FACULTY OF ARTS AND SCIENCE
FACULTY BOARD
A meeting of Faculty Board will be held on Friday, December 12, 2014 at 3:30 p.m.
in in the School of Kinesiology and Health Studies Building – KINHST 100
AGENDA
1. Adoption of the Agenda
2. Approval of the Minutes
The Minutes of November 14, 2014 have been posted.
3.
Business Arising from the Minutes
4. Arts and Science Undergraduate Society Report
5. Dean’s Report
6. Question Period
7.
Communications
Questions received from Mr. Morelli, Department of Physics, Engineering Physics &
Astronomy - Appendix A
8. Proposal for a New Faculty of Arts and Science Unit – Department of Geography
and Planning – Appendix B - for approval
Mr. Smith will move “that the Proposal for a New Faculty of Arts and Science Unit – Department
of Geography and Planning be approved.”
9. Curriculum Committee Omnibus Report – Appendix C - for approval
Mr. Ableson will move “that the Omnibus Report Part II be approved."
10. New Undergraduate Program Proposal - Arts & Science Internship Program – Queen’s
University Internship Program – Appendix D – for approval
Mr. Horton will move “that the New Undergraduate Program Proposal - Arts & Science
Internship Program be approved.”
11. Concurrent BFA(Honours), Major in Visual Art, and BEd - Appendix E – for approval
Mr. Smith will move “that the Concurrent BFA(Honours), Major in Visual Art, and BEd be
approved.”
12.
Arts Graduate Council Curriculum Submission Report – Appendix F – for approval
Ms. Naaman will move “that the Arts Graduate Council Curriculum Submission Report –
November, 2014 be approved.”
13.
Science Graduate Council Curriculum Submission Report – Appendix G – for approval
Ms. Regan will move “that the Science Graduate Council Curriculum Submission Report –
December, 2014 be approved.”
14. Other Business
Richard Ascough
Chair
Faculty Board
Patrick Costigan
Secretary
Faculty Board
Page 1 of 114
Questions for Arts & Science Faculty Board
December meeting – Appendix A
1. Who determines which courses CDS will run in a given year? Please describe the
decision process and who specifically makes the final decision.
The schedule of offerings is determined annually by CDS in consultation with the
Department Head. Final decisions are made by mutual agreement. Whether a course is
offered and in what term it’s offered depends on a number of factors: student demand,
the role of the course in a program, the other courses being offered (e.g. providing a
balanced set of courses by level is a consideration), whether the course needs to be
updated (courses are reviewed every three years as part of the Faculty’s quality
assurance standards for online offerings), and on instructor availability.
2. Do departments have the authority to have a course NOT offered online if it appears to
be drawing down the enrolment of on campus courses? If departments/units do not
have this autonomy please indicate where the authority to make this decision lies.
The Department approves the courses that are available to offer online through CDS,
through the curriculum processes for approving courses and course variants. Because of
the investment in course development for an online course, the expectation is that the
course will be available to offer for three to five years. Courses are not necessarily
offered every term or every year; the schedule of offerings is determined annually by
CDS in consultation with the Department Head in order to meet the needs of students,
including Distance Students enrolled in online degree programs, and the Department. If
a course is no longer meeting these needs then CDS and the Department would work
together to develop an exit plan for the course (and possibly for the online program).
3. Who decides which instructor will be appointed to teach any particular online
course: CDS or the academic department? Please describe the decision process end
clearly indicate who specifically makes the final decision.
The Department recommends instructor appointments to the Dean of the Faculty of
Arts and Science, and follows the priorities and processes in the Queen’s-QUFA
Collective Agreement.
4. For the purposes of activity based budgeting which unit gets the enrolment profit when
the instructor of an online course is an adjunct appointed by CDS? Is it the academic
unit through which the course would be offered if it were not online, or is it the Faculty
of Applied Science as indicated in the proposed budget model circulated in April 2014?
In new budget model in the Faculty of Arts and Science, the net revenue for an online
course will flow to the academic Department to which the instructor “belongs” or has a
continuing appointment. In other words the revenue will flow to the unit that carries
Page 2 of 114
the continuing responsibility for the instructor. In the case of an online course taught by
an adjunct instructor with a continuing appointment in CDS (i.e. with a guaranteed
teaching load for which CDS is responsible), the net revenue will be retained by the
Faculty of Arts and Science.
5. Do any of the response to any the questions above change for courses offered through
agreements with the Ontario Online Initiative? If yes, please be specific.
No.
Page 3 of 114
!
!
!
!
November 21, 2014
Dr. Susan Mumm
Dean, Faculty of Arts and Science
Queen’s University
Re:
Proposal for a New Faculty of Arts and Science Unit – Department of Geography
and Planning
Dear Dean Mumm:
We are pleased to submit a proposal for the creation of a new Faculty of Arts and Science (FAS)
unit – The Department of Geography and Planning. This proposal includes a report of the Task
Force on the integration of the Department of Geography and the School of Urban and Regional
Planning in the FAS, which outlines the terms of reference for the creation of the new unit and
includes an executive summary of a new departmental constitution and workload standard in line
with the QUFA Collective Agreement. The constitution and workload standard were approved
in principle by unanimous votes taken at departmental meetings of the two founding units in
October 2014. We respectfully request that you submit this proposal for approval to the Faculty
Board, Senate Committee on Academic Development (SCAD) and Senate.
This proposal outlines the merger of two successful academic units that will benefit from larger
scale operations and efficiencies while allowing for new and innovative programing. There are
many potential benefits and efficiencies in establishing this new partnership: e.g., the opportunity
to develop new undergraduate courses, new accelerated degree programs for pathways to the
Master of Urban and Regional Planning (M.PL.) degree, new graduate diploma programs in
areas of joint interest and connecting SURP faculty to Geography’s strong doctoral program.
There is already significant overlap in academic backgrounds, cross-appointments, research and
teaching interests across the two founding units. Several SURP faculty members have geography
degrees, while a Geography faculty member is a professional planner.
You will note that the School of Urban and Regional Planning will continue to exist within the
new unit as the entity responsible for the professionally-accredited MPL degree and remain as
the primary point of contact for its many outreach programs. Maintaining the School’s identity,
external presence and brand has been noted as an important element of this plan by SURP’s
alumni, students, faculty and other stakeholders. The undergraduate and graduate curricula
currently offered in the two founding units will remain unchanged during the transition phase,
while the Department of Geography and Planning will pursue new initiatives moving forward.
The discussions held by the Task Force have been productive, collegial and have shown a spirit
of collaboration and increasing understanding between the two founding units. Discussions on
the administration of the new unit will be on-going, and details regarding the integration of the
P R E P A R I N G
L E A D E R S
A N D
C I T I Z E N S
F O R
A
G L O B A L
S O C I E T Y
Page 4 of 114
two units will be conducted by a transition team in the months ahead. A Transition Executive
Committee is proposed in the Report, and further subcommittees of faculty, staff, students and
other stakeholders will guide the transition process in the new year. We look forward to working
together to enhance and strengthen our academic programs. We are extremely confident that our
new unit will flourish under a broadened mandate for teaching, research and service to the
Faculty, the University and to our professions.
We recommend the proposal for the creation of the Department of Geography and Planning for
your approval and that of Faculty Board, SCAD and Senate. Please do not hesitate to contact us
if you have any questions regarding this proposal.
Finally, we would like to express our sincerest thanks to Associate Dean Bob Lemieux for his
leadership of the Task Force and for his continued advice throughout the transition phase.
Yours sincerely,
Dr. Paul M. Treitz
Head, Department of Geography
Dr. David L.A. Gordon FCIP RPP AICP
Director, School of Urban and Regional Planning
!
2
Page 5 of 114
Report of the Task Force on Integration of the Department of
Geography and the School of Urban and Regional Planning in the
Faculty of Arts and Science
November 4, 2014
On April 23, 2014, Principal Daniel Woolf and Provost and Vice-Principal (Academic) Alan
Harrison announced a plan to integrate the School of Urban and Regional Planning (SURP) with
the Department of Geography (GPHY) in the Faculty of Arts and Science (FAS) to form a new
academic unit effective July 1, 2015. On June 13, 2014, Dean Susan Mumm announced the
formation of a Task Force chaired by Associate Dean (Research) Bob Lemieux to recommend an
academic and governance structure for the new unit, and a new name that reflects the identities
of the two founding units.
The members of the Task Force are as follows:
David Gordon, Director, SURP
Leela Viswanathan, Faculty, SURP
Angela Balesdent, Staff, SURP
Randi Newton, Grad Student, SURP
Paul Treitz, Head, GPHY
Betsy Donald, Faculty, GPHY
Kathy Hoover, Staff, GPHY
Rachel Herron, Grad Student, GPHY
Bob Lemieux, Associate Dean (Research), FAS (Chair)
Diane Reid, FAS, Recording Secretary
The Task Force met 8 times since the beginning of September 2014 to make recommendations to
the Dean on academic and governance structures, and a new Workload Standard for the new
unit, which are described in a new departmental Constitution. This report presents an executive
summary of the new departmental Constitution and the Workload Standard therein, and makes
recommendations for a transition process to take place over the Winter and Spring of 2015. The
drafting of the new Constitution, excluding the Workload Standard, was informed by
consultation with various stakeholders, and by more formal consultation with the two founding
units in town hall and departmental meetings; faculty members in the two founding units were
also consulted on the drafting of the new Workload Standard. The final version of the new
departmental Constitution, including the new Workload Standard, was unanimously approved ‘in
principle’ by votes taken at departmental meetings of the two founding units pending approval
by Senate of the proposal for the new unit; the two documents will be ratified by members of the
new unit at their first departmental meeting in the Fall of 2015.
A) Academic and Governance Structures
The new unit integrating the Department of Geography and the School of Urban and Regional
Planning in the Faculty of Arts and Science will be named:
Department of Geography and Planning (GPPL)
1
Page 6 of 114
The School of Urban and Regional Planning was established in 1970 and brand recognition is
very important to student recruiting efforts and alumni relations. Hence, in order to maintain the
SURP brand going forward, the School of Urban and Regional Planning will continue to exist
within the new unit as the entity responsible for the professionally accredited Masters in Urban
and Regional Planning (MPL) degree, with the Director of SURP reporting to the Department
Head (vide infra).
The proposed administrative structure for the new unit is as follows:
Department Head
Associate Head (Undergraduate Programs)
Associate Head (Geography Graduate Programs)
Director of SURP
The Associate Head (Undergraduate Programs) will be responsible for the coordination of the
Geography undergraduate programs and chair the Undergraduate Committee; the Associate Head
(Geography Graduate Programs) will be responsible for the MA/MSc/PhD programs and chair
the Geography Graduate Committee; the Director of SURP will be responsible for the MPL
program and the SURP outreach programs, and chair the SURP Graduate Committee, which will
replace the former MPL Academic Committee. The Head, the two Associate Heads and the
Director of SURP will form a departmental Executive Committee that will be advisory to the
Head on various departmental matters, including budget planning, nominations to standing
committees and term adjunct appointments. The two Associate Heads and the Director of SURP
will report to the Head and will be appointed by the Dean for 3-year terms on recommendation
by the Head.
The following constitute the formal mechanisms by which members of the new unit will render
advice and assistance in the operation, administration and evolution of the new unit:
A. The Departmental Meeting
B. Standing Committees under the QUFA Collective Agreement
1. Renewal, Tenure and Promotion Committee
2. Appointments Committee
3. Term Adjunct Appointments Committee
C. Standing Departmental Committees
1. Nominating Committee
2. Undergraduate Committee
3. Geography Graduate Committee
4. SURP Graduate Committee
5. Ethics Review Committee
6. Departmental Health and Safety Committee
Where appropriate, the membership of standing committees will be representative of the three
cognate areas within the new unit, i.e., human geography, physical geography and planning.
Other mechanisms for faculty, staff and student involvement in departmental governance will
2
Page 7 of 114
include special ad hoc committees to be formed by the Head, as well as various departmental
liaison appointments. The outreach organizations currently hosted by SURP will continue to
operate as per their terms of reference, and report to the SURP Director who will be responsible
for administrative coordination and financial oversight; the Director will report annually to the
Head on the finances and activities of the outreach organizations.
B) Workload Standard
The current teaching workload standard of two (2.0) full-course equivalents in both founding
units will continue in the new unit, but will vary in the proportion of undergraduate and graduate
courses assigned depending on the area of teaching: a normal course load for faculty teaching
principally in the geography programs will be 1.5 undergraduate and 0.5 graduate full-course
equivalents, whereas a normal course load for faculty teaching principally in the MPL program
will be 1.5 graduate and 0.5 undergraduate full-course equivalents. All faculty members will be
expected to be involved in graduate supervision, maintain an ongoing commitment to scholarship
and contribute to the work of standing departmental committees.
The Head will receive a minimum of a 1.0 full-course equivalent reduction annually, whereas the
two Associate Heads and the Director of SURP will each receive a 0.5 full-course equivalent
reduction annually.
C) Transition Process
David Gordon’s term as Director of SURP is scheduled to end on December 31, 2014. After
having sought nominations from the School, the Dean will appoint an Acting Director of SURP
for a 6-month term effective January 1, 2015. Furthermore, in order to facilitate the transition
process to the new unit over the Winter and Spring of 2015 (vide infra), the Dean will be seeking
nominations from both founding units before the end of the Fall term for an Interim Head of the
Department of Geography and Planning, who will be appointed for a 1-year term effective July
1, 2015.
When appropriate, the Dean will appoint a Transition Executive Committee consisting of the
Head of Geography, the Acting Director of SURP and the newly appointed Interim Head of
Geography and Planning to coordinate the integration of the two founding units and the
transition to the new Department of Geography and Planning, pending Senate approval. The
transition process will unfold over the Winter and Spring of 2015 in consultation with the
Associate Dean (Research). As part of the transition process, the Committee will appoint
stakeholders from the two founding units to sub-committees responsible for specific operational
aspects of the transition.
Operational aspects of the transition will include the integration of the operating budgets of the
two founding units into one departmental operating budget. Trust accounts in the two founding
units, including those of the outreach organizations hosted by SURP, will remain unchanged.
Other operational aspects of the transition will include the integration of support staff and space,
teaching assignments in the new unit for 2015-16, the appointments of the two Associate Heads,
the Director of SURP, and the formation of new standing committees, all effective July 1, 2015,
3
Page 8 of 114
and the development of a communication strategy and a new website to keep all stakeholders
abreast of the transition process.
The undergraduate and graduate curricula currently offered in the two founding units will remain
unchanged going forward. It is anticipated that the creation of the new Department of Geography
and Planning will generate new exciting opportunities for curricular renewal, and for the creation
of dynamic new programs, including graduate diploma and Professional Masters programs, that
will leverage the synergy between the cognate fields of human/physical geography and planning.
The academic programs currently offered by the two founding units are scheduled to undergo
Cyclical Program Reviews in 2015-16 and Self-Study documents are currently being prepared by
committees in both units for assessment by external reviewers. The MPL program will also be
reviewed by the Professional Standard Board of the Canadian Institute of Planners.
The current SURP Board will be dissolved and replaced by a Professional Advisory Council to
provide advice and support to the SURP Director, the Head of Geography and Planning and the
Dean of Arts and Science. Its members will be drawn from industry leaders, alumni and public
policy advisors. The mission, vision and terms of reference for the Professional Advisory
Council will be developed as part of the transition process.
In the Fall of 2015, a Headship Committee will be formed as per Article 41 of the QUFA
Collective Agreement to recommend a candidate for the inaugural Headship of the Department
of Geography and Planning effective July 1, 2016.
Respectfully submitted,
Bob Lemieux
Associate Dean (Research)
Faculty of Arts and Science
4
Page 9 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
COURSE ADDITIONS
Dept.
Course
Subject
Course
Catalog
Number
ARTH
ARTH
ARTH
Topics
Course?
New
Course
Units
New Course
Title
Transcript
Title
New Course Description
New
Course
Notes
New Prerequisite
Topic Title
Topic Title
(Transcript)
248
3.0
Introduction to
the Indigenous
Arts of North
America
Intro to
Indigenous
N. America
An introduction to the arts and visual culture of
the Indigenous peoples of North America from
north of the Rio Grande to the Arctic,
encompassing pre-history, colonialism, and the
modern period. Key works from six regional
zones are studied in their historical and cultural
contexts. LEARNING HOURS 120 (36L;84P)
None.
Level 2 or above or
permission of the
Department
N/A
N/A
ARTH
348
3.0
Arts of the Arctic
Arts of the
Arctic
None
Recommended ARTH
248/3.0
Prerequisite Level 3 or
above.
N/A
N/A
ARTH
ARTH
438
Yes
3.0
Studies in
Indigenous Arts
and Visual
Culture of North
America
Studies in
Indigenous
Arts
A study of the arts and visual culture of the
indigenous peoples of the northern
circumpolar region encompassing Alaska,
Canada and Greenland, with a main focus on
Dorset, Thule and post-1950 Inuit arts.
Students will examine the development of
modern Inuit art markets, including reception,
promotion and circulation in the south.
LEARNING HOURS 120 (24L;12S;84P)
This seminar offers an in-depth study of a topic
in North American Indigenous arts and visual
culture, including theoretical and
methodological readings. LEARNING HOURS
126 (36S;90P)
None
A GPA of 2.60 in a
minimum of 24.0 units
in ARTH courses and
Level 4 and registration
in an ARTH Major or
Medial Plan.
Visual
Ethnographies of
Arctic
Modernity.
Arctic
Modernity
ARTH
ARTH
460
Yes
3.0
Curatorial
Studies
Curatorial
Studies
This seminar, held at the Agnes Etherington Art
Centre, integrates historical, theoretical and
practical approaches to contemporary
curatorial issues. LEARNING HOURS 126
(18S;18Pc;90P)
None
A GPA of 2.60 in a
minimum of 24.0 units
in ARTH courses and
Level 4 and registration
in an ARTH Major or
Medial Plan.
Museums:
Empire to
Empowerment
Museums:
Empire to
Empowerment
Page 10 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept.
Course
Subject
Course
Catalog
Number
New
Course
Units
New Course Title
Transcript
Title
New Course Description
New Course Notes
New
Prerequisite
New Exclusion
DRAM
DRAM
211
3.0
Introduction to
Theatre for Young
Audiences
Intro to
Theatre for
Young Aud
An introduction to the history and theory of theatre conceived for
audiences of young people. Students will read a variety of plays
intended for young audiences and consider the social and artistic
issues associated with various dramatic and theatrical techniques.
LEARNING HOURS 120(84O;36P)
Only offered online.
Consult Continuing
and Distance
Studies.
Level 2 or
above.
No more than 3.0
units from DRAM
211/3.0; DRAM
311/3.0
Dept.
Course
Subject
Course
Catalog
Number
MultiTerm
New
Course
Units
New Course
Title
Transcript
Title
New Course Description
New Course Notes
New
Prerequisite
Faculty
Office
INTN
301
N
1.5
Professional
Internship l
Professional
Internship l
Part 1 of a 12-16 month, professionally supervised, careerrelated position designed to offer students the
opportunity to learn about current advances, practices
and technologies in workplaces including business,
industry, government and community settings. Students
will develop a range of workplace skills, learn about
organizational culture, and expand their knowledge of
career options.
NOTE: Prior to undertaking the internship,
workshops on resume preparation and interview
skills are required, coordinated by Career Services.
NOTE: Students enrol in INTN 301/1.5 in the first
term of the internship, INTN 302/1.5 in the second
term of the internship, and INTN 303/3.0 in the
final term(s) of the internship, for a total of 6.0
units.
Level 2 or 3 and
a minimum GPA
of 1.90.
Faculty
Office
INTN
302
N
1.5
Professional
Internship II
Professional
Internship II
NOTE: Students enrol in INTN 301/1.5 in the first
term of the internship, INTN 302/1.5 in the second
term of the internship, and INTN 303/3.0 in the
final term(s) of the internship, for a total of 6.0
units.
INTN 301/1.5
and a minimum
GPA of 1.90.
Faculty
Office
INTN
303
Yes
3.0
Professional
Internship III
Professional
Internship III
Part 2 of a 12-16 month, professionally supervised, careerrelated position designed to offer students the
opportunity to learn about current advances, practices
and technologies in workplaces including business,
industry, government and community settings. Students
will develop a range of workplace skills, learn about
organizational culture, and expand their knowledge of
career options.
Part 3 of a 12-16 month, professionally supervised, careerrelated position designed to offer students the
opportunity to learn about current advances, practices
and technologies in workplaces including business,
industry, government and community settings. Students
will develop a range of workplace skills, learn about
organizational culture, expand their knowledge of career
options and reflect on linkages between classroom
knowledge and professional practice.
NOTE: Students enrol in INTN 301/1.5 in the first
term of the internship, INTN 302/1.5 in the second
term of the internship, and INTN 303/3.0 in the
final term(s) of the internship, for a total of 6.0
units.
INTN 302/1.5
and a minimum
GPA of 1.90.
Page 11 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Department
Course
Subject
Course
Catalog
Number
New
Course
Units
New Course
Title
Transcript
Title
New Course Description
New Course Notes
New Prerequisite
New Exclusion
Learning Hours
LLCU
PORT
103
3.0
Beginning
Portuguese
and Culture I
Beginning
Portuguese I
n/a
n/a
No more than
3.0 units from
LLCU 101/3.0
(if taken
between 201213 and 201415); PORT
103/3.0.
120 (36L;84P)
LLCU
PORT
104
3.0
Beginning
Portuguese
and Culture II
Beginning
Portuguese
II
Introduction to the language and
culture of Portugal and Brazil,
acquiring basic communicative skills,
vocabulary and structures of the
Portuguese language. This course
promotes knowledge and
understanding of the social, cultural
and historical contexts of both
countries.
Continuation of LLCU 103/3.0: Basic
communicative skills, vocabulary and
structures of the Portuguese language
and the knowledge and
understanding of the social, cultural
and historical contexts of Portugal
and Brazil, other Portuguese speaking
countries.
n/a
PORT 103/3.0 or
LLCU 101/3.0 (if
taken between
2012-13 and
2014-15).
No more than
3.0 units from
LLCU 102/3.0
(if taken
between 201213 and 201415); PORT
104/3.0.
120 (36L;84P)
LLCU
LLCU
319
3.0
Roots of
Fascism:
Resistance to
Liberalism in
the 19th
Century
Roots of
Fascism
n/a
Third year
standing or
permission of the
Department of
Languages,
Literatures and
Cultures
No more than
3.0 units from
GRMN
419/3.0; LLCU
319/3.0.
120 (36L;84P)
LLCU
GRMN
419
3.0
Roots of
Fascism:
Resistance to
Liberalism in
the 19th
Century
Rotts of
Fascism
A survey of various currents of
thought from 19th-century Europe
that illustrate conservative discomfort
with industrial society and help to
make the outbreak of fascism
understandable after 1918. The
course will distinguish between
conservative, nationalist, aesthetic
and religious trends, illustrated by
relevant readings from different
countries.
A survey of various currents of
thought from 19th-century Europe
that illustrate conservative discomfort
with industrial society and help to
make the outbreak of fascism
understandable after 1918. The
course will distinguish between
conservative, nationalist, aesthetic
and religious trends, illustrated by
relevant readings from different
countries.
Taught in English
together with LLCU
319/3.0. Students in a
GMST Plan will submit
written assignments,
tests, and examinations
in German. Normally,
students will read
German texts in the
original.
A grade of C in
GRMN 202/3.0 or
permission of the
Department of
Languages,
Literatures and
Cultures.
No more than
3.0 units from
GRMN
419/3.0; LLCU
319/3.0.
120 (36L;84P)
Page 12 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Department
Course
Subject
Course
Catalog
Number
New
Course
Units
New Course
Title
Transcript
Title
New Course Description
New Course Notes
New Prerequisite
New Exclusion
Learning Hours
LLCU
LLCU
329
3.0
Uncanny
Encounters:
Narrative
Analysis of the
Fantastic
Genre
Uncanny
Encounters
The course offers an overview of the
related genres of the Fantastic, the
Fairy Tale, Dystopia, Science Fiction,
and Horror. Examples will include
popular works such as The Twilight
Sage, Harry Potter, and/or the Hunger
Games, but also traditional texts by
Hoffmann and Kafka. Parallel to the
fictional works, the course offers
theoretical analysis.
n/a
Third year
standing or
permission of the
Department of
Languages,
Literatures and
Cultures
No more than
3.0 units from
LLCU 329/3.0;
GRMN 429/3.0.
120
(12L;24S;12G;24O;48P)
LLCU
GRMN
429
3.0
Uncanny
Encounters:
Narrative
Analysis of the
Fantastic
Genre
Uncanny
Encounters
The course offers an overview of the
related genres of the Fantastic, the
Fairy Tale, Dystopia, Science Fiction,
and Horror. Examples will include
popular works such as The Twilight
Sage, Harry Potter, and/or the Hunger
Games, but also traditional texts by
Hoffmann and Kafka. Parallel to the
fictional works, the course offers
theoretical analysis.
Taught in English
together with LLCU
329/3.0. Students in a
GMST Plan will submit
written assignments,
tests, and examinations
in German. Normally,
students will read
German texts in the
original.
A grade of C in
GRMN 202/3.0 or
permission of the
Department of
Languages,
Literatures and
Cultures
No more than
3.0 units from
LLCU 329/3.0;
GRMN 429/3.0.
120
(12L;24S;12G;24O;48P)
LLCU
LLCU
339
3.0
XX-Century
Italian
Playwrights: In
Search of the
Theatre
XX-Century
Italian
Playwrights
Investigate the life and works of 20
internationally renowned Italian
playwrights (including two Noble
prize Winners Luigi Pirandello and
Dario Fo) in a philosophical, political,
social and historical context.
Particular emphasis will be given on
the aesthetic solutions proposed by
the playwrights to deal with the new
realities of the 21st-Century.
n/a
Third year
standing or
permission of the
Department of
Languages,
Literatures and
Cultures.
n/a
120 (36L;84P)
Dept.
Course
Subject
Course
Catalog
Number
MultiTerm
New
Course
Units
New Course
Title
Transcript
Title
New Course Description
New Prerequisite
MUSC
MUSC
340
Yes
3.0
Music as
Profession
Music as
Profession
An introduction to the principles and skills necessary for a successful career in music, centred
around business aspects as well as important facets of professionalism required in today’s music
fields. Topics may include deportment, business practices, concert planning, promotion and
publicity, and the role of supporting professionals. LEARNING HOURS 120 (36S;24O;24Oc;36P)
Level 3 or above in a
MUSC Plan or permission
of the School of Music.
Page 13 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept.
Course
Subject
Course
Catalog
Number
New
Course
Units
New
Course
Title
Transcript
Title
New Course Description
New Course Notes
New
Prerequisite
New Exclusion
PHYS
Phys
118
6.0
Basic
Physics
Basic
Physics
An algebra-based course dealing with basic Physics concepts, including
dynamics, fluids, waves, electromagnetism and basic optics. Emphasis is
placed on the development of problem-solving skills through the use of
Mastery based course delivery. This course does not include a physical
lab component. LEARNING HOURS 228(132O;96P)
Note: Only offered
online. Consult
Continuing and
Distance Studies.
4U Physics is
recommended.
No more than 6.0 units
from PHYS 104/6.0; PHYS
106/6.0; PHYS 107/6.0;
PHYS 117/6.0; PHYS
118/6.0
Dept.
Course
Subject
Course
Catalog
Number
New
Course
Units
New Course Title
Transcript Title
New Course Description
New Prerequisite
New Exclusion
SKHS
HLTH
455
3.0
Health and Built
Environments
Health and Built
Environments
Level 4 in a KINE
Specialization Plan, PHED
Specialization Plan or
HLTH Major or Medial
Plan.
No more than 3.0
units from HLTH
497/3.0 (if taken
between 2012-2015);
HLTH 455/3.0.
SKHS
KNPE
400
3.0
Professional
Practice in Allied
Health
Professional
Practice
This course will examine how characteristics and configurations of urban
environments, such as urban sprawl, transportation, community design,
housing, and food networks, may promote or impede health and well-being.
This seminar-style course will be especially useful for students considering
careers in public health and/or urban planning.
LEARNING HOURS 118 (36S;10Oc;72P)
Through problem-based learning, students will gain an understanding of what
it means to be an applied health care professional. Students will work
collaboratively on case studies and develop critical thinking skills to prepare
them as they transition to their careers as health care practitioners.
LEARNING HOURS 120 (18L;18G;84P)
Level 4 in KINE
Specialization Plan, PHED
Specialization Plan or
HLTH Major Plan.
none
COURSE DELETIONS
Dept.
Course Subject
Course Catalog Number
Existing Course Units
Existing Course Title
LLCU
GRMN
511
3.0
Special Topics I
LLCU
GRMN
512
3.0
Special Topics II
LLCU
GRMN
540
6.0
Directed Studies I
LLCU
GRMN
541
6.0
Directed Studies II
Page 14 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Course Subject
Course Catalog Number
Existing Course Units
Existing Course Title
SKHS
HLTH
239
3.0
Drug Wars and Cultures in 20th Century North America
SKHS
KNPE
343
3.0
Instructional Leadership for Health and Fitness
SKHS
KNPE
371
3.0
Sport and Recreation Management
SKHS
PACT
400
3.0
Advanced Practicum (Coaching)
COURSE REVISIONS
Dept.
DEVS
Changes
to:
Exclusion
Course
Subject
DEVS
Course Catalog
Number
230
Existing Course
Units
3.0
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course Title
DRAM
Prerequisite
DRAM
236
3.0
Public
Presentation
DRAM
Learning
Hours
DRAM
240
3.0
DRAM
Learning
Hours
DRAM
242
3.0
Introduction
to Theatre
Space
Introduction
to Theatre
Production
DRAM
Course
Description
DRAM
246
1.5
Technical
Practicum
Existing Course Title
Existing Exclusion
New Exclusion
The Global Political Economy of
Development
No more than 3.0 units from DEVS 230/3.0; POLS
262/3.0
None
Existing Course
Description
A credit/non-credit
practicum for 36 hours of
extra-curricular work in
drama-related fields,
including departmental
productions.
New Course
Description
Existing Prerequisite
New Prerequisite
A grade of B- in 6.0
from (DRAM100/6.0;
DRAM181/6.0;
BISC100/3.0;
BISC101/3.0) or
permission of the
department.
Level 2
Learning Hours
Learning Hours
120(18L;18S;84P)
120(18S;18Pc;84P)
120(18L;18S;84P)
120(18S;18Pc;84P)
A credit/non-credit
practicum for 48 hours
of extra-curricular work
in drama-related fields,
including departmental
productions.
Page 15 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course Title
Existing Course
Description
New Course
Description
DRAM
Course
Description
DRAM
247
1.5
Drama
Practicum
A credit/non-credit
practicum for 36 hours of
extra-curricular work in
drama related fields,
including departmental
productions.
A credit/non-credit
practicum for 48 hours
of extra-curricular work
in drama related fields,
including departmental
productions.
DRAM
Prerequisite
DRAM
303
3.0
First Nations
Playwrights
Dept.
Changes
to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
New Course
Title
Transcript
Title
DRAM
Title,
Exclusion
DRAM
311
3.0
Introduction to
Theatre for
Young People
Theatre for
Young
Audiences
Theatre for
Young Aud
Existing
Course
Description
Existing Prerequisite
New Prerequisite
Level 3 and (a GPA of
2.6) and permission of
the Department
Level 3 and (a GPA
of 2.6) or
permission of the
Department
New Course
Description
Existing
Prerequisite
Learning Hours
New
Prerequisite
Learning Hours
Existing
Exclusion
New Exclusion
none
No more than 3.0
units from DRAM
211/3.0; DRAM
311/3.0
Dept.
Changes to:
Course Subject
Course Catalog Number
Existing Course Units
Existing Course Title
New Course Title
Transcript Title
DRAM
Learning Hours
DRAM
323
3.0
Practical Concerns in Directing
120(18S;18Pc;84P)
120(36Pc;18G;66P)
DRAM
Learning Hours
DRAM
331
3.0
Playing Shakespeare
120(24Pc;12G;48O;36P)
120(36Pc;18G;66P)
Dept.
Changes to:
Course
Subject
Course Catalog
Number
Existing Course
Units
Existing Course Title
Existing Prerequisite
New Prerequisite
ENVS
Prerequisite
ENSC
471
3.0
Environmental Analysis
Methods
CHEM 213/3.0 or CHEM 278/3.0, or permission of the
School.
CHEM 213/3.0 or permission of the
School.
Page 16 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
Dept
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course Title
Existing Course Description
New Course Description
GPHY
Course
Description,
Learning
Hours
GPHY
227
3.0
Cities:
Geography,
Planning and
Urban Life
The city from a geographical
and planning perspective.
Topics include theories of
urbanism, mega and world
cities, competitiveness, land
use planning and design,
surburbanization and sprawl,
new urban identities and
culture, retailing, public space,
private and temporary cities,
urban poverty, politics and
governance.
The city from a geographical and
planning perspective. Topics
include origins of urbanism; mega,
migrant and global cities; urban
competitiveness; land use planning
and design; surburbanization and
sprawl; new urban identities and
culture; retailing; transport; public
space; private and temporary
cities; urban poverty; politics and
governance; sustainable urban
futures. LEARNING HOURS
120(12L;12G;60O;36P)
GPHY
Prerequisite
GPHY
401
3.0
GPHY
Prerequisite
GPHY
402
GPHY
Prerequisite
GPHY
GPHY
Prerequisite
GPHY
December 12th, 2014
Existing Prerequisite
New Prerequisite
Honours
Seminar in
Human
Geography I
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major or
Medial [Arts] Plan), or by
petition to the Departmental
Undergraduate Committee.
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major
or Medial [Arts] Plan.
3.0
Honours
Seminar in
Human
Geography II
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major or
Medial [Arts] Plan), or by
petition to the Departmental
Undergraduate Committee.
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major
or Medial [Arts] Plan).
403
3.0
Honours
Seminar in
Human
Geography
III
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major or
Medial [Arts] Plan), or by
petition to the Departmental
Undergraduate Committee.
Level 4 and (a GPA of 2.60 in
24.0 units in GPHY and
registration in a GPHY Major
or Medial [Arts] Plan).
411
3.0
Biogeochemi
cal Processes
Level 4 and (6.0 units from
MATH at the 100 level or
above) and (6.0 units from
BIOL or CHEM or PHYS at the
100-level or above) and (a GPA
of 1.90 in 30.0 units from
GPHY) and (registration in a
GPHY Major [Science] or EGPY
Specialization Plan), or by
petition to the Departmental
Undergraduate Committee.
Level 4 and (6.0 units from
MATH at the 100 level or
above) and (6.0 units from
BIOL or CHEM or PHYS at
the 100-level or above) and
(a GPA of 1.90 in 30.0 units
from GPHY) and
(registration in a GPHY
Major [Science] or EGPY
Specialization Plan).
Page 17 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course Title
GPHY
Prerequisite
GPHY
413
3.0
Water,
Energy and
Carbon
Cycling in
the
Biosphere
GPHY
Prerequisite
GPHY
417
3.0
Land-Use
Change in
the Earth
System
GPHY
Prerequisite
GPHY
418
3.0
Landscape
Ecology
OMNIBUS REPORT ll
Existing Course Description
New Course Description
Dept.
Changes to:
Course Subject
Course Catalog Number
Existing Course Units
New Course Units
Existing Course Title
HIST
Course units
HIST
456
4.5
9.0
Islam in World History
December 12th, 2014
Existing Prerequisite
New Prerequisite
Level 4 and (6.0 units from
MATH at the 100 level or
above) and (6.0 units from
BIOL or CHEM or PHYS at the
100-level or above) and (a GPA
of 1.90 in 30.0 units from
GPHY) and (registration in a
GPHY Major [Science] or EGPY
Specialization Plan), or by
petition to the Departmental
Undergraduate Committee.
PREREQUISITE Level 4 and (6.0
units from MATH at the 100
level or above) and (6.0 units
from BIOL or CHEM or PHYS at
the 100-level or above) and (a
GPA of 1.90 in 30.0 units from
GPHY) and (registration in a
GPHY Major [Science] or EGPY
Specialization Plan), or by
petition to the Departmental
Undergraduate Committee.
PREREQUISITE Level 4 and (6.0
units from MATH) and (6.0
units from BIOL or CHEM or
PHYS at the 100-level or
above) and (a GPA or 1.90 in
30.0 units from GPHY or BIOL
or ENSC) and (registration in a
GPHY or BIOL or ENSC Major
[Science] or EGPY or EBIO
Specialization Plan), or by
petition to the Departmental
Undergraduate Committee.
Level 4 and (6.0 units from
MATH at the 100 level or
above) and (6.0 units from
BIOL or CHEM or PHYS at
the 100-level or above) and
(a GPA of 1.90 in 30.0 units
from GPHY) and
(registration in a GPHY
Major [Science] or EGPY
Specialization Plan).
PREREQUISITE Level 4 and
(6.0 units from MATH at the
100 level or above) and (6.0
units from BIOL or CHEM or
PHYS at the 100-level or
above) and (a GPA of 1.90 in
30.0 units from GPHY) and
(registration in a GPHY
Major [Science] or EGPY
Specialization Plan).
PREREQUISITE Level 4 and
(6.0 units from MATH) and
(6.0 units from BIOL or
CHEM or PHYS at the 100level or above) and (a GPA
or 1.90 in 30.0 units from
GPHY or BIOL or ENSC) and
(registration in a GPHY or
BIOL or ENSC Major
[Science] or EGPY or EBIO
Specialization Plan).
Page 18 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course
Title
New Course
Title
Transcript
Title
Existing Course Description
LLCU
Course Title,
Learning
Hours
LLCU
200
3.0
Semiotics:
Signs and
Meanings
Semiotics:
Interpreting
the World
Semiotics:
Interpret
the World
LLCU
Course Title,
Course
Description
LLCU
247
3.0
Spanish
Cultural
Contexts
The Dynamic
History of
Spain
The
Dynamic
History of
Spain
LLCU
Course
Notes,
Learning
Hours
LLCU
326
3.0
Film in the
New
Europe
LLCU
Course Title,
Course
Description
SPAN
380
3.0
Panorama
literario de
España I
Introducción:
Literatura de
España I
Intro:
Literatura
de España I
A survey of the major authors
and works of literature of
Spain from its beginnings to
the Spanish Golden Age.
Readings will include texts
from all genres and will
illustrate the main cultural
and historical trends and
movements.
LLCU
Course Title,
Course
Description
SPAN
381
3.0
Panorama
literario de
España II
Introducción:
Literatura de
España II
Intro:
Literatura
de España
II
A survey of the major authors
and works of literature of
Spain from the
Enlightenment to the
present. Readings will include
texts from all genres and will
illustrate the main cultural
and historical trends and
movements.
December 12th, 2014
New Course Description
Existing
Course
Notes
New Course
Notes
Learning Hours
LH 120 (36L;84P)
This survey course covers the
historical, social and cultural
aspects of Spain from its
prehistoric period to the
present day. The first half of
the semester will cover the
beginnings of Iberian
civilization up to the end of
the 19th century. The second
half will concentrate on the
20th and 21st century.
This course covers the most
significant political, historical,
and artistic events and people
that have shaped Spanish
civilization from prehistoric
times to the present. Students
will acquire essential
knowledge about one of
Europe’s most dynamic
countries and at the same time
improve their analytical, writing
and presentation skills.
None.
A screening
lab will be
made
available
each week
for viewing
films.
LH 120 (36L;84P)
An introduction to the major
authors and works of the
literature of Spain from its
beginnings to the end of the
17th Century. Through study
and analysis students will
obtain a general understanding
of the main cultural, historical
and societal trends and
movements during these
periods.
An introduction to the major
authors and works of the
literature of Spain from the
Enlightenment to the present.
Through study and analysis
students will obtain a general
understanding of the main
cultural and historical and
societal trends and movements
during these eras.
Page 19 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
Existing Course Notes
New Course Notes
Existing Prerequisite
New Prerequisite
MUSC
Course Notes
IDIS
311
3.0
Sound
Production
Administered by the
Department of Film and
Media
Administered by the
School of Music.
MUSC
Prerequisite
MUSC
160
1.5
Choral
Ensemble
Registration in a B.Mus. Program,
or permission of the School upon
audition.
Permission of the School of Music
upon audition.
MUSC
Prerequisite
MUSC
260
1.5
Choral
Ensemble
MUSC 160/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 160/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
360
1.5
Choral
Ensemble
MUSC 260/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 260/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
460
1.5
Choral
Ensemble
MUSC 360/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 360/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
162
1.5
Symphony
Orchestra
Registration in a B.Mus. Program,
or permission of the School upon
audition.
Permission of the School of Music
upon audition.
MUSC
Prerequisite
MUSC
262
1.5
Symphony
Orchestra
MUSC 162/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 162/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
362
1.5
Symphony
Orchestra
MUSC 262/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 262/1.5 and permission of the
School of Music upon audition.
Page 20 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
MUSC
Prerequisite
MUSC
462
1.5
MUSC
Prerequisite
MUSC
178
MUSC
Prerequisite
MUSC
MUSC
Prerequisite
MUSC
Existing Course Notes
December 12th, 2014
OMNIBUS REPORT ll
New Course Notes
Existing Prerequisite
New Prerequisite
Symphony
Orchestra
MUSC 362/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 362/1.5 and permission of the
School of Music upon audition.
1.5
Wind Ensemble
Registration in a B.Mus. Program,
or permission of the School upon
audition.
Permission of the School of Music
upon audition.
278
1.5
Wind Ensemble
MUSC 178/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 178/1.5 and permission of the
School of Music upon audition.
MUSC
378
1.5
Wind Ensemble
MUSC 278/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 278/1.5 and permission of the
School of Music upon audition.
Prerequisite
MUSC
478
1.5
Wind Ensemble
MUSC 378/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 378/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
166
1.5
Jazz Ensemble
Registration in a B.Mus. Program,
or permission of the School upon
audition.
Permission of the School of Music
upon audition.
MUSC
Prerequisite
MUSC
266
1.5
Jazz Ensemble
MUSC 166/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 166/1.5 and permission of the
School of Music upon audition.
MUSC
Prerequisite
MUSC
366
1.5
Jazz Ensemble
MUSC 266/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 266/1.5 and permission of the
School of Music upon audition.
Page 21 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
Existing Course Notes
New Course Notes
Existing Prerequisite
New Prerequisite
MUSC
Prerequisite
MUSC
466
1.5
Jazz Ensemble
MUSC 366/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 366/1.5 and permission of the
School of Music upon audition.
MUSC
Course Notes,
Prerequisite
MUSC
263
1.5
Unspecified
Chamber
Ensemble
Placement is made at the
discretion of the School
of Music, after audition.
Placement is made at
the discretion of the
School of Music.
Level 2 and registration in a B.Mus.
Program, or permission of the
School upon audition.
Level 2 and permission of the School
of Music.
MUSC
Course Notes,
Prerequisite
MUSC
363
1.5
Unspecified
Chamber
Ensemble
Placement is made at the
discretion of the School
of Music, after audition.
Placement is made at
the discretion of the
School of Music.
MUSC 263/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 263/1.5 and permission of the
School of Music.
MUSC
Course Notes,
Prerequisite
MUSC
463
1.5
Unspecified
Chamber
Ensemble
Placement is made at the
discretion of the School
of Music, after audition.
Placement is made at
the discretion of the
School of Music.
MUSC 363/1.5 and registration in a
B.Mus. Program, or permission of
the School upon audition.
MUSC 363/1.5 and permission of the
School of Music.
MUSC
Prerequisite
MUSC
129
3.0
Keyboard Skills
None.
Registration in the B.Mus. Plan, or
registration in the BAH Music Major
or BAH Music Medial Plan and
permission of the School of Music.
MUSC
Prerequisite
MUSC
229
3.0
Keyboard Lab
Registration in a B.Mus. program
by means of audition on a
keyboard instrument, or MUSC
129 or permission of the School.
Registration in a B.Mus., BAH Music
Major, or BAH Music Medial Plan
and (MUSC 129 or permission of the
School).
Dept.
Changes to:
Course
Subject
Course Catalog
Number
Existing Course
Units
Existing Course
Title
Existing Prerequisite
New Prerequisite
PHIL
Prerequisite
PHIL
316
3.0
Philosophy of
Art
(12.0 units in PHIL of which 6.0 units in PHIL must be at the 200-level or above) or (18.0
units in ARTF; ARTH; DRAM; ENGL; FILM; MUSC)
Completed 60.0 or
more units.
Page 22 of 114
FACULTY OF ARTS AND SCIENCE
Course
Catalog
Number
117
CURRICULUM COMMITTEE
Existing
Course
Units
6.0
Existing
Course
Title
Basic
Physics
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Changes to:
Course
Subject
Existing Course Description
New Course Description
Existing Exclusion
New Exclusion
PHYS
Course
Description,
Exclusion
PHYS
Primarily for students in the biological and life
sciences. Topics include: kinematics,
mechanics, and energy; heat, heat transfer and
temperature; fluid flow; electricity and
magnetism; oscillations and wave motion;
sound; light and optics; atoms and nuclei. The
application of physics to biological systems will
be emphasized.
An algebra-based course dealing with basic
physics concepts, including dynamics, fluids,
waves, electromagnetism and basic optics.
Emphasis is based on the development of
problem-solving skills through the use of
Mastery based course delivery. PHYS117
includes a required lab component.
No more than 6.0
units from PHYS
104/6.0; PHYS
106/6.0; PHYS
107/6.0; PHYS
117/6.0.
No more than 6.0
units from PHYS
104/6.0; PHYS
106/6.0; PHYS
107/6.0; PHYS
117/6.0; PHYS
118/6.0
PHYS
Exclusion
PHYS
No more than 6.0
units from PHYS
104/6.0; PHYS
106/6.0; PHYS
107/6.0; PHYS
117/6.0.
No more than 6.0
units from PHYS
104/6.0; PHYS
106/6.0; PHYS
107/6.0; PHYS
117/6.0; PHYS
118/6.0
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing
Course Title
Existing Course Description
New Course Description
Existing
Prerequisite
New
Prerequisite
PSYC
Course
Description,
Prerequisite,
Learning Hours
PSYC
205
3.0
Introduction
to
Comparative
Cognition
The evolution and function of cognition
across species, ranging from invertebrates
to humans. Topics include perception,
attention, associate mechanisms,
categorization, decision making and
memory. Each will be examined from a
comparative and biological perspective.
Laboratory exercises complement topics to
be covered in the lectures.
An overview of the evolution and function of
cognitive processes. Emphasis will be placed on
understanding how natural selection shaped
cognition across animal species. Topics such as
memory, decision making, cooperation, and
communication will be examined from a
behavioural ecology and experimental
psychology perspective.
LEARNING HOURS 118.5(18L;16.5G;36O;48P)
A grade of B- in
PSYC 100/6.0.
PSYC
100/6.0.
104, 106,
and 117
Page 23 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Changes to:
Course
Subject
Course
Catalog
No.
Existing
Course
Units
Existing
Course Title
New Course
Title
SKHS
Course
Description
HLTH
252
3.0
Introduction
to Research
Methods
SKHS
Course Title,
Course
Description,
Course
Notes,
Prerequisite
KNPE
465
3.0
Psychology
of Sport
Expertise
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
SKHS
Prerequisite,
Corequisite
KNPE
254
3.0
Biomechanical
Analysis of
Human
Movement
Sport
Participation
and
Performance
OMNIBUS REPORT ll
Transcript
Title
Sport
Participation
Existing
Course Notes
New
Course
Notes
Existing Course
Description
New Course
Description
This course provides
an introduction to
methods, techniques
and approaches to
research in health
studies. The course
will explore the
formulation of
research questions,
experimental design,
interpretation of
results, and the use of
statistical analysis in
experimental
research. Ethical
issues in research will
also be discussed.
An exploration of the
theoretical and
empirical work in the
acquisition of
expertise in sport.
Specific discussion of
the developmental
aspects and learning
conditions that allow
individuals to reach
high levels of
performance in sport
will be included.
This course provides
an introduction to
methods, techniques
and approaches to
research. The course
will explore the
formulation of
research questions,
experimental design,
interpretation of
results, and the use of
statistical analysis in
experimental
research. Ethical
issues in research will
also be discussed.
An exploration of the
theoretical and
empirical work in the
development of sport
participation and
performance. Specific
discussion of the
developmental
aspects and learning
conditions that allow
individuals to
maintain participation
and reach high levels
of excellence in sport
will be included.
December 12th, 2014
Existing
Course
Notes
New
Course
Notes
Existing
Prerequisite
New
Prerequisite
This course
is offered in
alternate
years in
rotation
with KNPE
363/3.0 and
in rotation
with KNPE
463/3.0.
RECOMME
NDATION
KNPE
237/3.0 or
PPHE
237/3.0.
none
Level 4 in a
PHED
Specialization
or KINE
Specialization
Plan and a
grade of B in
KNPE 363/3.0
or KINE
363/3.0 or
KNPE 365/3.0
or KINE
365/3.0.
Level 4 in a
PHED
Specialization
or KINE
Specialization
Plan and a
grade of B in
KNPE 265/3.0.
Existing Prerequisite
New Prerequisite
Existing
Corequisite
New
Corequisite
Level 2 or above in a
PHED or KINE Plan and
KNPE 153/3.0 and ANAT
315/3.0.
Level 2 or above in a
PHED or KINE Plan and
KNPE 153/3.0.
None.
ANAT
315/3.0
Existing
Exclusion
Page 24 of 114
New
Exclusion
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
Existing
Course Notes
New
Course
Notes
Existing Prerequisite
New Prerequisite
SKHS
Course
Notes,
Prerequisite
KNPE
330
3.0
Athletic
Therapy Field
Placement
Lab
materials:
estimated
cost $35
none
Level 3 or above in a
PHED Specialization or
KINE Specialization Plan
and (ANAT 315/3.0 and
KNPE 331/3.0) and (a
GPA of 2.70) and
permission of the
course coordinator and
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
SKHS
Prerequisite
KNPE
333
3.0
Physical Activity
for Persons
with Disabilities
SKHS
Prerequisite
KNPE
336
3.0
Community
Field Placement
in Exercise,
Disability and
Aging
Level 3 or above in a
PHED Specialization or
KINE Specialization Plan
and ANAT 315/3.0 and a
grade of B- in (KNPE
331/3.0 or PPHE
331/3.0) and permission
of the course
coordinator or the
Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Level 3 or above and
[(registration in a PHED
or KINE Plan and KNPE
237/3.0 or PPHE
237/3.0) or
(registration in a HLTH
Major or Medial Plan
and KNPE 336/3.0 or
KNPE 436/3.0)]
PREREQUISITE Level 3 or
above in a PHED or KINE
Plan, or HLTH Major or
Medial Plan and (a plan
GPA of 3.00) and
permission of the
Course Coordinator or
the Undergraduate
Coordinator.
SKHS
Course
Notes,
Prerequisite
KNPE
346
3.0
Strength and
Conditioning
Field Placement
Lab
materials:
estimated
cost $50
none
ANAT 315/3.0 and a
grade of B- in (KNPE
345/3.0 or PPHE
345/3.0) and Level 3 or
above in a PHED
Specialization or KINE
Specialization Plan and
permission of the
course coordinator or
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
December 12th, 2014
Existing
Corequisite
New
Corequisite
Existing
Exclusion
Level 3 or above in a
PHED, KINE or HLTH
Major or Medial Plan
and (KNPE 237/3.0 or
KNPE 336/3.0 or KNPE
436/3.0)
Level 3 or above in a
PHED or KINE Plan, or
HLTH Major or Medial
Plan and (a GPA of 2.70)
and permission of the
Course Coordinator and
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Level 3 or above in a
PHED Specialization or
KINE Specialization Plan
and (ANAT 315/3.0 and
KNPE 345/3.0) and (a
GPA of 2.70) and
permission of the
course coordinator and
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Page 25 of 114
New
Exclusion
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
Existing
Course Notes
New
Course
Notes
SKHS
Course Notes
KNPE
363
3.0
Psychology of
Sport and
Performance
This course is
offered in
alternate
years in
rotation with
KNPE
365/3.0 and
in rotation
with KNPE
465/3.0.
none
SKHS
Learning
Hours
KNPE
367
3.0
Fitness, the
Body and
Culture
SKHS
Course
Notes,
Prerequisite
KNPE
430
3.0
Athletic
Therapy
Internship
SKHS
Prerequisite
KNPE
436
3.0
Advanced
Internship in
Exercise,
Disability and
Aging
SKHS
Course
Notes,
Prerequisite
KNPE
446
3.0
Strength and
Conditioning
Internship
Lab
materials:
estimated
cost $35
none
Existing Prerequisite
A grade of B in KNPE
330/3.0 and Level 4 in a
PHED Specialization or
KINE Specialization Plan
or permission of the
instructor
Level 4 in a PHED or
KINE Plan, or HLTH
Major or Medial Plan
and (a plan GPA of 3.00)
and (a grade of A- in
KNPE 336/3.0) and
permission of the
Course Coordinator or
the SKHS
Undergraduate
Coordinator.
Lab
materials:
estimated
cost $50
none
A grade of B in KNPE
346/3.0 and Level 4 in a
PHED Specialization or
KINE Specialization Plan
or permission of the
instructor
New Prerequisite
December 12th, 2014
Existing
Corequisite
New
Corequisite
LH 120
(36L;84P)
LH 126
36L;6Lb;84P)
Existing
Exclusion
Level 4 in a PHED
Specialization or KINE
Specialization Plan and
KNPE 330/3.0 and (a
GPA of 2.70) and
permission of the
course coordinator and
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Level 4 in a PHED or
KINE Plan, or HLTH
Major or Medial Plan
and KNPE 336/3.0 and
(a GPA of 2.70) and
permission of the
course coordinator and
the SKHS
Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Level 4 in a PHED
Specialization or KINE
Specialization Plan and
KNPE 346/3.0 and (a
GPA of 2.70) and
permission of the
course coordinator and
the Undergraduate
Coordinator in the
School of Kinesiology
and Health Studies.
Page 26 of 114
New
Exclusion
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Changes to:
Course
Subject
Course
Catalog
Number
Existing
Course
Units
Existing Course
Title
SKHS
Prerequisite
KNPE
450
3.0
SKHS
Prerequisite
KNPE
473
SKHS
Prerequisite,
Co-requisite,
Exclusion
PACT
333
OMNIBUS REPORT ll
Existing
Course Notes
New
Course
Notes
Existing Prerequisite
New Prerequisite
Ergonomics
(ANAT 101/3.0 or ANAT
315/3.0) and [(KNPE
254/3.0 or KNPE
353/3.0 or KINE
353/3.0) or 6.0 units in
PHYS at the 100-level].
3.0
Sport and
Culture
3.0
Practicum in
Physical Activity
for Persons
with Disabilities
A grade of B- in KNPE
367/3.0 or KINE
367/3.0, or (Level 4 in a
PHED or KINE Plan or
SOCY Major Plan) or
permission of the School
of Kinesiology and
Health Studies).
PACT 237/3.0 and KNPE
333/3.0.
Level 4 in a KINE, PHED,
or HLTH Plan and (ANAT
101/3.0 or ANAT
315/3.0) and [(KNPE
254/3.0 or KNPE
353/3.0 or KINE
353/3.0) or 6.0 units in
PHYS at the 100-level].
Level 4 in a PHED
Specialization or KINE
Specialization Plan.
PACT 237/3.0.
December 12th, 2014
Existing
Corequisite
New
Corequisite
Existing
Exclusion
New
Exclusion
none
KNPE
333/3.0
No more
than 3.0
units from
KNPE
333/3.0
(prior to
2011-12);
PACT
333/3.0.
None
DEGREE PLAN REVISIONS
Dept.
Degree
Plan Code
Course List
Existing and New Course Lists
DEVS
DEVS-MBAH
DEVS_Eligible Courses Eligible for Global Development Studies
Plans and
DEVS_Languages Courses Eligible for Global Development Studies
Plans
DEVS_Eligible Courses Eligible for Global Development Studies Plans
HIGHLIGHTED IN YELLOW)
DEVS_Languages Courses Eligible for Global Development Studies Plans
HIGHLIGHTED IN YELLOW)
(SEE CHART BELOW CHANGES TO COURSE LIST
(SEE CHART BELOW CHANGES TO COURSE LIST
Page 27 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Global Development Studies Course Lists
DEVS_Eligible
NEW COURSES ELIGIBLE FOR GLOBAL DEVELOPMENT STUDIES PLANS
ARTH 272/3.0
ARTH 372/3.0
ARTH 434/3.0
ARTH 472/3.0
COMM 407/3.0
DEVS 220/3.0
DEVS 221/3.0
DEVS 305/6.0
DEVS 311/3.0
DEVS 320/3.0
DEVS 321/3.0
DEVS 330/3.0
DEVS 421/3.0
DEVS 430/3.0
DEVS 431/6.0
DEVS 432/6.0
ECON 239/3.0
ECON 280/3.0
ECON 290/3.0
ECON 325/3.0
ECON 390/3.0
ECON 425/3.0
ECON 426/3.0
ECON 435/3.0
ENGL 217/6.0
ENGL 282/6.0
ENGL 382/6.0
ENGL 476/3.0
ENGL 477/3.0
ENGL 481/3.0
ENGL 482/3.0
ENSC 290/3.0
ENSC 305/3.0
ENSC 315/3.0
ENSC 321/3.0
ENSC 390/3.0
ENSC 407/3.0
ENSC 420/3.0
ENSC 490/3.0
FILM 303/3.0
FILM 310/3.0
FREN 285/3.0
FREN 351/3.0
FREN 451/3.0
FREN 477/3.0
GNDS 211/3.0
GNDS 212/3.0
GNDS 311/3.0
GNDS 312/3.0
GNDS 320/3.0
GNDS 330/3.0
GNDS 340/3.0
GNDS 352/3.0
GNDS 365/3.0
GNDS 401/6.0
GNDS 422/6.0
GNDS 432/3.0
GNDS 465/6.0
GPHY 228/3.0
GPHY 254/3.0
GPHY 255/3.0
GPHY 257/3.0
GPHY 258/3.0
GPHY 327/3.0
GPHY 332/3.0
GPHY 351/3.0
GPHY 365/3.0
GPHY 368/3.0
HIST 200/3.0
HIST 207/3.0
HIST 245/3.0
HIST 252/3.0
HIST 258/3.0
HIST 264/3.0
HIST 266/3.0
HIST 267/3.0
HIST 273/3.0
HIST 284/3.0
HIST 285/3.0
HIST 286/3.0
HIST 288/3.0
HIST 292/3.0
HIST 294/3.0
HIST 298/3.0
HIST 299/3.0
HIST 310/6.0
HIST 317/6.0
HIST 318/6.0
HIST 333/4.5
HIST 334/4.5
HIST 337/4.5
HIST 343/6.0
HIST 344/4.5
HIST 346/9.0
HIST 366/3.0
HIST 408/4.5
HIST 410/9.0
HIST 414/4.5
HIST 425/9.0
HIST 442/4.5
HIST 446/4.5
HIST 452/6.0
HIST 460/9.0
HIST 461/4.5
HIST 462/4.5
HIST 467/9.0
HIST 470/4.5
HIST 471/3.0
HIST 479/9.0
HIST 498/4.5
HIST 499/4.5
HLTH 350/3.0
IDIS 302/3.0
IDIS 307/3.0
INTS 321/3.0
INTS 322/3.0
LLCU 205/3.0
LLCU 209/3.0
LLCU 248/3.0
LLCU 322/3.0
LLCU 328/3.0
LLCU 432.6.0
MUSC 289/3.0
MUSC 386/3.0
MUSC 486/3.0
MUSC 488/3.0
PHIL 307/3.0
PHIL 310/3.0
PHIL 324/3.0
POLS 241/3.0
POLS 261/3.0
POLS 262/3.0
POLS 320/3.0
POLS 341/3.0
POLS 342/3.0
POLS 346/3.0
POLS 347/3.0
POLS 348/3.0
POLS 358/3.0
POLS 361/3.0
POLS 364/3.0
POLS 366/3.0
POLS 395/3.0
POLS 440/3.0
POLS 442/3.0
POLS 443/3.0
POLS 445/3.0
POLS 457/3.0
POLS 461/3.0
POLS 466/3.0
POLS 467/3.0
POLS 468/3.0
POLS 471/3.0
POLS 484/3.0
POLS 492/3.0
RELS 222/3.0
RELS 223/3.0
RELS 224/3.0
RELS 226/3.0
RELS 227/3.0
RELS 229/3.0
RELS 322/3.0
RELS 324/3.0
RELS 326/3.0
RELS 392/3.0
RELS 393/3.0
RELS 394/3.0
RELS 396/3.0
SOCY 225/3.0
SOCY 233/6.0
SOCY 235/3.0
SPAN 248/3.0
SPAN 306/3.0
SPAN 328/3.0
SPAN 354/3.0
SPAN 428/3.0
SPAN 456/3.0
SPAN 458/3.0
SPAN 460/3.0
SPAN 496/3.0
WMNS 340/3.0
Page 28 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Global Development Studies Course Lists
DEVS_Languages
NEW LANGUAGE COURSES ELIGIBLE FOR GLOBAL DEVELOPMENT STUDIES PLANS
ARAB 100/6.0
FREN 305/3.0
FREN 473/3.0
HEBR 190/6.0
LANG P10/3.0
ARAB 200/6.0
SPAN P10/3.0
FREN 306/3.0
FREN 487/3.0
HEBR 294/3.0
LANG P11/3.0
SPAN 101/6.0
FREN 320/3.0
FREN 488/3.0
HEBR 295/3.0
LANG 120/3.0
SPAN 112/3.0
FREN 323/3.0
FREN 491/3.0
HEBR 301/3.0
CHIN 100/6.0
FREN 324/3.0
FREN 493/3.0
HEBR 390/3.0
CHIN 200/6.0
FREN 334/3.0
FREN 496/3.0
HEBR 391/3.0
LANG 121/3.0
SPAN 201/6.0
SPAN 204/3.0
SPAN 205/3.0
FREN 344/3.0
GRMN P61/3.0
FREN P10/6.0
FREN 351/3.0
GRMN 101/3.0
FREN P11/3.0
FREN 353/3.0
GRMN 102/3.0
ITLN P10/3.0
FREN P12/3.0
FREN 363/3.0
GRMN 201/3.0
ITLN 101/6.0
FREN P16/3.0
FREN 373/3.0
GRMN 202/3.0
ITLN 112/3.0
LLCU 101/3.0
Mohawk
LLCU 101/3.0
Inuktitut
LLCU 101/3.0
Portuguese
LLCU 102/3.0
Mohawk
LLCU 102/3.0
Portuguese
PORT 103/3.0
FREN P17/3.0
FREN 384/3.0
GRMN 206/3.0
ITLN 204/3.0
PORT 104/3.0
FREN 100/6.0
FREN 390/3.0
GRMN 207/3.0
ITLN 205/3.0
SPAN 351/3.0
FREN 101/3.0
FREN 391/3.0
GRMN 262/3.0
ITLN 230/6.0
SPAN 352/3.0
FREN 102/3.0
FREN 393/3.0
GRMN 306/3.0
ITLN 300/3.0
SPAN 354/3.0
FREN 110/6.0
FREN 395/3.0
GRMN 307/3.0
ITLN 301/3.0
SPAN 380/3.0
FREN 118/3.0
FREN 404/3.0
GRMN 308/3.0
ITLN 308/3.0
SPAN 381/3.0
FREN 201/3.0
FREN 405/3.0
GRMN 309/3.0
ITLN 326/3.0
SPAN 401/3.0
FREN 202/3.0
FREN 417/3.0
GRMN 310/3.0
ITLN 331/3.0
SPAN 402/3.0
FREN 212/6.0
FREN 425/3.0
GRMN 311/3.0
ITLN 332/3.0
SPAN 460/3.0
FREN 215/6.0
FREN 427/3.0
GRMN 409/3.0
ITLN 363/3.0
SPAN 495/3.0
FREN 219/3.0
FREN 433/3.0
GRMN 410/3.0
FREN 220/6.0
FREN 434/3.0
GRMN 423/3.0
JAPN 100/6.0
FREN 221/6.0
FREN 435/3.0
GRMN 424/3.0
JAPN 200/6.0
FREN 227/3.0
FREN 444/3.0
GRMN 431/3.0
JAPN 300/6.0
FREN 266/3.0
FREN 451/3.0
GRMN 441/3.0
JAPN 301/3.0
FREN 283/3.0
FREN 463/3.0
GRMN 453/3.0
JAPN 302/3.0
CHIN 300/6.0
FREN 335/3.0
HEBR 393/3.0
HEBR 502/3.0
SPAN 251/6.0
SPAN 261/6.0
SPAN 301/3.0
SPAN 302/3.0
SPAN 303/3.0
SPAN 304/3.0
SPAN 306/3.0
SPAN 496/3.0
FREN 285/3.0
Page 29 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree Plan
Code
Course List
Existing Course Lists
New Course Lists
DRAM
All Plans
DRAM_Subs Drama
Substitutions
DRAM_Subs Drama Substitutions CLST 312/3.0; DEVS 321/3.0; ENGL 226/6.0;
ENGL 227/3.0; ENGL 228/3.0; ENGL 256/6.0; ENGL 257/3.0; ENGL 258/3.0; ENGL
326/6.0; ENGL 335/6.0; ENGL 345/6.0; FREN 266/3.0; FREN 305/3.0; FREN
306/3.0; GRMN 561/3.0; IDIS 200/6.0; IDIS 311/3.0; ITLN 257/3.0; ITLN 357/3.0;
LLCU 200/6.0; LLCU 257/3.0; LLCU 301/3.0; LLCU 332/3.0; MUSC 287/3.0; MUSC
373/3.0; STSC 300/3.0; STSC 309/3.0
DRAM_Subs Drama Substitutions CLST 312/3.0; DEVS 321/3.0; ENGL 226/6.0; ENGL
227/3.0; ENGL 228/3.0; ENGL 256/6.0; ENGL 257/3.0; ENGL 258/3.0; ENGL 326/6.0;
ENGL 335/6.0; ENGL 345/6.0; FREN 266/3.0; FREN 305/3.0; FREN 306/3.0; GRMN
561/3.0; IDIS 200/6.0; IDIS 311/3.0; IDIS 410/6.0; ITLN 257/3.0; ITLN 357/3.0; LLCU
200/6.0; LLCU 257/3.0; LLCU 301/3.0; LLCU 332/3.0; LLCU 339/3.0; MUSC 287/3.0;
MUSC 373/3.0; STSC 300/3.0; STSC 309/3.0
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
ENSCM-BSH
1. Core (33.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 102/3.0
B. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
C. 3.0 units in GEOL 104/3.0
D. 6.0 units in ENSC 201/3.0 and
ENSC 301/3.0
Core Social Sciences and Humanities
E. 3.0 units in ENSC 203/3.0
F. 3.0 units in ENSC 390/3.0
G. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
H. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (33.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
103/3.0
B. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
C. 3.0 units in GEOL 104/3.0
D. 6.0 units in ENSC 201/3.0 and ENSC
301/3.0
Core Social Sciences and Humanities
E. 3.0 units in ENSC 203/3.0
F. 3.0 units in ENSC 390/3.0
G. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
H. 6.0 units from ENSC 430/6.0 or ENSC
501/6.0
Existing Option Courses
New Option Courses
Existing
Substitutions
New Substitutions
Page 30 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
ENVSA-BAH
1. Core (27.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 103/3.0
B. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
C. 3.0 units from GEOL 104/3.0; GEOL
106/3.0; GEOL 107/3.0
Core Social Sciences and Humanities
D. 3.0 units in ENSC 203/3.0
E. 3.0 units in ENSC 390/3.0
F. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
G. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (27.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
103/3.0
B. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
C. 3.0 units from GEOL 104/3.0; GEOL
106/3.0; GEOL 107/3.0
Core Social Sciences and Humanities
D. 3.0 units in ENSC 203/3.0
E. 3.0 units in ENSC 390/3.0
F.3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
G. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
ENVS
ENVSG-BA
1. Core (18.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 102/3.0
B. 3.0 units in GPHY 102/3.0
C. 3.0 units from GEOL 104/3.0; GEOL
106/3.0; GEOL 107/3.0
D. 3.0 units in ENSC 203/3.0
E. 3.0 units in ENSC 390/3.0
F.3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
1. Core (21.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
102/3.0
B. 3.0 units in GPHY 102/3.0
C. 3.0 units from GEOL 104/3.0; GEOL
106/3.0; GEOL 107/3.0
D. 3.0 units in ENSC 203/3.0
E. 3.0 units in ENSC 390/3.0
F. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
G.3.0 units in ENSC 201/3.0
OMNIBUS REPORT ll
December 12th, 2014
Existing Option Courses
New Option Courses
2. Option (12.0 units)
A. 12.0 units from
ENSC_Interdisciplinary_SocSci/
Huma_Gen/Min_Option
2. Option (9.0 units)
A. 9.0 units from
ENSC_Interdisciplinary_SocSci/
Huma_Gen/Min_Option
Existing
Substitutions
New Substitutions
Page 31 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
Existing Option Courses
New Option Courses
ENVS
ETOXP-BSH
1. Core (75.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0;
(MATH 123/3.0 and MATH 124/3.0);
MATH 122/6.0
Environmental Toxicology Core
F. 12.0 units in BIOL 201/3.0, BIOL
202/3.0, BIOL 205/3.0, BIOL 243/3.0
G. 9.0 units in CHEM 213/3.0, CHEM
281/3.0 and (CHEM 282/3.0 or CHEM
285/3.0)
H. 3.0 units in ENSC 201/3.0
I. 3.0 units in CHEM 326/3.0
J. 3.0 units from ENSC 425/3.0 or
ENSC 325/3.0
K. 3.0 units in PHAR 416/3.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
O. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (75.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0; (MATH
123/3.0 and MATH 124/3.0); MATH
122/6.0
Environmental Toxicology Core
F. 12.0 units in BIOL 201/3.0, BIOL
202/3.0, BIOL 205/3.0, BIOL 243/3.0
G. 9.0 units in CHEM 213/3.0, CHEM
281/3.0 and (CHEM 282/3.0 or CHEM
285/3.0)
H. 3.0 units in ENSC 201/3.0
I. 3.0 units in CHEM 326/3.0
J. 3.0 units from ENSC 425/3.0 or ENSC
325/3.0
K. 3.0 units in PHAR 416/3.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N.3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
O. 6.0 units from ENSC 430/6.0 or ENSC
501/6.0
2. Option (33.0 units)
A. 3.0 units from GEOL
B. 3.0 units from
ENSC_Specialization_Options_
B
C. 3.0 units from
ENSC_Interdisciplinary_SocSci/
Huma
D. 6.0 units from Option List
2.D.i. or 2.D.ii.
i. Biochemistry, Molecular
Biology or Cell Biology Option
(6.0 units)
a. 6.0 units from
ETOX_Molecular and Cell
Biology
ii. Physiology Option (6.0
units)
a. 6.0 units from
ETOX_Physiology
iii. Ecology Option (6.0
units)
a. 6.0 units from
ETOX_Ecology
E. 18.0 units from
ETOX_Options
2. Option (27.0 units)
A. 3.0 units from GEOL
B. 3.0 units from
ENSC_Specialization_Options_
B
C. 3.0 units from
ENSC_Interdisciplinary_SocSci/
Huma
D. 6.0 units from Option List
2.D.i. or 2.D.ii.
i. Biochemistry, Molecular
Biology or Cell Biology Option
(6.0 units)
a. 6.0 units from
ETOX_Molecular and Cell
Biology
ii. Physiology Option (6.0
units)
a. 6.0 units from
ETOX_Physiology
iii. Ecology Option (6.0
units)
a. 6.0 units from
ETOX_Ecology
E. 12.0 units from
ETOX_Options
Existing
Substitutions
New Substitutions
Page 32 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
EBIOP-BSH
1. Core (63.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0;
(MATH 123/3.0 and MATH 124/3.0);
MATH 122/6.0
Environmental Biology Core
F. 15.0 units in BIOL 201/3.0, BIOL
202/3.0, BIOL 205/3.0, BIOL 206/3.0,
(BIOL 243/3.0 or STAT 269/3.0)
G. 3.0 units from BCHM 310/6.0;
BIOL 334/3.0; BIOL 339/3.0; BIOL
341/3.0; BIOL 301/3.0; BIOL 338/3.0
H. 3.0 units from BIOL 302/3.0 or
BIOL 303/3.0
I. 3.0 units in BIOL 307/3.0
J. 3.0 units from BCHM 218/3.0; BIOL
330/3.0; MBIO 218/3.0
Core Social Sciences and Humanities
K. 3.0 units in ENSC 203/3.0
L. 3.0 units in ENSC 390/3.0
M. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
1. Core (63.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0; (MATH
123/3.0 and MATH 124/3.0); MATH
122/6.0
Environmental Biology Core
F. 15.0 units in BIOL 201/3.0, BIOL
202/3.0, BIOL 205/3.0, BIOL 206/3.0,
(BIOL 243/3.0 or STAT 269/3.0)
G. 3.0 units from BCHM 310/9.0; BIOL
334/3.0; BIOL 339/3.0; BIOL 341/3.0;
BIOL 301/3.0; BIOL 338/3.0
H. 3.0 units from BIOL 302/3.0 or BIOL
303/3.0
I. 3.0 units in BIOL 307/3.0
J. 3.0 units from BCHM 218/3.0; BIOL
330/3.0; MBIO 218/3.0
Core Social Sciences and Humanities
K. 3.0 units in ENSC 203/3.0
L. 3.0 units in ENSC 390/3.0
M. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
M. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
OMNIBUS REPORT ll
Existing Option Courses
New Option Courses
December 12th, 2014
Existing
Substitutions
New Substitutions
BCHM 310/6.0 may
be substituted for
3.0 units from (BIOL
334/3.0 or BIOL
339/3.0 or BIOL
341/3.0 or BIOL
301/3.0 or BIOL
338/3.0) with the
remaining 3.0 units
applied toward
Option Course
requirements in the
degree program.
BCHM 310/9.0 (or the
combination of BCHM
315/3.0 and BCHM
316/3.0) may be
substituted for 3.0 units
from (BIOL 334/3.0 or
BIOL 339/3.0 or BIOL
341/3.0 or BIOL 301/3.0
or BIOL 338/3.0) with
the remaining 6.0 units
applied toward Option
Course requirements in
the degree program.
Page 33 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
ECHMP-BSH
1. Core (90.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 102/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0;
(MATH 123/3.0 and MATH 124/3.0)
Environmental Chemistry Core
F. 6.0 units from PHYS 104/6.0 or
PHYS 106/6.0
G. 18.0 units in CHEM 211/3.0, CHEM
212/3.0, CHEM 213/3.0, CHEM
221/3.0, CHEM 222/3.0, CHEM
223/3.0
H. 12.0 units in CHEM 311/3.0, CHEM
312/3.0, CHEM 323/3.0, CHEM
326/3.0
I. 3.0 units from CHEM 321/3.0 or
ENSC 471/3.0
J. 6.0 units in CHEM 397/6.0
K. 6.0 units in CHEM 497/6.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
O. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (90.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 3.0 units in GEOL 104/3.0
E. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0; (MATH
123/3.0 and MATH 124/3.0)
Environmental Chemistry Core
F. 6.0 units from PHYS 104/6.0 or PHYS
106/6.0
G. 18.0 units in CHEM 211/3.0, CHEM
212/3.0, CHEM 213/3.0, CHEM
221/3.0, CHEM 222/3.0, CHEM 223/3.0
H. 12.0 units in CHEM 311/3.0, CHEM
312/3.0, CHEM 323/3.0, CHEM 326/3.0
I. 3.0 units from CHEM 321/3.0 or ENSC
471/3.0
J. 6.0 units in CHEM 397/6.0
K. 6.0 units in CHEM 497/6.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
O. 6.0 units from ENSC 430/6.0 or ENSC
501/6.0
OMNIBUS REPORT ll
Existing Option Courses
New Option Courses
December 12th, 2014
Existing
Substitutions
New Substitutions
Page 34 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
ELSCP-BSH
1. Core (78.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 3.0 units in GEOL 104/3.0
E. 3.0 units from MATH at the 100
level; STAT at the 200 or 300 level
F. 3.0 units from STAT at the 200 or
300 level
Environmental Life Sciences Core
G. 6.0 units from PHYS 104/6.0; PHYS
106/6.0; PHYS 117/6.0; PHYS 107/6.0
H. 3.0 units in BIOL 205/3.0
I. 6.0 units from PHGY 212/6.0 or
PHGY 214/.6.0
J. 3.0 units from MICR 221/3.0 or
MICR 229/3.0
K. 6.0 units in CHEM 281/3.0 and
CHEM 282/3.0
L. 3.0 units in BCHM 218/3.0
M. 6.0 units in BCHM 315/3.0 and
BCHM 316/3.0
N. 3.0 units in PHAR 416/3.0
Core Social Sciences and Humanities
O. 3.0 units in ENSC 203/3.0
P. 3.0 units in ENSC 390/3.0
Q. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
R. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
Q. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
1. Core (78.0 units)
Core Science
A. 6.0 units in BIOL 102/3.0 and BIOL
103/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 3.0 units in GEOL 104/3.0
E. 3.0 units from MATH at the 100
level; STAT at the 200 or 300 level
F. 3.0 units from STAT at the 200 or
300 level
Environmental Life Sciences Core
G. 6.0 units from PHYS 104/6.0; PHYS
106/6.0; PHYS 117/6.0; PHYS 118/6.0;
PHYS 107/6.0
H. 3.0 units in BIOL 205/3.0
I. 6.0 units from PHGY 212/6.0 or PHGY
214/.6.0
J. 3.0 units from MICR 221/3.0 or MICR
229/3.0
K. 6.0 units in CHEM 281/3.0 and CHEM
282/3.0
L. 3.0 units in BCHM 218/3.0
M. 6.0 units in BCHM 315/3.0 and
BCHM 316/3.0
N. 3.0 units in PHAR 416/3.0
Core Social Sciences and Humanities
O. 3.0 units in ENSC 203/3.0
P. 3.0 units in ENSC 390/3.0
Q. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
R. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
OMNIBUS REPORT ll
Existing Option Courses
New Option Courses
December 12th, 2014
Existing
Substitutions
New Substitutions
Page 35 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
Existing Option Courses
New Option Courses
ENVS
EGEOP-BSH
1. Core (84.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 102/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 6.0 units in GEOL 104/3.0 and
GEOL 107/3.0
E. 6.0 units from MATH 120/6.0;
MATH 121/6.0; (MATH 123/3.0 and
MATH 124/3.0)
Geology Core
F. 6.0 units from PHYS 104/6.0; PHYS
106/6.0; PHYS 117/6.0; PHYS 107/6.0
G. 18.0 units in GEOL 200/3.0, GEOL
221/3.0, GEOL 232/3.0, GEOL
235/3.0, GEOL 238/3.0, GEOL
249/3.0
H. 9.0 units from GEOL 300/3.0;
GEOL 321/3.0; GEOL 337/3.0; GEOL
365/3.0
I. 9.0 units from GEOL at the 300
level or above
Core Social Sciences and Humanities
J. 3.0 units in ENSC 203/3.0
K. 3.0 units in ENSC 390/3.0
L. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
M. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (84.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
102/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 6.0 units in GEOL 104/3.0 and GEOL
107/3.0
E. 6.0 units from MATH 120/6.0; MATH
121/6.0; (MATH 123/3.0 and MATH
124/3.0)
Geology Core
F. 6.0 units from PHYS 104/6.0; PHYS
106/6.0; PHYS 117/6.0; PHYS 118/6.0;
PHYS 107/6.0
G. 18.0 units in GEOL 200/3.0, GEOL
221/3.0, GEOL 232/3.0, GEOL 235/3.0,
GEOL 238/3.0, GEOL 249/3.0
H. 9.0 units from GEOL 300/3.0; GEOL
321/3.0; GEOL 337/3.0; GEOL 365/3.0
I. 9.0 units from GEOL at the 300 level
or above
Core Social Sciences and Humanities
J. 3.0 units in ENSC 203/3.0
K. 3.0 units in ENSC 390/3.0
L. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
M. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
2. Option (18.0 units)
A. 3.0 units from
ENSC_Specialization_Options_
A
B. 3.0 units from BIOL 201/3.0;
BIOL 202/3.0;
ENSC_Specialization_Options_
B
C. 3.0 units from
ENSC_Interdisciplinary_SocSci/
Huma
D. 3.0 units from CISC 101/3.0;
CISC 121/3.0; CISC 124/3.0;
[(CISC; MATH) at the 200 level
or above]
E. 6.0 units from BIOL; CHEM;
CISC; MATH; STAT; PHYS;
GPHY_Physical;
GPHY_Tech/Methods
2. Option (15.0 units)
A. 3.0 units from
ENSC_Specialization_Options_
A
B. 3.0 units from BIOL 201/3.0;
BIOL 202/3.0;
ENSC_Specialization_Options_
B
C. 3.0 units from
ENSC_Interdisciplinary_SocSci/
Huma
D. 6.0 units from CISC 101/3.0;
CISC 121/3.0; CISC 124/3.0;
(WRIT 120/3.0 or WRIT
125/3.0); (BIOL; CHEM; CISC;
MATH; PHYS; STAT;
GPHY_Physical;
GPHY_Tech/Methods) at the
200 level or above.
Existing
Substitutions
New Substitutions
Page 36 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Degree
Plan
Code
Existing Core Courses
New Core Courses
ENVS
EGPYP-BSH
1. Core (72.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or
BIOL 102/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and
GPHY 102/3.0
D. 3.0 units from GPHY 210/3.0;
GPHY 304/3.0; GPHY 306/3.0; GPHY
314/3.0
E. 3.0 units in GEOL 104/3.0
F. 6.0 units from MATH 111/6.0;
MATH 120/6.0; MATH 121/6.0;
(MATH 123/3.0 and MATH 124/3.0);
MATH 122/6.0
Earth System Science Core
G. 6.0 units from PHYS 104/6.0;
PHYS 106/6.0; PHYS 117/6.0; PHYS
107/6.0
H. 12.0 units from GPHY 207/3.0;
GPHY 208/3.0; GPHY 209/3.0; GPHY
247/3.0; GPHY 344/3.0
I. 3.0 units from GPHY 228/3.0 or
GPHY 229/3.0
J. 3.0 units from GPHY 243/3.0; GPHY
244/3.0; GPHY 342/3.0; GISC
201/3.0; GISC 202/3.0
K. 6.0 units from GPHY 242/3.0;
GPHY 307/3.0; GPHY 315/3.0; GPHY
347/3.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 293/3.0; PHIL 493/3.0;
RELS 235/3.0
O. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
1. Core (72.0 units)
Core Science
A. 3.0 units from BIOL 111/3.0 or BIOL
102/3.0
B. 6.0 units in CHEM 112/6.0
C. 6.0 units in GPHY 101/3.0 and GPHY
102/3.0
D. 3.0 units from GPHY 210/3.0; GPHY
304/3.0; GPHY 306/3.0; GPHY 314/3.0
E. 3.0 units in GEOL 104/3.0
F. 6.0 units from MATH 111/6.0; MATH
120/6.0; MATH 121/6.0; (MATH
123/3.0 and MATH 124/3.0); MATH
122/6.0
Earth System Science Core
G. 6.0 units from PHYS 104/6.0; PHYS
106/6.0; PHYS 117/6.0; PHYS 118/6.0;
PHYS 107/6.0
H. 12.0 units from GPHY 207/3.0; GPHY
208/3.0; GPHY 209/3.0; GPHY 247/3.0;
GPHY 344/3.0
I. 3.0 units from GPHY 228/3.0 or GPHY
229/3.0
J. 3.0 units from GPHY 243/3.0; GPHY
244/3.0; GPHY 342/3.0; GISC 201/3.0;
GISC 202/3.0
K. 6.0 units from GPHY 242/3.0; GPHY
307/3.0; GPHY 315/3.0; GPHY 347/3.0
Core Social Sciences and Humanities
L. 3.0 units in ENSC 203/3.0
M. 3.0 units in ENSC 390/3.0
N. 3.0 units from CLST 214/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0;
PHIL 310/3.0; PHIL 493/3.0; RELS
235/3.0
O. 6.0 units from ENSC 430/6.0 or
ENSC 501/6.0
OMNIBUS REPORT ll
Existing Option Courses
New Option Courses
December 12th, 2014
Existing
Substitutions
New Substitutions
Page 37 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree
Plan
Code
Course List
Existing Course Lists
New Course Lists
ENVS
ALL
PLANS
ENSC_Integrative_Science
ENSC_Integrative_Science Environmental Science/Studies Integrative Science
Options BIOL 103/3.0; BIOL 201/3.0; BIOL 202/3.0; BIOL 335/3.0; ENSC
201/3.0; ENSC 301/3.0; ENSC 307/3.0; ENSC 320/3.0; ENSC 325/3.0; ENSC
425/3.0; ENSC 471/3.0; ENSC 401/3.0; ENSC 407/3.0; ENSC 480/3.0; ENSC
481/3.0; GEOL 106/3.0; GEOL 107/3.0; GEOL 200/3.0; GPHY 304/3.0; GPHY
306/3.0; GPHY 314/3.0; GPHY 318/3.0; GPHY 418/3.0
ENSC_Integrative_Science Environmental Science/Studies Integrative Science
Options BIOL 103/3.0; BIOL 201/3.0; BIOL 202/3.0; BIOL 335/3.0; ENSC
201/3.0; ENSC 301/3.0; ENSC 307/3.0; ENSC 320/3.0; ENSC 325/3.0; ENSC
425/3.0; ENSC 471/3.0; ENSC 401/3.0; ENSC 407/3.0; ENSC 480/3.0; ENSC
481/3.0; GEOL 106/3.0; GEOL 107/3.0; GEOL 200/3.0; GPHY 207/3.0; GPHY
209/3.0; GPHY 304/3.0; GPHY 306/3.0; GPHY 312/3.0; GPHY 314/3.0; GPHY
317/3.0; GPHY 318/3.0; GPHY 319/3.0; GPHY 418/3.0
ENVS
ALL
PLANS
ENSC_Specialization_Options_B
ENSC_Specialization_Options_B Options in the Environmental Science
Specialization Plans, List B BIOL 335/3.0; ENSC 307/3.0; ENSC 201/3.0; ENSC
301/3.0; ENSC 320/3.0; ENSC 325/3.0; ENSC 401/3.0; ENSC 407/3.0; ENSC
425/3.0; ENSC 471/3.0; ENSC 480/3.0; ENSC 481/3.0; GEOL 106/3.0; GEOL
107/3.0; GEOL 200/3.0; GPHY 210/3.0; GPHY 304/3.0; GPHY 306/3.0; GPHY
310/3.0; GPHY 314/3.0; GPHY 318/3.0; GPHY 418/3.0
ENSC_Specialization_Options_B Options in the Environmental Science
Specialization Plans, List B BIOL 335/3.0; ENSC 307/3.0; ENSC 201/3.0; ENSC
301/3.0; ENSC 320/3.0; ENSC 325/3.0; ENSC 401/3.0; ENSC 407/3.0; ENSC
425/3.0; ENSC 471/3.0; ENSC 480/3.0; ENSC 481/3.0; GEOL 106/3.0; GEOL
107/3.0; GEOL 200/3.0; GPHY 207/3.0; GPHY 209/3.0; GPHY 210/3.0; GPHY
304/3.0; GPHY 306/3.0; GPHY 310/3.0; GPHY 312/3.0; GPHY 314/3.0; GPHY
317/3.0; GPHY 318/3.0; GPHY 319/3.0; GPHY 418/3.0
ENVS
ALL
PLANS
ENSC_Interdisciplinary_SocSci/Huma
ENSC_Interdisciplinary_SocSci/Huma Environmental Science/Studies
Interdisciplinary and Social Science and Humanities Options CHEE 342/3.0;
CLST 214/3.0; DEVS 220/3.0; DEVS 221/3.0; ECON 290/3.0; ENSC 200/3.0;
ENSC 290/3.0; ENSC 301/3.0; ENSC 305/3.0; ENSC 307/3.0; ENSC 310/3.0;
ENSC 311/3.0; ENSC 315/3.0; ENSC 320/3.0; ENSC 321/3.0; ENSC 391/3.0;
ENSC 407/3.0; ENSC 420/3.0; ENSC 482/3.0; ENSC 483/3.0; ENSC 490/3.0; PHIL
154/3.0; PHIL 203/3.0; PHIL 293/3.0; PHIL 310/3.0; PHIL 493/3.0; RELS 235/3.0
ENSC_Interdisciplinary_SocSci/Huma Environmental Science/Studies
Interdisciplinary and Social Science and Humanities Options CHEE 342/3.0;
CLST 214/3.0; DEVS 220/3.0; DEVS 221/3.0; ECON 290/3.0; ENSC 200/3.0;
ENSC 290/3.0; ENSC 301/3.0; ENSC 305/3.0; ENSC 307/3.0; ENSC 310/3.0;
ENSC 311/3.0; ENSC 315/3.0; ENSC 320/3.0; ENSC 321/3.0; ENSC 391/3.0;
ENSC 407/3.0; ENSC 420/3.0; ENSC 482/3.0; ENSC 483/3.0; ENSC 490/3.0;
GPHY 336/3.0; GPHY 339/3.0; PHIL 154/3.0; PHIL 203/3.0; PHIL 293/3.0; PHIL
310/3.0; PHIL 493/3.0; RELS 235/3.0
Page 38 of 114
FACULTY OF ARTS AND SCIENCE
Dept.
Changes
to:
Degree Plan
Code
GPHY
Option
Courses
GISC-C-GIS
GPHY
Course
List
GPHY-HUM
CURRICULUM COMMITTEE
Course List
GPHY_Human
Human Geography
OMNIBUS REPORT ll
Existing Option Courses
New Option Courses
2. Option (12.0 units)
A.12.0 units from CISC 101/3.0; CISC
121/3.0; GEOL 333/3.0; GPHY
325/3.0; GPHY 342/3.0; GPHY
344/3.0; GPHY 346/3.0; GPHY
347/3.0; GPHY 348/3.0; GPHY
372/3.0; GPHY 418/3.0; MATH; GISC
302/3.0; GISC 303/3.0; GISC 390/3.0
2. Option (12.0 units)
A. 12.0 units from CISC 101/3.0;
CISC 121/3.0; GEOL 463/3.0; GEOL
464/1.5; GPHY 325/3.0; GPHY
342/3.0; GPHY 344/3.0; GPHY
346/3.0; GPHY 347/3.0; GPHY
348/3.0; GPHY 372/3.0; GPHY
418/3.0; MATH; GISC 302/3.0; GISC
303/3.0; GISC 390/3.0
December 12th, 2014
Existing Course Lists
New Course Lists
GPHY_Human Human Geography
GPHY 101/3.0; GPHY 227/3.0; GPHY
228/3.0; GPHY 229/3.0; GPHY
250/3.0; GPHY 254/3.0; GPHY
257/3.0; GPHY 258/3.0; GPHY
259/3.0; GPHY 309/3.0; GPHY
319/3.0; GPHY 323/3.0; GPHY
325/3.0; GPHY 327/3.0; GPHY
331/3.0; GPHY 332/3.0; GPHY
336/3.0; GPHY 337/3.0; GPHY
338/3.0; GPHY 339/3.0; GPHY
351/3.0; GPHY 352/3.0; GPHY
359/3.0; GPHY 362/3.0; GPHY
363/3.0; GPHY 365/3.0; GPHY
368/3.0; GPHY 370/3.0; GPHY
401/3.0; GPHY 402/3.0; GPHY
403/3.0; GPHY 404/3.0; GPHY
405/3.0; GPHY 491/0.5; GPHY
492/3.0; GPHY 495/3.0; GPHY
496/3.0; GPHY 497/3.0; GPHY
501/3.0; GPHY 502/3.0; GPHY
503/6.0; IDIS 302/3.0; LLCU 301/3.0
GPHY_Human Human Geography
GPHY 101/3.0; GPHY 227/3.0; GPHY
228/3.0; GPHY 229/3.0; GPHY
250/3.0; GPHY 254/3.0; GPHY
257/3.0; GPHY 258/3.0; GPHY
259/3.0; GPHY 309/3.0; GPHY
319/3.0; GPHY 323/3.0; GPHY
325/3.0; GPHY 327/3.0; GPHY
331/3.0; GPHY 332/3.0; GPHY
336/3.0; GPHY 337/3.0; GPHY
338/3.0; GPHY 339/3.0; GPHY
351/3.0; GPHY 352/3.0; GPHY
359/3.0; GPHY 362/3.0; GPHY
363/3.0; GPHY 365/3.0; GPHY
368/3.0; GPHY 370/3.0; GPHY
401/3.0; GPHY 402/3.0; GPHY
403/3.0; GPHY 404/3.0; GPHY
405/3.0; GPHY 491/0.5; GPHY
492/3.0; GPHY 495/3.0; GPHY
496/3.0; GPHY 497/3.0; GPHY
501/3.0; GPHY 502/3.0; GPHY
503/6.0; IDIS 302/3.0.
Page 39 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree
Plan Code
Changes
to:
Existing Notes
New Notes
Existing Course Lists
New Course Lists
LLCU
SLAS-G-BA
Notes,
Course
Lists
6. Notes
A. The courses chosen must not
duplicate work already completed
either in university or pre-university
study. If a student enters the program
with advanced language/grammar
knowledge or speaks Spanish at the
near-native level, the student is
exempted from taking the language
and grammar core courses noted in
1.A. and 1.B. These would be replaced
with courses from SLAS_Options_A or
SLAS_Options_B.
B. To register in SPAN P10/3.0 or
SPAN 101/6.0 students must sign a
form in the Departmental Office
officially declaring that they have no
knowledge of Spanish. A language
placement test may apply.
C. Some courses in SLAS_Option_B
may or may not cover topics directly
involving Spanish and Latin American
Studies, although students may
approach instructors to see if
assignments or papers could be
written from this perspective.
D. Students must refer to the
Department of Languages, Literatures
and Cultures to find a suitable
substitution(s) if necessary.
SLAS_Options_A Options in the Spanish Latin
American Studies Plan, List A LLCU 209/3.0;
LLCU 248/3.0; LLCU 328/3.0; SPAN 248/3.0;
SPAN 301/3.0; SPAN 302/3.0; SPAN 306/3.0;
SPAN 351/3.0; SPAN 352/3.0; SPAN 354/3.0;
SPAN 428/3.0; SPAN 458/3.0
SLAS_Options_A Options in the Spanish Latin
American Studies Plan, List A LLCU 209/3.0;
LLCU 248/3.0; LLCU 301/3.0; LLCU 328/3.0;
PORT 103/3.0; PORT 104/3.0; SPAN 248/3.0;
SPAN 301/3.0; SPAN 302/3.0; SPAN 306/3.0;
SPAN 351/3.0; SPAN 352/3.0; SPAN 354/3.0;
SPAN 428/3.0; SPAN 458/3.0
LLCU
INDG-G-BA
Notes,
Course
Lists
None.
6. Notes
A. The courses chosen must not duplicate
work already completed either in
university or pre-university study. If a
student enters the program with
advanced language/grammar knowledge
or speaks Spanish at the near-native
level, the student is exempted from
taking the language and grammar core
courses noted in 1.A. and 1.B. These
would be replaced with courses from
SLAS_Options_A or SLAS_Options_B.
B. To register in SPAN P10/3.0 or SPAN
101/6.0 students must sign a form in the
Departmental Office officially declaring
that they have no knowledge of Spanish.
A language placement test may apply.
C. Some courses in SLAS_Option_B may
or may not cover topics directly involving
Spanish and Latin American Studies,
although students may approach
instructors to see if assignments or
papers could be written from this
perspective.
D. Students must refer to the Department
of Languages, Literatures and Cultures to
find a suitable substitution(s) if necessary.
E. Courses with significant Latin
American content may be approved for
inclusion in this degree program with
permission of the Department of
Languages, Literatures and Cultures.
6. Notes
A. Courses with significant indigenous
content may be approved for inclusion in
this degree program with permission of
the Department of Languages,
Literatures and Cultures.
INDG_Options Options in the Indigenous
Studies Plan ARTH 231/3.0; ARTH 232/3.0;
ARTH 272/3.0; ARTH 372/3.0; BIOL 319/3.0;
BIOL 421/3.0; BIOL 422/3.0; DEVS 100/6.0;
DEVS 320/3.0; DRAM 303/3.0; DRAM 319/3.0;
ENGL 480/6.0; ENGL 481/3.0; ENGL 482/3.0;
GNDS 212/3.0; GNDS 340/3.0; GNDS 375/3.0;
GNDS 432/6.0; GPHY 351/3.0; GPHY 368/3.0;
HIST 124/6.0; HIST 208/3.0; HIST 256/3.0; HIST
262/3.0; HIST 313/6.0; HIST 324/6.0; HIST
335/9.0; HIST 436/4.5; HIST 442/4.5; HIST
455/9.0; HIST 461/4.5; HIST 467/9.0; HLTH
101/3.0; INTS 307/3.0; INTS 322/3.0; LLCU
101/3.0; LLCU 102/3.0; MUSC 289/3.0; MUSC
488/3.0; POLS 320/3.0; POLS 347/3.0; RELS
227/3.0
INDG_Options Options in the Indigenous
Studies Plan ARTH 231/3.0; ARTH 232/3.0;
ARTH 272/3.0; ARTH 372/3.0; BIOL 319/3.0;
BIOL 421/3.0; BIOL 422/3.0; DEVS 100/6.0;
DEVS 320/3.0; DRAM 303/3.0; DRAM 319/3.0;
ENGL 480/6.0; ENGL 481/3.0; ENGL 482/3.0;
GNDS 212/3.0; GNDS 340/3.0; GNDS 375/3.0;
GNDS 432/6.0; GPHY 351/3.0; GPHY 368/3.0;
HIST 124/6.0; HIST 207/3.0; HIST 208/3.0; HIST
256/3.0; HIST 262/3.0; HIST 313/6.0; HIST
324/6.0; HIST 335/9.0; HIST 436/4.5; HIST
442/4.5; HIST 455/9.0; HIST 461/4.5; HIST
467/9.0; HLTH 101/3.0; INTS 307/3.0; INTS
322/3.0; LLCU 101/3.0; LLCU 102/3.0; LLCU
301/3.0; MUSC 289/3.0; MUSC 488/3.0; POLS
320/3.0; POLS 347/3.0; RELS 227/3.0
Page 40 of 114
FACULTY OF ARTS AND SCIENCE
Dept.
Degree
Plan Code
Changes
to:
LLCU
GMST ALL
PLANS
LLCU
LLCU
Existing Notes
CURRICULUM COMMITTEE
New Notes
OMNIBUS REPORT ll
December 12th, 2014
Existing Course Lists
New Course Lists
Course
Lists
GMST_Substitutions German Studies
Substitutions HIST 121/6.0; HIST 250/6.0; HIST
255/3.0; HIST 277/3.0; HIST 281/3.0; HIST
295/3.0; IDIS 200/6.0; IDIS 303/3.0; INTS
320/3.0; INTS 321/3.0; LING 100/6.0; LING
310/3.0; LING 320/3.0; LING 330/3.0; LING
340/3.0; LLCU 200/3.0; PHIL 256/3.0
GMST_Substitutions German Studies
Substitutions HIST 121/6.0; HIST 250/6.0; HIST
255/3.0; HIST 277/3.0; HIST 281/3.0; HIST
295/3.0; IDIS 200/6.0; IDIS 290/3.0; IDIS
303/3.0; INTS 320/3.0; INTS 321/3.0; LING
100/6.0; LING 310/3.0; LING 320/3.0; LING
330/3.0; LING 340/3.0; LLCU 200/3.0; PHIL
256/3.0
LANG-G-BA
Course
Lists
LING-MBAH
Course
Lists
LANG_Concepts: Conceptual courses meet at
least one of the following criteria: Competence
in cultural criticism (studies in globalization,
diversity and inclusivity), linguistics,
psycholinguistics, language acquisition and
communicative competence. HEBR 135/3.0;
IDIS 200/6.0; IDIS 201/6.0; INTS 221/3.0; INTS
306/3.0; INTS 307/3.0; INTS 320/3.0; INTS
321/3.0; INTS 322/3.0; ITLN 210/3.0; ITLN
215/3.0; ITLN 226/3.0; ITLN 232/3.0; ITLN
233/3.0; ITLN 234/3.0; ITLN 257/3.0; ITLN
308/3.0; LANG P10/3.0; LANG P11/3.0; LANG
120/3.0; LANG 121/3.0; LING 100/6.0; LING
202/3.0; LING 205/3.0; LLCU; PSYC 321/3.0;
SPAN 247/3.0; SPAN 248/3.0; SPAN 308/3.0;
SPAN 316/3.0; SPAN 328/3.0; SPAN 410/3.0
LANG_Languages: Courses must develop
competence in at least one of the following
skills: reading, writing, or speaking and
listening in a language other than
English.ARAB; CHIN; FREN; GRMN; GREK;
HEBR; ITLN; JAPN; LATN; LLCU 101/3.0; LLCU
102/3.0; SPAN
LING_Maj_Options Options in the Linguistics
Major Plan CISC 223/3.0; CISC 260/3.0; CISC
465/3.0; CISC 481/3.0; COGS 201/3.0; COGS
300/3.0; ENGL 206/3.0; FREN 353/3.0; FREN
363/3.0; FREN 373/3.0; FREN 393/3.0; FREN
433/3.0; FREN 463/3.0; FREN 473/3.0; FREN
493/3.0; IDIS 200/6.0; IDIS 201/6.0; LLCU
200/3.0; LLCU 201/3.0; PHIL 359/3.0; PHIL
361/3.0; PHIL362/3.0; PHIL 495/3.0; PSYC
205/3.0; PSYC 215/3.0; PSYC 221/3.0; PSYC
251/3.0; PSYC 271/3.0; PSYC 305/6.0; PSYC
321/3.0; PSYC 352/3.0; PSYC 370/3.0; PSYC
371/3.0; PSYC 452/3.0; PSYC 457/3.0; PSYC
485/3.0; SPAN 410/3.0
LANG_Concepts: Conceptual courses meet at
least one of the following criteria: Competence
in cultural criticism (studies in globalization,
diversity and inclusivity), linguistics,
psycholinguistics, language acquisition and
communicative competence. HEBR 135/3.0;
IDIS 200/6.0; IDIS 201/6.0; IDIS 290/3.0; INTS
221/3.0; INTS 306/3.0; INTS 307/3.0; INTS
320/3.0; INTS 321/3.0; INTS 322/3.0; ITLN
210/3.0; ITLN 215/3.0; ITLN 226/3.0; ITLN
232/3.0; ITLN 233/3.0; ITLN 234/3.0; ITLN
257/3.0; ITLN 308/3.0; LANG P10/3.0; LANG
P11/3.0; LANG 120/3.0; LANG 121/3.0; LING
100/6.0; LING 202/3.0; LING 205/3.0; LLCU;
PSYC 321/3.0; SPAN 247/3.0; SPAN 248/3.0;
SPAN 308/3.0; SPAN 316/3.0; SPAN 328/3.0;
SPAN 410/3.0 LANG_Languages: Courses must
develop competence in at least one of the
following skills: reading, writing, or speaking
and listening in a language other than
English.ARAB; CHIN; FREN; GRMN; GREK;
HEBR; ITLN; JAPN; LATN; LLCU 101/3.0; LLCU
102/3.0; PORT 103/3.0; PORT 104/3.0; SPAN
LING_Maj_Options Options in the Linguistics
Major Plan CISC 223/3.0; CISC 260/3.0; CISC
465/3.0; CISC 481/3.0; COGS 201/3.0; COGS
300/3.0; ENGL 206/3.0; FREN 353/3.0; FREN
363/3.0; FREN 373/3.0; FREN 393/3.0; FREN
433/3.0; FREN 463/3.0; FREN 473/3.0; FREN
493/3.0; IDIS 200/6.0; IDIS 201/6.0; LLCU
200/3.0; LLCU 201/3.0; PHIL 359/3.0; PHIL
361/3.0; PHIL362/3.0; PHIL 459/3.0; PSYC
205/3.0; PSYC 215/3.0; PSYC 221/3.0; PSYC
251/3.0; PSYC 271/3.0; PSYC 305/6.0; PSYC
321/3.0; PSYC 352/3.0; PSYC 370/3.0; PSYC
371/3.0; PSYC 452/3.0; PSYC 457/3.0; PSYC
485/3.0; SPAN 410/3.0
Page 41 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
December 12th, 2014
OMNIBUS REPORT ll
Dept
Degree
Plan
Code
Changes
to:
Existing Core
Courses
New Core
Courses
Existing
Option
Courses
New Option Courses
Existing Notes
New Notes
Existing Course
Lists
New Course Lists
LLCU
ITLN-GBA
Core
Courses,
Option
Courses,
Course
Lists,
Notes
1. Core (18.0
Units)
A. 6.0 units
from (ITLN
P10/3.0 and
ITLN 112/3.0)
or ITLN 101/6.0
B. 6.0 units
from ITLN
204/3.0 and
205/3.0
C. 6.0 units
from (ITLN
331/3.0 and
ITLN 332/3.0)
or ITLN 230/6.0
1. Core (12.0
Units)
A. 6.0 units
from (ITLN
P10/3.0 and
ITLN
112/3.0) or
ITLN 101/6.0
B. 6.0 units
from ITLN
204/3.0 and
205/3.0
2. Option (12.0
units)
A. 6.0 units
from ITLN
B. 6.0 units
from ITLN;
ITLN_Subs
2. Option (18.0 units)
A. 12.0 units from ITLN
B. 6.0 units from ITLN;
ITLN_Substitutions
A. The courses chosen must
not duplicate work already
completed either in
university or pre-university
study. If a student enters
the program with advanced
language/grammar
knowledge or speaks Italian
at the near-native level, the
student is exempted from
taking the language and
grammar core courses
noted in 1.A., 1.B., and 1.C.
These would be replaced
with ITLN options.
B. To register in SPAN
P10/3.0 or ITLN P10/3.0
students must sign a form
in the Departmental Office
officially declaring that they
have no knowledge of
Spanish or Italian at all. A
language placement test
may apply.
A. The courses chosen must not
duplicate work already
completed either in university
or pre-university study. If a
student enters the program
with advanced
language/grammar knowledge
or speaks Italian at the nearnative level, the student is
exempted from taking the
language and grammar core
courses noted in 1.A., 1.B., and
1.C. These would be replaced
with ITLN options.
B. To
register in SPAN P10/3.0 or
ITLN P10/3.0 students must
sign a form in the Departmental
Office officially declaring that
they have no knowledge of
Spanish or Italian at all. A
language placement test may
apply.
C. Courses with significant
Italian content may be
approved for inclusion in this
degree program with
permission of the Department
of Languages, Literatures and
Cultures.
ITLN_Subs ARTH
213/6.0; ARTH
214/3.0; ARTH
215/3.0; ARTH
312/3.0; ARTH
345/3.0; ARTH
347/3.0; ARTH
358/3.0; ARTH
359/3.0; ARTH
369/3.0; ARTH
370/3.0; CLST
201/3.0; FILM
305/3.0; FILM
303/3.0; HIST
255/3.0; LLCU
200/3.0; LLCU
201/3.0; LLCU
214/3.0; LLCU
301/3.0; LLCU
316/3.0; LLCU
320/3.0; MUSC
286/3.0; MUSC
287/3.0; SPAN
316/3.0.
ITLN_Subs ARTH
213/6.0; ARTH
214/3.0; ARTH
215/3.0; ARTH
312/3.0; ARTH
345/3.0; ARTH
347/3.0; ARTH
358/3.0; ARTH
359/3.0; ARTH
369/3.0; ARTH
370/3.0; CLST
201/3.0; FILM
305/3.0; FILM
303/3.0; HIST
255/3.0; LLCU
200/3.0; LLCU
201/3.0; LLCU
214/3.0; LLCU
301/3.0; LLCU
316/3.0; LLCU
320/3.0; LLCU
339/3.0; MUSC
286/3.0; MUSC
287/3.0; SPAN
316/3.0.
Dept.
Degree
Plan Code
Course List
Existing Course Lists
New Course Lists
MUSC
MUSC-HBAH
MUSC_Options
MUSC_Options: MUSC 286/3.0; MUSC 287/3.0; MUSC 289/3.0; MUSC 380/3.0;
MUSC 381/3.0; MUSC 385/3.0; MUSC 386/3.0; MUSC 388/3.0; MUSC 394/3.0; MUSC
398/3.0; MUSC 399/3.0; MUSC 438/3.0; MUSC 439/3.0; MUSC 443/3.0; MUSC
445/3.0; MUSC 446/3.0; MUSC 470/3.0; MUSC 471/3.0; MUSC 473/3.0; MUSC
474/3.0; MUSC 476/3.0; MUSC 477/3.0; MUSC 480/3.0; MUSC 481/3.0; MUSC
485/3.0; MUSC 486/3.0; MUSC 488/3.0
MUSC_Options: MUSC 286/3.0; MUSC 287/3.0; MUSC 289/3.0; MUSC 380/3.0; MUSC
381/3.0; MUSC 385/3.0; MUSC 386/3.0; MUSC 388/3.0; MUSC 394/3.0; MUSC 398/3.0;
MUSC 399/3.0; MUSC 438/3.0; MUSC 439/3.0; MUSC 443/3.0; MUSC 445/3.0; MUSC
446/3.0; MUSC 470/3.0; MUSC 471/3.0; MUSC 473/3.0; MUSC 474/3.0; MUSC 475/3.0;
MUSC 476/3.0; MUSC 477/3.0; MUSC 480/3.0; MUSC 481/3.0; MUSC 485/3.0; MUSC
486/3.0; MUSC 488/3.0
MUSC
MUSC----A
MUSC_Musicolo
gy
MUSC_Musicology: MUSC 171/3.0; MUSC 203/3.0; MUSC 204/3.0; MUSC 205/3.0;
MUSC 287/3.0; MUSC 289/3.0; MUSC 380/3.0; MUSC 381/3.0; MUSC 385/3.0; MUSC
386/3.0; MUSC 388/3.0; MUSC 473/3.0; MUSC 474/3.0; MUSC 475/3.0; MUSC
476/3.0; MUSC 480/3.0; MUSC 481/3.0; MUSC 485/3.0; MUSC 486/3.0; MUSC
488/3.0
MUSC_Musicology: MUSC 171/3.0; MUSC 203/3.0; MUSC 204/3.0; MUSC 205/3.0;
MUSC 287/3.0; MUSC 289/3.0; MUSC 380/3.0; MUSC 381/3.0; MUSC 385/3.0; MUSC
386/3.0; MUSC 388/3.0; MUSC 473/3.0; MUSC 474/3.0; MUSC 475/3.0; MUSC 476/3.0;
MUSC 477/3.0; MUSC 480/3.0; MUSC 481/3.0; MUSC 485/3.0; MUSC 486/3.0; MUSC
488/3.0
Page 42 of 114
FACULTY OF ARTS AND SCIENCE
Dept
MUSC
Degree
Plan
Code
MUSCP-BMS
CURRICULUM COMMITTEE
Course List
Existing Core Courses
Core Courses,
Additional
Requirements
1. Core (60.0 units)
Musicology
A. 12.0 units in MUSC 103/3.0, MUSC 203/3.0,
MUSC 204/3.0, MUSC 205/3.0
Music Theory
B. 15.0 units from MUSC 191/6.0; MUSC
292/3.0; MUSC 293/3.0; MUSC 392/3.0; MUSC
291/6.0
Music Education
C. 3.0 units from MUSC 180/3.0; MUSC
181/3.0; MUSC 183/3.0; MUSC 185/3.0; MUSC
187/3.0; MUSC 188/3.0
Musicianship
D. 6.0 units in MUSC 127/3.0 and MUSC
227/3.0
E. 3.0 units from MUSC 129/3.0; MUSC 229/3.0;
MUSC 128/3.0; MUSC 228/3.0
Applied Study
F. 12.0 units from (MUSC 121/6.0 and MUSC
221/6.0) or (MUSC 120/6.0 and MUSC 220/6.0)
Music Theory or Musicology
G. 3.0 units from
MUSC_Specialization_Additional
Ensembles
H. 1.5 units from MUSC_Ensembles_Vocal
I. 4.5 units from MUSC_Ensembles_Vocal;
MUSC_Ensembles_ Instrumental
OMNIBUS REPORT ll
New Core Courses
1. Core (60.0 units)
Musicology
A. 12.0 units in MUSC 103/3.0, MUSC 203/3.0,
MUSC 204/3.0, MUSC 205/3.0
Music Theory
B. 15.0 units from MUSC 191/6.0; MUSC 292/3.0;
MUSC 293/3.0; MUSC 392/3.0; MUSC 291/6.0
Music Education
C. 3.0 units from MUSC 180/3.0; MUSC 181/3.0;
MUSC 183/3.0; MUSC 185/3.0; MUSC 187/3.0;
MUSC 188/3.0
Musicianship
D. 6.0 units in MUSC 127/3.0 and MUSC 227/3.0
E. 3.0 units from MUSC 129/3.0; MUSC 229/3.0;
MUSC 128/3.0; MUSC 228/3.0
Applied Study
F. 12.0 units from (MUSC 121/6.0 or MUSC
120/6.0) and (MUSC 221/6.0 or MUSC 220/6.0)
Music Theory or Musicology
G. 3.0 units from MUSC_Specialization_Additional
Ensembles
H. 1.5 units from MUSC_Ensembles_Vocal
I. 4.5 units from MUSC_Ensembles_Vocal;
MUSC_Ensembles_ Instrumental
December 12th, 2014
Existing Additional Requirements
New Additional Requirements
4. Additional Requirements
A. A minimum of 36.0 units in any
subject from the ASC_Course
Catalogue list at the 300 level or
above, excluding MUSC_Ensembles_
Vocal;
MUSC_Ensembles_Instrumental.
B. A maximum of 108.0 units may be
from MUSC; a minimum of 18.0 units
must be non-MUSC courses.
C. A maximum of 9.0 units may be
from MUSC_Ensembles_Vocal;
MUSC_Ensembles_Instrumental (i.e.
only 2 more ensemble courses may
be taken beyond the core
requirements of the Plan).
4. Additional Requirements
A. A minimum of 36.0 units in any
subject from the ASC_Course
Catalogue list at the 300 level or
above, excluding
MUSC_Ensembles_ Vocal;
MUSC_Ensembles_Instrumental.
B. A maximum of 108.0 units may
be from MUSC; a minimum of 18.0
units must be non-MUSC courses.
C. A maximum of 12.0 units may be
from MUSC_Ensembles_Vocal;
MUSC_Ensembles_Instrumental
(i.e. 4 more ensemble courses may
be taken beyond the core
requirements of the Plan).
Page 43 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Changes to:
Degree
Plan Code
Existing Core Courses
New Core Courses
Existing Substitutions
New Substitutions
New Course Lists
PSYC
Core Courses,
Substitutions,
Course Lists
PSYC-MBAH, PSYCM-BSH
1. Core (15.0 units)
A. 6.0 units in PSYC
100/6.0
B. 6.0 units in PSYC
202/3.0 and 203/3.0
C. 3.0 units from PSYC
301/3.0 or PSYC 300/6.0
1. Core (15.0 units)
A. 6.0 units in PSYC
100/6.0
B. 6.0 units from (PSYC
202/3.0 or STAT_Options)
and PSYC 203/3.0.
C. 3.0 units from PSYC
301/3.0 or PSYC 300/6.0
5.A. PSYC 202/3.0 and PSYC
203/3.0 may not be
substituted by an equivalent
course from another
university. Letters of
Permission will only be
granted in extraordinary
cases. These courses may
not be repeated, except with
the permission of the Chair
of Undergraduate Studies.
STAT_Options Statistics Course
Options BIOL 243/3.0; CHEE 209/3.0;
COMM 162/3.0; ECON 250/3.0; GPHY
247/3.0; KNPE 251/3.0; NURS 323/3.0;
POLS 385/3.0; PSYC 202/3.0; SOCY
211/3.0; STAT 263/3.0; STAT 267/3.0;
STAT 367/3.0 (already exists in ASC
academic calendar)
PSYC
Core Courses,
Substitutions,
Course Lists
PSYC[----]A (BAH
Media)
1. Core (12.0 units)
A. 6.0 units in PSYC
100/6.0
B. 6.0 units in PSYC
202/3.0 and 203/3.0
1. Core (12.0 units)
A. 6.0 units in PSYC
100/6.0
B. 6.0 units from (PSYC
202/3.0 or STAT_Options)
and PSYC 203/3.0.
5.A. PSYC 202/3.0 and PSYC 203/3.0 may
not be substituted by an equivalent
course from another university. Letters of
Permission will only be granted in
extraordinary cases. PSYC 202/3.0 may be
substituted by an equivalent course from
another Department at Queen’s with
permission of the Chair of
Undergraduate Studies. These courses
may not be repeated, except with the
permission of the Chair of Undergraduate
Studies.
5.A. PSYC 202/3.0 and PSYC 203/3.0 may
not be substituted by an equivalent
course from another university. Letters of
Permission will only be granted in
extraordinary cases. PSYC 202/3.0 may be
substituted by an equivalent course from
another Department at Queen’s with
permission of the Chair of
Undergraduate Studies. These courses
may not be repeated, except with the
permission of the Chair of Undergraduate
Studies.
5.A. PSYC 202/3.0 and PSYC
203/3.0 may not be
substituted by an equivalent
course from another
university. Letters of
Permission will only be
granted in extraordinary
cases. These courses may
not be repeated, except with
the permission of the Chair
of Undergraduate Studies.
STAT_Options Statistics Course
Options BIOL 243/3.0; CHEE 209/3.0;
COMM 162/3.0; ECON 250/3.0; GPHY
247/3.0; KNPE 251/3.0; NURS 323/3.0;
POLS 385/3.0; PSYC 202/3.0; SOCY
211/3.0; STAT 263/3.0; STAT 267/3.0;
STAT 367/3.0 (already exists in ASC
academic calendar)
Page 44 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Degree Plan
Code
Course List
Existing Course Lists
New Course Lists
RELS
RELS-M-BAH
RELS_List_B and
RELS_List_C
RELS_List_B Religious Studies List B
RELS 210/3.0; RELS 212/3.0; RELS 214/3.0; RELS 218/3.0; RELS 228/3.0; RELS
234/3.0; RELS 310/3.0; RELS 311/3.0; RELS 312/3.0; RELS 328/3.0; RELS 334/3.0;
RELS 398/3.0
RELS_List_C Religious Studies List C
RELS 210/3.0; RELS 212/3.0; RELS 214/3.0; RELS 218/3.0; RELS 222/3.0; RELS
223/3.0; RELS 224/3.0; RELS 226/3.0; RELS 227/3.0; RELS 228/3.0; RELS 229/3.0;
RELS 234/3.0; RELS 310/3.0; RELS 311/3.0; RELS 312/3.0; RELS 322/3.0; RELS
326/3.0; RELS 328/3.0; RELS 334/3.0; RELS 393/3.0; RELS 394/3.0; RELS 396/3.0;
RELS 398/3.0
RELS_List_B Religious Studies List B
RELS 210/3.0; RELS 212/3.0; RELS 214/3.0; RELS 218/3.0; RELS 228/3.0; RELS
234/3.0; RELS 310/3.0; RELS 311/3.0; RELS 312/3.0; RELS 321/3.0; RELS 328/3.0;
RELS 334/3.0; RELS 398/3.0
RELS_List_C Religious Studies List C RELS 210/3.0; RELS 212/3.0; RELS 214/3.0; RELS
218/3.0; RELS 222/3.0; RELS 223/3.0; RELS 224/3.0; RELS 226/3.0; RELS 227/3.0;
RELS 228/3.0; RELS 229/3.0; RELS 234/3.0; RELS 310/3.0; RELS 311/3.0; RELS
312/3.0; RELS 321/3.0; RELS 322/3.0; RELS 326/3.0; RELS 328/3.0; RELS 334/3.0;
RELS 393/3.0; RELS 394/3.0; RELS 396/3.0; RELS 398/3.0
Dept.
Changes to:
Degree
Plan Code
Course List
Existing Substitutions
New
Substitutions
Existing Course Lists
New Course Lists
SKHS
Substitutions,
Course List
HLTH-MBAH
HLTH_Major_Options
A. Other than NURS
323/3.0, if an
approved course is
taken in another
department in place of
KNPE 251/3.0 or HLTH
252/3.0, an additional
3.0-unit HLTH option
at the 200 level or
above is required as
part of the HLTH
Major Plan.
none
HLTH_Major_Options Option Courses in the
Health Major Plan DEVS 320/3.0; ECON
243/3.0; ENSC 420/3.0; GPHY 225/3.0; GPHY
229/3.0; GPHY 336/3.0; GPHY 339/3.0; HLTH
200/3.0; HLTH 230/3.0; HLTH 237/3.0; HLTH
239/3.0; HLTH 297/3.0; HLTH 325/3.0; HLTH
331/3.0; HLTH 350/3.0; HLTH 352/3.0; HLTH
355/3.0; HLTH 397/3.0; HLTH 399/3.0; HLTH
401/3.0; HLTH 402/3.0; HLTH 403/3.0; HLTH
404/3.0; HLTH 423/3.0; HLTH 430/3.0; HLTH
432/3.0; HLTH 434/3.0; HLTH 435/3.0; HLTH
456/3.0; HLTH 491/3.0; HLTH 493/3.0; HLTH
495/3.0; HLTH 497/3.0; HLTH 499/3.0; HLTH
595/6.0; KNPE 253/3.0; KNPE 335/3.0; KNPE
336/3.0; KNPE 365/3.0; KNPE 436/3.0; NURS
240/3.0; PHIL 301/3.0; PSYC 332/3.0
HLTH_Major_Options Option Courses in the
Health Major Plan DEVS 320/3.0; ECON
243/3.0; ENSC 420/3.0; GPHY 225/3.0; GPHY
229/3.0; GPHY 336/3.0; GPHY 339/3.0; HLTH
200/3.0; HLTH 230/3.0; HLTH 237/3.0; HLTH
297/3.0; HLTH 325/3.0; HLTH 331/3.0; HLTH
350/3.0; HLTH 352/3.0; HLTH 355/3.0; HLTH
397/3.0; HLTH 399/3.0; HLTH 401/3.0; HLTH
402/3.0; HLTH 403/3.0; HLTH 404/3.0; HLTH
423/3.0; HLTH 430/3.0; HLTH 432/3.0; HLTH
434/3.0; HLTH 435/3.0; HLTH 455/3.0; HLTH
456/3.0; HLTH 491/3.0; HLTH 493/3.0; HLTH
495/3.0; HLTH 497/3.0; HLTH 499/3.0; HLTH
595/6.0; KNPE 253/3.0; KNPE 333/3.0; KNPE
335/3.0; KNPE 336/3.0; KNPE 365/3.0; KNPE
400/3.0; KNPE 436/3.0; LLCU 327/3.0; NURS
240/3.0; PHIL 201/3.0; PHIL 203/3.0; PHIL
301/3.0; PSYC 332/3.0
Page 45 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
OMNIBUS REPORT ll
December 12th, 2014
Dept.
Changes to:
Degree
Plan Code
Course List
Existing Substitutions
New
Substitutions
Existing Course Lists
New Course Lists
SKHS
Substitutions,
Course List
HLTH[---]
HLTH_Medial_Options
A. Other than NURS
323/3.0, if an
approved course is
taken in another
department in place of
KNPE 251/3.0 or HLTH
252/3.0, an additional
3.0-unit HLTH option
at the 200 level or
above is required as
part of the HLTH
Medial Plan.
none
HLTH_Medial_Options Option Courses in the
Health Medial Plan DEVS 320/3.0; ECON
243/3.0; ENSC 420/3.0; GPHY 225/3.0; GPHY
229/3.0; GPHY 336/3.0; GPHY 339/3.0; HLTH
200/3.0; HLTH 230/3.0; HLTH 237/3.0; HLTH
239/3.0; HLTH 297/3.0; HLTH 323/3.0; HLTH
325/3.0; HLTH 331/3.0; HLTH 333/3.0; HLTH
334/3.0; HLTH 350/3.0; HLTH 352/3.0; HLTH
355/3.0; HLTH 397/3.0; HLTH 399/3.0; HLTH
401/3.0; HLTH 402/3.0; HLTH 403/3.0; HLTH
404/3.0; KNPE 253/3.0; KNPE 335/3.0; KNPE
336/3.0; KNPE 365/3.0; KNPE 436/3.0; NURS
240/3.0; PHIL 301/3.0; PSYC 332/3.0
SKHS
Course List
HLTH-GBA
HLTH_Gen/Min_Options
HLTH_Medial_Options Option Courses in the
Health Medial Plan DEVS 320/3.0; ECON
243/3.0; ENSC 420/3.0; GPHY 225/3.0; GPHY
229/3.0; GPHY 336/3.0; GPHY 339/3.0; HLTH
200/3.0; HLTH 230/3.0; HLTH 237/3.0; HLTH
297/3.0; HLTH 323/3.0; HLTH 325/3.0; HLTH
331/3.0; HLTH 333/3.0; HLTH 334/3.0; HLTH
350/3.0; HLTH 352/3.0; HLTH 355/3.0; HLTH
397/3.0; HLTH 399/3.0; HLTH 401/3.0; HLTH
402/3.0; HLTH 403/3.0; HLTH 404/3.0; HLTH
455/3.0; KNPE 253/3.0; KNPE 333/3.0; KNPE
335/3.0; KNPE 336/3.0; KNPE 365/3.0; KNPE
436/3.0; LLCU 327/3.0; NURS 240/3.0; PHIL
201/3.0; PHIL 203/3.0; PHIL 301/3.0; PSYC
332/3.0
HLTH_Gen/Min_Options Option Courses in the
Health Minor/General Plan ECON 243/3.0;
GPHY 225/3.0; GPHY 229/3.0; HLTH 200/3.0;
HLTH 230/3.0; HLTH 237/3.0; HLTH 297/3.0;
HLTH 323/3.0; HLTH 325/3.0; HLTH 331/3.0;
HLTH 333/3.0; HLTH 334/3.0; HLTH 350/3.0;
HLTH 355/3.0; HLTH 397/3.0; HLTH 399/3.0;
HLTH 401/3.0; HLTH 402/3.0; HLTH 403/3.0;
HLTH 404/3.0; KNPE 253/3.0; KNPE 365/3.0;
KNPE 335/3.0; LLCU 327/3.0; NURS 240/3.0;
PHIL 201/3.0; PHIL 203/3.0; PHIL 301/3.0; PSYC
332/3.0
SKHS
Substitutions
KINE-GBSC
HLTH_Gen/Min_Options Option Courses in the
Health Minor/General Plans ECON 243/3.0;
GPHY 225/3.0; GPHY 229/3.0; HLTH 200/3.0;
HLTH 230/3.0; HLTH 237/3.0; HLTH 239/3.0;
HLTH 297/3.0; HLTH 323/3.0; HLTH 325/3.0;
HLTH 331/3.0; HLTH 333/3.0; HLTH 334/3.0;
HLTH 350/3.0; HLTH 355/3.0; HLTH 397/3.0;
HLTH 399/3.0; HLTH 401/3.0; HLTH 402/3.0;
HLTH 403/3.0; HLTH 404/3.0; KNPE 253/3.0;
KNPE 365/3.0; KNPE 335/3.0; NURS 240/3.0;
PHIL 301/3.0; PSYC 332/3.0
A. Other than NURS
323/2.0, if an
approved course is
taken in place of KNPE
251/3.0, an additional
3.0 units from HLTH,
KINE, KNPE or PPHE at
the 200 level or above
is required.
none
Page 46 of 114
FACULTY OF ARTS AND SCIENCE
CURRICULUM COMMITTEE
Dept.
Changes to:
Degree
Plan Code
Course List
SKHS
Course Lists
KINE-GBSC and
KINE-PBSH
KINE_Exercise_Options,
KINE_Health_Promo_Options,
KINE_Labs,
KINE_Professional_Options,
KINE_Socio-Cultural_Options
Existing Substitutions
OMNIBUS REPORT ll
New
Substitutions
December 12th, 2014
Existing Course Lists
New Course Lists
KINE_Exercise_Options Applied Exercise Science
Options KNPE 253/3.0; KNPE 327/3.0; KNPE
353/3.0; KNPE 354/3.0; KNPE 355/3.0; KNPE
427/3.0; KNPE 429/3.0; KNPE 450/3.0; KNPE
454/3.0; KNPE 455/3.0; KNPE 459/3.0
KINE_Health_Promo_Options Physical Activity,
Epidemiology and Health Promotion Options
HLTH 205/3.0; HLTH 230/3.0; HLTH 237/3.0;
HLTH 297/3.0; HLTH 305/3.0; HLTH 323/3.0;
HLTH 325/3.0; HLTH 331/3.0; HLTH 350/3.0;
HLTH 355/3.0; HLTH 401/3.0; HLTH 402/3.0;
HLTH 403/3.0; HLTH 404/3.0; HLTH 405/3.0;
HLTH 415/6.0; HLTH 423/3.0; HLTH 430/3.0;
HLTH 432/3.0; HLTH 435/3.0; KNPE 336/3.0;
KNPE 436/3.0; KNPE 463/6.0 KINE_Labs
Kinesiology Laboratory Options KNPE 237/3.0
(prior to 2011-2012); KNPE 327/3.0; KNPE
331/3.0; KNPE 333/3.0 (prior to 2011-2012);
KNPE 343/3.0; KNPE 345/3.0; KNPE 352/3.0;
KNPE 353/3.0; KNPE 355/3.0; KNPE 365/3.0;
KNPE 427/3.0 (prior to 2012- 2013); KNPE
429/3.0 (prior to 2012-2013); KNPE 450/3.0;
KNPE 454/3.0; KNPE 459/3.0 (prior to 20122013); KNPE 463/6.0
KINE_Professional_Options Professional/Applied
Options KNPE 203/3.0; KNPE 237/3.0; KNPE
330/3.0; KNPE 331/3.0; KNPE 333/3.0; KNPE
335/3.0; KNPE 343/3.0; KNPE 345/3.0; KNPE
346/3.0; KNPE 371/3.0; KNPE 430/3.0; KNPE
446/3.0 KINE_Socio-Cultural_Options
Psychology and Socio-Cultural Studies of Physical
Activity and Health Options HLTH 315/3.0; HLTH
333/3.0; HLTH 334/3.0; HLTH 350/3.0; HLTH
401/3.0; HLTH 402/3.0; HLTH 403/3.0; HLTH
404/3.0; HLTH 434/3.0; KNPE 363/3.0; KNPE
365/3.0; KNPE 367/3.0; KNPE 465/3.0; KNPE
469/3.0; KNPE 473/3.0
KINE_Exercise_Options Applied Exercise Science
Options KNPE 253/3.0; KNPE 327/3.0; KNPE
353/3.0; KNPE 354/3.0; KNPE 355/3.0; KNPE
427/3.0; KNPE 429/3.0; KNPE 450/3.0; KNPE
454/3.0; KNPE 455/3.0; KNPE 459/3.0
KINE_Health_Promo_Options Physical Activity,
Epidemiology and Health Promotion Options
HLTH 205/3.0; HLTH 230/3.0; HLTH 237/3.0;
HLTH 297/3.0; HLTH 305/3.0; HLTH 323/3.0;
HLTH 325/3.0; HLTH 331/3.0; HLTH 350/3.0;
HLTH 355/3.0; HLTH 401/3.0; HLTH 402/3.0;
HLTH 403/3.0; HLTH 404/3.0; HLTH 405/3.0;
HLTH 415/6.0; HLTH 423/3.0; HLTH 430/3.0;
HLTH 432/3.0; HLTH 435/3.0; KNPE 336/3.0;
KNPE 436/3.0; KNPE 455/3.0; KNPE 463/6.0
KINE_Labs Kinesiology Laboratory Options KNPE
237/3.0 (prior to 2011-2012); KNPE 327/3.0;
KNPE 331/3.0; KNPE 333/3.0 (prior to 20112012); KNPE 345/3.0; KNPE 352/3.0; KNPE
353/3.0; KNPE 355/3.0; KNPE 365/3.0; KNPE
427/3.0 (prior to 2012-2013); KNPE 429/3.0
(prior to 2012-2013); KNPE 450/3.0; KNPE
454/3.0; KNPE 459/3.0 (prior to 2012-2013);
KNPE 463/6.0 KINE_Professional_Options
Professional/Applied Options KNPE 203/3.0;
KNPE 237/3.0; KNPE 330/3.0; KNPE 331/3.0;
KNPE 333/3.0; KNPE 335/3.0; KNPE 345/3.0;
KNPE 346/3.0; KNPE 430/3.0; KNPE 446/3.0
KINE_Socio-Cultural_Options Psychology and
Socio-Cultural Studies of Physical Activity and
Health Options HLTH 315/3.0; HLTH 333/3.0;
HLTH 334/3.0; HLTH 350/3.0; HLTH 401/3.0;
HLTH 402/3.0; HLTH 403/3.0; HLTH 404/3.0;
HLTH 434/3.0; HLTH 455/3.0; KNPE 363/3.0;
KNPE 365/3.0; KNPE 367/3.0; KNPE 465/3.0;
KNPE 469/3.0; KNPE 473/3.0
Page 47 of 114
FACULTY OF ARTS AND SCIENCE
Dept.
Changes to:
Degree
Plan
Code
SKHS
Core courses,
Option
courses
KINE-PBSH
Continued:
Substitutions,
Additional
Requirements
KINE-PBSH
CURRICULUM COMMITTEE
Course
List
OMNIBUS REPORT ll
December 12th, 2014
Existing Core Courses
New Core Courses
Existing Option Courses
New Option Courses
1. Core (48.0 units)
A. 12.0 units in HLTH
101/3.0, KNPE 125/3.0,
KNPE 153/3.0, KNPE
167/3.0
B. 6.0 units
in PSYC 100/6.0
C. 3.0 units in KNPE 251/3.0
or NURS 323/3.0
D. 18.0 units in KNPE
225/3.0, KNPE 227/3.0,
KNPE 254/3.0, KNPE
255/3.0, KNPE 261/3.0,
KNPE 265/3.0
E. 3.0 units in HLTH 252/3.0
F. 6.0 units in ANAT 315/3.0
and ANAT 316/3.0
1. Core (51.0 units)
A. 12.0 units in HLTH
101/3.0, KNPE 125/3.0,
KNPE 153/3.0, KNPE
167/3.0
B. 6.0 units
in PSYC 100/6.0
C. 3.0 units in KNPE 251/3.0
or NURS 323/3.0
D. 18.0 units in KNPE
225/3.0, KNPE 227/3.0,
KNPE 254/3.0, KNPE
255/3.0, KNPE 261/3.0,
KNPE 265/3.0
E. 3.0 units in HLTH 252/3.0
F. 6.0 units in ANAT 315/3.0
and ANAT 316/3.0
G. 3.0 units in KNPE
400/3.0
2. Option (54.0 units)
A. 6.0 units from KINE_Exercise_Options
B. 6.0 units from KINE_Socio-Cultural_Options
C. 6.0 units from KINE_Health_Promo_Options
D. 12.0 units from KNPE; HLTH
E. 3.0 units from
ASC_Science_excluding_KNPE_HLTH at the 300
level or above
F. 9.0 units from
ASC_Science_excluding_KNPE_HLTH at the 200
level or above
G. 12.0 units from
ASC_Science_excluding_KNPE_HLTH
2. Option (51.0 units)
A. 6.0 units from KINE_Exercise_Options
B. 6.0 units from KINE_Socio-Cultural_Options
C. 6.0 units from KINE_Health_Promo_Options
D. 9.0 units from KNPE; HLTH
E. 3.0 units from
ASC_Science_excluding_KNPE_HLTH at the 300
level or above
F. 9.0 units from
ASC_Science_excluding_KNPE_HLTH at the 200
level or above
G. 12.0 units from
ASC_Science_excluding_KNPE_HLTH
Existing Substitutions
New Substitutions
Existing Additional Requirements
New Additional Requirements
A. Other than NURS
323/3.0, if an approved
course is taken in another
department in place of
KNPE 251/3.0, an
additional 3.0-unit KNPE or
HLTH option at the 200
level or above is required
as part of the KINE Plan.
B. If an approved course is
taken in another
department in place of
HLTH 252/3.0 an additional
3.0-unit KNPE or HLTH
option at the 200 level or
above is required as part of
the KINE Plan.
A.If an approved course is
taken in another
department in place of
HLTH 252/3.0 an additional
3.0-unit KNPE or HLTH
option at the 200 level or
above is required as part of
the KINE Plan.
A. 6.0 units in the Plan must be selected from
KINE_Labs.
B. 9.0 units from KNPE; HLTH must be at the 400
level or above.
C. 18.0 units from KNPE; HLTH must be at the 300
level or above.
D. No more than 12.0 units from
KINE_Professional_Options may be used to satisfy
the Plan requiremen
A. 6.0 units in the Plan must be selected from
KINE_Labs.
B. 6.0 units from KNPE; HLTH must be at the 400
level or above.
C. 18.0 units from KNPE; HLTH must be at the 300
level or above.
D. No more than 12.0 units from
KINE_Professional_Options may be used to satisfy
the Plan requirements
Page 48 of 114
FACULTY OF ARTS AND SCIENCE
Dept.
Changes to:
SKHS
Option
Courses
Degree
Plan
Code
PHEDP-BPH
CURRICULUM COMMITTEE
Course
List
Existing Core Courses
New Core Courses
OMNIBUS REPORT ll
December 12th, 2014
Existing Option Courses
New Option Courses
A. 6.0 units from KNPE; HLTH at the 400 level or
above
B. 6.0 units from KNPE; HLTH at the 300 level or
above
C. 6.0 units from HLTH at the 200 level or above
A. 6.0 units from KNPE; HLTH at the 400 level or
above
B. 6.0 units from KNPE; HLTH at the 300 level or
above
C. 6.0 units from HLTH at the 200 level or above;
RELS 239/3.0
Respectfully Submitted,
Alan Ableson
Chair, Curriculum Committee
Page 49 of 114
NEW UNDERGRADUATE PROGRAM PROPOSAL
Arts & Science Internship Program – Queen’s University Internship Program
Proposed Start Date: September 2015
TABLE OF CONTENTS
New Undergraduate Program Proposal Full Submission Form
Appendix 1: INTN 301 – 303 Course Outline
Appendix 2: Sample Performance Evaluation
Appendix 3: Arts and Science Internship Budget
Appendix 4: Student Demand Survey Results
Appendix 5: Letter of Support from ASUS President, Adam Grotsky
Page 50 of 114
NEW UNDERGRADUATE PROGRAM PROPOSAL
Full Submission Form
This template is to be used when seeking approval for a brand new Undergraduate program of study leading to a
degree, or for-credit Senate-approved Diploma or Certificate. For further information, see Section III of the
QUAQPs Guide.
New Program submissions must receive the approval of Faculty Board prior to being externally reviewed. The
submission, external review, and the internal response to the review will, as a package, be submitted to the
Senate Office for referral to the Senate Committee on Academic Development (SCAD), which will then make
its recommendations to Senate. Academic Units should contact the relevant Dean’s Office(s) during the
development of the proposal. Refer also to the QUQAPs website for more information.
NOTE: the textboxes in this template will expand as needed.
Part A – General Summary
Name of Proposed Program:
Unit(s):
Arts and Science Internship Program – Queen’s University Internship
Program
Faculty of Arts and Science and Career Services
Proposed Start Date:
September 2015
Name:
Contact Information (1)
Cormac Evans
Name:
Contact Information (2)
Cathy Keates
Title:
Director, Strategic Initiatives
Title:
Director, Career Services
Unit:
Faculty of Arts and Science
Unit:
Career Services
E-mail:
evansc@queensu.ca
E-mail:
cathy.keates@queensu.ca
Executive Summary (1 page maximum suggested – Minimum font size 11 pp)
Briefly summarize the rationale for introducing this new program and how it fits with the academic goals of the
Faculty/School and University. Briefly describe: the educational goals and learning outcomes; internal or external
collaboration required to deliver this program; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in
preparing the proposal; and additional resources required to deliver this program.
Within the Faculty of Arts and Science (FAS), we are committed to enriching each student’s on-campus learning
experience as well as their post-graduation career prospects. The proposed Arts and Science Internship Program is
designed with this in mind. It leverages the excellent academic foundation provided by the Queen’s curriculum
into career opportunities by helping to bridge university life and the working world for students.
Through this program, students will have the opportunity to develop their job-search skills through a structured
career development program and get hands-on professional experience in their field of study while building
professional networks with employers and improving their communication, teamwork and time management skills
etc. in a professional environment.
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The program format is a combination of career related workshops and career coaching sessions followed by a 12
to 16 month paid internship opportunity undertaken by the student following their 3rd year of study for which
academic credit will be given.
Based on the successful internship model used by the School of Computing and the Faculty of Engineering and
Applied Science, the program will consist of the current BAH or BScH program requirements plus additional
courses totalling 6.0 units, INTN 301/1.5, INTN 302/1.5 and INTN 303/3.0. During the internship, students may
optionally pursue a further 3.0 - 9.0 units of independent study which may be used as academic credit towards
their Major or Specialization Plan requirements, or towards the elective requirements of the degree program, at the
discretion of the student’s home department. Upon completion, students will be eligible for a Bachelor of Arts (or
Science) degree with a professional internship designation that will appear on their transcript and diploma.
Alignment with the University’s Academic Goals:
The program primarily addresses Pillar 1: Enhancing our Student Learning Experience: Student Engagement
and Skill Development. The program does so by developing new opportunities for expanded credentials and
increased opportunities for experiential and entrepreneurial learning. By doing so, the program helps our students
develop the general and specific skills that meet their needs while also addressing society’s needs by preparing
students appropriately for careers upon graduation.
The program also addresses Pillar III: Reaching Beyond: Globalism, Diversity, and Inclusion at Queen’s as the
program is structured to allow international students and those who rely on government grants to support their
university education to be able to now access the internship program in Arts and Science.
Educational Goals & Learning Outcomes:
In respect to the educational goals and learning outcomes, the proposed program will support the application of
knowledge skills. These include “qualities and transferable skills necessary for further study, employment,
community involvement and other activities.” On completion of the internship students will demonstrate their
ability to:
1.
2.
3.
4.
5.
Develop professionally relevant competencies and relationships in a professional setting;
Gain exposure to a professional field and understanding of professional etiquette;
Observe and begin to understand professional organizational culture;
Evaluate one’s own performance in light of one’s own goals and program learning outcomes;
Clarify career development strategy through reflection on the internship experience.
Collaboration & Consultation:
Throughout the development of this program, the Faculty Office has consulted and collaborated with a number of
stakeholders including the Arts and Science Undergraduate Society (ASUS), Faculty Department Heads and
Undergraduate Chairs, the University Registrar, industry partners and the University’s Career Services office.
As a result, we have generated strong support for the program. We have also designed the program to leverage the
existing infrastructure in place for the Queen’s University Internship Program (QUIP). The current QUIP
structure, which primarily supports internship students in the Faculty of Engineering and Applied Science and the
School of Computing, is self-sustaining - revenue generated from tuition and BIU’s covers the expenses of the
QUIP Administrative Office at Career Services. By incorporating more programs within the current QUIP
structure, but not creating a new duplicate internship office in the Faculty of Arts and Science, we can capitalize
on the central administration processes and materials that are already in place.
Thus, Career Services, as administrators of QUIP, in co-operation with academic departments will coordinate the
program across units and will create and implement an annual operational plan. They will also oversee employer
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relations – with a focus to ensure there are a sufficient number of employment positions available to support
student demand. In addition, the program will leverage the existing Internship Advisory Committee of senior
academic representatives and business officers who will review the program’s annual strategy, budget and delivery
model.
Additional Resources:
Nonetheless, further resources will be required, both incremental and one-time costs. These are summarized in
Section 8.1. We envision that enrolment in the internship program will increase over five years from 40 in
2016/17 to a steady-state of 200 students by 2020/21. To support these students, we will hire an Academic
Program Co-ordinator starting in 2016/17. This position would manage academic aspects of the students’ program
and liaison with academic departments. Assuming enrolment targets are reached, a second co-ordinator would
come onboard in 2019/20. It is anticipated that by 2020-2021 that all initial start-up costs will have been recovered
and that the internship program will realize a net positive revenue of approximately $177,000 per year.
Last Revised: October 30, 2014
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Page 53 of 114
Part B – Evaluation Criteria
Part B is to be completed by the Unit/Faculty.
In accordance with Queen’s University Quality Assurance Processes (QUQAPs), the criteria should be regarded
as the minimum criteria upon which the new program submission will be assessed. Further information can be
found in the QUQAPs Guide.
1.
Introduction
1.1
Describe how the Program is consistent with the University’s mission and values as well as the academic goals of
the Faculty(ies) and Unit(s).
The internship program primarily addresses Pillar 1: Enhancing our Student Learning Experience: Student
Engagement and Skill Development. The program does so by developing new opportunities for expanded
credentials and increased opportunities for experiential and entrepreneurial learning.
The program is designed to provide students with the opportunity to acquire hands-on experience in their field
of study, apply knowledge gained in the classroom, perfect their job search skills, build professional networks
with employers and improve their communication, teamwork and time management skill-sets etc.
In addition to realising practical workplace skills, students will be evaluated on skills such as judgement,
leadership, co-operation and teamwork, adaptability, initiative and dedication. Working in a non-academic
environment, albeit with academic supports, students will often be working and learning independently in an
intense environment and developing a number of inquiry-based skills such as critical reading, effective
communications, critical thinking, numeracy and problem solving.
Students will also complete the program with expanded credentials. Upon completion, students will be eligible
for a Bachelor of Arts or Science degree with a professional internship designation that will appear on their
diploma – expanded credentials that will serve them well as they enter the workforce.
The program also addresses Pillar III: Reaching Beyond: Globalism, Diversity, and Inclusion at Queen’s as
the program is structured to allow international students and those who rely on government grants to support
their university education to be able to now access the internship program in Arts and Science.
1.2
List the Objectives of the Program (or Programs) and specify the anticipated learning outcomes and career
paths [Refer to Undergraduate Degree Level Expectations (UDLEs, p.31 of QUQAPs]
In respect to the undergraduate degree level expectations (UDLES) the program will support application of knowledge
skills. These include “qualities and transferable skills necessary for further study, employment, community involvement
and other activities” requiring:
• The exercise of initiative, personal responsibility and accountability in both personal and group contexts
• Working effectively with others
• Decision-making in complex contexts
It will also support the following UDLES:
• Developed critical thinking and analytical skills inside and outside the discipline;
• The ability to apply learning from one or more areas outside the discipline;
• The ability to communicate information, arguments and analyses accurately and reliably;
. The ability to communicate both orally and in writing to a range of audiences; and
• An understanding of the limits to their [the students’] own knowledge and ability and an appreciation of the
uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.
Last Revised: October 30, 2014
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Page 54 of 114
1.3
Explain how the objectives will be achieved (e.g. course work, teaching and research seminars, independent
research, laboratory and technical training, internships, practica, major research papers, and thesis)
Program Structure
Through this program, students will have the opportunity to develop their job-search skills through a
structured career development program and acquire hands-on professional experience in their field of study.
The program structure includes a combination of career and skill development related workshops and career
coaching sessions prior to departure for the internship with an employer. This series of workshops and
coaching sessions will then be followed by a 12 - 16 month internship opportunity undertaken by the student
following their 3rd year of study, for which academic credit will be given.
Under the current internship model in Arts and Science, no course credit or recognition on the diploma is
given. Those students who participate in an internship are not registered as students while on their work
placement. By creating a formal degree program and courses to house internships in Arts and Science,
students will be registered at Queen’s while on their internship and are therefore exempted from the
requirement to start repaying their government student loans; international students will be able to participate
without compromising their immigration status; and in addition, students will remain enrolled at Queen’s and
will thus continue to receive access to University services and resources. Finally, the new program structure
will also benefit employers. Due to the structure of the program Ontario employers will qualify to apply for a
tax credit for hiring interns in this program. We believe this benefit will be attractive to employers and may
provide an incentive to hire students from Queen’s as interns.
Student Activities
Prior to Internship - Career Development Workshops: Students begin their job search, by enrolling in the
internship program during the Fall Term of Year 3. They will begin by attending a series of workshops to
develop resume and cover letter writing, interview and networking skills, organized through the QUIP office
in Career Services. Career Services is working towards redesigning the workshop series as an online not-forcredit module, making it more flexible around students’ schedules and allowing easier administration. After
completion of the workshops or online module, students will have access to one-on-one job search coaching
and QUIP will also assist with organizing the interviews for students with employers. After securing an
internship, students will attend a pre-departure workshop and undergo off-campus risk assessment and safety
training as appropriate before departure.
The Internship Courses – On-the-job Training: The Internship courses, INTN 301-303/6.0 will consist of a
professionally supervised, career-related position designed to offer students the opportunity to learn about
current advances, practices and technologies in workplaces including business, industry, government and
community settings. During the internship work period, advising will be available to students who run into
difficulties in the workplace or who need more general advice during their placement. Students will complete
performance evaluations every four months reflecting on their learning and receiving feedback from their
employer. Students will also write a final work term report on their internship experience, focussing on a
self-evaluation of the academic and non-academic skillsets developed as an employee. Performance
evaluations and the work term report will be reviewed by the Academic Program Co-ordinator in Arts and
Science. Grading will be on a pass/fail basis.
Independent Study Course: A number of thesis or research courses are already in place within the Arts and
Science curriculum (e.g. CHEM 497/6.0, LISC 499/9.0, ECON 590/6.0, HIST 517/3.0). If the nature of the
employment is appropriate, and with the permission of the Department, the student may also enrol in one of
these courses, undertaking independent study or research as part of the work project they have been assigned.
They must meet all the requirements of the thesis or research course in which they are registered, in addition
to the requirements of INTN 301-303/6.0. This may include, for example, a significant written thesis, poster
and/or oral presentation.
It is recognized that not all internship positions available to students will naturally fit within the academic
Last Revised: October 30, 2014
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confines of their home department. Such students may choose to pursue the internship course without
simultaneously seeking academic credit for independent study. If an appropriate supervisor is available,
students may pursue an independent study project in a different department, using the course towards the
elective requirements of their degree program.
1.4
Address the appropriateness of the proposed nomenclature (e.g., BAH, BSCH [degree programs only].
N/A
2.
Program Regulations
2.1
Admission Standards - Provide the Program’s admission standards, including degree, diploma or certificate and
course requirements and any other specific standards with reference to learning outcomes and expectations of the
Program (e.g. Grade 12, undergraduate degree, etc.). If applicable, indicate policies/procedures to encourage
applications from qualified under-represented groups (e.g. Aboriginal people, visible minorities or persons with
disabilities).
Students participating in the Arts and Science Internship Program will have met the standard undergraduate
admission requirements to the BAH or the BScH, and must 1) be enrolled in their 3rd year of study full-time,
2) be in good academic standing as defined by the Faculty’s academic regulations, and 3) have a minimum
cumulative GPA of 1.9.
2.2
Language Requirements – Please specify the Program’s English language requirement, including, if applicable,
required English as a Second Language Assessment scores.
Students participating in the Arts and Science Internship Program would have met the standard undergraduate
English language requirement on admission to the BAH or the BScH program.
3.
Program Structure and Requirements
Describe the Program under the following headings (where applicable)
3.1
General Program Requirements – Describe the program duration and rationale, total number of courses,
examination, etc.
The degree program with Professional Internship will consist of a total of 126.0 units (BScH) or 120.0 units
(BAH): 120.0/114.0 units that include the students’ primary and (if selected) secondary plan and all elective
courses as in the current degree structure, plus an additional 6.0 units in Professional Internship courses INTN
301-303) as part of the requirements.
YEARS 1-2: Regular BAH or BScH Program/Plan: 60.0 units
YEAR 3: Regular BAH or BScH Program/Plan: 30.0 units, plus Career Services pre-internship workshops
YEAR 4: Internship, INTN 301-303 (total 6.0 units) (plus the option of 3.0-9.0 units from an independent
study project)
YEAR 5: Remainder of Program/Plan requirements: 21.0-30.0 units for BScH or 15.0-24.0 units for BAH,
depending on the weighting of any independent study project in Year 4.
Total: 126.0 units BScH
Total: 120.0 units BAH
Last Revised: October 30, 2014
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3.2
Course Requirements – In Table 1 below, list core (required) courses, optional courses (e.g. select X from the
following list) and elective courses (indicate level and disciplines).
Table 1. Course requirements (add additional rows as needed)
Course/Credit
(number and name)
(C)ore, (O)ptional
or (E)lective
INTN 301/1.5
INTN 302/1.5
INTN 303/3.0
3.3
C
C
C
Proposed Instructor(s)
Academic Unit
ASC Internship Coordinator
ASC Internship Coordinator
ASC Internship Coordinator
ASC / Career Services
ASC / Career Services
ASC / Career Services
Course Descriptions - For each undergraduate course that is part of the proposed Program, provide a calendar
description and append the course outline; also indicate if the course currently exists.
INTN 301/1.5 Professional Internship I
Part 1 of a 12-16 month, professionally supervised, career-related position designed to offer students
the opportunity to learn about current advances, practices and technologies in workplaces including
business, industry, government and community settings. Students will develop a range of workplace
skills, learn about organizational culture, and expand their knowledge of career options.
INTN 302/1.5 Professional Internship II
Part 2 of a 12-16 month, professionally supervised, career-related position designed to offer students
the opportunity to learn about current advances, practices and technologies in workplaces including
business, industry, government and community settings. Students will develop a range of workplace
skills, learn about organizational culture, and expand their knowledge of career options.
INTN 303/3.0 Professional Internship III
Part 3 of a 12-16 month, professionally supervised, career-related position designed to offer students
the opportunity to learn about current advances, practices and technologies in workplaces including
business, industry, government and community settings. Students will develop a range of workplace
skills, learn about organizational culture, expand their knowledge of career options, and reflect on
linkages between classroom knowledge and professional practice.
The courses do not currently exist; documents for their approval were submitted to the Curriculum
Committee in November 2014 and are attached as Appendix 1.
3.4
Program Timelines – In a table or figure, summarize the expected progress through the Program by term, to
degree completion.
Table 2. Expected program progression through to degree completion
Year 1
W
Fall
SS
F
Year 2
W
SS
F
Year 3
W
SS
F
Year 4
W
SS
Please see section 3.1.
3.5
Part-Time Studies - If the Program is offered on a part-time basis describe how the delivery differs from that of
the full-time Program and summarize the pathway to completion.
N/A
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3.6
Progress Evaluation - Describe the frequency and method of monitoring student progress and how it will be
administered.
With their worksite supervisors students will complete and submit performance evaluations at the end
of each 4 month term (4 months, 8 months, 12 months, and for 16 month internships at 16 months).
The Arts and Science Internship Coordinator will also do site monitoring, with emails to all students to
check in on adaptation to their worksite and role. The student will also write a self-study report at the
end of the internship. All courses will be graded on a pass/fail basis
Please see detailed grading and evaluation scheme in the INTN 301-303 course submission in
Appendix 1.
3.7
Other - Comment on any special matters and innovative features (e.g., the Program will be fully accredited by
Canadian Association of Schools of Nursing).
Upon completion, students will be eligible for a Bachelor of Arts (or Science) degree with a Professional
Internship designation that will appear on their transcript and diploma.
4.
Program Content
4.1
Explain how the curriculum addresses the current state of the discipline and fields of study.
Students, parents and government are increasingly looking for ways for universities to provide
opportunities for experiential learning. Internships compliment and extend the development of skills
from the classroom to the workplace. This internship program will allow students to take the skills,
such as communication, teamwork, and critical thinking, that they are developing through their
coursework and apply these in a workplace setting and then return to their final year of coursework to
integrate the full experience.
4.2
Identify any unique curriculum or program innovations or creative components.
This internship program builds on the success of the internship model in Applied Science and
Engineering, and the School of Computing. Those programs were created to offer a deeper learning
experience compared to the 4 month co-op model of other institutions. Queen’s, along with University
of Toronto, were two of the first schools to offer that innovation, which has now been followed at many
schools, particularly in engineering and technical fields. This new expansion across Arts and Science
will allow Queen’s to offer this experiential learning opportunity to students across disciplines.
4.3
Academic Integrity - Explain how the Program educates students on the importance and role of academic
integrity.
In addition to the University’s Academic integrity web site,
http://www.queensu.ca/academicintegrity/index.html the academic regulations for this program will be
clearly laid out for students during the pre-departure workshop for all students participating. As part of
this orientation, the Faculty will draw the students’ attention to this issue and to sources of information
relating to the potential consequences of breaches of academic integrity. The Faculty will also set out in
the course outlines specific instructions as to what may or may not be acceptable practices for this
program.
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5.
Assessment of Teaching and Learning
5.1
Degree Level Expectations (DLE)* – In Table 3 below, summarize how the Program’s structure and requirements address each DLE listed, as well as any additional
program-specific DLEs (Refer to Undergraduate Degree Learning Outcomes UDLE, p.31 of QUQAPs for more information about undergraduate DLEs).
1. Develop professionally relevant competencies and relationships in a professional setting.
Students will develop competencies through their work assignments, and will reflect on their development throughout the internship. They will receive feedback on skill
development and performance from their workplace supervisor(s).
2. Gain exposure to a professional field and an understanding of professional etiquette.
The student is able to learn from observing the professional behavior of the site supervisor and other employees at the site, as well as through interaction with customers
or clients. The student also practices proper business etiquette while fulfilling his or her internship responsibilities.
3. Observe and begin to understand a professional organizational culture
The student begins to understand the dynamics of an organization’s culture through observing and reflecting on how decisions are made, how work is structured, how
power is shared, how colleagues interact, how an organization’s mission/vision are implemented, and to what degree accountability and feedback are present in the
organization.
4. Evaluate one’s own performance in light of one’s own goals and learning outcomes
Students evaluate their own performance and discuss with their workplace supervisor(s). The intern should be able to assess to what degree he or she was able to meet
their own goals and the program learning outcomes, and identify new areas for growth.
5. Clarify career development strategy through reflection on the internship experience
The student is able to reflect on the internship experience and make connections between his or her career goals and the needs of the profession the student is exploring.
Relationships with the site supervisor and other professionals add to the student’s professional network.
Table 3. Mapping curriculum and degree level expectations (DLEs) (add rows as needed)
DLE
Learning Outcomes
Relevant Courses, Academic Requirement
Indicators of Achievement
Depth and breadth of knowledge
Knowledge of methodologies
Application of knowledge
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1
INTN 301, 302, 303
Performance evaluations and final work report
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Communication skills
1
INTN 301, 302, 303
Performance evaluations and final work report
Awareness of limits of knowledge
4
INTN 301, 302, 303
Performance evaluations and final work report
Autonomy and professional capacity
1, 2, 3, 4, 5
INTN 301, 302, 303
Performance evaluations and final work report
* this refers to certificate, diploma or degree as appropriate
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5.2
Describe how the proposed methods of assessing student achievement relate to the Program learning outcomes
and degree level expectations.
Students, with their worksite supervisors will be required to complete performance evaluations every 4
months. The questions on the evaluations link student reflection to the learning outcomes for the
program. At the end of the internship students complete a work term report in which they analyze their
skills and knowledge development during their internship. Please refer to course description, outline,
and sample performance evaluation document for more information – see Appendix 1 and 2.
5.3
Outline the plans for documenting and demonstrating the level of performance of students (must be consistent
with the OCAV’s Undergraduate Degree Level Expectations - Refer to p.31 of QUQAPs)
See 5.2.
6.
Mode of Delivery
6.1
Explain how the proposed mode(s) of delivery meets the Program learning outcomes and the degree level
expectations. Comment on the relationship between mode of delivery and accessibility requirements.
The internship is an experiential learning activity in which students will work for 12-16 months with a
public or private sector employer. Students with accessibility needs would be accommodated on a caseby-case basis.
6.2
Distance Delivery - Where students may take the same Program, or elements of it, in two different modes of
delivery, indicate how consistency in Program requirements and standards will be assured. Describe how a
learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and
comment on access to materials, resources, and technology.
N/A
7.
Anticipated Enrolment
7.1
Describe the recruitment strategy for the Program. Indicate how many new students the Program
will attract to Queen’s, and how many students must be accommodated by other
departments/units. Indicate which departments/units will be affected and how.
Recruitment Strategy & Enrolment Goals
The overall goal is to enrol 200 BAH and BScH students in the internship program by the
2020/2021 academic year. To achieve our long-term enrolment goals we will require
both a pool of potential applicants and the internship positions for them to fill. Thus, our
intent is to market the internship program directly to two audiences:
1. High school students considering Queen’s
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2. Current students enrolled in their 2nd year of study.
Thus our intent is to target high school students at the Ontario Universities’ Fair and also
during the Fall Preview Open House recruitment events on the Queen’s campus. Our
goal at this stage is to demonstrate to these students that the Faculty has an established
internship program in which they can choose to participate.
For students already enrolled at Queen’s, we will market the internship program to them
in their 1st and 2nd years of study through a variety of channels including:
INFORMATION SESSIONS: the Faculty will host several on-campus information
sessions throughout the year that will typically run for 60 minutes with timing split
between a formal presentation and an informal networking session with students.
Typically the sessions will provide students with a general overview of the program,
followed by a Q&A and networking with past participants and administrative staff.
MARKETING PARTNERSHIP WITH ASUS – In collaboration with ASUS and
Career Services we will host a Majors Night and Department Specific Career Nights. The
goal is to approach each Department within Arts and Science individually and to tailor
our marketing message to meet their specific needs. This approach will allow us to
address Department specific questions and concerns. This strategy also aligns with ASUS
2015 Strategic Goals.
CAREER FAIRS: the Faculty will participate on an annual basis in the Queen’s Career
Fair that is held in late September. This fair attracts thousands of students and over 100
recruiters (employer or educator) and thus provides a suitable venue for us to target
students seeking employment opportunities. This event will also provide the opportunity
for us to build relationships with employers and engage them in the internship program.
SOCIAL MEDIA CAMPIAGN: the Faculty will target students through its established
Twitter and Facebook accounts as well as through the ASUS Twitter and Facebook
accounts.
7.2
In Table 4 below, summarize the projected intake and enrolments by year until steady-state is
reached.
Table 4. Intake and enrolment in Degree Program*
Program
Arts Students
Science Students
Total Enrolment
8.
Year 1
Year 2
Year 3
Year 4
Year 5
20
20
40
40
40
80
60
60
120
80
80
160
100
100
200
Resources
Provide evidence that the Academic Unit(s) has the necessary resources to implement and deliver the proposed new
Program under the following headings (where applicable).
8.1
Budget – Submit completed Budget module and template.
Revenue for this proposed program will come primarily from the new tuition fees and BIU associated with the
extra 6.0 unit courses, INTN 301-303 included with the program (this is new revenue, as the 6.0 unit tuition/BIU
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is in addition to the tuition fees/BIU currently received from these students). Consultation with the University
Registrar has indicated that this approach is fully consistent with MTCU’s fee eligibility guidelines and that
similar approaches are followed at universities in Ontario with internship or co-op programs.
By 2020/21, it is anticipated that all initial start-up costs will have been recovered and that the internship
program will realise a net revenue to the Faculty of approximately $177,000 per year. It should be emphasized
that if enrolment targets are not realised, the internship program can still achieve a smaller positive revenue
position for the faculty with as few as 100 students, provided the second academic and internship co-ordinator
positions are not created.
For a detailed copy of the Financial Budget for this program, please see Appendix 3.
8.2
Faculty - Comment on the adequacy of the faculty complement to teach and/or supervise in the Program and by field as
appropriate, AND complete Table 5 below. Submit completed CV modules for faculty members not listed as core in the
new Program (core faculty are defined as tenured, tenure-track, and emeritus faculty). Submission of CV modules for core
faculty is not required but may be done at the discretion of the Academic Unit submitting the proposal if felt appropriate.
Joyce Hunter, a current senior staff member within the Faculty of Arts and Science will assume responsibility
for the role of Arts and Science Internship Coordinator. She will advise students on internship course enrolment
and tuition payments and will also act as the liaison between the Faculty Office and the Career Services QUIP
Co-ordinator. The Internship Coordinator will also play a key role in the on-going strategic planning for the
program as well as the promotion of the program to students, including the marketing and recruitment of
students into the program.
In addition, J. Hugh Horton, Associate Dean (Studies) within the Faculty of Arts and Science will act as the
Course Coordinator.
Table 5. Faculty associated with the proposed Program (add additional rows as needed).
Faculty
Member
J. Hugh
Horton
Rank/Status
(Tenured,
tenure track,
continuing
adjunct, term
adjunct,
special
appointment,
emeritus, etc).
Tenured
Field
Chemistry
Home Unit
Chemistry
Total
Undergrad
Teaching
(incl new
Program)
Associate
Dean Studies
Total Grad
Teaching
5 Grad
Students
Total
Undergraduate
Theses
Supervised*
Current Undergraduate Theses
Supervised *
22
0
*Indicate primary supervisor by asterisks
8.3
Staff - Comment on the adequacy of the staff complement to support the Program (administrative, technical, IT, laboratory,
etc.).
The current QUIP structure at Career Services, which primarily supports internship students in the Faculty of
Engineering and Applied Science and in the School of Computing, is self-sustaining - revenue generated from
tuition and BIU’s covers the expenses of the QUIP Office. By incorporating more programs within the current
QUIP structure but not creating a new duplicate internship office in the Faculty of Arts and Science we
capitalize on central administration processes and materials that are already in place.
Nonetheless, further resources will be required - both incremental and one-time costs. These are summarized in
Section 8.1 and in Appendix 3.We envision that enrolment in the internship program will increase over five
years, from 40 in 2016/17 to a steady-state of 200 students by 2020/21.
To support these students, the FAS, in addition to assigning responsibilities to Joyce Hunter, will hire an
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Academic Program Co-ordinator starting in 2016/17. This position would manage academic aspects of the
students’ program and liaison with academic departments. The Program Co-ordinator will also conduct site
visits / visit students at their place of employment, and assess the progress of each student and use this time to
understand the current industry practices/techniques available to Queen’s Interns. The Program Coordinator is
also responsible for reviewing/grading the interns’ final internship work term reports. Final decisions pertaining
to internship credits and eligibility of a student to continue in QUIP will be made by the Program Coordinator.
Assuming enrolment targets are reached, a second co-ordinator would come onboard in 2019/20. The Faculty
would also transfer a program fee of $1000 per student to the QUIP Central Office housed within Careers
Services. This fee would be reduced incrementally to $700 per student by 2020/21 once higher enrolments
allow economies of scale to be realised. These fees would primarily support a full-time Internship Co-ordinator
(Arts and Science) within the QUIP Central Office (with a second position coming into place in 2019/20,
provided enrolment targets are met), dedicated to liaising with employers, and managing the non-academic
components of the students’ placements. Arts and Science would also transfer one-time funds of $104,500 to the
QUIP Central Office over the first three years of the program to offset that unit’s start-up costs, primarily the
salary costs of the Internship Co-ordinator (Arts and Science) for the year 2016/17.
8.4
Space Requirements - Describe the work space, laboratory space, office, classroom and equipment needed to support
students’ scholarship and research activities.
Sufficient space to house the Internship Co-ordinator is available within the QUIP office and the Academic
Program Co-ordinator will be housed within the Student Services division of the Faculty of Arts and Science.
We do not foresee that this program will have any significant impacts on libraries, classrooms or IT Services.
8.5
Information Technology - Describe the information technology needed to support students’ scholarship and research
activities. Indicate the resource implications for hardware, software/internet, audio-visual, telecommunications, etc.
In consultation with Bo Wandschneider, Chief Information Officer and Associate Vice-Principal for IT Services
at Queen’s it is anticipated that the proposed program will have no additional demands for information
technology. The technology to support the internship job search process (connecting students and employers)
already exists within Career Services. Mr. Wandschneider did however encourage them to tap into some of the
'new' collaborative tools like Lync and OneNote (eportfolios). There is no cost, so it is just a thought.
8.6
Library - Provide information about library support holdings, availability of and access to library resources relevant to the
proposed Program(s).
In consultation with Martha Whitehead, Vice Provost and University Librarian it is anticipated that the proposed
program will have no additional demands on the library resources.
Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical
documents, electronic databases, statistical/geospatial data)
In consultation with Martha Whitehead, Vice Provost and University Librarian it is anticipated that the proposed
program will have no additional demands on the library resources.
Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the
Library staff took place.
In consultation with Martha Whitehead, Vice Provost and University Librarian it is anticipated that the proposed
program will have no additional demands on the library staffing. This consultation took place on October 27th,
2014.
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8.7
Research Funding – If applicable to proposed program, provide evidence of adequate research funding to sustain the
research activities of undergraduate students. Complete Table 6 (below) as relevant.
This is an undergraduate program and as such will not require any research funding.
Table 6. Research funding (operating) by source (do not include conference grants, SSHRC minor grants or equipment
grants). Include last 3 years only.
Year
Field
(if applicable)
Federal Granting
Council
Other Peer
Reviewed
Contracts
Other
N/A
8.8
Describe any additional resources required that are not currently available. Provide evidence of institutional commitment
to supplement existing resources as needed (See Budget module).
Students may be eligible for need-based assistance. It is expected this demand will be limited.
9.
Other Matters
9.1
Provide evidence of student demand for the Program and describe how this information was obtained.
As stated earlier in the proposal, our overall goal is to enrol 200 BAH and BScH students in the
internship program by the 2020/2021 academic year. In effort to asses student demand for this
program, the Faculty Office conducted a market survey with students. Full results from this survey are
attached in Appendix 4.
Evidence of Student Demand for the Program
Students currently enrolled in the Faculty of Arts and Science were asked to share their opinions on the
proposed internship program in October 2014. Highlights include:
193 students responded to the survey as of October 23rd
When asked if an internship program was offered to Arts & Science students, what priority they
would place on enrolling…
87% of respondents indicated that if this program was offered they would place an Extremely High or
Relatively High Level of Priority on enrolling in the program.
When asked why they were potentially interested in enrolling in an internship program…
91% of respondents said they were interested in the internship program because the program would
make them more employable after graduation.
80% indicated the program would allow them to test drive different career paths.
82% of students indicated the program will provide them with the opportunity to network with
employers.
66% of respondents indicated that they see value in graduating with the internship program recognized
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on their degree and thus, said this would be a factor in their decision to enroll.
In addition to the student survey the Faculty conducted there are several other quantitative measures of
student demand:
• Currently, 25% of the School of Computing class choose to do an internship. While BAH or BScH
students are not necessarily expected to want to take up an internship at the same rate as Computing
students, a total enrolment of 200 represents only 8% of the much larger BScH/BAH student base.
• Increasing numbers of students in the Faculty of Engineering and Applied Science have chosen to do
a QUIP internship year (48 interns in 2011/12 compared to 60 interns in 2013/14).
• A focus group run by the Head of the Department of Chemistry found that, of the third year chemistry
class (some 40 students), 67% indicated that they were “interested” or “very interested” in an internship
opportunity.
In addition, there are a number of qualitative indicators of student demand:
• University staff (admissions and recruitment, Career Services, within the Faculty) continue to receive
increasing numbers of questions about the availability of internships from prospective students and
parents as they are reviewing and comparing programs across universities.
• A significant number of enquiries as to the availability of internships are made at the Ontario
Universities Fair.
• Career Services also regularly receives questions from current students in Arts and Science about
internships.
Employer Comments on Work-Integrated Learning Programs:
The Higher Education Quality Council of Ontario conducted a Work-Integrated Learning Employer
Survey in the Spring of 2012. The survey was designed to explore employer motivations and barriers to
participating in work-integrated learning (WIL) programs such as internships. Over 3,369 Ontario
employers participated in the survey and some of their attitudes and experiences with WIL programs
are highlighted below.
A student’s participation in a WIL program helps students transition to the workforce:
Employers who provided WIL opportunities overwhelming preferred to hire graduates who had gained
WIL experience at their own workplace. Of those who hired, 82% offered employment to at least one
graduate of WIL program at the worksite;
When making decisions about hiring postsecondary graduates, the most important factors considered
by WIL employers were program of study, relevant work experience, credentials earned, general work
experience and participation in WIL at the worksite;
WIL employers work with a range of postsecondary institutions and offer a variety of WIL programs,
but many focus on a single type of WIL:
Among employers who worked with Ontario Universities, 39% were involved in co-op, 32% offered
internships, 24% offer field placements, 23% supervised practicums, 12% offered service learning and
3% engaged students in applied research projects.
While developing workforce skills and pre-screening potential new hires are strong motivations for
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employer participation in WIL, employers are also motivated by:
The most commonly cited reason for employers to participate in WIL were developing workforce skills
needed for their industry or profession (25%), pre-screening potential new hires (22%), giving back to
the community (15%), bringing in specific skills or talents (11%) and managing short-term pressures or
special projects (8%)
Financial supports may help to facilitate employer participation in postsecondary WIL programs:
Among all employers, the single most important strategies to make it easier to participate in WIL were
financial incentives (25%), more information about WIL (9%), placements timed to better align with
business cycles (9%), simplified student recruitment and selection processes (8%), increased placement
length (6%), centralized employer database (6%), standardized procedures across schools (5%),
assistance with student supervision and assessment (4%) and assistance with paperwork (4%).
Better communication about WIL was particularly important to non-WIL employers, while WIL
employers were more likely to recommend scheduling placements to meet business needs and
increasing placement length.
-Despite their strong interest in financial incentives, WIL employers reported limited, uptake of
available tax credits. Only half of apprenticeship employers (49%) and one third of co-op employers
(33%) claimed current tax credits.
Strategies that could be considered by postsecondary institutions to increase employer involvement in
WIL include:
Providing more information about the full range of WIL options available, the specific skill sets
brought by students within individual WIL programs and the criteria for “suitable” work.
Adopting standardized terminology for WIL programs, to help ensure that employers know what is
involved when they are asked to participate in specific types of WIL.
Increasing flexibility for WIL employers to adjust the length and timing of WIL opportunities, to better
align WIL programs with business cycle needs.
Simplifying processes for employers to recruit and select WIL students, assistance with paperwork or
administrative requirements, and more training and support for employers with student supervision and
assessment.
Ensuring regular and open communication between postsecondary institutions and WIL employers –
during and after the placement.
Employer Feedback Summary
Given the current trend toward increasing the use of WIL in postsecondary education, a key challenge
in the coming years will be to ensure that the supply of WIL opportunities offered by employers is able
to meet demand from students, faculty and postsecondary institutions – while providing high-quality
learning experiences for students. To meet this demand, it will be important for Queen’s to engage both
current QUIP employers and those who have never provided WIL, as well as academic faculty and
postsecondary students themselves. Above all, it will be critical to ensure that the workforce needs of
employers do not compromise the learning needs of students and that the WIL opportunities provided
in our students are meaningful opportunities to integrate classroom learning with practical experience.
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9.2
Explain how the Program will fulfill societal need. Comment on similar programs offered elsewhere and why the
proposed program will be attractive to applicants (include any unique or innovative elements/features).
The 2013 Acceptance Declined Survey indicates that the 4th highest reason for high school students not
to attend Queen’s is….“the school I plan to attend offers better opportunities for co-op/internship work
placements”
Survey data from high school applicants to Queen’s also indicates that the 3rd and 4th main reasons for
applying to Queen’s are… “To prepare to enter my chosen career” and “to explore options for my
future”. This is not internship/experiential learning specific, but students and parents tend to equate
work experience and career preparation.
In addition, the Canadian Association of Career Educators and Employers (CACEE) 2013 Campus
Recruitment Report states that employer’s place a higher premium on work integrated learning (co-op
& internship experience) than they do on a student’s academic performance when it comes to prescreening students for employment opportunities. The same report, indicates that the top 5 skillsets
employers are seeking in students are: 1. Communication Skills (verbal), 2. Teamwork (works well
with others), 3. Analytical Skills, 4. Strong Worth Ethic, and 5. Problem Solving Skills.
The Arts and Science Internship Program is designed with these student an employer needs in mind.
The program does so by connecting talent with opportunity and developing new opportunities for
expanded credentials, skill-set development and increased opportunities for experiential and
entrepreneurial learning - hands-on professional experiences in their field of study while building
professional networks with employers.
It is evident that students are seeking out these opportunities and that new grads will require internship
work experience post-graduation in order to be competitive in the labour market. Thus, it is evident that
the University needs to place emphasis on equipping our students with these skillsets moving forward.
In addition, a market scan of other top academic institutions in Canada clearly indicates that other
Schools are now offering internship programs. As a result, it is important that the Faculty of Arts and
Science offer an internship program in order to remain competitive.
9.3
For new Professional Programs, provide evidence that the Program is congruent with the regulatory
requirements of the profession.
There is no regulatory body requirement for this program.
10.
Equity, Diversity and Accessibility
10.1
Describe how the proposed new Program will address equity considerations, including (but not limited to) issues
of particular concern for the groups identified in the University’s various Equity programs.
The Strategic Plan for Queen’s University names diversity and equity among key values and principles
that define the Queen’s Community. Diversity includes but is not limited to a diverse range of
experiences, nationalities and ethnicities, sexual orientation and gender identity, income levels, ages
and cultures.
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The individuals and the groups developing this academic program are, to borrow from the Senate
Educational Equity Committee’s phrasing ‘committed to counteracting discrimination in this institution
and developing climate of educational equity that recognizes and respects the equal dignity and worth
of all who seek to participate in the life, work and mission of the University.
Our school strives to promote a positive climate that respects diversity and equity and a welcoming
climate for all students and we will ensure equitable admission practices.
Additionally, in compliance with the Accessibility of Ontarioans with Disabilities Act (AODA),
Queen’s University Requires all faculty, staff and students to complete the University’s on-line training
in Accessible Customer Service at Queen’s.
10.2
Provide information about the representation rates of members of designated groups within the faculty, and
identify gaps in representation as compared to the appropriate Canadian workforce population.
N/A
11.
Quality and Other Indicators
11.1
Define indicators that will provide evidence of the quality of the faculty and how they will be used (e.g.
qualifications, teaching effectiveness, supervisory/mentorship ability, research impact, innovation and scholarly
record; appropriateness of collective faculty expertise to contribute substantively to the proposed program).
The proposed program extends learning beyond the classroom and into the ‘offices’ of many of
Canada’s top employers. Thus, the proposed program is an addition to the current BAH and BScH
programs and does not pull on resources of University faculty members.
11.2
Comment on the Program structure and faculty attributes (including research activity) that will ensure the
intellectual quality of the student experience.
Each year Queen’s attracts many of the country’s top employers to our campus. Companies such as
BMO, Deloitte, Suncor, Kraft, and the Toronto International Film Festival to name a few. Their goal is
to recruit top talent into their business for both internship and full-time positions.
Many of these firms have well-established internship programs that are designed to expose students to
different aspects of their business and to provide students with the opportunity to tackle challenging
projects and make an impact. They are also focused on allowing students to gain experience in their
chosen field, test out a career field, develop their professional skills, create industry contacts for their
professional network, build confidence and apply their knowledge in a hands-on way.
Having a strong professional relationship with these employers and leveraging their well-established
internships program will help ensure the intellectual quality of the student experience. The intellectual
quality of the program will also be is evaluated on a quarterly basis as each student will undergo a
performance review with their workplace supervisor. The questions on the student performance
evaluations link student reflection to the learning outcomes for the program. At the end of the
internship, students will also be required to complete a work term report in which they will analyze
their skills and knowledge development during their internship. Please refer to course description,
outline, and sample performance evaluation document for information.
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Supporting documentation
Embed relevant documents supporting the proposal (e.g. letters of support from Deans, Department Heads, collaborators,
external agencies, etc.) by inserting the letters as Word Documents. If the letters are .pdf documents, it is essential that
they are first converted to Word documents using Adobe Acrobat Software to avoid loss of resolution and formatting. If you
do not have Adobe Acrobat, please consult your faculty office.
Appendix 1: INTN 301 – 303 Course Outline
Appendix 2: Sample Performance Evaluation
Appendix 3: Arts and Science Internship Budget
Appendix 4: Student Demand Survey Results
Appendix 5: Letter of Support from ASUS President, Adam Grotsky
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Part C – Administration & Government Reporting Information
Part C is to be completed by the Department/Faculty in consultation with the Office of the University Registrar
and the Faculty Office(s).
12. Information for and/or from the Office of the University Registrar and/or the Faculty Office(s)
12.1. Academic Administration
Academic Career
UGRD
Department(s)
Faculty of Arts and Science
Proposed Start Date
Expected enrolment
Initial Year
Fall 2015
20
Program duration 5 years
Steady State
200
Program Name: Degree
Degree
(max 50 characters) (e.g. Bachelor of Science Honours)
(max 4 characters) (e.g., BSCH)
Bachelor of Arts (Honours)
Bachelor of Science (Honours)
Academic Plan
BAH
BSCH
Academic Sub-Plan
(e.g. Life Sciences)
( e.g. Biomedical Discovery Track)
INTN-I-1 (BAH)
INTN-I-2 (BScH)
With Professional Internship
Collaborative Program Sub-Plan
n/a
List all departments/plans that may admit students into the Collaborative Sub-Plan. Indicated department with primary
responsibility for Sub-Plan (underline)
n/a
12.2. Complete the following:
Will students be admitted part-time?
Yes
No
Will all or part of the program be offered at the BISC campus?
Yes
No
Will all or part of this program be offered via distance learning (e.g.
online or blended learning?)
Yes
No
13. Course Information
New Courses with new subject code required?
If yes, suggested Subject Code
Yes
No
INTN
14. Tuition and Student Activity Fees
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Tuition Fee
Fee Assessment Protocol
Per course unit
(Annual? Per term Or per course?)
Student Activity Fees
UGRD - AMS
UGRD - AMS
Non-Tuition Fees
n/a
15. Government Reporting
Proposed FORPOS
Program Weight (BIUs)
Proposed CIP Code
Last Revised: October 30, 2014
BAH: 104
BSCH: 124
BAH: 1.5
BSCH: 2.0
Dependent on the degree Plan.
Page 22 of 23
Page 72 of 114
Part D - Authorizations
Part D is to be completed by the Faculty Office following Faculty Board approval.
Date Approved by Faculty
Board
Department Head(s)
_______________________________
Signature
Date
Signature
Faculty Dean(s) or delegate(s)
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
University Librarian
University Registrar
Chief Information Officer &
Associate VP (Information
Technology Services)
Vice-Provost (Budgeting and
Planning)
Provost and Vice-Principal
(Academic)
Last Revised: October 30, 2014
Page 23 of 23
Page 73 of 114
Appendix 1
Syllabus
Professional Internship I, II, III
INTN 301/1.5, 302/1.5, 303/3.0
Instructor:
Program Co-ordinator
TBA
QUIP Office, Careers Services
Tel. TBA
e-mail TBA
Intended Student Learning Outcomes
1.
2.
3.
4.
5.
Develop professionally relevant competencies and relationships in a professional setting;
Gain exposure to a professional field and understanding of professional etiquette;
Observe and begin to understand professional organizational culture;
Evaluate one’s own performance in light of one’s own goals and program learning outcomes;
Clarify career development strategy through reflection on the internship experience. (INTN 303)
Course Outline and Organization
The professional internship gives students the opportunity to complete a hands-on internship position in
the public or private sector. Students will develop a range of workplace skills, learn about organization
culture, reflect on linkages between classroom knowledge and professional practice, and expand their
knowledge of career options.
Before you embark on your internship, you will have normally attended the various workshops offered
through the QUIP program in Careers Services which will prepare you for your internship experience and
provide you with the tools required to go and find your internship job placement. It should be
emphasized that it is ultimately the student’s responsibility to find the job placement: admission to the
internship program does not guarantee you a placement. Once your internship has been organized, you
will be registered in INTN 301/1.5. Registration in INTN 302/1.5 and INTN 303/3.0 is incumbent on
satisfactory performance in the course preceding it.
The internship itself consists of three courses – one for each term the student is employed. Typically,
the period of employment is timed to coincide with the beginning of an academic term, each of which
are four months long: Fall (Sept 1), Winter (Jan 1) or Summer (May 1) and lasts for 12 or 16 months.
Students taking a 12-month placement will be registered in INTN 301/1.5 during the first term of
employment, INTN 302/1.5 the second term and INTN 303/3.0 in the third and final term of
employment. Students in the 16-month placement will be registered in INTN 303A during the third term
of employment and INTN 303B in the fourth and final term. Students will complete reports every four
months reflecting on their learning and receiving feedback from their employer. Students will also write
a final work term report on their internship experience, focussing on a self-evaluation of the academic
and non-academic skillsets developed as an employee. Successful completion of INTN 301/1.5 through
INTN 303/3.0, plus completion of all BAH/BScH degree requirements will provide you with the “with
Professional Internship” designation on your transcript and degree certificate. Note that INTN 301/1.5INTN 303/3.0 may not be used to satisfy the elective or Plan requirements of any degree program in Arts
1
Page 74 of 114
and Science (BAH 114 or BScH 120 units). They may only be used to satisfy the requirements of the 6.0
unit internship Plan.
Before you leave Queen’s on your internship, and periodically while you are away, you will meet with
the Arts and Science Internship Co-ordinator, whose job it is to review your progress, answer any
questions you may have, and to provide advice on managing your interactions in the workplace. You
may ask to meet with the Co-ordinator at any time if concerns arise during your placement. As your
workplace may not be in the Kingston area, meetings may be conducted using Skype or another
appropriate communication channel.
If your job placement is appropriate, and with the permission of the Chair of Undergraduate Studies of
your home department, you may choose to register in the appropriate independent study/research
course offered by your department during one or more terms in which you are in employment.
Generally, your department will expect you to complete the requirements of the independent study
course (e.g. research project, thesis, etc.) based on the work you carry out during your internship
placement. The work carried out in the independent study course will be evaluated by Queen’s faculty
based on the requirements of the particular course. Students must make arrangements with the
Department to register in the independent study course before they embark on the internship
placement. The independent study course will normally count towards the requirements of your degree
Plan.
Grading Evaluation
INTN 301/1.5
Performance Evaluation (4th month)
Pass/Fail
INTN 302/1.5
Performance Evaluation (8th month)
Pass/Fail
INTN 303/3.0
Performance Evaluation (12th month)
Pass/Fail*
Self-Reflection Document (12th or 16th month)
Pass/Fail*
*You must pass both components in order to pass INTN 303
Performance Evaluation
The performance evaluation template can be found appended at the end of this syllabus. Your
workplace supervisor will fill out the template and discuss your job performance, goals and areas for
improvement with you. You will also have an opportunity to respond and further reflect on your
workplace experience to date with the internship co-ordinator. The performance evaluation will be
graded on a pass/fail basis. In order to pass, you must perform at a satisfactory level (box 3 or higher) in
all categories. An unsatisfactory rating (box 4) in one or more categories may be offset by a high or
exceptional rating in another category; however, the student must address how he/she will work to
obtain a satisfactory rating at the next evaluation. If you fail the course, you will be withdrawn from the
Internship Plan and will be de-registered from any remaining courses in the INTN 300-series. If you are
terminated by your employer for cause, you will automatically receive a failing grade in the course.
2
Page 75 of 114
Self-reflection Document
The self-reflection document should consist of a 5 – 10 page document (size 12 font, double spaced)
that addresses the following:
•
•
•
•
•
•
•
What skills and attitudes did you achieve through this internship and what evidence can you
offer to demonstrate the achievement.
How did your learning objectives change over the course of the internship
How did the internship contribute to your understanding of the practice of your chosen
academic discipline and of the key skills and attitudes required to be successful.
Based on your experience, what skills are the most important to successful practice
How well prepared were you for the internship? Could you have done anything to be better
prepared?
What advice do you have for those preparing for an internship
What do you feel are the pros and cons of the internship experience?
The document must be written on your own time, and not during paid employment time. It will be
assessed by the Internship Co-ordinator on a pass/fail basis.
Due Dates and Late Policy
INTN 301, 302 and 303 (12-month placement)
The performance evaluation (301 – 303) and self-reflection document (303 only) will be due based on
the term in which the course is taken:
Term
Fall
Winter
Summer
Due Date
Jan 15
May 15
Sept 15
INTN 303A/B (16-month placement)
Term
Fall/Winter
Winter/Summer
Summer/Fall
Due Date
Performance Evaluation 3
Jan 15
May 15
Sept 15
Self-reflection Document
May 15
Sept 15
Jan 15
Failure to submit either a performance evaluation or self-reflection document within the timelines will
result in a failure of the course. Exceptions can be made based only on extenuating circumstances and
should normally be arranged with the Internship Co-ordinator in advance. Documentation of
extenuating circumstances may be required at the Co-ordinator’s discretion.
Academic Integrity
Academic Integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect
and responsibility (see www.academicintegrity.org). These values are central to the building, nurturing
3
Page 76 of 114
and sustaining of an academic community in which all members of the community will thrive.
Adherence to the values expressed through academic integrity forms a foundation for the "freedom of
inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report
on Principles and Priorities
http://www.queensu.ca/secretariat/policies/senateandtrustees/principlespriorities.html).
Students are responsible for familiarizing themselves with the regulations concerning academic integrity
and for ensuring that their assignments conform to the principles of academic integrity. Information on
academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1
http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations/regulation-1), on
the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academicintegrity), and from the instructor of this course. Departures from academic integrity include plagiarism,
use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the
development of an academic community at Queen's. Given the seriousness of these matters, actions
which contravene the regulation on academic integrity carry sanctions that can range from a warning or
the loss of
grades on an assignment to the failure of a course to a requirement to withdraw from the university.
Expectations of Interns that are the same for both the University and Employer:
•
•
•
That conduct in the workplace will be guided by the spirit of University's code of Conduct.
That the Intern will comply with the terms of the Employer's Employment Contract, or if none
exists, the Intern will respect the Employer's confidentiality concerns, and will serve the
Employer with pride and respect.
That the Intern will render service to the Intern's ability, will be punctual, and work in the best
interests of the Employer.
University Expectations of the Intern:
•
•
•
•
•
•
That the Intern will represent the University with pride and respect.
That all terms and requirements of the Internship program will be honoured.
That the Intern will serve the Employer to the best of his/her ability, and render to the Employer
value for wages paid.
That the Intern will expedite and promptly submit the employer's performance evaluations of
the Intern to the Career Services Department.
That the Internship Co-ordinator will be informed by the Intern in all cases of difficulty or
conflict with interpretation of this agreement.
That the Intern will advise the Internship Co-ordinator of any changes in contact/location
information.
Employer Expectation of the Intern:
•
•
•
•
That the Intern will respect the confidentiality of the Employer in all relevant matters in which
the Intern may be involved during or after the Internship.
That the Intern will respect and comply with the terms of the employer’s employment
agreement entered into upon hire.
That the Intern will be respectful of the Employer’s property.
That the Intern will comply with Employer’s internal policies and procedures, including
requirements under collective agreements and safety regulations.
4
Page 77 of 114
•
That the Intern will work co-operatively with the other employees of the Employer, and others
as designated by the Employer.
Disability Accommodation Statement
Queen's University is committed to achieving full accessibility for persons with disabilities.
Part of this commitment includes arranging academic accommodations for students with disabilities
to ensure they have an equitable opportunity to participate in all of their academic activities.
If you are a student with a disability and think you may need accommodations, you are strongly
encouraged to contact the Disability Services Office (DSO) and register as early as possible. For more
information, including important deadlines, please visit the DSO website at:
http://www.queensu.ca/hcds/ds/
5
Page 78 of 114
Appendix 2
Queen’s Undergraduate
Internship Program
(QUIP)
QUIP Coordinator
Internship Program (QUIP)
Phone: 613-533-6000 Ext. 77324
Fax: 613-533-2535
Email: quip@queensu.ca
Student Work Performance Evaluation
Student Name:
Degree Program:
Year__#__ of a __#__ year program
Work Term Evaluation:
4 month
Company:
Job Title:
Employment Period:
(dd/mm/yy)
to
(dd/mm/yy)
Key Job Duties:
Supervisor Comments: Please rate the student’s performance in each of the following by checking the box which best
describes his/her performance.
QUALITY OF WORK
 Very thorough. Errors few
if any.
 High level. Only
occasional corrections
needed.
 Work usually passes
review. Few errors.
 Erratic quality. Not
thorough. Work review
required.
 Not measurable/
applicable
Comments__________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
QUANTITY OF WORK
 Exceptionally fast,
efficient. Often handles
extra work.
 Deadlines always met.
Willing to handle extra
work.
 Steady results. Usually on
time with assignments.
 Frequently late in
completing assignments.
Needs prodding.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
INITIATIVE AND DEDICATION
 Self-starter. Seeks
challenge. Attacks
problems, solves on own.
 Needs minimal
supervision. Tries to exceed
standards.
 Puts generally good effort
into work. Meets standards.
 Shows minimal interest in
meeting standards. Needs
close supervision.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
COOPERATION AND TEAM WORK
 Always works in harmony
with others. Great team
player.
 Congenial and helpful.
Works well with associates.
 Most relations with others
are harmonious under
normal conditions.
 Difficult to work with at
times. Sometimes
antagonizes others.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Page 79 of 114
JUDGEMENT
 Unusual ability to develop
alternatives. Openly accepts
responsibilities.
 Good methodical thought
processes. Good problem
solving. Seeks counsel when
necessary.
 Makes decisions based on
company policies. Generally
seeks counsel.
 Lacks confidence. Seeks
supervision. Avoids
responsibilities.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
LEADERSHIP
 High desire to achieve.
Tactful. Excellent example
for other workers.
 Good tolerance level.
Accepts new challenges.
Sets good examples.
 Calm and tactful. Displays
patience. Tries to learn
from criticism.
 Sometimes tactless.
Reluctantly accepts criticism
and ideas of others.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
ADAPTABILITY
 Adapted instantly and
successfully. Makes others
comfortable.
 Adapted quickly and
successfully. No problems.
 Comfortable in the work
place. Few problems.
 Uncomfortable in the work
place. Reluctant to attempt
change.
 Not measurable/
applicable
Comments______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
MAJOR STRENGTHS: ________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
AREAS FOR IMPROVEMENT: __________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
OVERALL PERFORMANCE: ___________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Supervisor’s Name: __________________________________________________________________________________________
please print
Supervisor’s Signature: _______________________________________________________________________________________
Date: ____________________________ Telephone #:_____________________________________________________________
Student Comments:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
I have read this evaluation and discussed it with my supervisor. I feel that it is a fair assessment of my performance.
Date: ____________________________ Student’s Signature________________________________________________________
Career Services, Queen’s University
http://careers.queensu.ca
613-533-2992
Page 80 of 114
CAREER / SKILLS DEVELOPMENT
4 month
Student Name: __________________________
It is not necessary for this portion of your evaluation to be seen or signed by your supervisor but it does need to be
completed and returned to the QUIP office as part of your evaluation to fulfill the requirements of the internship.
As discussed in the pre-departure workshop, the term of the Internship will allow you an excellent opportunity to add new
skills to your professional portfolio. The addition of this third page to the required evaluation will allow you an opportunity
to articulate some of the skills you are learning and give you an opportunity to reflect on your progress throughout your
Internship. Each 4-month evaluation report you receive will have a different focus for your Career/Skills Development. We
hope you’ll find this to be a worthwhile exercise that can, at the end of your internship, benefit you.
In the first Career/Skills Development exercise, we would like you to take some time to think about what you hope to gain
from your Internship. Hopefully, more than a healthy pay cheque over the course of the 12 or 16 months!
Look at this almost like a job interview (consider it preparation for your fourth year recruiting). This will give you an
excellent opportunity in the coming months to review your reply.
What was it that prompted you to decide to take this internship and what specific skills including those outside of the
obvious technical skills, are you hoping to gain from your internship.
Page 81 of 114
CAREER / SKILLS DEVELOPMENT
4 month
Student Name: __________________________
There is an innumerable set of skills you will gain over the course of your internship and you’ll find that in just four months,
you have already added to your skills set. You’ll recall from the pre-departure workshop that skills can include not only the
Work Specific Skills but also Personal Management Skills and Transferable Skills. Below is a short list of some of the
transferable skills. Go through them and see what you have already added to your professional development in just a short
four months and take a moment to expand on one of these skills.
organizing
negotiating
analyzing
managing resources
facilitating
evaluating
monitoring
resolving conflict
assessing
speaking
interviewing
setting deadlines
supervising
drafting
influencing
negotiating
researching
assuring quality
teaching
___________________________
Explain how you’ve used this skill in your internship and how this is adding to your professional development.
Remember STAR from the pre-departure workshop. In the space below document one of these skills by explaining the
Situation surrounding its use, your Thoughts as you developed your plan, the Action you took and then describe the Results.
Name of Skill:
Date: _______________________
Student’s Signature_______________________________________________
Page 82 of 114
Internship Budget Financial Analysis
Appendix 3
Program Name: FAS QUIP
Year 1
Forecast
2017
Insert Fiscal Year
Year 2
Forecast
2018
Year 3
Forecast
2019
Year 4
Forecast
2020
Year 5
Forecast
2021
Notes:
Program Intake (Sci)
Program Intake (Arts)
4.00
4.00
8.00
8.00
12.00
12.00
16.00
16.00
20.00
20.00
FTE of .2 per Student
Enrolment
Returning Students Year 2
Returning Students Year 3
Returning Students Year 4
Total Enrolment
8.00
16.00
24.00
32.00
40.00
N/A - one additional year
N/A - one additional year
N/A - one additional year
8.00
8.00
16.00
16.00
24.00
24.00
32.00
32.00
40.00
40.00
-
-
-
Enrolment Domestic vs International
Domestic
International
Enrolment Reductions if any Required to Accommodate Growth in New Program
Domestic
International
Total Reduction
-
None
None
Program fees
Domestic
Tuition
Non-tuition
Total Fees
$
$
$
6,235
6,235
$
$
$
6,235
6,235
$
$
$
6,235
6,235
$
$
$
6,235
6,235
$
$
$
6,235
6,235
International
Tuition
Non-tuition
Program fee
$
$
$
-
$
$
$
-
$
$
$
-
$
$
$
-
$
$
$
-
Assumptions:
Grant Revenue Assumption
Recovery to the University Fund
Shared Services Attribution Cost per FTE
New Faculty Positions Required
Revenue
Tuition revenue
Non-tuition revenue
Government grant revenue
Gifts and grant
University Fund Recovery on Revenues
Total net new revenue from proposed program
$
$
6,859 Use grant rate provided for type of student in program on the rates schedule Includes both Upper year Arts and Sci. Assume 50% split &
3.25%
1,500 Use Shared Services Attribution cost provided on rates schedule
None
49,880
0
54,872
104,752
(3,404)
99,760
0
109,744
209,504
(6,809)
149,640
0
164,616
314,256
199,520
0
219,488
419,008
249,400
0
274,360
523,760
(10,213)
(13,618)
(17,022)
101,348
202,695
304,043
405,390
506,738
0
0
0
0
0
0
60,000
40,000
98,500
20,474
218,974
0
0
0
0
0
0
61,500
80,000
6,000
20,474
167,974
0
0
0
0
0
0
126,076
108,000
0
0
0
0
0
0
129,228
128,000
0
0
0
0
0
0
132,459
140,000
20,474
254,550
20,474
277,702
20,474
292,933
0
0
12,000
24,000
36,000
218,974
167,974
266,550
301,702
328,933
(117,626)
34,721
37,493
103,688
177,805
Expenditures
Direct program costs
Academic salaries and professional fees
Adjunct Salaries
TA - Salaries
Program delivery
Books and materials
Scholarships and bursaries
Other salaries and benefits
QUIP fees
QUIP initial costs
Other
Attribution of Central Shared Services
Total expenses
Net Revenue
Academic Coordinator - Second in 2018/19 as surpass 100 s
Cost per Students
Start Up
Travel and Marketing
Keep two year lag
Insert Notes if required:
Last Revised: 10/24/2014
F:\Student_Services\Shared\CURRICULUM\2014-15\New Plan Proposals\Internship\Internship Buget Financial Analysis - October 24
Page 83 of 114
Appendix 4
FAS-QUIPSurveyResults
Ifsuchaninternshipprogramwasoffered,whatprioritywouldyouplaceonenrollingwhilecompleting
yourundergraduatedegreeprogram?
Response
Ext remelyHigh–Iwouldalmost
cert ainlymaket hisapriorit y
C ount
87 45.3%
80 41.7%
17 8.9%
6 3.1%
2 1.0%
Relat ivelyHigh–Iwouldgive
seriousconsiderat iont omaking
t hisapriorit y
Neit herHighnorLow–It sounds
int riguing,but I’muncert ain
about makingit apriorit y
Relat ivelyLow–Idon’t t hinkI
wouldbewillingt omakeit a
priorit y
Ext remelyLow–T hisjust isnot
somet hingt hat f it smyplans
Total: 192
Whatisthemainreasonforyourdecisiontoplacelowpriorityonenrollinginaninternshipprogram?
Response
C ount
Ihaveplanst opursueaddit ional
educat ionupongraduat ion&I
don't t hinkanint ernshipwould
4 44.4%
3 33.3%
help
Idonot havet het imef orany
addit ionaleducat ion/courses
whilecomplet ingmyundergrad
degree
1of9
Page 84 of 114
Response
C ount
T helengt h/durat ionof t he
proposeint ernshipprogramis
1 11.1%
1 11.1%
t oolong
Ot her,pleasespecif y...
Total: 9
Whataspect(s)mightmakeaninternshipprogrammoreappealingtoyou?Checkallthatapply.
Response
C ount
Short ent helengt h/durat ionof
t heproposeint ernshipprogram
2 25.0%
2 25.0%
6 75.0%
1 12.5%
–it ist oolong
Haveit asamandat ory
component of myprogramof
st udy
Iwouldbemoreint erest edif I
couldcomplet et heint ernship
overt hesummermont hs
Ot her,pleasespecif y...
Total: 8
Howvaluabledoyoufeelaninternshipprogram(similartotheoneoutlinedabove)wouldbefor
achievingyourcareerobjectivesupongraduation?
Response
C ount
Ext remelyValuable
88 58.7%
VeryValuable
50 33.3%
Somewhat Valuable
12 8.0%
Total: 150
Asacomponentoftheinternshipprogram,whatprioritywouldyouplaceonincludingsomeCareer
2of9
Page 85 of 114
DevelopmentProgramming-thatisprogrammingfocusedonpreparingyoutocompete/securean
internshipposition(i.e.todraftresumesandcoverletters,developjob-searchandnetworkingskillsand
prepareyouforjobinterviewspriortostartingyourinternship)?
Response
Ext remelyvaluableinhelping
mepreparef oranint ernship
Veryvaluableinhelpingme
preparef oranint ernship
Somewhat valuableinhelping
mepreparef oranint ernship
Verylowvalueinhelpingme
preparef oranint ernship
C ount
67 44.7%
60 40.0%
20 13.3%
3 2.0%
Total: 150
Whyareyoupotentiallyinterestedinenrollinginaninternshipprogram?(checkallthatapply)
Response
C ount
Allowsf ort heopport unit yt o
t est drivedif f erent career
121 80.7%
137 91.3%
121 80.7%
85 56.7%
85 56.7%
99 66.0%
8 5.3%
pat hsbef oregraduat ion
Willmakememoreemployable
af t ergraduat ion
Willprovidet heopport unit yt o
net workwit hemployers
Willhelpdevelopmyjob-search
skills
Willhelpwit hresumeandcover
let t erdevelopment support
Willprovideaddit ional
credent ials(i.e.Graduat ewit h
BAHorBScHwit hprof essional
int ernshipcredent ials)
Ot her,pleasespecif y...
3of9
Page 86 of 114
Response
C ount
Total: 150
Whenassessingthevalueofaninternshipprogram,pleaseindicatehowimportantitisthatthe
followingstudentservicesbeincludedintheprogramming.
Variable
Not
Somewhat
Important
Important
1 0.7%
18 13.0%
1 0.7%
20 14.5%
4 2.9%
29 21.2%
4 2.9%
17 12.3%
2 1.5%
2 1.5%
Important
Very
Important
Designat ednet working
opport unit ieswit hemployers(i.e.
careerf airs,employerinf ormat ion
sessionsrelat edt oyourf ieldof
58
42.0%
61
Total:
44.2%
138
st udy)
Accesst oanprivat eint ernshipjob
boardt hat hasjobpost ingjust f or
int ernshippart icipant s
Accesst oindividualorgroupcareer
coachingsessions
Int ernshipsopport unit iesbepaid
posit ionsandnot volunt eer
Haverelevant jobopport unit iesf or
yourf ieldof st udyordesired
careerpat h
45
32.6%
61
44.5%
48
34.8%
24
17.5%
72
Total:
52.2%
43
138
Total:
31.4%
69
137
Total:
50.0%
109
138
Total:
79.6%
137
Thefirststageoftheinternshipprogramisthepreparationstageinwhichstudentslearnhowto
competeforandsecureaninternshipposition.Whatwouldbeyourpreferredmethodofdeliveryforthe
workshop(s)componentoftheprogram?
Response
Face-t o-f aceinclassroom
C ount
55 40.7%
On-line
11 8.1%
Blendof in-classandon-line
69 51.1%
set iing
Total: 135
4of9
Page 87 of 114
Whenassessingthevalueofaninternshipprogram,pleaseindicatehowimportantitisthatthe
followingtopics/workshopsbeincludedaspartofthecareerprogrammingdesignedtohelpyou
competeforandsecureananinternshipposition.
Not
Somewhat
Important
Important
5 3.7%
24 17.9%
0 0.0%
17 12.7%
1 0.8%
18 13.5%
0 0.0%
8 6.0%
5 3.7%
36 26.9%
Int erviewPreparat ion
0 0.0%
8 6.0%
CareerCachingSessions
1 0.7%
19 14.2%
Variable
Important
Very
Important
Self -Assessment &YourCareer–
ident if yingpersonaland
prof essionalst rengt hsandareas
f orgrowt h&possiblecareerpat hs
57
42.5%
48
Total:
35.8%
134
f oryou
Howt oprepareat arget edResume
&Coverlet t er
St rat egiesf orconduct ingan
ef f ect iveandef f icient jobsearch
St rat egiesf orbuildingand
leveragingyourprof essional
net work
BuildingYouron-lineprof essional
prof ile(i.e.usinglinkedin)
49
36.6%
56
42.1%
52
39.1%
52
38.8%
34
25.4%
61
45.5%
68
Total:
50.7%
58
134
Total:
43.6%
73
133
Total:
54.9%
41
133
Total:
30.6%
92
134
Total:
68.7%
53
134
Total:
39.6%
134
Tocompletetheinternshipprogram,studentsarerequiredtocomplete12monthson-sitewithan
employer.Pleaseindicateyourmostpreferredstructurefortheprogram?
Response
C ount
3,4mont hsummerint ernships
af t er2nd,3rdand4t hyear
100 74.6%
34 25.4%
(Graduat ein4Years)
1,12mont hint ernshipaf t er3rd
yearandt henret urningt o
complet eyourf ort hyearof
st udy(Graduat ein5Years)
5of9
Page 88 of 114
Response
C ount
Total: 134
Finally,afewquestionsaboutyou….Whatyearofstudyareyoucurrentlyenrolled?
Response
C ount
1st YearSt udent
26 19.0%
2ndYearSt udent
52 38.0%
3rdYearSt udent
24 17.5%
4t hYearSt udent
29 21.2%
Ot her,pleasespecif y...
6 4.4%
Total: 137
Whatacademicdisciplineareyouconsideringorcurrentlymajoringin:
Response
Creat iveArt s:Drama,Film&
Media,Music,Visual&FineArt s
C ount
7 5.1%
48 35.3%
48 35.3%
SocialSciences:Economics,
Environment alSt udies,Gender
St udies,Geography&Urban
Planning,GlobalDevelopment
St udies,Indust rialRelat ions,
KinesiologyandHealt hSt udies,
Polit icalSt udies,Psychology,
Sociology
Lif e&PhysicalSciences:
Biochemist ry,Biology,
Chemist ry,Comput ing,
Environment alSt udies,
Geography&UrbanPlanning,
Geology,Lif eSciences,Mat hand
St at ist ics,Physicsand
Ast ronomy,Psychology
6of9
Page 89 of 114
Response
C ount
Humanit ies:Art Hist ory&
Conservat ion,Classics,English
Language&Lit erat ure,Hist ory,
27 19.9%
2 1.5%
4 2.9%
JewishSt udiesProgram,
Philosophy,ReligiousSt udies
Languages,Lit erat uresand
Cult ures,FrenchSt udies
Ot her
Total: 136
Thankyouverymuchforcompletingthissurveyandgoodluckwithyourstudies.Pleasefeelfreeto
leaveanycommentsbelow.
Response
C ount
16responses
Ithinktheprogramisafabulousideaandshouldbedone,Iwoukdchangemyprioritytohighifiknewthere
woukdbeexcellentgeologicalscienceoppotunitiesavailable(theyareoftenhardertofind)
Havingthisasanoptionalshorteningofthelengthsomepeoplewillwantayearotherswillnot
Allofthese-willallowustohave"experience"forexperiencenecessarytypeofroles
Getanearlystartwithcareerpath
makingmoneytooffsetcostsofschool
Willgetmeconnectionsinthe'real'world.
HelpwhatIlearnintheclassroommoreapplicableto"reallife"
Givesyoucredibleworkexperience
Gainexperienceinthefieldyouareinterestedin
Ithinkthatitwouldbeagoodopportunitytoallowforstudentstohavesomeexperiencebeforegoingout
intothe"realworld."Itwouldmakemefeelmoreprepared,andhelpmebettertransitionintomylifeafter
university.
7of9
Page 90 of 114
FinalYearCon-Ed
newgraduate
Justgraduated
5
5th
Graduate
8of9
Page 91 of 114
Pleasedothis.
Abrilliantnewinitiative!
Pleasehavethisimplementedassoonaspossiblesothatthegraduatingclassof2017canbenefitfromthis
program
Thisisareallygoodidea!
^myactualdisciplineisbothdramaandcomputing,theCOCAprogram
Thanksforallofyourworkforeveryone
Pleasemakemoreon-siteworkingoptionsavailable,astakingoneyearoffisnotveryfavourableasitwould
alienateyoufromyourfriends,and4monthsummerinternshipswouldnotbeavailabletopeoplewholive
outsideCanadaduringtheirsummers.
Thanksfortheopportunity.Ireallyhopethatthisideawillberealizedinthenearfuture.
I'mreallygladQueen'sisconsideringmakingthisathing.
ThissoundslikesuchanamazinginitiativeandwouldbeawonderfuladditiontotheFacultyofArts&Science
atQueen's.IstronglyaffirmtheimplementationofthisinternshipprogramasIbelieveitwouldgreatly
improvetheemployability,skillsetsanduniquelifeexperiencesthataQueen'sundergraduatestudent
wouldhavefollowingthecompletionoftheirdegree.
IamalsomajoringinDrama!Thisopportunitywouldbereallygreatforalotofstudentsthatarelookingto
gettheirfootinthedoorfortheirfuturecareers!
Pleasegetthisimplemented!
includegradstudents
Ithinkthisisagreatideaandshouldbeimplemented.
I'minEnglishlitbutidliketoseemorecommunications,PR,marketinginternshipsthatareopentomy
disciplinenotonlycommercemajors.
Canyouletusknowifsuchaninternshipshouldbecomeavailabletous?Andifso,when?
9of9
Page 92 of 114
Appendix 5
October 27, 2014
To Whom It May Concern,
On behalf of the Arts and Science Undergraduate Society (ASUS) and the 10,000
students it represents, I am writing to support the Faculty of Arts and Science’s
pursuit of an Arts and Science Internship Program.
The vibrant Queen’s community, which I believe sets our university apart from other
comparable institutions, is built upon a unique level of engagement with co-curricular
opportunities across a broad range of clubs, groups and organizations. In fact, over
20% of Arts and Science students take on a volunteer position with ASUS in any given
year. It is through this extensive participation that students have demonstrated that
they value out-of-the-classroom experiences as an integral aspect of their
undergraduate degrees. Despite that, no avenue currently exists to formally
recognize those experiences.
ASUS’s mission statement is to enhance the academic experiences of undergraduate
students by offering a differentiated learning environment beyond the depth and
breadth offered in the classroom. When I speak to current Arts and Science students
about their academic experiences, the positive in-classroom feedback is often
matched with ubiquitous dissatisfaction with the absence of an accredited internship
program. Consequently, expanding experiential learning opportunities has
developed into a focal point of the Society’s operations for the 2014-2015 academic
year.
The dissatisfaction that students have expressed is rightful, as the job market has
proven to be an ominous prospect for impending Arts and Science graduates. As a
result, students now require, more than ever, opportunities that will elevate them in
the eyes of employers. Undoubtedly, an internship program would provide the Arts
and Science student body with opportunities to network with employers, allow them
to test drive potential career paths before graduation, and make them more
employable after graduation.
T H E
A R T S
&
S C I E N C E
U N D E R G R A D U A T E
S O C I E T Y
Page 93 of 114
Looking beyond the Faculty of Arts and Science, a transformative student learning
experience is central to the broader Queen’s identity and vision, making it one of the
university’s four strategic drivers listed within its strategic framework. At the helm of
this strategic driver is an objective to increase opportunities for experiential learning.
An internship program, that provides additional degree credentials with its fulfillment,
creates an unparalleled environment to realize this objective. Its implementation
would advance Queen’s towards personifying the quintessential balanced academy
that it aspires.
It is for these reasons that I wholeheartedly support the development of an Arts and
Science Internship Program, and look forward to seeing it come to fruition. Our
prestigious Faculty – and university as a whole – can only serve to benefit.
Sincerely,
Adam Grotsky
President
Arts and Science Undergraduate Society
T H E
A R T S
&
S C I E N C E
U N D E R G R A D U A T E
S O C I E T Y
Page 94 of 114
UNDERGRADUATE PROGRAM - MAJOR MODIFICATION PROPOSAL
AND
MINOR MODIFICATIONS REQUIRING SENATE APPROVAL
Expedited Approval Submission Form
This template is to be used when seeking approval for a Major Modification of an existing Undergraduate
Program or a Minor Modification requiring Senate approval. Modifications must receive the approval of the
Faculty Committee/Board before being submitted to the Provost’s Office. The Provost’s Office will send the
submission to the Senate Secretariat for referral to the Senate Committee on Academic Development (SCAD),
which will then make their recommendations to Senate. Academic Units are strongly advised to contact the
appropriate academic Dean in their faculty with any questions that arise during this proposal development.
Refer also to the QUQAP website for information.
NOTE: the textboxes in this template will expand as needed.
Part A – General Summary
Name of Existing Program:
Concurrent BFA(Honours), Major in Visual Art, and BEd
Academic Unit(s):
Faculty of Arts and Science
Proposed Implementation Date:
September 2016
Name:
Contact Information (1)
Hugh Horton
Name:
Title:
Associate Dean
Title:
Associate Dean, Undergraduate
Studies and Coordinator of
Technological Education
Unit:
Faculty of Arts and Science
Unit:
Faculty of Education
E-mail:
jhh@queensu.ca
E-mail:
chinp@queensu.ca
Nature of Modification:

Contact Information (2)
Peter Chin
CHECK all that apply
Change in a degree designation without a substantial change in Program requirements or
learning outcomes (e.g. BSc to BNSc)
Last Revised: November 21, 2014
Page 1 of 8
Page 95 of 114




Significant changes to program requirements from those existing at the time of the
previous cyclical review (e.g. admission or graduation requirements)
Significant changes to the program structure (e.g. major changes to courses comprising a
significant proportion of the program, typically 35% or less)[Consult with Vice-Provost
(Teaching and Learning)]
Introduction or deletion of a work experience or co-op option, internship or practicum
Significant changes to the faculty delivering the program

Significant changes to the existing mode(s) of delivery (e.g. different campus, on-line,
blended learning, inter-institutional collaborations, etc.)

Merger of two or more programs

Changes to program content (other than those listed above) that significantly affect the
learning outcomes, but do not meet the threshold for a new program
OTHER:
Creation of a new concurrent degree program BFA(Hons) / BEd
Description of Existing Program, Nature of the Major Modification, and Rationale for Proposed Change
Briefly summarize (suggested 1-page maximum) the existing Program to be modified, the nature of the proposed Major
Modification, and the rationale for the modification. Comment on the impact it will have on the structure, Degree Level
Expectations, and learning outcomes of the existing Program(s) as appropriate. Explain (as appropriate) how the relevant
stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and comment on additional resources
required to implement the Program modification.
Last Revised: November 21, 2014
Page 2 of 8
Page 96 of 114
Overview
This is an expansion of the existing Concurrent Education offerings to Arts and Science students. The Faculties
of Education and Arts and Science presently collaborate in offering concurrent education programs combining
the BEd with a wide range of subjects offered through the BSc(Hons), BA(Hons) and BMus degree. This new
pathway will expand these offerings to include the Visual Art Major Plan in the BFA(Hons) degree, allowing
Queen’s students to more readily pursue a “teachable” subject in Visual Art as part of their concurrent degree
program.
As with the current offering, this will be a five-year program, during the first four years of which students
pursue the courses required for their BFA(Hons), together with one course plus an annual teaching practicum
taught through the Faculty of Education. At the end of four years of full-time study, the BFA(Hons) degree is
awarded. The final three terms (Fall through Summer) of study are completed in the Faculty of Education,
following which they receive the B.Ed. Since the BFA(Hons) is structured to allow a major-minor subject
combination, through appropriate choice of a minor students may access sufficient courses to allow a
“teachable” subject in both Visual Art and in any other discipline currently on offer within the Arts or Sciences.
Concurrent Education Program Structure
In co-operation with the Faculty of Arts and Science, a Concurrent teacher education program is offered whereby
candidates complete Education courses concurrently with courses taken toward an undergraduate four-year
honours degree, leading to one of the following degrees:
Existing
1) Bachelor of Arts (Honours) and Bachelor of Education (BA(Hons)/BEd),
2) Bachelor of Science (Honours) and Bachelor of Education (BSc(Hons)/BEd),
3) Bachelor of Music and Bachelor of Education (BMus/BEd),
or
Proposed
4) Bachelor of Fine Art (Honours) and Bachelor of Education (BFA/BEd)
With the strong field-centred orientation of the Education components, the Concurrent program has the
advantages of clarifying vocational interest, sharpening awareness of issues inherent in teaching and learning and
achieving better integration of academic and professional studies. From the initial year, candidates are provided
with in-school experiences which form the basis of theoretical studies.
Consultation
The BFA (Visual Art) program faculty are unanimously in favour of this proposal, as are the students in the
program. All view this as a positive step forward for the program.
Additional Resources
As indicated, this is a combination of two existing programs, using a well-established model. It is anticipated
that the current 30 student total intake in the BFA(Hons) Visual Art Major will be apportioned 10 to the
concurrent education program and 20 to the stand-alone BFA(Hons). Total BFA(Hons) intake will thus
remain unchanged.
To make room for the 10 BFA(Hons) students in the Faculty of Education, the current concurrent education
BSc(Hons)/BA(Hons)/BMus intake will be reduced and the regular stream BSc(Hons)/BA(Hons) increased by
a total of 10 students to maintain a constant intake of students across the Faculty of Arts and Science as a
whole. Any increases to demand in the curriculum courses in Visual Art offered in the Faculty of Education
will be offset by a reduction in consecutive education offers in this area. Therefore, there are no anticipated
changes to instructional staff, library holdings or physical infrastructure. The introduction of this concurrent
Last Revised: November 21, 2014
Page 3 of 8
Page 97 of 114
program will be net revenue neutral to the university.
There will be annual costs of approximately $2400 to administer admissions to the concurrent program (staff
person at Level 7 for two weeks total work over the admissions period). Initial costs to set-up the student
information system (PeopleSoft) and the OUAC admissions system are considered part of the normal yearly
business process. These small costs should be offset by recapturing the loss of tuition/grant realised from the
current outgoing letters of permission by students in the existing Concurrent Education program who would,
under the concurrent program, have access to the appropriate Visual Art courses at Queen’s to complete their
teaching subject in Visual Art. These students are currently unable to access a sufficient number of visual art
electives at Queen’s for their teachable subject and are consequently pursuing visual art courses on a letter of
permission at other institutions. This amounts to an average of 3 6.0 unit courses/year, or approximately $3000.
Last Revised: November 21, 2014
Page 4 of 8
Page 98 of 114
Part B – Evaluation Criteria
To facilitate evaluation of the proposal for a Major Modification of an existing Undergraduate Program, only
the relevant textboxes below need to be completed (consult with the Provost’s office at quqap@queensu.ca to
confirm the information required). Academic Units should refer to the New Undergraduate Program template
for details regarding the Sections and Tables in that template that need to be completed as specified and
imported into the relevant Sections below. Academic Units should bear in mind the diverse groups (e.g. Faculty
Board, SCAD, Senate) that will be reviewing their submission and prepare their proposal accordingly.
Change in Degree Designation Without a Substantial Change in Program Requirements or
Learning Outcomes
Information required: Appropriateness of proposed designation [Section 1.4], comparison with other similar programs,
describe consultative process including consultation with current students, impact on current students, timeline for
implementation and grandfathering (note: Registrar’s signature required in Part C)
No changes to the degree designation are required. The two degrees that could (and continue) to be available
consecutively may now also be pursued concurrently.
The established learning outcomes will remain unchanged. Some of the main learning outcomes of the Faculty
of Education program are to know and to uunderstand the key concepts, methodologies, theoretical approaches
and assumptions in the field of Education. This includes the detailed knowledge of the curricular content that
they will be expected to teach. Critical thinking, analytic skills appropriate to Education, and the ability to apply
learning from one or more areas outside of education (e.g., psychology, sociology) have central importance. The
Faculty of Education courses also focus on pedagogies and methodologies that reflect current evidence-based
policies and initiatives related to planning, instruction and assessment, aligned with increasingly complex
school classrooms. The Ontario College of Teachers standards of practice and ethical standards or practice
provide serve as desired outcomes of our Bachelor of Education program.
The main learning outcome of the BFA(Hons) Visual Art Program is the development of artistic skills
that evidence effective communication and command of materials, technology-based tools, techniques
and thinking processes aligned with the traditions of drawing, printmaking, painting, and sculpture and
new media. Considering the expressive, intuitive, intellectual and structural aspects of visual art leads
to development of creative works that demonstrate imagination and inventive use of processes,
materials and concepts. Assessing visual and textual information from a variety of sources in concept
development enables a variety of approaches to identify and solve aesthetic, formal and conceptual
problems in creating work from idea to physical form. Thinking critically, analytically, and
conceptually about works of art develops the ability to communicate thoughts effectively in speech
and in writing. Working confidently, independently and persistently on long term projects in the
studio environment while employing safe, effective, responsible and respectful working practices
rounds out the learning outcomes of the program.
Last Revised: November 21, 2014
Page 5 of 8
Page 99 of 114
Significant Modification of Program Requirements From Those Existing at the Time of Previous
Cyclical Review (e.g. admission or graduation requirements)
OR Significant Changes to Program Structure (e.g. to courses comprising the Program, typically
no more than 35%)
Information required: Specify the nature of the changes in terms of course requirements [Section 3.2 including Table 1],
any new courses added [Section 3.3] outline how the changes support the Degree Level Expectations and learning
outcomes [Section 5.1 including Table 3], justify any changes to admission [Section 2.1], language [Section 2.2] and/or
degree requirements [Section 3.1]. Specify the resource implications [Section 8; space, faculty, staff, budget – include
Budget Module and Budget Template of New Program template if appropriate]
Admission Requirements
The current admission standards will remain unchanged, except that students will be required to meet the
standards of both the Faculty of Arts and Science and the Faculty of Education: Admission to the concurrent
BFA(Hons)/BEd will require a portfolio evaluation, identical to that currently required for regular BFA(Hons)
students, and a personal statement of experience acceptable to the Faculty of Education. We anticipate an
entrance average above 80% will be required (six 4U and 4M courses, including ENG4U and no more than
three 4M courses with Visual Art [AVI4M] recommended).
Students must meet the current academic progression requirements of both the Faculty of Arts and Science and
the Faculty of Education, both of which remain unchanged.
Learning Outcomes and Course Requirements
The current learning outcomes, summarized above, remain unchanged. The current curriculum of the two
programs remains unchanged, and may be found in the following appendices:
Appendix 1: Teaching Subject Requirements - Visual Art
Appendix 2: Intermediate Senior Concurrent Programs
Appendix 3: Fine Art Major Course Requirements
Appendix 4: BFAH Calendar Copy
Appendix 5: ARTF and ARTH Course Descriptions
Introduction or Deletion of a Work Experience or Co-op Option, Internship or Practicum
Information required:
Introduction: describe the nature and appropriateness of the requirement, how the requirement contributes to the relevant
Degree Level Expectations and identify associated learning outcomes [Section 3.2, including Table 1]; indicate any effect
on timeline for degree completion [Section 3.4 incl. table 2] and methods of monitoring progress [Section 3.6].
Deletion: describe the impact on students’ ability to achieve the learning outcomes and meet Degree Level Expectations,
on the expected completion time, and on the relative workload associated with the Program.
No changes are required.
Last Revised: November 21, 2014
Page 6 of 8
Page 100 of 114
Significant Change to the Faculty Delivering the Program
(e.g. inter-institutional collaboration, different campus)
Information required: Complete Section 8.2, Table 5 for all new faculty involved in the Program [append CVs if not
previously included in the Program Review] and explain how Program integrity will be sustained (including student
supervision)
No changes are required.
Significant Changes to the Existing Mode(s) of Delivery
(e.g. part-time, different campus, on-line, blended learning, inter-institutional collaborations, etc.)
Information required: As appropriate include Section 3.5 and Section 6 (including subsections). If new faculty associated
with change, include Sections as per above. As appropriate, complete Section 7including all subsections, and Section 8
plus the Budget Module (Authorization of Executive Director Planning and Budgeting required, Part C)
No changes are required.
Merger of Two or More Approved Undergraduate Programs
Information required: Complete Section A of this template and append all sections of the New Undergraduate Program
template (append CVs for those faculty members not previously included in the contributing Programs)
Other Changes that Affect the Learning Outcomes but Do Not Constitute a New Program
Information required: Consult with the Provost’s Office
We are proposing the linking of two existing degree plans into a concurrent program pathway for students.
Part C - Authorizations
Note: Additional authorizations may be required depending on the nature of the proposed
Major Modification [refer to Part B]
Department Head(s)
Signature
Last Revised: November 21, 2014
Date
Page 7 of 8
Page 101 of 114
Faculty Dean(s) (or delegate)
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Executive Director, Planning
and Budgeting (if applicable)
University Librarian (if
applicable)
Chief Information Officer (if
applicable)
University Registrar
Provost and Vice-Principal
(Academic)
Date approved by Faculty
Board(s)/Committee(s)
Date Approved by SCAD
Date Approved by Senate
Last Revised: November 21, 2014
Page 8 of 8
Page 102 of 114
Appendix 1
Teaching Subject Requirements - Visual Art
First Teaching Subject
Requirement
Number of Units
Required
Course
Comprehensive Studio
Practice (including
12.0
drawing and painting)
May include 101/3.0, 102/3.0, 106/3.0
(BISC) or equivalent courses in
comprehensive studio practice at another
university (course must be approved in
advance)
Survey of Art History
6.0
ARTH 116/3.0, 117/3.0, 120/6.0
General Visual Arts
12.0
ARTF any level
ARTH any 200 level or above
= 30.0 TOTAL UNITS
Recommended
Studio practice in printmaking and/or threedimensional design
Second Teaching Subject
Requirement
Number of Units
Required
Course
Comprehensive Studio
Practice (including
12.0
drawing and painting)
May include ARTF 101/3.0, 102/3.0, 106/3.0
(BISC) or equivalent courses in
comprehensive studio practice at another
university (course must be approved in
advance)
Survey of Art History
6.0
ARTH 116/3.0, 117/3.0, 120/6.0
General Visual Arts
6.0
ARTF any level
ARTH any 200 level or above
= 24.0 TOTAL UNITS
Recommended
Studio practice in printmaking and/or threedimensional design
Page 103 of 114
Appendix 2 - Intermediate Senior Concurrent Programs
COMMON PROGRAM ELEMENTS WITH P/J
NON-FINAL YEAR
Year 1 PROF 110-Self as Teacher
3.0
PRAC 110- Experience in Schools
Year 2 PROF 210-Self as Learner
1.5
3.0
PRAC 211- Experience in Schools
Year 3 PROF 310-Self as Professional
1.5
3.0
PRAC 311- Experience in Schools
1.5
TOTAL COMMON
TOTAL TERM
FALL/WINTER
FOUN 100-Psychological Foundations
FOUN 101- Foundations of Assessment
FOUN 102- Historical & Philosophical
PROF 170-School&Classroom Leadership
PROF 180-School Law and Policy
FOCI
EDSTFOUN w/ FOCI
PRAC 190/191 (10 + 3 alt.)
TOTAL COMMON
TOTAL TERM
SUMMER 2
PRAC 190/191 (3 weeks)
PROF 500-Teaching Life Skills
PROF 501-Building a Professional Career
PROF 502-Intro to Aboriginal Studies
PROF 503-Integrating Environmental Ed
PROF 504-Educational Technology as a
Teaching & Learning Tool
PROF 505-Meeting the Needs of All
Learners
TOTAL COMMON
TOTAL TERM
INTERMEDIATE/SENIOR
13.5
13.5
1.0
1.0
1.0
3.0
1.5
3.0
3.0
7.5
21.0
21.0
1.5
1.0
1.5
1.0
1.0
1.5
FALL/WINTER
CURR 1
CURR 2
CURR 3
CURR 4
PROF 411
3.0
3.0
3.0
3.0
1.5
TOTAL SPECIFIC
TOTAL COMMON
TOTAL TERM
SUMMER 2
PROF 506-English Language
Learners
PROF 507-Pathways&Transitions
PROF 508-Teaching Grades 7/8
13.5
21.0
34.5
3.0
1.5
1.5
1.5
9.0
9.0
TOTAL SPECIFIC
TOTAL COMMON
TOTAL TERM
6.0
9.0
15.0
NON-FINAL YEAR
FALL WINTER
SUMMER 2
OVERALL
13.5
34.5
15.0
63.0
Page 104 of 114
Appendix 3
COURSE DESCRIPTIONS: (Excluding curriculum courses, FOCI courses, and EDST courses)
Professional Studies Courses
PROF 110
Self as Teacher 3.0
Introduction to schools, teaching, and curriculum in their historical, political, social and philosophical
context. Exploration of policy, practice and professional portfolios, with an emphasis on reflective and
critical thinking.
PROF 170
School and Classroom Leadership
3.0
The purpose of the School and Classroom Leadership course is to provide a platform to examine current
initiatives to support the learning and achievement of all students.
PROF 180
School Law and Policy 1.5
This course, obligatory for all candidates seeking an Ontario Teacher’s Certificate, provides an overview
of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and
the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher
candidates receive basic information about the legal duties of education personnel; the teacher’s contract
of employment and related job security procedures; and the purposes, structure and practices of the
teacher associations in Ontario.
PROF 210
Self as Learner 3.0
Introduction to planning for learning in the Primary-Junior and Intermediate-Senior divisions. Exploration
of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and
evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of
learning. PREREQUISITE: PROF 110
PROF 310
Self as Professional
3.0
Introduction to professional judgment and decision making as it relates to the beginning teacher in the
Primary-Junior and Intermediate-Senior divisions. Exploration of legal rights and responsibilities as
professionals and reflection on and thinking critically about experiences in classrooms and host schools,
adapting practices for exceptional learners and addressing equity issues faced in schools.
PREREQUISITE: PROF 210
PROF 410/PROF 411
Theory and Professional Practice
3.0
Introduction and extension of learning to connect practicum experiences with on-campus learning and to
develop the process of constructing and documenting professional knowledge. This course emphasizes
understanding and improving learning and teaching and associated classroom practices.
PROF 500
Teaching Life Skills
1.0
A vital part of student well-being is related to developing appropriate life skills. Teacher candidates will
explore practical ways to help students learn how to manage authentic life situations (e.g. mental health,
financial literacy etc.)
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PROF 501
Building a Professional Career as a Teacher
1.5
During the final term of the 4-term preservice program, this course identifies the major features and issues
of a teacher’s professional career. Students will review their development as a teacher through the
program and consolidate personal strategies for their on-going professional development. Topics will
include teacher-student relationships, pedagogical principles, curriculum change, professional identity,
professional collaboration, and school culture and community.
PROF 502
Introduction to Aboriginal Studies for Teachers 1.0
This course will examine the history, culture, and diversity of Aboriginal Canadians. It will also
introduce teacher candidates to the concept of culture-based education, and will aid them in finding ways
to integrate Aboriginal perspectives into their classrooms. Finally, it will discuss the realities of life in
Northern Canada.
PROF 503
Integrating Environmental Education in the Classroom 1.0
Teacher candidates will explore how to integrate environmental education into all subjects areas using
two approaches: (a) personal awareness of natural history and natural systems and (b) critically analyze
the ways personal perceptions intersect with philosophical and theoretical frameworks of environmental
education.
PROF 504
Educational Technology as a Teaching and Learning Tool
1.5
This course will explore the integration of technology as a tool to support teaching and learning in K-12
classrooms. The range of topics will include Internet literacy and technologies that support student
learning in various domains, group collaboration and personal expression. Particular attention will be paid
to assistive technology and it’s use with special needs students. In small groups, participants will design
technology-involved solutions to specific teaching and learning problems. Participants’ technologyrelated presentation skills will be expanded through the creation of rich-media presentations of their
design solutions.
PROF 505
Meeting the Needs of All Learners
1.5
This course brings together concepts, ideas and understandings introduced in practicum and on-campus
learning, as well as key thinking and practices initiated through such Ministry of Education documents as
Learning for All; the School Effectiveness Framework; Growing Success; the First Nation, Metis and
Inuit Education Policy Framework, and others. Candidates will deepen their understanding of Universal
Design for Learning and Differentiated Instruction, as well as other practices, and improve their ability to
plan and implement these kinds of approaches in order to respond to all their students and tailor their
instruction appropriately.
PROF 506
English Language Learners
3.0
The diversity in Ontario’s classrooms requires every teacher to know the policy and program
implementation in supporting a fast growing student population of English Language Learners – both
Canadian-born and newcomers from other countries including international students. This course is
designed to explore the relationships between the learning of the English language and the learning of
school contents through English in order to maximize their learning in the classroom.
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PROF 507
Pathways and Transitions
1.5
The transition from elementary to secondary school is an important and normative life event that affects
different students in different ways. This course examines the many influences on a young person as they
shift between elementary and secondary schools and the factors that facilitate or hinder successful
transitions. Teacher candidates will explore the diverse pathways that can be bridged by students,
educators, parents, and communities to provide optimal opportunities for student success.
PROF 508
Teaching Grades 7 and 8
1.5
As teachers of Grades 7 and 8, you will be working with students who are going through a period of
profound physical, social and intellectual change. The unique context of the Grade 7/8 classroom and the
unique characteristics of the adolescent learner require that as a teacher of these grades, you apply
specialized instructional content, and, pedagogical and dispositional strategies to achieve success with
students. The purpose of the course is to help you to respond to the characteristics of the adolescent
learner and provide you with strategies and resources to motivate and actively engage them in learning.
Foundations Courses
FOUN 100
Psychological Foundations of Education 1.0
This course introduces teacher candidates to the psychological foundations of education. It involves
readings, lectures, group activities and presentations. Topics covered will include theories that relate to
classroom teaching and an exploration of mental health issues as well as the role of educators in
supporting student’s mental health. Resources for the course are available in Desire to Learn (D2L).
FOUN 101
Foundations of Assessment
1.0
This course introduces teacher candidates to the foundations of classroom assessment and evaluation.
Students will engage in examining assessment theory, policy, and practice in relation to the current
context of contemporary schooling. Emphasis will be placed on the intersection of assessment practices
and principles of teaching and learning. Specifically, topics related to assessment for learning and
assessment of learning will be covered in addition to assessment design and principles for fair student
assessment.
FOUN 102
Historical and Philosophical Foundations of Education 1.0
This course introduces teacher candidates to the study of history and philosophy of education. Students
will have opportunities to interrogate contemporary educational structures and challenges in light of
philosophical worldviews and positions, as well as historical continuities and changes. The course offers
teacher candidates a space to consider how philosophy is a practical means of informing and guiding
educational practice, and how the history of education serves to contextualize and problematize
pedagogical practice.
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Appendix 4: BFAH Calendar Copy
Visual Art – Major (Fine Art) – Bachelor of Fine Art (Honours)
ARTV-M-BFH
Subject: Administered by the Department of Art.
Plan: Consists of 72.0 units as described below.
Program: The Plan, alone, or in combination with a Minor in another subject, and with sufficient electives to
total 120.0 units, will lead to a Bachelor of Fine Art (Honours) Degree.
1. Core
(60.0 units)
A.
12.0 units
in
ARTF 127/6.0 and ARTF 128/6.0
B.
12.0 units
in
ARTF 227/6.0 and ARTF 228/6.0
C.
18.0 units
in
ARTF 337/9.0 and ARTF 338/9.0
D.
18.0 units
in
ARTF 447/9.0 and ARTF 448/9.0
ARTH 120/6.0
2. Option
(0.0 units)
3. Supporting
(12.0 units)
A.
6.0 units
in
B.
6.0 units
from
ARTH at the 200 level
4. Additional Requirements
5. Substitutions
6. Notes
A.
B.
First- and second-year ARTF courses consist of 12 hours of studio classes plus 12 hours of
independent studio activities per week; third-year ARTF courses consist of 12 hours of studio
classes plus 15 hours of independent studio activities per week; and fourth-year ARTF courses
consist of 24 hours of independent studio activities plus 1 hour of individual instruction per
week, and 9 hours of seminars.
(ARTH 226/3.0 and ARTH 228/3.0) or (ARTH 231/3.0 and ARTH 232/3.0) or ARTH 227/6.0 are
recommended courses for Supporting Course 3.B.
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Appendix 5: COURSE DESCRIPTIONS – FINE ART
ARTF 127/6.0
Introductory Fine Art I
A foundation course in drawing and two-dimensional fundamentals aimed at developing basic skills in artistic
production. One class per week will be devoted to learning safe procedures and technical skills in the wood-shop.
There will be a half-day WHMIS safety training workshop. Students must pass both the technical skills and the
WHMIS training components.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 288 (144Lb;144P)
EXCLUSION No more than 6.0 units from ARTF 100/6.0; ARTF 127/6.0.
EXCLUSION No more than 1 course from ARTF 101/3.0; ARTF 105/6.0; ARTF 106/3.0; ARTF 127/6.0.
EXCLUSION No more than 6.0 units from ARTF 102/3.0; ARTF 110/6.0; ARTF 127/6.0.
ONE-WAY EXCLUSION May not be taken with or after: ARTF 125/6.0; ARTF 260/3.0; ARTF 265/6.0.
ARTF 128/6.0
Introductory Fine Art II
A continuation of ARTF 127/6.0, the two sections of this foundation-level course are in the areas of painting and
three-dimensional fundamentals. In the painting section, a variety of ideas concerning the organization of form and
colour are introduced. In the three-dimensional fundamentals section, the visual, tactile and structural
characteristics of a variety of materials are studied in relation to broad topics of three-dimensional construction.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 288 (144Lb;144P)
PREREQUISITE A minimum grade of C- in ARTF 127/6.0 and a GPA of 1.60.
EXCLUSION No more than 1 course from ARTF 101/3.0; ARTF 105/6.0; ARTF 106/3.0; ARTF 128/6.0.
EXCLUSION No more than 6.0 units from ARTF 102/3.0; ARTF 110/6.0; ARTF 128/6.0.
ARTF 227/6.0
Intermediate Fine Art I
This course offers two of the sections from the four media areas available at this level: painting, drawing, print
media and sculpture. Course content builds on concepts developed in ARTF127/6.0 and ARTF128/6.0. New
techniques, skills and concepts are introduced.
NOTE Open only to students in a BFA Program.
NOTE The field trip to New York is highly recommended; the estimated cost is $700.
LEARNING HOURS 288 (144Lb;144P)
PREREQUISITE A minimum grade of C- in ARTF 128/6.0 and a GPA of 1.60.
ARTF 228/6.0
Intermediate Fine Art II
This course offers two of the sections from the four media areas available at this level: painting, drawing, print
media and sculpture. Course content builds on concepts developed in ARTF127/6.0 and ARTF128/6.0. New
techniques, skills and concepts are introduced.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 288 (144Lb;144P)
PREREQUISITE A minimum grade of C- in ARTF 227/6.0 and a GPA of 1.60.
ARTF 337/9.0
Advanced Programs I
In this advanced course students select one media choice from these areas: paint media, sculpture/new media or
print media.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 324 (144Lb;180P)
PREREQUISITE A minimum grade of C- in ARTF 228/6.0 and a GPA of 1.60.
ARTF 338/9.0
Advanced Programs II
In this advanced level course students choose one media choice from these areas: paint media, sculpture/new
media, or print media. The media area chosen must be different from that studied in ARTF 337/9.0.
NOTE Open only to students in a BFA Program.
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LEARNING HOURS 324 (144Lb;180P)
PREREQUISITE A minimum grade of C- in ARTF 337/9.0 and a GPA of 1.60.
ARTF 447/9.0
Individual Programs I
In fourth year, each student must submit a proposal for an individual program of creative exploration and research.
This can be based on one or more of the following areas: painting, printmedia, 3-D media. Instruction at this level is
through individual tutorials and critiques, although all students will meet once a week for a common seminar.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 309 (9S;12I;288P)
PREREQUISITE Level 4 and (a GPA of 2.60 in ARTF 337/9.0 and ARTF 338/9.0) and (a grade of C- in ARTH 120/6.0)
and (a minimum of 6.0 units in ARTH at the 200-level) and a GPA of 1.90.
ARTF 448/9.0
Individual Programs II
In fourth year, each student must submit a proposal for an individual program of creative exploration and research.
This can be based on one or more of the following areas: painting, printmedia, 3-D media. Instruction at this level is
through individual tutorials and critiques, although all students will meet once a week for a common seminar.
NOTE Open only to students in a BFA Program.
LEARNING HOURS 309 (9S;12I;288P)
PREREQUISITE A minimum grade of C- in ARTF 447/9.0.
COURSE DESCRIPTIONS – ART HISTORY
ARTH 120/6.0
Art in the West from Antiquity to Modernity
A survey of famous and lesser-known works of painting, sculpture, architecture, and other art forms from Antiquity,
the Middle Ages, the Renaissance, the Baroque, and the Modern Age. Themes include politics, religion, mythology,
gender roles, techniques, conservation and intersections with non-western cultures.
EXCLUSION No more than 9.0 units from ARTH 116/3.0; ARTH 117/3.0; ARTH 120/6.0.
ARTH 210/3.0
An Introduction to Technical Art History
A course surveying the study of artists’ materials and techniques through methods of examination such as Xradiography, infrared reflectography, dendrochronology, and high-resolution digital imaging.
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 212/3.0
Medieval Art
An introduction to the arts of the Middle Ages (c.300-1400) from the origins of Christian art under the Emperor
Constantine, through the Early Christian, Byzantine, Romanesque and Gothic Periods. The focus will be on major
monuments and personalities and will also involve a trip to Toronto to study medieval art in the Royal Ontario
Museum.
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 214/3.0
Renaissance Art and Architecture b 1500
A study of Renaissance art and architecture before 1500 within the context of the social, political and economic
history of Western Europe. Key monuments, themes and concepts will be stressed.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
EXCLUSION No more than 6.0 units from ARTH 214/3.0; ARTH 215/3.0; ARTH 213/6.0
ARTH 215/3.0
Renaissance Art and Architecture after 1500
A study of Renaissance art and architecture after 1500 within the context of the social, political and economic
history of Western Europe. Key monuments, themes and concepts will be stressed.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
EXCLUSION No more than 6.0 units from ARTH 214/3.0; ARTH 215/3.0; ARTH 213/6.0
Page 110 of 114
ARTH 226/3.0
Histories of Modern Art
This course will examine the histories, meanings, and sites of modern art in the metropolitan West from about the
mid nineteenth century to the mid twentieth century. Students will become familiar not only with the works
themselves, but with shifts in critical conceptions and key art historical problems surrounding modern art.
LEARNING HOURS 120 (24L;12G;12O;72P)
PREREQUISITE Level 2 or above or permission of the Department.
EXCLUSION No more than 6.0 units from ARTH 226/3.0; ARTH 227/6.0; ARTH 228/3.0.
ARTH 228/3.0
Histories of Contemporary Art
This course will examine the histories, meanings, and sites of contemporary art in the metropolitan West from the
1960’s to the present. Students will become familiar not only with the works themselves, but with shifts in critical
conceptions and popular media that affect both the production and reception of contemporary art.
LEARNING HOURS 120 (24L;12G;12O;72P)
PREREQUISITE Level 2 or above or permission of the Department.
EXCLUSION No more than 6.0 units from ARTH 226/3.0; ARTH 227/6.0; ARTH 228/3.0.
ARTH 231/3.0
Canadian Art I
A study of Canadian art from its beginnings through the nineteenth century. The nature and development of
Canadian art within the context of the social, political and economic history of the country will be examined.
NOTE Field trips: estimated cost $35.
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 232/3.0
Canadian Art II
A study of Canadian art from the end of the nineteenth century. The nature and development of Canadian art
within the context of the social, political and economic history of the country will be examined.
NOTE Field trips: estimated cost $35.
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 242/3.0
Introduction to the History of Photography
An introduction to the history of photography as technology, art, and social practice. Within the larger historical
contexts of society and culture, it surveys key developments and applications in France, England, and the United
States, and their spread to other parts of the world, and considers the work of major photographers and their
influence.
LEARNING HOURS 120 (24L;12G;24O;60P)
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 245/6.0
Art and Architecture in Venice
Instruction in Venice based on daily study tours to the city’s monuments and galleries. Each week a visit will be
organized to an important centre in the Venice region.
NOTE Costs of travel and accommodation abroad must be paid by the student. Consult the Department of Art for
the costs involved. Estimated cost: Room and board $4,500, Travel $1500.
PREREQUISITE 6.0 units in ARTH.
ARTH 250/3.0
Art, Society, and Culture
An introduction to the social conditions and cultural movements that shaped European visual art of the nineteenth
century in its global context. The course will stress the tension between modernity and anti-modernism as well as
competing views on the very nature of visual art.
NOTE Only offered online. Consult Continuing and Distance Studies.
LEARNING HOURS 120 (48O;72P)
PREREQUISITE Level 2 or above or permission of the Department.
EXCLUSION No more than 3.0 units from ARTH 223/3.0; ARTH 250/3.0.
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ARTH 253/3.0
Baroque Art
A survey of the visual culture of Europe and its colonies in the Baroque age (ca. 1580-1750). Attention is given to
developments in all aspects of the visual arts, with emphasis on painting, sculpture, architecture, and the graphic
arts, and on the achievements of artists such as Rembrandt, Rubens, Poussin, Velasquez, and Bernini.
RECOMMENDATION ARTH 120/6.0.
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 260/3.0
Culture and Conflict
An investigation of the impact of war on art and architecture, as well as human attempts to preserve cultural
heritage. A chronological or thematic approach may be taken, with focus placed on one or more case studies, such
as: the Sacks of Rome, the Napoleonic wars, Nazi looting, the Cultural Revolution in China, Afghanistan under
Taliban rule.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 272/3.0
Latin American Art
Surveys the art and architecture of Latin America from the pre-Hispanic period to the present, from Patagonia to
California. Particular attention is paid to the contribution of aboriginal artists and traditions to colonial visual
culture and the built environment. Considers the rise of the academies, Nationalism, Indigenism, Romanticism,
Modernism (Kahlo, Rivera, Tarsila), Madí and Chicano muralism.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 288/3.0
Art Worlds
This course introduces students to key institutions of art by studying their histories, current practices, and future
challenges. Using a case study approach to institutions including museums, artist-run centres, auction houses, and
private galleries, the course develops students’ understanding of art worlds both in Canada and globally.
LEARNING HOURS 114 (24L;12G;18O;60P)
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 291/3.0
The Age of Historicism c.1700-1900
An examination of modern architecture in the western world, from the late 18th century to 1900.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
ARTH 292/3.0
Architecture from 1900 to the Present
An examination of architecture in the western world, from 1900 to the present.
LEARNING HOURS 120 (36L;84P)
PREREQUISITE Level 2 or above or permission of the Department.
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Graduate Curriculum Submissions – Arts Graduate Council
November 2014
Dept. or
Program
DEVS
Course
Number
DEVS 821
DEVS 822
DEVS 823
DEVS 824
DEVS 825
DEVS 826
DEVS 827
DEVS 828
DEVS 829
DEVS 868
DEVS 869
DEVS 810
DEVS 815
DEVS 880
DEVS 885
DEVS 830
DEVS 894
DEVS 895
Change
Type
Addition
Addition
Addition
Addition
Addition
Addition
Addition
Addition
Addition
Addition
Addition
Deletion
Deletion
Deletion
Deletion
Deletion
Deletion
Deletion
Description of Change
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Addition
Graduate Course Deletion
Graduate Course Deletion
Graduate Course Deletion
Graduate Course Deletion
Graduate Course Deletion
Graduate Course Deletion
Graduate Course Deletion
Lead Council
Arts/Science
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
Arts
SOCY
SOCY
SOCY
Revision
Revision
Graduate Degree Plan Revision – MA
Graduate Degree Plan Revision - PhD
Arts
Arts
Page 113 of 114
Graduate Curriculum Submissions – Science Graduate Council
December 2014
Dept. or
Program
CISC
Course
Number
CISC 825
CISC 888
Change Description of Change
Type
Addition Graduate Course Addition
Addition Graduate Course Addition
Lead Council
Arts/Science
Science
Science
GEOL
GEOL 817
GEOL 884
GEOL 889
Addition Graduate Course Addition
Addition Graduate Course Addition
Addition Graduate Course Addition
Science
Science
Science
KINS
KHS 875
KHS
Addition Graduate Course Addition
Revision Graduate Degree Plan Revision
Science
Science
Page 114 of 114