicate an ability to express oneself in a satisfactory literary style. Approval of the thesis is taken to imply that it is judged to be sufficiently meritorious to warrant publication in reputable scholarly media in the field.
Fall Winter Field Course #1 (two Field Course #1 (two semesters 0.5 credit course) semesters 0.5 credit course) [required] [required] Field Course #2 (two Field Course #2 (two
Proposed Changes to PhD in Political Science [Motion] Page 176 of 237 semesters 0.5 credit course) semesters 0.5 credit course) [required] [required] POLS*6940 Research Design Qualitative and Quantitative and Methods (0.75) Data Analysis [required] [required] Elective Elective
B. Program Outcomes and University of Guelph Learning Outcomes
1. Objectives of the change(s):
a) To attract more and better qualified students to the PhD program by expanding the number of fields we offer.
b) To help students better prepare for the QE exams. Currently, the material for each QE is compressed into a 12-week course which makes it more difficult to read carefully, digest concepts, and conduct critical analysis. Moreover, students write their QE in the summer which is several months after they have taken one of the core courses in the fall. Therefore key learning objectives such as critical and creative thinking and literacy will be promoted by these changes.
c) Provide a greater degree of consistency in the QE material. Currently the material taught in the PhD core courses is somewhat idiosyncratic to the individual who teaches the course. This not only creates variation from year to year but it also makes it difficult for individuals, other than the course instructors, to sit on the QE committees and know what material the students covered.
d) Allow for the QE material to be better tailored to individual students. Although one of the benefits of new process is consistency, as noted above, another benefit is that the revised process allows us to have a portion of the QE material more individually tailored to each student. The current process of having core courses means that the course material is tailored to each individual instructor rather than the students. Allowing PhD students to have a portion of their reading material tuned to the sub-area in which their research interests lie will help them to have a better understanding of the context in which they will situate their research. We hope this will facilitate the timely development of PhD proposals, which has been an issue with some of our PhD students.
2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below).
Existing Fields
Comparative Politics
Public Policy and Governance
Proposed Changes to PhD in Political Science [Motion] Page 177 of 237
New Fields
Canadian Politics
Canadian Politics studies how institutions (legislatures, executives, courts and constitutions, etc.), groups (parties, interest groups, social movements, the public, etc.) and events (elections, First Ministers’ conferences, political violence, etc.) interact to shape and reflect Canadian politics and identity. Consistency and change in the underlying dynamics of Canadian politics, such as regionalism, language, Quebec, indigenous and Métis peoples is explored.
Comparative Politics
Comparative Politics uses compares jurisdictions using quantitative or qualitative methods to develop and test theories that relate to the core concepts in the discipline. These concepts include power, the state, regimes and regime change, social movements, institutions, interest groups and political parties.
Gender, Race, Indigeneity, and Sexuality (GRIS)
The GRIS field explores the relationship between identity, politics and power. The ways in which different modes of identity intersect and the implications of that intersection for politics and policy are also examined. Methodological debates about how to study identity and politics will be critically analyzed.
International Relations
International Relations seeks to understand and explain complex interactions between international, regional and local actors using theory and empirical examples. A variety of different subfields explore various aspects of these relations from conflict to international political economy to global governance.
Law and Politics
The field of law and politics explores questions around how law and courts influence and are influenced by politics. Topics include the relationship between courts and other government actors; judicial decision-making; legal mobilization and the interplay between courts, rights and public policy.
Public Policy and Governance
Public Policy and Governance seeks to identify and explain how governments determine what is a problem, what solutions to problems are proposed, and how solutions are implemented and evaluated. Relationships between the political executive and bureaucracies, the public sector, non- governmental organizations, and the private sector are explored in this context.
Proposed Changes to PhD in Political Science [Motion] Page 178 of 237
3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any:
The concept of field courses is a key innovation in these changes. The field courses are designed to: give students a broader exposure to a sub-field than they could receive in a 12-week course, provide greater consistency (the current PhD core courses are somewhat idiosyncratic depending on the instructor), and allow for some degree of tailoring to a student’s general area of research interest.
Another important curricular innovation is the requirement that PhD students take Research Methods and Design as well as Qualitative and Quantitative Data Analysis. These courses will prepare these students well for the important work of creating a research question and collecting data for their dissertation. These courses will also be very useful for PhD students who go on to get positions outside of academia, particularly those having a research component either in the public, private, or non-profit sectors.
Proposed Changes to PhD in Political Science [Motion] Page 179 of 237 4. Intended career and/or higher education, if different to current program outcomes.
The program outcomes remain the same, though we are more cognizant of the fact that a number of students will not obtain an academic position.
C. Admission Requirements
List admission requirements if different from existing program:
We are no longer requiring students to apply with a graduate methods course, since we are requiring students to take two methods courses.
D. Program Requirements
1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course proposal form(s)).
New courses:
POLS*6820 PhD Field Course in Canadian Politics POLS*6830 PhD Field Course in Comparative Politics POLS*6840 PhD Field Course in Gender, Race, Indigeneity, and Sexuality POLS*6850 PhD Field Course in International Relations POLS*6860 PhD Field Course in Law and Politics POLS*6870 PhD Field Course in Public Policy and Governance
Deleted Courses:
POLS*6800 Public Policy and Governance POLS*6810 Comparative Politics
b) new required courses mounted by other units, if any, and confirm commitment by said unit: n/a c) changed required research and/or experiential learning activities: n/a d) changed thesis, major paper or other capstone requirement: n/a
2. Mode of delivery, if different from existing program:
Proposed Changes to PhD in Political Science [Motion] Page 180 of 237
3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program:
The two-semester field course concept also allows students more time to reflect and critically evaluate material compared to the more compressed 12-week schedule of a regular semester seminar. This will allow for greater breadth and depth of understanding. The new methods requirements will better ensure qualitative and quantitative literacy.
4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes:
N/A
Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission.
E. Human and Physical Resource Requirements
1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements).
The field courses will be organized by field coordinators. They will receive recognition for their work but a field course will not count as having taught a course, so the proposed changes will not change resource requirements.
We are including CVs of the individuals who will be associated with each field.
2. Expected level and source(s) of student stipend, if different to that already provided. n/a
Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.
Proposed Changes to PhD in Political Science [Motion] Page 181 of 237
Appendix A—Calendar Copy
The PhD program offers students the opportunity to pursue studies in six fields: 1) Canadian Politics; 2) Comparative politics; 3) Gender, Race, Indigeneity, and Sexuality; 4) International Relations; 5) Law and Politics; and 6) Public Policy and Governance. Students are required to major in one field and minor in the other. The Department has wide- ranging and various expertise in each of the fields—please consult the Department’s website for more information.
The PhD program is designed both for students interested in pursuing academic positions and also for students interested in working in research capacities in the public, non-profit or private sectors.
Application Procedure Graduate students are admitted each Fall semester. Program offices should be consulted for admission deadlines and required documents https://www.uoguelph.ca/polisci/masters/how-apply . All applications must be submitted on-line. Complete application submission instructions can be found at http://www.uoguelph.ca/graduatestudies/apply Admission Requirements Students are expected to have a completed an MA in Political Science with at least an A- average for consideration for admission to the program. Students with a MA in a Social Science other than Political Science, are encouraged to apply on the condition that they take additional courses upon their entry into the program. Degree Requirements Students will be required to successfully complete a minimum of four graduate courses:
Two PhD field courses (see Department’s Graduate Handbook). One course in the student’s major field and one course in the minor field (selected in consultation with the student’s Advisor) Two research methods courses: POLS*6940 [0.75] Research Design and Methods POLS*6500 [0.50] Qualitative and Quantitative Data Analysis [Note: one or both courses may be waived if a student can demonstrate to the Department that they have successfully completed equivalent courses at the graduate level]. Two elective courses Two other graduate courses offered in the Department [Note: A student may take a graduate course offered in another department at the University of Guelph with permission of the Political Science Graduate Coordinator and the other department] . A written qualifying exam and an oral qualifying exam. The qualifying examination will take the form of a written take-home examination followed by an oral examination and will be based on the reading lists for the core courses in the major and minor field. Normally the examination will involve three questions based on the major field of study and two questions from the minor field. A thesis Each candidate will be required to write and submit a thesis on the research carried out by the candidate on a topic approved by the Advisory Committee. The thesis is expected to be a significant contribution to knowledge in its field and the candidate must indicate in what ways it is a contribution. A thesis is expected to be no less than 200 pages (double-spaced) in length. The thesis must demonstrate mature scholarship and critical judgement on the part of the candidate, and it must indicate an ability to express oneself in a satisfactory literary style. Approval of the thesis is taken to imply that it is judged to be sufficiently meritorious to warrant publication in reputable scholarly media in the field.
Proposed Changes to PhD in Political Science [Motion] Page 182 of 237
Appendix B—Faculty within fields
Canadian
Tamara Small Dennis Baker Julie Simmons Tim Mau Troy Riddell
Comparative
Jordi Diez Candace Johnson Janine Clark Edward Koning David MacDonald
Gender, Race, Indigeneity, and Sexuality
Jordi Diez Leah Levac Candace Johnson Carol Dauda David MacDonald Theresa Lee
International Relations
Adam Sneyd Ian Spears Craig Johnson Janine Clark David MacDonald Andrea Paras
Law and Politics
Dave Snow Kate Puddister Jordi Diez Dennis Baker Troy Riddell Byron Sheldrick
Public Policy and Governance
Tim Mau Julie Simmons
Proposed Changes to PhD in Political Science [Motion] Page 183 of 237 Dave Snow Candace Johnson Leah Levac Edward Koning
Proposed Changes to PhD in Political Science [Motion] Page 184 of 237
To: Members of Senate
From: Miana Plesca, Chair, Board of Graduate Studies
Subject: 8. Board of Graduate Studies Report
Meeting: October 16, 2017
e) Graduate Curriculum: Course Changes, Deletions, Additions
At its meeting October 3, 2017, and on the recommendation of the Graduate Programs and Policies Committee, the Board of Graduate Studies approved the changes as indicated on the enclosed summary chart.
Detailed information pertaining to the changes can be viewed on-line in the Oct 3rd Board of Graduate Studies meeting package1.
f) BGS Subcommittee Membership: 2017-18
The Board of Graduate Studies is assisted in its responsibilities by several subcommittees. The 2017-18 membership of the subcommittees are as follows:
Graduate Programs and Policies Committee Chair Miana Plesca (Chair, BGS) AVP Graduate Studies Ben Bradshaw (Member, BGS) Faculty Andrew Papadopoulos (Member, BGS) Leanne Son Hing (Member, BGS) Lisa Duizer (Member, BGS) Stephen Seah (Member, BGS) Librarian Jenny Marvin Graduate Student Ratanak Ly (Member, BGS) Recording Secretary Laurie Winn, Office of Graduate Studies (non-voting)
1 URL https://uoguelph.civicweb.net/filepro/documents/137501
Graduate Curriculum: Course Changes, Deletions, Additions Page 185 of 237
Committee on Admissions and Progress Chair (Assoc Dean, Grad Studies) Teresa Crease Faculty Olga Smoliak Karl Cottenie Matthew Hayday (Member, BGS) Office of Student Affairs Malcolm McLeod Graduate Students Nicholas Manuel (Member, BGS) Tatiana Zakharova (Member, BGS) Danyelle Liddle (GSA President; Member, BGS) Office of Graduate Studies Kristen Campbell (non-voting) Sophia Boljanic (non-voting)
Joint Editorial Awards Committee (JEAC) Refer to agenda item 8c) for membership [JEAC reports jointly to the Boards of Graduate and Undergraduate Studies].
d) Graduate Faculty Appointments
Appointments to the Faculty of Graduate Studies were presented to the Board of Graduate Studies for information and are available in the on-line Senate Supporting Documents2 folder.
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2 URL https://uoguelph.civicweb.net/filepro/documents/136856
Graduate Curriculum: Course Changes, Deletions, Additions Page 186 of 237 Summary of Graduate Curriculum Changes Approved by the Board of Graduate Studies, October 3, 2017
College of Arts Course Change • PHIL*6960 PhD Graduate Seminar
College of Social and Applied Human Sciences Course Addition • PSYC*7994 Cognitive Behaviour Therapy Practicum
Ontario Agricultural College Course Deletions • ANSC*6020 Poultry and Swine Nutrition • EDRD*6050 Farming Systems Analysis and Development
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Graduate Curriculum: Course Changes, Deletions, Additions Page 187 of 237 Page 188 of 237
To: Members of Senate
From: Scott McEwen, Chair, Senate Committee on Quality Assurance
Subject: 9. Committee on Quality Assurance Report
Meeting: October 16, 2017
a) Annual Report on Quality Assurance: 2016-17
In accordance with its bylaws, the Senate Committee on Quality Assurance (SCQA) provides an annual report to Senate, for information, summarizing the previous year’s quality assurance activities. The report is also provided to the Board of Governors for information, and then submitted to the Ontario Universities Council on Quality Assurance (OUCQA).
The Annual Report is intended to be a summary of quality review reports received and reviewed by the committee in the previous Senate session, and includes the following elements:
• The general principles, guidelines, and methodology used by the committee in review of programs, departments and schools • A status report on the reviews scheduled to be undertaken and subsequently reported, in accordance with the approved schedule of reviews • A summary of key outcomes of the reviews, highlighting trends, issues, and recommendations • A list of one-year follow-up reports expected during the previous Senate session and their status • A list of quality reviews scheduled for the upcoming year.
This report also includes the Annual Report on Major Modifications (a separate report submitted to OUCQA in July of each year).
The 2016-17 Annual Report on Quality Assurance was approved by the SCQA at its meeting October 2, 2017; and, as a way of enhancing connectivity amongst Senate standing committees with responsibility for oversight of educational policy, the report was also provided to the Board of Graduate Studies and the Board of Undergraduate Studies, at their most recent meetings.
The report is enclosed for the information of Senate.
Annual Report on Quality Assurance: 2016-17 Page 189 of 237 b) One-year Follow-up Report: Department of Family Relations and Applied Nutrition
The University’s Institutional Quality Assurance Process (IQAP) requires the submission of a one-year follow-up report from programs and units who have completed a cyclical review report. The follow-up report is normally submitted one year following presentation of the Executive Summary of the cyclical review report to Senate.
At its meeting October 2, 2017, the Senate Committee on Quality Assurance (SCQA) accepted the one-year follow-up report from the Department of Family Relations and Applied Nutrition. The Committee expresses its thanks and appreciation to the department for their thoughtful work. The report is available on-line for Senate’s information in the Oct 2nd SCQA meeting folder1.
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1 URL https://uoguelph.civicweb.net/filepro/documents/136963
Annual Report on Quality Assurance: 2016-17 Page 190 of 237 Senate Committee on Quality Assurance Annual Report 2016-17
Overview of Reporting Principles
The most recent update to the University of Guelph’s Institutional Quality Assurance Process (IQAP) was approved by Senate on April 6, 2015, and ratified by the Ontario Universities Council on Quality Assurance (Quality Council) on October 30, 2015.1 The IQAP is available on-line from the University Secretariat website.2
The Senate Committee on Quality Assurance (SCQA) is vested with responsibility for institutional quality assurance insofar as it:
[…] Recommends to Senate, for its approval, institutional policies and procedures related to quality assurance. The Committee receives and reviews the Final Assessment Report to ensure that it is complete and complies with the Quality Council’s protocols, as outlined in the Quality Assurance Framework approved by the Council of Ontario Universities. SCQA presents the Final Assessment Reports to Senate as items of information […]3
Additionally, SCQA’s Bylaws stipulate that in fulfilment of its role, it shall prepare an annual report:
2d) Provide an annual report to Senate that includes: i. A presentation of the general principles, guidelines, and methodology used by the committee in the review of the university’s programs, departments and schools. ii. A status report on the reviews performed during the year in question. iii. A summary of the key outcomes of the reviews, highlighting trends, issues, or recommendations. iv. A list of academic programs, departments and schools scheduled for review in the upcoming year. Subsequently, this report will be provided to the Board of Governors for information.4
Quality Reviews Received in 2016-17
It is important to note that reviews received by the Committee in 2016-17 were conducted in the previous cycle (i.e., the 2015-16 review cycle, in accordance with the Quality Assurance Review Schedule).5 The Committee provides regular reports to Senate on the outcome of reviews received throughout the year, as well as on one- year follow-up reports from past reviews.
1 The original IQAP document was approved in 2011 (ratified by Quality Council June 3, 2011). 2 Web link: http://bit.ly/1Yj0A8h 3 University of Guelph Institutional Quality Assurance Process V.2 (2015). 4 Senate Committee on Quality Assurance Bylaws (approved by Senate February 22, 2010). 5 Web link: http://bit.ly/2uVcsVp Page | 1
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2015-16 Quality Review Cycle
Over the past year the Committee received and reviewed all five of the review reports from the 2015-16 review cycle. One review from the 2014-2015 cycle remains outstanding (at the time of writing this report). The Office of Quality Assurance continues to consult and support units whose reviews remain outstanding and SCQA will provide leadership on this issue as required.6
Scheduled Reviews Status Presentation to Presentation to One-Year Follow- 2014-15 SCQA Senate Up Report Due Department of Biomedical Pending Sciences
Scheduled Reviews Status Presentation to Presentation to One-Year Follow- 2015-16 SCQA Senate7 Up Report Due Department of Animal Biosciences (Formerly Animal Complete October 31, 2016 December 5, 2016 December 1, 2017 and Poultry Science) Department of Plant Complete November 21, 2016 February 6, 2017 February 1, 2018 Agriculture Department of Psychology Complete November 21, 2016 February 6, 2017 February 1, 2018
Biophysics Interdepartmental Complete March 20, 2017 April 4, 2017 April 1, 2018 Graduate Program School of Environmental Design and Rural Complete March 20, 2017 April 4, 2017 April 1, 2018 Development
6 As of August 1, 2016 operational changes have shifted responsibility for the IQAP to the Associate Vice-President (Academic) and a new Office of Quality Assurance under the direction of the Director, Academic Programs and Policy. 7 Completed Quality Review Reports (including Final Assessment Report and Executive Summary) are posted on the University Secretariat website: http://bit.ly/1XlGhXw Page | 2
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The current quality review process and cycle effectively runs from September to June, and according to the following timeline expectations: September 1: Draft self-study report submitted to Internal Review Committee (IRC) Chair and College Dean. December – February: Site visit conducted. February – March: Assessment report forwarded to Dean and Chair, and then to the Provost. April – May: Final Assessment Report and Executive Summary are submitted for review by SCQA and provided for information to the Senate. April – May (one year later): Follow-up report submitted to the Committee and Senate. Senate and standing committees do not meet between June and August. Therefore, reports submitted after the last meeting of the Committee and Senate are brought forward to the next Session of Senate, and reviewed by SCQA during the fall semester.
One-Year Follow-Up Reporting
The SCQA has received a total of seven (7) one-year follow-up reports, two (2) of which were outstanding from the 2013-14 review cycle. Although additional information was requested by the committee in one case, all one- year follow-up reports received were to the satisfaction of the SCQA.
2013-14 Review Report Follow-Up Report Follow-Up Report Follow-Up Review Cycle Received by Senate Due Received by SCQA Report Received by Senate School of Computer Science February 9, 2015 December 1, 2015 March 20, 20178 April 4, 2017
Bioinformatics (MSc, MBNF) December 1, 2014 December 1, 2015 October 31, 20169 May 23, 2017
8 This receipt of this report was delayed as a result of changes in department leadership. 9 The committee elected to defer taking action on this report until its May 1, 2017 meeting so that it could solicit responses to a number of questions raised by the report. Page | 3
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2014-15 Review Report Follow-Up Follow-Up Follow-Up Review Cycle Received by Report Due Report Received Report Received Senate by SCQA by Senate Department of Biomedical Pending Sciences Department of Mathematics February 8, 2016 February 1, 2017 March 20, 2017 April 4, 2017 and Statistics School of Languages and February 8, 2016 February 1, 2017 March 20, 2017 April 4, 2017 Literatures School of Hospitality, Food February 8, 2016 February 1, 2017 March 20, 2017 April 4, 2017 and Tourism Management Department of Sociology and April 4, 2016 April 1, 2017 May 1, 2017 May 23, 2017 Anthropology Department of Family May 30, 2016 June 1, 2017 Pending10 Relations & Applied Nutrition
Committee Principles, Guidelines and Methodology for Review of Reports
The review reports undertaken during the 2015-16 cycle were conducted in accordance with the former IQAP document. The general principles and methodology used in assessing these reviews are outlined in the 2011 IQAP document and related appendix VI (attached).
Reviews conducted in the 2016-17 cycle are being conducted in accordance with the new IQAP document, approved by the Quality Council on October 30, 2015. While it is too early to offer definitive conclusions about the impact of revisions to the IQAP, the committee has noted general satisfaction with the new document. The committee will be in a better position to assess the impact of the changes to the IQAP process after the 2016-17 review cycle is complete and it has engaged fully with the results of the Quality Council’s upcoming audit.
The 2016-17 reviews were also the first to be conducted following the creation of the Office of Quality Assurance. This office has undertaken a review that has resulted in a number of improvements to the review process. The committee particularly notes the efforts of the Office of Quality Assurance to optimize the review schedule, develop a new template for external reviewers, and provide enhanced support to units engaging in IQAP reviews.
This year the SCQA continued the practice of assigning a first reader and second reader for each review report. The first reader was responsible for providing a comprehensive report to the Committee on the review report in its entirety, including the self-study. The second reader supported this effort and offered additional information
10 The Department of Family Relations & Applied Nutrition has written its one-year follow-up report and it will be received by the SCQA at a future meeting. Page | 4
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to supplement the first reader’s report. The remaining Committee members were responsible for reviewing the review report in its entirety, but not necessarily the self-study.
Quality Review Outcomes, Issues and Trends While delays in the completion of reporting continue, there has been a noticeable improvement in the timely completion of reporting since the IQAP began in 2011. The committee has also noted that, as the quality assurance process has matured and more supports have been implemented, reviews have become more consistent in form and more closely aligned to the mandate of the quality review process
Overall, the reports received by the committee over the past year were well done. In one case, the committee asked a unit to provide a more robust outline of how key issues identified during its review would be addressed and this request was resolved to the committee’s satisfaction. Accordingly, all the quality review and one year follow-up reports submitted to the committee in the past year were accepted.
In the course of its work the committee has noted the following trends and emerging issues:
Engagement with learning outcomes and curriculum mapping continues to be an area of particular focus for the committee. At the undergraduate level meaningful improvement has been made on this front. Indeed, in its responses to review reports the committee has noted that a number of units, including Psychology and Plant Agriculture, have made exemplary efforts in this area. The integration of learning outcomes and curriculum mapping at the graduate level remains, in many cases, less advanced than at the undergraduate level. The committee also noted the need for continued work to improve the usability of data. In particular, the committee noted the need for improved access to centrally collected data and the need for standardization of CVs and unit level survey data in order to facilitate more accurate and efficient reviews. Some review reports noted that the reliance of units on sessional instructors, especially at the graduate level, presents challenges in terms of preserving and enhancing the quality of the affected programs. That being said, the committee was also encouraged by the efforts of a number of programs, including Bioinformatics and Psychology, to address this issue in their follow-up reports. The need for programs to emphasize experiential learning and skills development, especially at the graduate level, was also highlighted by the committee in its response to several review reports. The committee also underscored the unique challenges facing interdisciplinary programs and the need to ensure that there is strong “ownership” of these programs in order to ensure that the recommendations from the quality review process are properly reviewed and implemented.
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General Recommendations Emerging from the Quality Review Process The committee continues to evaluate the review process and implement best practices. In the past, it has paid particular attention to the timelines involved in follow-up reporting and anticipates that this, and other key aspects of the review process, will be addressed as part of the response to the upcoming Quality Council audit.
Reviews undertaken in the 2015-16 cycle suggest that the University continues to address concerns related to learning outcomes and curriculum mapping. SCQA will continue to work with the Board of Undergraduate Studies and Board of Graduates Studies and with the Office of Quality Assurance to align and engage programs with the Educational Development unit in Open Learning and Educational Support in order to address this concern.
The committee also notes that particular attention to the outcomes of the quality review process is needed at the graduate level. Graduate enrolment in Ontario has risen 60% since 2002-03 and continues to be an area of focus for both the province and university.11 Key trends relating to curriculum review, experiential learning, skills development and faculty quality at the graduate will continue to be monitored by the committee.
Schedule for 2016-17 Review Cycle Reviews scheduled to be conducted in 2016-17 are listed below. Collaborating units are in brackets.
Department/School Program for Review Degree Designation OAC Dean (Animal Biosciences, Plant Honours Agriculture BSc (Agr) Agriculture) Biomedical Sciences Bio-Medical Science BSc Biomedical Sciences Biomedical Science MBS, MSc, PhD Chemistry Biological and Pharmaceutical Chemistry* BSc Chemistry (Physics) Chemical Physics* BSc Chemistry Chemistry* BSc Guelph-Waterloo Centre for Chemistry and Chemistry MSc, PhD Biochemistry (University of Waterloo) Food, Agriculture and Resource Economics Food and Agricultural Business BComm Food, Agriculture and Resource Economics Food, Agriculture and Resource Economics BA Food, Agriculture and Resource Economics Environmental Economic and Policy BSc (Env) Food, Agriculture and Resource Economics Food, Agriculture and Resource Economics MFARE, MSc, PhD Food Science Food Science* BSc Food Science Food Science and Quality Assurance MSc, GDip Food Science Food Science PhD
11 Ontario, Ministry of Training, Colleges and Universities, “Published Plans and Annual Reports 2015-16: Ministry of Training, Colleges and Universities,” September 22, 2016, https://www.ontario.ca/page/published-plans-and-annual- reports-2015-16-ministry-training-colleges-and-universities. Page | 6
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Environmental Sciences Environmental Biology BSc Environmental Sciences Environmental Sciences BSc (Env) Environmental Sciences Environmental Sciences MES, MSc, PhD Interdepartmental Biomedical Toxicology BSc Interdepartmental Collaborative Specialization Toxicology MSc, PhD *Accredited Program
Extensions to the published schedule are to be granted only under extraordinary circumstances. In such circumstances, the unit must apply to the Provost via the Office of Quality Assurance with the rationale for the request. Extensions are reported to the SCQA so that the official review schedule may be amended, with subsequent notification to Senate and the Quality Council.
New Program Submissions The following new programs were approved by Senate during the 2016-17 session:
Degree Level Program BSc Major in Neuroscience
Annual Report to the Quality Council on Major Modifications to Programs Enclosed is the University’s Annual Report to the Quality Council on Major Modifications for Programs for 2016-17, also required as part of the IQAP reporting obligations. The Major Modifications Annual Report is submitted on a standard template received each year from the Quality Council. The major modification categories are defined in the University’s IQAP, based on the Quality Assurance Framework (QAF).
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Annual Report on Quality Assurance: 2016-17 Page 197 of 237 Appendix VI Objectives of the Internal Review of Departments/Schools
It is the responsibility of the facilitator of the IRS, in consultation with the Chair of the IRC, to ensure that all relevant units have an opportunity to comment on the unit and programs under review, including relevant program committees, and to ensure that there is sufficient opportunity for student input. The objectives of the review include, but are not restricted to, an assessment of the following as they pertain to each of the undergraduate and graduate programs managed by the unit:
(a) Consonance of the unit's undergraduate and graduate offerings within the general framework of the University's mission and strategic directions and with the University’s Learning Objectives, which are consistent with OCAV's Degree Level Expectations.;
(b) The appropriateness of the unit's academic objectives and degree level outcomes expectations, and its ability to meet them;
• Admission requirements are appropriately aligned with the learning outcomes established for completion of the program.
• The curriculum reflects the current state of the discipline or area of study.
• Evidence of any significant innovation or creativity in the content and/or delivery of the program relative to other such programs.
• Mode(s) of delivery to meet the program’s identified learning outcomes are appropriate and effective.
(c) The appropriateness of the pedagogical and evaluation strategies and methods applied to each of the programs;
• Methods for assessing student achievement of the defined learning outcomes and degree learning expectations are appropriate and effective.
• Appropriateness and effectiveness of the means of assessment, especially in the students' final year of the program, in clearly demonstrating achievement of the program learning objectives and the institution's (or the Program’s own) statement of Degree Level Expectations.
(d) The adequacy of the available human, physical, and financial resources to support the unit's programs;
• Appropriateness and effectiveness of the unit's use of existing human, physical and financial resources in delivering its programs. In making this assessment, reviewers must recognize the institution's autonomy to determine priorities for funding, space, and faculty allocation.
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Annual Report on Quality Assurance: 2016-17 Page 198 of 237 (e) The unit's definition and application, where possible, of indicators to determine the learning outcomes of the programs, including applicable provincial, national, and professional standards;
• Outcome measures of student performance and achievement are of particular interest, but there are also important input and process measures which are known to have a strong association with quality outcomes. It is expected that many of the following listed examples will be widely used.
i) Faculty: qualifications, research and scholarly record; class sizes; percentage of classes taught by permanent or non-permanent (contractual) faculty; numbers, assignments and qualifications of part-time or temporary faculty;
ii) Students: applications and registrations; attrition rates; time-to-completion; final-year academic achievement; graduation rates; academic awards; student in- course reports on teaching; and
iii) Graduates: rates of graduation, employment six months and two years after graduation, post-graduate study, "skills match" and alumni reports on program quality when available and when permitted by the Freedom of Information and Protection of Privacy Act (FIPPA). Auditors will be instructed that these items may not be available and applicable to all programs.
(f) The management of graduate programs, the quality of supervision, and the quality and level of scholarly output of graduate students;
• Evidence that students' time-to-completion is both monitored and managed in relation to the program's defined length and program requirements.
• Quality and availability of graduate supervision.
• Definition and application of indicators that provide evidence of faculty, student and program quality, for example: • i) Faculty: funding, honours and awards, and commitment to student mentoring;
ii) Students: grade-level for admission, scholarly output, success rates in provincial and national scholarships, competitions, awards and commitment to professional and transferable skills;
iii) Program: evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience; iv) Sufficient graduate level courses that students will be able to meet the requirement that two-thirds of their course requirements be met through courses at this level.
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SENATE COMMITTEE ON QUALITY ASSURANCE
November 16, 2016
Professor Jim Squires Chair, Department of Animal Biosciences Ontario Agricultural College
Dear Professor Squires:
At its meeting on October 31, 2016 the Senate Committee on Quality Assurance (SCQA) reviewed the periodic Quality Review Report of the Department of Animal Biosciences, including the Executive Summary and responses from the department, the Dean, and the Provost.
I am pleased to advise the SCQA found the report and its recommendations satisfactory, and accepts the report. SCQA members remarked on the very positive feedback offered by the reviewers. In particular, we applaud both the degree and quality of engagement the department demonstrated in the compilation of the self-study; the overall result is very positive. Alignment of the department’s programs with the University’s mission and priorities, and its ability to differentiate itself from other agriculture faculties in Canada is also noteworthy.
The SCQA recorded the reviewers’ observations that learning outcomes for undergraduate degrees are clear and consistent with expected university degree level outcomes. The SCQA was pleased to learn the department is in the process of curriculum mapping and highlights the importance of this exercise.
The SCQA agrees with the reviewers’ assessment with respect to the creativity and innovation that is evident in program delivery, and supports the recommendation to consider the use of a capstone course more broadly for both ANSC and ABIO programs.
With respect to the recommendations offered regarding department resources, the SCQA encourages the department to consider these recommendations seriously, in particular as they relate to hands-on and experiential learning opportunities for students.
With respect to graduate programs, the SCQA commends the department for its “excellent graduate experience that … meets or exceeds national and international expectation”, as noted by the reviewers in their report; we confirm the recommendations with respect to the review of expectations for the course-based and thesis-based MSc programs and the department’s commitment to further exploration of related issues.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate
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The Executive Summary of the Quality Review Report for the Department of Animal Biosciences will be presented to Senate for information on December 5, 2016. The SCQA thanks the faculty, staff, and students in the department and the Ontario Agricultural College, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.
The SCQA looks forward to receiving the Department of Animal Biosciences one-year follow up report, which is due on December 1, 2017.
Yours truly,
Mark Lipton Chair, Senate Committee on Quality Assurance
Cc: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Rene Van Acker, Dean, Ontario Agricultural College
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SENATE COMMITTEE ON QUALITY ASSURANCE
January 11th, 2017
Professor Hugh Earl Interim Chair, Department of Plant Agriculture Ontario Agricultural College
Dear Professor Earl:
At its meeting on November 21, 2016 the Senate Committee on Quality Assurance (SCQA) reviewed the periodic Quality Review Report of the Department of Plant Agriculture, including the Executive Summary and responses from the department, the Dean, and the Provost.
I am pleased to advise the SCQA found the report and its recommendations satisfactory, and accepts the report. SCQA members remarked on the positive feedback offered by the reviewers, as well as their constructive commentary on areas for improvement.
The SCQA noted the reviewers’ observations that learning outcomes for undergraduate degrees are well-aligned with those of the University. Further, the SCQA is impressed with the range of teaching methods, including hands-on experience at field sites noted to be “the best among agricultural universities in Canada”.
The SCQA supports the reviewers’ recommendations for further review of curriculum for the major in Corp, Horticulture and Turfgrass Sciences to provide greater coordination of courses; and, also supports the recommendation to transition the major in Organic Agriculture to a certificate program.
With respect to graduate programs, the SCQA supports the reviewers’ recommendation with respect to consideration of supplementing academic training with skill development and encourages the department to leverage existing programs and expertise provided through the Library, Open Learning and Educational Support, and the Office of Research.
Additionally, and with respect to the establishment of a course-based Masters program, the SCQA encourages the department to review and adopt best practices from other course-based Masters programs at the University of Guelph, as recommended by the reviewers.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate
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The Executive Summary of the Quality Review Report for the Department of Plant Agriculture will be presented to Senate for information on February 6, 2017. The SCQA thanks the faculty, staff, and students in the department and the Ontario Agricultural College, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.
The SCQA looks forward to receiving the Department of Plant Agriculture’s one-year follow up report, which is due on February 1, 2018.
Yours truly,
Mark Lipton Chair, Senate Committee on Quality Assurance
Cc: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Rene Van Acker, Dean, Ontario Agricultural College
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SENATE COMMITTEE ON QUALITY ASSURANCE
January 11, 2017
Professor Franceso Leri Chair, Department of Psychology College of Social and Applied Human Sciences
Dear Professor Leri:
At its meeting on November 21, 2016 the Senate Committee on Quality Assurance (SCQA) reviewed the periodic Quality Review Report of the Department of Psychology, including the Executive Summary and responses from the department, the Dean, and the Provost.
I am pleased to advise the SCQA found the report and its recommendations satisfactory, and accepts the report. Members of SCQA remarked the review was exemplary in its thoughtful and engaged process, and should function as a model for other units embarking on the quality review process. Well done!
The SCQA agrees with the external reviewers’ assessment of the department’s approach to learning outcomes and highlights the reviewers’ comments that the Department of Psychology has “embraced the idea of learning outcomes and is investing a great deal of time and effort in developing and measuring comprehensive learning outcomes … and using the results of their analysis for program improvement”. The SCQA commends the department for its ongoing, engaged and iterative process and encourages continued work in this regard at both the undergraduate and graduate level.
The SCQA was pleased to see the department’s comprehensive response to the recommendations of the external reviewers, and that advancements have already been made, particularly in response to recommendations for immediate improvement. The SCQA looks forward to learning of progress on all recommendations, in the one-year follow-up report.
The Executive Summary of the Quality Review Report for the Department of Psychology will be presented to Senate for information on February 6, 2017. The SCQA thanks the faculty, staff, and students in the department and the College of Social and Applied Human Sciences, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate
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The SCQA looks forward to receiving the Department of Psychology’s one-year follow up report, which is due on February 1, 2018.
Yours truly,
Mark Lipton Chair, Senate Committee on Quality Assurance
Cc: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Gwen Chapman, Dean, College of Social and Applied Human Sciences
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SENATE COMMITTEE ON QUALITY ASSURANCE
March 26th, 2017
Professor Hermann Eberl Director, Biophysics Graduate Program College of Physical and Engineering Science
Dear Professor Eberl:
At its meeting on March 20, 2017 the Senate Committee on Quality Assurance (SCQA) reviewed the periodic Quality Review Report of the Biophysics Interdepartmental Graduate Program (BIG), including the Executive Summary and responses from the Biophysics Interdepartmental Group, the Dean, and the Provost.
I am pleased to advise the SCQA accepts the report, and offers the following comments:
• SCQA members agreed the recommendations and responses contained within the report were fair and reasonable; • SCQA acknowledged the particular complexity associated with governance and oversight of an interdepartmental program, and observed the need for ownership of the program, in order to help ensure recommendations are advanced; • Further to the external reviewers’ recommendation c) and the associated responses in regard to program funding, the SCQA supports this recommendation; we agree the program’s resourcing from departments is critical for the sustainability of the program and look forward to learning of the resolution in the one-year follow-up report; • The SCQA encourages the Biophysics Interdepartmental Group to work with institutional supports to develop a strong governance structure, with a view to being particularly attentive to resource allocations; • As noted in the response from the Provost, the SCQA encourages the Biophysics Interdepartmental Group to engage in a curriculum mapping exercise, leveraging the expertise of educational developers in OpenEd; • The SCQA asks that a timeline and implementation plan on the remaining recommendations be provided as part of the one-year follow-up report.
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate
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The Executive Summary of the Quality Review Report for the Biophysics Interdepartmental Graduate Program will be presented to Senate for information on April 4, 2017. The SCQA thanks the faculty, staff, and students in the program and in the College of Physical and Engineering Science, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.
The SCQA looks forward to receiving the Biophysics Interdepartmental Graduate Program’s one- year follow up report, which is due on April 1, 2018.
Yours truly,
Mark Lipton Chair, Senate Committee on Quality Assurance
Cc: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Richard Zytner, Interim Dean, College of Physical and Engineering Science
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SENATE COMMITTEE ON QUALITY ASSURANCE
March 26th, 2017
Professor Sean Kelly Director, School of Environmental Design and Rural Development Ontario Agricultural College
Dear Professor Kelly:
At its meeting on March 20, 2017 the Senate Committee on Quality Assurance (SCQA) reviewed the periodic Quality Review Report of the School of Environmental Design and Rural Development (SEDRD), including the Executive Summary and responses from the department, the Dean, and the Provost. I am pleased to advise the SCQA found the report and its recommendations and responses satisfactory, and accepts the report.
The SCQA expressed particular appreciation for the clarity of the responses from the Dean, and for the effective organization of response as an implementation plan based on the recommendations. We look forward to receiving an update on the implementation plan, including associated timelines, in the one-year follow-up report. The SCQA is also pleased to see the BLA/MLA curriculum review is underway, and echoes the Provost’s encouragement to work with OpenEd to leverage their expertise in undertaking this exercise.
The Executive Summary of the Quality Review Report for the School of Environmental Design and Rural Development will be presented to Senate for information on April 4, 2017. The SCQA thanks the faculty, staff, and students in the program and in the Ontario Agricultural College, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.
The SCQA looks forward to receiving the School of Environmental Design and Rural Development’s one-year follow up report, which is due on April 1, 2018.
Yours truly,
Mark Lipton Chair, Senate Committee on Quality Assurance
GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate
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Cc: Charlotte Yates, Provost and Vice-President (Academic) Patricia Tersigni, Director, Academic Programs and Policy Rene Van Acker, Dean, Ontario Agricultural College
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University: Guelph Reporting Year: 2016-2017 Date Submitted: 19-Jul-17 Institutional Contact: Patricia Tersigni, Director, Academic Programs and Policy Telephone Number: 519-824-4120 ext. 53899 Email Address: [email protected]
Date of Internal
- Classification of Major Date the Major Modification becomes
17 Name of Program Modified Degree Designation Type of Major Modification Brief Description of the Major Modification Approval Modification Effective (MM/DD/YYYY) (MM/DD/YYYY) Doctor of Philosophy, History PhD.HIST Graduate Add new field, concentration, stream addition of field - Indigenous Histories of Turtle Island 5-23-2017 9-1-2017 Masters of Arts, Economics MA.ECON Graduate Closure of a field, option closure of thesis option 5-23-2017 9-1-2017 Masters of Arts, Economics MA.ECON:L Graduate Add course based option addition of course based option 5-23-2017 9-1-2017
Maximum of 1.0 credits may be taken from senior undergraduate Master of Environmental Sciences MES.ENVS:L Graduate Change course/exam requirements courses, with permission of the Graduate Coordinator. 5-23-2017 9-1-2017 Master of Science, Acquaculture MSc.AQUA Graduate Closure of a program Deletion of program due to low enrollments. 4-4-2017 program suspended in 2011 Master of Science, Mathematics and Deletion of participating department from a Mathematics & Statistics no longer participating in the Toxicology Statistics (Toxicology) MSc.MAST+TOX Graduate collaborative specialization collaborative specialization 3-17-2017 9-1-2017 Doctor of Philosophy, Mathematics and Deletion of participating department from a Mathematics & Statistics no longer participating in the Toxicology Statistics (Toxicology) PhD.MAST+TOX Graduate collaborative specialization collaborative specialization 3-17-2017 9-1-2017 Reduce the number of required courses from 2.75 to 2.25 credits. Master of Science, Family Relations and Reducing the number of required graduate courses makes the MSc- Applied Nutrition (Applied Human FRAN (AHN) program more consistent with similar offerings at other Nutrition) MSc.FRAN-AHN Graduate Change course/exam requirements Ontario universities. 12-12-2016 9-1-2017
Broaden our MSc admission criteria to welcome prospective graduate students from related disciplines which are complementary to applied nutrition. These may include, but are not limited to: nutritional sciences, psychology, kinesiology, food science, etc. If incoming students do not have sufficient academic background in nutrition, they will be Master of Science, Family Relations and required to take undergraduate and/or graduate courses consistent with Applied Nutrition (Applied Human those required to meet the Foundational Knowledge graduate learning Nutrition) MSc.FRAN-AHN Graduate Change admission requirements outcome in applied human nutrition. 12-12-2016 9-1-2017 Reduce the number of required courses from 3.75 to 1.75 credits. The proposed changes will provide PhD-FRAN (AHN) students the Doctor of Philsophy, Family Relations and opportunity to tailor their graduate program to their learning needs, as Applied Nutrition (Applied Human they will have the flexibility to take electives consistent with their Nutrition) PhD.FRAN-AHN Graduate Change course/exam requirements research interests. 12-12-2016 9-1-2017 Page 210 of 237
Broaden our PhD admission criteria to welcome prospective graduate students from related disciplines which are complementary to applied nutrition. These may include, but are not limited to: nutritional sciences, psychology, kinesiology, food science, etc. If incoming students do not have sufficient academic background in nutrition, they will be Doctor of Philsophy, Family Relations and required to take undergraduate and/or graduate courses consistent with Applied Nutrition (Applied Human those required to meet the Foundational Knowledge graduate learning Nutrition) PhD.FRAN-AHN Graduate Change admission requirements outcome in applied human nutrition. 12-12-2016 9-1-2017 Graduate Diploma, Market Research GDip.MR Graduate Change admission requirements Removal of GMAT/GRE admission requirement. 12-12-2016 9-1-2017 Assurance: 2016 Annual Report on Quality
Deletion of major and minor programs to be replaced by new major and existing minor in Neuroscience (B.Sc.); in-course students have choice to Psychology, Brain and Cognition B.Sc. Undergraduate Closure of a program finish PBC or move to new Neuroscience major 10-24-2016 9-1-2017
Ammendment to the admission policy on the British Patterned Education System by adding the Pearson Education Ltd’s International All undergraduate degree Ammendment to admission policy on the British Advanced Level (IAL) to list of acceptable examinations for admission -
17 University of Guelph Admission Services programs Undergraduate Patterned Education System consideration and transfer credit allocation. 10-24-2016 prior to Fall 2017 admission
Deletion of major due to continuous low enrollments and a low rate of program completion; in-course students have choice to finish ISHB or Information Systems & Human Behaviour B.A. Undergraduate Closure of a program move to another program of choice with no penalty 12-12-2017 9-1-2017
New transfer pathways from Ontario College Early Childhood Education (ECE) 2 year diploma programs. Total core credits 5.50; unspecified Adult Development B.A.Sc. Undergraduate Add new pathway for college students credits 4.50; total transfer credits 10.00 (2 for 2 pathway) 12-12-2017 9-1-2017
New transfer pathways from Ontario College Early Childhood Education (ECE) 2 year diploma programs. Total core credits 5.50; unspecified Child, Youth and Family B.A.Sc. Undergraduate Add new pathway for college students credits 4.50; total transfer credits 10.00 (2 for 2 pathway) 12-12-2017 9-1-2017
New transfer pathways from Ontario College Early Childhood Education (ECE) 2 year diploma programs. Total core credits 5.50; unspecified Early Childhood Studies B.A.Sc. Undergraduate Add new pathway for college students credits 4.50; total transfer credits 10.00 (2 for 2 pathway) 12-12-2017 9-1-2017 Offering online option to existing part-time degree completion; funded by eCampus Ontario. Previously approved face-to-face/hybrid program Early Childhood Studies B.A.Sc. Undergraduate Change mode of delivery remains in place 2-9-2017 9-1-2017 Offering online option to existing part-time degree completion; ; funded by eCampus Ontario. Previously approved face-to-face/hybrid program Family and Community Social Services B.A.Sc. Undergraduate Change mode of delivery remains in place 2-9-2017 9-1-2017 Marine and Freshwater Biology B.Sc. Undergraduate Add co-op option Add co-op option to the Marine and Freshwater Biology major 4-4-2017 9-1-2018
Revised pathway program as a result of the merger of the Hospitality and Food Administration and Tourism Management (2015-16) resulting Hospitality and Tourism Management B.Comm. Undergraduate Revised pathway program in the 1 combined major, Hospitality and Tourism Management 4-4-2017 9-1-2017 Add specialization, honours, option, Organic Agriculture Certificate Undergraduate concentration, stream Creation of a Certificate in Organic Agriculture. 5-23-2017 9/1/208
Deletion of the major in Organic Agriculture, Bachelor of Science in Agriculture as a result of the recommendation in the 2015 IQAP cyclical
Page 211 of 237 program review. The major has seen low enrolment and would be more appropriately offered as a certificate. See line 31. In-course students have choice to finish program or move to another major in B.Sc. (Agr.) Organic Agriculture B.Sc.(Agr) Undergraduate Closure of a program and complete certificate. 5-23-2017 9-1-2018 Page 212 of 237
To: Members of Senate
From: Peter Conlon, Chair, Senate Committee on Honours and Awards
Subject: 10. Honours and Awards Committee Report
Meeting: October 16, 2017
a) Call for Nominations for 2018 University Awards
The Senate Honours and Awards Committee invite nominations for the following University awards, to be awarded at convocation ceremonies beginning in 2018:
• University Professor Emeritus/a • Honorary Fellow • John Bell Award • Medal of Merit • Lincoln Alexander Medal of Distinguished Service
The call for nominations is enclosed and can also be found on the University Secretariat website.
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Call for Nominations for 2018 University Awards Page 213 of 237 Call for Nominations – University Awards 2018
The Senate Honours and Awards Committee invites nominations for the following University awards and honours, to be awarded at Convocation ceremonies in 2018.
Second only to honorary degrees, the awards listed below are of the highest order the University may bestow, presented publicly to recognize recipients at convocation ceremonies throughout the year.
University Professor Emeritus The honour of University Professor Emeritus/Emerita may be given to a retired faculty member from the University of Guelph. The prime criterion for nomination will be sustained, outstanding scholarship of such a level that it is recognized internationally.
Honorary Fellow Honorary Fellowships of the University are special awards which may be granted by Senate to persons who have made a significant contribution to the life and development of the University.
John Bell Award The John Bell Award recognizes faculty members who have demonstrated outstanding educational leadership while at the University of Guelph. Normally, only one candidate will be recognized each year.
Lincoln Alexander Medal of Distinguished Service The Medal of Distinguished Service honours an individual who has played a pivotal role in the functioning of the institution and who has influenced the quality of academic life at the University of Guelph.
Medal of Merit The Medal of Merit is awarded to a professor who has retired from the University of Guelph, and who has made outstanding contributions to teaching, the functioning of the University, or other areas which have resulted in substantial improvement to the academic life and character of the University.
Honorary Degrees Honorary Degrees are the highest honour bestowed within the power of the University and honours individuals whose accomplishments demonstrate a standard of excellence we hope will inspire our graduates.
In order to be considered for presentation at Convocation ceremonies in 2018, nominations must be received by January 15, 2018.
Complete details regarding the nomination process and criteria can be found in respective award guidelines and through the links provided above.
Call for Nominations for 2018 University Awards Page 214 of 237 Questions and Submission of Nominations Questions regarding the nomination process or criteria may be directed to: Gen Gauthier-Chalifour, University Secretary ([email protected] or ext. 53438)
Nominations may be submitted in confidence to the University Secretariat at [email protected] (electronic submissions preferred), or to:
Senate Honours and Awards Committee c/o University Secretariat University Centre, 4th Floor University of Guelph Guelph, Ontario N1G 2W1
Call for Nominations for 2018 University Awards Page 215 of 237 Page 216 of 237
To: Members of Senate
From: Ann Wilson, Chair, Committee on Bylaws and Membership
Subject: 11. Committee on Bylaws and Membership Report
Meeting: October 16, 2017
a) Membership Slate: Presidential Review Committee [Motion]
In September it was announced that President Vaccarino has indicated his willingness to serve a second full term. Appointed as the University of Guelph president in 2014, President Vaccarino’s first term will end June 30, 2019.
In accordance with the University Appointments Policy1, a call was issued to the University community to solicit nominations for the presidential review committee.
The presidential review committee is chaired by the chair of the Board of Governors, and its composition is stipulated in the University Appointments Policy. The committee is composed as follows:
Member Method of Selection
Chair, Board of Governors Committee Chair
Three tenured faculty members Elected by Senate
One undergraduate student Elected by Senate
One graduate student Elected by Senate
One regular full-time staff member Elected by Senate
Two external members of the Board of Governors Appointed by the Board of Governors
One University of Guelph graduate Appointed by the University of Guelph Alumni Association
The Committee on Bylaws and Membership is responsible for the presentation of recommendations to Senate for membership on certain selection/review committees, as a slate and in accordance with the principles outlined in the Senate-approved Modus Operandi for the Composition of Membership Slates and Ballots for Senate Approval, with attention to the following factors:
• diversity of membership, consistent with the University’s equity policies • expertise/ background • evidence of commitment to the mandate of the committee in question • evidence of an ability to work in a consensus decision-making environment.
1 URL: http://bit.ly/2fQKVzd
Membership Slate: Presidential Review Committee [Motion] Page 217 of 237 Referencing these factors, the Committee has composed the membership slate below for Senate’s consideration:
Proposed Membership Slate for Presidential Review Committee
Three tenured faculty members • Andrew Bailey, College of Arts • Tami Martino, Ontario Veterinary College • Davar Rezania, College of Business and Economics
One undergraduate student • Lindsey Fletcher, Bachelor of Arts Honours and Bachelor of Science
One graduate student • Danyelle Liddle, PhD student, College of Biological Science
One regular full-time staff member • Liz Snyder, Office of Research
Senate is asked to,
RESOLVE, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the proposed membership slate for the Presidential Review Committee, as presented.
The Committee thanks all those who were willing to stand for nomination, as well as their nominators. Their interest and involvement in this most important task is much appreciated.
As with all such slates and ballots presented to Senate, the Modus Operandi stipulates that nominations will be accepted “from the floor”, in which case the slate will revert to a ballot for election using the preferential voting method.
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Membership Slate: Presidential Review Committee [Motion] Page 218 of 237
To: Members of Senate
From: Ann Wilson, Chair, Committee on Bylaws and Membership
Subject: 7. Committee on Bylaws and Membership Report
Meeting: October 16, 2017
b) Results of Senate By-elections
The 2017-18 Senate by-elections concluded on October 5, 2017 and the preliminary results are as follows:
Graduate Students Acclaimed • College of Arts – Peter Flannery
Elected • College of Biological Science – Mason Stothart • College of Engineering and Physical Sciences – Soroush Ebadi • Ontario Veterinary College – Jessica Helwig
Undergraduate Students Acclaimed • Bachelor of Commerce – Kyra Faderbauer – Sydney Prince – Hannah Ruuth Elected • Bachelor of Arts – Andrew Kuttain
A complete listing of the 2017-18 Senate membership can be found at the beginning of the Senate meeting package (see section on “Orientation and Governance”).
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Results of Senate By-elections Page 219 of 237 Page 220 of 237
To: Members of Senate
From: Peter Conlon, Chair, Senate Committee on Honours and Awards
Subject: 12. Other Business 13. Move to Closed Session
Meeting: October 16, 2017
12. Other Business
13. Move to Closed Session
a) Adjourn Open Session and Move into Closed Session [Motion]
Senate is asked to, RESOLVE, that Senate move to the closed session of the meeting for the Senate Honours and Awards Committee Report.
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Adjourn Open Session and Move into Closed Session [Motion] Page 221 of 237 Page 222 of 237
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: Addenda Item
Meeting: October 16, 2017
Following the meeting, the addenda item was added to the October 16, 2017 Senate meeting package related to:
6.a) Provost’s Update on Academic Planning and Priorities Attached for members’ information are the presentation slides from Provost and VP (Academic) Dr. Charlotte Yates on Academic Priorities and Plans 2017-2018.
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Item 6a) Provost's Update on Academic Planning and Priorities Page 223 of 237 Page 224 of 237 Academic Planning and Priorities Item 6a) Provost's Update on
ACADEMIC PRIORITIES & PLANS 2017-18
From the Office of the Provost, Charlotte Yates Oct 16, 2017 Page 225 of 237 Academic Planning and Priorities Item 6a) Provost's Update on
PRINCIPLES OF OPERATION:
• Fairness
• Openness & Transparency
• Excellence
• Building strong academic
Page 226 of 237 community
2 Academic Planning and Priorities Item 6a) Provost's Update on
FRAMING THE ACADEMIC PRIORITIES AND PLANS – STRATEGIC FRAMEWORK: Page 227 of 237
3 Academic Planning and Priorities Item 6a) Provost's Update on FRAMING THE ACADEMIC PRIORITIES AND PLANS – EXTERNAL IMPERATIVES:
• Strategic Mandate Agreement, 2017 – 2020
– New funding formula: Enrolment corridor, performance funding
– Differentiation, Access
• Building a safe and inclusive campus in challenging times
• Building University of Guelph’s international reputation and relevance
• What is the place of Universities in society? How does this
Page 228 of 237 impact our academic mission?
4 Academic Planning and Priorities Item 6a) Provost's Update on
SMA AT U OF G SIGNED OCT 3, 2017
Program areas SMA at U of G • Food, Agriculture and • Five Dimensions of Environment Differentiation • Veterinary Medicine • Health and Life Sciences • Enrolment Targets and • Engineering, Physical and Management Computing Sciences • Graduate Growth and Student • Business, Management and Experience Economics • International Students • Arts, Culture and Creative Practice • Metrics and Performance- • Justice, Governance and based Funding Partnership Engagement • Human Services Page 229 of 237
5 Academic Planning and Priorities Item 6a) Provost's Update on IMPROVING CAMPUS EXPERIENCE, INSPIRING EXCELLENCE:
• Teaching and Research excellence and impact • Experiential Learning – Career Ready Fund • Internationalization strategy • Improved IT infrastructure • Building a healthy and inclusive campus - Mental Health strategy; Sexual Assault policy implementation; improved student access - Indigenizing campus – Special Advisor to the Provost - GenEq initiative Page 230 of 237
6 Academic Planning and Priorities Item 6a) Provost's Update on TUITION FEE FRAMEWORK: GUELPH
Proposed Domestic Tuition Fees for 2018/19
Proposed Proposed Maximum 2017/18 2017/18 2018/19 2018/19 Area Increase Tuition Annual Tuition Annual Allowed Increase Fee* Increase Fee* Arts and Sciences 3% 3.0% $6,571 3.0% $6,768 Business & Computing 5% 5.0% $9,006 5.0% $9,456 Professional (DVM, BLA) 5% 5.0% $9,782 5.0% $10,271 Engineering 5% 5.0% $9,782 5.0% $10,271 Engineering (Mech., Comp., 5% 3.0% $12,175 3.0% $12,450 Biomed)
Doctoral 5% 0.0% $7,769 0.0% $7,769 MA/MSc/MASc 5% 1.0% $7,847 1.0% $7,925 Professionally-oriented 5% 3.5% $8,041 3.5% $8,322 graduate degrees MBA 5% 2% $38,429 0% $38,429 MA Leadership 5% 0% $27,450 0% $27,450 Page 231 of 237 Overall Increase 3% 3.0% 3.0%
Note tuition rates are for 2 semesters for Undergraduate programs and 3 semesters for graduate programs *All rates are approximations Academic Planning and Priorities Item 6a) Provost's Update on COMPARATIVE INFORMATION ON INTERNATIONAL FEE INCREASES FROM 2017/18 Proposed International Tuition Fees for 2018/19
Proposed Proposed 2017/18 2017/18 2018/19 2018/19 Area Tuition Annual Tuition Annual Increase Fee Increase Fee Arts and Sciences 3% $20,840 6% $22,090 Business 3% $23,645 6% $25,064 Engineering 3% $27,014 8% $29,175 Computing 3% $22,060 6% $23,384 Landscape Architecture 3% $26,166 6% $27,736 Doctor of Veterinary 3% $61,330 8% $66,236 Medicine (DVM)
Doctoral 0% $18,733 2% $19,108 MA/MSc/MASc 0% $19,525 2% $19,916 Professionally-oriented 3% $20,111 4% $20,915 graduate degrees MBA 3% $44,846 0% $44,846 Page 232 of 237 MA Leadership 0% $32,033 0% $32,033
Note tuition rates are for 2 semesters for Undergraduate programs and 3 semesters for graduate programs *All rates are approximations Academic Planning and Priorities Item 6a) Provost's Update on
BUDGET:
• Open and transparent process – Budget goals and principles – Campus consultations – Colleges, students, Senate – Preparing for new budget process
• How province is impacting our budget? – Funding formula – corridor, performance based, differentiation – Revenue constraint vs cost increases Page 233 of 237
9 Academic Planning and Priorities Item 6a) Provost's Update on
BUILDING A LEADERSHIP TEAM:
More change to come: – Welcome Mary Wells, incoming Dean of CEPS (Nov. 1, 2017) and Samantha Brennan, incoming Dean of COA (Jan. 1 2018) – Interim CIO – Ted Dodds – Forthcoming searches: ED Budgeting, CIO; – A special thanks to the senior administrative staff that have taken on and are currently in an acting role to assist with current changes and transitions. Page 234 of 237
10
To: Members of Senate
From: Gen Gauthier-Chalifour, University Secretary
Subject: Addenda Item
Meeting: October 16, 2017
Following the meeting, the addenda item was added to the October 16, 2017 Senate meeting package related to:
8.d) Proposed Changes to PhD in Political Science Further to the changes approved at the October 16, 2017 meeting of Senate to the PhD in Political Science, it was noted that changes proposed at the Board of Graduate Studies to the calendar copy were not reflected in the material presented to Senate. The Board of Graduate Studies approved the proposed changes to the program but removed language about waiving required methods courses upon demonstration of completion of equivalent methods at the graduate level. The Board did not feel as though it was necessary to formalize this practice in the calendar.
This editorial correction has been added for information as an Addenda to the October 16th meeting package, with the updated calendar copy (appendix A).
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Item 8d) Proposed Changes to PhD in Political Science Page 235 of 237 Page 236 of 237 Appendix A—Calendar Copy
The PhD program offers students the opportunity to pursue studies in six fields: 1) Canadian Politics; 2) Comparative politics; 3) Gender, Race, Indigeneity, and Sexuality; 4) International Relations; 5) Law and Politics; and 6) Public Policy and Governance. Students are required to major in one field and minor in the other. The Department has wide- ranging and various expertise in each of the fields—please consult the Department’s website for more information.
The PhD program is designed both for students interested in pursuing academic positions and also for students interested in working in research capacities in the public, non-profit or private sectors.
Application Procedure Graduate students are admitted each Fall semester. Program offices should be consulted for admission deadlines and required documents https://www.uoguelph.ca/polisci/masters/how-apply . All applications must be submitted on-line. Complete application submission instructions can be found at http://www.uoguelph.ca/graduatestudies/apply Admission Requirements Students are expected to have a completed an MA in Political Science with at least an A- average for consideration for admission to the program. Students with a MA in a Social Science other than Political Science, are encouraged to apply on the condition that they take additional courses upon their entry into the program. Degree Requirements Students will be required to successfully complete a minimum of four graduate courses:
Two PhD field courses (see Department’s Graduate Handbook). One course in the student’s major field and one course in the minor field (selected in consultation with the student’s Advisor) Two research methods courses: POLS*6940 [0.75] Research Design and Methods POLS*6500 [0.50] Qualitative and Quantitative Data Analysis
Two elective courses Two other graduate courses offered in the Department [Note: A student may take a graduate course offered in another department at the University of Guelph with permission of the Political Science Graduate Coordinator and the other department] . A written qualifying exam and an oral qualifying exam. The qualifying examination will take the form of a written take-home examination followed by an oral examination and will be based on the reading lists for the core courses in the major and minor field. Normally the examination will involve three questions based on the major field of study and two questions from the minor field. A thesis Each candidate will be required to write and submit a thesis on the research carried out by the candidate on a topic approved by the Advisory Committee. The thesis is expected to be a significant contribution to knowledge in its field and the candidate must indicate in what ways it is a contribution. A thesis is expected to be no less than 200 pages (double-spaced) in length. The thesis must demonstrate mature scholarship and critical judgement on the part of the candidate, and it must indicate an ability to express oneself in a satisfactory literary style. Approval of the thesis is taken to imply that it is judged to be sufficiently meritorious to warrant publication in reputable scholarly media in the field.
Item 8d) Proposed Changes to PhD in Political Science Page 237 of 237