Senate Meeting of February 17, 2012 at 2:00 pm Senate Room ... · Senate . Meeting of February 17,...

Senate

Meeting of February 17, 2012 at 2:00 pm Senate Room, Robertson Hall

Agenda

CLOSED SESSION: 1. Approval of Agenda 2. Minutes: Senate, January 27, 2012 (closed session) 3. Senate Executive Action 4. Graduation:

a. Notification of Receipt of Graduation Lists (Clerk) b. Cases Requiring Special Consideration (Faculty Board

Representatives) c. Special Features in the Graduation Classes (Deans) d. Motion to graduate all recommended students e. Procedure on Candidates Presented Late for Graduation (Clerk) (for information)

5. Report of the Honourary Degree Committee (to be distributed at the meeting)

6. Other Confidential Business OPEN SESSION: 1. Remarks from the Chair 2. Reports from: a. Provost and Vice-President (Academic) b. Associate Vice-President (Students and Enrolment) and University

Registrar c. Associate Provost (Quality Assurance) and Dean of Graduate and

Postdoc. Affairs: d. Vice-President (Research and International) e. Vice-President (Finance and Administration) 3. Question Period 4. Minutes: Senate January 27, 2012 5. Motion re: Provincial Mandate Working Group

6. Faculty of Graduate and Postdoctoral Affairs: a. Faculty of Graduate and Postdoctoral Affairs: ABS Policy (J. Shepherd) b. Faculty of Graduate and Postdoctoral Affairs: Integrated Thesis Policy

(J. Shepherd) 7. Approval of new committee members a. Senate Undergraduate Studies Committee – Appointment of Chair

(Acting) 8. Senate Administration: a. Approval of the Senate Election Policy 9. Report on Senate Executive Action

i. Senate Honorarium 10. Committee Reports: a. Senate Academic Program Committee

i. Carleton University Institutional Quality Assurance Process (REVISED) b. Senate Academic Governance Committee 11. Reports for Information and Comment a. Minutes of Senate Executive b. Graduate Scholarships and Awards 12. Other Business

Senate’s advice and consent with provincial mandate agreements Preamble: WHEREAS senate is the highest academic body of Carleton University; and WHEREAS Carleton’s mandate working group is addressing many academic matters; and WHEREAS the provost has indicated to senate the desire of the Ministry of Training, Colleges and Universities to negotiate a new mandate agreement with Carleton by and through senior administration; THEREFORE senate directs Carleton’s senior administration to negotiate with the province on academic matters in a mandate agreement with senate’s advice and consent as set forth in the following motion. MOTION:

1. Advice & Consent: Senate will vote to either approve or reject, in an omnibus fashion, all academic matters in any provincial mandate agreement with Carleton, both before an initial draft of the agreement is forwarded to the province for negotiation and immediately before the final version of the agreement is forwarded to the province for bilateral signatures. The full senate will be given at least ten days to consider academic portions of provincial mandate agreements with Carleton before voting.

2. Definition: All matters that fall primarily under purview of either the vice-president-academic or

vice-president-research are deemed to be ‘academic’. Matters that fall primarily under purview of other vice-presidents are deemed to be ‘non-academic’.

3. Documentation: When the initial and final drafts of provincial mandate agreements are forwarded

by Carleton to the province, they must include a letter from the clerk of senate stating which of three outcomes senate voted for on academic matters in the draft mandate agreement: approved unanimously, approved with dissent, or rejected.

4. Promulgation: Sections 1-3 of this motion will be appended as a new senate policy to Appendix E

of Academic Governance to the University, with the title “9. Senate’s advice and consent with provincial mandate agreements”. In the senate academic program committee (SAPC) terms of reference, section 1(g) will be changed to, “(g). If time allows, SAPC will advise senate on whether drafts of academic portions of provincial mandate agreements are acceptable (see Appendix E – Senate Policies)” and the existing subsection 1(g) will be re-labeled as 1(h).

Postamble: Nothing in this motion contravenes authority (as provided by the Carleton University Act) of the vice-chancellor, provost, board of governors, or senate. Nothing in this motion contravenes Board Bylaws. Nothing in this motion prevents the university administration from negotiating in camera with the province. Nothing in this motion precludes university administration from sending the province any document that they wish. If the province announces an imminent deadline for mandate agreements, senate may convene an extraordinary meeting, as was done on 6 December 2011 to expedite approval of Carleton’s affiliation with Dominican University College, possibly short-circuiting SAPC. Examples of academic matters include ratios of doctoral-to-masters-to-bachelors students, average class sizes, efforts to establish a medical school, restructuring of academic programs (e.g. creation, elimination, amalgamation), and emphasis on experiential learning and indigenous knowledge.

Supporting Documents: a. “The Senate is the final academic authority on campus and as such makes decisions of

significant importance to students and faculty”. Senate preamble: http://www.carleton.ca/senate/

b. “[T]he Senate shall, consider and determine all courses of study, including requirements for admission”. Carleton University Act (R.S.O. 1952, c.117, §22): http://www2.carleton.ca/secretariat/carleton-university-act/#21

c. “As the supreme authority on academic matters, Senate certainly has a very legitimate interest in the university’s ‘mandate’, especially as this relates to the academic apparatus of the university, including its Faculties and units, degree programs and courses. And if some of the discussion documents coming out of the Higher Education Quality Council of Ontario reflect the government’s thinking in any way – and here I am referring specifically to the notion of a possible ‘differentiation’ between ‘teaching institutions’ and ‘research institutions’ – then the Senate really does need to be involved, since the ‘academic’ character of Carleton would be at stake.” Dean John Osborne’s blog (29 Jan 2012): http://www2.carleton.ca/fass/2012/senate

d. “Subject to the provisions of section 22 of the [Carleton University] Act, the Senate is authorized to establish academic policy and procedures”. Board Bylaws §10.5(b): http://www2.carleton.ca/boardofgovernors/board-bylaws/

e. “A main motion pertains to the main work of Senate and may establish a policy, set up a committee, award a degree or propose a new program, for example.” [italics added]. Appendix B: Senate Rules of Order, Rule 5: http://www1.carleton.ca/senate/academic-governance/appendix-b/

Motion proposed by: Root Gorelick Motion seconded by: Patrizia Gentile 7 February 2012

Regulation Change - ABS

10.2 Other Grading Notations

Under certain defined circumstances, notations are used instead of letter grades to represent

standing. The only notations permissible in the Faculty of Graduate and Postdoctoral Affairs are the

following:

Satisfactory or Unsatisfactory may be assigned, subject to the approval of the Faculty of

Graduate and Postdoctoral Affairs, in courses involving practicum, field work, or other complex

activities not easily adaptable to the twelve-point system of grading;

comprehensive examinations are graded Pass With Distinction, Satisfactory, or Unsatisfactory;

the master's thesis is graded Pass With Distinction, Satisfactory, or Unsatisfactory. The oral

defence is graded Satisfactory or Unsatisfactory;

the Ph.D. thesis and its oral defence are each graded Satisfactory or Unsatisfactory;

Incomplete may be assigned to a course in which the student has been approved to submit an

assignment after the final deadline date. Incomplete must be replaced with a letter grade within

forty days of the end of classes. If the Incomplete is not changed to a letter grade within forty

days of the end of classes, the Incomplete will be changed to a grade of F, which will remain as a

permanent entry on the student's record. In exceptional cases students may petition the Dean of

the Faculty of Graduate and Postdoctoral Affairs to have the Incomplete remain on the student

record. For circumstances that go beyond the forty-day period (i.e. medical), students may apply

for a deferral (refer to Special/Deferred Final Examinations, Section 9.2);

Fail: F will be assigned to any course in which the student has failed;

The notation of Absent/ABS will no longer be used for Graduate Students. Absent will be

assigned to any graduate level course in which an undergraduate student fails to attend the final

examination. Requests for special or deferred examination will be handled as per the

Undergraduate Calendar; Section 2. In the case where the graduate student fails to attend the

final exam, instructors should use the notation INC or the letter grade that represents the standing

achieved by the student during the term.

If a thesis, research essay, independent research project or comprehensive examination is not

completed by the end of the period of registration, the notation of In Progress will be recorded. In

Progress may, subject to the approval of the Faculty of Graduate and Postdoctoral Affairs, be

used for a research seminar, i.e., a seminar in which students present the results of their thesis

research. In Progress must be replaced by an appropriate final notation or grade (as specified

above) after the thesis, research essay, independent research project or research seminar has been

examined. In cases where a student has registered in a research essay or a thesis without

completing it and later undertakes course work to complete the degree program, or loses graduate

student status in the program, the notation In Progress will remain as a permanent entry on the

student's record.

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12.4 Integrated Thesis policy

Many disciplines, especially in engineering and the sciences, accept a thesis consisting of

student work based on published papers, conference proceedings, or papers awaiting

publication. Known as the „integrated article,‟ „manuscript,‟ „sandwich,‟ or „chapter‟ thesis, this

type of thesis contrasts with the monograph thesis traditionally offered for examination.

However, the same quality and ethical standards apply to each thesis type and the

authority of the Thesis Examination Committee remains the same for both. Each individual

academic unit decides the thesis format(s) suitable for its discipline.

A. Criteria for Integrated Article Thesis:

The integrated article thesis is acceptable under the following conditions:

The integrated thesis must consist of a coherent account of a unified research project. It is

not a collection of loosely connected papers. The student will provide a document that

locates a body of work within the context of existing theoretical and methodological debates

in the literature, identifies the contributions of the thesis research to that literature and

indicates potential directions for further research based upon knowledge gained through the

thesis research.

The thesis must be original and present the student‟s own work completed during the

program of study for which the thesis is being submitted. The student should be the sole

author or principal author of any included materials. The student must have played a

major or sole role in setting up and conducting the research, obtaining data and analyzing

results, as well as preparing and writing the documents submitted for examination. In the case

where co-authored articles are included, the rules and procedures itemized in “Section D”

below must be adhered to.

The thesis must contain a statement from the thesis supervisor verifying the student‟s

contribution to the originality of the material presented in the thesis and clarifying in what

way the included materials became part of the thesis.

B. Integrated Article Thesis Format:

Published articles which do not follow the traditional thesis formatting rules may be included as

thesis chapters. However, the student must ensure that the outside margins of the article are as

follows: left margin 1.5”, three other margins, 1.0”.

The body of an integrated article thesis should contain the following chapters:

Abstract

The abstract includes a brief description of the subject matter and summarizes the main

themes presented in the thesis.

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Preface

The preface must provide full bibliographical details for each article included in the thesis, as

well as whether the article is reproduced in whole or in part. In the case of a partially

reproduced article, the preface must include a description of the changes that have been

made to the published version. Use of copyrighted material must be acknowledged in the

preface and tables and figures must have “Reprinted with permission of…” in their captions.

See below “Section C” on copyrighted material. Students must also indicate how others are

to cite material from this thesis. In the case where the thesis includes co-authored

material, see rules and procedures for co-authored material in “Section D”, below.

Introductory Chapter /Literature Review

The introductory chapter provides a comprehensive review of the literature that establishes

the student‟s familiarity with relevant work in the field; sets out the objectives of the

thesis; places the research into the larger context of the candidate‟s discipline; and provides

an overall thematic cohesiveness of the chapters (research papers) to the reader.

Methods Chapter

The methods chapter should include an overview of the methodological approach used in

the thesis and the common methodological assumptions or techniques that link the data

chapters into a cohesive entity. A crucial feature of the scientific method is repeatability. The

thesis must thus contain detailed descriptions of the experimental procedures followed to

obtain results, so as to ensure that readers may be able to test the validity of research

outcomes. In cases where such detailed descriptions do not appear in the integrated chapters,

they must be included in the Methods Chapter. It is also acceptable to include this information

in an Appendix, if the explanation is so protracted and tedious that it detracts from the

readability of the main body of the text.

Data (Research Paper) Chapters

Normally, 3 or 4 articles form the body of the thesis and are divided into separate

chapters. This work must be smoothly integrated into the flow of the thesis to produce a

unified and appropriately sequenced argument. To do so may require some additions,

deletions or re- writing of the original material. In cases where a published article is directly

reproduced as a chapter without reformatting, additional pages at the beginning and the end of

the chapter should be added to ensure logical and coherent transition between chapters.

Conclusion

The conclusion chapter summarizes and critiques the research topic as a whole, offers

an analysis of the limitations existing in the study and suggests potential areas of future

research based on the thesis findings.

Bibliography and References and Citations

Bibliographic format should be appropriate to the discipline. Methods of handling and

listing references in the text vary. Because the body of the thesis contains chapters

representing a separate piece of published work, each chapter may contain its own

bibliography. Depending upon the situation, the literature review and/or summary chapter

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may also contain bibliographies to reflect individual citations made in those sections.

Tables and figures should be included in appropriate chapters and numbered consecutively

using the chapter number e.g. Chapter 2 would be numbered Table 2-1, 2-2 and so on.

This practice avoids the table number repetition that may occur if separate published article

material is used.

Appendices

Appendices are optional. Normally, appendices are included to provide information that

detracts from the readability of the main body of the text or to present data or information

used in the thesis but not directly obtained by the thesis author. For example, lengthy

tables, detailed explanation of laboratory procedures, and computer programs may be

included in the appendices.

Texts from prior theses.

A prior graduate thesis or sections of a prior graduate thesis cannot be included as an article

in the Ph.D. thesis. The goal is to present a coherent body of research rather than a collation

of every piece of work that the student has produced. In the case where doctoral research is

closely related to work already completed at the master‟s level, students will be requested to

include a statement attesting to the fact that no text in the thesis has appeared in another

thesis.

C. Copyrighted Materials and Permissions:

Use of copyrighted material must be acknowledged in the Preface and tables and figures

must have “reprinted with permission of…” in their captions.

If the student wishes the work to include text that has already been published as a journal

article or book chapter, the student must obtain permission from the publisher and include it

along with the thesis as a separate document. Note that Library and Archives Canada request

that permissions be submitted separately with the thesis.

In a case where a thesis includes papers co-authored by the student and others, the thesis

must state explicitly who contributed to such work and the nature and extent of

that contribution. The candidate must obtain permission from the co-authors to use this

work and provide a statement of permission along with the thesis as a separate document.

Each co-author must include in the statement of permission the extent of her/his contribution

to the article(s) included in the thesis. See Section D below.

D. Rules and Procedures for Integrated Theses which Include Co-Authored Material:

Co-authored publications are a common practice in many disciplines. The thesis, however,

must represent the work of the student submitting it for credit. It is thus imperative that rules

and procedures be followed to ensure that a student submitting an integrated thesis which

includes co-authored article(s) be examined and evaluated on their own contribution to the

collective publication(s).

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Preface and additional documents:

The preface must include a statement from the supervisor and the student indicating

that the student was fully involved in setting up and conducting the research, obtaining

data and analyzing results, as well as preparing and writing the material presented in the

co-authored article(s) integrated in the thesis. There must also be a statement that

clearly distinguishes the specific contributions of the student from those of all other

collaborators or co-authors. The supervisor must include a statement which confirms

the information provided by the student in the preface. Additionally, each co-author

must confirm in a signed statement the extent of her/his contribution to the co-authored

article(s) included in the thesis. These statements must be provided along with the thesis as

separate documents. The objective of this requirement is to assure examiners that there has

been full disclosure of collaborative activity. In providing these statements, all parties

involved must take into consideration the rules and regulations of Carleton

University‟s Academic Integrity policy.

Multiple use of the same co-authored article(s):

As a general rule, the same text from a co-authored published article should not be used

in more than one thesis. In the case of students who have worked collaboratively on

projects leading to a published article which comprises different sections of text wi th

different single-author attribution, the relevant section(s) of the article may be included in

different theses. In the case of a wholly collaborative article where individual

contributions cannot be determined, the same article may be used in more than one

thesis, but to a maximum of three theses. In cases where the same article appears in

more than one thesis, each thesis must include a statement from all students and all

supervisors involved confirming that all students collaborated equally in the

production of the article(s). These statements must be provided along with the thesis as

separate documents.

Issues of copyright must be addressed by the student as outlined in the copyright

section above. The candidate must obtain permission from the co-authors to use this

work and include a statement of permission along with the thesis as a separate document.

Each co-author must include in the statement of permission the extent of her/his

contribution to the article(s) included in the thesis.

E. Integrated Article Thesis Examinations:

Article publication or acceptance of publication does not supercede the authority

or responsibility of the Thesis Examination Committee to evaluate the thesis dur-

ing the examination process and to recommend or require changes.

Thesis examination rules/policies and procedures are not changed to accommodate

the integrated article thesis.

The oral examination concentrates on testing the candidate‟s knowledge as much as

on questioning the written document.

Carleton University Senate Ottawa, Canada

Senate and Advisory Committee Members and Representatives 2011 – 2012

As of February 09, 2012

Nominated members are in BOLD

1. Senate Executive

President (ex officio) Provost and Vice-President (Academic) (ex officio) Associate Vice-President (Academic) (non-voting)(ex officio) Clerk of Senate (ex officio) Stephen Godfrey (2010) Root Gorelick (2010) Sukeshi Kamra (2010) Kaisha Thompson (Undergraduate student) Nick Falvo (Graduate student)

2. Senate Academic Program Committee

President (ex officio) Provost and Vice-President (Academic) (ex officio), Chair Associate VP (Academic), Vice-chair Associate Provost (QA) (ex officio) Clerk of Senate (ex officio) Anil Maheswari (Science) (2007) Richard Dansereau (FED) (2009) Chris Worswick (FPA) (2011) Uma Kumar (2009) (Business) Davia Stasiulis (FASS) (2011) Wallace Clement (FGRS) Holly Gilroy (Graduate Student) Jessica Woodman (Graduate Student) Eric Vallillee(Undergraduate Student) ***vacant (Undergraduate Student) Janice Scammel (CUASA Observer)

Resource: Calendar Editor

3. Senate Committee on Admission and Studies Policy

Donald Russell (Chair) (2006) University Registrar (ex officio) Associate VP (Academic), (ex officio) Sukeshi Kamra (FASS) (2011) Victor Aitken (FED) (2009) Chris Brown (FPA) (2010) Mike Hine (Business) (2010) Jeff Dawson (Science) (2011) Jason Morawski (undergraduate student) Stephanie Feldman (undergraduate student) William Hughes (graduate student) Brandy Beaulne (graduate student)

Resources: Director of Admissions, Calendar Editor

4. Senate Curriculum Committee

Associate Vice-President (Academic), Chair

Chair, Programs and Planning Committee, FGSR Chair,

Academic Policy and Curriculum Committee (FASS)

Chair, Academic Policy and Curriculum Committee (FPA)

Chair, Academic Policy and Curriculum Committee (SSB)

Vice-Chair, APC, Eng Faculty Board Chair, Science Academic Planning

Committee Calendar Editor

5. Academic Governance Committee

Clerk of Senate (ex officio) (Chair) Jennifer Henderson (FASS) Logan Atkinson (FPA) (2010) Alex Ramirez (Business) *** Vacant (FED) (2007) Root Gorelick (Science) (2007) Calum Carmichael (FGSR) (2009) James Splinter (graduate student) Sarah Cooper (undergraduate student)

6. Senate Committee on Student Awards

Ram Achar (2007) Chris Dornan (2008) Rania Tfaily (2011) Anil Maheshwari (2011) Perry Legakis, Director, Student Awards (Secretary) Delegate of the Vice-President, Finance & Administration Delegate of Chief Advancement Officer ***Vacant (student member) ***Vacant (student member)

7. Library Committee

Stephen Fai (Chair) (2010) Margaret Haines (University Librarian) Janet Hampstead (Professional Librarian) Jane Fry (Library Staff) (2012) Jaffer Sheyholislami (FASS) (2009) Tom Darby (FPA) (2008) David Jackson (Business) (2006) Richard Yu (FED) (2011) *** Vacant (Science) André Loiselle (FGPA) Annie Kingston Miller (undergraduate student) Elizabeth Whyte (graduate student) David Cannon (alternate graduate student)

8. Honorary Degree Committee

Kim Matheson– Chair President (ex-officio) Clerk of Senate (ex-officio)

Secretary Flo Kellner (2011) Nicolas Papadopoulos (2009) Anna Hoefnagels (2009) Jim Wight (2007) Lenore Fahrig (2006) Eileen Saunders (2009) Gail Larose (2006) – Alumni Kyle Biggar – student Director, Communications (Resource)

9. Educational Equity Committee

Associate Vice-president (Student Support Services) (Chair) Dan Irving (FASS) (2008) Vince Kazmierski (FPA) (2009) Troy Anderson (Business) (2008) Root Gorelick (Science) Ali Arya (FED) (2007) Denise Freedman (graduate student) Annie-Kingston Miller (undergraduate student)

10. Senate Undergraduate Studies Committee

John Logan (2011) (co-chair) Two representatives from the

FASS/FPA JCAS One representative of each other

CAS One representative from the

Undergraduate Petitions and Appeals Secretariat, non- voting

One representative from the Admissions Services, non- voting.

11. Student Academic Integrity Appeal Committee

Michael MacNeil (Chair) (2010) Donald Russell (Faculty) (2006) Dave Amundsen (Faculty) (2010) Zeba Crook (Faculty) (2011) Gordon Lamb (Undergraduate Student) Jeff Brennan (Undergraduate Student) Guy Massie (Graduate Student) Siobhan MacManus (Graduate Student)

12. Graduate Student Appeal Committee

Sunder Sundararajan (Science) (2008) Craig Bennell (2011) Ian Lee (Business) (2008) Chon-Lai Tan (FED) Patrick Coe (FPA) Jen Gilmer (Graduate Student)

13. Accommodations Appeal Committee

Diana Majury (2007) Roy Hanes (2006) Naomi Cappuccino (2006)

14. Tenure Appeal Committee

Graham Smart (FASS) (2009) Logan Atkinson (FPA) (2010) Uma Kumar (Business) (2010) Choon-Lai Tan (FED) (2011) David Miller (Science) (2010)

16. Representatives on the Board of Governors

Nick Rowe (2009) Chris Worswick (2011)

15. Senate Representatives on the University Promotion Committee

Fred Afagh (FED) (2009) Dorina Petriu (FED)(2010) Uma Kumar (Business)(2007) Dane Rowlands (FPA)(2009) André Loiselle (FASS) (2007) George Dix (Science) (2011) Colleen Lundy (FPA) (2011) Paul Keen (FASS) (2008)

17. Academic Colleague of the President

Susan Whitney (2011) Jeff Smith (alternate)(2011)

18. Senate Nominee on the Tory Award Committee

Ali Arya (2009) 19. Marshal of Convocation

Katharine Kelly (Clerk) 20. Senate Electoral Officer

Clerk of Senate

Advisory Committees: President 21. Ombudsperson Advisory Committee

James Deaville (2009) 22. Spring Conference Committee

Andy Adler (co-chair) Michelle DeVidi (co-chair) Joe Scanlon (retiree rep) James Cheetham (Science rep) Adrian Chan (FED rep) David Jackson (Business rep) Nandini Sarma (FASS rep) Melissa Haussman (FPA rep) Darlene Gilson (Research & International)

Advisory Committees: Vice-President (Academic)

23. Animal Care Committee

24. Athletics Board (Senate to appoint three members of

faculty)

Fred Michel (Chair) Linda Duxbury Richard Nimijean

Advisory Committees: Vice-President (Finance & Administration)

25. Bookstore Advisory Committee

Advisory Committee: Dean of Science

26. TSE Committee

John Buschek (Chair) (2008) Brian Burns Chris Dornan Paul Van Geel Scott Mitchell Jon Smith (student) Uma Kumar Pearl Jacobson (returns Jan 2012)

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SENATE

Policy for Hosting Student Elections & Referendum: The Senate Office has the ability to host confidential on-line elections. This has become an increasingly popular request from student groups. In particular, we are increasingly being asked to host referendums on extra-ordinary fees that student groups wish to levy. The Senate Office has developed this policy to ensure that when it hosts election and referenda requests that the responsibilities of the groups running the election or referenda (in particular in ensuring that students affected are made aware of these votes) are aware of what we require to run an efficient and timely election. The Senate Office has a limited capacity to run elections. As a result, student groups should build some flexibility into their timelines to accommodate this reality. The Senate On-line Election System (website link): The Senate On-line Election System is available to Student Societies at the University to conduct their referenda or elections. This document outlines the steps to be taken:

(a) to request that a on-line vote be done; (b) the communication process – using a Chief Returning Officer; (c) the information required for the Senate Office to run an election; (d) the role of the Senate Office; and (e) an overview of the election process.

1. How does a group seeking to run an on-line vote register with the Senate Office?

The group’s Chief Returning Officer (CRO – see below) must notify the Clerk of Senate’s Office ([email protected]) at least three (3) weeks prior to when the group wants to hold its vote and must provide all required information and documentation at least two (2) weeks prior to the beginning of the voting period. For example, if the group’s referendum or election is taking place on April 1st, the CRO should notify the Senate Office no later than March 8th, and submit all the documentation by March 15th.

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Once the CRO has notified the Senate Office of their request – they will be asked to meet with the Clerk and/or the Secretary of Senate to discuss the election. The Senate Office is located in the Tory Building, 4th Floor – Rooms 421C & E. 2. What is a Chief Returning Officer (CRO)? The Chief Returning Officer is a person appointed by the organization in question, who exercises (for the group having the election) direction and supervision over the preparation of the election or referendum question(s), who is responsible for ensuring that all documentation reaches the Senate Office (including, but not limited to the provision of the criteria for students who are to be included on the voting list), the person with whom the Senate Office will communicate for clarification on all issues related to the election, and to whom the Senate Office will provide the report once the election or referendum has been run. 3. What information should the CRO provide? The CRO must provide documentation to prove her/his status as the appointed CRO for the organization (e.g. letter from the executive, meeting minutes documenting motion for and approval of appointment, etc.). The CRO should also bring their membership criteria for inclusion on the electoral list (e.g. – All full time MBA students; all first year students in Biomedical Engineering) and a copy of the question(s) or the slate of candidates and positions. For the latter, documentation of the nomination process should also be included. They should also include their process for informing students of the vote and over what time period and how they advertised the vote. The Senate office, upon receipt of the list of candidates will perform a check to verify their eligibility. We do NOT require that groups share their advertising strategy with us – we simply wish to ensure that students have been informed of the vote and IF they have been provided specific voting dates. It is best to consult with the Senate Office before fixing voting dates to see if we are able to run an election during that time period. 4. The Role of Senate Office Once the CRO has provided the required documentation, the slate of candidates and/or the referendum questions(s), then the Senate Office will review the material. The review will consider the clarity of the question, ensure that referendum question(s) is (are) NOT open-ended (e.g., allowing for fee increases without going back to the electorate), and ensuring that questions and candidate lists were approved by the

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proper authority. In addition, the candidates will be assessed to ensure that they meet the criteria for a position (e.g. if a student is running for a position slated for a student from the Faculty of Public Affairs, we will check to make sure they are actually student in an FPA program). 5. How are the elections run? The Senate Office will ensure that the question(s) and/or the slate of candidates are electronically distributed to the constituency. Invitation to vote, a unique URL, will be emailed to students at their connect account. This email will also contain voting instructions. This link, unique to the student, can only be used once and cannot be used by any other account. The Senate Office will ensure that the voting site opens on the designated date and closes on the designated date. We will also ensure that the information is tabulated and reported to the CRO. Please note: unless requested the survey tool, by default, uses a random listing order. 6. Next steps: For an election, the results will be presented to the CRO. It is essential that results are reported to the electorate as provided. For a question on a student levy, the results of the referendum and the referendum question must be submitted to the office of Vice-President (Finance and Administration) for consideration before they can come into effect. The office of Vice-President (Finance and Administration) will consult with senior management and then forward a recommendation to the Board of Governors. No levies can be enforced without the approval of the Board.

February 13, 2012 To: Senate From: Peter Ricketts, Provost and Chair of Senate Academic Program Committee Re: Senate Academic Program Committee – February 2012 Reports There are two items coming forward from the Senate Academic Program Committee for Senators to consider:

1. Revised Institutional Quality Assurance Process (IQAP) The revised IQAP is attached with an explanatory memorandum from the Associate Provost (Academic Quality Assurance).

2. 2012-13 Calendar – Major Modifications to Curriculum

The major modifications to curriculum for the 2012-13 calendar were considered at the Senate Academic Program Committee meetings as detailed below: December 8, 2011 Restrict admission to concentration in Forensic Science in Integrated Science to BSc Honours students Change the field names for Master of Social Work December 14, 2011 Addition of BA Honours Canadian Studies Delete Honours Research Essay HIST 4909 add Honours Research Project HIST 4910 February 2, 2011 Certificate in American Sign Language Delete concentration in Managing People and Organizations add new concentration in Management Minor in Business for engineering students Change name of degree to Bachelor of Cognitive Science, Honours Addition of direct entry stream admission to Child Studies start 2013-14 academic year Voluntary termination of French Interdisciplinary Studies BA Honours program Voluntary closure of the BSc Combined Honours Chemistry and Computer Science Voluntary closure of Law Stream in Bachelor of Computer Science Honours program Define Software and Computing stream as Bachelor of Computer Science Honours As part of the new quality assurance process, the Carleton University Committee on Quality Assurance undertook deliberations of these curriculum proposals at the meeting held February 8, 2012. Attached are the motions and supporting documents.

Senate Academic Program Committee Senate Recommendations After conducting its deliberations on February 2, 2012, the Senate Academic Program Committee makes the following recommendations to Senate: 1. Institutional Quality Assurance Process Revised

Motion

The Senate Academic Program Committee recommends to Senate the approval of the revised Institutional Quality Assurance Process dated January 30, 2012. After conducting its own deliberations on February 8, 2012, the Carleton University Committee on Quality Assurance (CUCQA) forwarded its recommendations to the Senate Academic Program Committee (SAPC). Having received CUCQA recommendations, SAPC makes the following recommendations to Senate: 2. Certificate in American Sign Language - Undergraduate Motion The Senate Academic Program Committee recommends to Senate that the Certificate in American Sign Language be approved to commence September 2012.

3. Bachelor of Commerce - Redesign Managing People and Organizations Concentration to Management Motion The Senate Academic Program Committee recommends to Senate the redesign of the Managing People and Organizations Concentration to the Management Concentration in the Bachelor of Commerce, Honours program be approved to commence September 2012. 4. New Business Minor for Engineering Students Motion The Senate Academic Program Committee recommends to Senate that the Business Minor for engineering students be approved to commence September 2012. 5. Cognitive Science – Change degree name to Bachelor of Cognitive Science Motion The Senate Academic Program Committee recommends to Senate that the degree name change of the Bachelor of Arts, Cognitive Science, Honours to the Bachelor of Cognitive Science, Honours be approved to commence.

6. Canadian Studies – Introduce BA Honours Motion The Senate Academic Program Committee recommends to Senate that the Bachelor of Arts, Honours program in Canadian Studies be approved to commence September 2012. 7. Child Studies – Introduce Direct Entry Honours (2013-14 calendar) Motion The Senate Academic Program Committee recommends to Senate that the direct entry stream into the Child Studies Bachelor of Arts, Honours program be approved to commence September 2013. 8. History – Replace Honours Research Essay with Honours Research Project Motion The Senate Academic Program Committee recommends to Senate the replacement of the Honours Research Essay with the Honours Research Project for the History, Bachelors of Arts, Honours program be approved to commence September 2012.

9. French Interdisciplinary Studies – Voluntary closures of program Motion The Senate Academic Program Committee recommends to Senate that the French Interdisciplinary Studies Bachelor of Arts, Honours program be closed September 2012. 10. Integrated Science – Restrict admission to Forensic Science Concentration to BSc Honours students Motion The Senate Academic Program Committee recommends to Senate that admissions to the Forensic Science Concentration of the Integrated Science program be restricted to Bachelor of Science Honours students as of September 2012. 11. Chemistry and Computer Science - Voluntary closures of program Motion The Senate Academic Program Committee recommends to Senate that the Chemistry and Computer Science Combined Honours Bachelor of Science program be closed September 2012.

12. Computer Science Law Stream - Voluntary closures of program

Motion The Senate Academic Program Committee recommends to Senate that the Law Stream in the Bachelor of Computer Science, Honours program be closed September 2012. 13. Computer Science – Redefine software and computing steam as BCS Honours Motion The Senate Academic Program Committee recommends to Senate the redefining of the Software and Computing Stream as the Bachelor of Computer Science, Honours program be approved to commence September 2012. 14. Social Work - Field name change

Motion The Senate Academic Program Committee recommends to Senate that the name change of the fields for the Master of Social Work be approved for September 2012 as follows: “Social Practices” to “Direct Intervention” and “Social Welfare” to “Social Policy and Administration.”

Date: January 30, 2012 To: Senate Academic Program Committee From: John Shepherd, Associate Provost (Academic Quality Assurance) Re: Revised Institutional Quality Assurance Process At the January 12, 2012 SAPC meeting, members received a memo and the revised Institutional Quality Assurance Process (dated January 5, 2012) for consideration. Subsequent to SAPC’s recommendation to approve the document and forward to Senate for adoption, a discussion took place and the document was subsequently revised. Please find attached a draft of a revised Institutional Quality Assurance Process (IQAP) for Carleton University- dated January 30, 2012. This revised draft IQAP is being submitted to SAPC with a request that SAPC recommend its adoption to Senate. The prime motivation for this revised IQAP is the impending affiliation agreement with Dominican University College. This affiliation renders all Dominican University College’s non-vocation academic programs, both undergraduate and graduate, subject to Carleton University’s IQAP. Those additions and changes highlighted in yellow are additions and changes agreed to with Dominican University College in anticipation of affiliation. These changes are virtually the same as those contained in a previous draft tabled with Senate at its May 2011 meeting. There is however, one additional set of changes. These are contained in boxes in the text, and reflect minor administrative changes to the IQAP that have been made since the original IQAP was passed by Senate In June 2010 and ratified by the Ontario Universities’ Council on Quality Assurance (the Quality Council) in March 2011. The principal of these is that Carleton’s Office of Academic Quality Assurance (OQA) will organize the site visits of external reviewers rather than academic units. There is, however, one more of these minor administrative changes that should be drawn to your attention. Article 5.1.9.26 makes it clear that, for cyclical program review, CUCQA communicates the outcome first to SAPC for onward transmission to Senate. c.c.: Carleton University Committee on Quality Assurance

Institutional Quality Assurance Process (Covering also the academic, non-vocational degree programs of Dominican University College)

Changes Yellow – CU-DUC Affiliation

Boxed - Minor protocol changes/clarifications

June 25, 2010 Senate Approved CU IQAP

March 31, 2011 Quality Council Ratification CU IQAP

May 18, 2011 DRAFT CU-DUC IQAP

January 30, 2012 Revised DRAFT CU-DUC IQAP

30 January 2012 Draft Document – CU-DUC IQAP

Carleton University - IQAP 2

Table of Contents

1 Authorities .................................................................................................................................................... 4

2 Scope ............................................................................................................................................................ 6

2.1 Degree Level Program Entities (in scope) ..................................................................................................... 6

2.2 Out of Scope - Joint Programs ...................................................................................................................... 7

2.3 Definitions of Program Entities .................................................................................................................... 7

2.4 Program ....................................................................................................................................................... 7

2.5 New Program ............................................................................................................................................... 8

2.6 Major Modification ...................................................................................................................................... 8

2.7 Field, Specialization or Concentration ........................................................................................................ 10

2.8 Option......................................................................................................................................................... 11

2.9 Minor .......................................................................................................................................................... 11

2.10 Diploma (Certificate) .................................................................................................................................. 11

3 New Program Approval ............................................................................................................................... 11

3.1 The Bodies Carleton University ................................................................................................................... 11

3.2 The Bodies Dominican University College .................................................................................................. 12

3.3 The Steps .................................................................................................................................................... 13

3.4 Criteria for New Program Approval ............................................................................................................ 17

3.5 Steps to Monitor New Programs ................................................................................................................ 18

4 Expedited Approval Process ........................................................................................................................ 19

5 Cyclical Program Review .............................................................................................................................. 20

5.1 Steps for the Cyclical Program Review ....................................................................................................... 21

5.2 Criteria for Cyclical Program Review .......................................................................................................... 25

5.3 Major Modifications in the Brief for a Cyclical Program Review ................................................................ 27

5.4 Steps to Monitor the Action Plan ............................................................................................................... 27

6 Major Modifications and Intra-Institutional Modifications ........................................................................ 27

6.1 The Bodies Carleton University ................................................................................................................... 27

6.2 The Bodies Dominican University College .................................................................................................. 27

6.3 The Steps .................................................................................................................................................... 28

6.4 Intra-Institutional Approvals ...................................................................................................................... 30



7 The Brief .................................................................................................................................................... 31

7.1 Volume I: The Self-Study ............................................................................................................................. 31

7.2 Volume II: Faculty Curricula Vitarum.......................................................................................................... 33

7.3 Volume III: The List of External and Internal Reviewers ............................................................................. 33

8 The Review Committee ............................................................................................................................... 34

9 Audit Process .............................................................................................................................................. 37

10 Ratification and Internal Governance .......................................................................................................... 42

End Notes……………………………………………………………………………………………………………………………………......... 43

Appendices Appendix 1a: Carleton University Programs in Scope Appendix 1b: Dominican University College Programs in Scope Appendix 2: Programs out of Scope Appendix 3: QAF Program Typology and Quality Council Involvement Appendix 4a: Carleton University New Program Approval Chart Appendix 4b: Dominican University College New Program Approval Chart Appendix 5a: Carleton University Cyclical Program Review Chart Appendix 5b: Dominican University College Cyclical Program Review Chart Appendix 6a: Carleton University Major Modification Chart Appendix 6b: Dominican University College Major Modification Chart Appendix 7a: Carleton University Intra-Institutional Approval Chart Appendix 7b: Dominican University College Intra-Institutional Approval Chart Appendix 8: Conflict of Interest Guidelines Appendix 9: Cyclical Program Review Schedule



1 Authorities

1.1 The authority responsible for the Institutional Quality Assurance Process (IQAP), its administration and application, is Carleton University’s senior academic officer, the Provost and Vice-President (Academic). The Provost delegates this responsibility on a day-to-day basis to the Associate Provost (Academic Quality Assurance), who chairs the Carleton University Committee on Quality Assurance (CUCQA).

1.2 The authority responsible for the application of the IQAP to review individual undergraduate and graduate degree-level program entities within the scope of this IQAP is the Carleton University Committee on Quality Assurance (CUCQA). Program entities include proposed new programs, existing programs and major modifications to existing programs. As such the CUCQA will:

1.2.1 Oversee the new program approval and the expedited approval process;

1.2.2 Oversee cyclical program reviews;

1.2.3 Oversee the major modification process and prepare the annual report;

1.2.4 Decide on the review cycle, taking into account the need for accreditation reviews in certain programs, and the need to co-operate with other universities, notably the University of Ottawa, on the review of joint programs at the graduate level;

1.2.5 Assume responsibility for ensuring that a balanced review of program quality is undertaken which ensures that:

1.2.5.1 The program’s intellectual profile, objectives and learning outcomes: • serve the strategic and academic plans of Carleton University or Dominican University

College as appropriate; • are appropriate in relation to the current international and national profile of the

discipline or interdisciplinary area; • are distinctive in relation to those of comparable programs in Ontario and nationally;

1.2.6 The program’s objectives and learning outcomes are consistent with the Graduate University

Degree Level Expectations or the University Undergraduate Degree Level Expectations as appropriate;

1.2.7 The program is appropriately designed and structured to achieve such objectives and outcomes;

1.2.8 For graduate programs, students develop the necessary research and analytical/interpretative skills;

1.2.9 The program is adequately resourced, including a sufficient number of faculty with acceptable levels of teaching expertise and competence, and of continuing research and publishing activity;



1.2.10 The admission requirements are such that a student entering the program can expect to complete it successfully and in a timely fashion;

1.2.11 There is sufficient program demand and enrolment as measured against program capacity;

1.2.12 Students in program have a satisfactory educational experience, taking into account in particular the academic services provided by the university;

1.2.13 The program prepares students adequately for their chosen career path following graduation with respect to careers for which the program could reasonably be expected to provide a preparation.

1.3 Through its chair, report regularly to Senate1 on progress on the proposal briefs and, for cyclical program reviews, the implementation of recommendations agreed to in action plans and recorded in the final assessment reports and executive summaries.

1.4 The Carleton University Committee on Quality Assurance (CUCQA) is constituted as follows: • The Provost (ex officio) • The Associate Provost (Academic Quality Assurance) (chair) • The Associate Vice-President (Academic) (associate chair) • A Faculty Dean, appointed on the recommendation of the Faculty Deans2 • One senior faculty member from each of the university’s five faculties with an established and

continuing research record and experience in the administration of graduate and/or undergraduate programs recommended to the Associate Provost (Academic Quality Assurance) by the Faculty Deans – the normal period of appointment will be three years;

• One senior NSERC-eligible faculty member and one senior SSHRC-eligible faculty member with an established and continuing research record and experience in the administration of graduate and/or undergraduate programs recommended to the Associate Provost (Academic Quality Assurance) by the Vice-President (Research and International) – the normal period of appointment will be three years;

• An academic librarian recommended to the Associate Provost (Academic Quality Assurance) by the University Librarian – the normal period of appointment will be three years.

1.4.1 CUCQA is appointed by the Provost and its membership is ratified by Carleton University’s Senate.

1.5 The authoritative contact between Carleton University and the Ontario Universities Council on Quality Assurance (Quality Council) is the Associate Provost (Academic Quality Assurance).

1.6 The authoritative contacts between Carleton University and the Dominican University College are Carleton University’s Associate Provost (Academic Quality Assurance) and the Vice President Academic Affairs of Dominican University College respectively.



1.7 Carleton University’s Institutional Quality Assurance Process, covering also the academic, non-vocational degree programs of Dominican University College, is subject to approval by the Quality Council and thereafter, whenever it is revised. (Please see Section 10: ‘Ratification and Internal Governance’).

2 Scope (including both Carleton University and Dominican University College) 2.1 Degree Level Program Entities (in scope)

2.1.1 All proposed and existing doctoral programs and fields within doctoral programs excluding those that are joint programs with partner universities.3 Doctoral programs will have to declare at least one field whose title is normally different to the title of the program. A special case may be made to CUCQA for the field to have the same title as the program.

2.1.2 All proposed and existing master’s programs and fields within master’s programs excluding those that are joint programs with partner universities4. Master’s programs will not be required to declare fields. However, if a master’s program wishes to advertise a concentration or specialization, this will constitute a field and have to be approved by CUCQA and the Quality Council. If a master’s program wishes to advertise a field in a hitherto general master’s program, a second field will be identified (for example, ‘general history’ in contradistinction to ‘public history’, or ‘general economics’ in contradistinction to ‘financial economics’).

2.1.3 All proposed and existing for-credit graduate level diplomas as diplomas are defined in the Quality Assurance Framework (QAF) approved by the Executive Heads of Ontario Universities on April 22, 2010.

2.1.4 All proposed and existing undergraduate programs, as well as all proposed and existing concentrations, specializations, and minors nested within such programs as proposed to approved or recognized by Carleton University’s Senate and listed, in the case of Carleton University in the university’s undergraduate calendar and, in the case of Dominican University College, in the Dominican University College’s prospectus.

2.1.5 All proposed and existing for-credit undergraduate-level diplomas and certificates as proposed to approved or recognized by the Carleton University’s Senate and listed, in the case of Carleton University, in the university’s undergraduate calendar and, in the case of Dominican University College, in the Dominican University College’s prospectus.

2.1.6 A list of all existing programs that fall within the scope of this IQAP is provided in appendices 1a (Carleton University) and 1b (Dominican University College), including distinct versions of the same program where the program is offered in more than one location or through more than one mode of delivery.



2.2 Out of Scope - Joint Programs

2.2.1 As joint programs are indissoluble entities that cannot be reviewed separately according to the IQAPs of the two partner universities, separate and distinct IQAPs will be developed by the partner universities after each university has had accepted its own IQAP by the Quality Council. The joint IQAP will stipulate the following:

2.2.1.1 There will be a single self-study;

2.2.1.2 The self-study will clearly explain how input was received from faculty, staff and students at each partner institution;

2.2.1.3 Selection of the reviewers will involve participation by each partner institution;

2.2.1.4 The selection of the ’internal’ reviewer will require joint input;

2.2.1.5 Either one internal reviewer will be included from both partners or an internal reviewer will be included who is from another joint program with the same partner institution;

2.2.1.6 The site visit will involve both partner institutions and both sites;

2.2.1.7 Reviewers will consult in person faculty, staff, and students at both partner institutions.

2.2.2 All out of scope joint programs are included in appendix 2.

2.3 Definitions of Program Entities

2.3.1 The following definitions are offered as an addition and refinement specific to this IQAP of the definitions offered in the QAF and in the document, ‘QAF Program Typology and Quality Council (QC) Involvement,’ circulated to graduate deans in Ontario by the Executive Director, Quality Assurance, on May 7, 2010, appendix 3.

2.4 Program

2.4.1 A program is defined as a structured constellation of program elements (for example, courses, comprehensive examinations, theses, research projects, research essays, internships, practica and co-ops) bound together by:

2.4.1.1 A number of core mandatory program elements required of all those students enrolled in the program;

2.4.1.2 A number of learning objectives and outcomes common to all possible routes and options for completing the program’s requirements.

2.4.2 A program without both these elements is not a program.



2.4.3 Three-year general bachelor’s programs and four-year honours and major’s bachelor’s programs at Carleton University are defined as separate programs. However, the addition of an honours or major’s bachelor’s program to an already existing three-year general bachelor’s program will be treated as a major modification to an existing program.

2.5 New Program

2.5.1 The Quality Assurance Framework defines a new program as being ‘brand-new’: that is to say, the program has substantially different program requirements and substantially different learning outcomes from those of any existing approved programs offered by the institution. Carleton University and Dominican University College build on this definition as follows:

2.5.1.1 A new program, therefore, is defined as a proposed new program entity whose core requirements, learning objectives and learning outcomes are shared less than 40% with those of an existing program in the same institution (that is to say, either Carleton University or Dominican University College). ‘Core requirements’ are understood to be those requirements that must be fulfilled by all students in the program regardless of any field, concentration, specialization, or option that they may choose to follow to complete the program requirements.

2.5.1.2 For example, a proposed new master’s program entity in ‘public history’ is not a new program if the proposed new entity shares at least 40% of its core requirements, learning objectives and learning outcomes with the pre-existing general master’s program in history. This is likely, since a core learning objective in both cases may well be to train historians, even though the new program entity in ‘public history’ has a quasi-professional orientation and objective not shared with the general ‘program.’ In such a case, the new program entity constitutes a new field within the master’s program in history.

2.5.1.3 A contrary example is provided by a proposed new research master’s program entity in architecture being a new program if its core requirements, learning outcomes and learning objectives are shared less than 40% with an already existing professional master’s program in architecture. This is likely, since a core learning objective of the professional master’s program is to prepare students for professional practice, whereas a core learning objective of the proposed new research master’s entity in architecture is to prepare students to conduct research in the field of architecture, with a possible next step being enrolment in a doctoral program.

2.6 Major Modification

2.6.1 In addition to the general stipulation contained in the QAF that a major modification occurs when there are ‘requirements that differ significantly from those existing at the time of the previous cyclical program review,’ a major modification is defined for the purposes of this IQAP as a new program entity that is not a new program, but which fulfils one of the following conditions:



2.6.1.1 Requirements that differ significantly from those existing at the time of the previous cyclical program review, including:

• The merger of two or more programs • New bridging options for college diploma graduates • Significant change in the laboratory time of an undergraduate program • The introduction or deletion of an undergraduate thesis or capstone project or a new

concentration, specialization, or minor • The introduction or deletion of a work experience, co-op option, internship or practicum, or

portfolio, study abroad, mention français • At the master’s level, the introduction or deletion of a research project, research essay or

thesis, course-only, co-op, internship or practicum option • The creation, deletion or re-naming of a field in a graduate program • Any change to the requirements for graduate program candidacy examinations, field studies

or residence requirements • The addition of an honours or major’s bachelor’s program to an already existing three-year

general bachelor’s program; • Major changes to courses comprising a significant proportion of the program (33% or

greater)

2.6.1.2 Significant changes to the learning outcomes

There are changes to program content, other than those listed above, that affect the learning outcomes, but do not meet the threshold for a ‘new program’; for example:

• The proposed new program entity consists sui generis of a reconsideration and modification in the existing program’s learning objectives and outcomes – it is incumbent on academic units to ensure that the structure, design, and content of the program fulfill these learning objectives and outcomes as modified;

• There are modifications to the structure, design and content of an existing program that occasion a modification in the program’s learning objectives and outcomes – it is incumbent on academic units to ensure that learning objectives and outcomes accurately reflect any such modifications;

2.6.1.3 Significant changes to the faculty engaged in delivering the program and/or to the essential resources as may occur, for example, when there have been changes to the existing mode(s) of delivery (e.g. different campus, online delivery, inter-institutional collaboration)

• Changes to the faculty delivering the program: e.g. a large proportion of the faculty retires; new hires alter the areas of research and teaching interests

• A change in the language of program delivery • The establishment of an existing degree program at another institution or location



• The offering of an existing program substantially online where it had previously been offered in face-to-face mode, or vice versa

• Changes to full- or part-time program options, or vice versa • Changes to the essential resources, where these changes impair the delivery of the

approved program

2.6.2 In the case of Carleton University, where it is unclear whether a proposed significant change in program is a new program, a major modification, or a minor modification, a determination will be made by the Associate Provost (Academic Quality Assurance) and the Associate Vice-President (Academic) in consultation with the Faculty Dean and the academic unit. The decision of the Associate Provost (Academic Quality Assurance) and the Associate Vice-President (Academic) will be binding. In the case of Dominican University College, consultation will occur between Carleton University’s Associate Provost (Academic Quality Assurance), Dominican University College’s Vice-President Academic Affairs, and the relevant Faculty Dean at Dominican University College. In the case of Dominican University College, the decision of Carleton’s Associate Provost (Academic Quality Assurance) and Dominican University College’s Vice-President Academic Affairs will be binding.

2.6.3 Carleton University and Dominican University College intend to report major modifications to the Quality Council annually in July, with the exception of new fields in graduate programs, which are subject to Quality Council approval (please see ‘Expedited Approval Process’ section 4). If CUCQA decides to have a major modification reviewed by the Quality Council, the expedited process will be followed.

2.7 Field, Specialization or Concentration

2.7.1 A field, specialization or concentration is defined as a structured constellation of program elements (for example, courses, comprehensive examinations, theses, research projects, research essays, internships, practica and co-ops) bound together by:

2.7.1.1 A number of core mandatory program elements required of all those students engaged in the field, specialization or concentration which are over and above those required for the program of which the field, specialization or concentration forms a part;

2.7.1.2 A number of learning objectives and outcomes common to the field, specialization or concentration which may be in addition to and distinct from those common to all possible routes and options for completing the program of which the field, specialization or concentration forms a part.



2.8 Option

2.8.1 An option is defined as those program elements constituting a particular route that may be followed to complete the requirements for a program distinct from those program elements required to complete a field, specialization or concentration. Examples of options at the master’s level are those constituted through a thesis, a research essay, a research project, course-only requirements, a co-op, internship or practicum. Examples of options at the undergraduate level are those constituted through a co-op, mention français or study abroad.

2.9 Minor

2.9.1 A minor, which occurs only at the undergraduate level, is defined for the purposes of this IQAP, as a structured set of four credits that forms a distinct sub-set of an existing program and which may be taken for credit as part of a program or programs other than the program from which this distinct sub-set of program elements is taken. Carleton’s undergraduate calendar notes that a minor is a defined set of courses in a discipline or field that introduces the student to, or extends their knowledge of, that discipline or field.

2.10 Diploma (Certificate)

2.10.1 A diploma (certificate) is defined according to the definition contained in the Quality Assurance Framework. For the purposes of this IQAP, the definitions obtain also, mutatis mutandis, at the undergraduate level. It is noted that, at the undergraduate level, diplomas (certificates) are not subject to approval or audit by the Quality Council.

2.11 Carleton University does not recognize the concept of ‘emphasis.’

3 New Program Approval Steps for the New Program Approval

3.1 The Bodies

In the case of Carleton University, there are three sets of university bodies responsible for new program approval:

3.1.1 The Office of Quality Assurance (OQA) and the Carleton University Committee on Quality Assurance (CUCQA). These bodies are concerned only with issues of quality assurance.

3.1.2 Departments, institutes, schools, Faculty Boards and Senate committees (including Senate). These bodies are concerned only with issues involving the development and approval of academic programs as academic programs.

3.1.3 Carleton University’s Academic Planning, Priorities and Initiatives Committee (APPIC) and the Carleton University Financial Planning Group (FPG):



3.1.3.1 APPIC’s membership is the President and Vice-Chancellor, the Provost (chair), the Vice-Presidents, the Deans, the University Librarian, the Associate Vice-President (Academic), the Associate Vice-President (Students and Enrolment) and the Assistant Vice-President (Institutional Research and Planning). It approves new program proposals based on:

• An executive summary of the program; • A document establishing that the program:

o serves the university’s strategic and academic plans; o is appropriate in relation to the current international and national profile of

the discipline or interdisciplinary area; o is distinctive in comparison to comparable programs in Ontario and nationally; o has been assessed for its impact on existing programs, departments and

Faculties; • A document establishing student demand for the proposed program and establishing

that graduates will be equipped on graduation for an appropriate career; • A business plan that establishes, in part, whether or not additional resources are

required to deliver the program. 3.1.3.2 If APPIC approves the proposed program based on this documentation, and if there is no need

to refer the proposal to FPG because the proposed program does not require additional resources, the academic unit (department/school/institute) then begins preparation of the self-study to go to the appropriate faculty board and its committees.

3.1.3.3 FPG’s membership is the President and Vice-Chancellor (chair), the Provost, the Vice-Presidents, the Associate Vice-President (Students & Enrolment Management), the Assistant Vice-President (Institutional Research and Planning), and the Assistant Vice-President (Finance). If FPG approves additional resources for a proposed program, the academic unit (department/school/institute) then begins preparation of the self-study to go to the appropriate Faculty Board and its committees.

3.2 In the case of Dominican University College, there are two sets of bodies responsible for new program approval:

3.2.1 The Office of Quality Assurance (OQA) at Carleton University, and the Carleton University Committee on Quality Assurance (CUCQA). These bodies are concerned only with issues of quality assurance.

3.2.2 Faculties, Faculty Councils and the Academic Council of Dominican University College. These bodies are concerned only with issues involving the development and approval of academic programs as academic programs.



3.3 The Steps

3.3.1 In the case of Carleton University, the academic unit prepares the three-volume brief: volume I is the self-study, volume II is the faculty curricula vitarum, volume III is the list of proposed external and internal reviewers, including additional members if required. Required documentation for the brief is set out below in section 7, the brief. In the case of Dominican University College, the relevant Faculty prepares the three-volume brief.

3.3.2 In preparation for this exercise, academic units attend a workshop sponsored by OQA. This workshop will clarify the bodies responsible for assembling the information required for the brief, including the academic unit itself but including also, for example, the university’s Office of Institutional Research and Planning, and its Office of Research Services. OQA will, at this meeting, distribute a manual that describes new program approval and cyclical program review processes, the benefits of the processes, the criteria for the selection of members of the review committee, the institutional bodies responsible for the collection, aggregation and distribution of data and outcome measures required for self-studies, the format of the self-study, the format for the report of the review committee, and the cycle for undergraduate and graduate program reviews.

3.3.3 In the case of Carleton University, assistance in preparing the brief is provided by the Office of the Associate Vice-President (Academic), and faculty associate deans.

3.3.4 In the case of Dominican University College, assistance in preparing the brief is provided by the Vice-President Academic Affairs. The Vice-President Academic Affairs may call upon Carleton University’s Associate Vice-President (Academic) and the Associate Dean (Programs and Awards) in Carleton University’s Faculty of Graduate and Postdoctoral Affairs for advice.

3.3.5 In the case of Carleton University, the academic unit sends the self-study to the relevant Faculty Board. Faculty Boards customarily have a program or curriculum committee that will examine this document in detail. These committees frequently require or suggest modifications before recommending the self-study to the Faculty Board for approval.

3.3.6 In the case of Carleton University, with Faculty Board approval, the self-study is forwarded to the Clerk of Senate. At this point, the entire brief is also forwarded to the OQA, together with the documentation submitted to APPIC and FPG (if appropriate). OQA will ensure that the brief and accompanying documentation is complete and compliant. The Clerk of Senate forwards the self-study to Senate Academic Program Committee (SAPC) for its consideration.

3.3.7 In the case of Dominican University College the self-study is forwarded to Carleton University’s Office of Quality Assurance (Academic Programs). OQA will ensure that the brief and accompanying documentation are complete and compliant.



3.3.8 Once OQA is satisfied that the brief and accompanying documentation are complete and compliant, the Quality Assurance staff in OQA forwards the brief and APPIC and FPG documentation (if appropriate) to CUCQA. In the case of Carleton University, the concerns and interests of CUCQA and SAPC overlap considerably, and it is anticipated that the bulk of work at this stage will be undertaken by CUCQA.

3.3.9 In case of Dominican University College, the concerns and interests of CUCQA and the Academic Council overlap considerably, and it is anticipated that the bulk of work at this stage will be undertaken by CUCQA

3.3.10 However, in the case of Carleton University it is possible that SAPC may have some concerns and issues not shared by CUCQA. The Associate Provost (Academic Quality Assurance), who chairs CUCQA, and the Associate Vice-President (Academic), who is a member of, and frequently chairs SAPC, will remain in close touch during this phase of the approval process to ensure that each body is aware of, and has the opportunity to comment on, the concerns and interests of the other. The Associate Provost (Academic Quality Assurance) and the Associate Vice-President (Academic) are members of both CUCQA and SAPC.

3.3.11 In the case of Dominican University College, it is possible that the Academic Council may have some concerns and issues not shared by CUCQA. Carleton University’s Associate Provost (Academic Quality Assurance), who chairs CUCQA, and Dominican University College’s Vice-President Academic Affairs will remain in close touch during this phase of the approval process to ensure that each body is aware of, and has the opportunity to comment on, the concerns and interests of the other.

3.3.12 The steps followed by CUCQA for new program approval are as follows:

3.3.12.1 CUCQA will assign the brief and, if appropriate, APPIC and FPG documents to one of its members for a detailed review. This member will be known as ‘the discussant.’5 The discussant will be at arm’s length from the academic unit proposing the program;

3.3.12.2 The discussant will prepare a report for CUCQA. This report will identify concerns or issues in the self-study and the volume of faculty curricula vitarum that CUCQA needs to discuss and address, and will also identify two external and one internal reviewer as well as possible, additional reviewers who will constitute the review committee;

3.3.12.3 CUCQA will discuss the discussant’s report and recommend: • questions in addition to the standard briefing that it wishes the review committee to

consider ; • the membership of the review committee;

3.3.12.4 Through its chair, CUCQA will consult with the relevant Faculty Dean either at Carleton University or Dominican University College as appropriate, on supplementary questions and review committee membership;



3.3.12.5 CUCQA will then confirm supplementary questions and review committee membership;

3.3.12.6 OQA will invite the review committee to conduct the site visit;

3.3.12.7 The review committee will conduct the site visit. The site visit will be arranged by OQA in consultation with the academic unit and relevant Faculty Dean in the case of Carleton University and in consultation with the relevant Faculty at Dominican University College, and according to a template provided by OQA. OQA will ensure that proper arrangements have been made for consultation with faculty, students, staff, senior program administrators and, where appropriate, representatives of employers and professional associations before approving the site visit itinerary;

3.3.13 The review committee will prepare its report according to the generic and program-specific instructions it has received from (please see Section 8: ’Review Committee’) – the report will be submitted to OQA within one month of the site visit;

3.3.14 When received by OQA, the report will be forwarded to the Faculty Dean and the academic unit for response. The response can either be joint or separate;

3.3.15 The report and the response(s) will be considered by CUCQA with the discussant acting as animateur. CUCQA will author and authorize a final assessment report and executive summary. The lead in authoring the final assessment report and executive summary will be the discussant. The final assessment report will contain one of three recommendations:

1. recommended to commence; 2. recommended to commence with report; 3. not recommended to commence.

3.3.15.1 In the case of (2), a report on certain issues will be required by CUCQA two to three years after the program commences. In the case of (3), the final assessment report and executive summary with supporting documentation will not be forwarded to the Quality Council;

3.3.15.2 In the case of (2) and (3), an opportunity will be provided for an appeal by the Faculty Dean and/or the academic unit either at Carleton University or Dominican University College as appropriate. The grounds for the appeal may be either to do with process or substance, and the Faculty Dean and/or academic unit will be provided with an opportunity to meet with CUCQA to discuss these grounds;

3.3.16 In the case of Carleton University, if the Faculty Dean and/or academic unit do not accept the outcome of the appeal to CUCQA, they may appeal to Provost, whose decision is final and binding;

3.3.17 In the case of appeals from Dominican University College, Carleton University’s Provost will consult with the Vice President Academic Affairs at Dominican University College.



3.3.18 In the case of Carleton University, CUCQA will forward the final assessment report and executive summary to SAPC and to the Provost for comment;

3.3.19 In the case of Dominican University College, CUCQA will forward the final assessment report and executive summary to the Academic Council and the Vice President Academic Affairs for comment.

3.3.20 Contingent on approval by the Provost and SAPC in the case of Carleton University and Carleton University’s Provost and the Vice-President Academic Affairs and the Academic Council in the case of Dominican University College, OQA will forward the final assessment report and executive summary to SAPC and Senate for approval.

3.3.21 In the case of Carleton University, approval constitutes approval of the new program and ratification of the outcome of the quality assurance process;

3.3.22 In the case of Dominican University College, approval by Carleton University’s Senate constitutes ratification of the outcome of the quality assurance process only;

3.3.23 In the case of Carleton University, following approval by Senate, OQA will forward the final assessment report and executive summary to the Board of Governors (for information); In the case of Dominican University College, following ratification by Senate, OQA will forward the final assessment report and executive summary to the Board of Governors at Dominican University College (for information);

3.3.24 In the case of Carleton University, following approval by Senate, OQA will forward the final assessment report, executive summary and supporting documentation (including the proposal brief) to the Quality Council with a request that the program be approved to commence; in the case of Dominican University College, following ratification by Senate, OQA will forward the final assessment report, executive summary and supporting documentation (including the proposal brief) to the Quality Council with a request that the program be approved to commence;

3.3.25 Following submission to the Quality Council, Carleton University or Dominican University College as appropriate will announce its intention to offer the program. It will be clearly indicated that approval is pending and no offers of admission will be made until the program is approved by the Quality Council.

3.3.26 Upon approval to commence, the program will begin within 36 months of the date of approval; otherwise approval will lapse;

3.3.27 The first cyclical program review of any new program will be conducted no more than eight years after the date of the program’s initial enrolment;

3.3.28 If it becomes necessary to undertake a cyclical program review of a new program within three years in order to align it with other programs, the expedited process will be used for the new program.



3.3.29 A chart is attached as appendix 4a that represents visually the above steps for new program approval at Carleton University. A chart is attached as appendix 4b that represents visually the above steps for Dominican University College.

3.4 Criteria for New Program Approval

The basic criteria for IQAP evaluation are:

3.4.1 Does the program’s intellectual profile, objectives and learning outcomes serve the strategic and academic plans of Carleton University or Dominican University College as appropriate;

3.4.2 Are the program’s intellectual profile, objectives, curriculum and learning outcomes appropriate in relation to the current international and national profile of the discipline or interdisciplinary area;

3.4.3 Are the program’s intellectual profile, objectives and learning outcomes distinctive in relation to those of comparable programs in Ontario and nationally;

3.4.4 Are the program’s objectives and learning outcomes consistent with the Graduate Degree Level Expectations or the University Undergraduate Degree Level Expectations, as appropriate. In the case of graduate programs, is there a sufficient level of education and activity in research;

3.4.5 Are the degree program’s nomenclature and acronym appropriate (for example, Master’s of Cognitive Science, M.Cog.Sc.);

3.4.6 Is the program appropriately designed and structured to achieve the learning objectives and outcomes;

3.4.7 In the case of graduate programs, will the program design and structure enable suitably qualified students to complete the program in a timely fashion; the program proposal will establish the time period within which completion will be normally be expected, together with a rationale for this time period;

3.4.8 Does the program have an appropriate governance and administrative structure;

3.4.9 Is the program adequately resourced, including a sufficient number of faculty with acceptable levels of teaching expertise and competence, and of continuing research and publishing activity;

3.4.10 Does the program have sufficient support staff, sufficient space, and sufficient library and technological resources;

3.4.11 Does the program have an appropriate mode or modes of delivery;

3.4.12 Are the admission requirements such that a student entering the program can expect to complete it successfully and in a timely fashion; are requirements additional or alternative to the foundational requirements appropriate and sufficiently well explained;



3.4.13 Are the methods of student evaluation appropriate given admission requirements, degree level expectations, program objectives, and learning outcomes;

3.4.14 Given the advising, mentoring and support provided by the program and the university more generally through its academic services, will students in the program have a satisfactory educational experience;

3.4.15 In the case of graduate programs, is there evidence that financial assistance for students will be sufficient to ensure adequate quality and number of students.

3.4.16 In the case of graduate programs, is there sufficient provision for the development of research and analytic/interpretative skills;

3.4.17 In the case of graduate programs, is there evidence a student in the program is required to take a minimum of two-thirds of the course requirements from among graduate level courses;

3.4.18 In the case of graduate programs, is there evidence of how supervisory loads will be distributed, and the qualifications and appointment status of faculty who will provide instruction and supervision;

3.4.19 In the case of undergraduate program, is there evidence of planning for adequate numbers and quantity of planned/anticipated class sizes, provision of supervision of experiential learning opportunities and the role of adjunct and part-time faculty;

3.4.20 Will the program prepare students adequately for their chosen career path following graduation with respect to careers for which the program could reasonably be expected to provide a preparation;

3.4.21 Are there definition and use of indicators that provide evidence of quality of the faculty (e.g. qualification, research, innovation and scholarly record; appropriateness of collective faculty experience to contribute substantively to the proposed program);

3.4.22 Is there evidence of program structure and faculty research that will ensure the intellectual quality of the student experience.

3.5 Steps to Monitor New Programs

3.5.1 At the end of each academic year after the program has commenced and for the first three years, new programs will be monitored, in the case of Carleton University, by the Associate Vice-President (Academic) (for undergraduate programs) or the Dean of the Faculty of Graduate and Postdoctoral Affairs (for graduate programs) and, in the case of the Dominican University College, by the Vice President Academic Affairs, in terms of:

3.5.1.1 Registrations compared to projected capacity;

3.5.1.2 Student retention (at the undergraduate level);



3.5.1.3 Completion of milestones agreed by the program (at the graduate level);

3.5.1.4 The quality of the student experience, as determined either through a survey (undergraduate programs) or focus groups (graduate programs).

3.5.2 A brief report based on this monitoring will be filed with OQA and forwarded to CUCQA. In consultation with the Provost and the Faculty Dean, CUCQA may require the Carleton University academic unit to make modifications and file a report on these modifications after a two- or three-year period. In consultation with the Vice President Academic Affairs, CUCQA may require the Dominican University College Faculty to make modifications and file a report on these modifications after a two- or three-year period.

3.5.3 This process of monitoring will be in addition to any report requested by CUCQA as part of its recommendation that the program be approved to commence. In cases where the Quality Council requires a report as part of its approval to commence (or seconds such a recommendation from CUCQA), CUCQA will vet the appropriateness of the report before it is forwarded to the Quality Council.

4 Expedited Approval Process

4.1 The expedited process for the approval of new fields at the graduate level, new collaborative programs and new for-credit graduate diplomas is the same as for new programs, except that a review committee will not be used and, as a consequence, no response to a review committee report will be required. The decision of CUCQA will be based solely on the submission of volumes I and II of the brief, and the documentation submitted to APPIC and FPG (if appropriate). However, CUCQA may require a written response to questions and concerns it has from the Faculty Dean and the academic unit.

4.2 The criteria for approval are the same as for a new program approval including: degree level expectations, learning objectives, admissions, structure, program content, mode of delivery, assessment of teaching and learning, resources, and quality and other indicators.

4.3 New fields in graduate programs, new collaborative programs and new for-credit graduate diplomas will be monitored in the same fashion as a new program.



5 Cyclical Program Review

Existing undergraduate and graduate programs will be reviewed concurrently using the same process (with some components of the process specific to either graduate or undergraduate programs) and the same review committee. One external reviewer will be chosen for their experience and expertise in undergraduate education, and the other reviewer will be chosen for their experience and expertise in graduate education. It is felt that concurrent reviews are advantageous in that it is, on the whole, the same faculty who teach both undergraduate and graduate students and, on the whole, the same sets of resources that support both graduate and undergraduate programs. Graduate and undergraduate programs are in a symbiotic relationship (for example, the majority of teaching assistants in undergraduate programs are graduate students). Decisions affecting one set of programs frequently affect the other.

A major exception to this principle of concurrent reviews will be in the case of academic units that have joint graduate programs with partner universities. In these cases, the reviews of the unit’s graduate and undergraduate programs will have to be separate. However, with the agreement of the partner universities, it may be possible for the graduate program and the two, separate undergraduate programs of the partner universities to be reviewed within a sufficiently brief time period to allow use of the same external reviewers. Such a process will have to be subject to a separate IQAP.

In the case of units in which the doctoral program is a joint program with a partner university, but the master’s program is not, the master’s programs at both institutions will be reviewed concurrently with the review of the doctoral program according to the IQAP developed for such joint programs. This process mirrors that currently in place under Ontario Council of Graduate Studies (OCGS) regulations.

In addition, as appropriate and possible, the cyclical program review will be aligned to a program’s accreditation process or any other internal reviews. The cyclical program review will allow for and specify the substitution or addition of documentation or processes associated with the accreditation of a program, for components of the IQAP, when it is fully consistent with the requirements establish in the QAF. A record of substitution or addition, and the grounds on which it was made, will be eligible for audit by the Quality Council.

A cyclical program review will not exceed eight years.



5.1 Steps for the Cyclical Program Review

5.1.1 In the case of Carleton University, the academic unit prepares the three-volume brief: volume I is the self-study, volume II is the faculty curricula vitarum, volume III is the list of proposed external and internal reviewers, including additional members if required. Required documentation for the brief is set out below in section 7, the brief. In the case of Dominican University College, the relevant Faculty prepares the three-volume brief.

5.1.2 In preparation for this exercise, academic units attend a workshop sponsored by OQA. This workshop will clarify the bodies responsible for assembling the information required for the brief, including the academic unit itself but including also, for example, the university’s Office of Institutional Research and Planning, and its Office of Research Services. OQA will, at this meeting, distribute a manual that describes new program approval and cyclical review processes, the benefits of the processes, the criteria for the selection of members of the review committee, the institutional bodies responsible for the collection, aggregation and distribution of data and outcome measures required for self-studies, the format of the self-study, the format for the report of the review committee, and the cycle for undergraduate and graduate program reviews.

5.1.3 The academic unit preparing their self-study will establish a review team made up minimally, of the departmental chair or equivalent, the graduate and/or undergraduate supervisors as appropriate, graduate and/or undergraduate administrators as appropriate, and at least one graduate or undergraduate student as appropriate. These principles will be followed in the case of interdisciplinary programs and in the case of such programs the membership of the review team will require the agreement of the Associate Provost (Academic Quality Assurance).

5.1.4 The program’s faculty, staff and students will be involved in the preparation of the self-study in appropriate formats for their program and may include: undergraduate student surveys, focus groups for faculty, staff and students, discussions involving stakeholder and the academic unit review team, as well as stakeholder review of the draft and the final self-study.

5.1.5 The self-study will be broad-based, reflective, forward-looking and includes critical analysis.

5.1.6 In the case of Carleton University, assistance in preparing the brief is provided by the Office of the Associate Vice-President (Academic), and faculty associate deans.


5.1.8 The brief is forwarded to OQA. OQA will ensure that the brief and accompanying documentation is complete and compliant. Once OQA is satisfied that the brief is complete, the Quality Assurance staff in OQA forwards the brief to CUCQA.



5.1.9 The steps followed by CUCQA in reviewing proposals for existing programs are as follows:

5.1.9.1 CUCQA will assign the brief to one its members for a detailed review. This member will be known as ‘the discussant.’6 The discussant will be at arm’s length from the academic unit in which the existing program is located;

5.1.9.2 The discussant will prepare a report for CUCQA. This report will identify concerns or issues in the self-study and the volume of faculty curricula vitarum that CUCQA needs to discuss and address, and will also identify two external and one internal reviewer as well as possible, additional reviewers who will constitute the review committee;

5.1.9.3 CUCQA will discuss the discussant’s report and recommend: • questions in addition to the standard briefing that it wishes the review committee to

consider; • the membership of the review committee;

5.1.9.4 Through its chair, CUCQA will consult with the relevant Faculty Dean, either at Carleton University or Dominican University College as appropriate, on supplementary questions and review committee membership;

5.1.9.5 CUCQA will then confirm supplementary questions and review committee membership;

5.1.9.6 OQA will invite the review committee to conduct the site visit;

5.1.9.7 Relevant reports and information will be provided to the review committee in addition to the self-study e.g. strategic plans, academic plan, etc

5.1.9.8 The review committee will conduct the site visit. The site visit will be arranged by OQA in consultation with the academic unit and the relevant Faculty Dean, and according to a template provided by OQA. OQA will ensure that proper arrangements have been made for consultation with faculty, students, staff, senior program administrators and, where appropriate, representatives of employers and professional associations before approving the site visit itinerary;

• In the case of Carleton University, individual meetings will be established with the Associate Provost (Academic Quality Assurance), the Associate Vice-President (Academic) (undergraduate programs), the Faculty Dean (including at the graduate level, the Dean of Graduate and Postdoctoral Affairs or his or her designate), the chair or equivalent of the academic unit, the graduate supervisor or undergraduate supervisor as appropriate and the graduate or undergraduate administrator as appropriate;



• In the case of Dominican University College, individual meetings will be established with the Vice-President Academic Affairs, the Faculty Dean, the graduate supervisor or undergraduate supervisor as appropriate and the graduate or undergraduate administrator as appropriate as well as with Carleton University’s Associate Provost (Academic Quality Assurance);

• Meetings of a more collective character will be arranged with faculty who are on the respective campus and available. Meeting will also be arranged with representative groups of graduate and undergraduate students – such meetings will be exclusive to the students. In the case of professional or quasi-professional programs, meetings will be established with relevant professionals or employers in the field, and professional associations as appropriate.

5.1.9.9 The review committee will prepare its report according to the generic and program-specific instructions it has received from OQA (please see the review committee section 8) – the report will be submitted to OQA within one month of the site visit;

5.1.9.10 When received by OQA, the report will be forwarded to the Faculty Dean and the academic unit, either at Carleton University or Dominican University College for response. The response(s) can either be joint or separate;

5.1.9.11 The report and the response(s) will be considered by CUCQA with the discussant acting as animateur;

5.1.9.12 CUCQA will recommend one of five categorizations for the program: (1) good quality with national or international presence; (2) good quality; (3) good quality with report; (4) conditional approval; (5) not approved to continue;

5.1.9.13 This categorization will be communicated to the Faculty Dean and the academic unit either at Carleton University or Dominican University College. An action plan will be requested of the appropriate Faculty Dean and academic unit to address issues identified;

5.1.9.14 The action plan will include: • plans and recommendations contained in the self-study; • recommendations advanced by the review committee; • changes in organization, policy or governance necessary to meet such

recommendations; • the resources, financial or otherwise, that will be required and provided to implement

such recommendations; • the timeline for the implementation of such recommendations.

5.1.9.15 In the case of (4) and (5) under (5.1.8.12), an opportunity will be provided for an appeal by the Faculty Dean and/or the academic unit. The grounds for the appeal may be either to do with process or substance, and the Faculty Dean and/or academic unit will be provided with an opportunity to meet with CUCQA to discuss these grounds;



5.1.9.16 If the Faculty Dean and/or academic unit do not accept the outcome of the appeal to CUCQA, they may appeal to the Provost, whose decision is final and binding; in the case of Dominican University College, the appeal will be lodged through the Vice-President Academic Affairs.

5.1.9.17 In the case of Dominican University College, Carleton University‘s Provost will consult with Dominican University College’s Vice President Academic Affairs before arriving at a decision;

5.1.9.18 In the case of Carleton University the action plan will be signed by the Faculty Dean. The Faculty Dean will, in consultation with the Provost, be responsible for providing any necessary additional resources required to implement the action plan. With the agreement of the Provost, the Faculty Dean and academic unit will be jointly responsible for acting on recommendations contained in the action plan and final assessment report;

5.1.9.19 In the case of Dominican University College, Carleton University ‘s Provost will consult with Dominican University College’s Vice President Academic Affairs if any additional resources are required to implement the action plan;

5.1.9.20 If the Dean and the unit cannot agree on the action plan, they will communicate to the CUCQA the issues on which they can agree and those on which they cannot;

5.1.9.21 In the case of Carleton University chair of CUCQA, the Associate Provost (Academic Quality Assurance) will in these circumstances broker an agreement to be reported to the committee;

5.1.9.22 In the case of Dominican University College, the Vice President Academic Affairs will be responsible for ensuring agreement on an action plan before communicating it to the Office of Quality Assurance (Academic Programs) at Carleton University. The Dominican University College’s Vice President Academic Affairs is free to consult with the Associate Provost (Academic Quality Assurance) at Carleton University.

5.1.9.23 CUCQA will author and authorize the final assessment report and executive summary. The lead in authoring the final assessment report and executive summary will be the discussant. The final assessment report will contain the action plan, and a final classification (good quality with national or international prominence, good quality, good quality with report, conditional approval, not approved to continue) with supporting documentation. The final assessment report may include a confidential section when it is necessary to address personnel issues;

5.1.9.24 The final assessment report and the executive summary with supporting documentation will be submitted to the Provost for the Provost’s consideration. The Provost is the institutional authority for approving the recommendations in the final assessment report and its action plan;

5.1.9.25 In the case of Dominican University College, Carleton University‘s Provost will consult with Dominican University College’s Vice President Academic Affairs, who may in turn report the outcome to Dominican University College’s Academic Council for the purposes of consultation;



5.1.9.26 In the case of Carleton University, following input and approval from the Provost, the final assessment report and the executive summary with supporting documentation will be forwarded to SAPC and to Senate for approval;

5.1.9.27 With Senate approval, the final assessment report and executive summary are forwarded to the Faculty Dean, the academic unit, the Board of Governors and the Quality Council, and the executive summary and action plan will be posted on the Carleton University’s website.

5.1.9.28 In the case of Dominican University College the final assessment report and the executive summary with supporting documentation will be forwarded to SAPC and Senate for ratification;

5.1.9.29 With Senate approval, the final assessment report and executive summary are forwarded to the Faculty Dean and the Board of Governors at Dominican University College, and then to the Quality Council. The executive summary and action plan will be posted on Carleton University’s website and the website of Dominican University College as appropriate.

CUCQA will allow public access on the OQA website to the: • Information made available for the self study; • Volume I and volume II of the brief; • Report of the review committee; and • Specified responses to the report of the review committee • The report from the review committee will be afforded an appropriate level of

confidentiality; this level of confidentially may extend to specified responses to the report.

5.1.10 A chart is attached as appendix 5a that represents visually the above steps for Carleton University. A chart is attached as appendix 5b that represent visually the above steps for Dominican University College.

5.2 Criteria for Cyclical Program Review The basic criteria for cyclical program review are:

5.2.1 Does the program’s intellectual profile, objectives and learning outcomes serve the strategic and academic plans of Carleton University or Dominican University College as appropriate;

5.2.2 Are the program’s intellectual profile, objectives and learning outcomes appropriate in relation to the current international and national profile of the discipline or interdisciplinary area;

5.2.3 Are the program’s intellectual profile, objectives and learning outcomes distinctive in relation to those of comparable programs in Ontario and nationally;



5.2.4 Are the program’s objectives and learning outcomes consistent with the Graduate Degree Level Expectations or the University Undergraduate Degree Level Expectations as appropriate. In the case of graduate programs, is there a sufficient level of education and activity in research;

5.2.5 Is the program appropriately designed and structured to achieve such objectives and outcomes;

5.2.6 In the case of graduate programs, will the program design and structure enable suitably qualified students to complete the program in a timely fashion;

5.2.7 Does the program have an appropriate governance and administrative structure;

5.2.8 Is the program adequately resourced, including a sufficient number of faculty with acceptable levels of teaching expertise and competence, and of continuing research and publishing activity;

5.2.9 Does the program have sufficient support staff, sufficient space, and sufficient library and technological resources;

5.2.10 Does the program have an appropriate mode or modes of delivery;

5.2.11 Are the admission requirements such that a student entering the program can expect to complete it successfully and in a timely fashion;

5.2.12 Are the methods of student evaluation appropriate given admission requirements, program objectives and learning outcomes;

5.2.13 Are the means of assessment, especially in the student’s final year, appropriate and effective in demonstrating achievement of the learning objectives and degree level expectations;

5.2.14 Given the advising, mentoring and support provided by the program and the university more generally through its academic services, will students in the program have a satisfactory educational experience;

5.2.15 In the case of graduate programs, is student financial support adequate;

5.2.16 In the case of graduate programs, is there sufficient provision for the development of research and analytic/interpretative skills;

5.2.17 In the case of graduate programs, is there evidence that students’ time to completion is both monitored and managed in relation to the program’s defined length and program requirements;

5.2.18 Will the program prepare students adequately for their chosen career path following graduation with respect to careers for which the program could reasonably be expected to provide a preparation.



5.3 Major Modifications in the Brief for a Cyclical Program Review

5.3.1 Major modifications may be contained in the brief for a cyclical program review. In this circumstance, the major modification will be subject to the process described below, with the addition that the modification will be subject to comment in the report of the review committee, and will be contained in the documentation sent to the Quality Council.

5.4 Steps to Monitor the Action Plan

5.4.1 A report will be filed with OQA by the Faculty Dean and academic unit when the timeline is reached for the implementation of each element of the action plan. This report will be forwarded to CUCQA for its review. In consultation with the Provost, CUCQA may request additional action or reports from the Faculty Dean and/or the academic unit. Reports supplied by the Faculty Dean and/or academic unit will be posted on the university’s website.

6 Major Modifications and Intra-Institutional Modifications Steps for Approval

6.1 The Bodies

6.1.1 In the case of Carleton University, there are three sets of university bodies responsible for the approval of major modifications to existing programs:

6.1.1.1 The Office of Quality Assurance and the Carleton University Committee on Quality Assurance (CUCQA).

6.1.1.2 Departments, institutes, schools, Faculty Boards and Senate committees (including Senate).

6.1.1.3 Carleton University’s Academic Planning, Priorities and Initiatives Committee (APPIC) and the Carleton University Financial Planning Group (FPG).

6.1.1.4 The responsibilities of these sets of university bodies were set out under the new program approval section 3.1.

6.2 In the case of Dominican University College, there are two sets of bodies responsible for the approval of major modifications to existing programs:

6.2.1 The Office of Quality Assurance (OQA) and the Carleton University Committee on Quality Assurance (CUCQA). These bodies are concerned only with issues of quality assurance.



6.2.2 Faculties, Faculty Council and the Academic Council of Dominican University College. These bodies are concerned only with issues involving the development and approval of academic programs as academic programs.

6.3 The Steps

6.3.1 In the case of Carleton University, APPIC considers the proposed major modification based on the following documentation (depending on the scope of the major modification, it may not be appropriate for all documents, or all parts of some documents, to be submitted – advice on this issue will be available from the Associate Provost (Academic Quality Assurance) and the Associate Vice-President (Academic)):

6.3.1.1 An executive summary of the proposed modification, including the effect of the proposed modification on the program and its students;

6.3.1.2 A document addressing: • the fit of the proposed modification with the university’s strategic plan and academic

plans; • the manner in which the proposed modification serves the appropriateness of the

program in relation to the current international and national profile of the discipline or interdisciplinary area;

• the manner in which the proposed modification serves the distinctiveness of the program in comparison to comparable programs in Ontario and nationally;

• has been assessed for its impact on existing programs, departments and Faculties;

6.3.1.3 A document establishing student demand for the proposed modification if a new field, specialization, concentration, minor or option, and establishing that graduates will be equipped on graduation for an appropriate career;

6.3.1.4 A business plan that establishes, in part, whether or not additional resources are required to deliver the proposed modification;

6.3.2 If APPIC approves the proposed modification based on this documentation, and if there is no need to refer the proposal to FPG because the proposed modification does not require additional resources, the academic unit (department/school/institute) then begins preparation of a proposal brief to go to the appropriate faculty board and its committees;

6.3.3 If additional resources are required for the major modification, the modification is considered by FPG. If FPG approves additional resources for the modification, the academic unit (department/school/institute) then begins preparation of a proposal brief to go to the appropriate Faculty Board and its committees.



6.3.4 The academic unit at Carleton University and the Faculty at Dominican University College prepare a proposal brief that establishes:

6.3.4.1 the character and substance of the modification;

6.3.4.2 the rationale for the proposed modification;

6.3.4.3 the effect of the modification on the existing program, including the effect on prospective and continuing students;

6.3.5 The proposal brief will in all other respects follow the instructions for the preparation of volume I and, where appropriate, volume II of the brief, omitting elements deemed inappropriate in the context of the scope of the major modification. CUCQA reserves the right to request additional information if it is of the opinion that important and relevant information is missing;

6.3.6 In preparation for this exercise, academic units attend a workshop sponsored by OQA. This workshop will clarify the bodies responsible for assembling the information required for the proposal brief, including the academic unit itself but including also, for example, the university’s Office of Institutional Research and Planning, and its Office of Research Services;

6.3.7 In the case of Carleton University, assistance in preparing the proposal is provided by the Office of the Associate Vice-President (Academic), and faculty associate deans;


6.3.9 The academic unit sends the proposal brief to the relevant faculty board. Faculty Boards customarily have a program or curriculum committee that will examine this proposal brief in detail. These committees frequently require or suggest modifications before recommending the proposal brief to the Faculty Board for approval;

6.3.10 With Faculty Board approval, the proposal brief together with the documentation submitted to APPIC and FPG (if appropriate) is forwarded to the OQA for consultation with CUCQA. Using the discussant format, CUCQA will consider and determine questions and concerns that it may have;

6.3.11 In the case of Carleton, the proposal, together with CUCQA’s questions and concerns are forwarded to the Clerk of Senate;

6.3.12 The Clerk of Senate forwards the proposal and CUCQA’s questions and concerns to Senate Academic Program Committee (SAPC) for its consideration;

6.3.13 SAPC considers the proposal and accompanying documentation. It may consult with the academic unit before sending its recommendations to CUCQA;



6.3.14 In the case of Dominican University College, the proposal, together with CUCQA’s questions and concerns, are forwarded to the Vice-President Academic Affairs at Dominican University College.

6.3.15 The Vice-President forward the proposal and CUCQA’s concerns and questions to the Academic Council for its consideration.

6.3.16 The Academic Council considers the proposal and accompanying documentation. It may consult with the relevant Faculty before sending its recommendations via the Vice-President Academic Affairs to CUCQA – the proposal together with these recommendations as forwarded to CUCQA constitute approval of the major modification by Dominican University College.

6.3.17 Once CUCQA has agreed to SAPC’s recommendations in the case of Carleton University, SAPC forwards those recommendations to Senate;

6.3.18 Once CUCQA has agreed to the Academic Council’s recommendations in the case of Dominican University College, the Council forwards those recommendations to the Clerk of Senate at Carleton for forward transmission to SAPC and Senate.

6.3.19 In the case of Carleton, Senate approvals signals both approval of the major modification and ratification of the outcome of the quality assurance process;

6.3.20 In the case of Dominican University College, Senate ratifies the outcome of the quality assurance process only;

6.3.21 Major modifications approved or ratified by Senate as appropriate are reported to the Quality Council annually in July.

6.3.22 The criteria for evaluation are the same as for a new program approval.

6.3.23 A chart is attached as appendix 6a that represents visually the above steps for major modification for Carleton University.

6.3.24 A chart is attached as appendix 6b that represents visually the steps for Dominican University College.

6.4 Intra-Institutional Approvals

6.4.1 For minor modifications that do not meet the criteria for major modification, the approvals process will follow the standard Carleton University protocols as set out in appendix 7a and the Dominican protocols as set out in appendix 7b.



7 The Brief The brief will be made up of three volumes.

7.1 Volume I: The Self-Study The self-study will contain the following sections and items:

7.1.1 The program • Listing of program – the listing will place the program in one of these two categories:

general academic, professional academic; and also in one of these two categories: grant-eligible, full-cost recovery

• The program’s intellectual profile and curriculum • The program in the context of similar programs in Canada and abroad • The relation of the program to Carleton University’s strategic and academic plans (themes

and goals); visit o www.carleton.ca/about/cu/wp-content/uploads/strategic_plan_final.pdf; and o www.carleton.ca/provost/ccms/wp-content/ccms-files/Carleton-Academic-Plan.pdf

• Or, as appropriate, the relation of the program to the Dominican University College’s strategic and academic plans (themes and goals);

• The program’s learning objectives and outcomes and their appropriateness in terms of undergraduate and graduate degree level expectations (as appropriate)

• The program’s essential requirements (for determining accommodations for students with disabilities)

• Innovative or creative features specific to the program • For new programs: the degree program’s nomenclature and acronym (for example, Bachelor

of Arts, BA) • For graduate programs: components that will provided adequate training in research and

analytic/interpretative skills • For graduate programs: evidence that each student in the program will be required to take a

minimum of two-thirds of the course requirements from among graduate level courses

7.1.2 How the self-study was developed (involvement of faculty, staff and students)

7.1.3 Admission Requirements • The relation of admission requirements to learning objectives and outcomes • The relation of admission requirements to projected times-to-completion and retention and

graduation Rates

7.1.4 Teaching • Modes of delivery • Teaching evaluations (by a process that guarantees anonymity for individual faculty)

http://www.carleton.ca/about/cu/wp-content/uploads/strategic_plan_final.pdf

http://www.carleton.ca/provost/ccms/wp-content/ccms-files/Carleton-Academic-Plan.pdf



• Class sizes by year level • Adequacy of supervision (including the distribution of supervisory loads at the graduate

level)

7.1.5 The faculty • Faculty by fields, specializations and concentrations • Research funding • Thesis supervisions • Current teaching assignments • Faculty from other units • Part-time faculty

7.1.6 The students

• Applications against capacity • Offers against capacity • Acceptances against capacity • Registrations against capacity • Proportion of full-time to part-time students • Attrition and retention rates • Student achievements, including plans and methods for assessing such achievements against

the degree level expectations and the learning objectives and outcomes of the program • Times-to-completion • Graduation rates • Funding • External awards • Scholarly outputs • Student satisfaction (as established through survey results for undergraduate programs and

focus groups for graduate programs). Specific reference will be made to the use of academic services provided by the university. Assessment of student satisfaction will include, where appropriate and feasible, input from alumni.

• Employment • Further study • Publications (graduate programs only) • Professional and transferable skills • Projected enrolments

7.1.7 Resources

• Support and technical Staff • Library • Laboratories



• Research facilities • Computing • Space

7.1.8 How can the program be improved (in particular, steps taken in the light of the previous review

for an existing program, and in the light of any improvements required by CUCQA for a newly established program)?

7.1.9 The sections and items listed above are for the self-study of existing program. The self-studies for a new program approval or a major modification will omit those elements that are not relevant.

7.1.10 Relevant criteria must be addressed in volume I of the brief with particular reference to section 3.3 for new program approvals, 4.2 for the expedited approval process, 5.2 for cyclical program reviews and 6.2.5 for major modifications.

7.2 Volume II: Faculty Curricula Vitarum

7.2.1 Volume II will contain the curricula vitarum of core faculty, that is: • any faculty, including distinguished research professors and adjunct research professors,

authorized to supervise students in the program at the graduate level; • all faculty who teach courses in the program at the undergraduate level.

7.2.2 The curricula vitarum must be in a standardized format current in the faculty or the discipline

and approved in advance by CUCQA.

7.2.3 The curricula vitarum must contain full information on lifetime research and publications, and graduate supervisions, as well as all courses taught by the faculty member since the last review or the establishment of a new program. In addition, information on the professional experience and competence of faculty must be included for professional programs.

7.3 Volume III: The List of External and Internal Reviewers

7.3.1 Volume III will contain the list of reviewers, including internal reviewers.

7.3.1.1 A list of ten external reviewers is required with no more than two coming from any one Province, and no more than one from any one institution. Five of the reviewers must be senior faculty (associate or full professor) with considerable and demonstrated experience and expertise in undergraduate education. The remaining five reviewers must be senior faculty (associate or full professor) with considerable and demonstrated experience and expertise in graduate education. Internal and external reviewers for Dominican University College must have the requisite language skills to evaluate English, French and bilingual programs.



7.3.1.2 A list of three internal reviewers is required. The Deans and the Vice President Academic Affairs at Dominican University College may wish to consult with the Associate Provost (Academic Quality Assurance) at Carleton University on the choice of the interval reviewers. The internal reviewers should be senior faculty with considerable experience of program development and administration. They must be at arm’s length from the academic unit whose program is being reviewed. A pool of internal reviewers, including reviewers from Dominican University College, will be established by the Associate Provost (Academic Quality Assurance) in consultation with the Associate Vice-President (Academic) at Carleton and the Vice-President Academic Affairs at Dominican College, and the Faculty Deans at both institutions. The pool will be approved by CUCQA. Internal and external reviewers for Dominican University College must have the requisite language skills to evaluate English, French and bilingual programs.

7.3.1.3 At the discretion of CUCQA, an academic unit may be requested to supply a modest list of additional reviewers. This may be appropriate, for example, in the case of programs of a professional or quasi-professional character. In such cases, the external reviewers will be senior and distinguished members of the relevant profession or of the appropriate external community who are not career academics but who have a strong interest in the role of education in their profession or community.

7.3.2 This volume will contain an abbreviated curriculum vitae for each reviewer according to a template provided by OQA.

7.3.3 All reviewers must be free of a conflict of interest. The normal guidelines on conflict of interest will apply, and are attached as appendix 8.

8 The Review Committee

8.1 Selection

8.1.1 Members of the review committee will be selected from volume III of the brief by CUCQA in consultation with the Faculty Dean. The final decision on this matter rests with CUCQA.

8.2 Briefing

8.2.1 Undergraduate and graduate programs

8.2.1.1 The review committee will be briefed in writing by the OQA. This briefing will include a generic statement on what is expected of the review committee, and may be supplemented by additional questions specific to the programs being reviewed that derive from questions and concerns that CUCQA has following a discussion of the documents submitted to it. The generic instructions will refer to the university’s autonomy in determining priorities for funding, space and faculty allocation, and will stress the need for confidentiality in the conduct of the review.



8.2.1.2 This briefing will be reinforced at the initial meeting of the review committee during the site visit. This meeting will be with the Associate Provost (Academic Quality Assurance). This meeting will allow the review committee to ask questions in clarifying their role and responsibilities.

8.2.1.3 During the site visit, meetings will be held between the review committee and senior academic administrators, the academic unit, students, graduates, plus industry representatives, the professions, representatives from practical training programs and employers as appropriate.

8.2.1.4 The report of the review committee will be shaped by the principal criteria that CUCQA has established for both new program approval and cyclical program review, including an acknowledgement of strengths and innovative and creative components of the program. Excepting occasions when two languages are used or when contrary circumstances apply, the reviewers will normally provide a joint report that appraises the standards and quality of the program and addresses the criteria established (including associated faculty and material resources).

8.2.1.5 The review committee will be requested to pay particular attention to ways in which new and existing programs can be improved. Attention will be drawn to those the program can itself take and those that require external action. The review committee will be asked to distinguish those improvements that require external action.

8.2.1.6 In addition to addressing the criteria for the evaluation of new and existing programs, which will be conveyed in the generic instructions to the review committee, the review committee will be asked to address the following issues in their report:

• Registrations in program against capacity; • With graduate programs, times-to-completion and graduation rates; with

undergraduate programs, retention and graduation rates; • The level of achievement of students consistent with the objectives and learning

outcomes of the program – at the graduate level, this will include a perusal of representative theses, research projects and research essays, as well as an assessment of numbers and quality of publications, and the number of external awards received by students.

8.2.2 Graduate Programs

8.2.2.1 In addition to the generic instructions for undergraduate and graduate programs, the attention of the review committee will be drawn to some matters specific to graduate programs.

8.2.2.2 A graduate degree must ensure that the holder has achieved an appropriate level of intellectual development beyond that acquired during the undergraduate program. For those programs that also serve the purpose of professional or vocational training, it is essential that the intellectual and professional objectives and content be more advanced than those of the undergraduate degree.



• Master’s Programs

o Master’s degrees and graduate diplomas must include a component whereby research and analytical/interpretive skills are developed. This component can take the form of a thesis, a major research paper or short research papers within the courses required for the degree, a comprehensive examination, or other specified activity appropriate for the discipline or interdisciplinary area and designed to test the acquisition of analytical/interpretive skills. It is incumbent on the program to demonstrate in the brief that the requirements are appropriate for the discipline or interdisciplinary area and how their objectives are met.

o The research-oriented master’s program in an academic discipline offered to the graduate with an honours undergraduate degree in that discipline is the most traditional sequence. Research-oriented master’s programs in interdisciplinary areas have recently become more common, allowing innovative opportunities for students from a range of honours undergraduate degree programs. Advanced courses and the challenge of doing intensive research, usually resulting in a thesis, research project, major research paper or cognate essay, are provided as a means of developing the skills and intellectual curiosity required for doctoral studies and/or a leadership role in society.

o The course-based master’s program offers advanced training to a similar clientele. While this type of program does not require the performance of research resulting in a thesis, it must contain elements that ensure the development of research and analytical/interpretive skills.

o The professional master’s or graduate diploma program offers to the graduate of any one of several honours or more general undergraduate programs a coordinated selection of courses in a range of disciplines, together with the application of related skills, in preparation for entry into a profession or as an extension of the knowledge base required of practising professionals.

o Such programs also need to develop research and analytical/interpretive skills relevant to the profession.

• Doctoral Programs o Independent original research and the preparation of a thesis are considered to be

the essential core of doctoral studies. However, because thesis research is highly specialized, it is important that some mechanism be in place to ensure that breadth of knowledge and skills are acquired by doctoral students. This objective can be achieved by course work, participation in colloquia, a comprehensive examination or other means. The brief needs to show clearly how breadth and research skills are achieved and evaluated7.



9 Audit Process (provided as information for academic units)

9.1 Carleton University will be audited by the Quality Council on an eight year cycle under the terms outlined in the QAF and as provide below.

9.2 The objective of the audit is to determine whether or not the institution, since the last review, has acted in compliance with the provisions of its IQAP for cyclical program reviews as ratified by the Quality Council.

9.3 All publicly assisted universities in Ontario associated with the Quality Council have committed to participating in this audit process once every eight years. Additional audits for specific institutions may take place within any cycle, as described below. The Quality Council consults with the Ontario Council of Academic Vice-Presidents (OCAV) in establishing the schedule of institutional participation in the audit process within the eight-year cycle and publishes the agreed schedule on its website.

9.4 Quality Council Audit Panel: Selection of the Auditors

The selection of auditors follows a four-step process:

9.4.1 The Quality Council solicits nominations of auditors;

9.4.2 The Quality Council generates a long list of potential auditors and submits the list to OCAV;

9.4.3 OCAV selects a roster of auditors from the list; and

9.4.4 The Quality Council appoints the required number of auditors from the OCAV-selected list.

9.5 The slate of appointees will include present and past faculty members, not currently holding an administrative appointment in an Ontario university but having had senior administrative experience at the faculty or university level. They are selected for their recognized strength in the development and operation of undergraduate and/or graduate programs and their experience, typically, in one or more Ontario universities. Some will be bilingual. From time to time, one or two auditors may be required to have had senior administrative experience in an academic services area, such as operating student academic support functions. The full complement of auditors is known as the Quality Council Audit Panel.

9.6 Steps in the Audit Process

9.6.1 Assignment of auditors for the conduct of the audit

9.6.2 Normally, no fewer than three auditors, selected by the executive director of the Quality Council, conduct an institutional audit. These auditors will be at arm’s length from the institution undergoing the audit. The executive director and a member of the secretariat normally accompany the auditors on their site visit.



9.6.3 Selection of the sample of programs for audit

9.6.3.1 Auditors independently select programs for audit, typically four undergraduate and four graduate cyclical program reviews. At least one of the undergraduate programs and one of the graduate programs will be a new program or major modifications to an existing program approved within the period since the previous audit. The executive director authorizes the proposed selection, assuring, for example, a reasonable program mix.

9.6.3.2 Specific programs may be added to the sample when an immediately previous audit has documented causes for concern, and when so directed in accordance with Framework section 5.2.5 (b). When the institution itself so requests, specific programs may also be audited.

9.6.3.3 The auditors may consider, in addition to the required documentation, any additional elements and related documentation stipulated by the institution in its IQAP.

9.7 Desk audit8 of the institutional quality assurance practices

9.7.1 Once every eight years, and in preparation for a scheduled on-site visit, the auditors participate in a desk audit of the institution’s quality assurance practices. Using the institution’s records of the sampled cyclical program reviews, together with associated documents, this audit tests whether the institution’s practice conforms to its own IQAP, as ratified by the Quality Council.9

9.7.2 It is essential that the auditors have access to all relevant documents and information to ensure they have a clear understanding of the institution’s practices. The desk audit serves to raise specific issues and questions to be pursued during the on-site visit and to facilitate the conduct of an effective and efficient on-site visit.

9.7.3 The documentation to be submitted for the programs selected for audit will include:

9.7.3.1 All the documents and other information associated with each step of the institution’s IQAP, as ratified by the Quality Council.

9.7.3.2 The record of any revisions of the institution’s IQAP, as ratified by the Quality Council.

9.7.3.3 Institutions may provide any additional documents at their discretion.

9.7.4 During the desk audit, the auditors will also determine whether or not the institution’s web-based publication of the executive summaries, and subsequent reports on the implementation of the review recommendations for the programs included in the current audit, meet the requirements of Framework section 4.2.6.

9.7.5 The auditors undertake to preserve the confidentiality required for all documentation and communications and meet all applicable requirements of the Freedom of Information and Protection of Privacy Act (FIPPA).

9.8 On-site interaction with the institution



9.8.1 After the desk audit, auditors normally visit the institution over two or three days. The principal purpose of the on-site visit is to answer questions and address information gaps that arose during the desk audit.

9.8.2 Ultimately, the purpose of the on-site visit is for the auditors to get a sufficiently complete and accurate understanding of the institution’s application of its IQAP so that they can meet their audit responsibilities.

9.8.3 In the course of the site visit, the auditors will speak with those identified by the IQAP as participants and in particular those accountable for various steps, responsibilities, and obligations in the process. The institution, in consultation with the auditors, will establish the program and schedule for these interviews prior to the site visit.

9.9 Audit report

9.9.1 Following the conduct of an institutional audit, the auditors prepare a report, which:

9.9.1.1 Describes the audit methodology and the verification steps used;

9.9.1.2 Provides a status report on the program reviews carried out by the institution;

9.9.1.3 On the basis of the programs audited, describes the institution’s compliance with its IQAP as ratified by the Quality Council;

9.9.1.4 Identifies and records any notably effective policies or practices revealed in the course of the audit of the sampled programs; and

9.9.1.5 Where appropriate, makes suggestions and recommendations and identifies causes for concern.

9.9.2 Suggestions will be forward-looking, and are made by auditors when they identify opportunities for the institution to strengthen its quality assurance practices. Suggestions do not convey any mandatory obligations and sometimes are the means for conveying the auditors’ province-wide experience in identifying good, and even on occasion, best practices. Institutions are under no obligation to implement or otherwise respond to the auditors’ suggestions, though they are encouraged to do so.

9.9.3 Recommendations are recorded in the auditors’ report when they have identified failures to comply with the IQAP. These failures indicate discrepancies that weaken the integrity of academic standards or are necessary for effective quality assurance. The institution must address these recommendations.

9.9.4 In some cases the auditors may identify that there is cause for concern. These may be potential structural weaknesses in quality assurance practices (for example, when, in two or more instances, the auditors identify inadequate follow-up monitoring (as called for in Framework



9.9.5 Section 4.2.5[c]); a failure to make the relevant implementation reports to the appropriate statutory authorities (as called for in Framework section 4.2.6.), or the absence of the manual (as called for in Framework section 4.2.8).

9.9.6 When the auditors have identified, with supporting reason and evidence, cause for concern, it will be reported to the audit committee and the institution. Following deliberation, including possible discussion with the institution, the committee may then recommend that the Quality Council investigate by taking one of the following steps:

9.9.7 Directing specific attention by the auditors to the issue within the subsequent audit as provided for in Framework section 5.2.2;

9.9.8 Scheduling a larger selection of programs for the institution’s next audit; and/or

9.9.9 Requiring an immediate and expanded institutional audit (further sample) of the respective process(es).

9.9.10 The decision of the Quality Council will be reported to the institution by the executive director.

9.10 Disposition of the audit report and summary

9.10.1 The auditors prepare a draft report, together with a summary of the principal findings suitable for subsequent publication. The secretariat provides a copy of these to the institution’s authoritative contact identified in Framework section 4.2.1(b), for comment. This consultation is intended to ensure that the report and associated summary do not contain errors or omissions of fact.

9.10.2 That authority submits a response to the draft report and summary within 60 days. This response becomes part of the official record, and the auditors may use it to revise their report and/or associated summary prior to their submission to the audit committee.

9.10.3 The executive director submits the final audit report and associated summary, together with the institutional response, to the audit committee for consideration and, when necessary, for consultation with the auditors. When satisfied that the auditors followed the required audit procedures correctly and that the university had an appropriate opportunity to respond, the audit committee recommends to the Quality Council approval of the report and associated summary. When a report or associated summary is rejected, the Council determines the actions to be taken.

9.11 Submission of the audit report to the institution

9.11.1 The secretariat sends the approved report and associated summary to the institution and to the Ontario Council of Academic Vice-Presidents (OCAV), the Council of Ontario Universities (COU) and the Ministry of Training, Colleges and Universities (MTCU) for information.

9.12 Publication of main audit findings



9.12.1 The secretariat publishes the approved summary of the overall findings, together with a record of the recommendations on the Quality Council’s website, and sends a copy of both to the institution for publication on its website.

9.13 Institutional one-year follow-up

9.13.1 Within a year of the publication of the final audit report, the institution will inform the auditors, through the secretariat, of the steps it has taken to address the recommendations. The auditors will draft an accompanying commentary on the scope and adequacy of the institution’s response, together with a draft summary of their commentary, suitable for publication. The auditors’ response and summary are then submitted to the audit committee for consideration. The audit committee will submit a recommendation to the Quality Council on whether or not to accept the institutional one-year follow-up response. When the audit committee is not satisfied with the reported institutional response, it recommends to the Quality Council the course of action to be taken.

9.14 Web publication of one-year follow-up report

9.14.1 The secretariat publishes the auditors’ summary of the scope and adequacy of the institution’s response on the Quality Council website and sends a copy to the institution for publication on its web site and to OCAV, COU and MTCU for information.



10 Ratification and Internal Governance (provided as information for academic units)

10.1 Carleton University’s initial Institutional Quality Assurance Process, covering also the academic, non-vocational degree programs of Dominican University College, is subject to approval by the Quality Council and thereafter, whenever it is revised.

10.2 Internal Governance Date Body Action Notes

June 25, 2010 Senate, Carleton University, Approval Initial document November 26, 2010 Senate, Carleton University Information & comment Report on feedback

from Quality Council January 28, 2011 Senate, Carleton University Information & comment Incorporated changes

from Quality Council March 25, 2011 Senate, Carleton University Information & comment Incorporate changes

from Quality Council March 31, 2011 Quality Council Ratification of CU IQAP Confirmation letter

April 5, 2011 May 19, 2011 SAPC For Information- CU-

DUC IQAP Tabled at Senate

February 2, 2012 SAPC Approval Revised document February 8, 2012 CUCQA Information February 17, 2012 Senate Approval Quality Council Ratification of CU-DUC

IQAP



End Notes 1 It will be Senate’s decision as to whether reports are filed directly with Senate or through the Senate Academic Program Committee. 2 The intention is that this position will be for a duration of two-years, and will rotate among the Faculty Deans. 3 The expectation is that, since joint programs are indissoluble entities that cannot be reviewed separately according to the IQAPs of the two partner universities, separate and distinct IQAPs will have to be developed by the partner universities after each university has had accepted its own IQAP by the Quality Council. 4 The expectation is that, since joint programs are indissoluble entities that cannot be reviewed separately according to the IQAPs of the two partner universities, separate and distinct IQAPs will have to be developed by the partner universities after each university has had accepted its own IQAP by the Quality Council. 5 The role of the discussant will clearly involve considerable work. It might therefore be appropriate for the discussant to chair a sub-committee of themselves and two additional experienced faculty members agreed to by the Committee who can assist the discussant with the work. 6 The role of the discussant will clearly involve considerable work. It might therefore be appropriate for the discussant to chair a sub-committee of themselves and two additional experienced faculty members agreed to by the Committee who can assist the discussant with the work. 7 The six paragraphs under section 8.2.2.2 have been taken from the current OCGS bylaws and adapted slightly for the purposes of this IQAP. 8 A desk audit is a limited-scope, off-site examination of the relevant documents and records by the auditors. 9 Changes to the institution’s process and practices within the eight-year cycle are to be expected. The test of the conformity of practice with process will always be made against the ratified Institutional Quality Assurance Process applying at the time of the conduct of the review.

Carleton University Office of Quality Assurance (Academic Programs) Institutional Quality Assurance Process Programs In Scope

Appendix 1a Doctoral Anthropology Doctor of Philosophy: Anthropology (Engaged Anthropology) Business Doctor of Philosophy: Management Cognitive Science Doctor of Philosophy: Cognitive Science (Cognitive Science) Communication Doctor of Philosophy: Communication (History of Communication) Doctor of Philosophy: Communication (Political Economy of Communication) Doctor of Philosophy: Communication (Socio-cultural Analysis of Communication) Comparative Studies in Literature, Art and Culture Doctor of Philosophy: Cultural Mediations (Literary Studies) Doctor of Philosophy: Cultural Mediations (Musical Culture) Doctor of Philosophy: Cultural Mediations (Technology and Culture) Doctor of Philosophy: Cultural Mediations (Visual Culture) English Language and Literature Doctor of Philosophy: English (Production of Literature) Geography and Environmental Studies Doctor of Philosophy: Geography (The Geography of Environmental Change) Doctor of Philosophy: Geography (The Geography of Societal Change) History Doctor of Philosophy: History (Canadian History) Doctor of Philosophy: History (Women, Gender, and Family) International Affairs Doctor of Philosophy: International Affairs (International Conflict Management and Resolution) Doctor of Philosophy: International Affairs (International Development Policy) Doctor of Philosophy: International Affairs (International Economic Policy) Law Doctor of Philosophy: Legal Studies Linguistics and Applied Language Studies Doctor of Philosophy: Applied Language and Discourse Studies Neuroscience Doctor of Philosophy: Neuroscience


Political Economy Doctor of Philosophy: Political Economy (collaborative) Anthropology Canadian Studies Geography History Political Science Sociology Political Science Doctor of Philosophy: Political Science (Canadian Government and Politics) Doctor of Philosophy: Political Science (Comparative Government and Politics) Doctor of Philosophy: Political Science (International Relations) Doctor of Philosophy: Political Science (Political Theory) Doctor of Philosophy: Political Science (Public Affairs and Policy Analysis) Psychology Doctor of Philosophy: Psychology (Cognitive Psychology) Doctor of Philosophy: Psychology (Developmental Psychology) Doctor of Philosophy: Psychology (Forensic Psychology) Doctor of Philosophy: Psychology (Health Psychology) Doctor of Philosophy: Psychology (Human-Computer Interaction) Doctor of Philosophy: Psychology (Social and Organizational Psychology) Public Policy and Administration Doctor of Philosophy: Public Policy Social Work Doctor of Philosophy: Social Work Sociology Doctor of Philosophy: Sociology (Applied Social Research) Doctor of Philosophy: Sociology (Cultural Studies) Doctor of Philosophy: Sociology (Stratification and Power) Doctor of Philosophy: Sociology (Theory and Methodology)


Master’s

Anthropology Master of Arts: Anthropology (Socio-cultural Anthropology) Architecture and Urbanism Master of Architecture Art History Master of Arts: Art History Business (offered also in China and Iran) Master of Business Administration (Financial Management) Master of Business Administration (International Business) Master of Business Administration (International Development) Master of Business Administration (Management and Change) Master of Business Administration (Technology Management) Canadian Studies Master of Arts: Canadian Studies Cognitive Science Master of Cognitive Science Communication Master of Arts: Communication (Communication/Information Technologies and Society) Master of Arts: Communication (Communication and Social Relations) Master of Arts: Communication (Communication Policy and Political Economy) Master of Arts: Communication (History of Communication and Media Systems) Economics Master of Arts: Economics Master of Arts: Financial Economics English Language and Literature Master of Arts: English European, Russian and Eurasian Studies Master of Arts: European, Russian and Eurasian Studies (European and European Union (EU) Studies) Master of Arts: European, Russian and Eurasian Studies (Russian, Eurasian, and Transition Studies) Film Studies Master of Arts: Film Studies French Master of Arts: French (Literature) Master of Arts: French (Linguistics)


Geography and Environmental Studies Master of Arts: Geography (Human Geography) Master of Arts: Geography (Land and Natural Resource Use, Management, and Appraisal) Master of Science: Geography (Geomatics) Master of Science: Geography (Physical Geography) History Master of Arts: History Master of Arts: History (Public) Industrial Design Master of Design: Industrial Design Information and Systems Science Master of Science: ISS (Computer Science) Master of Science: ISS (Mathematics) Master of Science: ISS (Systems and Computer Engineering) Infrastructure Protection and International Security Master of Infrastructure Protection and International Security International Affairs Master of Arts/Juris Doctor Master of Arts: International Affairs (Conflict Analysis and Conflict Resolution) Master of Arts: International Affairs (Global Political Economy) Master of Arts: International Affairs (Human Security and Development) Master of Arts: International Affairs (Intelligence and National Security) Master of Arts: International Affairs (International Dimensions of Development) Master of Arts: International Affairs (International Institutions and Global Governance) Master of Arts: International Affairs (International Trade Policy) Journalism Master of Journalism (Broadcast Journalism) Master of Journalism (Journalism Studies) Master of Journalism (Specialized Print Reporting) Law Master of Arts: Legal Studies (Citizenship, Human Rights and Political Economy) Master of Arts: Legal Studies (Conflict Resolution) Master of Arts: Legal Studies (Gender, Sexuality and Identity) Master of Arts: Legal Studies (Crime Governance and Security) Master of Arts: Legal Studies (Globalization, International Law and Transnational Justice) Master of Arts: Legal Studies (Law, History, Culture and Humanities) 27 Linguistics and Applied Language Studies (note: name change requested to Applied Language and Discourse Studies) Master of Arts: Applied Language Studies (Studies in Language Teaching and Learning) Master of Arts: Applied Language Studies (Writing and Literacy Studies) Music Master of Arts: Music and Culture


Neuroscience Master of Science: Neuroscience Philosophy Master of Arts: Philosophy (Moral, Social, or Political Philosophy) Master of Arts: Philosophy (Philosophy of Mind, Philosophy of Language) Political Economy Master of Arts: Political Economy Political Management Master of Political Management Political Science Master of Arts: Political Science (Political Theory) Master of Arts: Political Science (Canadian Politics) Master of Arts: Political Science (Comparative Politics) Master of Arts: Political Science (International Relations) Master of Arts: Political Science (Public Affairs and Policy Analysis) Psychology Master of Arts: Psychology (Cognitive Psychology) Master of Arts: Psychology (Developmental Psychology) Master of Arts: Psychology (Forensic Psychology) Master of Arts: Psychology (Health Psychology) Master of Arts: Psychology (Human-Computer Interaction) Master of Arts: Psychology (Social and Organizational Psychology) Public Policy and Administration Master of Arts: Public Administration (International and Development) Master of Arts: Public Administration (Innovation, Science and Environment) Master of Arts: Public Administration (Policy Analysis) Master of Arts: Public Administration (Public Management) Religion Master of Arts: Religion and Public Life Social Work Master of Social Work (Social Practices) Master of Social Work (Social Welfare) Sociology Master of Arts: Sociology (Applied Social Research) Master of Arts: Sociology (Cultural Studies) Master of Arts: Sociology (Quantitative Methods) Master of Arts: Sociology (Theory and Methodology) Master of Arts: Sociology (Stratification and Power)


Sustainable Energy Master of Applied Science: Sustainable Energy Master of Arts: Sustainable Energy Master of Engineering: Sustainable Energy Technology Innovation Management Master of Applied Science: Technology Innovation Management (Engineering Management Processes) Master of Applied Science: Technology Innovation Management (Communications Systems Engineering) Master of Engineering: Technology Innovation Management (Engineering Management Processes) Master of Engineering: Technology Innovation Management (Communications Systems Engineering) Women’s and Gender Studies Master of Arts: Women’s and Gender Studies Graduate Diplomas European, Russian and Eurasian Studies European Integration Studies Law Conflict Resolution Public Policy and Administration Health Policy Public Management Public Policy and Program Evaluation Sustainable Development


Bachelor’s

African Studies African Studies - B.A. Combined Honours Minor in African Studies Architecture and Urbanism Design - B.A.S. Honours Urbanism - B.A.S. Honours Conservation and Sustainability - B.A.S. Honours Philosophy and Criticism - B.A.S. Honours Art History Art History - B.A. Honours Art History - B.A. Combined Honours Art History - B.A. General Minor in Art History Biochemistry Biochemistry - B.Sc. Honours Computational Biochemistry - B.Sc. Honours Biochemistry - B.Sc. Major Biology Bioinformatics - B.Sc. Honours Computational Biology - B.Sc. Honours Biology - B.Sc. Honours Biology - B.Sc. General Biology and Physical Geography - B.Sc. Combined Honours Biology and Earth Sciences - B.Sc. Combined Honours Biology and Physics - B.Sc. Combined Honours Neuroscience - B.Sc. Combined Honours Biology - B.A. Honours Biology - B.A. General Biology - B.A. Combined Honours Minor in Biology Biotechnology Biochemistry and Biotechnology - B.Sc. Honours Biology and Biotechnology - B.Sc. Honours Business Bachelor of Commerce (Honours) Bachelor of Commerce (Honours) with Concentration in:

• Accounting • Finance • Information Systems • International Business • Managing People and Organizations • Marketing


• Operations Management • Bachelor of International Business (Honours) • Bachelor of International Business (Honours) with Concentration in: • International Marketing and Trade • Strategic Management and International Human Resources • International Investment Finance and Banking

Minor in Business Minor in Business - B.Sc. Hons. Applied Physics Canadian Studies B.A. (Combined Honours) B.A. (General) Minor in Indigenous Studies Minor in Canadian Studies Chemistry Chemistry - B.Sc. Honours Chemistry - B.Sc. General Computational Chemistry - B.Sc. Honours Computational Chemistry - B.Sc. General Chemistry with Concentration in Nanotechnology - B.Sc.Honours Chemistry and Computer Science - B.Sc. Combined Honours Chemistry and Earth Sciences - B.Sc. Combined Honours Chemistry and Physics - B.Sc. Combined Honours Minor in Chemistry Child Studies B.A. (Honours) B.A. (General) Cognitive Science Cognitive Science - B.A. (Honours) with Specialization in:

• Philosophical and Conceptual Issues • Language and Linguistics • The Biological Foundations of Cognition • Cognition and Psychology • Cognition and Computation

Communication Studies Communication Studies - B.A. Honours Communication Studies - B.A. Combined Honours Journalism and Communication Studies - B.J. Combined Honours Communication Studies - B.A. General Minor in Communication Studies Concentrations (for B.A. Honours or B.A. Combined Honours):

• Media, Politics and Persuasion • Media Industries and Institutions • Communication and Identity


Computer Science Bachelor of Computer Science Honours with streams:

• Software and Computing • Management and Business Systems • Software Engineering • Network Computing • Computer and Internet Security • Mobile and Social Networking Applications • Computer Game Development • Biomedical Computing • Psychology • Law

Bachelor of Computer Science Major Chemistry and Computer Science - B.Sc. Combined Honours Computer Science and Mathematics - B.Math. Combined Honours Minor in Computer Science Criminology and Criminal Justice CCJ with Concentration in Law - B.A. Honours CCJ with Concentration in Psychology - B.A. Honours CCJ with Concentration in Sociology - B.A. Honours CCJ with Concentration in Law - B.A. General CCJ with Concentration in Psychology - B.A. General CCJ with Concentration in Sociology - B.A. General Field Placement Practicum Carleton/Algonquin Articulation Agreement - B.A. General Directed Interdisciplinary Studies Directed Interdisciplinary Studies - B.A. Honours Directed Interdisciplinary Studies - B.A. General Earth Sciences Earth Sciences - B.Sc. Honours Earth Sciences with Concentration in Vertebrate Paleontology and Paleoecology - B.Sc. Honours Earth Sciences - B.Sc. Major Earth Sciences - B.Sc. General Earth Sciences and Physical Geography - B.Sc. Combined Honours Earth Sciences and Geography: Concentration in Terrain Science - B.Sc. Combined Honours Biology and Earth Sciences - B.Sc. Combined Honours Chemistry and Earth Sciences - B.Sc. Combined Honours Minor in Earth Sciences: Earth Resources and Processes Economics Economics - B.A. Honours Applied Economics - B.A. Honours Economics with Concentration: Financial Economics, or International Political Economy, or Development, or Natural Resources, Environment and Economy - B.A. Honours Applied Economics with Concentration: Financial Economics, or International Political Economy, or Development, or Natural Resources, Environment and Economy - B.A. Honours Economics with Specialization in Quantitative and Mathematical Economics - B.A. Honours Economics - B.A. Combined Honours


Applied Economics - B.A. Combined Honours Economics - B.A. General Minor in Economics Minor in Industrial Economics Engineering Aerospace Engineering - Bachelor of Engineering with streams:

• Aerodynamics, Propulsion and Vehicle Performance • Aerospace Structures, Systems and Vehicle Design • Aerospace Electronics and Systems • Space Systems Design

Biomedical and Electrical Engineering - Bachelor of Engineering Biomedical and Mechanical Engineering - Bachelor of Engineering Civil Engineering - Bachelor of Engineering Civil Engineering with Concentration in Management - Bachelor of Engineering Communications Engineering - Bachelor of Engineering Computer Systems Engineering - Bachelor of Engineering Electrical Engineering - Bachelor of Engineering Engineering Physics - Bachelor of Engineering Environmental Engineering - Bachelor of Engineering 33 Mechanical Engineering - Bachelor of Engineering Mechanical Engineering with Concentration in Integrated Manufacturing - Bachelor of Engineering Software Engineering - Bachelor of Engineering Sustainable and Renewable Energy Engineering - Bachelor of Engineering with streams:

• Smart Technologies for Power Generation and Distribution • Efficient Energy Generation and Conversion

English English - B.A. Honours English - B.A. Combined Honours English - B.A. General Minor in English Language and Literature Environmental Science Environmental Science - B.Sc. Honours Environmental Science with Concentration in Biology - B.Sc. Honours Environmental Science with Concentration in Chemistry - B.Sc. Honours Environmental Science with Concentration in Earth Sciences - B.Sc. Honours Environmental Science - B.Sc. Major Environmental Studies Environmental Studies - B.A. Honours Environmental Studies - B.A. General European and Russian Studies European and Russian Studies with Concentration in Russian and Eurasian Studies - B.A. Honours European and Russian Studies with Concentration in European Studies and European Integration - B.A. Honours European and Russian Studies with Concentration in Russian and Eurasian Studies - B.A. Combined Honours European and Russian Studies with Concentration in European Studies and European Integration - B.A. Combined Honours


Film Studies Film Studies - B.A. Honours Film Studies - B.A. Combined Honours Film Studies - B.A. General Minor in Film Studies Food Science and Nutrition Food Science and Nutrition - B.Sc. Honours Minor in Food Science French French - B.A. Honours French Interdisciplinary Studies - B.A. Honours French - B.A. Combined Honours (Combined Honours programs are available in French and other disciplines in Arts or Social Sciences) French and Journalism - B.J. Combined Honours French - B.A. General Minor in French Minor in French Interdisciplinary Studies Geography Geography - B.A. Honours Geography with Concentration in Physical Geography - B.A. Honours Geography - B.A. Combined Honours Geography - B.A. General Geography with Concentration in Physical Geography - B.Sc. Honours Minor in Geography Minor in Geography: Physical Geography Geography with Concentration in Geomatics - B.Sc. Honours - consult the Geomatics section of this Calendar. Geomatics Geomatics - B.A. Honours Geography with Concentration in Geomatics - B.Sc. Honours Minor in Geomatics Global Politics Global Politics - B.A. Honours Global Politics - B.A. Combined Honours Greek and Roman Studies Greek and Roman Studies B.A. Honours Greek and Roman Studies B.A. Combined Honours Greek and Roman Studies B.A. General Minor in Greek and Roman Studies History History - B.A. Honours History with Concentration in International History - B.A. Honours History - B.A. Combined Honours History - B.A. General Minor in History


Human Rights Human Rights - B.A. Honours Human Rights - B.A. Combined Honours Human Rights and Law with Concentration in Transnational Law and Human Rights - B.A. Combined Honours Human Rights - B.A. General Humanities Humanities - B.Hum. Honours Humanities - B.Hum. Combined Honours Biology and Humanities - B.Hum. Combined Honours Industrial Design Industrial Design - B.I.D. Information Technology Interactive Multimedia and Design - B.I.T. Network Technology - B.I.T. Integrated Science Integrated Science - B.Sc. Honours Integrated Science - B.Sc. Honours with concentrations in

• Forensic Science • Health Science • Information Science • Information Technology • Science and Ethics • Science and Policy • Science and Technology • Science and the Arts • Science Education

Integrated Science - B.Sc. General Integrated Science - B.Sc. General with concentration in

• Forensic Science • Health Science • Information Science • Information Technology • Science and Ethics • Science and Policy • Science and Technology • Science and the Arts • Science Education

Journalism Journalism - B.J. Honours Journalism with Concentration in Psychology - B.J. Honours Journalism - B.J. Combined Honours


Law Law - B.A. Honours Law with Concentration in Law, Policy and Government - B.A. Honours Law with Concentration in Business Law - B.A. Honours Law with Concentration in Transnational Law and Human Rights - B.A. Honours Law - B.A. Combined Honours Law with Concentration in Law, Policy and Government - B.A. Combined Honours Law with Concentration in Business Law - B.A. Combined Honours Law with Concentration in Transnational Law and Human Rights - B.A. Combined Honours Law and Human Rights - B.A. Combined Honours Law - B.A. General Minor in Law Mention : Français Carleton University/Algonquin College Articulation Agreement - B.A. (Carleton)/Police Foundations (Algonquin) Linguistics and Language Studies Linguistics - B.A. Honours Linguistics - B.A. Combined Honours Linguistics and Discourse Studies - B.A. Combined Honours Linguistics - B.A. General Applied Linguistics and Discourse Studies - B.A. Honours Applied Linguistics and Discourse Studies - B.A. Combined Honours Applied Linguistics and Discourse Studies - B.A. General Minor in American Sign Language Minor in Applied Linguistics and Discourse Studies Minor in German Minor in Italian Minor in Japanese Language Minor in Linguistics Minor in Mandarin Chinese Minor in Russian Minor in Spanish Certificate in the Teaching of English as a Second Language Mathematics and Statistics Mathematics - B.Math. Honours Mathematics with Specialization in Stochastics - B.Math. Honours Computational and Applied Mathematics and Statistics - B.Math. Honours Statistics - B.Math. Honours Mathematics - B.Math. General Computer Mathematics - B.Math. General Statistics - B.Math. General Computer Science and Mathematics - B.Math. Combined Honours Mathematics and Physics - B.Sc. Double Honours Biostatistics - B.Math. Combined Honours Economics and Mathematics - B.Math. Combined Honours Economics and Statistics - B.Math. Combined Honours Mathematics (Combined B.Math./M.Sc.) - B.Math. Statistics (Combined B.Math./M.Sc.) - B.Math. Minor in Mathematics Minor in Statistics


Music Music - B.Mus. Honours Music - B.A. Honours Music - B.A. Combined Honours Music - B.A. General Minor in Music Nanoscience Nanoscience - B.Sc. Honours Neuroscience Neuroscience – BSc Combined Honours Philosophy Philosophy - B.A. Honours Philosophy with Specialization in Philosophy, Ethics and Public Affairs - B.A. Honours Philosophy - B.A. Combined Honours Philosophy - B.A. General Minor in Philosophy Physics Physics (Experimental Stream) - B.Sc. Honours Physics (Theory Stream) - B.Sc. Honours Physics - B.Sc. Major Applied Physics - B.Sc. Honours Mathematics and Physics - B.Sc. Double Honours Biology and Physics - B.Sc. Combined Honours Chemistry and Physics - B.Sc. Combined Honours Minor in Physics Political Science Political Science - B.A. Honours Political Science - B.A. Combined Honours Journalism and Political Science - B.A. or B.J. Combined Honours Economics and Political Science - B.A. Combined Honours Human Rights and Political Science - B.A. Combined Honours Political Science and Sociology - B.A. Combined Honours Political Science - B.A. General Concentrations (for B.A. Honours, B.A. Combined Honours, or B.A. General)

• Canadian Politics • Comparative Politics and Area Studies (Global North) • Comparative Politics and Area Studies (Global South) • Gender and Politics • International Relations • North American Politics • Political Theory • Public Affairs and Policy Analysis

Minor in Political Science


Psychology Psychology - B.A. Honours Psychology - B.A. Combined Honours Psychology - B.A. General Psychology - B.Sc. Honours Neuroscience - B.Sc. Combined Honours Minor in Psychology Public Affairs and Policy Management Public Affairs and Policy Management with Specialization in Communication and Information Technology Policy - B.P.A.P.M. Public Affairs and Policy Management with Specialization in Development Studies - B.P.A.P.M. Public Affairs and Policy Management with Specialization in Human Rights - B.P.A.P.M. Public Affairs and Policy Management with Specialization in International Studies - B.P.A.P.M. Public Affairs and Policy Management with Specialization in Public Policy and Administration - B.P.A.P.M. Public Affairs and Policy Management with Specialization in Social Policy - B.P.A.P.M. Public Affairs and Policy Management with Specialization in Strategic Public Opinion and Policy Analysis - B.P.A.P.M. Religion Religion B.A. Honours Religion B.A. General Religion B.A. Combined Honours Minor in Religion Minor in Jewish Studies Minor in Muslim Studies Sexuality Studies Minor in Sexuality Studies Social Work Bachelor of Social Work – B.S.W. Sociology and Anthropology Sociology - B.A. Honours Sociology - B.A. Combined Honours Anthropology -B.A. Honours Anthropology - B.A. Combined Honours Sociology - B.A. General Anthropology - B.A. General Minor in Sociology Minor in Anthropology Articulation Agreement - B.A. General (Carleton)/Police Foundations (Algonquin) Technology, Society, Environment Studies Minor in Technology, Society, Environment Studies (TSE) Women’s and Gender Studies Women's and Gender Studies - B.A. Honours Women's and Gender Studies - B.A. Combined Honours Women's and Gender Studies - B.A. General Minor in Women's and Gender Studies

Dominican University College Programs in Scope Institutional Quality Assurance Process Appendix 1b

Draft March 1, 2010

Philosophy Programs Certificate in Philosophy: C.I.P. Certificate in Philosophy (Applied Ethics): C.I.P. /A.E. Bachelor of Arts with Honours in Philosophy: B. Ph. Bachelor of Arts with a Major in Philosophy and a Minor in Theology: B.A. Sp. Ph. Bachelor of Arts with a Major in Philosophy: B.A. (Ph.) Bachelor of Arts in Philosophy with a Minor in Ethics: B.A. Ph. /A.E. Bachelor of Arts with Honours in Philosophy and Minor in Ethics: B. Ph. /A.E. Master in Philosophy: M.A.Ph Doctorate in Philosophy: Ph.D Theology Programs (Civil) Certificate in Theology - CIT Certificate in Philosophy and Theology - CIPT (Introduction to the Critical Thinking of the West) Bachelor in Theology - B.Th Master in Theology Master of Arts in Theology M.A. Th. Doctorate in Theology Ph.D. Th

Carleton University Office of Quality Assurance (Academic Programs) Institutional Quality Assurance Process Programs Out of Scope

Appendix 2 Doctoral Joint Programs with the University of Ottawa Behavioural Neuroscience Doctor of Philosophy: Behavioural Neuroscience (collaborative) Biology Doctor of Philosophy: Biology (Cell and Molecular Biology) Doctor of Philosophy: Biology (Ecology, Behaviour and Systematic Biology) Doctor of Philosophy: Biology (Genomics, Proteomics and Bioinformatics)** Doctor of Philosophy: Biology (Physiology and Biochemistry) Chemistry Doctor of Philosophy: Chemistry (Analytical Chemistry) Doctor of Philosophy: Chemistry (Biological Chemistry) Doctor of Philosophy: Chemistry (Inorganic Chemistry) Doctor of Philosophy: Chemistry (Physical and Theoretical Chemistry) Chemical and Environmental Toxicology Doctor of Philosophy: Chemical and Environmental Toxicology (collaborative) Civil Engineering Doctor of Philosophy: Civil Engineering (Environmental Engineering) Doctor of Philosophy: Civil Engineering (Fire Safety Engineering) Doctor of Philosophy: Civil Engineering (Geotechnical Engineering) Doctor of Philosophy: Civil Engineering (Structural Engineering) Doctor of Philosophy: Civil Engineering (Transportation Engineering) Doctor of Philosophy: Civil Engineering (Water Resources Engineering) Computer Science Doctor of Philosophy: Computer Science (Algorithms and Complexity) Doctor of Philosophy: Computer Science (Distributed computing, Systems and Networks) Doctor of Philosophy: Computer Science (Information Management) Doctor of Philosophy: Computer Science (Artificial Intelligence and Machine Learning) Doctor of Philosophy: Computer Science (Software Engineering) Doctor of Philosophy: Computer Science (Privacy and Security) Doctor of Philosophy: Computer Science (Bioinformatics and Biomedical Computing) Earth Sciences Doctor of Philosophy: Earth Sciences Economics Doctor of Philosophy: Economics (Econometrics) Doctor of Philosophy: Economics (Economic Development) Doctor of Philosophy: Economics (Economics of the Environment) Doctor of Philosophy: Economics (Industrial Organization) Doctor of Philosophy: Economics (International Economics) Doctor of Philosophy: Economics (Labour Economics) Doctor of Philosophy: Economics (Monetary Economics) Doctor of Philosophy: Economics (Public Economics)


Electrical and Computer Engineering Doctor of Philosophy: Electrical and Computer Engineering (Biomedical Engineering) Doctor of Philosophy: Electrical and Computer Engineering (Computer Aided Design for Electronic Circuits) Doctor of Philosophy: Electrical and Computer Engineering (Computer and Software Engineering) Doctor of Philosophy: Electrical and Computer Engineering (Computer Communications, Distributed Systems, and Multimedia) Doctor of Philosophy: Electrical and Computer Engineering (Digital and Optical Communications) Doctor of Philosophy: Electrical and Computer Engineering (Integrated Circuits and Devices) Doctor of Philosophy: Electrical and Computer Engineering (Microwaves and Electromagnetics) Doctor of Philosophy: Electrical and Computer Engineering (Photonic Systems) Doctor of Philosophy: Electrical and Computer Engineering (Signal, Speech and Image Processing) Doctor of Philosophy: Electrical and Computer Engineering (Systems and Machine Intelligence) Environmental Engineering Doctor of Philosophy: Environmental Engineering (Air Pollution) Doctor of Philosophy: Environmental Engineering (Management of Solid and Hazardous Waste) Doctor of Philosophy: Environmental Engineering (Water Resources and Groundwater Management) Doctor of Philosophy: Environmental Engineering (Water and Waste Water Processing and Treatment) Mathematics and Statistics Doctor of Philosophy: Mathematics (Applied Mathematics) Doctor of Philosophy: Mathematics (Probability and Statistics) Doctor of Philosophy: Mathematics (Pure Mathematics) Mechanical and Aerospace Engineering Doctor of Philosophy: Mechanical and Aerospace (Aeronautical and Space Engineering) Doctor of Philosophy: Mechanical and Aerospace (Biomedical Engineering) Doctor of Philosophy: Mechanical and Aerospace (Controls and Robotics) Doctor of Philosophy: Mechanical and Aerospace (Materials and Manufacturing) Doctor of Philosophy: Mechanical and Aerospace (Solid Mechanics and Design) Doctor of Philosophy: Mechanical and Aerospace (Thermal and Fluid Engineering) Physics Doctor of Philosophy: Physics (High Energy) Doctor of Philosophy: Physics (Medical) Fields are:

• Condensed Matter Physics • Biological Physics • Medical Physics • Particle Physics • Photonics

Joint Program with Trent University

Canadian Studies Doctor of Philosophy: Canadian Studies (Culture, Literature, and the Arts) Doctor of Philosophy: Canadian Studies (Environment and Heritage) Doctor of Philosophy: Canadian Studies (Identities) Doctor of Philosophy: Canadian Studies (Policy, Economy and Society) Doctor of Philosophy: Canadian Studies (Women's Studies)


Master’s Joint Programs with the University of Ottawa Bioinformatics Master of Science: Bioinformatics (collaborative) Biology Master of Science: Biology (Cell and Molecular Biology) Master of Science: Biology (Ecology, Behaviour and Systematic Biology) Master of Science: Biology (Genomics, Proteomics and Bioinformatics)** Master of Science: Biology (Physiology and Biochemistry) Biomedical Engineering Master of Applied Science: Biomedical Engineering Chemical and Environmental Toxicology Master of Science: Chemical and Environmental Toxicology (collaborative) Chemistry Master of Science: Chemistry (Analytical Chemistry) Master of Science: Chemistry (Biological Chemistry) Master of Science: Chemistry (Inorganic Chemistry) Master of Science: Chemistry (Physical and Theoretical Chemistry) Civil Engineering Master of Applied Science: Civil Engineering (Environmental Engineering) Master of Applied Science: Civil Engineering (Fire Safety Engineering) Master of Applied Science: Civil Engineering (Geotechnical Engineering) Master of Applied Science: Civil Engineering (Structural Engineering) Master of Applied Science: Civil Engineering (Transportation Engineering) Master of Applied Science: Civil Engineering (Water Resources Engineering) Master of Engineering: Civil Engineering (Environmental Engineering) Master of Engineering: Civil Engineering (Fire Safety Engineering) Master of Engineering: Civil Engineering (Geotechnical Engineering) Master of Engineering: Civil Engineering (Structural Engineering) Master of Engineering: Civil Engineering (Transportation Engineering) Master of Engineering: Civil Engineering (Water Resources Engineering) Computer Science Master of Computer Science (Algorithms and Complexity) Master of Computer Science (Distributed computing, Systems and Networks) Master of Computer Science (Information Management) Master of Computer Science (Artificial Intelligence and Machine Learning) Master of Computer Science (Software Engineering) Master of Computer Science (Privacy and Security) Master of Computer Science (Bioinformatics and Biomedical Computing) Earth Sciences Master of Science: Earth Sciences


Electrical and Computer Engineering Master of Applied Science: Electrical and Computer Engineering (Biomedical Engineering) Master of Applied Science: Electrical and Computer Engineering (Computer Aided Design for Electronic Circuits) Master of Applied Science: Electrical and Computer Engineering (Computer and Software Engineering) Master of Applied Science: Electrical and Computer Engineering (Computer Communications, Distributed Systems, and Multimedia) Master of Applied Science: Electrical and Computer Engineering (Digital and Optical Communications) Master of Applied Science: Electrical and Computer Engineering (Integrated Circuits and Devices) Master of Applied Science: Electrical and Computer Engineering (Microwaves and Electromagnetics) Master of Applied Science: Electrical and Computer Engineering (Photonic Systems) Master of Applied Science: Electrical and Computer Engineering (Signal, Speech and Image Processing) Master of Applied Science: Electrical and Computer Engineering (Systems and Machine Intelligence) Master of Engineering: Electrical and Computer Engineering (Biomedical Engineering) Master of Engineering: Electrical and Computer Engineering (Computer Aided Design for Electronic Circuits) Master of Engineering: Electrical and Computer Engineering (Computer and Software Engineering) Master of Engineering: Electrical and Computer Engineering (Computer Communications, Distributed Systems, and Multimedia) Master of Engineering: Electrical and Computer Engineering (Digital and Optical Communications) Master of Engineering: Electrical and Computer Engineering (Integrated Circuits and Devices) Master of Engineering: Electrical and Computer Engineering (Microwaves and Electromagnetics) Master of Engineering: Electrical and Computer Engineering (Photonic Systems) Master of Engineering: Electrical and Computer Engineering (Signal, Speech and Image Processing) Master of Engineering: Electrical and Computer Engineering (Systems and Machine Intelligence) Environmental Engineering Master of Applied Science: Environmental Engineering (Air Pollution) Master of Applied Science: Environmental Engineering (Management of Solid and Hazardous Waste) Master of Applied Science: Environmental Engineering (Water Resources and Groundwater Management) Master of Applied Science: Environmental Engineering (Water and Waste Water Processing and Treatment) Master of Engineering: Environmental Engineering (Air Pollution) Master of Engineering: Environmental Engineering (Management of Solid and Hazardous Waste) Master of Engineering: Environmental Engineering (Water Resources and Groundwater Management) Master of Engineering: Environmental Engineering (Water and Waste Water Processing and Treatment) Mathematics and Statistics Master of Science: Mathematics (Applied Mathematics) Master of Science: Mathematics (Probability and Statistics) Master of Science: Mathematics (Pure Mathematics) Mechanical and Aerospace Engineering Master of Applied Science: Mechanical and Aerospace (Aeronautical and Space Engineering) Master of Applied Science: Mechanical and Aerospace (Biomedical Engineering) Master of Applied Science: Mechanical and Aerospace (Controls and Robotics) Master of Applied Science: Mechanical and Aerospace (Materials and Manufacturing) Master of Applied Science: Mechanical and Aerospace (Solid Mechanics and Design) Master of Applied Science: Mechanical and Aerospace (Thermal and Fluid Engineering) Master of Engineering: Mechanical and Aerospace (Aeronautical and Space Engineering) Master of Engineering: Mechanical and Aerospace (Biomedical Engineering) Master of Engineering: Mechanical and Aerospace (Controls and Robotics) Master of Engineering: Mechanical and Aerospace (Materials and Manufacturing) Master of Engineering: Mechanical and Aerospace (Solid Mechanics and Design) Master of Engineering: Mechanical and Aerospace (Thermal and Fluid Engineering)


Physics Master of Science: Physics (High Energy) Master of Science: Physics (Medical) Master of Science: Physics (Modern Technology) Fields are:

• Condensed Matter Physics • Biological Physics • Medical Physics • Particle Physics • Photonics

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Appendix 3

Office of Quality Assurance (Academic Programs) January 28, 2011 carleton.ca/oqa

Carleton University: Institutional Quality Assurance Process Appendix 4a

Financial Planning Group4 (FPG)

Faculty Board Graduate Faculty Board

Senate Academic Program Committee (SAPC)

Carleton University Committee on Quality Assurance5 (CUCQA)

APPIC/FPG6

Undergraduate Calendar Graduate Calendar

Office of Quality Assurance (Academic Programs)

Institutional Quality Assurance Process Workshop

Department/School/Institute2

Academic Planning, Priorities and Initiative Committee3

(APPIC)

New Program Approval1

Senate

Program Start

3In most instances the interaction between academic units and APPIC will be in two steps: (a) a letter of intent asking for permission toengage in significant program development; (b) a detailed program executive summary sufficient to establish resource needs.

Ontario Universities' Council on Quality Assurance (Quality Council)

Monitoring

Cyclical Program Review

4Referred to FPG only if additional resources required. Deans may be able to satisfy APPIC that, while there are resource implications thatneed to be reviewed, no additional resources are required.5These two committees will work simultaneously and in tandem: the Associate Provost and the Associate Vice-President (Academic) aremembers of both committees and will ensure effective communication.6 The second referral to APPIC and FPG occurs only if the changes CUCQA and SAPC convey to Senate result in the need for additionalresources above and beyond that already approved by FPG.

1 The Associate Provost and Associate Vice-President (Academic) will meet as needed to determine which proposals constitute new programs and which constitute major changes to existing programs. Includes expedited approval process for of new fields at the graduate level, new collaborative programs and new for-credit graduate diplomas.2 Before submitting proposals at the undergraduate level to the relevant faculty board, academic units are requested to forward the proposals to the university registrar so that implications for registraral processes can be assessed and, if necessary, discussed. This function at the graduate level is performed by the Program and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs.

Carleton UniversityOffice of Quality Assurance (Academic Programs) February 25, 2011 carleton.ca/oqa

Dominican University College: Institutional Quality Assurance Process Appendix 4bDRAFT

Dominican University College Vice President Academic

Affairs

Carleton University Office of Quality Assurance

(Academic Programs)

3 Only for purposes to ratify the outcome of the quality assurance process.

Dominican University College is affiliated with Carleton University for the purposes of academic quality assurance. Carleton University's Institutional Quality Assurance Process is applicable to all non-vocational degree programs offered by Dominican University College.

1 Carleton University's Associate Provost and Dominican University College's Vice President Academic Affairs will meet as needed to determine which proposals constitute new programs and which constitute major changes to existing programs. Includes expedited approval process for new fields at the graduate level, new collaborative programs and new for-credit graduate diplomas.2 Only required if CUCQA requests a change.

Program Start

Ontario Universities' Council on Quality Assurance (Quality Council)

Monitoring


Dominican University College Calendar

Carleton University Office of Quality Assurance (Academic Programs)


Dominican University College Faculty/Faculty Council

New Program Approval1

Carleton University Senate3

Carleton University Committee on Quality Assurance (CUCQA)

Dominican University College Academic Council


Dominican University College Academic Council2




Monitoring

Action Plan prepared by academic unit and Dean & signed by Dean

Final Assessment Report & Executive Summary prepared by CUCQA discussant and submitted to provost

submitted to Senate for approval submitted to Board of Governors & Quality Council

Review Committee Site Visit review committee report

response to report from Dean and academic unit (joint or separate)

Carleton University Committee on Quality Assurance (CUCQA) recommend outcome category

Office of Quality Assurance (Academic Programs) review for completeness and compliance

Carleton University Committee on Quality Assurance (CUCQA) CUCQA discussant report

select review committee (external and internal reviewers)


Department/School/Institute preparation of 3-volume brief by academic unit's review team

assisted by Offices of Associate Vice-President (Academic) & Faculty Associate Deans


Dominican University College : Institutional Quality Assurance Process Appendix 5b


Dominican University College Vice President Academic Affairs

1 The Dominican University College Vice President Academic Affairs is free to call upon the assistance of Carleton University's Offices of Associate Vice-President (Academic) and the Faculty of Graduate and Postdoctoral Affairs Associate Dean of Programs and Awards.



Monitoring

Action Plan prepared by Dominican University College academic unit and Dean & signed by Dean

Final Assessment Report & Executive Summary prepared by CUCQA discussant and submitted to Provost

submitted to Carleton University's Senate2, Board of Governors and the Quality Council

Review Committee Site Visit review committee report

response to report from Dean and academic unit (joint or separate)

Carleton University Committee on Quality Assurance (CUCQA) recommend outcome category

Office of Quality Assurance (Academic Programs) review for completeness and compliance

Carleton University Committee on Quality Assurance (CUCQA) CUCQA discussant report

select review committee (external and internal reviewers)


Dominican University College Faculty/Faculty Council preparation of 3-volume brief by academic unit's review team1

Dominican University College Academic Council For Approval

Office of Quality Assurance (Academic Programs) February 12, 2012 carleton.ca/oqa


Financial Planning Group3 (FPG)


Office of Quality Assurance

APPIC/FPG4

Undergraduate Calendar

Graduate Calendar

CU Committee on Quality Assurance

2 Before submitting proposals at the undergraduate level to the relevant faculty board, academic units are requested to forward the proposals to the university registrar so that implications for registraral processes can be assessed and, if necessary, discussed. This function at the graduate level is performed by the Program and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs.

3Referred to FPG only if additional resources required. Deans may be able to satisfy APPIC that, while there are resources implications that need to be reviewed, no additional resources are required.4The second referral to APPIC and FPG occurs only if the changes CUCQA and SAPC convey to Senate result in the need for additionalresources above and beyond that already approved by FPG.

1The Associate Provost and Associate Vice-President (Academic) will meet as needed to determine which program changes are major and which are minor.

Annual Report to Quality Council

Monitoring

Incorporate in Cyclical Program Review



Academic Planning, Priorities and Initiative Committee (APPIC)

Major Modification1

Senate

Senate Academic Program Committee (SAPC)


Dominican University College: Institutional Quality Assurance Process Appendix 6bDraft

Dominican University College

Academic Council2

Carleton University Committee on Quality Assurance (CUCAQ)





1Carleton University's Associate Provost and Dominican University College's Vice President Academic Affairs will meet as needed to determine which program changes are major and which are minor.

Annual Report to Quality Council

Monitoring

Incorporate in Cyclical Program Review



Major Modification1

Senate3



2 Only required if Office of Quality Assurance (Academic Programs) requests a change.



Minor Modifications


Undergraduate Calendar

Graduate Calendar

Senate Curriculum Committee

2 Before submitting proposals at the undergraduate level to the relevant faculty board, academic units are requested to forward the proposals to the university registrar so that implications for registraral processes can be assessed and, if necessary, discussed. This function at the graduate level is performed by the Program and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs.

1The Associate Provost and Associate Vice-President (Academic) will meet as needed to determine which program changes are major and which are minor.


Intra-Institutional Approvals 1

Senate


Dominican University: Institutional Quality Assurance Process Appendix 7bDraft

Minor Modifications


Intra-Institutional Approvals 1

Senate For Information Only

Carleton University

Office of Quality Assurance (Academic Programs)

For Information Only2




1Carleton University's Associate Provost and Dominican University College's Vice President Academic Affairs will meet as needed to determine which program changes are major and which are minor.

2 The Office of Quality Assurance (Academic Programs) reserves the right to forward minor modifications to the Carleton University Committee on Quality Assurance if it feels that useful advice and/or comment could be provided to Dominican University College.


Appendix 8

CONFLICT OF INTEREST GUIDELINES

Preamble

This Appendix contains guidelines on conflicts of interest relevant to the recommendations made by academic units on external and internal reviewers. These guidelines are guidelines only, and may not cover every eventuality. Cases and circumstances that do not fall within these guidelines should be referred to the Associate Provost (Quality Assurance). Decisions on conflict of interest will be made jointly by the Associate Provost (Quality Assurance) and the Associate Vice-President (Academic).

External Reviewers

The following individuals will be precluded from acting as external reviewers if they:

1) Have held an appointment at Carleton University, including an appointment to an honorary rank or as a contract instructor;

2) Currently are or have been a member of a Joint Ottawa-Carleton Institute; 3) In the case of the School of Canadian Studies, currently hold or have held an appointment

at Trent University; 4) Have previously acted as an external reviewer, external accreditation reviewer, or OCGS

consultant on an academic program within the academic unit concerned; 5) Have, within the last seven years, served on a thesis supervisory committee within the

academic unit concerned; 6) Have, within the last seven years, acted as an external examiner on a graduate thesis

within the academic unit concerned; 7) Have, within the last seven years, been in a consultancy or contractual relationship, or

conducted collaborative research and/or published with a member of the academic unit concerned;

8) Have, within the last seven years, made a significant contribution of any other kind to the intellectual life of the academic unit concerned.

Internal Reviewers

The following individuals will be precluded from acting as internal reviewers if they:

1) Have a familial relationship with a faculty member, staff member or student in the academic unit whose program is being reviewed;

2) Currently hold or have held a cross-appointment in the academic unit concerned; 3) Have, without holding a cross-appointment, taught in the academic unit concerned; 51

4) Have, within the last seven years, served on a thesis supervisory committee within the academic unit concerned;

5) Have, within the last seven years, acted as an internal examiner on a graduate thesis within the academic unit concerned;

6) Have, within the last seven years, been in a consultancy or contractual relationship, or conducted collaborative research and/or published with a member of the academic unit concerned;

7) Have, within the last seven years, made a significant contribution of any other kind to the intellectual life of the academic unit concerned.

52

Carleton University - Dominican University CollegeInstitutional Quality Assurance Process

Office of Quality Assurance (Academic Programs)Cyclical Program Review Schedule

Appendix 9 - DRAFT

Revised 12 February 2012

Protocol - UPRACYear: 2009-2010 Undergraduate Graduate Joint PartnerDirected Interdisciplinary Studies (IIS)

Engineering: Aerospace and Mechanical

Engineering: Civil and Environmental

Engineering: Communications, Software, Computer, Electrical,

European, and Russian Studies

History

Information Technology - IMD & NET Algonquin College

Protocol - UPRACYear: 2010-2011 Undergraduate Graduate Joint - PartnerAnthropology

Biology

Biochemistry/Biotechnology

Child Studies (IIS)

Computer Science

Industrial Design

Law

Mathematics and Statistics

Political Science

Sociology



Appendix 9 - DRAFT


Protocol - IQAPYear: 2011-2012 Undergraduate Graduate Joint - Partner

Environmental Science

Integrated Science

Cultural Mediations

Public Policy and Administration

Technology Innovation Management

Protocol - IQAPYear: 2012-2013 Undergraduate Graduate Joint - PartnerCommerce

International Business

Business Administration/Management

Canadian Studies

Canadian Studies Trent UniversityEarth Sciences

Earth Sciences University of OttawaEngineering - Biomedical University of OttawaEngineering - Electrical and Computer University of OttawaEngineering - Mechanical and Aerospace University of OttawaFrench

Information Systems Science

Journalism

Public Affairs and Policy Management

Social Work

Protocol - IQAPYear: 2013-2014 Undergraduate Graduate Joint - PartnerCriminology and Criminal Justice

Engineering - Biomedical and Electrical

Engineering - Biomedical and Mechanical

Engineering - Communications

Engineering - Computer Systems

Engineering - Electrical

Engineering - Physics

Engineering - Software

Engineering - Mechanical and Aerospace

Greek and Roman Studies

Humanities

Architecture

Communication Studies

Economics

European, Russian and Eurasian Studies

Linguistics and Applied Language Studies

Philosophy - Carleton University

Philosophy - Dominican Unviersity College Conjoint degree programsPhysics

Physics University of OttawaReligion

Social Work



Appendix 9 - DRAFT


Protocol - IQAPYear: 2014-2015 Undergraduate Graduate Joint - PartnerEnvironmental Studies

Political Economy

Art History

History and Theory of Architecture

Computer Science

Computer Science University of OttawaEnglish

Industrial Design

Film Studies

Geography and Geomatics

History

Music

Psychology

Sociology

Bioinformatics University of Ottawa

Protocol - IQAPYear: 2015-2016 Undergraduate Graduate Joint - PartnerFood Science and Nutrition

Global Politics

Sexuality Studies (Minor)

Human Rights (IIS)

Engineering - Civil

Engineering - Civil University of OttawaEngineering - Environmental

Engineering - Environmental University of OttawaCognitive Science

Law

Political Science

Women's and Gender Studies

Protocol - IQAPYear: 2016-2017 Undergraduate Graduate Joint - PartnerAfrican Studies

Chemistry

Chemistry - Chemistry and Toxicology University of OttawaChemistry University of OttawaEconomics

Directed Interdisciplinary Studies (ISS)

Information Technology - IMD & NET Algonquin CollegeInfrastructure Protection and International Security

International Affairs

International Affairs/LLB University of OttawaPolitical Management

Sustainable Energy

Engineering -Sustainable and Renewable Energy

Anthropology

Mathematics and Statistics

Mathematics and Statistics University of Ottawa



Appendix 9 - DRAFT


Protocol - IQAPYear: 2017-2018 Undergraduate Graduate Joint - PartnerBiotechnology/Biochemistry

Child Studies (IIS)

Nanoscience

Theology - Dominican University College Conjoint degree programs

Engineering -Architectural Conservation and Sustainability

Biology

Biology University of OttawaNeuroscience

Neuroscience - Behavioural Neuroscience University of Ottawa

Curriculum Management and Program Development Major Modification Submission

Office of the Provost and Vice-President Academic

Description of Modification:

Faculty:

Undergraduate program Graduate program

Academic Unit:

Program:

Degree(s): Program Champion:

IQAP Protocol/Pathway:

Senate

Yes

Attachments:Calendar Language

Yes

Program Description Yes

Course Description

A

Yes

YesExecutive Summary:

Motion

NANA

NA

NA

NA

IQAP Volume I

APPIC Approval* - Meeting Date:

*APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

B

D

SAPC Approval Meeting Date CUCQA Approval Meeting Date:

Voluntary Termination Report:

Notes:

Character and rationale of the major modificationC

Senate Meeting Date:

Addition of a certificate in American Sign Language

Faculty of Arts and Social Sciences

School of Linguistics and Language Studies

American Sign Language

Certificate Dr. Randall Gess

Protocol 3b, Approval Pathway 4

The Senate Academic Program Committee recommends to Senate that the Certificate in American Sign Language be approved to commence September 2012.

September 21, 2011

February 2, 2012 February 8, 2012

CUCQA Approved Motion: THAT CUCQA recommends that the Certificate in American Sign Language be approved to commence with a report to be submitted by May 31, 2012 on the learning outcomes for the program.

Addition of a certificate in American Sign Language. A minor in American Sign Language is currently offered by the school. No new courses are being introduced. The addition of this certificate will make the American Sign Language program accessible to members of the community who may not be Carleton University students, as well as to make it possible to earn the certificate for those (former) Carleton University students who were unable to complete the minor before graduation (for example if they chose the minor late in their studies).

February 17, 2012

Proposal for a Certificate program in American Sign Language (CASL) 1. Executive summary We propose a Certificate program in American Sign Language (CASL) – see Appendix for details. The program will complement an already robust multi-level (four-year) program that includes a popular Minor. The major goal of the new certificate option is to appeal to members of the greater Ottawa area who may need or wish to develop a competence that allows them to engage with, for whatever professional or other purpose, members of the Deaf community. Students in the ASL Minor will also be able to obtain a Certificate if they fulfill the additional requirements (the requirements for the Minor constitute a subset of those for the Certificate). The Certificate program will also be appealing to students who discover ASL late in their academic career and therefore cannot fulfill the requirements for the Minor before graduation. This option allows them to continue their studies in ASL after graduation, towards a concrete qualification. Expansion of the ASL program in this way will provide more students, including Special Students from the community, with training that can lead fairly directly to employment or enhance employment or professional advancement opportunities, given the apparent shortage in Canada of ASL-trained interpreters and, in government and private sectors, of resources to help deaf Canadians join the work-force. 2.a. Fit with strategic and academic plans This proposal fits in well with Carleton’s four pillars of identity: innovation (it is future-oriented, and creates a new niche for Carleton University); location (growth of our program and its availability to community members may facilitate future possible partnerships with Ottawa-based government and non-governmental agencies); community engagement (we will be increasing possibilities for an underrepresented group to participate as engaged citizens, by expanding the number of professionals qualified to communicate with them about their needs); solutions to real-world problems (the Canadian Association of the Deaf, based in Ottawa, has identified barriers to employment as a significant problem facing deaf Canadians). American Sign Language also fits nicely (and rather uniquely) with Defining Dreams’ interdisciplinary theme of Global Identities and Globalization, as deaf individuals often have a transnational, as well as a local and/or national, identity (Breivik 2005). Our program in Applied Linguistics and Discourse Studies, housed in the same School, has a particular strength in language and identity. 2.b. Appropriateness in relation to the current international and national profile of the discipline or interdisciplinary area American Sign Language is glaringly absent from the University setting in Canada (although this is not the case in the United States). Certificate programs exist in a handful of colleges (see following section), but none exist on university campuses. Only one university is currently cultivating a scholarly expertise in this area: the University of Manitoba, in their department of Linguistics. The expertise they have there exists in the absence of an actual language program in ASL. The proposed expansion of our American Sign Language program to include a Certificate option can be seen as a step towards an eventual, partial integration with our degree program in Applied Linguistics and Discourse Studies. Already our MA program in Applied Linguistics and Discourse Studies has produced one thesis (to be defended in September) in the area of American Sign Language, specifically on language, identity, and group membership. This type of integration will put Carleton University squarely at the forefront of scholarship

on American Sign Language in Canada. Further, the proposed program may put us on stronger footing for an eventual BA in American Sign Language, which would be the first such program in Canada. Given our local context, further future development of the ASL program could involve students with a background in ALDS (which has important focuses on language and communication in the workplace) and ASL providing (perhaps as inexpensive interns, or for credit (service-learning)) some of the workplace-oriented training for Deaf individuals that the government can’t otherwise afford. This type of innovative program could serve as a model for public and private-sector organizations, and our former students (including from the Certificate program) would be natural selections for designing and implementing tailored models around the country. The proposed Certificate program will only enhance our capacity for growth in this direction. 2.c. Distinctiveness in comparison to comparable programs in Ontario and nationally There are a handful of certificate or diploma programs in American Sign Language in Canada. The ones we are aware of are at George Brown College and Centennial College, both in Toronto, Conestoga College in Kitchener, Okanagan College and Douglas College, both in British Columbia, Lakeland College in Alberta, and Algonquin College here in Ottawa. These programs are all stand-alone programs. Our program in ASL is a multi-level program offering a Minor that is already highly robust (see numbers below). Further, our program is housed in a School with degree programs in Linguistics and Applied Linguistics and Discourse Studies. This fact allows for intellectual cross-pollination of a type impossible in competing programs. Anecdotally, the most local competition appears to be a program that is lacking in coherence. It is offered through Adult Education and consists of numerous ill-defined levels that are not all offered on a consistent basis. Our program has two dedicated full-time positions associated with it and a team of Contract Instructors who were hired through a rigorous interview process and have proven over time to be reliable and competent. 2.d. Impact on existing programs, departments and Faculties We expect that the proposed program will have no real impact on existing programs, other than a modest increase in enrolments in American Sign Language courses, which is a desired result, especially at the higher levels. Increased enrolments in the other two courses, LING 1001 and ALDS 1001 are anticipated to be negligible given the already large numbers that these courses attract. 3. Student demand and career preparation Enrolment in ASL courses in 2011/12 (873) is up 51.3% from 2010/11 (577), and 1,112.5% since 2004/5 (72). We have 85 minors in ASL, coming from Arts & Social Sciences, Public Affairs, Science, and Engineering & Design. The upward trend in enrolments is likely to continue with the introduction of the proposed certificate program. We think that as our reputation as a leader in ASL grows, Carleton will be seen increasingly as a “deaf-friendly” university, perhaps one day becoming the university of choice for the 310,000 “culturally” (profoundly) Deaf Canadians and 2.8 million hard of hearing Canadians. The Canadian Association for the Deaf bases these numbers on a standard comparison model between Canada and the U.S., which assumes that Canadian statistics represent one tenth of American statistics. As Dean Osborne has observed, “These are not insignificant numbers, and any government which made even a small investment in this issue might reap considerable rewards”.

As mentioned previously, the Certificate program in ASL will provide training that can lead fairly directly to employment, or enhance employment or professional advancement opportunities, given the apparent shortage in Canada of ASL-trained interpreters and, in government and private sectors, of resources to help Deaf Canadians join the work-force. 4. Business plan NA 5. Space requirements A plan has been developed for Modern Languages to move as a unit to the 3rd floor of St. Pat’s. Part of the vision of this move from the beginning was to provide improved space for languages, including ASL in particular. Specifically, the floorplan requirements have always included a “multi-media” lab for ASL. Appendix Certificate in American Sign Language (CASL) The CASL program is designed for anyone wishing to benefit from an officially recognized capacity for communicating with members of the deaf community who use American Sign Language. Admission Students may seek admission to the CASL program with or without being registered in a Carleton University degree program. Applicants for concurrent studies must have an Overall CGPA of 5.00 or higher in their degree program. Graduation A candidate for the CASL must obtain a grade of C or higher in all courses taken at Carleton University under the CASL program. All credits for the CASL must be taken at Carleton University. Certificate in American Sign Language (CASL) Requirements (5.0 credits)

1. 1.0 credit in (LING 1001 and ALDS 1001); 2. 4.0 credits in ASLA.

http://www4.carleton.ca/calendars/ugrad/current/courses/LING/1001.html

http://www4.carleton.ca/calendars/ugrad/current/courses/ALDS/1001.html

Senate New Certificate in American Sign Language (CASL) February 17, 2012

Calendar Language

Program Description

NEW VERSION: Certificate in American Sign Language (CASL) The CASL program is designed for anyone wishing to benefit from an officially-recognized capacity for communicating with members of the deaf community who use American Sign Language. Admission Students may seek admission to the CASL program with or without being registered in a Carleton University degree program. Applicants for concurrent studies must have an Overall CGPA of 5.00 or higher in their degree program. Graduation A candidate for the CASL must obtain a grade of C or higher in all courses taken at Carleton University under the CASL program. A minimum of 4.0 credits for the CASL must be taken at Carleton University. Certificate in American Sign Language (CASL) Requirements (5.0 credits)

1. 1.0 credit in (LING 1001 and ALDS 1001); 2. 4.0 credits in ASLA.

OLD VERSION: None. RATIONALE:

The addition of this certificate will make the ASLA program accessible to members of the community who may not be Carleton University students, as well as to make it possible to earn the certificate for those (former) Carleton University students who were unable to complete the minor before graduation (for example if they chose the minor late in their studies).

http://www4.carleton.ca/calendars/ugrad/current/courses/LING/1001.html

http://www4.carleton.ca/calendars/ugrad/current/courses/ALDS/1001.html




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Delete concentration in Managing People and Organizations add new concentration in Management

The Sprott School of Business


Commerce

Bachelor of Commerce, Concentration Dr. Mike Hine

Protocol 2a, Approval Pathway 2

The Senate Academic Program Committee recommends to Senate the redesign of the Managing People and Organizations Concentration to the Management Concentration in the Bachelor of Commerce, Honours program be approved to commence September 2012.

November 16, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the redesign of the Managing People and Organizations Concentration to a Management Concentration in the Bachelor of Commerce Honours program be approved to commence. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

Delete concentration in Managing People and Organizations add new concentration in Management. The proposed change was motivated by a number of factors including changes in employer requirements, student preferences and the need to make the concentration accessible to a wider range of students. See attached program description for details.

February 17, 2012

Senate Business- Concentration Management February 17, 2012

Calendar Language

Program Description

3. Delete concentration in Managing People and Organizations add new concentration in Management

Major Change approved Sprott CRC October 7, 2011

Approved Sprott Faculty Board October 21, 2011

Current Version

Concentration in Managing People and Organizations

1. 2.5 credits in BUSI 3100, BUSI 3104, BUSI 3105, BUSI 4103, BUSI 4104;

2. 1.5 credits from BUSI 3703, BUSI 4105, BUSI 4107, BUSI 4108, BUSI 4112, BUSI 4119, BUSI 4602, BUSI 4706, PSYC 3103, PSYC 3405.

Proposed Version

Concentration in Management

1. 2.5 credits in BUSI 3104, BUSI 3105, BUSI 3106, BUSI 4105, BUSI 4112 2. 1.5 credits from BUSI 3119, BUSI 3117, BUSI 4104, BUSI 4108, BUSI 4111, BUSI 4119

Rationale

The proposed change was motivated by a number of factors including changes in employer requirements, student preferences and the need to make the concentration accessible to a wider range of students. First, changes in the organizational behaviour and human resource areas, which reflect shifts in the labour market, have meant that our students require a different set of skills to obtain an initial job and to advance within their field. The Conference Board of Canada recently issued a brochure entitled "Employability Skills 2000+" which identified the critical skills needed in today's workplace. These skills include communication, problem solving, positive attitudes and behaviours, adaptability, working with others, and science, technology and mathematics skills. The concentration has been redesigned to help students acquire and develop many of these skills. Second, the concentration redesign was motivated by the comments from students in our program. Managing People and Organizations (MPO) students felt that their concentration had too little flexibility making it difficult for them to access this concentration in their fourth year or to take the MPO concentration concurrently with other concentrations. The concentration was redesigned to increase internal flexibility and to make it easier for students to combine it with other concentrations.

Third, the concentration redesign was motivated and informed by two market studies that were done by the area group. The first study involved interviewing former students as well as employers with respect to the skills needed by graduates today versus what skills had been


offered by our program. The second study was done by Dr. Anderson's 4th Year Managing Change course. These students interviewed faculty and students as well as employers and developed number of recommendations on how the program should be redesigned. We have incorporated many of these recommendations into our new concentration.

Finally, the program change was initiated to help distinguish our concentration from more traditional, operationally focused Human Resources programs which are increasingly taught in community colleges. In other words, our focus is more on people management as a strategic asset rather than the acquisition of technical skills needed to work in the HR function within the organization.

Course Descriptions

Concentration in Managing People and Organizations

1. 2.5 credits in BUSI 3100, BUSI 3104, BUSI 3105, BUSI 4103, BUSI 4104;

BUSI 3100 [0.5 credit] Behavioural Research and Intervention BUSI 3104 [0.5 credit] Managing Individuals Managing Individual Performance BUSI 3105 [0.5 credit] Managing Groups Managing and Motivating Teams BUSI 4103 [0.5 credit] Organization Design and Restructuring BUSI 4104 [0.5 credit] Strategic Human Resources Management


2. 1.5 credits from BUSI 3703, BUSI 4105, BUSI 4107, BUSI 4108, BUSI 4112, BUSI 4119, BUSI 4602, BUSI 4706, PSYC 3103, PSYC 3405.

BUSI 3703 [0.5 credit] International and Comparative Management BUSI 4105 [0.5 credit] Managing Change BUSI 4107 [0.5 credit] Managing Workforce Diversity BUSI 4108 [0.5 credit] Organizational Learning BUSI 4112 [0.5 credit] Organizational Leadership BUSI 4119 [0.5 credit] Practicum in Management BUSI 4602 [0.5 credit] (Cross-listed as WGST 4815) Women in Management BUSI 4607 [0.5 credit] Management of Technology and Innovation PSYC 3101 [0.5 credit] Group Processes in Social Psychology PSYC 3405 [0.5 credit] Psychology of Motivation and Emotion

Concentration in Management

1. 2.5 credits in BUSI 3104, BUSI 3105, BUSI 3106, BUSI 4105, BUSI 4112 BUSI 3104 [0.5 credit] Managing Individuals Managing Individual Performance The skills of supervising and working with other people, including such topics as interaction styles, self-awareness, listening, persuasive communication, providing feedback, goal setting, delegating, creativity, and managing stress. Extensive use is made of experiential learning. Prerequisites: third-year standing in B.Com (MPO Concentration), and BUSI 2101 with a grade of C or higher. Lectures and laboratory three hours a week. Managing the performance of self and others. Topics include self awareness, motivation, leadership, communication, diversity, and creativity. Extensive use is made of self-assessments and experiential learning.


Prerequisites: Registration in B.Com and BUSI 2101 with a grade of C or higher. Lectures three hours a week BUSI 3105 [0.5 credit] Managing Groups Managing and Motivating Teams The skills of supervising and working with other people, including such topics as group dynamics, leadership, building teams, running meetings, handling conflict, negotiating, and influencing others. Extensive use is made of experiential learning. Prerequisites: third-year standing in B.Com. (MPO Concentration) and BUSI 2101 with a grade of C or higher. Lectures and laboratory three hours a week. Principles of working in and managing teams. Topics include self-awareness, team formation, team development, team dynamics, team leadership and team motivation Prerequisites: registration in B.Com and BUSI 2101 with a grade of C or higher. Lectures three hours a week. BUSI 3106 (0.5 credit) (new course) Managing Conflict and Negotiation Analysis of the sources and forms of conflict and effective approaches to managing conflict. Exploration of the effectiveness of various strategies of negotiations. Prerequisite: BUSI 2101 or BUSI 2702 with a grade of C- or higher. Lecture 3 hours a week BUSI 4105 [0.5 credit] Managing Change An overview of current thinking about change management. Topics covered include understanding the forces for and barriers to change, diagnosing the environment around change and implementing change. Prerequisites: fourth-year third-year standing and BUSI 3103 2101 with a grade of C- or higher. Lectures three hours a week. BUSI 4112 [0.5 credit] Organizational Leadership Critical examination of theories of leadership and trends in contemporary research; discussion of practical methods for building leadership capacity. Prerequisites: third-year standing and BUSI 2101 or BUSI 2702 , and BUSI 3103 with a grade of C- or higher in each. Lecture and field work as needed.

2. 1.5 credits from BUSI 3119, BUSI 3117, BUSI 4104, BUSI 4108, BUSI 4111, BUSI 4119

BUSI 3119 (0.5 credit) (new course) Business and Environmental Sustainability


Analysis and exploration of various ways organizations can address sustainability of the natural environment. Prerequisites: Third year standing and BUSI 3103 or BUSI 2702 with a grade of C- or better Lecture 3 hours a week BUSI 3117 (0.5 credit) (new course) Developing Creative Thinking Increases student skills in areas beyond technical expertise, with a focus on the importance of fluidity, risk taking, and idea generation. Emphasis on creativity as a process, with exposure to various techniques and concepts including Design Thinking at multiple levels (individual, group, organization). Prerequisites: Third-year standing and BUSI 2101 or BUSI 2702 with a grade of C- or higher, or permission of the school. Lecture 3 hours a week BUSI 4104 [0.5 credit] Strategic Human Resources Management Systems, strategies and practices used to effectively leverage human capital in organizations. How to think strategically about managing human assets, and what must be done to successfully implement these systems, strategies and practices. Prerequisites: fourth-year standing in MPO Concentration, and BUSI 3102 and BUSI 3103 (with a grade of C- or better in each). Lecture 3 hours per week and field work as needed. BUSI 4108 [0.5 credit] Organizational Learning Contemporary training and development challenges facing individuals, organizations, and communities and the role of information technology in enhancing individual and collective skills development, capabilities, core competencies, intellectual capital and competitiveness. Prerequisites: BUSI 3102 and BUSI 3103 with a grade of C- or higher in each. Lectures three hours a week. BUSI 4111 (1.0 credit) (new course) Training and Development Emphasizes contingency approach to training and development; relevant to organizations of all sizes and resource capacities. Effective training and development is conceptualized as a process that integrates extensive front and back-end planning, implementation, and evaluation activities. Prerequisites: Fourth-year standing in BCom, and BUSI 3104 with a grade of C or higher and permission of school (permission of the school is required to ensure that the integrity of the program is maintained). Lecture three hours weekly, 1.5 hour weekly laboratory session BUSI 4119 [0.5 credit]


Practicum in Management Students work on real organizational problems. This experience will allow students to integrate and apply the material learned in previous courses and learn how to manage client relationships. Precludes additional credit for BUSI 4109 (no longer offered). Prerequisites: fourth-year standing in B.Com or B.I.B. and BUSI 3103, BUSI 3104, BUSI 3105, and BUSI 3106 with a grade of C- C+ or higher in each . Lecture and field work as needed.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Introduction of minor in business for engineering students



Minor in Business for Engineering Students

Bachelor of Engineering, Minor in Business Dr. Mike Hine


The Senate Academic Program Committee recommends to Senate that the Business Minor for engineering students be approved to commence September 2012.

November 16, 2011


CUCQA Approved Motions: THAT CUCQA recommends that the Business Minor for engineering students be approved to commence.

Introduction of 4-credit minor in business for engineering students. The minor is tailored to engineer students to complement and not replicate their engineering curricula. It was designed in concert with appropriate personnel from engineering. The minor is constructed from existing business courses. To offer a tangible option for engineering students interested in business. The addition of engineering students into certain business courses could potentially bring synergistic effects due the different perspectives of the varying students bodies.

February 17, 2012

CUCQA February 8, 2012 Business – New Minor for Engineering Students

Calendar Language

Program Description

Minor in Business Bachelor of Engineering

Requirements (4.0 credits) 1. 2.5 credits in BUSI 1003, BUSI 2101, BUSI 2204, BUSI 2301, and BUSI 2503

BUSI 1003 [0.5 credit] Survey of Accounting BUSI 2101 [0.5 credit] Introduction to Organizational Behaviour BUSI 2204 [0.5 credit] Basic Marketing BUSI 2301 [0.5 credit] Introduction to Operations Management BUSI 2503 [0.5 credit] Basic Finance for Non-Business Majors

2. 1.5 credits from BUSI 2400, BUSI 2701, BUSI 2800, BUSI 3103, BUSI 3309, BUSI 4105

BUSI 2400 [0.5 credit] Foundations of Information Systems BUSI 2701 [0.5 credit] Fundamentals of International Business BUSI 2800 [0.5 credit] Entrepreneurship BUSI 3103 [0.5 credit] Introduction to Organization Theory BUSI 3309 [0.5 credit] Project Management BUSI 4105 [0.5 credit] Managing Change

3. The remaining requirements of the major discipline(s) and degree must be satisfied.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Change name of degree to: Bachelor of Cognitive Science, Honours


Institute of Cognitive Science

Bachelor of Arts - Cognitive Science

Bachelor of Arts, Honours Dr. Jo-Anne LeFevre


The Senate Academic Program Committee recommends to Senate that the degree name change of the Bachelor of Arts, Cognitive Science, Honours to the Bachelor of Cognitive Science, Honours be approved to commence.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the change of the degree name of Bachelor of Arts, Cognitive Science, Honours to Bachelor of Cognitive Science, Honours be approved. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

To change the name of the degree from: Bachelor of Arts (BA) Honours to Bachelor of Cognitive Science (BCogSc) Honours. To raise the profile of the degree in Cognitive Science. The current Master's degree at Carleton is a Master's in Cognitive Science (M. Cog.Sc). The undergraduate requirements include courses from Science, the Humanities, and the Social Sciences and students learn to use the scientific method. The profile of requirements is better described as a Bachelor of Cognitive Science. A survey of current undergraduates (last Spring) indicated that over 90% would choose to change their degree from the B.A. to a B.Cog.Sc.

Other programs in Canada offer either a B.A. or B.Sc. or both and these vary with the courses that are required. In contrast, at Carleton, a single degree encompasses courses from the Humanities, Social Sciences, and Computer Science and includes science continuation courses. Thus, neither a B.A. or a B.Sc. accurately captures the interdisciplinary extent of the degree. It is expected that the name change will give the program a higher profile, attract new students, and increase enrolment.

February 17, 2012

Senate Change name of degree to: February 17, 2012 Bachelor of Cognitive Science, Honours

Calendar Language

Program Description

1. Change name of degree to Bachelor of Cognitive Science

Old Version:

B.A. Honours (20.0 credits)

New Version:

Bachelor of Cognitive Science Honours (20.0 credits)

Rationale:

To raise the profile of the degree in Cognitive Science. • Cognitive Science - B.A. Honours Bachelor of Cognitive Science Honours

with Specialization in:

Philosophical and Conceptual Issues Language and Linguistics The Biological Foundations of Cognition Cognition and Psychology Cognition and Computation A Co-operative Education Option is available. See the Co-operative Education section of this Calendar.

Graduation Requirements

In addition to the requirements listed below, students must satisfy:

i) the University regulations (see the Academic Regulations of the University section of this Calendar),

ii) the common regulations applying to all B.A. students including those relating to First-Year Seminars and Breadth requirements (see the Academic Regulations and Requirements for the Bachelor of Arts Degree).

Students should consult the Undergraduate Co-ordinator when planning their program and selecting courses.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Addition of BA Honours


School of Canadian Studies

Bachelor of Arts

Bachelor of Arts, Honours Prof Richard Nimijean/Dr. Donna Patrick


The Senate Academic Program Committee recommends to Senate that the Bachelor of Arts, Honours program in Canadian Studies be approved to commence September 2012.

Oct 19/December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the Bachelor of Arts, Honours program in Canadian Studies be approved to commence with a report to be submitted by May 31, 2012 on the learning outcomes for the program.

Addition of a BA Honours to the existing BA General and BA Combined Honours programs. See attached executive summary for details.

February 17, 2012

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Proposal for a B.A. Honours (20 credits) in Canadian Studies School of Canadian Studies, Carleton University

September 2011

1. Executive Summary: Currently, the School of Canadian Studies (SCS) does not offer a single honours degree program in the B.A. It only offers a B.A. Combined Honours (with 7.0 required credits in the discipline). When the SCS introduced its undergraduate program in 1979, it initially offered only a major and combined major program. In 1982, it introduced a combined (or double) honours major; a single honours program was not created. There were sound pedagogical and intellectual reasons informing the decision taken at the time: Canadian Studies, while having a long history at Carleton (it was Carleton’s first graduate program), was a newly emerging field of study. Interdisciplinarity was a relatively new phenomenon in universities, so it was felt that students would benefit – both intellectually and in terms of “degree marketability” - from being obliged to study in a “traditional” discipline to complement their interdisciplinary studies. This rationale is no longer compelling in an era in which interdisciplinary studies are commonplace and indeed are encouraged, at Carleton and beyond. It is for this, and for additional reasons mentioned below, that the SCS wishes to introduce a single honours program in Canadian Studies. The most recent review of the SCS, done in 2008, noted the absence of a single honours; one of its chief recommendations was that the SCS develop such a program. The External Reviewers’ Report (ERR) written by Dr. Janine Brodie (University of Alberta) and Dr. Andrew Nurse (Mount Allison University) for the 2008 Undergraduate Program Review (UPR) of the SCS called for the addition of a “stand-alone honours” or “single honours” B.A. in Canadian Studies. The reviewers expressed surprise that Carleton did not offer a stand-alone honours program. Indeed, over the years, students have consistently registered their frustration over the inability to choose to study in a single honours program in Canadian Studies. The problems created by this absence range from students selecting other majors, thus lowering enrolment levels in the SCS, to limiting the potential pool of qualified applicants for the SCS’s M.A. and Ph.D. programs. The lack of a single honours is seen as a barrier to students who wish to change majors, as the only way to study Canada in an honours program is to do a double major. The UPR “self study” noted that students often saw the requirements for a double major as being too restrictive. It also makes it more difficult for the SCS to recruit new students from high school, as many are unfamiliar with the concept of the “double major.” Students who wish to come to come to Carleton University to study Canada may choose another major because they do not want to do a double honours or because they do not want to do a three-year general degree in Canadian Studies (as well, the three-year general degree is increasingly being phased out in Ontario universities). Indeed, some may

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not come to Carleton at all, as their program of choice is offered at other universities. Finally, adding a single honours program follows our implementation of curricular changes recommended by the ERR. We have added courses such as a mandatory 2nd year course, CDNS 2000 “Debating Canada”, a 3rd year course, CDNS 3610, “The Canadian Political Economy Tradition,” and a capstone 4th year course, CDNS 4000, focusing on undergraduate applied research (also in line with the Carleton Academic Plan and the FASS strategic plan). The capstone course addresses one of the key issues noted by the ERR, namely that such a course would allow for a stand-alone honours degree in an interdisciplinary field. In sum: A single honours B.A. in Canadian Studies provides a number of advantages: • it allows Carleton to present itself as one of the few universities in Canada with

comprehensive programming in the field; • it provides a place where students interested in studying Canada can do a single

Honours and not be required to go elsewhere; • it increases the pool of potential candidates for our M.A. and Ph.D. programs; • it strengthens both our M.A. and our Ph.D. programs, allowing teaching assistant

opportunities and upper-level Ph.D. students teaching opportunities in Canadian Studies courses with dedicated students in the program;

• it will increase our student numbers in our 4th-year courses, including the

capstone seminar course, which has a component involving writing and editing for our new online undergraduate student journal in Canadian Studies; and

• it would help us in our efforts to promote Carleton as THE place to study Canada. We plan to launch a new campaign on our web site, “Think Canada, Think Carleton,” which will not only promote the faculty and students of the SCS (through “success stories” and “student experiences”); but will also promote the many scholars in other units who work with our students as supervisors and committee members on theses, research essays, and comprehensive exams. We also wish to highlight the many courses on Canada that students can take at Carleton. 2a. Relationship to Carleton’s Mission Statement and FASS’s Strategic and Academic Plans The ongoing transformation of the SCS’s undergraduate program and the proposal for a single honours program, in light of the ERR report following the

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Undergraduate program Review, builds on the strengths the School has in upholding core principles identified in the university’s academic statements and plans. In particular:

• the SCS by definition is one of the core elements of “Canada’s Capital University”;

• the SCS promotes the study of Canada in an interdisciplinary and international context, introducing students not only to area studies but also global identities, and trans-national processes such as post-colonialism, critical race theory, women’s and gender studies, heritage conservation, and policy, economy and society;

• the Indigenous Studies Minor provides an academic location for Carleton’s desire to promote Indigenous Studies and attract Indigenous students;

• the plan for a single honours reflects the university’s goal of attracting new students, and responding to existing student demands, by providing new programming in a resource-neutral manner; and

• the SCS provides numerous off-campus opportunities for students through its practicum courses and the new capstone seminar in applied research in Canadian Studies

2b. Relationship to the field of Canadian Studies and Distinctiveness of Program

Despite being a small unit within Carleton University, the SCS has an impressive reputation and is recognized as a major force in the field of Canadian Studies, both domestically and internationally. Our undergraduate students are involved in research projects and initiatives across faculties and in the broader Ottawa community (for example, Canadian Studies students have been featured on the CBC “Ottawa Morning” news show in interviews relating to local heritage initiatives and the Rideau Canal Virtual Museum project). We also offer Carleton’s first graduate program, the M.A. in Canadian Studies, with a vast alumni of students in a range of professional positions in Ottawa and beyond. This allows us to easily place students in practicum placements if they so desire (and meet the academic standards). The SCS also has the only full Ph.D. program in Canadian Studies in Canada, in conjunction with Trent University. Our joint PhD program with Trent University, combined with our MA and proposed stand-alone Honours degree, ensures our status as one of only 2 universities in Canada that offer comprehensive degree programs at all 3 levels (B.A., MA, PhD), and we are the only mid-to large sized university to do so. The ERR noted that the School of Canadian Studies at Carleton University has an “enviable reputation” and is nationally and internationally recognized for its programs:

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At the national level, the SCS is well respected by other Canadianists. It is widely considered one of the pre-eminent centres for Canadian Studies at a national and international level. At the graduate level, its innovative combined graduate programme can be listed among the top tier of interdisciplinary Canadian Studies programmes. At the undergraduate level, its programme maintains a similar standing.

The reviewers conclude, “It is a nationally prominent program, one of the few maintained by Carleton University.” This echoes the Genesis Public Opinion Research Report commissioned by Carleton in 2002, “Final Report to Carleton University – Stakeholder Research Project,” which stated that “Carleton’s core reputational strengths appear to be in subject matter related to the nation’s capital, for want of a better term. Journalism, Political Science, International Affairs, and Canadian Studies are all subjects that have government and politics in common. They are all subject areas that are relative reputational strengths for Carleton.” Indeed, like the ERR, this report noted that Canadian Studies was one of a handful of Carleton programs of national significance.

2c. Impact on Existing Programs and the University A single honours program would not have a negative effect on the B.A., as it would provide more opportunity for B.A. students to “find their passion.” Because of the interdisciplinary nature of Canadian Studies, our students will continue to take courses on Canada offered by other units, so if the SCS increases its numbers by attracting more students to Carleton, this will actually benefit our partners in the B.A. Moreover, because the SCS already offers a double major, impact on the University is minimal. We are not introducing a brand new undergraduate program; we are simply increasing choices available to students interested in studying Canada. This will make it easier for Carleton’s recruiters to promote Canadian Studies to potential students. 3. Student Demand and Career Preparation As mentioned in the “executive summary,” students have over the years expressed frustration at the inability to get a single Honours in Canadian Studies. From this, and from the fact that many students do a double major precisely because they wish to include Canadian Studies in their program of study, we can confidently affirm that there is much demand for an Honours in Canadian Studies. Many students expressly choose to do a double major with Canadian Studies as one of their major fields in order to increase the “breadth” of their B.A. These students

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are seeking to take full advantage of the range of courses available in the B.A. and broaden their studies and learning experience. However, some students do not wish to do a double major; rather, they wish to change their major from a field they do not like to one that they do. We know that close to three-quarters of B.A. students change their major at some point, and many do so because they are dissatisfied with their original choice of major. By not having a single honours program, we are effectively asking students who wish to come to Canadian Studies to nevertheless select another major. Ironically, they may be forced to remain in the major they wish to leave in the first place. Thus, we have a situation in which students either refuse to select Canadian Studies as a major because they do not want to do a double major, or more specifically, because they did not want to remain in a major (as part of the ‘double major’ alongside Canadian Studies) that they do not wish to take. The only way to have Canadian Studies as a single major is to take the three-year general B.A. at Carleton or to transfer to another university. This leads to a potential loss of undergraduate students to another institution (such as Trent) that offers a single honours in Canadian Studies. 4. Business Plan. A plan is not required as a new single honours B.A. program in Canadian Studies would not require additional resources from the university. We already teach four or five 4th-year courses each year, one or two of which are cycled on alternate years. These courses, that we would teach in any case, will count towards the Honours degree: CDNS 4000 - Capstone Seminar in Advanced Research in Canadian Studies; CDNS 4010 - Language, Culture, and Power in Canada; CDNS 4200 - Canadian Popular Culture; CDNS 4300 - Communities in Canada; CDNS 4400 - Cultural Landscape and Cultural Identity in Canada; CDNS 4500 - Canada and the World; CDNS 4510 - Québec Studies. In addition, we have a number of Applied Electives from other departments that will be part of this program. We would not require students to write an honours thesis, in accordance with the recommendation of the external reviewers.

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Further, a single honours degree would improve the School’s financial position by attracting new students and strengthening our M.A. and Ph.D. programs. Having only double majors hurts our position when financial costs and revenues are calculated by the university. 5. Space Requirements There are no additional space requirements. Students currently have access to the SCS lounge. There is no need for faculty office space, as the single honours does not require additional faculty, and there is currently adequate office space for our contract instructors (including doctoral students who teach courses). 6. APPENDIX Proposed Program: Program Requirements Canadian Studies B.A. Honours (20.0 credits) A. Credits Included in the Major CGPA (9.0 credits): 1. 1.0 credits from CDNS 1000 [1.0], CDNS 1101 (0.5), CDNS 1102 (0.5), FYSM 1406 [1.0], FYSM 1409 [1.0], FYSM 1600 [1.0], INDG 1000 [1.0], or other 1000 level / FYSM courses approved by the School of Canadian Studies; 2. 1.5 credits in CDNS 2000, CDNS 3000 and CDNS 4000; 3. 0.5 credits from CDNS 2210, CDNS 2300, CDNS 2400, CDNS 2510, INDG 2010, INDG 2011; 4. 0.5 credit from CDNS 3400, CDNS 3550, CDNS 3600, CDNS 3610, CDNS 3700, CDNS 3901, INDG 3000, INDG 3010; 5. 0.5 credit from CDNS 4010, CDNS 4200, CDNS 4300, CDNS 4400, CDNS 4500, CDNS 4510, CDNS 4901, INDG 4000; 6. 1.0 credit, at the 4000-level, from the list of Approved Canadian Studies or Indigenous Studies Electives below; 7. 4.0 credits from the list of Approved Canadian Studies or Indigenous Studies Electives below; B. Credits Not Included in the Major CGPA (11.0 credits) 8. 11.0 credits not in Canadian Studies or Indigenous Studies.

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C. Additional Requirements: The School of Canadian Studies language requirement must be met.

Senate Canadian Studies new BA Honours February 17, 2012

Calendar Language

Program Description

1. Add B.A. Honours (20.0 credit) option New Version: Program Requirements Canadian Studies B.A. Honours (20.0 credits) A. Credits Included in the Major CGPA (9.0 credits): 1. 1.0 credits from CDNS 1000 [1.0], CDNS 1101 (0.5), CDNS 1102 (0.5), FYSM 1406 [1.0], FYSM

1409 [1.0], FYSM 1600 [1.0], INDG 1000 [1.0], or other 1000 level / FYSM courses approved by the School of Canadian Studies;

2. 1.5 credits in CDNS 2000, CDNS 3000 and CDNS 4000; 3. 0.5 credits from CDNS 2210, CDNS 2300, CDNS 2400, CDNS 2510, INDG 2010, INDG 2011; 4. 0.5 credit from CDNS 3400, CDNS 3550, CDNS 3600, CDNS 3610, CDNS 3700, CDNS 3901, INDG

3000, INDG 3010; 5. 0.5 credit from CDNS 4010, CDNS 4200, CDNS 4300, CDNS 4400, CDNS 4500, CDNS 4510, CDNS

4901, INDG 4000; 6. 1.0 credit, at the 4000-level, from the list of Approved Canadian Studies or Indigenous Studies

Electives below; 7. 4.0 credits from the list of Approved Canadian Studies or Indigenous Studies Electives below; B. Credits Not Included in the Major CGPA (11.0 credits)

1. 8.0 credits not in Canadian Studies or Indigenous Studies;

2. 3.0 credits in free electives. C. Additional Requirements: The School of Canadian Studies language requirement must be met.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Addition of direct entry stream admission to start 2013-14 academic year


Institute of Interdisciplinary Studies

Child Studies

Bachelor of Arts, Honours Dr. Patrizia Gentile


The Senate Academic Program Committee recommends to Senate that the direct entry stream into the Child Studies Bachelor of Arts, Honours program be approved to commence September 2013.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the direct entry stream into the Child Studies Bachelor of Arts, Honours program be approved to commence with a report to be submitted by May 31, 2012 on the learning outcomes for the program.

Addition of direct entry stream admission to Child Studies BA Honours starting 2013-14 academic year. See attached executive summary for details.

February 17, 2012

Submission to APPIC from Child Studies Program (CHST), Institute of Interdisciplinary Studies (IIS)

Re: Major Modifications to Admissions and Curriculum

November 2011

Contents:

1. Executive Summary

2. Overview of Program

a. Child Studies in the context of Defining Dreams and the Carleton Academic Plan

b. Impact on the international and national profile of Child Studies

c. Distinctiveness of the CHST Program in Ontario and nationally

d. Impact on existing programs, departments and Faculties

3. Student Demand and Career Possibilities

4. Description of space requirements for Child Studies (administration and teaching)

Appendix A: Description of new first-‐year and fourth-‐year courses

Appendix B: Comparison of proposed High School entry stream with existing ECE entry stream

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1. Executive Summary

History Established in 1997, Carleton University's Bachelor of Arts (B.A.) in Child Studies (Honours and General) was one of a small number of Canadian programs developed in response to a growing demand by Early Childhood Education (ECE) practitioners for programs that linked community colleges and degree-‐granting universities. This bachelor’s degree was originally designed as an “articulated” program and, within this model, the university still offers outstanding ECE college graduates the opportunity to develop the theoretical background upon which their practical training is based and to enhance and specialize their knowledge of children and families. In addition, the program offers the opportunity for students to expand their understanding of other fields related to children and families and, as such, be prepared for careers in alternative fields (e.g., health care, human rights, child protection) and for graduate studies in fields such as Psychology, Sociology/Anthropology, Social Work, and Education. Currently, entry to the program is restricted to students who have completed a diploma in Early Childhood Education from one of our two “sister” colleges (Algonquin and Loyalist) or an equivalent recognized community college. They are admitted into the second year of a three-‐year (B.A. General, Child Studies) or four-‐year (B.A. Honours, Child Studies) program. Enrollment more than doubled in 2007 from an initial annual quota of 20 places to the current 45 places. Applications continue to far outnumber spaces, from an average of 150 in the early days of the program to the current average of 65-‐80 eligible applicants. Although the majority of our students have come from Ontario urban centres, our alumni include First Nations and Metis persons from rural and northern Ontario and other provinces, as well as international students from England, Brazil, the Middle East, the Caribbean, Japan, Singapore, China, the Indian subcontinent, the Philippines and Korea. Programs like ours are not common outside of Canada, and most of the international students have come to Canada first to attend a community college (e.g., Algonquin College) and then apply to Carleton. Rationale for Proposed Change

The current proposal reflects our intention to add a second stream to the Child Studies program. This would consist of a four-‐year degree, open to high school students. Expanding the existing program to include direct entry was the first recommendation of the external reviewers in a recent Undergraduate Program Review (UPR) of Child Studies. There is a strong demand from these students (e.g., In 2010, approximately 50% of applicants for the program were from direct entry students, even though they were clearly not eligible). This likely reflects the fact that, in the last decade, Canada has led the world in raising the profile of the early years as key determinants of health and wellbeing. The early years are now an explicit priority for health and social policies at all levels of government. The public has also become much more aware, through meaningful dissemination campaigns of the latest research findings, of the importance of investing in the early years. The field of child studies is therefore becoming an attractive career option for young people, not only for early childhood educators, but also for students

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interested in the wellbeing of children from a social and health policy standpoint. Offering direct entry to high school students will allow the Child Studies Program to address a need in the community (and the job market) for highly qualified graduates in this evolving field. Our proposal responds both to changing knowledge market demands and also to changing economic realities in Ontario.

Demand aside, there are compelling pedagogical reasons for developing a comprehensive structure that begins with year one and ends with year four in the discipline. Such a program would allow students to begin specializing in the field earlier rather than later. Starting with a first-‐year foundation course, which would introduce them to the discipline, students would approach courses they take in other required disciplines, such as Psychology and Sociology, with a Child Studies disciplinary foundation and perspective in place. Furthermore, this progression would mean that students would not have to deal with the challenges of two transitions as they move between institutions and would be able to take advantage of programs already existing at Carleton to support first-‐year students. In short, the proposed new program aims to address the most substantive recommendations made by the assessors of our Undergraduate Review and to keep pace with demand.

Proposed New Courses-‐Description and Rationale

To accommodate the direct entry students, two new courses are being introduced (see Appendix A). Background context is provided below:

In the past several years, we have been working towards developing new strategic objectives and a plan to gradually implement curricular changes reflecting a changing vision of Child Studies in the field. The field of child studies has traditionally belonged to the educational sector. Even our own program, until recently, had been marketed as an important step leading to Teacher’s College applications. Today, Child Studies is about global relevance. Globalization, the emergence of the “wired” society and the breaking of cultural and economic barriers between countries have changed the lives of children in Canada and around the world. To address the changing conceptual shape of the discipline we have recently introduced a new course titled “Childhood in a Global Context” (CHST 1000) and have refocused two long-‐standing courses (CHST 2502, 2503). CHST 1000 introduces-‐ students to the issues of child studies from a global perspective. This course has been widely popular among students from all sorts of programs across campus, testifying to the great appeal of this topic and perspective. Changes in the curricula of CHST 2502 and CHST 2503 also reflected new advances in the field of Child Studies, and the need to expose our students to a broader range of perspectives and to contemporary “hot” research topics (see Appendix A for description of courses).

We now propose to add an additional course to complement CHST 1000. This course, CHST 1001, will complete the requirement of 1.0 credit in Child Studies at the 1000 level for students in the direct-‐entry stream. To facilitate the introduction of this course, we propose to change the name and number of CHST 1000 to CHST 1002. The new course will be titled, Introduction to Child Studies I: Childhood in the Canadian Context and CHST 1000 will become Introduction to Child Studies II: Childhood in a Global Context. The remaining 4.0 credits that will make up

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the first year of the new stream, including a first year seminar, will be comprised of existing courses offered at Carleton. We hope to offer our own FYSM at a future date.

We are also proposing to introduce a new 4000 level course, CHST 4001. This special topics course will provide a .5 elective credit in Child Studies at the fourth year level for students in both streams. This is the first of what we expect will be several new senior level courses in Child Studies. New courses at this level will be needed as the number of fourth year students increases. One consequence of the proposed new program is that more, if not most, Child Studies students in the future will be registered in Honours.

Structure of the New Program (Direct Entry and ECE )

Changing the structure of the program, from single entry (ECE) to dual entry (High School and ECE), comes with its own challenges. We have considered the main challenge—how to ensure that the direct-‐entry BA (Hon) degree will be commensurate with the existing ECE-‐entry BA (Hon) degree in terms of educational value and quality—carefully.

§ The two BA’s will have the same name and graduates will not be distinguishable (see Appendix B) for the simple reason that the course requirements for ECE and direct-‐entry students will overlap to a significant degree.

§ The difference that needs addressing is the fact that ECE entrants enter the program with, typically, 5.0 transfer credits. These transfer credits are spread over the 1000, 2000, and 3000 levels. The details of the credit structure of the two streams are provided in Appendix B. We offer a summary here:

o Courses to be taken by direct entry students in lieu of the 5.0 credit transfer credits that ECE entrants have are distributed across the first two years in the direct-‐entry stream.

o Students in the two streams will converge at different stages: for ECE students, it will be in the first year of the program; for direct entry students, it will be in the second year of the program.

o Students in both streams will take the same required courses in Child Studies at the 2000, 3000 and 4000 levels.

o Students in the ECE-‐stream will be able to take CHST 1001 and/or CHST 1002 as elective credits, provided that they are not exceeding the maximum 7.0 credit allowed at the first year level by so doing.

At this time, we are not proposing a direct-‐entry three-‐year BA General degree. Our understanding is that Ontario universities are moving away from the General degree. Thus, only the Honours degree will be offered to high school students.

Program Strengths and Future Directions

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We believe that these modest curriculum changes will satisfy the requirements of the “full-‐fledged program” model recommended by the external reviewers. In the next few years, and providing that resources are made available to us, our faculty hopes to introduce additional courses in policy, advocacy, child protection, ethics, intervention, and knowledge translation/mobilization. These courses will allow us to better prepare our graduates to be competitive. As a discipline, Child Studies encompasses three perspectives: scientific, socio-‐cultural and applied. At present, the program has two areas of strength: the scientific perspective (developmental psychology and neuroscience) and the area of applied health research (epidemiology, neuropsychology). The lacuna that is most hampering our growth is in the social science, policy, and humanities arena.

Resource Implications/Requests

To this end, we are requesting a new full-‐time position. This is a modest request considering that the UPR recommended that the program be given two full-‐time tenured faculty based in Child Studies (recommendation #4 (b)). Currently, the program is staffed using 2 cross-‐appointments (1 from Neuroscience and 1 from Psychology), a .5 secondment from Psychology, and 1-‐3 contract instructors. A full time appointment will allow us to develop new courses in policy and related areas (e.g., the new sociology of childhood, advocacy, child protection, public policy and planning).

2. Overview of the Program

a. The proposed program and Defining Dreams

The Child Studies Program engages directly with Carleton’s Defining Dreams. The teaching and research conducted under this program relate centrally to Health and Global Identities and Globalization, two of the four interdisciplinary themes identified in Defining Dreams. The disciplinary ground of the program requires the theorizing and practice of local and global engagements at the limits of policy, with a great deal of emphasis falling on problem-‐solving in areas such as child health and security, child poverty, child slavery, amnesty.

Child Studies faculty are already involved with local NGOs, child advocacy groups, and policy makers whose focus is on health. Our faculty is also engaged in national and international collaborations relevant to the theme of global identities and developmental health. For example, one of the faculty members has established a partnership with one of the most progressive regions in the world, Emilia Romagna (Italy), where the world-‐renowned Reggio Approach is implemented in early childhood education and care. nother faculty member is working collaboratively with local engineers and computer specialists to develop mobile technologies for the assessment of developmental health indicators. This project is known as O.C.E.A.N. (Ottawa cluster for Excellence in Advanced Neurosensing). Mobile technologies will allow communities to access high quality, cutting edge, “best practice” indicators of health and well-‐being. This initiative will strengthen Carleton’s out-‐reach and has significant potential to initiate bi-‐directional communication as researchers and community members interact directly with one another. Finally, the Kids in Places Initiative (KIPI) is an example of how our research initiatives are providing opportunities for our students to gain research exprriences and

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participate in international exchanges. Both KIPI and O.C.E.A.N. are funded through the Carleton Research Excellence Fund.

These research initiatives have important implications for social policy research and practice. Participating in “cutting edge” applied research of this kind in the national’s capital will position our Honours graduates to make significant contributions to the advancement of health and well being of children in Canada and abroad.

b. The proposed program and the Carleton Academic Plan

• Innovation: By keeping our curriculum up to date with the most recent research developments in the field of child studies, we ensure that our students are familiar with current problems and issues, and have the knowledge base to significantly contribute to advances and innovation in areas that directly concern children and their families (e.g., social and health policy, teaching, and advocacy).

• Location: Child Studies at Carleton has an important advantage over similar programs in other regions of Canada. The proximity to governmental offices and the large number of NGOs that headquarter in Ottawa allow Child Studies students enviable diversity of opportunities for internships and volunteerism that are critical components of their professional training. Because the Child Studies faculty has built connections with the local community, there is no shortage of opportunities for motivated students to apply their academic learning to the real world, and to bring back their practical experiences to further enrich their learning. There is no other place in Canada where students have such proximity to people who are in a position to make changes in public policies, programs and services for the betterment of children’s lives.

• Community engagement: The research programs of Child Studies’ faculty members reflect our conviction that to be of relevance, research needs to address real life problems. Many of the research projects undertaken in Child Studies involve community partners or are devoted to facilitating the engagement of community members in research. For example, the KidsInOttawa Project (KIOP) is concerned with developmental health in Ottawa neighbourhoods. KIOP has joined the Ottawa Neighborhood Study, which represents a collaboration with community health centres, and the University of Ottawa to involve children and families in understanding what makes communities resilient. Another example is O.C.E.A.N. (previously mentioned in this document), a project which is developing mobile technologies to make high-‐tech health indicators accessible to communities. In addition, we often get requests from the community seeking persons with the backgrounds of our students to help meet real-‐world needs. For example, we were recently contacted by the Ottawa Safety Council who were looking for people who could be trained to give workshops to children on how to be safe when they are home alone.

• Solutions to real-‐world problems: Students in Child Studies are required to develop skills in theoretical and abstract thinking, and are challenged to consider contrasting

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values of disciplinary and interdisciplinary ways of thinking. They then must apply these skills and ways of thinking as they consider important issues and policies affecting children from locally and/or globally. In our program, we endorse problem-‐based learning, while demanding high theoretical standards. For example, in our second year courses (CHST 2502, CHST 2503), each student chooses an issue of particular salience to them. They spend a good part of the term understanding different perspectives on their topic and associated implications and applications. An important part of their evaluation is based on their ability to explain why their topic is relevant and why it deserves to be studied. In CHST 3100, the Honours seminar, students can opt to complete a short community placement, out of which experience they must generate an applied research question. Thus, over the course of their studies, Child Studies students are encouraged to develop expertise in a real-‐world problem that interests them. For most Honors students, the process culminates in a thesis project. The emphasis of our teaching is on relevance and applicability of solutions to the real world while providing students with solid theoretical foundations.

3 Appropriateness in relation to international and national profile of Child Studies

Nearly half of the world's 6.9 billion people are under the age of 25. More than half of these live in the developing world.The field of Child Studies is growing rapidly in response to the burgeoning interest in child and family issues and concerns about the welfare of millions of children world-‐wide who are living in poverty and do not have access to schooling or clean water. In fact, nearly half of the world's 6.9 billion people are under the age of 25. More than half of these live in the developing world.The Child Studies program at Carleton is poised to expand at this time, in order to better reflect this evolving field. The emergence of the subject in the 21st century is attestd to by several government initiatives identifying children as a demographic requiring more policy driven initiatives. Examples of recent innovations in the field and evidence of the increasing importance placed on the field follow:

1. Canada's first national "Child Day" was held on November 20, 1993 as a result of the passage of Bill C-‐371, otherwise known as the Child Day Act.

2. In 1999, Frazier Mustard, a Canadian physician, produced several influential reports documenting overwhelming evidence that brain development in the early years affects everything from behaviour to mental and physical health.

3. “A Canada Fit for Children” was introduced by the Canadian government in 2004. This was a national plan of action for more child-‐centred, muli-‐sectoral, forward-‐looking and collaborative strategies.

4. In 2007, the Standing Senate Committee on Human Rights released a report on rights of children in Canada entitled, Children: The Silenced Citizens. The report recognized the vulnerability of Canadian children and inadequacy of our current ability to fulfill international obligations, including .

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5. Canada's international assistance is currently focused on three priority themes, two of which directly impact on the wellbeing of children and youth: (1) Increasing food security, and: (2) Securing the future of children and youth.

6. The “new” sociology of childhood that began in the UK and Australia has arrived is now accepted in Canada. This perspective represents a different theoretical understanding of children and promotes the agential role of children.

7. Demographic changes and budgetary challenges in Canada have led to sweeping developments in the educational sector.

c. Distinctiveness of the CHST Program in Ontario and nationally

Although there are Child Studies program in other universities in Canada (see below), our program is unique. As noted above, we are uniquely positioned in the nation’s capital and have research strengths in health and global identities/globalization that are unmatched in other programs. In addition, we are positioned within an Institute of Interdisciplinary Studies and have close ties with other interdisciplinary programs including Human Rights, Sexuality Studies and Cognitive Science.

Child Studies (or comparable) programs are housed in a wide range of faculties and departments in Canadian universities and no one model appears to dominate. For example, at Brock University, the Child Studies program is housed in the Faculty of Social Science; at Concordia University, the Child Studies program is located in the Department of Education in the Faculty of Arts and Sciences; at the University of Victoria, the Child and Youth Care program is housed in the School of Child and Youth Care in the Faculty of Human and Social Development; at Guelph University, the Child, Youth and Family program is located in the Department of Family Relations and Applied Nutrition in the College of Social and Applied Human Sciences; the School of Child and Youth Care at Ryerson University; the Children's Studies program at York is located in the Faculty of Liberal Arts and Professional Studies.

To illustrate how our program compares to others, four examples will be considered. These are the Children’s Studies program at York, the 3-‐year BA in Child Studies at Concordia, the Family and Child Studies program at Guelph, and the Ryerson program. The York and Ryerson programs are new.

• York is the only university in Canada to offer a Humanities-‐based program in Children's Studies. In its scholary focus and exphasis on research, it most closely resembles our vision. The program focuses on the experiences, and concerns of children (i.e., it takes a new sociology of children approach), and promotes the rights and participation of children through inclusive practices and advocacy.Global childhood experiences are examined in philosophical and social terms and in terms of their personal, societal, and human consequences. The program is interdisciplinary and multidisciplinary, incorporating expertise and courses from programs such as sociology and psychology.

9

• The Concordia program explores many facets of child development, socialization, and education, focusing primarily on children from ages 2-‐12. The program is designed to accommodate career objectives for two different groups of students: people who intend to eventually pursue graduate studies to do research in Child Study or Educational Psychology and those who intend to work with children in settings such as daycare, hospitals and after school care. They offer three areas of specialization: (1) Administration in Childhood Settings; (2); Exceptional Children in Childhood Settings; and (3) Children and Technology. An examination of sample courses reveals a very strong focus on education and the classroom setting.

• The Guelph program prepares students for teacher’s college and also for careers in planning and providing the broad range of child and youth services available in Canada. (e.g., ECE, child life specialist, policy analyst, adoption lawyer, child protection social worker). This program has a co-‐op option.

• The School of Child and Youth Care at Ryerson University has two streams, a four year program for high-‐school graduates and a direct-‐entry program for graduates of a three-‐year Child and Youth Worker diploma from an Ontario community college.

The distinctiveness of Carleton’s Child Studies Program

Without underestimating the competitive grounds our program is faced with, it is fair to point out that Carleton’s Child Studies Program clearly stands out for two distinctive features:

1. The enrolment of students with and Early Childhood Education degree, which we will continue to offer

2. our approach to the study of children that includes both an interest for the child as an individual and for children, collectively, as a population. The shift from thinking about children as individuals (psychological perspective) to thinking of them as groups of individuals (sociological perspective) to populations (epidemiological perspective) is a critical one; it acknowledges that the demographic is properly a subject of policy, government and otherwise, as well as interventions. This focus on children as population, our established research programs, and our proximity to key decision makers, maintains the competitve edge of our program.

Even though our program is small, it has gained much recognition from the community. For example, we have been approached by the Wabano Centre for Aboriginal Health asking specifically for assistance in interacting with indigenous children with students from the Child Studies program. Also, the Pathways to Education program that offers tutoring to at-‐risk youth, has visited CHST classes over the past two years in the hope that our qualified students (several of whom have relevant teaching experience) would volunteer for their organization. Several students indeed have volunteered for Pathways to Education offering yet another example of the connectdness of the program with the local community. Finally, the Child Studies Society has received an award from Carleton University in recognition of their exceptional service to the community.

10

We believe that such recognition is itself an acknowledgement of the merit of the program and its research interests. Our program has a very strong research base and we would like to move even further in this direction and move into policy studies and advocacy as well. This distinguishes us from the majority of similar programs such as the Guelph program which is geared towards service occupations.

d. Impact on existing programs, departments and Faculties

Faculty in the Child Studies Program participate in multiple cross-‐discipline and cross-‐faculty collaborative opportunities with existing Carleton research centres, including the Landon Pearson Resource Centre for the Study of childhood and Children’s Rights and the Pickering Centre for the Study of Human Development and with numerous departments within FASS and PA, including Sociology/Anthropology, Psychology, Social Work, History, Law, Political Science, Economics, Women’s Studies, and the Norman Paterson School of International Affairs.

Our students take courses in these units, and our Honours students can be supervised by faculty in any academic unit, provided their project is acceptable to Child Studies and the faculty member is willing. One of our courses, CHST 1000, is open to students in all departments. Another course, Children’s Rights CHST 3901, is open to students in Human Rights and Sexuality Studies, and will be open to students in Social Work, beginning in 2012 (as a result of recent talks with Social Work). If the proposed modifications are accepted, two additional courses in Child Studies (CHST 1001 and CHST 4001) will be accessible to students in all departments and future course offerings will also be open to students not enrolled in Child Studies. We anticipate that the course, CHST 1001, will be of interest particularly to students in Human Rights, Canadian Studies, Social Work and History. Students in Social Work, Human Rights and Canadian Studies will be interested in CHST 4001.

Our students also work closely with the Librarian Specialist for Child Studies and with specialists in Government Documents and MADGIC. The proposed changes to admissions and curriculum changes will result in a modest impact on their work load, and will also affect units in both the Faculty of Arts and Social Sciences and the Faculty of Public Affairs. The impact on units in the Faculty of Science should be minimal, and the Faculty of Engineering will not be affected at all.

In the first two years of direct high school entry, Child Studies will alter the makeup of our incoming class to include 50% ECE entry and 50% direct entry. We expect to admit on average, 30 domestic students at the first year. We also intend to admit two international student. This first year intake will add to the 30 students admitted directly from the ECE programs for a total of 62. The addition of direct-‐entry students will mean that more Child Studies students (perhaps 22) will be registering in SOWK 1000 and SOWK 2201, as well as in SOCIO 1001 and 1002. These 22 students will also be enrolling in First Year Seminars, which Child Studies have not previously done. The first year Human Rights course, HUMR 1001, may experience a rise in enrollment [est. 5] due to the addition of this course as an option to fulfill a course requirement in the direct-‐entry stream. By year three and four, these intake numbers will grow to 72 and 82 respectively, culminating in a maximum intake of 93 by year six (based on first and second year intake numbers). The total additional enrollment by year six will be 181 based on the first year

11

intake numbers. It is unclear at this time, how many ECE students will be applying to our program in the future. It is for this reason that we are offering a conservative estimation based on past numbers. However, the popularity of the program with high school students means that we are confident that our numbers will grow consistently.

3. Student Demand and Career Possibilities

Our yearly enrolment has averaged 93 students (including 2nd, 3rd, and 4th years). As mentioned in the Executive Summary, there is evidence of sufficient demand for the direct-‐entry stream in the form of an equal number of applications from high school students who know they are not eligible to apply. We also get a small number of applications from other college programs such as Child and Youth Worker as well as inquiries from students wishing to transfer into the program from other programs.

In the past, students considered the Child Studies program to be a stepping-‐stone to Teacher’s College. Student goals are now diverse, reflecting the changing assumptions about the field and its contribution to academic as well as practical fields of knowledge production? We now have many students who are working towards other career goals and expect this trend to continue.

• We estimate that more than 50% of our students have been accepted into Teachers College at the University of Ottawa and other universities across Ontario and Canada. In addition, some of our graduates go to the U.S.A. (particularly to Potsdam) and to Australian teachers colleges. An exact accounting is not possible at this time. An increasing number of our graduates are applying to graduate programs in Psychology, Education and Social Work. We currently have two graduates working on PhDs in Psychology and one working on a PhD in Education. These programs appreciate the combination of an ECE diploma and a B.A. in Child Studies which means that the students have extensive working experience with children of all ages, knowledge of early childhood education, child development and family studies, as well as an a strong theoretical, interdisciplinary and global perspective with respect to the study of children and childhood.

• While we still have a large portion of applicants that want to use the program as a stepping-‐stone to Teachers College, an increasing number of entering students are aspiring to other careers related to child development and/or families. For example, we have observed a growing interest in working with NGOs as advocates for children’s rights, in therapeutic and care settings as play therapists and counsellors (e.g., Children’s Aid), and in the area of public/social policy or planning in government positions and agencies.

• Other career choices for our graduates include public health administration, nursing, social work, counselor, school psychologist, school counselor, school principal, day care director, developmental psychologist, child life specialist, speech therapist, occupational therapist, music and art therapist, family law.

4. Description of space requirements for Child Studies (administration and teaching))

12

We are please to report the four new faculty offices and a shared research space have been allocated to the Institute of Cognitive Studies and IIS (we share space and administrative staff on the 22nd floor). The latter will require retrofitting to accommodate flexible and effective division of the space for diverse purposes.

13

Appendix A

Two new courses proposed for the Child Studies program:

CHST 1001 [0.5 credit]

Introduction to Child Studies I. Childhood in the Canadian Context

Child studies from an interdisciplinary perspective. This course introduces scientific, socio-‐cultural and applied perspectives on the study of childhood in the Canadian context. Illustrative examples will be drawn from a variety of topics such as the history of childcare in Canada, early childhood education and the developing brain, social indicators of children’s health and well-‐being, the state of children’s rights in Canada, the challenge of engaging children and youth in a civil society, the Indian residential school experience, bullying intervention programs, children and social media, Canadian children’s literature, children and the law, youth sexuality, addictions, and suicide, non-‐traditional and immigrant families, identity formation in a multicultural, multilingual society, child protection.

Lectures and discussion groups three hours a week.

CHST 4001 [0.5 credit]

Special Topics in Child Studies

Topics will vary depending on instructor interests. Each section of CHST 4001 deals with a different topic. Students may register in more than one section of CHST 4001 but can register in each section only once.

Prerequisite: third year standing or permission of the department.

Lectures three hours a week.

14

Appendix B

Table 1. Comparison of course requirements for proposed High School entry (Hon) stream with existing ECE entry (Hon) stream

High School entry ECE entry

CHST 1001, CHST 1002 CHST 14xx, CHST 24xx

FYMS [1.0] PSYC 25xx, PSYC 35xx

1.0 credit from CDNS 1000 [1.0], HIST 1300 [1.0], HUMR 1001 [1.0]

ISSC 14xx, ISSC 24xx

SOCI 1001, SOC 1002 SOCI 1xxx, SOCI 2xxx

SOWK 1000 [1.0], SOWK 2201 PSYC 3901, SOWK 2xxx

CHST 2503,CHST 2504 CHST 2503, CHST 2504

PSYC 1001 and PSYC 1002 PSYC 1001 and PSYC 1002

PSYC 2500 PSYC 2500

1.0 credit from PSYC 3505, 3506, 3507 1.0 credit from PSYC 3505, 3506, 3507

PSYC 2001 and PSYC 2002, or SOCI 2001 and SOCI 2002

PSYC 2001 and PSYC 2002, or SOCI 2001 and SOCI 2002

0.5 credit from SOCI 2200, SOCI 2043 1.0 credit from SOCI 2200, SOCI 2043, CDNS 1000, HIST 1300

1.0 credit in Science or Computer Science 1.0 credit in Science or Computer Science

1.0 credit in FASS or PA or Sprott School of Business, NOT PSYC or SOCI

1.0 credit in FASS or PA or Sprott School of Business, NOT PSYC or SOC

.5 credit from SOCI 3300, SOCI 3045, SOCI 3810

.5 credit from SOCI 3045, SOCI 3300, SOCI 3810

CHST 3100 CHST 3100

CHST 3901 CHST 3901

CHST 4908 [1.0] CHST 4908 [1.0]

5.0 electives to include 2.0 credits at the 4000 level; may include CHST 4001

5.0 electives to include 2.0 credits in a specialization area, may include CHST 4001

Tot = 20.0 credit with 6.0 credit required at 1000 level

Tot = 20.0 credit with 2.5 – 3.5 credit required at the 1000 level

Senate Child Studies - addition of direct entry stream February 17, 2012

Calendar Language

Program Description

Old Version: None. New Version:

Program Requirements – Category B High School Entry

B. High School Entry

Child Studies B.A. Honours (20.0 credits)

Requirements: 1. 4.0 credits in CHST 1000, CHST 1001, CHST 2503, CHST 2504, CHST 3100, CHST 3901, CHST 4908

[1.0]; 2. 1.0 credit from FYSM [1.0]; 3. 1.0 Credit from CDNS 1000 [1.0], HIST 1300 [1.0], HUMR 1001 [1.0]; 4. 1.0 credit in SOCI 1001, SOCI 1002; 5. 0.5 credit from SOCI 2200, SOCI 2043; 6. 0.5 credit from SOCI 3300, SOCI 3045, SOCI 3810; 7. 1.5 credit from SOWK 1000 [1.0]; SOWK 2201; 8. 1.5 credit in PSYC 1001, PSYC 1002, and PSYC 2500; 9. 1.0 credit from PSYC 3505, PSYC 3506, PSYC 3507; 10. 1.0 credit from PSYC 2001 and PSYC 2002, or SOCI 2001 and SOCI 2002; 11 1.0 credit from the Faculty of Science, School of Computer Science; 12. 1.0 credit from the Faculty of Arts and Social Science not PSYC or SOCI, and/ or the Faculty of

Public Affairs, Eric Sprott School of Business; 13. 5.0 credit in electives approved by the Program Coordinator to include 2.0 credit at 4000 level. Notes 1. A list of approved electives can be obtained from the Administrator; other electives must be

approved by the Program Coordinator. 2. In collaboration with the Program Coordinator, Honours students will develop a field of interest.

Normally, a minimum of 2.0 elective credits should be in the field of interest.

3. Honours students who plan to apply for admission to Teacher's College or a graduate program should seek advice from the Program Advisor in selecting their elective credits. Some substitutions to required courses may be acceptable, with permission of the Program Coordinator and the relevant department.

4. Some students may have to take courses extra to the degree to meet prerequisite requirements.

http://www.carleton.ca/calendars/ugrad/current/courses/CHST/2503.html





http://www.carleton.ca/calendars/ugrad/current/courses/CDNS/1000.html

http://www.carleton.ca/calendars/ugrad/current/courses/HIST/1300.html

http://www.carleton.ca/calendars/ugrad/current/courses/SOCI/2200.html





http://www.carleton.ca/calendars/ugrad/current/courses/PSYC/1001.html













Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Delete Honours Research Essay HIST 4909; add Honours Research Project HIST 4910; modify honours pattern


Department of History

History

Bachelor of Arts, Honours Dr. Dominique Marshall


The Senate Academic Program Committee recommends to Senate the replacement of the Honours Research Essay with the Honours Research Project for the History, Bachelors of Arts, Honours program be approved to commence September 2012.

November 16, 2011


CUCQA Approved Motion: THAT CUCQA recommends the replacement of the Honours Research Essay with the Honours Research Project for the History Bachelors of Arts, Honours program with a report on the criteria and the method of assessment of projects completed in non-traditional formats to be submitted by May 31, 2012.

Delete a capstone course: Delete HIST 4909 [2.0 credits], Honours Research Essay; replace with HIST 4910 [1.0 credit], Honours Research Project. The 'Honours Research Essay Pattern' becomes the 'Honour Research Project Pattern.' The new pattern maintains the 10 credit requirement for the in the major CGPA - two credit are now required at the 3000-level instead of one. The change of word from "essay" to "project" allows for more forms of study than is reflected in the word 'essay.' It will diversify the possibilities of presentations. The other forms a "project" could take are, possibly: form part of a website; a documentary film; an exhibition; a radio program. The new credit-weighting will make a project a more realistic option for students. It will expand the opportunities for our students to do serious research at the undergraduate level. In particular it will increase the research options of our best undergraduate students who, if they choose this option, will be prepared to apply to and attend graduate programs with both seminar-based and independently conducted research projects under their belt. It will also give colleagues the opportunity, should they choose to take on supervisions, to work with excellent senior-year students on research subjects of mutual interest.

February 17, 2012

Senate History – replace honours research essay February 17, 2012 with honours research project

Calendar Language

Program Description

Change the Honours Research Essay Pattern to Honours Research Project Pattern and change credit value to 1.0 (see rationale in course change section). New version: History B.A. Honours (20.0 credits)

The requirements for this program are modified when the Honours Research Project is included.

A. Credits Included in the Major CGPA (10.0 credits):

Normal Pattern

1. 7.0 credits in history including 0.5 credit in each of four of the five history fields below the 4000-level and satisfying:

a) 1.0 credit at the 1000-level;

b) 2.0 credits at the 2000-level;

c) 3.0 credits at the 3000-level; d) 1.0 credit at the 2000-or 3000-level;

2. 0.5 credit in HIST 2809;


4. 2.0 credits in 4000-level history seminars.

Honours Research Project Pattern




c) 2.0 credits at the 3000-level;

d) 1.0 credit at the 2000- or 3000-level;

2. 0.5 credit in HIST 2809; 3. 0.5 credit in HIST 3810;

4. 2.0 credits in 4000-level history seminars;



B. Credits Not Included in the Major CGPA (10.0 credits):

5. 8.0 credits in electives not in HIST;

6. 2.0 credits in free electives (may be HIST).

Notes:

1. One of the history seminar credits in Item 4 above may, with departmental approval, be replaced with a credit in a discipline other than history. The replacement credit will count as part of the Major CGPA.

2. Students should endeavour to have one course at the 2000-or 3000-level in the area of each fourth-year seminar.

3. Students wishing to follow the Honours Research Project Pattern must consult with the Department. The decision to commit to this pattern should be made before the end of the fall term in the preceding academic year.

Old version: History B.A. Honours (20.0 credits)

The requirements for this program are modified when the Honours Research Essay is included.


Normal Pattern




c) 3.0 credits at the 3000-level;


3. 0.5 credit from HIST 2809, HIST 3809, or HIST 3811;

4. 2.0 credits in 4000-level history seminars.

Honours Research Essay Pattern




c) 1.0 credit at the 3000-level;

d) 1.0 credit at the 2000- or 3000-level;



3. 0.5 credit from HIST 2809, HIST 3809, or HIST 3811;

4. 2.0 credits in 4000-level history seminars;

5. 2.0 credits in HIST 4909 [2.0];


6. 8.0 credits in electives not in HIST;

7. 2.0 credits in free electives (may be HIST).

Notes:

1. One of the history seminar credits in Item 4 above may, with departmental approval, be replaced with a credit in a discipline other than history. The replacement credit will count as part of the Major CGPA.

2. Students should endeavour to have one course at the 2000-or 3000-level in the area of each fourth-year seminar.

3. Students electing to follow the Honours Research Essay Pattern should consult with the Department. The decision to commit to this pattern should be made at the beginning of third year.

Course Descriptions

Delete HIST 4909 [2.0 credits], Honours Research Essay and add HIST 4910 [1.0 credit], Honours Research Project

New version: none

Old version: HIST 4909 [2.0 credits]

Honours Research Essay

B+ standing in History courses is expected. The subject for research is settled in consultation with the Department and a supervisor is assigned. Written outline of the project submitted to the Honours Committee one week before the last day for course changes. Oral examination. Not available to students in a Combined Honours program. The decision to commit to a research essay should be made at the beginning of third year.

Precludes additional credit for HIST 4908 (no longer offered).

Prerequisites: registration in fourth year of Honours History program and permission of the Department.


Rationale: The current course is rarely chosen by students, probably due to the onerous arrangements attached to even preparing to take it and the fact that it is worth 2.0 credits that must be counted in addition to the 2.0 credits of seminars required. The new credit-weighting will make this a more realistic option for students. The new course will have several advantages. It will expand the opportunities for our students to do serious research at the undergraduate level. In particular it will increase the research options of our best undergraduate students who, if they choose this option, will be prepared to apply to and attend graduate programs with both seminar-based and independently conducted research projects under their belt. It will give colleagues the opportunity, should they choose to take on supervisions, to work with excellent senior-year students on research subjects of mutual interest. The change from ‘paper’ to ‘project’ in no way precludes the former while giving students the opportunity to conduct, create, and present History in other forms.

HIST 4909 [2.0 credits]

Honours Research Essay

B+ standing in History courses is expected. The subject for research is settled in consultation with the Department and a supervisor is assigned. Written outline of the project submitted to the Honours Committee one week before the last day for course changes. Oral examination. Not available to students in a Combined Honours program. The decision to commit to a research essay should be made at the beginning of third year.

Precludes additional credit for HIST 4908 (no longer offered).

Prerequisites: registration in fourth year of Honours History program and permission of the Department.

50. Add HIST 4910 [1.0 credit], Honours Research Project New version: HIST 4910 [1.0 credit] Honours Research Project The project will be a substantial piece of original research conducted under the supervision of a faculty member in History. The medium of presentation will be agreed upon between student and supervisor, and may include a research paper, a documentary film, or a web-based project. Precludes additional credit for HIST 4908 and 4909 (no longer offered). Prerequisites: Fourth-year standing in History Honours program, a minimum GPA of 10.0 (A-) in the History Major, and permission of the Department. Old version: none


Rationale: HIST 4909 is rarely chosen by students, probably due to the onerous arrangements attached to even preparing to take it and the fact that it is worth 2.0 credits that must be counted in addition to the 2.0 credits of seminars required. The new credit-weighting for HIST 4910 will make this a more realistic option for students. The new course will have several advantages. It will expand the opportunities for our students to do serious research at the undergraduate level. In particular it will increase the research options of our best undergraduate students who, if they choose this option, will be prepared to apply to and attend graduate programs with both seminar-based and independently conducted research projects under their belt. It will give colleagues the opportunity, should they choose to take on supervisions, to work with excellent senior-year students on research subjects of mutual interest. The change from ‘paper’ to ‘project’ in no way precludes the former while giving students the opportunity to conduct, create, and present History in other forms.

HIST 4910 [1.0 credit] Honours Research Project The project will be a substantial piece of original research conducted under the supervision of a faculty member in History. The medium of presentation will be agreed upon between student and supervisor, and may include a research paper, a documentary film, or a web-based project. Precludes additional credit for HIST 4908 and 4909 (no longer offered). Prerequisites: Fourth-year standing in History Honours program, a minimum GPA of 10.0 (A-) in the History Major, and permission of the Department.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Voluntary closure of French Interdisciplinary Studies Bachelor of Arts, Honours program


Department of French

French

Bachelor of Arts, Honours Dr. Catherine Khordoc


The Senate Academic Program Committee recommends to Senate that the French Interdisciplinary Studies Bachelor of Arts, Honours program be closed September 2012.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the French Interdisciplinary Studies Bachelor of Arts, Honours program be closed. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

Closure of the French Interdisciplinary Studies BA Honours program. For the students enrolled in the program the possibility of opting into the B.A. Honours in French or the Combined Honours (new or old program) will be offered. If the students are determined to finish the BA FINS program that they is enrolled in, the Chair and the Undergraduate supervisor will work with the students to ensure that they will be able to take suitable courses (in French and in other units) that are required for graduation.

February 17, 2012

Senate Policy: Approval Process for Voluntary Termination of an Undergraduate Program Approved by Carleton University Senate June 2, 2005

Approval Process for Voluntary Termination of an Undergraduate Program

4. Guideline for Program Termination Proposal 4.1 Description of the Program Closure of the French Interdisciplinary Studies BA Honours program

4.2 Status of the Program

Academic year 2011/12 2010/11 2009/10 2008/09 2007/08 2006/07 French Interdisciplinary Studies 3 2 4 0 0 0

4.3 Reason for Termination Rationale

This program is being eliminated for several reasons. It was created in 2008-2009 and since then, we have had low student enrolled in the program, in spite of publicity given to the program (in departmental brochures, official recruitment publications, recruitment events at Carleton and elsewhere).

Furthermore, the program is difficult to manage because it relies in part on a number of courses in other departments that have a focus on French and / or francophone areas of study, but these courses are not always offered (or, in some cases, have been eliminated); students in the BA FINS program do not necessarily have the prerequisites; etc. Hence, because of this element that we cannot control, it is difficult to ensure that students in this program will be able to take the courses they need to graduate.

Linked to this change, the Department is also proposing some changes to the requirements for the BA Combined with French. These changes will allow students greater flexibility in terms of the courses they are required to take in French and because this course of study will be combined with another discipline, it will meet in many ways the main original objectives of the BA FINS (which were to allow students to study in French without necessarily specializing in the two traditional streams of French literature and French linguistics).

It should be noted that there is a difference between the BA in French Interdisciplinary Studies and courses that have a FINS course code. The fact that these two elements have the same name is unfortunate because it creates much confusion. The FINS courses (with the FINS code) are courses taught in English in the French dept. These include reading comprehension courses, as well as some other special courses offered via Canadian Studies (such as the Québec studies courses, taught in English, and cross-listed as FINS) and some special topics that are offered for specific purposes (for instance, the French course for SPPA students specifically). These FINS courses were created about 10


years ago or so and serve the purpose of distinguishing courses about French, taught in English; and courses taught IN French. The FINS courses are not being eliminated.

4.4 Impact of Closing The elimination of this program will not have an impact on other programs, units, faculty or the university in general, as it was not attracting new students. The closing of the program will not affect course offerings in the Department of French thus will not have an impact on faculty and instructors. There will be no impact on administrative positions, TA resources or facilities.

4.5 Phase-out Plan For the students enrolled in the program the possibility of opting into the B.A. Honours in French or the Combined Honours (new or old program) will be offered. If the students are determined to finish the BA FINS program that they is enrolled in, the Chair and the Undergraduate supervisor will work with the students to ensure that they will be able to take suitable courses (in French and in other units) that are required for graduation.

4.6 Endorsement of the Resource Planning Committee Approved by FASS Faculty Board 4.7 Consultation The Associate Vice-President (Students and Enrolment) and University Registrar has been consulted.

Senate Closure of French Interdisciplinary Studies BA Honours February 17, 2012

Calendar Language

Program Description

1. Delete French Interdisciplinary Studies B.A. Honours (20.0 credits) Program

New Version

None

Old Version French Interdisciplinary Studies B.A. Honours (20.0 credits)

A. Credits included in the Major CGPA (12 credits)

1. 1.0 credit from FREN 2100 [1.0] or FREN 2110 [1.0] (See Note 1, below);

2. 2.0 credits in FREN 2201 [1.0] and FREN 2401 [1.0];

3. 1.5 credits in FREN 3050, FREN 3701, FREN 3702;

4. 0.5 credit from FREN 3900 or FREN 3511;

5. 1.0 credit in FREN at the 1100-level or above;

6. 1.0 credit in FREN at the 4000-level;

7. 5.0 credits approved French Interdisciplinary Electives (see Note 2, below):

a) 1.0 credit from HIST 1300 [1.0], CDNS 1000 [1.0];

b) 1.0 credit from PSCI 2001 [1.0] or (PSCI 2002 and PSCI 2003;

c) 3.0 credits from CGSC 2001, FILM 2209 [1.0], FINS 2510/CDNS 2510, FINS 3550/CDNS 3550, FINS 4510/CDNS 4510, HIST 2304 [1.0], HIST 2507, HIST 2508, HIST 3113, HIST 3301, ALDS 2203, PHIL 2504, COMM 2504, ALDS 2704, PSCI 3000, PSCI 3305, PSCI 2002, PSCI 4009, MUSI 3103, MUSI 4103, PHIL 1301, SOCI 2200;


8. 8.0 credits in electives not in FREN.

Notes

1. Students exempted from either one of the courses in Item 1 above must replace it with another FREN course.

2. 1.0 credit of the 5.0 credits of approved electives in Item 7 above must be in a course or courses taught in the French language at Carleton University or the University of Ottawa.

3. It may be necessary to use some of the elective credits in Item 8 above to fulfil prerequisite requirements for the Major.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Restrict admission to concentration in Forensic Science for BSc Honours effective for September 2012 admissions

Faculty of Science

Integrated Science Institute

Integrated Science

Bachelor of Science, Honours Dr. Pam Wolff


The Senate Academic Program Committee recommends to Senate that admissions to the Forensic Science Concentration of the Integrated Science program be restricted to Bachelor of Science Honours students as of September 2012.

November 16, 2011


CUCQA Approved Motion: THAT CUCQA recommends the restricting of admission to the Forensic Science Concentration of the Integrated Science program to Bachelor of Science honour students. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

A change to the admission to the forensic science concentration. The forensic science concentration will no longer be offered as an option for the BSc General degree; only as an option of BSc Honours. Current BSc General students will have the right to complete the program into which they were admitted/transferred, and the unit will develop a transition plan for those individuals. The amount of lab experience needed to prepare students for work in the forensic field is difficult to accommodate in a 15 credit degree. An honours degree gives the students the extra credits that allow them to take a greater number of experimental-style courses including hands-on experience in a research lab.

February 17, 2012

Senate Eliminate admission to concentration in February 17, 2012 Forensic Science for BSc General

Calendar Language

Program Description

This section presents the requirements for: • Integrated Science – B.Sc. Honours • Integrated Science – B.Sc. Honours with concentrations in Forensic Science Life and Health Science Information Science Information Technology Science and Ethics Science and Policy Science and Technology Science and the Arts Science Education • Integrated Science – B.Sc. General • Integrated Science – B.Sc. General with concentration in Forensic Science Life and Health Science Information Science Information Technology Science and Ethics Science and Policy Science and Technology Science and the Arts Science Education




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Voluntary closure of the BSc Combined Honours Chemistry and Computer Science; effective for September 2012 admissions

Faculty of Science

School of Computer Science

Computer Science

Chemistry/Computer Science, BSc, Combined H Dr. Douglas Howe


The Senate Academic Program Committee recommends to Senate that the Chemistry and Computer Science Combined Honours Bachelor of Science program be closed September 2012.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the Chemistry and Computer Science Combined Honours Bachelor of Science program be closed. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

Voluntary closure of the BSc Combined Honours Chemistry and Computer Science. There are currently two combined Honours programs involving Computer Science: one with Math, and one with Chemistry. The CS/Math combination is a natural one because of the close connections between the subjects. The CS/Math degree has fairly small enrollment, but it attracts extremely good students. CS/Chemistry, however, doesn’t attract any students, good or bad. There are currently 2 students in the whole program, and the first-year enrollment has been zero for the last two years. Because of the arbitrariness of singling out Chemistry, and because the program is of little interest to students, it ought to be closed.

There is no impact on any unit except Chemistry. They approved the change, as has Science Faculty Board.

The reduction of program clutter might improve recruiting. It will not harm student experience since students currently enrolled in the program will continue to be able to take the courses they need to complete it. The courses are just the core courses of the two programs.

February 17, 2012



4. Guideline for Program Termination Proposal 4.1 Description of the Program Voluntary closure of the BSc Combined Honours Chemistry and Computer Science


Academic year 2011/12 2010/11 2009/10 2008/09 2007/08 2006/07 BSc Combined Honours Chemistry and Computer Science 1 2 2 3 4 1

4.3 Reason for Termination Low enrolment 4.4 Impact of Closing There is no impact on any unit except Chemistry. They approved the change, as has Science Faculty Board.

4.5 Phase-out Plan It will not harm student experience since students currently enrolled in the program will continue to be able to take the courses they need to complete it. The courses are just the core courses of the two programs.

4.6 Endorsement of the Resource Planning Committee Science Faculty Board approved

4.7 Consultation The Associate Vice-President (Students and Enrolment) and University Registrar has been consulted.

Senate Closure of Chemistry and Computer Science Combined Honours February 17, 2012

Calendar Language

Program Description

Chemistry and Computer Science

B.Sc. Combined Honours (20.0 credits)


1. 5.5 credits in CHEM 1001, CHEM 1002, CHEM 2103, CHEM 2203, CHEM 2206, CHEM 2501, CHEM 3101, CHEM 3102, CHEM 3106, CHEM 3503, and CHEM 4406;

2. 1.0 credit in BIOC 3101 and (BIOC 3102 or BIOC 3008);

3. 5.0 credits in COMP 1005, COMP 1006; COMP 2001, COMP 2002, COMP 2003, COMP 2004, COMP 3000, COMP 3004, COMP 3804, and COMP 3806;

4. 0.5 credit in COMP at the 4000-level;

5. 1.0 credit from:

a) CHEM 4908 [1.0]

or

b) COMP 4905 and 0.5 credit in COMP at the 4000-level;


6. 3.0 credits in MATH 1007, MATH 1107, MATH 1005 or MATH 2007, MATH 2008, MATH 2107, MATH 2108;

7. 1.0 credit in BIOL 1003 and BIOL 2200;

8. 0.5 credit from PHYS 1003 or PHYS 1007;

9. 0.5 credit in NSCI 1000 or Approved Arts or Social Sciences or Business;

10. 1.0 credits in Approved Arts or Social Sciences or Business;

11. 1.0 credit in free electives.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Voluntary closure of Law Stream in Bachelor of Computer Science Honours program; effective for September 2012 admissions

Faculty of Science


Computer Science

Bachelor of Computer Science - Law Stream Dr. Douglas Howe


The Senate Academic Program Committee recommends to Senate that the Law Stream in the Bachelor of Computer Science, Honours program be closed September 2012.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends that the Law Stream in the Bachelor of Computer Science Honours program be closed. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

Voluntary closure of the Law Stream in the Bachelor of Computer Science Honours program. The Law stream was created around 10 years ago based on speculation that prospective BCS students might be interested in learning about Law and its connections with computing. It is now clear that the stream is not appealing. Over the past 8 years, the stream's first-year enrollment, including returning students, was (most recent year first): 0, 2, 1, 3, 3, 1, 0, 0. Program clutter detracts from the recruiting message, hence the need to delete the stream. Negligible - it will not harm student experience since students currently enrolled in the stream will continue to be able to take the courses they need to complete it. The Law course requirements in the stream are generic and pose no constraints on Law’s offerings.

February 17, 2012



4. Guideline for Program Termination Proposal 4.1 Description of the Program Voluntary closure Law stream in Bachelor of Computer Science Honours program


Academic year 2011/12 2010/11 2009/10 2008/09 2007/08 2006/07 Law Stream 1 4 6 6 3 1

4.3 Reason for Termination Low enrolment

4.4 Impact of Closing There is no impact on any unit except Law. They approved the change - email from Law Chair September 30, 2011.

4.5 Phase-out Plan Students currently enrolled in the stream will continue to be able to take the courses they need to complete it.

4.6 Endorsement of the Resource Planning Committee Approved by Science Faculty Board 4.7 Consultation The Associate Vice-President (Students and Enrolment) and University Registrar has been consulted.

Senate Closure of Law Stream BCS February 17, 2012

Calendar Language

Program Description

Computer Science

Law Stream B.C.S. Honours (20.0 credits)


1. 7.0 credits in COMP 1405, COMP 1805, COMP 1406, COMP 2003, COMP 2401, COMP 2402, COMP 2404, COMP 2805, COMP 3000, COMP 3004, COMP 3005, COMP 3007, COMP 3804, and COMP 4905;

2. 0.5 credit in COMP at the 2000-level or above;

3. 1.5 credits in COMP at the 4000-level;


4. 1.0 credit in MATH 1007, MATH 1104;

5. 0.5 credit from MATH 2007, MATH 2107, MATH 3101;

6. 0.5 credit in STAT 2507;

7. 1.0 credit in LAWS 1000;

8. 1.0 credit in LAWS 2201 and LAWS 2202;

9. 1.0 credit from LAWS 2301, LAWS 2302, LAWS 2501, LAWS 2502;

10. 3.0 credits from LAWS 3003, LAWS 3005, LAWS 3201, LAWS 3202, LAWS 3203, LAWS 3205, LAWS 3206, LAWS 3207, LAWS 3303, LAWS 3304, LAWS 3501, LAWS 3502, LAWS 3800, LAWS 4202, LAWS 4204, LAWS 4209, LAWS 4302, LAWS 4901, and LAWS 4902;

11. 0.5 credit in COMP or MATH electives at the 2000-level or above;

12. 2.5 credits in free electives.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Define Software and Computing stream as Bachelor of Computer Science Honours; delete Software and Computing stream;

Faculty of Science


Computer Science

Bachelor of Computer Science Honours Dr. Douglas Howe


The Senate Academic Program Committee recommends to Senate the redefining of the Software and Computing Stream as the Bachelor of Computer Science, Honours program be approved to commence September 2012.

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends the redefining of the Software and Computing Stream as the Bachelor of Computer Science Honours program. Note: Academic Unit will work with University Registrar to determine an appropriate transition plan.

Define Software and Computing stream as the Bachelor of Computer Science Honours program and delete the Software and Computing stream. The Software and Computing Stream is actually not a specialty at all: over the years, it has been trimmed and now contains exactly the core CS program, i.e. its requirements are satisfied by all other streams. The stream is being renamed to simply the BCS Honours degree. So, there will be a plain Honours degree, and also a number of streams to choose from. Prospective students sometimes have difficulty deciding which stream to take and currently, the BCS Honours program forces students to choose a stream. The school wishes to provide students with the opportunity to take a BCS Honours without requiring a stream selection. Improve program selection for students.

February 17, 2012

Senate Re-define Computer Science – BCS Honours February 17, 2012

Calendar Language

Program Description

Computer Science Software and Computing Stream B.C.S. Honours (20.0 credits) A. Credits Included in the Major CGPA

(9.0 credits):

1. 7.0 credits in COMP 1405, COMP 1805, COMP 1406, COMP 2003, COMP 2401, COMP 2402, COMP 2404, COMP 2406, COMP 2804, COMP 2805, COMP 3000, COMP 3004, COMP 3005, COMP 3007, COMP 3804, and COMP 4905;

2. 0.5 credit in COMP at the 2000-level or above;

3. 1.5 credits in COMP at the 4000-level;


4. 1.0 credit in MATH 1007, MATH 1104;

5. 0.5 credit in MATH at the 2000-level or above;from MATH 2007, MATH 2107, MATH 3101;

6. 0.5 credit from STAT 2507 or STAT 2605;

7. 0.5 credit in COMP or MATH electives at the 2000-level or above;

87. 5.0 credits in Approved Arts or Social Sciences or Science or Business;

98. 3.54.0 credits in free electives.




Faculty:


Academic Unit:

Program:



Senate

Yes


Yes


Course Description

A

Yes


Motion

NANA

NA

NA

NA

IQAP Volume I



B

D



Notes:



Change the name of the first of two fields from “Social Practices” to “Direct Intervention”and the second of two fields from “Social Welfare” to “Social Policy and Administration.”

Faculty of Public Affairs

School of Social Work

Social Work

Master in Social Work Dr. Adje van de Sande


The Senate Academic Program Committee recommends to Senate that the name change of the fields for the Master of Social Work be approved for September 2012 as follows: “Social Practices” to “Direct Intervention” and “Social Welfare” to “Social Policy and Administration.”

December 14, 2011


CUCQA Approved Motion: THAT CUCQA recommends the field name changes for the Master of Social Work be approved as follows: “Social Practices” to “Direct Intervention” and “Social Welfare” to “Social Policy and Administration.”

Change the name of the first of two fields from “Social Practices” to “Direct Intervention.” Change the name of the second of two fields from “Social Welfare” to “Social Policy and Administration.” The terms “Social Practices” and “Social Welfare” were confusing and did not reflect the content of the fields.

The proposed terms will better reflect the content of the programs, and will be more familiar to members of the profession.

February 17, 2012

Senate Master of Social Works – Name Change Fields February 17, 2012

Calendar Language

Program Description

1. Rename Concentration from “Social Practices” to “Direct Intervention” for clarity Old Version: 1. Social Practices, which includes direct intervention with individuals, families, small groups, and communities; and New Version: Direct Intervention: with individuals, families, small groups, and communities; and

Rationale: The terms “Social Practices” and “Social Welfare” were confusing and did not reflect the content of the concentrations. The proposed terms will better reflect the content of the programs, and will be more familiar to members of our profession.

1. 1. Social PracticesDirect Intervention: , which includes direct intervention with individuals, families, small groups, and communities; and

2. Rename Concentration from “Social Welfare” to “Social Administration and Policy” for clarity Old Version:

2. Social Welfare, which examines the political, economic, and social context within which social policy is made.

New Version: 2. Social Administration and Policy: an , which eexaminesation of the political, economic,

and social context within which social policy is made.

Rationale: The terms “Social Practices” and “Social Welfare” were confusing and did not reflect the content of the concentrations. The proposed terms will better reflect the content of the programs, and will be more familiar to members of our profession.

2. Social WelfareSocial Administration and Policy: an which examinesation of the political, economic, and social context within which social policy is made.

1

February 13, 2012 To: Senate From: Katharine Kelly, Clerk Re: Report of the Senate Academic Governance Committee At the last Senate meeting, a Senator requested that the minutes be amended to record her abstention on an issue. A short discussion ensued and the issue of recording abstentions was referred to the Senate Academic Governance Committee (SAGC). The SAGC met on Monday, February 13th at 9:30 am to discuss the request to amend the minutes and the issue of abstentions more generally. This is a report of the deliberations. There was a fulsome discussion of both the request to record the abstention and the overall issue of the recording of votes. Two issues were the focus of discussion:

1. Providing an answer to the specific request that the abstention be recorded in the minutes, and

2. The question of how to address the spirit of the request to have an abstention recorded.

(1) Recording Abstentions: The discussion of recording abstentions was guided by section 13 of Appendix B to the Academic Governance of the University. This section is on Voting and Records and the key sub-sections are 13.3 and 13.5. These are reproduced below. They indicate that motions are passed by the approval of a majority of those voting. This means that we count only yeas and nays not abstentions. This is further clarified in 13.5, which says that we do not record non-votes.

“13.3.

When a motion has been made and seconded, the Chair shall state it and call for discussion on it. When every member who wishes to speak has done so, the Chair shall call for a vote. Approval by a majority of those voting or by consent without objection shall be the necessary vote to adopt a motion,

2 unless otherwise specified in these Rules. A tie vote shall defeat the pending motion.

13.5.

The record of a vote in the minutes is one of: Passed unanimously, passed on division, and defeated. In particular, the fact that a senator chooses not to vote is not recorded. (AGU – Appendix B – n.p.)”

The Committee reviewed these sections and concluded that in not recording the abstention the record is in fact correct and adheres to the Senate Rules of Order.

(2) Recording a Particular Senator’s Abstention: The discussion then turned to the question of whether a particular Senator might reasonably request that her or his abstention be recorded in the minutes. The Committee could not reach unanimity on this issue. All agreed that the current rules were clear about recording such votes. There was no agreement on whether we needed to or should change how abstentions are handled. The current policy classifies abstentions as – non-events. They are not included, for example, in the count of the number of votes required to support or defeat a motion. In addition to agreement on this point, there was a general belief that, in practice, Senate does attempt to be flexible in enforcing the rules of procedure and to ensure that all Senators have the ability to speak to issues of concern to them and are heard. In this spirit, we engaged in a lengthy discussion on how we might accommodate a request to have an abstention recorded IF it were the will of Senate to make such a change. One issue that had to be addressed was the procedure for amending the rules. It was concluded that accommodating such a request would require a change to the Rules of Order. Changing the Rules requires a 2/3’s majority vote in favour at Senate and the approval of the Board of Governors as these rules are contained in an Appendix (B) of the Academic Governance of the University (AGU).

The SAGC also explored how to change the wording of the rules to allow a supportive environment in which any Senator could express his or her opinion while making only minimal changes to the processes laid out in the Rules of Order. In the course of the discussion we did develop some possible wording. The SAGC did not vote on recommending this amendment to Senate but did

3 want the content of the discussion brought forward to Senate for information. One key issue in considering changing the rules of order was the implications, if any, of making such a change. We agreed that this change does reflect a spirit of flexibility but we did not agree that such a change was necessary.

The suggested change was to section 13.5 (see below – changes are noted in red):

13.5.

The record of a vote in the minutes is one of: Passed unanimously, passed on division, and defeated. In particular, the fact that a senator chooses not to vote is not recorded, unless a Senator requests that his/her abstention be recorded.”

Senate Executive February 7, 2012

1:30 pm in TB 503S

AGENDA Present: K. Graham, S. Kamra, K. Kelly, N. Falvo, S. Godfrey, R. Runte, R. Gorelick, K. Thompson

Assisted by: S. Blanchard

Regrets: P. Ricketts

1. Approval of the agenda

It was MOVED by (N. Falvo, S. Godfrey) that the agenda be approved as distributed.

It was PASSED.

2. Rescinding a degree – S. Blanchard to provide documentation

S. Blanchard commented briefly.

After careful deliberation the Executive agreed that the student’s request for rescission of their degree should be granted.

It was MOVED by (R. Gorelick, S. Kamra) to grant the student’s request to have her degree rescinded. This will remove her graduation from the record but will keep all the courses she has completed on her record.

It was PASSED unanimously.

3. Senate honorarium

N. Falvo commented briefly. He commented that this item be added to the Senate agenda as this is an important matter.

R. Runte explained that this decision was part of the mandatory budget cuts.

It was agreed that this would be brought to Senate for discussion.

4. Approval of the Senate agenda – February 17, 2012

The agenda was approved, subject to future amendments.

Meeting was adjourned at 2:30 pm.

Memorandum

Faculty of Graduate and Postdoctoral Affairs Office of the Dean of Graduate and Postdoctoral Affairs 520-2518 DATE: February 16, 2012 TO: Katharine Kelly Clerk of Senate FROM: Crystal French, Executive Secretary to the Dean SUBJECT: Graduate Scholarships and Awards

Attached are the terms of reference for five awards/bursaries approved by Graduate Faculty Board on February 15th, 2012.

• Gordon and Isabelle Luther Memorial Bursary • Anna O’Reilly Travel Bursary in Women’s Studies • Ron Singh Rana and Narinder Parmar Award • Red Quill Books Graduate Scholarship in Social Justice • Travel Bursary for French Studies

/caf cc: E. DiSabato D. Mayer

L. Main S. Bauer W. Clement

To: Crystal French

From: Elizabeth DiSabato, Advancement Services

Date: January 16, 2012

Re: Please forward the following amended terms for formal University Senate approval

Gordon and Isabelle Luther Memorial Bursary Old Terms: Awarded annually to a deserving undergraduate student specializing in the public affairs and administration stream and to a deserving student in either the Bachelor of Arts or Bachelor of Music program at Carleton University, with a preference for a student in a piano performance specialty. Recipients will have demonstrated financial need, must be Canadian Citizens or permanent residents of Canada (landed immigrants or protected persons), and must also meet OSAP's Ontario residency requirements. Endowed in 2007 by family and friends. Revised in 2008 in memory of Gordon and Isabelle Luther. New Terms: Awarded annually in alternate years to a deserving undergraduate or graduate student enrolled at Carleton University in either the School of Public Policy and Administration or in the Department of Music, with preference for a student in a piano performance specialty. This award will alternate annually between the two programs. Recipients will have demonstrated financial need, must be Canadian Citizens or permanent residents of Canada (landed immigrants or protected persons), and must also meet OSAP's Ontario residency requirements. Should the recipient be a graduate student, the bursary will be awarded by the Dean of the Faculty of Graduate and Postdoctoral Affairs. Endowed in 2007 by family and friends. Revised in 2008 in memory of Gordon and Isabelle Luther. Revised 2011. Value of Endowment: $36,000 First Disbursement: this has been changed from UG to Both UG and Grad – to be administered by UG. Disbursement FOAP: 220353 – UG (Grad foap will be requested if a grad recipient is chosen.) OTSS

Additional Notes: Please direct the recipient to the new recipient thank-you webpage to thank the donor.

To: Crystal French

From: Denise Mayer, Advancement Services


Re: Please forward the following terms for formal University Senate approval

Anna O’Reilly Travel Bursary in Women’s Studies Awarded annually by the Dean of Graduate and Postdoctoral Affairs on the recommendation of the Director of the Pauline Jewett Institute of Women's and Gender Studies to a graduate student in good academic standing who is enrolled in a women’s studies program at Carleton University. The purpose of this bursary is to assist in defraying the costs of student conference or research-related travel. Endowed in 2008 by Dr. Roseann O’Reilly Runte in honour of her mother. Revised 2011. Value of Endowment: $12,000 First Disbursement: 2011/2012 Disbursement FOAP: 230170 Non OTSS Additional Notes: Please direct the recipient to the new recipient thank-you webpage to thank the donor.

To: Crystal French




Ron Singh Rana and Narinder Parmar Award Awarded annually by the Dean of the Faculty of Graduate and Postdoctoral Affairs to outstanding graduate students enrolled in the Faculty of Public Affairs, who are studying any aspect of Canada-India Science, Technology, Trade, or Policy. Endowed 2011 by Ron Singh Rana and Narinder Parmar Value of Endowment: $25,000 First Disbursement: 2012/2013 Disbursement FOAP: 210902 non OTSS Additional Notes: Please direct the recipient to the new recipient thank-you webpage to thank the donor.

To: Crystal French




Red Quill Books Graduate Scholarship in Social Justice Value $500. Awarded annually to an outstanding full or part-time graduate student enrolled in any program of study who is engaged in thesis work related to some aspect of social justice. Application is required. A student will be selected by the Dean of Graduate Studies and Post-Doctoral Affairs on the recommendation of a committee which shall include members of the editorial collective of the Red Quill Books. Established in 2011 by the Red Quill Books Ltd. Value of Annual Award: $500 First Disbursement: 2011/2012 Disbursement FOAP: 219055 Additional Notes: Please direct the recipient to the new recipient thank-you webpage to thank the donor.

To: Crystal French

From: Elizabeth DiSabato, Advancement Services



Travel Bursary for French Studies Awarded annually on the recommendation of the Chair of the Department of French to a student, preferably a graduate student, in good academic standing who is enrolled in a French program at Carleton University. Should the recipient be a graduate student then the bursary will be awarded by the Dean of the Faculty of Graduate and Postdoctoral Affairs. The purpose of this bursary is to assist in defraying the costs of student conference or research-related travel. Endowed in 2011 by Dr. Roseann O’Reilly Runte Value of Endowment: $20,000 First Disbursement: 2012/2013 Disbursement FOAP: 230030 – Grad 220051 – UG To be administered by Grad Studies Additional Notes: Please direct the recipient to the new recipient thank-you webpage to thank the donor.

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