Faculty Council - University of Reginaourspace.uregina.ca/bitstream/handle/10294/2918/FC 19 May 2010...

Faculty Council Meeting of Wednesday 19 May 2010 Administration Humanities Boardroom (AH 527) at 2:30 p.m.

AGENDA

1. Adoption of the agenda 2:30

2. Approval of the minutes of 17 March 2010 (Appendix I, pp. 2-4)

3. Business Arising

4. Report of the Acting Dean (Appendix II, pp. 5-6) 3:15

5. Report of the Acting Associate Dean (Undergraduate)

6. Report of the Associate Dean (Research & Graduate) (Appendix III, pp.7-9)

7. Committee Reports: 3:45

7.1 Academic Program Development Committee (Appendix IV, pp. 10-42)

7.2 Research & Graduate Studies Committee (Appendix V, pp. 43-63)

7.3 Undergraduate statistics (handout at the door)

8. Reports from representatives to other Faculties

9. Reports from representatives from other Faculties

10. Other business and announcements

11. Adjournment by 4:30

RK/dg

The next meeting of this Council is scheduled for 15 September 2010

Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 1 of 63

Appendix I

Faculty Council Minutes Meeting of 17 March 2010 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 17 March 2010

in the Administration Humanities Boardroom (AH 527).

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

Childs, M. DeCoste, M. Diamantopoulos, I. Germani, H. Hadjistavropoulos, P.

Hansen, B. Hillis, K. Hodder, S. Johnston, N. Jones, D. Lane, K. Leyton-Brown, C.

Londoño Sulkin, R. MacLennan, D. Miller, K. O’Brien, A. Patenaude, J. Piwowar,

B. Plouffe, Y. Ren, J. Shami, D. Sharpe, G. Sherbert, J. Siemer, T. Sperlich, L. Sykes

Tottenham, B. Thraves, M. Trussler, M. Vetter, M. Zimmermann

SENATE MEMBERS: M. French, S. Susut

FROM OTHER FACULTIES: A. Pitariu (Bus. Administration), C. Crowe (CCE), T. Dahms

(Science)

STUDENT REPRESENTATIVE: N. Blachford

REGRETS: J. Conway, M. Jones, D. Juschka, R. McKay, D. McMartin, C. Oriet, S. Rheault,

S. Schnell, S. Wilson, Y. Zhu

VISITORS: T. Phillips (Disability Resource Office)

1. Adoption of the Agenda

The Agenda was adopted as circulated.

2. Approval of the Minutes of 20 January 2010 MACLENNAN/ANDERSON moved that the Minutes of the Meeting of 20 January 2010 be

approved as circulated.

CARRIED

3. Business Arising

3.1 Academic Program Development Committee – Arts & Culture Program – clarification

of approved list of electives

After a lengthy discussion the following motion was raised:

MOTION: SHARPE/SHERBERT moved to revise the Arts & Culture program’s

admission process and to remove reference to “Letter of application”.

CARRIED

Opposed: 4

Abstained: 5


4. Report of the Acting Dean

The following items were discussed as per previously distributed report:

4.1 Faculty Member Recruitments

4.2 Performance Review: A new mentorship program for tenure-track members will be

offered. Initial plans are to invite guests who have been through the process, the VP

Academic, members of the Performance Review, and the Dean who will provide

insight and feedback into the process. The purpose is to demystify the tenure

application process.

4.3 Strategic Plan

4.4 Budget

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

Core Curriculum will be presented at the next meeting.

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

The following items were discussed as per previously distributed report:

6.1 Database on Research Activity & Scholarship

6.2 Community Research Unit

In addition the following points were discussed:

6.3 Template for website entries for Graduate programs will be circulated to graduate

coordinators for feedback.

7. New Business:

7.1 Students with Disabilities (T. Phillips, Disability Resource Officer)

Ms Phillips gave a brief bio of herself and outlined some projects that she is working

on: updating procedures, creation of a faculty adviser group effective September

2010; updating disability letter – tailor it more to the individual; student

accountability; new electronic database and data management system – will be

seeking input.

8. Committee Reports

8.1 Academic Program Development Committee:

A. Department of Anthropology SHARPE/CALKOWSKI moved to revise the BA major and Honours major in

Anthropology. Department will review possible courses from professional

programs.

CARRIED

SHARPE/CALKOWSKI moved to revise the description of ANTH 406.

Amendment: add ANTH 241, 246-249, 260-269.

CARRIED

Opposed: 3

Abstained: 2


B. Arts and Culture Program

SHARPE/SHERBERT moved to delete HUM 206 and to create ARC 200.

CARRIED

Opposed: 2

Abstained: 2

C. Department of Economics

SHARPE/CHILDS moved to revise the title of ECON 302.

CARRIED

SHARPE/CHILDS moved to revise the title and prerequisites of ECON 308.

CARRIED

SHARPE/CHILDS moved to revise the prerequisite for ECON 402.

CARRIED

D. Department of Geography

SHARPE/PIWOWAR moved to approve the Letter of Intent: Phase One – Bachelor

of Geographic Information Science.

CARRIED

E. Department of Indigenous Studies

SHARPE/FRENCH moved to TABLE the motion to create INDG 285AA-ZZ.

CARRIED

F. Department of Psychology

SHARPE/MACLENNAN moved to create PSYC 203.

CARRIED

Abstained: 1

9. Reports from Representatives to Other Faculties None.

10. Reports from Representatives from Other Faculties

C. Crowe (CCE) reported that the Accelerated program offered in the high schools

continues to receive high praise and will continue to be offered next year. Thanks to

all those that have contributed to this program.

11. Other Business and Announcements

Philosophy Café: Roger Petry “Mired in Ethical Relativism: Is There a Moral High

Ground” to be held on March 24 @ 7:30 p.m. @ Connaught Library.

REMINDER: meeting to discuss the Arts Strategic Plan – April 1st @ 2:30 p.m

AH 527

12. Adjournment

There being no further business the meeting adjourned.


Appendix II

Report of the Acting Dean to the meeting of Faculty Council on Wednesday 19 May 2010

1. Budget The Faculty has not yet received its official budget letter. But unofficially we’ve been informed that we will be allowed to fill the three positions we requested (Anthropology, Economics and Justice Studies), will have one vacant position eliminated, and will have our discretionary budget reduced by $250,000. The latter stipulation refers to the $250K cut we already made in our sessional budget and so will not require further sacrifices of us. It is not yet clear at this time how the loss of one vacant position will affect us. In the past it would have meant a reduction of $63K in our fall-in and so would have necessitated a corresponding cut in our spending. But the University has been planning to move to a new accounting framework in which Faculties no longer “own” vacant positions and the resulting fall-in, and will instead receive line items in the budget consistent with past spending patterns in areas such as sessional instruction, term appointments, etc. Even in this case, however, it seems likely that our budget will still have been reduced and that we may therefore have to find a few more economies. 2. Recruitment By the date of our meeting the Department of Justice Studies will have finished interviewing candidates for the Law Foundation of Saskatchewan Chair in Police Studies. I am hoping to finalize an appointment before the end of the month. The Departments of Economics, French and Political Science have begun searches for one-year term appointments for the 2010-11 academic year. 3. Website Information Services is beginning to survey units with a view to determining how ready they are to move to the new content management system the University has purchased. Arts will be meeting with Information Services in early June. I expect to be telling them that we are in fairly good shape to migrate to the new system. If not many other units are in this same state of preparedness, we may be one of the first to be moved over. IS has promised that the bulk of the content will be migrated to the new system without requiring any work of us. Some touch-ups will inevitably be required, but they are expected to be minor. The new system is easier to use than Drupal and training will be provided to those who want it. 4. Faculty Handbook Over the next month or so my staff and I will be going through the Faculty Handbook to identify any updates that might be needed in view of changes to University policies, revised contract interpretations, personnel changes, administrative glitches discovered this past year, etc. (If you’re aware of anything in the Handbook that needs updating, please bring it to my attention as soon as possible.) Starting in the coming academic year, we will no longer be printing copies of the Handbook. The document will be available in an online version only and will be updated as soon as changes are approved (rather than at the end of each academic year as at present). 5. 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: Alec Paul (retirement), Linda Paul (retirement), Jocelyne Praud (resignation), Jeremy Rayner (accepted a position at the


University of Saskatchewan); b) term appointments: George Buri (History), John Wright (Economics); and c) staff: Xuguang Chen (term ended), Bette Fiege (retirement), Corrine Gogal (retirement), Diane Mullan (transfer), Amanda Noubarian (transfer), Connie Novitski (transfer) and Pam Splett (transfer). 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. 6. Principles for Allocating Budget During its last few meetings the Committee has been developing sets of principles that will guide me in allocating budget for TAs, and sessional, term and tenure-track positions. The committee has worked hard to ensure that the principles are transparent, fair and as simple as possible. Heads have been informed of the various sets of principles as they emerge and asked for their feedback. The principles for TA allocations are already in place. As soon as we have an official budget letter, I will be using them to set departments’ TA budgets for 2010-11. The principles for term positions are also already in place, though I’m hoping we won’t need them until next winter. Work continues on the principles for sessional hiring and tenure-track positions. The committee hopes to get something in place in those areas by the end of its June meeting. They will come forward for discussion at the first fall meeting of Dean’s Executive, in time to guide our discussions later in the fall on departmental budget requests. 7. Strategic Plan It was agreed at the last meeting of Dean’s Executive that once a year at our autumn retreat, the members of Dean’s Exec will review the new Strategic Plan to identify areas on which the Faculty should be focusing during the coming year.

prepared 11 May 2010


Appendix III

Report of the Associate Dean (Research and Graduate) to the meeting of Faculty Council 19 May 2010 Thomas Bredohl

Dean’s Research Awards The Faculty of Arts allocates an annual sum of money that will be available to faculty

members in small amounts on a competitive basis to enable them to develop research

projects. The call for the upcoming competition for the Dean’s Research Awards has The

maximum award is normally set at $3,000 and the deadline is 15 July 2009. A portion of

the moneys available have been set aside for those who received “4A” status in the most

recent SSHRC Standard Research Grants competition, as well as researchers who have

achieved a ranking of 3.3 or higher in a CIHR competition. NSERC applications will be

considered in this category based on reviewers’ comments. It is anticipated that a Dean’s

Research Award will lead to peer-review publications and applications eligible for

support from external granting agencies.

Scholarships and Awards It is my pleasure to report on a number of research grants and awards recently awarded to

members of the Faculty of Artsthe Faculty of Arts. Please, join in me in congratulating the following graduate students colleagues.

Mike Burton, who is in his second year of a Master of Arts program, with a major in

Political Science is the recipient of the prestigious Queen Elizabeth II Scholarship in

Parliamentary Studies in the amount of $20,000. His thesis research focuses on Canada’s

history of colonialism and Saskatchewan’s role in the Canadian colonial context.

Sarah Chan, who is in her first year of her doctoral program in clinical psychology, will

receive three years of funding with a total value of $61,590 ($20,530/year) from the

Alzheimer Society Research Program (ASRP).Her dissertation will be pain assessment in

older adults with dementia and living in long-term care. The focus of her study will be on

the revision and validation of the Pain Assessment Checklist for Seniors with Limited

Ability to Communicate. The proposed revisions and validation of the pain assessment

tool will be based on feedback from long-term care staff who work with residents with

dementia, as well as recent research on behavioural pain indicators in older adults with

dementia.


John Graham and Marion Jones were awarded the best paper (research) for "Human and

Social Capital for vulnerable populations: Insight from women experiencing

homelessness to improve service delivery methods" at the 2010 Joint World Conference

on Social Work and Social Development in Hong Kong June 2010. The theme this year

is setting the policy agenda.

Research Grants In 2009-10, $331,249 was awarded in grant funding. In 2010-11, $520,106 was awarded.

Listed below is a breakdown of the successful recipients. Congratulations to all.

Shadia Drury, Canada Research Chair, Canada Research Chair in Social Justice

Jo-Ann Episkenew, Canadian Institute of Health Research, Development of Aboriginal

Youth Health Leadership through Theatre

Heather Hadjistavropoulous, Gord Asmundson, Cortney Butz, Greg Marchildon,

Canadian Institute of Health Research, Improving Access to Mental Health Service:

Establishing and Evaluating a Strategic Unit for Internet Therapy Education and

Development

Heather Hadjistavropoulous, Saskatchewan Health Research Foundation, Improving

Access to Mental Health Service: Establishing and Evaluating a Strategic Unit for

Internet Therapy Education and Development

Thomas Hadjistavropoulous, Canadian Institute of Health Research, Sub-grant:

Community Alliances for Health Research and Knowledge Exchange in Pain

Mary Hampton, Prairieaction Foundation, Sub-grant: Identifying Best Policies and

Practices to Safety House Abused and Homeless Women in Saskatchewan

Mary Hampton, Prairieaction Foundation, Sub-grant: The Healing Journey: A

longitudinal Study if Women Affected by Intimate Partner Violence

Mary Hampton, Social Sciences and Humanities Research Council, Sub-grant: Mothering

in the Context of Domestic Violence in Canada and the UK: A Focus on Aboriginal and

Black Minority Ethnic Women

Mary Hampton, University of Manitoba, Annual regional support, RESOLVE

Saskatchewan

Mary Hampton, Paul Hackett, Bonnie Jeffrey, Darlene Juschka, Social Sciences and

Humanities Research Council, Rural and Northern Community Response to Intimate

Partner Violence

Margot Hurlbert, Social Sciences and Humanities Research Council, Water Governance

and Climate Change: the Engagement of Civil Society


Joseph Piwowar, MacDonald Dettwiler & Associates, Field-level crop yield forecasting

for AGRIS AR 2009

Joseph Piwowar, Mathematics of Information Technology and Complex Systems

(MITACS), Field-level crop yield forecasting for AGRIS AR 2009

David Sauchyn, Harry Diaz, Margot Hulbert, Greg Machildon, Dena McMartin,

International Development Research Centre, Vulnerability to Climate Extremes in the

Americas

David Sauchyn, Environment Canada, Collaborative Research on Prairie Climate,

Groundwater and Lake Levels

Members of the Faculty of Arts from the period of May 2009 – April 2010, applied for

grants totalling just over $5 million.

University of Regina Alumni Teaching Award

Philip Charrier received this year’s Alumni Teaching Award Teaching Award.


Appendix IV

Academic Program Development Committee Report to Arts Faculty Council

17 March 2010

The Academic Program Development Committee recommends approval of the following

motions.

A. International Studies Program

The International Studies Program has acquired two new faculty members. It now has the

teaching resources to expand its course offerings and thus strengthen the program. The

proposed new courses will meet student needs for a greater range of courses in the area of

International Studies and fill in some important gaps in our course offerings.

MOTION to create IS 200.

IS 200 3:3-0

Feeding the World and Cooling the Planet

Who decides who eats? Who decides what food is produced? Is the dominant

food production model ‗efficient‘? This course examines the root causes of

hunger and recurring global food crises, analyzes how being ‗stuffed‘ or ‗starved‘

is connected, and explores how food sovereignty helps ‗feed the world and cool

the planet.‘

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REASON FOR PROPOSED COURSE (including target population)

The course responds to a growing demand among IS students for more IS courses. In

addition, since it will be designed as a general interest introductory course, it is also

meant to attract students from other programs and disciplines. Indeed, the course will be

of interest to everyone who eats! Thus, it will be accessible to non-major students and

fits the core-curriculum criteria for a liberal arts degree.

To date there are two courses in the faculty of arts related to food issues. First, the

Department of Justice studies offers ―HJ 355 Food, Hunger and Social Justice‖ which

―examines social justice issues related to food production and consumption‖ (Course

Calendar). Second, the new course developed by the Department of Sociology entitled

―The Global Food System‖ (SOC 355) offers students a ―grounding in sociological

frameworks for understanding changing institutions, practices and social relations in

agriculture and food‖ and ―uses a sociological lens on processes of food production,

distribution, and consumption, on a global scale‖ (New Undergraduate Course Proposal

Form).


IS 200 will differ from these two courses in important ways:

1/ IS 200 is an introductory, lower-level and interdisciplinary course. While the course is

designed as an IS course, students from any discipline will be able to take the course with

the only prerequisite being a total of 15 credit hours or IS 100. As such the course will be

accessible to non-major students and could potentially be included in the core-curriculum

criteria for a liberal arts degree.

2/ IS 200 is a course that will look at food production, distribution and consumption from

the international development and international political economy perspectives. The

courses currently on offer at the University of Regina examine food and food related

issues from a sociological (SOC 355) or social justice (HJ 355) perspective.

3/ IS 200 will contribute to the possible creation of a cluster of courses on food at the

university and has the potential to build student interest in the 300-level courses in Justice

Studies and Sociology.

PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)

Since agriculture and food security have historically been, and continue to be, key

components in rural development and international trade, the course will strengthen the

IS program especially in the Development Studies and International Affairs

concentrations. It will be approved elective for all five concentrations of the IS program.

PROPOSED COURSE CONTENT

Everybody eats yet very few of us understand the political, social, cultural, economic and

environmental dimensions of food production, distribution and consumption. The recent

global food crisis brought into sharp relief the inequalities of the global good system.

Judging by the number of recently published books on the subject, it is clear that there is

a lot of interest among the general public to know more. This introductory and

interdisciplinary course will introduce IS majors and other students at the University of

Regina to the complexities of local, regional and global and food systems.

The first half of this course will examine the historical and current ideologies, policies,

and models that have driven international rural development. The global food crisis of

2008, marked by skyrocketing food prices, urban food riots and the continued

displacement of the rural poor, was a clear indication that the dominant model of

agricultural development has not succeeded in eradicating poverty or world hunger.

Behind the headlines lurks the very real and ongoing human suffering caused by the lack

of that key necessity for all human life — food. While the sudden spike in prices sparked

the headlines during the recent food crisis, the problems in the global food system are

complex and deep-seated. The vulnerabilities of our food systems, from climate change

to loss of biodiversity to security of supplies, are becoming more apparent. The global

food crisis is deepening.

The second half of this course will focus on the possible solutions to this crisis. Social

movements in many countries have embraced food sovereignty as an alternative to the

dominant, corporate-led and industrial model of agriculture. Food sovereignty aims to

transform dominant forces, including those related to politics, economics, gender, the

environment and social organization. Since food sovereignty was first introduced in the

international arena in 1996 it has been embraced by a growing number of social

movements around the world. Consequently, the discourse of food sovereignty is shifting


terms of the debate around food, trade in agriculture and rural development at the local,

national and international levels. Students will examine how food sovereignty opens new

ways of thinking, new policy initiatives and new social relations around the production,

distribution and consumption of food.

PROPOSED TEXTS AND REFERENCES

Patel, Rajeev. 2007. Stuffed and Starved: Markets, Power and the Hidden Battle

for the World’s Food System. HarperCollins Publishers: Toronto.

Cook, Christopher. D. 2004. Diet for a Dead Planet. The New Press: London and

New York.

Tansey, Geoff and Tasmin Rajotte. 2008. The Future Control of Food. Earthscan:

London and IDRC: Ottawa.

Wittman, Hannah, Annette Aurélie Desmarais and Nettie Wiebe. (Forthcoming

2010) Food Sovereignty, Fernwood Books: Point Black, N.S.

Bello, Walden. 2009. Food Wars, Verso: London.

DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of

library approval)

Pending

INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just

the expertise of any one individual)

Annette Desmarais


IS 220 3:3-0

International Development and Poverty This is an introduction to international development. Mainstream development is

geared to ‗attacking poverty‘ through various models of development:

modernization, industrialization and urbanization, globalization, and good

governance. Alternative models of development argue that these actually spread

inequality and impoverishment. Can development be done right? Does

development have a future?

***Prerequsites: IS 100 ***

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Currently, students registered in the International Studies Program can choose among five

areas of concentration: International Development, International Affairs, Latin American

Studies, Asian Studies and European Studies. To date the majority of students have

opted for either Development Studies or International Affairs. Since Development

Studies is a major area of concentration in the IS program it is important that students

begin their studies in international development within their first or second year. IS 220

will be a required course in Development Studies. It responds to the need to have an


introductory course for the concentration in Development Studies as well as to student

demand for more IS courses to be offered towards the IS degree.

IS 220 is considerably different from other 200-level courses on development. For

example, SOC 201 called Globalization and Development ―introduces students to

sociological analyses and theories of the rise of global society‖. Similarly, ECON 211

Development Economics, as is indicated in the title, studies development from an

economics perspective. IS 220, on the other hand, is an interdisciplinary introduction to

international development. This introductory course will prepare students for upper-level

IS courses and other 300 and 400-level international development courses that are offered

through other departments (e.g., SOC 314, GEOG 316 and WGST 421).

PROGRAM IMPLICATIONS

This introductory course will contribute to strengthening the International Studies core

program in Development Studies and prepare students for 300 and 400 level courses

related to critical international development studies.


This is an introductory and interdisciplinary exploration of some of the basic elements of

international development theory and practice. The course will critically analyze

historical and current approaches to development. Students will be introduced to the

following development approaches and issues: 18th

Century ideas of ―progress‖ and

―improvement‖; colonialism and decolonization; modernization, rural development and

agrarian reform; urbanization; population control; poverty and inequality; globalization,

trade and good governance; the environment and sustainable development; gender and

development; alternative development; and post-development.


Dembitzer, Benny. 2010. The Attack on World Poverty: Going Back to the Basics,

Merlin Press.

Bush, Ray. 2007. Poverty and Neoliberalism: Persistence and Reproduction in

the Global South. Pluto Press: London.

Lines, Thomas. 2008. Making Poverty: A History. Zed Books: London.

Desai, V. and Potter, R.B. 2008. (eds.) The Companion to Development Studies,

Second Edition, Hodder Education Press: London.

The reading list will also include some articles from the following development journals:

Development and Change

Development

World Development

International Development Studies (IDS) Bulletin.

The course will also include selected readings from research centres (i.e. the United

National Development Programme International Poverty Center and the Chronic Poverty

Research Center) and international non-governmental development organizations like

OXFAM-International, Focus on the Global South, and Third World Network.



library approval)

INSTRUCTORS ABLE TO TEACH COURSE

Annette Desmarais

Nilgün Önder


IS 240 3:3-0

Contemporary Issues in International Affairs

This course examines selected global issues through a problem-based learning

approach. Students will work in teams to simulate global conferences on selected

transnational issues such as United Nations reform, international justice, conflict

resolution, terror and security, or the environment.

*** Prerequisites: IS 100 ***

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The course applies a problem-based learning approach to selected issues in international

affairs, allowing students to attempt to resolve some of the contemporary issues

previously introduced in IS 100. This will be an interdisciplinary course aimed at second-

year students interested in international affairs and global issues. It will provide an

understanding of both key global issues, and the structures and decision-making

processes of global negotiating forums. It will help develop students‘ knowledge of

international affairs through experiential learning. Furthermore, it will address the

problem of inadequate number and range of 200-level courses in the International Affairs

concentration.


There are currently 200-level required courses in the Asian Studies, European Studies

and Latin American Studies concentrations. IS 240 will be a 200- level core course in the

IS program‘s concentration in International Affairs. It is intended to strengthen the

International Affairs concentration, which is the largest concentration in the IS program.

No implications for other programs


Elements of a model United Nations will be combined with more rigorous study of two

or three key cases, allowing students to develop team-building and collaborative

research/writing skills and to take an in-depth look at case studies selected for

contemporary relevance. For instance, students might simulate delegations to a global

conference on climate change, on a proposed draft treaty amending the International

Criminal Court, on child soldiers, on liberalizing trade in agriculture, or on other issues.

For each case study, the course would first study the relevant structures, then examine a

past case study such as the Ottawa process on land mines, and finally move to a problem-


based simulation (for instance, dividing students into groups, each of which would

simulate a government delegation to a global conference reviewing the Ottawa treaty and

seeking new limitations on small arms).


This course will draw on methodology outlined in some of the essays in Jeffrey S. Lantis

et al, eds, The New International Studies Classroom.

Texts: Maggie Black, The No-Nonsense Guide to the United Nations, and others to be

selected to suit case studies chosen.

Possible texts might include:

Jody Williams, ed., Banning Landmines: Disarmament, Citizen Diplomacy and Human

Security.

Erna Paris, The Sun Climbs Slow: The International Criminal Court and the Struggle for

Justice.

Kate O‘Neil, The Environment and International Relations.

Graca Machel/UNICEF, The Impact of Armed Conflict on Children.


library approval)

Pending



Nilgün Önder

David Webster


IS 301 3:3-0

Global Governance: International Organizations The course studies the role of international organizations in contemporary global

governance. It examines the functions of global and regional organizations in

major issue areas, including peace and security, international economic relations,

development, human rights and the environment. It investigates the effectiveness,

legitimacy and accountability of the existing system of global governance.

*** Prerequisites: IS 100 and 45 credit hours. ***

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International organizations are major actors in the international system. They are playing

increasingly bigger roles in the governance of greater range of global issues. It is

necessary for an International Studies Program to offer a comprehensive course on global

governance and international organizations. Such a course is currently not available. The

Department of Political Science has a course entitled ―International Diplomacy and the

United Nations System‖ (PSCI 342). But the topic of this course is much more

specialized, focusing on international diplomacy and international conflict resolution.


The proposed IS 301 differs from PSCI 342 in at least two important ways. First, it will

study international organizations not only in the area of international peace and security

but also in the areas of global economic relations and social and humanitarian affairs (see

the proposed topics below). Secondly, IS 301 will include not only global organizations

but also regional-level organizations in major issue areas. Thirdly, PSCI 342 studies only

formal international organizations more particularly the UN System, whereas, IS 301 will

include more recent forms of global governance arrangements like global public-private

partnerships and policy networks.

The Department of Economics offers a course entitled ―International Economic

Institutions‖ (ECON 235). IS 301 is clearly not a duplication of this course. First, the

proposed IS course is a 300-level course and it will study international organizations at a

more advanced level. Secondly, as is clear in the title, ECON 235 studies only formal

major international economic organizations unlike the proposed IS course. Thirdly, IS

301 will study international organizations from the theoretical and conceptual perspective

of global governance, which is a flourishing interdisciplinary field of study, whereas

ECON 235 looks at international economic organizations from an economics perspective.

In conclusion, IS 301 and the two mentioned courses can be considered complementary

as opposed to duplicative.

IS 301 aims primarily at International Studies students, but it is highly likely to appeal to

those students majoring in other disciplines who have an interest in international

organizations and international affairs.


Proposed third-year IS courses will offer a range of options for a stronger theoretical

engagement with international themes than is appropriate in the first and second year

courses. The course complements the other existing and proposed 300-level IS courses,

and will be taught in rotation with IS 300 (globalization) and 301 (global governance)

and 302 (NGOs crossing borders).


This course will examine the role of international organizations (IOs) in global

governance. Not only have the number and influence of IOs rapidly increased in the past

half century but also new types of IOs have recently come into existence in issue areas

where none existed before. This has resulted in a complex network of regional and global

organizations. International Organizations like the United Nations, the World Trade

Organization and the International Criminal Court are playing greater roles in the

regulation of international and domestic affairs of countries around the world. This

course will investigate how and why international organizations are created; what roles

and functions they perform; how influential they are in the governance of global affairs;

and whose interests they serve. It will also assess IOs in terms of effectiveness,

legitimacy, accountability and representativeness.

The course will be organized by major issue areas including security and peace,

international economy, development, environment and human rights. It will study main

IOs in each issue area. It will examine both global and significant regional organizations

in these issue areas. It will analyze regional variations in the creation, roles and powers of


international institutions. While the focus of the course will be on more formal type of

intergovernmental organizations, it will also study less formal as well as newer forms of

international institutions like the Group of 20, international public policy networks and

public-private partnerships.

Topics

Part I

Theoretical approaches to global governance (mainstream and critical approaches)

Part II International Security and Peace

The UN and international peace and security

Regional security organizations

Part III Global Economic Governance

Organizing global economic affairs (trade, finance, monetary relations)

Regional economic governance

IOs and economic development

Part IV International Organizations and Social and Humanitarian Activities

IOs and the environment

IOs and human rights

IOs and labour standards

IOs and world health

Part V The Future of Global Governance and Alternatives


One or two of the following texts will be used. In addition, journal articles and book

chapters will be included on the reading list.

Marc Williams, International Organization and Global Governance

(forthcoming, Palgrave Macmillan, 2011).

Alice D. Ba and Matthew J. Hoffman (eds.) Contending Perspectives on Global

Governance (Routledge, 2005).

Kelly-Kate S. Pease, International Organizations: Perspectives on Global

Governance 4th

Ed. (Prentice Hall, 2009)

Margaret P. Karns and Karen A. Mingst (eds.) International Organizations: The

Politics and Processes of Global Governance 2nd

Ed. (Lynne Rienner, 2009)

DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA

Pending



Nilgün Önder

David Webster



IS 302 3:3-0

Non-governmental organizations crossing borders Do non-governmental organizations make a difference? How do they interact with

and alter the international state system? This course examines the activities and

influence of transnational non-governmental organizations such as global

struggles against colonialism and slavery; and campaigns for human rights,

women‘s rights, indigenous rights and banning land mines.

*** Prerequisites: IS 100 and 45 credit hours ***

ACADEMIC LIMIT

40


Non-governmental organizations are increasingly important internationally. They are

significant international actors not only in influencing the behaviour and policies of states

and intergovernmental organizations but also in creating and monitoring international

norms, regulations and standards. A better understanding of global issues and affairs thus

requires studying these increasingly influential NGOs and integrating such approaches as

―transnational civil society‖. IS 302 aims primarily at International Studies students but

it may appeal to those majoring in other disciplines who have an interest in the way

people and organizations campaign for change across national borders.


Proposed third-year IS courses will offer a range of options for a stronger theoretical

engagement with international themes than is appropriate in the first and second year

courses. The course complements the other existing and proposed 300-level IS courses,

and will be taught in rotation with IS 300 (globalization) and 301 (global governance).

Importantly, it will be a companion course to IS 340 (social movements and alternatives

to global capital.


The course will study the international activities, roles and impact of NGOs in

interdisciplinary perspective. While its focus will be on contemporary transnational

NGOs, the course will start with an examination of their historical predecessors such as

the 19th

century international campaign to end slavery. It will then investigate more

recent selected cases such as anti-colonial national liberation movements, transnational

human rights organizations like Amnesty International, groups working in Western and

Eastern Europe to end the cold war, the global effort to ban land mines, transnational

religious solidarity from East Timor to Poland, the campaign to create and expand the

International Criminal Court, global women‘s movements, the struggle to establish rape

as a war crime, and global indigenous/ ―fourth world‖ efforts to create and enforce the

UN Declaration on the Rights of Indigenous Peoples.



Selected essays from:

Shamina Ahmed and David M. Potter, NGOs in International Politics (Kumarian

Press, 2006).

Daphné Josselin and William Wallace, eds., Non-State Actors in World Politics

(London: Palgrave, 2001).

Bas Arts, Math Noorman, and Bob Reinalda, eds., Non-State Actors in

International Relations (Aldershot: Ashgate, 2001).

Akira Iriye and Pierre-Ynes Saunier, eds., The Palgrave Dictionary of

Transnational History (London: Palgrave, 2009).

William E. DeMars, NGOs and Transnational Networks (London: Pluto Press,

2005).

D. Robert DeChaine, NGOs and the Crafting of Community (Lexington Books,

2005).

Thomas J. Ward, Development, Social Justice and Civil Society: An Introduction

to the Political Economy of NGOs (Paragon House, 2005).

Matthew Evangelista, Unarmed Forces: The Transnational Movement to End the

Cold War (Ithaca: Cornell University Press, 2002).

Joanne R. Bauer and Daniel Bell, eds., The East Asian Challenge for Human

Rights (Cambridge University Press, 1999).

Akira Iriye, Global Community (Berkeley: University of California Press, 2002).

Nora McKeon, The United Nations and Civil Society (London: Zed Press, 2009).

Global Civil Society Yearbook (Sage, selected years)


library approval)

Pending



David Webster

Nilgün Önder

MOTION to IS 320.

IS 320 3:3-0

Social Movements and Alternatives to Global Capital

What are social movements? What alternatives do they propose? What are the

links between land takeovers in Brazil, anti-dam protests in India, resistance to

mining and transnational movements? Can social movements make a difference?

This course explores the power of collective action by examining how social

movements challenge mainstream development.

*** Prerequisites: one of IS 220, ECON 211, SOC 201 ***

ACADEMIC LIMIT

40


REASON FOR PROPOSED COURSE

Social movements and other civil society organizations are now recognized as key actors

in mainstream international development. This course will provide IS students with

opportunities to explore the significance and power of, and conflicts among, social

movements in their efforts to support mainstream development and/or challenge and

create alternative visions of international development. The course will be a core course

for the IS Program‘s concentration in Development Studies and it responds to student

demand for more IS courses. IS 320 is geared to IS majors but students from other

disciplines who are interested in political and social change could take the course as an

elective.


This course will be part of the IS core program in Development Studies and it will

provide more IS course options for IS majors. IS 320 will strengthen IS‘s focus on

critical development studies.


The main objective of this course is to analyze the role of social movements in

challenging mainstream development. This course will highlight, from a historical and

current perspective, key theories and concepts used in the study of social movements. By

analyzing specific local, national, regional and transnational social movements based in

various continents, students will critically examine the political, historical, social and

economic forces affecting -- and the meanings of -- the construction of collective

identities, collective action, resistance, autonomy, and civil society.

The course will also address other key themes such as the role of leadership, gender

dimensions of social movements, and the cultural politics of movements. In doing so, the

course will enable students to gain an understanding of the what, why and how of radical

and not so radical social movements and what this all means for critical international

development studies.

Although the Department of Justice Studies has a course entitled ―HJ 406 Social Justice

Movements in Developing Countries,‖ it is important to state that IS 320 will differ from

HJ 406 in important ways:

1/ IS 320 is a 300 level course;

2/ IS 320 is not limited to the study of social justice movements. Although the course

will certainly explore social movements that are struggling for equal access to and control

over resources, it will also explore social movements that seek to preserve privilege and

inequality. In fact, a considerable portion of the course will be dedicated to the conflict

between these different types of movements. HJ 406 focuses only on social justice

movements;

3/ IS 320 will better enable students to understand the North-South dimensions of

international development by analyzing how effective resistance to mainstream

international development often involves consolidating transnational ties among social

movements that are based in the Global North and the Global South. HJ 406, as is

reflected in its title, explores primarily movements in developing countries.



Amoore, Louise. (ed.) 2005. The Global Resistance Reader. Routledge: New

York.

Borras, Saturnino M. Jr., Marc Edelman and Cristóbal Kay. (eds.) 2008.

Transnational Agrarian Movements Confronting Globalization. Wiley-Blackwell:

Chichester, UK.

Caouette, Dominique and Sarah Turner. (eds.) 2009. Agrarian Angst and Rural

Resistance in Contemporary Southeast Asia. Routledge: New York.

Chesters, Graeme and Ian Welsh. 2010. Social Movements: The Key Concepts.

Routledge: New York.

Desai, Ashwin. 2002. We are the Poors: Community Struggles in Post-apartheid

South Africa, Monthly Review Press: New York.

Ellis, Stephen and Ineke van Kessel. 2009. Movers and Shakers: Social

Movements in Africa. Brill: Leiden, The Netherlands.

O‘Brien, Kevin. 2006. Rightful Resistance in Rural China. Cambridge University

Press: New York.

Stahler-Sholk, Richard, Harry E. Vanden and Glen David Kuecker. (eds.) 2008.

Latin American Social Movements in the Twenty-First Century: Resistance Power and

Democracy, Rowman and Littlefield Publishers: Lanham, Maryland.

Selected articles from various social movement journals such as:

Mobilization

Social Movement Studies - Journal of Social, Cultural and Political Protest


library approval)

Pending



Annette Desmarais

MOTION to revise BA and BA Honours major in International Studies.

Section B: International Studies Core requirements

3.0 IS 100

3.0 One of IS 300, 301, 302

3.0 IS 400

3.0 ECON 211

3.0 PSCI 240

3.0 One of RLST 100, 211, or 241

18.0 Subtotal: International Studies core

Section C: International Studies Language requirements

3.0

Four courses in the same language other than English.

3.0

3.0

3.0

12.0 Subtotal: International Studies language

Note: Students MUST consult with the Coordinator to ensure their language choice fits the requirement of their concentration.


Rationale

MOTION to revise the Development Studies concentration of the BA and BA Honours

major in International Studies.

9.26.2.2 Development Studies Concentration

Credit hours

BA in International Studies,

required courses

Student’s record of courses completed

Section A: Arts Core requirements



45.0 As stated above for the BA in International Studies

Section D: Development Studies Concentration

3.0 IS 220

3.0 IS 420

3.0 Three Two of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, PSCI 344

3.0

3.0

3.0 One of ANTH 333, ECON 224, GEOG 205, SOST 203, or WGST 220

3.0

Nine approved electives, in at least three different disciplines, from the Development Studies course list. Refer to §9.26.6 [calendar]. At least one course must be at the 400-level.

3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

42.0 Subtotal: 65% major GPA required (sections B, C & D)

Section E: Open Electives

33.0 11 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).

120.0 Total: 60% PGPA required

9.26.3.2 Development Studies Honours Concentration

Credit hours

BA Honours in International Studies,

required courses






Section D: Development Studies Concentration

3.0 IS 220

3.0 IS 420

3.0 IS 498

3.0 IS 499

3.0 Four Three of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, PSCI 344

3.0

3.0

3.0

3.0 One of ANTH 333, ECON 224, GEOG 205, SOST 203, WGST 220

3.0 One of ECON 324, GEOG 303, 305, SOST 201, 306, 307


3.0

Seven approved electives, in at least two different disciplines, from the Development Studies course list. Refer to §9.26.6. At least one course must be at the 400-level.

3.0

3.0

3.0

3.0

3.0

3.0

48.0 Subtotal: 75% major GPA required (sections B, C & D)





Rationale

As students will be required to take new IS 220, which is an interdisciplinary introduction

to Development Studies, it will suffice to complete two instead of three of the courses

listed in the third row. This revision is also intended to address the problem that some of

these courses are not offered frequently enough. ANTH 312 needs to be removed from

this list because it has not been offered in a long time.

MOTION to revise the International Affairs concentration of the BA and BA Honours

major in International Studies.

9.26.2.4 International Affairs Concentration

Credit hours

BA in International Studies, required courses






Section D: International Affairs Concentration

3.0 IS 240

3.0 IS 440

3.0 Two approved electives from the International Development course list. Refer to §9.26.6 [calendar]

3.0

3.0 Three approved electives from the International Economics and Political Economy course list. Refer to §9.26.6.

3.0

3.0

3.0

Five approved electives from the International Politics, Security, and Organization course list. Refer to §9.26.6.

3.0

3.0

3.0

3.0

3.0 Two One approved electives from the Culture and International Affairs course list. Refer to §9.26.6.

3.0

A minimum of three courses must be at the 300- or 400-level. IS 440 will count toward this requirement.

39.0 Subtotal: 65% major GPA required (sections B, C, and D)






9.26.3.4 International Affairs Honours Concentration

Credit

hours

BA Honours in International Studies, required courses






Section D: International Affairs Concentration

3.0 IS 240

3.0 IS 440

3.0 IS 498

3.0 IS 499

3.0 SOST 203

3.0 Two approved electives from the International Development course list. Refer to §9.26.6.

3.0

3.0 Three approved electives from the International Economics and Political Economy course list. Refer to §9.26.6.

3.0

3.0

3.0

Five approved electives from the International Politics, Security, and Organization course list. Refer to §9.26.6.

3.0

3.0

3.0

3.0

3.0 Two One approved electives from the Culture and International Affairs course list. Refer to §9.26.6.

3.0

A minimum of three courses must be at the 300- or 400-level.

48.0 Subtotal: 75% major GPA required (sections B, C, and D)





Rationale

As students will be required to take new IS 240, it is necessary to reduce the number of approved

electives students must complete. The reduction will be made in the Culture and International

Affairs section because this section is less important than the other sections for the International

Affairs concentration especially given the inadequate range of current course offerings in the

Culture and International Affairs section.

MOTION to revise the International Studies certificate core requirements.

9.26.4 CERTIFICATE IN INTERNATIONAL STUDIES

Credit hours

Certificate in International Studies, required courses

Student's record of courses completed

3.0 IS 100

3.0 One of IS 300, 301, 302

3.0 ECON 211

3.0 PSCI 240

12.0 Subtotal


MOTION to revise the Development Studies concentration of the International Studies

certificate. 9.26.4.2 Development Studies Concentration

Credit hours



3.0 IS 220

3.0 Two of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, IS 420, PSCI 344

3.0

3.0 Four Three approved electives, in an at least two different departments/programs, from the Development Studies course list. Refer to §9.26.6.2.

3.0

3.0

18.0 Subtotal: Development Studies Concentration


Motion to revise the International Affairs concentration of the International Studies

Certificate.

9.26.4.4 International Affairs Concentration

Credit hours



3.0 IS 240

3.0 Two courses from the International Politics, Security, and Organization course list. Refer to §9.26.6.4. IS 440 will also count towards this requirement

3.0

3.0 One course from the International Development course list. Refer to §9.26.6.4.

3.0

One course from the International Economics and Political Economy course list. Refer to §9.25.6.4.

3.0

One course from either of the International Development or International Economics and Political Economy course lists. Refer to §9.26.6.4.

3.0

One course from the approved electives list (any cluster) in the International Affairs Concentration. Refer to §9.26.6.4 below. IS 440 will also count towards this requirement.

18.0 Subtotal: International Affairs Concentration


B. Department of Philosophy and Classics

MOTION to create PHIL 246.

PHIL 246 3:3-0

Animal Minds and Human Morals

Do animals have minds, desires, beliefs and feelings? Are animals capable

of language, self-awareness and autonomy? Do animals have moral

standing and rights? Is it moral to confine animals in zoos, use them for


entertainment in rodeos, trap them, eat them, and do medical experiments

on them?

*** Prerequisite: PHIL 100 or completion of 15 credit hours. ***

ACADEMIC LIMIT

35-50

REASON FOR PROPOSED COURSE

Since the publications of Peter Singer's ―Animal Liberation‖ and Tom Regan's

―The Case for Animal Rights‖, the philosophy of animal rights, animal liberation and

animal welfare has become an independent sub-discipline of Philosophy. On the legal

front there are now dozens of major law schools which recognize Animal Law as an

independent sub-discipline.

Apart from these trends, there are other reasons why there should be a philosophy course

on animal minds and human morals. For the most part (notable exceptions were the

utilitarians and some of the empiricists, such as Hume), philosophy and moral theories

implicitly or explicitly embraced some form of anthropocentrism. In ―The Messes

Animals Make in Metaphysics‖ (Journal of Philosophy, 1949), Fuller reviews some of

the difficulties non-human animals raise in philosophy. Replacing an anthropocentric

approach with a ―zoocentric‖ approach in philosophy that is informed by contemporary

evolutionary biology, research in animal cognition, and a proper understanding of

―intentional biological agency‖, is very important because it will force us to re-examine

basic issues in ethics, philosophy of mind, language, intentional agency, and what it

means to have rights.


n/a


The content of this course is highly interdisciplinary in character. It includes aspects of

several areas in Philosophy and other disciplines: Applied Ethics, Meta-Ethics,

Philosophy of Mind, Philosophy of Science, Philosophy of Biology, Philosophy of

Agency, Philosophy of Law, Animal Law, Cognitive Ethology, Agriculture, Medicine,

Psychology and Environmental Ethics.

Some specific topics are: Theories of Animal Ethics; Animal Capacities: Pain, Animal

Intentional Agency; Animal Cognition, Consciousness, Emotions & Altruism; Animal

Innovation, Animal Architecture and Culture; Primates &Cetaceans; Animals for Food;

Animal Experimentation; Animals in Education; Animals in Biotechnology: Ethics of

Genetic Engineering, Telos, Xenotransplantation, Cloning of Endangered Species; Ethics

and Wildlife: Hunting, Protectionism, Rehabilitation & Introduction of Captive Wildlife,

Exotic Species; Zoos, Aquariums, and Animals in Entertainment; Animal Companions;

Animal Law; Animal Activism; Biology & Ethics; Science & Ethics.



Taking Animals Seriously, by David DeGrazia, Cambridge

The Animal Ethics Reader, ed. By Armstrong & Botzler, Routledge.

Animal Rights, ed. By Sunstein & Nussbaum, Oxford

Without a Tear: Our Tragic Relationship with Animals, by Bernstein, Illinois

Animal Rights & Human Morality, by Rollin, Prometheus

Animals & Ethics, ed. Angus Taylor, Broadview

The Metaphysics of Apes, by Corbey, Cambridge

Animal Consciousness, by Daisie and Michael Radner

Animal Liberation, by P. Singer, Avon

The Case of Animal Rights, by T. Regan, California

The Evolution of Communication, by Marc Hauser, MIT

Primate Social Systems, R. Dunbar, Comstock

The Lives of Animals, by J. M. Coetze, Princeton

Morals, Reason, and Animals, by Sapontzis, Temple

The Great Ape Project, ed. Cavalieri & Singer, Fourth Estate

Animals and Why they Matter, by M. Midgley, U of Georgia Press

Beyond Prejudice, by E. Pluhar, Duke

Animals, Property, and the Law, by G. Francione, Temple

Defending Animal Rights, T. Regan, Illinois

Animals Like Us, by M. Rowlands, Verso

Animal Rights: A Philosophical Defence, M. Rowlands, Palgrave MacMillan

Philosopher and the Wolf, by M. Rowlands, Granta Books

Brute Science: Dilemmas of Animal Experimentation, by Hugh LaFollette & Neil Shanks

Minds of their own: Thinking and Awareness in Animals, by L. Rogers, Westview

Kinship & Behavior in Primates, ed. B Chapais & C Berman, Oxford

Readings in Animal Cognition, ed. M. Bekoff & D. Jamieson, MIT

Animal Social Complexity: Intelligence, Culture, and Individualized Societies, ed. Frans

De Waal & Peter Tyack, Harvard

Primate Psychology, ed. Dario Maestripieri, Harvard

Intelligence of Apes and Other Rational Beings, by Rumbaugh & D. Washburn, Yale

The Evolution of Agency and Other Essays, by Kim Sterelny, Cambridge

Animal Traditions: Behavioural Inheritance in Evolution, by E. Avital & Eva Jablonka,

Cambridge

The Cognitive Animal: Empirical & Theoretical Perspectives on Animal Cognition, ed.

M. Bekoff, C. Allen & G. Burghardt

Almost Human: A Journey into the World of Baboons, by Shirley Strum, Chicago

Animal Innovation, ed. S. Reader & K. Laland, Oxford

Minding Animals: Awareness, Emotions, and Heart, by M. Bekoff, Oxford

The Genesis of Animal Play, by G. Burghardt, MIT

Animal Passion and Beastly Virtues, by M. Bekoff, Temple

The Emotional Lives of Animals, M. Bekoff, New World

Baboon Metaphysics, by D. Cheney & Robert Seyfarth, Chicago

Animal Minds, by Donald Griffin, Chicago

Wild Minds: What Animals Really Think, by M. Hauser, Owl Books

Great Apes & Humans: The Ethics of Coexistence, ed. B. Beck & Stoinsky & Hutchins

& Maple & Norton & Rowan & Stevens & Arluke, Smitsonian Institute

Anthropomorphism, Anecdotes and Animals, ed. Mitchell & Thompson & Miles, Suny


Thinking with Animals: New Perspective on Anthropomorphism, ed. L. Daston & G.

Mitman, Columbia

Our Inner Ape, by Frans De Waal, Routledge

Primates And Philosophers: How Morality Evolved, by Frans De Waal, Princeton

Humans and Other Animals, by John Dupre, Oxford

Created from Animals: The moral Implications of Darwinism, by J. Rachels, Oxford

INSTRUCTORS ABLE TO TEACH COURSE yes

C. Cooperative Education Program

MOTION TO REVISE THE ADMISSION AND CONTINUATION REQUIREMENTS FOR THE COOPERATIVE EDUCATION PROGRAM IN ARTS

CRITERIA FOR ENTRANCE INTO THE CO-OPERATIVE EDUCATION PROGRAM IN ARTS 1. Declaration of a major in Arts or a BSc or BSc Honours in a major offered by the departments of Economics or Geography.

Students completing the Bachelor of Health Studies, the Bachelor of Human Justice, the BA (Police Studies), the BA (Journalism) and the Bachelor of Journalism are required to complete an internship and so are not eligible to participate in the Arts Cooperative Education program. excluded.

2. Completion of a minimum of 45 and a maximum of 84 credit hours in acceptable degree programs as noted above in 1. Students may apply in the semester in which they will complete 45 credit hours.

3. A program GPA of at least 70% and a major GPA of at least 70%.

4. Full-time student status - registration in a minimum of 9 credit hours.

5. Completion of ENGL 100 and 110 and at least two courses in their major.

6. Students will be expected to demonstrate minimal standards of computer literacy, specifically knowledge of word processing, spreadsheets, and presentation software. A course (ARTS 007) will be provided by the Faculty on a cost recovery basis.

7. Students who are completing two programs or degrees at the same time will be allowed to participate in the Co-operative Education Program in Arts, unless one of their programs requires a practicum, work placement, internship or professional training.

9.11.3 CONTINUATION IN AND COMPLETION OF THE CO-OP PROGRAM Successful completion of three work terms (which may be in different departments) is required for the Co-op designation, with a fourth work term being optional. A student’s final term must be academic study. Upon graduation there will be an appropriate designation on the diploma and transcript of each student who meets the requirements of the Faculty of Arts for the Co-operative Education program.

To continue in the Co-op program, students must maintain a PGPA of 70% and major GPA of 70% and must enroll in at least 9 credit hours in academic terms between work terms. (Specifically, in the term before a work term, the student must be enrolled in at least 9 credit hours.) Students who have one “F” grade for work terms will normally be required to withdraw from the Co-operative Education Program in the Faculty of Arts. Students must comply with the rules specified in the Co-op Student Handbook. Failure to follow the rules results in an automatic failure for the work term. The Academic Co-op Coordinator and the Associate Dean (Undergraduate) of Arts will resolve problems. Appeals may be made to the Faculty of Arts Students Appeal Committee.

Please contact the Co-operative Education Office, the Arts Students Services Office or consult our web page at www.arts.uregina.ca/current-students for further information.

Rationale

For a variety of reasons, students are not always able to complete 9 credit hours in the

semester between work terms, especially during the spring/summer semester when

classes are offered in a compressed time-frame.

Most students have computer skills adequate to the types of jobs they‘re seeking. Other

resources exist to assist those students who are deficient in one or more areas to reach to

the employer‘s preferred level of proficiency.


http://www.uregina.ca/arts/

D. Department of French

MOTION to revise the prerequisites of FRLS 120, 121 and 218.

FRLS 120 3:9-3

Grammaire et rédaction 2 - Grammar and Writing 2

Ce cours intensif est la suite du cours FRLS 119. This intensive course is a

continuation of FRLS 119.

*** Préalable: FRLS 119, avec une note minimum de 60%. ***

*** Cours concomitant: FRLST 117 ***

* Note: L'étudiant ne peut pas recevoir des crédits à la fois pour FRLS 120

et FR 201 115. *

*** Prerequisite: FRLS 119 with a minimum grade of 60% ***

*** Corequisite: FRLST 117 ***

* Note: Students may not receive credit for FRLS 120 and FR 201 115. *

FRLS 121 3:9-3

Grammaire et rédaction 3 - Grammar and Writing 3

This intensive course is a continuation of FRLS 120. Ce cours intensif est

la suite du cours FRLS 120.

*** Préalable: FRLS 120, avec une note minimum de 60%. ***

*** Cours concomitant: FRLS 118 ***


et FR 202 213. *

*** Prerequisite: FRLS 120 with a minimum grade of 60% ***

***Corequisite: FRLS 118 ***

* Note: Students may not receive credit for FRLS 121 and FR 202 213. *

FRLS 218 9:9-3

Francais écrit et culture francophone - Written French and

Francophone Culture

Approfondissement de la grammaire du français écrit. Étude de textes

portant sur certains aspects sociaux et culturels de la francophonie.

Résumé et composition. Further study of the grammar of written French.

Study of texts on cultural and social aspects of the francophonie. Exercises

in summarizing texts and composition.

*** Préalables: FRLS 118 et FRLS 121 avec, dans les deux, une note

minimum de 60%, ou permission du chef de département. ***

*** Cours concomitant: FRLS 212 ***


et, soit FR 203 214, FR 230, ou 231. *

*** Prerequisite: FRLS 118 and FRLS 121 with a minimum grade of

60% or permission of Department Head ***

*** Corequisite: FRLS 212. ***

* Note: Students may not receive credit for FRLS 218 and any of FR 203

214, 230, or 231. *

Rationale

This is a house-keeping matter to reflect the renumbering of FR courses that was

previously missed.


E. Department of History

MOTION to delete HIST 105.

HIST 105 3:3-0

Modernization and Its Impact in 20th-Century China and Japan

This course aims to impart an understanding of modernization processes in

East Asia from the nineteenth century to the 1980s. Attention is focused

on how China and Japan addressed the western-led challenge of

modernization. Emphasis is also placed on social and economic change.

MOTION to create HIST 250.

HIST 250 3:3-0

Modernization and Its Impact in 20th

Century China and Japan

[short title: 20th

Century China and Japan]

This course aims to impart an understanding of modernization processes in

East Asia since the early nineteenth century. Attention is focused on how

China and Japan addressed the western-led challenge of modernization,

with particular emphasis on the Meiji period in Japan and the Communist

revolution in China.

*** Prerequisite: One 100-level HIST course or completion of 15 credit

hours. ***

*Note: Formerly numbered HIST 105. Students may receive credit for

only one of HIST 105 or 250. *

Rationale

Will provide an essential base of historical knowledge for students interested in upper

level courses in East Asian history, as well as those registered for the Japanese and

Chinese studies degrees (Department of International Languages) and the Asian studies

stream of the International Studies program.

ACADEMIC LIMIT

50


On the basis of the recommendations made as part of the recent unit review, History 105

will be deleted from the register. This course is too valuable to lose with respect to the

points made above in ‗Reason for Proposed Course‘. As such, converting it into a 200

level course seems to be a logical course of action. Of course the mode of delivery and

requirements will be adjusted to conform to the History Departments guidelines for 200-

level courses.

PROPOSED COURSE CONTENT For Japan and China, the processes of modernization and industrialization in the 19

th and

20th

centuries were difficult and painful. Drives in both countries towards large-scale


social and economic change brought about highly destructive wars and revolutions. The

contest between conflicting political ideologies created highly-charged environments

characterized by extremes of political action and reaction. This course aims to impart

understanding of modernization processes in East Asia from the Opium War of 1839-42,

paying particular attention to the imperialist impact on East Asia, the search for wealth

and power in late 19th

century China and Japan, and the communist revolution in China.

GRADING

Mid-term exam (Week 6) (30%)

Essay, (Week 10) (30%)

Final examination (40%)

PROPOSED TEXTS AND REFERENCES Rhoads Murphey, East Asia: A New History 4th edition

INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental

resources, not just the expertise of any one individual)

Qualified instructors on staff. (Dr. P. Charrier).


HIST 275 3:3-0

Nineteenth-Century Europe

Industrialization, urbanization, science, ideological conflicts; Congress of

Vienna, Concert of Europe, revolutions of 1848-49; unifications of Italy

and Germany; Napoleon III; Imperialism, origins of the First World War.

*** Prerequisite: One 100-level HIST course or completion of 15 credit

hours. ***

Rationale

The recent addition of HIST 277 was a return to a more standard periodization of

European history (which facilitates the selection of textbooks). At the time it was

decided to add a course on nineteenth-century Europe to our curriculum.

ACADEMIC LIMIT

50

PROPOSED COURSE CONTENT This course will survey the principal themes of European history from the Congress of

Vienna to the outbreak of World War One. Lectures are organized chronologically and

encompass selected topics in the social, cultural and political history. A major purpose of

the course is to introduce students to some of the important texts of the period. Therefore

part of the required readings consists of primary sources.

GRADING

Analysis of a primary source: 25% Research paper: 45%


Final examination: 30%

PROPOSED TEXTS AND REFERENCES Goldstein, Jan and John W. Boyer, eds. Nineteenth-Century Europe: Liberalism and Its

Critics. Chicago, Ill.: University of Chicago Press, 1988.

Gildea, Robert. Barricades and Borders: Europe 1800-1914. 3rd

edition. Oxford: Oxford

University Press, 2003.

INSTRUCTORS ABLE TO TEACH COURSE Qualified instructors on staff: (Dr. Thomas Bredohl)


HIST 383 3:3-0

Military History: The Second World War

[short title: Military History: WW II]

Focusing on the military history of the Second World War, this course

considers the military operations of the war, on land, at sea and in the air.

It addresses inter-allied relations and strategic planning; civil-military

relations; the scientific, technological and economic dimensions of the

war; the experience of war.

*** Prerequisite: One HIST course or completion of 30 credit hours ***

Rationale

This course is designed for History majors as well as non-majors. Courses in military

history attract students from programs across the University. This course is designed to

complement the revised History 382 (Military History: The First World War), which

previously dealt with both World Wars One and Two. The new course will facilitate

deeper analysis and more concentrated study of particular themes than was possible in

only one course.

ACADEMIC LIMIT

40


The new course will add another military history course to the program. This will make

it easier for students to complete the two courses with a military history emphasis that

will qualify them for the newly established Gunter scholarship. The Department will face

the continuing challenge of balancing the instructor‘s teaching commitments between

European and military history.

PROPOSED COURSE CONTENT The course focuses on both the European and Pacific theatres of the Second World War.

Although it deals with military operations, these are considered in the context of broader

economic, social, political and cultural developments. Topics addressed include: the

main campaigns, on land, at sea and in the air; war planning; the scientific, technological

and economic dimensions of the war; the home fronts; civil-military and inter-allied


relations; strategic planning; signals intelligence; and the experience of war in various

theatres.

GRADING

Mid-term exam: 25%

Term paper:

Thesis statement: 5%

Peer review exercise: 10%

Final essay 30%

Total for essay 45%

Final examination: 30%


Andrew Roberts, Storm of War: A New History of the Second World War (Penguin:

Harmondsworth, 2010).

Gordon Martel, ed., The World War Two Reader (New York: Routledge, 2004)

INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental

resources, not just the expertise of any one individual)

The Department has one instructor, Dr. I. Germani, who is qualified to teach this course.

MOTION to revise the title and description of HIST 368.

HIST 368 3:3-0

The History of Popular Religion in the Middle Ages (300-1400)

Relics, Visions, and Vampires: The History of Popular Christianity in

Medieval Europe

[short title: Hist Popular Religion 300-1400

This course will examine, from an historical perspective, the religious

beliefs and practices of medieval Europeans ordinary Christians in the

Middle Ages (300-1400). The emphasis will be on Christian beliefs, but

those of other religions will be considered, too. Topics include: heresy; the

fate of the dead; skepticism; saints; signs and miracles; good and evil

spirits; holidays. the veneration of saints; ideas about the fate of the dead;

heresy and orthodoxy; skepticism; signs and miracles; good and evil

spirits; festivals and holidays.


Rationale

The original title of this course--which included the standard term used in the scholarship,

―popular religion‖—was changed without my input at a Faculty of Arts meeting when I

was unable to be present. I would like to have this term put back in the title. I am willing

to amend the calendar description to address concerns that only the Christian religion will

be covered in this course.


MOTION to revise the title and description of HIST 382.

HIST 382 3:3-0

The Military History: of World War I and II

Focusing on the military history of the First World War, this course

studies war plans, strategy and leadership, technology and tactics, civil-

military and inter-allied relations, battles on land and sea, as well as the

experience of war. Military events are considered in relation to broader

economic, social, political and cultural developments.

A study of key aspects in the military history of the First and Second

World Wars. Subjects covered include war aims and strategic plans; the

conduct of operations; the roles of naval and air power, scientific and

signals intelligence; the economic and social dimensions of "total war".


* Note: Formerly numbered HIST 282. Students may not receive credit for

both HIST 382 and HIST 282. *

Rationale

This course is designed for History majors as well as non-majors. Courses in military

history attract students from programs across the University. This course previously

dealt with both World Wars One and Two. The revised course will facilitate deeper

analysis and more concentrated study of particular themes than was possible in the earlier

course.

Motion to revise the prerequisites for all 400-level HIST courses, except for 498 and 499,

from ―Completion of 60 credit hours or permission of Department Head‖ to ―Completion

of two HIST courses at the 200- or 300-level or 60 credit hours or permission of

Department Head.‖

MOTION to revise the major in History to include two 400-level courses.

9.23.1 BA MAJOR IN HISTORY

Credit hours

BA History major,

required courses


Major Requirements

3.0 One 100-level HIST course

3.0

Seven 200-level HIST courses

3.0

3.0

3.0

3.0

3.0

3.0

3.0

Four Five 300- or 400-level HIST courses

3.0

3.0

3.0

63.0 Two One 400-level HIST courses

42.0 Subtotal: 65% major GPA required

Arts Core Requirements


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 in logic or math

3.0 One course from List A*

3.0 One course in fine arts*

3.0 One natural science with a lab*

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


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

30.0 Subtotal

Open Electives


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).


Students majoring in history should consult the head of the Department of History about the courses they choose to take in any particular year.

9.23.2 BA MAJOR IN URBAN HISTORY

Credit hours

BA Urban History major,

required courses


Major Requirements

3.0 One 100-level HIST course

3.0 HIST 240

3.0

Five Six 200- or 300-level HIST courses

3.0

3.0

3.0

3.0

3.0

3.0 Three courses with an urban focus from a Department other than History. Current possibilities include ANTH 240, 303, ECON 354, FILM 240, GEOG 220, 324, 424, INDG 305, SOC 202. Other courses may be approved by the Department Head.

3.0

3.0

3.0 HIST 390BP or two of HIST 340, 352, 375.

3.0

3.0 HIST 413

3.0 One of HIST 413 or 478



3.0 ENGL 100

3.0 ENGL 110


3.0


3.0 One course from List A*

3.0 One course in fine arts*

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 majoring in urban history should consult the head of the Department of History about the courses they choose to take in any particular year.

Rationale

The Department of History proposes to increase the number of 400-level courses required

of all History majors (from one to two), at the same time dropping the number of 300-

level courses required from five to four. The purpose of this is to enhance students'

understanding of the discipline by involving them more fully in discussion and analysis at

a relatively advanced level. Courses at this level are conducted as seminars and involve

close reading, analysis and discussion of primary and secondary readings. Engagement

in these activities develops students' abilities and confidence in oral communication and

discussion. The presentation and discussion of student papers also enhances their critical

awareness. The Department expects that as students become more familiar with this level

of study, more of them will be inclined to consider enrolling in the Honours program.

F. Prairie Studies Program

MOTION to revise the prerequisite of PRST 200.

PRST 200 3:3-0

Introduction to the Prairie World

This team-taught online interdisciplinary course introduces students to a

broad range of Prairie issues, including Prairie geography, history,

political and cultural systems, and language. The strong interdisciplinary

and cross-cultural perspectives provide students with the necessary

foundations to specialize in their own area(s) of interest within the Prairie

Studies program.

*** Prerequisite: Completion of 15 credit hours, including one 100-level

course in any of English, Geography, course, one 100-level History,

course, one 100-level Indigenous Studies, CREE or SAUL, course, one

100-level Political Science or Sociology course, plus one of the following:

one 100-level indigenous languages course (Cree or Saulteaux), one 100-

level Sociology course, or one 100-level English course; or permission of

coordinator ***

Rationale

PRST is a 200-level foundation course with content designed to invite students

into the Prairie Studies program. The existing prerequisite is unduly restrictive

and serves to deter rather than attract students to the program. It is desirable that

student enrolling in PRST 200 have some university background. 15 credit hours


including one course in a discipline that contributes to the Prairie Studies program

is deemed adequate background.

G. Environmental Studies Program

MOTION to revise the BA major in Environmental Studies.

Credit hours

BA Environmental Studies major, required courses


Major Requirements

3.0 BIOL 150

3.0 BIOL 276

3.0 ECON 273

3.0 One of ENST 200 or GEOG 226

3.0 ENST 400

3.0 GEOG 100

3.0 GEOG 221

3.0 GEOG 226

3.0 GEOG 325

3.0 GEOG 326

3.0 GEOG 327

3.0 GEOG 491AB

3.0 One of GEOL 102 or GEOG 221

3.0 GEOL 270

3.0 JS 210

3.0 JS 312

3.0 PHIL 275

3.0 PSYC 340

3.0 SOC 100

3.0 One 200-level SOC course

3.0 SOC 201

3.0 SOC 230

3.0 SOC 330

3.0 WGST 201



3.0 ENGL 100

3.0 ENGL 110



3.0

3.0 One course In fine arts

18.0 Subtotal

Open Electives

45 2.0 15 4 elective courses



Rationale


Date: 14 May 2010

To: Members, Academic Program Development Committee

From: Kyle Hodder

Coordinator, Environmental Studies Program

Subject: Revisions to the Bachelor of Arts (Environmental Studies) Program

This memo proposes to modify the Environmental Studies program, and is divided into

two sections: (a) gaps in the curriculum, and (b) exclusions/deletions.

A. Curricular Gaps Four curricular gaps in the Environmental Studies program are outlined below, along

with specific recommendations for new content to address each.

A.1. Water

Background/Rationale (Local): Canada is usually considered to be a country

with abundant freshwater, but in the Prairie provinces, freshwater is scarce.

Indeed, the Prairies are the only major ecoregion of Canada where drought is a

landscape hazard. The environment, economy and society of the Prairies are

intimately tied to, and sustained by, the flow and storage of water. Nowhere else

in Canada does the lack or excess of water cause such widespread concern

(Pomeroy et al 2005), nor are there Canadian environments subject to greater

seasonal change in precipitation and surface-water storage. It is widely predicted

that climate change, via effects on glaciers, snowpacks, and evaporation, will

combine with cyclic drought and increasing human activity to cause a crisis in

water quantity and quality (Schindler and Donahue 2006; Sauchyn and

Kulshreshtha 2008; Warren and Egginton 2008). Increases in water scarcity

represent the most serious risk in ongoing environmental change for the Prairies.

As an example, summer flow volumes in the South Saskatchewan River have

declined by 84% since 1900.

Background/Rationale (Global): The key importance of water is not limited to

the Prairies – although life is known to exist in the absence of oxygen, and the

absence of sunlight, there are no known examples of life in the absence of water.

It is essential for life on Earth, and the global supply of fresh water is shrinking

(UN 2003). Despite the importance of water, 25% of the global human population

has no access to safe drinking water (UN 2006), and of the 1.3 billion humans

living in abject poverty, the majority are women and children; women are also the

Classroom Building, Rm 340 University of Regina Regina, Saskatchewan Canada S4S 0A2 phone: (306)585.4222 fax: (306)585.4815 www.uregina.ca

FA CU LT Y OF A RT S E N V I R O N M E N T A L S T U D I E S P R O G R A M


largest group systematically under-represented in water management

arrangements (UN 2006). Future decisions on the management of water must

incorporate decreasing supply, increasing competition among sectors, upstream

and downstream user demand, social and demographic change and a host of

additional ‗drivers‘. The key role of water in the environmental sphere is currently

absent from the ENST program.

Recommendation: Students in the Environmental Studies program should be

exposed to the key environmental role of water; two courses, Hydrology [GEOG

327] and Water Resource Management [GEOG 326] satisfy this curriculum goal.

A.2. Adaptation and Adaptive Capacity

Background/Rationale: Canadians are well aware that environmental change

seriously challenges our health and well being, our economy and our society

(Warren and Egginton 2008). Although much discussion has concentrated on

mitigation of environmental change, the fruits of mitigation efforts will not halt

the changes underway or avoid consequences. Knowledge complimentary to the

mitigation of environmental change is the adaptation to same; that group of

activities that reduce the negative impacts of environmental change. The

adaptation theme is currently absent from the ENST program. The addition of an

adaptation theme provides a context for ―the future‖, and compliments the

addition of the environmental history curriculum (point A1, above).


exposed to the adaptation theme at an advanced level. One course, Climate

Impacts and Adaptation [GEOG 491 AB]*, satisfies this curriculum goal.

* GEOG491AB is in the process of being made a regular/standing course by

the Department of Geography.

A.3. Globalization

Background/Rationale: The process by which local societies, cultures and

economies integrate into a geographically larger, but perhaps smaller and more

homogenous, network presents environmental dimensions important both for the

future of the planet and human society. These include unique, and peculiar,

challenges to local populations as they engage with the natural world and the

policies regulating its exploitation or use. Although there are multi-disciplinary

facets to globalization, environmental facets can be negative (e.g. atmospheric

pollution, environmental refugees), positive (e.g. environmental justice,

multinational environmental organizations) and/or complex (e.g. ecotourism).


exposed to the concept(s) of globalization at a foundational level. Globalization

and Development [SOC 201] satisfies this curriculum goal, including specific

content on the development of capitalist industrial societies, local/global


inequality, and the processes by which local economic, technological, and

political change shape global human society.

B. Proposed deletions and exclusions for the ENST

program.

As is clear in Table 1, some topics are covered very well in courses cognate to the

Environmental Studies program, including fossil fuel energy, air and water pollution,

sustainable development and the environmental effects of human activity. It is also clear

from Table 1 that overlap exists in course content. Some overlap is inevitable as course

material builds from year-to-year, and as course content is approached from different

disciplinary perspectives. However, we propose to remove some of the largest areas of

overlap with deletions and exclusions outlined below.

1. Delete both of: “SOC100/Intro Sociology” and “One 200 level SOC course”

As a multi/inter-disciplinary program, ENST has an abundance of first-year

required courses. Second, there are key themes missing from the current

curriculum, including "globalization". Third, recent modifications of the Sociology

program render redundant the need for both of these courses. Finally, the addition

of SOC201/Globalization and Development includes Sociology content of greater

relevance to the ENST program.

2. Exclusion [new text]: “One of GEOG221/Physical Geography or

GEOL102/Environmental Geology”

As evident in Table 1, these two courses are fairly similar in Earth System content

as measured by Environmental Studies curriculum goals. Therefore, it is

inappropriate for students to receive credit for both courses, or be required to take

both in the program.

3. Exclusion [new text]: “One of GEOG226/Environmental Issues or

ENST200/Intro to Environmental Studies”

As evident in Table 1, content in these two courses is sufficiently similar that it is

inappropriate for students to receive credit for both courses, or be required to take

both in the program. Their mutual inclusion, as required courses, in the ENST

program was an oversight.

4. Delete: “GEOL270/Resources of the Earth”

As evident in Table 1, the course content in GEOL270 of greatest relevance to the

Environmental Studies curriculum is adequately covered in

GEOG226/Environmental Issues and/or ENST200/Intro to Environmental Studies

and/or SOC230/Nature and Society.


Finally, the existing structure of the ENST program is based on 60 credit hours or

required course work. This is on the uppermost end of the credit-hour range. The

proposed changes reduce the required coursework to 57 credit hours, providing more

opportunity for choice of electives.

Kyle R. Hodder

Coordinator, Environmental Studies Program


Table 1 Curricular topics grouped into 3 themes

Environment and Society Theme Earth System Theme Discipline Specific Theme(s)specific themes general themes

Fossi

l Fue

l Ene

rgy

Ener

gy Co

nser

vatio

n

Food

supp

ly/se

curit

y

Air p

ollut

ionW

ater P

ollut

ion

Land

Cons

erva

tion

Nucle

ar Fu

els

Popu

lation

Gro

wth

Recy

cle/R

edus

e/Re

use

The "

Built

Envir

onme

nt"

Clima

te Ch

ange

Polic

y

Susta

inable

Dev

elopm

ent

Vulne

rabil

ity to

Clim

ate Ch

ange

Envir

onme

ntal

Ethic

s

Envir

onme

ntal

activ

ism

Clima

te Ch

ange

Adap

tatio

n

Adap

tation

& Ad

aptiv

e Cap

acity

Wate

r ‐ Pr

airies

Wate

r ‐ G

lobal

Env e

ffect

of hu

man a

ctivit

y

Anth

ropo

cent

rism

Glob

aliza

tion

Envir

onme

ntal

Justi

ce

Envir

onme

ntal

Asse

ssmen

t

Envir

onme

ntal

Politi

cs

"Clim

ate c

hang

e"

Biodiv

ersit

ySo

ilsPla

te Te

ctonic

s

Dese

rt/De

serti

ficati

on

Rock

Cycle

Wea

ther

ing (P

hys/C

hem)

Hydr

ologic

cycle

Glac

iers

Ecos

yste

ms/B

iomes

Mine

rals

Bioge

oche

mistr

y

Clima

te/M

eteo

rolog

ical s

yste

m

Env.

Psyc

h and

Dec

ision

Mak

ing

Cons

erva

tion P

sych

ology

Agric

ultur

eEv

olutio

nBio

tech

nolog

y

Env S

ociol

ogy

Envir

onme

ntal

Econ

omics

Socia

lizat

ion of

Hum

ans

Socia

l Clas

s/Pow

er

Eco f

emini

sm

Prop

erty

Right

s

Cell D

ivisio

n/DN

A

Socia

l Justi

ce

Racis

m

SUMSby row

BIOL 150 x x x 3BIOL 276 x x x x x x x x x x x x 12ECON 273 x x x x x x 6ENST 200 x x x x x x x x x x x x x 13ENST 400 x 1GEOG 100 x x x x 4GEOG 221 x x x x x x x x x x x 11GEOG 226 x x x x x x x x x x x x x 13GEOG 325 x x x x x x x x 8GEOL 102 x x x x x x x x x 9GEOL 270 x x x x x x 6

HJ 201 x x x 3HJ 357 x x x x x x x x 8

PHIL 275 0PSYC 340 x x x x x x x x x 9SOC 100 x x x x 4SOC 230 x x x x x x x x x x x x 12SOC 330 x x x x x x 6

WGST 201 x x x x x x x 7

SUMS by column 7 1 1 6 5 3 4 4 2 2 5 7 5 1 5 1 0 0 0 9 1 0 1 2 3 5 7 4 3 3 2 2 2 2 5 1 1 1 2 1 2 2 2 1 1 1 1 2 2 1 2 2as listed above

arrows highlight curricular gaps

Proposed Additions to the ENST program, which address curricular gaps noted aboveGEOG 327 x x x x x xGEOG 326 x x x x x

GEOG 491 AB x x x x x x x x x x xSOC 201 x

Notes about this tableSources: Course topics culled from Course Catologue and/or course syllabi.

Sums by ROW : used here as a rough indicator of the 'breadth' of courses. The higher the number, the less depth a course likely includes on any single topic. The lower the number, the fewer the number of topics covered in the course, and the greater (likely) depth covered for each.

Sums by COLUMN : used here as a rough indicator of the number of courses covering a particular topic or theme. The greater the number, the more frequently a particular course topic is covered in cognate courses. The lower the number, the more 'unique' the topic is to one/few number of courses.

** Although this technique does have limitations, it does provide at least one reasonable method to compare syllabi/content between courses from multiple departments and disciplines.


Appendix V

Research and Graduate Studies Committee

Report to Faculty Council

19 May 2010

ITEM FOR APPROVAL

1. Motion to approve twelve new graduate classes: ECON 700, 801, 802, 824, 830,

831, 832, 880, 890, 890AA-ZZ, 895AA-ZZ, & 900

Rationale:

The Department of Economics is proposing seven required courses, four elective courses, and one research project for the recently approved Master of Arts in Economics and Policy Analysis. None of the proposed courses will be listed as undergraduate courses. The proposed elective courses will be developed by department members who have conducted research in the subject area. The request to propose twelve new ECON graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 3 March 2010. The Budget Advisory Committee approved this request on 24 March 2010, contingent upon the approval of a tenure-track position within the Department of Economics. It is recommended that the motion to approve the twelve ECON classes be approved by Faculty Council. The Letter of Rationale for the ECON request to propose twelve new Graduate classes is attached (Appendix A).


APPENDIX A

Letter of Rationale

Please find attached proposals for new Graduate courses in economics. These classes

represent the first stage of programming for the recently approved Master of Arts in

Economics and Policy Analysis. The descriptions of these classes and the rationale for

each are included in the program proposals.

The proposed courses can be separated into two groups; required courses and elective

courses. There are 7 required courses; Econ 700, Econ 801, Econ 802, Econ 824, Econ

830, Econ 880, and Econ 890. Econ 700 is a non-credit preparatory course to be marked

as pass/fail. Econ 900 is a research project. None of these courses will be cross-listed as

undergraduate courses. These courses will deliver the graduate level skill set in

economics.

At this time, only four new elective courses are proposed, Econ 831, Econ 832, Econ

890AA-ZZ and Econ 895AA-ZZ. These courses will be special topics courses developed

by department members to apply the skill set developed in the required courses to a topic

in which the faculty member has conducted research. Students will also be able to

choose an elective from other graduate level programs on the University of Regina

Campus.

I understand a library report has been requested. The majority of the materials required

for all courses will be from academic journals. The university’s electronic journal access

has been judged by faculty to be appropriate for these courses.

If you require any further information, please do not hesitate to contact me.

([email protected])

Jason Childs

Graduate Program Coordinator

Department of Economics


mailto:[email protected]

NEW GRADUATE COURSE PROPOSAL

Econ 700, 0 credit hours.

Mathematics for Economics

[Short title: Mathematics for Economics]

This non-credit course is designed to be a primer for the theory and econometrics courses

and will be marked as pass/fail. This course focuses on a number of mathematical

techniques which are immediately useful for graduate level economics. These will

include, but not necessarily be limited to; partial derivatives, total derivatives,

unconstrained optimization, constrained optimization, and matrix algebra.

Rationale

Economic theory makes increasing use of formal mathematical modelling. This course is

intended to ensure students have the required mathematical skills before beginning the

rest of their program of study. Materials will be distributed to students with their

acceptance packages. Students will arrive for the first week of September, before other

courses begin, for a week of intensive mathematics review and instruction. At the end of

this week students will complete an exam. The goal of the course is to ensure that

students have sufficient preparation in mathematics before beginning their studies at the

master’s level.

Program Implications A required pass/fail course for all incoming MAEPA students.

Academic Limit

15 to 25 students expected; enrolment limit set at 30.

Proposed Course Content

The course will focus on a number of mathematical techniques which will be

immediately useful for graduate level economics. These will include, but not be limited

to; unconstrained optimization, constrained optimization, matrix algebra, etc.

Proposed Texts and References

Instructors can use texts and references on the subject including:

Chiang and Wainwright, (2005), Fundamental Methods of Mathematical Economics, 4th

Edition, McGraw Hill Irwin.

Simon and Blume (2005), Mathematics for Economists, Norton.

Description of Library Holdings in the Area:

(Request Pending)

Instructors Able to Teach the Course:

There are at least 5 instructors in the department who can teach this course.



Econ 801, 3 credit hours

Microeconomic Theory for Public Policy

[Short Title: Microeconomic Theory]

The microeconomic tools needed for public policy analysis. Students are introduced to

the economic approach to the study of human behaviour. Special emphasis will be

placed on the study of the circumstances under which markets achieve, or fail to achieve,

an efficient allocation of the economy’s resources.

Rationale

Microeconomic theory considers the behaviour of individuals in response to incentives

and the implications of those responses on a relatively small scale. This will be of

particular interest when designing and analyzing programs and specific policies. An

understanding of microeconomic theory is also essential to performing appropriate

benefit-cost analyses.

Program Implications A required course for all MAEPA students.

Academic Limit



This course will focus on the behaviour of individuals and firms in a variety of settings,

with particular focus on economic agents’ response to government intervention.

Proposed Texts and References:

Instructors can use many texts and references on the subject, including:

Jehle and Reny, 2001, Advanced Microeconomic Theory, 2nd

Edition, Addison Wesley

Longman.

Mas-Colell, Whinston, and Green, 1995, Microeconomic Theory, Oxford.

Varian, 1992, Microeconomic Analysis, Norton

A variety of journal articles may also be used.

Description of Holdings in the Area: Request pending

Instructors Able to Teach the course

There are at least 3 instructors who can teach this course in the department.



Econ 802, 3 Credit Hours

Macroeconomic Theory for Public Policy

[Short Title: Macroeconomic Theory]

This course introduces the major policy questions of macroeconomics and presents

macroeconomic models to assist policy development. An emphasis will be placed on

current policy issues including monetary policy, fiscal policy, currency regimes,

productivity and growth, demographic patterns and fiscal sustainability.

Rationale

The implications of government policies are not limited to the individual consumers and

firms at which they are targeted. Policies also have an impact on the wider economy.

Moreover, governments at all levels are increasingly engaged in enacting stabilization

policies and policies designed to promote economic growth.

Program Implications: A required course for all MAEPA students.

Academic limit

15 to 25 students expected; enrolment limit 30.


The course will explore some of the recent thinking on macroeconomic fluctuations and

how government policy may be designed to offset these fluctuations. Attention will also

be given to issues of economic growth and the potential policies to promote economic

growth.

Proposed Texts and References:

Instructors can use a variety of texts and references including:

Romer, 2006, Advanced Macroeconomics, 3rd

Edition, McGraw Hill.

Scarth, 2009, Macroeconomics: An Introduction to Advanced Methods, Titles on

Demand, McMaster University Bookstore.

A variety of journal articles may also be used.


Request pending.


There are at least 3 instructors in the department able to teach this course.




Econometrics and Data Analysis

[Short Title: Econometrics]

Students will perform applied econometric analysis and use various econometric

methods. During the course of the semester, the student will deal with various estimation

techniques suited to different economic models and types of data.

Rationale

This course is intended to give students the skills needed to engage in appropriate use of

empirical data. The proper use of empirical data is essential in a wide variety of

economic and policy applications.

Program Implications:

Required for MAEPA students.

Academic Limit

15 to 25 students expected; enrolment limit set 30.

Proposed Course Constent

The course will begin with a review of multivariate ordinary least squares estimation and

progress to cases in which the assumptions of OLS are not met and a discussion of

alternative estimate methods. The course will also introduce students to non-parametric

analysis and some non-linear estimation techniques.


Instructors can use a variety of texts and references on the subject including:

Ramanathan (1998) Introductory Econometrics with Applications, 4th

Edition, Dryden.

Dougherty (2007), Introduction to Econometrics, 3rd

Edition, Oxford

Lardaro (1993), Applied Econometrics, Harper Collins

Greene ( 1993) Econometric Analysis, 2nd

Edition, Prentice Hall.

Johnston and DiNardo (1997), Econometric Methods, 4th

Edition, McGraw Hill.


Request Pending

Instructors Able to Teach the Course

The Department has at least 2 members who can teach this course.




Policy Analysis and Evaluation

[Short Title: Policy Analysis]

Through extensive use of examples from various policy fields, the study of the art and

science of applying economic principles and quantitative techniques in the provision of

policy evaluation and advice.

Rationale

Policy Analysis and Evaluation is both an art and science. This course is designed to

expose students to both sides of the process. This course will also provide an opportunity

to make extensive use of experiential learning.

Program Implications This course is required for all MAEPA students.

Academic Limit



This course will make significant use of experiential learning by having students explore

previously completed policy analyses, and ultimately perform and present their own. The

students and instructor will select the specific policies to be analysed on a case by case

basis.


This course is not expected to make extensive use of texts, but published government

policies, analyses of those policies, and a wide variety of academic journals.


Request pending






Applied Macroeconomics

[Short Title: Applied Macro]

This course deals with major policy questions of macroeconomics and their practical

application to monetary policy and fiscal policy. This course will consider general

policy-design issues, transition problems, as well as the problem of the everyday

operation of policy rules.

Rationale

The theory and practice of macroeconomic policy are often subtly different. This course

is intended to explore some of those differences and cover issues not covered in Econ

802. These issues may include demography, dynamic changes in behaviour in response

to macroeconomic policies, and variety of other issues.

Program Implications An elective course for students in the MAEPA and qualified students in other programs.

Academic Limit

5 to 10 students expected; enrolment limit set to 20.


This course will explore some of the methods in which different theoretical policy

recommendations have been put into practice such as the recent federal stimulus package.

It will also consider the reactions of central banks to different economic situations. The

implications of population changes, particular in Canada, will also be explored.


This course will primarily make use of academic journals and government publications.

Description of Library Holdings in the Area: Request Pending






Tax Policy and Fiscal Federalism

[Short Title: Fiscal Policy]

An economic approach is applied to topics such as the structure and economic impact of

personal, corporate, sales, and property taxes, natural resource royalties, the division and

coordination of tax bases between levels of government, tax competition, equalization

and other intergovernmental transfers, the Social Union Framework Agreement, and

international (inter-jurisdictional) tax issues.

Rationale

One of the key policy tools available to government is taxation. The consideration of tax

policy requires the combination of both microeconomic and macroeconomic analysis.

All taxation decisions in Canada take place within the context of fiscal federalism.

Understanding the implications of the programs associated with fiscal federalism aids in

better tax policy analysis.

Program Implications

An elective course for students in the MAEPA and qualified students in other programs.

Academic Limit



The course will begin with an exploration of the impact of different types of taxes from a

traditional theory context. The course will progress to a detailed consideration of the

structure of fiscal federalism in Canada, specifically, the program of equalization

payments, Canada Health Transfer and Canada Social Transfer.


This course is not expected to use a formal text. Instead students will have assigned

readings from a variety of sources, including various think tanks, government agencies,

and academic journals.



The Department has at least 1 member who can teach this course.




Resource and Environmental Economics

[Short Title: Resource Econ]

Economic Analysis of issues in the management of natural resources and the

environment. Topics include optimal use of resources, valuation of non-market goods,

taxation of resources, and the control of externalities. Contemporary problems and issues

in natural resources and the environment will be explored using the tools developed in the

class. Other topics may include; rent collection, scarcity and the limits to growth

controversy, pollution and other externalities.

Rationale

The use of natural resources, including the environment, is becoming of increasing

concern to policy makers and policy advocates alike. This course will aid students in

developing a deeper understanding of the implications of various policies concerning

natural resources and the environment.

Program Implications An elective course for students in the MAEPA and qualified students in other graduate

programs.


The course will explore the market failures surrounding natural resource use and

extraction. It will also explore the market failures concerning the environment. Students

will then explore some of the wide variety of policies that can be used to address these

market failures.


Tietenberg (2006), Environmental Economics and Policy, Addison Wesley.

Journal of Environmental Economics

Journal of Public Economics

American Economic Review

Canadian Journal of Economics

And a variety of other journals.

Description of Library Holdings in the Area: Request pending

Instructors Able to Teach This Course





Research and Writing in Economics for Public Policy

[Short Title: Writing in Economics]

Students will focus on a public policy issue and make this the focus of a number of

research and writing assignments including public presentations, ministerial briefing

notes, research and grant proposals and a research paper. This will serve as a stepping

stone for their research project.

Rationale

It is not enough for students to be able to communicate their understanding and ideas

with others trained in economics. Graduates of this program must be able to

communicate with non-specialists in a convincing manner. This course will provide

students with some of the training and experience required to communicate effectively in

a variety of written formats, as well as provide experience in making presentations.

Program Implications This is a required course for all students in the MAEPA.

Academic Limit

15 to 25 students are expected; enrolment limit set at 30.


While this course will involve some lecturing on effective communication techniques, the

majority of the course will involve direct student participation and feed back both from

the instructor and other students in the course. The topics on which writing and

presentations will take place will be chosen by the students in consultation with the

instructor.


Suggested Readings: Allan, G. and C. Skinner. (1991), A Handbook for Research Students in the Social

Sciences.

Bell, J. (1987), Doing Your Research Project: A Guide for First-time Researchers in

Education and Social Science.

Bulmer, M. (1982), The Uses of Social Research.

Casley, D. and D. Lurey. (1988), Data Collection in Developing Countries.

Erickson, B. and T. Nosanchuk. (1992), Understanding Data. (2nd ed.)

Federal Reserve Bank of Richmond, 1991, Macroeconomic Data: A Users Guide.

Finch, J. (1986), Research and Policy.

Fink, A. and J. Kosecoff. (1992), How to Conduct Surveys.

Fowler, F.J. (1993), Survey Research Methods. (2nd ed.)

Frankfort-Nachmias, C. and D. Nachmias. (1992), Research Methods in the Social

Sciences. (4th ed.)


Hendry, D.F., 1993, Econometrics: Alchemy or Science? Oxford: Basil Blackwell

Publisher Ltd.

Johnson, D.B., 1993, Finding and Using Economic Information. Mayfield Publishing

Company.

Locke, L.F. W.W. Spirduso, and S. Silverman. (1988), Proposals that Work. Newbury Park

CA: Sage Publications Inc.

Lott, W.F. and S.C. Ray, 1992, Applied Econometrics: Problems with Data Sets. The

Dryden Press.

Lounsbury, J.F. and F.T. Aldrich. (1986), Introduction to Geographic Field Methods and

Techniques. (2nd ed.) Columbus, OH: Charles Merrill Pub. Co.

Marshall, C. and G.B. Rossman. (1989), Designing Qualitative Research.

McNeill, P. (1990), Research Methods. (2nd ed.)

Miles, M.B. and A.M Huberman. (1984), Qualitative Data Analysis: A Sourcebook of New

Methods.

Miller, D.C. (1991), Handbook of Research Design and Social Measurement (5th ed.)

Northey, M. and L Tepperman. (1986), Making Sense in the Social Sciences Oxford: OUP.

Oppenheim, A.N. (1992), Questionnaire Design and Social Measurement (5th ed.)

Pleeter, S., 1992, Economics in the News. Addison-Wesley Publishers.

Reynolds, H. (1977), Analysis of Nominal Data (Sage Series on Quantitative Applications

in Social Sciences)

Smith, G. and C. Cantley. (1988), Assessing Health Care: A Study in Organisational

Evaluation.

Shrunk and White (1999), The Elements of Style, 4th

Edition, Longman.

A variety of writing samples drawn from economic literature and government documents

will also be used.



The department has at least 2 members who can teach this course.



Econ 890 AA-ZZ, 3 Credit Hours

Special Topics in Economics and Policy

[Short Title: Special Topics]

This course will allow students and faculty to work together to develop a course of

readings and/or other work to allow the student to develop specialized knowledge in an

area not currently offered as a standard course.

Rationale

It would impractical to attempt to offer courses on every topic in economics and policy

that students may find of interest. This course listing offers the opportunity for a plan of

study different from other being offered.

Program Implications This is course may fill an elective requirement for students.

Academic Limit



The content of the course will vary highly based on the topic under consideration.

Students will work with a faculty member to select a topic and appropriate work for the

course. It is expect that most work in the course will take the form of papers, reports, or

other forms of written work.


Highly variable based on course topic. It is expected that most material will be drawn

from academic journals or government reports.

Description of Library Holdings in the Area: Request pending


All members of the department with research appointments (assistant professor, associate

professor, and professor) will be able to teach this course.



Econ 895 AA-ZZ, 3 Credit Hours

Directed Readings

[Short Title: Directed Readings]

This course will allow students and faculty to work together to develop a set of readings

to allow the student to develop specialized knowledge in an area not currently offered as

a standard course.

Rationale

This course is designed to allow a student to work with a faculty member in that faculty

member’s area of research interest.

Program Implications This course may serve as an elective course for students.

Academic Limit

1 student expected; enrolment limit set at 3.


The content of the course will be highly variable based on the topic and faculty member.

It is expected that in most cases the outcome of the course will be a research paper or

other written research material.


The texts and references will vary significantly by topic. It is expected that academic

journals and/or government publications will be used in most cases.



All members of the Department are able to teach this course.




Research Project in Applied Economics

[Short Title: Research Project]

The student will conduct a faculty-supervised research project, typically involving

empirical work or critical analysis of an applied economic problem. The student will be

required to present preliminary work and the final project at department seminars. The

project will be presented and evaluated according to Faculty of Graduate Studies

procedures.

Rationale

In order for students to develop and demonstrate the independent research and analysis

skills the program is intended to foster, students must of have the opportunity to

undertake their own research project of meaningful size. This is the capstone of the

MAEPA.

Program Implications A required course for all MAEPA students

Academic Limit

1 student; no faculty member will be permitted to supervise more than 4 students at one

time.


The majority of the materials used in this course will be data sets, academic journal

articles, and government publications.



All members of the department as identified by the Faculty of Graduate Studies and

Research can teach this course.


2. Motion to delete eight graduate classes: WGST 880AA, 880AB, 880AC, 880AD,

880AE, 880AF, 880AG, & 880AH

Rationale:

The Women’s and Gender Studies program recently underwent a name change, which required a change in the CRN extension from WMST to WGST. Graduate Studies suggested that, since all WGST graduate courses are content courses, providing these courses with permanent numbers when changing the CRN would be beneficial. Therefore, WGST is proposing to delete eight of its variable content graduate courses. The eight WGST course deletion forms were sent directly to FGSR and approved at their Faculty Council meeting of 25 January 2010 without first being approved by the Research and Graduate Studies Committee or Arts Faculty Council. A motion to delete these eight courses was added to the agenda of the Research and Graduate Studies Committee meeting held on 4 May 2010 as a housekeeping item, at which time the motion was approved. It is recommended that the motion to delete eight WGST graduate classes by approved by Faculty Council. The Letter of Rationale for the WGST request to delete eight graduate classes is attached (Appendix B).

APPENDIX B

Letter of Rationale

Dear Committee:

Attached you will find five completed new course forms, although only two of these are

actually new courses. In order that the Committee has clarity on this subject, let me

explain the events that brought our request for these courses to the Committee’s attention.

The Women’s and Gender Studies Program, as you are aware, recently changed its name

from Women’s Studies Program to Women’s and Gender Studies Program. This name

change, then, requires that we change the CRN extension of our courses from WMST to

WGST. Both undergraduate and graduate courses have been affected, and in discussion

with Graduate Studies concerning changing the CRN of our graduate courses, it was

commented that all the WGST graduate courses are variable content courses (e.g.,

WMST 880AA) and what would be best, then, is to provide these courses with permanent

numbers when we changed the CRN (e.g., WGST 801). Therefore we are proposing that

WMST 880AA, 880AB, and 880AE, which have run three times in the past as graduate

hybrid course offerings (linked to WMST 420, 421, and 372, respectively), become

permanent graduate course offerings in the Women’s and Gender Studies program. These

courses have been taught by Dr. Darlene Juschka in the past, although certainly other


faculty in the Women’s and Gender Studies Program are equally positioned to teach these

courses.

However, two of the courses we are seeking to make permanent are new offerings; one is

WGST 901 and the other WGST 800. WGST 901 is a thesis research course which will

be used for our special case MAs (currently we have two with one more anticipated in the

winter of 2010). In discussion with Dr. Kelln, he suggested that we put a thesis research

course in place as Graduate Studies in the past has had to supply the course and Dr. Kelln

necessarily then had to oversee it. In light of this situation, Dr. Kelln felt it best that

Women’s and Gender Studies put a 901 course in place.

WGST 800, Feminist Theories, is the only NEW course coming forward from the

Women’s and Gender Studies program. This course is currently being taught for the first

time by Dr. Juschka, but in light of the focus and content, we considered this course as

both central and necessary for any WGST graduate degree. Although we have had past

graduate students, Dr. Juschka was able to use RLST 820, Feminist Contributions to the

Study of Religion, to provide these students with the necessary feminist theories for their

degrees. However, we would prefer that WGST have a feminist theory graduate course as

a permanent offering for special case masters students in Women’s and Gender Studies.

Finally, in conversation with Dr. Lesley Biggs from the WGST department at the

University of Saskatchewan, we have discussed their graduate program and ours in light

of working out a way that we can support each other. We very much look forward to

working with our colleagues at the University of Saskatchewan and have provided them

with a list of our graduate courses. At this time they do not have any courses in place, but

they are working toward developing their own courses - courses that will not overlap in

any significant way with our own.

To recap the above, the faculty of the Women’s and Gender Studies Program felt that this

was an opportune time to make our variable courses into permanent course offerings, to

provide our students with WGST thesis research courses, and to develop a feminist

theory course that would serve our special case graduate students. We do not anticipate a

large number of graduate students, but to our minds there is enough interest to warrant

making these graduate courses permanent offerings in the Graduate Studies and Research

Calendar.

Thank you for your time and consideration of this matter.

Sincerely,

Dr. Wendee Kubik

On behalf of:

Dr. Darlene M. Juschka

Dr. Wendee Kubik

Patricia Miller-Schroeder

Brenda Anderson


Women’s and Gender Studies Program

3. Motion to delete twenty-three RLST graduate courses: RLST 890AH, 890AK,

890AN, 890AO, 890AP, 890AR, 890AS, 890AU, 890AX, 890AY, 890BA, 890BB,

890BE, 890BN, 890BO, 890BR, 890BV, 890BY, 890BZ, 890CE, 890CM, 890CN,

890CO

Rationale:

The recent unit review of the Department of Religious Studies suggested that the graduate program be reviewed. As a result, the department is going to regularize its 890-level directed reading classes. This requires the deletion of several variable content courses at the 890 level. The request to delete twenty-three RLST graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 4 May 2010. It is recommended that the motion to delete twenty-three RLST graduate classes be approved by Faculty Council. The Letter of Rationale for the RLST request to delete twenty-three graduate classes is attached (Appendix C).

APPENDIX C

Letter of Rationale

April 1, 2010

Please find attached proposals for 3 new Graduate classes in RLST. These classes are the

second stage of our review of our Graduate program as suggested by the recent RLST

unit review. These 3 courses regularize classes that have been taught under the category

of RLST 890 (directed readings) over the past few years.

These new class proposals do not involve any changes to our program requirements.

New classes:

RLST 843 Advanced Studies in Islam

RLST 845 Advanced Studies in Christianity

RLST 847 Advanced Studies in Ancient Religions

These classes are not hybrid classes (i.e., attached to undergraduate classes)

This proposal will require the following changes:

Deletion of RLST 890CO (this course falls under the RLST 845 number)

The degree requirements should be modified as follows (modifications in bold).

Students will be assigned to a specific faculty member who will act as their supervisor.

Candidates may also utilize the expertise of non-religious studies faculty in the

composition of their supervising committees and, with special permission, for the


position of supervisor. Students will be required to submit their individual programs to

the Religious Studies Instructors Committee for approval.

*All students will be required to take RLST 810 (Religious Studies Research Seminar)

and two courses from: RLST 800 (Advanced Theory and Method for the Study of

Religion), RLST 801 (Comparative Religious Thought), and RLST 802 (Religion after

Modernity). The remaining classes will be comprised of RLST 820, 840, 843, 845, 847,

Directed Readings in Religious Studies or approved cognate classes, the classes to be

selected under the guidance of the student's supervisor. Students may be required to take

an external course in an area of need.

Under the advisement of the thesis committee, candidates will normally fulfill a foreign

language requirement. Particularly candidates who might be considering Doctoral studies

will be strongly encouraged to develop proficiency in an appropriate foreign language.

This requirement must be successfully completed before the thesis is presented.

If you require any further information, please do not hesitate to call on me.

([email protected]).

Leona Anderson

Head, RLST


mailto:[email protected]

4. Motion to change the prerequisite of two graduate courses: PHIL 880AA-ZZ &

890AA-ZZ

Rationale:

The Department of Philosophy and Classics would like more control over who can enter the graduate program. The department is requesting approval of a prerequisite change. The request to change the prerequisite of two PHIL graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 4 May 2010. It is recommended that the motion to change the prerequisite of two PHIL graduate classes be approved by Faculty Council. The Letter of Rationale for the PHIL request to change the prerequisite of two graduate classes is attached (Appendix D).

APPENDIX D

Letter of Rationale



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