Planning Committee of Council
Programs: Notices of Intent and Discussions of Programs
May, 2005
attached
Program initiatives identified in the Integrated Plan Action Map
1. Aboriginal programming: Certificate in Indigenous Peoples Land Use
Notice of Intent (attached) has been reviewed by the Planning Committee
page
2. Aboriginal programming: The Aboriginal Education Research Centre
Centre has been approved by the Centres Subcommittee and was reported
to the April meeting of Council
--
3. Biomedical Programming: Graduate Program in Public Health
Update report (attached) was provided to Planning in March
Notice of Intent (attached) has now been reviewed by the Planning Committee
page
4. Biomedical Programming: Research Groups
List of groups (attached) has now been received and will be reviewed
by the Centres Subcommittee.
5. Computer Engineering
Proposal is now under consideration by Council committees. Recommendation
is likely to be made at the June Council meeting
--
6. Environment
Update report (attached) was provided to Planning in March
page
7. Entrepreneurship Programming in Engineering
Program was approved by Academic Programs Committee and
reported to Council January 2005
--
8. International Studies: Masters of International Trade Program
Proposal is now under consideration by Council committees. Recommendation
is likely to be made at the June Council meeting
--
9. Public Policy
Update report and powerpoint (attached) was provided to Planning in March
Other program initiatives from colleges:
11. College of Agriculture:
Notice of Intent: Bachelor of Science in Agribusiness is attached.
12. College of Arts and Science:
Notice of Intent: Bachelor of Arts in Northern Studies is attached.
page
page
Notice of Intent for
Indigenous Peoples Resource Management Program
Sponsored by the College of Agriculture
Introduction
The College of Agriculture is proposing to develop and teach an Indigenous Peoples Resource
Management Program (IPRMP), with successful students receiving a Certificate of Proficiency from the
University of Saskatchewan. The six new degree-level courses required for the Certificate deal with the
knowledge that indigenous land managers require for effective resource management. This will include:
how to recognize and deal with environmental impacts; how to keep track of and manage land resources;
how to economically assess resource based projects; and how to deal with the basics of contract, trust and
property law. Indian and Northern Affairs Canada (INAC) in partnership with the National Aboriginal
Land Managers Association (NALMA) will provide all of the resources for the development and delivery
of the program to First Nations land managers across Canada. The need for this type of program is
substantial as indigenous peoples across Canada face important issues on a daily basis when managing
their land and other resources.
The academic program will enhance the capacity of indigenous peoples to deal with resource
management and environmental issues. The research and scholarship integral to the academic program
will increase the University’s capacity to create a broader societal understanding of these important
issues. Many of the students of the program will maintain a long-term relationship with the University of
Saskatchewan building a network of communication between faculty and the Canadian aboriginal
community.
The College of Agriculture is strategically placed to develop and teach this program because of its
heritage and depth of knowledge in agribusiness management, environmental and resource economics and
applied environmental sciences. The College has hired Marilyn Poitras, an aboriginal law specialist, to a
one-year term Associate Professor position in the Department of Agricultural Economics; Ms. Poitras will
serve as the Program Director. A Management Committee, made up of the Program Director, the Head of
Agricultural Economics and the Dean of Agriculture, will be responsible for both resource allocation and
development of future directions for the initiative, and will seek advice from internal and external
advisory committees.
The program will include a pilot year, where student enrolment is limited to fifteen students. Based on
evaluation and feedback during the pilot year, these courses will be modified and proposed as permanent
courses, which will be delivered to a cohort of forty-five to sixty students in subsequent years. A
College-based curriculum committee, including representation from Centre for Studies in Agriculture,
Law & Environment (CSALE), will be responsible for program development, delivery and evaluation.
The Certificate of Proficiency in Resource Management
The six courses required for the Certificate of Proficiency will provide students with general concepts and
principles applicable to resource management in the various regions of Canada. The courses will be
designed to teach aspects of written and oral communication, numeracy, computer skills, time
management and leadership skills, through examples and exercises. Land managers will receive a
Certificate from the University of Saskatchewan indicating proficiency in land management. The
University credits earned in the Program will be eligible for recognition at credit learning institutions
across Canada.
The new courses will be introduced as degree-level IPRM (Indigenous Peoples Resource Management)
100 level courses. Each course will developed by the instructors working with the aid of instructional
designers and an academic committee to ensure integration and appropriate pedagogy. During the pilot
year the courses will be carefully examined to identify areas of further integration and improvements in
pedagogy.
Course Content
The content of the six new proposed courses will be as follows:
1) IPRM 100.3 - (Coordinator - Marilyn Poitras)
A study of the land systems used in Canada historically and comparatively, as well as a look
at the development and impact of legislation on Aboriginal people in Canada and recognition
of traditional law.
2) IPRM 110.3 - (Bill Brown)
This course will combine a number of management issues regarding community-assessed
needs, economics and government relations.
3) IPRM 120.3 - (Ken Belcher/Patricia Farnese)
This course focuses on the economic and legal components of environmental studies
including stewardship, sustainability, and internal and external influences on resources.
4) IPRM 130.3 - (Terry Tollefson)
This course focuses on the environmental science aspects of resource management looking at
specific examples of problems and prevention. This course relies heavily on field trips with
accompanying laboratories and lectures.
5) IPRM 140.3 - (Marilyn Poitras)
A study of real and Aboriginal property law in Canada using some specific examples that
land mangers have to deal with regularly, including instruments in real property on and off
reserve.
6) IPRM 150.3 - (Bill Brown)
Using a culturally sensitive approach to resource management, this integrative course draws
on the student’s expertise and acquired skills to create a profile of the student’s reserve, or a
resource project based on his or her First Nations resources.
The Student Profile
The program will be developed for a cohort of students who are currently First Nations land managers
from across Canada with experience ranging from one to over thirty years. Most of the students will be
women. These students are leaders in the community and deal with issues that range from resource
management to estate planning and administration.
Although INAC will sponsor one student per First Nation, there are First Nations who are interested in
paying for other people to attend; as well, NALMA board members, INAC staff, off-reserve First Nations
and Métis and many others are aware of the proposed program and are interested in being involved. The
potential for this program is vast.
Academic Schedule and Location
The mode and timing of course delivery will be tailored to meet students’ needs. Many of these students,
often working mothers, provide day to day leadership in their communities. The six courses will be
delivered in three sessions with two courses each session. Each session will begin with two weeks of
intensive instruction, field trips and laboratory work, with students meeting during the evening and
weekend. These contact hours will exceed the thirty-nine contact hour requirement for a three credit unit
course. Following the in-class period, students will return home for ten weeks of off-campus web-based?
study, where they will be responsible for weekly assignments and participation in class chat sessions.
The first two courses are proposed to begin in June 2005, the following two in September 2005, and the
third set of courses in February 2006. Final exams will be held at the end of each course, prior to
beginning the next pair of courses. For the last pair of courses, exams will be held prior to the graduation
ceremony.
The Courses will be delivered at the University of Saskatchewan as well as at other sites in Canada. This
will introduce students to the resources of the University of Saskatchewan and will ensure that we are
maintaining a regional focus (allowing the course to implement regional issues and First Nation
resources) and sharing the travel requirements for the students.
Instructional Design and Student Support
The courses for the program will be developed by the instructors with the aid of instructional design
support from the Extension Division. The delivery of each course will be supported by teaching
assistants during the period of intensive instruction; the teaching assistants will make regular contact with
students during the home study portion of each course. An aboriginal Elder will be present in each class
to provide additional support to the instructor and the students.
External Advisory Committee
An Advisory Committee of externals will provide advice and feedback to ensure the program meets the
learning objectives and the needs of the students. This Committee would meet a number of times each
year and would be in contact via telephone and e-mail on a regular basis. The makeup of this committee
will include three experienced land managers, the Executive Director of NALMA, a representative from
INAC, and the Program Director from the U of S.
Questions for Notice of Intent:
1. What is the sponsoring unit’s motivation for proposing this program at this time? What elements of
the University and/or society support and/or require this program?
The College of Agriculture has designated a faculty member to deal with indigenous peoples issues and
initiate programs for more than ten years. Professor Tom Allen held this position for the last few years
and among several other initiatives organized an Aboriginal Land Conference in June of 2004. This
conference included speakers from around the world who discussed a variety of issues related to land
stewardship, including environmental stewardship, governance and law, among other topics.
Following this very successful conference, Indian and Northern Affairs Canada (INAC) and the National
Aboriginal Land Managers Association (NALMA) approached the College of Agriculture to develop a
brief proposal to provide a one-year, university-level educational program for aboriginal land managers
from across Canada. In November 2004, the University received a letter from the Federal Minister
responsible for INAC who committed to funding a development phase prior to March 31, 2005, and to
sponsoring a full cost recovery certificate program, with a pilot year beginning in May 2005 and five
subsequent years with a guaranteed enrolment of forty-five to sixty students per year. Given the
opportunity for the University of Saskatchewan to develop a new academic program dealing with
management and resource stewardship issues for indigenous peoples in Canada the College and
University accepted the offer.
The College has mobilized a number of resources to meet the demanding timelines for development of the
program. In December, the College of Agriculture hired Marilyn Poitras, an aboriginal law specialist, to a
one-year, term position as Director to lead the development of the program. Since then, the College has
established an academic curriculum? committee to develop courses for the program, and has been
working with Laurel Sawatzki, the College of Agriculture’s Business Analyst, to develop a cost recovery
budget for the program. The College of Agriculture is currently developing a Contribution Agreement
with INAC and NALMA to develop and deliver the Certificate in a pilot program for one year, beginning
in June 2005, with an additional five years of implementation.
The Federal Government’s and NALMA’s interests in establishing this program for aboriginal land
managers are straightforward. In 2004, INAC introduced a new funding formula for First Nations
completing transactions under the Indian Act on reserve. Under the Reserve Land and Environmental
Management Program (RLEMP), First Nations will deal with reserve land transactions, community-based
land transactions, natural resource transactions, environmental management, compliance and other issues.
INAC provides incentives to encourage First Nations to take on these responsibilities for self-governance
as well as providing funding for the training of land managers. Many eligible First Nations have already
indicated they wish to participate in this voluntary program. Given nearly 300 aboriginal communities,
and a high turnover in land managers, INAC anticipates that a high demand for the program well beyond
the initial commitment period. In addition to this student demand, there has already been interest
expressed from a wide range of indigenous peoples land managers that do not qualify for the INAC
program, as well as demand from advisory personnel and personnel in INAC and related supervisory
agencies.
2. Does this proposal meet a perceived need within the University or within the Province or within the
region? Does this proposal meet a perceived national need? How have these needs been assessed?
The issues facing indigenous peoples are among the most complex and important in Canada today. As
indigenous people increasingly move to self-government, it is important that public institutions support
this process through research and education. This will assist the development of knowledge, human
capital and new governance structures. This vital need is manifest specifically in the IPRMP.
The issue of aboriginal land and resource management is very important for the Province. Saskatchewan
has the largest population of aboriginal peoples and the largest area of reserve lands in Canada. Initiatives
that will enhance the management of this land resource and assist in economic development for aboriginal
peoples will benefit all provincial residents.
Offering an academic program in land management will allow the University to work with aboriginal
communities to address this need and at the same time will create a sustainable base of academic activity
that will address a broad set of indigenous peoples resource related issues. This initiative is consistent
with the University’s social contract to address major aboriginal, provincial and national issues.
Finally, the First Nation, Inuit and Métis land managers themselves have identified the need for
substantial training in land management. As Aboriginal people resume their governance, the
identification of what their needs are and how they will be filled will come from their members.
3. What is the relationship between the proposal and the Framework for Planning approved by Council
(1998)?
The fourth goal of the document “A Framework for Planning at the University of Saskatchewan”
(Approved by Council in 1998) reads as follows:
“In Saskatchewan, the task of responding to specific, local needs and, simultaneously opening
doors to the world, is particularly pressing in the context of aboriginal peoples. Making available
to aboriginal peoples the full resources of the University is one side of that equation; integrating
aboriginal knowledge into the curriculum and practices of the University is the other. At the
University of Saskatchewan we must dedicate ourselves to making available to all aboriginal
peoples the full range of our programs and we must adopt strategies that will improve their ability
to succeed. Above all, the University must appreciate the need for aboriginal peoples to have an
effective, meaningful voice in their own educational experience and, in true partnership, to find in
the University a place where their culture is both reflected and at work in defining and achieving
the institution’s objectives in research, teaching, and community service.”
The proposed IPRMP is consistent with this goal. The program clearly addresses some of the important
and pressing needs of aboriginal peoples, while providing a voice in the educational experience. The
program will have an advisory board made up of NALMA members and will integrate traditional
knowledge into much of the material presented. A traditional teacher/Elder will be present during the
delivery of each course to provide guidance. Most importantly, because of the relationship with
NALMA, this program offers indigenous people the opportunity to have a strong influence in the design
of their education, thus creating better communication between the communities and the University.
4. How does this proposal fulfill the University’s goals and objectives and the current College academic
plan?
The University’s goals with respect to the aboriginal community are well articulated in Forging New
Relationships: The Foundational Document on Aboriginal Initiatives at the University of Saskatchewan
(October, 2003):
There is a dramatic University-wide consensus that the University of Saskatchewan needs to
build on existing activities and forge new relationships with Aboriginal students, peoples,
communities, educational institutions, and organizations. Ensuring that Aboriginal and
indigenous students and faculty members are welcome at this University, in all of its colleges and
programs, is a central commitment. Equally important, the University of Saskatchewan is seeking
ways of enhancing its intellectual partnerships with Aboriginal peoples and is looking for
structures that ensure integrity, fairness, and accessibility in the inclusion of indigenous
knowledge and cultural expression within the institution. The University of Saskatchewan is also
reaching out to the Aboriginal communities to identify shared problems, to seek solutions to those
problems in a relationship built on mutual trust and cooperation.
The imperative for building these initiatives is further articulated in another foundational document, The University
of Saskatchewan Enrolment Plan: Bridging to 2010 (November, 2003):
Very high demand for Aboriginal university graduates, based on the realization that the long-term
prosperity of Saskatchewan rests on the degree to which Aboriginal people become integrated
into the provincial economy. Even though Aboriginal peoples have not participated in postsecondary education to the same extent as the non-Aboriginal population (36% of Aboriginal
peoples aged 25 to 64 years have some post-secondary education, compared with 52% of the nonAboriginal population) this number is expected to rise dramatically and this increased demand
may offset other demographic losses. It is important to keep in mind though that Aboriginal
peoples have other options available to them.
The need to build partnerships with aboriginal communities is also emphasized in the University of
Saskatchewan Strategic Directions: Renewing the Dream:
The University of Saskatchewan will be known for its connections to Saskatchewan, Western
Canada, the North and the Great Plains environments of the world. Sense of community will be a
hallmark of our operations. We will build on our enviable level of popular support to celebrate
the university within the province and beyond. Partnerships will be fostered with community,
industry, government, international, and other sectors, and especially with Aboriginal
communities. The university community itself will be characterized by collegiality and a sense of
belonging, and we will be known as a welcoming place, on and off campus.
The program will afford the University of Saskatchewan, through the College, the opportunity to take a
leading role in the education of Leaders in the Indigenous community. It will meet the University’s
objectives to have more participation by aboriginal people, to play a role in their education, and to create
a bridge to encourage indigenous people to seek employment and scholarship as well as create
relationships with the University of Saskatchewan. As greater efforts are made to increase the
participation of aboriginal people in the sciences, this program will create the space for the University to
make contacts with those people who have an interest in advanced education.
On the other side of the relationship, this program will offer the University insight into recruiting
aboriginal people, as well as a valuable opportunity to participate in, and learn about the cultures of
Canada’s indigenous people, to see and hear indigenous perspectives, and to strengthen our ties with
communities across the country. As these people develop as professionals, they will become advocates
for the University of Saskatchewan.
The topics covered in the course work will complement many of the strengths in the College of
Agriculture. The environmental aspects of the course will build on the soil science, plant ecology and
forestry expertise in the College. The management components are closely related to agribusiness
management and resource economics. The management issues are related to institutional economics and
public policy. Participation in the Center for Studies in Agriculture Law and the Environment (CSALE),
has given many faculty both a capacity and an appetite to work with law and other disciplines to address
public policy issues. The opportunity to work with aboriginal leaders and to study aboriginal laws and
institutions is an exciting one for many faculty in the College, which has a long tradition of issue-oriented
research.
The faculty complement plan of the College of Agriculture outlines the need for aboriginal scholarship
and has identified the desire to add aboriginal scholars to the faculty complement.
The academic plan of the College of Agriculture specifically states that:
Success depends on our developing and effective recruitment strategy…. It also depends on our
revising our academic programs and their delivery, such that the student experience is enhanced
and our programs become attractive to, and accessible by, a more diverse array of students
including … First Nations….”.
The program fits this goal in both dimensions.
5. Is the proposed program appropriate to a university?
The need to develop a curriculum that deals with aboriginal issues and incorporates aboriginal knowledge
has been clearly identified in the President’s Strategic Planning Document. The section of the document
dealing with academic pre-eminence reads as follows:
The University of Saskatchewan will be known for its pre-eminence in specific areas of creative
academic programming and scholarship…The university plans to play a leading role in
Aboriginal education and scholarship, as proposed in our Conceptual Framework. Not only is this
vital to the economic viability of our province; we have a moral imperative to ensure that
Aboriginal students participate fully in university education, to encourage the integration of
indigenous knowledge into the curriculum, and to work in partnership with Aboriginal
communities in the realization of their outstanding potential.
This statement emphasizes that the integration of indigenous knowledge into the curriculum is an
opportunity for academic pre-eminence. This is particularly true for resource stewardship where
indigenous people have a long history of dealing with related issues in their communities, and have
developed indigenous laws and knowledge that have been tested over several millennia.
The need and value of interdisciplinary programs is noted in many University planning documents. In the
President’s Strategic Planning Document, the section dealing with academic pre-eminence reads as
follows:
Thanks to our founders’ vision of combining the liberal arts, science, agriculture, engineering,
health sciences and other professional colleges on one campus, we are particularly well placed to
lead in innovative areas of interdisciplinary and multi-disciplinary programming. It is in such
areas, at the interfaces of traditional disciplines, where solutions will be found to our world’s
most pressing challenges. In an institution such as ours, with many small departments, multidisciplinary work can also establish "virtual critical mass" to tackle problems and obtain funding.
Land management and resource stewardship issues are by nature interdisciplinary. Related issues cover
the traditional disciplines of soil science, plant science, resource economics, environmental economics,
political studies, business management and law. When combined with traditional knowledge and
aboriginal law, this results in a very rich array of disciplines dealing with complex and interesting
problems. The delivery of a program that deals with resource stewardship issues will require and
facilitate interdisciplinary research and communication.
NALMA has expressed a strong desire that the Certificate program be composed of courses that are
offered at a university-level. The reasoning behind INAC approaching a university was to ensure that this
would indeed be the case. NALMA is developing a technical course, which deals with the more
pragmatic, daily paper work of a land manager.
The development of degree level credits is consistent with the University’s goals. By developing courses
that will be taught at the 100 and 200 level, students will receive credits that will be transferable to degree
programs. This level of credit will ensure that classes will be subject to the regular collegial process of
approval, ensuring a level of quality control. Courses will be developed with clear learning objectives in
mind, and will be targeted toward issues faced by land managers. Having achieved university credit for
these courses, students will be able to use some of these courses as open electives towards a degree.
Where applicable, Departments and Colleges will be asked to consider relevant courses as electives for
existing programs. Greater transferability will create additional incentives for these IPRMP students to
pursue university degrees.
6. What is the relationship of the proposed program to other programs offered by the sponsoring unit?
(interactions, similarities, differences, relative priorities)
The six-course, interdisciplinary IPRMP program will require a combination of law, economics, financial
management and environmental science. The courses, The Introduction to Management Issues and
Resource Management Project Assessment, will be developed and taught under the leadership of
Professor Bill Brown, who was a former aboriginal coordinator for the College of Agriculture and has
many years of experience teaching financial management. Environmental Studies I deals with the
economic and legal aspects of environmental management and will be developed by Professor Ken
Belcher, a resource economist, with an environmental management background, and Professor Patricia
Farnese (L.L.M), an environmental law expert in CSALE. Environmental Studies II, a field study course
of environmental science will be led by Professor Terry Tollefson, a soil scientist who is the current
aboriginal coordinator in the College. The courses, Introduction to Legal Concepts in Resource
Management, and Legal Instruments and Process in Resource Management, will be led by the program
Director, Professor Marylyn Poitras, a Métis scholar (L.L.M., Harvard).
Agricultural Economics is well suited to provide the leadership required to foster this interdisciplinary
program. The opportunity to engage indigenous people in the important area of resource management is
attractive given the long standing interest in policy that exists in the department. Professors Furtan, Gray
and Fulton in the Department have experience as Directors of the Centre for Studies in Agriculture, Law
and the Environment, which has a mandate to combine the aspects of economics, law, and science to
address important policy issues. Two of the three most recent additions to the department have expertise
in environmental management: Ken Belcher, has a B.Sc. in Biology, a Masters in Environmental
Management and a Ph.D. in Agricultural Economics; Hayley Hesseln has a Ph. D. in Forestry Economics.
Several faculty have expressed an interest in working with Marilyn Poitras on law and governance related
issues.
The College of Agriculture is well suited to provide the leadership required to build on this program.
Resource management is an important issue for many indigenous peoples, and may provide a future
career path for many aboriginal students. The College recognizes the need to engage indigenous peoples
in teaching and research and is committed to use the IPRMP as a base to develop other programs. As
presented in the College of Agriculture Faculty Complement Plan, there is a desire to seek additional
financial support for these initiatives and to hire aboriginal scholars.
7. Is the proposed program similar to others available at the University? Within the Province? Is there
justification to proceed regardless of perceived duplication?
To our knowledge, there are no similar resource management programs at this University, or elsewhere in
Canada. While there are other programs that deal with some aspects of the program, there are no
programs with a curriculum tailored to aboriginal resource management issues. The mixed mode of
delivery is another distinguishing feature of the program. The two weeks of intensive instruction
followed by ten weeks of home-based distance education makes these courses accessible to those
employed full-time land managers.
8. Is another program going to be deleted by the sponsoring unit as part of this proposal?
No other program in the College of Agriculture will be deleted as part of this proposal.
9. Does the sponsoring unit have the required budget to support the program? Will additional resources
be required by the sponsoring unit? By other units on campus (e.g. Library, Audio Visual Services,
Computing Services)?
The College of Agriculture will receive funding to cover the costs of program development and delivery.
INAC and/or NALMA are developing a Contribution Agreement with the College of Agriculture that will
include a budget that includes full cost recovery for both the College of Agriculture and the University of
Saskatchewan as a whole.
Laurel Sawatzki has prepared a full cost recovery budget for the program. The proposed budget includes
cost recovery of faculty time for: the development and delivery of the courses; administrative time of the
Director; support for instructional design; support for course development and course delivery; travel and
venue expenses; and a 15% overhead cost to cover other general administrative expenses. The ITS
computer support for the course has been budgeted. As yet, we have not calculated separate library costs
but we believe these to be minimal.
Ms. Cathie Fornssler
Secretary, Planning Committee
c/o Office of the University Secretary
Administration Building
University of Saskatchewan
Re: Notice of Intent – Master in Public Health Program
A steering committee composed of members from the Colleges of Medicine, Nursing and Veterinary
Medicine has been struck for the purpose of proposing an inter-professional Master in Public Health
Program. We have identified answers to the required questions below.
1. What is the sponsoring unit’s motivation for proposing this program at this time? What elements
of the University and/or society support and/or required this program?
In their 2003 Integrated Plans, the Colleges of Medicine and Veterinary Medicine included proposals for
the development of new public health graduate programs and the College of Nursing identified the need
to expand its teaching and research in population and public health. Subsequently, the Health Science
Deans Committee established a working group to examine whether or not a university-wide joint program
in public health could be created out of these mutual interests and aspirations. The first stage of this
proposal is the development of an interdisciplinary Master’s of Public Health graduate program. The
ultimate goal is to create a School of Public Health at the University of Saskatchewan.
2. Does this proposal meet a perceived need within the University or within the Province or within
the region? Does this proposal meet a perceived national need? How have these needs been
assessed?
In recent years, shortcomings in public health capacity of Canada have been recognized and widely
publicized, as in the 2003 reports of the Naylor Commission, Learning from SARS: Renewal of Public
Health in Canada, and the Kirby Commission, Reforming Health Protection and Promotion in Canada:
Time to Act. Outbreaks of Severe Acute Respiratory Syndrome (SARS), West Nile virus and the obesity
epidemic have become dominant concerns. A central strategy to strengthen the public health system is
the education of skilled health professionals. The development of the new Public Health Agency of
Canada is a clear demonstration of the importance placed on public health in this country. The agency
recognizes the crucial need for health human resource development and continuing education. It is
promoting the expansion of graduate education in public health and is making scholarship funds available
for this purpose.
3. What is the relationship between the proposal and the Framework for Planning approved by
Council (1998)?
4. How does this proposal fulfill the University’s goals and objectives?
Questions 3 and 4 are addressed together below.
As noted in the University Mission: The University of Saskatchewan will be a model of scholarly inquiry,
a place where all who contribute to its achievements–students, faculty and staff–can take pride in their
commitment to this centre of excellence dedicated to the service of the people of Saskatchewan and
Canada (Mission Statement, p. 2).
Further, the goals of the University of Saskatchewan as noted in the Framework for Planning are:
1. Improving the quality of instructional programs.
2. Intensifying research efforts.
3. Fostering the teacher-scholar model.
4. Responding to the needs of aboriginal peoples.
We believe that the proposed MPH program upholds the mission and meets the goals outlined above in
the following ways.
a. The mission of the proposed program states: “The Master’s of Public Health program will
produce public health professionals who are capable of measuring, assessing and managing the
ever increasing complexity of population and public health issues through the broad, practical
application of a full spectrum of disciplines related to environmental and social sciences,
kinesiology, medicine, veterinary medicine, nursing, physical therapy, pharmacy and nutrition”.
The program and the proposal are interdisciplinary – a model of scholarly inquiry and practice.
Given that public health practice is multidisciplinary and multifaceted in nature, it is appropriate
that professionals seeking graduate education in this field learn and question together. We are
also proposing that the core courses (and eventually more of the electives) be taught by teachers
from two or more disciplines. These efforts enhance the quality of the learning experience and
contribute to students who ask research questions beyond their particular discipline. These
strategies also make the proposed program somewhat unique in Canada, a fact that has been noted
with approval by representatives of other universities.
b. Interdisciplinary research teams are already forming on campus. It is well recognized there are
many determinants of health, knowledge of which cannot be known or generated by any one
discipline alone. Additionally, strategies for improving health that utilize more than one approach
are more likely to succeed. The MPH program will enhance the possibilities for interdisciplinary
public health research, generating and testing knowledge that informs planning for health
promotion.
c. Recent statistics indicate that Aboriginal populations are generally less healthy than other
populations within Canada. It has been identified that raising the health status of the least healthy
segments of society raises the health of the whole society. Public health and health promotion
strategies have been identified as contributing to the health of populations in a cost-effective
manner. Programs that increase the knowledge and skills of public health professionals from
many disciplines will assist all the populations of Saskatchewan and Canada to enjoy healthier
lives. One of the future streams in the proposed MPH program is that of Aboriginal People’s
Health.
5. Is the proposed program appropriate to a university?
Currently, basic programs for each of the health science disciplines are baccalaureate level, at a
minimum. Each discipline provides a curriculum that assists the student to acquire the skills necessary
to function as a generalist in that discipline. Public health practice is an acknowledged specialty
within most health disciplines. The MPH degree is recognized widely employed throughout the
public health systems and health sciences university programs of the United States. It is a professional
post-graduate degree that assures that all graduates have a common, broad understanding of public
health and more in-depth knowledge of public health application in one of several public health
practice areas.
6. What is the relationship of the proposed program to other programs offered by the sponsoring
unit?
Each of the units jointly sponsoring this multi-disciplinary program will contribute resources such as
faculty time to the program. The proposed program will not replace any one currently offered
program. It will be viewed as a graduate program enhancing the knowledge and skills of students who
wish to pursue practice in public health. It is not a research degree per se, but will be appropriate
background preparation for graduates who choose to go on to pursue a research degree in a public
health discipline.
7. How does this proposal fit with the current College academic plan?
As stated above, this program was proposed via the Integrated Planning process by three of the
Health Sciences Colleges. Given the additional interest on a national and international level, it is an
excellent fit with the University’s Integrated Plan.
8. Is the proposed program similar to others available at the University? Within the Province? Is
there justification to proceed regardless of perceived duplication?
The most similar program currently in existence is the Master of Science in Community Health and
Epidemiology. While some of the coursework is similar, the program is different in a number of
ways. First, the MPH program will havea significant component of field experience in public health
practice.. During this experience, each student will participate in one or more projects, one of which
will be written up in formal format. Second, it is not a research program. Thirdly, each student will
tailor the educational experience to his/her professional needs through the significant number of
elective courses.
9. Is another program going to be deleted by the sponsoring unit as part of this proposal?
No
10. Does the sponsoring unit have the required budget to support the program? Will additional
resources be required by the sponsoring unit? By other units on campus (e.g. Library, Audio Visual
Services, Computing Services)?
The program budget has been developed with the assistance of Financial Services and reviewed by Mr.
Jim Spinney. It includes the outcome of a formal review of library resource requirements, space needs,
cost of staff and student recruitment, startup costs and other expenses, in addition to the requirements for
new staff. The Deans of Medicine, Nursing and Veterinary Medicine are currently in discussion with the
Provosts Office to determine whether or not sufficient resources will be made available from the new
initiatives fund to make this proposed program viable.
Thank you for your attention to this matter. We look forward to your response.
Sincerely,
Dr. Bruce Reeder, Chair MPH Steering Committee
Dr. John Campbell
Dr. Ted. Leighton
Dr. Corey Neudorf
Dr. Lynnette Leeseberg Stamler
PROGRESS REPORT ON ENVIRONMENT INITIATIVES
Summary
Actions and Consultations:
• Representative working group convened to develop and implement an action plan
• Working group retreat with external consultant
• Campus-wide open workshop on environment initiatives
• Meetings with undergraduate programming stakeholder groups underway
• Subcommittee struck to develop an undergraduate program proposal
Key Decisions
• Undergraduate program parameters developed to guide the subcommittee suggest that:
o programming follow an interdisciplinary, rather than the current multidisciplinary approach
o each year of the program include a core interdisciplinary environmental course
o programs include a stand-alone degree program and a second degree program for students in
Engineering and in disciplines in Arts and Science
o a strong collaboration with the Toxicology undergraduate program be fostered
• Preliminary graduate program parameters suggest that graduate programming should consist of:
o 1-year Masters program directed toward professional upgrading
relatively traditional discipline-based Masters and PhD programs coordinated through a core
environmental issues seminar series
The Search Committee for a new chair in Environmental Engineering has recommended a through
review of that division before appointing a new chair. The College hopes to complete that review
within the current term and will take into account the recommendations of this WG with regard to
graduate programs and research groups in environment.
Critical administrative issues that have been identified are:
o governance structures are being considered by the working group, but those available within
the immediate future need clarification
o closely related to governance issues are questions concerning the mechanism by which new
program proposals will be submitted to the academic approval processes of the University
o some resources will be released through the collapsing of existing programs, but new
resources will be needed to provide core programming and to provide a distinct physical
presence on campus
It is strongly recommended that consideration be given to hiring an external consultant to assess
market demand for new programming.
o
•
•
•
Next Steps
• Additional meetings will be held with on-campus stakeholder groups including
o Land Use and Environmental Studies
o Research Chairs and Centers
o Graduate Dean and Vice-president research
o Environmental Studies Students Association
o University Council Planning Committee
• Campus-wide open workshop will be held to discuss the undergraduate programming proposal
• Development of a research and graduate studies proposal by the working group in consultation with
on-campus stakeholders
• External consultation with government and industry through meetings and circulation of materials
Timeline
Jan 31: Undergraduate program proposal submitted to working group
Mid-Feb:
Campus-wide open workshop on undergraduate programming proposal
Mar 1:
Complete on-campus stakeholder consultations
Mid-Mar:
Campus-wide open workshop on research and graduate programming proposal
Apr 1:
Submission of report and proposal to PCIP
Mid-Apr:
Submission of new program proposals to ????
Background and Mandate
A set of strategic initiatives related to the study of the environment were identified in A Framework for
Action: University of Saskatchewan Integrated Plan 2003–07. The Strategic Initiatives Action Map
provides the following mandate for action.
The study of the environment has become an increasingly important area of teaching and
research at the University of Saskatchewan. It attracts both urban and rural students. Currently,
the scholarly study of the environment is in various colleges, including – among others – Arts and
Science and Agriculture. To identify the changes that will be required to enhance the field of
environmental studies, three areas need examination: 1) coordination of an environmental
sciences undergraduate program, 2) creation of inter-disciplinary environmental sciences
centres, and 3) collaborative graduate concentration in environmental sciences.
A concerted effort is required, using SPR results, to consolidate and invigorate environmental
programming at the graduate and undergraduate levels. Consideration must be given to
governance arrangements, particularly to the advisability of creating a School, and to the
structure of degree offerings. The connection between research and undergraduate work should
be a focal point of programmatic development, and particular attention should be paid to the
pivotal role of Canada Research Chairs.
Contact:
Council:
PCIP:
Participants:
Timeline:
Support:
Associate Dean (Social Sciences), College of Arts and Science; Acting Dean of
Agriculture
Planning Committee
Vice-President Research
Colleges of Arts and Science, Engineering, and Agriculture, plus all faculty with
a teaching or research interest in the environment
Workshop in Fall 2004; degree and governance proposals by Spring 2005
Provost’s Office
Activities and Consultations:
Working Group
A Working Group (WG) was established to bring together representation from the physical and social
sciences, from the identified participants and from others with a teaching or research interest in the
environment. The WG consists of:
1. Lawrence Martz (Assoc. Dean, Social Sciences, Arts and Science)
2. Graham Scoles (Acting Dean, Agriculture)
3. Claude Lague (Dean, Engineering)
4. Dan Pennock (Soil Science)
5. Hayley Hesseln (Agricultural Economics)
6. Maureen Reed (Geography)
7. Dick Neal (Biology)
8. Gary Wobeser (Veterinary Pathology)
The members of the WG meet on a regular bi-weekly basis to consult with stakeholders, synthesize
materials and develop action plans.
Retreat
The WG initiated activities with a retreat on October 15, 2005. The retreat provided the WG with an
opportunity to consult with Dr. Bruce Mitchell, Associate Provost, University of Waterloo
(http://www.fes.uwaterloo.ca/geography/Faculty/bmitchell.html). Dr. Mitchell is a renowned Canadian
environmental scholar and has served as Associate Dean of Graduate Studies and Research for the
Faculty of Environmental Studies, and as Associate Vice President Academic at the University of
Waterloo. He also served as external reviewer for the Systematic Program Review of our Land Use and
Environmental Studies interdisciplinary program. The primary purpose of the retreat was to identify
issues in graduate and undergraduate environmental programming and to develop an activity agenda for
the WG.
Workshop
Following the retreat on October 15, an open workshop was held with faculty members from across the
University Campus. A number of adjunct faculty members from external agencies were also in
attendance. A total of about 50 participants took part in the workshop. Following a general introduction
and discussion, breakout groups were asked to address the following questions:
1.
2.
3.
4.
5.
What are our strengths?
What niche areas should we target?
How do we integrate social and physical sciences?
How do we link undergraduate to graduate and research activities?
What is a potential program structure?
Discussions at the workshop were very helpful in modifying the initial activity agenda of the WG and in
bringing important issues to light. Among the issues raised at the workshop were:
• difference between research, graduate and undergraduate needs and aspirations
• the importance of giving close attention to availability of resources to support any new initiatives
• that any new program not provide diluted or substandard scientific training in disciplines that
contribute significantly to addressing environmental from a clear disciplinary foundation
• potential value of a 1-year graduate degree directed to the professional community
• that the market niche and potential demand for new programming be carefully examined
Stakeholder Meetings
A meeting was held with the representatives of the Environmental Earth Science program to discussion
issues related to the pursuit of the Environment initiative identified in the integrated plan. There was
general agreement with the direction in which undergraduate program proposals are developing.
Additional meetings are scheduled with other environmental programs that have been the subject of SPR.
Undergraduate Program Subcommittee
It became apparent during the retreat, the workshop and subsequent discussions that there are
significantly different issues associated with undergraduate programming and with graduate programming
and research related to the environment. A subcommittee was struck to develop specific recommendations
for the undergraduate program. The subcommittee is co-chaired by D. Pennock (Soil Science) and M.
Reed (Geography) and includes A. Aitken (Geography), M. Rever-Duwors (Biology), K. Belcher
(Agricultural Economics), Y. Bai (Plant Sciences), J. Handy (History), B. R. Neal (Biology), and C.
Laguë (Engineering). The terms of reference for this committee are:
1. The subcommittee will include one representative from each of the existing environmental
undergraduate programs that have been subject to SPR and also have representation from applied
sciences, natural sciences, social sciences and humanities.
2. The subcommittee will make recommendations on how the existing environmental undergraduate
programs will be incorporated into a new, consolidated environmental program.
3. The subcommittee will recommend options for undergraduate environmental programming at the
University of Saskatchewan.
4. The subcommittee is asked to include among the programming options it considers that of a
distinct environmental studies degree, a “fifth-year” environmental studies extension to existing
degree programs, and the option of an environmental studies minor for existing degree programs.
5. The subcommittee will submit its recommendations to the working group by 31 January, 2005.
Key decisions
Undergraduate Programming
The major points of agreement in the WG regarding environmental undergraduate programming were:
1. There is sufficient student demand to warrant an integrated Environmental Science/Studies (ES)
program on campus.
2. A program can be developed that has a clear and viable western Canadian niche.
3. The proposed undergraduate program in Environmental Science must adopt an interdisciplinary,
rather than a multidisciplinary approach. This will be reflected in a core of interdisciplinary
courses taught in each year of the program.
4. A new, undergraduate ES degree program should be provided that is interdisciplinary in nature
and offers distinctive natural science and social science streams should be developed.
5. In addition, a second degree (5th year) program incorporating the core interdisciplinary courses be
provided for students in Engineering and in disciplines in Arts and Science (see attached
diagram). The second degree program is intended to address issues of disciplinary integrity and
professional accreditation.
6. Administrative and faculty support is required for the proposed ES program; the program will not
be viable without it.
7. Upper-year courses in the ES core would involve group projects focused on community-level ES
issues in Saskatchewan (including First Nations).
8. The proposed ES program would replace the existing ES programs (Environmental Earth
Sciences, Land Use and Environmental Studies, and Environmental Science in the BSA program.
Graduate Programming and Research:
Preliminary parameters for graduate programming and research enhancement have been developed but
have not yet been vetted with stakeholders. These parameters suggest that:
1. A one-year, course-based Masters program in ES should be developed. The program could
incorporate some of the core programming developed for the undergraduate program and would
be targeted on the “professional” community. The possibility of operating this as a full costrecovery program should be investigated.
2. There are a number of excellent, disciplinary graduate programs on campus that address
environmental issues. A higher level of collaboration amongst these programs and a sharper
environmental focus should be cultivated by the development of a multidisciplinary,
environmental seminar series that could be taken for graduate credit (i.e. as a 990 course, for
example).
3. Canada Research Chairs and research centre directors will be encouraged to take the lead in
developing and sustaining such a seminar series with the support of an administrative centre for
campus-wide environmental programming and research.
4. A collaborative, multidisciplinary seminar series in environmental issues would foster
connections between existing areas of graduate student training and research strength (e.g.
Interdisciplinary Centers, CRC) and enhance existing programs with a limited investment. It
would also help articulate collaborative research opportunities among faculty.
5. The development of a sharper environmental focus for existing, discipline-based graduate
programs could provide an important recruitment mechanism for the university increasing both
the number and quality of graduate students.
The Search Committee for a new chair in Environmental Engineering has recommended a through review
of that division before appointing a new chair. The College hopes to complete that review within the
current term and will take into account the recommendations of this WG with regard to graduate
programs and research groups in environment.
Governance Structures
Governance structures are recognized as critically important to the delivery of enhanced undergraduate
and graduate programming and the fostering of environmental research. A variety of options are being
considered ranging from existing “centre” structures through new “school” structures to radical
realignment of existing academic units. However, it is clear that our goal is to develop a substantive
proposal for action by the end of this academic term and that implementation of that action plan will be
constrained by the governance structures available at that time. As a proposal for action takes form, we
consult with University Council and senior administration as to how this can be implemented both over
the short term and over the longer term.
Resources
The availability of resources to support new initiatives has received increasing attention from several
quarters on campus and will require attention in the development of an action plan. Some resources will
be released if existing programs are collapsed and some key academic units have indicated a willingness
to direct existing resources to support new initiatives in the environment. However, new resources will be
needed for this initiative. Resource needs will be focused on the need to develop and sustain core
interdisciplinary courses, to provide strong administrative support and to provide space for a distinct
physical presence on campus.
Marketing
It is recommended that an external consultant be retained to assess market demand for new programming
and to define future training needs.
Next Steps
1. Meetings have been held with smaller stakeholder groups on campus. Additional meetings will be
held with other stakeholder groups including
o Land Use and Environmental Studies program committee
o Canada Research Chairs and research centre leaders
o Graduate Dean and Vice-president (Research)
o Environmental Studies Students Association
o University Council Planning Committee
2. A campus-wide open workshop will be held to discuss the undergraduate programming proposal
being developed by the subcommittee.
3. A research and graduate studies proposal will be developed by the working group in consultation
with on-campus stakeholders. It may be useful to hold another open workshop on this issue once
a preliminary proposal will be developed.
4. The value of external consultation with government and industry is recognized. We intend to
initiate this through opportunistic meetings and by the circulation of materials. We are presently
in the process of arranging a meeting with the provincial Environment minister and his senior
staff.
Timeline
January 31:
Undergraduate program proposal submitted to working group
Mid-February: Campus-wide open workshop on undergraduate programming proposal
March 1:
Complete on-campus stakeholder consultations
Mid-March:
Campus-wide open workshop on research and graduate programming proposal
April 1:
Submission of report and proposal to PCIP
Mid-April:
Submission of new program proposals to ????
PROPOSAL IDENTIFICATION
Title of proposal: Degree Program for Northern Studies
Degree(s): Bachelor of Arts
Field(s) of Specialization: Northern Studies
Level(s) of Concentration: Four Year, Three Year, Honours, Minor
Option(s): N/A
Degree College: Arts and Science
Department: Interdisciplinary
Home College: Arts and Science
Contact person(s) (name, telephone, fax, e-mail): Greg Poelzer
Tel: 966-1607 Fax: 966-5250 Email: greg.poelzer@usask.ca
Date: 10 January 2005
Proposed date of implementation: September 2005
RATIONALE
The University of Saskatchewan has recently joined the University of the Arctic, a consortium of 72
colleges, universities, research institutes and indigenous organizations from around the eight Arctic states
(Canada, Denmark/Greenland, Finland, Iceland, Norway, Russia, Sweden and USA/Alaska). The UArctic
Undergraduate Office has been established here. UArctic has developed seven 3 credit-unit courses
focusing on northern issues, which are available for use by all UArctic members. Course proposal forms
have been submitted for the U of S manifestation of the seven courses, and two of the courses have
equivalents in Arts and Science already (GEOG 351 and NS 462 (formerly NATST 401) with a third in
development (BIOL 312). The courses are:
NRTH 101.3 Introduction to the Circumpolar World
NRTH 311.3 Land and Geography I / GEOG 351.3 Northern Environments
NRTH 312.3 Land and Geography II / BIOL 312.3 Northern Ecosystems
NRTH 321.3 Peoples and Cultures I
NRTH 322.3 Peoples and Cultures II
NRTH 331.3 Contemporary Issues I / NS 462 (formerly NATST 401.3) Contemporary Issues I
NRTH 332.3 Contemporary Issues II. These seven courses are already being offered online by UArctic
and its member institutions, and several Saskatchewan students have participated in them.
As a consortium member, the University of Saskatchewan has committed to recognizing and offering
credit for these courses. The University of Saskatchewan also has a unique opportunity to take advantage
of this partnership and the availability of these courses to serve residents in Northern Saskatchewan.
While other interdisciplinary programs exist on campus, the program is unique at the University and in
the province as it relates to a specific region, not an academic discipline, and integrates opportunities
available from participation in the UArctic network, both for students and for researchers. Rather than
duplicating, it builds on and complements the Northern Ecosystem Toxicology Initiative (NETI) and
Toxicology Undergraduate program coordinated by the Toxicology Centre, the work of the Research
Group for Arctic Parasitology in Veterinary Medicine, and the Northern Teacher Education Programs
available from the College of Education. It also encourages inter-collegial cooperation by using courses
available through the College of Agriculture.
We propose that the College of Arts and Science offer a degree program in Northern Studies based on the
seven NRTH courses together with currently offered courses on northern and aboriginal themes from
departments such as Political Studies, Economics, History, Native Studies, Geography, Languages &
Linguistics, Biology, Geological Sciences, as well as courses from the College of Agriculture.
Further, this proposal fits in well with the Arts and Science Integrated Plan, specifically as it attempts to:
•
•
•
•
•
Establish an interdisciplinary research centre on the Northern Plains and Parklands in cooperation
with other colleges;
Enhance the participation and success of Aboriginal students in college programs;
Build on its investment in the Northern Ecosystems Toxicology Initiative (NETI);
Enhance college strengths in Northern Studies; and
Develop a new stream for International Studies in Circumpolar/Northern Studies.
DESCRIPTION OF PROGRAM CHARACTERISTICS
Major in Northern Studies
B.A. Four Year
(1) 6 c.u. in each of Native Studies and Geography
(2) 21 c.u. from NRTH 101.3, NRTH 311.3/GEOG 351.3, NRTH 312.3/ BIOL 312.3, NRTH 321.3,
NRTH 322.3, NRTH 331.3/NS 462.3 (formerly NATST 401.3) and NRTH 332.3.
(3) NRTH 490.0 seminar course.
(4) 15 c.u. in the following stream:
Aboriginal Administration
POLS 222.3: POLS 322.3, POLS 323.3, POLS 383.3 and POLS 422.3
Students must also complete the requirements as outlined by the College for a four-year B.A. (Program
Type B Social Science).
B.A. Three Year
(1) 6 c.u. in each of Native Studies and Geography
(2) 21 c.u. from NRTH 101.3, GEOG 351.3/NRTH 311.3, NRTH 312.3, NRTH 321.3, NRTH 322.3,
NRTH 331.3/NS 462.3, and NRTH 332.3.
(3) 15 c.u. in the following stream:
Aboriginal Administration
POLS 222.3: POLS 322.3, POLS 323.3, POLS 383.3 and POLS 422.3
Students must also complete the requirements as outlined by the college for a three-year B.A. (Program
Type B Social Science).
B.A. Honours
Students taking an Honours Program in Northern Studies must complete the requirements for a 4 year
degree and successfully complete NRTH 480.6.
Minor
Students may take courses leading to a Minor in Northern Studies in conjunction with any Three-Year,
Four-Year or Honours degree in any other subject matter in the College of Arts and Science. Students are
required to complete 21 c.u. from NRTH 101.3, NRTH 311.3/GEOG 351.3, NRTH 312.3/BIOL 312.3,
NRTH 321.3, NRTH 322.3, NRTH 331.3/NS 462.3, and NRTH 332.3.
RESOURCES
As an interdisciplinary degree program in Northern Studies, the Coordinator of Interdisciplinary and
International programs will provide administrative support to the chair of the inter-collegial Northern
Studies Steering Committee. Additional library, laboratory, information technology and equipment
resources are not needed. Financial requirements include teaching release time from departments for
instructors of NRTH courses is to be provided by Extension and in-kind contributions from Departments.
Release time resources for the Chair of the Northern Studies interdisciplinary program committee is
currently under discussion with Extension.
RELATIONSHIPS AND IMPACT OF IMPLEMENTATION
Many disciplines within the College of Arts and Science offer courses on topics related to Northern
Studies. Combined with the seven Northern Studies courses, the base exists to deliver an exciting
multidisciplinary program which truly combines the social and natural sciences and humanities and
provides students with wide knowledge of Northern peoples, issues and lands. Students registered in the
Northern Studies program will be drawn to the many courses related to indigenous and northern topics
offered by other departments, and NRTH courses can be cross-listed with other department course
offerings to provide maximum opportunities for students in other majors. The option to major or minor in
Northern Studies will provide students interested in future employment in Northern Saskatchewan and
Canada in education, resource extraction, social work or public service with a significant advantage. It
will also foster an excellent pool of students to draw into Northern Studies at the graduate level, to work
with preeminent U of S researchers in fields such as geography, native studies, hydrology, toxicology and
cold weather agriculture. A program in Northern Studies will provide Aboriginal students and students
from Northern Saskatchewan with culturally relevant and sensitive curriculum. It will also engender
inter-collegial cooperation particularly with the colleges of Agriculture and Education.
Consultation has been done through the Northern Studies Steering Committee, which includes
representatives from the departments of Biology, Economics, Geological Sciences, Geography, History,
International Studies, Native Studies, Political Studies, as well as representatives from the Colleges of
Agriculture, Education, Extension, and Veterinary Medicine.
Notice of Intent –Agribusiness Degree Program, College of Agriculture
Background
The transformation of Canadian agriculture has created new demands for knowledge and education.
Productivity improvements in primary production combined with global competition have decreased the
price of agricultural products while farm sizes have grown dramatically. Consumers and the food service
industry are demanding a wide variety of high quality safe foods that are convenient to prepare. Many
new “agribusinesses” are now involved in supplying new technology, in processing agricultural products,
and in developing new food products. Growth in these activities is seen as essential, as this offers the
potential to offset the employment loss on farms. If the growth potential for the agribusiness sector is to
be realized, these new businesses will require employees and entrepreneurs who can combine business
skills, economics and agricultural science. These circumstances have created an economic need, a
business demand, and a student demand for an Agribusiness degree as described in this notice of intent.
The introduction of a new Agribusiness Degree Program is consistent with the University’s and the
College of Agriculture’s objective of increasing enrolment. An important aspect of the College enrolment
plan is to recruit more students from urban backgrounds and more Aboriginal, out-of-province and
international students. To accomplish this, the College needs to offer programs that can attract students
who are not interested in careers in what is perceived as the “traditional” agriculture. The College is of
the opinion that the existing B.S.A. degree alone does not provide sufficient scope of knowledge in a
changing agricultural industry to attract this broader base of students. As a result, the College is
considering new degree programs in a number of disciplines and the B.Sc. Agribusiness is the first of
these.
This notice of intent is focused on the College’s intention to offer a new B.Sc. degree program in
Agribusiness. While this degree program is proposed in response to demand from both students and
employers for a focus on agribusiness, the new program will also help meet the demand for more business
training in general on campus. The new degree is referred to as a B.Sc. Agribusiness degree or program
throughout the remainder of this document.
Program Description
The B.Sc. Agribusiness will be a four-year degree in the College of Agriculture, with the Department of
Agricultural Economics being responsible for delivery of the program. Attached to this Notice of Intent
are the proposed Agribusiness Program Syllabus and High School Subjects Required for Admission to the
Program. The program is made up of a combination of science, economics, agricultural economics and
business classes. With the mix of courses proposed, graduates will gain an understanding of the structure
and organization of the agri-food sector and possess business skills with particular application to the
value-chain extending from farm inputs, through on-farm businesses, to processing, transportation, credit
and marketing. With this business and entrepreneurial approach to their education, graduates will be
better prepared for the challenges they will face in the agricultural industry.
The proposed B.Sc. Agribusiness program has fewer chemistry and biology requirements than a B.S.A.
but will have a greater number of agriculture and science requirements than typically found in a business
program. In order to attract and accommodate students with a broader background, the program is
designed with a greater range of electives than found in the B.S.A. program.
What is the sponsoring unit’s motivation for proposing this program at this time? What elements of the
University and/or society support and/or require this program?
The primary motivation of the Department of Agricultural Economics is to educate students who can
contribute to growth in the Canadian agribusiness sector. By developing this program, the College will
increase its enrolment, an outcome consistent with the University’s desire to increase enrolment. We note
that both students in the College and employers of agricultural graduates have expressed strong interest in
an Agribusiness program verbally, through focus groups, post-graduation surveys and letters of support.
Further evidence of the potential for such a degree is the fact that the most popular specialization minor
currently in the B.S.A. program is the Agribusiness minor.
Does this proposal meet a perceived need within the University or within the Province or within the
region? Does this proposal meet a perceived national need? How have these needs been assessed?
One of the prominent objectives of all levels of government is to increase value added activities in the
agri-food sector. By educating students and developing human capital, the University of Saskatchewan
can assist the sector in becoming more globally competitive and ensure that the agricultural sector
continues to be part of the knowledge economy and the national innovation strategy.
The Agribusiness program will have a direct impact on economic development in Saskatchewan. With
over 40 percent of the arable land in Canada, primary agriculture remains important and provides a strong
base for agribusiness activities. Saskatoon has a large biotechnology and agricultural machinery sector.
Local and provincial firms will directly benefit from greater access to knowledgeable students. We feel
that the students of Agribusiness, who decide to become entrepreneurs, are more likely to establish
businesses locally if they are educated here and have developed connections with the academic science
community and local industry.
Changes in the agricultural industry have changed hiring practices. Current industry participants have
stated in surveys that the demand for agriculture graduates will be strong in the future, particularly for
graduates with expertise in sales, marketing and business management. Employers of agriculture
graduates see a need for more graduates in agribusiness as reflected in the letters of support that have
been obtained from representative employers. As the Agribusiness sector expands, this will create
additional opportunities for students with business training and entrepreneurial skills.
Students in the College of Agriculture have expressed strong interest in an Agribusiness program and are
attracted to the existing Agribusiness specialization minor in the B.S.A. program. Focus groups with
students and post-graduation surveys also indicate a strong interest in agribusiness. These indications of
student and employer demand suggest the B.Sc. Agribusiness will increase University enrolment.
What is the relationship between the proposal and the Framework for Planning approved by Council
(1998)?
The B.Sc. Agribusiness program is being developed to be consistent with the principles described in the
Framework for Planning. The proposed program is particularly exciting from the teacher-scholar
perspective. Faculty in Department of Agricultural Economics have internationally recognised research
programs dealing with important aspects of the agribusiness sector, including supply chain analysis, rural
development, the economics of biotechnology, innovation policy, international trade, rural development,
industrial organization, and regulation. The introduction of a new Agribusiness degree will bring more of
this knowledge into the undergraduate program.
One of the priorities of the University is increased Aboriginal involvement. Given the large land
settlement claims that have occurred in the province and the expressed goal of Aboriginal communities to
increase business activities, the demand for Agribusiness training by Aboriginal students should be
strong. By linking to aboriginal initiatives within the University, the Agribusiness program will play an
important role in aboriginal education, economic development and rural enterprise.
Providing more opportunities for business education is a strategic initiative in the University of
Saskatchewan 2003-07 Integrated Plan. The Integrated Plan also calls for the University of
Saskatchewan to play a greater international role; the global nature of many of today’s agribusiness firms
provides an important link to this dimension of the Integrated Plan.
Likewise, development of an agribusiness program is an academic priority in the College of Agriculture
2003-07 Plan. Therefore, the creation of a B.Sc. Agribusiness degree program is consistent with the key
initiatives of both the University and the College of Agriculture.
How does this proposal fulfill the University’s goals and objectives?
As described above, providing more opportunities for business education is listed as a strategic initiative
in the University of Saskatchewan 2003-07 Integrated Plan.
Is the proposed program appropriate to a university?
Successful B.Sc.-level Agribusiness programs reside at the University of Manitoba and the University of
Guelph. In fact, many undergraduate and graduate level agribusiness programs are offered at universities
throughout the world.
At the University of Saskatchewan, an agribusiness option is offered in the Master of Business
Administration program and as a specialization minor in the B.S.A. program. The B.Sc. Agribusiness
degree would complement and utilize resources already committed to these offerings.
The Department of Agricultural Economics has excellent B.S.A. and graduate programs. Each received
an A rating in the recent Strategic Program Review. Given the changes that continue to take place in the
agricultural sector it is appropriate that the department expand its teaching in the direction of
Agribusiness.
What is the relationship of the proposed program to other programs offered by the sponsoring unit?
The B.Sc. Agribusiness degree will be led by the Department of Agricultural Economics, which is
currently responsible for the Agricultural Economics specialization in the B.S.A. program, the
Agribusiness minor specialization in the B.S.A. program, and the Agribusiness specialization in the
Diploma in Agriculture Program.
The B.Sc. Agribusiness degree will not replace the current programs, but will be offered in addition to
these programs. The proposed agribusiness program will increase undergraduate enrolment in many of
the classes taught by the Department of Agricultural Economics. This will provide a critical mass of
students and increase the pool of potential graduate students. The addition of a B.Sc. Agribusiness will
better utilize the current breadth of scholarship in the department, which presently goes far beyond
primary agricultural production. A number of AG EC courses would serve as required or elective courses
in the B.Sc. Agribusiness degree, the Agricultural Economics specialization, and/or the Agribusiness
minor. Such courses will be modified to reflect the greater emphasis on agribusiness versus primary
agricultural production. In addition, the Agribusiness degree will be developed in conjunction with the
work being conducted by the CIBC Entrepreneurship Scholar and the Aboriginal Initiatives of the
College.
How does this proposal fit with the current College academic plan?
Development of an undergraduate, degree-level Agribusiness program is an academic priority in the
College of Agriculture 2003-07 Plan.
Is the proposed program similar to others available at the University? Within the Province? Is there
justification to proceed regardless of perceived duplication?
An undergraduate, degree-level Agribusiness program is not offered at either the University of
Saskatchewan or the University of Regina at this time. Although a significant number of COMM courses
would serve as required or elective courses in the Agribusiness program, this should not be interpreted as
significant duplication with the B.Comm. degree due to the agricultural orientation of the B.Sc.
Agribusiness degree. The B.Sc. Agribusiness program would complement the current course offering in
the College of Commerce and would also create additional demand for courses currently offered in
Economics and other cognate programs on campus.
Is another program going to be deleted by the sponsoring unit as part of this proposal?
No program currently offered by the College of Agriculture or any other unit in the College of
Agriculture will be deleted as part of this proposal. On the contrary, existing programs will be
strengthened and enriched by the availability of new courses in Agribusiness and the larger pool of
students. There will necessarily be some shift in focus toward agribusiness within existing courses and
within the research and scholarly work of the Department of Agricultural Economics.
Does the sponsoring unit have the required budget to support the program? Will additional resources be
required by the sponsoring unit?
The College of Agriculture will not be requesting additional resources to offer the B.Sc. Agribusiness
degree program. However, it is the expectation that increased enrolment due to the program would
contribute to restoration of the planned loss of resources due to recent declines in enrolment in the B.S.A.
program.
Department of Agricultural Economics: B.Sc. (Agribusiness) (126 c.u.)
First Year (30 credit units)
Required Courses: (18 c.u.)
TERM 1
AGRIC 111.3 - Agricultural Science I
ENG 11X.3 - ENG 111.3, 112.3, 113.3 or
114.3
ECON 111.3 - Price Theory and Resource
Allocation
TERM 2
AGRIC 112.3 - Agricultural Science II
AGRIC 113.3 - The Business and Policy of
Food and Resources
ECON 114.3 - Money and Income
Restricted Electives: (12 c.u.)
Social Sciences/Fine Arts/Humanities (6 c.u.)
Natural Sciences (6 c.u.)
Second Year (33 credit units)
Required Courses: (27 c.u.)
TERM 1
AGRIC 291.3 - Oral and Written
Communications
STATS 245.3 - Introduction to Statistical
Methods
AG EC 230.3 - Innovation and
Entrepreneurship in Agribusiness
MATH 101.3 or 110.3 - Elementary Calculus/
Calculus I
ECON 211.3 - Intermediate Microeconomic
Theory
TERM 2
AG EC 272.3 - Introduction to Agricultural
Economics (revised to include
research methods)
COMM 203.3 - Introduction to Finance
COMM 200.3 - Introduction to Agribusiness
Marketing
COMM 201.3 - Accounting and Business
Decision Making
Open Electives: (6 c.u.)
Third and Fourth Years (63 credit units)
Required Courses: (24 c.u.)
TERM 1
AG EC 315.3 - Application of Microeconomic
Theory to Agriculture
AG EC 347.3 - Agribusiness Marketing
Management
AG EC 361.3 - Intermediate Statistical
Analysis and Managerial
Economics (Formerly Intermediate
Statistical Analysis)
AG EC 495.3 - Agribusiness Venture
Management (Formerly Comm
492.3)
TERM 2
AG EC 322.3 - Farm Business Management
AG EC 342.3 - Industrial Organization of
Agricultural Markets
AG EC 343.3 - Grain and Livestock Marketing
COMM 202.3 - Introduction to Organizational
Behavior
Restricted Electives: (at least 21 c.u of which 12 must be at the 400 level)
AG EC 420.3 - Farm and Agricultural Business
Operations Management
AG EC 432.3 - Rural Development: Theory,
Policy and Case Studies
AG EC 433.3 - Methods of Rural Analysis:
Theory and Application
AG EC 435.3 - Agricultural Finance and
Appraisal
AG EC 440.3 - Agricultural Marketing
Systems
AG EC 451.3 - Agricultural Problems and
Policies
AG EC 461.3 - Agricultural Commodity
Analysis
AG EC 492.3 - Term Paper and Technical
Writing
AG EC 344.3 - Follow the Grain
AG EC 432.3 - Rural Development: Theory,
Policy and Case Studies
AG EC 433.3 - Methods of Rural Analysis:
Theory and Application
AG EC 435.3 - Agricultural Finance and
Appraisal
AG EC 440.3 - Agricultural Marketing
Systems
AG EC 451.3 - Agricultural Problems and
Policies
AG EC 461.3 - Agricultural Commodity
Analysis
AG EC 492.3 - Term Paper and Technical
Writing
AG EC 344.3 - Follow the Grain
AG EC 3XX.3 - Principles of Selling (new
course proposal)
AGRIC 306.3 - Issues in Agriculture and Food
Law
COMM 301.3 - An Introduction to
Management Accounting For
Future Managers
COMM 340.3 - Introduction to International
Business
COMM 342.3 - Organization Structure and
Design
COMM 345.3 - Business and Public Policy
COMM 347.3 - Business in Canada: The
Aboriginal Dimension
COMM 354.3 - Consumer Analysis
COMM 357.3 - Marketing Research
COMM 363.3 - Intermediate Corporate
Finance
COMM 456.3 - International Marketing
COMM 468.3 - Venture Capital and
Entrepreneurial Finance
Open Electives: (18 c.u.)
NOTE: Discussions are currently taking place for a new 400 level AG EC course titled The New Era in
Agribusiness Management. This course will focus on emerging Agribusiness issues and a new
course proposal for the Agribusiness program will be submitted at a later date.
Saskatchewan High School Subjects Required for Admission
Bachelor of Science (Agribusiness) Program
Applicants must have complete secondary level standing in Saskatchewan or equivalent.
Prerequisite Subjects:
1. Mathematics B30
2. Mathematics C30
3. One approved 30 level science chosen from Biology, Chemistry or Physics.
An admission average will be calculated based on University of Saskatchewan criteria for the calculation
of admission averages. A minimum overall average of 70% is required.
Applicants may be admitted with one 1-credit deficiency. Such deficiency must be removed during the
first year in the College of Agriculture.
Special (Mature) Admission is available to Saskatchewan applicants who do not meet the requirements
for regular admission.