University of Toronto
Major Modification Proposal – Type B:
New Freestanding Minor where there is no
Existing Specialist or Major
(This template has been developed in line with the University of Toronto’s Quality Assurance Process.
Please submit in MS Word format.)
This template should be used to bring forward all proposals for major modifications of this type
for governance approval under the University of Toronto’s Quality Assurance Process. It is
designed to ensure that all evaluation criteria established by the Quality Council are addressed
in bringing forward a proposal for academic change.
What is being proposed:
[i.e., a new freestanding Minor in …]
Department / Unit where the program will be housed:
Faculty / Academic Division:
University of Toronto Scarborough
Faculty / Academic Division Contact:
Annette Knott, Academic Programs Officer
aknott@utsc.utoronto.ca
Department/Unit Contact:
Start date of the program:
April 1, 2015
Date of this version of the proposal:
Major Modification Proposal – Type B: New Freestanding Minor
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Please remove the instructions as you complete the template in order to provide a final copy
that is easier for your audience to read.
1 Executive Summary
Please provide a brief summary or overview of what is being proposed summarizing many of the
key points found in more detail elsewhere in the proposal. This may need to be used on a standalone basis and should include:
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A clear statement of purpose / a description of what is being proposed
A clear statement of the relationship of this to other programs (ensure that you state
clearly that there is no existing Specialist or Major in the area of the proposed Minor,
thus establishing that it is freestanding)
The impetus for its development (including student demand /societal need) and how it
fits with the Unit’s academic plans
The approach used in the development of the proposal, and
Any distinctive elements
2 Program Rationale
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Statement of purpose – Describe what is being proposed and why
If relevant, describe the mode of delivery (including online) and how it is appropriate to
support students in achieving the learning objectives of the program
Context
o Discuss how the program addresses the current state of the discipline or area of
study. (Identify pedagogical and other issues giving rise to the creation of this
program. Where appropriate speak to changes in the area of study or student
needs that may have given rise to this development)
o Describe the consistency of the program with the University’s mission and
unit/divisional academic plan and priorities
Distinctiveness
o Identify any distinctive/innovative aspects of the proposed Minor
o To what extent is what is being proposed “the norm”. As appropriate, speak to
similar offerings elsewhere at the University of Toronto or at other universities
Major Modification Proposal – Type B: New Freestanding Minor
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3 Need and Demand
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Provide a brief description of the need and demand for the proposed Minor focusing, as
appropriate, on student interest, societal need, employment opportunities for
prospective graduates, interest expressed by potential employers, professional
associations, government agencies or policy bodies
With specific reference to the impact on need and demand return to the question
discussed above of how the proposed program is distinct from existing programs
elsewhere
4 Admission / Eligibility Requirements
Describe any specific requirements that students must meet to be eligible for the proposed
minor and how these will be administered
5 Program Requirements
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Provide a complete and exact program description, as it will appear in the Academic
Calendar
Provide a complete list of the courses associated with the program; include full copy as it
appears/will appear in the Academic Calendar (course code, title, description,
prerequisites, etc.); indicate clearly whether the courses are existing or new*
* For new courses, include the relevant New Course proposal
Complete Program Description and Proposed Calendar copy:
Complete List of Courses Associated With the Program, Including Full Calendar Copy:
Major Modification Proposal – Type B: New Freestanding Minor
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6 Program Structure, Learning Outcomes, and Degree
Level Expectations
Within the reasonable limits that can be expected of a Minor program, address how the design,
structure, requirements and delivery of the program support the program learning outcomes
and degree level expectations
Degree Level Expectations
1. Depth and Breadth of
Knowledge
Depth of Knowledge: is
attained through a progression
of introductory, core and
specialized courses. Specialized
courses will normally be at the
C and D levels.
Program Learning Outcomes –
e.g. what students will know or
be able to do at the completion
of the program
How the program design / structure supports
the degree level expectations
[Clearly describe how the
Program Learning Outcomes
will support the degree level
expectations]
[Clearly describe how the program
design/structure will support the degree
level expectations]
Depth and breadth of
knowledge is understood in
[PROGRAM NAME] as …
The program design and requirement elements
that ensure these student outcomes for depth
and breadth of knowledge are:
This is reflected in students who
are able to:
Breadth of Knowledge:
students will gain an
appreciation of the variety of
modes of thinking, methods of
inquiry and analysis, and ways
of understanding the world
that underpin different
intellectual fields.
2. Knowledge of
Methodologies
Students have a working
knowledge of different
methodologies and approaches
relevant to their area of study.
They are able to evaluate the
efficacy of different methodologies
in addressing questions that arise
in their area of study.
3. Application of
Knowledge
Students are able to frame
relevant questions for further
inquiry. They are familiar with, or
will be able to seek the tools with
Major Modification Proposal – Type B: New Freestanding Minor
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which, they can address such
questions effectively.
4. Awareness of Limits of
Knowledge
Students gain an understanding of
the limits of their own knowledge
and an appreciation of the
uncertainty, ambiguity, and limits
to our collective knowledge and
how these might influence
analyses and interpretations.
5. Communication Skills
Students are able to communicate
information, arguments, and
analyses accurately and reliably,
both orally and in writing. They
learn to read and to listen critically.
6. Autonomy and
Professional Capacity
The education students receive
achieves the following broad goals:
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It gives students the
skills and knowledge
they need to become
informed, independent
and creative thinkers
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It instils the awareness
that knowledge and its
applications are
influenced by, and
contribute to, society
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It lays the foundation
for learning as a lifelong endeavour
7 Assessment of Teaching and Learning
Describe how the methods for assessing student achievement are appropriate and effective
relative to established program learning outcomes and degree level expectations
8 Consultation
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Describe the expected impact of what is being proposed on the nature and quality of the
unit’s/division’s program of study and any impact on other units/divisions
Major Modification Proposal – Type B: New Freestanding Minor
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Describe any consultation with the Deans of Faculties/Divisions that will be implicated or
affected by the creation of the proposed program
9 Resources
9.1 Faculty requirements
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Brief statement to provide evidence of the participation of a sufficient number and
quality of faculty who will actively participate in the delivery of the program
o Discuss the role of any adjunct or contractual faculty
o Comment on the provision of supervision of experiential learning opportunities,
as appropriate
o If relevant, describe the plan to provide additional faculty resources to support
the program
o Give details regarding the nature and level of TA support required by the
program
Table 1: Detailed List of Committed Faculty
Faculty name and rank
Home unit
Area(s) of Specialization
9.2 Space/Infrastructure
Address any unique space/infrastructure requirements including information technology,
laboratory space and equipment, etc.
10 Governance Process
Levels of Approval Required
Departmental Curriculum Committee
Decanal Sign-Off
DUCC (Undergraduate)
Dates
Major Modification Proposal – Type B: New Freestanding Minor
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UTSC Academic Affairs Committee
Submission to Provost’s Office
Report to AP&P
Report to Ontario Quality Council
Major Modification Proposal – Type B: New Freestanding Minor
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