Faculty Council - University of Reginaourspace.uregina.ca/bitstream/handle/10294/3358/FC 18...

Faculty Council Meeting of Wednesday 18 May 2011 Administration Humanities Boardroom (AH 527) at 2:30 p.m.

AGENDA

1. Adoption of the agenda

2. Approval of the minutes of 16 March 2011 and 27 April 2011 (Appendix I, pp.2-7)

3. Business Arising

4. Committee Reports:

4.1 Academic Program Development Committee (Appendix II, pp. 8-31)

4.2 Research & Graduate Studies Committee (Appendix III, pp. 32-34)

4.3 Scholarship Committee (Appendix IV, p.35)

5. Report of the Dean (Appendix V, pp. 36-39)

6. Report of the Associate Dean (Undergraduate)

6.1 Core Curriculum (Appendix VI, pp. 40-41)

7. Report of the Associate Dean (Research & Graduate) (Appendix VII, pp. 42-43)

8. New Business

8.1 Strategic Teaching and Learning Plan Discussion Paper

(University Committee on Teaching and Learning)

9. Reports from representatives to other Faculties

10. Reports from representatives from other Faculties

11. Other business and announcements

11.1 Faculty Council tentative meeting schedule for 2011-2012 – for information only

(Appendix VIII, p. 44)

12. Adjournment

RK/dg

The next meeting of this Council is scheduled for 14 September 2011

Faculty of Arts / Faculty Council meeting of 18 May 2011 / Page 1 of 44

Appendix I

Faculty Council Minutes Meeting of 16 March 2011 Administration Humanities Boardroom (AH 527) at 2:30 p.m.

The University of Regina Faculty Council of Arts met at 2:30 p.m. on Wednesday 16 March 2011

in the Administration Humanities Boardroom (AH 527).

PRESENT: R. Kleer (Chair), E. Aito, K. Arbuthnott, T. Bredohl, P. Campbell, N. Carleton, G.

Chernov, J. Conway, M. DeCoste, H.P. Diaz, B. Fiore, V. Galushko, H.

Hadjistavropoulos, P. Hansen, U. Hardenbicker, A. Hayford, S. Johnston, D.

Juschka, S. Kuehling, D. Lane, G. Lankauskas, K. Leyton-Brown, C. Londoño

Sulkin, C. Louis, O. Lovick, R. MacLennan, T.McIntosh, C. Melhoff, A. Patenaude,

J. Piwowar, B. Plouffe, C. Polster, J. Shami, D. Sharpe, M. Vetter, K. Wall, S.

Wilson

SENATE MEMBERS: R. McKay, S. Susut

FROM OTHER FACULTIES: L. McDonald, K. O’Brien, T. Ogunfowora, A. Sterzuk

STUDENT REPRESENTATIVE: None

REGRETS: R. Blake, M. French, T. Grande, J-M. Nkongolo-Bakenda, S. Rheault,

J. Siemer, D. Simpson, M. Trussler, Y. Zhu

VISITORS: K. Bolen, K. Bos, S. McKay, F. Proulx-Kenzle

1. Adoption of the Agenda

The Agenda was adopted as circulated.

2. Approval of the Minutes of 19 January 2011 LEYTON-BROWN/GALUSHKO moved that the Minutes of the Meeting of 19 January (8

February) 2011 be approved as circulated.

CARRIED

3. Business Arising None.

CARRIED

4. Report of the Dean

The following items were discussed as per previously distributed report:

4.1 Faculty member recruitments

4.2 Research account

4.3 Handbook updates

4.4 Budget


5. Report of the Associate Dean (Undergraduate) The following items were discussed as per previously distributed report:

5.1 URTEL grants

5.2 2011-2012 Undergraduate Calendar & Course Catalog

5.3 Awards and Scholarships

5.4 Plagiarism

6. Report of the Associate Dean (Research & Graduate)

The following items were discussed as per previously distributed report:

6.1 “Open Minds”

6.2 Research Grants and Awards

6.3 Community Research Unit

7. New Business:

7.1 Career Centre Services (S. McKay and K. Bolen)

Gave a brief presentation outlining the services offered by their office: career

development and counselling, career fairs, resume writing. Encourage your students

to contact them throughout their education.

7.2 Dynamic Governance (F. Proulx-Kenzle and K. Bos)

Gave a brief presentation outlining the concept and development of a dynamic

governance system and how it could work in the Faculty of Arts. Concerns raised:

taking Faculty Council meetings/discussions out of the equation; loss of

empowerment and democracy. Some felt that there were some portions or

techniques of the governing system that could be used. More discussion will take

place at an upcoming Dean’s Executive meeting and then again at the next Faculty

Council meeting.

7.3 Teaching evaluations

Concerns continue to be raised: what is the questionnaire trying to accomplish –

judge student happiness or a professor’s capabilities and how will the findings be

used. C. Louis requested that those concerns/questions be sent to him.

MOTION: WILSON/DeCOSTE

Table the motion for further discussion.

8. Committee Reports

8.1 Academic Program Development Committee

LOUIS/O’BRIEN moved to eliminate the credit hour restriction on the Liberal Arts

Certificate and Diploma.

CARRIED

Opposed: 2

LOUIS/LANE moved to add ENGL 499 to the requirements for the Honours major

in English.

CARRIED

LOUIS/CAMPBELL moved to create PHIL 344.

CARRIED


LOUIS/HANSEN moved to create PHIL 444.

CARRIED

LOUIS: Motion to revise the honours major in philosophy – WITHDRAWN.

LOUIS/WILSON moved to create ECON 309.

CARRIED


Minor correction: last sentence should read “Students may not receive credit for both

ECON 364 and 396AL.”

CARRIED

LOUIS/WILSON moved to create ECON 397AA-ZZ and 497AA-ZZ.

CARRIED

LOUIS/WILSON moved to amend ECON 396.

CARRIED


CARRIED

LOUIS/WILSON moved to amend the prerequisite and description for ECON 401.

CARRIED

LOUIS/PIWOWAR moved to amend the Geography minor requirements.

CARRIED

LOUIS/PIWOWAR moved to create GEOG 431.

CARRIED

LOUIS/PLOUFFE moved to create RUS 100 and 101.

Minor correction to title: RUS 101 – Introductory Russian II

CARRIED

LOUIS/HANSEN moved to delete PHIL 331 and PHIL 440.

CARRIED

LOUIS/SHARPE moved to change the admission requirements to the Bachelor of

Health Studies to direct-entry through admissions using the established criteria for

high school and post secondary transfer/admission.

CARRIED

LOUIS/SHARPE moved to make the additions/deletions/corrections to the Bachelor

of Health Studies as listed.

CARRIED


LOUIS/SHARPE moved to approve the Certificate in Health Studies as outlined.

CARRIED

LOUIS/DeCOSTE moved to authorize an electronic ballot to approve/disapprove the

insertion of the new list of courses acceptable to fulfill the Bachelor of Arts core

requirements in the Undergraduate Calendar.

CARRIED

Opposed: 4

8.2 Research & Graduate Studies Committee

BREDOHL/WILSON moved to change the MA of Economics application process to

include a policy brief.

CARRIED

BREDOHL/WILSON moved to change the grading mode default and the assigned

number of credit hours to ECON 900 (9 credit hours; Credit/Non Credit)

CARRIED

9. Reports from Representatives to Other Faculties Due to lateness of the meeting no reports were given.

10. Reports from Representatives from Other Faculties Due to lateness of the meeting no reports were given.

11. Other Business and Announcements

Philosophy Café – final event for 2010-2011. “Mental Causation: What Can

Neuroscience Tell Us?” led by Dylan Ludwig (Philosophy graduate student) –

Wednesday March 23 2011 @ 7:30 p.m. at the Atlantis Coffee Co.

12. Adjournment

There being no further business the meeting adjourned.


Faculty Council Minutes Meeting of 27 April 2011 Education Building Room 623 (ED 623), at 2:30 p.m.

The University of Regina Faculty Council of Arts met at 2:30 p.m. on Wednesday 27 April 2011 in

the Education Building Room 623 (ED 623).

PRESENT: R. Kleer (Chair), E. Aito, L. Anderson, K. Arbuthnott, T. Bredohl, M. Calkowski, P.

Campbell, N. Carleton, J. Conway, M. DeCoste, E. Eaton, D. Elliott, P. Elliott, V.

Galushko, P. Hansen, S. Johnston, N. Jones, D. Juschka, S. Kuehling, G.

Lankauskas, K. Leyton-Brown, C. Londoño Sulkin, A. Magnan, C. Magnon, T.

McIntosh, H. Meek, C. Melhoff, C. Oriet, A. Patenaude, J. Piwowar, B. Plouffe, S.

Rheault, N. Ruddick, J. Shami, D. Sharpe, J. Siemer, W. Smythe, B. Thraves, J. van

Eijk, M. Vetter, K. Wall

SENATE MEMBERS: M. French, J. Stewart

FROM OTHER FACULTIES: A. East

STUDENT REPRESENTATIVE: None

REGRETS: H. Leeson, R. McKay, S. Susut

VISITORS: None

1. Adoption of the Agenda

The Agenda was adopted as circulated.

2. Housekeeping item: After the recent medical emergency it has been suggested that more faculty/staff should

have CPR training. The Faculty Administrator agree to organize a workshop for interested

members of the Faculty of Arts. The Dean asked everyone to be learn where the

defibrillators are located in their buildings.

3. Student Course Evaluations

SHARPE/PLOUFFE moved:

MOTION 1 : That the attached course evaluation form be submitted to the Faculty for

approval by an electronic ballot.

Friendly amendments to the course evaluation are as follows:

Column 3 – should be labelled “Neutral”

Column 6 – should be labelled “N/A”


Add Column 7 – should be labelled “Do Not Know”

Question A.5 – should read “Was available for consultation outside of class (e.g., by holding

office hours, by scheduling appointments, or by email ).

Question C.1 – should be reported by percentages

CARRIED

Opposed: 2

SHARPE/JOHNSTON moved:

MOTION 2: That the course evaluation form be used only in keeping with the following

policy statement, to be added to the Faculty Handbook:

Data collected by means of the Faculty’s standardized teaching evaluation

form will be used only to identify potential problem areas and/or to identify

exceptionally-effective teachers. It will not be used to compare instructors

(except in keeping with the purposes identified in the previous sentence). The

numerical responses for individual questions will not be aggregated to

generate an overall “score” for instructors, though they may be useful for

creating profiles of courses. Assessments based on small numbers of

responses should not be viewed as significant. The questionnaires will be

administered in-class, not online.

Friendly amendments to the motion are as follows:

Motion should read as follows: “Should the course evaluation form be approved ….”

2nd

paragraph – change order of “potential problems areas” and “exceptionally-effective

teachers”.

Remove the sentence: “Assessments based on …. significant”.

Last sentence – add a word: “The questionnaires normally will …”

CARRIED

Opposed: 1

SHARPE/PATENAUDE moved:

MOTION 3: That the course evaluation form be used on a trial basis for the 2011-2012

academic year and that it be reviewed after that time.

Friendly amendments to the motion are as follows:

Motion should read as follows: “Should the course evaluation form be approved, that the ad

hoc committee will review the form after one year and report to Faculty Council.”

CARRIED

Meeting adjourned @ 3:40 p.m.


Appendix II

Academic Program Development Committee Report to Arts Faculty Council

18 May 2011

A. Department of Geography

MOTION to create the Bachelor of Geographic Information Science

Bachelor of Geographic Information Science (B.GISc)

The B.GIS is a joint program with SIAST (Woodland Campus). For admission into this

program students must meet the regular admission requirements for the Faculty of Arts

and have completed the SIAST Certificate in Geographic Information Science for

Resource Management with a minimum 65% graduating average. Students meeting

admission requirements will be granted 30.0 hours of block transfer credit toward this

degree program.

Transfer Credits

The SIAST Certificate in Geographic Information Science for Resource Management will be

counted as the equivalent of GEOG 207 and GEOG 303, and 24 credit hours of elective credits.

30.0 Subtotal: Transfer Credits 65% SIAST graduating average

required

B.GISc Major Requirements

Credit hours Requirements Student's record of courses

completed

3.0 GEOG 120

3.0 GEOG 121

3.0 GEOG 205

3.0 GEOG 210

3.0 GEOG 226

1.0 GEOG 255

3.0 GEOG 301

3.0 GEOG 305

3.0 GEOG 307

3.0 GEOG 309

1.0 GEOG 355

3.0 GEOG 409


1.0 GEOG 455

3.0 3 courses in Human Geography from

the following list: Geog 320, Geog

322, Geog 324, Geog 326, Geog 328,

Geog 330, Geog 332, Geog 334, Geog

336, Geog 338

3.0

3.0

42.0 Subtotal: Major Requirements 65% major GPA required

Arts Core Requirements

3.0 Engl 100

3.0 Engl 110

3.0 One course in logic or math

3.0 2 courses in the same language other

than English

3.0

3.0 1 course from List A

3.0 1 course in Fine Arts

3.0 1 natural science course with a

laboratory

3.0 1 course in a new subject in Arts, Fine

Arts, or Science, excluding JS or JRN

3.0 1 course in a new subject in Arts, Fine

Arts, or Science, excluding JS or JRN

30.0 Subtotal: Arts Core Requirements 60% program GPA required

Open Electives

3.0

6 open electives

3.0

3.0

3.0

3.0

3.0

3.0

120.0 Total 60% program GPA required

Rationale: The development of the B.GISc has two parts: (i) the integration of the

SIAST certificate program in Geographic Information Science for Resource Management

into the established Geography curriculum at the University of Regina; and (ii) the

establishment of a new degree – the Bachelor of Geographic Information Science

(B.GISc) – to recognize graduates of this program. Both components of this program are

critical to its success.

The SIAST Certificate in Geographic Information Science for Resource Management is a

one-year post-high school program offered at SIAST’s Woodland Campus in Prince

Albert. In this program, students gain in-depth, hands-on training in how to use GIS and

its related technologies. This training is more technical than the material covered in

UofR courses in GIS, but since many of the same learning objectives are achieved, we

propose that some of these courses would be eligible for transfer credit. Specifically, we


propose that graduates of the SIAST program could be assigned transfer credits for

GEOG 207 and GEOG 303, and 24 credit-hours of elective credits. This amounts to 30

credit-hours (i.e., one year) of university study assigned to the SIAST graduates. The

B.GISc students would then be able to enrol directly into the second year of our

Geography program.

This proposal has received support from the Department of Geography and from Dr.

Hamilton Greenwood, the SIAST Natural Resource Management Program Head.

The designation of the new degree – the Bachelor of Geographic Information Science – is

integral to recognizing the specialization of this program. This designation is unique in

North America. Other degree-granting institutions that have GIS concentrations may

offer GIS specialist certificates along with standard degrees (e.g., U.Waterloo), or other

types of degrees (e.g., Bachelor of Science - Geographic Information Science – Curtin

University; or Bachelor of Technology in GIS – BCIT). There are no other institutions in

North America that offer a Bachelor of Geographic Information Science. The simple and

unique designation proposed here – B.GISc - will put the University of Regina at the

forefront of GIScience education. The degree will be instantly recognized by industry

and government employers and will give our graduates a distinct advantage in the job

market. We anticipate that our program will also attract the attention of prospective

students both nationally and internationally. Simply put, University of Regina/SIAST

graduates with a B.GISc will stand above the crowd.

MOTION to create Geog 255, Geog 355, and Geog 455 (B.GISc Geomatics Projects)

GEOG 255 1:0-0 Geomatics Project 1 A combination of intellectual study and technical production commensurate with the course level. Projects require a review of the literature that highlights the main theme(s) or issue(s) being addressed, a discussion of the rationale for the selected data and analysis methods, detailed documentation of the applied analyses, and superior cartographic products.

*** Prerequisite: For B.GISc students only. ***

GEOG 355 1:0-0 Geomatics Project 2 A combination of intellectual study and technical production commensurate with the course level. Projects require a review of the literature that highlights the main theme(s) or issue(s) being addressed, a discussion of the rationale for the selected data and analysis methods, detailed documentation of the applied analyses, and superior cartographic products. The topic for this project must be distinct from the project completed in Geog 255.

*** Prerequisite: Geog 255. For B.GISc students only. ***

GEOG 455 1:0-0 Geomatics Project 3 A combination of intellectual study and technical production commensurate with the course level. Projects require a review of the literature that highlights the main theme(s) or issue(s) being addressed, a discussion of the rationale for the selected data and analysis methods, detailed


documentation of the applied analyses, and superior cartographic products. The topic for this project must be distinct from the projects completed in Geog 255 and Geog 355. *** Prerequisite: Geog 355. For B.GISc students only. ***

Rationale: These project courses will: (i) allow students to keep up to date with new GIS

technology advances; (ii) encourage students to apply their geomatics skills to a variety

of problems; and (iii) foster the development of research skills in support of technological

applications.

MOTION to delete the lab component from Geog 120 (Introduction to Human

geography).

GEOG 120 3:3-0-1 Human Geography Explanation of human placement in and interaction with the natural environment; assessment of concepts processes and patterns as related to distribution of human phenomena, including economic activity and settlement types. *Note: Formerly numbered GEOG 220. Students may receive credit for only one of GEOG 120 or 220. *

Rationale: With the change of this course from 220 to 120, the lab component is no

longer an important part of the course objectives. The material that was covered in the

220 labs will now be delivered in the Geog 205/207 labs.

MOTION to include Geog 121 (Introduction to Physical Geography) in the Natural

Sciences category of the Arts Core Curriculum proposal

Rationale: Geography 121 is an introduction to the natural science basis of geography.

The course provides a basic understanding of the atmospheric, hydrological, biological

and geological processes that create the earth's landscapes and account for their

geographic variability. The lab component of this course introduces students to many of

the major ideas being debated in the natural sciences and the process of hypothesis,

challenge, and revision by which scientific knowledge is developed. The lab exercises

provide an introduction to the quantitative and practical aspects of physical geography

and are based on data pertaining mainly to Canada's physical environment. The labs are

a necessary foundation for upper-year classes in physical geography.

MOTION to exclude the following courses from the Social Sciences category of the

Arts Core Curriculum proposal:

Geog 121 (Introduction to Physical Geography)

Geog 309 (Introduction to Remote Sensing in Geography)

Geog 321 (Meteorology)

Geog 323 (Geomorphology)

Geog 325 (Biogeography)

Geog 327 (Hydrology)

Geog 329 (Soils Geography)

Geog 333 (Natural Hazards)

Geog 411 (Field Techniques in Physical Geography)


Geog 421 (Topics in Climatology and Meteorology)

Geog 423 (Advanced Geomorphology)

Geog 429 (Glacial and Periglacial Geomorphology)

Geog 431 (Climate Change Impacts)

Rationale: These are natural science, not social science courses.

B. Washington Center Internship

MOTION to create ARTS 300 (Washington Center Internship)

ARTS 300 1:0-0 Washington Center Internship

Student internship at the Washington Center. Students will be selected to receive government scholarships to undertake internships through the Washington Center. Students will intern with appropriate government agencies, businesses and NGOs in Washington, D.C., and participate in educational and civic engagement activities specified by the Washington Center. ***Prerequisite: Permission of International Advisory Committee***

Rationale: The course is designed for the implementation of an agreement negotiated between the University of Regina, the Washington Center and the Government of Saskatchewan. According to this agreement the Government of Saskatchewan will provide five scholarships of $5500 annually to support University of Regina students taking up internships with the Washington Center. The Faculty of Arts has also agreed to support those students by transferring an amount equivalent to their tuition fees (currently set at $2600 for international internships) to the Washington Center.

C. Department of Interdisciplinary Studies

MOTION to create IDS 270

IDS 270 0:1-0 Academic Mentorship and Leadership This is an experiential learning course focused on the practice of academic mentorship and leadership. Students will study collaborative learning, various teaching and learning strategies, academic ethics including issues of academic misconduct and editorial help, problem solving strategies, leadership skills, critique of term papers/lab reports, modelling of transdisciplinary writing strategies, and the formation of study groups. ***Prerequisite: Completion of 24 credit hours.***


Rationale: This course would support the further development of the Supplemental Instruction program on campus, the UR Guarantee program, and a planned Luther initiative which would introduce peer mentoring as a defined component of first-year and second-year courses.

D. Department of International Studies

MOTION to change the prerequisite for IS 400

IS 400 3:3-0 Capstone International Studies Seminar This interdisciplinary seminar will examine key selected international contemporary issues that integrate area studies or international relations concentrations, from the perspective of globalization and its link to human development. The seminar will put emphasis on the development and presentation of an integrative paper by each participant with critiques from each other being a key component. *** Prerequisite: INTL 300 or one of IS 300, 301 or 302, ECON 211, PSCI 240, and one of RLST 100, 211 or 241 *** *Note: Formerly numbered INTL 400. Students may receive credit for one of INTL 400 or IS 400. * Rationale: Students now have the option of completing one of IS 300, 301 or 302 in their program, and can use any of these three as the prerequisite to IS 400. This is a housekeeping motion, as this was missed when the program requirements were previously changed.

E. Department of Economics

MOTION to approve creation of the Certificate in Applied Economics and to include the

sentence, “This is a senior certificate in Economics and cannot be completed without

completing courses required as prerequisites to the courses needed for the certificate”.

CERTIFICATE IN APPLIED ECONOMICS

Credit hours

Certificate in Applied Economics, required courses

Student's record of courses completed

3.0 ECON 301

3.0 ECON 302

3.0 ECON 307

3.0 ECON 308

3.0 ECON 280

3.0 ECON 321

3.0 ECON 322

6.0 2 of ECON 311, 353, 354, 360, 361, 362, 363, 396, 496

3.0 Approved elective with policy relevance or applications at the 3xx or 4xx level

30.0 Total: 65% PGPA required

Note: This is a senior certificate in Economics and cannot be completed without

completing courses required as prerequisites to the courses needed for the certificate.


Rationale:

Proposed Certificate in Applied Economics

The department of Economics proposed the creation of an Certificate in Applied

Economics, to be available to students enrolled in a qualifying year for the MAEPA, or

enrolled in other faculties, but interested in signalling advanced placement in Economics

in preparation for further study. This latter category would apply to Engineering,

Business Administration and International Studies students at the undergraduate level,

and qualifying students for the MAEPA (and perhaps also the MPP) at the graduate level.

We can accommodate 10-15 new certificate students in any given year without any

resource implications; rather, it would increase the efficiency of the use of our resources

in these classes. It would perhaps also encourage the Business Administration students

currently completing the existing Certificate in Economics, to take a greater number of

more senior classes – again boosting enrolments at this level. We could accommodate a

similar number of students (10-15) shifting from the existing second-year dominant

certificate program into this more advanced program. As with other certificates, this

would be comprised of 10 courses, 30 credit hours. We would be particularly interested

in the post-graduate designation for students in the qualifying year who already possess

an undergraduate qualification. This would encourage students to take the necessary

qualifying courses for the program, ease their visa application process, and set the

necessary preconditions for success in the MAEPA program.

We would anticipate 5-8 students in this program qualifying for the MAEPA in the first

year, with either stable or increasing demand in subsequent years. It is difficult to predict

the rate at which other professional faculties would be attracted by this certificate

program.

MOTION to amend Economics programs to reflect addition of newly approved courses

9.15.2 BA MAJOR IN ECONOMICS AND SOCIETY

Credit hours

BA Economics and Society major, required courses


Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON course

3.0 ECON course

3.0 ECON course

3.0 ECON course

3.0 ECON course

3.0 One of: ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 300- or 400-level ECON course

3.0 300- or 400-level ECON course

3.0 Three other social science courses from at least two different disciplines (courses taken toward a joint major or minor can be counted toward this requirement)

3.0

3.0


45.0 Subtotal: 65% major GPA required


3.0 ENGL 100

3.0 ENGL 110

3.0 Any two language courses in the same language other than English

3.0


3.0 One course from List A*

3.0 One course in fine arts*

3.0 One natural science course with a lab*

The courses marked * must all be in different subjects. Remaining core requirements (List B, courses in arts, fine arts or science) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.

24.0 Subtotal

Open Electives

51.0 17 elective courses

A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).


9.15.3 BA MAJOR IN ECONOMICS

Credit hours

BA Economics major,

required courses


Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 ECON 307 or 308 or 309

3.0 One of: ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 Any two other ECON courses numbered 300 or above

3.0

3.0 ECON course

3.0 ECON course

3.0 ECON course

3.0 ECON 480

3.0 One of MATH 103, 105, 110



3.0 ENGL 100

3.0 ENGL 110


3.0


3.0 One course In fine arts*


3.0 One course in a new subject in arts, fine arts, or science, excluding HJ or JRN*


The courses marked * must all be in different subjects. Remaining core requirements (List B, math) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.

27.0 Subtotal

Open Electives





9.15.4 BA HONOURS MAJOR IN ECONOMICS Students planning to attend graduate school in economics are strongly urged to take MATH 122.

Credit hours

BA Economics Honours major, required courses


Honours Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 ECON 307 308

3.0 ECON 308 309

3.0 ECON 321

3.0 ECON 322

3.0 One of ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 ECON 401

3.0 ECON 402

3.0 ECON 480 (with a grade of at least 75%)

3.0 ECON 499

3.0 ECON course

3.0 ECON course

3.0 ECON course

3.0 STAT 160 or 200

3.0 One of MATH 103, 105, 110



27.0 Same as stated above for BA in Economics

Open Electives




9.15.5 BA COMBINED MAJOR IN ECONOMICS AND BUSINESS ADMINISTRATION

Note: Students must complete at least two courses in economics with a minimum GPA of 65% before being permitted to declare this major. Students in this program may not register in BUS/ADMN 400.

Credit hours

BA Economics/ Business Administration major, required courses


Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 One of ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 ECON 480

3.0 ECON course

3.0 ECON course


3.0 BUS/ADMN 210

3.0 BUS/ADMN 260

3.0 BUS/ADMN 285

3.0 BUS/ADMN 288

3.0 BUS/ADMN 290

3.0 BUS/ADMN course

3.0 BUS/ADMN course

3.0 300- or 400-level BUS/ADMN course



3.0 One of MATH 103, 105, 110



27.0 Same as stated above for BA in Economics.

Open Electives




9.15.6 BA COMBINED MAJOR IN ECONOMICS AND GEOGRAPHY

Credit hours

BA Economics/Geography major, required courses


Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 One of ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 ECON 480

3.0 ECON course

3.0 ECON course

3.0 GEOG 100

3.0 GEOG 207

3.0 GEOG 210

3.0 GEOG 220

3.0 GEOG 221

3.0 GEOG 226

3.0 GEOG 301

3.0 Either of:

STAT 160 or 200 and ECON 321 OR GEOG 205 and 305

3.0

3.0 Three additional 300- or 400-level GEOG courses

3.0

3.0



3.0 ENGL 100

3.0 ENGL 110


3.0





3.0 One natural science with a lab*


The courses marked * must all be in different subjects. Remaining core requirements (List B, course in arts, fine arts or science) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.

27.0 Subtotal

Open Electives




Students may select an optional concentration by choosing one of the following sets of courses to meet their elective requirements within the major:

Environment and Resource Management: ECON 273 and 372; and three of GEOG 221, 309, 322, 325, 326, 328.

Urban Planning and Regional Development: ECON 237, and 354; and three of GEOG 322, 324, 422, 424.

Economic Development: ECON 211, and 311; three of GEOG 316, 322, 328, 330, 422.

9.15.7 BA COMBINED HONOURS MAJOR IN ECONOMICS AND GEOGRAPHY Students planning to attend graduate school in economics are strongly urged to take MATH122.

Credit hours

BA Economics/Geography Honours major, required courses



3.0 ECON 201

3.0 ECON 202

3.0 ECON 301

3.0 ECON 302

3.0 ECON 307 308

3.0 ECON 308 309

3.0 ECON 321

3.0 ECON 322

3.0 ECON 401

3.0 ECON 402

3.0 GEOG 100

3.0 GEOG 207

3.0 GEOG 210

3.0 GEOG 220

3.0 GEOG 221

3.0 GEOG 226

3.0 GEOG 301

3.0 Three other 300- or 400-level GEOG courses

3.0

3.0

3.0 400-level GEOG

12.0 Either:

ECON 224 and 280, ECON 480 (with a grade of at least 75%) and 499 OR

GEOG 205 and 305 and 499

3.0 STAT 160 or 200

3.0 One of MATH 103, 105, 110



3.0 ENGL 100

3.0 ENGL 110


3.0






The courses marked * must all be in different subjects. Remaining core requirements (List B, math, course in arts, fine arts or science) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.

24.0 Subtotal

Open Electives




Students may select an optional concentration by choosing one of the following sets of courses to meet their elective requirements within the major:

Environment and Resource Management: ECON 273 and 372; and three of GEOG 221, 309, 322, 325, 326, 328.

Urban Planning and Regional Development: ECON 237, and 354; and three of GEOG 322, 324, 422, 424.

Economic Development: ECON 211, and 311; three of GEOG 316, 322, 328, 330, 422.

9.15.8 BA COMBINED MAJOR IN ECONOMICS AND HISTORY

Credit hours

BA Economics/History major, required courses

Student’s record of courses completed

Major Requirements

3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 One of ECON 311, 353, 354, 361, 363, 364, 396, 496

3.0 ECON 480

3.0 ECON course

3.0 ECON course

3.0 One 100-level HIST course

3.0

Four 200-level HIST courses

3.0

3.0

3.0

3.0

Four 300- or 400-level HIST courses

3.0

3.0

3.0

3.0 One additional 400-level HIST course



3.0 ENGL 100

3.0 ENGL 110


3.0





3.0 One course in a new subject in arts, fine arts, or science, excluding


HJ or JRN*

The courses marked * must all be in different subjects. Remaining core requirements (List B, course in arts, fine arts or science) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.

27.0 Subtotal

Open Electives




9.15.9 BSC MAJOR IN ECONOMICS

Credit hours

BSc Economics major, required courses


3.0 ECON 201

3.0 ECON 202

3.0 STAT 160 or STAT 200

3.0 ECON 301

3.0 ECON 302

3.0 ECON 321

3.0 ECON 322

3.0 Two STAT courses numbered above 200 or ACSC courses

3.0

3.0 ECON course

3.0 ECON course

3.0 Two of: ECON 307, 308, 309, 401, 402

3.0

3.0 300- or 400-level ECON

3.0 CS 110

3.0 MATH 105/110


3.0 ENGL 100

3.0 ENGL 110

3.0 Arts or Fine Arts elective


3.0 Arts of Fine Arts elective


3.0 Natural Science elective


3.0 Science elective (not ECON)


3.0 Science elective


3.0 Science, Arts or Fine Arts elective






3.0 Open elective

3.0 Open elective

3.0 Open elective

3.0 Open elective


3.0 Open elective

3.0 Open elective

120.0 Total: 65% program GPA required

9.15.10 BSC HONOURS MAJOR IN ECONOMICS

Credit hours

BSc Economics Honours major, required courses


3.0 ECON 201

3.0 ECON 202

3.0 ECON 224

3.0 ECON 280

3.0 ECON 301

3.0 ECON 302

3.0 ECON 307 308

3.0 ECON 308 309

3.0 ECON 321

3.0 ECON 322

3.0 One of ECON 311, 353, 354, , 361, 363, 364, 396, 496

3.0 ECON 401

3.0 ECON 402

3.0 ECON 480 (with a grade of at least 75%)

3.0 ECON 499

3.0 Two STAT courses numbered above 200 or ACSC courses

3.0

3.0 STAT 160 or STAT 200

3.0 CS 110

3.0 MATH 105/110


3.0 ENGL 100

3.0 ENGL 110



3.0 Arts of Fine Arts elective










3.0 Open elective

3.0 Open elective

3.0 Open elective

3.0 Open elective

3.0 Open elective

3.0 Open elective



9.15.11 BSC COMBINED MAJOR IN STATISTICS AND ECONOMICS For the purposes of this combined degree only, economics courses cannot be used to fulfill the BSc requirement of 18 credit hours in Arts or Fine Arts.

The Bachelor of Science program is offered by the Faculty of Science. Refer to §16 for additional important information, in particular §16.9, and §16.16.2.7. It is recommended that students seek academic advising from the Department of Mathematics and Statistics or from the Department of Economics.

Credit hours

BSc Combined Statistics and Economics major, required courses


3.0 MATH 105 or 110

3.0 MATH 111

3.0 MATH 122

3.0 MATH 213

3.0 One of: STAT 160, 200, 289

3.0 STAT 251

3.0 STAT 252

3.0 STAT 351

3.0 STAT 354

3.0 Three STAT courses numbered above 354

3.0

3.0

3.0 MATH or STAT course at 200-, 300- or 400-level, or ACSC course

3.0 ECON 201

3.0 ECON 202

3.0 ECON 301

3.0 ECON 302

3.0 ECON 321

3.0 ECON 322

3.0 ECON course

3.0 ECON course

3.0 Two of: ECON 307, 308, 309, 401, 402

3.0

3.0 CS 110


3.0 ENGL 100

3.0 ENGL 110





3.0 Lab Science elective

3.0 Lab Science elective







3.0 Open elective

3.0 Open elective



F. Department of Anthropology

MOTION to replace INDG 101 (now 201) with INDG 100 as one of the prerequisites of

ANTH 230-ANTH 248, and to add INDG 100 as one of the prerequisites for ANTH 233,

ANTH 247, ANTH 248.

Rationale: This is a matter of housecleaning and keeping our prereqs for 200-level (ethnographic) courses consistent. It was our sense that it was fair to recognize INDG’s introductory course as sufficient background for our ethnographic courses, much as we recognize other introductory courses in the social sciences.

ANTH 230 3:3-0

Ethnography of Southeast Asia

This course surveys the rich cultural diversity of Southeast Asia, ranging from the head-

hunting and opium-growing tribal hill peoples to Hindu/Buddhist and Islamic

civilizations. The course will provide some historical background to the area, and cover

such topics as social and political organization, gender, religion, and aesthetics.

*** Prerequisite: One course from ANTH 100, GEOG 100, any 100-level HIST course,

INDG 201100, PSCI 100 or SOC 100. ***

ANTH 231 3:3-0

Andean Ethnography

This course covers the ethnography of the Andes. Particular attention will be given to

indigenous communities and their relations to urban centres and nation-states. Topics will

include political economy, state formation, social movements, class, ethnicity and racism,

rural-urban migration, community organization, kinship, gender, ritual, dance and music.


INDG 201100, PSCI 100, or SOC 100. ***

ANTH 233 3:3-0

Ethnography of the Himalayas

This course surveys the Himalayas as a culture area, investigates the economic, social,

and religious strategies of various Himalayan peoples, and traces the influences of

Tibetan culture and Buddhism in the region. The course will provide historical and

geographical overviews of the area.

*** Prerequisite: One course from ANTH 100, GEOG 100, any 100-Level HIST course,

INDG 100, PSCI 100, or SOC 100. ***

ANTH 236 3:3-0

Ethnography of Mesoamerica

This course examines the ethnography of Central America. It focuses upon a variety of

rural and urban communities throughout the area with a particular emphasis on

indigenous groups. Topics include nationalism, ethnicity, state formation, social

organization, cosmology, and material culture.


INDG 201100, PSCI 100, or SOC 100. ***


ANTH 237 3:3-0

Ethnography of Europe

This introductory course offers an overview of the ethnographic study of Europe since

the 1950s. Different regions of the continent are examined through close reading of

ethnographic writings concerned with gender, morality, social class, ethnic affiliation,

and nationalist ideology. *** Prerequisite: One course from ANTH 100, GEOG 100, any

100-level HIST course, INDG 201100, PSCI 100 or SOC 100.***

ANTH 238 3:3-0

Ethnography of India

This course is an ethnographic survey of rural and urban India. It will explore

connections between hierarchical social organizations (such as caste) and "popular

Hinduism". The processes of urbanization and industrialization, and the establishment of

India as a nation state, will be related to the emergence of new social identities and

organizations such as class. Other topics to be covered include jajmani exchange

relationships, festivals, pilgrimage, sects and cults, ascetics, household and kinship

systems.


INDG 201100, PSCI 100 or SOC 100. ***

ANTH 239 3:3-0

Ethnography of Amazonia

This course explores ethnographic and theoretical issues in the social anthropological

study of indigenous Amazonian peoples. Privileged topics include the exploration of

native understanding of sociality, cosmology, selfhood, morality and emotions. The

course also addresses issues in regional history, social organization, and political and

economic anthropology.


INDG 201100, PSCI 100 or SOC 100. ***

ANTH 240 3:3-0

Popular Culture

Taking an ethnographic approach, this introductory course examines representations of

popular culture in mass media, music, film, advertising, consumer goods, and leisure.

The course is particularly concerned with ways in which popular discourses and practices

are implicated in the reproduction of, and resistance to, dominant values, norms and

ideologies.


INDG 201100, PSCI 100 or SOC 100. ***

ANTH 241 3:3-0

Culture Area Studies - an AA-ZZ series.

Ethnology of the peoples of a selected culture area. Area to be announced.


INDG 201100, PSCI 100 or SOC 100. ***

ANTH 242 3:3-0

Culture Area Studies - an AA-ZZ series.


Ethnology of the peoples of a selected culture area. Area to be announced.


INDG 201100, PSCI 100 or SOC 100 ***

ANTH 247 3:3-0

Ethnography of Polynesia

This course surveys the cultures and societies of the islands of Polynesia. It investigates

the region in historical perspective, including its place in the popular imagination of the

West. Topics covered include social organization, cosmology, gender, art, tourism,

globalization, and ethnicity.

*** One course from ANTH 100, GEOG 100, any 100-level HIST course, INDG 100,

PSCI 100, and SOC 100 ***

* Note: Formerly numbered ANTH 241AF. Students may count only one of ANTH

241AF or 247 for credit.*

ANTH 248 3:3-0

Ethnography of Papua New Guinea

This course explores the diverse cultures of Papua New Guinea and other parts of

Melanesia. It will investigate such topics as social organization, gender roles, and

exchange, and reveal anthropological insights into the practice of cannibalism, love

magic, and sorcery.

*** One course from ANTH 100, GEOG 100, any 100-level HIST course, INDG 100,

PSCI 100, andor SOC 100 ***

* Note: Formerly numbered ANTH 241AG. Students may count only one of ANTH

241AG or 248 for credit. *

G. Department of Interdisciplinary Studies – FNUC – Linguistics

MOTION to remove one elective from the BA Honours in Linguistics

9.25.14 BA HONOURS MAJOR IN LINGUISTICS

Credit hours

BA Linguistics Honours major, required courses



3.0 One of LING 100, LING 200, ENGL 260, or FR 226

Only one of these courses may be included in the linguistics major.

3.0 LING 210

3.0 LING 211

3.0 LING 212

3.0 LING 213

3.0 LING 220

3.0 LING 230 (formerly LING 175)

3.0 LING 380

3.0 LING 480

3.0 Four LING courses at the 400-level; at least two of these must be chosen from LING 410-413

3.0

3.0

3.0

3.0 One course in historical linguistics


or the history of language , chosen from CLAS 110, ENGL 300, ENGL 360-362, or LING 320

3.0 Four additional LING courses (which may include those listed as “Other Courses in Linguistics”)

3.0

3.0

3.0

0.0 Honours paper which has been accepted by the Honours Committee. This may be a paper which has been submitted for a linguistics course numbered 400 or above.



30.0 Same as stated above for the BA in Linguistics.

Open Electives

3936.0 13 12 elective courses



Rationale: This is a housekeeping motion. The credit hours in the current program total

123.0

H. Department of Interdisciplinary Studies - FNUC - INCA

MOTION to change the prerequisite for INCA 283

INCA 283 3:3-0

History of Indian/Native Media in Canada

Students will review the role of communication in traditional societies, review and

analyze the use of media in contemporary societies around the world, and attempt to

redefine the role of communication media on Indian/native societies today.

*** Prerequisite: INDG 100 and ILP 100 or permission of Department Head ***

Rationale: The change from INDG 101 to INDG 201 resulted in a review of the INCA

283 prerequisites. Only one background course in Indigenous Studies is required as a

prerequisite for the Indian Communication Arts 283. ILP 100, with its emphasis on

public speaking and other communications-oriented leadership skills, is more closely

related to the subject matter of INCA 283.

I. Department of Interdisciplinary Studies – FNUC – INHS

MOTION to approve a minor in INHS

MINOR IN INDIGENOUS HEALTH STUDIES

Credit hours

Minor in Indigenous Health Studies, required courses


3.0 INHS 100

3.0 INHS 200

3.0 Four of:

INHS 200, INDG 100, INDG 201,

3.0


3.0 HS 200, INHS 210, INHS 300

3.0


Note: Students completing a Bachelor of Health Studies are NOT eligible to complete

this minor.

Rationale:

Minor in Indigenous Health Studies Proposal

Introduction

The Indigenous Health Studies (INHS) courses offered by the First Nations University of

Canada (FNUniv) are very popular courses with students. Currently, all five INHS

courses are included in the Bachelor of Health Studies as required courses that are central

to the program.1 Four INHS courses (INHS 100, 101, 200 and 210) are required courses

in the Environmental Health and Science (ENHS) program offered by FNUniv. In

addition, a Certificate in Indigenous Health Studies is also offered by the FNUniv.

Moreover, students from a variety of disciplines including education, business

administration, nursing, social work, etc. take INHS courses as electives. As a result for

demand for the INHS classes, particularly INHS 100, class size has expanded and a web-

based version of INHS 100 is now offered in the spring/summer semester. In 2010, two

classes of INHS were offered – one INHS course had 80 seats and the other INHS course

had 30 seats. INHS 100 was offered on-line for the first time in the spring of 2010 with

35 students enrolled and several who were on the wait list.

INHS courses examine a variety of topics including:

- the historical effects of colonization on the contemporary health of Aboriginal

people;

- holistic health (spiritual, physical, mental and emotional health) and

traditional knowledge as it relates to Aboriginal health;

- population health concepts as they apply to Aboriginal populations;

- application of Aboriginal health concepts to all populations;

- chronic and infectious diseases;

- Aboriginal community-based health research methodology

- Aboriginal health research ethics;

- Aboriginal health policies and global health issues.

Program Fit with First Nations University of Canada and University of Regina

The FNUniv has identified Aboriginal health as a priority in recent months. The FNUniv

has a Nursing Program in Prince Albert, the BHS (offered jointly with U of R), the

National School of Dental Therapy in Prince Albert and is examining the potential of

expanding health programs to include mental health and addiction and alternative

medicine. The FNUniv is also a partner in the Indigenous Peoples’ Health Research

Centre operated in partnership with the U of R and the University of Saskatchewan.


The U of R’s mâmawohkamâtowin: Our Work, Our People, Our Communities Strategic Plan 2009 – 2014, identifies establishing long-term relationships with First Nations and Métis communities and collaboratively develop strategies to attract First Nations and Métis, francophone, and international students, including international Aboriginal students as key objectives of their plan. In addition, the U of R, in partnership with SIAST, is launching a new Nursing program in the fall of 2011. One of the required courses in the program is INHS 100 and Aboriginal Health was identified as a key pillar of the new curricula.

Anticipated Demand and Benefits to Students and Universities

We anticipate that this program will be attractive to a variety of students. As noted

above, the INHS courses, in particular, are extremely popular courses to a variety of

students. While a certificate in Indigenous Health Studies is currently offered by the

FNUniv, it has not been popular with students because of its extensive science courses.

Students in programs such as kinesiology and health studies (excluding the BHS), arts

and humanities, social work, education and business often take INHS courses as electives

and see a good fit with their area of study. Offering a minor in INHS will allow those

students to identify to potential employers that they have expertise in this area.

Considering the rapidly growing Aboriginal population; the emphasis on addressing the

complex Aboriginal health issues in our province and the inter-disciplinary and holistic

aspect of addressing these complex health issues, this minor is likely to be attractive to a

variety of students. Many health issues are caused by complex interactions such as

poverty, geographical location and education. Arts students enrolled in political science,

economics, sociology, social studies, psychology, Indigenous studies or geography may

find a minor to be very applicable to their area of study.

The FNUniv and U of R will benefit from offering this minor as it will not require

additional resources and will attract increase student enrolment in the courses identified

in the minor (below). In addition, it demonstrates the commitment to Aboriginal health

issues by identifying it as an important area of study.

J. Department of International Languages

MOTION to change the course description of JAPN 101 (Introductory Japanese II).

JAPN 101 3:3-1

Introductory Japanese II A continuation of JAPN 100. This course will continue to introduce the

basic elements of Japanese, with more emphasis placed on communicative

skills in daily life. Knowledge of Hiragana and Katakana is necessary for

this class. By the end of the course, students will learn approximately 50

kanji.Approximately 50 Kanji are introduced * Prerequisite: JAPN 100 or

permission of Department. **Note: Students may not receive credit for

both JAPN 101 and JAPN 110.

Rationale: The changes reflect the changes made in the content and sequence of

materials in new editions of textbooks.


MOTION to change the course description of JAPN 102 (Introductory Japanese III).

JAPN 102 3:3-1

Introductory Japanese III A continuation of JAPN 101 or JAPN 110. This course will focus on

developing communicative skills using more complex structures in a

culturally appropriate manner. Knowledge of Hiragana and Katakana is

required. Approximately 100 Kanji characters will be introduced. By the

end of the course, students will learn approximately 130 kanji. *

Prerequisite: JAPN 101 or 110 or permission of Department. **Note:

Students may not receive credit for both JAPN 102 and JAPN 210.



MOTION to change the course description of JAPN 200 (Intermediate Japanese I).

JAPN 200 3:3-1

Intermediate Japanese I

This course is designed to reinforce the fundamentals of Japanese

language introduced in 100-level courses. Everyday speech patterns are

stressed in order to strengthen communicative competence. Additionally

65 kanji will be introduced, and students will learn approximately 195

kanji by the end of the course. Approximately 90 new Kanji characters are

introduced. * Prerequisite: JAPN 102 or permission of Department **

Note: Students may not receive credit for both JAPN 200 and JAPN 210.



MOTION to change the course description of JAPN 201 (Intermediate Japanese II).

JAPN 201 3:3-1

Intermediate Japanese II

A continuation of JAPN 200 or 210. Introduction to more complex

sentence structures in both casual and formal speech styles. All four

language skills are emphasized and approximately 120 additional 88 new

Kanji characters are introduced. By the end of the course, students will

learn approximately 280 kanji. * Prerequisite: JAPN 200 or 210, or

permission of Department




MOTION to change the course description of JAPN 202 (Intermediate Japanese III).

JAPN 202 3:3-1

Intermediate Japanese III

A continuation of JAPN 201. This course will focus on strengthening

communicative competence in casual, formal and honorific speech styles.

with continued emphasis placed on more complex patterns and structures.

The aim of this course is to develop the learners’ level of proficiency for

authentic communicative purposes. . Approximately 90 new Kanji

characters are introduced. By the end of the course, students will learn

approximately 370 kanji. * Prerequisite: JAPN 201, or permission of

Department



MOTION to change the course description of JAPN 300 (Advanced Japanese I).

JAPN 300 3:3-1

Advanced Japanese I

This course will further focus on more vocabulary acquisition

development crucial for communicative fluency. The primary goal is to

solidify the grammar, vocabulary and kanji foundation studied during the

previous courses through a variety of cultural contexts. Kanji characters

and communication styles through authentic reading and conversations to

develop more advanced knowledge.*** Prerequisite: JAPN 202 or

permission of Department



MOTION to change the course description of JAPN 301 (Advanced Japanese II).

JAPN 301 3:3-1

Advanced Japanese II

This course places further emphasis on the development of communicative

competence throug cultural study. Students will not only develop

language proficiency, but using Japanese language will be able to

demonstrate knowledge of Japanese culture. with different speech styles.

Reading and writing skills are further developed. *** Prerequisite: JAPN

202 and JAPN 300 or permission of Department ***




K. Concurrent and Additional Programs

MOTION to revise section 9.7.1 of the undergraduate calendar as follows:

9.7.1 AWARDING OF CONCURRENT AND ADDITIONAL DEGREES AND PROGRAMS Refer to §6.13

For concurrent and additional degrees, majors and/or minors, the principal area of study

or academic emphasis of each degree program must be different. Specifically, at least one

half of courses used in an additional degree/major must not be used in the first major.

Similarily, at least one half of courses used in a minor must not be used in a major. As

such, students may receive only one of the following degrees: BA in Justice Studies, BA

in Police Studies, or Bachelor of Human Justice. Likewise, the Advanced Certificate in

Justice Studies is not open to holders of a Bachelor of Human Justice. Similarly, the

Advanced Certificate in Police Studies is not available to holders of a Bachelor of Arts in

Police Studies.

Rationale: Interdisciplinary programs currently do not require that additional/concurrent

programs be distinct from the primary program (ie International Studies students can

complete second major using courses that all can be used in the first major). This change

is necessary to ensure that credentials are attained for distinct areas of study. Note: The

Student Appeals Committee indicated at the April 21, 2011 meeting that they support

inclusion of this language.


Appendix III

Research and Graduate Studies Committee

Report to Faculty Council

18 May 2011

ITEMS FOR APPROVAL

1. Motion to delete SOPT 800AA

2. Motion to delete SOPT 800AB

3. Motion to change the course description of SOPT 800

4. Motion to create SOPT 801

Calendar Description:

A faculty-directed course of independent study in the foundations of political philosophy, historical and contemporary. The course is administered by the Committee for Social and Political Thought.

Rationale:

The Social and Political Thought program is attempting to streamline its program by replacing the oral and written exams with two written exams. SOPT 800AA and SOPT 800AB are being deleted in order to be replaced with SOPT 800 and SOPT 801, respectively. SOPT 800 is an existing course that was divided into 800AA and 800AB, which is why a course change form is all that is necessary. The requests to delete SOPT 800AA and SOPT 800AB, to change the course description of SOPT 800, and to create SOPT 801 were approved by the Research and Graduate Studies Committee on 4 May 2011. It is recommended that these motions also be approved by Faculty Council. The Letter of Rationale for the SOPT requests is attached (Appendix A).

5. Master of Arts in History – For Information

For the information of Faculty Council. The Department of History has prepared a credit hour distribution chart to clarify the structure of the revised MA program approved by Faculty Council at its meeting of 8 February 2011 (Appendix B).


APPENDIX A

________________________________________________________________________

Social and Political Thought Program

TO: Julia Hartman

FROM: Dr. Shadia Drury

DATE: April 11, 2011

RE: Course Change Form Rationale for SOPT 800

We have eliminated the oral exam and made two written exams instead of one. This change will

make the course (1) easier to administer as two separate courses and less labor intensive for the

SOPT committee, which is responsible for administering the SOPT 800. (2) By allowing

students to be examined on each half separately, the tragic possibility of failure after completing

the two courses will be eliminated. (3) Students who drop out of the program after the first term

can unfairly claim a credit for completing one half of SOPT 800 toward another graduate

program, without writing any exams or essays. Although this is very rare, it is a loophole that

should be eliminated.

Department of Philosophy and Classics

University of Regina, S4S OA2

(306) 585-4332, Fax: (306) 585-4827

e-mail: [email protected]

Web Site: http://phil.uregina.ca/dept


mailto:[email protected]

http://phil.uregina.ca/dept

APPENDIX B

DEPARTMENT OF HISTORY MASTER OF ARTS

2011-2012

CREDIT HOUR DISTRIBUTION FOUR YEAR B.A. STUDENT [5 courses + 15 hours of 901] FALL SEMESTER HOURS WINTER SEMESTER HOURS History 800 or 815 3 1 course in area 3 1 course in area 3 1 course outside area 3 History 900 1.5 History 900 1.5 History 901 3 History 901 3

TOTAL 10.5 TOTAL 10.5 21

SPRING/SUMMER SEMESTER HOURS History 901 9

TOTAL CREDIT HOURS 30

HONOURS B.A. STUDENT [4 courses + 18 hours of 901] FALL SEMESTER HOURS WINTER SEMESTER HOURS History 800 or 815 3 1 course in area 3 1 course in area 3 History 900 1.5 History 900 1.5 History 901 6 History 901 3

TOTAL 10.5 TOTAL 10.5 21

SPRING/SUMMER SEMESTER HOURS History 901 9

TOTAL 30


Appendix IV

Scholarship Committee

Report to Arts Faculty Council

18 May 2011

At its meeting of April 25, 2011, the Scholarship Committee made the following awards:

1. Dr William Howard Memorial Scholarship:

Kaylen Merasty

2. Eleanor Struthers Memorial Travel Scholarship:

Ashley Major

3. Canadian Club of Regina Tuition Scholarship:

Ashley Major

At its meeting of May 11, 2011, the Scholarship Committee made the following awards and

nominations:

1. The S.E. Stewart Award (awarded at the Spring Convocation ceremony to the most

distinguished student receiving a first degree in the Faculty of Arts):

Rebecca Lascue

2. The Governor-General’s Silver Medal (awarded annually to the most distinguished

graduate receiving a first undergraduate degree during the past academic year based on

academic standing only):

Rebecca Lascue

3. The Faculty’s nomination for the President’s Medal (to be awarded at Spring

Convocation. The President’s Medal is open to all students of the university receiving a

first undergraduate degree. It is awarded by the University Council at each of the Spring

and Fall Convocations to a graduate recommended by the Undergraduate Scholarship

Committee, based on the following criteria: (1) minimum 80% CGPA or at least 60

percentage-graded credit hours; (2) major leadership in and commitment to extra-

curricular activities while a student at the University of Regina. (Academic standing and

leadership are weighted equally):

Katie Bergman


Appendix V

Report of the Dean to the meeting of Faculty Council on Wednesday 18 May 2011

1. Budget The Faculty has not yet received its official budget letter. But unofficially I’ve been informed that we will receive enough to fill four vacant positions. This implies that the $250,000 reduction in sessional spending we volunteered to undertake last year, to help the University address a significant budget shortfall, has become a permanent cut to the Faculty’s budget. 2. Recruitment Letters of offer have gone out to candidates for tenure-track appointments in the Departments of Anthropology, Economics, and Justice Studies. The Department of Political Science is still accepting applications for a tenure-track position to commence 1 July 2011. Term appointments have been accepted in French, Geography, International Languages, Political Science (3 years), and Women’s and Gender Studies. Searches for term appointments are still under way in Economics (three) and Journalism. 3. Dynamic Governance After a discussion at the April meeting of Dean’s Executive, it was agreed that I would bring two motions for consideration at the next meeting of Faculty Council:

Motion 1: That the Faculty create an ad hoc committee, with membership as described below, to be operated on Dynamic Governance principles, and tasked with developing a detailed plan for implementing writing across the curriculum in the Faculty of Arts and bringing the plan to

Faculty Council for its approval or rejection by majority vote.

Membership:

1 undergraduate student chosen by the Arts Students’ Association

1 staff member chosen by CUPE staff in the Faculty

1 student advisor chosen by the Faculty’s advisors

2 faculty members chosen by Faculty Council

1 head chosen by Dean’s Executive

the Dean

Motion 2: That Faculty Council create an ad hoc committee, with membership as described below, to be operated on Dynamic Governance principles, and tasked with developing a detailed plan for ensuring an equitable distribution of faculty workload within and across departments and programs and bringing the plan to Faculty Council for its approval or rejection by

majority vote.

Membership:

3 faculty members chosen by Faculty Council

2 heads chosen by Dean’s Executive

the Dean


4. Faculty Council Governance It was also recommended at the April meeting of Dean’s Executive that Faculty Council be asked to consider a new practice for cases where strong opposition is expressed at Faculty Council to motions coming forward from one of the Faculty’s committees. The proposal is that if the motion is voted down or referred back to committee, then from among those expressing dissent Council will choose a representative to attend the next meeting of the relevant committee and work together with committee members to develop a mutually-agreeable solution. At the meeting I will ask for the Council’s thoughts on this proposal. 5. Peer Review of Teaching The following draft policy was approved at the April meeting of Dean’s Executive. HR finds it to be consistent with the contract. Patricia Fleming of URFA believes that it could be challenged under the current agreement. Her main concern is that "by formulating a policy that MAY allow for a review, we run the risk of that becoming a requirement, that if resisted, members run the risk of retribution for that resistance". She says we already have the services of the TDC available and believes that " all that is immediately apparent [in the proposed policy] is the ability to exert authority on academic staff to comply with a request for a review of their teaching". And she worries that even though under the proposal the results of reviews couldn't be included in formal performance reviews, they would still influence the process since "the department head and the dean … can hardly wipe the knowledge of the report from their own internal 'hard drives'". I did not receive URFA's response in time to consider any modifications to the policy. I am bringing the policy forward as is to Faculty Council for further discussion and a possible vote for inclusion in the Faculty handbook.

5.2 Peer Review of Teaching Faculty members may request a peer review of their teaching. Heads may also request a peer review of the teaching of a member of their department/program. Such requests shall be made in writing to the dean. The review shall be undertaken by a committee consisting of three members, one chosen by the faculty member, another by department/program head, and the third by the dean. The head will normally choose someone having expertise in the subject area(s) in which the member teaches. The dean will normally choose someone widely recognized at this institution as a skilled teacher. As part of their review, the committee will visit at least two of the faculty member’s classes, if possible in at least two different subjects. The committee will submit a written report with copies to the member, the head and the dean. The report will assess the member’s strengths and weaknesses as a teacher and, where appropriate, provide clear and constructive advice on how the member’s teaching can be improved. The member may choose to include the report in the member’s performance review. The report shall not otherwise be included in the member’s official file or form any part of the performance review process.

6. Faculty Research Fund The following draft policy was approved at the April meeting of Dean’s Executive. I am bringing it forward now for a formal vote at the meeting. If approved, the new policy will be included in the Faculty Handbook.


7.3.4 Faculty Research Fund This Fund is the result of ad hoc contributions made under the standard terms and conditions of external research grants obtained by some Faculty members. Budget permitting, the Fund is to be used for the following purposes: • to increase start-up grants for new faculty members to a minimum of $10,000 (inclusive of any start-up funding received from the office of the VP Research) • to establish a Creative Research Fund, with a budget equal to half that currently being allocated to Dean’s Research Awards (the latter presently is budgeted at $28,000 per year), for supporting faculty members in research projects that are not eligible for tri-council funding • to provide matching funds for any external grants or donations that may require them • such ad hoc purposes as the Dean may require, on condition that the Dean obtain majority approval from the Faculty's Budget Advisory Committee before committing to any single-item expenditures exceeding $50,000 The Dean will report annually to Faculty Council on Fund receipts and expenditures.

7. Departures During the 2009-10 academic year we have already lost, or will soon lose, the services of the following members and staff: a) tenure-track faculty members: Joanne Bonneville (French), Brigitte Haguès (French), Alison Hayford (Sociology), Woong Lee (Economics), Wendee Kubik (WGST), Cannie Stark (Psychology), Mark Suggitt (Journalism), and Bernie Thraves (Geography); b) term appointments: Salvador Alfaro (Sociology), Simon Glezos (Political Science), John Palmer (Economics), Rebecca Schiff (Justice Studies), Deborah Simpson (Political Science), and Steve White (Political Science); and c) staff: Gayleen Bailey (Student Services). I want to thank all of these individuals for their contributions to the Faculty and wish them well in whatever pursuits may follow for them. 8. Criteria Document URFA drew it to my attention earlier this month that some of the language in our Criteria Document is inconsistent with the current contract. The lead paragraph of Section 3 of the Document, on “Criteria for Promotion” states:

As set out in the Collective Agreement, “promotion from one rank or classification to the

next results from evidence that the academic staff member has exhibited continual and

meritorious growth.” Those applying for promotion shall make written application to the Dean no later than 30 November. All supporting documentation, including copies of

material to be sent to referees, is due in the Office of the Dean by that date.

The first sentence implies that the quoted statement appears in the contract. It does not. I will

seek approval at the meeting for removing that first sentence from the Criteria Document. 9. Peer Review I want to open a discussion with the Faculty about our peer review process. Depending on how the discussion goes, I might bring a proposal at some future meeting for changes to the Faculty’s Criteria Document. After watching the peer review committee work for the past two years, a couple of issues stand out in my mind: the role of external referees and differences in scholarly styles across disciplines. On the first point, I’m not persuaded that we’re making the best possible use of referees. Presently we provide them with the Faculty’s criteria for tenure or promotion to full professor and then ask them to tell us whether or not they think the member in question has met the


criteria. There are a number of difficulties with the resulting feedback. One is that often referees’ recommendations turn on a few key words that can be and are interpreted in many different ways. For tenure, for instance, referees are asked to tell us whether the member has established an “independent research program”. Or for full professor, the key phrase is “national or international standing in research and scholarship”. Referees struggle as much as the peer review committee does in giving specific meaning to these terms. Another problem is that referees not infrequently fail to apply the criteria carefully or to provide specific reasons for their recommendations, especially when they’re arguing for tenure or promotion. A third is that referees often seem to do little more than count up publications; it’s only a few who read through the scholarly output and try to give us some sense of its merit. This can lead to recommendations for or against tenure that are based only on quantitative considerations, with little or no thought being given to the quality of the work under review. A second, closely-related problem is that there is no easy way of allowing for disciplinary differences in scholarly styles, a fact that can lead candidates from some disciplines to be systematically discriminated against in tenure, promotion and merit decisions. In some departments peer-reviewed publications come at a regularly and fairly high clip. In others, or even in different sub-fields within the same department, it may take a scholar a year or two of careful research before they’re ready to write an article, let alone a book. And in still others scholarly output can appear in forms that are off the beaten track, such as poems or maps. Unable to compare meaningfully across these kinds of differences, there is a natural bias, I think, in favour of the disciplines in which publications of a standard sort appear with good regularity. It occurs to me that we might be able to kill two birds with one stone by using our referees differently than we do now. What if we asked each of them actually to read some subset of a member’s work (different referees might read different subsets) and to give us their take on the importance and quality of the work in question? If we were to pair that with revised criteria that spoke more precisely about what we’re looking for in a member’s scholarship (relevance? ability? depth?), we might be able both to stop worrying so much about type and quantity and give clearer signals to members about what it will take to get tenure or be promoted. A process of this kind would also make it fairly straightforward to get peer reviews of work that is not of the traditionally peer-reviewed type. I don’t think such an approach would be inconsistent with the Collective Agreement. The relevant paragraph, in section 17.10, states: “When soliciting written references from the referees, the Dean or equivalent shall provide the appropriate Criteria for Performance Review document, indicate what career decision is under consideration, and advise the referees that the letters shall be held in confidence in accordance with the procedures outlined below. The criteria documents shall specify any additional material to be sent to the referees. Such material shall be provided by November 30th to the Dean, who shall in turn convey it to the referees.” We could supply referees the material we think relevant, tell them what the member is requesting and supply the relevant criteria, but then ask them very specifically to comment first and foremost about the quality of the work we’re asking them to read. If there were interest, we could introduce a similar process for teaching. Rather than relying upon the usual set of aggregated teaching evaluation results, we could invite a number of peers on this campus to review the member’s teaching in person and give us their views as to the quality of instruction being offered. Thoughts?

prepared 10 May 2011


Core Curriculum Criteria In addition to specialization in one or more disciplines, students taking degrees in Arts are required to be introduced to a basic level of knowledge and skill in a number of key areas, which will testify to the breadth of their education. As part of their degree programs, all students in the Faculty of Arts are required successfully to complete courses that introduce them to: Communication and Literacy: Classes that focus on reading critically and writing rhetorically effective prose. ENGL 100 Numerical or Logical Reasoning: Classes that provide an introduction to the systematic study of reasoning in theory and practice involving either numerical information or good forms of argument. Any course in MATH, STAT, or CS (except CS 100), or PHIL 150, 352, 450, 452, or 460. Fine Arts: Classes that develop an understanding of Fine Arts, such as drama, visual arts, film, or music. Any course in ART, ARTH, FA, FILM, INAH, MU, or THEA. The Natural Sciences: Classes that provide an introduction to major ideas being debated in the natural sciences and the process of hypothesis, challenge, and revision by which scientific knowledge is developed. Any course in ASTR, BIOL, CHEM, GEOL, or PHYS which has a laboratory requirement, or GEOG 121. Textual Studies: Classes that teach close reading, analysis, and critical interpretation of texts. ENGL 110, PHIL 100, or SOST 110. Language: Classes that provide an introduction to the study of the structure and use of a language other than English. Two language classes (or one six-credit class) in any language other than English. Both classes must be in the same language. Students whose first language is not English are exempted from this requirement. Previous knowledge in a language other than English requires pre-registration assessment. Inter-cultural Difference:

Appendix VIFaculty of Arts / Faculty Council meeting of 18 May 2011 / Page 40 of 44

Classes that explore how people from various cultures and/or societies operate, why they live the way they do, how they answer some of the most essential questions of life, and/or how they represent their identities. Any course in ANTH or RLST (except RLST 181, 184, 186, 188, 281, 284, 288). Social and Cultural Heritage: Classes that explore the past to convey a strong sense of continuity and change in culture and society. Any course in HIST or INDG, or CLAS 100 or IDS 100. The Social Sciences: Classes that teach general concepts and theories concerning humans and their environments, activities and institutions, with a view to better understanding, and exploring possible solutions to, pressing social problems. Any course in ECON, GEOG (except 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429, or 431), IS, JS, PSCI, PSYC, SOC, SOST, or WGST. No single class can be used to satisfy the requirements of more than one category.


Appendix VII

Report of the Associate Dean (Research & Graduate)

to the meeting of Faculty Council

18 May 2011

Thomas Bredohl

RESEARCH GRANTS AND AWARDS Joe Piwowar’s Canada Research Chair in Geomatics and Sustainability has been renewed.

Thomas Hadjistavropoulos and his co-authors won the Silver Quill Award for Knowledge

Translation from the Canadian Physiotherapy Association for an article published

in Physiotherapy Canada.

Matt Fetzner (Psychology), who won the most prestigious Canadian graduate award, the

Vanier Scholarship. The scholarship is for $50,000 per year over three years.

Heather Hadjistavropoulos won the 2011 Jillings Award in Psychology. The Jillings Award

is awarded annually to recognize an individual who has made outstanding contributions

towards excellence in psychology in Saskatchewan.

Three of our students in Psychology won CIHR Frederick Banting and Charles Best Canada

Graduate Scholarship Doctoral Awards (35,000/year for 3 years): Chelsea Delparte

(supervisor Dr. Kristi Wright), Nicole Alberts (supervisor Dr. Heather), Mike Thibodeau

(supervisor Dr. Gordon Asmundson).

Heather Price's student, Jasmine Dhillion won a SSHRC Doctoral award.


Researcher (Principa l) Dept T ype of Grant T itle of Project Amount Awarded

Externa l Grants

Lankauskas, G ANTH

SSHRC Standard

Research Grant

Modernity, Morality, and Evangelical "Civil

Society" in Postsocialist Lithuania 12,685.00$

Jones, M (Blachford, D: co-

researcher) ECON

SSHRC Partnership

Development Grant

Education Policy and Sustainable

Community Development Among Yunnan's

Minority Peoples 199,585.00$

Hodder, K GEOG NSERC

Investigating the Role of Cohesive

Sediments in Alpine, Hydroclimatic

Sedimentary Proxies 110,000.00$

Van Rees, K (Piwowar, J:

co-researcher) GEOG

Agricultural

Greenhouse Gases

Program

Shelterbelts as an Agroforestry

Management Practice for the Mitigation of

GHGs 94,600.00$

Oriet, C PSYC

NSERC Discovery

Grant

Applications of Statistical Summary

Representations 120,000.00$

Sykes-Tottenham, L PSYC

Bridge Funding for

NSERC Application

Activational Effects of Sex Hormones on

Emotion Cognition and Perception 8,000.00$

Research Grant Report: 1 January 2011-30 April 2011

MAY 1, 2010 TO MARCH 31, 2011 The total of all research grants awarded to the University of Regina in the fiscal year 2010-

11 so far has been $9,315,246, of that amount $1,567,198 were granted to scholars from

the Faculty of Arts.


Appendix VIII

2011-2012 – TENTATIVE SCHEDULE

FACULTY COUNCIL

3rd

Wednesday bi-monthly

(where possible or as needed)

2:30 – 4:30 p.m. Location as noted

14 September 2011 AH 527

9 November 2011 AH 527

11 January 2012 AH 527

14 March 2012 AH 527

9 May 2012 AH 527


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