Senate Agenda and Supporting Documentation · Senate Agenda and Supporting Documentation Please...

Senate Agenda and Supporting Documentation

Please review all documents prior to the Senate meeting.

All documents for this meeting are contained in this one PDF file for easy printing.

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NOTICE OF MEETING

There will be a meeting of the Senate

on, Friday December 12, 2014, at 2:30 p.m. Room 203 in the Anthony P. Toldo Health Education Centre

A G E N D A

1 Approval of Agenda (Unstarring agenda items) 2 Minutes of the meetings of November 14, 2014 SM141114

3 Business arising from the minutes 4 Outstanding Business/Action Items 5 Reports/New Business

5.1 Report from the Student Presidents UWSA-‐Information (UWSA, OPUS, GSS) OPUS-‐Information GSS-‐Information 5.2 Report of the President Alan Wildeman 5.3 Report of the Academic Colleague Philip Dutton 5.4 Senate Student Caucus Ziad Kobti 5.5 Program Development Committee *5.5.1 Program Course Changes Lionel Walsh-‐Information *a) Women’s Studies – Minor Program Changes Sa141212-‐5.5.1a-‐c *b) Kinesiology (Graduate) – New Course Proposal *c) Communication Media and Film – New Course Proposal *5.5.2 MA in Political Science – Learning Outcomes Lionel Walsh-‐Information Sa141212-‐5.5.2 5.5.3 Centre for Teaching and Learning Advice on Learning Outcomes Lionel Walsh-‐Information Sa141212-‐5.5.3 *5.5.4 Request for Waiver of Program Deletion Bachelor of Arts in Drama Lionel Walsh-‐Approval Sa141212-‐5.5.4 *5.5.5 Request for Waiver of Course Deletion – Political Science Lionel Walsh-‐Approval Sa141212-‐5.5.5 *5.5.6 Request for a Waive of Course Deletion – Psychology Lionel Walsh-‐Approval Sa141212-‐5.5.6

Sa141212

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5.6 Academic Policy Committee *5.6.1 International Admission Requirements (Phase 2) – Revision Rick Caron-‐Approval Sa141212-‐5.6.1 5.6.2 Undergraduate Course Overload Policy – Revision Rick Caron-‐Approval Sa141212-‐5.6.2 5.7 Senate Governance Committee 5.8 Report of the Provost

5.8.1 Report on Practices Supporting Equitable Academic Hiring Bob Orr-‐Information and Appointments Procedures at Canadian Universities Sa141212-‐5.8.1

5.9 Report of Vice-‐President, Research and Innovation K W Michael Siu 5.10 Provost and Vice-‐President, Academic -‐ Search Committee Recommendation Alan Wildeman (In camera)

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

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SENATE Minutes of Meeting

Date: Friday, November 14, 2014 Time: 2:30pm – 3:30pm Room: 203 Anthony P Toldo PRESENT: Dr. Majid Ahmadi, Ms. Penny Allen, Dr. Abdul-‐Fattah Asfour, Mr. Nick Baker, Dr. Fazle Baki, Dr. Ram Balachandar, Mr. Iftekhar Ibne Basith, Dr. Michael Boffa, Dr. Tirupati Bolisetti, Dr. Rick Caron, Dr. Allan Conway, Dr. Gerald Cradock, Dr. Carol Davison, Dr. Jess Dixon, Dr. Phil Dutton, Prof. Donna Eansor, Ms. Gwen Ebbett, Ms. Marilyn Farough, Dr. Maureen Gowing, Mr. Basit Ishtiaq, Ms. Vicki Jay Leung, Dr. Debbie Kane, Dr. Michael Khan, Dr. Ed King, Dr. Ziad Kobti, Dr. Joanna Luft, Dr. Charles Macdonald, Dr. Elena Maeva, Ms. Alice Miller, Mr. Russell Nahdee, Dr. Robert Nelson, Dr. Linda Patrick, Ms. Erin Plumb, Dr. Karen Roland, Dr. Antonio Rossini, Dr. Valerie Scatamburlo-‐D’Annibale, Dr. Alan Scoboria, Dr. K. W. Michael Siu, Dr. Julie Smit, Dr. Clayton Smith, Dr. Andrzej Sobiesiak, Mr. Peter Soteros, Mr. Tareq Muhammad Supon, Dr. Kemal Tepe, Dr. Christian Trudeau, Dr. Bruce Tucker, Prof. L. Walsh, Dr. Alan Wildeman (Chair), Dr. Nancy Wright, Mr. Zheng Wu, Dr. Xiaobu Yuan, Dr. Shuzhen Zhao. REGRETS: Dr. Mohsan Beg, Dr. Camille Cameron, Dr. Beth Daly, Dr. Anne Forrest, Dr. Laurie Freeman-‐Gibb, Dr. David Hutchinson, Dr. Marlys Koschinsky, Mr. Anthony Meloche, Dr. Maureen Muldoon, Dr. Jeff Noonan, Dr. Bob Orr, Dr. Katherine Quinsey, Dr. Lee Rodney, Dr. Mehrdad Saif, Dr. Patrick Selmi, Dr. Jill Singleton-‐Jackson, Dr. Elizabeth Starr, Dr. Shelagh Towson, Dr. Patricia Weir. ABSENT: Dr. Gordon Drake, Mr. Mohamad El-‐Cheikh, Dr. Phil Graniero, Mr. Raed Kadri, Dr. Norman King, Dr. Kevin Milne, Rev. Thomas Rosica. IN ATTENDANCE: Dr. Erika Kustra, Dr. Alan Wright, Ms. Renée Wintermute and Ms. Alison Zilli (University Secretariat).

1 Approval of Agenda (Unstarring agenda items)

Item 5.5.5, Women’s Studies Name Change and Creation of AAU, was deferred. MOTION: That the agenda be approved, as amended.

Dr. A. Rossini/Dr. M. Ahmadi CARRIED

2 Minutes of the meetings of October 10, 2014.

MOTION: That the minutes of the meeting of October 10, 2014 be approved.

Dr. E. King/Mr. I. Ibne Basith CARRIED

3 Business arising from the minutes

Nothing to report.

4 Outstanding Business/Action Items 5.1 Report from the Student Presidents (UWSA, OPUS, GSS)

University of Windsor Students Alliance (UWSA) Members were reminded that UWSA has been without an executive or board of directors since May but that elections for all UWSA positions will be held at the end of the month.

SM141114

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Organization of Part-‐Time University Students (OPUS) OPUS continues to work on engaging part-‐time students through ongoing events and activities. Some of the events included a presentation by Toastmasters and an upcoming Potluck luncheon on November 19th, 2014. In addition, OPUS has approved some requests for funding for various events. Graduate Students Society (GSS) Members were informed that the GSS Scholarship fund, for which GSS is currently fundraising, has been a very successful program due to the generous donors on campus. The program provides graduate students who are in financial need and in good academic standing with financial aid.

5.2 Report of the President Members were informed that there are two short-‐listed candidates for the Provost position who will be making public presentations shortly. Following a review of feedback, the Search Committee will bring forward the name of a single candidate with appropriate supporting material to the members of Senate at an in-‐camera meeting at which time Senators can provide feedback on the candidate to the Search Committee.

5.3 Report of the Academic Colleague

Nothing to report. 5.4 Senate Student Caucus

Senators were informed that since there is currently no UWSA representation on the Student Caucus, some items on the agenda were postponed until January for further discussion. Senators were also informed that at the last meeting the University of Windsor Cyclists Association (UWCA) provided an overview of the proposal to have a bike share program on campus to encourage more people to use a bicycle as a valid transportation option. An Ontario Trillium Foundation (OTF) grant was approved for three years of operation, which will allow the program to move forward with its goals and objectives. However, the funding is on hold until UWSA is reconstituted, which will delay implementation of the first phase of the bike share program for one year (to Fall 2015). Some of the issues that Student Caucus is currently reviewing pertain to examination schedules as they relate to mental stress, instructor evaluations, and the re-‐use of exams from year to year by some professors, a possible academic integrity question.

5.5 Program Development Committee *5.5.1 Program Course Changes

*a) Sociology, Anthropology and Criminology (Graduate) (See document Sa141114-‐5.5.1a for more details.)

MOTION: That the admission and degree requirements for the MA in Sociology (course

and thesis options), MA in Criminology (course and thesis options), and PhD in Sociology be changed according to the program/course change forms.*

*Subject to the approval of expenditures required.

*CARRIED

*b) Combined BA Honours in Digital Journalism – Academic Regulations (See document Sa141114-‐5.5.1b for more details.) MOTION: That the standing required for the Combined BA Honours in Digital Journalism

programs be changed according to the program/course change forms. *Subject to the approval of expenditures required.

*CARRIED Page 5 of 45

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*c) BA (Honours) International Relations and Development Studies (See document Sa141114-‐5.5.1c for more details.) MOTION: That the program requirement changes for the BA (Honours) International

Relations and Development Studies program including the Geography and Globalization concentration be changed according to the program/course change forms.*


*CARRIED

*d) Education – New Course Proposals (Graduate) (See document Sa141114-‐5.5.1d for more details.) MOTION: That the following course additions be made*:

80-‐540. Language, Culture, and Society 80-‐543. Special Education and Language Acquisition 80-‐542. Language System Analysis


*CARRIED

*e) Political Science – New Course Proposals (See document Sa141114-‐5.5.1e for more details.)

MOTION: That the following course additions be made*:

45-‐120. Space, Place, and Scale: Foundations of Human Geography 45-‐245. Contemporary Issues in International Relations 45-‐495. Advanced Topics in Canadian Foreign Policy 45-‐496. Advanced Topics in International Security


*CARRIED

*f) Visual Arts – New Course Proposals (Graduate) (See document Sa141114-‐5.5.1f for more details.) MOTION: That the following course additions be made*:

27-‐565. Studio Production I 27-‐566. Studio Production II


*CARRIED

*5.5.2 History – Request for Waiver of Course Deletion (See document Sa141114-‐5.5.2 for more details.)

MOTION: That the Request for Waiver of Course Deletion for the following course be

approved: 43-‐435: The Early Modern Atlantic World *CARRIED

*5.5.3 Philosophy General and Honours Programs – Learning Outcomes

(See document Sa141114-‐5.5.3 for more details.)

The document was received for information.* Page 6 of 45

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*5.5.4 Philosophy MA – Learning Outcomes (See document Sa141114-‐5.5.4 for more details.)

The document was received for information.*

5.5.5 Women’s Studies Name Change and Creation of AAU


This item was deferred. 5.6 Academic Policy Committee

5.6.1 Centre for Teaching and Learning Annual Report (See document Sa141114-‐5.6.1 for more details.)

A presentation highlighting the work of the Centre for Teaching and Learning (CTL) was provided. CTL provides leadership and expertise in pedagogy, educational technology and media production to enhance teaching and learning in support of the University of Windsor Strategic Plan. Over the past four years, CTL has led sessions that drew over 1200 participants including participation from more than 50% of all full-‐time faculty. It was noted that staff have conducted hundreds of individual consultations with members representing every Faculty on campus on topics such as curriculum, learning outcomes, teaching dossiers and research. The area is also involved in coordinating and developing submissions to external teaching award competitions. This year, CTL experienced tremendous success in obtaining, in collaboration with several areas within the University and with other universities, more than $1.5 million in funding from the Ministry of Training, Colleges, and Universities, Higher Education Quality Council of Ontario, Strategic Priority Fund, and the Open and Online Learning Strategic Development Grant. Members were reminded that following a review of the University’s Learning Management System “CLEW”, the University has decided to switch over to Blackboard Learn in order to keep current and up-‐to-‐date with technology and to better facilitate functionality and collaboration with other universities. It was noted that the migration from CLEW to Blackboard Learn will require training on the new system.

The floor was open for comments and feedback. In response to concern raised regarding the issue that the current CLEW system is extremely problematic for students who need accessibility accommodation, particularly when using screen reader such as Job Access With Speech (JAWS), it was noted that Blackboard has a high rating for accessibility and a query (in consultation with the Accessibility Office) has been sent to the provider to gather more information regarding accessibility.

In response to a question raised regarding how departments will be migrating from CLEW to Blackboard, it was noted that a Learning Management Advisory Committee has been established with representatives from various areas, as appropriate. It was further noted that an inventory of current CLEW sites may need to be established to mitigate any losses during the migration process. In response to a question raised regarding how the $1.5m funding was distributed, it was noted that they were used primarily to hire staff on a temporary basis to meet tight research timelines, to purchase required hardware and to upgrade classrooms. In response to a question raised regarding whether there is a way to use Blackboard to conduct

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learning outcomes assessment and analysis, it was noted that the system does have an Outcomes Assessment module, but it is an additional module that would need to be acquired. Assessment issues will be investigated further as the University becomes more familiar with Blackboard. Currently there are 30 courses in Blackboard as a pilot project.

*5.6.2 FAHSS Dean’s Honour Roll – Revision


The document was received for information.* *5.6.3 Nursing Admission Requirement Change

(See document Sa141114-‐5.6.3 for more details.) MOTION: That the admissions requirements to the Bachelor of Science in Nursing (BScN)

program be changed as follows: ENG4U, SBI4U, and SCH4U, and one Grade 12 U or C mathematics required. (One Grade 12 U Mathematics is recommended).

*CARRIED

5.6.4 Policy on Granting Degrees Posthumously or to a Terminally Ill Student (See document Sa141114-‐5.6.4 for more details.) MOTION: That the Policy on Granting a Degree Posthumously or to a Terminally Ill Student

be approved. Dr. R. Caron/Prof. L. Walsh

FRIENDLY AMENDMENT to the MOTION: A student in a course-‐based graduate program will have completed all but two courses (3.0 credits). It was noted that the policy would allow a degree to be granted posthumously or to a terminally ill student, where a student has completed almost all substantive degree requirements, as set out in the policy. It was noted that the policy provides strong guidelines but there is still the need for some person or body to fill the role of adjudicator; in this case the Provost. It was agreed that the Academic Policy Committee consider extending the policy to students who are also in Certificate programs, based on similar criteria.

CARRIED, as amended

5.7 Senate Governance Committee Nothing to report. 5.8 Report of the Provost Nothing to report. 5.9 Report of Vice-‐President, Research and Innovation

An overview was provided on the activities and events that pertain to research and innovation. It was noted that there is a growing body of scholars at Windsor that are being recognize nationally and internationally for their contributions to research. Faculty of Law professor William E. Conklin received the highest honour in Canadian academia recently when he was named a Fellow of the Royal Society of Canada. Biology professor Dr. Lisa Porter and music professor Dr. Sally Bick were also honoured by the Royal Society as Members of the College of New Scholars, Artists and Scientists. This award recognizes an emerging generation of academics for achievement and intellectual leadership. Page 8 of 45

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6 Question Period/Other Business Letter to Universities/Colleges from Ministry of Training, Colleges and Universities (MTCU) (Nov 14, 2014) MTCU is requesting feedback from Executive Heads, as part of the university program approval process, on new program proposals currently under review by the Ministry. Universities are asked to review the list of proposed new programs and report back on whether and how they may impact existing programs at their institutions from the standpoint of the following: 1) Duplication; 2) Workplace learning opportunities; and, 3) Local student and market demand. In light of the above, the Program Development Committee will be asked to review the information and submit a response to MTCU.

7 Adjournment

MOTION: That the meeting be adjourned.

Dr. M. Ahmadi/Dr. R. Balachandar CARRIED

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Sa141212-‐5.5.1a

University of Windsor

Senate

*5.5.1a: Women’s Studies – Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree requirements for the General BA in Women’s Studies and Honours in Women’s

Studies be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals: § The proposal has been approved by Women’s Studies, FAHSS Coordinating Council and the Program

Development Committee. § Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at

ext. 3317, or through the November 27, 2014 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to *5.6 .

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http://www.uwindsor.ca/secretariat/sites/uwindsor.ca.secretariat/files/pdc141127a_-_november_27_2014_-_combined_file_revised_0.pdf

Sa141212-‐5.5.1b

University of Windsor Senate

*5.5.1b: Kinesiology (Graduate) -‐ New Course Proposals (Graduate) Item for: Approval Forwarded by: Program Development Committee MOTION: That the following course additions be made*:

95-‐698. Community Internship 95-‐695. Doctoral Seminar 95-‐692. Independent Study

*Subject to the approval of expenditures required. Rationale/Approvals: • The new courses proposals have been approved by the Faculty of Human Kinetics Council, Faculty of Graduate

Studies Council and the Program Development Committee • Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at

ext. 3317, or through the November 27, 2014 Combined Program Development Committee PDF file posted on the PDC website..To access this particular item go to *5.8.

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Sa141212-‐5.5.1c


*5.5.1c: Communication, Media and Film – New Course Proposal Item for: Approval Forwarded by: Program Development Committee MOTION: That the following course additions be made*:

40-‐200 Critical Digital Literacies

*Subject to the approval of expenditures required. Rationale/Approvals: • The new course proposal has been approved by the AAU Council, FAHSS Faculty Council and the Program

Development Committee • Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at

ext. 3317, or through the November 27, 2014 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to *5.9.

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Sa141212-‐5.5.2


*5.5.2 Political Science -‐ MA Program Learning Outcomes Item for: Information Forwarded by: Program Development Committee PROGRAM TITLE: MA in Political Science DEPARTMENT/FACULTY: Political Science/Arts, Humanities and Social Sciences COMPLETE THIS TABLE FOR GRADUATE DEGREE PROGRAMS In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows. A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework. Proposers are strongly encouraged to contact the Office of the Vice-‐Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations). Program Learning Outcomes (Degree Level Expectations) This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. At the end of this program, the successful student will know and be able to:

Characteristics of a University of Windsor

Graduate

A UWindsor graduate will have the ability to demonstrate:

OCGS-‐approved Graduate Degree Level Expectations

A. *Assess literature related to a specialized area of expertise. The central fields of study are Canadian Politics and International Relations but other areas include political economy, comparative politics, and political theory. *Explain diverse theoretical and methodological approaches in political science and how such diversity contributes to the discipline. (Also relevant to C, H)

A. the acquisition, application and integration of knowledge

1. Depth and Breadth of Knowledge

2. Research and Scholarship 3. Level of Application of

Knowledge 6. Awareness of Limits of

Knowledge

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Program Learning Outcomes (Degree Level Expectations) This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. At the end of this program, the successful student will know and be able to:


Graduate



*Analyze the legal, societal and political ramifications of issues based on advanced study of existing literature on political issues (Also relevant to D) B. *Design and complete a research project, identify appropriate questions and data collection and analysis strategies (Also relevant to A, C and H)

B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)


Knowledge 6. Awareness of Limits of

Knowledge

C. *Appraise diverse theoretical, political, and methodological perspectives on issues of social and political importance *Identify the ideological nuances of partisan politics in Canada and internationally (Also relevant to I)

C. critical thinking and problem-‐solving skills

1. Depth and Breadth of Knowledge


Knowledge 4. Professional Capacity/autonomy 6. Awareness of Limits of

Knowledge

D. *Apply appropriate quantitative and qualitative analysis techniques to the evaluation of academic and other sources of research (Also relevant to E)

D. literacy and numeracy skills

2. Research and Scholarship 5. Level of Communication Skills

E. *Recognize the international norms and practices associated with human rights, international law and governance (Also relevant for G) *Explain the importance of citizen involvement in community, national and global governance. (Also relevant to G) *Assess the significance of the role Canada plays in international fora

E. responsible behaviour to self, others and society

4. Professional Capacity/Autonomy 6. Awareness of Limits of Knowledge

F. * Prepare, present and defend research in appropriate contexts

F. interpersonal and communications skills

5. Level of Communication Skills

G. *Solve problems independently and collaboratively

G. teamwork, and personal and group leadership skills

4. Professional Capacity/Autonomy 5. Level of Communication Skills

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Program Learning Outcomes (Degree Level Expectations) This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. At the end of this program, the successful student will know and be able to:


Graduate



H. *Perform comparative analyses of politics in other countries to generate ideas about improving Canadian politics

H. creativity and aesthetic appreciation

2. Research and Scholarship 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge

I. *Emphasize the value and importance of continuing to pursue knowledge acquisition and skills development after graduation, to remain current and competitive in a knowledge-‐based economy. (Also relevant to E)

I. the ability and desire for continuous learning

4. Professional Capacity/autonomy

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Sa141212-‐5.5.3 University of Windsor

Senate

5.5.3 Centre for Teaching and Learning Support for PDC Form Learning Outcomes Item for: Information Forwarded by: Dr. Alan Wright, Vice-‐Provost, Teaching and Learning

An outline for members of the PDC of the considerations CTL employees take into account when advising faculty regarding the development of course and program learning outcomes.

Course-‐level Learning Outcomes With regard to advice on a set of learning outcomes for a course, CTL will: 1) Help faculty navigate the forms by explaining the overall purposes of learning outcomes and pointing out that:

a. learning outcomes articulate what successful students should be able to know, do or value upon completion of a course (not what the faculty member intends to cover);

b. learning outcomes are intended to provide guidance to students as well as instructors, so clear phrasing, consistent diction, and straightforward grammar should be used to ensure the outcomes communicate clearly;

c. the PDC categories reflect the University of Windsor graduate attributes, and as such, a single course needn’t address each and every one of these characteristics (it is helpful to look at the program learning outcomes to see how this course contributes to the program);

d. different courses will have different outcomes (even though there may be overlap in some areas); e. the same course with different sections would have the same learning outcomes (though the way it is

taught within the sections may vary); f. certain learning outcomes arise logically from the basic purpose of a course so that a research methods

course would by its nature include items relating to research and an ethics course ones that relate to responsibility;

g. Expectations at higher levels (later-‐year undergraduate courses, graduate courses) should be higher than they would be at lower levels, and that these expectations should be reflected in the outcomes.

2) Explain that learning outcomes express the assessable ends of a course, and so a. every proposed learning outcome should be assessed, and any proposed learning outcome that is not being

assessed should be removed (the course may have other goals, but if not assessed, they will not be included in the learning outcomes);

b. an overly large set of outcomes for a given course could easily become unmanageable; c. those things that cannot be validly or reliably assessed should be removed from the proposed set of

learning outcomes; d. those things that are indirectly assessed are likely not being validly assessed -‐-‐ that is, they may not be

assessing the knowledge or skills expressed in the proposed learning outcomes; e. phrasing should be general and plural and should not include reference to the means of assessment.

3) Call attention to difficulties created by vague, overly broad, unobservable, or ambiguous wording, and provide suggestions to

a. make outcomes more concrete, specific, and observable; b. employ verbs and phrasing that go beyond simple acquisition of knowledge; c. include an active verb, and complete the learning outcome stem to make a sentence; d. remove redundant outcomes and indicate when a given outcome is relevant to more than one

University of Windsor graduate characteristic.

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Program-‐level Learning Outcomes With regard to advice on a set of learning outcomes for a program, we: 1) Inform faculty that program outcomes are intended to articulate higher expectations than most course-‐

level learning outcomes, are intended to be more general, and are intended to be the end-‐point to which course-‐level outcomes lead – what students are able to know, do, or value once they complete the program;

2) Inform faculty that the same guidelines that apply to course-‐level learning outcomes apply to program-‐level learning outcomes (with the caveat expressed in #1 above);

3) Encourage careful, rational alignment between program-‐level and course-‐level learning outcomes; 4) Remind faculty that different programs will have different outcomes (even though there may be overlap in

some areas); 5) Remind faculty that sets of program-‐level learning outcomes must address each of the University of

Windsor graduate characteristics. Generally, Learning Outcomes will evolve and change over time for a program and course, and so should be periodically reviewed and revised to accurately capture the intended student learning. For more help on writing effective learning outcomes, please see Potter, MK. “A Primer on Learning Outcomes and the SOLO Taxonomy”: http://www1.uwindsor.ca/ctl/system/files/PRIMER-‐on-‐Learning-‐Outcomes.pdf

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Senate *5.5.4: Request for Waiver of Program Deletion – BA in Dramatic Art Item for: Approval Forwarded by: Program Development Committee

MOTION: That the Request for Waiver of Program Deletion for the General BA in Dramatic Art be approved. APPEAL TO PDC REGARDING THE DELETION OF THE PROGRAM Title of Program identified for deletion under policy C2: Department/School: School of Dramatic Art Faculty: FAHSS 1. The appeal is to: (please check (þ) one of the following)

x remove the enrolment threshold from the program (provide rationale below); extend the time for the program to meet the enrolment threshold (especially for new programs) (provide rationale below); or

extend the time before the program must be deleted in order to provide the affected program additional time to devise alternative programming or prepare for program deletion (provide rationale below)

Rationale: 2a. What is the impact of maintaining the program on the academic viability or quality of other programs (within

and outside the AAU)? (i.e., financial and human resource implications) Dramatic Art wishes to keep the three year General BA Drama Program as a default for students not able to

graduate with an honours or four year degree. On occasion, students have opportunities to enter the workforce and wish to graduate after the successful completion of 30 credits. In other cases, students wish to graduate early due to personal and/or academic challenges. It has also occurred where students have wanted to pursue other programs at another institution. A three year program also qualifies for B.Ed and Law school.

2b. What is the impact of deleting the program on the academic viability or quality of other programs (within

and outside the AAU)? (i.e., financial and human resource implications) Deleting the program will in such cases as described above disadvantage students. 3. What is the impact of maintaining or deleting the program on special populations? Maintaining this degree program will make it possible for students to graduate early due to a variety of

circumstances described above. 4. What is the academic uniqueness or exceptional quality of the program to be deleted?

There is no academic uniqueness in this program. We no longer accept students into this program but would like to keep it as a default.

5. Other information the AAU wishes PDC to take into consideration when reviewing the appeal of the program

deletion: The following motion was approved by Senate on June 6, 2014: That admission only to the four year Honours BA Degree be offered to new students, but that the three-‐year degree remain on record to serve students who may subsequently choose to graduate in three years. We have been asked to make this formal request to the Dean of FAHSS.

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Senate

*5.5.5: Political Science-‐ Request for Waiver of Course Deletion Item for: Approval Forwarded by: Program Development Committee MOTION: That the Request for Waiver of Course Deletion for the following course be approved:

45-‐371 Millenarian Movements 1. Faculty, Department, and Program Title FAHSS, Political Science 2. Course Number and Title 45-‐371 Millenarian Movements 3. Credit hours, Total Contact hours and Delivery format 3, 36, lecture 4. Calendar Description This course focuses on religious and political movements that anticipate an imminent end to the current order, and the initiation of the millennium (for example, the Nation of Islam, National Socialism, Christian Identity), and the impact of these groups on society. 5. Pre/co/anti-‐requisites None 6. RATIONALE FOR KEEPING THE COURSE 6.1 The purpose of the course within the program of study. This is a specialized course that is only typically offered once every three years. It is not a required course but it is one that highlights the research expertise of the faculty member who regularly teaches it.

6.2 Student Demand for Course -‐ a clear statement on the student demand for the course. The course had 30 students complete it last time it was offered (F2010) and 86 on the time before that (F2005). 6.3 Relationship to Unit's Five Year Plan and other University Priorities. The course is not a required course in any of the Political Science programs but it is one option that students can take that will help them complete their major requirements in the Political Science BA (G) and BA (H) degrees. It adds to the flexibility of student degree completion. It is also a course that is potentially of interest to students in Philosophy and History. 6.4 Explanation of why the course has not been offered over the past years. This course has not been offered because the regular instructor has been employed in administrative work that has reduced, or eliminated in some years, her teaching load. 6.5 Whether the course will be offered in Fall 2015.If not, why will it not be offered?

It is hoped that this course will be offered in Fall 2015 or shortly thereafter.

7. RESOURCE IMPLICATIONS None

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Senate *5.5.6 Request for Waiver of Course Deletion -‐ Psychology Item for: Approval Forwarded by: Program Development Committee MOTION: That the Request for Waiver of Course Deletion for the following course be approved:

46-‐334 Applied Social Psychology

1. Faculty, Department, and Program Title FAHSS, Psychology Department -‐ All Undergraduate Psychology programs 2. Course Number and Title 46-‐334 Applied Social Psychology 3. Credit hours, Total Contact hours and Delivery format 3 lecture hours per week; lecture format, but may involve some limited amount of fieldwork. 4. Calendar Description The application of social psychology to solving social issues. Topics include improving job satisfaction and organizational life, promoting community health, meeting social welfare needs, dealing with environmental problems, improving educational systems, and addressing the issues of social justice and equality. The course may involve a fieldwork component. 5. Pre/co/anti-‐requisites Prerequisite – 46-‐236 Introduction to Social Psychology 6. RATIONALE FOR KEEPING THE COURSE

6.1 The purpose of the course within the program of study.

This course is one of only a few of our undergraduate course offerings with an explicit social psychology focus. It is an important offering for students who have social psychology interests, and can inspire their interest in taking other 3rd and 4th year courses in our program, including (but not limited to) 46-‐339 Health Psychology, 46-‐370 Industrial-‐Organizational Psychology, and 46-‐432 Community Psychology. We also believe that it can serve as a vehicle for recruitment to our graduate program in Applied Social Psychology. 6.2 Student Demand for Course -‐ a clear statement on the student demand for the course. Student demand has been high for this course when it has been offered, with enrollments of 71, 72, and 85 registered students in the three most recent semesters in which it was offered.

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6.3 Relationship to Unit's Five Year Plan and other University Priorities. One of the areas of specialization within the Psychology Department is Applied Social Psychology. At the graduate level, we have in-‐class and community-‐based opportunities for students to learn how the application of theories of social psychology can address social issues in the community, and this course would ensure that we are providing a similar experience to our undergraduates. This course falls under the University’s Strategic Priority #4: Engage the community in partnerships that strengthen the economy, quality of life, and well-‐being of the Windsor-‐Essex region.

6.4 Explanation of why the course has not been offered over the past years.

This course was most recently offered in Fall 2010. It was sometimes taught by a full-‐time faculty member who is no longer at the University of Windsor (Dr. Fuschia Sirois) as well as by our current department head (Dr. Greg Chung-‐Yan). A reduced faculty complement and high involvement by Applied Social Psychology faculty in administrative roles and service/ methodology teaching has made it difficult for us to staff this course consistently with full-‐time faculty members. However, there are a number of current regular sessional instructors who graduated from our doctoral program in Applied Social Psychology who would be excellent candidates to teach this course.

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

We would ensure that 46-‐334 is offered in Fall 2015 and continues to be offered at least once every two years in the Fall or Winter terms, if its retention is supported.

7. RESOURCE IMPLICATIONS

In the immediate future, this course would need to be taught by a sessional instructor. However, in future full-‐time faculty hirings in the Applied Social area, which will be needed to replace already departed faculty as well as any impending retirements, we will indicate this as a priority teaching need. It is hoped that it will eventually be part of the regular teaching load of a full-‐time faculty member in the Applied Social area.

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*5.6.1: Proposed Undergraduate International Admission Requirements (Phase 2) Item for: Approval Forwarded by: Academic Policy Committee MOTION: That the proposed Undergraduate International Admission Requirements be approved. Proposed changes/additions: The minimum admission requirements for applicants to First Year are listed below. Prerequisite courses should be presented in the final year. Applicants from overseas must send official final documents of their secondary education indicating subjects taken and grades obtained. (Eligibility for admission may be determined with the submission of photocopies or unofficial transcripts.) Notarized English translations are necessary if the documents are not in English. In some situations, attested copies of official transcripts may be acceptable. Please contact the Office of the Registrar for further information. ADMISSION REQUIREMENTS FOR STUDENTS FROM THE UNITED STATES Graduates of accredited high schools will normally qualify for admission if the cumulative high school grade point average is 3.0 or above. In addition, all students, regardless of nationality, graduating from a high school within the US must present a combined (Math and Critical Reading) SAT score of 1,100 or an ACT score of 24. Where class rankings are reported on the transcript, a ranking in the top third is preferred. The University of Windsor has an official code to use when you submit your scores – 0904. ADMISSION REQUIREMENTS FOR STUDENTS COMING FROM OUTSIDE CANADA AND THE UNITED STATES (these are in addition to those already approved by Senate in October 2014) Algeria Baccalauréat de l'Enseignement Secondaire Angola First year standing in a recognized university. Antigua and Barbuda Combination of GCE Ordinary and/or CXC results plus GCE Advanced level and/or CAPE Argentina Bachillerato Armenia Mijnakarg Yndhanur Krtoutian Attestat (Certificate of Complete Secondary Education) Austria Reifeprüfung (Matura) Page 22 of 45

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Azerbaijan Attestat o Srednem Obrazovanii (Certificate of Secondary Education) Barbados CAPE or British-‐patterned education Belarus Certificate of Completion of General Secondary Education Belgium Certificate d'Enseignment secondaire supérieur or Getuigschrift van Hoger Secundair Onderwijs or Bekwaamheids diploma Belize Combination of GCE Ordinary and/or CXC results plus GCE Advanced level and/or CAPE results Benin Baccalauréat Bhutan School Certificate -‐ Class XII examination Bolivia Bachillerato Humanistico Bosnia-‐Herzegovina Matura/Secondary School Leaving Certificate Botswana First year completed at a recognized university Brunei Darussalam Brunei Matriculation Examination or a combination of GCE Ordinary level plus GCE Advanced level results Bulgaria Diploma Za Zavarsheno Sredno Obrazovanie Burma First year standing at a recognized university Cambodia Upper Secondary School Certificate of Completion (12 years of study) Chad Baccalauréat Chile Licencia de Educacion Media (LEM) Congo Baccalauréat Costa Rica First year standing at a recognized university Page 23 of 45

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Côte d'lvoire Baccalauréat Croatia Matura Certificate (Secondary School Leaving Certificate) Cuba Bachillerato Cyprus Apolyterion (Certificate of Completion) Czech Republic Maturitni Zkouska; Maturitat (Maturity Certificate) Democratic Republic of the Congo Diplome d'Etat d'Etudes Secondaire du Cycle Long with Homologation Certification Denmark Studentereksamen Dominican Republic Bachillerato Ecuador Bachiller en (Ciencias, Humanidades) El Salvador Bachillerato (Academic program) Estonia Gumnaasiumi Loputunnistus (Secondary School Leaving Certificate) Fiji Form 7 Examinations Finland Ylioppilastutkinto or Studentexamen (Matriculation Certificate) Gabon Baccalauréat Georgia Sashualo Skolis Atestati (Secondary School Certificate) Germany Reifezeugnis or Abitur Iceland Studentsprof (from a Gymnasium) Indonesia Surat Tanda Tamat Belajar S.M.A. Israel Bagrut (Matriculation Certificate) or Mechina Page 24 of 45

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Japan Upper Secondary School Leaving Certificate (Kotogakko Sotsugyo Shomeisho) Kazakhstan Svidetel'stvo/o Srednem Obrazovanii (Certificate of Secondary Education) Kuwait Shahadat-‐Al-‐Thanawia-‐Al-‐A'ama Kyrgyzstan Attestat o Srednem Obšcem Obrazovanii Liberia High School Diploma and the WAEC Exam Results Libya Secondary Education Certificate (12 years) Liechtenstein Matura Certificate (Type B or Type E) Lithuania Secondary School Certificate Luxembourg Diplôme de Fin d'Etudes Secondaires Macau Secondary School Leaving Diploma Macedonia Svidetelstvo za zavreno sredno obrazovanie/Matura (Secondary School Leaving Diploma) Malawi Malawi School Certificate of Education Mali Mali Baccalauréat Malta Matriculation Certificate Mauritania Baccalaureat/ Bachelier de l'Enseignement du Second Degree Mauritius General Certificate of Education Advanced Level or Higher School Certificate Moldova Diploma de Bacalaurea Mongolia Gerchilgee (Certificate of Complete Secondary Education)

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Morocco Baccalauréat Mozambique Certificado de Habilitacoes Literarias Myanmar Successful completion of first year at an accredited institution of higher learning Namibia Combination of GCE Ordinary level plus GCE Advanced level results Nepal Proficiency Certificate awarded by a recognized university/Higher Secondary Certificate Niger Baccalauréat/Diplôme de Bachelier de l'Enseignement du Second Degré Norway Vitnemål fra den Videregående Skole Palestine Tawjihi (General Secondary Education Certificate) Panama Bachiller (Bachelor) Papua New Guinea Higher School Certificate Paraguay Bachillerato Peru First year standing from a recognized university Philippines Second year standing from a recognized university Poland Matura/Swiadectwo Dojrzalosci Portugal Certificado de fim de Estudos Secundarios Puerto Rico See United States of America Romania Diploma de Baccalaureat Rwanda Certificat des Humanites Page 26 of 45

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Saint Kitts and Nevis CSEC or GCSE, and GCE A levels Saint Lucia CSEC or GCSE, and GCE A levels Saint Vincent and the Grenadines CSEC or GCSE, and GCE A levels Saudi Arabia Tawjihiyah (General Secondary Education Certificate) Senegal Diplôme de Bachelier de l'Enseignement du Second Degré/Baccalauréat South Africa Matriculation Certificate Sierra Leone WAEC Certificates or a combination of GCE Ordinary level plus GCE Advanced level results Singapore Singapore-‐Cambridge General Certificate of Education Ordinary and Advanced Levels Slovakia Maturita (Certificate of Secondary Education) Solomon Islands Successful completion of first year at an accredited institution of higher learning. Somalia Successful completion of first year at an accredited institution of higher learning. South Africa Matriculation Certificate Spain Curso de Orientación Universitaria (COU) or Título de Bachillerato plus university entrance exam Sri Lanka Sri Lankan GCE Advanced Level Exams in four (4) Subjects Sudan Sudan School Certificate Suriname VWO Certificate (Voorbereidend Wetenschappelijk Onderwijs) Swaziland Maturitätszeugnis or Certificate de Maturité or Baccalauréat or Attestato di Maturità (federally recognized Cantonal Maturity Certificates) Sweden Slutbetyg Fran Gymnasieskola (High School Leaving Certificate) Page 27 of 45

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Switzerland Maturitätszeugnis; Certificat de Maturité (Baccalauréat in Vaud Canton); Attestato di Maturita Syrian Arab Republic Al Shahada Al Thanawiya/Baccalauréat Taiwan Senior High School Leaving Certificate Tajikistan Attestat o Srednem Obrazovanii Togo Baccalauréat Trinidad & Tobago Combination of GCE Ordinary and/or CXC results plus GCE Advanced level and/or CAPE results Turkey Lise Diplomasi (Secondary School Diploma) Turkmenistan Certificate of Secondary Education Uruguay Bachillerato Diversificado de Ensenanza secundaria Uzbekistan Attestat o Srednem Obrazovanii West Indies CSEC or GCSE, and GCE A levels Yemen Al-‐Thanawiya (General Secondary Education Certificate) Yugoslavia Secondary School Leaving Diploma Zambia Zambian School Certificate Examination Zimbabwe Zimbabwe General Certificate of Education Ordinary Level and Zimbabwe General Certificate of Education Advanced Level. Rationale: • The current admission requirements are not in-‐line with current practice. • To ensure transparent and consistent undergraduate admission requirements. • To support international recruitment initiatives. • These admission requirements were arrived at following a review of international admission requirements at a number of Canadian universities, and verification of requirements and credentials through the Ministries of Education in other countries.

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Senate 5.6.2: Undergraduate Course Overload Policy -‐ Revision Item for: Approval Forwarded by: Academic Policy Committee MOTION: That the proposed revisions to the policy on undergraduate course overloads be approved. Proposed Revisions: Undergraduate Maximum Course Load/Overload Overload courses are deemed to be courses taken in addition to the prescribed term load for a given program. Unless otherwise stated in the calendar description for the program, a normal course load is five 3.0 credit courses (or equivalent) per twelve-‐week semester (Fall Semester, Winter Semester, Summer Semester). A normal course load in the two six-‐week Sessions (Intersession, Summer Session) is three 3.0 credit courses (or equivalent) per session, but not more than five 3.0 credit courses (or equivalent) in total over a twelve-‐week period. In exceptional circumstances, and with the approval of the Dean of the Faculty (or designate), Semester 1 students will be permitted to take an overload course. In all other Semesters, students who have major and cumulative averages of 85% or higher may take one overload course per semester. This policy does not preclude the Dean of the Faculty (or designate) from giving permission to a student to take one or more overload courses in exceptional circumstances. Rationale: • The proposed revisions simplify the policy while maintaining the overall intent behind the current policy. • Rather than stating that “students should not take overload courses unless absolutely necessary since the result

may be poorer academic performance”, the proposed revisions uphold this principle but state it more positively. The revision allows students with a minimum 85% average to automatically enrol in a course overload, with the understanding that an additional course will likely not negatively impact their academic success. It also allows those that do not fall within this category to take an overload course, with the approval of the Associate Dean. This ensures there is opportunity for academic counselling and review of specific circumstances.

• The restriction on the number of courses permitted for students on academic probation in FAHSS has been removed since it does not fall within the scope of a course overload policy and since the conditions for continuing on academic probation are provided in the Academic Standing Committee’s letters to students.

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Current Policy Overload courses are deemed to be courses taken in addition to the prescribed term load for a given program. These could include a) courses repeated or taken in lieu of failed courses, b) courses taken to accelerate the time to completion of degree requirements or c) courses taken in addition to those required for the program in which the student is registered. Students in Semester 1 may not register in any course overload. Students in Semester 2 may not register in any course overload with the following exception: Year 1 students, in the Faculty of Arts, Humanities and Social Sciences, the Faculty of Science, and the Centre for Inter-‐Faculty Programs, who have qualifying averages of 90% or higher and are in good academic standing at the end of Semester 1 may apply for permission to take a course overload in Semester 2 of Year 1. In the case of the Faculty of Arts, Humanities and Social Sciences and the Faculty of Science, students shall submit such applications to the Associate Dean of their Faculty. In the case of the Centre for Inter-‐Faculty Programs, students shall submit such applications to the Director of the Centre for Inter-‐Faculty Programs. Senior students (Years 2 -‐ 4) who are not on academic probation may normally register in only one overload course during each of the Fall and Winter terms. In the Faculty of Science course overload requests must be approved by the Associate Dean of the Faculty of Science. In the Faculty of Engineering course overload requests must be approved by the Associate Dean of the Faculty of Engineering. In the Faculty of Nursing, overload is not permitted while taking Year 4 level courses. Students should not take overload courses unless absolutely necessary since the result may be poorer overall performance. All three-‐year programs require the completion of thirty courses and most Honours or four-‐year Major programs require the completion of forty courses. For such programs, therefore, the normal course load during the Fall and Winter terms is five courses. Certain Honours or four-‐year Major programs require more than forty courses for completion of the degree. For these programs the prescribed term load is indicated in the program section of the calendar. A student may take up to three six-‐week courses in either Intersession or Summer Session, but no more than a total of five courses over the combined Intersession and Summer Session time period. Students in the Faculty of Arts, Humanities and Social Sciences who are on academic probation may take no more than two courses during each of Intersession and Summer session and altogether no more than four courses over the combined Intersession and Summer session time period. The normal course load for Co-‐op programs which include a summer study term is included in the program section of the calendar.

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1 Report prepared by Beverley Hamilton, Office of the Provost. This study received University of Windsor Research Ethics clearance.

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5.8.1: Report on Practices Supporting Equitable Academic Hiring and Appointments Procedures at Canadian Universities Item for: Information Forwarded by: Office of the Provost and Vice-‐President, Academic

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2 Report prepared by Beverley Hamilton, Office of the Provost. This study received University of Windsor Research Ethics clearance.

Report on Practices Supporting Equitable Academic Hiring and Appointments Procedures at Canadian Universities November 24, 2014

In April 2014, members of Senate raised concerns regarding the availability of sufficient numbers of Employment Equity and Procedures Assessors (EEPAs) to ensure compliance with University policies requiring that EEPAs sit on various types of institutional committees. At that time the Provost indicated that his office would undertake a review of models across Canada and report the findings to Senate. This report summarizes these findings.

Employment Equity and Procedures Assessors at the University of Windsor According to Bylaw 2, the role of the EEPA at the University of Windsor is to draw a committee’s attention to the essential components of employment equity. Their responsibilities include attending all meetings of a given committee as non-‐voting members and reviewing committee documents. They also review and sign off on the committee’s procedural reporting, and include within this document their own reporting, which is submitted for review by the relevant dean, the Provost, and the President’s Commission on Employment Equity (PCEE), at the time of short listing and again upon final recommendation for hiring. Administrative responsibility for procedural correctness remains with the AAU head and dean. EEPAs undertake this work voluntarily and without compensation.

According to the Collective Agreement between the Board of Governors and the Windsor University Faculty Association (WUFA), EEPAs are established through the preparation and approval of a joint list by the Chair of the PCEE and the President of WUFA. Bylaw 2 indicates that EEPAs must be active or retired faculty or librarian members of the university, and that the EEPA on a committee must be from outside the AAU establishing the committee. They are currently recruited through calls for new volunteers distributed to all faculty. New volunteers are trained one-‐on-‐one, and also have access to an Equitable Workplace Document Library including all the workshop and training resources that have been developed in the past. The Collective Agreement indicates that unless the PCEE determines otherwise (approved by Senate as necessary), an EEPA shall be included as a non-‐voting member on every appointments committee, search committee, and tenure/permanence and promotion committee. Senate Bylaws outline additional committees requiring representation. A list of committees requiring EEPAs can be found in Appendix A.

Committees requiring equity assessors contact the Coordinator of Faculty Recruitment and Retention in the Office of the Provost, who then issues a request for a volunteer to her equity assessor pool, and repeats the request daily until a volunteer has been found. In practice, at the moment, if no volunteer is found after repeated attempts, committees move forward with their process with the understanding that if any committee member identifies a possible equity issue, the process must be stopped until guidance can be sought (University of Windsor, 2014). There are a number of other mechanisms

in place beyond the equity assessor process which provide support to committees, including biannual training sessions for the campus community, committee member expertise, and checklists and other resource materials which are available through the Coordinator of Faculty Recruitment and Retention. The Coordinator, as well as the Office of Human Rights, Equity and Accessibility (OHREA) also provide guidance as requested. The administration has sought to balance the reality of the limited number of

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EEPAs available with the need for timely personnel decision-‐making that is respectful of faculty members’ professional trajectories.

The number of requests for equity assessors on campus varies from year to year, depending primarily on hiring patterns, and subsequently on the promotion and tenure processes emerging from those hires. Since 2010, the Coordinator of Faculty Recruitment and Retention has sought to fill 275 equity assessor requests. Of these, 249, or approximately 90%, were successfully filled. It is worth noting that the time commitment involved varies significantly. It is likely that the greater difficulty filling search committee requests (21% have gone unfilled since 2010) is related to the greater time commitment involved in search committees, relative to other committees.

Practices at Other Canadian Universities This review involved an initial review of 30 university websites, followed by telephone conversations with those involved in (primarily) academic hiring at 18 of those universities to confirm the web information. Institutions contacted were selected based on the amount of employment equity-‐related activity and policy on their institutional websites. While in general the review emphasized academic search committees, in some cases universities were also able to provide information regarding their non-‐academic practices. The focus of this inquiry was on models for ensuring advocacy for equitable practice on personnel-‐related committees. Although the information gathered was primarily derived from hiring committee practices, the models identified are applicable to any committee where employment equity pertains. Three models were identified: processes that require a dedicated equity-‐assessor role on committees; processes that emphasize education for all or some committee members; and decentralized processes where the assurance of equitable practice is the responsibility of deans and/or department heads, either with a degree of centralized coordination, or with relative autonomy. An overview of the practices at 18 universities can be found in Appendix B, Table 1.

Equity Assessor Models Including Windsor, only four of the universities studied require each academic personnel-‐related committee to include a trained equity representative. No examples were found where universities identified such a requirement for non-‐academic hiring. Two other universities encourage the appointment of an equity assessor, but do not require it. The University of Windsor was the only example found where the institution appoints a non-‐voting equity representative from outside the committee and AAU. Universities A, B and C1 require that committees identify an individual from within the committee to act as an equity representative, but all members of their committees must also undertake employment equity training. At B one member of the committee must have undertaken more extensive training (six hours rather than three) in order to be eligible to act as the committee’s equity representative. At C, this is one role among a number that are specifically assigned to committee members.

Responsibilities vary somewhat. At B the equity representative ensures that equity considerations are taken into account by the committee, makes all entries into the tracking system, and manages the

1 Universities are identified by consistent alphabetic symbols throughout this report.

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receipt of information regarding applicants’ voluntary self-‐identification regarding designated group status. The representative also completes mandated reporting regarding processes, as well as on the short list and recommended candidates. At A the affirmative action representative ensures that equity is taken into account procedurally, and also submits an independent report regarding the appointment process.

University D does not use the equity assessor model precisely, but each committee does include a non-‐voting department head from a cognate department as an observer. Depending on the unit configuration, either this department head or a previously appointed member of the committee also serves as a member of the appointments forum (which includes provost, dean, department head, faculty association representative and appointed observer), convened if there is disagreement regarding the search. University D’s process also requires the dean and provost to request and consider minority opinions during the recommendation review.

With the exception of Windsor, none of these models are based on a pool of volunteers taking on the role of equity assessor “at large” as opposed to committee members taking this on as an additional responsibility. Therefore other institutions’ procedures provide little guidance regarding the University of Windsor’s challenges in recruiting new EEPAs. They do, however, offer some alternative approaches to ensuring that committees include an individual with a formal role as an advocate and monitor of equitable hiring and appointment practices.

Education-‐based Models Ten of the 18 universities studied require training for all members of a search committee or for the chair or another representative of the search committee. The expectation is that training will ensure a greater level of awareness of equity issues, and that committee members will then take responsibility for these issues collectively during the search process. Some universities, such as E, F, G, and Q are also required by policy or collective agreement to provide documentation outlining equitable employment practice to committees or specifically to all members of each committee.

Approaches to offering and ensuring training vary. In some cases, such as D, training is held at the initial meeting of each committee. In the case of D this training is offered by representatives from both Human Resources and the Faculty Association. At E, training is mandatory for all committees, but the training can be facilitated internally, at the faculty level, or committees can contact various centralized units for facilitation. Approaches which involve committee-‐based training can create some challenges. Some universities find it very labour-‐intensive, given the number of committees involved. In institutions where hiring practices are less centrally co-‐ordinated, the unit offering training may not be alerted to searches that are occurring. It may be left to the committees to take the initiative to alert the central unit, with the result that some committees, as one respondent put it, “slip through the cracks.” In some cases, the mandate is to meet with each committee at least once a year. There are instances where a considerable proportion of the process has already been undertaken by the time the meeting and training take place.

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In some cases, as at A, B and H, training is offered and tracked centrally, and proposed committee memberships are reviewed to ensure that committee members have received training. University A requires annual training for all committee members, while H requires training every three years. University B has been considering moving to a similar cyclical approach tied to each new collective agreement. This model has the benefit of greater efficiency for both the trainers and the faculty members involved, who otherwise might sit through the same presentation multiple times on multiple committees. University G recently moved to the centralized training model from the committee-‐training model, as they found the latter too labour-‐intensive. They now hold centralized sessions which are required for committee chairs, coordinated through the Provost’s office in conjunction with the Director of Equity Services. These sessions are somewhat longer, and cover a broader range of employment practice topics.

Many universities offer general, voluntary training sessions with significant variations in uptake. In a few cases the provision of training is mandatory, while participation is voluntary. In addition, many universities offer targeted workshops, for example for academic administrators or for non-‐academic employees responsible for hiring staff, or for other personnel decision-‐making where equity is a concern. Finally, numerous institutional policies suggest that committees are encouraged to seek counsel and guidance from a specific office with responsibility for employment equity, or from an HR representative. While this practice is very active at some universities, at others it is rarely acted upon. In some cases it appears also that the frequency with which this consultation occurs ebbs and flows, often in connection with the interpersonal and political dynamics of institutions and the individuals involved. It is worth noting that at many universities, policies and agreements encourage and recommend training for committee members, or even the selection of an equity assessor, but the decision rests with individuals or with deans or department heads.

Decentralized Models At many universities, responsibility for ensuring equitable hiring practices rests entirely with the deans, enacted by the committee chairs. There may be some degree of co-‐ordination. For example, faculties may be required to establish individual hiring procedures or specific equity strategic plans in conformity with a centralized policy, as is the case at I, J, E, and F. In general responsibility for actual practice rests with the deans and there is no central oversight beyond the submission of the recommendation to the provost, though at F a report of the full process is also reviewed centrally.

In some cases, responsibility for ensuring that committee members act in accordance with institutional policy and employment law is implied, while in others the collective agreement or policy documents explicitly indicate that it is the responsibility of the chair to ensure that committee members are, for example, familiar with the relevant employment laws and the University’s policies. In practice, the decentralized approach appears to result in fairly wide variations in degree of engagement with equity issues across a university, as a proactive dean might require training or equity assessor involvement, while another might not. In these cases, central office staff are also not always aware of practices across campus. They may be engaged to a high degree with certain units, and not at all with others. Approximately 60% of the universities contacted directly fell into this category.

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Some Important Dimensions of Practice A critical element of the manageability of these practices is the use of centralized reporting and tracking. Only universities where those responsible for training also had access to a complete list of upcoming and ongoing searches, or where training was tracked and compared with proposed search committee membership, were able to accurately determine the degree to which all committees were exposed to a level of training, or to ensure that equity assessors were indeed being identified on and for committees. The centralized tracking in place at the University of Windsor ensures the ability to monitor processes and practices effectively.

Similarly, reporting on hiring processes and recommendations in some cases was considerably more decentralized than in others, and in many cases those charged with supporting equitable practice on campus did not have access to the final reports which might have provided some sense of whether the training or other practices had proven effective. From this point of view, Windsor’s model has some distinct advantages, as the collaboration among OHREA, WUFA, and the University administration allows for a strong degree of tracking, communication, and dialogue among all parties. Structured reporting regarding equity practices is fairly common at universities. What is less common is any kind of external review beyond the dean or provost.

Responsibility for the promotion and enhancement of employment equity at universities is often shared across multiple units. Effective cooperation is critical to success, and universities organize their services in very different ways. Institutions across the country reported changing, evolving and joint reporting structures for those involved in this work, cross-‐unit collaborations and partnerships, and a growing need to track and coordinate efforts across the institution. Further, practices are under review at numerous institutions, and there appeared to be many commonalities in the challenges institutions faced, including finding the resources to support committees; creating systematic approaches to tracking committees, training, and reporting; developing effective and engaging learning materials; and responding to the need for constant focus and attention on employment equity issues when in many cases the responsibilities of those working in this area extend well beyond this mandate.

While the University of Windsor faces a number of challenges in its current procedures, it also has significant strengths in centralized coordination, in review and reporting, and in procedures which systematically seek to draw committees’ attention to employment equity. That said, the issue of access to EEPAs for all committees which require them remains a serious challenge. Approaches such as adopting more extensive, systematic promotion of the EEPA role, expanding the pool of potential assessors, and structured recognition at the departmental level for this institutional service may ameliorate this situation. However some kind of back-‐up plan jointly agreed to by the chair of PCEE and the President of WUFA, in cases where EEPAs cannot be found in time, should be explored.

Moving Forward: Key Issues Observations from the Provost

• At the University of Windsor, we have what appears to be a proactive equity assessor model, but it is clearly not meeting our current needs.

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• Review of statistics regarding equity assessor request fulfillment reveals that since 2012 our success rate has been declining. While in 2011-‐12, 100% of requests were accommodated, by 2013-‐14 only 87% of requests could be met. At this point, the 2014-‐15 rate is only 65%, but we are still in process.

• There are concerns regarding the impact of our current situation on our employment practices, obligations, and employee morale. Our current system does not offer a systematic and functional back-‐up plan.

• Given these factors, I recommend that a committee be struck to seek solutions that meet our contractual and governance obligations, related to the provision of EEPAs, in a realistic and sustainable fashion.

References University of Windsor Senate (2014). Senate Minutes of Meeting, Friday, April 11, 2014. University of Windsor: Windsor (ON). Retrieved from http://www.uwindsor.ca/secretariat/sites/uwindsor.ca.secretariat/files/sm140411.pdf

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Committees Requiring EEPAs

Committees for Academic Administrative Units

• AAU and Librarian Councils • AAU Appointments Committees • Departmental Head Search Committees • Renewal, Promotion, and Permanence Committees for University Librarian Members • Renewal, Promotion, and Tenure Committees

Institutional Committees

• Honorary Degree Committee • Senate Governance Committee • Senior Academic Administrative Search Committees • Special Appointments Committee • University Committee on Academic Promotion and Tenure • University Committee on Renewal, Promotion, and Permanence for Librarian Members • University Review Committee on Faculty Workload • University Review Committee on Librarian Workload

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Appendix B: Overview of Institutional Practices

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Overview of Institutional Practices Table 1.Overview of Institutional Practices

University Equity assessors?

Training required?

Reporting? Notes

A Yes (mandatory – normally someone already on search committee). A unit’s affirmative action representative is also responsible for helping with the development and updating of the unit’s affirmative action plan.

All search committees are supposed to undergo training with the affirmative action coordinator. Mandatory annually for at least search committee chair and affirmative action representative. The University’s affirmative action officer meet with each unit’s hiring committee once a year, and also organizes workshops for chairs, affirmative action representatives and hiring and promotion and tenure committee members.

Separate reports by chair and affirmative action representative. Reviewed simultaneously by provost and joint faculty association and administration committee, the former for conflict of interest and evidence of bias, latter for consistency with unit’s affirmative action plan. The joint committee can request further information and recommend overturning recommendation to provost and president.

Procedures are assessed for conformity with unit’s approved, up-‐to-‐date affirmative action plan. Affirmative action plan must have been updated within a year of the establishment of the search committee.

B Yes (mandatory assignment of role to someone on committee)

Mandatory for everyone on search committee. Extended training mandatory for at least one member of search committee.

Centralized online tracking system for hiring processes. Search committee training fulfillment checked at beginning of search as part of committee approval. Short list goes to equity office, but this is not an approval process. Dean approves position.

Reviewing frequency with which committee members must undertake training.

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ii


Training required?

Reporting? Notes

C Yes. Role assigned to someone on committee.

Mandatory representative training, preferably committee member & chair. In about half of hires, Diversity Advisor attends at least one committee meeting to assist with criteria and questions by invitation, more intensive process for preferential hires. Training provided for all senior leaders. Training for full committee is optional. Training for non-‐academic hires is optional.

To dean and provost, but equity reporting not required: currently under review.

Deans submits a report on equity as part of integrated planning process, indicating equity goals. Specific guidelines for preferential hiring when a unit’s equity plans have not been progressing. Process under review.

D Cognate department head functions as observer who also sits on appointments forum in case of conflict.

Mandatory committee training. Committee must submit report on process, candidate pool, and to provost and to joint committee providing explanation if shortlist does not include individuals from identified categories. Minority opinions requested and considered by dean and provost. Appointments forum convened if conflict over recommendation.

E No. Mandatory for all committee members, but can be internally facilitated or facilitated by central office.

Search committees develop recruitment plan approved by dean and submit hiring checklist related to equity goals.

Currently undergoing re-‐organization. Faculties have equity plans including programs and strategies.

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Training required?

Reporting? Notes

F No. Dean’s representative (“assessor”) mandatory for promotion and tenure and other appointments, but not for search committees. The dean’s representative is responsible, among other things, for ensuring equitable procedures for these committees.

Mandatory for all department chairs, who also chair search committees. General education and awareness raising sessions. Academic Administrative Policy Manual provides detailed and contextualizing information about equitable hiring practices.

Search committee structure, report of procedures and demographics of candidate pool reviewed by dean at time of short list and again at time of recommendation submitted for approval to dean. Report at time of recommendation also submitted to the office of the vice-‐provost, faculty and academic life who reviews equity process before appointment recommendation considered by Provost.

Decentralized process, but also 11 different positions that are also recognized as “equity officers” who work together as needed on equity matters, and who meet on a monthly basis to coordinate efforts.

G Optional. (Effectively) mandatory training for chairs.

To chair and dean, with evaluation of procedures if no members of designated groups on shortlist.

H No. Mandatory for all committee members within the last three years. Equity officer consultation with committees by invitation.

Faculty hires, reporting to dean for approval. Review of recommendation through the office of the vice-‐president, finance and administration (this is the reporting line for the manager, recruitment, retention and employment equity)

Hiring guide under revision. Has diversity checklist and a video equity statement for online position advertisements. Non-‐academic processes under development but quite decentralized.

I No. Optional but recommended. Generally employment equity advisor meets with chairs. No centralized system tracking searches.

No equity reporting required. Decentralized process, so variations among faculties, all consistent with senate policy.

J No. Training requirement varies among faculties. No centralized system tracking searches. Each faculty has its own HR support team.

Varies by faculty but reporting goes to dean.

Decentralized process, so variations among faculties, all consistent with senate policy.

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Training required?

Reporting? Notes

K No. Staff hiring involves an HR support person.

Training optional, including consultations with director of human rights and equity.

No, except Canada Research Chairs2

L No. Mandatory training for all committee chairs, otherwise voluntary. No centralized system tracking searches

No. Currently under review with new institutional strategic plan launching.

M

No. No. Responsibility to communicate equity policy by those in positions of authority, responsibility to be familiar with policy, for all committee members. Committee members should have received information about appropriate interview questions. Does not have a centralized system for tracking searches

No reporting on employment equity process related to specific searches.

Changes to general training for academic administrators underway: employment equity may be part of this initiative.

N No. Committees are supposed to get training, but no centralized tracking to verify. General workshops offered.

Committee reports to dean, but no oversight by a central office.

Procedures under review.

O No. Optional, varies by department and faculty.

Committees report recommendation and applicant pool to deans, copy typically to faculty relations.

Decentralized model.

P

No. Optional general training with variation among departments and faculties. Regular training sessions for deans and heads.

Committee must provide written justification if list does not include individuals from designated groups, reporting reviewed in office of the provost.

Decentralized model.

2 CRC selection processes involve a specific equity process that must be undertaken by all institutions involved. This was specifically noted by universities K and I, but really is a requirement at all institutions.

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Training required?

Reporting? Notes

Q No. Offering annual general training is mandatory – attendance is voluntary. Responsibility of chair to ensure committee members understand University’s policies and procedures. University required to provide written guide to create awareness of principles of employment equity.

Committee submits report to dean and provost upon completion of search providing information regarding diversity of short list and qualifications, as well as summary of recruitment activities.

Increasing participation of HR generalists in hiring processes – voluntary. They act as resource at the meetings. Processes and practices currently under review

University of Windsor

Yes. Mandatory for equity assessor, general training voluntary. Equity assessors have access to an extensive resource library as well.

Report by chair and equity assessor reviewed by dean, President’s Commission on Employment Equity, and office of the provost.

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Appendix C: Links and Resources

i

Links and Resources

Information regarding equitable employment practices at universities tends not to reside in a single location: some elements are governed by bylaw, others by collective agreement, and still others simply as standard institutional practice. The information contained in this report was derived from publicly available websites, and then confirmed by conversations with individuals responsible for these practices at their institutions. The list below provides access to the sources for much of the information included: where the documentation on websites diverged from the institutional report, the report provides the institutional reporting of actual practice.

https://policiesonline.ualberta.ca/PoliciesProcedures/Pages/Human-‐Resources.aspx

https://policiesonline.ualberta.ca/PoliciesProcedures/Procedures/Academic-‐Selection-‐Procedure.pdf

http://equity.ubc.ca/employment/

http://vpacademic.ubc.ca/faculty-‐equity-‐and-‐diversity-‐initiatives/resources-‐for-‐hiring-‐committees/

http://www.ucalgary.ca/hr/system/files/apt_manual_current.pdf

https://www.uoguelph.ca/hr/node/483/

http://www.uoguelph.ca/vpacademic/facultyrelations/guidelines.php

http://www.mcgill.ca/hr/workingmcgill/employment-‐equity/employment-‐equity-‐policy

http://www.mcgill.ca/apo/deans-‐and-‐chairs-‐guide/recruiting-‐tt/#STAFFING

http://www.mcgill.ca/apo/deans-‐and-‐chairs-‐guide/employment-‐equity/

http://www.umfa.ca/pages/collective_agreement/umfa/index.html

http://www.mcmaster.ca/policy/faculty/Appointments/Tenure_and_Promotion_January%202012.pdf

http://www.mcmaster.ca/vpacademic/recruitment_toolkit.html#selectioncomm

http://www.mcmaster.ca/mufa/Handbook2013/SPS-‐A1.pdf

http://www.nipissingu.ca/departments/human-‐resources/employee-‐relations/Documents/CA%20NUFA%20for%20WEB%20-‐%20not%20signed.pdf

http://www.queensu.ca/equity/employment.html

http://www.queensu.ca/equity/employment/forms.html

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Appendix C: Links and Resources

ii

http://www.queensu.ca/provost/faculty/facultyrelations/qufa/collectiveagreement.html

http://www.ryerson.ca/hr/equity/index.html

http://www.ryerson.ca/teaching/agreements/rfa_agreement/index.html

http://www.sfu.ca/policies/gazette/academic/a10-‐01.html

http://www.uvic.ca/hr/assets/docs/recruitment/Recruitment%20Workbook.pdf

http://www.uvic.ca/universitysecretary/assets/docs/policies/HR6100_1100_.pdf

http://www.uvic.ca/vpacademic/resources/howto/preferential-‐hire/index.php

http://www.usaskfaculty.ca/wp-‐content/uploads/2011/12/USFA_2010_13_CA_FINAL_Mar_10.pdf

https://www.aapm.utoronto.ca/

https://uwofa.ca/@storage/files/documents/377/faca20102014.pdf

http://www.uwo.ca/equity/doc/fac_employ_equity_guide.pdf

https://legacy.wlu.ca/docsnpubs_detail.php?grp_id=317&doc_id=47691

http://www.yufa.org/docs/ca/12-‐15/CA2012-‐2015.pdf

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